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*** International SchoolMedium Term Plan 2011-2012 Y6 Mr Taylor Literacy Term 1 (Weeks 1-7)

Unit 1: Fiction: Narrative by long established authors: Viewpoint (Week 1 of 3)

Term 1

Week 1

Lesson

Number

Lesson Objectives

Starter Main Activity Plenary Homework

Evaluation&

Assessment

Cross Curricular Links

Resources

1 Strand: 7 Understanding and interpreting texts.

Introduce the targets for this unit and discuss the work the pupils will be doing to reach

Pupils complete non-fiction reading comprehension exercises from the differentiated reading text books. Pupils first familiarise themselves with the key vocabulary and idioms used in the unit and then read and answer questions based on the text. Finally, pupils test their understanding of the key vocabulary and idioms in the unit by completing a short vocabulary exercise and a gap fill exercise.

Each pupil presents to the rest of the class one interesting fact gathered from their text.

Proofreading and Editing by Gunter Schymkiw: Exercise 1.

Weekly spelling test: High frequency words.

Mark answers to reading comprehension exercises.

Understanding non-fictional texts across the curriculum.

Target Readings Books 1-3 by Casey Malarcher: Unit 1.

Proofreading and Editing by Gunter Schymkiw

Objective: Understand underlying themes, causes and points of

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view. these targets. Core: Target Readings Book 2 by

Casey Malarcher: Unit 1 Billionaires p5-8.

Support: Target Readings Book 1 by Casey Malarcher: Unit 1 Lions p5-8.

Extension: Target Readings Book 3 by Casey Malarcher: Unit 1 Spiders p5-8.

: Exercise 1.

WALT be active readers.

2 Strand: 8 Engaging with and responding to texts.

Talk about the pupil’s and my memories of starting school. Make notes on the board under the headings ‘how we got there’, ‘what we took with us’, ‘what we did’ and ‘how we felt.’

Shared reading of Cider With Rosie (EF p4-5). Discuss how Laurie Lee’s first day at school was similar or different to mine and the pupils’ – refer to ‘old’ words and phrases in the text. What words would we use today instead?

Core: Pupils retell Laurie Lee’s first day of school as if he was starting today. Pupils write in 1st person. Use RS1 if necessary.

Support: Pupils write in 3rd person and use RS1.

Extension: Pupils emphasise Laurie Lee’s emotions and feelings and try to make the reader share these.

Share some examples of pupils written work.

N/A Mark written work.

History: Life in the past

Cider With Rosie by Laurie Lee (EF p4-5).

RS1Objective: Compare how writers from different times and places present experiences and use language.

WALT compare our own memories with those of a famous author.

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3 Strand: 11 Sentence structure and punctuation.

Pupils work in small groups to role play scenes from Laurie’s first day at school.

Re-read Cider With Rosie and discuss how the story would change if it were told from the viewpoint of the sisters or the teacher. Discuss the PowerPoint: ‘Active and Passive Verbs 3’. Look at the first two examples on RS2 and decide if they are active or passive sentences. Transform the active sentence to passive and vice versa noting any changes made to verbs and pronouns.

Core: Pupils complete RS2 by transforming sentences from active to passive and vice versa.

Support: Pupils do the first two parts of RS2 only. TA assistance.

Extension: After completing RS2, pupils pick out and list active and passive verb phrases from the text.

Check answers to RS2. Work through two or three more active to passive transformations on the board.

Adventures in Reading & Writing 2 by Billings and Newman.Unit 1: Flying into a Hurricane.

Mark the active and passive sentence transformations on RS2.


Cider With Rosie by Laurie Lee (EF p4-5).

PowerPoint: ‘Active and Passive Verbs 3’.

RS2

Adventures in Reading & Writing 2 by Billings and Newman.Unit 1: Flying into a Hurricane.

Objective: Express subtle distinctions of meaning, including hypothesis, speculation and supposition, by constructing sentences in varied ways.

WALT transform active and passive sentences.

