Cambridge English Stage 4 SOW

Scheme of Work – English Stage 4

Introduction

This document is a scheme of work created by Cambridge International as a suggested plan for delivery of Cambridge Primary English Stage 4.

Learning objectives for the stage have been grouped into topic areas or ‘units’. These have then been arranged in a recommended teaching order, but you are free to teach objectives in any order within a stage as your local requirements and resources dictate.

The scheme of work assumes a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number and title of each unit for Stage 4 can be seen in the table on the next page. The scheme of work is based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary, to suit the pace of your learners and to fit the work comfortably into your own term times.

Some learning objectives are designed to be recurring across all units. As such, these are listed separately at the beginning of the scheme of work as ongoing work across Stage 4. Each term consists of three units. Grammar, spelling and vocabulary learning objectives for the whole term are listed first followed by learning objectives relating directly to the unit topic. Learning objectives are given using their curriculum framework codes and a summary rather than following the precise wording in the curriculum framework. Activities and resources are suggested against the objectives to illustrate possible methods of delivery. In the fiction and non-fiction units, these include more general activities that can be carried out at any point across the unit to reinforce learners’ skills.

There is no obligation to follow the published Cambridge schemes of work to deliver Cambridge Primary. They have been created solely to provide an illustration of how delivery might be planned over the six stages. A step-by-step guide to creating your own scheme of work and implementing Cambridge Primary in your school can be found in the Cambridge Primary Teacher Guide available on the Cambridge Primary support site. Blank templates are also available on the Cambridge Primary support site for you to use if you wish.

Two sample lesson plans (short-term plans), with suggested resources, are included in Appendix A at the end of this document.

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V1 7Y01 English Stage 4

Overview

Nine units of work are suggested for Stage 4. In each school term there are three units: fiction, non-fiction, and poetry/playscripts. The range of topics suggested is:

TERM 1 TERM 2 TERM 3

Fiction

(40% of teaching time)

Non-fiction


Unit 1A: Historical fiction

Reading and analysing historical fiction, then planning and writing a story in a historical setting.

Unit 1B: Non-chronological reports

Reading and analysing nonchronological reports, then planning and writing a report.

Unit 2A: Fantasy stories

Reading and analysing fantasy stories, then planning and writing a story.

Unit 2B: News reports

Reading and analysing news reports, then planning and writing a report.

Unit 3A: Stories with issues and dilemmas

Reading and analysing real life stories that feature an issue or dilemma, then planning and writing a story.

Unit 3B: Explanations and persuasive texts

Reading and analysing explanations and persuasive texts, then planning and writing them.

Unit 3C: Poems in a variety of forms

Reading and analysing poems in a variety of forms, then planning and writing a poem.

Poetry and playscripts


Unit 1C: Playscripts

Reading and analysing playscripts, then planning and writing a playscript.

Unit 2C: Poems from different times and cultures

Reading and analysing poems from different times and cultures, then planning and writing a poem.

For learners to become more proficient in English skills, it is important that they keep revisiting and consolidating skills in different contexts. For this reason, many of the learning objectives are revisited in different ways in different units. This gives all learners the opportunity to grasp the ideas involved. Within each term, the order in which units are taught is not important – the level of expectation is consistent across all three units. It is important, however, that you teach the Term 1 units before the Term 2 units, and the Term 2 units before the Term 3 units.

The teaching and learning of English skills is a continuum. The prior knowledge expected for these units is developed in earlier stages, and the skills and understanding developed in Stage 4 are important for learners to make good progress in subsequent stages. If the Stage 4 level of work is not appropriate for the learners in your class, it is recommended that you use ideas from the Stage 3 or Stage 5 units of work: comparable texts are often studied in each stage, so matching a text type with the appropriate learning objectives is usually fairly straightforward.

In general, specific texts are not recommended because of the different resources available in each school and location. You have the flexibility to include resources that they have available and locally or nationally relevant resources. Descriptions of the types of texts you will need are given at the beginning of each unit. Large print books and electronic texts that can be displayed are particularly useful for teaching learners of this age –

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the more the learners can see and read the text, the more effective the teaching will be. It is assumed throughout that you have access to a whiteboard, blackboard or flipchart to record brief texts for general discussion and analysis.

Key prior knowledge expected for these units is that learners:

● are familiar with all common ways of representing short and long vowel phonemes

● can use a variety of strategies for decoding unrecognised words, including using grammatical and contextual cues as well as various phonic strategies

● are aware of simple morphology and know some common prefixes (including un , dis , de , re ) and suffixes (including -s , -ed , -ing , -ful , -less , -ly ) and know what they signify

● can read longer texts with sustained concentration and awareness of when understanding of meaning is lost

● can form all letters correctly and use largely joined-up writing

● can write longer texts independently, with a high degree of accurate spelling

● can use sentence punctuation effectively and commas in lists.

Scheme of Work – English stage

4

3


Ongoing work

The learning objectives listed below should be taught, reinforced and developed throughout the entire school year.

You may wish to allocate time each day to teaching these learning objectives, or you may prefer to allocate a set amount of time each week.

Ongoing phonics, spelling and vocabulary

Framework codes Summary of learning objectives Suggested activities

4Ro6

4Wo1

4Ws6

4Ws9

4Ws10

4Ws1

4Ws3

4

V1 8Y01

Apply effective strategies to read unfamiliar words,

Recognise syllables, prefixes, suffixes and use this information in spelling and reading.

Extend knowledge and use of spelling patterns and check and correct spellings in writing.

● Use five-minute sessions, including at the beginning and end of lessons, where you write a potentially unfamiliar word on the board. Ask learners to say how they think the word should be pronounced and why.

Write a sentence containing the word and ask learners if gives any clues to what the word says and/or what it means.

● As learners encounter more complex multisyllabic words in their reading, examine multisyllabic words and model how to analyse them, e.g.

- Do any of the words have a prefix or suffix? If so, what is the root word?

- Do any of the words have common roots?

- Can I use this information to pronounce or spell the word?

- What does the prefix/suffix/root tell me about this word?

Model and practise dividing the words into syllables. A syllable must have a vowel sound, and the vowel usually has consonants surrounding it. The precise placement of the syllable boundary is not important, but breaking down the word into syllables can help with both pronunciation and spelling.

● Use five-minute sessions, including at the beginning and end of lessons, where you write a root word on the board (e.g. cover, correct, spell, friend, medic ). Ask learners to work in groups to create a list of words with the given root.

Create mind maps from common root words to display as word family charts.

● Ask learners to keep a spelling log of all the words they misspell. Once they have recorded the correct spelling of the word, they should identify the tricky bit and find other words which include the same tricky bit.

● Encourage review of learners’ writing for spelling errors. Ask learners to check:

- against words in their spelling log

- some given specific ‘tricky’ words that you know they should be able to spell

English Stage 4

4Ws2

4Ws4

4Ws7

4Rw3

4Wo4

5

V1 8Y01

Investigate relationships between spelling patterns and pronunciation.

Look for alternatives for

- words they are not sure about using a dictionary

- a partner’s spelling.

Encourage learners how to identify and record the words they need to learn to spell.

● Introduce the term homophone and explain that it means ‘same sound’, i.e. words with the same pronunciation but different spelling.

Identify and discuss common grammatical homophones, e.g. here/hear; there/their/they’re; your/you’re; to/too/two; which/witch . Explain that learners need to make correct spelling choices when they are writing. Ask them to think of ways they can remember which form is correct in a sentence.

● Ask learners to create gap-fill sentences for a partner to complete, using:

- there, their or they’re

- your or you’re

- to, too or two.

● To help learners to remember less common homophones, e.g. piece –peace, ate–eight, night –knight, him–hymn :

● Create sets of cards showing 16 pairs of homophones. Learners use them to play

‘Homophone snap’.

● Display pairs of sentences using different homophones, e.g. The mouse has a long tail.

The mouse has a long tale. Learners identify the correct sentence in each pair.

● Ask learners to write humorous sentences using homophones incorrectly. For example:

‘I’m board of this lesson.’, ‘I wish the bell wood go.’, ‘There’s a hare in my soup.’, A doctor says, “I’m losing my patients with you.” They swap with a partner who corrects the homophone.

● Ask learners to identify pairs of homophones and write definitions of each word.

● Explain that sometimes the same word can be pronounced in different ways (homographs).

Discuss some examples, e.g. read, wind, row, bow, asking learners to say the words in sentences and then define their meaning, e.g. ‘I like to read.’, ‘Yesterday I read a whole book!’. Then ask learners to work in pairs or small groups to identify other homographs.

● Explain that sometimes the same letter pattern is pronounced differently in different words.

Work together to make collections of word which have the same letter pattern but are pronounced differently, e.g. head

– bead , cough

– enough

– through , height

– weight , what

– hat.

● To encourage learners to apply and extend their vocabulary: overused words/expressions;

English Stage 4

4Wa4

4SL2 use more powerful verbs and more varied and precise vocabulary.

