Literacy The Lost Happy Endings 2015

Week 2

Level
Descriptors/Lite
racy Strands

Steps to Success

Teaching Input/Modelling/Learning Activities/Adult Support

Differentiation
PPM

Resou

APP Foci

Monday

IALT know
the
structure
of a text.
I can
identify
key events
in a text.
I can
identify
problems
and
solutions.
I
understan
d how the
structure
of a text
engages a
reader.

Read the Lost Happy Endings either in a group or as a class.

See main plan

today!

Today IALF you to know the story of The Lost Happy Endings
and begin to discuss the structure of the text.
What do I mean by Key Event?
On IWB show some key events and non-key events in Goldilocks
e.g. The bears find Goldilocks asleep and it was a sunny day
or the chair was made of oak or the moon was full and bright.
What does your reader NEED to know?
Activities
Remember:
A good story map only includes the main parts of the story
the parts your reader wants to know/needs to know!
You should be able to share this story to someone who has
never heard this before so that they know the main points!
L2- Story Map With pictures of events in the text.
L3 With TA Model and then get children to work
independently on including just the KEY EVENTS! Story
mountain/roller-coaster showing problems and solutions in the
narrative. Choice over which they would choose.
L4 With CT diamond Nine activity in small groups/pairs

Small
pictures
the boo
(main e
only) to
order fo
LA.

Story
Mounta
templat
L3 child
find
present
tricky.

Laptop
each ta
with a c
of text
laptop p
pair if
possible
borrow

Literacy The Lost Happy Endings 2015

I can
decide
which
parts of
the text
are
important
for the
reader to
know.

Week 2

other ye
groups?

What are they key events in the story?

Can you put them in a diamond nine the most important
events in the text.
Create a diamond nine of events in the text ordering them
into most important for your reader to know. Must be able to
justify.
THEN
Whats the purpose of a story?
Diamond Nine Purposes of a story
Is this a successful story? Why? How does it relate to your
diamond nine? Why did we do this exercise? How will it impact
your writing?
Plenary What have you learnt about the structure of the text? What
will you remember when you think about your text structure? Write a
tweet in your book no more than 20 words!

Tuesday
2a I can use some
interesting and
ambitious words (words
not usual for age).
3c I can use
interesting and varied

words.
3b I can use ambitious
word choices (picking
up on ambition from
L2).

IALT create
and
describe a
character
in detail.

Outcome: Describe your main character (Like Jub)

Explain Writing for Real Outcome

This week you are going to be writing your own short story similar to
The Lost Happy Endingsbut it will be entitled The Beautiful
Beginnings We will be sharing our stories with Year 4/Year 2/Year 3
Build steps
(would be nice to go over to Downs View to share stories/invite to our
to success as school to aid transition?) to inspire them in their writing.
a class.
Sketch your own Jub-like character (8 mins)

L2/Low L3
Out with a TA
These children
will be rewriting the
story instead
of creating
their own.
(Logan, Harry,
Charlotte W,
Callum).

Outline
child
charac
ub

Adjecti
Adverb
bank /
Emerge
packs.

Literacy The Lost Happy Endings 2015

3a I can use adjectives
and adverbs for
description.
4c I can use
interesting language to
sustain and develop
ideas.
4b My language
choices support the
purpose and are
interesting and varied
I can use figurative
language (not always
accurately).
5c I can select from a
wide range of
ambitious and
imaginative vocabulary
and use this precisely.
5b My stylistic choices
maintain interest
(appealing vocabulary,
variety of expression,
detail, description)

Activity 1 (6 minutes)
Jubs outline inside write what we know about Jub. This will help us
to know what our Jub-like character should be like!
e.g. lives in a hole, tries to defeat a witch, must be extraordinary in
some way, special job, be a child but perhaps slightly elf-like?
Why must your character be very similar to Jub? So that you get a
similar style narrative to The Lost Happy Endings and achieve our
writing for real purpose.

Week 2
Act 1:
Use an outline
of Jub filling in
words about
appearance on
the outside
and
personality/thi
ngs we dont
know from
looking at Jub
on the inside.