4 Strand: 8 Engaging with and responding to texts.

Video Clip: ‘Active and Passive Voice 2’

Read First Playtime (BB p2-3). Pupils listen closely for the viewpoint used in the text. Is the text written in 1st or 3rd person? Annotate the text to highlight these features. How would the text change if the viewpoint changed? Skim the test for active and passive verbs. Ask the pupils to change some active verbs to passive on their whiteboards.

Discuss what makes a good reading response partner and make a list of points. Pupils

N/A Mark written work for the use of 1st and 3rd person and passive verb phrases.

- Video Clip: ‘Active and Passive Voice 2’.

First Playtime (BB p2-3).

Objective: Sustain engagement with longer texts, using

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different techniques to make the text come alive.

Core: Pupils write two paragraphs about a first lunch time in 1st person. Encourage use of some passive verb phrases. Use the story as a model.

Support: Pupils write one paragraph in 1st person.

Extension: Pupils write two paragraphs about a first lunch time in 1st person. They can then re-write this episode in 3rd person from the point of view of another child. Encourage use of some passive verb phrases.

work in pairs and share and respond to their writing. Share some paragraphs with the whole class.

WALT understand how viewpoint affects a reader.


Play a team game using a selection of verbal reasoning questions from the Bonds tests.

Read through the ‘Focus’ section of Letts Sentence 5 Unit 3 ‘Verb Tenses 2.’ Pupils work in groups on mini-whiteboards to complete the ‘Check it out’ section. Check answers on the board. Discuss the ‘Practice’ section.

Core: Pupils answer the ‘Practice’ section and the ‘What have you learned..?’ question in their books.

Support: Pupils answer the ‘Check it out’ section and the ‘What have you learned..?’ question in their books.

Extension: Pupils answer the ‘Practice’ and ‘Challenger’ sections and the ‘What have you learned..?’ question in their books.

Check answers to the ‘Practice’ section on the board.

Nelson Spelling 4: Flashback unit p 4-5. Learn Key words for Monday’s spelling and grammar test.

Mark answers to the grammar exercises.

Understanding the sentence features of texts across the curriculum.

Letts Sentence 5 Unit 3 ‘Verb Tenses 2.’

Nelson Spelling 4: Flashback unit p 4-5.

Objective: Express subtle distinctions of meaning, including hypothesis, speculation and supposition, by constructing sentences in varied ways.WALT use verb tenses

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accurately.



Term 1

Week 2

Lesson

Number

Lesson Objectives


Evaluation&

Assessment


Resources


Mindmap vocabulary that the pupils expect to find in the 3

Pupils complete non-fiction reading comprehension exercises from the differentiated reading text books. Pupils first familiarise themselves with the key vocabulary and idioms used in the unit and then read and answer questions based on the text. Finally, pupils test their

Each pupil presents to the rest of the class one interesting fact gathered


Weekly spelling test.

Mark answers to reading comprehe


Target Readings Books 1-3 by Casey Malarcher Unit 2.

ProofreadiObjective: Understand

6

underlying themes, causes and points of view.

texts.

Pupils write 3 questions they hope to find answers to in their differentiated texts.

understanding of the key vocabulary and idioms in the unit by completing a short vocabulary exercise and a gap fill exercise.

Core: Target Readings Book 2 by Casey Malarcher: Unit 2 Andre Agassi p9-12.

Support: Target Readings Book 1 by Casey Malarcher: Unit 2 Harry Potter p9-12.

Extension: Target Readings Book 3 by Casey Malarcher: Unit 2 The Sphinx p9-12.

from their text.

nsion exercises.

ng and Editing by Gunter Schymkiw: Exercise 2.



PowerPoint: Active and passive verbs.

Share and enjoy Matilda (EF p6-7). Comment on passive sentences. Compare her first day of school to Laurie Lee’s. Discuss differences in the way the two texts are written (story/autobiography). Which way did the pupils prefer? Explain the use of a reading response journal. Use RS3 as a prompt. Model a response in a journal.

Core: Pupils write their response to Matilda and refer to RS3 if necessary.

