Teaching and Learning Sequence

Curricular target:
Engage the reader using: powerful vocabulary, adventurous word choice, detail.

Teaching Guided Work linked to sequence Learning

(speaking & listening; reading, planning, writing) (I can … / I know… / I
Indicate group and focus for session and link to understand…)
pupil targets)
Familiarisation/ Immersion in text/Analysis
• Find video of either Pompeii or volcanic eruption to hook children into the context of the
text: generate vocabulary to describe eruption, feelings and impact of that. (Dr Who) I can tell the story of Escape
• Activate prior knowledge: what do they know already about volcanoes/Romans/Pompeii. • Guided speaking and listening: from Pompeii with detail for
Has anyone been? rehearse the telling of the story the listener.
• Use drama to create the town of Pompeii from the first illustration. In role as a using appropriate story language
newcomer, establish views about the volcano and why people stay. • Guided writing: generate I can explain how the author
• Read the whole text: sentences to describe the feelings has created their characters
o Explore key moments through drama: 1st rumble, use freeze frames to show of the characters with a focus on and setting through showing
using adverbials to add detail and not telling.
how that develops. Use the song as a chant.
o Use the idea of the forum to set up a debate about what the town should do. to vary sentence construction
I can explain what adverbials
Children develop monologues and speeches. Very short slots like the Roman are and give examples of
forum. Introduce idea of first person. how they are used.
o Track the clues in the text that suggest what will happen? Link this to how
those clues are created. Display clues and language features.
• Explore the characters of Livia &Tranio. What do we know about them? How do we
know this? What are the differences between them?:
o Look at how their characters are revealed as the story progresses
o Use drama to explore their thoughts and feelings especially as they watch the
volcano erupt. Speech bubbles (reinforce the idea of first person)
o Look at how the author shows not tells about character.
o Thought tracking/mood graphing
• Learn the story: children create a story map, learn and re-tell whole story from map
using key story language and physical prompts.
• Sentence work: Re-cap of adverbials: who, when, where. Focus also on phrases not
just words and the fact that they can be moved. (Grammar for Writing)
• Recap past/present tense
• Drawing up success criteria for the writing with the children.
Capturing Ideas
Use story map to create a flow chart of the key parts of the story. Develop clear sections. Guided planning: use planning frame to I can re-tell the story using a
Use drama to explore roles more deeply: build on the speech bubble work from last week, use focus on generating appropriate story map with appropriate
conscience alley to explore choices the characters could make. words/phrases to match purpose. Orally story language
Use a frame with four headings: section of story, what my character thinks/feels, How will I show rehearse and refine one or two sentences.
this, Buddy check. Ensure adverbials are used well. I can orally rehearse sections
Use recording or just group work to take each section and orally rehearse how they might tell this Guided talk for writing: editing and of the story maintaining the
part. Jot down best ideas, redraft orally and justify to partner. Record best ideas in planning improving oral sentences first person viewpoint
frame.
Independently complete the planning frame. I can plan my retelling by
identifying sections and
linked language.
Shared Writing Guided writing:
Gp 1 and 2: drafting sentences for a
Model moving from planning frame into drafting for the first section of the story. section: adding appropriate detail I can write a first person
Model improving sentences using adverbials both for detail and also to vary sentence order, Gp 3: refining work already drafted reltelling of Escape from
strong nouns/verbs and descriptive language. focusing on using language for impact on Pompeii
Model creating the viewpoint focusing on person and tense but particularly showing not telling the reader
how the character feels. Gp 4: Focus on drafting the section where
Model editing/refining the whole text (linking words and phrases and use of narrative techniques they escape: show not tell
to engage the reader) Gp 5: Revising work with a focus on
varying sentence construction

Scaffolding Independent writing

Key learning Outcome

Ist person retelling of Escape from Pompeii (Livia/Tranio or Ships captain or Dion) with a clear and appropriate historical setting.
(telling their grandchildren)

All children must… Most children should… Some children could…

Retell the story in four sections with an illustration
and at least one sentence for each.
Maintain first person consistently
Add detail to their simple sentences through
using strong nouns, powerful verbs and
descriptive language.
Use nouns/verbs/adjectives and adverbials for In addition:
impact . Use a variety of narrative techniques to engage
Maintain first person consistently. the reader.
Follow the narrative structure of Escape from Vary the structure and type of sentences used for
Pompeii. effect.
Show how character feels not tell.