Year 5/6 Britain since WW2: Weeks 11-12
Objectives
Text/Speaking/Listening
Word/Sentence
Literacy Non-fiction: Plan 4 Language
Independent group activities
Outcomes
Week 1 Wednesday
Week 1 Tuesday
Week 1 Monday
This plan links directly with Session 11, Theme 1 Global Society – you do not need to teach that session if you are doing this plan!
Main focus: The variety What is the main language that is spoken in Britain? – English. What other
Easy/Medium
Hard
Children can:
Explore the origin
of languages spoken in
languages are native to Britain? Welsh, Scottish Gaelic, Scots, Ulster Scots, Identify place
1. Understand that
names containing
of Scottish place
Irish & Cornish. If appropriate ask what other languages chn in the class
English includes words
Britain
various old words – names from
speak at home. Do chn realise that English actually includes words from lots
from other different
5/6 Group & classify
Saxon, Latin &
Pictish, Gaelic &
of different languages? The language has developed over hundreds of years
languages.
words according to
Celtic (plan
Norse in Scotland.
& is still changing. So let’s look at some words from Celts & Saxons first.
2. Recognise that
their spelling patterns
Explain to chn that place names are often quite old in origin & so we have
resources). TD
British place names
& their meanings.
lots of Celtic, Latin & Saxon words as part of British place names. Not many
include old words.
6/7 Explore word
Plenary
Celtic words survive in English at all, as the Celts were pushed into Cornwall,
meanings.
Each group feeds back to the class with
Wales, Cumbria & the Scottish borders when the Romans left & the Saxons
their findings. Together look at this
invaded, e.g. crag, tor (peak) & dunn (grey or dun).
activity.
Main focus: Words originating What other languages have we taken words from? Ask for suggestions, think about
Easy/Medium/Hard
Children can:
which peoples have conquered or invaded Britain, which countries are or were in the Chn use dictionaries to find
from other countries
1. Understand how
Commonwealth,
which
countries
have
contributed
important
knowledge
to
the
rest
the
country
of
origin
of
a
list
dictionaries can be
5/6 Group & classify words
of the world, etc. List ideas on f/c. German (Saxons/Angles) Scandinavian (Vikings), of words & then mark the
used to find out
according to their spelling
countries on a world map (plan
French (Normans), Italian, Indian, Arabic, Ancient Roman & Greeks, etc. More
different things
patterns & their meanings.
resources).
about a word.
6/7 Explore how word
recent immigrants have also contributed words to the English language, e.g. food
2. Find the country
meanings change when used in
words like spaghetti. Show chn a dictionary definition of some words (plan
TD as required
of origin of some
different contexts.
resources) explaining how we can find out the origin of words. What else can we
Plenary
English words.
Support for Spelling Y5/6
find out from a dictionary? How to spell a word, what part of speech it is, e.g. noun, Which words were chn
Term 3 ii Revise & use word
adjective, verb, etc., the plural of nouns, how to pronounce the word, derivatives of surprised by? Did they notice
roots, prefixes & suffixes,
the word and so on. Some more detailed dictionaries also explain when a word or
anything about the words, e.g.
and derivations as a support
phrase was first used. Note that some words have more than one meaning & have
many words to do with boats
for spelling.
sometimes come to English from one language via another language.
come from the Netherlands.
Main focus: Greek roots & words
Write affix on f/c. What does the word mean? An addition to the base
Easy/Medium/Hard
Children can:
Chn find English words that use Greek
5/6 Group & classify words
form or stem of a word to change its meaning or create a new word –
1. Find English
word roots & invent some new words of
according to their spelling patterns prefixes & suffixes. Today we are going to concentrate on some
words with
their own. Choose their favourite invented
& their meanings.
