Year 5 – F.2. - English Medium Term Planning Sheet – Summer Term, 2015

Week Topic Curriculum objective

1

Phonics

Spelling

Apostrophe worksheet (Is/ has/ possession/ plural.) Correct the sentences by putting the apostrophes in the

right place.

Spelling: Learn Exam Spellings.

Grammar

Display Modal Verbs (see resources). Ask chn why 'it could be you' rather than will or must? Explain that modal verbs (a type of auxiliary verb) such as could help to indicate the likelihood of the following verb happening. Ask chn to discuss which verb would give the Lottery slogan more impact, from table. Record new slogans on f/c, discuss meanings and order according to degree of possibility. Link to advertising texts explored in the last session. Advertising often uses modal verbs to make persuasion more powerful. Grammar 1

To introduce the issue of apostrophe use/misuse, display BBC News Report (see resources) & discuss. Do chn know rules for usage? Display slide 14, Sue Palmer's The Punctuation Book (see resources) to provide a concise account of rules. Distribute Apostrophe Catastrophes 1-5 (see resources) & ask chn to work in groups to spot & discuss, errors and suggest corrections. Collect ideas and compile a class rule list with examples of correct usage on f/c for future reference. Grammar 2

Comprehension

Distribute the persuasive texts (see resources) to chn in small groups & ask chn to work out which genre they think they will be focusing on in this unit. Share ideas and ask chn which clues led them to persuasive writing. Which text type are they most aware of? Probably adverts. Why are adverts persuasive? Discuss audience and purpose. Distribute Discussing the conventions of Persuasive Writing (see resources) and explain that today's learning will involve looking at a range of persuasive texts and producing a list of criteria for this genre. Spoken language 1 Comprehension 1

Display Fact or Opinion (see resources). Ask chn to sort the statements. How did they decide? Scroll down

to reveal definitions - discuss & display for chn's reference. Explain that writers often mix up their opinions

with facts in order to make opinions appear factual. Play Ad 1 (see below plan). Ask chn to listen for facts and

opinions. Discuss with class. Display Fact or Opinion? - Waitrose Advertisement& work with chn to

highlight fact/opinion. Re-watch advert asking chn to spot which is which. Comprehension 2

Ask chn if they have heard of the speech 'I have a dream'. Explain that it is a very famous, persuasive speech & play clip 1 (see below plan) to introduce. Discuss clip & pick out persuasive devices. King was a preacher (hence his style) & peaceful activist for African American civil rights. Explain that leaders often use persuasion to motivate/get agreement. Make links to advertising & explain that even people in power need to persuade

their people in the same way as advertisers. Introduce today's task, looking at some more famous persuasive speeches. Comprehension 3: Group Reading

Essay

Introduce the focus of week's writing: parents vs. children. Describe tradition of persuasive writing on power and powerlessness with the aim of influencing change. Ask chn to discuss areas of their lives which parents or other carers control and list on f/c (Ideas incl. bedtimes, friends, food, school choice, TV & computer games, etc.). Explain that most chn have far more say in their lives than those in 1960s & 1970s & that this was a time when many disempowered groups worked for social change. Play Streets of London by Ralph McTell. Ask chn to deduce purpose of song and listen for persuasive devices & discuss. Display Adapting Song Lyrics for a new Purpose and work to adapt lyrics to persuade parents or carers that chn should decide own bedtimes. Composition 1 Display Sue Palmer's The Advanced Persuasion Book (see resources). Discuss the skeleton shape of a persuasion text (slide 6) and how points can be elaborated upon (slide 7). Use slides 13 & 12 to show this in practice. Choose one of f/c list of issues from parents Vs children from last session and shared write a plan using the skeleton format. Model planning the intro, Agree 3 main points and ask chn to work in partners to develop elaboration for one of those points. Bring ideas back together, adding elaboration to points. Model a conclusion. Display this shared plan for reference. Composition 2 Remind chn that the skeleton plans will help give a good structure to our writing but the ideas need to be linked smoothly to give the argument credibility. Refer to displayed language features (or revise using The Advanced Persuasion Book (slides 8-9). Model adding structural signposts to shared skeleton from last session and record key vocab for this. Discuss and record examples of language of argument & add to shared text. Model how this can be added to the plan. Discuss persuasive devices, and display. With chn create a list of success criteria based on language and devices discussed. Composition 3 Display The Power of Language Choice (see resources). Remind chn of synonyms and how they can be found in a thesaurus. Discuss the 1st 2 examples & how the shades of meaning can be changed through substitution. Challenge chn to select word to make phones good/bad and parent or carer caring/controlling. Challenge chn to replace the word eat, half class with positive synonym and half with negative, using thesauri. Explain that in today's session chn will complete, read and revise their writing. Remind about punctuation expectations, esp. mistakes common to the chn. Composition 4/ Grammar 3

2

Phonics

Spellings

Spelling: Learn spellings F/ FE endings.

