Talk for Writing Year Planner
Year 4 : Marni Vollprecht and Jordyn Sheldrick
Term 1 Term 2 Term 3 Term 4
Reading Spine
Poetry
Unit Focus
Model Text
Genre/type
Fiction Narrative Narrative
(T1 WK 7 – T2 WK 2)
Unit focus Setting/Plot Character Description
Model Text Adventure at Sandy Cove King Midas
Genre/type Adventure Tale Character Flaw
Non-fiction Information Report Procedure Persuasive Explanation
(Weeks 2 – 6)
Unit Focus Grammar focus: Generalises Punctuation & spelling.
and connectives.
Structure
Model Text Baudin’s Cockatoo How to Make Lemonade
Scones
Cross-curricular application
Year 4 Unit 2 Planner 2021
Genre Poetry Fiction Non-fiction
Length of time Sessions: each unit is 20 sessions with 4 sessions per Sessions: each unit is 20 sessions with 4 sessions per
week over 5 weeks. week over 5 weeks.
Weeks: 5 Weeks:
Unit Focus Narrative - Dialogue Information Reports
Model Text Title of Model text – Adventure at Sandy Cove Title of model text: Baudins Cockatoo
Plot structure – Adventure/Finding tale Structure of writing an information report
Structure/Plot
Toolkit Think about how they feel Structure - Headings/Sub Headings
Use powerful speech and verbs
Use said + adverb
Grammar Focus Quotation marks
Adverbs
Simile/Metaphors
Reading/Readin Famous Five
g Spine Choose your own Adventure Series
Additional Tugged, sparkling, scruffy, menacingly, scramble, Application across the curriculum.
Planning Eg Tier struggled, damp, further, crouched, pounded, shone, Geography – endangered animals
2 words for cast, sense, padded, growling, gripped, hissed, Maths- Location.
teaching stumbling, burgled, headlines, priceless
vocabulary
Reading Aim Grammar/Toolkit Writing Grammar/Toolkit Writing Resources needed
Reading as a Reader/ Aim Activity
Reading as a Writer Unit focus Warm-up/Deepening
Grammar Focus Understanding Key focus of
lesson
Imitate
Day 1 Hook: Students to watch a clip from the Famous Five (The Five Go Adventuring) (24 minutes)
Deepen understanding of model text/develop vocabulary
Rehearse the model text with actions at the start of every lesson.
Day 2 Deepen understanding of Teaching Time Video of actions and story map (pre-drawn)
Learning Intention the Text Learn model text using class
Story Map to devise the actions Warm Up Game map and actions.
and complete the story map 5 sentence starters. Review with
To learn the story and create actions. Once upon a time ….. student’s narrative
One day… structure – Power
Vocabulary Unfortunately …. point.
Tugged, sparkling, scruffy, Luckily…. Writing Activity:
menacingly, In the end….. Using vocabulary
scramble words for today write
a 5 sentence story
must which include
those words.
Students need to
include 1 proper
noun. (focus
sentence structure)
Day 3 Deepen understanding of Teaching Time Power point – Sentence starters
Learning Intention the Text Learn model text using Story Map
To learn the model text Warm Up Game class map and actions. Video
Comprehend the text literally by 5 sentence starters. Line by line reading,
reading as a reader. Once upon a time ….. explore vocabulary,
To learn the story and create actions. One day… background knowledge,
Vocabulary Unfortunately …. comprehension
Tugged, sparkling, scruffy, Luckily…. questions.
menacingly, In the end….. Review with student’s
Scramble narrative structure –
struggled, damp, further, crouched,
pounded, Power Point
Writing Activity: Using
vocabulary words for
today write a 5 sentence
story must which include
those words. Students
need to include 1 proper
noun. (focus sentence
structure)
Day 4 Deepen understanding of Using Dialogue Scenario cards
Learning Intention the Text Teaching Time Power Point – using dialogue
To learn the model text Warm Up Game Learn model text using Quotation Marks activity sheet
Comprehend the text Video Writing – Link to class map and actions.
inferentially/evaluative by reading adventure Review with students
as a reader Play a short video clip how to use correct
To learn the story and create actions. with the sound turned punctuation using
Vocabulary down. Students then write dialogue.
pounded, shone, cast, sense, padded, down as quickly as Students to complete
growling, gripped,
possible what they think is “Quotation Marks
happening? No right or Activity”
wrongs – who can write
the most words?
Day 5 Deepen understanding of Using Dialogue to create Model Text Map
Learning Intention the Text suspense
To learn the model text Warm Up Game Teaching Time
To revise yesterday. Video Writing – Link to Learn model text using
adventure class map and actions.
Play a short video clip Students to complete
Vocabulary with the sound turned dialogue/quotation
gripped, hissed, stumbling, burgled, down. Students then write activity.
headlines, priceless down as quickly as Students need to write 6-
possible what they think is 10 sentences using
happening? No right or vocabulary words for
wrongs – who can write today and placing them
the most words? into a sentence which
includes speech.
