Literacy Planning Week beginning 23/5/05 Y5 – Higher ability

Unit
Narrative – Empathy/Point of view /Performance poems
Reading Objective
Y5 T3 1 to investigate a range of texts from different cultures, considering patterns of relationships, social customs, attitudes and beliefs: identify these features by reference to the text; consider and evaluate these features in relation to their own experience
Y5 T3 2 to identify the point of view from which a story is told and how this affects the reader's response
Y5 T3 3 to change point of view, e.g. tell incident or describe a situation from the point of view of another character or perspective
Writing Objective
Y5 T3 7 to write from another character's point of view e.g. retelling an incident in letter form
Y5 T3 8 to record predictions, questions, reflections while reading
Y5T3 11 to use performance poems as models to write and to produce poetry in polished forms through revising, redrafting and presentation;
Sentence/Word Objective
Y5 T3 S1 to secure the basic conventions of standard English: agreement between nouns and verbs; consistency of tense and subject; avoidance of double negatives; avoidance of non-standard dialect words
Y5 T3 S5 (GFW unit 27) to revise use of apostrophes for possession (from Y4 term 1)

Speaking and Listening

Y5 T3 55 Listening
to analyse the use of persuasive language
e.g. how a speaker uses emphasis, rhetoric and gesture effectively.
Speaking
to present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive language
e.g. preparing a group presentation of the pros and cons of a current issue.
Key Questions
Can I write from the point of view of different characters?
Can I change the point of view of the story?
Can I find differences/similarities between other cultures and my own? /

Target children

School targeted children – JC CWx
Writing pilot targeted children – JC CWx RS SH RG CJ CWb
Shared reading/writing / Sentence/word / Independent work / ICT / Plenary/homework
Monday / Tell the children that they are going to work together to improve their writing.
Remind them of what they will be looking for
-sentence structure
-apostrophes for possession
-noun/verb agreement
-written in the 1st person
as well as accurate events retelling from Kirikou / In pairs rewrite their work from yesterday, making improvements and changes where necessary.
(=) RG CWb CB CG RH SH RS with teacher.
(-) JC AB CWx CW CJ with Emma. / Pairs report back to the class about the changes they have made and why they feel this has improved their work.
Tuesday / Unsupported writing of the story from Karaba’s point of view, following input and changes from the week / (=) RG CWb CB CG RH SH RS with teacher.
(-) JC AB CWx CW CJ with Emma. / Use Cats to check work.

Wednesday

/ Recap the work that has been covered on performance poetry and make a spidergram to show what makes a good ‘performance’
Think about sound words/actions
Read Amaterasu again and make a spidergram of the events and useful words/ideas linked to the story. / In pairs, children write a short performance poem about the events in the story when Susanowo destroys the land.
(=) RG CWb CB CG RH SH RS with teacher.
(-) JC AB CWx CW CJ with Emma. / Ask volunteers to perform their poem.
Have they included the elements of a good performance poem from the 1st spidergram?
Thursday / Remind the children of yesterdays’ lesson. Look again at the Powerpoint of Kirikou.
Tell the children that they are going to choose an episode from the story and rewrite it as a performance poem from a character’s point of view (ie they are that character) / Children plan their poem of their choice of episode and character
(=) RG CWb CB CG RH SH RS with teacher.
(-) JC AB CWx CW CJ with Emma. / Children join up in pairs to share poems and improve where necessary.
Friday / Children write up their poems in a polished piece / (=) RG CWb CB CG RH SH RS with teacher.
(-) JC AB CWx CW CJ with Emma. / Performance of volunteers’ poems.