Grammar

A feature often found in non-chronological reports is the use of less common punctuation, i.e. bullet points,

dashes, semi- colons & colons. Write these terms on f/c. Can chn explain when these punctuation marks

might be used? Draw out that bullet points are used to list information, and dashes, semi-colons & colons are

used to indicate a longer pause in a sentence than a comma. Read plan resource together & model writing

other examples of usage of these punctuation marks. Did chn find any of these punctuation marks when they

were annotating the report texts yesterday? Discuss when chn have used bullet points or dashes.

Grammar 1

Write The girl dropped the iPad. and The iPad was dropped by the girl. on f/c. Tell chn that the first sentence

has the active form/voice of the verb drop & the latter sentence has the passive form/voice of the verb drop.

Explain that in the active sentence the subject (the girl) performs the action. In the passive sentence the

subject (the iPad) is on the receiving end of the action. The two sentences give similar information, but there

is a difference in focus. The first is about what the girl did; the second is about what happened to the iPad.

There is a different emphasis in the two sentences. The passive form/voice is made up of the verb be + past

participle. In a passive sentence the ‘doer’ may be identified using by…. Sometimes the ‘doer’ or agent is

unknown, e.g. The iPad was dropped. This sentence takes the responsibility away from the girl. Passive verb

forms are commonly used in impersonal, formal styles of writing, e.g. in reports. Look back at the earlier

reports – can chn identify any passive verb forms (e.g. see plan resources)? Grammar 2

Write paragraphs on f/c. What do we mean by a paragraph? It is a section of a piece of writing. When does a

new paragraph start? A new paragraph marks a new speaker, a change of time, a change of place or in the

case of n-c reports – a change of focus. Paragraphs can help the writer organise their thoughts, and help the

reader follow the given information. A new paragraph begins on a new line, often in printed texts with a one-

line gap separating it from the previous paragraph. Sometimes writers indent the first line of a new paragraph

(less common today). Explain that, when planning the n-c report, chn should fit their ideas into paragraphs –

see planning sheet in plan resources. Each box will be a new paragraph in their report. Grammar 3

Comprehension

Show some iPads and iPhones. Pass around for chn to feel the comparative sizes and look at screens. Are

chn familiar with iPads and iPhones? What do they know about them? What can you use an iPad for?

Brainstorm ideas and note these on f/c in a very haphazard way, all over the place and in scruffy notes, not

complete sentences, etc. (Make your notes a bit of a mess!) Write non-chronological report on f/c. Say that

this is a good way of giving information. It is not untidy like your notes! Enlarge/show non-chronological report

1 (see resources). Tell chn that non means not, chrono means time, logical means ordered, so a non-

chronological reports is not ordered by time but by subject. Point out title, headings, bullet points, present

tense, formal language. Look at: http://www.apple.com/education/ipad/ - Identify features used. Spoken L 1/

Comprehension 1

This lesson is divided into two parts, each with some teaching and then an activity. Write device on f/c. Briefly discuss how we are reading reports about various electronic devices (one meaning of the word!). How could we define the word device? Chn suggest ideas then use dictionaries. Briefly discuss layout of dictionaries and

how to find out how to pronounce a word, what its origin is, what its plural is, what type of word it is, e.g. a noun, as well as what the word means. Main definition: a thing made for a particular purpose. Now write devise on f/c. People often confuse this word with ‘device’. Can anyone explain what it means? Plan or invent by careful thought. The two words (device /devise) mean different things so writers need to be sure they are using the correct one! Activity: Transcription 1 Return to teaching Together work through the challenge at http://www.bbc.co.uk/bitesize/ks2/english/writing/reports/play/. Look at Monday’s list of features– how many of

these were covered in the challenge? Look at non-chronological report 4 (see resources). This is a report

about Mini-iPads. Discuss which features it displays & identify these. Comprehension 2/ Comp 1

Write research on f/c. Ask chn what they need to remember when researching information. List ideas on f/c. Include:

use index & contents pages in information books;

use search engine on internet;

skim & scan pages;

make notes;

use own words, not words copied directly from books or internet pages;

use abbreviations to speed up note making;

look up definitions of technical words if unsure of their meaning;

write keywords & phrases not complete sentences; and so on. Work through list ensuring that all chn understand how to go about research. Use of search engines (plan resource) and technique of skim/scan should be emphasised. Comprehension 3 / Composition 4 Spoken language 3

Essay

Look again at the challenge on http://www.bbc.co.uk/bitesize/ks2/english/writing/reports/play/. What type of diagram was suggested as a way to help in planning a report? Spider diagram (sometimes called spidergrams). Look at one in plan resources that could be used to write a report about iPads. The whole process is known as BOS (Brainstorm, Organise, Spidergram it!) – collecting the information that you already know. The process does raise some questions. A good way of organising the questions you want to research is to use a QuAD grid (Question, Answer, Details) – see plan resources. Discuss both these ways of organising information you need for a report. What do chn like about each one? What are the pros and cons? Remind chn that when planning their game, they need to think about Reports. Composition 2 Explain that today chn will write their reports & will spend most of today’s lesson doing so. Go through the list of features from last week (plan resource) to remind chn how reports are written. As a class, decide which features are essential to the production of a good non-chronological report. Chn should be encouraged to include: at least one sentence in the passive form; at least four paragraphs altogether; at least one diagram, picture or table; and so on. When chn have written their report they should use this list to check that they have included many (or all) of the features. Composition 5

