Y5/6: Spring Term
Whole class teaching
Wk 1
Fiction: Plan 3B Stories with flashbacks
Monday
Tuesday
Wednesday
Thursday
Friday
Discuss Harry Potter – ask chn who has
read the books, seen the films, etc.
Listen with chn to Stephen Fry reading
the first chapter of Harry Potter and the
Goblet of Fire (book 4) by JK Rowling, or
read it to them yourself. Then read the
first 2 pages of Chapter 2. Discuss with
chn what they have heard. Harry Potter
is in his bedroom in Privet Drive and he’s
dreaming. Some of the first chapter is
what he dreamt. Return to beginning of
Chapter 1 where Rowling describes what
happened 50 years earlier, when the
Riddles are mysteriously killed. Write
flashback on f/c. Take suggestions from
chn as to what this means. Explain that it
is a narrative device which writers, TV
programme directors & film-makers use.
It allows them to go back in time to
describe something that happened
before the ‘now’ of the story. How do
we know it’s a flashback in HPatGoF?
Comprehension 1 / Spoken language 1
Read or listen to Stephen
Fry reading, Chapter 1 & the
start of Chapter 2 of Harry
Potter and the
Philosopher’s Stone (book
1). The book is set at the
time when Harry is nearly
11. The first chapter is a
flashback. Explain that there
are many ways to provide
flashback information, look
at the list created yesterday,
e.g. dreams at start of
HPatPS (Book 1) and
HPatGoF (Book 4), diaries
(some chn may know of
Tom Riddle’s diary in book 2
Harry Potter and the
Chamber of Secrets),
memories (some in Chapter
2 HPatPS), time-travel
devices, magic, etc.
Comprehension 2
Write ‘Dudley had laughed himself silly
at Harry, who spent a sleepless night
imagining school the next day, where
he was already laughed at for his
baggy clothes and sellotaped glasses.’
on f/c. Underline the relative clauses.
Note how they begin with a word that
relates to the head noun, in this case
Harry (who), then school (when). Who
is an example of a relative pronoun,
others are whom, whose, which, that.
Where is an example of a relative
adverb which also begins relative
clauses, others are when, why, while,
whereupon, whence. Also note use of
commas before relative clauses. Write
‘They’re a kind of Muggle sweet I’m
rather fond of.’ on f/c. Ask a volunteer
to identify the relative clause and the
noun it refers to. Not so easy, as the
word ‘that’ before ‘I’m’ has been left
out. The relative pronoun that is often
omitted. Grammar 1 / Composition 1
Write ‘Frank was
stubbornly repeating,
again and again, that he
was innocent.’ Each new
owner said there was a
nasty feeling about the
place, which, in the
absence of inhabitants,
started to fall into
disrepair.’ on f/c. Underline innocent & inhabitant.
These are two examples of
words which end in -ant, ance/-ancy, -ent, -ence/ency. Can chn suggest any
other words with those
endings? E.g. observant,
tolerance, assistant,
decent. See plan resources
for a list of words plus
hints to help decide which
suffix to use. Word
reading/ Transcription 1
Discuss why Rowling does not describe
Harry’s childhood from the moment he
is left by Dumbledore on the doorstep
of 4 Privet Drive. It would take too long;
the start of the story is really Harry
finding out he’s a wizard; it’s not what
the book is about; she wanted to get
into the wizard community as soon as
possible, etc. So the function of the
flashbacks is to fill in some details for us.
Read an extract from Harry Potter and
the Prisoner of Azkaban (plan resource).
Discuss the effect of the Dementors on
Harry and read the excerpt (plan
resource) from Chapter 10 where
Professor Lupin explains the Dementors
to Harry. Rowling is using the
Dementors as another flashback device.
We see, through Harry, what happened
when his parents (James & Lily) died. He
doesn’t describe it; he seems to re-live
it. He hears his mother speaking in the
present tense and it is shown as direct
speech. Composition 2
Spoken
language
Objectives
Comprehension
Main texts: Harry Potter books
Pupils should be taught to:
a. listen to adults
f. maintain attention and
participate in collaborative
conversations
g. use spoken language to develop
understanding and explore ideas
Maintain positive attitudes to
reading by:
b. reading books that are
structured in different ways
c. increasing their familiarity with a
range of books incl. modern fiction
Dimension
Resources
1. Monday: Discuss examples of flashbacks
List of chn’s films
Show chn a list of films that contain flashbacks that chn may have seen (plan resource). In groups, chn should discuss what
including
techniques are used to show the viewer (or reader) that the character is having a flashback – wavy lines, black & white
flashbacks (see
images, soft focus, use of particular vocabulary, referring to a dream, etc. Which characters have the flashbacks? Chn may also resources)
be able to suggest other books or films that include flashbacks – they should list any they know.
