Back to Medium Term Plans
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Year
5 : Term 3
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Lewisham
Literacy Strategy
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Range:
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Fiction and
Poetry: novels,
stories and poems from a variety of cultures and traditions;
choral and performance poetry;
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Non-Fiction:
(i)
persuasive writing to put or argue a point of view; letters,
commentaries, leaflets to persuade, criticise, protest,
support, object, complain; (ii) dictionaries, thesauruses,
including IT sources.
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download
termly plan
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Continuous
Work
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Suggested texts,
activities & resources:
Interactive
activities: Drama:
role play, hot seating: Time out: time to think,
paired talk: Get up & go:human sentences: Show
me:punctuation/ letter fans, whiteboards
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Text
Level
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Sentence
Level:Grammar for Writing Unit 33
- S1
to secure the basic conventions of standard
English:
- agreement
between nouns and verbs;
- consistency
of tense and subject;
- avoidance
of double negatives;
- avoidance
of non-standard dialect words;
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Word
Level:
- W3
to identify mis-spelt words in own writing; to keep
individual lists (e.g. spelling logs); to learn to spell
them;
- W2
to use known spellings as a basis for spelling other
words with similar patterns or related
meanings;
- W3
to use independent spelling strategies, including:
- building
up spellings by syllabic parts, using known prefixes,
suffixes and common letter strings;
- applying
knowledge of spelling rules and
exceptions;
- building
words from other known words, and from awareness of
the meaning or derivations of words;
- using
dictionaries and IT spell-checks;
- using
visual skills, e.g. recognising common letter strings
and checking critical features (i.e. does it look
right, shape, length etc.);
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NON-FICTION
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Suggested
texts, activities and resources:
Issues
&endash; Magic Bean; Viewpoints on Waste &endash;
Magic Bean; Save Our Earth &endash; Literacy
Links; Choices series &endash; A & C Black;
Newpaper articles
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Non-Fiction:
Week 1
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Text
Level
- T12
to read and evaluate letters, e.g. from newspapers,
magazines, intended to inform, protest, complain,
persuade, considering (i) how they are set out (ii) how
language is used, e.g. to gain attention, respect,
manipulate;
- T15
from reading, to collect and investigate use of
persuasive devices: e.g. words and phrases: e.g.
'surely', 'it wouldn't be very difficult
';
persuasive definitions, e.g. 'no-one but a complete
idiot
', 'every right-thinking person would ...'
'the real truth is
'; rhetorical questions 'are we
expected to..?' 'where will future audiences come
from..?;. pandering, condescension, concession etc.;
'Naturally, it takes time for local residents
';
deliberate ambiguities, e.g. 'probably the best
in
the world' 'known to cure all...', 'the professionals'
choice';
Sentence
Level
Word
Level
- W11
to use a range of dictionaries and understand their
purposes, e.g. dictionaries of slang, phrases, idioms,
contemporary usage, synonyms, antonyms, quotations and
thesauruses;
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Non-Fiction:
Week 2
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Text
Level
- T13
to read other examples, e.g. newspaper comment,
headlines, adverts, fliers. Compare writing which informs
and persuades, considering, e.g.
- the
deliberate use of ambiguity, half-truth,
bias;
- how
opinion can be disguised to seem like
fact;
- T17
to draft and write individual, group or class letters for
real purposes, e.g. put a point of view, comment on an
emotive issue, protest; to edit and present to finished
state;
Sentence
Level: Grammar for Writing Unit 42
- S3
to search for, identify and classify a range of
prepositions: back, up, down, across, through, on, etc.;
experiment with substituting different prepositions and
their effect on meaning. Understand and use the term
preposition;
Word
Level
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Non-Fiction:
Week 3
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Text
Level
- T14
to select and evaluate a range of texts, in print or
other media, for persuasiveness, clarity, quality of
information;
- T17
to draft and write individual, group or class letters for
real purposes, e.g. put a point of view, comment on an
emotive issue, protest; to edit and present to finished
state;
Sentence
Level
Word
Level
- S5
to use dictionaries efficiently to explore spellings,
meanings, derivations, e.g. by using alphabetical order,
abbreviations, definitions with
understanding;
- S13
to compile own class/group dictionary using
personally written definitions, e.g. of slang, technical
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Non-Fiction:
Week 4
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Text
Level
- T16
notemaking: to fillet passages for relevant information
and present ideas which are effectively grouped and
linked;
- T18
to write a commentary on an issue on paper or screen,
(e.g. as a news editorial, leaflet), setting out and
justifying a personal view; to use structures from
reading to set out and link points, e.g. numbered lists,
bullet points;
Sentence
Level: Grammar for Writing Unit 43
- S6
to investigate clauses through:
- identifying
the main clause in a long sentence;
- investigating
sentences which contain more than one
clause;
- understanding
how clauses are connected (e.g. by combining three
short sentences into one);
- S7
to use connectives to link clauses within sentences and
to link sentences in longer texts.
Word
Level: Spelling Bank p56
- S6
to transform words, e.g. changing tenses: -ed, -ing;
negation: un-, im-, il-; making comparatives: -er, -est,
-ish; changing verbs to nouns, e.g. -ion, -ism, -ology;
nouns to verbs: -ise, -ify, -en;
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Non-Fiction:
Week 5
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Text
Level
- T19
to construct an argument in note form or full text to
persuade others of a point of view and:
- present
the case to the class or a group;
- evaluate
its effectiveness.
