Year 5 Literacy 2015-2016 Autumn Term



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Year 5 Literacy 2015-2016

Autumn Term

Week

Date

Aims

Possible Teaching Activities

Outcomes

Resources

1

1 SEPT

Diagnostic Assessment


  • establish the children’s current level of literacy skills

  • read, understand and write a paragraph

  • know the writing process

  • read, write and analyse paragraphs

  • Introduce spelling rules and testing procedures




All children can:

  • Understand the structure of a paragraph

  • Write a paragraph

  • Follow the writing process

Some children can:

  • Write using varied sentence structure, adjectives, adverbs and connectives



Spectrum Writing 5, English Back to Basics F

2

7 SEPT

Narrative structure

  • know the structure of different stories

  • understand what makes good beginnings, dramatic development and endings

  • Grammar Focus: direct/ indirect speech; dialogue punctuation




  • Read The Ghostly Wedding, focusing on genre features

  • Use the “box” method to explore narrative structure

  • Discuss and draft stories

  • Practise direct and indirect speech

  • Act the story

  • (optional) Kensuke’s Kingdom by M. Morpurgo

All children can:

  • Plan and structure stories

  • Write stories with interesting beginnings and endings

  • Write varied dialogue with correct layout and punctuation

100 LH Unit 1


3

14 SEPT

Aspects of Narrative

  • Write summaries

  • explore characterisation

  • evaluate a text

  • Write stories

  • Grammar Focus: verb forms and tenses




  • Annotate, summarise

  • Use a thesaurus to find synonyms

  • Write a vivid description

  • Write a story

  • Share and peer-evaluate work

  • (optional) Kensuke’s Kingdom by M. Morpurgo

All children can:

  • Analyse story structure and presentation of characters

  • Create strong characters and believable settings

  • Use standard English spelling and punctuation

100 LH Unit 3


4, 5

21 SEPT

28 SEPT


Persuasive: opinion

  • Participate in a debate

  • Retrieve, record and present information from a non-fiction text

  • Plan, draft and write a persuasive essay

  • Grammar Focus: formal and informal speech

  • Spelling Focus: _tial, -cial




  • Read persuasive texts about CCTV in classrooms and skateboarding in public places

  • Answer comprehension questions

  • Discuss the predictable structure of opinion essays

  • Annotate the texts to find phrases useful for own writing

  • Write, edit and proofread an opinion essay

ALL CHILDREN CAN:

  • Provide reasoned justification of views

  • Use formal and informal registers correctly

  • Retrieve phrases from texts read to use in own writing




Hamilton Trust non-fiction plan 3A


6, 7, 8

5 OCT

12 OCT


19 OCT

Classic Fiction

  • Read and understand language in a classic novel

  • Make notes and use evidence from across a text to explain events or ideas

  • Identify features of the author’s style

  • Grammar Focus: conjunctions, relative clauses

  • Spelling Focus: -able, -ible




  • explore the charm and challenge of classic fiction

  • write a modern-day Jungle Book story,

  • write Just So Stories diary entries

  • perform their own Just So Story in Kipling's style.

ALL CHILDREN CAN:

  • identify language features in classic stories

  • identify the point of view in a story

  • write a diary entry from a character’s point of view

  • punctuate complex sentences

  • use connectives to link clauses




Hamilton Trust unit 1A

OR


Essential Fiction Unit 4

HALF-TERM BREAK

9, 10

2 NOV

9 NOV


Biographies and autobiographies

  • read, analyse, plan and write an autobiography

  • Grammar Focus: complex sentences, noun phrases

  • Spelling Focus: prefixes auto-, bio-, suffixes –graphy, -cious, -tious

Use biographies of Roald Dahl & Michael Morpurgo (both books & online) & their autobiographical writing to identify features of biographies & autobiographies. Use the texts to study dialogue, noun phrases & complex sentences. Write autobiographies.