- use more challenging vocabulary when you talk, giving alternative forms for the words you use to help learners understand their meaning

- when reading to or with the class, identify and discuss effective vocabulary and how it adds to the reading experience

- when modelling writing with the class, model writing and editing vocabulary to make it more effective, e.g. ‘At the weekend, I saw a good really funny movie.’

● Ask learners to collect words from their reading that might be useful in their writing.

Encourage the use of dictionaries to identify the meaning of unfamiliar vocabulary.

● Ask learners to use thesauruses to find alternatives for mundane words and phrases. Expect them to use these alternatives in their writing.

● As a warm up activity at the beginning of the lesson, write a common, mundane word on the board, e.g. ‘walk’. In pairs, learners have 2 minutes to list as many synonyms as they can. At the end, each pair gets 1 mark for every correct answer and 3 marks for a correct answer that no other pair has included.

● For writing and speaking activities, give success criteria based vocabulary, e.g. using clear and precise vocabulary, using powerful verbs, using a variety of vocabulary. Learners use self/peer assessment to review their work against the success criteria.

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Framework codes

Summary of learning objectives

4Ro1

4Ro2

Extend the range of reading and explore the different processes of reading silently and aloud.

Ongoing reading

Suggested activities

● Continue to use class novels in a variety of ways, e.g. reading aloud to the class (either with learners simply listening or with them following in their own copies), asking learners to take turns to read short passages or assigning individuals to read the dialogue of particular characters.

● Continue to develop the range of books learners read independently. Extend their interaction with texts, for example, encourage learners to:

- keep a reading log where they record key information about the books they read and their responses to them

- write book reviews in a shared location for books they particularly enjoy. Learners can then refer to these when they are selecting a book to read

- read non-fiction texts by posing questions for them to research or suggesting that they generate their own questions on subjects they are interested in

- set up a book club where learners can discuss a book they have read recently.

● Talk about different styles of reading, both silently and aloud, and discuss the purposes of both.

4Rx4 Find information in texts.

● Provide opportunities for reading silently and aloud, for example:

- have a silent reading session each week at the same time. This could be in the school library to provide a special reading environment.

- give learners the opportunity to read the class novel to the class instead of you

- give learners the opportunity to read stories to younger learners.

● Display a text and a question that can be answered from it. Model scanning to find the relevant paragraph and then focusing in on the specific information without reading the whole text. Give learners other questions to answer in a similar way.

● Develop learners’ skills of finding information/evidence in non-fiction texts. Give each table a small selection of books on a theme and display a few simple questions that they might be able to use the books to answer. For example, you might give learners a selection of bird/animal books and ask:

- Where do you find Emperor penguins?

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4SL6

4SL7

Adapt speech when performing or reading aloud.

- What do they eat?

- How many eggs do they have?

- What do you call a baby penguin?

Give learners a couple of minutes to decide which books might be most useful to answer the questions. Encourage them to use the contents page and index to help them.

Then give learners a few minutes to answer the questions.

Once learners have answered the questions, give them more time to read the whole text closely to check that they gave the correct answers. Add more questions on the board which might need closer reading and more considered answers. For example:

- Who raises the chicks?

- How do the penguins protect themselves from the cold?

- Why are penguins black and white?

● Give learners a range of opportunities to perform to different audiences (e.g. in groups, to the class, to the whole school, to parents). Give them rehearsal time beforehand, so they can experiment with varying their speech, pace and loudness, and using gesture, for example:

- reading their own story writing aloud using different voices for dialogue for different characters

- reading a poem using pace and loudness for appropriate effect

- using gesture to reflect character traits when acting out a playscript or participating in a role play.

● Ask learners to practise reading a poem or short fiction extract individually. Ask two or more learners to perform the poem/extract to the class. Other learners compare the performances and identify differences between them and examples of effective variance in speech, pace or loudness and using gesture.

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Framework codes

4Ro4

4Ro5

4Wp3

4Wp7

4Wp3

4Wp4

4Ws5

Ongoing grammar and punctuation



Understand the function of punctuation marks and use them to read with fluency, understanding and expression.

Understand the punctuation and tenses used for dialogue.

● While sharing a text, talk about the function of the punctuation. Draw learners’ attention to:

- different end-of-sentence punctuation (e.g. full stops, exclamation marks, question marks)

- speech marks and associated punctuation

- apostrophes used to mark omission of letters in words such as can’t , don’t , didn’t

- commas used to clarify the meaning of a sentence.

● Ask learners to read aloud using the punctuation to guide their intonation. Talk explicitly about:

- the functions of the different punctuation marks

- how we respond to punctuation marks in reading

- how punctuation marks help us to make sense of a sentence.

● Ask learners to take turns reading from a suitable text in groups. As they listen, the other learners identify where the punctuation comes.

● Display a brief passage containing dialogue, but don’t include the dialogue punctuation. Ask learners to identify the words that should be enclosed in speech marks, and to punctuate the passage.

Understand past, present and future tenses, relating them to spelling patterns as appropriate.

Then consider features of the dialogue, including the tenses. Establish that dialogue is usually in the present tense, whereas narrative is usually in the past tense.

● Give learners a short text containing dialogue with some mistakes in punctuation and tenses.

Learners correct the text.

● Share a text containing a range of regular and irregular verbs in their present simple, present continuous, past simple and past continuous forms. Ask learners to highlight all the verbs in the text. Discuss the differences between the verbs in terms of:

- when the actions happen

- regular and irregular verbs

- how the timing links to the spelling of regular verbs ( -ing , -ed and -s endings)

● Ask learners to complete a gap-fill story with the correct verb given in its infinitive form next to each gap in brackets. Include dialogue, regular and irregular verbs and a range of tenses.

Learners complete the gaps choosing the correct verb forms.

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Framework codes


4Wo2

4Wo3

4Wo8

Make the presentation of writing fit its purpose.

Use joined-up handwriting in all writing.

Write dictated sentences from memory.

Ongoing writing


When you set writing tasks, talk about the purpose of the writing and encourage learners to consider the most appropriate layout and presentation to fit the purpose, e.g.

● bulleted notes for recording information as a person speaks, where speed and organisation of thoughts are more important than neatness

● fluent sentences for writing in school notebooks, where structure and legibility is important, but writing needs to be fairly quick

● writing / word processing for display, where accuracy and attractive appearance are important.

By Stage 4, learners should be able to apply all joins confidently. Offer additional teaching support for learners whose letter formation is still not secure and who are not joining their writing.

Check that learners’ pencil grip is comfortable for more sustained writing. Once you are confident of learners’ handwriting, introduce a greater variety of writing tools including fountain pens and rollerball pens (but not usually ballpoints yet).

To focus learners’ attention on their handwriting

- sometimes include handwriting in the success criteria for learners’ written work across the curriculum

- ask learners to concentrate on joining accurately when copying spellings to learn (this will also help learners to remember spelling patterns).

In order to practise spelling, grammar, punctuation and sentence structure, read authentic texts aloud for learners to transcribe.

Framework codes


4SL1

4SL2

4SL4

4SL5

Speak confidently and make effective contributions in group and class discussions.

Ongoing speaking and listening


● Across the curriculum, when you have class and group discussions, encourage learners to:

- organise their ideas clearly for the listener

- choose and use language and vocabulary that are appropriate to the purpose

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4SL8

11

V1 8Y01

- share their own opinions, giving evidence to support them (e.g. from books, general knowledge, previously expressed ideas)

- show evidence of listening to what others in a group are saying by responding politely to their ideas

- both give and accept constructive criticism of ideas in a group.

● Provide learners with opportunities to prepare, rehearse and deliver presentations, for example:

- Choose a type of product that all learners are familiar with (e.g. a type of drink, snack or clothing). Divide learners into small groups. Each group makes up their own new example of the product type. They decide on the special features of their product and write a presentation to persuade the rest of the class that their product is the best. Each member of the group should have an active role in the presentation.

Once the learners have had time to practise their presentation, they deliver it to the class. Other learners listen carefully and give constructive feedback – two things they liked about the presentation and one thing that could be improved on. Once all groups have given their presentations, the class decide which product they thought was the best.

- Divide learners into small groups. Give each group a topic which is relevant to current work in another subject. Learners research any new information they require and record their information in preparation for a presentation, e.g. as slides or a poster, or in a format of their choice.

Once the learners have had time to practise their presentation (ensuring that each member of the group has an active role in the presentation), they deliver it to the class. Other learners listen carefully and ask questions at the end.

English Stage 4

TERM 1


Reading and analysing historical fiction, then planning and writing a story in a historical setting.


Reading and analysing non-chronological reports, then planning and writing a report.



Grammar and punctuation activities for all units

Use these activities across the term to develop learners’ grammar and punctuation alongside the activities for each unit topic.

