Where the wilds things are
The outcome for the unit: Rewrite the story of where the wild things are.
LO: I can write a short narrative.
|Learning - PLAN||Questions to ask||Success criteria|
Spelling and grammar: using the suffix - er.
Can you try and use this in your writing?
Use the Day 2 pdf with plan
1. Read the book again.
2. Introduce the idea that we are going to add to the "Where the wild things are" story by writing about the wild rumpus.
3. Have a look at the pictures from the scene of the wild rumpus and discuss what is going on.
4. Children will be writing a short narrative, expressing the excitement of the wild rumpus.
5. Explain to the children that their writing must contain exciting describing words that will grab the reader’s attention.
e.g. Let the wild rumpus begin! At that moment the wild things danced from side to side. Max heard the roaring laughter from the wild things behind him…
6. Explain that the children can use some of the describing words that they used in the previous lesson, in their writing today.
What kinds of things are they doing?
Do we think everyone is having fun?
I start with “let the wild rumpus begin”
I use Max
I can write what Max can see, hear, smell.
I write how Max is feeling.