Bournes Green Junior School Literacy Medium Term Planning

Transcription

1 Bournes Green Junior School Literacy Medium Term Planning Year 4 ( These plans are not necessarily completed in this order as a particular genre may complement a certain topic so will be moved to that term) Autumn term Week Unit Word level Phonics, spelling & Week 1 Week 2 Stories with Historical settings Stories with Historical settings vocabulary - To spell regular verb endings s,-ed,-ing (link to work on tenses/ sentence level). - To spell irregular tense changes, e.g. go/went, can/could, etc. - To recognise and spell the suffixes, -al,-ary, ic, -ship,- hood, -ness and ment - To know the ways in which nouns and adjectives, e.g. fix, solid, simple, drama, dead, can be made into verbs by using suffixes ate,-ify, etc.; investigate spelling patterns and generate rules Sentence level - Compare sentences from narrative and information in order to investigate verb tenses and develop awareness of how tense relates to purpose and structure of text; understand that the term tense relates to time in relation to verbs. - To begin to use verb tenses appropriately; to understand that one test of whether a word is a verb is whether or not its tense can be changed. - Identify the use of powerful verbs, e.g. hobbled instead of went, e.g. through cloze procedure 10. Text structure and organisation Organise into paragraphs to distinguish between different information, events or processes. TEXT LEVEL Comprehension and composition 1. Speaking - Tell stories effectively and convey detailed information coherently for listeners. - Compare the different contributions of music, words and images in short extracts from TV programmes. 7. Understanding and interpreting - Deduce characters' reasons for behaviour from their actions and explain how ideas are developed in non-fiction. 8. Engaging with and responding to - Interrogate to deepen and clarify understanding and response. - Develop and refine ideas in Suggested activities Outcomes Phase 1 - Read several short stories set in the past and a longer story with a historical setting as a serial to run throughout the unit. Identify the details that describe characters and setting. Select a character. Children discuss their own response to the character and way that an author achieves this. Write a character sketch using evidence from the text. Watch a short extract of a TV drama set in the past. Discuss how differences in time and place are represented. Phase 1 outcomes - Children can read stories with a historical setting and find evidence about the period when the story is set. Children write character sketches using evidence deduced from the text Phase 2 - Map the stages in stories read and discuss the passing of time. Relate this to the organisation of paragraphs and key phrases. Identify events that are skimmed and those told in more depth. Explore the use of powerful verbs. Phase 2 outcomes - Children can recognise the stages in a story and the way that events are linked. Children can identify powerful verbs in a text and can talk about their function.

2 Week 3 Stories with Historical settings writing using planning and problem-solving strategies. - To investigate how settings and characters are built up from small details, and how the reader responds to them. - To identify the main characteristics of key characters, drawing on the text to justify views, and using the information to predict actions. - To write character sketches, focusing on small details to evoke sympathy or dislike. - To write independently, linking own experience to situations in historical stories, e.g. How would I have responded? What would I do next? Phase 3- Present an historical setting familiar to the children (linked with a period studied in history.) Support children plan and tell a story. Children write their own short stories set in the past, using their oral stories to structure the written versions. Add descriptive detail to make the setting more vivid for the reader. Phase 3 outcomes - Children can plan a story with a clear structure including a build-up, climax or conflict, and resolution. Children can use connectives to show changes in time or place and the sequence of events. Children can write a complete narrative with their ideas organised into paragraphs Week 4 Week 5 Non Fiction Recounts Newspapers / Magazines Non Fiction Recounts Newspapers / Magazines -To spell two-syllable words containing double consonants, e.g. bubble, kettle, common. - Identify the usual verb tense used for recounts. - Identify common adverbs with ly suffix and discuss their impact on the meaning of sentences; notice where they occur in sentences and how they are used to qualify the meaning of verbs; collect and classify examples of adverbs, e.g. for speed: swiftly, rapidly, sluggishly. 10. Text structure and organisation - Organise into paragraphs to distinguish between different information, events or processes. 1. Speaking - Tell news effectively and convey detailed information coherently for listeners. - Compare the different contributions of music, words and images in short news from TV programmes. E.g. Newsround 8. Engaging with and responding to - To identify different types of text, e.g. content, structure, vocabulary, style, layout and purpose. - To identify features of non-fiction. -To understand and use the terms fact and opinion and begin to distinguish the two in reading and other media. - To identify the main features and style of newspaper recounts. - To predict newspaper stories from Phase 1/2 -Analysis of the features of a simple recount based on a real event. Discuss the concepts of 'fact' and 'opinion' in both recounts and an example newspaper article. Analysis of newspaper or magazine, revising key organisational features and identifying language conventions. Phase 1/2 outcomes - Children can organise and sequence a recount, identifying key events. Children can write a draft recount in the correct verb tense Children can orally distinguish between factual information and opinions based on factual information. Children can write a simple commentary on a recount draft. Children can identify and record factual information and opinions based on factual information. Phase 3 Children study a visual text as the basis for a newspaper article. Drama is used to study and record character opinions alongside factual evidence. Children plan a newspaper article that contains both factual and opinion-based content. Phase 3 outcomes - Children can identify key language and presentational features of newspapers and magazines. Children can draft a newspaper or magazine article based on a recount

