Literacy Weekly Plan / Assessment Record School: Laurance Haines

Class / Year: Unit Overview:

Choose an author, and read a selection of their works.
Term: Summer Discuss responses as a class. Demonstrate how to write book reviews.
Children explore work by own favourite authors, discuss and express preferences.
Teacher: Investigate letter writing and focus on planning and writing a letter to an author.

Week beg: 8th June, 15th June and 22nd June
Week number unit: Narrative unit 4: Authors and Letters
Key Aspects of Learning:
Reasoning
Children will learn about gathering evidence to support their opinions
about books and giving reasons when they state their point of view to the
class or group.
Self-awareness
Children will discuss and reflect on their personal responses to texts
read.
Social skills
When working collaboratively children will listen to and respect other
people's ideas. They will take on different roles in a group.
Communication
As they learn the conventions of letter writing, children will begin to
appreciate the need to vary the tone and content according to the
audience and purpose. They will communicate outcomes orally, in writing
and through ICT if appropriate.
Cross curricular links:
Unit Learning Objectives:
1. Speaking
● Sustain conversation, explain or give reasons for their views or choices
3. Group discussion and interaction
● Use talk to organise roles and action
● Actively include and respond to all members of the group
7. Understanding and interpreting texts
● Explore how different texts appeal to readers using varied sentence structures and descriptive language
8. Engaging with and responding to texts
● Share and compare reasons for reading preferences, extending the range of books read
● Identify features that writers use to provoke readers' reactions
9. Creating and shaping texts
● Use layout, format, graphics and illustrations for different purposes
10. Text structure and organisation
● Group related material into paragraphs
11. Sentence structure and punctuation
● Compose sentences using adjectives, verbs and nouns for precision, clarity and impact

12. Presentation
● Write with consistency in the size and proportion of letters and spacing within and between words, using the correct formation of
handwriting joins
Resources ● Develop accuracy and speed when using keyboard skills to type, edit and re-draft
Julia Donaldson, Caroline Binch, Alan Ahlberg, Roald Dahl, Jill
Murphy books. 1998 Framework objectives covered:
Year 3, Term 3: T8 and T9 compare and contrast works by the same author; discuss preferences for authors and give reasons; T14
Homework write reviews; T16 and T20 read examples of letters written for different purposes; write letters to authors about books and for a range of
purposes; T23 organise letters into simple paragraphs; use IT to bring to a published form
Synonym and Antonym tasks
Children to bring in their favourite story/book. Teaching Sequence
Research another author Phase 1 (8 days)
Read a selection of work by a particular author. Express personal responses and explore aspects of the author's style. Read a longer
story as a serial. Demonstrate how to write a book review.
 Groups find out about another author, reading and comparing responses, identifying aspects of style and selecting a favourite book to
recommend in a written review. Groups report back to the class and children select new books to try based on other children's
recommendations.
Phase 2 (2 days)
Analyse letters written for different purposes. Identify language features and conventions. Review different types of sentence structure.

Phase 3 (5days)
Demonstrate how to write letters for a specific audience and purpose. Children plan and write their own letters (to authors, to another
child to recommend a book, etc.). Use the conventions of letter writing including complete sentences and paragraph organisation.
Present in a polished form so that letters can be sent.
Date and Whole Class Shared Whole Class Phonics /Spelling Differentiation Plenary Assessment
Learning Reading / Writing Grammar/
Objective Vocabulary
Day 1 Ask children what an author is. Demonstrate how to collect Children to present
Can I identify the information about a book: read what they have found
key features of a KQ: Which authors do you know? passages, look at pictures, front out.
text? KQ: Who is your favourite author? Which books have they written? cover, read blurb, look at the
language – what age is it meant Review main events.
Read two Julia Donaldson books without revealing the author. for, what is it about, who is in it,
story type, characters… Compare themes
Identify characters, setting, problem, resolve, key events, story type. In mixed ability groups: across groups and to
Provide children with selection, teacher made
Record as spidergram. of Julia Donaldson books. spidergram.
Children to create own
Identify similarities between the books. Reveal the author and encourage spidergrams. Identify common areas
the children to discuss any other Julia Donaldson books that they have e.g. rhyming language
read. in many of her books,
repetitive structure to
stories

Day 2 Read ‘A squash and a squeeze’ or Start Selection of Julia Donaldson KQ: did you agree with
Can I identify what ‘Room on a broom’ by Julia Display a ‘Horrid Henry’ comic strip books. your partner? What
makes a text Donaldson. on IWB with main characters Mixed paired work. Record on differences did you have?
appealing to Discuss story. Identify key features. dialogue presented in speech A4/A3/WB Invite children to explain
different people? Record on spidergram. bubbles. Investigate books. what type of books they
Can I identify the Ask children; KQ: What do the speech bubbles What do you like / dislike? What like and why.
key features KQ: what have you enjoyed? What represent? makes this enjoyable? Do you
is most memorable? What Ask children how we could show like the characters? Is the story
characters were in it? Were there dialogue/speech within a story. about something interesting?
any memorable words or phrases? Discuss the use of speech marks
TP work at tables, information on and speech verbs.
whiteboards. Display a speech bubble on the
Invite children to discuss their board. Challenge children to show
views.
 KQ: who agrees / disagrees? dialogue by using speech marks.
Why? E.g.

