MTP Goodnight Mr Tom

St Nicholas School Subject Focus

Key words TEACHER RESOURCES

Date: Jan-March 2018 English (FS) Goodnight Mister Tom- by Michelle Magorian Creating & shaping texts, Engaging & responding to text, word structure &spelling, sentence structure & punctuation

NC and other references CURRICULAR LINKS

Class: KS4 Term: 3/4 PNS / NNS Year 1 (NC 1C, 1B, 1A, 2C, 2B, 2A &3), OCR functional skills, KS4 NC English, ICT, Science

World War 2, Period of time, Author, Genre, Justification, Commonwealth, Novels, Narrative, Annotate, Characters, Illustration.

SMSC Books, outings (Dover Museum, Spitfire Museum.tc..), worksheets, Dover Castle, Dictionaries, Thesaurus, Internet access,

Learning Objectives Students discuss their preferred genre of books and justify their reasons.

Students gain an insight into War time Britain.

To consider how families responded to the outbreak of war.

To begin to form judgements about the reliability and value of sources of evidence in history through various sources. (Internet, pictures, photos and DVDs).

Activities and Content

Expected Outcomes (NC)

Expected Outcomes (FS)

Session 1: Students read extracts from a range of genres and discuss what they liked/disliked about them.

Students are taught about Michelle Magorian her work and life as an author. What are her memories as a child and how she researched this topic to gain knowledge in writing this book?

1C; S&L: Pupils understand and respond appropriately to straight forward comments and instructions directed at them.

They convey meanings, including some relevant details to a range of others.

Reading: Pupils can recognise familiar words or symbols in simple text.

They identify initial sounds in unfamiliar words. They can establish meaning when reading aloud simple sentences, sometimes with prompting. They express their response to familiar texts by identifying aspects which they like and dislike.

Writing: Pupils produce letters and words or symbols to convey meaning.

Some commonly used letters are correctly shaped but may be inconsistent in their size and orientation

Entry 1: S&L: Understand the main point of short explanations and listen for specific information Follow instructions Respond appropriately to comments and requests Make contributions clearly to be heard and understood Ask questions using appropriate terms to obtain specific information When listening, talking and discussing in familiar situations.

Extra Activities: - Hot seating different characters from the book.

Students could be given question cards to aid fluidity.

- Students independently research and find interesting facts about WW2 and different novels from this period in history.

Session 2: Using pictures and a brief of WW2 Britain students narrate and describe their thoughts on life in those times for different members of the community i.e. an evacuee, a soldier, a leader- head of state

1B; S&L: Pupils communicate clearly and in simple correct grammatical form about matters that interest them, to individuals and groups They follow what others say and respond appropriately to straight forward comments.

Reading: Understand short texts on familiar topics and experiences Read and understand simple, regular words In texts that explain, describe and narrate, on paper, and on screen.

Writing:

To understand why children were evacuated To use appropriate terms when talking about evacuation To consider the experiences and feelings of evacuees Students learn how writing styles and words have changed over time.

Students learn how to use thesaurus and dictionaries effectively.

Students use reflection and empathy to describe the thoughts of some of the characters in the story.

Students are progressing from

(Churchill. Hitler, Stalin, Roosevelt).

Extra Activities: - Students choose, plan and write a short story about what they would do if they were sent back to that period of time for a day.

Session 3: Explain that the next text we shall be reading is called ‘Goodnight Mister Tom’. What do we think this might be about?

Look at the cover – first impressions?

Can we judge a book by its cover?

What do we now think the book might be about?

What information tells us what the book is about?

Students to interpret Their versions of the war and research. Pupils to use words and sentences and attempt to depict their meanings. Students use comprehension of sentences to decode words.

Students identify modern day words such as Google, chav,-what were the comparisons during the 1940s e.tc.

Session 4: Students map out the feelings of a character during different periods in the book.

Students complete a diary insert or missing words, of one of the

They convey meaning making what they communicate relevant and interesting to the listener.

Reading: Pupils can read a range of familiar words or symbols and identify initial and final sounds in unfamiliar words.

With support, they use their knowledge of letters, sounds and words to establish meaning when reading aloud.

They respond to events and ideas in poems, stories and non-fiction.

Writing: Pupils structure some phrases and simple statements using recognisable words to communicate ideas.

