Talk4Writing

Term Three Planner

Fiction and Non-Fiction Writing Program

PREPARATION
Complete the following tasks to prepare for each unit.
 Select a mentor text, if using one.
 Adapt or create a modelled text to be used throughout the unit. Select one that is simple and short so
it is easy to learn (under 300 words).
 Set the key focus (character, setting, creating suspense, speech, descriptive language etc.) and goals
for the unit.
 Decide on the cold/hot task topic and develop the rubric that includes the structure, language features
and punctuation being taught throughout the unit. The task stimulus must not relate to the modelled
text.
 Decide on the elements that you will change for the class innovation, which subsequently, is what the
students will change for their own innovation.
 Develop the class toolkit. This is so you have a guide for when the class create one together.
 Develop the small, focused toolkits for each paragraph to help guide the students through the
innovation stage.
 TERM THREE - YEAR THREE ST MARY’S PRIMARY SCHOOL

TALK4WRITING TERM PLANNER

WEEK 1 and 2: Cold Task and Poetry
TERM
WEEK 3 – 7: Fiction
3 Text: Harry Potter (summary of a chapter from HP and the Philosophers Stone)
Genre: Narrative
Focus: Setting - Suspense
YEAR
WEEK 8 – 10: Non-Fiction
3 Genre: Report
Focus: Mythical Creature - Goblins

SCSA OUTCOMES
LANGUAGE:
 Understand that languages have different written and visual communication systems, different oral traditions and different ways
of constructing meaning (ACELA1475)
 Understand how different types of texts vary in use of language choices, depending on their function and purpose, for example
tense, mood, and types of sentences (ACELA1478)
 Understand that paragraphs are a key organisational feature of written texts (ACELA1479)
 Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing
letters (ACELA1480)
 Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs (ACELA1484)

LITERATURE:
 Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons
(ACELT1594)
 Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the
mood of the narrative (ACELT1599)
 Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including
rhythm and onomatopoeia in poetry and prose (ACELT1600)
 Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features,
for example perspective, distance and angle (ACELT1601)
 Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme,
rhythm, mood, music, sound effects and dialogue (ACELT1791)

LITERACY:
 Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)
 Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and
language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)
 Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)
 Write using joined letters that are clearly formed and consistent in size (ACELY1684)

WEEK 1 and 2: Cold Write and Spine Poetry

Week 1 PD Day
Monday
Tuesday Cold Task – Formative Assessment
 Stimulus: Spooky manison – Children write a description of the setting using the stimulus.
 Discussion must be had about the stimulus to prepare for the write. How could they describe it as if they were
there?
 Hand out the Cold Task and give them 25 minutes to write – describing the character.
 TERM THREE - YEAR THREE ST MARY’S PRIMARY SCHOOL

 Plenary: Allow five minutes at the end to proof read and edit their work.
 Moderate: Mark the Cold Tasks against the given rubric and sort the students into their guided writing groups
based on their specific needs.
 Create target cards for each group to help students stay focused on their goals each writing session.

Wednesday Poetry – Warm Up

 Read a selection of poems of limericks.
 Through listening the children identify any significant features. Teacher records suggestions and discusses how
spoken rhythm and emphasis help bring the poem together. Discuss the rhyming pattern – AABBA.
 In groups, children look at a poem and identify the rhyming words to check if a poem is a limerick. Also discuss
how limericks are usually humorous.
 Share with students the class poem.

Thursday Poetry – Warm Up

 Teach students the limerick verbally using actions.
 Draw a story map – students draw their own.

Friday Poetry – Limerick

 Brainstorm ideas for limericks. Prompt verbs/adverbs/adjective. Have children list words under the above
headings to use and refer to when they create their own poem.
 Discuss similes. What they are and give examples.
 Model how to create a limerick based on a magic theme using the words from the brainstorm.

