Teach-Primary-18.3

asking the children to use these to develop their own word clines. Once the children have all made some individual progress, pause the task to take some feedback on the words that have been sourced so far. It’s typical for all the children to start this kind of task with vigour and a seemingly endless catalogue of words, but the ‘vocabulary well’ can actually dry up quite quickly. If this happens, ask pupils to form small groups based on the starter word that they have chosen from the initial selection. They can then collaborate and mutually scaffold the completion of their clines. Assessment In the most basic sense, the simple marking of the completed clines will inform you about the level of vocabulary skill within the children. In addition, effective feedback could also result in the children extending their use of vocabulary by conducting further, targeted language research. WEEK 5 Learning objective l To can identify the 5Ws of journalistic writing (who, what, where, when, why) Start the session by discussing the concept of journalistic writing. What is it? What does it mean? Where might you see it? What is its purpose? At this point, it may be appropriate to display some topical newspaper headlines about (age-appropriate) issues that are currently in the press where there is a degree of public disagreement. Introduce the idea of effective journalistic writing being based around ‘5Ws’, but don’t tell pupils what these are. Allow the children time to discuss what each of the Ws could represent before co-constructing the definitive list of: who, what, where, when, why. Through further discussion, explore the role and importance of each of the 5Ws to ensure the children understand their purpose. Next, introduce the children to the model text for the remainder of the lessons in the sequence ( slide 35 ). Explain that the children will now be asked to evaluate this model text in relation to how successfully the 5Ws have been incorporated. This could be completed on printouts of the model article, using highlighters, or the children could be provided with digital copies of the text and then use highlighting tools within the relevant software to code the text according to where they feel the 5Ws have been included. Leave time for all the children to evaluate the text, then lead a class discussion to share what has been found. This is an excellent opportunity to model the reviewing and editing skills that the children may need later. Capture useful words and phrases for children to use when completing their own written articles. Assessment When reviewing the outcomes of this lesson, it will be important to look for any misconceptions relating to the words the children have highlighted, and how these relate to the 5Ws. Addressing these misconceptions at this stage will help to secure better quality outcomes in the remaining lesson. WEEK 6 Learning objective l To make careful word choices Explain that the goal of this week will be to write newspaper articles in a style similar to the model text. However, these articles will adopt a more positive, compassionate and celebratory tone in relation to the arrival of the stranded man. As a class, discuss the possible benefits that a more compassionate group of island residents could associate with the arrival of the man. The children might raise matters such as how the man may be able to help with tasks around the island or bring a new skillset to improve island life. Perhaps Marc Bowen is a deputy head and primary teacher in SouthWales. He welcomes any responses to this article, or further questions via bowenm43@hwbcymru.net . he would introduce interesting new cultural practices or celebrations to the island from his homeland. Return to the original (prejudiced) model newspaper article and begin to demonstrate how to skim and scan the text for those words that might be prejudicial. The children may need to refer back to previously captured vocabulary displayed around the room or refer to their own work from earlier in the sequence. Once these prejudicial words have been identified within the text, model how they can be replaced with more positive and compassionate antonyms. Let each of the children have access to a thesaurus. Now ask the children to choose a specific portion of the original article to redraft as a more compassionate piece of journalistic writing. Alternatively, for more able classes, the children could redraft the whole article. Assessment Depending on the chosen focus for the final lesson/s, you will be able to at least evaluate the children’s understanding of how to make appropriate word choices. However, this could also lead to a more extensive final piece of writing, which could be used for a comprehensive evaluation of each individual’s current writing ability. TP F EATURE S P L ANN I NG @raglanvc www.teachwire.net | 25