Shakespeare and More Curriculum Map- English- Year Four
This map outlines the English that will be taught in English lessons, covering the teaching of reading, writing and spoken language.
In addition to this, children will be taught specific aspects of English through guided reading, independent reading, listening to
books read aloud, and standalone spelling and handwriting lessons.
Unit
Classic
Narratives
Time
4-5 weeks
Contemporary 4-5 weeks
Narratives
Example Texts
The Iliad
The Odyssey
Greek Myths by Ann
Turnbull
Tales from 1001 Nights
Myths and Legends by
Anthony Horowitz
Kensuke’s Kingdom
Coraline
Odd and the Frost Giants
Diamond Brothers books
Outcomes
-Personal response
-Character study
-Extended narrative
-Personal response
-Character study
-Extended narrative
or
-Range of writing in character
English
Language
Opportunities
Standard English
forms for verb
inflections
instead of local
spoken forms (e.g.
we were instead of
we was, or I did
instead of I done)
On-going
Language
Teaching
The grammatical
difference between
plural and
possessive -s
Use of inverted
commas to
punctuate direct
speech
Standard English
forms for verb
inflections
instead of local
spoken forms (e.g.
we were instead of
we was, or I did
instead of I done)
Standard English
forms for verb
inflections
instead of local
spoken forms (e.g.
Appropriate choice
of pronoun or
noun within a
sentence to avoid
ambiguity and
(letters, diaries, etc.)
or
-Play script
we were instead of
we was, or I did
instead of I done)
Use of inverted
commas to
punctuate direct
speech
Well-loved
Narratives
Shakespeare
Stories
3-4 weeks
2-3 weeks
Charlotte’s Web
Wind in the Willows
Just So Stories
How the Whale Became
Macbeth
Julius Caesar
The Tempest
Midsummer Night’s
Dream
(using Marcia Williams
Bravo, Mr William
Shakespeare or Orchard
versions)
-Personal response
-Character study
-Extended narrative
or
-Range of writing in character
(letters, diaries, etc.)
or
-Play script
-Personal response
-Character study
or
-Play script
Use of inverted
commas to
punctuate direct
speech
Fronted
adverbials (e.g.
Later that day, I
heard the bad
news.)
Use of commas
after fronted
adverbials
Standard English
forms for verb
inflections
instead of local
spoken forms (e.g.
we were instead of
we was, or I did
instead of I done)
repetition
Fronted
adverbials (e.g.
Later that day, I
heard the bad
news.)
Use of paragraphs
to organise ideas
around a theme
Appropriate choice
of pronoun or
noun across
sentences to aid
cohesion and avoid
repetition
Use of inverted
commas to
punctuate direct
speech
Apostrophes to
mark singular and
plural possession
(e.g. the girl’s
name, the boys’
boots)
Use of commas
after fronted
Non-Fiction
4-5 weeks
Range of high quality
non-fiction linked to
wider topic/foundation
subjects
-Extract from non-fiction text
(2x double A4 page)
or
-ICT text such as webpage
Appropriate choice
of pronoun or
noun within a
sentence to avoid
ambiguity and
repetition
Biography
1-2 weeks
-A short biography
Use of commas
after fronted
adverbials
Persuasive
letters
1-2 weeks
Published biographies
(books or online) linked
to foundation
subjects/science
Linked to foundation
subjects
Use of commas
after fronted
adverbials
Recounts
Ongoing
Linked to educational
visits and visitors to
school/workshops
-Persuasive letter written for
‘real’ purpose linked to issue
arising from foundation
subjects
-Recount
Poetry
2 x 1 week
Poems by well-known
poet or types of poems
Poetry
1 week
Children’s own choice of
poem
-Personal response
-Poem using style/theme
-Recitation/performance of
poem
-Personal response
-Recitation/performance of
Standard English
forms for verb
inflections
instead of local
spoken forms (e.g.
we were instead of
we was, or I did
instead of I done
Use of commas
after fronted
adverbials
adverbials
poem
-Hand-written version of
poem for class anthology