Year 5/6 Africa: Weeks 6-7
Objectives
Text/Speaking/Listening
Literacy Non-fiction: Plan 8 Letters
Word/Sentence
Independent group activities
Outcomes
Week 1 Tuesday
Week 1 Monday
This plan can be taught alongside Theme 7, Sessions 6 to 7 and Theme 5, if you have a link school that chn are writing letters to. This will mean that some parts of that theme are
reinforced. You will need a copy of Letters to Africa, a University of Central Lancashire book, the sales of which go towards buying vital teaching resources for African chn.
Collect & photocopy (blanking out appropriate details as necessary, e.g. names, first lines of address, etc) some examples of letters received &/or sent to use with the Hard group
on Monday – as wide a range as possible (check they are suitable!).
Main focus:
Write the word letters on f/c. What do we mean
Highlight
Easy/Medium
Hard
Children can:
by this? Symbols for a sound used in speech or of examples of
In pairs, chn think about
Chn look at the example letters you
Discuss letters
1. Discuss &
an alphabet or a written, typed or printed
verbs that
the reasons they or
have photocopied. (Some examples are
list why
received & written
communication sent by post or messenger. We’re
show the
someone in their family
provided in plan resources). Discuss the letters are
by chn
going to look at communicating by letter in this
writer’s
might write a letter.
reasons these letters have been
written.
5/7 Use evidence
plan.
Have
chn
ever
received
any
letters?
Who
do
thoughts
–
Collect
ideas
and
then
written & whether they are formal or
2. Identify
from across a text
they come from? What do they feel when they
think,
compare to the list in plan informal. Together draw up a list of the formal &
to explain ideas.
receive a letter? Have they ever written a letter
believe,
resources
types of letters, e.g. thank you,
informal
5/7 Infer writers’
or replied to a letter? Why? To whom? What
invitation, complaint, information, etc.
letters.
consider,
TA to give this out after
perspectives from
about parents & other adults – what sort of
sorting them into formal & informal (or
3. Recognise
appropriate time has
wish, know,
what is written.
letters do they receive or write at home or at
both) at the same time, e.g. one
thought
6/7 Appraise a
etc. Can chn elapsed. Would each
work?
Bills,
bank
statements,
birthday
cards,
invitation
could
be
quite
formal
&
verbs.
letter
be
formal
or
text quickly.
think of
invitations, orders, tickets, complaints, job
another completely informal. TD
informal?
6/7 Understand
other e.g.s?
application, etc. as well as personal letters from
underlying themes.
List on f/c.
Plenary
friends & relatives.
Hard group feedback their findings to the rest of the class. Can
other chn add any types of letters to the list?
Main focus:
Ask chn if there is anywhere else where we might read letters – in
Easy
Medium/Hard
Children can:
Chn look at BBC
In pairs or small groups, chn look at
Identify features
newspapers and magazines. Show some examples from your local
1. Identify
websites (see list letters from yesterday & today &
features of
of letters
newspaper, a national newspaper or a children’s magazine (beware of
highlight features, e.g. layout, language letters.
below) & identify
content of ‘Dear Marge’ type letters!) – cut them out and scan them
5/7 Compare
used. They should make notes as
2. Recognise
to display on an IWB or photocopy & hand out to chn. What are these
features of
different types of
common &
letters often about? A topical issue, a recent news or magazine item,
formal & informal necessary & be prepared to join in a
texts & identify
discussion
at
the
end
of
the
task.
individual
how they are
a public thank you, etc. What is their purpose? – complaints, protests, letters.
features of
structured.
informing, requesting help, giving thanks, etc. These are public
Plenary
informal & formal
6/7 Understand
letters; thousands of people will read them. Explain that most letters
Discuss the features of letters, encouraging all
letters.
how writers use
are intended for just one person, a family or perhaps a group of
pairs/groups to make a contribution. Are there features
3. Join in a class
different
people at work. How do these letters differ from those we looked at
common to both formal & informal letters? Make a list on
discussion.
structures to
yesterday? Usually start with, e.g. Dear Sir or Dear ‘name of
f/c of features of both types of letter (or use plan
create coherence
magazine’, don’t give writer’s full address or even name sometimes,
resources).
& impact.
etc. Are they formal or informal letters?
