Year 4 Term 2: Learning Intentions

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Year 4 : Term 2

From Framework to Learning Intentions

Poetry
Week 1	Text Level Objectives	5 and 6
Week 2	Text Level Objectives	7 and 11
Non Fiction
Week 1	Text Level Objectives	15, 16, 17, 18
Weeks 2 and 3		21, 22, 23
Week 4		19 20
Week 5		24, 25

POETRY Week 1: Objectives 5 and 6

5. to understand the use of figurative language in poetry and prose; compare poetic phrasing with narrative/ descriptive examples; locate use of simile
6. to identify clues which suggest poems are older, e.g. language use, vocabulary, archaic words

Learning Intentions:

This week we are learning how poets create strong pictures with words. We will also be looking for clues in poems which suggest that they were written many years ago.

Breakdown of Learning Intention:

to understand that figurative language is used to create strong pictures
to know that similes compare something to something else in order to create an image in the reader's mind, and include the words 'as……as…….' or '…….. like ………'
to be able to find examples of similes in poems
to understand how figurative language is used by reading examples
to understand that a writer can write about something as though it were really something else (and that this is called metaphor)
to be able to recognise clues which indicate poems were written many years ago:
- apostrophe to show omission of letters in certain words which we wouldn't expect to be omitted today e.g. 'O'er hills and dales'; 'Wander'd lonely…'
- archaic words, e.g. thee, thou, thy, thine, hast, …
- subject matter

How will we know that the children have learnt it?

can find examples of similes and other examples of where poet has created strong pictures
can discuss effect of the use of figurative language
can find evidence that a poem was written many years ago

Working towards the learning intention:

can discuss pictures created by poems
can discuss whether a poem sounds 'old-fashioned' or modern

Beyond the learning intention:

can identify and comment on the effect of examples of simile and metaphor used in poem
can comment on the effect of examples of personification and examples of where poet talks with and to people, places, objects, creatures
can identify and comment on evidence of archaic language, vocabulary and language use which suggest a poem was written many years ago

Key learning activities:

Read quality examples to inspire

download learning objectives 5 and 6

POETRY Week 2: Objectives 7 and 11

7. to identify different patterns of rhyme and verse in poetry, e.g. choruses, rhyming couplets, alternate line rhymes and to read these aloud effectively;
11. to write poetry based on the structure and/or style of poems read, e.g. taking account of vocabulary, archaic expressions, patterns of rhyme, choruses, similes

Learning Intentions:

This week we are learning to spot how the poet creates memorable sounds and to write our own poems using similar structures to the poems we've read.

Breakdown of Learning Intention:

to understand that the poet creates a memorable sound by using:
- repetition for effect
- choruses
- rhythm and rhyme; half-rhymes: using words which almost rhyme e.g. polish and relish; internal rhymes: placement of rhyming words within a line of a poem
- couplets: two consecutive lines of poetry which are paired in length or rhyme
- rhyming couplets: two consecutive lines of poetry which are paired in rhyme
- repetition of vowel sounds (assonance)
- alliteration; where adjacent or closely connected words begin with the same sound
to be able to read poems aloud paying attention to how it sounds
to be able to identify how poet uses 'poets tools' to create strong pictures and memorable sounds
to be able to create/ write own examples of strong images/pictures
to be able to create/ write own examples of memorable sounds
to be able to write poems using figurative language to create strong pictures; different patterns of rhyme and verse to create memorable sounds and words and phrases which recreate the feeling that the poem could have been written many years ago

How will we know that the children have learnt it?

can identify different patterns of rhyme and verse and comment on 'poetic tool' used
can read poems aloud effectively
can write own poems based on structure and style of those read

Working towards the learning intention:

can comment on flow and rhythm, and memorable sounds of poems listened to
can write own poems, focusing on recreating an aspect of ones read e.g. borrowing simple repeating patterns