Support: Pupils write their response to Matilda and refer to RS3.

Extension: Pupils compare Cider With Rosie to Matilda.

Pupils share response journal entries. Why do pupils respond differently? Why is it a good idea to express a personal opinion?

N/A Peer-mark journal entries.


PowerPoint: Active and passive verbs.

Matilda by Roald Dahl (EF p6-7).

RS3.

Objective: Appraise a text quickly, deciding on its value, quality or usefulness.

WALT give a personal response to texts.

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Play the ‘Sentence Auction’ game using Letts Sentence 3 Unit 23 ‘1st, 2nd and 3rd Person’ for questions.

Reread Matilda. Discuss how the viewpoint is different to Cider With Rosie e.g. Matilda is not telling the story. Demonstrate how to change the opening of Matilda from 3rd person to 1st person.

Core: Pupils complete RS4.

Support: Read the two texts on RS4 aloud to the children emphasising the differences.

Extension: Pupils write about the same episode on RS4 from the point of view of another child in Matilda’s class.

Review and discuss completed RS4 sheets.

Adventures in Reading & Writing 2 by Billings and Newman.Unit 2: An Alligator in New York

Mark answers to RS4.

.

- Matilda by Roald Dahl (EF p6-7).

RS4.

Adventures in Reading & Writing 2 by Billings and Newman.Unit 2: An Alligator in New York

Objective: Understand underlying themes, causes and points of view.

WALT change the viewpoint of a story.


Play the “Who-did-what-to-whom?” game.

Read Double Act (BB p4-6). Pupils listen for differences between the two narrators in the text. Pupils discuss the differences in pairs. Share differences with the whole class. Annotate the big book as a model.

Core: Pupils annotate the second extract from Double Act on RS5.

Support: Pupils work in pairs to complete RS5, each taking one narrator. TA assistance.

Extension: Pupils continue the second extract and write some more sentences by each narrator.

Share answers to RS5. What do the journal entries tell us about each character?

N/A Mark answers to RS5.

- Double Act (BB p4-6).

RS5.

Objective: Understand how writers use different structures to create coherence and impact.

WALT understand how to make

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characters different.



Read through the ‘Focus’ section of Letts Sentence 5 Unit 8 ‘Verbs: 1st, 2nd and 3rd Person.’’ Pupils work in groups on mini-whiteboards to complete the ‘Check it out’ section. Check answers on the board. Discuss the ‘Practice’ section.





Nelson Spelling 4: Unit 1 ‘sure’ and ‘ture’p 6-7.

Learn Key words for Monday’s spelling and grammar test.



Letts Sentence 5 Unit 8 ‘Verbs: 1st, 2nd and 3rd

Person.’’

Nelson Spelling 4: Unit 1 ‘sure’ and ‘ture’p 6-7.


WALT write sentences in 1st, 2nd and 3rd person.

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Term 1

Week 3

Lesson

Number

Lesson Objectives


Evaluation&

Assessment


Resources


Mindmap vocabulary that the pupils expect to find in the 3 texts.

Pupils write 3 questions they hope to find answers to in


Core: Target Readings Book 2 by Casey Malarcher: Unit 3 Video Jockeys p13-16.

Support: Target Readings Book 1 by










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their differentiated texts.

Casey Malarcher: Unit 3 Bubble Gum p13-16.

Extension: Target Readings Book 3 by Casey Malarcher: Unit 3 Blogging p13-16.

2 Strand: 9 Creating and shaping texts.

Look at a selection of portraits. Discuss each picture as if it was a character in a story. What would they be like? What kinds of things would they say or do?

Brainstorm ideas for a character in the story they are going to write with two narrators (focus on a twin as in the story ‘Double Act’). Pupils use a thesaurus to generate interesting descriptive words and phrases and add these to a ‘character poster’ on the board.

Core: Pupils make a ‘character poster’ for the second twin. This character should be very different from the first one they created together on the board.

Support: Pupils make a ‘character poster’ for the second twin using RS6 as a prompt.