At least half the letters of the alphabet are correctly formed and orientated.

1A; S&L: Pupils communicate clearly about matters of interest, taking turns in a range of situations and groups.

They follow what others say and usually respond appropriately.

They convey meaning, sustaining their contribution and the listener’s interest.

Reading: Pupils use their knowledge of letters, sounds and words to read simple texts with meaning.

They comment on events or ideas in stories, poems and non-fiction.

Writing: Pupils use phrases and simple statements to convey ideas, making some choices of appropriate vocabulary and some words are spelt conventionally.

Pupils make some use of full stops and capital letters.

Letters are clearly formed, correctly orientated and sit on the line.

Use written words and phrases to present information Construct simple sentences and punctuate using capital letters and full stops Spell correctly some personal or very familiar words Use upper and lower case In documents such as forms, messages or notes, on paper and on screen.

Entry 2: S&L: Listen for and identify the main points of short explanations and instructions Speak clearly to be heard and understood Express simply one’s feelings and opinions and understand those expressed by others Express clearly statements of fact, short accounts and descriptions Ask and respond to straightforward questions Follow the gist of discussions and make appropriate contributions When listening and talking and discussing in familiar situations Reading: Understand the main events of

correctly spelling CVC words to longer commonly used words.

Students are using their comprehension of chapters to build a character reference of a character within the story.

Students practice and improve their punctuation and spelling ability.

Students improve their ability to correct and build sentences by including a variety of appropriate adjectives and nouns.

Students improve their handwriting skills by including ascenders, decenders and spacing the words appropriately.

characters.

Extra Activities: - Students draw and cut out a silhouette of a character from the book and annotate their feelings - Students build a word bank using the thesaurus and dictionary provided.

Session 5: Students produce a drawing of a setting from a scene within the book. They insert describing words and correct the deliberate punctuation mistakes from text describing the setting.

Extra Activities: - Spelling Test (common words from the text).

- Handwriting Skills - Unscramble and build sentences / words worksheets.

Session 6: Students re-read the previous chapter and write up their predictions for the next chapter.

Students justifying their predictions from relevant sections within the previous chapters.

Extra Activities: - Students plan for Williams’s trip to London. What should he take in his bag and why?

(Ensuring students identify with the period i.e. no

2C; S&L: Pupils communicate on topics of interest with people they know and include some details the listener needs to know.

They express ideas using an appropriate vocabulary.

They show by their direct responses that they listen.

Reading: Pupils read most of a simple unfamiliar text independently and use different strategies (phonic, grammatical and contextual) in reading unfamiliar words.

They read from word to word, or sign to sign, or symbol to symbol and may need support to establish meaning.

They show understanding of texts, recount the main events or facts with support and comment on the obvious features of the text, e.g. good/bad character.

Writing: Pupils’ writing communicates meaning beyond a simple statement. It shows some characteristics of narrative and non-narrative writing but form may not be sustained.

Individual ideas are developed in short sections. The vocabulary is appropriate to the subject matter, with some words used effectively.

Overall, the writing draws more on the characteristics of spoken language than those of written language.

Pupils compose sentences and some punctuation to demarcate these appropriately.

Some common words are spelt correctly and alternatives use phonic strategies with some recall of visual patterns.

Handwriting is legible despite inconsistencies in orientation, size and use of upper and lower case letters.

2B; S&L: Pupils communicate on different topics with people they know, explaining details the listener needs to know.

They develop ideas using varied expressions.

chronological and instructional texts Read and understand simple instructions and directions Read and understand high frequency words and words with common spelling patterns Use knowledge of alphabetical order to locate information In texts that inform, instruct, describe and narrate, on paper and on screen.

Writing: Use written words and phrases to record/present information Construct compound sentences using common conjunctions and punctuate correctly using capital letters, full stops and question marks Spell correctly a range of common words Produce legible text In documents such as forms, messages or simple narratives, on paper and on screen.

Entry 3: S&L: Use techniques to clarify and confirm understanding Give own point of view and listen to and respond appropriately to others’ points of view Use formal and informal

Students present their story line predictions to the group and give their justifications.

electricals because there wasn’t any where to plug them in).

Planning Ideas-WW2 Give each group an envelope containing a series of dated events during the Second World War (from Declaration of War to VE-Day).

