English Long Term Plan
Term 1September-December / Class Level:
Fifth and Sixth Class / Subject:
English
n Aims; The overall aims of the English curriculum are;
· To promote positive attitudes and develop an appreciation of language-spoken read and written
· Create, foster and maintain the child’s interest in expression and communication
· Develop the child’s ability to engage appropriately in listener-speaker relationships
· Develop confidence and competence in listening, speaking, reading and writing
· Develop cognitive ability and to clarify thinking through oral language, writing and reading
· Enable the child to read and write independently
Enhance emotional, imaginative and aesthetic development through oral, reading and writing.
n Content; The child should be enabled to;
Strand: Oral Language
Strand Unit: Developing cognitive abilities through oral language
· Discuss issues of major concern
· Use the basic key questions and checking questions as a means of extending knowledge.
· Argue points of view from the perspective of agreement and disagreement through informal discussion and in the context of formal debates.
· Explore and express conflicts of opinion through improvisational drama.
· Justify and defend particular opinions or attitudes and try to persuade others to support a particular point of view.
Strand Unit: Competence and confidence in using language
· Acquire the ability to give detailed instructions and directions.
· Converse freely and confidently on a range of topics.
· Practice and use improvisational drama to acquire a facility in performing more elaborate social functions.
· Understand the functions and know the names of the parts of speech.
· Become familiar with compound and complex sentences.
· Explore the possibilities of language and sentence structure in expressing increasingly complex thoughts.
Strand Unit: Receptiveness to language
· Listen to online broadcasts and discuss what has been learned.
· Listen to authors reading and discussing their own work.
· Interpret mood, attitude, emotion and atmosphere in video extracts, advertisements and photographs.
· Take part in games in which unseen objects are identified from descriptions given by other pupils.
Strand Unit: Emotional and Imaginative Development through language
· Discuss with others his/ her reactions to every day experiences and to local, national and international events.
· Discuss ideas, concepts and images encountered in literature.
· Discuss personal reading and writing.
· Express individual responses to poems and literature, and discuss different interpretations.
September
Poetry
Alphabet Stew
Crossword Poem
Listening Comprehension
Prim –Ed listening skills book- exercise 1-3
Oral Language Development
· Back to school discussion and rule making in groups, talk about 6th class and responsibilities.
· Debate on the Vikings.
· Oral drama on the Vikings.
· Oral reporting of Vikings.
· Oral language games (word tennis)
· Story snake: retelling chapters in novel in own words.
· Discussion of novel- prediction, describing cover, describing characters in chapters 1-3. (responding orally to text)
· Dramatic re-enactment of chapter one using oral language.
· Daily oral language development via local, national and international news reporting.
·
Monitoring Comprehension/ Vocabulary Development:
Introducing key vocabulary and Dictionary Work:
· Word web for words, e.g. said, went, ran.
· Find a word that has similar meaning.
· Find a word with opposite meaning
· Vocabulary development: sentences and ‘fun with words’ games.
December:
Poetry:
Christmas poems x 2
Listening comprehension:
Prim –Ed listening skills book- exercise 1-3
Oral language development:
· Oral language games (word tennis)
· Story snake: retelling chapters in novel in own words.
· Discussion of novel- prediction, describing cover, describing characters in chapters 12-15 (end of novel). (responding orally to text)
· Dramatic re-enactment of last chapter
· Daily oral language development via local, national and international news reporting.
· Discussion about Christmas: Christmas fundraising events, traditions of Christmas, Christmas stories etc.
Monitoring Comprehension/ Vocabulary Development:
Introducing key vocabulary and Dictionary Work:
Explain idioms in your own words.
Word hunt.
Vocabulary development ( fun with words- Christmas themed words games e.g. hangman, finding smaller words in bigger words) / October
Poetry
Hints on pronunciation
Three Limericks
Listening Comprehension
Listening comprehension: Prim-ed skills book- exercise 4-7
Oral Language Development
· Responding orally to class novel: Oral discussion and drama activity based on chapters 3-7 of the novel.
· Pre-reading and post-reading questions to develop comprehension strategies of prediction, monitoring, visualisation and determining importance.
· Debate based on characters in novel- were they flawed in any sense?
· Oral language games (word tennis)
· Story snake: retelling chapters in novel in own words.
· Discussion on staying safe at Halloween, traditions, and Halloween stories.