Plenary: Take feedback from chn and add to the list of films/books. Make a note of any techniques on f/c. Encourage chn to
discuss flashbacks at home – their parents/carers may remind them of other books they have read or films they have seen.
1. Monday: Understand the term flashback
Chapters 1 & 2 of Harry Potter
Use an example from Harry Potter and the Goblet of Fire to introduce flashbacks to chn. Discuss how Rowling
and the Goblet of Fire (either
lets us know that the first chapter is a flashback after reading the start of Chapter 2. Explain that this technique
the book or Stephen Fry audio
is used by writers, TV programmer directors & film-makers to describe something that happened before the
CD)
‘now’ of the story.
Plenary: See Spoken language 1.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Composition
Grammar
Word reading
Transcription
Y5/6: Spring Term
Fiction: Plan 3B Stories with flashbacks
e. Identify and discuss themes and
conventions across a range of books
f. Make comparisons within and
across books
Understand what they read by:
a. discussing their understanding
f. identifying how structure
contributes to meaning
Pupils should be taught to:
a. apply their knowledge of suffixes
to read aloud and understand the
meaning of new words
Spelling
a. use further suffixes
e. use dictionaries to check meanings
Develop understanding by:
f. using relative clauses beginning
with who, whom, which, where,
when, whose, that or with an implied
relative pronoun
Indicate features by:
a. using commas to clarify meaning
Draft and write by:
a. selecting appropriate grammar
d. using a wide range of devices to
build cohesion within paragraphs
Plan their writing by:
a. selecting the appropriate form and
using other similar writing as models
for their own writing
Draft and write by:
a. selecting appropriate grammar
and vocabulary
Evaluate and edit by:
c. ensuring the consistent use of
tense through a piece of writing
Main texts: Harry Potter books
2. Tuesday: Recognise flashbacks and understand why they’re used
Excerpts from HPatPS (see
Easy: Give chn some excerpts from Chapter 2 of Harry Potter and the Philosopher’s Stone. They work in pairs
resources)
to decide which of these are flashback memories and which are happening ‘now’ when Harry is nearly 11.
Medium/Hard: Chn write a short paragraph explaining why it is necessary for the author to use memories at
the start of the book (to give information, to help us understand the character of HP, to lead into the discovery
that he is a wizard…).
Plenary: Choose some chn to read their paragraph – gives us a clear picture of the history of the character,
enables us to read about the ‘now’ while informing us of significant events in the past.
1. Thursday: Learn words ending in -ent, -ence/-ency, -ant, -ance/-ancy
Hints for adding suffixes
Show chn examples of words with the suffixes -ent, -ence/-ency, -ant, -ance/-ancy (plan resources). Ask if chn
-ent, -ence/-ency, -ant,
can suggest any other words (of which there are many). Chn should choose several words from the list (Easy:
-ance/-ancy (see resources)
3, Medium: 4, Hard: 5 at least) and use them in a sentence. Challenge chn to try to use words they are not
List of words (see resources)
sure about. They can use dictionaries to check on the meaning of a word.
Differentiated spelling lists (see
Plenary: Give out differentiated spelling lists to chn to learn for next week. There are more words than
resources)
normal, as many are the same root with related suffixes.
Dictionaries
1. Wednesday: Identify relative clauses
Sentences
Explain that relative clauses are a special kind of subordinate clause that modify nouns. A relative clause can also be
containing
attached to a clause and in that case it refers back to the whole clause rather than a noun. Relative clauses are used to add
relative clauses
description to a text. Chn identify the relative clauses, and the noun they relate to, in a set of sentences (plan resources).
(see resources)
Chn who find this difficult can work in pairs and use the resource provided to check which clause is underlined.
Plenary: Check chn’s answers together, discussing any problems chn had in identifying the clauses or nouns. Then see
Composition 1.
1. Wednesday: Write sentences containing relative clauses
None
Challenge chn to write some sentences about the characters or places they have heard about in the excerpts from Harry
Potter books, e.g. describe Frank Bryce, Riddle House, Lord Voldemort, Mr or Mrs Dursley (Aunt Petunia or Uncle Vernon),
Dudley, Harry, Dumbledore, 4 Privet Avenue, the zoo, the snake, etc.
