Wolves in The Wall Planning Plus Literacy Arguments Neil Gaiman

Great 4 weeks planning for this Literacy topic.

Really nice powerpoints.

Plus free bonus. Plenty of argument planning using Olympics.

Example planning :

 Identify and discuss the various features of a fiction text, including characters, settings, themes and dilemmas, the author’s intentions, the structure and organisation of the text and the way language is used to create effects on the reader.

1. Speaking
    Use the techniques of dialogic talk to explore ideas, topics or issues.
2. Creating and shaping texts
    Set their own challenges to extend achievement & experience in writing.
3. Understanding and interpreting texts
    Understand how writers use different structures to create coherence and impact.
4. Text structure and organisation
    Use varied structures to shape and organise text coherently
5. Sentence structure and punctuation
    Express subtle distinctions of meaning, including hypothesis, speculation and supposition, by constructing sentences in varied ways
    Use punctuation to clarify meaning in complex sentences
   To produce several pieces of writing based around the focus text.
   To learn and identify the features of a formal/impersonal text and comment on occasions where this may be necessary.
   To produce a formal letter, speech and broadcast using appropriate form, features and content.

Remind children of last week’s immersion into the focus text. TTYP – what did you think of the text? If you could talk to the author, what would you say to him? Ask him?

Display a ‘Likes/Dislikes/Patterns/Questions’ board on the whiteboard. Explain that we are going to focus on the ‘patterns’ section today.
Re-read the last few pages of the book and add ‘false endings’ to the patterns section.

Have some photocopied pages from the book in the centre of the tables (each table to have different pages).
Give groups ten minutes to note any patterns they see on whiteboards.
Come back together and note on the board to include:

• False endings.
• Simile
• Lucy asking her Mother, Father and brother for advice, always in that order.
• Adjectives for the noises she hears.
• Alliteration and onomatopoeia.
• Phrase “You know what they say…”
• Appearance of pig puppet.

What effect do these patterns have on the reader? They give the text fluency, a rhythm almost like a poem. They make the text easier to read and digest. The repetition also mimics the repetition of Lucy’s pleas to her family to listen to her about the noises. They make the reader frustrated on Lucy’s behalf.

• Have one child write a definition of ‘atmosphere’ on a sentence strip for the working wall. A general feeling or mood.
  There are a few different atmospheres in this book. Discuss. List tension, frustration, relief etc on the board.