Framework codes



4Rw4

4Ws6

4Wp4

4Wp5

Identify adverbs and recognise ly as a suffix linked to adverbs.

Investigate tenses and forms of verbs.

Revise the term adverb . Explain that there are three kinds of adverbs:

● adverbs of manner, which tell you how something was done (e.g. softly , slowly , silently )

● adverbs of time, which tell you when something was done (e.g. later , meanwhile , afterwards , next )

● adverbs of place, which tell you where something was done (e.g. outside , upstairs ).

Adverbs are often found in adverbial phrases (where a group of words does the job of an adverb, e.g. very softly , later that day , in the garden ). As you read, point out the use of adverbs and adverbial phrases.

Explore the position of adverbs in a sentence. They are mobile and can occur in many places, e.g. sweetly, she smiled ; she sweetly smiled ; she smiled sweetly . Notice that adverbials are often used at the beginning of a paragraph in fiction texts.

Discuss how the adverb adds to the meaning of a sentence.

Point out that adverbs are often used as connectives, linking ideas in a text.

Remind learners about the importance of verbs in sentences. Ask them to identify the verbs in a text. Remind learners to look out for all parts of the verb to be – which is the most common verb in English – and the verb to have , as well as ‘doing word’ verbs.

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4Wp2 Understand that commas can separate clauses in a sentence.

Collect all the parts of the verb to be on to a poster. Learners can add to the collection every time they come across a new part of the verb.

Talk about features of verbs which help us to recognise the tense (e.g. the ed ending for regular past tense verbs). Introduce the term irregular verbs and check that learners know all the tenses of common irregular verbs and can match past and present forms.

Discuss different ways in which the future can be expressed (e.g. will , be going to , using the present tense – my train leaves at five past three ).

Find adverbs of time and place in sentences. Point out how often they are marked off with commas.

Introduce learners to the terms main clause and subordinate clause , explaining that the main clause introduces the main idea and subordinate clause(s) adds information which is linked to the main idea.

Find sentences in your stories which contain more than one clause and a comma (e.g. Oliver

Bard and his friend Toki were in the way, so she sent them off to find firewood ). Ask learners to identify the main information in the sentence and then to find the additional information which is introduced by a connective. Note how often there is a comma separating the clauses.

Ask learners to search for commas in a text. They already know that commas are used in lists and in dialogue and speech. Can they find commas used to separate clauses?

13


Spelling and vocabulary activities for all units

Use these activities across the term to develop learners’ spelling and vocabulary alongside the activities for each unit topic.

Framework codes



4Ws8 Be confident with alphabetical order.

In order for learners to use indexes and other alphabetically organised texts efficiently, it is important that they are very familiar with alphabetical ordering. Develop this by:

● reciting the alphabet

● having time challenges for finding words in dictionaries

● having quizzes going round the class, with learners competing to answer questions like

Which letter comes after T?

● placing letter tiles in order starting in the middle of the alphabet, at the letter R, for example

● completing ‘fill in the missing letter’ activities where the first letter in the sequence is not necessarily A.

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Reading and analysing historical fiction, then planning and writing a story in a historical setting

This is the first of nine units for Stage 4. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested for this unit is four weeks.

Outline:

Learners will read and discuss a variety of historical stories, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then they will plan and write a story based on one of the texts they have read and analysed.

Resources needed:

● three or four short historical novels or a range of historical stories, ideally linked to the history curriculum. You will need to have extracts of these stories enlarged for all learners to share, or multiple copies.

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Framework codes

4Ro1

4Rx4

4Ri1

4Ri2

4Rw3




Read and enjoy historical fiction.

Understand how the historical setting and mood are created, and recognise how much we need implicit knowledge to read historical fiction.

Read some historical fiction texts. Ask learners to give their first responses, supported by reference to the text.

● What did they like/dislike? How did it make them feel?

● Which passages/events were particularly effective or interesting? Can they begin to explain the features of those parts of the text?

● Which characters did they like? Why did they like / were they interested in these characters?

Find out their impression of the setting:

● Did they recognise this was a historical story? Why? Ask learners to find examples in the text.

● Did they learn anything new about the times from the story?

● Was the setting believable? Can they find evidence for their view?

● Would they like to have lived in the setting?

● Which features of the setting did they like the most/least?

Re-read a historical story. Focus first on the setting. Ask learners to look for clues that the setting isn’t the modern day (e.g. All wood was precious and every house had a pile of logs against the wall ready for winter ). Each of the clues individually doesn’t have to be exclusively evidence of the historical nature of the setting, but the accumulation of clues should support it.

Discuss the fact that a historical story can’t include all of the details about the place. The writer needs to assume that the reader will infer more information and so create a more complete picture of the setting. Can learners think of anything which they have added to their picture of the story although it’s not mentioned explicitly in the text? (For example: Where was the woman cooking – in an oven or over a fire? Why did the women spin and dye wool?

)

As well as giving historical facts, the writer has to interest us in the place and give it an atmosphere. Can learners find words and phrases at different points in the story that help to create this atmosphere?

How much does the weather and time of day contribute to the story? They are part of the setting as much as the place is.

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4Rx4

4Ri1

4Ri2

4Rw3

4Rx1

4Rw7

4Rw8

4Wa6

4Wa10

4Wt1

17

V1 8Y01

Understand how the characters are created in historical fiction.

Understand how the story is structured.

Plan a historical story.

Discuss the characters:

● How much do we know about them?

● How are the characters in historical stories different from those in modern stories?

● Could the story still happen in modern times? If so, would the characters’ actions and feelings be similar?

Ask learners to briefly describe each of the characters.

Introduce the idea that most short stories are told in five main stages:

● the introduction – we are introduced to the characters and setting

● the problem or build-up – something happens which triggers the rest of the story

● the climax or conflict – the most exciting part of the story, what it is about

● the resolution – the climax is resolved, the story begins to wind down

● the conclusion – the story is brought to an end, a twist is added, or a sequel is hinted at.

Sometimes some of the stages are conflated, and a different number of paragraphs may be used for different parts of the story, but this is a typical story structure.

Re-read a story. Ask learners to draw the events of the story on a flow diagram with five boxes.

Can they write one important event in each of the boxes to show the structure of the story?

Explore whether each stage the learners identify begins at the beginning of a new paragraph. (It is normal for authors to use a new paragraph to mark that they are moving on to the next stage in their writing.)

Ask learners to say how they have previously planned their writing. The planning tools they have experience of should include flow diagrams, mind maps and storyboards / story maps.

Introduce them to the idea of planning their story from a paragraph plan. This can be like a flow diagram, or linear down a piece of paper, but it will probably include more information than an action flow diagram. Each paragraph on the plan should have:

● a heading showing which part of the story the paragraph relates to

● notes about the characters and setting

● notes about the action in the paragraph.

If you give learners a limited amount of space on the page for their planning, it will encourage them to plan effectively and they won’t be able to write the whole story in their plan.

Encourage learners to consider two alternative openings and/or endings to their plan.

English Stage 4

4Wt1

4Wt2

4Wa6

4Rw3

4Wo4

4Wa2

4Ws3

Write a historical story from a plan.

Redraft the story, improving the selection of vocabulary and checking spelling and punctuation.

Ask learners to share their plan with a response partner and tell their story aloud, using the plan as a guide. The response partner should make suggestions for improvement and about which opening and/or ending to use. Learners can alter their plans as necessary.

After learners have finished planning their story, ask them to write the first draft. Give them the success criteria for the story, e.g. ‘Write a story with a historical setting, including details to build the setting. Build your characters by including details about them. Use paragraphs and a good story structure.’

After learners have written the first draft of their story, ask them to do the ‘writer’s mumble’, i.e. read it aloud several times to check it.

● Does it make sense?

● Have you used paragraphs?

● Have you given enough detail about the setting and characters to know it’s a historical story?

● Have you used a range of vocabulary?

● Have you chosen the best language to create the required mood?

● Are your punctuation and spelling correct?


Reading and analysing non-chronological reports, then planning and writing a report.

This is the second of nine units for Stage 4. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested for this unit is four weeks.

Outline:

Learners will read and discuss a variety of non-chronological reports, first reading the reports as readers and finding information in the texts, then reading as writers and analysing features of the text. Then they will plan and write a report based on one of the texts they have read and analysed.

Resources needed:

● a range of non-chronological reports, ideally linked to a cross-curricular topic learners are studying.

18


Framework codes

4Rv1

19

V1 8Y01


Summary of learning objectives Suggested activities

Find information in non-chronological reports. Teach learners how to draw and use a KWWL grid. This is a grid with four columns: What I

Know , What I Want to know , Where I will look , and What I have Learnt . Model asking a general question (e.g. Why is plastic a problem in the oceans?

), then:

● complete the first column of the grid together with what is already known

● frame questions for the second column, asking what needs to be found out

● suggest resources in the third column for where to look (include books and websites).

