Autumn Term
We Date
ek
Aims
1
STORIES WITH HISTORICAL
SETTINGS
1 SEPT
Possible Teaching Activities

recognise a historical setting
in stories

recognise powerful verbs and
say why they are important





make class posters
work out unknown meanings from the
context
hot seat characters
role play
write a character description
Outcomes
All children can:

say what makes a setting historical

identify likes and dislikes about a story

ask questions about details they do not
understanding
Resources
LITERACY
WORLD FICTION
1
Some children can:

begin to say how the author has made me think his
way

choose words to describe a character that will get
the reader to react in a certain way
2
7 SEPT
STORIES WITH HISTORICAL
SETTINGS


3
14 SEPT

recognise stages in a story
and link events
recognise powerful verbs and
say why they are important
STORIES WITH HISTORICAL
SETTINGS


to be able, using prior
knowledge, to write own
historically set story





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

Identify the introduction, build-up, climax
and resolution
compare a TV drama and a paper based
history story
use time connectives
write sentences with powerful verbs
discuss characters, setting and main
events for a class story
All children can:

discuss the features in TV dramas that are not in
books

map the stages in a story

recognise the way events are linked in a story
Some children can:

understand the importance of using powerful verbs
Tell own version of a class story
write own story opening
write build-up and climax of own story
write own resolution
add historical detail
All children can:

tell a story with an introduction, build-up, climax
and a resolution

add descriptive details

use connecting words and phrases between
paragraphs with support

assess and evaluate peers' writing
Some children can:


4
21 SEPT
NON-CHRONOLOGICAL REPORTS

to be able to identify content,
structure, vocabulary and
style of different types of texts






Discuss purpose of headlines and
paragraphs
sort facts from opinions
identify and use past tense
discuss different points of view
create headlines
write a report
use all five senses to describe a setting for a
historical story
LWF 1
movie and book:
Lemony Snicket
“Series of
Unfortunate
Events”
LWF1
write a complete narrative story with paragraphs in
place
All children can:

identify features of non-fiction texts (headings, lists,
bullet points, captions..)

generalise details

delete unimportant details

write a non-chronological report with support
LITERACY
WORLD NON
FICTION 1
5
28 SEPT
6
5 OCT
7
8
12 OCT
19 OCT
EVALUATING INTRUCTIONS

to be able to identify features
of instructional texts
NEWSPAPER REPORTS

to identify headlines, lead
paragraphs, quotations and
opinions in a newspaper
report











Sequence stages in a flow chart
create a class checklist for flow charts
investigate recipes
turn a recipe into a flow chart
follow directions to find a party on a map
give directions for an imaginary route
Compare features on newspapers' front
pages
plan a newspaper report for a known story
write newspaper headlines, edit language
practise alliteration
identify powerful verbs
All children can:
- set out sequential stages

use language of commands

write clear instructions
Some children can:

CTD.
improve the cohesion of written instructions
through the use of link phrases and organisational
devices
All children can:

identify powerful verbs in newspaper reports

identify headlines, lead paragraphs, quotations and
opinions

LWNF 2
LWNF 3
CTD.
write a newspaper report
HALF-TERM BREAK
9
2 NOV
STORIES SET IN IMAGINARY
WORLDS



to understand the devices
authors use to create
atmosphere in stories


Discuss atmosphere and characters'
reaction to the setting
discuss techniques for establishing mood
and atmosphere in stories
hot seat characters
mark parts of texts referring to mood
All children can:

describe the atmosphere in a story in own words

find words relating to mood

talk about their preferred settings

identify adjectives and similes in texts
LWF 2
Some children can:

compare and contrast settings

10
11
STORIES SET IN IMAGINARY
WORLDS
(* 11 NOV BANK

to be able to explain why an
HOLIDAY)
author used particular words
and phrases to create
different responses in readers
9 NOV
16 NOV
STORIES SET IN IMAGINARY
WORLDS
- to be able to write story paragraphs
which link together








use body posture to reflect what a character is
thinking
Use storyboard sheets to tell a story
use pictures to stimulate children to work
on the setting and atmosphere of their
stories
discuss key features of fantasy stories
make a class list of adverbs
All children can:
- say whether the image of a setting is effective

use the four stages of a narrative with pictures of
settings to tell a story

recognise adverbs in sentences
Some children can:

use adverbs in different places in sentences
LWF 2
Watch animations of scary places
make a class list of connectives
write own paragraph of the climax
discuss individual paragraphs with the
class
All children can:

use personification

add visual images using five senses

use connectives to join ideas between sentences
with support

Some children can:
LWF 2

use connectives to join ideas between paragraphs
12
23 NOV
STORIES SET IN IMAGINARY
WORLDS
- to be able to write story paragraphs
which link together
13
30 NOV
CREATING IMAGES


to be able to identify similes
and other ways of creating
pictures with words
create own similes