Beyond the learning intention:

can identify different patterns of rhyme and verse and comment on 'poetic tool' used
can read poems aloud effectively
can write own poems based on structure and style of those read, making use of range of different patterns of rhyme and verse

Key learning activities:

Play word games e.g. 'Metaphor game', 'Pass the poem'.*
Establish response partners &endash; read drafts aloud to hear the effect
Shared, guided and independent writing of poems.
Performance
*See NLS flier: 'Writing Poetry'. Can be downloaded from the DFES site: www.standards.dfes.gov.uk/literacy

download learning objectives 7 and 11

NON-FICTION Week 1: Objectives 15, 16, 17 and 18

15 To appraise a non-fiction book for its contents and usefulness by scanning, e.g. headings, contents list;
16 to prepare for factual research by reviewing what is known, what is needed, what is available and where one might search;
17 To scan texts in print or on screen to locate key words or phrases, useful headings and key sentences and to use these as a toll for summarising text;
18 To mark extracts by annotating and by selecting key headings, words or sentences, or alternatively, noting these.

Learning Intentions:

We are learning how to find information about * using different non-fiction books.
We are learning how to decide how useful different non-fiction texts are for finding information about *.

(* relate this to a topic being studied in another subject

Breakdown of Learning Intention:

To be able to identify what information is already known about the topic.
To be able to identify what information they need to know prior to reading a text.
To be able to use a contents page to find out if the information is in a text and where it is.
To be able to scan a page of text to find the key words relating to the subject being researched.
To be able to use the subheadings to help locate what part of a text needs to be read.
To be able to read the information around the key words/ sub heading to locate information needed.
To be able to summarise key information points of a non-fiction text after scanning text.
To be able to annotate key words and phrases in a non-fiction text relating to the information needed.

How will we know that the children have learnt it?

They can identify what information they need to find out about *.
They can use a non-fiction text at the appropriate level to effectively locate the information.
They are able to decide whether the non-fiction book has provided the information needed.

Working towards the learning intention:

They can identify 2 &endash;3 things that they need to know about *.
They can use a simple non-fiction text to find the information needed.

Beyond the learning intention:

The can identify what information they need to find out about * and suggest where they might find the information.
They can effectively locate information in more challenging texts.
They can evaluate how useful a range of texts have been to provide information needed.

Key learning activities:

Use KWL grid to brainstorm what they Know, what they Want to know and what they have Learnt about the topic.
Text marking activities. (See module 6 of the NLS lunchbox for ideas.)

download learning objectives 15, 16, 17 and 18

NON-FICTION Weeks 2 and 3: Objectives 21, 22 and 23

21 To make short notes, e.g. by abbreviating ideas, selecting key words, listing or in diagrammatic form;
22 To fill out brief notes into connected prose.
23 To collect information from a variety of sources and present it in one simple format, e.g. wall chart , labelled diagram

Learning Intentions:

This week we are learning to make notes from reading non-fiction books and turning these notes into prose. This will help us record the information we gathered about our topic * last week.

(When turning the information into prose the teacher needs to select an appropriate form.)

Breakdown of Learning Intention:

To be able to highlight key words and phrases in a text.
To be able to list the key words/ phrases in a form that will make sense when referred to later.
To be able to write written notes from texts, i.e. phrases that are not complete sentences but contain the key piece of information.
To be able to read a text and write notes to summarise the key points.
To be able to write notes in a variety of forms that will make sense when referred to later.
To be able to turn notes into connected prose without referring to the original text.
To be able to write prose in own words.
To be able to gather information from several sources.
To understand that information can be recorded in a number of different ways, that can involve writing and diagrams/ pictures.
To be able to record information found in different ways.

How will we know that the children have learnt it?

They can make notes in a variety of forms.
They can make notes from more than one source.
They can use their notes to present the information about the topic * in an appropriate form.

Working towards the learning intention:

They can make a list of key words/ phrases after reading an appropriate text.
They can turn the words or phrases into sentences that are written in their own words.