Allocate different questions to different groups of learners and challenge them to find the answer to their question. When they have had time to research their question, gather together again and record what they have learnt in the fourth column.

Ask pairs of learners to devise their own question and complete their own KWWL grid.

Ask learners to reflect on how they knew where to look for the information they wanted in the non-chronological report texts, whether printed texts or online. Can learners list the organisational features they used? Record ideas such as:

English Stage 4

4Rx3

4Rw6

4Rv1

20

V1 8Y01

● the contents and index (check that learners recognise the differences in organisation and function)

● headings and subheadings

● topic sentences (the first sentence of a paragraph which often introduces the topic for the paragraph).

What other strategies did the learners use?

Did they use any relevant images?

Ask learners to evaluate the different organisation features:

● Which was the most useful, and why?

● Which was the least useful, and why?

● Did any learners fail to find any information? Can they explain why that was?

● Can others help them to solve their problem?

Know or find language features of nonchronological report texts.

Ask learners to re-read a paragraph of text.

Agree a list of language features of report texts, including:

● use of the present tense, unless it is a historical report

● use of the third person

● a more formal style, not ‘chatty’

● full sentences, with few questions (except as headings or subheadings) and no dialogue

● topic sentences to introduce the topic for the paragraph.

English Stage 4

4Rw9

4Wa11

4SL3

4SL5

21

V1 8Y01

Understand the function of paragraphs in nonchronological reports.

(This should be revision from Stage 3; see

Stage 3 Scheme of Work, Unit 3B.)

Ask: Can reports contain opinions as well as facts? Use examples to demonstrate that although reports are usually factual, they can also contain opinions.

Revisit the use of paragraphs in report texts.

Ask learners to read a page from a report text and consider the paragraphs.

● How do paragraphs help to structure and organise ideas?

● How are paragraphs in non-fiction texts used differently from paragraphs in fiction texts?

Summarise a paragraph of text in a sentence. Ask learners to re-read a paragraph from a report text, then shut the book and tell a partner what the key ideas in the paragraph were. They can only use one sentence to summarise the key ideas. In a sentence, there should only be one (or at most two) main ideas.

Having spoken the summary, learners should write the sentence.

After learners have summarised several paragraphs from the full text, ask them to compare their summary with the text.

● Have they isolated all the main ideas?

● What has been left out of the summary?

● Are the summary sentences very similar to the topic sentences, or are there differences?

English Stage 4

4Rx2

4Wo5

4Wo6

4Wa7

4Wt2

4Wo4

4Wo7

4Wa4

4Ws3

Plan a non-chronological report using information collected from other texts.

Plan and write a nonchronological report using information collected from other texts.

Present the final text using paragraphs with headings and subheadings.

Redraft the report, improving the selection of vocabulary and checking spelling and punctuation.

Ask learners to tell you how they previously planned non-fiction report texts. Mind maps, concept maps and spider diagrams are the most effective ways of planning these texts because they allow learners to organise and link information on the page; it doesn’t matter what order ideas are noted down

– information can be added to the diagram at any point.

Model how to record the information from the KWWL grid on a mind map diagram (don’t forget to include the information in the K – first – column). Demonstrate how to:

● write the central theme in the centre of the page (e.g. plastic pollution in oceans )

● write the related main topic areas around the word – these will eventually become headings

(e.g. eaten by animals, animals get entangled in plastic, possible solutions ); information found can be collected and linked to the relevant headings.

Ask learners to complete a diagram like this for their own research, using their own KWWL grid.

Model using the diagram you completed in a planning session for creating a report text. First, determine the order of the paragraphs. Write the title and main heading. Model crafting sentences to include the information you have recorded. Once you have recorded all the information about one aspect, write a new heading and record the information in sentences.

Before learners begin to write their own text, give them the success criteria, e.g.:

● write a non-chronological report text using appropriate sentences and vocabulary

● organise the information into paragraphs

● use headings to help the reader to locate information quickly and effectively.

After learners have written the first draft of their report, ask them to do the ‘writer’s mumble’, i.e. read it aloud several times to check it.


● Have you used paragraphs?

● Have you used headings to help the reader know where different information will be found?

● Is it formal enough?

● Have you chosen the best words? Try to improve the quality of the verbs and nouns.

● Are punctuation and spelling correct?

22




This is the third of nine units for Stage 4. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested for this unit is two weeks.

Outline:

Learners will read and discuss a variety of playscripts, firstly enjoying them as readers, then reading as writers and analysing features of the texts. Then they will plan and write a playscript based on ones they have read and analysed.

Resources needed:

● Sets of playscripts for learners to read. These may be linked to books you have read in class.

23


Framework codes

4Ro1

4Ro7

4Rx4

4Ri2

4Rw2

4Rw3

4Ro7

4SL7

4Ro7

4Wo4

4Wo7

4Wa4

24

V1 8Y01


Read playscripts, exploring how scenes are built up.

Perform a playscript.

Plan and write a playscript based on a familiar story.

Redraft the poem and playscript, improving the selection of vocabulary and



In groups, learners read at least two different playscripts aloud.

As a class talk about the content of the different plays and the experience of reading them.

Check that learners are aware of the basic features and structures of playscripts, including:

● layout conventions and punctuation of speeches

● the use of adverbs to show how a character speaks and moves

● the use of stage directions.

Talk about the characters in the plays. Consider how you get a sense of the characters through a playscript. Make sure learners understand that, unlike in stories, there is no narrative description to help develop the characters. Discuss and model how voice and gesture might be used when performing the plays.

Groups of learners practise and then perform one of the playscripts to the class. Ask them to focus on developing their characters through careful use of voice and gesture.

After each performance, ask the audience to give feedback on how the actors’ voices and gestures enhanced the sense of character.

Ask learners to plot the development of the story in one of the plays on a flow diagram. Compare how the story of a play matches the story in a narrative text. Look at the use of new scenes and acts to show the progression and structure of the story. What are they most closely linked to in narrative stories?

Work together to use a flow diagram to plot the development of a known story. Discuss how learners could use this as the basis of the story for a playscript.

Ask learners to make a list of the characters, then to work in small groups to write one scene’s worth of dialogue as a playscript. Remind them to use the layout and conventions of playscripts.

They should aim to give each character a clear voice and make their speeches consistent with their character. They should also consider where it might be useful to include stage directions that will help actors to develop key elements of the characters through voice and gesture.

After learners have written the first draft of their play, ask them to do the ‘writer’s mumble’, i.e. read it aloud several times to check it.


English Stage 4

4Wa5

4Ws3

4Ro7

4SL7 checking spelling and punctuation.

Perform a playscript.



If time allows, ask groups to swap their playscript with another group so that groups can practise and perform each other’s playscripts.

Groups give feedback on how easy it was to use the playscript they performed.

25


TERM 2


Reading and analysing fantasy stories, then planning and writing a story.


Reading and analysing news reports, then planning and writing a report.


Reading and analysing poems from different times and cultures, then planning and writing a poem.



Framework codes Summary of learning objectives Suggested activities

4Rw4

4Ws6

4Wp4

4Wp2

4Rw1

4Wa4

Choose more accurate words/expressions in description.


Investigate tenses and forms of verbs.

Continue the work from last term on recognising adverbs and adverbial phrases.

Continue the work on tenses from last term.

Develop the use of commas to separate clauses in a sentence.

Continue the work on commas from last term.

Find words and phrases which describe people, things and places in books and poems. The three most likely ways of describing are:

● a specific noun (e.g. the caretaker rather than the man )

● adding an adjective (e.g. the old caretaker )

● using a simile or metaphor (e.g. The caretaker who was as old and wrinkled as a tortoise , or

The tortoise crawled towards us, clutching a broom in his hand ).

Learners may not be familiar with simile and metaphor, so spend time exploring this way of describing.

● Ask learners to suggest a simile for a place or person in the book.

26


4Wp8 Use an apostrophe to show possession.

● Give learners sentence starters, e.g. He walked as slowly as …

● Make outlandish statements about a character or creature.

● Look for similes and metaphors in books and poems (some whole poems are extended metaphors).

● Listen for them in spoken language.

Revisit the accuracy of adjectives, particularly those with comparative and superlative forms.

Find comparative and superlative forms of adjectives.

Consider the suffix ish and its use with adjectives (e.g. warmish , reddish ).

Make lists of adjectives which express degrees of something (e.g. ancient , antique , aged , old , elderly, enormous , huge , vast , big , large ).

Add similes into your lists of degrees. Where do they tend to fit?

Revise the use of the apostrophe to show omission of letters in words like we’ll, can’t, I’m, didn’t, etc. Introduce the possessive apostrophe, emphasising the fact that it is used to show ownership. Make sure learners understand that if they add an ‘s’ to mark a plural word, they don’t need to add an apostrophe (i.e. the ‘grocer’s apostrophe’).

Find examples of possessive apostrophes in reading and talk about what they signify.

Give learners little exercises in deciding whether or not to use an apostrophe.

