Upper Key Stage 2 English Yearly Overview Cycle A

Transcription

1 Upper Key Stage 2 English Yearly Overview Cycle A Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Week 1 From One Bok Biographies & Autobiographies Drama Shakespeare Science Fiction [Themed Writing] [Fiction 2] [Themed Writing] [Fiction 4] [Themed Writing] [Fiction 6] Week 2 Week 3 Instructions & Explanations Short Stories Mystery Classic Narrative [Poetry 3] Debate Poetry [Poetry 5] Week 4 Classic Fiction [Fiction 1] [Non-fiction 2] [Fiction 3] Reports & journalistic Writing Classic Novels [Fiction 5] Non-Chronological Report Week 5 Slam Poetry [Poetry 1] Argument & debate [Non-fiction 4] [Non-fiction 1] Week 6 Recounts Classic poetry [Poetry 2] [Non-fiction 3] Poetic Style [Poetry 4] Persuasive Writing Power of Imagery [Poetry 6] Week 7 [Non-Fiction 1] Themed Writing] [Non-Fiction 5]

2 Year 5 Sentence, Punctuation and Grammar Spelling Word Structure Sentence Type Text Grammar (meaning) Punctuation Refer to GSP spelling appendix and Letters & Sounds documents Converting nouns or adjectives into verbs using suffixes Verb prefixes Relative clauses beginning with who, which, where, when, whose, that, or an omitted Devices to build cohesion within a paragraph Linking ideas across paragraphs using adverbials of time, place and number or tense choices Modal verb, relative pronoun Relative clause Parenthesis, bracket, dash Cohesion, ambiguity Brackets, dashes or commas to indicate parenthesis Use of commas to clarify meaning or avoid ambiguity Year 6 Sentence, Punctuation and Grammar Spelling Word Structure Sentence Type Text Grammar (meaning) Punctuation Refer to GSP spelling appendix and Letters & Sounds documents The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing How words are related by meaning as symbols and antonyms Use of passive to affect the presentation of information in a sentence The difference between structures typical of informal speech and structures appropriate for formal speech and writing or the use of subjunctive forms Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrases, grammatical connections e.g. the use of adverbials and ellipsis Subject, object Active, passive Synonym Antonym Ellipsis, hyphen, colon, semi-colon, bullet points Use of semi-colon, colon, dash to mark the boundary between independent clauses Use of colon to introduce a list and use of semi-colons within lists Punctuation of bullet points to list information How hyphens can be used to avoid ambiguity

3 UKS2 Termly Overview Autumn Term Unit Writing Outcomes SPaG Focus Classic Fiction [Fiction 1] Children explore the charm and challenge of classic fiction. Children write a modern-day Jungle Book story, Just So Stories diary entries, and tell outrageous lies, courtesy of conjunctions. The unit ends with children performing their own Just So Story in Kipling's style. 1. Learn the grammar in App.2 specifically using a range of conjunctions to create compound and complex sentences. 2. Use relative clauses. 3. Use commas correctly, including to clarify meaning, avoid ambiguity and to indicate parenthesis. 4. Use correct punctuation to indicate speech. Biographies & Autobiographis [Fiction 2] Use biographies of Roald Dahl & Michael Morpurgo (both books & online) & their autobiographical writing to identify features of biographies & autobiographies. Use the texts to study dialogue, noun phrases & complex sentences. Write autobiographies online. 1. Learn the grammar in App.2 specifically using a range of conjunctions to create compound and complex sentences. 2. Use expanded noun phrases to convey complicated information concisely Recounts [Non-fiction 1] Using the context of UFOs, children explore recounts: investigating genuine documents; discussing famous sightings & researching notorious hoaxes. Children write a diary entry and create their own hoax UFO photo and report. A presentation to parents completes the unit. 1. Learn the grammar in App.2 specifically using adverbials of time, space and number 2. Use commas correctly, including to clarify meaning, avoid ambiguity and to indicate parenthesis. 3. Use expanded noun phrases to convey complicated information concisely Instructions and Explanations [Non-fiction 2] Hover boards and Doggie Umbrellas meet new-fangled escalators and dial telephones in a unit, which explores instructions and explanations in the context of changing technology. Children try pitching in the Dragon's Den and create guides for futuristic travel. 1. Use brackets, dashes and commas to indicate parenthesis. 2. Use semi-colons, colons or dashes to mark boundaries between main causes 3. Use colons to introduce lists 4. Punctuate bullet points consistently Slam Poetry [Poetry 1] Study a slam poem (a form of performance poetry) & other poems about what to do when you grow up. Children write an extra verse about their dreams. Use poems about not knowing what to write to stimulate writing about everyday little things. Hold a poetry slam! 1. Recognise vocabulary and structures appropriate for formal and written speech, and the differences between this and spoken speech, including the use of contractions. 2. Use correct punctuation to indicate speech. Classic Poetry [Poetry 2] Carroll s Walrus and the Carpenter stimulate performance, discussion and persuasive writing, in this poetry unit. Belloc's Cautionary Tales provide cause for debate and the children end the unit writing their own modern day cautionary poems. 1. Learn the grammar in App.2 specifically using and choosing descriptive language; adjectives, adverbs and powerful nouns and verbs. 2. Use expanded noun phrases to convey complicated information concisely 3. Use hyphens to avoid ambiguity Children to write a range of different genres, based on Cross Curricular Topic or school theme.