3 Week 6 Week 7 Non Fiction Recounts Newspapers / Magazines Poetry Creating Images - To define familiar vocabulary in their own words, using alternative phrases or expressions. Word structure and spelling Use knowledge of phonics, morphology and etymology to spell new and unfamilar words. - Identify and use powerful verbs in their own poetry writing and note the effect. Recognise and write a simile in writing. the evidence of headlines, making notes and then checking against the original. - To select and examine opening sentences that set scenes, capture interest, etc; pick out key sentences / phrases that convey information. - Interrogate to deepen and clarify understanding and response. - Develop and refine ideas in writing using planning and problem-solving strategies. To write newspaper style reports, using the appropriate style, layout and features about a school event or an incident from a story. Understanding and interpreting Explain how writers use figurative and expressive language to create images and atmosphere. Compare figurative and expressive language to narrative example; locate use of simile. Identify different patterns of rhyme and verse. 8. Engaging with and responding to Read extensively favourite authors or genres and experiment with other types of text. Interrogate to deepen and clarify understanding and response. Explore why and how writers write, including through face-to-face and online contact with authors. Phase 4- write newspaper style reports, using the appropriate style, layout and features about a school event or an incident from a story. (LINK TO PREVIOUS UN IT- STORIES WITH HISTORICAL SETTINGS) Phase 4 outcomes - Children can record evidence for a newspaper article based on a range of evidence sources. Children can develop an understanding of how an event can be perceived from different viewpoints. Children can plan, draft and publish a newspaper article using the appropriate language and presentational features Phase 1/2 - Read a number of poems that use similes and other simple images to create a vivid picture. Perform poems, individually or in groups, using actions and sound effects where appropriate to heighten awareness of the language and imagery used. Respond to the poems in a variety of ways, through dance, drama and art. Consider what the poems are about and discuss the poet's use of language, identifying distinctive features, such as similes and other devices. Consider why poets might have chosen to use language in the way they did. Phase 1/ 2 outcomes - Children can recognise and discuss how poets use language (including similes and other simple images) to create a vivid picture in words. - Children have increased the range of poetry of which they are aware and can discuss likes and dislikes, with reasons Children understand how to plan and write a poem based on a model.

4 Week 8 Poetry Creating Images Develop and refine ideas in writing using planning and problem-solving strategies. Choose and combine words, images and other features for particular effects To write poetry based on structure or style of poems read, taking account of vocab, choruses, etc. Phase 3- Model planning and writing a new poem based upon those read in previous sessions. Children write their own poem using similes and other devices to create imagery. Outcomes are shared, discussed and performed or published as a class book, using presentation software. Phase 3 outcomes- Children can write their own simple poem based on one previously read and analysed. - Children can paint a vivid word picture using similes and other simple images. Week 9 Week 10 Week 11 Stories set in imaginary worlds Stories set in imaginary worlds Stories set in imaginary worlds Use a range of approaches to learn and spell irregular words. To practise using commas to mark grammatical boundaries within sentences; link to work on editing and revising own writing. use the apostrophe for possession 1. Speaking -Tell stories effectively and convey detailed information coherently for listeners. -Read, compare and contrast a range of with fantasy settings. -Identify common features and themes from the narratives. Discuss how settings influence the reactions of characters. Express opinions about the mood and atmospheres created by different authors of narratives with fantasy settings. 7. Understanding and interpreting -Explain how writers use figurative and expressive language to create images and atmosphere. 8. Engaging with and responding to -Create fantasy settings using photoediting software. Use images to discuss character responses to settings. -Construct a narrative using the images, and drawing on common features and themes of stories set in fantasy settings. -Develop and refine ideas in writing Phase 1- Read, compare and contrast a range of with fantasy settings. Identify common features and themes from the narratives. Discuss how settings influence the reactions of characters. Express opinions about the mood and atmospheres created by different authors of narratives with fantasy settings. Phase 1 outcomes - Children can express opinions about an author's intended impact on a reader. Phase 2 - Create fantasy settings using photo-editing software. Use images to discuss character responses to settings. Construct a narrative using the images, and drawing on common features and themes of stories set in fantasy settings. Organise the story into paragraphs and identify how cohesion is created within and across paragraphs. Phases 2 outcomes - Children can tell a story orally based on their role-play using the organisational and language features of the text-type. Phase 3- Remind children of 5 parts of a story. Demonstrate how to organise the narrative into paragraphs using cohesive devices to connect ideas. Children write their own narratives arranged into paragraphs, ensuring that ideas are linked within and across paragraphs. Phase 3 outcomes - Children can write a narrative using paragraphs to organise ideas maintaining cohesion within and between paragraphs

