Medium Term Plan Autumn – Y6
Term / Fiction / Non-fiction / Poetry /Autumn / Fiction 1: Historical stories
Required texts:
War Horse by Michael Morpurgo, War Game by Michael Foreman, One Boy’s War by Lynn Huggins-Cooper & Ian Benfold Haywood
Description:
Read historical fiction War Horse by Michael Morpurgo. Compare with play and film versions. Children write dialogue, letter, play script and descriptions of characters and settings. They use relevant vocabulary and relative clauses. Compare with other World War 1 fiction.
Grammar focus:
1. Use and understand the grammatical terminology in Appendix 2 [clauses and conjunctions].
2. Indicate grammatical and other features by:
a. using commas to clarify meaning or avoid ambiguity
c. using commas to indicate parenthesis.
3. Develop their understanding by:
f. using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun.
3. Learning the grammar for years 5 and 6 in English Appendix 2. / Non-fiction 1: Recounts
Required texts:
The Day of Ahmed’s Secret by Florence Parry Heide & Judith Heide Gilliland, Hurricane by David Wiesner
Description:
Read two personal recounts, in 1st and 3rd person respectively: The Day of Ahmed’s Secret and Hurricane. Identify features of recounts and study adverbials, use of commas and perfect verb forms. Children write a sequel to Hurricane using the grammar they have studied.
Grammar focus:
1. Develop their understanding of the concepts in Appendix 2 by:
c. using the perfect form of verbs to mark relationships of time and cause.
2. Indicate grammatical features by:
a. using commas to clarify meaning.
3. Use and understand the grammatical terminology found in Appendix 2 (clauses, phrases, direct speech). / Poetry 1: Choral and performance poems
Required texts: Various poems (provided)
Description:
Using a range of poems children identify the features of good narrative performance poems. They investigate expanded noun phrases, subjunctive verb forms and figurative language. Discuss how a range of fairy tales could be retold as poetry and children write their own.
Grammar focus:
1. Develop their understanding of the concepts in Appendix 2 by:
a. recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
d. using expanded noun phrases to convey complicated information concisely.
Fiction 2: Significant authors – Philip Pullman
Required texts:
Clockwork, Philip Pullman
Northern Lights, Philip Pullman
EITHER Spring-Heeled Jack, The Graphic Novel edition
OR Count Karlstein, The Graphic Novel edition
Description:
Use Philip Pullman’s Northern Lights to study different types of sentences & expanded noun phrases. Children design a dæmon for a friend and compare the book and film openings. Clockwork by Philip Pullman then inspires children to write both graphic novel and film script versions.
Grammar focus:
1. Develop understanding by:
d. using expanded noun phrases to convey information concisely.
2. Use and understand the grammatical terminology in Appendix 2 (subordinating/co-ordinating conjunctions, main/subordinate clauses). / Non-fiction 2: Instructions & Explanations
Required texts:
The Advanced Instruction Book by Sue Palmer
The Advanced Explanation Book by Sue Palmer
Description:
Time to get competitive! Children read and write instructions and explanations, exploring register, punctuating bullet points and adding parentheses. The unit ends with writing based on the children's interests, be they football, Strictly or competitive baking.
Grammar focus:
1. Indicate grammatical features by:
c. use brackets, dashes or commas to indicate parenthesis
d. use semi-colons, colons or dashes to mark boundaries between independent clauses
e. use a colon to introduce a list
f. punctuate bullet points consistently. / Poetry 2: Narrative poems
Required texts:
The Highwayman by Alfred Noyes and Charles Keeping (provided)
Description:
Use the narrative poem The Highwayman to identify features that poets use for effect. Study the use of historical language, adverbials and relative clauses to add details. Children learn part of the poem by heart, compare it to other poems and write a new ending.
Grammar focus:
1. Indicate grammatical and other features by:
a. using commas to clarify meaning or avoid ambiguity in writing.
3. Develop understanding by:
c. using the perfect form of verbs to mark relationships of time and cause
f. using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun (Y5 Revision).
Non-fiction 3: Blogs and reports
Required texts: Various websites, links provided
Description:
Looking at various texts from websites, children revisit the features of informal and formal writing. They compose About Me profiles and pen blog posts before writing extended reports on a topic of their choice, as if for an information website.
Grammar focus:
1. Develop understanding by:
a. recognise vocabulary and structures appropriate for formal speech/writing, including devices to build cohesion within a paragraph
b. Use passive verbs to affect the presentation of information in a sentence
f. using relative clauses. / Poetry 3: Villainous characters
Required texts: The Spider and Fly by DiTerlizzi (provided)
Description: This unit explores how poetry can create vivid characters and build tension, using the classic poems, The Spider and the Fly and The Raven. Children explore the language of older poetry and compare modern interpretations. They write dialogue, consider whether the villains really are villainous and write a new poem.
Grammar focus:
1. Develop understanding by:
a. recognising difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing
2. Indicate grammatical and other features by:
d. using semi-colons, colons or dashes to mark boundaries between independent clauses.
© Hamilton Trust 2013