Day 6 Deepen understanding of Adverbs Adverbs PowerPoint
Learning Intention the Text Teaching Time You tube : https://www.youtube.com/watch?
To learn the model text. Warm Up Game Learn model text using v=rrXPb4C9908
To add to toolkit. Word Webs – students to class map and actions.
Vocabulary create a web for different What are adverbs?
gripped, hissed, stumbling, burgled words to use for direct Where are they in the
speech – shouted, cried, text?
stated etc Activity: Find Some-one
who?
Day 7 Box up the text; develop paragraph writing guidelines Model Text story map
Learning Intention
Read as a Writer.
FINDING TALE GENERIC STRUCTURE
Opening Introduce main character/s
Build up MC goes somewhere and finds something
unusual/amazing/important Problem
Problem Something goes wrong and it is the fault of the
object found
Resolution MC has to put object back/throw it away/hide
it/call for help/sort it out
Ending All is well again and lessons have been learnt.
Reading Aim Writing Lesson Box it up worksheet
Reading as a Reader/ Box up the text with students. Use planning sheet. Resources needed
Reading as a Writer Identify Simile and Metaphor from model text Similes/Metaphor
Show students a range of pictures to describe. worksheets
Grammar Lesson: Similes/Metaphors
Like an ancient spider,
moving its wooden legs...
Like a praying mantis,
crawling towards its prey...
Like an eye staring, coldly....
Like a withered starfish crawling...
Like a ballet dancer's arm....
Like a starved bird's beak calling...
Innovate
Day 8 Plan and orally rehearse class innovation
Learning Intention Prepare for individual innovations
To revise the model text. Warm UP
Plan individual innovation. Show picture and students to use a simile to describe.
Orally rehearse innovation. Show a picture and students to use a metaphor to describe.
Students will write the opening of
their text Shared Writing Focus
Innovate story: change dialogue, characters, adverbs, simile and metaphors.
Shared Writing Focus
Using class boxing up, write class innovation for first paragraph.
Refer to toolkit and paragraph guidelines throughout writing.
Encourage students to participate in discussions and scribe
ideas/words to Washing Line.
Build in errors to fix together during editing time.
Re-read and add more detail/change/correct if required.
Guided/Independent Learning
Students to innovate and write opening.
Draw story map to match.
Plenary
Perform mapped and rehearsed innovation for class.
Day 9 Plan and orally rehearse individual innovations
Learning Intention Refine orally and develop planning documents
Students will write the build-up of Warm Up:
the text. Using scenario cards students write down the conversation/thoughts/feelings
for the characters stated on card.
Students to edit writing from yesterday
Shared Writing Focus
Innovate story: change dialogue, characters, adverbs and simile and
metaphors.
Guided/Independent Learning
Students to innovate and write build up.
Draw story map to match.
Plenary
Perform mapped and rehearsed innovation for class.
Day 10 Write first section: shared, then guided/independent
Learning Intention Self-edit
Students will write the build-up of
the text. Warm Up:
Story consequences (pg 74 Jumpstart story making)
Students to edit writing from yesterday
Shared Writing Focus
Innovate story: change dialogue, characters, adverbs, simile and metaphors.
Guided/Independent Learning
Students to innovate and write build up.
Draw story map to match.
Guided Independent Learning
Students writer own innovation for second paragraph.
Remind student to check their toolkit and paragraph guidelines
throughout the lesson.
Target cards for groups to be available for student’s reference.
Differentiation
Weaker students – model text changes will be highlighted and students can
choose to “hug the text” with these changes.
Stronger students – They are encouraged to move away from hugging the text.
They want to aim to use the generic structure and the toolkit, rather than
relying on the model text.
Plenary
Students read partners second paragraph and voice
recommendations/changes/corrections.
Partners check guidelines.
Teachers to mark paragraph before the following day.
Day 11 Respond to feedback
Learning Intention Write second section: shared, then guided/independent
Students will write the problem to Self-edit
the story. Warm Up:
Story consequences (pg 74 Jumpstart story making)
Students to edit writing from yesterday
Shared Writing Focus
Innovate story: change dialogue, characters, adverbs, simile and metaphors.
Guided/Independent Learning
Students to innovate and write the problem from the text.
Draw story map to match.
Guided Independent Learning
Students writer own innovation for second paragraph.
Remind student to check their toolkit and paragraph guidelines
throughout the lesson.
Target cards for groups to be available for student’s reference.
Differentiation
Weaker students – glue in section of story map with blanked out boxes, they
fill in new characters/settings and retell orally. They can have a go at writing
each sentence after orally retelling it.
Stronger students – They are encouraged to move away from huggin the text.