Today chn are going to compare their electronic entertainment device with a traditional means of entertainment in the home, e.g. jigsaws, board games, card games, games like charades, etc. Ask for a show of hands as to whether chn prefer electronic or traditional entertainment. What are the pros and cons for each type of entertainment? Draw two columns on f/c headed Electronic & Traditional & make a note of chn’s ideas, e.g. everyone can join in a board game at the same time, you don’t need batteries or mains electricity for card games, electronic games are more exciting/sophisticated, you can play some electronic games with other friends or family elsewhere, all ages can join in with traditional entertainment, etc. Composition 6

3

Phonics

Spelling

Spelling: Words beginning, auto, circum, bi, tele, trans.

Grammar

Revise simple & compound sentences using 'Elaborating Sentences 1&2' (see resources), ensuring that chn

are secure with terminology & concepts. Explain that a focus of this unit is elaborating sentences. Complex

sentences are a good way of conveying complex ideas. Display 'Elaborating sentences 3' (see resources).

Establish what chn already know. Share the grammatical terms for types of clause. Display each resource

sheet in turn, and after each teaching point, allow time for discussion and give chn a chance to practise on

individual w/boards: ideas are given for partner activities. It may be useful to print & display 'Elaborating

Sentences' for future reference. Explain that today's session gives us practice in saying and writing complex

sentences. Grammar 1

Revise grammar, playing whole class game of 'Complex Capers' (see resources wk1). Discuss why chn might

want to change the order of clauses and introduce the idea of embedding. Ask chn to experiment with placing

the clause: (which) stretched from tree to tree, with the main clause There were vast cobwebs in the dark

forest. Discuss effect created by moving the clause around. Show how we can omit the conjunction (which).

Build up the sentence, adding adjectives, etc. Explain that we will create a piece of powerful descriptive

writing, about Mirkwood Forest. Guide chn on a visualised journey - see resources for a suggested script.

Give chn one minute to write down words and phrases that occur to them. Share a few ideas and model how

to turn these into complex sentences. Discuss and demo how to create impact with a longer sentence

followed by a short one. Grammar 3

Introduce term: relative clause. Explain that it is a subordinate clause, giving more info about a noun, starting

with a relative pronoun (write key pronouns on f/c). Share examples (see resources), demonstrating

embedding the clause. Explain that this is another way to vary or extend sentences that we write. Display

'Humpty Dumpty' - original version (see resources). Explain that extra information on the incident has been

added using relative clauses. Reveal the extended version. Pick out relative clause, relative pronoun and how

it is punctuated. Work with the chn to adapt another nursery rhyme from the page, using relative clauses.

Grammar 4

Comprehension

Explain that this week chn will revisit key sections of The Hobbit, which you have been reading to them until now. Look at pages 1-3 together & ensure chn are familiar with graphic novel conventions, e.g. order of reading, speech bubbles, etc. Pick out narrative style, signposting of future plot, and 'dated' language such as 'queer' and 'respectable'. Discuss whether chn like having pictures of characters or prefer to use their imagination. Comprehension 1/ Spoken language 1

Display 'Use of Language' (see resources). Challenge chn to identify the speakers (Bilbo, Thorin, Troll).

Explain that Tolkien, a professor of Old English, was fascinated by language and thought carefully about the

type of language each character uses, giving clues through it. Discuss clues in the speech of Bilbo (polite,

apologetic, nervous, conversational) & Thorin (verbose, self-important, confident). Contrast this with the 2nd

speech bubble (trolls). What do they notice about this language? Add a copy of the speech bubbles to class

display. Comprehension 2

Remind chn about the narrative style of The Hobbit: Tolkien writes in 3rd person, an all-knowing narrator. His

style is sometimes seen as an adult speaking to a child, an enthusiast for his own story and an expert of his

subject; explaining what hobbits are, etc. He is intrusive, interrupting plot flow and hinting at future events.

Display 'Narrative Style' (see resources) and discuss examples. You may wish to simplify these terms and

describe his style as 'as if he is talking to his children'. This style was quite common at the time of writing

(Blyton, A.A. Milne, Richmal Crompton) and can be seen as part of its charm or, alternatively, as

condescending. Remind chn that in the graphic novel, all boxes shaped as paper are Tolkien's narration.

