2. Warm – up Activity
Focus: identifying errors in sentence construction and recognise how to
improve these.
Close read these sentences. Identify what is wrong in each sentence and
re-write them making the corrections. (The facts and spellings are correct
but there will be errors in sentence construction and punctuation.)
Michael Morpurgo wroTe his novel war horse from
perspective of a horse. The horse, joey, Is taken from his
farm Devon to the battlefields of france. The reader is
swept along on a curious emotional challenging and
harrowing journey to the Trenches of world war one.
3. Warm – up Activity
Michael Morpurgo wrote his novel War Horse from the
perspective of a horse. The horse, Joey, is taken
from his farm in Devon to the battlefields of France.
The reader is swept along on a curious, emotional,
challenging and harrowing journey to the trenches of
World War One.
Did you spot all the mistakes?
Can you explain the mistakes?
Improve one of your sentences that you wrote yesterday.
4. Characterisation and Relationships
L/O:
1. to develop an understanding of how an author develops
characters in his/her writing
2. to explore relationships between characters in a narrative text
Success Criteria: I can…
• read a fictional recount
• identify main characters in a story
• identify characteristics of main characters through the things
they do and say and through the way in which they are
described
• explain the author’s opinions about his/her characters
• identify relationships between characters based on their
interactions within the text.
• express an opinion on what I have read
5. Characterisation 1
Create a character web. Start by making a note of all the characters you
have encountered so far. Here are a few ideas to get you started.
Albert Captain Nicholls
WAR HORSE
Joey
6. Characterisation 2
Now link on some characteristic words - physical, emotional, personal…
slight build
thoughtful
Albert Captain Nicholls
worried WAR HORSE
Joey
7. Characterisation 3
Now link some of the characters, explaining their relationship.
slight build
thoughtful
Albert Captain Nicholls
worried WAR HORSE
Joey
8.
9. Activity 1
Writing a Character Description
Your main task today will be to write a series of
three character descriptions. You will be able to
select the three characters that you feel you
understand best.
First we’ll work together on a description of
Albert. We’ll need to refer to our notes and find
evidence of what we’re writing, by looking back
at the text.
10. Activity 1
Writing a Character Description
Now you need to write a series of three character descriptions. You must now select the
three characters that you feel you understand best and write a description of their
character. REMEMBER TO LOOK BACK AT THE TEXT!
Remember sentences must …
• start with a capital letter
• make use of a powerful verb
• include no more than two clauses
• include a range of opening words
• be closed with either . ! or ?
• have clauses either joined by a connective or a conjunction or separated by a
comma
Helpful hints:
Openers: try rearranging a sentence or two to start with an adverb
Verbs: avoid using boring verbs like went, said, did, got
Connectives: and, or, but, because
Conjunctions: however, therefore, meanwhile, nevertheless…
11. Plenary
Read your writing aloud, pausing only
at punctuation points.
Is there anywhere where you could
have improved this?
Find a sentence from today that you
want to improve. Go for it!
Have this slide showing as the student(s) arrive. Leave it on screen whilst you discuss and review ch 6-10. Have they formed any other opinions on the plot, author, setting etc. as they have read further on? Are they finding the book hard to put down? How does the author build suspense? How does the author hook the reader? ALLOW 5-7 MINUTES FOR THIS DISCUSSION – don’t let it drag on beyond this, keep up pace.
10-15 minutes for this independent warm up task.
5 mins clarifying
explain and clarify task, allow 5-7 minutes
explain and clarify task, allow 5-7 minutes
explain and clarify task, allow 5-7 minutes
Read through worksheet and ensure students understand which relationships they will be focussing on. Explain that the extended tasks on p2 will not be covered in this session (bullet pointed). 15 mins
MODELLED & GUIDED WRITING - demonstrate on paper or flipchart/ IWB the process of writing. Lots of talking things out loud. Take suggestions from student(s) and then reshape them to demonstrate good use of sentence punctuation, word choices etc. Deliberately write a dull sentence or two and see if student(s) suggest improvements. If not, when you re-read to “check it makes sense”, suddenly realise and come up with a way of improving it. It seems contrived but at this level, students benefit from good writing practice being demonstrated to them. 15-20 mins
INDEPENDENTWRITING - allow 25-30 minutes. Explain that, to do a good job, they’ll need that much time. Explain that they should be constantly referring to key parts of the text to find evidence for their opinions of the characters. If they finish early, encourage “up-levelling” of a couple of sentences or extending some of their ideas to improve the final pieces.
Allow some time for recognising areas for improvement and making some improvements. Make suggestions for how improvements could be made. Guide and help. Praise the improvements made. 10 mins
allow 5-10 mins for discussion
5 mins. Make sure the students know the expectation and understand why they need to keep up and what the impact of falling behind is.
