Year 4 Autumn term – Britain at War (link to Remembrance Sunday)
Evacuation poems http://microsites2.segfl.org.uk/view_page.php?id=1499
1
2
3
4
5
Stories with Historical Setting (Outbreak Alison Prince/War
Games James Riordan)
Literacy
ICT
(12)
Unit 4A Writing for different audiences
Assessment
7
8
9
Recounts (newspaper story
about bomb
dropping/children evacuated)
10
11
Writing
questions for
visitor
DT
(10)
12
13
14
Writing a radio play including sounds - issues
of evacuation include radio commercials
Newspaper recount of a bomb dropping
Uses of electricity
Health and safety
Simple circuits
Conductors/ insulators
Science
(10)
6
Poetry Exploring Form (War
poems/ remembrance day
poems)
Sound record of radio play with sound effects
Circuits to perform functions
(DT)
Circuits to perform functions
(DT)
Design and make an alarm
to protect something
precious (science)
Design and make an alarm to
protect something precious
(science)
Mixing solids
and water
Heating
materials
Reversible
changes
Unit 4C Journeys
(sketches from train journey watercress line/journey artwork
based upon lines and symbols e.g seen in aboriginal
journeys)
Art
(10)
Geog
(0)
What was
WWII?
When did it
take place?
History
(20)
What was
the Blitz?
How the war
effected
children
(Jews)
Why were
children
evacuated?
What was it like to be an
evacuee? (letter home)
How the war
effected
people
What people
ate
What was it
like for
children in
the war?
What was it
like for local
children?
Unit 14 Singing games (singing in rounds,
war time songs, Pack up your Troubles in
your Old Kit Bag, It’s a Long Way to
Tipperary)
Music
(10)
PSHCE
(8)
Current affairs – find out
about current wars in the
world
(community cohesion)
Songs for Christmas
School procedures and
feeling good
Trips
Christmas
time war
WW1
football
match
Ups and Downs in relationships
Getting on and falling out
Visitor in to
talk about
the war
Evacuation trip – Watercress line (Tuesday) [Needs to be as soon as poss at start of term]
Discrete
1
Maths
PE
(24)
RE
(12)
MFL
(6)
2
expectations in maths
and revisit of mental
calculations, use of
apparatus, revision of
basic operations
3
4
A1
5
Assessment
Striking and fielding games
6
7
B1
8
9
C1
10
11
D1
12
13
14
E1
Invasion games
Puja
Symbolism of light (Christmas)
My family
*when planning use skills progression documents
Celebrations
Year 4 Spring Term – Home and Away (Kathmandu and our School Environment)
1
2
3
Stories from Other Cultures
(Rama and Sita, Seasons of
Splendour Madhur Jaffry, The
Tiger Child)
Literacy
ICT
(12)
4
5
6
Information Texts
(about Kathmandu and Nepal)
Assessment
Science
(10)
Investigate
books with
moving parts
DT
(10)
Art
(10)
Research
animals found
in Nepal
Animal
adaptation
8
9
Poetry Creating Images
(Christina Rossetti, Wind)
Text and media (present information about Kathmandu and Nepal in a variety of ways)
Research
plants found in
Nepal
Plant
adaptation
7
Food chains in
Nepal
11
12
Stories which Raise Issues (linked to the environment The Great Paper
Caper, The Red Moon)
Spreadsheets (record data
collected about rubbish in school)
Spreadsheet skills
Use and make
keys to identify
plants and
animals (on
school site)
10
Plant
classification
Animal
classification
Importance of
classification
Design book (story from another
culture)
Make book and evaluate
Unit 4A Viewpoints
(using the school setting as a location for a dream scene)
Geography
(24)
Set up travel
agency
Location How
would you get
to Kathmandu?
History
(0)
Music
(6)
PE
(24)
PSHCE
(8)
RE
(12)
Human and
physical
features
Weather
Work
Similarities and
differences
Unit 8 What is the environment like
in school
Dances
Painting with sound (linked to dreams in art) QCA Unit 13
Dance (Nepali dance?)