Today, chn will look at his narrative style and think about how it impacts on the reader. Set today's reading in

context: dwarfs captured by Elven king and wood-elves, imprisoned in the palace while Bilbo hides and tries

to think of an escape plan. Comprehension 4

Essay

Return to the graphic novel. Remind chn of the scene where Gollum & Bilbo play riddles to decide Bilbo's fate. You may wish to reread this. How would this look if written as a script? Check chn are secure in dramatic conventions. Rewrite a small section together noting that dialogue is in speech bubbles and stage directions are cued by the narration. What if Bilbo had met a troll or unfriendly dwarf under misty mountains? How would he have escaped from them? What character traits would dictate the escape (Dwarf → self-important → flattery, Troll → unintelligent → trick)? Ask chn to work with a partner to improvise the scene, remembering the type of language each character might use. Composition 1/ Spoken language 2 Explain that today chn will be planning piece of writing in the style of Tolkien, retelling Bilbo's tricking of Smaug (p. 104-106/ chapter 12) but with Bilbo as the villain. Recap events and challenge chn to consider them from Smaug's point of view: his home invaded; a treasured item stolen; the thief returning to flatter then taunt him. Remind chn of grammar focus, extending sentences. What things might be important to Smaug (treasure, irritating hobbit) that could be described in more detail? Explain that chn may need to use a thesaurus to collect a variety of words to describe the treasure. Create a checklist of ideas to guide planning: words to describe, treasure, Smaug's feelings, horrible hobbit, cave.

Composition 2/Transcription 1 Refer to p. 99 It seemed as if darkness flowed out like a vapour from the hole in the mountain-side, and deep darkness in which nothing could be seen lay before their eyes, a yawning mouth leading in and down. Discuss power of this image (using terms: simile & metaphor). Explain that you are looking for this quality of writing. Ask chn to work with a partner to add a simile/metaphor to their planning sheet. Model writing the opening of the piece they’ve been preparing: 'bad' Bilbo meeting Smaug, including extending sentences to add detail and build suspense. Model selecting language for effect and experimenting with clause placement. See resources for modelled writing. Spoken language 3/ Composition 3

4

Phonics

Spellings

Spelling: Double-lettered words.

Grammar

Revisit the prose passage read in yesterday's plenary. Notice how clauses can be joined together using

conjunctions such as as, when, since, because, before, whereas, after. Another way to join clauses is to use

an -ing verb, e.g. the eagle soared above the surface of the sea, staring down into the glistening depths

below. Write a simple sentence on the f/c, e.g. The clouds gathered over the stormy sea. Now discuss what

we could do to make this really evocative. Remind chn that this means that it evokes (draws up) feelings. Chn

work with a partner for 3/4 min to expand the sentence so it’s really evocative. Take feedback, writing their

sentences on the f/c. ‘The low, brooding clouds gathered menacingly over the stormy sea while gulls wheeled

ever lower, shrieking and...’ Grammar 1

Look again at Hardy’s The Convergence of the Twain. Note how Hardy plays around with usual word order, e.g. ‘Over the mirrors meant to glass the opulent, the sea-worm crawls...’ Rather than ‘The sea-worm crawls over the mirrors...’ Also ‘Alien they seemed to be...’ – rather than ‘they seemed to be alien’ etc. Point out how we can start a verse with a description rather than writing sentences in the ‘normal’ order, e.g. ‘Shimmering, shuddering and slowly sinking, the great ship vanished below the waves...’ Ask chn to suggest ideas of sentences where we begin with some non-finite verbs or an adverbial, e.g. ‘Not thinking what I was doing, I ran across the deck.’ Grammar 3, Composition 4

Comprehension

Ask chn if they can think of any stories or films which feature the sea. Elicit the fact that the sea provides a dramatic setting and that there have been many real life tragedies at sea which are often reflected in fiction and poetry. Tell them that they will be looking at some poems today in group reading. Read first verse of John Masefield’s poem. Ask chn to work with a partner to list some key features of poetry they heard in this or that they might find in other poems. Ask for ideas and write these on f/c, e.g. simile, metaphor, rhyme, rhythm, personification, alliteration, onomatopoeia. Recap briefly on what these are and provide a copy of the Poetry Definitions sheet (see resources) for each reading group. Spoken language 1

Comprehension: Group reading

Explain that next week, we will be studying an extremely famous poem written by a well-known writer about the Titanic. In preparation, today we are going to find out about the Titanic. Make a list on f/c of things that chn would be interested in finding out. Ensure that you include where she was built, what people said about her before she sailed, also information about the opulence of the interior. Explain that all of this information gives us a background to our reading of this very special poem. Show a clip of the Titanic sailing out of Southampton (see list of websites). Discuss how we will gain some background information about the Titanic. Comprehension 2/ Spoken L 2

Explain that today we will read an extremely famous poem about what happened to the Titanic. This poem was written not long after the sinking of the Titanic by a well-known novelist/poet, Thomas Hardy. Hardy was struck by the fact that the Titanic was such a grand ship – the most beautiful, the richest, the largest, ship ever built. She was said to be unsinkable! Hardy felt that human beings were trying to be like ‘gods’ – as if Nature could not touch them any more as they were so clever and so wealthy! Say that his poem is very hard and they will not understand all the words, but they should not worry about that. They should listen to the poem as if it were music – just enjoy the sound of it. Read The Convergence of the Twain using the Animated Tale. Comprehension 3