- ‘STOP THAT HENRY!’ Screamed

Moody Margaret.
Repeat with other examples.
Children to record on WB.
Day 3 Display the mouse from ‘The START Compare key characters in Choose a child from
Can I collect and Gruffalo’ on IWB. Ask children Ask children what they think a stories. HA group to read one
generate to think of words they would synonym is. LA – write a character of their character
descriptive words use to describe the Gruffalo. Discuss in TP. description for the Gruffalo. descriptions. Ask the
and phrases? List the words e.g. hungry, Share ideas as a class. MA – write a character rest of class to identify
frightening etc. Display a list of words on the description for George the the JD character from
Can I write a Model using the thesaurus to IWB. Explain to children that Giant and the mouse the description.
character profile find appropriate synonyms. Terry the Toucan has been very HA – write descriptions for Repeat for other
using the words I naughty and muddled the three Julia Donaldson examples.
have synonyms up. Ask children to characters of their choice. In mixed ability pairs
collected/generate pair up the words which have a children to evaluate
d? similar meaning. their work.
Work on WB. Share and
discuss.
Day 4 Look at a JD book that the class have not read. Look at the title and All children to write a book Ask children to read
Can I write a blurb front cover. Ask children to predict what the story might be about. Ask blurb for a Julia Donaldson blurbs. Identify the
for a Julia children what else we can use to find out more about the book – Blurb. book of their choice. book the blurb goes
Donaldson of my KQ: What is a blurb? Differentiated by outcome. with. KQ: How do you
choice? KQ: Where can we find a blurb? TA to support SEN group. know?
KQ: How does it help the reader? MA – blue to work with CT.
Look closely at a JD book blurb. Look at how it is set out e.g. snippet LA, MA – green/purple and Children in pairs to
from book used to engage reader, a key question, short explanation HA to work independently. evaluate their blurbs.
about the story.
Look at another JD blurb and identify key features.
www.juliadonaldson.co.uk/
Display a range of JD book front covers and blurbs on IWB. Explain to
children that Terry the Toucan has muddled the blurbs to the books.
We are going to match the correct blurb to the right story. Work in
mixed ability groups.
Model write a blurb for ‘Room on a broom’.
Day 5 Recap the author we are looking at in Literacy. Discuss the books she Children to compose a list of
Can I ask has written. Explain that in the next lesson we are going to be finding questions that they would like
questions to learn out more about Julia Donaldson and the books she has written. to find out about JD.
Work in mixed ability pairs.
more about an Children we are going to compose a list of questions that we would
author? like to find out about her. (HA to sort questions into
KQ: What is a question? categories)
KQ: Why do we ask questions?
Ask children to list question words on post-it-notes – who, what, why,
when, where, how, etc.
Model asking questions – TP.
Ask each child to generate one question they would like to find out
about JD on post-it-note.
Draw children back to carpet. Share questions and sort into categories
e.g. Family, Books, Hobbies etc.
Day 6 KQ: what have we learnt about Julia Donaldson so far? What books Author research KQ: Are there any
Can I find out has she written? What type of books does she write? TP. questions we have not
about an author LA – supply questions to found answers to?
using online sites? KQ: How could we find out more about Julia Donaldson? TP. answer. How else could we get
the answers?
Review list of questions composed in previous session. MA – Given selected
questions from class list.
Demonstrate how to collect information from books – blurb, back
cover, inside front / back covers, class poster, book on authors, HA – Use own questions
Internet (authors web site). generated yesterday to
answer.

Day 7 Ask the children to review what we
Can I identify the have learnt about Julia Donaldson
key features of a so far through the books we have
text by another read and the research we have
author? carried out so far.
With children compile a list of
authors whose books we enjoy
reading, e.g. Anne Fine, Jill
Murphy, Jeremy Strong, Dick King
Smith, Roald Dahl etc
KQ: what do we know about them?
What books have they written?
Which books have you enjoyed by
them?
Use laptops
START Read books by another
Ask children what singular and author. Each group different
plural is. author. Identify key features
Share and discuss ideas. using spidergram.
Display a selection of words on HA – Dick King
board. Match the singular word Smith/Caroline Binch/Anne
to the correct plural e.g. Fine
Mouse – mouses, mice MA – Alan Ahlberg (Happy
families)
SEN/LA – Jill Murphy (The
Large family)

Read a story by Jill Murphy about

the Large family.
 Who are the key characters?
What are the key events?