· Oral discussion and response to unit of work on Halloween.
· Daily oral language development via local, national and international news reporting.
Monitoring Comprehension/ Vocabulary Development:
Introducing key vocabulary and Dictionary Work:
· Choose a suitable word to replace each highlighted word in the text.
· Use dictionary to find meanings of words.
· Make a list of all the words you can make from ‘bewilderment’
· Vocabulary development: sentences and ‘fun with words’ games. / November
Poetry
Taking my Pen for a Walk
Bully
Listening Comprehension
Listening comprehension: Prim-ed skills book- exercise 7-8
Oral Language Development
· Oral response to class novel- chapters 8-12. *(debate, drama and character assessment)
· Oral language games (word tennis)
· Story snake: retelling chapters in novel in own words.
· Class discussion on new theme: World War One. (questioning, debate, drama activity)
· Pre reading and post reading questions based on class novel and ancillary reading materials.
· Oral discussion of class poems being studied.
· Daily oral language development via local, national and international news reporting.
Monitoring Comprehension/ Vocabulary Development:
Introducing key vocabulary and Dictionary Work:
· Matching words to definition
· Find words in the story that mean..
· Replace highlighted words
· Vocabulary development via language games.
Strand: Reading
Strand Unit: Developing cognitive abilities through language
· Listen to, read, learn and recite and respond to a challenging range of poetry.
· Use comprehension skills such as analysing, confirming, evaluating, synthesising and prediction.
· Retrieve and interpret information presented in a variety of ways.
· Support arguments and opinions with evidence from text.
· Read and interpret different kinds of functional text.
· Find information relevant to purpose in non-fiction texts , data and through ICT.
· Distinguish between fact and opinion and bias and objectivity, in text and in the media.
Strand Unit: Competence and confidence in using language
· Read widely as an independent reader from a more challenging range of reading materials, including stories, poems, myths, legends, and novels.
· Engage with books in group or in whole class settings.
· Learn about structure and appreciate the function of the component parts of a newspaper.
· Read to satisfy personal interests.
Strand Unit: Receptiveness to language
· Achieve proficiency in word identification by refining the different word identification skills.
· Improve his/her ability to recognise and understand words by using root words, prefixes, suffixes and syllabication.
· Engage with an increasing range of narrative, expository, and representational text.
· Become self-reliant, confident, independent readers.
Strand Unit: Emotional and Imaginative Development through language
· Hear the teacher model a response to poems, fiction and plays.
· Respond to poetry and fiction through discussion, writing, drama and visual art.
· Relate personal experiences to the ideas and emotions conveyed in the text.
· Appreciate issues in fiction.
· Examine similarities and differences in various types of text.
September / October / November
Guided Reading 5th
Reading comprehensions from Exercise your English 5 – unit 1, 2, 3 ,4 (one per week)
Guided Reading 6th
Reading comprehensions from Exercise your English, – unit 1,2,3, 4 (one per week)
Independent Reading:
Class Library books for DEAR time
Whole class reading of novel: Class novels ability based grouping: see group chart – differentiated through passages read and amount read.
Comprehension
Prim-ed comprehension box: 1 story per week. Level of reader for each chld differentiated – colour coded
Spellings:
Weekly spellings and sentences, with a test on Friday. Words to be differentiated according to class. Child J is on different spellings.
December
Guided Reading 5th
Reading comprehensions from– Exercise your English unit 12,13
Guided Reading 6th
Class novel and Christmas based comprehensions.
Independent Reading:
Class Library books for DEAR time
Whole class reading of novel: ability based grouping: see group chart – differentiated through passages read and amount read.
Comprehension
Prim-ed comprehension box: 1 story per week. Level of reader for each chld differentiated – colour coded.
Spellings:
Weekly spellings and sentences, with a test on Friday. Words to be differentiated according to class. Child J is on different spellings. / Guided Reading 5th
Reading comprehensions
From Exercise your English – unit 5,6,7
Guided Reading 6th
Reading comprehensions from Exercise your English, 5, 6,7
Independent Reading:
Class Library books for DEAR time
Whole class reading of novel:
ability based grouping: see group chart
differentiated through passages read and amount read.
Comprehension:
Prim-ed comprehension box: 1 story per week. Level of reader for each chld differentiated – colour coded
Spellings:
Weekly spellings and sentences, with a test on Friday. Words to be differentiated according to class. Child J is on different spellings.