Essay

Allow chn a few minutes to add to favourite words and phrases from poems read yesterday. Ask for suggestions of nouns linked to a stormy day by the sea, e.g. rain, shore, waves, clouds. Remind chn that some nouns are abstract, e.g. darkness, despair & ask for some ‘feeling’ words to add to the list. Then ask for some strong verbs, either from their jottings sheet or their own ideas. Show them At Sea (see resources) & draw out the fact that each line has: adjective, noun, verb. Ask what pictures the poem creates in their minds. Where is the adjective in each line (before a noun)? Where does the noun go? Which words are used metaphorically rather than as literal description (angry, rages, frantic, spits, cold despondency)? Composition 1/ Word reading 1 Write refer, transfer, prefer on the board. Ask chn which syllable in each word is stressed (2nd). Explain that when suffixes are added to these, if the stress is still on the 2nd syllable, the ‘r’ is doubled. Say that they will learn these words on a homework sheet (see resources). Write Titanic on the board and ask chn what they know about this ship? Take suggestions and accumulate a list of facts on the board. Explain to chn that we shall be reading a poem about the Titanic next week. It is probably the world’s most famous ship wreck. Say that we shall use shipwrecks as the stimulus for more descriptive writing. Remind chn what they learned yesterday about using elaborated language. How will they want to convey feelings through evocative words? Composition 2/ Word reading 2 Enlarge & show a confident chd’s draft poem from yest. (Make sure that it is a poem where you can see that the poet has made changes.) Use the ‘Polishing your Poem’ sheet (see resources) & show how to indicate where a new line can start. Demonstrate how reading the poem aloud helps us to see whether it makes

sense. Sometimes, when we read it aloud, we can see where we need a new line break or where we need to use the words in a different order. Say that once we are happy with our poem, we shall either write it out in our best handwriting or type it. Talk about the importance of layout and format. Transcrip 2 Composition 4

5

Phonics

Spelling

F2 Away to Dorset

Grammar

F2 Away to Dorset

Comprehension

F2 Away to Dorset

Essay

F2 Away to Dorset

6

Phonics

Spellings

Use –ant and –ance/-ancy if there is a related word with a/ae/or/ei sound in the right position; -ation endings

are often a clue.

Grammar

Write some sentences from stories read earlier in the week on f/c, e.g. 1. By the time Rachel drove home, the city was all empty. 2. Then the driver got out of his truck kind-of-thing. 3. It was already half-dark when they heard the local news. 4. In the big store, she did Levis Jeanswear on the fifth floor; she did Adidas Sportswear and that was on the sixth floor; and then she did cosmetics and that was on the seventh floor. 5. Next morning, the girl got ready to go to school. These sentences link the ideas in the new paragraph or sentence to the one before. Say that the beginnings

are adverbials of time (‘By the time…’ or ‘Next morning…’) or of place (‘In the big store…’), and they could be

of number, e.g. secondly. Write a sentence starting ‘Secondly...’ Note the comma after the fronted adverbials

(adverbial at the sentence start). ‘Next morning, ...’ & ‘In the big store, …’ Grammar 1/

Composition 1

Write ‘Paragraphs’ on f/c. Give chn 3 min to discuss with a partner when/why a writer begins a new paragraph in a story. Together discuss & list ideas on f/c, e.g. Change of place/setting

Change of time/ flashbacks Change of topic/theme Change of viewpoint When someone new speaks Introduce a new character Add suspense or change the mood The paragraphs must link together well to help the reader follow the story. Remind chn about the work they

did on adverbials last week to link both paragraphs & sentences. Together list some words or phrases

(adverbials) on f/c that might be useful to link paragraphs (see plan resource). NB concentrate on adverbials

of time, place & number. Grammar 2

Comprehension

Show chn the book Short! by Kevin Crossley-Holland. Read the blurb &/or the description on the inside. It

sounds fun! Allow the chn to comment. Does the book appeal to chn? Would they want to read it? Why is the

book title written in such large letters? Show chn the list of titles (plan resource). Give chn a few minutes with

a partner to decide what the genre (discuss meaning of this if necessary) of some of the stories is likely to be,

e.g. The Fox and the Geese sounds like the title of an Aesop fable; Slam and the Ghosts sounds like a ghost

(frightening) story. List possible genre on f/c. Read a few of the stories that chn have identified. Did they

choose the right genre? Comprehension 1

Read a selection of mystery stories from Short!, e.g. In the Back Seat (did the title give chn a clue to what

was happening?), The Hook (did chn guess what the scratching noise was?), Butterflies (what did chn think

had happened to the poem?), etc. What genre do chn think these stories belong to? Mystery. Discuss the

features that mystery stories could have. Write any suggestions chn have on f/c. Agree on a list (compare

with plan resource), which could always be added to later in the week. Spoken language 1/ Comprehension 2

Ask what is meant by an oral story, & discuss how many traditional stories were handed down through generations orally, before being written down & printed in books. To be able to retell an oral story you have to know it really well (though details in oral stories did often change from one story teller to the next). Explain that chn are going to read a written story called Hunted during which they will answer some questions as a group. Afterwards we will discuss how to retell the story orally. Comprehension 3: Group Reading/ Spoken language 2

Essay

Explain that chn are going to write a short mystery story this week. Today they will plan their story. Ask volunteers to name one each of the possible features of a mystery story (discussed last week). List these on f/c or use plan resource. The story will be written in paragraphs, so it is a good idea to have some story pegs (as with Hunted oral story retelling) to base these on, e.g. 1. Introduce main character(s) and the mystery/problem/unexplained event 2. First clues/red herrings 3. Attempts to solve the mystery 4. Further clues/attempts 5. Mystery is solved!

