Medium Term Plan: English

Term: Autumn 1 Year group: Y5 History: Anglo-Saxons and the Scots

Handwriting and Presentation (evidence to be seen across all genres)

- Pupils should be taught to write legibly , fluently and with increasing speed by: - Choosing which shape of a letter to use when given choices - Deciding whether or not to join specific letters. - Choosing the writing implement that is best suited for a task.

Weeks Genre/Text Reading

objectives

SPAG Writing objectives

Writing ideas Class end of day book

1 – 4

Writing to inform Recounts Newspaper report on Beowulf (Visual literacy)

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet. Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context. Asking questions to improve their understanding. Predicting what might happen from details stated and implied. Distinguish between statements of fact and opinion. Retrieve, record and present information from non-fiction.

Use subordinating conjunctions in varied positions. Use expanded noun phrases to inform. Use relative clauses to add further detail beginning with who, which, where, when, whose, that or with an applied (omitted) relative pronoun. Begin to use passive voice to remain formal or detached. Begin to use colons to link related clauses. Adverbials: meanwhile, at first, after, furthermore, despite, as a result, consequently, due to, for example. Conjunctions: when, before, after, while, because, if, although, as. Brackets or dashes or commas to explain technical vocabulary and to indicate parenthesis. Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.

Paragraphs used to group related ideas. Headings / subheadings Use of technical vocabulary Sections may contain more than one paragraph. Plan their writing by: . identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own . noting and developing initial ideas, drawing on reading and research where necessary

Newspaper report of a fictional mysterious incident Deconstruct WAGOLLs Note taking Short bursts of writing to demonstrate use of passive and formal language in written work. Consider work to promote vocabulary choices and sentence starters and structures.

‘The 1000 Year Old Boy’ by Ross Welford Anglo-Saxon related text ‘Beowulf’ – byMichael Murporgo ‘

5 - 7 Writing to entertain Narrative : Legends – Beowulf and King Arthur

Summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas. Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence. (2 weeks) Identifying how language, structure and presentation contribute to meaning. Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

Subordinate clauses to add detail or context. Relative clauses to add detail or context. Wide range of sentence structures to add interest. Adverbials: meanwhile, later that day, silently, within moments, all night, nearby, under the treetops, -ing, openers, -ed openers. Conjunctions – if, when, because, while, as, until, whenever, once, since, although, unless, rather. All sentences will be accurately punctuated throughout writing.

Use a range of tenses to indicate timing, sequence etc Detailed descriptions Use paragraphs to organize in time sequence. Plan their writing by: - in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed. Draft and write by: - selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.

Writing a character description, show not tell, self-editing, variety of sentence structures and opportunities to apply a range of different clause structures.

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Spoken Language (evidence to be seen across all genres) - Listen and respond appropriately to adults and their peers. - Ask relevant questions to extend their understanding and knowledge. - Use relevant strategies to build their vocabulary. - Articulate and justify answers, arguments and opinions. - Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. - Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments. - Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. - Speak audibly and fluently with an increasing command of Standard English. - Participate in discussions, presentations, performances, roleplay/improvisations and debates. - Gain, maintain and monitor the interest of the listener(s). - Consider and evaluate different viewpoints, attending to and building on the contributions of others. - Select and use appropriate registers for effective communication.

Medium Term Plan: English

Term: Autumn 2 Year group: Y5 Geography: Locational Knowledge

Handwriting and Presentation (evidence to be seen across all genres) - Pupils should be taught to write legibly , fluently and with increasing speed by: - Choosing which shape of a letter to use when given choices - Deciding whether or not to join specific letters. - Choosing the writing implement that is best suited for a task.

Weeks Genre/Text Reading

objectives Grammar/

Punctuation objectives Writing

objectives Writing focus Class reads

1 - 4 Writing to entertain Narrative: Harry Burdick Mysteries Narrative from another perspective – First person narratives

Wk 1: Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

Reading books that are structured in different ways and reading for a range of purposes.

Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions. Wk2: Identifying and discussing themes and conventions in and across a wide range of writing.

Making comparisons within and across books. Wk3: Distinguish between statements of fact and opinion. Retrieve, record and present information from non-fiction. Wk4: Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.

Subordinate clauses to add detail or context. Relative clauses to add detail or context. Wide range of sentence structures to add interest. Adverbials: meanwhile, later that day, silently, within moments, all night, nearby, under the treetops, -ing, openers, -ed openers. Conjunctions – if, when, because, while, as, until, whenever, once, since, although, unless, rather. All sentences will be accurately punctuated throughout writing.

Use a range of tenses to indicate timing, sequence etc Detailed description Use paragraphs to organise in time sequence Composition Plan their writing by: - in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed. Draft and write by: - in narratives, describe settings, characters and atmosphere and integrating dialogue to convey character and advance the action - précising longer passages - using a wide range of devices to build cohesion within and across paragraphs

Retelling of part of the novel based on another characters perspective Deconstruct WAGOLLs / Text extracts Research character traits etc and role play opportunities

‘Cogheart’ by Peter Bunzl ‘Charlotte’s Web’ by E.B White

5 - 7 Writing to persuade Travel writing -Wagolls from magazines and the internet Persuasive writing / advert writing

Letters to persuade for school trip.

Wk5: Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence. Wk6: Summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas. Wk7: Identifying how language, structure and presentation contribute to meaning. Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

Use imperative and modal verbs or adverbs to convey urgency and to indicate degrees of possibility. Use adverbials to convey sense of certainty. Use short sentences for emphasis. Use of subjunctive form for formal structure. Adverbials: firstly, furthermore, in addition, however, nevertheless, therefore, consequently, in conclusion. Conjunctions: if, because, although, unless, since, even if, rather, whereas, in order to, whenever, whether Use ? ! for rhetorical questions.

Personal pronouns Planned repetition Facts and Statistics Hyperbole Link to oracy Use of colour and images Plan their writing by: - identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own. Draft and write by: - using further organisational and presentational devices to structure text and to guide the reader. Evaluate and edit by: - assessing the effectiveness of their own and others’ writing.

Persuasive letter/ speech Deconstruct WAGOLLs of persuasive texts. Consider purpose and audience Establish purpose and audience of their own persuasive writing. Short bursts of writing considering SPaG (modal verbs)

Spoken Language (evidence to be seen across all genres) - Listen and respond appropriately to adults and their peers. - Ask relevant questions to extend their understanding and knowledge. - Use relevant strategies to build their vocabulary. - Articulate and justify answers, arguments and opinions. - Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. - Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments. - Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. - Speak audibly and fluently with an increasing command of Standard English. - Participate in discussions, presentations, performances, roleplay/improvisations and debates. - Gain, maintain and monitor the interest of the listener(s). - Consider and evaluate different viewpoints, attending to and building on the contributions of others. - Select and use appropriate registers for effective communication.

Medium Term Plan: English

Term: Spring 1 Year group: Y5 History: Vikings

Handwriting and Presentation (evidence to be seen across all genres) - Pupils should be taught to write legibly , fluently and with increasing speed by: - Choosing which shape of a letter to use when given choices - Deciding whether or not to join specific letters. - Choosing the writing implement that is best suited for a task.

Weeks Genre/Text Reading

objectives Grammar/

Punctuation objectives Writing

objectives Writing focus

Class reads

1 - 3

Writing to entertain Narrative Character description ‘There’s a boy in the girl’s bathroom’ by Louis Sachar Write Jeff’s story, write the prequel/sequel, write Carla’s story, alternative ending Diary extracts: Bradley, Jeff. Write from different characters’ perspectives Emails: between characters at key moments.

Wk1: Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context. Asking questions to improve their understanding. Wk2: Retrieve, record and present information from non-fiction. Wk3: Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.