Extension: Pupils should write one paragraph on the physical description and one on the personality of the second twin and illustrate their work.

Pupils work with their response partners, taking turns to read their descriptions. Discuss particularly original or effective ideas.

N/A Peer-mark character posters.

- Selection of portraits.Double Act (BB p4-6).

Objective: Select words and language drawing on their knowledge of literary features and formal and informal writing.

WALT create interesting characters.


Play ‘Fortunately, unfortunately’.

Explain to the pupils that they are going to write a story using two narrators similar to ‘Double Act.’ Each character will take it in turns to tell the story in the first person, using the idea of writing in a secret

Share plans with response partners. Share some

Adventures in Reading & Writing 2 by Billings and

Mark written work.

- Double Act (BB p4-6).

RS7.

Adventures Objective:

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Use different narrative techniques to engage and entertain the reader.

journal. They will use the characters created from the previous lesson. The story will be about the children starting a new school. This is a long writing task that will be completed in the following lesson. Discuss the assessment criteria/story checklist. First plan the story using the ‘hand plan’. Then group-write the beginning of the story on the board for the core and support groups.

Core: Pupils use RS7 to plan and begin writing their story using the group story as a guide.

Support: Pupils use RS7 to plan and begin writing their story. Help pupils to generate ideas and scribe their responses. They can then copy the beginning of the story from the board and continue in their own words.

Extension: Pupils plan without RS7 and begin writing their original beginning to the story.

plans with the whole class.

Newman.Unit 3: A Blood Drive for Alex.

in Reading & Writing 2 by Billings and Newman.Unit 3: A Blood Drive for Alex.

WALT plan a story with two narrators.


Sentence work review. Watch Video Clip: ‘Active and Passive

Recap the previous lesson’s work on planning a story with two narrators focusing on the middle and end. Pupils complete their stories from yesterday.

Core: Pupils complete their own story using their individual plans from yesterday as a prompt.

Share finished stories with response partners.

Share some

N/A Formal Assessment 1: Stories with two narrators.

- Video Clip: ‘Active and Passive Verbs.’

Objective: Use different narrative techniques

12

to engage and entertain the reader.

Verbs.’ Support: Pupils continue the story from the group writing session on the board.

Extension: Pupils carefully select different language and literary features to make their characters as different as possible.

finished stories with the whole class.

WALT write a story with two narrators.



Read through the ‘Focus’ section of Letts Sentence 6 Unit 2 ‘Active Verbs.’ Pupils work in groups on mini-whiteboards to complete the ‘Check it out’ section. Check answers on the board. Discuss the ‘Practice’ section.




Review the targets for this unit. Pupils complete their individual target sheets.

Nelson Spelling 4: Unit 2 ‘ph’ p 8-9.




Letts Sentence 6 Unit 2 ‘Active Verbs.’

Nelson Spelling 4: Unit 2 ‘ph’ p 8-9.


WALT transform active and passive sentences.

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Unit 2: Fiction: Comparing versions of classic fiction (Week 1 of 4)

Term 1

Week 4

Lesson

Number

Lesson Objectives


Evaluation&

Assessment


Resources


Introduce the targets for this unit and discuss the work the pupils will be doing to reach these










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targets. Core: Target Readings Book 2 by Casey Malarcher: Unit 4 Coffee Culture p17-20.

Support: Target Readings Book 1 by Casey Malarcher: Unit 4 The Leaning Tower p17-20.

Extension: Target Readings Book 3 by Casey Malarcher: Unit 4 Blockbuster Movies p17-20.


2 Strand: 8Engaging with and responding to texts.

Watch video clip: ‘Victoria – British Empire During Victorian Era.’

Read ‘The Secret Garden’ (EF p24-27) and focus on the author’s use of setting. What do we know about the place the story is set? What about the lifestyle of the characters? How do they dress and what do they look like? How does the author tell us all this? Pick out some of the Indian words from the text. Use etymological dictionaries to investigate words borrowed from India.

