SUBJECT: English
Week
YEAR GROUP:6
TEACHER: Adam Miller
Learning objectives
Activities (in brief)
3,4,5
Ask relevant questions based on a story.
Compare features and uses of active and passive sentences.
Change active sentences into passive sentences and vice versa.
Discuss punctuation and layout of dialogue.
Compare features of direct and reported speech.
Change direct speech into reported speech.
Discuss features used in newspaper reports.
Read newspaper articles and identify features.
Compare formal and informal report writing.
Write the first paragraph of a formal newspaper article.
Use features of newspaper reports.
Plan further paragraphs.
Evaluate their own writing.
Use formal written language.
Use past tense appropriately.
Write a conclusion to report.
Use reported speech and direct speech (as a quote) in newspaper
report.
Write in paragraphs.
Write a conclusion.
Evaluate the writing of a response partner.
Reports and Journalistic Writing
6,7
Listen to poetry.
Explain which poem they liked best and why.
Understand the use of apostrophes in contractions.
Investigate informal language used in poems.
Identify the expanded form of contractions and/or the Standard
English words replaced by a dialect word.
Identify the voice used in poems.
Identify the features used in poetry
War Poetry
Listen to a examples of War Poetry
Investigate colloquial language
Group reading In appropriate groups the chn read some poems together
Adding suffixes beginning with vowels to words ending in –fer
Contractions and other colloquial language
1&2
8,9
Recommend a poem to their peers.
Add suffixes beginning with vowels to words ending in -fer.
Understand that different suffixes can change words into
different types, e.g. verb into noun or adjective.
Write an additional verse for a poem they have read.
Write in the style of a poet.
Use informal language in a poem.
Discuss stimuli that can be used for writing poetry.
Investigate how dialogue is punctuated in a poem.
List ‘rules’ for writing dialogue.
Add punctuation to some dialogue poems.
Write the first draft of a poem (using ICT)
Use powerful verbs and vivid adjectives.
Find interesting rhymes.
Use informal language.
Proof-read for spelling and punctuation errors.
Check the consistency and accuracy of verb use.
Use a wordprocessing program to edit and redraft their poem.
Give and receive constructive criticism.
Perform their poem to an audience.
Behave appropriately as part of an audience.
Perform Poems. Give each child the opportunity to recite their poem.
Use thesauruses and dictionaries Encourage chn to use thesauruses and
dictionaries to find interesting vocabulary that they can define!
‘Rules’ for presenting dialogue
Planning a poem
Writing the first draft of a poem
Proofreading and redrafting a poem
Define biography and autobiography.
Identify the features of a biography.
Analyse some biographical texts.
Rehearse the layout and punctuation of speech.
Improvise a short scene.
Transform a narrative text into a dialogue.
Find words with the prefixes auto- and bio-.
Find words with the suffix -graphy.
Investigate words with the suffix -cious or -tious.
Use dictionary skills.
Identify simple, compound and complex sentences.
Discuss conjunctions used in multi-clause sentences (coordinating and subordinating).
Analyse complex sentences.
Biographies and Autobiographies
Discuss the meaning of the words biography & autobiography and analyse some
biographies.
Improvise a short scene.
Analyse biographies.
Analyse autobiographies.
Investigate words ending in -cious or –tious.
Transform narrative into dialogue
Investigating complex sentences
Improvisation/role-play
Create new complex sentences by changing the main clause.
Compare an excerpt from a biography with an autobiographicalstyle story based on the same event.
Analyse an autobiographical text.
Identify features of an autobiographical text.
Improvise a short scene.
Write a short autobiographical story in exactly 50 words.
Draft, edit, précis and redraft text.
Retell an autobiographical text as a short biography.
Discuss how to find information to write biographies.
Analyse interviews that could contribute to a biography.
Plan and draft an autobiography written as an interview (with a
well-known personality as the interviewer).
Identify expanded noun phrases.
Identify other ways of elaborating the text, e.g. use of similes,
metaphors or personification.
Create some expanded noun phrases.
Analyse biographical websites.
Elaborate their autobiographical interviews using noun phrases.
Create a webpage using their autobiographical interview.
Edit their autobiographical interview.
10,11 Identify features of instructions.
Follow instructions.
Understand uses of colons and semi-colons.
Punctuate bullet points correctly.
Create concise and clear lists of rules.
Rehearse features of instructions.
Analyse instructional texts.
Answer questions about instructional texts.
Identify features of explanation texts.
Use the internet for research about specific questions.
Make notes.
Present information.
Understand the use of brackets.