Chn could use a mystery cube to gather their ideas (see website list). Point out that chn need not use best handwriting for draft! Composition 2/Transcription 2 Look again at the opening paragraph of Room for One More (plan resource). This story opened by introducing the character and describing the setting. What do chn notice about the punctuation? The pauses in the sentences are created by semi-colons instead of commas. The writer used them again in the sixth paragraph too (plan resource). A semi-colon is the punctuation equivalent of ‘and’ and the separation of the clauses within the sentence is stronger than using a comma would be. Show a confident child’s work. Write a sentence to continue their story. Could we add a clause using a semi-colon? Composition 4/Grammar 4 Enlarge a copy of one child’s writing. Together discuss how it could be improved. Which features of a mystery story have been included? Is it written in paragraphs? Are the paragraphs linked together appropriately? Point out good examples of the use of adverbials or descriptions. And so on. Discuss what you need to look for when editing your own writing – paragraphs, adverbials, vivid adjectives, powerful verbs, etc. Talk about what to check when proofreading someone else’s writing - spelling & punctuation errors. Composition 5

7

Phonics

Spelling

Half Term

Grammar

Half Term

Comprehension

Half Term

Essay

Half Term

8

Phonics

Spellings

Write ought on f/c. This is one of the modal verbs that we found out about yesterday. It includes the letter string ough which is commonly used, but is one of the trickiest spellings in English as it can be used to spell a number of different sounds. Can chn suggest any other words that sound like ought? E.g. bought, thought, nought. What other sounds can ough spell? E.g. cough, though, rough, through, thorough, plough. Word reading 1/ Transcription 1

Grammar

Read parts of Eric to chn again. Write I might have found this a little exasperating and Would we ever hear

from him again? on f/c. Underline might & would. Explain that these are examples of modal verbs. Explain

that modal verbs are verbs which are used alongside other verbs (auxiliary verbs). E.g. I might go to the

party! Or I could go to the party. Underline the modal verb (blue) and the main verb (red). Explain that the

modal verb indicates the degree of possibility or of probability. Write I might help you; I can help you; I will

help you; I may help you; I would help you. Ask chn to talk in their pairs about which of these is most certain

to happen – which is least likely? Take feedback. Show chn a list of other modal verbs (plan resource). Note

that ought is an exception in that it is followed by to ___. Modal verbs can occur with other auxiliary verbs (be

and have) as in You should have asked me. Point out that modal verbs can be in the negative too, e.g. from

the text … so we wouldn’t disturb him. Grammar 1

Read Broken Toys from Tales from outer Suburbia to chn. Explain that this story contains quite a bit of

dialogue (direct speech). Show chn some excerpts from the story that include dialogue (plan resources).

Discuss the layout of dialogue: speech marks; comma to separate words actually spoken from the person

who speaks; new paragraph for new speaker, etc. Also talk about the variety of verbs/adverbs that are used

to show how something is said and the use of informal language used in actual speech. Compare with indirect

or reported speech (see plan resource). Discuss how dialogue can convey character & advance the action.

Explain that chn are going to look at an excerpt from another story called Our Expedition and, in pairs,

correct the punctuation and layout. Grammar 2

Comprehension

Show chn the Shaun Tan book Tales from Outer Suburbia. What is/where is Suburbia? A residential area

on the outskirts of a city. Give chn some examples of suburbs local to your school. Look at the front cover

(plan resource for original) – do chn think this book is set in an English suburb? Why not? Look at the colours,

street furniture, etc. Does the word Outer in the title give us a clue that some of the characters, settings, etc.

might be unusual? (like Outer Space) Take suggestions then read the blurb on the back of the book. Does it

make you want to read the book? Explain that the book is made up of lots of short stories which we will look

at over the next two weeks. Show chn the contents page – the stamps give the page no., the title & an

illustration from the story. Read the second story Eric together, asking questions and pointing out interesting

points, e.g. ask what a foreign exchange student means. Spend time exploring the illustrations (don’t look in

detail at those on p11). Comprehension 1

Essay

Read Another Country from Tales from Outer Suburbia to chn. They discuss their opinions in pairs & feedback. Explain that this is quite a strange short story. Why is Another Country a bit strange? Recap the features of a short story. Are these present in this story? There is not really a plot as not much happens! However, there is a ‘problem’ and a ‘resolution’. Explain that chn are going to plan their own short story entitled ‘Another Country’. They should think about a ‘hole in the real world’ – where could it start, what happens if you go through it? Where does it lead to? Is it secret or does everyone know about it? Who finds it? How? Share some ideas and list on f/c. Briefly discuss how to make notes, e.g. using abbreviations; not using complete sentences; not worrying too much about punctuation & spelling, though the notes need to be legible, etc. Composition 1

9

Phonics

Spelling

-cial is common after a vowel letter and –tial after a consonant letter, but there are some exceptions.

