1. Background Students will have, in a previous grade covered adjectives.
They have been introduced to adverbs in a previous unit
The aim is for them to use their learning and apply it - understand how to improve their sentence construction – up level their writing
Students will be grouped according to ability
My focus will be LA support

2. Hook
Commentary:
The picture is my ‘hook’ into the lesson to capture interest and focus thinking
Allow 20 seconds silent thinking time - hats on – then take feedback from the range of ability
3 mins. in total

3. WOW words

4. Question….. 20 seconds thinking time – keep thinking hats on!
No hands up
What is the grammatical name for these types of words?
Target specific students
2 minutes in total

5. Commentary
With physical examples, this will take 4 mins. including eliciting responses

6. WOW words
walked
ate
stood up

7. Question….. No hands up No shouting out
What is the grammatical name for these types of words?
Share with your partner and write the name on your mini whiteboard
Students hold up for viewing – AOL 2 min.

8. Higher order thinking Group discussion:
If you use adjectives and adverbs in your sentences, what effect will this have on the reader? – 2 min. discussion
Teacher will focus support on LA during this
Feedback 2 mins. Total 4 mins.

9. Today’s WALT
To be able to choose and use words that will make your sentences more interesting

10. What will I be able to do by the end of the lesson?
All of you will be able to up level some sentences using 1 adjective and 1 adverb
Most of you will be able to up level sentences using an adjective and an adverb independently
Some of you will be able to up level sentences using a number of adjectives and adverbs independently 3 mins.

11. Let’s up level together!
The * boy walked *across the * road.
30 seconds silent thinking time
Targeted verbal feedback
2 mins.

12. Think Pair Share The boy cleaned his bedroom
20 seconds silent thinking time – hats on!
Pair discussion write on mini white
board – they hold up for teacher viewing
Teacher takes feedback from the range
of ability – 3 mins.

13. Individual challenge
On mini whiteboards Choice of sentence: The dog is in the garden The child ate a cup cake The cat climbed up the tree 3 mins.

14. Group Activity Support
Sheets will be available
HA – no sheet
MA - will be on the side if required – challenge to do the task, but support available if needed
LA will be on table for support
Give explicit instructions before giving out resources
Remind class – red card for stuck, green for finished the task

15. Group activity The child ate the ice cream
The chocolate melted in the sun
The moon shone in the sky
The giant walked towards the lion
The wizard waved his wand at the children
Time for task 5 mins.

16. Peer assessment Swap papers with another group
Can you find a sentence that you think could be improved?
How could it be improved?
Write the up levelled sentence on the paper – 3 mins.

17. What I have been able to do by the end of the lesson?
All of you will be able to up level some sentences using 1 adjective and 1 adverb with help
Most of you will be able to up level sentences using an adjective and an adverb independently
Some of you will be able to up level sentences using a number of adjectives and adverbs independently Use of green / re cards / thumbs up 3 mins.

18. Evidence of learning
The home learning task will be my evidence base to establish whether the expected learning outcomes have been met………

19. Home Learning Write 4 simple sentences (Choice here)
Then – up level them!
Think about how to improve them using adjectives and adverbs - write your 4 sentences again, making them more interesting for the reader
LA can take the support sheet as a guide
4 minutes explanation
Total 40 mins.