Week 2 Poetry – Limerick

Monday  Display the magic limerick from previous lesson.
 Teacher and children discuss the ideas and words that can be changed in order to innovate on the poem. Work
together to innovate on the poem – list all ideas on the board of what children suggest to change.
 In pairs, children create their own innovation for the limerick, ensuring they draft and edit their poem.

Tuesday Poetry – Limerick

Publish innovation
Wednesday Poetry – Limerick
 Using the brainstorm from last week, the children choose a topic to create their own limerick
 They will independently draft and edit their poem.
 Teacher will provide the final editing before publishing tomorrow.

Thursday Poetry – Limerick

 Children publish their invention for display around the classroom.

Friday Poetry – Limerick

 Children ensure they have finished publishing, before creating actions to their poem.
 Children have the opportunity to present their poems to small groups.

WEEKS 3 - 7: Narrative – Harry Potter and the Philosopher’s Stone

IMITATION Week 3 The Hook:

Monday  Teachers dress in Hogwarts uniforms.
 Ask the children if they remember the names of the four houses of Hogwarts
 Sort the children into one of the four houses – Gryffindor, Hufflepuff, Ravenclaw or Slytherin.
The teacher can decide on the houses for the class or have a random selection.
 Once the children have been sorted into a house, create a point system with the class as to
how they can earn points for their ‘house’.
TERM THREE - YEAR THREE ST MARY’S PRIMARY SCHOOL

 Plenary: Read the Harry Potter passage to the class and discuss the text (characters, setting,
paragraphs, events).
Tuesday Story mapping and learning the text (reading as a reader):
 Warm up VCOP activity (connectives).
 Read the introduction of Harry Potter, assisting the children to learn the words and develop
the actions.
 Record the introduction on a class story map (using pictures and minimal words). This needs to
be written at that time with the children so they have ownership of it - but practice before so
you know what pictures you are going to use.
 Children draw their own story map of the introduction - they can look and copy the class one.
Work with the weakest writing group practicing orally as they go with the actions.
 Plenary: Children practise the introduction with a partner.
Place the story map on the washing line.

Wednesday  Warm up VCOP activity (openers).

 Rehearse the introduction.
 Read the build up of Harry Potter, assisting the children to learn the words and develop the
actions.
 Record the build up on a class story map (using pictures and minimal words).
 Children draw their own story map of the build up - they can look and copy the class one. Work
with the weakest writing group practicing orally as they go with the actions.
 Plenary: Children practise the build up with a partner.
Place the story map on the washing line.

Thursday  Warm up VCOP activity (punctuation).

 Rehearse the introduction and build up.
 Read the problem of Harry Potter, assisting the children to learn the words and develop the
actions.
 Record the problem on a class story map (using pictures and minimal words).
 Children draw their own story map of the problem - they can look and copy the class one. Work
with the weakest writing group practicing orally as they go with the actions.
 Plenary: Children practise the problem with a partner.
Place the story map on the washing line.

Friday  Warm up VCOP activity (vocabulary).

 Rehearse the introduction, build up and problem.
 Read the resolution of Harry Potter, assisting the children to learn the words and develop the
actions.
 Record the resolution on a class story map (using pictures and minimal words).
 Children draw their own story map of the resolution - they can look and copy the class one.
Work with the weakest writing group practicing orally as they go with the actions.
 Plenary: Children practise the resolution with a partner.
Place the story map on the washing line.
Week 4  Warm up VCOP activity (connectives).
Monday  Rehearse the introduction, build up, problem and resolution.
 Read the ending of Harry Potter, assisting the children to learn the words and develop the
actions.
 Record the ending on a class story map (using pictures and minimal words).
 Children draw their own story map of the ending - they can look and copy the class one. Work
with the weakest writing group practicing orally as they go with the actions.
 Plenary: Children practise the ending with a partner.
Place the story map on the washing line.
Do not move on until the students have learnt the text.
Tuesday Annotating the text (reading as a writer):
 Warm up VCOP activity (openers).
 TERM THREE - YEAR THREE ST MARY’S PRIMARY SCHOOL