Easy: Chn should write 3 sentences, Medium: 4 sentences, and Hard: 5 sentences at least.
Plenary: Volunteers read out their sentences. Other chn raise their hands when they hear a relative clause.
2. Friday: Write their earliest memory
Memories as
Give chn 5 or 6 minutes to think about their earliest memory, which might be happy, sad, scary or humorous, but must be
Flashbacks (see
real. It might be easier to do if they close their eyes and really focus for a while.
resources)
Easy: Use the Memories as Flashbacks sheet (plan resource) to rewrite some early memories in the present tense as if they
were happening now (flashbacks).
Medium: Chn share their memories with a response partner. Model writing a few sentences written as a flashback, i.e. in
the present tense, as if it is happening now. Chn then write their own memory as a flashback.
Hard: Give chn longer to think about/discuss with a response partner their memory before they write it as a flashback.
Plenary: Ask random chn to share their flashback memory. Did they stick to the present tense? What was the effect on the
listener of this insight into their classmate’s past? Sadness, happiness, surprise?
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y5/6: Spring Term
Wk 2
Fiction: Plan 3B Stories with flashbacks
Monday
Tuesday
Main texts: Harry Potter books
Wednesday
Thursday
Friday
Whole class teaching
Ask chn to talk to an adult at home (parent, grandparent, carer, aunt, uncle, etc.) about a memory that adult has when they were secondary school age. The memory can be about something
at school, home or on holiday but it must be a substantial memory, involving something happening (an incident) and lots of dialogue, e.g. they were pinching apples and they got caught…!
They should discuss the place where it happened too. Suggest they make a few notes as they chat (perhaps find a photo of the adult at that age). They need to do this ready for Wednesday.
Recap on the different
Watch the scenes featuring the Pensieve on
Explain that chn are going to write
Ask chn how long ago the
Give chn plenty of time today
flashback types identified
the DVD of the film of HPatGoF. Discuss with
their own Pensieve memory. Read
memory happened that they
to finish their Pensieve
last week by asking chn to children whether this scene was better in the chapter 28 Harry Potter and the
are going to read in the
memory. How are they going
write them in pairs on a
book or on film. Which did they enjoy more?
Order of the Phoenix from where
Pensieve (this doesn’t have to to open the text? Will they
w/b. Explain that Rowling
Ask chn to give clear reasons for their
Harry decides to go into the Pensieve be totally accurate). Talk
describe peering at & then
used another device called opinions. Identify the differences between
up to when the children all leave the about the things that might
falling into, the Pensive?
a ‘Pensieve’ to include
the two versions. The film scene is much
exam (plan resources). Discuss
have been different then, e.g. Where did they find the
flashbacks (introduced in
shorter (it’s a long book so some sections
differences between Snape’s
the clothes people wore,
Pensieve? How will they end
Book 4 Harry Potter and
have to be missed out or the film would be
memory here & Dumbledore’s
carrying a satchel to school
the text? Who will pull them
the Goblet of Fire). Ask if
too long to show at the cinema), the settings
thoughts that Harry saw in HPatGoF. rather than a modern bag,
back out? Discuss the
any chn know what a
and characters don’t have to be described in
Snape’s memory is personal; it is
where people went on
punctuation & layout that is
Pensieve is and encourage the film as you can see them. What role might about things that happened to him at holiday, how they travelled,
used for direct speech: speech
them to explain (see plan
audio books have? Remind chn what an
school. Harry sees his parents as
how the setting has changed
marks, commas (or other
resources for a full
adverbial is: a word or phrase that is used,
teenagers. He sees some ordinary
since the time of the memory, punctuation such as question
explanation). Read (or
like an adverb to modify a verb or clause – it
daily life instead of a trial or other
etc. Warn chn about using
marks), etc. Point out that the
listen to Stephen Fry
says HOW, WHEN, WHY or WHERE something special event. Discuss why Rowling
anachronisms, e.g. an object
dialogue can add humour,
reading) the description
is done. Adverbs can be used as adverbials,
might have wanted Harry to see his
that didn’t exist then such as
show the personality of the
from Chapter 30 (see plan
but so can other types of word/phrase incl.
father & teacher (Snape) as
a smart phone, expressions
characters, etc. and make the
resources).
prepositional phrases and subordinate
teenagers at school. What is the
that were not used such as
memory come alive! Briefly
Comprehension 3: Group
clauses. Check chn’s understanding of the
purpose of the flashback?
modern slang.
discuss how to give positive
reading / Spoken language term preposition (plan resources).
Comprehension 4 / Composition 3
Composition 4
feedback.
