Literacy Planning Week beginning 4/7/05 Y5 – Higher ability
Unit
Assessment week
Reading Objective
Y5 T3 14 to select and evaluate a range of texts, in print or other media, for persuasiveness, clarity, quality of information;
Writing Objective
Assessment of Persuasive Writing objectives
Sentence/Word Objective
Assessment of objectives
Y5 T3 11 to use a range of dictionaries and understand their purposes, e.g. dictionaries of slang, phrases, idioms, contemporary usage, synonyms, antonyms, quotations and thesauruses;
Y5 T3 12 to use dictionaries efficiently to explore spellings, meanings, derivations, e.g. by using alphabetical order, abbreviations, definitions with understanding;
Y5 T3 13 to compile own class/group dictionary using personally written definitions, e.g. of slang, technical terms.
Speaking and Listening
Y5 T3 55 Listening to analyse the use of persuasive language e.g. how a speaker uses emphasis, rhetoric and gesture effectively.
Speaking to present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive language e.g. preparing a group presentation of the pros and cons of a current issue.
Key Questions
Can I use dictionaries effectively to explore meanings and spellings of words?
Target children
JC CWx
Do I understand that dictionaries have many uses?
Can I write my onwn dictionary definitions?
Shared reading/writing Sentence/word Independent work ICT Plenary/homework

Monday Look again at Powerpoint about Persuasive writing.
Read level 3A of assessment sheet and discuss the points. In pairs chn discuss which points they already do and which they need to think about including.
Show the children the website http://www.ancientgreece.co.uk/festivals/story/olympics.html
and look at the programme of events from the Greek
Olympics.
Explain the writing assessment task – to write a piece to persuade Greeks to visit the games.
Tuesday
Writing assessment
(-)JC AB CWx CW with
Emma .
(+) (=) CWb CB RH SH RS with teacher
CS, RG, CJ, ET, TB, CG
Writing assessment
(+) (=)RG CWb CB CG RH
(-)JC AB CWx CW CJ HB

Wednesday
Thursday
Ask the children if they tell you what a dictionary is.
Show the spidergram and look at the different purposes. Which ones have the children used before? Check understanding of each leg of the spidergram.
Look at examples from different dictionaries and discuss the layout.
Explain to the children that they are going to produce a mathematical dictionary giving technical definitions.
Read the poem ‘My Dad can…’ What do they notice about this poem? Discuss why the poem is written in this way. Look at the meanings of the sentences and explain that these are idioms.
Collect other examples
Friday
(=) RG CWb CB CG RH
SH RS with teacher (A-H)
(-)JC AB CWx CW CJ ChB with Emma (I-P)
RH RP JP ES RS GB LH
(Q-Z)
In planning books children begin to plan their Dicitonary of idioms. Reminds the children that alphabetical order will not matter in this case.
(=) RG CWb CB CG RH SH
RS with teacher
(-)JC AB CWx CW CJ ChB with Emma
Children complete their
Dictionary of Idioms.
Children share examples from their dictionaries. Are the definitions correct?
Children work with a partner to discuss the accuracy of their definitions and make any necessary changes.
Check with Cat