Children place them in chronological order.

As they work, a member of the group records questions that arise about key figures/events. Eg Who was Winston Churchill? What was ‘Make Do and Mend’? How did rationing work?

Suitcase activity – pass a pillowcase containing objects that an evacuee might pack round the circle, whilst playing music from the 1940s. When music stops, a child picks an object and explains why a child/mother might pack it. Focus on feelings that might arise in child and parent.

Show ‘The Blitz’. Allow a period of quiet reflection and sensitive discussion on the impact of the Blitz on children and families and life in the major cities during the war.

Mollycoddle Misconstrue

They show they are listening by commenting on what they have heard.

Reading: Pupils reading of simple unfamiliar texts is almost entirely accurate and well-paced, taking some account of punctuation.

When reading unfamiliar words or symbols they combine a range of strategies (phonic, graphic, grammatical and contextual) to establish meaning. They show understanding of texts by commenting on features such as plot, setting, characters and how information is presented.

Writing: The writing communicates meaning using a narrative or non-narrative form with some consistency.

Sufficient detail is given to engage the read and variation is evident in both sentence structure and word choices, which are sometimes ambitious.

The organisation reflects the purpose of the writing with some sentences and linked with connectives other than ‘and’.

There is evidence of some sentence punctuation. In spelling, phonetically plausible attempts reflect growing knowledge of whole word structure, together with an awareness of visual patterns and recall of letter strings.

Handwriting is clear, with ascenders and descenders distinguished, and generally upper case letters are not mixed within the word.

2A; S&L: Pupils communicate on a range of topics, sometimes with people who are unfamiliar with them, including relevant information the listener needs to know.

They develop and explain ideas, using a more extensive vocabulary and begin to adapt to more formal situations.

Reading:

language as appropriate Follow the main points of discussions and make relevant contributions, respecting others’ turn-taking rights In familiar formal and informal exchanges and discussions.

Reading: Understand the main points of texts (including diagrams or graphical representations).

Written texts are of more than one paragraph at this level Obtain specific information through detailed reading Scan texts and use organisational features to locate information (for example contents, index, menus) Use strategies to read and understand texts in different formats (for example web page, application form) in texts that inform, instruct, describe and narrate, on paper and on screen.

Writing: Plan, draft and organise writing Sequence writing logically and clearly Use basic grammar including appropriate verb tense and subject/verb agreement

Pupils read simple unfamiliar texts accurately. Their independent reading shows they can read ahead and make use of expression and intonation to enhance meaning.

In response to stories, they identify and comment on the main characters and how they relate to one another.

They express opinions about events and actions and comment on some ways in which the text is written or presented.

Writing: The writing communicates meaning in a way which is lively and generally holds the readers interest. Some characteristic features of a chosen form of narrative or non-narrative writing are beginning to be developed.

Links between ideas or events are mainly clear and the use of some descriptive phrases adds detail and emphasis.

Growing understanding of punctuation is shown in the use of capital letters and full stops to mark correctly structured sentences.

Spelling of many monosyllabic words is accurate, with phonetically plausible attempts at longer, polysyllabic words.

Handwriting shows accurate and consistent letter formation.

Level 3: S&L: Pupils express themselves and listen confidently in different contexts, exploring and communicating ideas.

In discussion they show understanding of the main point, through relevant comments and questions they show they have listened carefully.

They begin to adapt what they are communicating to the needs of the listener, varying the use of vocabulary and level of detail they are beginning to be aware of standard English and when it is used.

Spell correctly and check work for accuracy in documents such as forms, emails, letters, simple instructions or short reports, on paper and on screen.

Reading: Pupils read a range of texts fluently and accurately.

They read independently, using a range of strategies appropriately to establish meaning.

In responding to fiction and non-fiction they show understanding of the main points and express preferences.

They use their knowledge of the alphabet to locate books and find information.

Writing: Pupils' writing is often organised, imaginative and clear.

The main features of different forms of writing are used appropriately, beginning to be adapted to different readers.

Sequences of sentences extend ideas logically and words are chosen for variety and interest.

The basic grammatical structure of sentences is usually correct.

Spelling is usually accurate, including that of common, polysyllabic words.

Punctuation to mark sentences - full stops, capital letters and question marks - is used accurately.

Handwriting is joined and legible.