4 UKS2 Termly Overview Spring Term Unit Writing Outcomes SPaG Focus Short Stories Mystery {Fiction 3] Look at the genre of short stories using Short! by Kevin Crossley-Holland. Children investigate the use of adverbials to link sentences or paragraphs together. Children plan & write short mystery stories elaborating by use of descriptive words & further details. 1. Adverbials of time, place and number. 2. Use elaborated language of description, including expanded noun phrases, adjectives, adverbials and a variety of subordinate clauses, including relative clauses. 3. Use semi-colons to mark boundary between independent clauses. Drama Shakespeare [Fiction 4] Introduce chn to Shakespeare using Marcia Williams Mr William Shakespeare s Plays Romeo & Juliet + Macbeth. Investigate diff ways of writing dialogue including a playscript layout & the use of informal language. Children write a 60 sec version of part of Macbeth. 1. Use dialogue, differences between spoken and written speech. Punctuation to indicate direct speech. 2. Formal and informal speech and writing. Use of subjunctive forms. 3. Use commas to clarify meaning. Argument & Debate [Non-fiction 3] Identify features of argument texts & discuss differences between facts & opinions. Find out how to present opinions as if they were facts. Study formal & informal speech. Research for & hold a class debate. Children then write & edit their own argument text. 1. Formal and informal speech and writing. Use of subjunctive forms. 2. Use bullet points, colons and semi-colons. Reports & Journalistic Writing [Non-fiction 4] Use Tuesday by David Wiesner to study report writing. Look at different ways of writing speech playscripts, speech bubbles, direct & reported speech. Compare formal & informal writing including use of passive voice. Children write newspaper reports 1. Dialogue, direct/indirect speech punctuation. Reported speech. 2. Use of passive form to present information. 3. Use semi-colons and dashes to mark boundaries between independent clauses. 4. Use commas to clarify meaning. Classic Narrative & Oral Poetry [Poetry 4] Chn learn the classic narrative poem Ballad of Charlotte Dymond to recite & identify features. Use role play to study the characters in depth. Compare with Lochinvar & explore relative clauses. Then use Chocolate Cake to inspire their narrative poems. 1. Use commas to clarify meaning. 2. Use elaborated language of description, including expanded noun phrases, adjectives, adverbial and a variety of subordinate clauses, including relative clauses. Poetic Style [Poetry 4] Children hear & respond to a range of poems from two well-known poets. Explore the use of language & how the writers imply deeper meanings & research the poets on the internet. Finally children write their own free-verse poems inspired by those they have read. 1. Dialogue, direct speech punctuation. 2. Use commas to clarify meaning. 3. Use and understand grammatical terminology. Children to write a range of different genres, based on Cross Curricular Topic or school theme.

5 UKS2 Termly Overview Summer Term Unit Writing Outcomes SPaG Focus Classic Novels [Fiction 5] Through The Hobbit by JRR Tolkien, investigate settings, character development, dialogue & narrative style. Writing includes: dramatisation, playing with pointof-view & writing a 'Lost Tale'. Grammar includes: complex sentences, relative clauses and elaboration. 1. Writing complex and compound sentences 2. Use elaborated language of description, including expanded noun phrases, adjectives, adverbials and, particularly, relative clauses. 3. Use accurate sentence and speech punctuation. Science Fiction Stories [Fiction 6] Children read and analyse a selection of short stories from Tales of Outer Suburbia by Shaun Tan. They explore the structure of short stories & the use of modal verbs & dialogue. Children write a drama based on one they have heard & then a new story in the Shaun Tanstyle. 1. Use dialogue, recognise differences between spoken and written speech. 2. Use speech punctuation to indicate direct speech. 2. Understand and use modal verbs. Persuasive Writing [Non-fiction 5] Times are a changin' as children explore how to win hearts & minds. Children analyse adverts and political speeches, adapt protest songs and manipulate with modal verbs. Children write persuasively & the unit ends in a political rally. Who will win: parents or children? 1. Understand and use modal verbs in persuasive writing 2. Use apostrophes correctly. 3. Use correct sentence punctuation. Non-Chronological reports [Non-fiction 6] Use texts about ipads & iphones to introduce features of non-chronological reports. Children create a new section for a BBC online activity about reports using BOS/ QuAD techniques. Then children research information about another electronic device & write reports. 1. Begin to understand the use of active and passive verbs, especially the use of the passive form in reports. 2. Recognise and use a past participle. 3. Use semi-colons, colons and dashes appropriately in reports. 4. Use bullet points in reports. Debate Poetry [Poetry 5] Read a Gulf debate poem about a fierce dispute between coffee & tea. Identify features of poems that tell a story. Children read & compare other poems about drinks. They create & perform a playscript for the dispute, then write a poem about a drink. 1. Use elaborated descriptive language. 2. Use expanded noun phrases. 3. Use and understand grammatical terminology. Power Of Imagery [Poetry 6] Using a range of sea poems (provided) & The Convergence of the Twain by Thomas Hardy, explore the use of imagery & description. Then discuss how to use language to evoke feelings & produce impressions. Children draft & write their own poem about the Titanic. 1. Use fronted adverbials and non-finite verbs to start a sentence. 2. Use commas after fronted adverbials 3. Use elaborated description, including adjectives and adverbs, and subordinate clauses. Children to write a range of different genres, based on Cross Curricular Topic or school theme.

6 Name: Objectives Year Group: 5/6 Unit: Fiction 1 Classic Fiction Spoken Language: Listen and respond appropriately to adults and their peers Articulate and justify answers, arguments and opinions Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas Consider and evaluate different viewpoints, attending to and building on the contributions of others Word Reading: Reading Comprehension: increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions identifying and discussing themes and conventions in and across a wide range of writing making comparisons within and across books drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas identifying how language, structure and presentation contribute to meaning Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others ideas and challenging views courteously Provide reasoned justifications for their views Writing Transcription: use further prefixes and suffixes and understand the guidance for adding them use dictionaries to check the spelling and meaning of words Writing Composition: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own noting and developing initial ideas, drawing on reading and research where necessary in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register Proof-read for spelling and punctuation errors Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear Writing VGP: using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.