Compare stories of similar themes
word-process own stories
add pictures
review others' four paragraphs
edit own work


All children can:
Discuss similes

recognise a simile
brainstorm similes for real and imaginary
animals

write own similes
write similes around a colour

use strategies to learn to spell key poetry words
listen to music and create similes based on

create a poem using similes
Some children can:
the atmosphere created
read poems

add extra details to make similes longer
discuss cliches




14
7 DEC
CREATING IMAGES

15
14 DEC
to be able to use similes and
other examples of vivid
language when writing own
poems
POWERFUL VERBS

to understand the function of
verbs in sentences



All children can:

review own work

edit own work

word-process own writing

add illustrations
LWF 2
LWF 6
All children can:

identify word pictures in a poem

know hot to plan a poem in the same style as the
one read

write a poem modelled on a different one
LWF 6


read poems
explore images that create mood
scan poems to find rhyming words with
same spelling pattern
talk about figurative language
write own poem



Change verb tenses
discuss regular/irregular verbs
write dialogues
All children can:

use irregular verbs
100 LITERACY
HOURS p.50

use more exciting verbs in their daily writing
XMAS BREAK
Spring Term
We Date
ek
Aims
1
STORIES FROM OTHER CULTURES

to be able to read stories from
other cultures, looking for
differences between our world
4 JAN
(* 6 JAN BANK
HOLIDAY)
Possible Teaching Activities



Identify settings in stories
find phrases in the text which give ideas
about characters
compare characters from different stories
Outcomes
Resources
All children can:
describe the setting of a story
compare own life to a character's life
use texts to support own ideas about characters
LWF 3
2
11 JAN
and the world of the
characters

brainstorm solutions to problems that story
characters faced
give reasons why one likes or dislikes the story
STORIES FROM OTHER CULTURES

to be able to read stories from
other cultures, looking for
differences between our world
and the world of the
characters


Focus on speech verbs
make a class list of the verbs to replace
“said”
writing own continuation of the story
discuss how the setting and atmosphere
affected characters' actions
research information about South Africa
All children can:

say how e texts and events in the story make them
feel

find at least 3 ways the setting affected the
characters

list similarities and differences
Some children can:



3
18 JAN
STORIES FROM OTHER CULTURES



4
25 JAN
1 FEB

6
8 FEB

to be able to scan information
texts to find key words
to be able to skim information
texts to see how useful they
are
Make questions to ask the character
role-play
read about the author
write two paragraphs about the author




Predict contents of chapters from chapter
titles
identify topic sentences
change statements into questions
search the Internet for information
make notes
suggest solutions to problems based on what they
have read about the character
All children can:

take part in a role-play based on a text

state three facts about the author

use paragraphs to structure own writing
Some children can:

NOTES AND INFORMATION

5
to identify descriptive and
expressive language
devise interview questions to
ask a character
to be able to take a role from
the story read





LWF 3
LWF 3
describe reasons why authors write
All children can:

prepare for factual research

locate key words and phrases

mark extracts by annotating

make short notes

collect information from a variety of sources
LWNF 4
100 LH
CTD.
CTD.
HALF-TERM BREAK
7
22 FEB
STORIES WHICH RAISE ISSUES

8
29 FEB
to be able to identify the
issues and dilemmas a
character in the story is facing
STORIES WHICH RAISE ISSUES
- to be able to identify the issues and
dilemmas a character in the story is
facing
9
7 MARCH
STORIES WHICH RAISE ISSUES






Summarise story issues
identify the main character's dilemmas
write own ending of the story
write notes to retell the story
punctuate direct speech
identify compound words
All children can:

retell parts of the story using notes

predict a plausible ending to the story

discuss and compare different endings to the story

summarise a story and identify key structural points
LWF 4


Delete words in sentences to make notes
watch a video clip and discuss how music
and images contribute to stories
role play characters' conversation
discuss and list important issues relating to
this particular dilemma
All children can:

identify key issues faced by a character

identify the views of other characters
LWF 4




Some children can:

identify and explain in own words how music,
images and words enhance a story
All children can:
Make notes about character's feelings

identify how characters are feelings from their
investigate shades of meaning in adjectives
LWF 4
10
14 MARCH
-to be able to identify different
viewpoints in stories

