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Scheme of Work – English stage 5IntroductionThis document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary English stage 5. Learning objectives for the stage have been grouped into topic areas or ‘Units’. These have then been arranged in a recommended teaching order but you are free to teach objectives in any order within a stage as your local requirements and resources dictate.The scheme for English has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number and title of each unit for stage 5 can be seen in the table below.The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary, to suit the pace of your learners and to fit the work comfortably into your own term times. Speaking and Listening learning objectives are recurring, appearing in every unit and as such are listed separately at the start of each unit below. These are followed by the objectives for the topic of the unit (the objectives are summarized rather than following the precise wording in the curriculum frameworks). Activities and resources are suggested against the objectives to illustrate possible methods of delivery. There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Primary. It has been created solely to provide an illustration of how delivery might be planned over the six stages.A step-by-step guide to creating your own scheme of work and implementing Cambridge Primary in your school can be found in the Cambridge Primary Teacher Guide available on the Cambridge Primary website. Blank templates are also available on the Cambridge Primary website for you to use if you wish.Nine units of work are suggested for children working at Stage 5. In each school term there are three units: fiction, non-fiction and poetry. The range of topics suggested is:

TermFocus 1 2 3Fiction(40% of teaching time)

Unit 1A: Stories by significant writersReading and analysing stories by significant children’s writers then planning and writing stories.

Unit 2A: Reading and analysing traditional stories, myths, legends and fables.Reading and analysing traditional stories, including myths, legends and fables then planning and writing stories.

Unit 3A: Stories from different culturesReading, analysing and writing stories from a variety of different cultures.

Non-fiction(40% of teaching time)

Unit 1B: Non-chronological reports and explanatory textsReading, analysing non-chronological reports and explanation texts then planning and writing one.

Unit 2B: RecountsReading, analysing and writing recounts.

Unit 3B: Persuasive writingReading and analysing samples of persuasive writing then writing a persuasive letter and commentary.

Poetry(20% of teaching time)

Unit 1C: Poems by significant children’s writers and playsReading and analysing poems by significant children’s writers and plays.

Unit 2C: Narrative poetryReading and discussing narrative poetry.

Unit 3C: Performance poetryReading and discussing performance poetry

V1 1Y07 English Stage 5 1

Scheme of Work – English stage 5

OverviewFor children to become more proficient in their literacy skills, it is important that they keep revisiting and consolidating new skills in different contexts. For this reason, many of the literacy objectives are revisited in different ways in every unit. This gives all children the opportunity to grasp the ideas involved.Within each term, it is not important in which order the units are taught – the level of expectation is consistent across all three units. It is important, however, that you should teach the term 1 units before the term 2, and the term 2 before the term 3.

The teaching and learning of literacy is a continuum; the prior knowledge expected for these units is developed in earlier stages, and the skills and understanding developed in Stage 5 are important for the children to make good progress in subsequent stages. If this level of work is not appropriate for the students in your class, it is recommended that you use ideas from the stage 4 or stage 6 units of work: comparable texts are often studied in each stage, so matching text type with appropriate learning objectives is usually fairly easy.

In general, specific texts are not recommended because of the different resources available in each school and location. Teachers have the flexibility to include locally or nationally relevant resources. Descriptions of the types of texts you will need to teach are given at the beginning of the unit. Large print and picture book texts are never assumed, although many are available that are appropriate for children of this age and the more the children can see and read the text, the more effectively you can teach. Where relevant, websites are recommended. The list of websites is not exhaustive, and CIE cannot be held responsible for their contents.

It is assumed throughout that you have access to a whiteboard, blackboard or flipchart to record brief texts for general discussion and analysis.



The objectives listed below should be taught, reinforced and developed throughout the entire school year.You may wish to allocate time each day to teaching these objectives, or you may prefer to allocate a set amount of time each week.

Recommended Prior Knowledge:

Children should be familiar with skills and knowledge taught in previous stages in particular: applying effective strategies to tackle unfamiliar words in reading; identifying syllables, prefixes and suffixes in multi-syllabic words, and using this information in spelling and reading; generating some spelling rules and ways of remembering spellings; recognising and responding to all punctuation marks; recognising all tenses of most verbs; understanding that commas can be used to mark clauses in a sentence; knowing that sentences can have both main and subordinate clauses and begin to recognise which is which; using joined up handwriting in all writing and using appropriate handwriting for the audience and purpose of a piece of writing; adapting the pace and volume when reading aloud for the audience and purpose.


Ongoing work:

Framework Code

Learning Outcomes Suggested Teaching Activities Other Resources

On-going work in phonics and spelling

5PSV25PSV55PSV95PSV175PSV18

To learn and apply effective ways of spelling new words.

Give the children regular opportunities for exploring and investigating spelling errors, in particular those that the children have made in their own writing. Encourage use of strategies such as:

using known spellings to work out the spelling of related words; buildings words from syllables, prefixes, suffixes and recognised spelling

patterns; remembering common letter strings which have different pronunciations; using visual skills to check on the likelihood of a particular spelling of the

word.

To support these strategies, include lessons on: revising known prefixes and suffixes and learning new ones e.g. auto, bi,

trans; identifying word roots and finding derivations e.g. sign, signature, signal; the patterns of single and double consonants at the end of words e.g. –ful

and full.Once children have learned to spell a word, insist that it is spelt properly on all occasions.

5PSV85PSV6

To learn plurals, and spelling rules for words ending in e and y.

Explore and revise known spelling rules e.g.: the rules for adding plurals to words ending in e, es, y, f;rules for adding any suffix to words ending in e and y.

5PSV15PSV4

To identify unstressed vowel in polysyllabic words.

This is probably the area in which most spelling errors are made by children of this age group, so it needs consistent work. Useful strategies include:

making links with related words e.g. medicine, medical; investigating the spelling of final unstressed vowels, e.g. butt-er, and y as in

city. sometimes saying the unstressed syllable as it if were a stressed syllable

e.g. in-ter-est; finding words within words e.g. car-pet; there’s ‘a rat’ in ‘separate’; using rhymes and mnemonics e.g. Mrs D, Mrs I, Mrs FFI, Mrs C, Mrs U, Mrs

LTY.


Framework Code


5PSV125PSV155PSV13

To use dictionaries, spell checks and thesauruses to check spelling and improve knowledge of words.

Establish a culture in the class where children have free access to dictionaries and electronic spell checkers and make use of them, both when exploring the meaning of an unrecognised word and when redrafting a piece of work.

When children have looked up a word, they should record it in their spelling log and try to find other, related words.

Children should also be encouraged to use thesauruses as a matter of routine to enlarge their vocabulary. Thesauruses are also particularly useful during the redrafting phase of writing.

On-going work in grammar

5GPr3 To understand conventions of Standard English.

When they are writing formal English, it is important that children use it accurately. Common errors include:

agreement of pronouns and verbs (in particular with the verb to be e.g. we was; I were);

using adjectives instead of adverbs (e.g. I was real excited); incorrect part of a verb used (e.g. I seen…); double negative (e.g. I didn’t have no…); using them instead of those (e.g. I liked them gloves).

Give opportunities to proof read and correct errors like these.

5GPw6 To establish correct use of pronouns.

Pronouns are vital to ensuring text cohesion and children often find it hard to know when to clarify the pronouns referent. Again, they need practice, including proof reading, so they know how to spot an ambiguous pronoun.


Framework Code


5GPr55GPw15GPw55GPw4

To secure understanding of punctuating and forming complex sentences.