Greek prefixes.
prefixes. Ask chn what these prefixes mean: penta- (five), hexa- (six),
word and write a dictionary definition. TD
6/6 Spell familiar words correctly
2. Combine
pre- (before). Explain that the first two are of Greek origin and the
with Easy
& employ a range of strategies to
Greek roots to
last of Latin origin. Can chn suggest any other examples? Do we have
spell difficult or unfamiliar words.
invent new
any complete words that are Greek in origin – chn may have come across Plenary
Support for Spelling Y5/6 Term 3
words.
some if The Ancient Greeks have been studied? E.g. democracy,
Volunteers share the words they have
ii Revise & use word roots, prefixes theatre. Look at dictionary definitions of these prefixes & words (plan
3. Write
invented. Can other chn guess their
& suffixes, and derivations as a
dictionary
possible meanings? Make a display of new
resources) – they show the origins & give examples of the way in which
support for spelling.
entries.
words with their definitions.
prefixes are used.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y5/6 BSWW2 N-F Plan 4 – Weeks 11 - 12
Year 5/6 Britain since WW2: Weeks 11-12
Week 1 Friday
Week 1 Thursday
Objectives
Text/Speaking/Listening
Main focus: Singular & plural
5/6 Group & classify words
according to their spelling
patterns & their meanings.
6/6 Spell familiar words
correctly.
5/6 Know & use less common
prefixes & suffixes.
Support for Spelling Y6 Term 2
ii Use what is known about
suffixes to transform words.
Y5 Term 2 i Explore spelling
patterns & formulate rules. ii
Explore less common suffixes.
Main focus: Look at
development of English
language
5/7 Use evidence from
across a text.
5/8 Compare how a common
theme is presented in
different texts.
6/7 Appraise a text quickly.
6/8 Compare how writers
from different times use
language.
Word/Sentence
One of the basics of most languages is singular & plural. Ask
chn what these words mean. Singular – refers to one person
or thing. Plural means more than one of something (or in
languages that have a dual word - words that mean two of a
person or thing, e.g. in Arabic), more than two of something.
We have a few dual words, e.g. both (not all), either (not any),
neither (not none). Suffixes are often used to show plurals –
ask chn what the common form of a plural is – add an ‘s’ (or
‘es’). Can chn list any other suffixes that are used, e.g. ‘en’ as
in children (Kind & Kinder) or describe a change of internal
vowel, e.g. mouse, mice (Maus, Mäuse). The exceptions are
mainly words of Germanic origin as shown in brackets. New
words added to the language are made plural by adding an ‘s’.
English language has gradually changed in the past and is still
changing. Look at an excerpt from Beowolf (Old English 9-10th
century) in the original language (plan resources). It does not seem
very similar to modern English. Compare with an excerpt from one
of Chaucer’s poems The Knight’s Tale from The Canterbury Tales –
14th century (plan resources) and some Shakespeare. Is it easier
to recognise any of the words? Point out that the way we
pronounce some words today has changed, so the rhymes that
Chaucer used do not always rhyme now. Then look at some
Shakespeare written in late 16th century. The same characters
from the Chaucer piece (Theseus, Duke of Athens and Hippolyta,
queen of the Amazons) are found in the excerpt from A
Midsummer Night’s Dream. Are the words even easier to read now,
i.e. is the written English more similar to modern English? Explain
that chn are going to become word detectives to try & change
some old English tests into modern English!
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Literacy Non-fiction: Plan 4 Language
Independent group activities
Outcomes
Easy/Medium/Hard
Children can:
Chn work in pairs & use a dictionary if necessary to find
1. Identify
or check the plural of a list of words. Then write a list of
the suffixes
‘rules’ or ‘strategies for spelling plurals in English. TD as
used for
req’d
plurals in
English.
Plenary
2. Write rules
Pairs share their ideas. Compile a list of rules/strategies
for creating
for English plurals. Read the first three verses of the
plurals in
poem The English Lesson (plan resources). Do chn
English.
recognise all the plurals? Point out examples of some old
plurals, e.g. brethren & kine. Read the rest of the poem.
It points out some other irregularities in English – how
the same letter strings can be pronounced in different
ways, e.g. ough & ear.