We shall be revising this again this week.

Grammar

Look at the opening sentences of some of the stories in Tales from Outer Suburbia. Do they grab the reader’s attention? Does the story begin with dialogue, action or description? Point out that informal language is used in the stories, as if the writer is talking to the reader and that they are written in the first person (I, we, my, our, etc. pronouns) and the past tense. Informal contractions like can’t, I’m, that’s, weren’t, etc. are used throughout the stories, not just in the dialogue. This is the style that Shaun Tan uses when he writes. Explain that now they have studied a lot of Shaun Tan’s stories & can recognise some style features, they are each going to write a Shaun Tan-style story. Remind chn of the use of modal verbs & dialogue & explain that they should try to use both in their story. Read some possible story ideas (plan resources) & discuss briefly. Chn may think of variations of these. Composition 2/ Grammar 3

Comprehension

Remind chn of some of the short stories from Tales from Outer Suburbia that were looked at last week.

Which did different chn like the best? Why? Discuss what makes each of them a good story – captivating

opening, straight into the action, mysterious elements, illustrations, characters, unanswered ending, etc.

Recap some of the structural features of short stories, e.g. setting, plot (set-up, problem, climax and

resolution), characterisation, etc. writing each feature on the f/c. Save this for tomorrow. Discuss how

important it is that the storyline moves quickly otherwise the text becomes too long. Use one of the stories to

model how to highlight & annotate the features. Does the story contain dialogue (direct speech) or reported

(indirect) speech? Point out that Shaun Tan stories are often about everyday things which he looks at in a

new way. Comprehension 3

Essay

Look at a confident child’s story. Which features of a short story can chn identify? Is there a good opening? Does the writer get straight into the action? Have informal language, dialogue, first person, past tense, etc. been used? Are the characters introduced and described? Is there a mysterious element to the story? What is the problem and how is it being resolved? Congratulate the writer and give feedback as appropriate. Composition 3

10

Phonics

Spellings

Discuss how some of the vocabulary that Shakespeare used is difficult for us today, but how it is often

possible to understand because of the context, the facial expressions of the actors or their actions. Write doth,

thou, alack, beseech, wast, writ, sirrah on f/c. What words would be used today instead? Read some

sentences where these words occur (see resources). Does, you, oh dear, ask passionately or urgently, were,

written, boy or lad. Beseech is still used today sometimes, but the word writ now has a completely different

meaning: legal command. Ask chn what lamentable means (‘O lamentable day’). Old fashioned – sorrowful,

usually regrettable or deplorable today. Discuss words that end in -able or -ible (plan resource). Spoken

language 2/ Transcription 1/ Comprehension 2

Grammar

Look again at Romeo & Juliet & discuss how MW has shown the spoken words as speech bubbles or by using a wavy line ~ pointing at the character who is speaking. Ask chn how we usually show dialogue in fiction – speech marks, new paragraph, commas, etc. Look at some example sentences (plan resources) & emphasise the use of a comma to separate the spoken words from the speaker. Give chn 5 min to work in pairs to punctuate some sentences (plan resource) including direct speech, then discuss. Then ask how the dialogue is written in a play. No speech marks, character name, colon, stage directions to indicate how it is said, etc. Look at a section of the original play to see this (plan resource). Grammar 1/ Composition 1

Look at some examples of chn’s work from yesterday, showing use of contractions in spoken speech as

compared to formal speech. If no suitable examples are available, use e.g. “I can’t let Romeo go; I love him

too much!” or “You’re our only hope dear Friar!” or e.g. from MW’s text: “I’ll stay and die.” or “We’ll to church

tomorrow.” Point out that contractions are often also used in informal speech as ‘question tags’, e.g. “Romeo’s

a gorgeous man, isn’t he?” Check that all chn understand which letter(s) has/have been omitted in each

contraction. Together look at list of contractions including some used in R&J (plan resource). Grammar 2

Comprehension

Ask chn what they know about Shakespeare. Have they watched any of his plays, as film or on stage? Watch and discuss this BBC class clip (3.37 min) which introduces Tudor theatres, The Globe, Shakespeare and his plays: http://www.bbc.co.uk/learningzone/clips/shakespeare-and-the-globe-theatre/3342.html. Say that although he is known all over the world, little is known about his life. Read the information about Shakespeare together (plan resource). Show chn a copy of Mr William Shakespeare’s Plays by Marcia Williams & read the blurb & introduction. Ask chn to close their eyes for a minute & imagine they are in the Globe Theatre – very different from theatres today. Discuss their ideas. Now read Romeo & Juliet together, showing chn the illustrations, up to the point when they separate after being married by Friar Lawrence. Spoken language 1/ Comprehension 1