Build on children’s understanding of main and subordinate clauses. Explore the formation and punctuation of complex sentences through:

finding complex sentences in reading, identifying the clauses and discussing the punctuation;

exploring the connectives which can be used in complex sentences; giving children the experience of combining two or three short, simple

sentences into a complex sentence; asking children to separate a complex sentence into two or three short,

simple sentences; identifying main and subordinate clauses in complex sentences; using an increasing range of subordinating connectives; punctuating complex sentences.

Ongoing work in reading

5Rf15Rn85Rn35Wn1

To read widely and know about fiction genres.

To use and evaluate non-fiction books.

Children should now be becoming active readers who read with understanding and enjoyment for a range of purposes. Teach and encourage them to:

develop a knowledge of authors and swap recommendations; develop a knowledge of genre, so that they can begin to identify those they

find most appealing; make use of a variety of non-fiction books in all curricular areas and to

further leisure interests; find out as much as they can about a book (fiction or non-fiction) before they

begin to read it and evaluate the book for writing style, topic and genre, audience, purpose, clarity and organisation before beginning to read it properly;

skim read texts for gist and scan them for specific words and phrases; keep a reading log with comments, observations and predictions during

reading as well as reviews of books read after reading.


Framework Code


Ongoing work in writing

5GPw75Wn85Wp1

To review and redraft writing, including proof reading.

To act as a response partner to evaluate own and others’ writing.

Children should be expected to proof read all of their work before they expect anyone else to read it. Proof reading should include reading the text at least four times to:

check for sense; check for best choice of words and sentence types; check for spelling errors; check for punctuation errors.

Redrafting writing is not about copying it out in neat handwriting, but about improving it. Initially, children need direction so they understand what to improve. This can include:

reference to the success criteria agreed for the piece of work; reference to personal targets; redrafting e.g. the climax of the story to use more senses; or the beginning of

the story to include a hook; or the end of the story to add a twist.

The use of response partners is a valuable aid to children’s development in writing. Response partners are asked to:

read plans, drafts and final drafts and comment constructively (as for proof reading);

listen to oral plans for, and versions of, a piece of writing and comment constructively.


Framework Code


Ongoing work in speaking and listening

4SL6 To adapt the style and pace of reading for the appropriate audience.

As children read aloud in groups, to the class and in performances, help them to understand the need to change the style and volume of their reading to adapt it for the audience they are reading for.

4GPr2 To use punctuation to guide intonation.

As children read aloud, check that they are using punctuation to guide intonation.Talk explicitly about:

the different functions of the punctuation marks; how we respond to the punctuation marks in reading; how the punctuation marks help us as readers to make sense of a sentence.

5SL15SL35SL55SL75SL9

For children to speak confidently and make effective contributions in group and class discussions.

Across the curriculum, when you have class and group discussions, encourage children to:

talk confidently and listen carefully in a range of contexts; describe events and talk with increasing clarity; shape and organise ideas clearly when speaking; ask questions to develop ideas and extend understanding; take different roles and responsibilities within group.



Unit 1A: Stories by significant writersReading and analysing stories by significant children’s writers then planning and writing stories

Context:

This is the first of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 4 weeks.

Texts needed:

Three or four short stories or extracts from longer works by significant children’s writers. Try to include a mixture of classic and modern writers. You will needto have extracts of these stories enlarged for all children to share, or multiple copies.

The video, DVD or taped reading of one of the texts is a useful addition. A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the children, either with the

children simply listening, or with them following in their own copies. A range of books that the children can read with increasing independence.

Outline:

Children will read and discuss a variety of stories, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then they will plan and write a story based on one of the texts you have read and analysed.


Framework Code


Phonics, spelling and Vocabulary / Grammar and Punctuation work for Stage 5 Term 1

5PSV10 To investigate the effect of suffixes and prefixes.

Ask children to list the suffixes and prefixes they are familiar with. Are they aware that, very broadly speaking, suffixes affect the word class of a word and prefixes affect its meaning?

Explore the truth of this statement by exploring, for example: ways of creating opposites by adding a prefix or suffix (most commonly done

with , un (undo), de (destabilise) , dis (disobey) , in (in becomes ir before words beginning with r (irregular); il before words beginning with l (illegal) and im before words beginning with p (impossible)). Some children may recognise that hopeful and hopeless are opposites, but this is an irregular suffix;

ways of turning nouns into adjectives – done mostly with suffixes (e.g. able (comfortable); ful (fearful);

ways of making comparative adjectives – often done with suffixes er and est (e.g. cold, colder, coldest). Ask children to explore other sets of comparatives and superlatives including those which don’t use suffixes (more beautiful, most beautiful) and those of irregular adjectives (e.g. good, better, best).


Framework Code


5PSV16 To collect synonyms and opposites and explore shades of meaning.

Extend the work on comparative and superlative adjectives to include discussion on using adjectives to describe shades of meaning.

Discuss the differences between progressions like: good, better, best with a bit good, quite good, good, very good and extremely good and equivalents like adequate, fair, good, excellent, outstanding. Ask children to make different ladders showing shades of meaning expressed in comparatives and superlatives, modified adjectives and specific adjectives.

Ask them to look out for the different kinds of usages in their reading (and point out that there are some cases where the simple forms are more effective).

When chains of shades of meaning have been made, discuss whether or not they are all synonyms. Or antonyms. Can children find synonyms and antonyms for each of the words in their chain?

Extend their understanding that synonyms are rarely true synonyms, because in different contexts different words may have different meanings. Ask children to consult thesauruses to find how different sets if synonyms can be provided for one word.

5PSV145GPr15GPr4

To know about speech, how to make in interesting and how to punctuate it.

Teach children to understand and recognise the difference between direct and reported speech. Find examples of both in books and discuss why the author chose to use one rather than the other.Revisit punctuation of both direct and reported speech.For both types of speech, teach a wider range of adverbs to describe how someone spoke (e.g. peevishly, waspishly, enthusiastically).Explore different ways of replacing verb + adverb with a more powerful verb.


Framework Code


Stage 5 Term 1 Reading stories by significant children’s writers

5Rf1 To read widely and explore the features of different fiction text types.

Introduce the chosen authors. Find information about the author and his/her life in books and on the internet.

Read a story by the chosen author. Ask children to give their first responses, supported by reference to the text, about:

their reaction to the text. Did they enjoy it? How did it make them feel? particular passages/ events they thought were particularly effective or

interesting. can they begin to explain the features of those parts of the text? the characters they empathised with and were interested in. Why did they

like these characters? whether there is any evidence that the text might have been rooted in the

writer’s experience?

5Rf1 To consider the term ‘significant children’s writers’ and decide whether there is evidence in the story you have read to justify that title.

Read and enjoy the chosen stories.

Introduce the phrase ‘significant children’s writers’. Ask children to provide evidence from the story when they consider issues such as:

the merits of the story you have shared. Do they think it has special features?

comparing stories by one significant writer with another. Can they express preferences?

why an author might be granted the status of ‘significant’. Is it simply to do with how many books they have written, or are there other reasons?

Poll the children to find their ideas of other ‘significant children’s writers’.


Framework Code


5Rf85Rf95Rf11

To consider how characters are presented.

Discuss how we know about the characters. Children should always provide evidence for the responses. They should consider:

the characters’ actions – and other characters’ reactions; how the characters speak as well as what they say; how the characters are described; relationships between the characters.

Throughout their discussions, children should consider how the writer manipulates the readers’ response by looking at how the author wants the reader to respond to the character – are they victims, bullies, heroic? Are they successful?

If possible, compare children’s responses to illustrations or a film/ TV version of the book and consider how the characters are presented there.

5Rf3 To consider openings and structures of the stories.

