UNIT OF WORK

Year Group: 3 Genre Focus: Non-literary Persuasive Letter Text: Any Snow White and the Seven Dwarfs text or the
Frank Berrios copy

Skills Learning Objective Whole Class Differentiated Activity AFL

1 Writing - use To describe the Tell children that this week we will be reading a story Children to write a short Self-assessment
adjectives and forest using exciting written by Disney. Children to guess which character description of the forest against the
adverbs to expand adjectives and we will be reading about after the teacher describes which Snow White runs success criteria.
on simple sentences adverbs. her modelling the use of adjectives and similes. through.
Begin by shared reading of the story, pause to
discuss the Step-mother’s rhyme, describe the LA – To write 5 simple
characteristics of the characters and talk about what sentences using a word
is happening. Stop at the point where the henchman bank.
is sent to kill Snow White, discuss why this is wrong,
how might Snow White be feeling, why is the Queen AA – To write a
doing this? paragraph using similes
and powerful adjectives.

MA – To be supported to
similes card develop the use of
game.docx
similes and
personification.
Watch the video which shows Snow White running
through the forest:

https://www.youtube.com/watch?v=-SkrX5lgbsg

Talk about the actions that can be seen from the

nature around her, they seem to be alive, this is
called personification.

Work in pairs to describe on a whiteboard the scene.

Use lollipop sticks to randomly choose children to
read their descriptions aloud.
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2 Writing - use To use Conscience Revise the previous session and the story they have Children to play Snow balling.
connectives for Alley to decide on read so far. Continue to read on into the story to the Conscience Alley in their Use lollipop
causation whether or not Snow point where Snow White arrives at the cottage. groups. Each child to sticks to choose
White should go into take a turn at playing children to
the cottage, Ask children to think of single words to describe how Snow White. Children to explain the
explaining my Snow White may be feeling at this point after such a be split into two sides conclusion they
decision. long and frightening journey! Teacher to use the where one will have to came to.
‘Popcorn’ strategy where she pops her hand over think of reasons why Another child to
groups of children who then all shout out the words Snow White should go then add to what
to describe how she feels. into the cottage and the previous
others to think of reasons child had said
Split children into mixed ability groups for the main why she should not. explaining their
activity. Give MA children the ‘Because’ card, this The children to form two reason further.
means that they need to give a reason or lines leaving a path way
explanation with their idea. for snow white. As Snow
White walks down the
path the children to shout
out their reasons.
WJEC drama
activities.doc
Teacher to video and QR
code the activity into the
books. Children to
comment below their
final decision as Snow
White.

3. Oracy - keep in role Understand the Revise previous learning and where they are in the Teacher to randomly Peer
and support others feelings of the story of Snow White. Continue to read up to the part select a name from each assessment
in role play different characters. where Snow White asks to stay at the cottage. group to sit in the ‘Gadair answering the
Boeth’ to be ‘hot questions.
Tell children the names of the Dwarfs, and discuss Seated’ (see WJEC Have they
how their personality will have given them their drama activities above) explained how
names! Talk about how their personality may change as their group’s dwarf. the character
their view on letting Snow White stay! They will need to feels?
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 introduce themselves Were they able
Teacher to model being ‘Grumpy’ in the hot seat, firstly, and then answer to answer your
introducing themselves, their view and then any questions their peers questions
answering questions. have for them. effectively?
Each group to have a different dwarf to play.

Firstly analyse the character and their name, and

decide how that dwarf may feel about Snow White
staying in their cottage. They will need to work In small
groups of 3, each taking it in turns to hot seat as the
character.

