National Curriculum Links

• English KS3/4 Writing:
  • Pupils should be taught to organise paragraphs around a theme (NC English Programme of Study, Writing).
  • Use a range of conjunctions to link ideas across paragraphs (NC English Writing).
  • Plan, draft and edit writing to improve coherence and detail (Writing objectives).
• Spoken Language: Clarify meaning during discussion and listen to others.
• Reading: Understand how cohesion and sequencing support comprehension.

Learning Objective (LO)

To write a short recount using clear paragraphs combined with time conjunctions.
Success Criteria:

• Use paragraphs to organise ideas clearly.
• Use time conjunctions (e.g., before, after, then, while) to sequence events.
• Personalise recount from chosen viewpoint (Mowgli or Narrator).
• (Challenge) Add sentences expressing feelings with adverbs.

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Class Profile & Context

• 15 KS3/4 students (Y9/Y10)
• Reading age: 5-8 years
• Many autistic learners needing clear, simple language and visual scaffolds
• Mixed abilities with some needing adult support

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Resources

• Cloze paragraph worksheets with missing conjunctions and paragraph breaks
• Writing frames split over 2 paragraphs
• Model text strip missing conjunctions and paragraphs
• Sentence starter cards including time conjunctions and adverbs
• Visual time conjunction poster
• Word bank: recount, paragraph, conjunction, sequence
• Whiteboard/interactive board
• Personalised choice cards (Mowgli view / Narrator view)

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Staff Roles

• Teacher: Lead whole-class teaching, model writing, monitor writing progress, support paragraph organisation.
• TA: Support small group interventions, encourage use of scaffolds, support reading aloud, prompt time conjunctions and paragraphing.

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Lesson Structure (60 mins)

1. Starter and Recap (10 mins)

Activity: Whole-class oral recap with visuals

• Show poster with time conjunctions: before, after, then, next, while
• Revise what a paragraph is: “A group of sentences about one idea."
• Discuss: “Why do we put paragraphs?” (Make writing clearer.)
• Quick Q&A:
  • “What does ‘then’ tell us?” (Order of events.)
  • “Why do we need paragraphs in a story or recount?”

Personalisation: Ask students:

• “If you wrote about a night in the camp, would you like to write as Mowgli or as the Narrator?”

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2. Introduction to Model Text (10 mins)

Display model text on board (or strips):

"Mowgli was walking through the jungle Mowgli felt scared He looked around Suddenly the fire started burning He ran fast The jungle was dark."

Ask students:

• “What is missing in this text?” (Conjunctions and paragraphs.)
• “Can you say these sentences with time words to show order?”

Teacher models rewriting first two sentences:

• “Mowgli was walking through the jungle. Then, Mowgli felt scared.”
• Explain: The star (*) word "then" shows what happened next.

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3. Teacher Modeling (10 mins)

Write example sentences on board, showing paragraph breaks and time conjunctions:

• Before the night fell, Mowgli gathered wood.
• After the fire started, Mowgli felt nervous.
• While the animals were sleeping, Mowgli stayed brave.

Explain:

• Each paragraph focuses on one main part of the story.
• Time conjunctions link events clearly.

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4. Scaffolded Practice (15 mins)

Activity: Cloze paragraph worksheet

• Students work in pairs or with TA support to insert missing conjunctions and paragraph breaks in an extract about camping.
• Teacher and TA circulate to help.

Examples:

• “___ the fire started, we told stories.” (Answer: After)
• “We packed our bags. ___, we went to sleep.” (Answer: Then)

Remind: Use capital letter for new paragraph, full stops at end of sentences.

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5. Independent Application (10 mins)

Writing task:
Write a 2-paragraph recount of a night in the camp, from chosen viewpoint (Mowgli or narrator).

Use:

• The writing frame with sentence starters (e.g., "First, ...", "After that, ...", "Finally,...")
• Word bank for time conjunctions and paragraph markers
• Encourage: clear paragraphs, time conjunctions to order events

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6. Challenge Task (5 mins)

Extension: Add one or two sentences to each paragraph showing feelings using adverbs such as nervously, bravely, quickly.

Example:

• “Mowgli waited nervously for the fire to start.”
• “He bravely faced the dark jungle.”

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7. Plenary (5 mins)

Share examples aloud (volunteers) or TA reads them

• Highlight good use of paragraphs and conjunctions.
• Quick recall quiz: “Name two time conjunctions we used.”
• Feedback and praise.

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Differentiation & Personalisation

• Lower reading age: Use simple sentences, scaffolded sentence starters and word banks.
• TA support: Reading instructions aloud, guided writing.
• Autistic learners: Clear visuals, personalised viewpoint choice for engagement.
• Advanced learners: Add descriptive feeling sentences, experiment with more complex conjunctions (e.g., meanwhile, as soon as).

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Vocabulary & Key Concepts

Word	Meaning	Example
Recount	Tell events in order	“I will recount my camping night.”
Paragraph	Group of sentences on one idea	“This paragraph is about the fire.”
Conjunction	Word joining sentences or ideas	“After, before, then”
Sequence	Order of events	“First, then, finally”

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Assessment & Feedback

• Observe whether students use paragraphs to separate ideas.
• Check accurate use of time conjunctions.
• Evaluate clarity of recount for sequencing events.
• Provide verbal feedback on effort and structure.

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WOW Factor for Teachers

• The lesson links concrete experience from science (testing light reflecting surfaces) with literacy by mirroring step-by-step scaffolding and clear structure.
• Personalisation through viewpoint choice boosts engagement for neurodiverse learners.
• Use of simple but effective modelling with missing texts encourages active learning rather than passive copying.
• Challenge task integrates feelings and adverbs, enabling differentiation and deeper writing skills within a simple framework.
• Clear role allocation between teacher and TA builds a supportive learning environment.

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Reflection Notes for Teacher

• Note which students required extra scaffold or support with time conjunctions.
• Reflect on students’ ability to chunk writing into paragraphs.
• Consider follow-up lesson to expand narrative skills using other conjunction types or descriptions.

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End of Plan