Reread a story. Remind the children of the work they have done previously in drawing bridges (or story mountains) to represent the shape and structure of a story.

Do children remember the names of the five stages in a conventional story? (introduction, problem or build up, climax or conflict, resolution and conclusion).

Does the story being read have this structure? Some chapter stories have a series of little story mountains in each chapter, as well as a big one for the whole story. Ask children to draw a diagram of the structure.

Consider the opening of the story. Can the children spot any ‘hooks’ which draw the reader in? ‘Hooks’ are events or questions which make the reader sit up and take notice and want to continue reading to find the answer to a problem.


Framework Code


Stage 5 Term 1 Writing a story based on one of the stories read

5SL15SL35SL55Wf25Wf45Wf5

To consider how the addition of a new character would change a story.

Consider one of the stories that has been read. How would the story have been different if, for example:

there were a new character who was even prettier/ cleverer/ more cunning (or whatever the key trait of the main character is) than your main character?

the main character had completely different characteristics from those described by the author?

there were a new character who undermined the main character no-matter what they did?

a playful creature was introduced into the story?

Ask groups of children to consider a variety of different scenarios whereby a new character is introduced into the story or one of the characters is changed. The groups should consider the impact on the story, and prepare a character study of the new character, making careful choices of words and maintaining the viewpoint.

They could then write a new first paragraph for the story, including a hook which introduced the different character.

5Wf15Wf25Wf45Wf55Wn8

To plan to retell a story with a different or new character.

Remind children how to use a paragraph planner to plan their story.Each paragraph on the plan should have:

a heading showing which part of the story the paragraph relates to; notes about the characters and setting; notes about the action in the paragraph; clear links between the paragraphs, sections and chapters.

Limiting the amount of space children are allowed for planning should help to avoid them writing the whole story in their plan.

Ask children to share their plan with a response partner and tell their story aloud, using the plan as a guide. The response partner should make suggestions for improvement. If necessary they can alter their plan.


Framework Code



To write a story from a plan.

Once children have planned their story, ask them to write the first draft. Give them the shared success criteria for the story. For example:

that the story should be based on one you have read but with a different or new character;

that the beginning of the story should include a hook to draw the readers in and also introduce the new character;

that the children need to show how the new character’s inclusion changes the story;

that they should make careful choices of words and phrases in their description.

5PSV55GPw75Wp15Wn8

To edit and redraft the story, improving the selection of vocabulary and checking spelling and punctuation.

Once children have written their first draft, ask them to do the writer’s mumble and read the story aloud several times to:

check that it meets the success criteria; check that the story makes sense and that events follow each other logically; look at the choice of words. Try to improve the quality of the verbs and the

choice of nouns; check the punctuation; check the spelling.



Unit 1B: Non-chronological reports and explanatory textsReading and analysing non-chronological reports and explanatory texts then planning and writing one

Context:

This is the second of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 4 weeks.

Texts needed:

A range of non-chronological reports and explanations that are related to a cross curricular subject you are studying. You will need multiple copies or photocopies of extracts from some of the reports for shared work.

A video or DVD is also useful to give children the experience of listening to a non-chronological report text (most documentary programmes fit thisdescription).

A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the children, either with thechildren simply listening, or with them following in their own copies.

A range of books that the children can read with increasing independence.

Outline:

Children will read and discuss a variety of texts, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then they will plan and write their own text based on one of the texts you have read and analysed.


Framework Code


Phonics Spelling and Vocabulary / Grammar and Punctuation work for Stage 5 Term 1


Ask children to list the suffixes and prefixes they are familiar with. Are they aware that, very broadly speaking, suffixes affect the word class of a word and prefixes affect its meaning?

Explore the truth of this statement by exploring, for example: ways of creating opposites by adding a prefix or suffix (most commonly done

with , un (undo), de (destabilise) , dis (disobey) , in (in becomes ir before words beginning with r (irregular); il before words beginning with l (illegal) and im before words beginning with p (impossible)). Some children may recognise that hopeful and hopeless are opposites, but this is an irregular suffix;

ways of turning nouns into adjectives – done mostly with suffixes (e.g. able (comfortable); ful (fearful);

ways of making comparative adjectives – often done with suffixes er and est (e.g. cold, colder, coldest). Ask children to explore other sets of comparatives and superlatives including those which don’t use suffixes (more beautiful, most beautiful) and those of irregular adjectives (e.g. good, better, best).


Framework Code


5PSV16 To collect synonyms and opposites and explore shades of meaning.

Extend the work on comparative and superlative adjectives to include discussion on using adjectives to describe shades of meaning.

Discuss the differences between progressions like: good, better, best with a bit good, quite good, good, very good and extremely good and equivalents for example: adequate, fair, good, excellent, outstanding. Ask children to make different ladders showing shades of meaning expressed in comparatives and superlatives, modified adjectives and specific adjectives.

Ask them to look out for the different kinds of usages in their reading (and point out that there are some cases where the simple forms are more effective).

When chains of shades of meaning have been made, discuss whether or not they are all synonyms. Or antonyms. Can children find synonyms and antonyms for each of the words in their chain?

Extend their understanding that synonyms are rarely true synonyms, because in different contexts different words may have different meanings. Ask children to consult thesauruses to find how different sets if synonyms can be provided for one word.

5PSV145GPr15GPr4

Know about speech, how to make in interesting and how to punctuate it.

Teach children to understand and recognise the difference between direct and reported speech. Find examples of both in books and discuss why the author chose to use one rather than the other.Revisit punctuation of both direct and reported speech.For both types of speech, teach a wider range of adverbs to describe how someone spoke (e.g. peevishly, waspishly, enthusiastically).

Explore different ways of replacing verb + adverb with a more powerful verb.


Framework Code


Stage 5 Term 1 Reading non-chronological reports and explanations

5Rn2 To locate information in a variety of texts.

Ask children to list the organisational devices they remember that they can use to locate information. They should try to rank the devices to show the order in which they are used. The list should include:

book title contents page index headings sub-headings.

It could go on to include visuals like captions, maps, charts etc.

Ask children to explain the order they selected and to find information in a book, checking that this is indeed the order in which they use these features.

5Rn15Rn2

To locate information in a variety of texts and use it to build on what is already known.

Remind children how to draw and use a KWWL grid. This is a grid with four columns. In the first you record what you Know about a subject; in the second you record What you would like to find out; in the third you write Where you will search for the information and in the fourth you record what you Learned.

Ask children to suggest research questions they could address using a grid such as this.

Give pairs of children the opportunity to do their own research to find answers to their own questions using a variety of sources.

This could include non-book sources (including video images and e-texts).

See stage 4 unit 1B.


Framework Code


5Rn45Wn6

To make notes, including abbreviations.

To extract and link key ideas.

Introduce children to the idea of making notes in a diagrammatic form (similar to a mind map) to link ideas even at the note taking stage.

Given a research question, ask children to take notes using a diagram and showing how ideas link. (If possible, make notes from books and non-book sources).

Model using simple abbreviations in note making. Stress the fact that the writer will need to understand the notes when they reread them, so the abbreviations should be clear and useful.

Check that the children’s notes: include key words and phrases as well as the main ideas; show ways in which ideas can be linked; are written in note form (no sentences; no punctuation).


Framework Code


5Rn85Rn7

To revise the features of non-chronological reports and explanatory texts.

Use a text that includes both report and explanation.

Ask children to reread a paragraph of text. Agree a list of language features of report texts (this should be revision from Stage 3) including:

being written in the present tense, unless it’s a historical report; being written in a slightly formal style, not a chatty style; being written in full sentences with few questions (except as headings or

sub-headings); having topic sentences to introduce the topic for the paragraph.