All children can:

  • identify features of a biography and autobiography

  • write an retell autobiographical stories




Hamilton Trust unit 2A Biographies


11, 12

16 NOV

23 NOV



Poetry: performance (slam) poems

  • write and perform a short poem

  • Grammar Focus: colloquial language, contractions

Study a slam poem (a form of performance poetry) & other poems about what to do when you grow up. Chn write an extra verse about their dreams. Use poems about not knowing what to write to stimulate writing about everyday little things. Hold a poetry slam.

All children can:

  • Identify voice and features used in slam poetry

  • Write an perform a poem

Hamilton Trust Unit 1A Slam Poetry, or Essential Fiction Unit 9

11, 12

30 NOV

7 DEC


Non-fiction: Recounts

  • understand language features of an eyewitness recount

  • Grammar Focus: adverbials, commas for expanded noun phrases

  • Spelling Focus: homophones




Using the context of UFOs, chn explore recounts: investigating genuine documents; discussing famous sightings & researching notorious hoaxes. Chn write a diary entry and create their own hoax UFO photo and report. A video presentation completes the unit.

ALL CHILDREN CAN:

  • Identify differences between historical and eyewitness recount

  • Plan and write a sequel to a story

  • Give an oral presentation




Hamilton Trust Unit 1A Recounts, or 100 LH Unit 5

15

14 DEC

ASSESSMENT – reading comprehension and writing

Revision questions

and test


XMAS BREAK


Spring Term


Week

Date

Aims

Possible Teaching Activities

Outcomes

Resources

1, 2

4 JAN (short week)

11 JAN



Non-fiction: instructions and explanations

  • Identify, understand and use features of instructional and explanatory texts

  • Grammar Focus: punctuation

  • Spelling Focus: words with silent letters

  • Follow and evaluate a range of card game instructions

  • Research the internet for explanation texts; take notes

  • Perform Dragon’s Den style presentations of wacky inventions

  • Write an information guide about an invented futuristic form of transport

All children can:


  • Understand features of instructions, including punctuation

  • Consider the audience when writing

  • Write for a purpose



Hamilton Trust Unit 2A Instructions and Explanations

3, 4, 5

18 JAN

25 JAN


1 FEB

Classic Poems

  • understand that that the path of light rays can be changed

  • Grammar Focus: relative clauses

  • Spelling Focus: suffixes, homophones




  • Discuss archaic words and phrases

  • Compare poems

  • Write modern versions of poems

  • Memorise, perform and peer revise poetry

All children can:

  • Read narrative poems and note commentary responces

  • Extend poems using own ideas but in the original style

  • Recognise figurative language

Some children can:

  • Use figurative language

Hamilton Trust Unit 3A Classic Narrative Poems or Essential Fiction Unit 8

6

8 FEB

Drama

  • Explore classic play scripts by Shakespeare

  • Grammar Focus: subjunctive

  • Spelling Focus: -able, -ible




  • Introduce Shakespeare using Marcia Williams’ Mr William Shakespeare’s Plays – Romeo & Juliet + Macbeth.

  • Explore archaic words in Shakespeare’s plays

  • Investigate different ways of writing dialogue including playscript layout & the use of informal language.

  • write a 60 sec version of part of Macbeth.




All children can:

  • Read and summarise a play

  • Recognise the features of playscripts

  • Write a playscript

Some children can:

make up a new word in the style of Shakespeare and use it.



Hamilton Trust Unit 4A Drama (Shakespeare)

HALF-TERM BREAK

7

22 FEB


Drama (continued)







Hamilton Trust Unit 4A Drama (Shakespeare)

8

29 FEB

Short Stories: Mystery

  • Explore the structure of and write a mystery story

  • Grammar Focus: adverbials

  • Spelling Focus: silent letters




  • Look at the genre of short stories using Short! by Kevin Crossley-Holland.

  • investigate the use of adverbials to link sentences or paragraphs together.