 Rehearse the whole text as a class, using the story map and the actions.
 Hand out a copy of the text to each student. Work through it as a class, pulling it apart and
discussing what needs to be included in the class toolkit.
 Students use the VCOP methodology to assist with this.
Wednesday Boxing Up Harry Potter (reading as a writer):
 Warm up VCOP activity (punctuation).
 Rehearse the whole text as a class, using the story map and the actions.
 Refer to the whole class story map and circle the different paragraphs.
 Use the boxed up planner to fill in the main ideas from the annotated text (use the key ideas
only).
 Work through as a class, adding the key ideas from each paragraph of Harry Potter to the first
column.
 Plenary: Explain the elements of the story that you want to change for the class innovation (e.g.
character and setting).
 As a class brainstorm different characters (including traits) and settings. Add to VCOP and
Magpie Wall.
Place the boxed up planner on the washing line.
Thursday Creating the Class Toolkit (reading as the writer):
 Warm up VCOP activity.
 Rehearse the whole text as a class, using the story map and the actions.
 As a class, begin to develop a toolkit – a list of ‘tools not rules’, to help with successful writing
of the genre and focus. Use annotated text to guide discussion.
 Discuss the different ways you can describe a character e.g. good name, adjectives, feelings,
and dialogue. Always relate these back to the text.
 Record all points on the class toolkit, guiding the discussion from your pre-prepared toolkit.
 Type up a copy of the toolkit and give it to all students to glue into their writing books.
Place the toolkit on the washing line.
Friday Boxing up the class innovation:
 Warm up VCOP activity (vocabulary).
 Rehearse the whole text as a class, using the story map and the actions.
 Refer back to the boxed up planner. Read what the class came up with for the first column.
 Remind children of the ideas they came up with for the class innovation. They are on the
Magpie and VCOP wall.
 Work through the boxed up planner together, adding the outline to each paragraph to the
second column (class innovation).
 Make sure during this time that you are explicit as to what info needs to go into each box. We
are not writing the WHOLE story - just writing notes about what we have changed.
 Plenary: Children discuss their ideas for their own innovation.
 Type up the boxing up planner, completing the first two columns so the third is ready for
independent innovation.

PLAN FOR Week 5 Boxing up their individual innovation:

INNOVATION Monday  Warm up VCOP activity (connectives).
 Rehearse the whole text as a class, using the story map and the actions.
 Hand out the boxing up planner to children and revise yesterday’s session.
 Children complete their own section of the planner, including the main ideas as discussed. This
is the scaffold for the innovation stage.
 Assist children to complete their planner
 Plenary: Students share their story overview with a partner - if time, share a few with the class.
Place the boxing up planner on the washing line.
Tuesday Each of the subsequent five lessons consist of modelled / shared writing of each paragraph,
immediately followed by students completing their own innovation of that paragraph. A vital part
of the innovation stage is the formative assessment through daily marking and feedback. After
each session, mark their paragraph and provide the necessary feedback required for them to
 TERM THREE - YEAR THREE ST MARY’S PRIMARY SCHOOL

continue their writing successfully. The next day, students view your feedback and reflect on what
they need to improve. If there is a common theme of errors, focus on addressing those errors in
your warm up activity the following day.