Easy/Medium
Hard
Children can:
In mixed ability pairs
In pairs chn look at some
1. Recognise
chn try to work out
Old English sentences
words in older
what the next few lines
(plan resources) and try
versions of
of the Chaucer tale are. to work out how you would English.
Chn don’t have to make
say them in modern
2. Appreciate
the lines rhyme! TD
English.
how English has
developed over
Plenary
the centuries.
Compare the modern English versions that chn have
produced. How easy did they find the tasks? Point
out to chn that Dr Johnson’s dictionary published in
1755 signalled the standardisation of English & there
have been few changes in spelling since, though
pronunciation has changed, e.g. knife, knee – the k
was pronounced until the 17th century.
Y5/6 BSWW2 N-F Plan 4 – Weeks 11 - 12
Year 5/6 Britain since WW2: Weeks 11-12
Week 2 Tuesday
Week 2 Monday
Objectives
Main focus:
Explore English
dialects
5/2 Identify
some aspects of
talk that vary
between formal
& informal
occasions.
6/2 Listen for
language
variation in
formal &
informal
contexts.
Text/Speaking/Listening
Literacy Non-fiction: Plan 4 Language
Word/Sentence
Independent group activities
Explain that another way in which the written & spoken English language
varies is between formal & informal language. When do we use these
two forms of English? Informal: talking or writing to our friends &
family. Formal: writing to people we don’t know or for official business,
e.g. applying for a job, ordering something, communicating with our
bank, etc. What are the differences between the two? Note any ideas
that chn have on f/c. Today we’re going to explore the fact that
informal language often contains slang & dialect or accent (form of
language peculiar to a specific region of the country or to a particular
social group). Listen to some dialects which were recorded during the
autumn/winter of 2004/5 as part of a nation-wide survey, on the Voices
website at http://www.bbc.co.uk/voices/recordings/index.shtml (you
can choose different regions by clicking on a map of the British Isles.
Can chn understand all the voices? Does listening more than once help?
Together ‘interpret’ some dialogue sentences (plan resources) – note
the non-standard spellings & sentence construction in the dialogue,
which help the reader recognise that it is spoken in a dialect (standard
English is used for the rest of the sentence).
Main focus: Explore how new
words enter the English
language
5/6 Group & classify words
according to their meaning.
6/7 Explore how word
meanings change when used
in different contexts.
5/2 Identify some aspects
of talk that vary between
formal & informal occasions.
6/2 Listen for language
variation in formal &
informal contexts.
Explain that as English language develops new words are
added to the dictionary every year - see, for example:
http://www.oed.com/help/updates/latestadditions.html. Why do we have new words? From other
languages, e.g. a new food dish is introduced to Britain,
e.g. borek (baked or fried filled pastry –Turkish). From
new technologies, e.g. defriend or unfriend (to remove a
person from your list of friends on a social networking
site), Combining words or words & affixes that already
exist, e.g. standee (someone who stands on a bus). New
meanings for old words, e.g. wallpaper meaning the
picture you have on your computer screen as a
background. Have a go at producing some new words
together
http://www.alphadictionary.com/articles/ling008_b1.ht
ml.
Outcomes
Easy/Medium/Hard
In pairs, chn visit the Word Map section of the Voices website
http://www.bbc.co.uk/voices/results/wordmap/. Choose a theme
and then a concept and then click on the most popular words used
to see where they are used the most on a map of the British Isles.
Is the word used in your locality found on the list? TD
Plenary
As a class, chn have a go at the Wordly Wise Game about dialect
words found at (a game like ‘Call my Bluff’ with three definitions
for each word to choose from)
http://www.bbc.co.uk/southampton/voices2005/game.shtml. Each
chd writes 1, 2 or 3 on their w/b to show which definition they
think is correct. Give 30sec after each word for chn to discuss
with their neighbour before making their choice. Make a note of
any favourite words. Check the answer using the most popular
choice. You are only told whether or not it is correct or wrong – if
wrong the correct answer is not given, so it will still be fun if the
word comes up again.