When learners are revising their writing, remind them to circle all the apostrophes they have used, then to check whether the apostrophe is really needed each time.

27



Reading and analysing fantasy stories, then planning and writing a story

This is the fourth of nine units for Stage 4. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested for this unit is four weeks.

Outline:

Learners will read and discuss a variety of fantasy stories and stories set in imaginary worlds, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then they will plan and write a story based on one of the texts they have read and analysed.

Resources needed:

● three or four short fantasy stories and stories set in imaginary worlds. You will need to have extracts of these stories enlarged for all learners to share, or multiple copies.

28


4Ro2

4Ro3

4Ro8

4Rx4

4Ri1

4Ri2

4Rw2

4Rw3

29

V1 8Y01

Framework code

4Ro1

4Ro2

4Ro3

4Ro2

4Ro3

4Rx4

4Ri1

4Ri2

4Rw2

4Rw3

4Wa5


Read and enjoy fantasy stories.

Understand how the setting and mood are created in fantasy stories, and recognise how much we need implicit knowledge to read fantasy.

Understand how the characters are created in fantasy stories.


Suggested Teaching Activities

Read some fantasy stories. Ask learners to give their first responses, supported by reference to the text.




Find out their impression of the setting:

● Did they recognise this was fantasy? Why? Ask learners to find examples in the text.

● Was the setting believable? Can they find evidence for their view?

● Would they like to live in the setting?

● Which features of the setting did they like the most/least?

Re-read a fantasy story. Focus first on the setting. The setting is one of the key features which make fantasy fiction different from contemporary fiction. Look at one of the settings used in a story.

● What are we told about it?

● What aren’t we told but left to infer about the setting? (For example, if the place is dark and cold, we can infer that it is unwelcoming; if it has unearthly plants and trees, we can infer that the setting is not on Earth.)

● Study the language used to describe the setting. Does the author make use of specific nouns, adjectives and figurative language (including metaphor and simile)? Can learners find examples of each? Evaluate how effective these descriptions are. Is a writer who is trying to create a weird planet more or less likely to use a simile to compare it with our own planet?

Discuss learners’ answers.



● Do we know most about what they look like, what they think about or what they do? In different books the answer will be different.

● How are characters described? Using specific nouns, adjectives or similes? Does the way they are described contribute to our reaction to them? How?

● Could the story you are reading happen on Earth? If so, would the characters’ actions and feelings be similar?

English Stage 4

4Rx1

4Rw7

4Rw8

4Rw9

4Wa6

4Wa1

4Wa6

4Wa10

4Wt1

4SL2

4SL5

4Wa10

30

V1 8Y01


Consider story openings before writing them.

Plan a fantasy story.

Explore alternative openings for the story.

Let learners work in groups, one describing a character, the others guessing which character is being described. Which characteristic is the one that gives it away?

Remind learners of the five stages in a short story: introduction, problem/build-up, climax/conflict, resolution, and conclusion.

Draw a hump-backed bridge. Write Introduction on the ground on the left and Conclusion on the ground at the right. The highest point of the hump should be the Climax (i.e. the most interesting point in the story). The Problem and Resolution slope up and slope down of the bridge respectively. This can be a visual metaphor for the story, with the slope and height of the bridge showing the level of excitement in the story.

Re-read the story. Ask learners to draw the events of the story on a flow diagram with five boxes.


Examine the opening lines of a variety of fantasy stories.

● Notice that most stories don’t begin with the words One day … How do they begin? Does the opening line make any difference?

● How does the writer hook the reader in so that they want to read to the end of a story?

● How soon in the story does the writer establish that it’s a fantasy?

● How early are the characters introduced?

Remind learners how to use a paragraph planner to plan their story. Each paragraph on the plan should have:





Alongside their planning, also ask learners to create a character profile for their main character.

Ask learners to share their plan and character profile with a response partner and tell their story aloud, using the plan as a guide. The response partner should make suggestions for improvement. Learners can alter their plans as necessary.

When learners have established the plan for their story, ask them to plan two or three alternative openings. Each opening should have a different kind of beginning:

● an expression of time (e.g. One fine day )

● dialogue (e.g. ‘What’s your name?’ asked … )

English Stage 4

4Wa3

4Wa6

4Wa10

4Wt1

4Wo4

4Wo7

4Wa4

4Wp1

4Wp3

4Wp6

4Wp7

Write a fantasy story from a plan.


● action (e.g. He ran as he had never run before ) .

After learners have written each of their story beginnings, they should evaluate them and decide which one to use.

When learners have planned their story, ask them to write the first draft. Give them the success criteria for the story, e.g.:

● Write a story with a fantasy setting, including details to build the setting.

● Build your characters by including details about them.

● Use paragraphs and a good story structure, including a strong beginning.

After learners have written the first draft of their fantasy story, ask them to do the ‘writer’s mumble’, i.e. read it aloud several times to check it.


● Have you written a strong beginning and used paragraphs for the rest of the story?

● Have you given enough detail about the setting and characters to know it’s a fantasy story?

● Have you used tenses correctly?

● Have you used a variety of appropriate words (including connectives)?


● Is your punctuation (including for speech and at the end of sentences) correct?

31



Reading and analysing news reports, then planning and writing a report

This is the fifth of nine units for Stage 4. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested for this unit is four weeks.

Outline:

Learners will read and discuss a variety of news reports, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then they will plan and write a report based on one of the texts they have read and analysed.

Resources needed:

● a range of news reports reporting on the same events. These can include print versions of national and local newspapers and online news sites

● fiction texts (for comparison).

32


Framework code

4Rv1

4Rv2


Know and name different features in a newspaper.



Give the different newspapers to pairs of learners. Give learners a list of labels, and ask them to match the correct label to the different features on the newspaper pages, including:

● masthead (newspaper name)

● headline

● by-line

● story/report

● column

● adverts

● classified ads

● leader

● sections, e.g. sport, TV listings, film guides.

Discuss the purpose of the different features of the newspaper and where they are on the page and in the paper. Focus particularly on the headline, whose purpose is not only to introduce the story but also to grab readers’ attention and make them want to read the story. Point out that headlines may contain puns, alliteration or common phrases used slightly oddly, and that headlines are not written in sentences.

Discuss the front page of the newspaper and compare it with the cover of a book. Talk about why newspapers often start more than one story on the front page and then have to continue some of the stories on inside pages.

Compare the stories on the front pages of national and local newspapers. Look at a page and ask learners to identify whether it’s from a local or national paper. What clues did they use?

If a story is front page news , what does that tell us about the story’s importance? Is it because some news is more important than other news, or is it a matter of choice/opinion? Who decides?

Help learners to understand that even facts are prioritised by the editor of a newspaper, so the order in which stories are presented is one way in which the editor can express an opinion about the importance of news stories relative to one another.

33


4Rx3

4Rx4

4Ri2

4Rv2

4Rv3

4Rw3

4Rv2

4SL5

4Rx2

4Wo5

4Wo6

4Wa11

34

V1 8Y01

Read newspaper reports and recognise that they usually contain both fact and opinion.

Consider the style of writing in different newspapers.

Recognise the main point in an article.

Give learners different newspapers and ask them to find reports about an event preselected by you (ideally it will be front page news in some newspapers and on the inside pages in others).

Ask learners to read the account of the event in their paper.

Make a table with two columns: Fact and Opinion . Discuss what the terms mean.

Ask one pair of learners to tell you something from their newspaper article. Is it in everybody’s paper? If so, it may well be a fact and can be recorded in the first (facts) column. Is it in some papers, but not others? Or are there contradictory ideas in different papers? If so, add the ideas to the second (opinions) column.

Discuss the way that newspaper articles contain both facts and opinions, but mixed together so that it is not always easy to tell which is which. Talk about why newspapers do this and the effect it has on readers.

Put each pair of learners with another pair who have different kinds of newspapers, so that all learners have the opportunity of reading a variety of styles of newspaper and of seeing how they are laid out, how they use colour, what kind of stories they think will interest their readers, etc.

Ask learners to choose any story and read it, looking at the language. They should consider, for example:

● the length and complexity of the sentences and the number of different kinds of connectives

● how many sentences there are in a paragraph

● how the newspaper uses headings

● whether the style is chatty or formal

● the kind of vocabulary chosen – (everyday, chatty vocabulary or more formal vocabulary?)

● how the paper refers to eye witnesses and the kind of information given about them

● how many facts and how many opinions are in a story

● the wording of the headlines.

Ask each group of four to evaluate the newspapers and tell you which they would prefer to read and why.

Give learners an article to read, without the headline. Ask them to write a headline for the article, which should pick up on the main point in a way which will draw the reader in.

Discuss the process of making notes, establishing that not es don’t have to be written in sentences, but should include all the key words and key ideas from the article.

English Stage 4

4Wa2

4Wa7

4Wo6

4Wa8

4Wa9

4Wo4

4Wa4

4Ws3

Plan a newspaper report.