Introduction:
 Warm up VCOP activity (openers).
 Rehearse the whole text as a class, using the story map and the actions.
 Look at the introduction story map. Link it to the ideas written in the boxed up planner. Discuss
what is going to change and stay the same.
 Draw the story map for the introduction of the class innovation with the class helping (post it
notes over original).
 Write a modelled / shared class introduction based on the class innovation from the boxing up
planner and story map. Have class share their ideas.
When children suggest their ideas, continue to question them until you get the best adjective,
adverb or verb. Any other suggestions that are given but not chosen are written in a ‘save it box’
off to the side so children can use them later. Then transfer these onto the VCOP / Magpie Wall.
 Children return to their desks and complete their own introduction using their boxing up
planner and the class innovation as a model. They will rule up a piece of lined paper, title and
date it before commencing writing.
 Guided writing groups are now working. Teacher to work with the group that needs the most
work (refer to the target cards).
Plenary: Children will edit and share their introduction with their writing buddy.
INNOVATION Wednesday Build Up:
 Warm up VCOP activity (punctuation).
 Rehearse the whole text as a class, using the story map and the actions.
 Look at the build up story map. Link it to the ideas written in the boxed up planner. Discuss
what is going to change and stay the same.
 Draw the story map for the build up of the class innovation with the class helping (post it notes
over original).
 Write a modelled / shared class build up based on the class innovation from the boxing up
planner and story map. Have class share their ideas.
 Children return to their desks and complete their own build up using their boxing up planner
and the class innovation as a model. They will continue writing on the lined piece of paper from
yesterday or rule up a new page.
 Teacher to work with another group.
 Plenary: Children will edit and share their build up with their writing buddy.

Thursday Problem:
 Warm up VCOP activity.
 Rehearse the whole text as a class, using the story map and the actions.
 Look at the problem story map. Link it to the ideas written in the boxed up planner. Discuss
what is going to change and stay the same.
 Draw the story map for the problem of the class innovation with the class helping (post it notes
over original).
 Write a modelled / shared class problem based on the class innovation from the boxing up
planner and story map. Have class share their ideas.
 Children return to their desks and complete their own problem using their boxing up planner
and the class innovation as a model. They will continue writing on the lined piece of paper from
yesterday or rule up a new page.
 Teacher to work with another group.
 Plenary: Children will edit and share their problem with their writing buddy.

Friday PD Day
 TERM THREE - YEAR THREE ST MARY’S PRIMARY SCHOOL

Week 6 Resolution:
Monday  Warm up VCOP activity (connectives).
 Rehearse the whole text as a class, using the story map and the actions.
 Look at the resolution story map. Link it to the ideas written in the boxed up planner. Discuss
what is going to change and stay the same.
 Draw the story map for the resolution of the class innovation with the class helping (post it
notes over original).
 Write a modelled / shared class resolution based on the class innovation from the boxing up
planner and story map. Have class share their ideas.
 Children return to their desks and complete their own resolution using their boxing up planner
and the class innovation as a model. They will continue writing on the lined piece of paper from
yesterday or rule up a new page.
 Teacher to work with another group.
 Plenary: Children will edit and share their resolution with their writing buddy.
Tuesday Ending:
 Warm up VCOP activity (openers).
 Rehearse the whole text as a class, using the story map and the actions.
 Look at the ending story map. Link it to the ideas written in the boxed up planner. Discuss what
is going to change and stay the same.
 Draw the story map for the ending of the class innovation with the class helping (post it notes
over original).
 Write a modelled / shared class ending based on the class innovation from the boxing up
planner and story map. Have class share their ideas.
 Children return to their desks and complete their own ending using their boxing up planner and
the class innovation as a model. They will continue writing on the lined piece of paper from
yesterday or rule up a new page.
 Teacher to work with another group.
 Plenary: Children will edit and share their ending with their writing buddy.
Wednesday Boxing up the class and independent invention
 Rehearse the whole text as a class using the story map and the actions.
 Reflect on the innovation stage and how the children wrote a successful narrative using all the
support and scaffolding.
 Explain that children will now have a chance to write another narrative but without as much
assistance. They will be writing a story still focusing on character and following the ‘conquering
the monster’ genre.
This time, it will be without the individual paragraph story mapping. The modeled writing of each
paragraph will still take place, however there will be less input from the class and this part of the
session will be much shorter compared to using the innovation stage. Their invention does not have
to follow the same sequence as the modeled text.
 Refer children to the Magpie wall and all the ideas they had for their narratives.
 Pick another from here and complete a new class story mountain planner for the invention
stage.
 Children begin to complete their own story mountain planner. Children can look back through
their writing to assist them at any point through the writing process.
 Mark their planners for the next day.

