Class:
6K
Year Group/s:
6
Unit: Non-fiction 2
Biography
Literacy Unit Plan
Term:
1
Outcomes:
Write a biography of a famous Ancient Greek personality, which will be displayed outside the
classroom as part of topic display.
Context
 The previous unit used extracts from Roald Dahl’s autobiography, Boy, to stimulate children to
write an autobiographical text about themselves
 This term’s topic is Ancient Greece
 Sentence level work will focus on complex sentences, enabling children to achieve their curricular
targets for writing
Prior Learning:
Check that children can already:
 Identify and discuss the language and organisational features of information texts.
 Identify and discuss elements of persuasion when they encounter them in texts.
 Identify and discuss the comparative advantages of using words, images and sounds when
communicating through multimodal text.
 Understand how texts are and can be adapted to suit different purposes and audiences.
Phase 1 – approx 4 days
Children explore biographies of Roald Dahl and choose a format to make notes about key events in his
life. They develop questions about his life that they would like to research further.
Phase 2 – approx 2 days
In groups, they prepare and give presentations about his life. The class evaluate these presentations
against agreed success criteria.
Phase 3 – approx 4 days
Children research a person from Ancient Greek history. They make notes about their life and write a
biography about that person.
Literacy weekly planning
Weeks Beginning:
17th September 2007
24th September 2007
1st October 2007
Main texts:
Roald Dahl
Resources:

Grammar for Writing, Units 34 and 43 = GfW

Poster with biography of Vincent van Gogh

Scholastic 100 Literacy Lessons, Non-fiction Unit 1 (+ CD-ROM) = 100 Lit

Pelican Interactive Big Books Year 6 Vol. B, Writer’s Lives (Dennis Hamley)
Progression in recount texts (Year 6):
 Distinguish between biography and autobiography, recognising the effect on the reader of the
choice between first and third person, distinguishing between fact, opinion and fiction,
distinguishing between implicit and explicit points of view and how these can differ.
 Develop the skills of biographical and autobiographical writing in role, adapting distinctive
voices, e.g. of historical characters, through preparing a CV; composing a biographical account
based on research or describing a person from different perspectives, e.g. police description,
school report, newspaper obituary.
 When planning writing, select the appropriate style and form to suit a specific purpose and
audience, drawing on knowledge of different non-fiction text types.
 Use the language conventions and grammatical features of the different types of text as
appropriate.
Phase 1: Learning outcomes:
 I can understand the terms ‘biography’ and ‘autobiography’.
 I can find out information about an author.
 I can evaluate how reliable and useful information is.
 I can develop questions for research.
Phase 2 Learning outcomes:
 I can prepare and give an effective presentation.
Phase 3 Learning outcomes:
 I can identify key information.
 I can plan, write and present a biography.
MK 2007/08
T1 Biography Objectives
WORD LEVEL
SENTENCE LEVEL
READING
SPEAKING &
LISTENING
WRITING
Objectives:
RWI Set 3 + red words
Objectives:

to use punctuation marks accurately
in complex sentences;

to investigate clauses through:
identifying the main clause in a long
sentence; investigating sentences
which contain more than one clause;
understanding how clauses are
connected (eg by combining three
short sentences into one);

to use connectives to link clauses
within sentences and to link
sentences in longer texts.
Objectives:

Appraise a text quickly, deciding
on its value, quality or usefulness

Understand underlying themes,
causes and points of view

Sustain engagement with longer
texts, using different techniques
to make the text come alive

Compare how writers from
different times and places
present experiences and use
language
Objectives:

Use the techniques
of dialogic talk to
explore ideas, topics
or issues

Devise a
performance
considering how to
adapt the
performance for a
specific audience
Objectives:

Make notes when listening for a sustained period and
discuss how note-taking varies depending on context and
purpose

Use different narrative techniques to engage and entertain
the reader

Select words and language drawing on their knowledge of
literary features and formal and informal writing

Integrate words, images and sounds imaginatively for
different purposes

Use varied structures to shape and organise texts
coherently

Use paragraphs to achieve pace and emphasis

Select from a wide range of ICT programs to present text
effectively and communicate information and ideas
show
does
Novel
spoke
many
Fought
phone
small
Illustrate
know
what
Frequently
toast
want
Autobiography
broke
are
Language
throat
anyone
Dictionary
road
they
opinion
spoon
come
chew
watch
tune
who
pool
where
brute
there
grew
were
huge
brother
use
father
Display:

green and red words learnt (remove
before spelling test!)
2 minute edit:

Curricular targets:
Speaking and listening
techniques:
Curricular targets:
Homework:
Learn spellings
Put each word into a sentence
Homework:
Literacy weekly planning
Must: I can stop at a full stop.
MUST – I can use speech marks, with
new lines for the speaker and
correct punctuation.
Should: I can read with
expression, taking note with
punctuation.
SHOULD – I can use a comma to
separate elements of a
sentence such as a short
phrase or items in a list.
Could: I can hold an audience
when reading with expression
COULD – I can begin to make use of
other punctuation
including semi-colons.
Display:

Punctuation pyramid
Display:

Copies of the text extracts
used

Example of timeline planning

List of features of biography

Poster of van Gogh biography,
with features labelled
Homework:
Display:

