Big+Write+9



The information below can be easily copied and then pasted into the Word version - copy each row separately and then paste into the appropriate row.

Familiarisation / Capturing ideas / Modelled writing / Shared writing / Supported writing / Independent writing || ** Sentence level (VCOP) ** |||| ** Word level (inc. phonics) ** || ** Resources / texts ** Poem, e.g. 'Mist and Moonlight' Story structure cards Big Writing Games CD-ROM || |||||| ** Should ** |||| ** Could ** ||
 * ** Year ** 2008/09
 * Class **
 * Teacher ** || ** Term ** 1
 * Week ** 9
 * W/b ** xx.xx.08
 * Unit ** |||| ** Text level objectives: **
 * Focuses for this phase: **
 * ** Curricular targets – reading ** |||| ** Must **
 * ** Curricular targets – writing ** |||| |||||| |||| ||


 * Using lesson plans from Ros Wilson's book 'Strategies for Immediate Impact on Writing Standards'.
 * Register (free) on Fiery Ideas (http://www.fieryideas.com) to be able to use Big Writing Timer.
 * The Big Writing Games CD-ROM has all the texts ('RSIW Lesson Materials') with ability to highlight VCOP, but could be a bit fiddly to alter size of highlighter and uses different colour scheme to our school display - you could use this but use colours as school display (V = blue, O = green, C = yellow, P = red). Alternatively, copy and paste to create Word or Notebook version and highlight using highlight tool on Word or highlighter pen on Notebook.

WALT to identify features of good writing Find suitable game! Share phrases / sentences from pupils' work last week, preferably on IWB. Read together. Why have I chosen these extracts? Identify VCOP features. Could type their work into blank proforma on Big Writing Games CD-ROM ('RSIW Lesson Materials') and highlight VCOP on there, if you have been using CD-ROM for previous extracts. Return last week's writing and ask pupils to read feedback. || Give handout of selected poem at right pitch for class, e.g. 'Mist and Moonlight' and show on IWB. Read as class. In pairs - identify good / interesting features. Discuss as a class. Discuss how writer creates atmosphere / use of descriptive language. Read again. || Reveiw structure of a story - use Story Structure cards for quick refresher. Discuss 'scarey' things, focus on nightmare. Collect descriptive words for scarey things. Talk about how atmosphere is created in scarey movies ... setting, weather, time of day / night, etc. Make up a simple class story using the SSC cards. Could use Story Starts video of churchyard (11:53 mins). ||
 * Thursday**
 * VCOP - quick-fire examples... Who can start a sentence with ...? Who can change the connective in this sentence to a higher level...? Who can name the punctuation at the end of this...? Could use game from Big Writing CD-ROM.
 * Must || Planning: Give title, '_ Nightmare'. Respond with immediate ideas as a single buble or a list or other. Discuss. Expand into a planning map for the story. || Could ||
 * Homework:** Collect further ideas for story they will write tomorrow.

Story Starts video can be downloaded from http://www.teachers.tv/video/13826 and more at http://www.teachers.tv/video/23316

WALT to write a story Briefly review plan created yesterday and add ideas from homework. || Pupils exchange writing with their partner. Read and identify interesting example of VCOP to share with class. ||
 * Friday**
 * Give title for unsupported writing and discuss. Use own school or local feature - park, etc. as setting (e.g. Bishopsworth School Nightmare). || Remind of use of 'My Target Record' as a prompt sheet, and of story structure cards from yesterday.
 * Less able supported by scaffold, modelled words / phrases, adult support or working in a pair. || In big writing books, pupils write story. Use Big Writing Timer from Fiery Ideas website (http://www.fieryideas.com/freebies.php?id=34) to create calm atmosphere. Stop after 15 and 30 mins and ask who has used more than one type of punctuation, an interesting sentence opener, more than two different connectives or an interesting word. Praise. Could swap with writing partner and do quick check for each other's use of VCOP features. Stop to review VCOP regularly through lesson and give 5 minute / 2 minute warnings towards end. || Could ||