ABSTRACT
PHASE 1 l Read A Dark, Dark Tale and respond (likes, dislikes, puzzles,
patterns) l Map A Dark, Dark Tale onto a story mountain or map so that
children can see the pattern and plot l Collect effective language and vocabulary – check
understanding of effect l Build list of writer’s hints
PHASE 2 l Discuss what A Bright, Bright Tale might be about l Use picture stimulus to support ideas l Use drama/role play to explore events or setting of A Bright,
Bright Tale l Collect vocabulary along the way l Use story map or mountain to support with planning new tale l Use word/language games to change vocabulary and
language collected from A Dark, Dark Tale to A Bright, Bright Tale
FINAL OUTCOME To write A Bright, Bright Tale
Phase 1 outcome To know A Dark, Dark Tale and what makes it a good story
Phase 2 outcome To have planned my story
spine poem l Identify features l Expand vocabulary by generating synonyms for dark and
scary l Introduce ‘simile’ and collect examples from poems read so
far; add to writer’s hints list l Continually read similar poems to develop ‘ear’ for them
relevant similes l Make sure that elements of writer’s hints are explored in the
context of ideas generated by A Dark, Dark Tale l Plan spine poem l Orally rehearse ideas l Refine and/or develop them
of similes l Independent write of poems l Publish poems l Practise performing poems l Share and perform poems l Evaluate them
FINAL OUTCOME To write, publish and perform spooky spine poems
Phase 1 outcome To know what good spooky poems are and to be able to retell/perform one
Phase 2 outcome To have planned my own spooky spine poem
introduction, what you need, what you do, bossy verbs, ordered steps, concluding statement)
meanings (e.g. mime the action) l Chunk text into sections and discuss layout (purpose)
each other l Draw out the language and continue to build banks and
understanding l Reread Beegu and use drama/role play to explore the instructions
you might give for her to get home l Use chunked set of instructions as basis for plan of new set l Practise use of bossy verbs appropriate to this set of instructions l Talk activities to support with ideas for what you might put into an
introduction, and the ‘what you need’ section l Talk activities to support with ideas for adding detail into each step
(e.g. make sure that you are properly strapped into your seat) l Support with ideas for a concluding statement l Complete plan
FINAL OUTCOME To write a set of instructions
Phase 1 outcome To know what a good set of instructions looks and sounds like
Phase 2 outcome To have planned my instructions
FINAL OUTCOME To write an alternative ending to Beegu
Phase 1 outcome To know what makes a good ending and be familiar with the Beegu ending
Phase 2 outcome To have planned my alternative ending to Beegu
PHASE 1 l Hook – alien sighting on playground l Front cover discussion l Brainstorm Beegu character l Read Beegu and respond (likes/dislikes/puzzles/patterns) l Focus on the ending and analyse effects created by author;
collect writer’s hints l Map out the ending using thought bubbles l Read familiar stories; discuss alternative endings l Map using thought bubbles then compare/contrast to
Beegu
feelings/thoughts l Collect and orally rehearse sentences and vocabulary l Create storyboard plan
FINAL OUTCOME To write postcards to and from Beegu
Phase 1 outcome To know what postcards are and how they are used to send short messages
Phase 2 outcome To have planned my postcards to and from Beegu
in language and structure l Discuss various purposes/audiences l Build list of writer’s hints l Use engaging stimuli to practise writing short, concise
messages (bear purpose and audience in mind) l Teach and practise grammar and punctuation elements
needed for writing short, concise messages
to her parents if she was to send them a postcard l Orally rehearse l Use drama/role play to explore what her parents might say in
their reply to her postcard l Orally rehearse
FINAL OUTCOME To write a penguin fact file
Phase 1 outcome To know what a good fact file looks and sounds like
Phase 2 outcome To have planned my own penguin fact file
skills/knowledge) l Address misconceptions
shared write l Independent write of introductions l Model how to use plan to write next part of fact file, and
shared write l Independent write of next parts l Redraft elements that need polishing l Publish
PHASE 1 l Read Lost and Found and respond (likes, dislikes, puzzles,
patterns) l Shared read stories with similar plot patterns l Explore and respond – likes, dislikes, puzzles, patterns l Collect writer’s hints for these stories l Use story map or mountain to chart the key events of Lost and
Found l Use drama/role play to understand key parts of the plot
that could be had – who might come to his door? l Use drama/role play to explore new adventures – where would
it lead? What would happen? l Collect vocabulary along the way l Replace main events on story map or mountain with new
ideas l Children create a new story map or plan l Use word/language games to explore new vocabulary l Orally rehearse new ideas l Finalise plan
FINAL OUTCOME To write a sequel to Lost and Found
Phase 1 outcome To know the plot and narrative language in Lost and Found
Phase 2 outcome To have planned my sequel to Lost and Found
FINAL OUTCOME To write, publish and perform ‘snow’ poems
Phase 1 outcome To know what good themed poems are and to be able to retell/ perform one
Phase 2 outcome To have planned my own snow poem
size (e.g. ‘emerald’ instead of ‘green’; ‘tiny’ instead of ‘small’) l Introduce ‘simile’ and collect examples from poems read so
far; add to list of hints l Continually read similar poems to develop ‘ear’ for them
relevant similes l Make sure that elements of the writer’s hints are explored in
the context of snow poetry l Plan poem l Orally rehearse ideas l Refine and/or develop them
of similes l Independent write of poems l Publish poems l Practise performing poems l Share and perform poems l Evaluate them
Phase 1 outcome To know what a good story with repeated patterns sounds and looks like
Phase 2 outcome To have planned my story
PHASE 1 l Read Meerkat Mail and respond (likes, dislikes, puzzles,
patterns) l Shared read stories with repeated patterns l Explore and respond – likes, dislikes, puzzles, patterns l Collect list of writer’s hints for these stories l Use a story map or mountain to chart key events of the story l Use drama/role play to understand the key events
a meerkat could have – who might they visit and why might it not be suitable?