Compare this to the language of an explanatory text. Children will find that it is often very similar. However, explanations usually have more cause and effect connectives (so, because) and time connectives (later, meanwhile).

Ask children to read complete non-chronological and explanatory texts and compare differences in structure. They should find that:

the purpose of a non-chronological report is to describe how things are. In non-chronological report texts, you should be able to read any section of the text in any order. There is usually some logic in the order the writer chooses to present the facts, but the text should still work if they are presented in a different order;

the purpose of an explanatory text if to explain how something works. The text usually has an introduction which is then followed by a series of logical steps explaining the process. The order of the events is important.

5Rn8 To confirm the function of paragraphs in non-chronological reports.

Revisit the use of paragraphs in report texts. Let children read a page from a report text and consider the paragraphs.How do paragraphs help to structure and organise ideas?How are paragraphs in non-fiction texts used differently from those in fiction texts?


Framework Code


Stage 5 Term 1 Writing non-chronological reports and explanations

5Wn45Wn7

To plan to write a non-chronological report text.

Children will need a diagrammatic plan showing the notes they have taken about a subject which they are going to describe.

Model showing them how to use their notes to plan paragraphs. If they have already grouped together key ideas, then they have mainly achieved this objective already.Check that all of the children have got enough information on their plans to write their texts.Ask them to number the paragraphs to show the order they plan to write in.

Discuss the difference between research and plagiarism. For research purposes, you can make notes containing key words and ideas. When you write your report, you can use these key words and phrases, but you can’t copy sentences and paragraphs from the book without acknowledging the source and putting the sentences in inverted commas. Copying someone else’s words is plagiarism and therefore unacceptable. Children should write their reports ‘in their own words’, combining ideas and key words from several different sources.

5Wn4 To plan to write an explanation.

Explanations should be planned on flowcharts that they can show the sequence of events.

The explanatory text should be linked to something you have done (e.g. in science or technology) or to something you have studied (e.g. in geography or science). Children will need a good knowledge of the subject and the processes involved.

Model planning an explanation using a flowchart.Remind children of the key connectives to show time and cause and effect. These can be included on the flowchart.On their plans, children can record ideas in note form, including abbreviations where appropriate.


Framework Code


5SL35SL5

To talk through the plans prior to writing.

Let children wok with a response partner to talk through their plans. As much as possible, they should use words and phrases they plan to use when they writer. Response partners can give feedback and verify that the planned text makes sense.

5Wn65Wn75Wn4

To write a text from a plan.

Once children have planned their text, ask them to write the first draft. Give them the success criteria for the text. For example:

the text should follow the language and structural conventions you have discussed;

the text should contain key words and ideas from research sources, but should be written in the children’s ‘own words’;

the language should be slightly formal, but the choice of words needs to be precise;

the text should have a clear introduction at the beginning and a concluding paragraph at the end.

5PSV55GPw75Wp15Wn8


Once children have written their first draft, ask them to do the writer’s mumble and read the text aloud several times to:

check that it meets the success criteria; check that it makes sense, it is well structured and that nothing in the plan

has been left out; check the punctuation.; check the spelling.

5SL8 To report back to a group using notes to present findings about a topic.

Once children have written their texts, divide the class into groups (preferably those who have written about slightly different aspects of a topic) and ask each member to give a brief oral report to the group using the notes they used for their written text.



Unit 1C: Poems by significant children’s writers and playsReading and analysing poems by significant children’s writers and plays

Context:

This is the third of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 2 -3 weeks.

Texts needed:

Poetry anthologies with poems by significant children’s writers. Try to include a mixture of classic and modern writers. You will need to have some of thepoems enlarged for all children to share, or multiple copies.

Playscripts that the children can read, enjoy and perform. A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the children, either with the


Outline:

Children will read and discuss a variety of poems and plays, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then they will plan and write a story based on one of the texts you have read and analysed.


Framework Code


Stage 5, Term 1: Reading poems-including concrete poems – and plays

5Rf13 To read and enjoy poetry.

Let children browse through poems with given forms. Work in groups with the children and discuss:

likes and dislikes – did you like/ dislike the poem? Why? Were there certain words or phrases that you liked/ disliked?

effects – what effect does the poem have on you, the reader? pictures – does the poem paint a picture in your mind? How? patterns – look for patterns of rhyme, rhythm, alliteration, lines, verse

structure; words – which words and phrases were particularly effective? Why? interesting things – what else would you like to say about the poem?

For individual poems, ask questions and have discussions about different topics, but this list includes many of the issues it is interesting to discuss with poetry.

Bring some of the poems discussed by groups back to the whole class for a wider ranging discussion and to model good discussion for groups where they didn’t happen.

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To find out more about poets and share the information.

Select some ‘significant poets’, including both modern poets and some of the classical poets and challenge children to find out more about them. This can include research in non-fiction books, reference books and on the internet.Children should make notes to record what they find out. They can then share the information with the rest of the class.


Framework Code


5Rf13 To identify what is distinctive about a particular poet.

Ask children to research the poetry of the poets that they have investigated. This should include the children reading extensively and collecting information about:

themes – are there particular themes the poet likes to write about? form – does the poet use the same form all the time (e.g. rhyme and rhythm,

blank verse, free verse, sonnet form, haiku, limerick etc)? style – what is the poet’s style? Is it consistent? What changes? personal reaction – would the children recommend this poet to others? Why?

Ask them to give evidence in their responses.

Let children share their research, including reading some ‘typical’ poems.

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To develop the language to describe the poems.

Extend the children’s vocabulary to discuss sounds in poetry. Find examples of: full rhyme; half rhyme (this can include spelling rhymes e.g. again, rain as well as words

which nearly rhyme (e.g. cat, cap); internal rhyme (where a word half way through the line rhymes with a word at

the end of the same line); assonance (the same vowel sounds are in a sequence of words e.g. I heard

of a pearl which burned);Look also at word play and check that the children are familiar with words like:

pun; ambiguity; homophone, homograph, and homonym.


Framework Code


5Rf1 To read and enjoy playscripts.

Let groups of children choose a playscript that they can read and would like to perform. Remind children of the conventions of reading plays so they know how to distinguish:

dialogue; stage directions; acts and scenes.

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To begin to plan to perform a play.

Once children are familiar with the playscripts, ask them to begin to plan for a performance. The performance doesn’t need to be a full costume drama, although you may want the children to consider props they might need.

Model how to annotate the playscript with the additional stage directions needed to perform the play.Give children the chance to perform the play to a small audience.

Stage 5 Term 1 Writing poems based on those that have been read and writing production notes to guide performance in a playscript

5Wp1 To write a poem based on the poems of significant poets.

Reread one of the poems that has been previously read and discussed. Ask children what they recall of:

its theme; its structure (verses, rhyme and rhythm); its vocabulary.

In shared writing, write a new poem which is closely linked to one of those studied. It should have the same theme and a similar structure.

Ask children to decide whether they want to write a poem that: is based on one they have read; uses an existing one as a model; is an additional verse to an existing poem.

Let children try their own poems, but remind them that poems need to be drafted, redrafted and polished many times before they are ‘finished’.Let children reread the poems, particularly those with the form and style they chose to write in and ask children to jot down the key features of the form they are writing in.Children can then work in pairs, or alone, to draft the poem.


Framework Code


5Wf7 To write a playscript including production notes.

Once children have read (and possibly performed) their play, ask them to plan and write an extra scene.

The scene should: include character(s) and reference(s) to events from the original play; include the main features of a playscript; include an event which is related to the play.