They want to aim to use the generic structure and the toolkit, rather than
relying on the model text.
Plenary
Students read partners second paragraph and voice
recommendations/changes/corrections.
Partners check guidelines.
Teachers to mark paragraph before the following day.
Day 12 Respond to feedback
Learning Intention Write third section: shared, then guided/independent
Students will write the problem to Self-edit
the text. Warm Up:
5 sentence starters (suspense pictures)
Students to edit writing from yesterday
Shared Writing Focus
Innovate story: change dialogue, characters, adverbs, simile and metaphors.
Guided/Independent Learning
Students to innovate and write the problem from the text.
Draw story map to match.
Guided Independent Learning
Students writer own innovation for second paragraph.
Remind student to check their toolkit and paragraph guidelines
throughout the lesson.
Target cards for groups to be available for student’s reference.
Differentiation
Weaker students – glue in section of story map with blanked out boxes, they
fill in new characters/settings and retell orally. They can have a go at writing
each sentence after orally retelling it.
Stronger students – They are encouraged to move away from hugging the text.
They want to aim to use the generic structure and the toolkit, rather than
relying on the model text.
Plenary
Students read partners second paragraph and voice
recommendations/changes/corrections.
Partners check guidelines.
Teachers to mark paragraph before the following day.
Day 13 Warm Up:
Learning Intention 5 sentence starters (suspense pictures)
Students will write the resolution Students to edit writing from yesterday
to the story. Shared Writing Focus
Innovate story: change dialogue, characters, adverbs, simile and metaphors.
Guided/Independent Learning
Students to innovate and write the resolution to the story.
Draw story map to match.
Differentiation
Weaker students – glue in section of story map with blanked out boxes, they
fill in new characters/settings and retell orally. They can have a go at writing
each sentence after orally retelling it.
Stronger students – They are encouraged to move away from hugging the text.
They want to aim to use the generic structure and the toolkit, rather than
relying on the model text.
Day 14 Respond to feedback
Learning Intention Write final section: shared, then guided/independent
Students will write the final Self-edit
paragraph of their text Warm Up:
Chinese whispers
Students to edit writing from yesterday
Use this lesson to catch up on writing innovation.
Reading Aim Writing Lesson Resources needed
Reading as a Reader/ Planning
Reading as a Writer Marking and feedback
Section of text
Independent Application
Day 15 Teaching lesson – upskill or revise
Learning Intention Grammar/Sentence Level Games
Students will discuss progress
with innovations and reteach any Proper Noun Gallery Walk Activity
skills necessary.
State Names
Country Names
City Names
Bodies of Water
Team Names
Company Names
Languages
Vehicle Names
Shared Writing Focus
Use Scholastic Spinner for short burst writing prompts.
Student to share with class.
Plenary: Dependent on class needs.
Day 16 Plan and orally rehearse independent application
Learning Intention Grammar/Sentence Level Games
Students will plan their N/A
Independent Application Shared Writing Focus
Show student show to plan for their Independent Application using the boxing
Students to plan own up structure. You could use a story mountain if you prefer. At this point we
innovation. want to aim to take away the theme and only keep the underlying structure of
the narrative or non-fiction text type and the toolkit techniques. You may
want to do more of a ‘second innovation’ with your low group or give them
your class plan to use.
Guided Independent Learning
Students independently complete their planning. Give them access to story
starter cards, dilemma cards, who/what/where/when/why grids,
character/setting pictures, character and setting generators, a magical story
box etc. to help them produce new ideas (for fiction)
Plenary
Pit stop plenary – choose students during the lesson to share what they have
so far.
Ensure you check their planning before continuing.
Day 17 Write part of independent application
Learning Intention Grammar/Sentence Level Games
To write own innovation for an N/A.
Adventure Tale. Shared Writing Focus
N/A
Guided Independent Learning
Students will use their planning and all the resources from the unit to write
their first 2.5 paragraphs.
If they finish early, encourage them to edit and then move on with something
else. Otherwise you will have too many students finished before you even
start the second lesson tomorrow.
Plenary
Pit Stop Plenary – Choose students during lesson to share what they have so
far.
Self and partner edit.
Day 18 Write final part of independent application
Learning Intention Grammar/Sentence Level Games
To write the rest of their N/A
Independent Application. Shared Writing Focus
N/A
Guided Independent Learning
Students will use their planning and all the resources from the unit to write
their last 2.5 paragraphs.
Plenary
Pit Stop Plenary – Choose students during lessons to share what they have so
far.
Self and partner edit.
Day 19 Edit/polish/feedback/catch up
Learning Intention Students publish their chosen work.
To publish either their Innovation Plenary
or Independent Application Share with a partner
Day 20 Edit/polish/feedback/catch up
Learning Intention Students publish their chosen work
To publish either their Innovation Plenary
or Independent Application Share with a partner
