R25 Weekly Writing Plan Term 4 Week 4

Unit Planning 2019 Unit plan Marking/Rubric e-AsTTle Writing Rubric

Links and Resources

2 stars and a Wish Writing hub Scholastic ReadWriteThink

The writing book ReadingRockets Graphic Organisers Literacy Shed

Pobble365

Writing groups
Group 1 Group 2

Rouel Jordan Karsin Sehaj Lorenzo Praise

Joseph Ceejay Bianca Grayson Delaney Oliver
Ashley Nirosh Abby

Purpose We are writing to entertain our audience.

MONDAY

Learning Intention WALT create a class narrative using the DASH? Paragraph structure

Success Criteria Co-constructed with class

- Student will be able to successfully complete a collaborative narrative story using the DASH?
Paragraph writing structure.

Resources Storybook
Devices
Large pieces of paper
Felt pens

Learning Focus: Modelling/class planning

Experience
Introduce the book that we will be focusing on.
Show the pictures to class, discuss predictions of what they think might happen and explain WALT.
As a class we will set the scene giving names to each of the characters and describe the location it is set.
Introduction using DASH?

D - Description of the place - A gloomy wet day at the school playground

A - What happens? They have walked into a park and stumbled upon a bag of chalk
S - What might the children be saying to one another? What thoughts are they having?
H - How are children feeling when they found the bag of chalk?
? - Now they have found the bag of chalk what will happen next? How can we keep the reader intrigued?
What would be an interesting cliffhanger? - CLASS PLAN (recorded on a large piece of paper)

*Teacher typing up all the answers onto a shared document*

- Each student can share a different sentences using the plan we created as a class. All
sentences will be collated using DASH? To complete the introduction. This will give students an
idea of the expectations around what is expected.

Get students into mixed ability groups, give each group a large piece of paper. Explain to the students
they must brainstorm a variety of other words to use instead of ‘said’. Students will need to find
alternatives as they will not be allowed to use said in their writing piece.
Examples - whispered, gushed, explained, yelled, spat, suggested, groaned, begged, mumbled,
snapped, repeated, declared, blurted, creid, continued, announced, stuttered, wondered.
Students can then look at the section of their book and start gathering ideas of the language they want to
use - descriptive, similes, metaphors, hyperboles, interesting adjectives.
Examples - Orb of beaming light, soft dusting chalk, rough concrete.
When students are working in their groups teachers will be walking around to offer support to prompt
creativity.
TUESDAY

Learning Intention WALT create a class narrative using the DASH? Paragraph structure

Success Criteria Co-constructed criteria

- Student will be able to successfully complete a collaborative narrative story using the DASH?
Paragraph writing structure.

Resources Chrome books

Writing books
Pencils and erasers
Chalk Slides
Teacher Example

Learning Focus: Drafting/idea gathering

Experience Remind students of the previous lesson - keep the introduction visible to show the expectation of writing
that is desired. Working together using DASH? each group may begin working on their section. What are
the events that start happening? Why do they think that the bag is their? Explore the different possibilities
of what might happen next and the different things going on in the story.

Using their pictures as prompts, students will begin drafting their collaborative pieces of writing.
Encourage students to use thesaurus’ and dictionaries to be creative and imaginative.
For students who need extra support they can opt into a workshop that will be running on the mat to help
kick start their ideas or to have support in finding creative vocabulary.

Students may use their large piece of paper to continue their shared plan.
Students to draft in their books first.

WEDNESDAY - ATHLETICS DAY

Learning Intention

Success Criteria

Resources

Learning
Experience

THURSDAY

Learning Intention WALT create a character description using a variety of language features.

Success Criteria Co-constructed criteria

- Using a range of language features such as metaphors, similes, hyperboles to create effect.

Resources - https://www.edshed.com/

Learning Focus: One off lesson while triadic meeting is taking place
Experience
A picture of different characters will be displayed on the t.v.
Students will then explore all the characteristics of the characters, describing in great detail
everything they see.
Students will use descriptive language and a range of language features to explain the different
characters.
- Plan ideas as a whole class displayed to students to refer back to
- Pick one animal to begin with, if time allows students can choose another one
- Describe facial expressions, costumes, what colour they are, fur/feathers/scales/skin