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y5/6 AF N_F Plan 8 – Weeks 6-7
Year 5/6 Africa: Weeks 6-7
Objectives
Text/Speaking/Listening
Word/Sentence
Week 1 Thursday
Look again at examples of letters & pick out those that
complain, argue a point or try to persuade. Writers of
letters which are written to complain, argue a point or
persuade often include modal verbs to strengthen their view
– e.g. must, should, will are used to influence the reader.
Together identify any examples seen in letters. Can chn
think of any other modal verbs – see plan resources?
Main focus: Plan letter to
supermarket
5/9 Adapt non-narrative forms
to write factual texts.
5/9 Develop viewpoint through
selection of detail.
6/7 Recognise devices used to
persuade.
6/9 In non-narrative, establish,
balance & maintain viewpoints.
6/9 Select words & lang; draw
on knowledge of lit features &
formal & informal writing.
5/6 Group words according to
their meanings.
Week 1 Friday
Week 1
Wednesday
Main focus: Identify & use
model verbs
5/11 Adapt sentence
construction to diff text
types.
6/11 Express meaning by diff
sentence constructions.
Literacy Non-fiction: Plan 8 Letters
Main focus: Write letter to
supermarket
5/2 Analyse the use of
persuasive language.
6/2 Listen for language variation
in formal & informal contexts.
5/9 Reflect critically on their
own writing & edit & improve it.
6/6 Use range of appropriate
strategies to edit text.
Independent group activities
Medium
Hard
Chn use copy (plan
Same as
resources) of letter
Medium, but
resources) of letter
with modal verbs
also finish
with modal verbs,
missing. In 2s
letter.
thought verbs and
discuss & complete.
group names missing.
Plenary Check accuracy of insertions.
Explain that we are going to look at
Look at a sample persuasive
Easy/Medium/Hard
writing a persuasive letter, which tries
letter (plan resources) about
Chn should plan a letter to their local
to encourage people, companies, shops,
supermarket asking some of the questions
banning playtimes at school.
governments, etc. to change in some
raised during the discussion and sharing
Highlight the connectives
way. Some of the public letters seen
their point of view. Discuss how letter
used. (Note modal verbs &
earlier may have been persuasive
should be laid out and discuss who will be
thought verbs as well!) Can
letters (identify these if appropriate).
reading these letters, it is important to be
chn suggest other
Discuss problems with supermarkets –
polite and show a clear point of view. Remind
connectives that could be
the fact that food is imported from all
chn that we do have power over
used in a persuasive letter
over the world and local produce is
supermarkets: it is our money that keeps
(plan resources) to link or
often not available for sale, fair trade
them going…. Easy group can use letter
extend the idea or
goods are not always available - see
template (plan resources).
argument? Grammar for
Theme 7, Africa Topic), (or use of
Writing Unit 46, pp130-131,
Plenary
plastic bags instead of re-usable bags
Spelling Bank, p59. Support
Have chn used connectives? Ask volunteers
if not studying Africa).
for Spelling, pp92-94.
to read out some examples.
Write fact & opinion on f/c. What do we mean by
Easy/Medium/Hard
these words? How could we define these words for Chn complete and check their letters & then share them with a
a dictionary entry? Look again at the sample
response partner. Use 3 Stars and a Wish to give each other
persuasive letter (plan resources). Ask chn to
feedback (plan resources). Edit & redraft as necessary.
identify sentences in the letter that are fact &
Plenary
those which are opinion. Discuss whether fact
Share some of letters. Would other chn be persuaded by the
and/or opinion should be used in their letters to
letters? If appropriate send/give the letters to a local
the supermarket. Agree that chn will definitely be
supermarket (explaining the task to the manager, so that
giving their opinion, but that they should back this
hopefully a reply will be sent to the class!)
up with some facts.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Easy
Give chn copy (plan
Outcomes
Children can:
1. Identify &
use modal
verbs.
Medium/Hard
2. Use thought
verbs.
Children can:
1. Discuss a
topical issue.
2. Identify
connectives that
could be used in
persuasive
writing.
3. Plan a
persuasive letter.
4. Use
connectives in
persuasive
writing.
Children can:
1. Write a
persuasive letter.
2. Edit their own
work.
3. Give & receive
positive criticism.
