Literacy Medium Term Plan

Year: 5Term: Autumn first half

Block: Non-Fiction Unit 2Number of weeks: 4-5 weeks

Week / Learning Objectives / Content / Learning Outcome / Cross-Curricular Links
1 / To be able to answer questions on a piece of given text. / Comprehension task.
test children on key stage 1 and medium frequency words. words don’t know send home with attached letter. / To be able to skim read the text and locate the relevant information accurately in order to answer the questions. / War of the roses
2 / Adapt non-narrative forms and styles to write fiction or factual texts, including poems
Compare different types of narrative and information texts and identify how they are structured.
Make notes on and use evidence from across a text to explain events or ideas
Reflect independently and critically on their own writing and edit and improve it
Spelling – to examine the properties of words ending in vowels other than the letter E. page 40.
Reflect on how working in role helps to explore complex issues / Reading a selection of diary entries. e.g. Adrian Mole. Anne Boleyn and Me page 23 and 24.
Thought bubbles of Catherine of Aragon emotions. Divorce.
To write diary entry.
To edit and improve their own work. Checking against success criteria and marking grid. / To know the features of a diary entry e.g. past tense, list of events, 1st person, emotions.
To write thoughts in note form not in full sentences.
Check punctuation, paragraphs, spelling. Swap and give constructive feedback.
Hot seating. / Henry VIII and his wives.
ICT research wives using the internet.
PHSE – 2E
History – 2A, 5C.
3 / Compare different types of narrative and information texts and identify how they are structured
Make notes on and use evidence from across a text to explain events or ideas
Spelling – to examine the properties of words ending in vowels other than the letter E. page 40 / Looking at a range of newpaper reports. look at funday times website examine the wording used. Look at reported speech in an article.
Comprehension Task / identify the features of newspaper reports. e.g. layout in columns, 3rd person, formal, informative, factual, quotes, balanced opinion?!
To collect synomyns for “said” and use these words in sentences making use of accurate speech punctuation.
Begin to plan newspaper report on the dissolution of the monasteries.
More able – discuss difference between direct and reported speech for quotes.
Write newspaper article. Refer to success criteria established on Monday.
Use dissolution of the monasteries text from teaching ideas website and children answer questions. / Thesaurus
Funday Times website
different newspaper articles
4 / Plan and manage a group task over time using different levels of planning
understand different ways to take the lead and support others in groups.
understand the process of decision making.
Punctuate sentences accurately, including using speech marks and apostrophes
Adapt sentence construction to different text-types, purposes and readers
Adapt handwriting for specific purposes, for example printing, use of italic
Use a range of ICT programs to present texts, making informed choices about which electronic tools to use for different purposes
Use and explore different question types and different ways words are used, including in formal and informal contexts / Talk about successful group work. establish rules for working in a group. E.g. taking turns, listening carefully, sharing ideas, positive feedback, compromise, roles within a group, leader of group. Working to peoples strengths e.g. illustration goes to artist.
news paper articles live of Edward, Edwards health (doctor), time line of his life, interview with Edward, quiz, wordsearch, did you know page about Edward, illustration,
have a grid to evaluate groups news papers.
letter to a friend in the role of Edward but in modern times.
hot seating role of Edward, protector, doctors.
Comprehension Task – ready resources page 32. description of Henry the VIII. read description and answer questions.
extension – write a negative description of Henry VIII. / Go through success criteria of what makes a good newpaper. e.g. e.g. layout in columns, 3rd person, formal, informative, factual, quotes, balanced opinion, headlines, captions, subheadings, / Laptops
paper
pens
information books
grid to evaluate
5 / Compare different types of text and identify how they are structured.
Reflect on reading habits and preferences
Distinguish between every day use of words and there subjects specific use. Explore how writers use language for comic and dramatic effects.
perform a poem making use of dramatic conventions
word – group words according to their meanings.
Experiments with different poetic forms and styles to write their own.
Adapt sentence construction to different text types.
Understand different ways to support others in groups. / read 3 or 4 pie Corbett poems. Discuss favourites and similarities between each.
Discuss rhythm and rhyming patterns. identify adjectives, metaphors and similes.
read aloud pie Corbett poem. highlight various features identified.
Read “a poem to be spoken silently” page 167 in the works. is it typical of pie Corbett? highlight the conversational style of poem.
The kiss
The playground monster
horror film
smelling rats
Compare them and identify features.
Read ¾ Valerie bloom poems. Compare with each other and against pie Corbett poetry. Discuss subject matter. Explain biography of Valerie bloom. Read “when granny” and discuss poets Caribbean origins reflected in the poem.
Look at Valerie blooms life and where she gets her influences from.
Read “fruits” page 32 the works. Circle the different language influences used. Encourage children to read poem with an accent.
read megastar rap
im not a kid
duppy jamboree
hair cut rap
perform them to the class using voice and expression.
read animal riddle
Proverb which are page 235, 105 in the works.
Read a chance in France and re-read fruits. Discuss rhythm with skipping and clapping (take outside).
read fishes in the river and a gallop page 3 and 4 the works. (Tradition rhyme like a nursery rhyme) simple language regular rhyme, repition, short verse etc.
Children write riddle poem in the form of animal riddle by pie Corbett. Or write a proverb poem in the format of the proverb poem by Valerie bloom. / read a range of poems by Valerie bloom and pie Corbett.
identify and discuss with confidence the language of particular poems including powerful verbs and descriptions.
explain the meanings of idioms.
identify features of style, language and subject matter in poems.
identify afro-carribean words and find their meanings.
study the language of Valier blooms poetry.
Read and perform a poem out loud.
Work with others to achieve a good performance.
Recognise a poet’s style.
Understand that poems can be written in many forms.
Recognise specific poetry forms.
Write a riddle or proverb poem based on one read. / poems
the works
skipping rope
highlighters
websites –

n direct.co.uk
6 / understand different ways to support others in groups.
make notes and use evidence from across a text to explain ideas.
Compare different types of text and identify how they are structured.
Experiments with different poetic forms and styles to write their own.
adapt sentence construction to achieve different effects.
use ICT programs to presents texts.
perform a poem making use of dramatic conventions / Read wings page 168 the works and refuelling. Discuss form of each poem. Free verse with no regular rhyming scheme or regular rhythm pattern. Discuss opinions of each and subject matter.
analyse each poem in groups to be discussed in the next lesson.
Rehearsing and performing their poem. discuss advantages and disadvantages of free verse. Is it easier or harder to write poem in this style. Read im free by john kitching. Page 184 the works.
Write own free verse poem based on the structure of the poem wings.
Improve own descriptive words adding metaphors and similes and perform own poem to class. / Read and analyse a poem.
Identify a poems style and the language used.
Discuss the form and content of a poem.
Express opinions about a poem, giving’s reasons referring to the text.
Plan their own free verse poem.
Express their own feelings using poetic language.
Use a poem read as a model for their own verse.
memorise their own poetry
Perform their own poetry using express voices.