5 Week 12 Stories set in imaginary worlds using planning and problem-solving strategies. -Use settings and characterisation to engage readers' interest. -Show imagination through language used to create emphasis, humour, atmosphere or suspense. Organise the story into paragraphs and identify how cohesion is created within and across paragraphs. Phase 3 Children continue to write their own narratives arranged into paragraphs, ensuring that ideas are linked within and across paragraphs. Phase 3 outcomes - Children can write a narrative using paragraphs to organise ideas maintaining cohesion within and between paragraphs

6 Spring term Week Unit Word level Phonics, spelling & 1 Stories From Other Cultures 2 Stories From Other Cultures 3 Stories From Other Cultures vocabulary To distinguish between the spelling and meanings of common homophones, e.g. to/two/too; there/their/they r e; piece/peace. To use 3 rd and 4 th place letters to locate and sequence words in alphabetical order. Sentence level To continue to identify adverbs and understand their functions in sentences through: Investigating the effects of substituting adverbs in clauses or sentences, e.g. they left the house...ly TEXT LEVEL Comprehension and composition To read stories from other cultures, by focusing on, e.g. differences in place, time, customs, relationships; to identify and discuss recurring themes, where appropriate. To understand how paragraphs or chapters are used to collect, order and build up ideas. (From Term 1) To explore narrative order; identify and map out the main stages of the story: opening, build up, problem, resolutions, ending. To use paragraphs in story writing to organise and sequence the narrative. To re-read own writing to check for grammatical sense (coherence) and accuracy (agreement); to identify errors and to suggest alternative constructions. Suggested activities Outcomes Read a short story from another culture. Identify expressive and descriptive language to describe unfamiliar setting. Look at the organisation of the story and research background information, for example about the country where the story is set. Discuss characters: compare customs, beliefs, etc., with children's own. Finish reading the story and compare predictions. Note responses to whole story in journal and discuss ways in which their response has changed whilst reading the book. Begin to read another story, for example from a different culture but with a similar theme. Pause at a key point in the story and discuss children's predictions about how the main characters will act. Do they think that the setting has an effect on their actions? Would they act in the same way? Demonstrate how to use evidence from the text to support a point of view. Select a character from one of the stories. Devise questions to ask that character. Pairs work in role to interview characters, explore their motives and behaviour. Make deductions based on evidence from the text and responding imaginatively. Review what they have learnt about the characters. Remind children of 5 parts of a story. Demonstrate how to organise the narrative into paragraphs using cohesive devices to connect ideas. Children write their own narratives arranged into paragraphs, ensuring that ideas are linked within and across paragraphs. Re-read own writing to check for grammatical sense (coherence) and accuracy (agreement); to identify errors and to suggest alternative constructions. 4 Non Fiction Explanation 5 Non Fiction Explanation Develop a range of personal strategies for learning new and irregular words -Investigate the verb forms used in nonchronological reports; develop awareness of how tense relates to the purpose and structure of the text. -To understand the significance of word order, e.g. some destroy meaning; some make sense but change meaning. Sentences can be re-ordered to retain 1. Speaking -Children work in pairs to orally explain a process or answer a question. -Read and investigate three different texttypes so that children can distinguish between explanatory, reports and recounts. Use of different examples, oral, written and visual. -Identify how talk varies with age, familiarity, gender and purpose. 7. Understanding and interpreting -Use knowledge of different organisational features of to find information effectively. Phase 1- Read and briefly investigate three different text-types so that children can distinguish between explanatory, reports and recounts. Capture ideas through talk and reading and use of different examples of the text-type - on-screen, oral, written and visual. Children work in pairs to orally explain a process or answer a question. Through teacher scribing, shared composition and guided writing, develop awareness of the language features of an explanation text (sentence structure, connectives, passive voice). Phase 2 - Use a diagrammatic plan and oral rehearsal to support the writing of an explanation text. Use the conventions developed through modelled and shared writing and response partners and peer marking to develop skills of re-drafting and editing.