Core: Pupils investigate words from other languages using RS1 and etymological dictionaries or the Internet.

Support: Pupils do the first five words on RS1 only.

Extension: Pupils can add more words for food to RS1.

Play ‘Hangman’ with the Indian words from the text.Review their meanings.

N/A Mark answers to RS1.

History: Language change; Queen Victoria and the British empire.

video clip: ‘Victoria – British Empire During Victorian Era.’

‘The Secret Garden’ (EF p24-27).

RS1.

Objective: Compare how writers from different times and places presentexperiences and use language.

WALT recognise words borrowed from other languages.

3 Strand: 4 Drama.

Pupils work in

Reread The Secret Garden Extract. Explain that the pupils will be acting

Share performan

Adventures in

Assess drama

History: Language

The Secret Garden’

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groups to write a ‘50 Word Summary’ of The Secret Garden on mini-whiteboards.

out scenes from the story in preparation for rewriting the text as a play script. Discuss ways to perform the final scenes. Invite confident pupils to act out one scene for the class. Pupils then work in small groups to act out the scenes themselves.

Core: Encourage the pupils to include actions and use dramatic voices as they read the scenes.

Support: Provide extra assistance during the acting phase by suggesting actions and stage directions for the pupils. Use a camcorder to provide ‘live’ feedback..

Extension: Encourage the pupils to include actions, dramatic voices and stage directions as they read the scenes. One pupil plays the role of the director and suggests ways to improve their group’s performance.

ces from each group. What did they think of the character Mary whilst they were acting out the story?

Reading & Writing 2 by Billings and Newman.Unit 4: Dr. Smith’s New Job.

performance.

change; Queen Victoria and the British empire.

(EF p24-27).

Camcorder.

ICT Suite.

Adventures in Reading & Writing 2 by Billings and Newman.Unit 4: Dr. Smith’s New Job.

Objective: Devise a performance considering how to adapt the performance for a specific audience.

WALT perform a text.

4 Strand: 4 Drama.

Ask the pupils if they have read the Harry Potter books. Did they prefer the

Watch the opening of ‘The Secret Garden’ and discuss the differences and similarities with the print version in terms of setting. Evaluate the strengths and weaknesses of each version using RS2 as a prompt.


Support: Pupils work as a group to share their ideas. Teacher scribes

Share some of the Response Journal entries with the rest of the class.

N/A Mark RS2. History: Language change; Queen Victoria and the British empire.

‘The Secret Garden’ video.

RS2.

Objective: Consider the overall impact of a live or recorded performance, identifying dramatic

16

ways of conveying characters’ ideas and building tension.

books to the film? Discuss the pro’s and con’s of each form.

their responses on an enlarged copy of RS2.

Extension: Ask the pupils to write a Response Journal entry to compare the book to the film. What did they think of the screen version? What things were good? What had been changed?

WALT compare a book to its screen version.



Read through the ‘Focus’ section of Letts Sentence 5 Unit 16 ‘Simple Sentences.’ Pupils work in groups on mini-whiteboards to complete the ‘Check it out’ section. Check answers on the board. Discuss the ‘Practice’ section.





Nelson Spelling 4: Unit 3 Root words from Greek and Latin p 10-11.




Letts Sentence 5 Unit 16 ‘Simple Sentences.’

Nelson Spelling 4: Unit 3 Root words from Greek and Latin p 10-11.

Objective: Express distinctions of meaning by constructing sentences in varied ways.

WALT re-order simple sentences.

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Term 1

Week 5

Lesson

Number

Lesson Objectives


Evaluation&

Assessment


Resources



Pupils write 3 question










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s they hope to find answers to in their differentiated texts.

Core: Target Readings Book 2 by Casey Malarcher: Unit 5 Around the World p21-24.

Support: Target Readings Book 1 by Casey Malarcher: Unit 5 Talking Birds p21-24.

Extension: Target Readings Book 3 by Casey Malarcher: Unit 5 The Tour de France p21-24.



Watch video clip: ‘Compound Sentences.’