Teach this first
Easy/Medium/Hard
Give chn a list of words that have
Informal language typically
been recently added to the
contains contractions too. Can
Oxford English Dictionary (plan
chn give some examples? Look
at list in plan resources – most
resources). Can chn work out or
of these would not normally be
guess what they mean? Write a
used in formal speech or
full dictionary definition for one
writing. Can you find any that
(it doesn’t matter if it’s not the
might, e.g. o’clock, ma’am? Can
correct one!). TD as req’d
chn spot any dialect
Plenary
contractions, e.g. ain’t, ‘em.
Share the definitions of the new
What about double
words. Which is the funniest?
contractions? When might we
Which is the strangest? Which is
use these words in our writing? nearest to the real definition (plan
Dialogue. We might also use
resources)?
dialect words in dialogue.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Children can:
1. Understand
that there
are
differences
between
formal &
informal
spoken &
written
language.
2. Recognise
some dialect
words.
Children can:
1. Recognise
when
contractions
are used in
spoken &
written
language.
2. Understand
how new words
enter a
language.
Y5/6 BSWW2 N-F Plan 4 – Weeks 11 - 12
Year 5/6 Britain since WW2: Weeks 11-12
Week 2 Thursday
Week 2 Wednesday
Objectives
Main focus: Investigate
portmanteau & compound
words
5/6 Group & classify
words according to their
spelling patterns & their
meanings.
6/6 Spell familiar words
correctly & employ a
range of strategies to
spell difficult &
unfamiliar words.
Main focus: Explore
suffixes which indicate
meanings
5/6 Group & classify
words according to their
spelling patterns & their
meanings.
6/6 Spell familiar words
correctly & employ a
range of strategies to
spell difficult &
unfamiliar words.
Support for Spelling Y6
Term 2 ii Use what is
known about suffixes to
transform words.
Y5 Term 2 i Explore
spelling patterns &
formulate rules. ii
Explore less common
suffixes.
Text/Speaking/Listening
Literacy Non-fiction: Plan 4 Language
Word/Sentence
Independent group activities
Explain that there are two fun ways in which new words are
introduced by combining existing words. Portmanteau words
when parts of two words are combined, e.g. ginormous, smog.
What do these words mean? What are the two original words
that have been combined? Gigantic + enormous, smoke + fog.
Portmanteau itself is a portmanteau word: means a travelling
bag for clothes from the French porter ‘to carry’ and
manteau ‘mantel (a cloak)’. Compound words when two words
are combined to make a new word, e.g. blackbird, football,
etc. Can chn think of any other words using black or foot as
part of a compound word? Footfall, footstep, footstool,
footman, footnote, footlights, footprint, blackboard,
blackmail, blackthorn, blackhead, blackfly, etc. Point out that
breaking these words into their separate words can help with
spelling them.
English is different from many other
European languages in that the definite &
indefinite articles are the same for all
nouns. The, a and an. French nouns are
feminine or masculine la or le & les (plural)
(for the), une or un (a), German nouns are
feminine, masculine or neutral – die, der or
das (for the), ein, eine (a). Spanish nouns are
masculine or feminine – el, la (singular), los &
las (plural). There are words in English that
are definitely feminine or masculine, e.g.
man/woman, daughter/son, uncle/aunt.
Others that can be either, e.g. cousin, baby.
Some words have an ending that make them
the feminine form, e.g. actor/actress,
prince/princess – the suffix -ess. Some
words have the –ette suffix (from French)
to show female gender too, e.g. majorette,
usherette & new words are being
introduced, e.g. laddette. The -ette suffix
can also mean something smaller, e.g.
kitchenette, cigarette, statuette.
Easy
Spread out the cards in plan
resources upside down & take
it in turns to take two. If you
can make a compound word
(rest of group have to agree)
– keep the cards, if not
return them to the table.
Some words occur twice.
Continue until no more pairs
can be made.
