based on the cover. Students think-pair-share and predict if the text is fiction or non-fiction, justifying their choices. Discuss with students how this is similar and how it is different to the previous lesson’s book. Show students a variety of covers of books about the circus – in pairs students predict if one will be fiction or non-fiction and justify the choice. a book is fictional or based on the cover? Comprehension – FoR Predicting Support Work in a small guided group to categorise book covers. Extension 5 WALT: I can find and record from a book. the book ‘Words for Writing’. about the purpose behind informative texts. at how the information is displayed – the use of catchy titles that are bold. New words that are important being bold at and discuss sentence structures in the book – lists, questions to ask the reader to prompt them to think, use of pronouns at the start of some sentences so that they are not repetitive. a class summarise the important information about a clown from the book. Core Task: Display the page on acrobats Students think-pair-share the important information Display the page on circus animals Students think-pair-share the important information WILF: Can students recognise what the important information is? Comprehension – Summarising Support Work in a small guided group to identify the important information. Extension Students record the important information about different acts in their book. 6 WALT: I can write a short story about my act in a circus. the book ‘Words for Writing’ and look at pages 20-21. plan imaginative writing – what will be in their story? them to include and orientation, problem and solution. at the types of words they need to include in each section Core Task: Students write their imaginative text focusing on their current goal (sentence punctuation, speech marks, complex sentences etc.) WILF: Can students a short story using correct structure and grammar about a circus? Comprehension – Support Use of the word bank, construction and sentence starters if needed. Extension Students publish their text or illustrate it. 7 WALT: I can identify descriptive language in Display the book ‘Wendy’ by Gus Gordan. Students think-pair-share their prediction of what type of text the story is. Core Task: Students create a list of interesting verbs from the book. Students rewrite a sentence from the book changing only the verb and then illustrate the new change.
14 WALT: I can compare two informative on the same topic. Explore the website: Discuss the layout of a website and how it is navigated through hyperlinks, arrows, menus. Compare to the information text for Writing’. How are they similar and how are they different? Discuss how the information is grouped into different sections and presented Core Task: Students talk their answers to the questions on the site. How does the author on this site make you feel a certain way? What language do they use WILF: Can students identify how informative texts differ? 15 WALT: I can plan an informative text on the circus. Revisit informative texts studied. As a jointly create an informative text – first come up with the titles of information they have learnt. Suggested headings: Acts Animals History of the circus Changes in the circus Core Task: Students start putting information they have learnt into planning sections in their book. Students research about circuses to find out more information. WILF: Can students place information in the correct heading when planning an informative text? Support Scaffold sheet with headings provided. Extension Students research different diagrams they could include 16 WALT: I can write an informative text on the circus. Compare two different websites about the circus and Do the websites have the same purpose? Do the websites have the same audience? How do the websites cater for different audiences? Core Task: add information into their plan where appropriate. write their informative text on the circus. WILF: Can students write an informative text? Support Scaffold sheet with headings provided for their text. Extension Students include diagrams where appropriate (e.g., the inside of a circus tent). 17 WALT: I can understand that sometimes imaginative texts can be persuasive. Display the front cover of ‘The Last Circus’ Ask students what they think the title may mean – what could be inside the book? Read the book to students – identify the events in order. Ask students to think about how they felt during different parts. How did the author make you feel sad or happy? (Talk about the descriptive language used in different parts. Core Task: Students talk how they feel about the circus – is it okay to train animals? Keep them in cages? Discuss what a persuasive text is and its purpose – is this book persuasive? Why/why not WILF: Can students understand the difference between a persuasive and imaginative text?
Read through it with students – talk about what makes this website a persuasive text (opinion). Students write a one-paragraph answer to the question “Do you believe animals should be in the circus”. a persuasive text? Support Sentence starter and only writing two sentences with their opinion. Extension Students write more than one paragraph, include evidence, their feelings and complex sentences.