Once the children have drafted their play, ask them to plan to perform it and to include production notes to aid their performance.

While they are rehearsing the play, the children should amend and revise their playscript.



Unit 2A: Reading and analysing traditional stories, myths, legends and fablesReading and analysing traditional stories, including myths, legends and fables then planning and writing stories

Context:

This is the fourth of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 4 weeks.

Texts needed:

A range of traditional tales including myths, legends and fables from around the world – including the part of the world you are living in. Try to include amixture of classic and modern versions, straight retellings and those with a twist. You will need to have extracts of these stories enlarged for all children toshare, or multiple copies.



Outline:

Children will read and discuss a variety of stories, first enjoying the texts as readers and then reading as writers and analysing features of the text. Then they will plan and write a story based on one of the texts you have read and analysed.


Framework Code




Continue to explore the effects on spelling and meaning of adding suffixes and prefixes to base words.

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Continue to develop work on different ways of writing speech and their appropriate punctuation.

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To find out more about idioms, metaphors and figures of speech and to make effective use of them in reading and writing.

Ask children to find out the meaning of the following metalanguage: idiom (an expression which is not meant literally and whose meaning

cannot be deduced from knowledge of the individual words, e.g. to let the cat out of the bag; to look under the weather; the name rings a bell);

metaphor (when the writer writes about something as if it really were something else e.g. he is an ass! In his fury he became a bull and charged at the other boy);

simile (when the writer creates an image in the reader’s mind by comparing a subject to something else, e.g. he was as happy as a lark and as cunning as a fox);

figure of speech (where a word or words are used to create an effect, but where they do not have their original or literal meaning, e.g. I’m starving = very hungry).

Once children know what each of these are, look out for them in reading and discuss why the author chose to use each; discuss how the author uses language to increase the impact on the

reader; evaluate the effectiveness and impact. What alternative words and phrases

could the author have used?

What inferential information can the reader use to understand the text better when the writer includes one of these language types?


Framework Code


Stage 5 Term 2 Reading myths, legends and fables

5Rf10 Read and identify characteristics of myths, legends and fables.

What do children know about myths, legends and fables? Key differences include: myths are stories whose main aim is to explain why something happens,

e.g. Why the sun rises in the east; why the giraffe has a long neck. They can include amazing creatures that sometimes talk. Many ancient cultures have myths which have been passed down in the oral tradition;

legends are stories about heroes. They are usually believed to have some basis in historical fact (e.g. the Arthurian legends; many of the legends from Ancient cultures). Legends have also been passed down from generation to generation through the oral culture;

fables are stories with morals. They often have talking creatures in them. Aesop’s fables are the best known.

5Rf10 To consider structural characteristics of myths, legends and fables.

Whilst reading a variety of these tales, ask children to contribute to a class list of common characteristics of them.These are narratives and have the characteristic shape of most narratives. Discuss the following distinctive features:

in these tales, the importance is in the action, not the character or setting, so they usually include ‘stock’ characters and settings. Stock characters include: princesses, who are always good and pure; wolves, who are always evil; foxes, who are cunning; princes and heroes, who are brave; dragons, which are wicked. Stock settings include: islands, woods, castles, deserts. (The use of stock characters and settings makes these stories easier to parody and to move from one setting to another).

we often know little more about the characters than that they are clever, poor, kind and generous, stupid, greedy… Whatever the characteristic we know about is, that is usually the pivot of the story. Names are simple and common and not always given.

common themes run through many of the stories and these can involve opposition, e.g. good verses evil, rich versus poor, generous versus selfish; and transformation, e.g. rags to riches, proud to humble, greedy to generous.

the rule of three is common. There may be three people, three tasks, three events, three wishes. Many things happen in threes.


Framework Code


5Rf10 To consider structural characteristics of myths, legends and fables.

Make another chart to which the children can add observations.The tales are narratives and have the usual language characteristics of narratives (e.g. past tense, dialogue, powerful verbs). Other features include:

traditional openings (Once upon a time; When the world was young; In the Dreamtime…);

connectives that signal time (e.g. early the next morning; later that same morning; once that was done);

language to create images in the reader’s mind including simile, metaphor, idiom and figures of speech;

rhetorical questions and asides which address and engage the reader (e.g. How do you think he felt then? But was he furious?);

some use of repetitive sentences (He tried once; he tried a second time and on the third try…);

that they have the rhythms of speech. Always read a modern equivalent aloud to check that it sounds right and has a good rhythm. Remember, these tales have come to us through the oral tradition.

Stage 5 Term 2 Writing a modern myth, legend or fable

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To plan features of a new version of a myth, legend or fable, making strong choices of vocabulary and using figurative language to enhance meaning.

Revisit the key characteristics of the genre (choose one) the children are to write. Discuss the fact that ‘your own version’ can include:

a retelling; a new story based closely on the original but in a different setting, with

different characters etc; a parody of the original, where there is a modern twist to one of the

characters, the setting or the outcome of the story. This is harder to achieve successfully. If children want to try this, read models of these stories.

Ask children to use a story bridge or a story mountain to plot the original story that they plan to based their version on. They can then use a different colour to show what they plan to change (if anything) and to explore the implications of that change. Remind them of the work they did last term in changing character – it can have a significant impact on the plot development.


Framework Code



To plan to retell a story with a different or new character.

Remind children how to use a paragraph planner to plan their story.Each paragraph on the plan should have:

notes about the action in the paragraph; some words and phrases which will enhance the retelling, including ideas for

figurative language; connectives to show clear links between the paragraphs, sections and

chapters.




Once children have planned their story, ask them to write the first draft. Give them the success criteria for the story. For example:

that the new story should have the features of a fable, myth or legend; that they should use stock settings and characters – even if they are not the

same as the original story; that they should make careful choices of words and phrases in their

description, particularly for words describing action and feelings; that they should use figurative language to enhance the impact on the

reader.

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Unit 2B: RecountsReading, analysing and writing recounts

Context:

This is the fifth of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 4 weeks.

Texts needed:

Recounts can include both autobiographical and biographical and are found in, for examples, novels, shorter books, diaries and letters. There are also oftenrecount texts in newspapers. Try to include both in the selection you share. You will need to have extracts of these texts enlarged for all children to share, ormultiple copies.

Radio and TV also offer opportunities to hear recounts as people discuss and relive their own experiences and adventures. It is useful for children to be ableto compare their experience of written texts with heard texts.



Outline:

Children will read and discuss a variety of recounts, first finding information and enjoying them as readers, then reading as writers and analysing features of the text. Then they will plan and write recounts based on those you have read and analysed.


Framework Code




Continue to explore the effects on spelling and meaning of adding suffixes and prefixes to base words.

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Continue to develop work on different ways of writing speech and their appropriate punctuation.

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Ask children to find out the meaning of the following metalanguage: idiom (an expression which is not meant literally and whose meaning

cannot be deduced from knowledge of the individual words, e.g. to let the cat out of the bag; to look under the weather; the name rings a bell);

metaphor (when the writer writes about something as if it really were something else e.g. he is an ass! In his fury he became a bull and charged at the other boy);

simile (when the writer creates an image in the reader’s mind by comparing a subject to something else, e.g. he was as happy as a lark and as cunning as a fox);

figure of speech (where a word or words are used to create an effect, but where they do not have their original or literal meaning, e.g. I’m starving = very hungry).

Once children know what each of these are, look out for them in reading and discuss why the author chose to use each; discuss how the author uses language to increase the impact on the

reader; evaluate the effectiveness and impact. What alternative words and phrases

could the author have used?