Medium
Using the
words given in
plan
resources
make as many
compound
words as
possible. Each
word can be
used more
than once. TD
Outcomes
Hard
Chn look at a list
of portmanteau
words (plan
resources) and
identify the two
original words
that have been
blended together
& give the
meaning of the
new word.
Plenary
Ask hard group to define & explain the origin of their portmanteau
words to the rest of the class.
Other suffixes can
Easy/Medium
Hard
help to show us the
Chn sort words (plan
Chn find the feminine
meaning of words,
resources) into masculine, equivalent of some words (plan
e.g. -ee someone who feminine or both.
resources).
has something done
Plenary
to them, e.g.
Look at the feminine equivalents, pointing out words like
employee, divorcee,
goddess where the consonant was doubled before adding
trustee, interviewee. the suffix. Compare to adding other common suffixes, e.g. –
New words being
ed, -ing. What about words with different suffixes or a
introduced, e.g.
completely different word.
standee, attendee.
Discuss briefly that English is spoken in many other
Some suffixes
countries in the world. Can chn name any? USA, Canada,
indicate jobs, e.g. Australia, New Zealand, Ireland, etc. English is listed as an
er player, painter,
official language in many more countries, including Pakistan,
maker; -ist
South Africa, Zimbabwe, etc. English is one of the official
machinist, dentist; languages of the United Nations, European Union and the
cian musician,
International Olympic Committee, & is the only official
magician. Endings
language for the Commonwealth Games.
which indicate a
verb, e.g. –ed, -ing.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Children can:
Hard
1. Identify the
words blended
to create
portmanteau
words.
Easy/Medium
2. Combine
pairs of words
to make
compound
words.
Children can:
1. Recognise
feminine
suffixes.
2. Appreciate
that suffixes
can give clues
to the meaning
of words.
3. Understand
that English is
spoken in many
countries of
the world.
Y5/6 BSWW2 N-F Plan 4 – Weeks 11 - 12
Year 5/6 Britain since WW2: Weeks 11-12
Week 2 Friday
Objectives
Main focus:
6/7 Explore how
word meanings
change when
used in
different
contexts.
5/7 Distinguish
between
everyday use of
words and their
subject-specific
use.
Text/Speaking/Listening
Word/Sentence
Literacy Non-fiction: Plan 4 Language
Independent group activities
One very confusing thing about the English language is that some words mean different things in different
contexts. Show & read the poem Why English is So Hard to Learn pronouncing the two identical words in
each line the same. After several lines ask the chn if they can spot the deliberate mistake (if no-one has
already pointed out that you are saying it wrong). Start again this time pronouncing the individual words of
each pair correctly. Ask how you know which way to pronounce each word. It depends on the context (the
setting) – reading the rest of the sentence, clause or in this case poetry line, enables the reader to work
out which version of the word is correct. Words can also have different meanings in everyday life
compared to a subject-specific use. Write the word material on the f/c. Ask chn what this means. The
everyday use is for fabric – dress material, curtain material, but the scientific use of material is the thing
that objects are made out of, e.g. glass, wood, brick, plastics – all different materials. The word material
also has other meanings. Look at the Oxford English Dictionary definition (plan resources). It doesn’t
matter if chn don’t understand all the meanings, just that they appreciate that there are different
meanings. Note that not all the meanings are when the word is a noun. Sometimes words can be a verb or an
adjective instead of a noun. Check that chn understand what nouns, verbs & adjectives are. Look back at
the poem – identify which of the words in the pairs are nouns, verbs or adjectives – ask chn to come up to
the IWB & mark with a particular colour, e.g. red – noun, blue – verb, adjective – green.
Outcomes
Easy/Medium/Hard
Chn work in pairs or threes
to investigate one (or more)
of the words that have more
than one meaning (plan
resources). Chn should use
dictionaries &/or the
internet to help.
Plenary
Chn share their findings.
Ask chn to explain which
information about the English
language they have found the
most interesting and why.
Children can:
1. Understand
that words can
have different
meanings when
used in
different
contexts.
2. Investigate
words with
more than one
meaning.