Gymnastics
Changes in Families
Keeping safe outside school
Good over Evil (Divali)
The Pascal Candle (Easter)
Indian dance
Parents/ grandparents in to talk about Kathmandu
Trips
Unit 21Ideas for improving the local
area (writing letters to the council,
local litter pick)
(community cohesion)
Investigate school rubbish and
recycling
Field trip of the
local area
Invite police in
to talk about
safety
10
11
Discrete
1
Maths
MFL
(6)
2
A2
3
4
Assessment
5
B2
Days, Weeks and Months
*when planning use skills progression documents
6
7
C2
C2
8
9
D2
E2
Weather
12
Year 4 Summer Term: Space Traveller and Health
1
Literacy
ICT
(12)
Science
(20)
2
3
4
5
6
7
Explanatory texts
(Until I met Dudley,
Stories set in Imaginary Worlds
Assessme
Wallace and Gromit
(science fiction)
nt
Cracking Contractions
design and make a
machine for…)
Databases (create and interrogate a database of planets or link to aliens created by
the class)
How the sun appears to
move
Sun, Earth and Moon
Light sources
Other planets
Explain shadows and
reflection
look at pictures of aliens/
planets
Draw pictures of aliens
and planets using
different materials Make
textile alien
Art
(10)
Geography
(0)
History
(0)
Music
(6)
RE
(12)
PSHCE
(10)
Trips
9
Exploratory
text continued
10
11
12
13
Exercise
Human body
Circulatory
system
Teeth
Skeleton
Persuasive Texts (link to DT)
(creating adverts for own healthy food
Use flips to create adverts
Health Diet
and Food
groups
Investigate and evaluate current healthy snacks
Design a healthy snack for a child, a footballer,
etc.
Make a healthy snack for a child, a footballer,
etc.
Theme week
DT
(10)
8
Advertising jingles
(compose jingle for health snack)
Space journeys QCA Unit 18
Avatar
Water as a symbol (link to health)
Changes and the way
ahead
Book a rocket to Mars!! Or the science museum or lookout or intech
It’s good to be me
(keeping healthy)
School nurse or dental nurse
Discrete
1
Maths
PE
(24)
MFL
(6)
2
A3
3
4
Assessment
5
6
B3
7
8
9
C3
10
11
C4
OAA
Net and wall games
On the way to school
School subjects
*when planning use skills progression documents
12
13
C5
Week 1 Wednesday
Week 1 Tuesday
Week 1 Monday
Objectives
Text/Speaking/Listening
1. Offer reasons and evidence for
their views, considering alternative
opinions.
7. Explain how writers use
figurative and expressive language
to create images and atmosphere.
8. Interrogate texts to deepen and
clarify understanding and
response.
Compare & contrast poems. (T7)
Investigate how descriptions are
built up from small details. (T1)
6. Know and apply common
spelling rules.
7. Explain how writers use
figurative and expressive
language to create images
and atmosphere.
8. Interrogate texts to
deepen/clarify understanding
and response. Compare &
contrast poems. (T7) Spell
words with double
consonants. (W5)
1. Respond appropriately to the
contributions of others in the light
of differing viewpoints.
8. Read extensively favourite
authors or genres and experiment
with other types of text.
Compare poems, discussing
preferences. (T7) Find out more
about poet. (T8)
Word/Sentence
Show poem 1 in the Animated Poems: The Wind
(1st 2 pages). Discuss poem – who wrote it?
(Christina Rossetti) Show 2nd poem: Storm Wind
(pp 3-4). Point out that this is on same theme, written
by same poet. Read 3rd poem: Whistling Wind (p5),
also same theme/poet. Discuss poems’ content: first
poem is about the wind’s invisibility, second is about
the wind’s effect, third is about the wind neverending. Explain that over the next 2 days, we shall
compare these poems, looking carefully at each one
& analysing the use of lang. Read through each
poem again. Point out how words and rhythms are
simple but effective.
Turn to the 2nd poem: Storm Wind. Read it
through again. Write the word ‘apple’ on the
f/c. Discuss what the word evokes –
something familiar, safe, homey (as opposed
to the ‘danger’ of the ships out at sea). Why
has the poet used this word? (For contrast.)
Teach word work now
Discuss how we will write our poem
comparisons today. We shall start by outlining
similarities & differences, then move on to
explain our preference for one poem – giving
reasons relating to the chosen poem.