What inferential information can the reader use to understand the text better when the writer includes one of these language types?


Framework Code


Stage 5 Term 2 Reading recounts

5Rf1 To read different kinds of recount text.

Ask children what kinds of personal writing they do when they record their own experiences and ideas. For example, do they write:

diaries; thank you letters; letters to friends or pen-pals; emails to friends and family.

Discuss why people write about their own experiences. What kinds of things do they usually write about?

Let different groups of children read a variety of different kinds of recount texts including letters, diaries, biographies, autobiographies, obituaries and recount newspaper articles.

Ask the children first to think about their responses to the recounts: did they enjoy them? Why? what did they feel about reading about someone else’s life? Is it

interesting? Why? are there extracts which the children find particularly appealing? What are

they? Ask children to read them aloud and explain the particular appeal.


Framework Code


5Rn6 To explore the features of texts that recount events.

Once children have read a variety of different recount texts, ask them to consider the features that they share. These should include:

that the purpose is to tell about the life, or an event in the life, of one person;

that the texts are chronological – they report events in the order in which they happened so have time connectives, e.g. afterwards, meanwhile, next day;

that they usually begin with a scene setting opening and end with a reorientation statement;

that they are always written in the past tense – the events have already happened;

that they are often like narratives, they are telling the story of one person’s life.

Which key differences between different kinds of recount texts can the children find? Some are first person (with pronouns I and we); others are third person (he or she). First person narratives can give the thoughts and feelings of the person.Third person narratives usually concentrate more on the actions of the person and on other people’s reactions to them.

Introduce the words biography, autobiography and help children to do an analysis of the words bio = life, -graphy = writing about; auto = by oneself.

5Rf1 To read and listen to more recounts to verify the features.

Give children more opportunities to read, watch and listen to recount texts so that they become immersed in the language and purposes of them.


Framework Code


Stage 5 Term 2 Writing a recount

5Wf1 To plan a recount. Children should have opportunities to write different kinds of short recount texts so that that they fully appreciate both the similarities and differences in recount texts. These should include:

an autobiographical piece; a biographical piece (preferably about someone else in the school, family

or neighbourhood who is prepared to be interviewed); an example of a letter they might send to a pen-pal.

Whichever kind of recount text children are writing, they should plan it on a flowchart. The planning sheet could include boxes which ask the questions: who, when, where, what, why?

Revisit the key features of the text type.Model writing a planning flowchart, based on a text you have shared.Make notes based on what you know or have found out.Include connectives of time in the planning.

Remind children that recounts are also linked with narratives and should therefore:

be livened up with detail – which can often be expressed using figurative language;

be about a specific incident that will amuse or interest others; include a commentary of thoughts, reactions and feelings as well as

actions.

Explore the internet for sites which link children up in safe environments e.g. http://www.kidlink.org/english/general/overview.htmlor http://www.ks-connection.org/ and encourage children to find pen-pals.

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To orally recount the events and to listen and respond.

Before children write their recount texts, ask them to use their planning notes to tell the recount to a response partner. This kind of conversation is familiar to most children through their daily anecdotes and chats. However, on this occasion, encourage them to use the more formal language of a written recount.

The response partner should comment on whether or not the recount makes sense, as well as on detail of language and features.


http://www.ks-connection.org/

http://www.ks-connection.org/

http://www.kidlink.org/english/general/overview.html

http://www.kidlink.org/english/general/overview.html

Framework Code


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To write a recount from a plan.

Once children have planned their recount, ask them to write the first draft. Give them the success criteria, for example:

that the recount should include the text type features discussed before; that they should make careful choices of words and phrases in their

description, particularly for words describing action and feelings; that they should use figurative language to enhance the impact on the

reader.

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To edit and redraft the recount, improving the selection of vocabulary and checking spelling and punctuation.


check that it meets the success criteria; check that it makes sense and that events follow each other logically; look at the choice of words. Try to improve the quality of the verbs and

the choice of nouns; check the punctuation; check the spelling.

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To orally recount an anecdote.

To remember key features of the talk.

When the children have written personal recounts, ask them to work in groups. Each child in turn should use their plan to tell the anecdote they chose to write about.

The other should listen, recall the main features of the anecdote and ask questions about it.



Unit 2C: Narrative poetryReading and discussing narrative poetry

Context:

This is the sixth of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 2 weeks.

Texts needed:

Poetry anthologies including narrative poems. Try to include a mixture of classic and modern writers. You will need to have some of the poems enlarged for allchildren to share, or multiple copies.



Outline:

Children will read and discuss a variety of narrative poems first enjoying the texts as readers and then performing a poem.


Framework Code


Stage 5 Term 2 Reading narrative poems


Let children browse through a range of narrative poems. Work in groups with the children and discuss:



structure; words – which words and phrases were particularly effective? Why? interesting things – what else would you like to say about the poem?

For individual poems, ask questions and have discussions about different topics, but this list includes many of the issues it is interesting to discuss with poetry.



Framework Code


5Rf12 To discuss the form of narrative poems.

Once all children have read a range of narrative poems, discuss what they have in common – they all tell a story.What other kinds of poetry can the children think of? For example:

poems which describe people, things, places, seasons; love poems; funny poems.

Discuss the fact that narrative poems can vary from the short and simple (e.g. nursery rhymes like Humpty Dumpty, Little Bo Peep, Jack and Jill) to the more complex poems like The Ancient Mariner and The Charge of the Light Brigade.

Tell the children that narrative poems are some of the oldest poems in many cultures. Beowulf is a narrative poem from Anglo Saxon times; The Canterbury Tales and ballads are from medieval times.

Try to find narrative poems from different times and cultures. Explore what they have in common and how the time and culture impact on them.

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To understand the language and features of a poem.

Let groups of children choose a narrative poem to perform. Before they can perform it, they will need to understand:

its form; its structure; its patterns of rhythm and rhyme; any use of imagery and figurative language; what all the words, phrases, sentences and verses mean.

Support them while they work to understand their poem – without a good understanding, the performance will be meaningless.

Model reading the poem aloud so that it becomes more than a chant. They need to read for the sense of the poem.


Framework Code


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To prepare to perform a poem.

Once they have understood the language of the poem, children will need to decide: how they are going to perform it (as a puppet show, a play, a mime or a

recitation); how they are going to divide out the reading (e.g. by simple proportion, by

allocating different voice to different characters); how they will read choruses.

Encourage children to make production notes on their scripts to remind them what they have to do and how to do it.

Children will need time to rehearse their performance.

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To develop confidence in performing.

Let children perform their chosen poem in front of an audience. Evaluate: how well they read the poem. Do they show a good understanding of the

meaning through their reading? how well they have planned and rehearsed the poem. how slick their performance is.



Unit 3A: Stories from different culturesReading, analysing and writing stories from a variety of different cultures

Context:

This is the seventh of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 4 weeks.

Texts needed:

A range of stories set in different cultures. You may wish to choose some longer and more challenging texts for your shared work, though you should alsohave some shorter and more accessible stories your group and independent work. You will need to have extracts of your main text enlarged for all children toshare, or multiple copies.



Outline:

Children will read and discuss either a short novel or a variety of stories, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then they will plan and write a story based on one of the texts you have read and analysed.


Framework Code



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Continue the work on figurative language including simile and metaphor as well as idioms and figures of speech. Remind children always that the aim of using these language features is to help the readers to ‘make pictures’ in their heads.

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To spell and make correct use of possessive pronouns.

To revise grammatical homophones.

To use the apostrophe for both possession and contraction.

Revisit the work done last year on pronouns. Can children remember what the function of the pronoun is? (It replaces a noun phrase to avoid it being used too often).

