KS2 Literacy Plan ~ Year 4 - DOC 1 by 430zjSCJ

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									                                                                                         Literacy Planning ~ Year 5/6
Year 5/6 Additional Text Based Unit – The Highwayman                                                                                                                  Duration: 3 weeks
The Highwayman by                Learning outcomes:                                                                                                               Intended audience & purpose:
Alfred Noyes                              Children will write the story of the highwayman from the viewpoint of another character
                                          Children will write an extra verse for the poem exploring the use of language for dramatic effect

Written work
Children's understandings can also be noted from their written work. In addition to the opportunities listed in the grid on page 10:
      the children's notes recorded in the class reading journal will demonstrate their understanding of characters' motivations and feelings at key moments in the unit
      annotated drawings (sessions 2 and 6) will indicate children's ability to retrieve information from text
      children are asked to write in role at various points throughout the unit (e.g. sessions 9 and 11); this will indicate their ability to make inferences about a character's feelings or
           motivation
Assessment opportunities With a particular focus on children moving from Level 3 to Level 4
          To be able to search text closely and to refer to the text when explaining ideas Phase 1 - Session 5 the storyboards children create will indicate their understanding of the main
           events in the poem
          To begin to make inferences (reading between the lines) and deductions (pulling evidence together) including empathising with characters and their feelings, thoughts, motivations
           and changes over the course of the narrative Phase 2 - Sessions 9 and 10 Children's story writing will indicate their ability to empathise with a character and infer motives.
          To discuss the author's use of language (e.g. to describe characters and settings) Phase 3 - Session 11 The teacher or TA could listen in when children are discussing the
           language in the poem with a partner to determine understanding of the reasons the writer has used language in a particular way.
Unit objectives:                 Most children learn to: (The following list comprises only the objectives that are relevant to this particular unit.; The overarching core learning outcomes for the key
Objectives for core skills:      stage are indicated in italics. Relevant objectives from Years 5 and 6 are indicated under the strands.)
6. Word structure and            Speaking
spelling - Year 5                Explore, develop and sustain ideas through talk
  Spell words containing        Y5 Tell a story using notes to cue techniques
   unstressed vowels             Drama
  Know and use less             Use dramatic techniques including working in role to explore ideas and texts
   common prefixes and           Create, share and evaluate ideas and understanding through drama
   suffixes such as im-, ir-, -  Y5 Reflect on how working in role helps to explore complex issues
   cian                          Y6 Improvise using a range of drama strategies and conventions to explore themes such as hopes, fears and desires
  Group and classify words      Understanding and interpreting texts
   according to their
                                 Retrieve, select and describe information, events and ideas
   spelling patterns and
   their meanings                Deduce, infer and interpret information, events and ideas
                                 Y5 Make notes on and use ideas from across a text to explain events or ideas
11. Sentence structure           Y5 Explore how writers use language for comic and dramatic effects
and punctuation - Year 5         Y6 Understand how writers use structure to create coherence and impact
  Adapt sentence                Y6 Understand different points of view
   construction to different     Engaging with and responding to texts
   text-types, purposes and      Respond imaginatively, using different strategies to engage with texts
   readers                       Evaluate writers' purposes and viewpoints and the overall effect of the text on the reader
  Punctuate sentences           Y5 Compare how a common theme is presented in poetry, prose and other media
   accurately, including         Y6 Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts
   using speech marks and
   apostrophe
                                 Creating and shaping texts
                                 Use and adapt a range of forms suited to different purposes and readers
                                 Make stylistic choices, including vocabulary, literary features and viewpoints or voice
                                 Y5 To experiment with different narrative forms and styles to write their own stories

								
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