Beyond the learning intention:

They can make notes relating to the topic * from more than one text and decide themselves on the most appropriate way to present the information.
They can discuss the effectiveness of the different forms of notetaking.

Key learning activities:

Teacher demonstration of different forms of note- taking, followed by children trying the forms independently and in pairs.
Shared and independent writing turning notes into detailed writing &endash; most appropriate form to record information to be selected by the teacher.
Comparing and evaluating different ways of presenting the same piece of information.

download learning objectives 21, 22 and 23

NON-FICTION Week 4: Objectives 19 and 20

19 To identify how and why paragraphs are used to organise and sequence in formation;
20 To identify from the examples the key features of explanatory texts:

Purpose: to explain a process or to answer a question;
Structure: 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, other illustrations.

Learning Intentions:

This week we will be learning how explanation texts are structured and how paragraphs are used to organise the information

Breakdown of Learning Intention:

To know that paragraphs can be used as a means of organising the information in texts.
To know that organising information into paragraphs makes a text easier to read and understand.
To know that a new paragraph can signal something new such as a new event, a new time etc.
To know that explanations explain a process or answer a question.
To know that explanations start with an introduction which introduces the topic
To know that the introduction is followed by a series of steps that explain how or why something happens.
To know that these steps are organised into paragraphs.
To know that explanations are written in the present tense.
To know that connectives that signal time and cause and effect are used in explanations.
To know that the passive voice is used in explanations.
To know that diagrams, charts and illustrations are used to help explain.

How will we know that the children have learnt it?

They can tell you that paragraphs are used to organise information in texts.
They can tell you what a change in paragraphs signals i.e. a change of time, event etc.
They can tell you that explanations start with an introduction, which introduces the subject being explained.
They can tell you that a series of logical steps are used to explain the process.
They can tell you that connectives that signal time and connectives that signal cause and effect are used in explanations.
They can identify explanations by referring to the key features.

Working towards the learning intention:

They can tell you that paragraphs organise information in texts.
They can tell you that explanations can explain a process or answer a question.
They can recognise an explanation by identifying a key feature.

Beyond the learning intention:

They can tell you the purpose of each paragraph in an explanation.
They can identify connectives that signal time and connectives that signal cause and effect.

Key learning activities:

Shared reading of an explanation, which is deconstructed and annotated to highlight structure and key language features.
Text Detective' &endash; reading different text types to identify whether they are explanations or not.
Refer to 'Grammar for Writing' unit 29.

download learning objectives 19 and 20

NON-FICTION Week 5: Objectives 24 and 25

24 To improve the cohesion of written explanations through paragraphing and the use of link phrases and organisational devices such as subheadings and numbering;
25 To write explanations of a process, using conventions identified through reading.

Learning Intentions:

This week we are learning to write an explanation of * and to use paragraphs to organise our writing.

(*Link the explanation to work in another curricular area e.g. science, geography.)

Breakdown of Learning Intention:

To be able to plan an explanation by answering question why, how, where, when and what as appropriate.
To be able to write an introduction to an explanation which introduces the subject.
To be able to write a sequence of logical steps to explain the process.
To be able to organise the steps into paragraphs.
To be able to write an explanation in the present tense.
To be able to use connectives to signal time.
To be able to use connectives to signal cause and effect.
To be able to use diagrams and illustrations to support the explanation.

How will we know that the children have learnt it?

They can plan an explanation to answer the question how or why.
The can write an explanation that contains an introduction and a series of logical steps organised into paragraphs to explain the process.
They use connectives to signal time.
They use connectives to signal cause and effect.

Working towards the learning intention:

They can write an explanation to answer how or why supported by a writing frame.
They can use connectives to signal time.

Beyond the learning intention:

They can use the passive voice in their explanations.
They use diagrams and illustrations appropriately to support their explanations.

Key learning activities:

Teacher demonstration of planning and writing an explanation relating to another curricular area.
Supported composition and independent writing of own explanations.

download learning objectives 24 and 25