Week / Date
Week 1 –
Black – Spoken Language
Red Comprehension/reading
Yellow – Spelling
Green – Grammar
Blue – Composition
Purple – Computing Link
Week 2 Black – Spoken Language
Red Comprehension/reading
Objectives covered in the week linked to SPTO
Adverts /posters - WEKK ONE – THREE
Persuasive writing - Week FOUR - SEVEN
PERSUASION EVERYWHERE!!!!!
SMSC
Why do we follow certain rules?
Are some more persuasive than others? Why?
Why do we follow certain behaviours and things in life?
Is it our decisions to follow others or do we follow
others because of what they say?
Who are we? What do we believe in?
Pupils should be taught to:
g. use spoken language to develop understanding
Pupils should be taught to:
g. use spoken language to develop understanding
b. reading books structured in different ways
Retrieve and record information from non-fiction
Develop their understanding of concepts set out in
Appendix 2 by:
a. extending the range of sentences with more than one
clause
c. choosing nouns or pronouns appropriately
d. using adverbs
Plan their writing by:
b. discussing and recording ideas
Develop their understanding of concepts set out in
Appendix 2 by:
a. extending the range of sentences with more than one
clause
c. choosing nouns or pronouns appropriately
Weekly overview
The Divine Mercy RC
Primary Medium Term
Plan Literacy
Text :
Year
Children will look at the writing structure of
a persuasive leaflet/poster. Children will
look at a range of examples from magazines
and leaflets about recycling. The children
will highlight persuasive features, sentence
structures and punctuation, focus on the
organisation. Children will practice writing
openings for their leaflets and organise
their text using persuasive features e.g.
slogans, statistics, and offering viewpoint,
puns and word play. IPADS used – Book
creator
Children will compare and contrast different
types adverts and look to plan an
advertisement of their own using the
features discussed in the previous week.
Spend the week looking at the most
Spelling focus
Yellow – Spelling
Green – Grammar
Blue – Composition
Purple – Computing Link
Week 3 –
Black – Spoken Language
Red Comprehension/reading
Yellow – Spelling
Green – Grammar
Blue – Composition
Purple – Computing Link
Week 4 –
Black – Spoken Language
Red Comprehension/reading
Yellow – Spelling
Green – Grammar
d. using adverbs
Plan their writing by:
b. discussing and recording ideas
Draft and write by:
d. in non-narrative material, using simple organisational
devices such as headings and sub-headings
Evaluate and edit by:
a. assessing the effectiveness of their own writing and
suggesting improvements
b. reading books structured in different ways
Retrieve and record information from non-fiction
Develop their understanding of concepts set out in
Appendix 2 by:
a. extending the range of sentences with more than one
clause
c. choosing nouns or pronouns appropriately
d. using adverbs
Plan their writing by:
b. discussing and recording ideas
Draft and write by:
d. in non-narrative material, using simple organisational
devices such as headings and sub-headings
Evaluate and edit by:
a. assessing the effectiveness of their own writing and
suggesting improvements
Pupils should be taught to:
g. use spoken language to develop understanding
Pupils should be taught to:
g. use spoken language to develop understanding
b. reading books structured in different ways
Retrieve and record information from non-fiction
Develop their understanding of concepts set out in
effective techniques when planning for an
advert
Children begin to draft and edit their
advertisements. They again compare
WAGOLLs and discuss which have the most
effective features and why. Children edit
and re draft together before using the
Ipads to create their own version of an
advert (book creator or google docs)
Persuasive arguments – children will take
their knowledge of persuasive techniques
and apply it to a more formal style of
writing. Look at the arguments for looking
after the environment.. Discuss the
features of the text – introduction – why 1why2-why3-what others think –what I think
Blue – Composition
Purple – Computing Link
Appendix 2 by:
a. extending the range of sentences with more than one
clause
c. choosing nouns or pronouns appropriately
d. using adverbs
Plan their writing by:
b. discussing and recording ideas
Week 5 –
Assessment Week
Black – Spoken Language
Red Comprehension/reading
Yellow – Spelling
Green – Grammar
Blue – Composition
Purple – Computing Link
Week 6 –
Black – Spoken Language
Red - Comprehension
Yellow – Spelling
Green – Grammar
Blue – Composition
Purple – Computing Link
Develop their understanding of concepts set out in
Appendix 2 by:
a. extending the range of sentences with more than one
clause
c. choosing nouns or pronouns appropriately
d. using adverbs
Plan their writing by:
b. discussing and recording ideas
Draft and write by:
d. in non-narrative material, using simple organisational
devices such as headings and sub-headings
Evaluate and edit by:
a. assessing the effectiveness of their own writing and
suggesting improvements
because ! Use resource ‘Exciting sentences’
Alan Peat to give the children structure to
their persuasive sentences and to highlight
examples – create word and sentence banks
for working walls.
Speaking and listening & Writing stage revise the overall structure of the writing –
look at examples of the main body of the
text – discuss with the children reasons why
we should recycle. Children present
arguments in groups and to the class ;agree
success criteria (steps to success) – look at
criteria for speaking and listening.
Next stage is to move the arguments into a
formal writing style. Again refer to Alan
Peat’s exciting sentences book and give
examples for the children to structure their
sentence writing
Week 7 –
Black – Spoken Language
Red - Comprehension
Yellow – Spelling
Green – Grammar
Blue – Composition
Purple – Computing Link
b. reading books structured in different ways
Retrieve and record information from non-fiction
Develop their understanding of concepts set out in
Appendix 2 by:
a. extending the range of sentences with more than one
clause
c. choosing nouns or pronouns appropriately
d. using adverbs
Plan their writing by:
b. discussing and recording ideas
Draft and write by:
d. in non-narrative material, using simple organisational
devices such as headings and sub-headings
Evaluate and edit by:
a. assessing the effectiveness of their own writing and
suggesting improvements
Editing process of the main arguments and
then look at the next stage which is the
introduction – what others think and the
conclusion. Children look at various examples
of intros, conclusions and other arguments –
comment on the structure, content of the
paragraphs. Agree on which ones are the
best and explain why
Model examples on the board – use shared
write and guided writing during this process