  • plan & write short mystery stories elaborating by use of descriptive words & further details.




All children can:

  • identify the genre of a story

  • predict the ending

  • identify the features of a genre

  • plan, draft, write and revise a story




Hamilton Trust Unit 3A Genre Fiction

10

14 MARCH

ASSESSMENT – reading comprehension and writing

revision questions and test

EASTER BREAK



Summer Term


Week

Date

Aims

Possible Teaching Activities

Outcomes

Resources

1,2, 3

4 APRIL,

11 APRIL


18 APRIL

Classic Novel

  • increase in familiarity with a wide range of books including fiction from our literary heritage

  • drawing inferences and justifying these with evidence from the text

  • plan, draft and write

  • Grammar Focus: complex and compound sentences, elaborate language

  • Spelling Focus: -ie, -ei

  • Through The Hobbit by JRR Tolkien, investigate settings, character development, dialogue & narrative style.

  • Writing includes: dramatisation, playing with point-of-view & writing a 'Lost Tale'.

All children can:

  • describe the narrative style of an author

  • annotate and discuss original text

  • effectively use clauses in a sentence

  • plan, draft, write, revise a “lost” tale

Hamilton Trust Unit 5A Classic Novels

4,5

25 APRIL

4 MAY


Reports and Journalistic Writing

  • understand the features of formal language

  • Grammar Focus: direct/ indirect speech, passive voice

  • Spelling Focus: -ice, -ise,

  • Use Tuesday by David Wiesner to study report writing.

  • Look at different ways of writing speech – playscripts, speech bubbles, direct & reported speech.

  • Compare formal & informal writing including use of passive voice.

  • Write newspaper reports.

All children can:

  • Write a formal report using reported speech and passive voice

  • Write in paragraphs

  • Evaluate own and partner’s writing




Hamilton Trust Unit 4A Reports and Journalistic Writing

6,7

9 MAY

16 MAY


Non-fiction: Persuasive Writing


  • Know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution

  • Grammar Focus: modal verbs, apostrophes

  • Analyse adverts and political speeches, adapt protest songs

  • manipulate with modal verbs.

  • write persuasively

  • the unit ends in a “political rally.”

All children can:


  • distinguish facts from opinions

  • provide reasoned justifications for their views

  • use a thesaurus

  • write with the purpose and audience in mind

Hamilton Trust Unit 5A Persuasive Writing

8,9

23-25 MAY (short week),

30 MAY


Debate Poetry


  • Compare and annotate poems

  • Write and perform a playscript based on poem

  • Plan, write, revise a poem

  • Spelling Focus: hyphenated words




  • Read a Gulf ‘debate’ poem about a fierce dispute between coffee & tea.

  • Identify features of poems that tell a story.

  • Read & compare other poems about drinks.

  • Create & perform a playscript for the dispute.

  • Write a poem about a drink.




All children can:

  • Use hyphens to avoid ambiguity

  • Identify powerful verbs in a poem

  • Write a scene based on part of a poem

  • Write a narrative poem

  • Give and receive positive criticism

Hamilton Trust unit 5A Debate Poetry

10

6 JUNE

ASSESSMENT - reading comprehension and writing

revision questions and test

11, 12

13 JUNE

20 JUNE


Non-chronological reports

  • understand the structure and language of non-chronological reports

  • Grammar Focus: active and passive; past participles

  • Spelling Focus: commonly confused words

  • Use texts about iPads & iPhones to introduce features of non-chronological reports.

  • Create a new section for a BBC online activity about reports using BOS/ QuAD techniques.

  • Research information about another electronic device & write reports.

ALL CHILDREN CAN:

  • Understand how to use BOS and QuAD grids.

  • Research information for a non-chronological report

  • Use paragraphs to organize material

  • Write and revise a report




Hamilton Trust unit 6A Non-chronological Reports

SUMMER HOLIDAY


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