Write a newspaper report from a plan.

Redraft the report, improving the selection of vocabulary and checking spelling and punctuation.

Ask the learners to make notes to show what the article is about. Their notes will form the basis of their own writing later.

Learners plan a newspaper report about an event in the news (local, national or international), something that happened in the school, or an event in a book.

They can use a concept map or a flow diagram (which may be more appropriate) for planning their report. They should plan using two different colours, one to record facts, the other to record opinions.

Remind them to think about headings and the order in which the events will be reported in the piece.

When learners have planned their report, ask them to write the first draft. Give them the success criteria for the report. For example: ‘Write a newspaper report modelling the language and style on the language and style in one of the newspapers you have looked at. Use paragraphs to present your report, a headline that grabs readers’ attention and introduces the report.’

After learners have written the first draft of their report, ask them to do the ‘writer’s mumble’, i.e. read it aloud several times to check it.


● Have you included an attention-grabbing headline?

● Have you written in paragraphs?



35



Reading and analysing poems from different times and cultures, then planning and writing a poem

This is the sixth of nine units for Stage 4. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested for this unit is two weeks.

Outline:

Learners will read and discuss a variety of poems, first enjoying them as readers, then reading as writers and analysing features of the text.

Then they will plan and write a poem based on one of the texts they have read and analysed.

Resources needed:

● poetry anthologies containing both modern and classic poetry from a range of different cultures and times. Try to select anthologies containing poems that all learners can read independently.

36


Framework codes

4Ro1

4Ro3

4Rx4

4Ri2

4Rw2

4Wa5

37

V1 8Y01


Summary of learning objectives Suggested activities

Read and enjoy poetry. Let learners browse through collections of poems which are clearly about a different time or culture and choose those that they particularly enjoy. Possibly ask learners to make copies of the poems to add to a class anthology.

Work in groups with the learners and discuss each poem:

● likes and dislikes – Did you like/dislike the poem? Why? Were there certain words or phrases that you liked/disliked?

● effects – What effect does the poem have on you, the reader?

● pictures – Does the poem paint a picture in your mind? How?

● patterns – Look for patterns of rhyme, rhythm, alliteration, lines, verse structure.

● words – Which words and phrases were particularly effective? Why?

● interesting things – What else would you like to say about the poem?

(For individual poems, you can ask questions and have discussions about different topics, but this list includes many of the issues it is interesting to discuss with poetry.)

Bring some of the poems discussed by groups back to the whole class for a widerranging discussion and to model good discussion for groups where it didn’t happen.

English Stage 4

4Ro1

4Ro3

4Rw2

4Rw10

4Ro3

4Wo4

4Wo7

38

V1 8Y01

Plan to write a poem based on the structure and theme of an existing poem.

Redraft the poem, improving the selection of vocabulary

Extend the range of poems read.

Discuss the features of different poems.

Try to extend learners’ choices of poems beyond modern, light-hearted verse. Once learners have selected their favourite poems, find some other ‘classic’ poems which are on a similar theme and some poems from other cultures.

Choose pairs of poems which share a theme but are from different times and cultures and compare them.

What tells us that the poem comes from a different time or culture? Give learners any relevant background information about the poem. Discuss the vocabulary, sentence structures and images and references.

Encourage learners to use specific terms when describing poetry structure, including terms such as rhyming couplet , rhyme pattern , alternate line of rhyme , chorus .

Encourage learners to read the poems aloud, appreciating the time, the culture and the structure.

Re-read one of the poems you have previously used in comparison. Ask learners what they recall of:

● the time and culture in which it was written

● its structure (including patterns of rhyme)

● its vocabulary.

In shared writing, write a new poem which is closely linked to one of those learners have studied, but changing it to a different time and place (including modern times).

Explore what it might mean to ‘change it’ to a different time and culture. What should stay the same? What can change?

After learners have written the first draft of their poem, ask them to do the ‘writer’s mumble’, i.e. read it aloud several times to check it.

English Stage 4

4Wa4

4Ws3 and checking spelling and punctuation.




39


TERM 3


Reading and analysing real life stories that feature an issue or dilemma, then planning and writing a story.


Reading and analysing explanations and persuasive texts, then planning and writing them.


Reading and analysing poems in a variety of forms, then planning and writing a poem.

4Wp2

4Wp8

4Rw1

4Wa4

4Rw11



Framework code

4Rw4

4Ws6



Develop the use of commas to separate clauses in a sentence.

Use an apostrophe to show possession.

Choose more accurate words/expressions in description.

Investigate the grammar of statements, questions and orders.


Continue the work from last term on recognising adverbs and adverbial phrases.

Continue the work on commas from last term.

Continue the work on apostrophes from last term.

Continue the work on adjectives and figurative language from last term.

Find or write an example of a simple statement, e.g. about the sentence. Establish that this sentence:

Samir was worried

● begins with a capital letter and ends with a full stop

● has a verb

● only has one main clause

● is in the past tense

● is very short.

. Ask learners to tell you

40


Introduce the word statement and explain that most sentences are statements. Can the learners think of any other sentence types? (Hint: they may be able to if they think about the punctuation marks that can be found at the end of a sentence.)

Ask learners to turn the statement into a question. Explore what has changed and what has stayed the same.

Ask them to turn the statement into an order. Explore what has changed and what has stayed the same.

Once learners have explored the three sentence types starting from the simple sentence, find longer sentences in books and explore how to transform them into different sentence types.

41



Reading and analysing real life stories that feature an issue or dilemma, then planning and writing a story

This is the seventh of nine units for Stage 4. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested for this unit is four weeks.

Outline:

Learners will read and discuss a variety of stories with issues and dilemmas, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then they will plan and write a story based on one of the texts they have read and analysed.

Resources needed:

● three or four short stories in which characters face an issue or dilemma and have to solve/resolve it (e.g. rejection, loss, rivalry, friendship problems). You will need to have extracts of these stories enlarged for all learners to share, or multiple copies.

42


Framework codes

4Ro3

4SL5


Develop an understanding of a particular author and read a variety of books by them.

4Ro1

4SL5

4Rx4

4Ri1

4Ri2

4Rw2

4Rw3

4SL5

Read and enjoy real life stories with issues and dilemmas.

Understand how the characters are created in real life stories with issues and dilemmas.



Can learners name any authors? Ask them what they know about the authors they name.

Discuss the idea that if they read a book by a particular author and enjoy it, they may want to try and find other books by the same author.

If learners are keeping reading logs, suggest they record their responses to different books by the same author.

If a learner is particularly fond of an author and has already read two or three of their books, ask them to do a brief presentation to the class explaining why they like that author.

Read some chosen stories. Ask learners to give their first responses, supported by reference to the text.




● Does one of the characters face an issue/dilemma/problem they have to solve? Ask learners to summarise the issue and the solution.



● Do we know most about what they look like, what they think about or what they do? In different books the answer will be different.

● How are characters described? Using specific nouns, adjectives or similes? Does the way they are described contribute to our reaction to them? How?

● What is the main issue/dilemma/problem faced by the character? Evaluate whether the character solves it in a satisfactory way.

● Look again at what we know about the characters. In these stories, is the emphasis on what the characters do, or what they feel and think?

● How does the author show the reader how the characters feel and what they think?

● Do the readers ever have to infer what a character is feeling or thinking from what is written in the text? Can learners find an example?

43


4Ro8

4Rx4

4Ri1

4Ri2

4Rw2

4Rw3

4Rx1

4Rw7

4Rw8

4Rw9

4Wa6

4Wa6

4Wa1

44

V1 8Y01

Understand how the setting and mood are created in real life stories with issues and dilemmas, and recognise how much we need implicit knowledge to read these stories.


Consider story openings before writing them.

Consider story endings before writing them.

Write a character study.

Re-read a story. In real life stories with issues/dilemmas the setting is usually less important than the character and the issue. Despite this, however, the story is established within a setting which can increase the drama in the story.

Look at the main setting used in a story.

● What are we told about it?

● What aren’t we told but left to infer about the setting?

● How does the setting contribute to the story? Could the same story happen in a different setting? How would the story have to change?

● Study the language used to describe the setting. Does the author make use of specific nouns, adjectives and figurative language (including metaphor and simile)? Can learners find examples of each? Evaluate how effective these descriptions are.

Remind learners of the five stages in a short story: introduction, problem/build-up, climax/conflict, resolution, and conclusion. Remind them too of the story bridge (see Unit 2A) to help learners to visualise the structure of the story.

Re-read the story. Ask learners to draw the events of the story on a flow diagram with five boxes.


Examine the opening lines of the story.

● Notice that most stories don’t begin with the words One day … How does it begin? Does the opening line make any difference?

● How does the writer hook the reader in so that they want to read to the end of a story?

● How early are the characters introduced?

● When is the issue/dilemma introduced?

Examine the endings of the story.