7 6 Non Fiction Explanation meaning (sometimes adding words); subsequent words are governed by preceding ones. -Childen identify the use of paragraphs, connectives and the other key language and structural features appropriate to explanatory writing: purpose (to explain a process or to answer a question) introduction (followed by sequential explanation, organised into paragraphs) language features (usually present tense; use of connectives of time and cause and effect; use of passive voice) presentation (use of diagrams and other illustrations, paragraphing, connectives, subheadings, numbering). 8. Engaging with and responding to Interrogate to deepen and clarify understanding and response. Develop and refine ideas in writing using planning and problem-solving strategies. Summarise and shape material and ideas from different sources to write convincing and informative nonnarrative. 10. Text structure and organisation Organise into paragraphs to distinguish between different information, events or processes. Use adverbs and conjunctions to establish cohesion within paragraphs. Phase 3 - Organise into paragraphs to distinguish between different information, events or processes. Use adverbs and conjunctions to establish cohesion within paragraphs. 7 Plays (unit 5) -To spell irregular tense changes, e.g. go/went, can/could, etc. -Identify a range of suffixes that can be added to nouns and To continue work on adjectives and consolidate their function within sentences: collect and classify examples, e.g. - Read and explore characteristics of playscripts. -Use extracts or scenes from a range of narratives covered in other units. 7. Understanding and interpreting Read and explore characteristics of playscripts related to one of more of previous narrative units. (Possibly play versions of known or previously studied narratives, comparing the two.)

8 8 Plays (unit 5) 10 Plays (unit 5) 11 Plays (unit 5) verbs to make adjectives, e.g. wash able, hope ful, shock ing, child like, hero ic, road worthy -To investigate what happens to words ending in f when suffixes are added. for speed: rapidly, sluggishly or light: dimly, brillliantly. -Explore characters, issues and dilemmas. Improvise dialogue between key characters and use this as the basis for writing own short playscripts, using features explored earlier. 10. Text structure and organisation -To prepare, read and perform playscripts; compare organisation of scripts with stories how are settings indicated / storylines made clear? -To chart the build-up of a play scene. -To chart how dialogue is expressed, how scenes are concluded. To write playscripts, e.g. using known stories as a basis. Use extracts or scenes from a range of narratives covered in other units to perform in groups. Explore characters, issues and dilemmas. Improvise dialogue between key characters and use this as the basis for writing own short playscripts, using features explored earlier. Perform (using ICT to record) and evaluate.

9 Summer term Week Unit Word level Phonics, spelling & 1 Poetry Exploring Form 2 Poetry Exploring Form vocabulary To recognise and spell the suffixes ible,-able, -ive,-tion, -sion. Sentence level To identify the use of powerful and expressive verbs. TEXT LEVEL Comprehension and composition Understanding and interpreting Explain how writers use figurative and expressive language to create images and atmosphere. Compare figurative and expressive language to narrative example; locate use of simile. Identify different patterns of rhyme and verse. 8. Engaging with and responding to Read extensively favourite authors or genres and experiment with other types of text. Interrogate to deepen and clarify understanding and response. Develop and refine ideas in writing using planning and problem-solving strategies. Choose and combine words, images and other features for particular effects To write poetry based on structure or style of poems read, taking account of vocab, choruses, etc Suggested activities Outcomes Phase 1-/2 - Children study poems that can be performed and identify performance techniques. Children read and recite poems discussing vocabulary, structure and language features used to create effects. Children work collaboratively to organise, rehearse and present their own poetry presentations created through presentation software for a chosen audience. Phase 1 outcomes - Children listen for and use some technical terms in discussion of poems. Children understand how the use of expressive and descriptive language can create effects or generate emotional responses. Children can experiment orally with phrases and words to create different effects and responses. Phase 2 outcomes - Children can plan, organise and create an ICT-based poetry presentation that involves each member of the group. Phase 3 - Children showcase and then evaluate their poetry presentations as an effective way of conveying the theme and style of a published poem. Phase 3 outcomes - Children can reflect on and evaluate the quality of their own and their peers' poetry presentations. 3 Non Fiction Persuasive Texts 4 Non Fiction Persuasive Texts -To collect / classify words with common roots, e.g. advent, invent, prevent, press, pressure, depress; investigate origins and meanings. -To distinguish between its and it s -To spell words with common letter strings but different pronunciations, e.g. -To understand that some words can be changed in particular ways and others cannot, e.g. changing verb endings, adding comparative endings, pluralisation and that these are important clues for identifying word classes -Recognise the use of connectives, e.g. 1. Speaking -Respond appropriately to the contributions of others in light of differing viewpoints. -Compare the different contributions of music, words and images in short extracts from TV programmes. -Investigate how talk varies with age, familiarity, gender and purpose. -From examples of persuasive writing, investigate how style and vocabulary are used to convince intended reader. Phase 1 - Read, compare and contrast a range of paper-based and DVDbased persuasive. Discuss and record common features of the texttypes. Express views about the persuasive nature of different. Phase 1 outcomes - Children can express personal opinions to compare and contrast a range of using evidence from the text to support their opinion. Phase 2 - Identify elements of a DVD text that would persuade a reader to see a film. Plan a trailer to promote a film using key moments from the film. Phase 2 outcomes - Children can identify key language features in persuasive.