INVENTION Thursday Introduction:

 Rehearse the whole text as a class using the story map and the actions.
 Write a modeled introduction based on the story mountain planner, focusing on including
adjectives to describe the main character.
 Children complete their introduction. Teacher/EA will work with weakest group, assisting them
to look at their planners and write their introductions.
 Children interact with the toolkit and highlight where in their paragraph they have
demonstrated - cool openers, adjectives, similes, punctuation etc.
 TERM THREE - YEAR THREE ST MARY’S PRIMARY SCHOOL

 Children attempt to independently edit their writing for simple mistakes e.g. spelling and
punctuation errors.
 Collect, mark and return introductions the next day.
Friday Build Up:
 Rehearse the whole text as a class using the story map and the actions.
 Write a modeled build up based on the story mountain planner.
 Children complete their build up.
 Children interact with the toolkit and highlight where in their paragraph they have
demonstrated - cool openers, adjectives, similes, punctuation etc.
 Children attempt to independently edit their writing for simple mistakes e.g. spelling and
punctuation errors.
 Collect, mark and return build ups the next day.

Week 7 Problem:
Monday  Rehearse the whole text as a class using the story map and the actions.
 Write a modeled problem based on the story mountain planner.
 Children complete their problem.
 Children interact with the toolkit and highlight where in their paragraph they have
demonstrated - cool openers, adjectives, similes, punctuation etc.
 Children attempt to independently edit their writing for simple mistakes e.g. spelling and
punctuation errors.
 Collect, mark and return problems the next day.
Tuesday Resolution:
 Rehearse the whole text as a class using the story map and the actions.
 Write a modeled resolution based on the story mountain planner.
 Children complete their resolution.
 Children interact with the toolkit and highlight where in their paragraph they have
demonstrated - cool openers, adjectives, similes, punctuation etc.
 Children attempt to independently edit their writing for simple mistakes e.g. spelling and
punctuation errors.
 Collect, mark and return resolutions the next day.
Wednesday Ending:
 Rehearse the whole text as a class using the story map and the actions.
 Write a modeled ending based on the story mountain planner.
 Children complete their ending.
 Children interact with the toolkit and highlight where in their paragraph they have
demonstrated - cool openers, adjectives, similes, punctuation etc.
 Children attempt to independently edit their writing for simple mistakes e.g. spelling and
punctuation errors.
 Collect, mark and return endings the next day.
Thursday Publishing inventions
 Children will publish their inventions on their own device, using text and imagery.

Friday Complete publishing

WEEKS 8 - 10: Non-Chronological Report – Mythical Creature: Goblins

IMITATION Week 8 The Hook:

Monday  Plenary: Read ‘Mythical Creatures: Goblins’ and discuss the text (generalisers and connectives).

Tuesday Story mapping and learning the text (reading as a reader):

 Warm up VCOP activity (connectives).
 TERM THREE - YEAR THREE ST MARY’S PRIMARY SCHOOL

 Read the title and introduction paragraph (topic sentence and hook) of the text, assisting the
children to learn the words and develop the actions.
 Record the title and introduction on a class story map (using pictures and minimal words). This
needs to be written at that time with the children so they have ownership of it - but practice
before so you know what pictures you are going to use.
 Children draw their own story map of the title and introduction- they can look and copy the
class one. Work with the weakest writing group practicing orally as they go with the actions.
 Plenary: Children practise the title and introduction with a partner.
Place the story map on the washing line.

Wednesday  Warm up VCOP activity (openers).

 Rehearse the title and introduction.
 Read the first fact of the text, assisting the children to learn the words and develop the actions.
 Record the first fact on a class story map (using pictures and minimal words).
 Children draw their own story map of the first fact - they can look and copy the class one. Work
with the weakest writing group practicing orally as they go with the actions.
 Plenary: Children practise the first fact with a partner.
Place the story map on the washing line.

