Analyse: Seen and Not Heard

Lessons

5: Analyse Learning Objective: Can I understand how the Example Text is structured and the language features it has?

Ready

Make a Sentence

I will model a sentence.

Make a Sentence

Now you will make your sentence.

Make a Sentence

Steady

Teach

Let's look at the Example Text again and annotate it.

Teach

Annotating the Example Text

What can you tell about the structure of the text?

I will show you an example of a structural feature.

Teach

Annotating the Example Text

What language features can we find?

I will show you some examples of different language features.

Teach

Example Text Annotations

Can you find the rest of the structural and language features?

Teach

Review

Can I discuss and identify structure and language features of the Example Text?

• Read what you have written out loud.
• Have I found at least one other example for each structure and language feature?

Review

6: Analyse Learning Objective: Can I find and discuss Writer's Knowledge in the Example Text?

Ready

Make a Sentence

I will model a sentence.

Make a Sentence

Now you will make your sentence.

Make a Sentence

Steady

Teach

Let's look at the Example Text again. Can you remember the structure and language features we found?

Teach

Writer's Knowledge

I will show you where the Writer's Knowledge can be found.

Teach

What Writer's Knowledge can you find in the text?

Teach

Review

Can I discuss and identify the structure and language features of the Example Text?

• Read what you have written out loud.
• Have I found at least one example for each feature of the Writer's Knowledge?

Review

7: Analyse Learning Objective: Can I write a Character Paragraph? (Incidental Write 3)

Ready

Make a Sentence

I will model a sentence.

Make a Sentence

Now you will make your sentence.

Make a Sentence

Steady

Teach

Drama Opportunity: Freeze Frames

Let's look at the following illustrations:

The children eating in the kitchen (beginning with the line 'Starting with pudding is Percy's favourite way to dine'). The children painting treacle onto the adult's portraits (beginning with the line 'The Plumseys leave the pantry'). The children jumping on the four-poster bed (beginning with the line 'The fun spins onwards, upwards').

Recap: How are the children causing mischief?

Teach

Drama Opportunity: Freeze Frames

In small groups - choose a different character and create freeze frames for each of the scenes in turn.

Consider how body poses and facial expressions help to show your character's behaviour.

When I tell you - hold your freeze frame and speak a line as your character, sharing how you are feeling about the chaos you are creating!

Teach

Drama Opportunity: Role on the Wall

Let's think about a different mischievous character to the ones you have chosen...

On the outside of the outline - we are going to describe what the child is doing, and what they may say aloud. On the inside of the outline - we are going to describe how the child is feeling about causing the mischief.

Teach

Drama Opportunity: Role on the Wall

Now complete your own Role on the Wall for your own chosen character.

Teach

I am going to model writing a Character Paragraph.

Can you see examples of the correct use of 'a' and 'an', word families, conjunctions and inverted commas for speech?

Teach

Write

Can I write a Character Paragraph about my chosen mischievous child?

Write

Use the word bank to help you with ideas.

Write

Review

Can I write a Character Paragraph?

• Read what you have written out loud.
• Have I used 'a' or 'an' correctly, word families, conjunctions and inverted commas for speech?
• Does it make sense? What changes do you need to make?
• Use the sentence checker and, line by line, edit for improvement.

Review