Introduce the class of possessive pronouns which not only replace the noun phrase, but also tell you who something belongs to.

Write sentences like these: There is Ben and Aisha’s book. Is this your book? I think this is my book.

Ask the children which pronouns they could use to replace the underlined noun phrase (their, yours, mine).

Look out for these possessive noun phrases in reading and begin to make a collection of them. Stress the fact that although they show possession, possessive pronouns never have an apostrophe.

Discuss the difference between its (possessive pronoun) and it’s (contraction of it is). Ask children to think of ways of distinguishing them (e.g. to always try to convert them into it is. If the sentence loses meaning then there shouldn’t be an apostrophe!)


Framework Code


5GPr2 To identify prepositions and use the term.

Introduce the word ‘preposition’. Explain that there are three main classes of prepositions:

place : e.g. in, above, beyond; time : e.g. later, at, during; direction : to, over, under.

There are also some other prepositions which don’t fit into these classes like with, by, of.

Prepositions which are followed by a noun phrase are prepositional phrases. For example:

in my bedroom; under the bridge; beyond the hills; later that day; At dinnertime; during the film; to the forest, over the page, above the clouds.

Children may notice that many of these prepositional phrases are also used as adverbials. (Remind them that adverbials describe place, time and manner, so the overlap is considerable).

Once children are familiar with the idea of prepositional phrases, they should look for them in their reading and notice how they are used and when they occur. They will observe that a great many paragraphs begin with a prepositional phrase.


Framework Code


Stage 5 Term 3 Reading novels and stories from a variety of cultures

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To read stories from around the world and consider the way that characters are presented.

Read and enjoy a variety of stories and ask children to give their first responses, supported by reference to the text, about:

their reaction to the text. Did they enjoy it? How did it make them feel? particular passages/ events they thought were particularly effective or

interesting. Can they begin to explain the features of those parts of the text? the characters they empathised with and were interested in. Why did they

like these characters?

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To read stories from around the world and consider the point of view from which the story is told and the way that characters are presented.

Ask children which of the characters in a story is the ‘point of view’ character (i.e. the one from whose point of view the story is told). This is also referred to as the narrator’s (or narrative) perspective. In most books, this is the main character. Reread one of the stories while the children consider who the point of view character is. What is the evidence they have? This might include that it’s the character:

whose thoughts and opinions we know most about; who’s always presented in a good light and whose motives we know and

understand; who is the first to be mentioned in the story.

Sometimes, the author only tells us about the events that happen when that character is present.

Once you have identified the point of view character, look again at the other characters in the story.

How are they presented?What do we know of their thoughts and opinions?Might they have a different perspective form the main character?


Framework Code


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To consider what the beginning of the story tells us about the setting and the characters.

Reread a story and consider the information given in the opening.

Since it’s a story set in a culture, how soon into the story are there clues so that we can identify the culture? What kind of clues are we given?When are the characters introduced? How soon in the story do we know who the point of view character is likely to be?What kind of information are we given about the characters?

Discuss why all of this information is necessary towards the beginning of a short story. How would the reading experience be different if we didn’t know any of it?

It has been mentioned before about the author’s hook to draw people into being interested in continuing to read the story. What hook does the author of the story that you are reading use?


Framework Code


Stage 5 Term 3 Writing a story with a strong point of view character

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To plan an alternative version of a story you have read with a different point of view character.

Tell the children that they are going to retell a story changing the point of view character and considering how this would impact on the story. Unlike the story they write in the first term, this is not changing any of the characters in the story, just telling the same story from a different point of view.

If children have difficulty with this idea, ask them to think of an easy story like Jack and the Beanstalk.

How did the giant feel when this boy stole his belongings? Why did the giant feel it was OK to want to ‘grind his bones to make my

bread? Was the end of the story a fair ending to the poor giant who had simply

chased a thief off his land?

Ask children to use a story bridge or a story mountain to plot the original story that they plan to base their version on. They can then use a different colour to show what they plan to change in the story structure (if anything – remember this is the same story) and to consider how changing the point of view character will change the way that events are viewed.

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To plan to retell a story with a different point of view character.

Remind children how to use a paragraph planner to plan their story.

Each paragraph on the plan should have: notes about the action in the paragraph; some words and phrases which will enhance the retelling, including ideas for

figurative language; connectives to show clear links between the paragraphs, sections and

chapters.



Framework Code




Once children have planned their story, ask them to write the first draft. Give them the success criteria for the story. For example:

that they should retell a story, changing only the point of view character. All of the actions in the original story should have the same results;

that the story needs to have a strong beginning with a ‘story hook’ and which introduces the characters and settings;

that they should make careful choices of words and phrases in their description, particularly for words describing action and feelings;

that they should use figurative language to enhance the impact on the reader.

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Unit 3B: Persuasive writingReading and analysing samples of persuasive writing then writing a persuasive letter and commentary

Context:

This is the eighth of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 4 weeks.

Texts needed:

A range of persuasive texts. These could include: advertisements, brochures for days out and holidays, letters to local newspapers, political documents either local or national. The unit The Butterfly and Falconry Park in the Classroom Activities book is a persuasive text. You will need to have extracts of someof the texts enlarged for all children to share, or multiple copies.

Access to the internet and to TV adverts will also support this work. Some TV programmes, e.g. consumer affairs and investigative journalism can also begood examples of persuasive texts.



Outline:

Children will read and discuss a variety of persuasive texts, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then they will plan and write persuasive texts based on those you have read and analysed.


Framework Code



5PSV195Rf55Rf6


Continue the work on figurative language including simile and metaphor as well as idioms and figures of speech. Remind children always that the aim of using these language features is to help the readers to ‘make pictures’ in their heads.

5PSV35PSV115GPw2

To spell and make correct use of possessive pronouns.

To revise grammatical homophones.

To use the apostrophe for both possession and contraction.

Revisit the work done last year on pronouns. Can children remember what the function of the pronoun is? (It replaces a noun phrase to avoid it being used too often).

Introduce the class of possessive pronouns which not only replace the noun phrase, but also tell you who something belongs to.Write sentences like these:

There is Ben and Aisha’s book. Is this your book? I think this is my book.

Ask the children which pronouns they could use to replace the underlined noun phrase (their, yours, mine).

Look out for these possessive noun phrases in reading and begin to make a collection of them. Stress the fact that although they show possession, possessive pronouns never have an apostrophe.

Discuss the difference between its (possessive pronoun) and it’s (contraction of it is). Ask children to think of ways of distinguishing them (e.g. to always try to convert them into it is. If the sentence loses meaning then there shouldn’t be an apostrophe!)


Framework Code


5GPr2 To identify prepositions and use the term.

Introduce the word ‘preposition’. Explain that there are three main classes of prepositions:

place : e.g. in, above, beyond; time : e.g. later, at, during; direction : e.g. to, over, under.

There are also some other prepositions which don’t fit into these classes like with, by, of.Prepositions which are followed by a noun phrase are prepositional phrases. For example:

in my bedroom; under the bridge; beyond the hills; later that day; At dinnertime; during the film; to the forest, over the page, above the clouds.

Children may notice that many of these prepositional phrases are also used as adverbials. (Remind them that adverbials describe place, time and manner, so the overlap is considerable).

Once children are familiar with the idea of prepositional phrases, they should look for them in their reading and notice how they are used and when they occur. They will observe that a great many paragraphs begin with a prepositional phrase.

Stage 5 Term 3 Reading persuasive texts

5SL15SL25SL11

To orally persuade someone to do something.