Identify characters, setting,

problem, resolve, key events, story
type.
Record as spidergram.
Day 8 Discuss the books that children START Author research
Can I find out explored yesterday. KQ: What is an antonym?
about another Discuss preferences and why. Share and discuss ideas – link LA – supply questions to
author? Explain to children that we are to synonyms. answer.
Can I identify going to find out about the Explain antonyms are words
antonysm and their author whose books we looked which are opposites. MA – Given selected
shades of at yesterday. Model an example on IWB – questions from class list.
meaning? KQ: How could we find out Good – bad
more about our selected Wet – dry HA – Generate own
author? TP. Etc. questions to answer.
Differentiated words given on
Demonstrate how to collect each table. Ask children to Use laptops
information from books – match pairs of words which are
blurb, back cover, inside front / opposites.
back covers, class poster, Look at shades of meaning for
book on authors, Internet a selection of words.
(puffin, authors web site). KQ: Which is the most powerful
word?
Day 9 Discuss with the children the authors we have looked at. Ask children All children to write a book Children to share book
Can I identify which author they liked best and why? Display books we have read as a review for their favourite book reviews in small
adjectives used to class. read in this unit so far. groups of 3.
describe how a Display ‘Room on a broom’ on IWB. Explain to children this is your Differentiated book review
person feels about favourite book by Julia Donaldson. Discuss what you would say about this frameworks provided (please With children
a book? book if you really wanted to persuade someone to read it. Give children see). self-assess work.
Can I write a book photocopied examples of positive book reviews for ‘Room on a broom’.
reviewhe g? Shared reading.
Give children 5 minutes in pairs, to go and underline adjectives describing
the book and the person’s feeling about it.
Share words; list them on flip chart (3 columns for easy/med/hard
words).
Give each group differentiated book reviews for a range of books by a
variety of authors.
Ask children to repeat the above activity. Share and list adjectives
used to describe the book and the persons feelings about it.
Day 10 Introduce the text, ‘The Jolly
Can I identify the Postman or Other People’s
key features of Letters’ Discuss the cover –
letters? title, author, publisher. Predict
Can I identify the content.
purpose of a Read the story and
variety of letters? associated letters up to the
Can I understand letter to Cinderella – read the
what a homonym letter associated with this.
is? Ask children to reread the
letters and find out to whom it
is written, who it is from, why
it was written and categorize
its purpose. Establish that
letters have an audience and
purpose and the style of the
letter varies accordingly.
Day 11 Continue to read the ‘The
Can I identify the Jolly Postman’. Look at
key features of further examples of letters
letters? written for different purposes,
Can I identify the Read from the letter to
purpose of a ‘Grandma’ aka B. B. Wolf to
variety of letters? the end of the book.
Can I join Discuss the purpose of the
sentences in more letters read. Make a list.
complex ways Review the purposes of all
the letters in the book and
Discuss the word letter and its -Each group Revise what
different meanings i.e. letters that brainstorm/thought shower homonyms are;
can be sent through the post and homonyms. discuss the ones for
letters in the alphabet. -Share suggestions – discuss spelling and possible
Explain that words which have the examples of possible meanings.
same spelling but different sentences to demonstrate
meanings are called homonyms. different meanings for same Consider which other
Rhyming homonym word. fairy tale characters
PowerPoint to support this. -Individually compose pairs of may have letters in the
Children say each line of the sentences using their book and the
rhyme twice, doing an agreed homonyms to show the nature/subject of their
action to identify the different word different meanings. letters.
groups learnt this year. E.g.
-pat their head with one hand for
nouns,
-pat their legs using alternate
hands for adjectives,
-move their hand in a wave action
for verbs,
-clap hands together twice one
way then once the other and
repeat for synonyms
-bring clenched fists together and
apart in front of them for antonyms
-put hand into pretend phone
position next to ear for homophone
-pat legs/knees with both hands
simultaneously for homonyms
-Discuss other examples of
homonyms e.g. calf (young cow
or bottom part of leg).
Review and consolidate work on Children explore the use of Display a conjunction
sentence structure and look for conjunctions to join provided on the board e.g.
examples of different types of sentences. meanwhile – ask
sentence in the letters read. Work in pairs (Literacy children for possible
groups). sentences they can
Recap conjunctions. Display on connect using the
board ‘and’’ and ‘then, eg if, so, Differentiated sentences and displayed conjunction.
while, though, since, when (Y3) or conjunctions given to each
‘if . . . then’, ‘ on the other hand’, group.
‘finally’, ‘so’ (Y4)
through using discuss other possible Display two sentences on the
conjunctions? reasons for writing letters. board – ask children what