Sentence
Level: Grammar for Writing Unit 43
- S6
to investigate clauses through:
- identifying
the main clause in a long sentence;
- investigating
sentences which contain more than one
clause;
- understanding
how clauses are connected (e.g. by combining three
short sentences into one);
- S7
to use connectives to link clauses within sentences and
to link sentences in longer texts.
Word
Level: Spelling Bank p56
S6
to transform words, e.g. changing tenses: -ed, -ing;
negation: un-, im-, il-; making comparatives: -er, -est,
-ish; changing verbs to nouns, e.g. -ion, -ism, -ology;
nouns to verbs: -ise, -ify, -en;
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FICTION
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Suggested
texts, activities and resources: See Fiction Unit of
Work
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Fiction:
Week 1
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Text
Level
- T2
to identify the point of view from which a story is
told and how this affects the reader's
response;
- T10
to write discursively about a novel or story, e.g. to
describe, explain, or comment on it;
Sentence
Level: Grammar for Writing Unit 35
- S2
to
understand how writing can be adapted for different
audiences and purposes, e.g. by changing vocabulary and
sentence structures;
Word
Level
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Fiction:
Week 2
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Text
Level
- T3
to change point of view, e.g. tell incident or describe a
situation from the point of view of another character or
perspective;
- T7
to write from another character's point of view e.g.
retelling an incident in letter form
Sentence
Level: Grammar for Writing Unit 35
- S2
to
understand how writing can be adapted for different
audiences and purposes, e.g. by changing vocabulary and
sentence structures;
Word
Level: Spelling Bank p 52
- W4
to spell unstressed vowels in polysyllabic words, e.g.
company, portable, poisonous interest description,
carpet, sector, freedom, extra, etc.;
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Fiction:
Week 3
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Text
Level
- T1
to investigate a range of texts from different cultures,
considering patterns of relationships, social customs,
attitudes and beliefs
- identify
these features by reference to the text;
- consider
and evaluate these features in relation to their own
experience;
- T8
to record predictions, questions, reflections while
reading, e.g. through the use of a reading
journal;
Sentence
Level
Word
Level
- W8
to identify everyday words such as spaghetti, bungalow,
boutique which have been borrowed from other languages,
and to understand how this might give clues to
spelling;
- W9
to understand how words vary across dialects, e.g.
plimsolls, daps, sand-shoes, pumps;
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Fiction:
Week 4
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Text
Level
- T9
to write in the style of the author, e.g. writing on to
complete a section, resolve a conflict; writing
additional dialogue, new chapter;
Sentence
Level: Grammar for Writing Unit 43
- S4
use punctuation marks accurately in complex
sentences;
- S6
to investigate clauses through:
- identifying
the main clause in a long sentence;
- investigating
sentences which contain more than one
clause;
- understanding
how clauses are connected (e.g. by combining three
short sentences into one);
- S7
to use connectives to link clauses within sentences and
to link sentences in longer texts.
Word
Level
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Fiction:
Week 5
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Text
Level
- T9
to explore the challenge and appeal of older literature
through:
- listening
to older literature being read aloud;
- reading
accessible poems, stories and extracts;
- reading
extracts from classic serials shown on
television;
- discussing
differences in language used;
- T10
to write discursively about a novel or story, e.g. to
describe, explain, or comment on it;
Sentence
Level: Grammar for Writing Unit 43
- S4
use punctuation marks accurately in complex
sentences;
- S6
to investigate clauses through:
- identifying
the main clause in a long sentence;
- investigating
sentences which contain more than one
clause;
- understanding
how clauses are connected (e.g. by combining three
short sentences into one);
- S7
to use connectives to link clauses within sentences and
to link sentences in longer texts.
Word
Level
- W10
to understand how words can be formed from longer words,
e.g. through the omission of letters &endash; o'clock,
Hallowe'en; through omission of prefixes &endash;
(omni)bus, (tele)phone, (aero)plane; through the use of
acronyms &endash; radar, CD;
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POETRY
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Suggested texts,
activities and resources: Unzip Your Lips &endash;
(Ed. Paul Cookson); Rap with Rosen &endash; Michael
Rosen; Talking Turkeys &endash; Benjamin
Zephaniah
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Poetry:
Week
1
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Text
Level
- T4
to read, rehearse and modify performance of
poetry;
- T5
to select poetry, justify their choices, e.g. in
compiling class anthology;
- T11
to use performance poems as models to write and to
produce poetry in polished forms through revising,
redrafting and presentation;
Sentence
Level: Grammar
for Writing Unit 27
- S8
to revise use of apostrophes for possession (from Y4 term
1);
Word
Level
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Poetry:
Week
2
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Text
Level
- T5
to select poetry, justify their choices, e.g. in
compiling class anthology;
- T6
to explore the challenge and appeal of older literature
through:
- listening
to older literature being read aloud;
- reading
accessible poems, stories and extracts;
- reading
extracts from classic serials shown on
television;
- discussing
differences in language used;
- T11
to use performance poems as models to write and to
produce poetry in polished forms through revising,
redrafting and presentation;
Sentence
Level
Word
Level: Spelling Bank p 53-55
- W5
to investigate and learn spelling rules:
- words
ending in modifying e drop e when adding ing, e.g.
taking;
- words
ending in modifying e keep e when adding a suffix
beginning with a consonant, e.g. hopeful,
lovely;
- words
ending in y preceded by a consonant change y to ie
when adding a suffix, e.g. flies, tried &endash;
except for the suffixes ly or ing, e.g. shyly, flying;
i before e except after c when the sound is ee, e.g.
receive. Note and learn exceptions;
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