Y5/6 AF N_F Plan 8 – Weeks 6-7
Year 5/6 Africa: Weeks 6-7
Objectives
Text/Speaking/Listening
Literacy Non-fiction: Plan 8 Letters
Word/Sentence
Independent group activities
Outcomes
Week 2 Wednesday
Week 2 Tuesday
Week 2 Monday
If possible organise a link with a school in Africa so that chn can write to ‘real’ penfriends – see School to School Links Theme in Africa Topic for help with this. Otherwise arrange
for chn to write to another school in the UK or a school in a different country that you already have links with.
Main focus:
Read the introduction to Letters to Africa by Lauren St John & the
Easy
Medium/Hard
Children
Dear reader introduction on p4. Discuss reasons why this book was
Give chn a copy of some of the
Give chn a copy of some of the letters
Identify
can:
produced. Find Zambia & Kenya on a map of Africa & explain that the
letters about sports and games,
about school, p31 onwards. Chn identify 1. Identify
features of
African chn in this bk are from the Maasai tribe. Has anyone heard
p73 onwards. Chn identify
features as Easy group. Also make
features
informal
of the Maasai? Have any chn visited Zambia or Kenya? Read some
features of these letters by
notes on the content and tone of the
of an
letters
fascinating facts about Maasai people towards end of book. Write
highlighting & annotating.
letters if appropriate.
informal
5/7 Make
penfriend & pen pal (used more in USA) on the board. Do chn know
letter.
notes on &
Plenary Discuss features of these informal letters, e.g. handwriting,
what these words mean? These are people that we become friendly
2. Make
use evidence
Dear Friend or similar from British chn, but Dear name of child from
with by exchanging letters – we may never meet, but can still become
notes on a
across text.
African chn (the British chn didn’t know who would be given their letter),
text.
6/7 Appraise friends. Does anyone have a penfriend? Read one of the letters and
endings – not so informal, paragraphs, questions, description of some
the
reply
on
the
opposite
page.
Are
they
formal
or
informal?
A
friend
a text
aspect of chd’s life, etc. Note also spelling & grammatical mistakes – not as
who moves away can also become a penfriend, whom you seldom see.
quickly.
important as the content in these informal letters.
Main focus: Use
Discuss some of the comments made by the chn in England in the letters
Easy/Medium/Hard
Children can:
looked at yesterday – they imply (probably unintentionally) that the chn
Chn choose one of the African or British chn they heard
evidence from text
1. Discuss an
in
Africa
are
‘inferior’
or
less
aware
of
modern
life
sometimes,
e.g.
p36
about
today.
Annotate
a
picture
of
a
chd
from
issue.
to describe a chd
‘We have computers which are clever electrical devices…’ or p34 ‘I know
Africa/England (plan resources) with details about them
2. Listen
6/2 Make notes
that it is very hard for you over in Africa…’ or p40 ‘How much electricity
that we have discovered from their letter. Give Easy group
carefully &
when listening.
do you have?’ Had any of Medium/Hard groups noticed this & made a note a copy of the relevant letter if their notes are not
make notes.
5/7 Make notes on
sufficiently detailed.
3. Use evidence
& use evidence from about it? What do class think about this? Read some more letters from
Letters to Africa from another section of the book, e.g. animals. Ask
from across a
across a text.
Plenary
chn to listen carefully & to note down what they found out about … (name How do chn think the African chn felt about receiving the
text.
6/8 Use different
of
chd/chn).
Discuss
what
we
found
out
about
one
of
the
chn.
Does
this
techniques to make
letters from British chn – we can tell from some of their
the text come alive. give us a good picture of the chd in our minds? What about their
responses? What about the British chn – we don’t know how
character, personality, likes & dislikes, understanding of Africa? Have we they responded, as we don’t have a copy of the next letter
5/8 Use techniques
such as visualisation found out about where they live or their family? Do the letters give us an they wrote. How would chn feel if they received a letter
idea of what the chn think/know about Africa?
in exploring texts.
from a new African friend? Excited, happy, etc.