Success criteria for biography
Homework:
Interview a family
member to find out
about their life
Homework:
Write a biography of the family member whom you
interviewed
MK 2007/08
T1 Autobiography Week 1
Word/Sentence Level
Shared reading/writing
Independent
Must
Monday
We are learning
to identify key
information
RWI Set 3: u-e / oo /
ew
GfW Unit 34: Adding
conjunctions (use Smart
Notebook file)
Tuesday
We are learning
to develop
questions for
research
Wednesday
We are learning
to analyse
biographies
Discuss the difference between
autobiography and biography. Use
poster with biography of van Gogh to
model identifying and recording key
events.
Use information recorded about van
Gogh to model formulating questions for
further research and adding information
to notes.
GfW Unit 34: Construct
(use Smart Notebook
file)
Thursday
We are learning
to prepare a
presentation
Discuss purpose of biography. Label van
Gogh biography with purpose of each
paragraph.
Explain the task. Discuss the different
forms of visual support that the
children could use during their
presentations.
Friday
Ask groups to discuss possible success
We are learning
criteria for presentations. Record
to give and
feedback and, as a class, decide on 3 or
evaluate
4 criteria to evaluate presentations.
presentations
Worksheets (white): Recount Checklist (100 Lit p.84)
Texts (tan): biographies about Roald Dahl - booklet
Guidance (purple):
Literacy weekly planning
Read the information
about Roald Dahl
(websites, books and
photocopied sheets).
Make a note of key
events (you could use
a timeline).
Discuss with a
partner what other
information you would
like to find out about
Roald Dahl. Write
down at least 3
questions.
Read one of the
biographies about
Roald Dahl. Use the
‘Recount Checklist’
sheet to give
examples of each
feature.
Should
Must +
Use books and
the internet to
try to answer
your questions.
Must +
Read another
biography.
Does it have the
same features?
Add extra
examples to the
checklist sheet.
Plenary
Success Criteria
(Remember…)
Discuss
information that
isn’t a key event
but is interesting.
Look at formats
children used for
note taking.
Discuss how Dahl’s
life and
experiences had an
impact on his
writing.

Could
Should +
Write down
each source
that you use.
Develop success
criteria for
biography writing.
In your group,
prepare a short oral
presentation about
Roald Dahl’s life.
Establish ground
rules for speakers
and listeners
during the
presentations.
Each group will
present their
presentations.
After each one,
evaluate it against
success criteria.
Decide if the
information is a key
event

Only write a few words,
not the whole sentence

Think about how you
organise your notes

Review what you already
know

Think about what else
you would like to find
out

Add information to your
notes

Look for examples of
types of words
(connectives, etc.)

Look for details in the
text

Decide whether to copy
the sentence, copy a
word or make notes

Make sure everyone has
a role

Do you need pictures,
etc.?

What do you want the
audience to remember
about your
presentation?
(Agreed with class during
previous lesson)
MK 2007/08
T1 Autobiography Week 2
Word/Sentence Level
Monday
We are learning to
identify facts and
opinions
Tuesday
We are learning to
research information
RWI Set 3: aw / or
GfW Unit 34: Complex
sentence game
RWI Set 3: ire
Wednesday
We are learning to
give an oral recount
RWI Set 3: ear
Thursday
We are learning to
plan and write a
biography
RWI Set 3: tion
Friday
We are learning to
write a biography
RWI Set 3: ure
GfW Unit 34: Shared
writing – writing for
effect
GfW Unit 34: Shared
writing – adding to
sentences
Literacy weekly planning
Shared
reading/writing
Independent
Must
Should
Discuss difference
between fact and
opinion. In pairs,
children take turns to
state fact and give
opinion about an object.
Use van Gogh biography
to model identifying
facts and opinions.
Explain task for next
few lessons. Give
examples of Greek
personalities that they
could research. Discuss
key information that will
need to be included and
note-taking formats
(e.g. timeline, KWL grid)
Model giving an oral
recount, using notes to
help remember key
information.
Read one of the
biographies of Roald
Dahl. Highlight facts
in one colour and
opinions in another.
Must +
Do the same for one
of the other
biographies.
Plenary
Success Criteria
(Remember…)
Discuss use of
chronology in
biographies they have
read.

Could


Decide which person
you are going to be
writing about. Use
books and the internet
to make notes about
key events and
information about their
life.
Must +
Record your sources
– where you find the
information.
Ask some children to
report back on
progress so far.
Make notes that will
help you to tell
someone else about the
person you have
chosen.
Must +
Think about how you
will make the
information
interesting for your
audience.
Children tell their
group about the person
they have chosen.
Model planning
biography, focusing on
function and content of
each paragraph, using
headings (e.g. Who and
when, Work,
Achievements)
Plan your biography in
paragraphs.
Must +
Begin to write your
biography.
Discuss success
criteria for biography.
Remind children of
agreed success criteria.
BIG WRITE
Continue writing your
biography.
(Half of class to use
laptops)


(Half of class to use
laptops)
Read partner’s
biography. Evaluate
against success
criteria.
Think about
whether you could
check the fact
Think about how
the author knows
Think about
whether everyone
would agree
Only write key
facts, not whole
sentences
Think about how
you organise your
information
Make brief notes
– you do not need
to write every
word you will say

Think about what
the audience will
be interested in

Begin with an
introduction –
who, where, when,
what

Think about the
main idea of each
paragraph

End with a
conclusion – why
were they
important?
(Agreed with class in
previous lesson)

MK 2007/08
Word/Sentence Level
Shared
reading/writing
Independent
Plenary
Success Criteria
(Remember…)
Worksheets (white):
Texts (tan):
Guidance (purple):
Literacy weekly planning
MK 2007/08
Class:
6K
Children not reaching objectives
Literacy weekly planning
Year Group/s:
6
Unit: Non-fiction 2
Biography
Children exceeding objectives
Term:
1
Dates:
20th Sep – 3rd Oct 2007
Main texts:
Assessment/evaluation to inform teaching and learning
MK 2007/08