Scheme of work: Carrie’s War by Nina Bawden
English Groups: 3.3 and 4.2
Details of lesson
Week 1
Reading
assessment
Starter activity:
As an introduction to the new topic students will be
presented with an image and asked to infer what is going
on in the picture. The image is from the WW2 evacuation
in Britain. Students will mind map ideas independently in
their books then mind map on the board.
Main activity: Students are to think of questions to ask
about the picture,
 When was it taken?
 Where are the children going?
 How are the children feeling?
 Why were they on the train?
 Who took the picture?
Students will be asked to identify similarities and
differences between 2 sources.
FS Criteria
E3: Read and
understand texts in
different formats
L1: Identify suitable
response to texts
L2: Select and use
different types of texts
to obtain and utilise
relevant information
Students are to write a paragraph explaining the
similarities and differences.
Plenary: Students will discuss and share their ideas about
the picture.
Assessment
Starter activity: Students will be shown slides about
Carrie’s War author Nina Bawden. Students will be asked
to make notes on the following headings:
 Early life
 WWII
 Career
 Family
 Death
Students are then to write full sentences about each of
the headings.
Extension: write a paragraph for each heading.
Main: Students are to read an information sheet on the
author. This should be done independently and students
must use full sentences. Students will be encouraged to
E3: Read and
understand texts in
different formats
L1: Identify suitable
response to texts
L2: Select and use
different types of texts
to obtain and utilise
relevant information
verbalise their answer before writing down.
Plenary: Students are to check their work for accuracy,
looking at the following: capital letters, punctuation,
handwriting and spelling.
LO: Read and
understand a
range of texts
Starter activity: Students will read the blurb of Carrie’s
War.
Main activity: Reading lesson: Students will begin to read
Carrie’s War.
Plenary: What has happened so far in the story?
Week 2
LO: Use
conjunctions
and
connectives in
writing
Starter activity: What is a conjunction? Why are they
used in writing?
Main activity: Students are to complete Feelings and
expressions worksheet connecting feelings with actions.
E3: Read and
understand texts in
different formats using
strategies/techniques
appropriate to the task
L1: Identify suitable
responses to texts
L2: Identify the
purposes of texts and
comment on how
meaning is conveyed
E3: Follow the main
points of discussions
L1: Make different
kinds of contributions
to discussions
L2: Present information
and ideas clearly and
persuasively to others
Students need to think of an example of character’s
emotions and create sentences to explain these. This is
practice for writing PEE chain paragraphs. (Point,
evidence, explanation)
Students will brainstorm their sentences in groups and
create a paragraph for each character.
Plenary: Students to each give an example of a
conjunction and share their sentences.
LO: Create a
story board
Starter activity: Students are to recap the story so far.
Main activity: Students will continue reading the story
then create a storyboard from a given scene. This should
be accompanied by a sentence explaining the scene.
Sentence starter will be provided for students who need
support with this work.
Plenary: Students will share their work.
E3: Check work for
accuracy, including
spelling
L1:Use language,
format and structure
suitable for purpose
and audience
L2: Use a range of
writing styles for
different purposes
LO: Read and
understand a
range of texts
Starter: Recap the story and main characters we have
read about so far.
Main: Students will read another chapter then watch the
film up until the point of reading.
Plenary: Differentiated questions
What does the film version achieve that the book
doesn’t? Why is this?
Which do you prefer and why?
How does the music change throughout?
Week 3
LO: Using
adjectives in
descriptive
writing
Starter activity: Students are to write down the 5 senses.
How does Nina Bawden paint a visual image in the mind
of her readers?
In chapter 4 Nina Bawden described Carrie and Nick’s
journey to Druid’s Bottom. Students are to listen to an
audio clip of this part of the story then close their eyes
and listen to the description. Students are to explain the
images that come into their head.
Main: The character Hepzibah is magical and enjoys
E3: Read and
understand texts in
different formats using
strategies/techniques
appropriate to the task
L1: Identify suitable
responses to texts
L2: Identify the
purposes of texts and
comment on how
meaning is conveyed
E3: Check work for
accuracy, including
spelling
L1:Use language,
format and structure
suitable for purpose
and audience
L2: Use a range of
writing styles for
different purposes
telling mythical tales. Students are to imagine Hepzibah
has her own sweet shop and are to draw and describe the
rooms.
Plenary:
LO: Prepare an
argument
Starter activity: Students will read the poem: The
Evacuee by Arthur Edward King. Students will be asked
to imagine the situation for both parents and children.
