Shakespeare and More Curriculum Map- English- Year Four

This map outlines the English that will be taught in English lessons, covering the teaching of reading, writing and spoken language. In addition to this, children will be taught specific aspects of English through guided reading, independent reading, listening to books read aloud, and standalone spelling and handwriting lessons.

Unit / Time / Example Texts / Outcomes / English Language Opportunities / On-going Language Teaching
Classic Narratives / 4-5 weeks / The Iliad
The Odyssey
Greek Myths by Ann Turnbull
Tales from 1001 Nights
Myths and Legends by Anthony Horowitz / -Personal response
-Character study
-Extended narrative / Standard English forms for verb inflections instead of local spoken forms (e.g. we were instead of we was, or I did instead of I done)
Use of inverted commas to punctuate direct speech / The grammatical difference between plural and possessive -s
Standard English forms for verb inflections instead of local spoken forms (e.g. we were instead of we was, or I did instead of I done)
Appropriate choice of pronoun or noun within a sentence to avoid ambiguity and repetition
Fronted adverbials(e.g. Later that day, I heard the bad news.)
Use of paragraphs to organise ideas around a theme
Appropriate choice of pronoun or noun across sentences to aid cohesion and avoid repetition
Use of inverted commas to punctuate direct speech
Apostrophes to mark singular and plural possession (e.g. the girl’s name, the boys’ boots)
Use of commas after fronted adverbials
Contemporary Narratives / 4-5 weeks / Kensuke’s Kingdom
Coraline
Odd and the Frost Giants
Diamond Brothers books / -Personal response
-Character study
-Extended narrative
or
-Range of writing in character (letters, diaries, etc.)
or
-Play script / Standard English forms for verb inflections instead of local spoken forms (e.g. we were instead of we was, or I did instead of I done)
Use of inverted commas to punctuate direct speech
Well-loved Narratives / 3-4 weeks / Charlotte’s Web
Wind in the Willows
Just So Stories
How the Whale Became / -Personal response
-Character study
-Extended narrative
or
-Range of writing in character (letters, diaries, etc.)
or
-Play script / Use of inverted commas to punctuate direct speech
Fronted adverbials(e.g. Later that day, I heard the bad news.)
Use of commas after fronted adverbials
Shakespeare Stories / 2-3 weeks / Macbeth
Julius Caesar
The Tempest
Midsummer Night’s Dream
(usingMarcia Williams Bravo, Mr William Shakespeareor Orchard versions) / -Personal response
-Character study
or
-Play script / Standard English forms for verb inflections instead of local spoken forms (e.g. we were instead of we was, or I did instead of I done)
Non-Fiction / 4-5 weeks / Range of high quality non-fiction linked to wider topic/foundation subjects / -Extract from non-fiction text (2x double A4 page)
or
-ICT text such as webpage / Appropriate choice of pronoun or noun within a sentence to avoid ambiguity and repetition
Biography / 1-2 weeks / Published biographies (books or online) linked to foundation subjects/science / -A short biography / Use of commas after fronted adverbials
Persuasive letters / 1-2 weeks / Linked to foundation subjects / -Persuasive letter written for ‘real’ purpose linked to issue arising from foundation subjects / Use of commas after fronted adverbials
Recounts / Ongoing / Linked to educational visits and visitors to school/workshops / -Recount / Standard English forms for verb inflections instead of local spoken forms (e.g. we were instead of we was, or I did instead of I done
Poetry / 2 x 1 week / Poems by well-known poet or types of poems / -Personal response
-Poem using style/theme
-Recitation/performance of poem / Use of commas after fronted adverbials
Poetry / 1 week / Children’s own choice of poem / -Personal response
-Recitation/performance of poem
-Hand-written version of poem for class anthology