Diary Extract in Role (3 1/2 weeks) unit based on Street Child by Berlie Doherty

This is a 3 and 1/2 week unit of work that is based on the book 'Street Child' by Berlie Doherty. The book tells the story about Dr Barnados and how the ragged schools were created through the eyes of an orphan Jim. Every time I have taught this unit there has been a special atmosphere as pupils have lots of ideas to discuss philosophical and moral issues and realise how lucky they are to be alive today in England. The end of the unit has two possible choices which are either writing as Jim in a diary extract or an alternative ending to the story.

The learning objectives for this unit of work are;
• To write a diary extract as a poor Victorian child.
• To find and improve adverbs in a piece of text.
• To make a freeze-frame to show what characters are feeling in a story.
• To describe a character from a novel.
• To write as a character from a novel.
• To convey character by using colloquialism (slang).
• To understand how a character from a novel feels. + Write expanded noun phrases.
• To write a list poem.
• To describe a character from a novel.
• To make a key scene into a freeze frame, considering the characters feelings and emotions.
• To map the story of a novel.
• To map out a characters journey and feelings throughout a novel.
• To find key information about Dr Barnardos.
• To write complex sentences.
• To identify cohesive devices for paragraphs. + I can describe the effect created by different cohesive devices
• To plan a diary extract. OR To plan an alternative ending.
• To write a diary extract. OR To write an alternative ending.


This unit of work uses the 3 stage planning process of:
• Stimulate and generate
• Capture, sift and sort
• Create, refine and evaluate

Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book.

Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet.

Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.