Main focus: Draft a
Read another few letters from other section of book, e.g. food & drink. Point
Easy/Medium/Hard
Children can:
out the questions asked. Look for the relevant answers in the reply. Discuss
Chn draft the content of a letter to a new
letter to a penfriend
1. Draft an
open & closed questions. Explain that chn are going to write a letter to a
penfriend. Introduce themselves. Tell their
informal letter
5/9 Adapt non-narrative
penfriend (if at all possible make this a real experience by organising a link
friends some things about themselves, but also
to a penfriend.
styles to write factual
with a school in Africa - see above). In pairs, discuss what they would tell a
include some open questions, so that they will
texts.
find out something about their new penfriend.
new penfriend about themselves & what they would like to find out about.
6/9 Set their own
Come back together as a class & list ideas on f/c. Did chn have ideas different Don’t make the letter too long – they will want to
challenges to extend
have something to write about in the next letter!
from those that the chn in Letters to Africa wrote? Perhaps music, families,
achievement &
their town, village or city, hobbies other than sports, languages spoken, etc.
experience in writing.
Plenary Volunteers share excerpts from letters.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y5/6 AF N_F Plan 8 – Weeks 6-7
Year 5/6 Africa: Weeks 6-7
Week 2 Thursday
Text/Speaking/Listening
Main focus: Write
the letter to their
penfriend
5/12 Adapt
handwriting for
specific purposes.
6/12 Use different
styles of handwriting
for different
purposes.
5/10 Experiment with
order of paragraphs.
6/10 Use paragraphs
to shape & organise
text.
Week 2 Friday
Objectives
Main focus: Compare
letters, emails & text
messages.
6/9 Set their own
challenges to extend
achievement & experience in
writing.
6/9 Select features for
informal writing.
5/8 Compare how a common
theme is presented in
different text types.
6/8 Compare how writers
use language & present
experiences in diff ways.
Literacy Non-fiction: Plan 8 Letters
Word/Sentence
Look again at the layout of the letters in Letters to Africa. What
is missing because the letters have been published in a book? The
address and date. Remind chn that this happens with other
published letters in newspapers & magazines – though sometimes a
partial address is used, e.g. the town or city. Chn do need to
include these features in their letters. They can describe the
place they live in too. Discuss how they might organise their
writing into paragraphs – they should introduce themselves in the
opening paragraph, write some details about themselves in one or
more paragraphs & ask relevant questions & then write a
concluding paragraph. Point out to chn that English may not be the
first language of the chn they are writing to, so that they must be
careful about using slang or abbreviations. Read the section about
the Maa language in letters to Africa on pages 126-132. Try out
some of the Maa words. Compare to Swahili learnt in Africa Topic.
Independent group activities
Outcomes
Teach this first
Write penfriend on
f/c. This is a
compound word.
Compound words are
made up from two
other words. Can chn
suggest other
compound words?
Remind chn that it
helps them to spell
these words if they
split the word into
its two smaller
words.
Ask chn what we often receive or send today instead of letters? Emails or
text messages – electronic communication. Sometimes emails are laid out like a
letter, especially if it is a formal communication. Personal emails tend to be
more informal and are not laid out like a letter. Sometimes a letter is added as
an attachment to an email for the receiver to print out. Text messages are
short usually & words or phrases are often abbreviated, as the cost depends
on the number of characters used. What are the advantages of using emails to
communicate? Quicker, less expensive, can send to several people at once,
clearer to read as they are typed, etc. What are the disadvantages? Not
everyone has access to emails, it costs you to print them out, handwritten
letters add a personal touch, etc. What about text messaging? Quick, fairly
cheap (especially if the receiver lives in the same country & uses the same
mobile network), can be written anywhere as long as you have remembered
your phone & you are not in a very remote place, etc.
Easy/Medium/Hard
Children can:
Chn write a final version of their letters. 1. Learn to
Write in paragraphs for clarity – ensure
speak some Maa
there are an introductory paragraph & a
words.
2. Use
concluding paragraph. Think about their
appropriate
handwriting. It needs to be legible
style of
enough for their new penfriend to read.
handwriting.
Have they used the correct layout for a
3. Use correct
letter?
layout to write
Plenary
a letter.
In pairs chn read their letter to each
other. Come together as a class & ask
volunteers to tell the class something
about their partner that they discovered
from their letter.
Easy/Medium/Hard
Children can:
Chn rewrite their letter as an email or
1. Recognise the
part of it as a text message (the
differences between
complete letter would almost certainly
letters, emails & text
be too long for a text message).
messages.
