The Phases

• Identify the meaning of “diary”.
• Shared reading “Kensuke’s Kingdom” (re-cap diary section).
• Independent group reading (differentiated texts according to group ability - see text detail). This will need to be a process the children are familiar with or something you introduce and facilitate at this point.
• Compare and contrast texts through shared discussion. Use focused questions to highlight differences between all the diary texts - especially non -fiction and fiction. what are the charcteristics of each?
• Use Chambers’ “Tell Me” questions to focus book discussion (see link to Chambers for details).
• Through shared discussion the children will identify the differences in the group diaries, fiction or non fiction, audience, writing style etc.
• Activity one - using images to explore inference and engage with texts.

• To be involved with class debate.
• To use “Tell Me” techniques in order to explore texts.

Listening and responding:

• Respond to group members when discussing texts.

Group discussion and interaction:

• Identify the most relevant points from discussions.
• Acknowledge other group members views.

Understanding and interpreting text:

• Understand underlying themes of a text

Engaging and responding to texts:

• Read in groups.
• Compare how the diaries change depending on the times and places they were written.
• Critically reflect on texts.

• Children will know what a diary is and its characteristics.
• Children will read in groups chosen texts.
• Children will reflect in groups on their chosen text.
• Children will share as a class their opinions on text.
• Children will respond to texts and show understanding of contrasts through discussion.

• Look at examples of “Weblogs” compare with diary texts explored in phase 1 (both are in 1^st person, who is the audience? Similarities, differences Etc). Whose group texts are the blogs most like? Why?
• Activity 2 Set up class blog
• Negotiate rules and safety issues for blogging.
• Role play a character from shared text.
• Activity 3: El Calamante

• Use role play and improvisation to explore character in depth.

Word Structure and spelling:

• Use strategies to proof read and correct work on screen.

Engaging and responding to text:

• Reflect on reading through blogging.
• Write in 1st person persepctive using emapthy and inference.

Creating and shaping text:

• Draw on knowledge to use correct language and register when blogging.

Presentation:

• Use ICT to present text

• Children will identify the differences and similarities of blogs and diaries.
• Children will set up their own blogs to explore texts.
• Children will explore character in depth using drama to inform a blog entry for said character.

• Watch and discuss animation “El Caminante”. Use BFI resource to inform this.
• Draw large shape of his body in each group and write his characteristics within it - share and display to aid diary writing later on.
• Activity 4: ”Ships BLog” 
• Use “bodies”, discussion and maps to inform El Caminante’s diary entry for the day before the festival, the day of the festival and the day after the festival. Individual or group work.

• Understand underlying themes of a text

Engaging and responding to texts:

• Read in groups.
• Compare how the diary “journeys” change depending on the times and places they were written.

Drama:

• Use role play and improvisation to explore character in depth.

Engaging and responding to text:

• Reflect on reading through blogging (continued)

Word structure and spelling:

• Use appropriate strategies regarding structure and spelling to inform diary writing.

Creating and shaping text:

• Draw on knowledge of character to write empathetically for said character.

• Children will explore the character of El Caminante.
• Children will write diary entries informed by various techniques.
• Children will continue to reflect on texts through blogging.

• Introduce concept of turning diary narrative into script (could show “Anne Frank - The Whole Story” (2001)
• Model conventions of script writing.
• Identify how the writing changes when converting from diary to script (direct speech etc)
• Activity 5: Scripts
• Rehearse group scripts.
• Video and upload plays to blog.

• Identify how language varies according to context and purpose.

Drama:

• Use role play and improvisation to explore character in depth.
• Use and perform scripts.
• Use drama techniques to explore diaries.
• Work collaboratively to devise and present a scripted piece.

Word Structure and spelling:

• Convert 1^st person perspective diaries into 2^nd person perspective scripts.
• Identify the difference between non-fiction narrative and play scripts.

Creating and Shaping Text:

• Using a range of narrative techniques to enageg the reader.
• Write and present text with a specified purpose

• Children will identify the differences and similarities of blogs and diaries.
• Children will set up their own blogs to explore texts.
• Children will explore character in depth using drama to inform a blog entry for said character.