Read the model film script of the opening of The Secret Garden (BB p16). Recall and annotate the features of a script on acetate. Demonstrate writing the end of the extract (lines 103 to end) as a script on the board using the beginning from BBp17 as a guide. Discuss what needs to be added to complete the scene.

Core: Pupils work in pairs and use RS3 to complete writing the scene.

Support: Use colours to annotate the features of a script on RS3. Pupils orally rehearse the scene before they write. TA scribes their ideas.

Extension: Pupils work in pairs and use RS3to complete writing the scene. Pupils add information about camera angles, e.g. close up, long shot etc. to their script.

Pupils peer mark their work checking for the conventions of a script and noting how the written versions are different from the screen version.

N/A Mark RS3 focusing on the conventions of play scripts.


video clip: ‘Compound Sentences.’

The Secret Garden (BB p16 & 17.)

RS3.

Objective: Use different narrative techniques to engage and entertain the reader.

WALT write a scene of a play.

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3 Strand: 7. Understanding and interpreting texts.

VCOP Connectives team quiz.

Ask pupils what they know about The Jungle Book. Read Rikki Tikki Tavi (EF p14-19). Discuss how the text is narrated in the third person from the mongoose’s point of view. Discuss the setting and how we only hear about the places important to the animals in the garden. Compare the setting and narration to The Secret Garden. Look again at lines 1-24 and pick out all the connectives in the passage. Sort them into categories that tell you when, how or why something happened.


Support: Pupils complete RS8.

Extension: Pupils complete RS7 then pick out connectives from the remainder of the text and add them to their lists.

Play ‘Noughts and Crosses: Make sentences using and, but, or, although, because, after, while, so that and since.

Adventures in Reading & Writing 2 by Billings and Newman.Unit 5: Korean Family Reunion.

Mark RS7 and RS8.



The Jungle Book. Read Rikki Tikki Tavi (EF p14-19).

RS 7 & 8.

Adventures in Reading & Writing 2 by Billings and Newman.Unit 5: Korean Family Reunion.

Objective: Understand how writers use different structures to create coherence and impact.

WALT understand how writers use connectives.

4 Strand: 4 Drama.

Watch video clip: ‘Grammar Rock Conjunction.’

Watch the animated version of Rikki Tikki Tavi. Draw a large story board on a large piece of paper, divided into eight scenes. Discuss what might go in each box. Demonstrate drawing a picture and writing a caption (including compound sentences) to describe what is happening in the first two scenes.



N/A Mark RS9 focusing on connectives and compound sentences.


video clip: ‘Grammar Rock Conjunction.’

Rikki Tikki Tavi.

RS9.

Connectiv

Objective: Devise a performance considering how to adapt the performance for a specificaudience.

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Support: Pupils complete RS9. Help pupils to write short captions for each scene.

Extension: Pupils extend RS9 to include 12 scenes.

es team quiz.

WALT plan a play script.


Play a team game using a selection of verbal reasoning questions from the Bonds tsts.

Read through the ‘Focus’ section of Letts Sentence 5 Unit 27 ‘Clauses 3.’ Pupils work in groups on mini-whiteboards to complete the ‘Check it out’ section. Check answers on the board. Discuss the ‘Practice’ section.





Nelson Spelling 4: Unit 4 Double Letters p 12-13.




Letts Sentence 5 Unit 27 ‘Clauses 3.’

Nelson Spelling 4: Unit 4 Double Letters p 12-13.

Objective: Express subtle distinctions of meaning by constructing sentences in varied ways.

WALT investigate clauses.

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Term 1

Week 6

Lesson

Number

Lesson Objectives


Evaluation&

Assessment


Resources



Pupils write 3 questions they hope to find answers to in their differentiated


Core: Target Readings Book 2 by Casey Malarcher: Review Units 1-5 p25-26.

Support: Target Readings Book 1 by Casey Malarcher: Review Units 1-5 p25-26.






Target Readings Books 1-3 by Casey Malarcher: Review Units 1-5.