Composition 5
2
Spoken language 3 / Grammar 2
Spoken language
Objectives
Pupils should be taught to:
a. listen appropriately to
adults and their peers
f. maintain attention and
participate actively in
collaborative conversations
g. use spoken language to
develop understanding
Pupils should be taught to:
d. articulate opinions
i. participate in discussions
k. evaluate viewpoints
Dimension
Resources
2. Monday: Gather information given by using the Pensieve
Copies of
Chn work in mixed ability groups to read the whole of Chapter 30 in Harry Potter and the Goblet of Fire (make sure there is at least
chapter 30
one good reader in each group: chn can either take it in turns to read aloud or listen to one or more readers). Ask each group to make
from Harry
a list (one child can act as scribe) of the information that is given through the use of the Pensieve. They should also discuss and note
Potter and
which parts are giving information about events and which about characters.
the Goblet
Plenary: Take feedback from each group, collating the information discovered through the Pensive about events and characters.
of Fire
Discuss what the Pensive allows the writer (Rowling) to do. Give us information about events that occurred previously - flashbacks,
understand some characters better, enable Harry to be more knowledgeable now (in the present), enable certain events to occur now.
3. Tuesday: Compare book and film versions of a scene from Harry Potter and the Goblet of Fire
Harry Potter and the Goblet
(see whole class teaching) Show chn the scenes featuring the Pensive from HPatGoF on DVD. Ask whether they
of Fire book or audio CD
preferred book or film version and why. Then go on to discuss the differences between the two and why they occur.
DVD of Harry Potter and the
Plenary: See Grammar 2.
Goblet of Fire
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Composition
Grammar
Comprehension
Y5/6: Spring Term
Fiction: Plan 3B Stories with flashbacks
Main texts: Harry Potter books
Maintain positive attitudes to reading by:
3. Monday: Find out about the Pensieve (Group reading)
c. increasing their familiarity with books
Read a description of a Pensieve with children and discuss how Rowling uses
e. identifying and discussing themes and conventions across a range of books it as a flashback device. Then read the description from chapter 30 of Harry
Understand what they read by:
Potter and the Goblet of Fire (plan resources). Discuss the Pensieve further –
a. discussing their understanding and exploring the meaning of words in
it is an example of magic being used as a flashback device. Children read the
context
whole of chapter 30 in groups – see Spoken language 2.
Maintain positive attitudes to reading by:
4. Wednesday: A further look at the use of the Pensieve
a. continuing to read and discuss fiction
Read an excerpt from chapter 28 of Harry Potter and the Order of the Phoenix (plan resources) when Harry
e. identifying and discussing themes and
again uses the Pensieve. Discuss how this flashback is different from the occasion when he read Dumbledore’s
conventions across a range of books
thoughts in HPatGoF. Note again that the dialogue is shown as direct speech in the present tense, not as
Participate in discussions about books
reported (indirect speech) as it would be in a recount of the scene in the Great Hall. See Composition 3.
Develop their understanding of concepts
2. Tuesday: Revise the use of adverbials (and commas)
by:
Recap the definition of adverbials with chn – they are a word or phrase that modifies a verb or clause, telling us
Y3/4 e. using fronted adverbials
how, when or why something happens. Remind them that adverbs can act as adverbials, but so can preposition
Indicate features by:
phrases and subordinate clauses. Check that chn understand what is meant by a preposition and a preposition
Y3/4 a. using commas after fronted
phrase (plan resources). Give chn a set of sentences taken from chapter 30 in HPatGoF (plan resources) and ask
adverbials
them to identify the adverbials. Answers are also in plan resources. (Y5 use Adverbials 1, Y6 Adverbials 2.)
a. using commas to clarify meaning
Plenary: Check through children’s answers together. Discuss the use of commas after fronted adverbials and
before some adverbials, particularly a subordinate clause acting as an adverbial.
Plan their writing by:
3. Wednesday: Plan a Pensieve memory
a. selecting the appropriate
Discuss the memories that chn chatted about at home with an adult. What was that person like then? What was their home or
form and using other similar school like? Relate this to the setting of the memory. Can chn imagine what the adult’s friends might have been like & what
writing as models for their
might have been said? Explain that chn will plan falling into a Pensieve containing the memory of the adult that they spoke to.
own
(If they forgot to do this then they will have to invent a plausible memory!) Give out the planning sheet (plan resources) for
b. noting and developing
chn to make notes. Stress that to a certain extent, chn are ‘making up’ this memory – it has not got to be totally true (they can
initial ideas
make up details for the planning boxes), but it does have to be realistic. They will use their knowledge of the adult now, plus
c. considering how authors
the recount that the adult gave them to create a flashback revealing the adult as they were then (at the age of the memory).
develop characters/settings
Plenary: Ask for feedback on progress. Some volunteers can briefly share their ideas.
