Year+6+-+biography

MK's week 1 planning: MK's week 2 planning: Previous planning (September 2007): Texts: Worksheet for taking notes (timeline): (Enlarge to A3) Homework idea and previous success criteria: Van Gogh text (for modelling note taking): Guided reading independent tasks:

Familiarisation / Capturing ideas / Modelled writing / Shared writing / Supported writing / Independent writing || ** Sentence level (VCOP) ** |||| ** Word level (inc. phonics) ** || ** Resources / texts ** Biographies of Roald Dahl (from websites) || |||||| ** Should ** |||| ** Could ** ||
 * ** Year ** 2008/09
 * Class **
 * Teacher ** || ** Term ** 1
 * Week ** 1
 * W/b ** 8.9.08
 * Unit **Biography |||| ** Text level objectives: **
 * Focuses for this phase: **
 * ** Curricular targets – reading ** |||| ** Must **
 * ** Curricular targets – writing ** |||| |||||| |||| ||

WALT use a timeline to take notes WALT use a timeline to take notes WALT identify facts and opinions
 * Monday**
 * Ask children to discuss what they remember about Roald Dahl from transition unit or what they know. //Which of his books have you read?// || Discuss the difference between autobiography and biography. Use biography of van Gogh to model identifying and recording key events as a timeline. || Plenary ||
 * Teacher to support less able group to transfer information to timeline. || Read the information about Roald Dahl. Make a note of key events on timeline worksheet. || Use other books / websites to add detail to notes. ||
 * Tuesday**
 * Starter || Main || Discuss information that could be included in introduction and conclusion. Children add these details to notes. ||
 * Teacher to support less able group to transfer information to timeline. || Read the information about Roald Dahl. Make a note of key events on timeline worksheet. || Use other books / websites to add detail to notes. ||
 * Wednesday**
 * Discuss difference between fact and opinion. In pairs, children take turns to state fact and give opinion about an object. || Use van Gogh biography to model identifying facts and opinions. || Plenary ||
 * Use list of statements about Roald Dahl. Tick whether each one is a fact or an opinion. || Read one of the biographies of Roald Dahl. Highlight facts in one colour and opinions in another. || Do the same for one of the other biographies. ||

To prepare and present an oral presentation Familiarisation / Capturing ideas / Modelled writing / Shared writing / Supported writing / Independent writing || ** Sentence level (VCOP) ** |||| ** Word level (inc. phonics) ** || ** Resources / texts ** Biographies of Roald Dahl (from websites) || |||||| ** Should ** |||| ** Could ** ||
 * ** Year ** 2008/09
 * Class **
 * Teacher ** || ** Term ** 1
 * Week ** 2
 * W/b ** 15.9.08
 * Unit **Biography |||| ** Text level objectives: **
 * Focuses for this phase: **
 * ** Curricular targets – reading ** |||| ** Must **
 * ** Curricular targets – writing ** |||| |||||| |||| ||

WALT prepare a presentation WALT prepare a presentation WALT present and evaluate presentations
 * Monday**
 * Starter || Explain to the class that they will be preparing a presentation about Roald Dahl's life. Watch video clip about Dick King-Smith (Espresso - English 2 - Authors). Ask groups to discuss possible success criteria for presentations. Record feedback and, as a class, decide on 3 or 4 criteria to evaluate presentations. Discuss the forms that the presentation could take, e.g. short role plays, reading information aloud, etc. || Plenary ||
 * Must || In groups, prepare a short oral presentation about Roald Dahl’s life. || Could ||
 * Tuesday**
 * Starter || Discuss what forms of visual support may enhance presentations, e.g. pictures. || Plenary ||
 * Must || In groups, continue preparing short oral presentation about Roald Dahl’s life. || Could ||
 * Wednesday**
 * Starter || Look back at success criteria generated in previous lesson. || After each presentation, evaluate it against success criteria. ||
 * Must || Each group will present their presentations. || Could ||

**Spellings** - week 1
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 * Spellings** - week 2
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 * Spellings** - week 2
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 * Spellings** - week 2
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 * Spellings** - week 2
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 * Spellings** - week 2
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