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texts. Extension: Target Readings Book 3 by Casey Malarcher: Review Units 1-5 p25-26.


Watch the animated version of Rikki Tikki Tavi again.

Over the next three lesson the pupils will write a number of scenes to collate into a ‘big’ class play script. Pupils will then perform and record their own version of Rikki Tikki Tavi. First, highlight the dialogue in the text and encourage the pupils to use the original words in their script. Then, ask pupils to think carefully about the role of the narrator in the screen version. Can they find the words he narrated in the text?

Core: Pupils work in pairs to write a scene from Rikki Tikki Tavi using their work on RS9 as a prompt. Encourage the use of stage directions.

Support: Pupils work as a group to write a scene from Rikki Tikki Tavi. Share ideas verbally as the teacher scribes. Make ‘mistakes’ in the presentation of the play and ask the pupils to correct them.

Extension: Pupils work individually to write a scene from Rikki Tikki Tavi. Encourage the use of stage directions.

Share some examples of pupils work.

N/A Assess how the pupils work in pairs and groups.

Drama: Performance and play scripts.

Rikki Tikki Tavi

RS9.

Objective: Integrate words, images and sounds imaginatively for different purposes.

WALT write a play script.

3 Strand: 9 Creating and shaping

Power Point:

Pupils complete their scenes from Rikki Tikki Tavi from yesterday. Pupils can illustrate their work if

Pupils vote for their

Adventures in Reading &

Formal Assessment 2a:

Drama: Performance and play

Power Point:

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texts. VCOP Connectives Game.

they have time.

Core: Pupils work in pairs to complete a scene from Rikki Tikki Tavi.

Support: Pupils work as a group to complete a scene from Rikki Tikki Tavi.

Extension: Pupils work individually to complete a scene from Rikki Tikki Tavi.

favourite scenes. Collate the favourite scenes into a ‘big book’ for display in the classroom.

Writing 2 by Billings and Newman.Unit 6: A Roller Coaster Blind Date.

Writing a film scene.

scripts. VCOP Connectives Game.

Adventures in Reading & Writing 2 by Billings and Newman.Unit 6: A Roller Coaster Blind Date.

Objective: Integrate words, images and sounds imaginatively for different purposes.

WALT write a play script.

4 Strand: 4 Drama.

Power Point: VCOP Connectives Game.

Pupil’s work in small groups to practice and then perform the scenes they have written this week. The pupils combine these scenes to produce a complete play. Video record the performance for immediate feedback. Some scenes may need several takes. Encourage dramatic actions and voices. Ask pupils to edit the stage directions on their scripts if need be.

Core: Pupils pick roles and practice and perform their scenes. Encourage pupils to evaluate their own and their group’s performances as they practice.

Support: Encourage pupils to take a ‘small’ role in the performance.

Extension: Encourage pupils to take the ‘director’s’ role as each group

Watch finished performance of Rikki Tikki Tavi.

N/A Formal Assessment 2b: Perfoming a film scene.

Drama: Performance and play scripts.

Power Point: VCOP Connectives Game.

Camcorder.

ICT Suite.

Objective: Consider the overall impact of a live or recorded performance, identifying dramatic ways of conveying characters’ ideas and building tension.

WALT perform a play script.

24

practices their performance.



Read through the ‘Focus’ section of Letts Sentence 5 Unit 28 ‘Connectives.’ Pupils work in groups on mini-whiteboards to complete the ‘Check it out’ section. Check answers on the board. Discuss the ‘Practice’ section.





Nelson Spelling 4: Unit 5 Connectives p 14-15.




Letts Sentence 5 Unit 28 ‘Connectives.’

Nelson Spelling 4: Unit 5 Connectives p 14-15.

Objective: Express meaning, including hypothesis, speculation and supposition, by constructing sentences in varied ways.

WALT use connectives to link clauses and sentences.

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Term 1

Week 7

Lesson

Number

Lesson Objectives


Evaluation&

Assessment


Resources



Pupils write 3 questions they hope to find answers to in their differentiated


Core: Target Readings Book 2 by Casey Malarcher: Unit 6 The Puffer Fish p27-30.