● Is the ending satisfactory – does it leave the reader feeling that the story has been rounded off nicely?

● Does the ending relate to the beginning?

● How does the author build up to the ending of the story? Or does it seem a sudden, abrupt ending?

● Have all the loose ends been tied up?

● Look at the final sentences. Are they effective?

Before learners write their own story, ask them to write a character study. This can be based on a character from a story already shared together, or one in a new story they plan to write. The character study should include all the information they think the reader needs to know about the character, such as:

● the character’s age and information about their family

English Stage 4

4Wa3

4Wa6

4Wa10

4Wt1

4Wt2

4Wo4

4Wo7

4Wa4

4Wp1

4Wp3

4Wp6

4Wp7

4Wa3

4Wa6

4Wt1

4Wt2

4Wa10

● a description of the character’s appearance

● information about the character’s friends, and how the character reacts to them and how they react to the character

● what the character likes to do

● information about the character’s fears, worries and dislikes.

Plan a story with an issue. Remind learners how to use a paragraph planner to plan their story. Each paragraph on the plan should have:





Ask learners to share their plan with a response partner and tell their story aloud, using the plan as a guide. The response partner should make suggestions for improvement. Learners can alter their plans as necessary.

Write a story from a plan.


When learners have planned their story, ask them to write the first draft. Give them the success criteria for the story, e.g.:

● Write a story about a character who has an issue to deal with or who faces a dilemma.

● Build your character by including details about them.

● Use paragraphs and a good story structure, including a strong beginning and ending.

After learners have written the first draft of their story, ask them to do the ‘writer’s mumble’, i.e. read it aloud several times to check it.


● Have you written a strong beginning and used paragraphs for the rest of the story?

● Have you given enough detail about the character?

● Have you rounded the story off nicely?

● Have you used tenses correctly?

● Have you used a variety of appropriate words (including connectives)?


● Is your punctuation (including for speech and at the end of sentences) correct?

45



Reading and analysing explanations and persuasive texts, then planning and writing them

This is the eighth of nine units for Stage 4 You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested for this unit is four weeks.

Outline:

Learners will read and discuss a variety of explanations and persuasive texts, first enjoying the texts as readers, then reading as writers and analysing features of the text. Then they will plan and write an explanation and persuasive text based on ones they have read and analysed.

Resources needed:

● a range of short texts containing explanations or persuasion. You can find persuasive letters in adverts and holiday brochures as well as in letters to newspapers and magazines. Explanations are in many non-fiction books including manuals. You will need to have extracts of these stories enlarged for all learners to share, or multiple copies.

46


Framework codes

4Rv1

4Rx2

4Rw9

4Rv1

4Wa11

4Rw6

4Rv1

4Rv3




Recognise the main features of non-fiction text types.

Look at an explanation together. Many explanations are presented as flow diagrams and often contain language similar to that of a report text. The main difference between the text types is their purpose: a report text aims to describe how things are; an explanation explains a process or how something works.

Discuss the key features of explanations:

● The order in which the events are described is important (in a non-chronological report, on the other hand, the order isn’t important). Ordering the paragraphs in the correct sequence is key to making the explanation clear.

● There are usually a lot of connectives, especially connectives of cause and effect (e.g. so , in order to , because ) and connectives of sequence (e.g. first , next , meanwhile , then , after that ).

Look at another explanation and ask learners to find features which show that it is an explanation, not a report text.

Use the paragraph structure of a text and key words to help identify the main points.

Examine the structure and language of explanations:

● How many main ideas are there in each paragraph? (Usually just one. Paragraphs in explanations are often similar to those in report texts and begin with a topic sentence.)

● Explanations tend to list the main ideas from each of the paragraphs in order.

● Explore what happens to the explanation if these ideas are mixed up. Does the explanation still make sense?

● Compare explanations with flow diagrams with explanations in words only. Is the language different? Which is easier to follow?

Summarise an explanation. Ask learners to read an explanation. Then ask them to re-read each paragraph and summarise its main point in one or two sentences. Remind learners to write in sentences and to state the

Consider how persuasive texts are structured and ordered to make a convincing argument. main point using different words and phrases from the original text as much as possible.

Look at some persuasive texts together (e.g. adverts for holidays in brochures) and discuss them:

● What is the purpose of the text?

● Do you find it convincing? Why?

● Who do you think the text is aimed at? Why?

● Do you think the text is based on opinions or facts? Find some of each.

47


4Rw6

4Rv1

4Rv3

4Rw5

4Rw6

4Rv3

4SL1

4SL3

4SL4

4SL5

4Wo5

4Wo6

4Wa9

4Wa10

48

V1 8Y01

Explore the language of persuasive texts.

Explore the connectives used in persuasive texts.

Develop and organise ideas, express an opinion, consider alternative opinions, and deal politely with opposing points of view.

Plan and write an explanation.

Look more carefully at the structure:

● Is there an opening statement

(e.g. explaining why it would be good for you if you …)?

● After the opening statement, are points made to prove the opening statement, usually followed by evidence for them?

● Is there a summary at the end (e.g. recommending that you should …)?

Some persuasive texts also mention possible reasons against what they are trying to persuade you to do, in order to point out that these reasons are worthless – and so make the case for doing the thing even stronger.

Ask learners to compare a persuasive text with a report text:

● Look at the language used. Which is more formal (usually the report) and which ‘chattier’

(usually the persuasive text)? Why?

● Which one talks to the reader more directly? Point out that persuasive texts often address the reader directly, even using pronouns like we to identify very closely with the reader and to draw the reader in.

● Which one uses a wider range of descriptive adjectives? The persuasive text is likely to have lots of adjectives to make its point more forceful and dramatic.

● Which one contains more opinions? Again, this is likely to be the persuasive text; how good it identifies something is a matter of opinion not quantifiable fact.

Choose a persuasive text written in paragraphs in order to look more closely at connectives.

Give learners highlighter pens and ask them to find and highlight the connectives, e.g. if … so

, if

… then , although , however , nevertheless , therefore , moreover , furthermore , because , and .

Point out that these connectives are rarely found in reports or explanations, but are commonly found in persuasive texts. The precise choice of connective depends on the audience and purpose of the text. Time/sequence connectives are found much less often in persuasive texts.

Before learners begin writing either of these text types, get them to develop and practise the necessary language skills through some speaking and listening activities. Ask them to:

● explain the rationale behind a decisions or opinion

● prepare a short presentation to explain how something works

● plan a radio advert advertising a school event

● participate in a class debate.

Link the writing task (explanation) to a cross-curricular subject, e.g. explaining how skeletons move; the processes involved in picking, preparing and shipping tea; how to work effectively as a team; how to choose which unit to use for measurements. Before learners begin their plan, remind them:

● that their explanation should begin with a general statement to introduce the topic

English Stage 4

● that ideas should be explained in paragraphs

● of the importance of getting the paragraphs in the right order, to make a series of logical steps

● that time connectives are often appropriate

● to finish with a conclusion.

Learners should use a flow diagram to plan their explanation, with the introduction in the first box and the conclusion in the last. They may find it helpful to record ideas for connectives on their plan to make sure they aren’t overusing the same one and making their writing repetitive.

Ideally, learners should share their plan with a response partner before beginning to write.

Response partners should check that the plan makes sense and that all of the important information has been included.

4Rw5

4Wo5

4Wo6

4Wa8

4Wa9

4Wa10

4Wo4

4Wo7

4Wa4

4Ws3

Plan and write a persuasive text.

Redraft the text, improving the selection of vocabulary and checking spelling and punctuation.

Before learners begin to plan their persuasive text, they need to be sure they have enough information and understand the issues. Make sure they have made notes and gathered information from other sources before they start trying to put them into a persuasive framework.

One effective way of planning a persuasive text is for learners to write each successive point they want to make on a separate small sheet of paper. They can then explore changing the order of the points and the impact this has. What order gives the most persuasive message?

Again, it is sensible for them to record connectives on their plan.

Ideally, learners should share their plan with a response partner before beginning to write.

Response partners should check that the plan makes sense and that all of the important information has been included.

After learners have wr itten their first draft, ask them to do the ‘writer’s mumble’, i.e. read it aloud several times to check it.

● Does it make sense? Is the explanation clear? / Does it persuade you to …?



Scheme of Work – English stage 4

49



Reading and analysing poems in a variety of forms, then planning and writing a poem

This is the ninth of nine units for Stage 4. You should expect to cover three units each term (fiction, non-fiction, poetry/playscripts). Time suggested for this unit is two weeks.

Outline:

Learners will read and discuss poems written in a variety of forms, first enjoying them as readers, then reading as writers and analysing features of the text. Then they will plan and write a poem based on one of the texts they have read and analysed.

Resources needed:

● a range of poetry anthologies containing poems written in a variety of forms, including haiku, Tanka and cinquain, limerick, riddle and lists. Try to select anthologies containing poems that all learners can read independently.