Subordinate clauses to add detail or context. Relative clauses to add detail or context. Wide range of sentence structures to add interest. Adverbials: meanwhile, later that day, silently, within moments, all night, nearby, under the treetops, -ing, openers, -ed openers. Conjunctions – if, when, because, while, as, until, whenever, once, since, although, unless, rather All sentences will be accurately punctuated throughout writing.

Use a range of tenses to indicate timing, sequence etc. Detailed description Use paragraphs to organize in time sequence. Plan their writing by: - in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed. Evaluate and edit by: - proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

- ensuring the consistent and correct use of tense throughout a piece of writing.

- ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

Proofread for spelling and punctuation errors

Retelling of part of the story based on Jeff/Carla’s perspective Diary entry from a character’s perspective. Email chain Deconstruct WAGOLLs Research character and role play

‘There’s a boy in the girl’s bathroom’ by Louis Sachar

4 - 6 Writing to discuss Balanced argument – which side are you on? Should the Vikings have invaded Britain? Write to discuss – review the piece of art linked to Vikings topic

Wk4: Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence. Wk5: Identifying how language, structure and presentation contribute to meaning. Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. Wk6: Identifying and discussing themes and conventions in and across a wide range of writing.

Making comparisons within and across books. Summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas.

Use modal verbs accurately Relative clauses to provide supporting detail. Expanded noun phrases to convey complicated information concisely. Passive voice to maintain impersonal tone Passive verbs to affect the presentation of information in a sentence. Adverbials: firstly, furthermore, in addition, however, nevertheless, therefore, consequently, in conclusion. Conjunctions: if, because, although, unless, since, even if, rather, whereas, in order to, whenever, whether. Brackets and dashes for parenthesis. Semi-colon to mark related clauses. Use commas to mark related clauses. Using semi colons, colons or dashes to mark boundaries between independent clauses.

Appropriate use of cohesive devices. Use of the subjunctive form where needed. Use paragraphs to structure arguments. Maintain formal/impersonal tone. Plan their writing by: - identifying the audience for and the purpose of writing, selecting the appropriate form and using other similar writing as models for their own. - noting and developing initial ideas, drawing on reading and research where necessary. Evaluate and edit by: - assessing the effectiveness of their own and others’ writing. - proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning. Perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear.

Balanced argument based on the story of Romeo and Juliet (Montagues or Capulets) Love poem/letter Discussion text – offering own opinion Deconstruct WAGOLLs and example texts

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Spoken Language (evidence to be seen across all genres) - Listen and respond appropriately to adults and their peers. - Ask relevant questions to extend their understanding and knowledge. - Use relevant strategies to build their vocabulary. - Articulate and justify answers, arguments and opinions. - Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. - Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments. - Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. - Speak audibly and fluently with an increasing command of Standard English. - Participate in discussions, presentations, performances, roleplay/improvisations and debates. - Gain, maintain and monitor the interest of the listener(s). - Consider and evaluate different viewpoints, attending to and building on the contributions of others. - Select and use appropriate registers for effective communication.

Medium Term Plan: English

Term: Spring 2 Year group: Y5 Topic: Human and Physical Geography

Weeks Genre/Text Reading objectives

Grammar/ Punctuation objectives

Writing objectives

Writing focus Class reads

1 - 4 Writing to discuss - Is sailing around the world a good experience? Writing in role – Write from Kensuke’s or Mum’s POV.

Wk1: Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet. Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context. Asking questions to improve their understanding. Wk2: Retrieve, record and present information from non-fiction. Summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas. Wk3: Drawing inferences such as inferring characters' feelings, thoughts and motives

Third person Past tense Proper nouns Abstract nouns Informal language Different types of sentence openers Time connectives Fronted adverbial phrases Relative clauses Personification Metaphors Alliteration Similes Emotive language Quotation Brackets or dashes to explain technical

Paragraphs used to group related ideas. Headings/sub headings Use of technical vocabulary May include a glossary Sections may contain more than one paragraph Plan their writing by: - identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own. - noting and developing initial ideas, drawing on reading and research where necessary. Draft and edit by: - using a wide range of devices to build cohesion within and across paragraphs. - using further organisational and presentational devices to structure text and to guide the reader.