Ask children to reread one of conjunctions they can use to join
the letters and find out who it the two sentences together.
is to and from, why it was Repeat for other examples.
written and what the reply
might be like. Again, Share suggestions – discuss
establish that letters have an examples of possible sentences to
audience and purpose and demonstrate appropriate use of
the style of the letter varies different connectives.
accordingly
Day 12 Explain to the children that the Witch has written a letter to the Extended writing time Children to
Can I identify key broomstick makers. Read letter together. Ask children what type of Introduce the individual writing task: share letters.
features of a letter it is – complaint. writing letters in response to letters Children to self
letter? Explain to children that as a class we are going to write an apologetic from a Julia Donaldson character. assess their
Can I plan a letter reply to the complaint. Each group has a differentiated letter work.
to a character? However before that we are going to plan our letter first. Note the written to them which they are going
Can I group key purpose of each part of the letter on a mind map. Model grouping to respond to.
ideas together? similar ideas together. HA –
Teach ADDYN as aide memoir to letter layout (ADDYN = Address, MA –
Date, Dear…. ,Yours . . . , Name). LA –
Look at the conventions, layout and language features of letters. Ask children to make notes as a
group as to how they would respond
to the letter.
Children to write their letters
individually using notes made.
Day 13 Explain to the children that the Gruffalo has written a letter apologising Extended writing time In pairs children
Can I identify key to the mouse for trying to eat him. As a class read the letter together. Introduce the individual writing task: to share letters -
features of a Note the key features of the letter. Recap ADDYN - as aide memoir to writing letters in response to letters Children to self
letter? letter layout (ADDYN = Address, Date, Dear…. ,Yours . . . , Name). from a storybook character. assess their
Can I write a letter With the children highlight words which are synonyms, antonyms, Each group has a differentiated letter work.
with a purpose? homonyms and adjectives. written to them.
Explain to children we are going to reply to the Grufflo in the role of HA – Dick King Smith
mouse. Character
On a post-it-note children to record ideas of what they might put in MA – Allan Ahlberg Character
their letter to Gruffalo. LA – Jill Murphy Character
Share and discuss. Ask children to make notes as a
Model write a letter to the Gruffalo – refer to using conjunctions to group as to how they would respond
connect sentences. to the letter.
Children to write their letters
individually using notes made.
Day 14 Display a range of books class have read by Julia Donaldson. Look at All children to plan a letter to Demonstrate using the
Can I identify key some of the reviews written – highlight adjectives used to describe her an author of their choice. mind-map from the
features of a books and people’s feelings about her book. If we were going to write main part of the lesson
letter? a review of ALL Julia Donaldson’s work, what would they say? What Think about the content of to draft an initial letter
Can I plan a letter questions about a book or several of his books do they have for this their letters. to JD.
to an author? author? Explain that they are going to plan a letter to Julia Donaldson.
They will ask her questions about one or more of her books. Focus on Record ideas on a mind-map.
content. HA – supported by CT
Make a list of ideas about things they could say and ask him about MA – Supported by TA
e.g. LA – Independent
● How they feel about her books SEN – Supported by TA
● About a particular character Give children time to browse
● About a beginning or ending through chosen authors
● What happened next? books.
● About a drawing
● About her favourite book
● About her inspiration for her books
● Why she …
Spend time browsing the books again, discuss in pairs or groups and
come back to share ideas about what they would like to ask.
Model planning the content of the letter.
Day 15 Explain to children that today they will use their notes to draft a letter Children to use notes made In small groups Ask all children to
Can I identify key to their chosen author. to write letter to the author children to share their bring in a stamp
features of a Discuss the content and features of their letter. of their choice. letters. Evaluate – for their letter to an
letter? Ask children how they will organise the information on the page. What using two stars and a author.
Can I write a letter organisational devise do they need to include? LA – letter frame given, wish.
with a purpose? Display a letter on the board to JD. address prewritten.
Children to identify positive aspects of it and areas for development. Supported.
Display letter written as a class to JD from plenary in previous lesson.
Read with children. Discuss how we can improve the letter – TP. MA – empty frame given.
Share ideas.
HA – free form, lined paper.

Children will need an additional session to redraft their letters. They will write/type the letters out in ‘best’ ready to post to their chosen author. All children to put their letters in an envelope
and stamp. When all the class are ready – walk children to the nearest post-box to post their letters. Await replies!