Independent group activities
Look on last page at words ‘wandering’
& ‘whistling’. Ask chn if they know what
the words mean? Give chn 2/3 mins to
work in pairs & write a definition of
either word. Click on face icon on p5.
Chn then compare their definition with
the one given. Point out that even
though we know what the words mean,
they are hard to define! Look again at
the poem & show how each word
chosen is exactly the right word for the
context! They are powerful verbs.
Turn to the 4th page, and click on
the face icon. Point out the
double ‘p’ in apples. Brainstorm
some other words with double ‘p’,
puppy, supper, happy, shopping,
pepper. Discuss the common
spelling patterns. Underline the
words with a double ‘p’ and
briefly mark these in dictionary
order, looking at 3rd and 4th
letters if necessary. Spelling
bank p21.
Return to Text work
Easy
Working with teacher,
and using hard copies
(see poster book) chn
list the similarities
between the three
poems. They then work
individually to pick their
favourite, and to begin to
analyse what they like
about it, making notes.
TD
Easy/Medium
Chn write their poem comparisons, starting
with a paragraph about what is the same in
the three poems. They then go on to say
what is different, moving into a statement
about which poem is their favourite. They
can then give at least three reasons, each
of which refers to a different aspect of the
language or sound or content of the poem.
TD
Outcomes
Medium/Hard
Chn work in pairs to list
similarities between the 3
poems. They then pick a
preferred poem & start to
analyse why it is their favourite,
looking at (i) the words used;
(ii) rhythms and rhymes; (iii)
content (as outlined in the
whole class session). They
make notes of their ideas
under each of these headings.
Children can:
1. Compare &
contrast poems by
the same poet.
2. Explain why they
prefer a particular
poem.
Medium/Hard
3. Using evidence
from the text.
Hard
Chn write their poetry
comparison – discussing the
similarities and differences with
specific references to the
language and content of all
three poems. They then write a
concluding paragraph
describing their favourite poem
and giving reasons.
Children can:
1. Spell words with
double consonants.
2. Compare &
contrast poems by
the same poet.
3. Explain why they
prefer a particular
poem.
Plenary
Choose some chn to give at least one reason why they chose the poem as
their favourite.
Re-read all three poems in the Animated Poems. Discuss the fact that these are all written by
Christina Rossetti. Ask chn when they think the poems were written. Say that we shall find out
a bit about this poet. Go to the first poem and click on the face icon. Read the facts about
Christina Rossetti and discuss what else we might find out. Look at short biography taken from
The Works 3 (week’s resources). Go to both of these sites:
http://www.englishverse.com/poets/rossetti_christina_georgina &
http://www.penguinclassics.co.uk/nf/shared/WebDisplay/0,,49155_1_10,00.html. Find some
information and discuss how what we know affects how we read her poetry.
Easy/Medium/Hard
Provide chn with a wide variety of short poems by Christina
Rossetti (see week’s resources). Chn work in groups of 3
reading some of the poetry. Chn sort them into types of poem
and then choose different criteria: eg for adults/for chn, about
nature or religion, happy and joyful or sad and yearning. TD as
appropriate
Plenary
Which poem or group of poems is their favourite? Why?
Children can:
1. Compare &
contrast poems by
the same poet.
2. Find out more
about a poet.
Week 1 Friday
Week 1 Thursday
Objectives
7. Explain how writers use
figurative and expressive
language to create images
and atmosphere.
9. Choose and combine
words, images and other
features for particular
effects.
6. Know and apply common
spelling rules. 6. Distinguish
the spelling and meaning of
common homonyms. 9.
Choose and combine words,
images and other features
for particular effects. Use a
rhyming dictionary. W13
Objectives
Week 2 Tuesday
Week 2 Monday
7. Explain how writers
use figurative and
expressive language to
create images and
atmosphere.
9. Choose and combine
words, and other features
for particular effects.
8. Interrogate texts to
deepen and clarify
understanding and
response.
9. Choose and combine
words, and other features
for particular effects.
Compare & contrast
poems. (T7)
Text/Speaking/Listening
Read In the Bleak Mid-Winter (see
week’s resources). – do chn recognise
this poem? A Christmas carol – one of
Christina Rossetti’s religious poems.