Writing a Tim Peake biography Short bursts of writing for SPaG Biography on Tim Peake Interviews Survival guide – how to prepare for travelling to space. Deconstruct WAGOLLs and example texts

‘ ‘Kensuke’s Kingdom’ by Michael Morpurgo

Handwriting and Presentation (evidence to be seen across all genres) - Pupils should be taught to write legibly , fluently and with increasing speed by: - Choosing which shape of a letter to use when given choices - Deciding whether or not to join specific letters. - Choosing the writing implement that is best suited for a task.

from their actions, and justifying inferences with evidence. Wk4: Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.

vocabulary Indicate grammatical and other features by using commas to clarify meaning or avoid ambiguity in writing using hyphens to avoid ambiguity.

5 - 6 Writing to entertain Based on Kensuke’s Kingdom Poetry Descriptive & Shape

Wk5: Identifying how language, structure and presentation contribute to meaning. Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. Wk6: Identifying how language, structure and presentation contribute to meaning. Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

Subordinate clauses to add detail or context. Relative clauses to add detail or context. Wide range of sentence structures to add interest. Adverbials: meanwhile, later that day, silently, within moments, all night, nearby, under the treetops, -ing, openers, -ed openers. Conjunctions – if, when, because, while, as, until, whenever, once, since, although, unless, rather. All sentences will be accurately punctuated throughout writing.

Use a range of tenses to indicate timing, sequence, etc Detailed description Use paragraphs to organise in time sequence. Plan their writing by: - identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own. - noting and developing initial ideas, drawing on reading and research where necessary. Perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear.

Poetry based on the planets WAGOLLS Deconstruct Plan Compose

Medium Term Plan: English

Term: Summer 1 Year group: Y5 History: The Normans (Lincoln Castle) Weeks Genre/Text Reading

objectives Grammar/

Punctuation objectives Writing

objectives Writing focus Class reads

Spoken Language (evidence to be seen across all genres) - Listen and respond appropriately to adults and their peers. - Ask relevant questions to extend their understanding and knowledge. - Use relevant strategies to build their vocabulary. - Articulate and justify answers, arguments and opinions. - Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. - Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments. - Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. - Speak audibly and fluently with an increasing command of Standard English. - Participate in discussions, presentations, performances, roleplay/improvisations and debates. - Gain, maintain and monitor the interest of the listener(s). - Consider and evaluate different viewpoints, attending to and building on the contributions of others. - Select and use appropriate registers for effective communication.

1 - 3 Writing to inform Non Chronological Report Normans and Lincoln Castle

Distinguish between statements of fact and opinion. Retrieve, record and present information from non-fiction. Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.

Use subordinating conjunctions in varied positions. Use expanded noun phrases to inform. Use relative clauses to add further detail. Begin to use passive voice to remain formal or detached. Begin to use colons to link related clauses. Adverbials: meanwhile, at first, after, furthermore, despite, as a result, consequently, due to, for example. Conjunctions: when, before, after, while, because, if, although, as. Brackets or dashes to explain technical vocabulary. Use the perfect from of verbs to mark relationships of time and cause. Punctuating bullet points consistently

Paragraphs used to group related ideas. Headings/ sub-headings Use of technical vocabulary May include a glossary Sections may contain more than one paragraph. Plan their writing by: .- identifying the audience and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own. - noting and developing initial ideas, drawing on reading and research where necessary. Draft and edit by: - using a wide range of devices to build cohesion within and across paragraphs. - using further organisational and presentational devices to structure text and to guide the reader.