50


Framework codes


4Ro1

4Ro3

4Ro8

4Rx4

4Ri2

4Rw2

4Rw3

4Wa5

4Rw10

4Wo2

4Rw10

4Wo2

Read and enjoy poetry.

Discuss the features of syllabic poetry.

Discuss features of other poems written in a specific form.



Let learners browse through poems in a variety of forms. Work in groups with learners and discuss each poem:

● likes and dislikes – Did you like/dislike the poem? Why? Were there certain words or phrases that you liked/disliked?

● effects – What effect does the poem have on you, the reader?

● pictures – Does the poem paint a picture in your mind? How?

● patterns – Look for patterns of rhyme, rhythm, alliteration, lines, verse structure.

● words – Which words and phrases were particularly effective? Why?

● interesting things – What else would you like to say about the poem?

(For individual poems, you can ask questions and have discussions about different topics, but this list includes many of the issues it is interesting to discuss with poetry.)

Bring some of the poems discussed by groups back to the whole class for a wider-ranging discussion and to model g ood discussion for groups where it didn’t happen.

What do learners notice about the poems written with syllabic forms, e.g. haiku, Tanka, cinquain? Have they deduced that the syllable pattern is?

● haiku: 3 lines, 17 syllables – 5,7,5

● Tanka: 5 lines, 31 syllables – 5,7,5,7,7

● cinquain: 5 lines, 22 syllables – 2,4,6,8,2

Both haiku and Tanka are traditional Japanese forms; the cinquain was invented in the 20th century in America. In all of these poems, the aim is to capture a moment in nature or the seasons, and the challenge is not to use similes to do so.

Re-read the syllabic poems you have looked at so far, count the syllables and consider how successful the poet was at ‘capturing a moment’.

Re-read examples of limericks, riddles and lists. What can learners tell you about them? What are the features which define the poem’s form and challenge the poet?

● limerick: 5 lines, characteristi c ‘skipping’ rhythm, a twist in the last line

● riddle: poem or verse builds up a puzzle with clues for the reader to solve

● list poem: has a line or phrase which repeats, or is a list

51


4Rw10

4Wo2

4Wo4

4Wo7

4Wa4

4Ws3

Plan to write a poem with a specific form.

Redraft the poem, improving the selection of vocabulary and checking spelling and punctuation.

Let learners re-read the poems, particularly those with the form they have chosen to write in later. Ask them to note down the key features of the form they are going to write in.

Learners can then work individually or in pairs to draft their poem.

After learners have written the first draft of their poem, ask them to do the ‘writer’s mumble’, i.e. read it aloud several times to check it.

● Does it make sense . Read it aloud. Does it ‘work’?

● Does it meet all the requirements of the form?



52


Appendix A: Sample lesson plans

Stage 4: Lesson plan 1

Week beginning:

Timing Framework ref.

Learning objectives Success criteria


Activities

(see notes below re. differentiation details, etc.)

W: whole class; G: group; I: Individual

Description

Display sentences and discuss use of apostrophe for possession.

W/G/I

W

Class: Stage 4

Resources Evidence of achievement

10 mins

15 mins

30 mins

5 mins

Organisation

4Wp8

4Rv1

4Rv2

Learn the use of the apostrophe to show possession, e.g. girl’s

, girls’

.

Identify different types of non-fiction text and their known key features.

Read newspaper reports and consider how they engage the reader.

Can I say where an apostrophe should be in a sentence?

Most of lesson will be closely led by teacher to keep on track.

For support: Learners number sticky notes and write later when word banks of newspaper features can be made available.

(Once rules are agreed, they can be the success criteria for a revision activity later.)

Can I find the different parts of a newspaper?

Can I say what the different parts are for?

: details of differentiation / groups / adults’ role (linked to activities)

Prepared sentences on flipchart or IWB

Learners to work in pairs:

A to decide which sentences are correct

B to decide which statements are true.

Learners share ideas and decide upon rules.

Give newspapers to pairs of learners. Ask them to find the different parts. Write labels on sticky notes next to the feature. Collect all of the ideas.

Discuss ideas including where found in the newspaper.

G/W ‘Apostrophes’ worksheet

G/W Newspapers and sticky notes

Flipchart or board for collating

Paper for recording ideas

Word banks of features for support as necessary

Set homework.

Notes / extension opportunities / homework

Homework: Look for newspapers at home; try to identify different parts; bring to school for next lesson.

Extension work: Ask learners to investigate another newspaper to see if the parts

(features) they have found are also in another newspaper

– are they common to all newspapers? If not, which ones are?

O/D

O/D

Q&A : question and answer

D : discussion

O : observation

M : marked work

53


Stage 4: Lesson plan 2

Week beginning:

Timing

10 mins

10 mins

15 mins

15 mins

10 mins

Organisation

Framework ref.

4Rv1

4Rv2

Learning objectives Success criteria

Identify different types of non-fiction text and their known key features.

Read newspaper reports and consider how they engage the reader.

As before.

Can I say what a good headline should be like?

(Learners to agree success criteria.)

: details of differentiation / groups / adults’ role (linked to activities)

Some learners may need reading support.

Writing headlines: a classroom assistant could act as scribe for a group. They have an important role in assessing each learner’s input and ability to produce headlines that meet the criteria.

Teacher could challenge some learners to use specific language features, e.g. alliteration.


Activities

(see notes below re. differentiation details, etc.)

W: whole class; G: group; I: Individual

Description

Discuss the newspapers from home. Are the features common to all papers?

W/G/I

W

Class: Stage 4

Resources

Ask learners to cut out headlines from newspapers.

Examine them and discuss style/language/purpose.

What is the language like?

Discuss with partners what a good headline should be like.

Invite learners to write their own headlines. Share with partners.

Assessment then takes place to decide if the criteria have been met.

Share headlines.

Notes / extension opportunities / homework

W/G

G

I/G

W

At the end of the session all should have made a promising start with the text type.

Active learning and assessment will have been managed successfully.

ICT : News on the internet could be examined (under supervision). Is the language in headlines similar?

Evidence of achievement

D

O/D

O/D

M

D

Q&A : question and answer

D : discussion

O : observation

M : marked work

54


55

V1 8Y01

Stage 4

Apostrophes

1. You be the teacher!

Look at the sentences.

Decide which ones use an apostrophe correctly.

Mark the sentences with a tick or a cross.

1.

3.

sack.

The girls looked at the book.

2.

It was late when the boy’s father came home.

There were thirty potatoe’s in the

4.

The learners’ toys were broken.

5.

The horses saddle was dark brown.

2. True or false?

Read the statements.

Which ones are true? Which are false?

Circle T for true or F for false.

a.

An apostrophe goes before or after the letter s to show something belongs to someone.

T / F b.

You should always put an apostrophe before an s.

T / F c.

You only use an apostrophe after an s.

T / F d.

You only use an apostrophe if you have shortened a word.

T / F

Cambridge English Stage 4 SOW

Scheme of Work – English Stage 4

Introduction

Overview

TERM 1 TERM 2 TERM 3

4

Ongoing work

TERM 1

Grammar and punctuation activities for all units

Spelling and vocabulary activities for all units

Unit 1A: Historical fiction

Reading and analysing historical fiction, then planning and writing a story in a historical setting

Unit 1B: Non-chronological reports

Reading and analysing non-chronological reports, then planning and writing a report.

Unit 1C: Playscripts

Reading and analysing playscripts, then planning and writing a playscript.

TERM 2

Grammar and punctuation activities for all units

Unit 2A: Fantasy stories

Reading and analysing fantasy stories, then planning and writing a story

Unit 2B: News reports

Reading and analysing news reports, then planning and writing a report

Unit 2C: Poems from different times and cultures

Reading and analysing poems from different times and cultures, then planning and writing a poem

TERM 3

Grammar and punctuation activities for all units

Unit 3A: Stories with issues and dilemmas

Reading and analysing real life stories that feature an issue or dilemma, then planning and writing a story

Unit 3B: Explanations and persuasive texts

Reading and analysing explanations and persuasive texts, then planning and writing them

Scheme of Work – English stage 4

Unit 3C: Poems in a variety of forms

Reading and analysing poems in a variety of forms, then planning and writing a poem

Appendix A: Sample lesson plans

Stage 4: Lesson plan 1

Stage 4: Lesson plan 2

Stage 4

Apostrophes

Look at the sentences.

Decide which ones use an apostrophe correctly.

Mark the sentences with a tick or a cross.

sack.

The girls looked at the book.

It was late when the boy’s father came home.

There were thirty potatoe’s in the

The learners’ toys were broken.

The horses saddle was dark brown.

Read the statements.

Which ones are true? Which are false?

Circle T for true or F for false.

An apostrophe goes before or after the letter s to show something belongs to someone.

You should always put an apostrophe before an s.

You only use an apostrophe after an s.

You only use an apostrophe if you have shortened a word.

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