Back to Medium Term Plans
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Year
6: Term 1
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Lewisham
Literacy Strategy
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Range:
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Fiction and
Poetry: classic
fiction, poetry and drama by long-established authors
including, where appropriate, study of a Shakespeare play;
adaptations of classics on film/TV.
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Non-Fiction:
(i)
autobiography and biography, diaries, journals, letters,
anecdotes, records of observations, etc. which recount
experiences and events; (ii) journalistic writing; (iii)
non-chronological reports
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download
termly plan
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Continuous
Work
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Word
Level
- W1
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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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
- T3
to articulate personal responses to literature,
identifying why and how a text affects the
reader;
- T5
to contribute constructively to shared discussion
about literature, responding to and building on the views
of others;
- T8
to summarise a passage, chapter or text in a
specified number of words;
Sentence
Level: Grammar for Writing Unit 45
- S2
to revise earlier work on verbs and to understand the
terms active and passive; being able to transform a
sentence from active to passive, and vice
versa;
- S3
to note and discuss how changes from active to
passive affect the word order and sense of a
sentence;
Word
Level
- W4
revise and extend work on spelling patterns for
unstressed vowels in polysyllabic words from Year 5 term
3;
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Fiction:
Week 2
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Text
Level
- T2
to take account of viewpoint in a novel through,
e.g.:
- identifying
the narrator;
- explaining
how this influences the reader's view of
events;
- explaining
how events might look from a different point of
view
- T6
to manipulate narrative perspective by:
- writing
in the voice and style of a text;
- producing
a modern retelling;
- writing
a story with two different narrators;
Sentence
Level: Grammar for Writing Unit 45
- S2
to revise earlier work on verbs and to understand the
terms active and passive; being able to transform a
sentence from active to passive, and vice
versa;
- S3
to note and discuss how changes from active to
passive affect the word order and sense of a
sentence;
Word
Level
- W2
to use known spellings as a basis for spelling other
words with similar patterns or related
meanings;
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Fiction:
Week 3
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Text
Level
- T4
to be familiar with the work of some established authors,
to know what is special about their work, and to explain
their preferences in terms of authors, styles and
themes;
- T6
to manipulate narrative perspective by:
- writing
in the voice and style of a text;
- producing
a modern retelling;
- writing
a story with two different narrators;
Sentence
Level: Grammar for Writing Unit 47
Word
Level
- S8
to research the origins of proper names, e.g. place names
such as -borough or -chester, surnames such as Donaldson,
O'Donnell and MacDonald, the days of the week, months of
the year, names of products, e.g. models of cars, names
of sportswear, names of newspapers;
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Fiction:
Week 4
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Text
Level
- T7
to plan quickly and effectively the plot, characters and
structure of their own narrative writing;
- T6
to manipulate narrative perspective by:
- writing
in the voice and style of a text;
- producing
a modern retelling;
- writing
a story with two different narrators;
Sentence
Level: Grammar for Writing Unit 47
- S6
to secure knowledge and understanding of more
sophisticated punctuation marks:
- colon;
- semi-colon;
- parenthetic
commas, dashes, brackets.
Word
Level
- W7
to understand how words and expressions have changed over
time, e.g. old verb endings -st and -th and how some
words have fallen out of use, e.g. yonder,
thither;
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Fiction:
Week 5
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Text
Level
- T1
to compare and evaluate a novel or play in print and the
film/TV version, e.g. treatment of the plot and
characters, the differences in the two forms, e.g. in
seeing the setting, in losing the narrator;
- T9
to prepare a short section of story as a script, e.g.
using stage directions, location/setting;
- T7
to plan quickly and effectively the plot, characters
and structure of their own narrative writing;
Sentence
Level: Grammar for Writing Unit 46
- S4
to investigate connecting words and phrases:
- collect
examples from reading and thesauruses;
- study
how points are typically connected in different kinds
of text;
- classify
useful examples for different kinds of text &endash;
for example, by position (besides, nearby, by);
sequence (firstly, secondly
); logic (therefore,
so, consequently);
- identify
connectives which have multiple purposes (e.g. on,
under, besides);
Word
Level
- W9
to understand how new words have been added to the
language, e.g. trainers, wheelie;
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POETRY
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Suggested
texts, activities and resources: Classic Poems To
Read Aloud &endash; J. Berry; Classic
Poetry &endash; M. Rosen; The Puffin Book of Classic
Verse &endash; R. Wilson
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Poetry:
Week 1
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Text
Level
- T5
to contribute constructively to shared discussion about
literature, responding to and building on the views of
others;
- T10
to write own poems experimenting with active verbs and
personification; produce revised poems for reading aloud
individually;
Sentence
Level: Grammar for Writing Unit 45
- S2
to revise earlier work on verbs and to understand the
terms active and passive; being able to transform a
sentence from active to passive, and vice
versa;
Word
Level
- W10
to understand the function of the etymological
dictionary, and use it to study words of interest and
significance.
