LI: To be able to discuss common themes across books.
- Ask your child if they can remember anything about the book that we have been reading in class, ‘Friend or Foe’ by Michael Morpurgo. Help them describe some of the events from the book by using the images on your resource sheet. If they have not read much of the book or struggle to recall it, allow your child to describe what they think is happening in the images.
- In the story, the two boys are faced with a dilemma: whether to turn in the wounded soldiers and be ‘loyal’ to their country, thus seeing the two men arrested as German soldiers; or to help them and be compassionate by bringing them supplies and medicine but putting themselves at risk.
- What would your child have done?
- Explain that these two soldiers and the boys are both outsiders where they are. The boys are evacuees from London taken to the countryside whilst the men are German soldiers, enemies of the country they find themselves in.
- Your child will then focus on the role of outsiders in the three books that they have learnt about in the past three weeks; Eric, Daniel and the stranger from ‘The Island’. They shall identify how each character is an outsider and how each person is received by others. This will help your child plan a character for their own stories to be written later in the week.
LI: To be able to use adverbials to create cohesion between paragraphs.
In this lesson, your child will practice what they have learnt about adverbials to make their writing more cohesive.
- What can your child explain about paragraphs and their use in writing? Explain the importance of paragraphs in structuring writing and ideas, aiding cohesiveness. They will need to remember this for their writing tomorrow.
- Show your child the ‘Things to think about’ sheet. Go through each section and facilitate your child’s ideas. They will use this sheet to help them guide their own outsider character.
- Your child should begin planning the story using the planning grid resource. Ask your child to think about the setting of their story, the characters that will be involved, and the plot – in particular how is their character going to be deemed an outsider and how will those around him/her treat them.
- Your child should have a range of ideas but ensure their focus remains on the importance of what makes someone an outsider or not and how this can be rectified or made worse through others actions.
- Challenge – your child should plan in useful adverbs and phrases that they’ll use to make their writing tomorrow more cohesive.
LI: To be able to begin to write a story based on a plan.
For today’s lesson you will need the planning grid from yesterday’s lesson.
- Give your child time now to look through and discuss their story through with you. Discuss the ending that they have planned for their characters. Pose questions such as: how will things turn out for your character? Ensure their endings are well thought through.
- Your child should start writing up their stories, using their plans produced yesterday. Get your child to stop every few minutes to read over their work and discuss with you what is happening and why it is happening throughout the text checking for detail in their stories.
- Have they used adverbials within their writing to aid this description?
- When complete, ask your child to look through their work and edit looking at punctuation, spellings and cohesion.
LI: To be able to write an outsider themed story
- Share with your child the final section of the teacher draft of an outsider-themed story. What can your child spot in the text that they wish to magpie for their own stories, is there an obvious structure and what can be improved? Ask them for specific advice that could improve the story.
- Explain that we do this often as sometimes having your own work read in a different voice helps to identify gaps, or necessary changes.
- Give your child the opportunity to read through their work or for someone else to read through it before they polish their own. If you spot areas as you are reading your child’s work where they can improve, try to prompt them to make their own decisions on how it can be improved.
- They can make improvements as they complete their story.
LI: To be able to edit and improve a piece of writing.
- Looking at the teachers story from last lesson, ask your child to make improvements to the text; this can be in the form of vocabulary, punctuation, content, or dialogue. Remind them it is important to look through at a sentence by sentence level.
- Show the success criteria to your child. Has the example story met it successfully with a cohesive flow to the writing?
- Your child must take this approach whilst completing their stories and begin editing them. Once complete they share for one last time with another person.
- Write out their improved, final draft in neat.
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