Year Group: Year 6 | Term: Spring 1/2 | ||
Text Type and Outcome: Narrative Extended story based on a girl called Alma, including suspense and mystery, revealing the dolls in the shop were missing children. | Core Text: Alma visual literacy | Weeks: 4 Starting in Spring 1 - leading into spring 2. | Audience and Purpose: Audience: Year 5 children Purpose: To entertain. |
Composition •To identify the audience for and purpose of the writing. • To choose the appropriate form and register for the audience and purpose of the writing. • to use grammatical structures and features and choose vocabulary appropriate to the audience, purpose and degree of formality to make meaning clear and create effect. •To use a range of sentence starters to create specific effects. •To can use developed noun phrases to add detail to sentences. • To sustain and develop ideas logically in narrative writing. • To use character, dialogue and action to advance events in narrative writing. | Grammar and Punctuation Over learning: Use of speech marks to punctuate direct speech and use dialogue to advance action and describe characters. (Y4) New learning: Expanded noun phrases (including figurative language) to convey information precisely. Use of ellipsis Use of a dash Use of hyphens | Transcription Spelling ancy/ency able/ible/ibly ough fer hyphenated words prefixes Handwriting Use a joined, legible style of handwriting with consistent sizing and spacing of letters. Penpals Units 11-15: Improve handwriting by ensuring consistent sizing, proportion, spacing of letters. | Features - Clear beginning, build up, problem, resolution and ending. -range of sentence starters to create effect -noun phrases -Character dialogue and action to advance events. - short sentences and use of ellipsis to create suspense. |
Speaking and Listening To speak orderly and fluently. To maintain the interest of the listener(s). - reading to Yr5 children. | Rapid Writes - Graveyard setting description - Missing poster (character description) - Advertising Alma film trailer | Tier 2 Vocabulary disappear tremble ghastly lifeless silhouette panic-stricken apprehensive | Reading and Writing across Curriculum Explanations: How the heart works? Non chronological: report on the circulatory system. Write science methods Engage day: recount Biography: William Harvey |
Year Group: 6 | Term: Spring 2 | ||
Text Type and Outcome: Non-Fiction: Balanced Argument Which organ is the most important? | Core Text: The day the crayons quit. | Weeks: 2 | Audience and Purpose: Audience: The public Video link from PT - I would like some information to show how important it is to keep healthy. Purpose: To discuss and 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 use the passive voice to present information with a different emphasis. •I can sustain and develop ideas logically in non-narrative writing. | Grammar and Punctuation Overlearning 4 sentence types Modal verbs and adverbs to indicate degree of possibility (Y5) Age Related Learning Use of semicolon, colon and dash. Linking ideas across paragraphs using wide range cohesive devices. | Transcription Spelling ancy/ency able/ible/ibly Handwriting Use a joined, legible style of handwriting with consistent sizing and spacing of letters. Penpals Units 11-15: Improve handwriting by ensuring consistent sizing, proportion, spacing of letters. | Features Title – Statement to debate An opening paragraph to introduce the issue Paragraphs for and against – with the supporting evidence Third person Simple present tense Formal, technical language Facts and opinions – views on both sides Generalisation e.g. some people Conjunctions and adverbs – therefore, however You may present the writer’s view in the conclusion, summarise or ask questions. |
Speaking and Listening Participate in a Debate including making a speech while speaking audibly and justify arguments and opinions | Rapid Writes Letter from the organ linking to the picture book. Would you rather have _____ or ____? sight or smell? | Tier 2 Vocabulary survive pursue / pursued various protect prefer | Reading and Writing across Curriculum Explanations: How the heart works? Non chronological: report on the circulatory system. Write science methods Engage day: recount Biography: William Harvey |