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Poetry:
Week 2
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Text
Level
- T3
to recognise how poets manipulate words:
- for
their quality of sound, e.g. rhythm, rhyme,
assonance;
- for
their connotations;
- for
multiple layers of meaning, e.g. through figurative
language, ambiguity;
- T4
to investigate humorous verse:
- how
poets play with meanings;
- nonsense
words and how meaning can be made of them;
- where
the appeal lies;
- T5
to analyse how messages, moods, feelings and attitudes
are conveyed in poetry;
- T6
to read and interpret poems in which meanings are
implied or multi-layered; to discuss, interpret
challenging poems with others;
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NON-FICTION
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Suggested
texts, activities and resources: See Unit of
Work
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Non-Fiction:
Week 1
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Text
Level
- T11
to distinguish between biography and
autobiography;
- recognising
the effect on the reader of the choice between first
and third person;
- distinguishing
between fact, opinion and fiction;
- distinguishing
between implicit and explicit points of view and how
these can differ;
Sentence
Level:
Grammar
for Writing Unit 47
- S5
to form complex sentences through, e.g.:
- using
different connecting devices;
- reading
back complex sentences for clarity of meaning, and
adjusting as necessary;
- evaluating
which links work best;
- exploring
how meaning is affected by the sequence and structure
of clauses;
- S6
to
secure knowledge and understanding of more sophisticated
punctuation marks:
- colon;
- semi-colon;
- parenthetic
commas, dashes, brackets.
Word
Level:
Spelling
Bank page 69
- W4
revise and extend work on spelling patterns for
unstressed vowels in polysyllabic words from Year 5 term
3;
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download
weekly plan
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Non-Fiction:
Week 2
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Text
Level
- T14
to develop the skills of biographical and
autobiographical writing in role, adopting distinctive
voices, e.g. of historical characters through,
e.g.:
- preparing
a CV
- composing
a biographical account based on research;
- describing
a person from different perspectives, e.g. police;
description, school report, newspaper
obituary;
Sentence
Level:
Grammar
for Writing Unit 47
- S5
to form complex sentences through, e.g.:
- using
different connecting devices;
- reading
back complex sentences for clarity of meaning, and
adjusting as necessary;
- evaluating
which links work best;
- exploring
how meaning is affected by the sequence and structure
of clauses;
- S6
to
secure knowledge and understanding of more sophisticated
punctuation marks:
- parenthetic
commas, dashes, brackets.
Word
Level
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download
weekly plan
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Non-Fiction:
Week 3
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Text
Level
- T18
to use IT to plan, revise, edit writing to improve
accuracy and conciseness and to bring it to publication
standard, e.g. through compiling a class newspaper,
paying attention to accuracy, layout and
presentation.
Sentence
Level
Word
Level
- W1
to identify mis-spelt words in own writing; to keep
individual lists (e.g. spelling logs); to learn to spell
them;
- 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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download
weekly plan
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Non-Fiction:
Week 4
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Text
Level
- T13
to secure understanding of the features of
non-chronological reports:
- introductions
to orientate reader;
- use
of generalisations to categorise;
- language
to describe and differentiate;
- impersonal
language;
- mostly
present tense;
- T17
to write non-chronological reports linked to other
subjects;
Sentence
Level:
Grammar
for Writing Unit 44
Word
Level
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download
weekly plan
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download
non-chronological report 'Daddy Long-legs'(day 1)
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Non-Fiction:
Week 5
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Text
Level
Sentence
Level: Grammar for Writing Unit 46
- S4
to investigate connecting words and phrases:
- collect
examples from reading and thesauruses;
- study
how points are typically connected in different kinds
of text;
- classify
useful examples for different kinds of text &endash;
for example, by position (besides, nearby, by);
sequence (firstly, secondly
); logic (therefore,
so, consequently);
- identify
connectives which have multiple purposes (e.g. on,
under, besides);
Word
Level: Spelling Bank pages 56 and 68
- W5
to use word roots, prefixes and suffixes as a support
for spelling, e.g. aero, aqua, audi, bi, cede, clude,
con, cred, duo, log(o)(y), hyd(ro)(ra), in, micro, oct,
photo, port, prim, scribe, scope, sub, tele, tri,
ex;
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download
weekly plan
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