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Year 6: Term 1

Lewisham Literacy Strategy

Range:

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.

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

FICTION
Week 1
Week 2
Week 3
Week 4
Week 5

POETRY

Week 1
Week 2

NON_FICTION
Week 1
Week 2
Week 3
Week 4
Week 5

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Continuous Work

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.);


FICTION

Suggested texts, activities and resources: See Fiction Unit of Work

Fiction: Week 1

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;

Fiction: Week 2

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;

Fiction: Week 3

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

  • 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;

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;

Fiction: Week 4

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;

Fiction: Week 5

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;

POETRY

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

Poetry: Week 1

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.

Poetry: Week 2

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;


NON-FICTION

Suggested texts, activities and resources: See Unit of Work

Non-Fiction: Week 1

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;
download weekly plan

Non-Fiction: Week 2

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:
    • colon;
    • semi-colon;
  • parenthetic commas, dashes, brackets.

Word Level

download weekly plan

Non-Fiction: Week 3

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.);

download weekly plan

Non-Fiction: Week 4

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

  • S1 to revise from Y5:
    • the different word classes, e.g. prepositions;
    • re-expressing sentences in a different order;
    • the construction of complex sentences;
    • the conventions of standard English;

    adapting texts for particular readers and purposes;

Word Level

download weekly plan

download non-chronological report 'Daddy Long-legs'(day 1)

Non-Fiction: Week 5

Text Level

  • T12 to comment critically on the language, style, success of examples of non-fiction such as periodicals, reviews, reports, leaflets;
  • T15 to develop a journalistic style through considering:
    • balanced and ethical reporting;
    • what is of public interest in events;
    • the interest of the reader;

    selection and presentation of information;

  • T16 to use the styles and conventions of journalism to report on e.g. real or imagined events;

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;
download weekly plan