Year Group: 6 | Term: Spring 1 | ||
Text Type and Outcome: Non-Fiction – Recount Newspaper Report Charles Darwin finding a fossil | Core Text: | Weeks: 3 | Audience and Purpose: First News – challenge 1835 – Charles Darwin – fossil Purpose: To inform |
Composition •I can identify the audience for and purpose of the writing. •I can choose the appropriate form and register for the audience and purpose of the writing. •I use grammatical structures and features and choose vocabulary appropriate to the audience, purpose and degree of formality to make meaning clear and create effect. •I use a range of sentence starters to create specific effects. •I can use developed noun phrases to add detail to sentences. •I can sustain and develop ideas logically in narrative and non-narrative writing. •I can evaluate, proofread and edit my work | Grammar and Punctuation Overlearning 4 sentence types: (Y2) Continuous verb forms (Y2) Standard English verbs forms (Y5) Relative Clauses including in parenthesis(Y5) Devices to build cohesion (Y5) Age Related Learning •I use the passive voice to present information with a different emphasis. • I link ideas across paragraphs using wide range cohesive devices •I use commas to mark phrases and clauses. | Transcription Spelling - silent letters ei/ie tial/cial Handwriting
| Features Headline 5Ws in Introduction Chronological Order Mostly past tense Use of passive voice for ambiguity 3rd Person Layout features Quotes Facts and Opinions Photograph / Captions Ending with summary, comment or question |
Speaking and Listening Interview CD – First lines “tell us what you have found.” (5Ws) Prepare an article for Newsround – piece to camera: | Rapid Writes Newsround Script, Postcard home from CD/another, Eye witness Statement/ Police Report | Tier 2 Vocabulary discovery artefact researchers astounding remarkable | Reading and Writing across Curriculum Letters: From Charles Darwin Non-Chronological Report about an animal Recount: Engage Day Biography – Mary Anning Explanation- Evolution / How fossils are made |
Year Group: 6 | Term: Spring 1 | ||
Text Type and Outcome: Narrative Short Story based on a predator, including suspense and a twist, revealing the animal at the end. | Core Text: | Weeks: 2 | Audience and Purpose: Read to Y5 To entertain |
Composition •I use grammatical structures and features and choose vocabulary appropriate to the audience, purpose and degree of formality to make meaning clear and create effect. •I use a range of sentence starters to create specific effects. •I can use developed noun phrases to add detail to sentences. •I can sustain and develop ideas logically in narrative and non-narrative writing. •I can use character, dialogue and action to advance events in narrative writing. | Grammar and Punctuation Overlearning Use of speech marks to punctuate direct speech (Y4) Age Related Learning Expanded noun phrases to convey complicated information Semi colons •I use commas to mark phrases and clauses. | Transcription Spelling tious/cious ance/ence Handwriting
| Features 3rd person Past tense Appropriate suspenseful language Included dialogue – a few lines to convey information about the characters or move the story on Paragraphs Expanded noun phrases Language to influence the reader’s opinion Cohesive devices to link paragraphs Range of sentence structures |
Speaking and Listening To describe an animal while hiding the identity. Others to guess what it is. Word tennis – powerful verbs. Teacher calls out an animal + children say appropriate verbs Record reading short narratives | Rapid Writes Riddle. What am I? Diary entry - describing the area all around him. Description of a familiar setting without saying where it is. (4 sentences – Be fabulous in 4!) | Tier 2 Vocabulary derelict sinister vigorous / vigorously crouching smirk | Reading and Writing across Curriculum Letters: From Charles Darwin Non-Chronological Report about an animal Recount: Engage Day Biography – Mary Anning Explanation- Evolution / How fossils are made |