Thursday  Warm up VCOP activity (punctuation).

 Rehearse the title, introduction and first argument.
 Read the second and third facts of the text, assisting the children to learn the words and
develop the actions.
 Record the second and third facts on a class story map (using pictures and minimal words).
 Children draw their own story map of the second and third facts - they can look and copy the
class one. Work with the weakest writing group practicing orally as they go with the actions.
 Plenary: Children practise the second and third facts with a partner.
Place the story map on the washing line.

Friday  Warm up VCOP activity.

 Rehearse the title, introduction and three facts.
 Read the conclusion of the text, assisting the children to learn the words and develop the
actions.
 Record the conclusion on a class story map (using pictures and minimal words).
 Children draw their own story map of the conclusion - they can look and copy the class one.
Work with the weakest writing group practicing orally as they go with the actions.
 Plenary: Children practise the conclusion with a partner.
Place the story map on the washing line.

Week 9 Hot Task – Formative Assessment

Monday  Stimulus: Spooky house picture – Children write a description of the picture including suspense
using the stimulus.
 Discussion must be had about the stimulus to prepare for the write. How could they describe
it? e.g. appearance, personality, dialogue, feelings etc.
 Hand out the Hot Task and give them 25 minutes to write – using suspense.
 Plenary: Allow five minutes at the end to proof read and edit their work.
 Moderate: Mark the Hot Tasks against the given rubric and sort the students into their guided
writing groups based on their specific needs.
 Create target cards for each group to help students stay focused on their goals each writing
session.

INNOVATION Tuesday Annotating the text (reading as a writer):

 Warm up VCOP activity (connectives).
 Rehearse the whole text as a class, using the story map and the actions.
TERM THREE - YEAR THREE ST MARY’S PRIMARY SCHOOL

 Hand out a copy of the text to each student. Work through it as a class, pulling it apart and
discussing what needs to be included in the class toolkit.
 Students use the VCOP methodology to assist with this.

Wednesday Boxing Up The Text (reading as a writer):

 Warm up VCOP activity (openers).
 Rehearse the whole text as a class, using the story map and the actions.
 Use the boxed up planner to fill in the main ideas from the annotated text in the first column.
 Explain the elements of the report that you want to change for the class innovation (e.g.
character and setting).
 As a class brainstorm different animals and traits. Add to VCOP and Magpie Wall.
Boxing up the class innovation:
 Work through the boxed up planner together, adding the outline to each paragraph to the
second column (class innovation).
 Make sure during this time that you are explicit as to what info needs to go into each box. We
are not writing the WHOLE story - just writing notes about what we have changed.
 Plenary: Children discuss their ideas for their own innovation.
 Type up the boxing up planner, completing the first two columns so the third is ready for
independent innovation.

Thursday Boxing up their individual innovation:

 Warm up VCOP activity (punctuation).
 Rehearse the whole text as a class, using the story map and the actions.
 Hand out the boxing up planner to children and revise yesterday’s session.
 Children complete their own section of the planner, including the main ideas as discussed. This
is the scaffold for the innovation stage.
 Assist children to complete their planner
 Plenary: Students share their story overview with a partner - if time, share a few with the class.
Place the boxing up planner on the washing line.

Friday Each of the subsequent five lessons consist of modelled / shared writing of each paragraph,
immediately followed by students completing their own innovation of that paragraph. A vital part
of the innovation stage is the formative assessment through daily marking and feedback. After
each session, mark their paragraph and provide the necessary feedback required for them to
continue their writing successfully. The next day, students view your feedback and reflect on what
they need to improve. If there is a common theme of errors, focus on addressing those errors in
your warm up activity the following day.