4 Writing - use an To describe my Read through the story of Snow White using All children to be
increasingly favourite rumour ‘Whoosh’ drama strategy to engage and involve all involved in a short game
imaginative using imaginative of the learners. of rumours where they
vocabulary vocabulary. will spread a rumour
about what has
happened to Snow White
WHOOSH.docx or what the Queen has
planned. Record video
evidence of this which
Read up to the point where the Queen’s Mirror tells can then be QR coded
her that Snow White is the fairest of them all. At this into the learner’s book.
point Whoosh every child to see their reaction as the Choose children to ask
Queen! which rumour they had
heard which was most
Sit children down and tell them that the Queen is believable.
very angry and is plotting a plan, everyone in the Short burst writing, to
Queen’s town are spreading rumours about what the record the rumour they
Queen may do. Children to all think of a rumour they heard most or believed in
could spread. into their books using
lots of detail and
elaborating on the idea.
5 Reading - to identify To understand and Teacher to share a modelled letter from the Each child to have a Peer
different purposes of identify the features Henchman to the dwarfs persuading them to hide smaller version of the assessment –
texts of a persuasive and look after Snow White. letter to stick into the swap with a
letter. centre of their book. partner, read
Shared reading of the letter on the board to highlight They will need to colour through to check
the main features and layout of the letter. code the persuasive they have
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 Reading - identify vocabulary (e.g. red for identified all of
how texts are Ask children to work with their ‘Talking Partner’ to rhetorical questions, blue the features.
organised identify persuasive language they can find in the for openers and green
letter and keep note of this on their whiteboards. for single persuasive Close the gap
words). Then label the marking – Give
layout features. an example of
__? Or Why do
Finding features MA – To explain the persuasive
template.docx
features. Use ‘finding letters include
features’ reading __?
response activity.
6 Writing - note down To note down my Sitting in the classroom with only girls, explain that Children to plan the Identify and
ideas to use in main arguments to Snow White has to leave the cottage, as the Queen arguments and order which of
writing use in my has found her. She needs to persuade the Dwarfs persuasive language their arguments
persuasive letter. (Boys) To keep the house clean and tidy and which they will need to are the
continue to keep themselves clean!! This will need include into their letter. strongest and
lots of persuasion as Snow White worked very hard then explain to
in that cottage and the dwarfs are very reluctant!! LA – Support to organise their partner
Ask girls to leave the room in small groups with a their ideas. why.
whiteboard to think of persuasive reasons/arguments
to include in their letter. MA – To use causation
connectives to explain
With the boys explain that Snow White has to leave their arguments and
the cottage, as the Queen has found her. Tell the reasons.
boys that they will need to write a persuasive letter to
Snow White (the girls) to persuade her to stay as
they will look after her and she does such a great
job!!
The boys will then need to work in small groups to
record their persuasive arguments on to a
whiteboard.
7 Writing - write using To write a Explain that we will be writing our letters to the seven Children to write their Peer
an introduction to persuasive letter dwarfs today so we will firstly need to draw up a persuasive letter up to Assessment – a
the topic and a including an success criteria based on the features of a the final paragraph. friend to read
conclusion introduction and a persuasive letter. through the
concluding LA – To have a writing letter and
paragraph. Children to all input their own ideas on an ipad into a frame to follow. identify any
Padlet which we will then share and view each Sticky Points
other’s ideas.
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 MA – To use the VCOP which may need
Padlet pyramids and the to be edited.
https://www.youtube.com/watch?v=5c9vWCPn8ys connective/opener key
rings to find good
vocabulary choices.

Bring children back to

the carpet for a modelled
and shared session on
how to conclude and
appropriately end their
letters.
Shared writing to model how to layout the address
and then shared input into the opening paragraph of
the letter.

Before children go off to begin writing remind them

that they will need to include a arguments which they
developed in the previous session.

8 Writing - write using To write a Each boy to be presented with a letter from one of Children to write their Peer
an introduction to persuasive letter the girls which will be enveloped and addressed to persuasive letter up to Assessment – a
the topic and a including an their dwarf name. They will need to open the letter the final paragraph. friend to read
conclusion introduction and a and quietly read what Snow White had to say. Give through the
concluding children time to reflect on the arguments Snow White LA – To have a writing letter and
paragraph. had and how they feel about her leaving. frame to follow. identify any
Sticky Points
MA – To use the VCOP which may need
pyramids and the to be edited.
Letter template F connective/opener key
Ph.docx
rings to find good
vocabulary choices.

Bring children back to

the carpet for a modelled
and shared session on
Bring the boys back together and explain that we will how to conclude and
be responding to Snow White today using the appropriately end their
letters.
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 persuasive arguments which we recorded in their
previous session.

Use the Padlet and ipads for each child to contribute

ideas to the success criteria.

Shared writing to model how to layout the address

and then shared input into the opening paragraph of
the letter.

Before children go off to begin writing remind them

that they will need to include a arguments which they
developed in the previous session.

9 Writing - review and To review and Show the whole class both of the Padlets showing Children to complete Self-
improve sections of improve sections of the success criteria ideas developed by the girls and self-assessment against assessment.
their work my work and use 2 boys. Begin to make links between them both to the success criteria and Once children
stars and a wish for identify that persuasive letters all require some of the then edit their piece of have completed
my self- same features. writing to make the editing they
assessment. improvements needed. will then need to
Explain that today we will be self-assessing our own record two stars
letters and editing them where improvements need LA – to be supported by and a wish
to be made. an adult. which they could
AA – To have a checklist use as a target
Show children the modelled letter from the of things they need to do. for when they
Henchman which was used earlier in the week. MA – To independently present their
Model to them how to firstly assess against the edit their piece of writing, final draft.
success criteria and how to double tick where those adding detail to each
elements are found within the letter. Following this paragraph.
use Shared Reading to identify 3 spelling errors,
overwrite where capitals are needed, insert
punctuation and add extra detail using asterisks if
needed.
10 Writing - produce To present the final Children to present their Discuss with a
legible handwriting draft of the letter Explain that yesterday we edited to make final draft of their letters partner their
and present their choosing their own improvements to our letters and each set a wish to using the method they opinion of their
work appropriately method. work on today, we will now be presenting our letters. have chosen final draft, are
joining letters In There are a number of ways we are familiar with and independently. they still happy
some words could choose to present our letters using. Show with their
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Or
Writing - use on
screen functions e.g.
font, colour, cut,
paste, size to
present their work in
ways to interest the
reader
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children a modelled handwritten letter, a letter LA – to include changes chosen method
printed using Microsoft publisher, one using with support to present and if
Microsoft Word and then show letters typed using MA – To independently not why? What
Comic Life on the iPad. Explain that today they will include changes. could they do
choose their own method but will need to be able to better next
justify why they have chosen that method. Children time?
to talk to their partner and decide which method they
will use.