What scene does it describe? The
nativity. What would the weather be like
in Bethlehem in December? Snow is rare
in Israel. Does the poem create a picture
in chn’s minds?
Word/Sentence
Independent group activities
Write on the f/c: Earth stood hard as iron,
Water like a stone. What do we call phrases
like this? Similes. Can chn suggest other
examples of similes, eg as black as night, as
white as snow. Can chn find other similes in
Christina Rossetti’s poetry? Usually similes can
be recognised by the use of as … as … or …
like … Discuss how similes can help the poet
build a vivid word picture.
Look in particular at the short poems describing nature. They rhyme. Is
the rhyme scheme/pattern always the same, ie ABAB or AABB, etc?
Analyse some of the poems as a class to find the rhyme
scheme/pattern. Does the rhyme scheme/pattern remain constant
throughout the poem? Not in all cases, eg in Hurt no Living Thing (see
week’s resources). it is: ABABCDDC. Do chn like rhyming poetry?
Why/why not? Do rhyming words always have the same letter string?
Look at examples in the poems, eg leap & creep, die & fly, away & grey,
birth & earth, etc. Show chn how to use a rhyming dictionary.
Word/Sentence
Text/Speaking/Listening
Reread Hurt no Living Thing. What do chn notice about lines 4 and 5?
Underline ‘cricket chirping cheerily’ and ‘light of leap’. What do we call
this effect? Alliteration. The words start with the same phoneme. Can we
find any other examples of this technique in Christina Rossetti’s poems?
Write a list of creatures on the f/c, eg lion, gorilla, deer, kingfisher, eagle,
cat and ant. As a class find an alliterative verb, adjective and/or adverb
to describe them.
Outcomes
Easy
Medium/Hard
Chn write a list of similes to describe
As Easy, but ensure you
a particular scene, eg a garden, a
include descriptions of
motorway, a beach or a playground.
colours, sounds, smells,
A garden might include colours of
textures and tastes, ie use
flowers, textures of paths & earth,
all the senses. Then draw it!
smells of summer, etc. Then draw it!
TD with Hard
Plenary
Make a class collection of similes that might be useful in chn’s own
writing.
Write ‘The wind (1) nearly blew the
washing away.’ And ‘He had to wind
(2) up the grandfather clock.’ What do
the chn notice about the two
underlined words? Do both words
mean the same? They are called
homonyms (homographs) – spelt the
same but with a different meaning.
Easy/Medium/Hard
Work in pairs to find words that rhyme with words
that have common letter strings (week’s
resources). These lists will help with writing their
own poetry next week. Choose there own word
linked to wind to fill the final column. Check that
words do rhyme with wind (1) and not with wind (2)
and note that wind (1) is tricky to find rhymes for!
Some egs are given.
Children can:
1. Recognise similes,
particularly as used
in poems.
2. Create and use
similes.
Children can:
1. Recognise a
rhyme pattern.
2. Find different letter
strings that rhyme.
Independent group activities
Easy
Try to find an alliterative adjective to describe
the given nouns (week’s resources). The
examples given could be useful for writing
their own poems later this week.
Medium
Same as Easy but
use a powerful verb
and adjective for
each noun.
Outcomes
Hard
Same as Medium but try
to use adverbs as well
as adjective and
powerful verbs.
Children can:
1. Recognise and
use alliteration.
Plenary
Share some of the alliterative adjectives and adverbs and powerful verbs that describe their noun.
Look at the rhythm of some of the poems, eg The Wind poems contrasted to
Diamond or Coal, Uphill, In the Bleak Mid-Winter and Remember.(see week’s
resources). Clap out rhythm as read poem as a class. What do we call the words or
parts of words that we clap as the beat? Syllables. Do all the lines have the same
number of syllables or beats? Does each verse have the same structure? Give the
chn time to look at a particular poem in pairs, before analysing them as a class. Do
poems have to have all lines of the same length (number of syllables)? Why/why
not? What effect does it have if a line is shorter or longer than those around it?
Easy/Medium/Hard
Chn work in groups to prepare and perform one of the ‘wind’ poems. They will recite it
and can add sound effects to help create the appropriate atmosphere. Chn could use
percussion instruments or their own voices to create the sounds in time to the rhythm.