Shared reading and improvisation
Create extended noun phrases
Write a short autobiographical story
Plan an autobiography written as a dialogue
Write an autobiography for a website
Instructions and Explanations
Discuss and identify features of instructions
Following and evaluating a range of card game instructions
Guided reading/comprehension of a range of instructional texts
Internet based research of explanation texts, note-taking & presenting
Create correctly punctuated bullet-pointed lists linked to historical technological
advances
Play a game, based around parenthesising, using brackets
Work in groups to produce and perform Dragon's Den style presentations of
wacky inventions
Using commas and brackets in formal writing, dashes for informal writing
12,13
Compare the use of brackets and commas.
Use brackets to add extra information to a text.
Compare instructional and explanatory texts.
Plan an oral presentation to explain an invention in Dragon’s Den
style.
Use notes as prompts.
Rehearse explanation text features.
Write a formal explanation text which aims to explain and
persuade.
Use commas and brackets in their writing.
Consider the audience for a text.
Plan an information (instructions for use) guide
Recognise the use of organisational features to make a text easier
to read.
Spell words with ‘silent’ letters.
Write first draft of information guide.
Edit and redraft their work.
Give constructive criticism.
Use features of information and explanation texts.
Discuss and give opinions about images.
Discuss the purpose, style and content of a range of recounts.
Identify features of recounts.
Compare official recount documents with recounts from
newspapers or magazines.
Read and discuss a recount text.
Answer questions about a recount text.
Understand how commas are used in a list and to show
pauses/separate parts in a sentence.
Understand how a colon can be used to introduce a list.
Highlight the separate parts of sentences, inserting a comma in
the appropriate place.
Use adverbials to add detail to writing (how, where, when).
Look at the effect of putting adverbials in different places in a
sentence.
Plan a sequel to a story they have read.
Write the draft of their sequel.
Use notes to write formal explanations for how the wacky inventions work
Plan an information guide for the use of an invented futuristic form of transport
Write an information guide for the use of an invented futuristic form of transport
Complete guides, edit and proof-read
Recounts
Reading and discussing UFO recounts in groups
Reading a recount text and discussing content and style
Short focused grammar games and activities practising comma use
Planning a diary entry including linking adverbials
Plan and write a sequel to UFO diary including time, number & place adverbials
Give a presentation
Using dictionaries to check
Writing and changing the order of adverbials in a sentence
Plan a recount, reporting a UFO sighting at school
Write first draft of recount, including adverbials to provide cohesion
Complete and improve first draft of recount, including organisational features
Compare the style and language of a diary with other recounts.
Write in the style of a diary.
Use adverbials of time, number and place.
Read and compare an eye-witness recount with a historical
recount.
Write and change the order of adverbials in sentences.
Discuss how hoax images can be prepared.
Ask questions of hot-seated ‘eye-witnesses’.
In small groups plan an outline of events for a UFO sighting at
school.
Rehearse features of recounts.
Plan and start to draft an impersonal or personal recount
Analyse a draft recount.
Use dictionary skills to check spellings.
Finish and edit recount.
Use adverbials to add detail and provide cohesion.
Prepare an oral presentation and a written display about UFO
sightings.
Give an oral presentation.
14,15
Identify features of poetry.
Prepare and memorise sections of a classic poem.
Recite a classic poem as a group.
Compare two versions of a poem.
Investigate the use of language for effect.
Justify their opinions using examples from the text.
Spelling words with suffixes
-ant, -ance/-ancy, -ent, -ence/
-ency
Rehearse newspaper report features.
Role-play as a character from a poem.
Ask questions of/interview a hot-seated character.
Make notes from a particular point of view.
Use a thesaurus.
Classic Poetry
Preparing and performing a classic poem
Role-play and questioning
Reading poems, examining use of language and justifying opinions
Preparing and memorising sections of poetry for performance
Spelling of suffixes
Use a thesaurus and find synonyms
Exploring the effects of hyphens to change meanings inlimericks
Hot-seating and note-taking to prepare for writing a persuasive newspaper report
Writing a newspaper report to persuade the reader of a point of view
Use synonyms for effect.
Write a newspaper report to persuade the reader of a point of
view.
Understand how the use of hyphens can change the meaning of
a sentence.
Write a limerick.
Use hyphens to change the meaning of limericks.
Compare two similar poems – cautionary tales.
Analyse a cautionary tale from a particular point of view.
Justify their view point.
Understand how to create expanded noun phrases.
Write expanded noun phrases to describe a character.
Explain the structure of a cautionary tale.
Brainstorm ideas for their own cautionary tale.
Use a thesaurus.
Use a rhyming dictionary.
Write the first draft of a cautionary tale (poem).
Use a thesaurus.
Use a rhyming dictionary.
Reading poems and preparing to present a point of view
Experimenting with building up expanded noun phrases
Developing ideas for chn's own modern cautionarytales
Drafting cautionary poems
Editing and improving work based on self and peer-evaluations