2. Identify the
Plenary
features of emails &
How has the layout changed? Has
text messages.
spelling, punctuation or content
3. Understand the
changed? Volunteers share their
advantages &
emails/text messages. Display letters
disadvantages of the
& emails/text messages alongside each
different types of
other.
text communication.
As replies to letters arrive give chn
the opportunity to share them & reply.
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 AF N_F Plan 8 – Weeks 6-7
Year 5/6 Africa: Weeks 6-7
Literacy Non-fiction: Plan 8 Letters
Success criteria for the plan – these should be selected & adjusted to match the specific needs of the class being taught.
Easy
Medium
Hard
 Discuss & list why letters are written
 Begin to identify formal & informal letters
 With support, identify features of letters
 Begin to recognise common & individual features of
informal & formal letters
 Join in a class discussion
 Identify & use modal verbs with support
 Discuss a topical issue
 Begin to identify connectives that could be used in
persuasive writing
 With support, plan a persuasive letter
 With support, use connectives in persuasive writing
 With support, write a persuasive letter
 Edit their own work
 Give & receive positive criticism
 Begin to identify features of an informal letter
 Make notes on a text with support
 Discuss an issue
 Listen carefully & with support make notes
 Begin to use evidence from across a text
 With support, draft an informal letter to a
penfriend
 Learn to speak some Maa words
 Use appropriate style of handwriting
 With support, use correct layout to write a letter
 Recognise the differences between letters, emails
& text messages
 With support, identify the features of emails &
text messages
 Begin to understand the advantages &
disadvantages of the different communication
text types
 Discuss & list why letters are written
 Identify formal & informal letters
 Recognise thought verbs
 Begin to identify features of letters
 Recognise common & individual features of
informal & formal letters
 Join in a class discussion
 Identify & begin to use modal verbs
 Begin to use thought verbs
 Discuss a topical issue
 Identify connectives that could be used in
persuasive writing
 Plan a persuasive letter
 Use connectives in persuasive writing
 Write a persuasive letter
 Edit their own work
 Give & receive positive criticism
 Identify features of an informal letter
 Make notes on a text
 Discuss an issue
 Listen carefully & make notes
 Begin to use evidence from across a text
 Draft an informal letter to a penfriend
 Learn to speak some Maa words
 Use appropriate style of handwriting
 Use correct layout to write a letter
 Recognise the differences between letters,
emails & text messages
 Identify the features of emails & text messages
 Begin to understand the advantages &
disadvantages of the different communication
text types
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
 Discuss & list why letters are written
 Identify formal & informal letters
 Recognise thought verbs
 Identify features of letters
 Recognise common & individual features of informal &
formal letters
 Join in a class discussion
 Identify & use modal verbs
 Use thought verbs
 Discuss a topical issue
 Identify connectives that could be used in persuasive
writing
 Plan a persuasive letter
 Use appropriate connectives in persuasive writing
 Write a persuasive letter
 Edit their own work
 Give & receive positive criticism
 Identify features of an informal letter
 Make notes on a text
 Discuss an issue
 Listen carefully & make notes
 Use evidence from across a text
 Draft an informal letter to a penfriend
 Learn to speak some Maa words
 Use appropriate style of handwriting
 Use correct layout to write a letter
 Recognise the differences between letters, emails &
text messages
 Identify the features of emails & text messages
 Understand the advantages & disadvantages of the
different communication text types
Y5/6 AF N_F Plan 8 – Weeks 6-7
Year 5/6 Africa: Weeks 6-7
Literacy Non-fiction: Plan 8 Letters
Books:
Letters to Africa a book collated by the University of Central Lancashire, ISBN: 9780956528315
Websites:
http://www.oxforddictionaries.com/page/375 Example letters of complaint adapted from this site
http://www.bbc.co.uk/schools/ks2bitesize/english/writing/letters/read1.shtml Revise letter writing on BBC site
http://www.bbc.co.uk/schools/ks2bitesize/english/writing/letters/play.shtml BBC formal letter writing activity
http://www.bbc.co.uk/schools/ks2bitesize/english/writing/letters/watch.shtml Watch Melvin and Steven write some letters!!
http://www.bbc.co.uk/apps/ifl/schools/ks2bitesize/english/quizengine?quiz=letters&templateStyle=english Try out the BBC letters quiz
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 AF N_F Plan 8 – Weeks 6-7