Shared Writing Whiteboard Write

In pairs children write their own opening sentence to describe their
Jub-like character.
Share under visualiser, why do you think I like this opener? Why do Act 2: Get
you like it? Can we improve it as a group? Then use this as modelled
them to find
starter!
any words
phrases to
Steps to Success Building!
describe Jubs
What should we include to create an amazing description?
appearance
and then
Write!
personality.
Start to write your description! Use the steps to success and aim to
meet your tables vocabulary target!
Write
sentences that
Plenary:
include
Green Pen- Edit as pairs before I mark. Is there anything you would
adjectives
say needs adding/adapting? Do it before I mark to get more green!
and adverbs

Out wi
for foc
Kian
Max
Ayus
Ereni
Joe
Jame

Literacy The Lost Happy Endings 2015

Week 2
to describe Jub.
Challenge
ideas open
with an
adverb, use ,
to list
adjectives,
include a
conjunction
(but, because,
also, as well
as,

Wednesday
3c
I am beginning to

vary my verbs and

tenses.
3a

IALT
describe
the action
in a scene.

Describing a characters journey home

Starter Act the Verb/adverb.
Give children a verb can they act it out? Walk, now what about walk
slowly? Walk loudly? Talk loudly? Shout quietly? Sway angrily?

With TA - L2Guided Writing I

want them to work
as a team to wow
us! They can

p. 4 of t
book
Map of
she mig
go.

Literacy The Lost Happy Endings 2015

My verb choices are
varied.

4c
I am beginning to

use adverbial and

expanded noun
phrases.

I can use a
variety
verbs to
describe
movement

I can develop ideas

using adverbial and

expanded phrases

before and after

nouns.
4b
My language choices

support the purpose

I can use
sensible
adverbs to
describe a
verb.

and are interesting

and varied.
I am beginning to

use figurative
language including
similes, metaphors
and personification.
I can use a range of

ly words to open
sentences.
4a
I can use figurative
language (not always
accurately).
I can select from a wide
range of ambitious and
imaginative vocabulary
and use this precisely.
5c

I can use literary

features accurately

I can use
adverbs
and verbs
precisely.

From the picture

Noun Blast Rule # 1 - cant write a noun without an adjective or
descriptive phrase.
Verb Blast Rule #2 - cant write a verb without an adverb!
Ask for a few suggestions of adverbs and verbs- Can we act them
out? Do they work? Do we need to alter them?

Week 2
continue in books
after but must
complete 3
sentences with you
that contain

SE Pict
sheet w
locatio
ideas

ADJECTIVES FOR
NOUNS!

Share different locations that Jub may pass on way home.

Swamp , Glade, Trickling stream, Dead decaying tree, A spooked deer
, A ravine, A patch of wild growing flowers.
How might we start Jub-like characters journey? Use Jub/own
character when modelling!
After releasing all the dreams, Jub turned quickly towards home.

Shared writing
What might be my next sentence?
What could be described about the environment around her?
Take different ideas. Can we link two of these different ideas
I can use
together? Could we improve the sentence to start with an adverb?
figurative
Writing
language
to explain Children to write their journey
movement Challenge Can you describe everything within the picture before Jub
moves on?
.
Plenary
What would your 3 top tips be for someone from this lesson? What
ingredients have you used to make your description effective?

ADVERBS FOR

Out wi
for foc
Ensure every
Kian
adverb and verb
Max
are accurately
Ayus
used sensible
Ereni
get them to act
Joe
out. Focus on depth Jame
VERBS!

of description of
object before
moving on.
Challenge them
further by
helping children to
choose interesting
verbs and adverbs.
Clarify what they
are going to
describe. Challenge
to write sentences

Literacy The Lost Happy Endings 2015

to create effect
(alliteration,
figurative and
emotive language,
persuasive language,
precise detail).

Week 2
that start with
adverb+ verb
double whammies like Darting briskly
through the forest,
Jub saw.
Ensure every
adverb and verb
are accurately
used. Focus on
depth of
description of
object before
moving on.
CT - Ensure using
interesting
language to
describe. Look at
using similes to add
to their description
of movement e.g.
trees in
background.

Literacy The Lost Happy Endings 2015

Thursd
ay

IALT
improve
the range
of
connectives
and
conjunction
s I use.

Starter
Connective and conjunction hunt Get children to draw two
columns
One titled Introducing (an idea) and one joining (an idea) - read
through Lost Happy endings and record connectives and conjunctions
in your book.

Steps to
Success

IALF you to use a wide range of connectives and conjunctions

accurately.