10 5 Non Fiction Persuasive Texts 6 Non Fiction Persuasive Texts tough, through, trough, plough, hour, journey, could, route, four. adverbs, adverbial phrases, conjunctions, to structure an argument, e.g. If then ; on the other hand ; finally ; so. 7. Understanding and interpreting -Explain how writers use figurative and expressive language to create images and atmosphere. 8. Engaging with and responding to -Interrogate to deepen and clarify understanding and response. -To evaluate advertisements for their impact, appeal and honesty in the way a product is presented: exaggerated claims, hooks, puns, jingles, alliteration, invented words, etc. -Develop and refine ideas in writing using planning and problem-solving strategies. -Summarise and shape material and ideas from different sources to write convincing and informative non-narrative. -Show imagination through language used to create emphasis, humour, atmosphere or suspense. -Choose and combine words, images and other features for particular effects. Phase 3 - Write a written voice-over script to persuade a reader to see a film. Demonstrate how to combine words, music and images to convince the reader. Phase 3 outcomes - Children can write a persuasive voice-over text using informal language and a range of simple connectives. Phase 3- To design an advert, using features learnt from examples. Phase 3 outcomes - Children can write a persuasive voice-over text using informal language and a range of simple connectives. 7 Stories which raise issues/ dilemmas 8 Stories which raise issues/ dilemmas To practise extending and compounding words through adding parts, e.g. ful, ly, ive, tion, ic, ist; revise and reinforce earlier work on prefixes and suffixes; link meanings to spelling. Recap any from previous units. -Begin to read a short story that raises an issue or dilemma. Summarise the key points in each paragraph to produce an outline of the story structure. 7. Understanding and interpreting -Stop to predict the outcome of an issue or dilemma. Explore possible courses of action using improvisation. (1. Speaking) Children write own endings based on drama and discussion. 8. Engaging with and responding to -Compare these endings with the original story ending and evaluate it. -Begin reading a longer story as a serial Begin to read a short story that raises an issue or dilemma. Summarise the key points in each paragraph to produce an outline of the story structure. Stop to predict the outcome of an issue or dilemma. Explore possible courses of action using improvisation. Begin reading a longer story as a serial and continue through the unit. Use a journal to record the issues/dilemmas faced by the main character(s) and predict what they will do. Watch an extract from TV or video which shows a character facing a dilemma; talk about how the mood and atmosphere are achieved with music, images and words.

11 9 Stories which raise issues/ dilemmas 10 Stories which raise issues/ dilemmas and continue through the unit. Use a journal to record the issues/dilemmas faced by the main character(s) and predict what they will do. Discuss evidence that suggests the character's point of view and possible actions. Discuss different characters and alternative views on the problem. -Watch an extract from TV or video which shows a character facing a dilemma; talk about how the mood and atmosphere are achieved with music, images and words. -Children write in role as a character from the story, advising the main character about what they should do. -Present the children with a setting and characters and an issue or dilemma. They discuss the problem and possible solutions. This is used to plan a longer story arranged into chapters. Demonstrate how to write the opening part of the story to set the scene and consider ways to draw the reader in. Children write their own stories independently using the plans. Focus on a problem faced by the main character. Identify and discuss evidence in the text that suggests the character's point of view and their possible actions. Discuss different characters and alternative views on the problem. In drama, children create scenes from the story and then explore characters' thoughts and motives using freeze-frame. Children write in role as a character from the story, advising the main character about what they should do. Present the children with a setting and characters and an issue or dilemma. They discuss the problem and possible solutions. This is used to plan a longer story arranged into chapters. Demonstrate how to write the opening part of the story to set the scene and consider ways to draw the reader in. Children write their own stories independently using the plans.