Planning+writing

Planning is supposed to be a useful tool. It is not useful if pupils do not value it! Different learning styles impact on pupils' attitudes to planning.

It is useful to teach pupils several different ways to plan a story, and then to allow them to choose the method they prefer. Make planning a short process, but be flexible at the opening of writing time so that those who wish to can spend a little longer gathering their thoughts.

Allow pupils to show their individuality through their choice of the method of planning, and if a pupil does not wish to plan one week, encourage them to draw / annotate an illustration of key characters instead, or to collect ambitious words and phrases appropriate to the subject matter.

__**Different ways to plan a piece of writing:**__


 * Cartoon strip**, using words/pictures:


 * Single bubble**, with title or main character in the middle. Pupils jot all their first thoughts around it - characters, places, events, etc.


 * Mind map** - put title in middle and follow thoughts out in a web like formation based on themes or sequenced events. Can use coloured pens or pencils. See example.


 * Linear scaffold**


 * Lists**, using coloured pens or pencils. List thoughts and jot notes around the listed items, draw arrows, make small sketches, etc.


 * Planning partners**: oral discussion only in the first instance. Five minutes free talk, then partners decide whether to change to a recorded form or continue discussion.


 * Story scaffold cards**. Give pupils mini-versions of the cards. If they are laminated, pupils can make notes on them with whiteboard pens, and slide them around on a table or the floor while planning the main elements of their story. This is best done with a planning partner or teaching assistant.