STORIES WHICH RAISE ISSUES

- to be able to write a story based
around a dilemma




and adverbs
write a letter to the main character from
another character's point of view
actions in the text

use paragraphs in own writing
Some children can:
- suggest a suitable resolution for a dilemma
Discuss ideas for a story based around a
dilemma
discuss good features of a story
use speech marks in dialogues
plan own story
write and edit own story
All children can:

plan their stories effectively (with support)

use paragraphs in writing

develop characters in an interesting way (with
support)

resolve the main character's problem in own story
Some children can:

make changes to improve own writing
LWF 4
Outcomes
Resources
EASTER BREAK
Summer Term
We Date
ek
Aims
1
POETRY
4 APRIL


2
11 APRIL
Possible Teaching Activities

to explore a range of poetic
styles
to understand how word
endings change the
classification and use of a
word
DICUSSION TEXTS

to be able to read discussions
and know how they are






look at different types of poems, rhymes,
rhythms
compare poems
categorising words by endings
write limericks
make nonsense words
All children can:

understand and identify the terms verse, chorus,
couplet, stanza, rhyme, rhythm, alliteration
Read and compare examples of arguments
and discussions
summarise a sentence or a paragraph
All children can:

explain how arguments are presented

sequence points

write own poem, with support
100 LH
POETRY
ANTHOLOGIES
LWNF 7
structured

assemble and sequence points in order to
present a point of view

summarise
3
18 APRIL
DISCUSSION TEXTS
- to be able to write a discussion using
what I know about structure



Use writing frames to back up points
present a point of view in writing
summarise key ideas in writing
All children can:

make a presentation

use arguments clearly

write a discussion
4
25 APRIL
PLAYS




discuss play features
discuss scenes being built up
apply adverbs to describe mood and
volume
discuss stage directions
role play
turn narratives into plays
All children can:

use adverbs to tell a character how to act

choose suitable verbs to use stage directions

identify the features of a playscript
Some children can:

continue writing a scene from a playscript using
the correct layout
LWF 5
Draw a portrait of a character to show their
characteristics
collectively improve stage directions
write cast descriptions using adjectives
practise improvising dialogue
All children can:

plan a play with scenes, supported

write a cast list

include stage directions in own script
LWF 5

5
(* 2-3 MAY
BANK
HOLIDAY)
to be able to read and perform
playscripts
use adverbs to give more
information about actions

PLAYS

4 MAY



to be able to write a play (list
the characters, describe how
scenes start and finish, set out
dialogues)



Some children can:

write informatively about characters when making
a cast list

6
9 MAY

PLAYS

to perform own playscript and
comment on own performance

type and lay out playscript and amend text
features
watch a video of play performances and
evaluate their success
improvise how a character might speak following
agreed rules
All children can:

write an ending for own playscript

set out own playscript correctly using a wordprocessing package

work in a group to rehearse and perform
LWF 5
Some children can:

comment how effects are achieved
7
16 MAY
8
23-25 MAY
(*26-27 BANK
HOLIDAY)
9
30 MAY
EXPLANATION TEXTS
- to identify how and why paragraphs are
used to organise and sequence
information
PERSUASIVE WRITING



Identify the purpose and audience of texts
sequence chapter titles
Investigate how style and vocabulary are
All children can:

read explanation texts to find out about structure
and language

write an explanation text

explain a process clearly
Some children can:
- use time and cause and effect connectives independently
LWNF 5
All children can:
LWNF 7
CTD.
- identify ad features and create one's
own
10
6 JUNE
PERSUASIVE WRITING
- identify ad features and create one's
own

used in persuasive texts
evaluate advertisements

Design an advertisement


talk about features of persuasive texts
understand some of the techniques used in ads to
persuade people
All children can:

use a range of presentational skills

make their own ad
LWNF 7
Some children can:

use information to intrigue, tempt or persuade the
customer
11
13 JUNE
EXPLORING FORM


12
20 JUNE
express own likes and dislikes
about a poem
to be able to work as part of
the group and organise
different roles so that
everyone is involved
EXPLORING FORM

to be able to present own
poem, using ICT, drama,
sound and music, so that the
audience enjoys and
understands it




read and compare haikus and cinquains
explore alliteration
focus on images evoked by poems
discuss music, speech and dance that
could be used to perform a poem
All children can:

identify the features of haikus and cinquains

respond to a poem using art

talk about the structure of simple poems

take part in an effective presentation of a poem
LWF 7
Some children can:

structure a conversation poem



investigate adding suffixes to root words
write own haiku
discuss how particular poems can be
presented
All children can:

write a haiku with a correct number of syllables in
each of the three lines

write a poem based on a model
Some children can:

make positive comments to give further ideas to
others
SUMMER HOLIDAY
LWF 7