Show chn a video clip of the final act of Romeo & Juliet as produced by the BBC in their Animated Shakespeare series -it is easily possible to rent from Lovefilm & can also be found at http://www.bbc.co.uk/programmes/p00x3949 or (YouTube) at http://www.youtube.com/watch?v=bU98mtZSkmg&feature=relmfu). The first two acts can also be seen on YouTube if you have time (follow the links). Do chn prefer the written or video version? Why? Explain that chn are now going to read a version (MW’s or Leon Garfield’s) of the rest of the play (Act 3) in groups and will answer some questions (plan resources) and then write a short summary of the story. Comprehension 3: Group Reading/ Word Reading 2

Essay

Look again at Romeo & Juliet & discuss how MW has shown the spoken words as speech bubbles or by using a wavy line ~ pointing at the character who is speaking. Ask chn how we usually show dialogue in fiction – speech marks, new paragraph, commas, etc. Look at some example sentences (plan resources) & emphasise the use of a comma to separate the spoken words from the speaker. Give chn 5 min to work in pairs to punctuate some sentences (plan resource) including direct speech, then discuss. Then ask how the dialogue is written in a play. No speech marks, character name, colon, stage directions to indicate how it is said, etc. Look at a section of the original play to see this (plan resource).

Grammar 1/ Composition 1

11

Phonics

Spelling

Remind chn that they discovered last week that Shakespeare introduced some new words into the English language. Look together at a list of common words that Shakespeare invented at http://shakespeare-online.com/biography/wordsinvented.html. Challenge groups to include one new made-up word in their scene/act! They will need to decide how it is spelt – briefly discuss how it should follow ‘rules’ of English spelling. Watch video clip at http://www.bbc.co.uk/learningzone/clips/stories-as-plays/750.html. Discuss how a

playscript doesn’t simply have to be of a certain layout, but also must tell the story through dialogue and

actions. Composition 3/ Transcription 2

Grammar

Explain that a grammatical feature often used when speaking formally is the subjunctive form of verbs. Macbeth talking to his servants might say, “I demand that my wife be brought before me.” (impossible because she had already died), instead of “I demand that my wife is brought …” Lady Macbeth might say, “If my husband were brave, he would have killed Duncan earlier.” instead of “If my husband was brave, …” The subjunctive is a verb mood which expresses what is wished, imagined, or just possible. Together look at some uses of the subjunctive (plan resource). Discuss how some of them could be written to sound more informal. NB. ‘God save the King’ cannot be changed to ‘God saves the King’ without changing the meaning of the sentence, so would have to become, e.g. ‘We hope God will keep the King safe.’ Grammar 3

Comprehension

Explain to chn that this week they are going to choose a Shakespeare play & write an act or a scene in modern language as a playscript. Discuss Shakespeare’s most popular plays. Have chn heard of/seen any? Look again at Mr William Shakespeare’s Plays and read Macbeth (or your own favourite from this book or the second book by MW: Bravo, Mr William Shakespeare or other books – see book list). Remind chn that these stories were written originally as plays by Shakespeare – discuss the features of playscripts (plan resource). Show a list of the characters from Macbeth (plan resource) – discuss the part each character plays in the story. Ask chn to discuss in pairs the different scenes, costumes & the props used – give them 5 min to jot down some ideas on a w/b. Discuss chn’s ideas, e.g. heath, swords, castle, dagger, etc. Bring these ideas together on f/c in a chronological list, e.g. Scene 1: 3 witches, Macbeth & Banquo, prophesies, heath, swords, etc. Comprehension 4

Essay

View the 1st few mins of http://archive.teachfind.com/ttv/www.teachers.tv/videos/pupils-plotting.html to introduce the ideas. Explain that the challenge is to choose an act, a scene or even a complete Shakespeare play to interpret in sixty sec! Look at/listen to some examples of R&J or Macbeth https://www.youtube.com/watch?v=NRG_z_VtT2U or https://www.youtube.com/watch?v=2FpKZbdHXOs. Explore the site looking at tips, samples of diff script types, etc. Chn start planning today. Take chn through one scene in Macbeth, noting the main points & choosing some chn to adlib various characters’ actions & words, e.g. plan resource (written like a play script to indicate who might speak & how they might act).

Spoken language 3/ Composition 2 Chn today finish playscripts, making sure that they make sense, that the dialogue flows well, and that they have used correctly formal or informal language in each part. Chn read through each other’s scripts and help with spotting things which need changing. Once scripts are completed, allow time later for chn to present their scenes/acts. They do not need to wear full costumes but props such as helmets, a crown, swords, etc. do help. A narrator in each group could ‘set the scene’. Before starting remind chn how actors should speak clearly and slightly more slowly than usual. Also discuss how to behave as a member of the audience – be quiet, watch respectfully, clap at the end, possibly laugh or gasp if appropriate, etc. Spoken language 4/ Composition 4

12

Phonics

Spellings

End of Term Rehearsals

Grammar

End of Term Rehearsals

Comprehension

End of Term Rehearsals

Essay

End of Term Rehearsals