Scroll down for success criteria and book & website lists
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y5/6 BSWW2 N-F Plan 4 – Weeks 11 - 12
Year 5/6 Britain since WW2: Weeks 11-12
Literacy Non-fiction: Plan 4 Language
Success criteria for the plan – these should be selected & adjusted to match the specific needs of the class being taught.
Easy
Medium
Hard
 Understand that English includes words from other
different languages
 Recognise that British place names include old words
 With support understand how dictionaries can be used
to find out different things about a word
 Find the country of origin of some English words
 Find English words with Greek prefixes
 Work together to combine Greek roots to invent new
words
 With support write dictionary entries
 Identify the suffixes used for plurals in English
 Write rules for creating plurals in English
 Recognise some words in older versions of English
 Appreciate how English has developed over the
centuries
 Begin to understand that there are differences
between formal & informal spoken & written language
 Recognise some dialect words with help
 Begin to recognise when contractions are used in spoken
& written language
 Begin to understand how new words enter a language
 Combine pairs of words to make compound words
 Recognise some feminine suffixes
 Begin to appreciate that suffixes can give clues to the
meaning of words
 Understand that English is spoken in many countries of
the world
 Understand that words can have different meanings
when used in different contexts
 Work together to investigate words with more than one
meaning
 Understand that English includes words from other
different languages
 Recognise that British place names include old words
 Begin to understand how dictionaries can be used to find
out different things about a word
 Find the country of origin of some English words
 Find English words with Greek prefixes
 Combine Greek roots to invent new words
 Begin to write dictionary entries
 Identify the suffixes used for plurals in English
 Write rules for creating plurals in English
 Recognise some words in older versions of English
 Appreciate how English has developed over the
centuries
 Understand that there are differences between formal
& informal spoken & written language
 Recognise some dialect words
 Recognise when contractions are used in spoken &
written language
 Begin to understand how new words enter a language
 Combine pairs of words to make compound words
 Recognise feminine suffixes
 Appreciate that suffixes can give clues to the meaning
of words
 Understand that English is spoken in many countries of
the world
 Understand that words can have different meanings
when used in different contexts
 Investigate words with more than one meaning
 Understand that English includes words from other
different languages
 Recognise that British place names include old words
 Understand how dictionaries can be used to find out
different things about a word
 Find the country of origin of some English words
 Find English words with Greek prefixes
 Combine Greek roots to invent new words
 Write dictionary entries
 Identify the suffixes used for plurals in English
 Write rules for creating plurals in English
 Recognise words in older versions of English
 Appreciate how English has developed over the centuries
 Understand that there are differences between formal &
informal spoken & written language
 Recognise some dialect words
 Recognise when contractions are used in spoken & written
language
 Understand how new words enter a language
 Identify the words blended to create portmanteau words
 Recognise feminine suffixes
 Appreciate that suffixes can give clues to the meaning of
words
 Understand that English is spoken in many countries of
the world
 Understand that words can have different meanings when
used in different contexts
 Investigate words with more than one meaning
Websites:
http://www.bbc.co.uk/scotland/education/sysm/scots/index_choice.shtml Scottish place names
http://www.bbc.co.uk/history/british/launch_gms_roots_english.shtml The Roots of English game
http://www.bbc.co.uk/voices/recordings/index.shtml Recordings of British dialects
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y5/6 BSWW2 N-F Plan 4 – Weeks 11 - 12
Year 5/6 Britain since WW2: Weeks 11-12
Literacy Non-fiction: Plan 4 Language
http://www.bbc.co.uk/voices/results/wordmap/ Word map of British Isles
http://www.bbc.co.uk/southampton/voices2005/game.shtml Wordly Wise game
http://www.oed.com/help/updates/latest-additions.html Latest additions to Oxford English Dictionary
http://www.alphadictionary.com/articles/ling008_b1.html Create some new words from old ones
The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust and to the
best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that
Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole
responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y5/6 BSWW2 N-F Plan 4 – Weeks 11 - 12