. / Guided Reading 5th
Reading comprehensions from Exercise your English unit 8,9,10,11
Guided Reading 6th
Reading comprehensions from Exercise your English – unit 148,9,10,11
Independent Reading:
Class Library books for DEAR time
Whole class reading of novel:
ability based grouping: see group chart
differentiated through passages read and amount read.
Comprehension:
Prim-ed comprehension box: 1 story per week. Level of reader for each chld differentiated – colour coded
Spellings:
Weekly spellings and sentences, with a test on Friday. Words to be differentiated according to class. Child J is on different spellings.
Strand: Writing
Strand Unit: Developing cognitive abilities through language
· write in a variety of genres
· Examine the characteristics that differentiate written and oral language.
· Write for a particular purpose and with a particular audience in mind.
· Reflect on and analyse ideas through writing.
· Refine ideas and their expression through drafting and re-drafting.
· Express and communicate new learning.
· Sketch an ordered summary of ideas and draft a writing assignment based on it.
· Argue the case in writing for a particular point of view.
Strand Unit: Competence and confidence in using language
· Write regularly on chosen topics.
· Write for a sustained length of time.
· Engage in the writing of one piece over a period.
· Experience varied and consistent oral language activity as part of the pre-writing process.
· Write independently through a process of drafting, revising, editing and publishing.
· Observe the conventions of grammar, punctuation and spelling in writing.
· Explore the possibility of syntax and sentence structure in reading and writing.
· Choose a register of language appropriate to subject and audience.
· Help others with editing their work.
· Take part in co-operative writing activities and projects.
· Develop a legible, fluent, personal style of handwriting.
Strand Unit: Receptiveness to language
· observe the teacher as he/she models writing stories
· seek help from the teacher in order to achieve accuracy and an appropriate standard presentation
· experience how a story structure is organised by reading and listening to fiction
· write regularly for different audiences
· choose topics to write about
Strand Unit: Emotional and Imaginative Development through language
· express feelings in writing
· write about experiences
· draw and write stories and poems
· express in writing likes and dislikes about events and characters in stories and poems
September / October / November
Handwriting practice
Twice weekly
Genre: Report Writing: (genre 1)
Writing reports on a variety of topics.
Diary entry based on novel.
Writing dialogue between characters
Sentence starters
Write the next chapter in the story.
Write three Q’s you would ask the main character.
Make a list of the adjectives in the chapter
Write a series of true or false statements based on the novel for your partner.
Author study
Creative Writing:
Once weekly based on current theme
Comprehension:
Comprehension: Prim-Ed comprehension box-one story weekly.
Prediction
Monitoring comprehension
Questioning
Grammar:
Capital letters
Punctuation
Nouns
verbs
December:
Handwriting practice
Twice weekly
Genre: Report Writing: (genre 1)
Writing reports on a variety of topics.
Written questions responding to text.
Write your own blog entry
Write an acrostic poem
True or false activities
Imagine you are the boy at this stage in the novel- write about how you would feel.
Write a Christmas story
Write about the different Christmas traditions around the world.
Write a Christmas poem
Creative Writing:
Once weekly based on current theme
Comprehension:
Comprehension: Prim-Ed comprehension box-one story weekly.
Prediction
Monitoring comprehension
Questioning
Grammar:
Direct and indirect speech
Extending sentences
Similes / Handwriting practice
Twice weekly
Genre: Report Writing:
Responding to text: written questions on the novel.
Write a short account of the characters life.
Write five questions you would like to ask the boss.
Speech writing
Report writing activity: report about Dublin.
Design a quiz about your school
Write the next paragraph in the comprehension story.
Scariest ghost story competition
Creative Writing:
Once weekly based on current theme
Comprehension:
Comprehension: Prim-Ed box- one weekly
Prediction
Monitoring comprehension
Visualisation
Determining importance
Grammar:
Adjectives
Adverbs
Prepositions
Conjunctions / Handwriting practice
Twice weekly
Genre: Report Writing:
Write a dialogue between the leaders of WW1
Write a diary entry based on a soldier in WW1
Write a letter based on a soldier in WW1
Write news headlines based on WW1
Persuasive writing activity based on WW1
Write a letter to one of the leaders of WW1
Write three questions you would like to ask the war refugees.