Title and Introduction:

 Warm up VCOP activity.
 Rehearse the whole text as a class, using the story map and the actions.
 Look at the title and introduction story map. Link it to the ideas written in the boxed up planner.
Discuss what is going to change and stay the same.
 Draw the story map for the title and introduction of the class innovation with the class helping
(post it notes over original).
 Write a modelled / shared class title and introduction based on the class innovation from the
boxing up planner and story map. Have class share their ideas.
When children suggest their ideas, continue to question them until you get the best adjective,
adverb or verb. Any other suggestions that are given but not chosen are written in a ‘save it box’
off to the side so children can use them later. Then transfer these onto the VCOP / Magpie Wall.
 Children return to their desks and complete their own title and introduction using their boxing
up planner and the class innovation as a model. They will rule up a piece of lined paper, title
and date it before commencing writing.
 Guided writing groups are now working. Teacher to work with the group that needs the most
work (refer to the target cards).
TERM THREE - YEAR THREE ST MARY’S PRIMARY SCHOOL

 Plenary: Children will edit and share their title and introduction with their writing buddy.

Week 10 First Fact:

Monday  Warm up VCOP activity (vocabulary).
 Rehearse the whole text as a class, using the story map and the actions.
 Look at the first fact story map. Link it to the ideas written in the boxed up planner. Discuss
what is going to change and stay the same.
 Draw the story map for the first fact of the class innovation with the class helping (post it notes
over original).
 Write a modelled / shared class first fact based on the class innovation from the boxing up
planner and story map. Have class share their ideas.
 Children return to their desks and complete their own first fact using their boxing up planner
and the class innovation as a model. They will continue writing on the lined piece of paper from
yesterday or rule up a new page.
 Teacher to work with another group.
 Plenary: Children will edit and share their first fact with their writing buddy.

Tuesday Second Fact:

 Warm up VCOP activity (connectives).
 Rehearse the whole text as a class, using the story map and the actions.
 Look at the second fact story map. Link it to the ideas written in the boxed up planner. Discuss
what is going to change and stay the same.
 Draw the story map for the second fact of the class innovation with the class helping (post it
notes over original).
 Write a modelled / shared class second fact based on the class innovation from the boxing up
planner and story map. Have class share their ideas.
 Children return to their desks and complete their own second fact using their boxing up planner
and the class innovation as a model. They will continue writing on the lined piece of paper from
yesterday or rule up a new page.
 Teacher to work with another group.
 Plenary: Children will edit and share their second argument with their writing buddy.

Wednesday Third Fact:

 Warm up VCOP activity (openers).
 Rehearse the whole text as a class, using the story map and the actions.
 Look at the third fact story map. Link it to the ideas written in the boxed up planner. Discuss
what is going to change and stay the same.
 Draw the story map for the third fact of the class innovation with the class helping (post it notes
over original).
 Write a modelled / shared class third fact based on the class innovation from the boxing up
planner and story map. Have class share their ideas.
 Children return to their desks and complete their own third fact using their boxing up planner
and the class innovation as a model. They will continue writing on the lined piece of paper from
yesterday or rule up a new page.
 Teacher to work with another group.
 Plenary: Children will edit and share their third fact with their writing buddy.

Thursday Conclusion:
 Warm up VCOP activity (punctuation).
 Rehearse the whole text as a class, using the story map and the actions.
 Look at the conclusion story map. Link it to the ideas written in the boxed up planner. Discuss
what is going to change and stay the same.
 Draw the story map for the conclusion of the class innovation with the class helping (post it
notes over original).
TERM THREE - YEAR THREE ST MARY’S PRIMARY SCHOOL

 Write a modelled / shared class conclusion based on the class innovation from the boxing up
planner and story map. Have class share their ideas.
 Children return to their desks and complete their own conclusion using their boxing up planner
and the class innovation as a model. They will continue writing on the lined piece of paper from
yesterday or rule up a new page.
 Teacher to work with another group.
 Plenary: Children will edit and share their conclusion with their writing buddy.

Friday Publishing independent innovations

 Children will publish their innovations on their own device, using text and imagery.