Use role play to explore the language and features of persuasive texts. Prepare a set of role play scenarios (e.g. try to persuade your friend to come to the cinema with you; to do something they shouldn’t do; to lie for you; to spend their money on something they don’t want to spend it on…). In each group, two children should perform the role play – one who is persuading and one who is reluctant to be persuaded) – while the others consider the features of talk used. (Both children who are performing the role play will need time to prepare their arguments, so that it’s not simply an Í don’t want to – Oh please discussion, but with reasoned ideas and explanations on both sides.)

Make a list of the combined features that the children observed.


Framework Code


5Rn5 To note the persuasive devices, words and phrases used in print and other media.

Evaluate adverts in newspaper, comics, magazines and on TV. Ask children to make notes on the persuasive devices in each advert and to evaluate the impact of the advert. Features the children can consider include:

use of colour, size, shape and print to make an impact visually; use of sound and story to make an impact aurally and visually; use of brands, logos, slogans and jingles; information given. Is it mostly words and phrases or sentences? What

kinds of sentences are used? the choice of vocabulary including the use of new words; the intended audience.

Let children share their responses and evaluations to begin to build up a class list and compare them to the features of the oral texts.Explore how the different features have been used to good effect.

5Rn5 To note the persuasive devices, words and phrases used in print and other media.

Look at brochures advertising holidays and days out – e.g. The Butterfly and Falconry Park.Again, ask the children to consider how they are persuasive and to evaluate their impact and effectiveness. Features children may come across in these media include:

the use of opinion (an ideal birthday present); the use of imperative (command) verbs (step, visit, please telephone); the use of first person pronouns (mostly we) or second person pronouns

(you); the use of evaluative adjectives and encouraging adverbs (excellent, ideal,

extensive, leisurely, delightfully); the use of exaggerated claims (a wealth of topical flowers); information given in short chunks.

Again, ask children to contribute their lists of features to the one you are developing as a class.

Pause once the list is complete and consider the purpose of each of these different features and how it can be used effectively.


Framework Code


5Rn55SL11

To note the persuasive devices, words and phrases used in print and other media.

Introduce letters and persuasive texts which acknowledge that there is another point of view. Discuss:

how the text is structured: are all opinions for the case put forward first, followed by those against it, or are they intermingled?

how ideas against the proposal are rubbished (look for phrases like Although some misguided people think…);

the use of rhetorical devices (e.g. How can anyone argue against this case?);

the use of connectives to sequence the ideas in the argument. Look out for the connectives which are particularly associated with persuasive texts like furthermore, nevertheless, moreover… as well as other linking adverbials.

Look carefully at each of these features and evaluate how effectively they have been used.

5Rn9 To compare writing that informs and persuades.

Let children compare the persuasive letters with extracts about the topic from report or explanatory texts. Ask children to identify differences between them.

Stage 5 Term 3 Writing a variety of persuasive texts

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To plan a persuasive text advertising a place, event or holiday. This could include advertising the place that you are living.

Revisit the features of advertising texts and brochures.Discuss the best way of planning them: is it a diagram or flow chart? These texts are usually non-chronological, so a diagram is often most effective.

Tell the children that their task is to design both and advert and a brochure (or longer text) to advertise a place, event or holiday. They will need to decide who their audience is before they begin.

Ask children to make notes on their diagram about how they will persuade someone to buy their item or go on the holiday. These should include the range of features you have discussed.

Higher achieving children could also try to make a radio advert for the same place, event or holiday.


Framework Code


5Wn25Wn35Wn5

To plan a persuasive text that acknowledges the opposite opinion. This could include a commentary and/or a letter.

Discuss issues that the children really care about. These could include issues at school (e.g. homework, uniform), in the local community or in the wider community (e.g. conservation or environmental issues).

Ask children to draw up lists of ideas in favour and against their argument. They should include connectives on this plan.They could also use arrows or numbers to show in which order they intend to address the issues.

5Wf15Wf45Wf85Wn25Wn35Wn5

To write the persuasive text from the plan.

The children should use their plan as the basis for the first draft of the piece of persuasive writing you want them to do. Give them the success criteria. For example:

the writing should have a clear purpose and be aimed at a clear audience; it should try to persuade the reader to do or think something; it should include relevant features from the lists you have made, and the

features should be used effectively; the sentence structure and vocabulary should match the purpose of the text; they should use figurative language to enhance the impact on the reader; they should make careful choices of words and phrases in their description.

5PSV55Rf65Wp15Wn8


Once children have written their first draft, ask them to do the writer’s mumble and read the text aloud several times to:

check that it meets the success criteria; check that it makes sense and has made effective use of features of

persuasive writing; look at the choice of words. Try to improve the quality of the verbs and the


5SL25SL65SL11

To prepare and present a persuasive argument.

Once children have written their commentary, they should use the notes as the basis for a persuasive oral argument. The other children should listen and respond to the main points in the argument by asking questions to challenge or clarify points.



Unit 3C: Performance poetryReading and discussing performance poetry

Context:

This is the ninth of nine units for Stage 5. You should expect to cover three units each term (fiction, non-fiction, poetry and plays). Time suggested for this unit is 2 weeks.

Texts needed:

Poetry anthologies including poems for performance. Try to include a mixture of classic and modern writers. You will need to have some of the poemsenlarged for all children to share, or multiple copies.

A tape or video of poets performing their own and others’ poems. A class novel, which is a chapter book that you can read gradually throughout the unit. You should expect to read it aloud to the children, either with the


Outline:

Children will read and discuss a variety of poems for performance, first enjoying the texts as readers and then performing two poems.


Framework Code


Stage 5 Term 3 Reading narrative poems


Let children browse through a range of poems, deciding which ones would be most suitable for performance. Work in groups with the children and discuss:



structure; words – which words and phrases were particularly effective? Why? interesting things – what else would you like to say about the poem? what is it about the poem that makes it particularly suitable for performance?


5Rf12 To discuss the features of performance poems.

Unlike ‘narrative poems’, there is no formal definition of a performance poem, except that it must be a poem which people can perform successfully. Ask the children what criteria they used when they decided to include particular poems in the list of performance poems.

Encourage discussion and debate about whether or not all poems can be performed.

5Rf12 To select two poems for performance.

Each group of children will have to choose two contrasting poems to perform. All members of the group should be able to justify the choices, explaining:

why each of the poems was selected; what makes each of the poems suitable for performance; how the poems contrast.


Framework Code


5Rf125Rf5

To understand the language and features of a poem.

Before they can perform their poems, children will need to understand: their form; their structure; their patterns of rhythm and rhyme; any use of imagery and figurative language; what all the words, phrases, sentences and verses mean.

Support them while they work to understand their poems – without a good understanding, the performance will be meaningless.

Model reading the poems aloud so that they become more than a chant. They need to read for the sense of the poem.

5Rf125Wf7

To prepare to perform a poem.

Once they have understood the language of the poem, children will need to decide: how they are going to perform it (as a puppet show, a play, a mime or a

recitation); how they are going to divide out the reading (e.g. by simple proportion, by

allocating different voice to different characters); how they will read choruses.

Encourage children to make production notes on their scripts to remind them what they have to do and how to do it.

Children will need time to rehearse their performance.

5SL45SL10

To develop confidence in performing.

Let children perform their chosen poems in front of an audience. Evaluate: how well they read the poem. Do they show a good understanding of the

meaning through their reading? how well they have planned and rehearsed the poem; how slick their performance is.

To contrast and evaluate their own performance.

Within each group, ask children to evaluate their performances. The evaluation should include:

whether they chose good poems; whether they made good choices about the method of performing; what was good about the performances and how they could have been

improved.


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