Support: Target Readings Book 1 by Casey Malarcher: Unit 6 Valentine’s Day p27-30.










26

texts. Extension: Target Readings Book 3 by Casey Malarcher: Unit 6 Left-Handedness p27-30.


Play: ‘The Connectives Game.’

Read the instructions to worksheet 1 from http://www.bbc.co.uk/skillswise/words/grammar/interestsentences/compoundsentences/worksheet.shtml . Work through the first two examples on the board. Do the same with the other three worksheets.

Core: Pupils answer worksheet 2 and worksheet 4 questions individually in their books.

Support: Pupils answer worksheet 2 questions verbally as a group activity. They then complete worksheet 1 individually in their books.

Extension: Pupils answer worksheet 3 and worksheet 4 questions individually in their books.

Play: ‘The Connectives Game.’ again.

N/A Mark worksheets.


‘The Connectives Game.’

http://www.bbc.co.uk/skillswise/words/grammar/interestsentences/compoundsentences/worksheet.shtml

Worksheets 1,2 & 3.


WALT write compound sentences.


Play: http://www.bbc.co.uk/skillswise/words/grammar/interestsentenc

Read through the text: ‘One Hundred and One Dalmatians’ (Letts Literacy Y6 p8). Pupils work in small groups and pick out three or four words from the text that they are unfamiliar with. Use dictionaries to find the meanings of these words and record them on the board. Pupils reread the text. Work through the ‘Text’ questions verbally before the

Pupils peer mark answers to the ‘Text’ questions.

Adventures in Reading & Writing 2 by Billings and Newman.Unit 7: Fire Fighters

Mark answers to the reading comprehension.


http://www.bbc.co.uk/skillswise/words/grammar/interestsentences/compound

Objective: Understand underlying themes,

http://www.bbc.co.uk/skillswise/words/grammar/interestsentences/compoundsentences/game.shtml










27

causes and points of view.

es/compoundsentences/game.shtml .

pupils write their answers.

Core: Pupils answer ‘Text’ questions in pairs.

Support: Pupils answer ‘Text’ questions as a group.

Extension: Pupils answer ‘Text’ questions individually.

Save a Woman.

sentences/game.shtml .

‘One Hundred and One Dalmatians’ (Letts Literacy Y6 p8).

Adventures in Reading & Writing 2 by Billings and Newman.Unit 7: Fire Fighters Save a Woman.



Play: http://www.bbc.co.uk/skillswise/words/grammar/interestsentences/compoundsentences/quiz.shtml

Reread ‘One Hundred and One Dalmatians’ (Letts Literacy Y6 p8). Work through examples of the ‘Sentence’ and ‘Word’ level questions on the board.

Core: Pupils answer ‘Sentence’ and ‘Word’ level questions in pairs.

Support: Pupils answer ‘Sentence’ and ‘Word’ level questions as a group.

Extension: Pupils answer ‘Sentence’ and ‘Word’ level questions

Pupils peer mark answers to the ‘Sentence’ and ‘Word’ questions.

N/A Mark answers to the reading comprehension.


http://www.bbc.co.uk/skillswise/words/grammar/interestsentences/compoundsentences/quiz.shtml

‘One Hundred and One


WALT be











28

active readers.

individually. Dalmatians’ (Letts Literacy Y6 p8).



Read through the ‘Focus’ section of Letts Sentence 6 Unit 4 ‘Connectives 1.’ Pupils work in groups on mini-whiteboards to complete the ‘Check it out’ section. Check answers on the board. Discuss the ‘Practice’ section.




Review the targets for this unit. Pupils complete their individual target sheets.

Nelson Spelling 4: Unit 6 Word Origins p 16-17.



Half-termly grammar and spelling Formal Assessment 1.


Letts Sentence 6 Unit 4 ‘Connectives 1.’

Nelson Spelling 4: Unit 6 Word Origins p 16-17.


WALT investigate connecting words and phrases.

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