Monday 6th July - Session 11: Reading and Rereading, Comparison Grids
Comparison Grids - A comparison grid is a visual way of recording similarities or differences in style, language or content.
Tuesday 7th July - Session 12: Shared writing, Reading Aloud.
Shared Writing - Shared writing is one of the most important ways a teacher can show children how writing works and what it’s like to be a writer. Acting as scribe, the teacher works with a small or large group of children to create a text together, enabling them to concentrate on their ideas and composition.
Wednesday 8th July - Session 13: Text marking
Thursday 9th and Friday 10th July - Sessions 14 and 15: Comparison charts, Visual Approaches – Visualisation and Illustration
Visualisation - Asking children to picture or visualise a character or a place from a story is a powerful way of encouraging them to move into a fictional world. Children can be asked to picture the scene in their mind's eye or walk round it in their imaginations. Finally they can bring it to life by describing it in words or recreating it in drawing or painting.
Monday 29th and Tuesday 30th - Sessions 6 and 7: Writing in Role, Debate and Discussion, Reading Aloud
Debate - debating ideas calls for a more formal and objective response to the story and helps children begin to analyse how the writer has made us feel this way. Teachers can structure debates inviting 'for' and 'against' arguments around particular statements arising from a book.
Wednesday 1st July - Session 8: Reading and Rereading, Debate and Discussion.
Thursday 2nd and Friday 3rd - Sessions 9 and 10: Story Mapping, Reading Aloud and Rereading
Storyboards - A storyboard is another way of helping to map out key scenes in the story through drawing and annotation. Originally used to plot scenes in film or moving picture work, it is particularly useful for marking out the key scenes in a story within a given number of frames (usually six or eight), or for focusing in on the next few moments in a sequence.
Monday 22nd June – Session 1: Reading aloud
Tuesday 23rd and Wednesday 24th June – Sessions 2 and 3: Booktalk, Writing in Role, Drama and Role Play: Hot Seating
Thursday 25th and Friday 26th June – Sessions 4 and 5: Drama and Role Play – Conscience Alley, Role on the Wall
Monday to Wednesday
Session 23 -25: Making a book trailer
Thursday and Friday
Sessions 26-27: Summarising what you’ve learned
Monday 8th June
Session 18: Conscience alley and writing to persuade
Tuesday 9th June
Session 19: Freeze frame and writing playscripts.
Wednesday 10th and Thursday 11th June
Session 20 and 21: Newspaper reports
Friday 12th June
Session 22: Writing a summarising quote for effect.
Monday 1st June
Session 12: Role play and writing in role
Tuesday 2nd June
Session 13: Exploring an illustration and writing poetry
Wednesday 3rd and Thursday 4th June
Session 14 and 15: Writing motivational speeches
Friday 5th June
Sessions 16 & 17: Drama and writing in role
Monday 18th and Tuesday 19th May
Sessions 6 & 7: Writing a CV/personal statement in role
Children will need to understand what a CV / personal statement is before undertaking this session to give them an understanding of what needs to be included in this type of writing it would also be useful to the children to revisit the job advertisement from previous session.
Read ‘Funding and Recruitment’ aloud to the children.
Tell the children that over the next few lessons they will be applying for our job on the crew of Endurance
Ask children to look at the information they have entered into their fact files and think about what would be relevant to use to write information for a CV/personal statement.
Once children have gathered the important information they can use this to write a personal statement / CV as part of the application process, saying why they will be a good crew member, what qualities they can bring and any ‘unusual’ talents they may have.
Give children time to write their CV / personal statements – use response partners to give feedback and advice that could improve the application further.
Children edit their writing responding to feedback and noting grammar and punctuation.
Wednesday 20th and Thursday 21st May
Sessions 8 and 9: Role play – Job interview
Friday 22nd May
Sessions 10 and 11: Making a good luck charm
Monday 11th May
Session 1: Cover study
- Look at the front cover of the book.
- Hide the title from the children.
- Ask them to make comments about what they can see and any questions they have.
- Ask children to write these comments on post it notes and place them on a large copy of the illustration on display – these could also be placed in a reading journal.
- Children could then use the recurring pattern idea to produce an image that contains the same features e.g. men, boats, animals around a central figure. They could produce these images in a variety of medium such as pastels, paints, coloured paper (mosaic), pencils or printing.
Tuesday 12th May
Session 2: Writing recount
- Ask the children if they have ever been on a journey? What was the purpose of the journey? Ask the children to talk to a partner and share information about a journey they have been on.
- Once they have discussed their journeys ask the children to brainstorm information they remember about the journey.
- Ask the children to share some of the journeys they have been on. Were they good / bad? What made the journey memorable? Why did they take the journey? Were there any outcomes from the journey?
- Ask the children to write a short recount of their journey using the brainstorm as a plan for their writing.
Wednesday 13th May
Session 3: Character Profile
- Read the introduction to the book, asking the children to note any dates and information that help them begin to understand Ernest Shackleton.
- Discuss with the children what they now know about Ernest Shackleton. What did he do? When was he born? etc.
- Ask children to draw a picture of him, and around the outside write known facts. This will be added to as the children find out more about him through the book.
- Ask children to think about the inside as well – e.g. What kind of a man was he? Can they add much to this yet?
- Allow children time in this session to research the Antarctic and what was happening in the world in 1914 – e.g. WWI, technology etc. This will allow them to understand the challenges that lay ahead for the crew.
- Children could write questions that they wish to answer on post it notes, these could be added to a class working wall to be answered when the information is discovered.
Thursday 14th and Friday 15th May
Sessions 4 and 5: Researching the crew and writing a fact file.
- Look at Shackleton’s original advertisement to recruit crew members to set scene and context for writing that follows?
- Look at page 5 and 6 and ask the children to pick a character (or select according to your children) . Whoever the children pick will be the character that they will write in role as for the duration of this sequence.
- Once all of the names have been selected children should be given time to research their crew member and the job that they did on the expedition.
- Children can then write a character fact file for their individual crew member noting their job, skills that are useful for the expedition, previous experience they may have had and any ‘extra’ information the children discover about them.
David Almond explains how he writes books.
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