I know the
role of a
conjunction

Today you are going to be meeting the witch!

You need to use conjunctions and connectives when describing them
meeting.

I can identify
sentences
that can be
joined with a
conjunction.

Which conjuntions/connectives scare you? Which dont you usually

use? Choose a few and model these when modelling to the children
Try to include scary conjunctions/connectives in your writing today!
Experiment!

Today you are going to be writing about

Model
I can build on E.g.
my
Although the lady looked old and feeble, her grip was strong. The

Week 2

L2 Out with
LW as
yesterday Go
through using
a wider range
of
conjunctions/c
onnectives
they rarely use
from Level 3
see
connectives
card. Model
some
sentences
using these
and get them
to write their
own!
L3 LK to
support
Tommy,
Scarlett and

There a
conjun
sheets
emerge
packs t
use.

There a
connec
sheets
there t

Literacy The Lost Happy Endings 2015

understandin
g of how to
use a range
of
conjunctions
and
connectives.

young girl tried to escape; Consequently the old hags grip grew
tighter! Hope was fleeing from Jubs body. Nevertheless, she held
back her tears. She was worried due to the fact her endings were
within the witchs reach!
Plenary
Tell me why you should use conjunctions in your writing!
Did you overcome a fear? What new conjunction/connective have you
been able to use today?

Week 2
Charlotte L in
using more
ambitious
conjunctions
and
connectives in
their writing
get them to
use Level 4
ones if possible
and model how
to use get
them to record
their own
sentence in
their book!
L4/L5 - All
others work
independently
and ask for
support if
unsure about
how to use
conjunction! Or
check in the
dictionary if
there is an

Literacy The Lost Happy Endings 2015

Friday

IALT
improve
the
punctuatio
n that I
use.
Use ! to
create
surprise and
shock for my
reader.
Use , to list
adjectives.

SPAG Starter- A or An? Was or Were? Did or Done? Show

some sentences on the board in pairs choose which would be
the correct word to fill the space.

After a while _ wizened old witch appeared as if from thin air.

Knowing that this was __ evil old witch, Jub cautiously crept
down into the dense foliage.
Suddenly it ____ crystal clear what Jub had to do, she had to
take back her happy endings.
Could it be _____?

Today we will be using our punctuation skills to write the conclusion

to our story. How does your character defeat the thief of the beautiful
beginnings? Remember, you can use the idea of Jub and her golden
pen if you wish.

Use ? to pose Activity 1:

a question to Highlight to the children the punctuation that we will be using in our
my reader.
writing today:
CL . ! ? , () ;
Use , , to add 5 min challenge Write a sentence using each piece of punctuation.
embedded
E.g. Suddenly the hand of the witch shot out like a sly snake
relative
emerging from its lair to catch its prey. What was Jub to do?
clauses.
Move around the room and look at the different sentences and the
Use ( ) to
punctuation that has been used. Where has it been used well?
add extra
Anything we can correct?

Week 2
example in a
sentence!
L2/Low 3: Use .
and CL
accurately.
Use ! ? and ,
for lists.
With Mrs Webb
in year 6
classroom a
sentence
showing a !,
another
showing ?,
another
showing , for a
list. RHC using
to mark
contraction
(dont, wont,
couldnt).
L3: Use . CL ! ?
and , for lists
accurately.
Use ,, and () to
add extra
information.

Literacy The Lost Happy Endings 2015

information
to a
sentence.
Use ; to join
2 closely
linked
clauses.

Activity 2:
Timed pair share how does your character defeat the thief and get
back their bag of beautiful beginnings?
Children to discuss with a partner how their thief is defeated.
Feedback ideas as a class with CT making notes on the whiteboard.
Activity 3:
L2 to begin writing their ending with support from TA.
L3 5 Teacher modelling how to use ,, () and ; in a piece of writing.
Emphasise that ; is used in place of a conjunction or can be used to
replace a . between two simple sentences. The two ideas either side
of the ; should make sense on their own.
All children to now begin writing independently.
Plenary:
Read back through a partners work and read their writing aloud
really emphasising the punctuation that they have put in.
Does their writing make sense? Have they used the punctuation
correctly? Any missing punctuation?
Give them verbal feedback as to what they did well and what you
think their punctuation target is.

Week 2
L4 5: Use . CL
! ? , and ()
accurately.
Use ; to join 2
closely linked
clauses.