Draft and write by:
4. Thursday: Write the first draft of their Pensieve memory
a. selecting appropriate
Discuss how the memory is set in the past when things were different, e.g. clothing, food, holidays, language, toys, transport,
grammar and vocabulary
etc. The setting will have changed, e.g. less houses, smaller trees, old-fashioned wallpaper/furniture; and the language used
b. describing characters,
(no modern slang). Some things didn’t exist then, e.g. smart phones, Wii, DVDs. Challenge chn to use some relative clauses
settings and atmosphere
and adverbials in their writing & remind them to use dialogue in the present tense.
and integrating dialogue
Plenary: Ask random chn to read out a sentence of theirs containing a relative clause or &/an adverbial.
Evaluate and edit by:
5. Friday: Finish their Pensieve memory
b. proposing changes to grammar and
Give chn time to complete their Pensieve memory. Chn then share their writing with a response partner looking
vocabulary
in particular for use of direct speech (present tense), relative clauses & adverbials. Check for anachronisms.
c. ensuring consistent use of tense
Plenary: Volunteers read their partner’s text explaining why they thought it was a good Pensieve memory.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Excerpt from chapter
30 of HPatGoF (see
resources)
Excerpt from chapter
28 of HPatOotP (see
resources)
Prepositions (see
resources)
Sentences containing
adverbials (plan
resources)
Answers (see
resources)
Any notes the chn
made at home
Planning sheet (see
resources)
Chn’s planning sheets
Chn’s draft texts
Y5/6: Spring Term
Fiction: Plan 3B Stories with flashbacks
Main texts: Harry Potter books
Harry Potter Books – excerpts from:
The Philosopher’s Stone by J.K. Rowling, Bloomsbury Press, ISBN: 9780747558194
The Prisoner of Azkaban by J.K. Rowling, Bloomsbury Press, ISBN: 9780747573760
The Goblet of Fire by J.K. Rowling, Bloomsbury Press, ISBN: 9780747582380
The Order of the Phoenix by J.K. Rowling, Bloomsbury Press, ISBN: 9780747591269
Multimedia
Audio CD Harry Potter Book 4 The Goblet of Fire read by Stephen Fry, ISBN: 9781408824108 (can be rented)
Audio CD Harry Potter Book 1 The Philosopher’s Stone read by Stephen Fry, ISBN: 9780642564047 (can be rented)
Harry Potter DVD The Goblet of Fire (Book 4), ASIN: B000G8P26S (can be rented)
Outcomes
Monday
Tuesday
Wednesday
Thursday
Friday
1. Define a flashback.
2. Identify flashbacks.
3. Discuss the techniques used to
show that a character is having a
flashback (in books and on film)
1. Identify devices used to provide
flashback information.
2. Explain why flashbacks are used.
1. Define a relative clause.
2. List relative pronouns and
adverbs.
3. Recognise when a relative
pronoun has been omitted.
4. Identify relative clauses.
5. Write sentences including
relative clauses.
1. Learn how to spell some words
ending in -ant, -ance/-ancy, -ent,
-ence/-ency.
2. Write sentences using words
with suffixes -ant, -ance/-ancy, ent, -ence/-ency.
1. Describe JK Rowling’s use of
Dementors to show a flashback.
2. Understand that direct speech
using the present tense is used in
flashbacks.
3. Write a flashback of an early
memory in the present tense as if
it is happening now.
1. List different types of flashback.
2. Describe JK Rowling’s use of the
Pensieve as a flashback device.
3. Participate in group reading.
4. Collate information found in a
flashback.
1. Compare the same scene in text
and on film.
2. Define an adverbial.
3. Define a preposition and a
preposition phrase.
4. Identify adverbials in sentences.
1. Compare two Pensieve
memories written by JK Rowling.
2. Discuss the reasons for using
flashbacks.
3. Plan a Pensive memory text
based on an adult’s recollection.
1. Understand what is meant by an
anachronism.
2. Write the first draft of a
Pensieve memory.
3. Use direct speech (present
tense), relative clauses and
adverbials in a text.
1. Finish writing the Pensieve
memory text.
2. Rehearse the punctuation and
layout of direct speech.
3. Give positive feedback.
4. Edit their writing.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.