Main: Students are to be allocated ‘for’ or ‘against’ cards
and presented with information on the evacuee process.
One team will be asked to present a case ‘for’ evacuation
and the other to argue ‘against’ the process.
Students will be advised of taking turns whilst speaking
and respecting other opinions. Students will debate their
case. Teacher and tutors are to join each group to
facilitate the discussion.
Sentence starters will be provided for students who
require additional support with this task.
Plenary: Students will evaluate their discussion.
E3: Give own point of
view and respond
appropriately to other's
point of view
L1:Make different kinds
of contributions to
discussions
L2: Present
information and ideas
clearly and
persuasively to others
LO: Read and
understand a
story in detail
Starter activity: Students are to read another chapter of
the book.
Main activity: Students are to watch the film version of
the book up until the point of reading.
Plenary: Students are to make bullet pointed notes about
the story so far. Predictions for what might happen next.
Week 4
LO: Evaluate a
character
Starter activity: Students are to discuss their favourite
character and state why this is.
Main activity: Students are to complete the worksheet
‘Exploring character’ which asked them to evaluate the
strengths and weaknesses of characters Carrie, Nick and
Albert.
E3: Use organisational
features to locate
information
L1:Identify suitable
responses to texts
L2: Analyse texts in
relation to audience
needs and consider
suitable responses
E3: Understand
the main points of
texts
L1:Identify suitable
responses to texts
L2: Detect point of
view, implicit meaning
and/or bias
Students will continue reading the story.
Plenary: Update events so far.
LO: Understand Starter activity: What do you think is the most important
E3: Read and
a text in detail
object in Carrie’s War? Students to note down their ideas. understand texts in
Main activity: Students will complete the sheet
‘Important objects’. This provides students with the
opportunity to work in pairs and discuss the story further.
Students will feedback their answers and then move on
to the activity ‘ Four objects’ which is an extension of the
first task. Students will be provided with sentence
starters and be asked to write full sentences that explain
their answers in full.
different formats using
strategies/techniques
appropriate to the task
L1: Identify suitable
responses to texts
L2: Identify the
purposes of texts and
comment on how
meaning is conveyed
Plenary: Students will be tested on spellings.
LO: Ask
relevant
questions
Starter activity: Students are to think of 4 questions to
ask about the story so far. Students will complete the
worksheet ‘questions, questions’ .
Main activity: Students are to continue reading the story.
Plenary: Are there any new questions to ask?
E3: Read and
understand texts in
different formats using
strategies/techniques
appropriate to the task
L1:Identify suitable
responses to texts
L2: Read and
summarise, succinctly,
information/ideas from
different sources
Week 5
LO: Reading
Starter activity: Students are to recap the story so far.
comprehension
Main activity: Students will watch the film up to the point
of reading. They will then answer questions based on the
story so far. Students will be asked to write in full
sentences.
Plenary: Students should check their work for accuracy
including: spelling, punctuation and grammar.
LO: Write in
the past tense
Starter activity: Spellings test or words from the story.
 Evacuee
 Wales
 Travelling
 Transport
 Druid’s Bottom
 Listen
 Frightened
 Servant
 Councillor
 Auntie
Main: Students are to write a diary entry from Carrie’s
E3: Sequence writing
logically and clearly
L1:Use language,
format and structure
suitable for purpose
and audience
L2:Use a range of
writing styles for
different purposes
E3: Sequence writing
logically and clearly
L1:Use language,
format and structure
suitable for purpose
and audience
L2:Use a range of
writing styles for
different purposes
perspective. Students will be advised about the features
of a diary entry:




Written in first person
Uses the pronouns I we
Has a point of interest
Is written in the past tense
Plenary: Read aloud the diary entry w
LO: Order
events in a
logical
sequence
Starter activity: Students are to try and summarise the
story so far using 5 bullet points for structure.
Main activity: Students are to cut and stick the events
from the story into logical order using worksheet ‘Events
in order’.
E3: Sequence writing
logically and clearly
L1:Present information
in a logical sequence
L2: Present
information/ideas
concisely, logically and
persuasively.
Students will continue to read the story.
Plenary: What will happen next in the story?
Week 6
LO: Read and
understand a
*2 lessons short due to Easter bank holidays*
Starter activity: Students are to complete reading the
book and watch the ending of the film.
E3: Understand
the main points of
text in detail
Main activity: Students will complete a book review for
Carrie’s War.
Plenary: Students will check their targets and have one
to one sessions to sign off.
texts
L1:Read and
understand texts in
detail
L2:Detect point of
view, implicit meaning
and/or bias