Explanation text / Non chronological report based on formation of mountains and volcanoes Opportunities for short bursts of writing to apply SPaG features WAGOLLS to deconstruct Plan Compose

‘The Midnight Fox’ by Betsy Byars

4 - 5 Play scripts Play about the Norman’s Horrible Histories

Continue to read and discuss an increasingly wide range of fiction, poetry and plays that are structured in different ways and read for a range of purposes. Provide reasoned justifications for their views.

Exclamation sentences with exclamation marks Colons Stage directions Informal Speech Brackets Hyphens Short sentences

Plan their writing by: - identifying the audience and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own. - noting and developing initial ideas, drawing on reading and research where necessary. Perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear.

Draft and edit Compose Perform

Spoken Language (evidence to be seen across all genres) - Listen and respond appropriately to adults and their peers. - Ask relevant questions to extend their understanding and knowledge. - Use relevant strategies to build their vocabulary. - Articulate and justify answers, arguments and opinions. - Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. - Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments. - Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. - Speak audibly and fluently with an increasing command of Standard English. - Participate in discussions, presentations, performances, roleplay/improvisations and debates. - Gain, maintain and monitor the interest of the listener(s). - Consider and evaluate different viewpoints, attending to and building on the contributions of others. - Select and use appropriate registers for effective communication.

Medium Term Plan: English

Term: Summer 2 Year group: Y5 Topic: Space Weeks Genre/Text Reading

objectives Grammar/

Punctuation objectives Writing

objectives Writing focus Class reads

1 - 4 Writing to inform Interviews – linked to Science and Space Biographies – Astronauts Survival guides

Retrieve, record and present information from non-fiction. Drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence.

Use modal verbs accurately. Relative clauses to provide supporting detail. Expanded noun phrases Passive voice to maintain impersonal tone. Adverbials: firstly, furthermore, in addition, however, nevertheless, therefore, consequently, in conclusion. Conjunctions: if, because, although, unless, since, even if, rather, whereas, in order to, whenever, whether. Brackets and dashes for parenthesis. Semi-colon to mark related clauses. Use commas to mark related clauses. Use a colon to introduce a list.

Appropriate use of cohesive devices. Use of the subjunctive form where needed. Use paragraphs to structure arguments. Maintain formal/impersonal tone. Plan their writing by: - identifying the audience and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own - noting and developing initial ideas, drawing on reading and research where necessary Draft and edit by: - selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. Evaluate and edit by: - assessing the effectiveness of their own and others’ writing. - ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

Newspaper report on an incident WAGOLLs News reports Short bursts of writing to practice the application of SPaG

‘The Nowhere Emporium’ – by Ross McKenzie

5 - 7 Diary writing Pandora (Literacy Shed)

Participate in discussions about books that are read to them and those that they can read for themselves, building on their own and others’ ideas and challenging views courteously. Provide reasoned justifications for their

Informal language First person Time connectives Past tense Present tense Emotive language Proper nouns

Plan their writing by: - identifying the audience and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own - noting and developing initial ideas, drawing on reading and research where necessary Proofread for spelling and punctuation errors.

Diary entry based on…. Role play Vocabulary WAGOLLs

views. Specific nouns Fronted adverbial phrases Relative clauses Personification Metaphors Alliteration Similes Abstract nouns Informal language Different types of sentence openers

Spoken Language (evidence to be seen across all genres) - Listen and respond appropriately to adults and their peers. - Ask relevant questions to extend their understanding and knowledge. - Use relevant strategies to build their vocabulary. - Articulate and justify answers, arguments and opinions. - Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. - Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments . - Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. - Speak audibly and fluently with an increasing command of Standard English. - Participate in discussions, presentations, performances, roleplay/improvisations and debates. - Gain, maintain and monitor the interest of the listener(s). - Consider and evaluate different viewpoints, attending to and building on the contributions of others. - Select and use appropriate registers for effective communication.