Note how the rhythm of the poems helps to create different effects.
Plenary
Groups share their prepared poem with the rest of the class in turn. It is helpful to split
the class if possible, so that two adults have half each – this way the presentations are
to only half the class, and go quicker!
Children can:
1. Count
syllables.
2. Prepare and
perform a poem.
Week 2 Friday
Week 2 Thursday
Week 2 Wednesday
Objectives
9. Show imagination
through the language
used to create
atmosphere or
suspense.
9. Choose and combine
words, and other
features for particular
effects.
Identify the use of
powerful verbs. (S3)
Text/Speaking/Listening
Teach this second:
Explain that today and tomorrow we shall
write our own poem on the same theme of
‘wind’. Today we shall brainstorm powerful
words and useful images to include in our
poems. Discuss the diff contexts chn might
use as settings for their ‘wind’ poem. It
could be wind whistling round a tower, or in
bed at night, in the playground, or on a
bike…
9. Develop and refine ideas in
writing using planning and
problem-solving strategies.
9. Show imagination through
the language used to create
atmosphere or suspense. 9.
Choose and combine words,
and other features for particular
effects.
Identify & use adverbs. (S4)
2. Compare the different
contributions of words and images
in animated poems.
12. Write consistently with neat,
legible and joined handwriting.
(W15, W16, W17)
12. Use word processing
packages to present written work
and continue to increase speed
and accuracy in typing.
Word/Sentence
Teach this first:
Read Animated Poems again.
Discuss/list some of the powerful
verbs: moaning, trembling, bow
down, whistling, etc. Click on the
face icon on p3. Talk about
difference it makes using
‘moaning’ rather than ‘blowing’,
etc. Discuss how poets use
powerful verbs.
Teach this second:
Look at the work the chn did yesterday.
Discuss how, using imagery, descriptive
phrases, powerful verbs and carefully
chosen adverbs they can make their poems
as descriptive as possible. Remind chn of
features expected in their poems: Use
similes, alliteration, powerful verbs, adverbs,
rhythm and rhyme. Create picture with
words.
Independent group activities
Easy
Chn work in pairs and write
descriptive sentences about the wind.
They should try to use powerful
verbs, similes (comparisons), eg
‘wind as gentle as a feather’s touch’,
‘The wind howls like a lonely wolf
around the playground.’ Encourage
them to write 2 or 3 really good
sentences.
Teach this first:
Discuss the work chn did yesterday on
powerful verbs and the use of descriptive
imagery. Write ‘The leaves trembled’ & ‘the
leaves trembled violently’ and discuss the
difference. Replace ‘violently’ with ‘gently’.
Explain that both words are adverbs. Try out
some other phrases with/without adverbs:
‘The wind echoed (noisily) round the
chamber’. Note the difference.
Look at the images in the Animated Poems: The Wind (or Poster Book).
What effect do the images have? How does the layout help to create the
mood or atmosphere? Explain that chn are going to add an image to their
poetry to help create the mood or atmosphere. They will paint a picture
with words and images. Remember that a new line in poetry usually starts
with a capital letter, even if it does not follow a full stop.
Remind chn of the criteria for a successful poem:
Similes, alliteration, powerful verbs, adverbs, rhythm and rhyme AND an
image.
Scroll down for Success Criteria and book and website lists
Outcomes
Medium/Hard
Chn brainstorm in pairs or groups of 3 and write
several descriptive sentences about the wind.
They decide on their poem’s setting and then
focus their descriptions around that setting. They
should try to use similes (comparisons), and also
powerful verbs. Stress that today they are thinking
about descriptive lang & the images they create –
they don’t worry about rhythm or rhyme today!
TD
Children can:
1. Recognise and
use powerful
verbs.
2. Use similes.
Easy/Medium/Hard
Chn write their wind poem, basing it on the work they did yesterday.
Think about adding adverbs to improve their poem. They should
consider aspects such as rhythm and rhyme. They may wish to copy
one of the simple rhyming patterns used by Christina Rossetti. Write as
a first draft. Check their own work – spelling, punctuation and layout.
TD with Easy group
Plenary
In pairs give feedback to each other based on list of suggested features.
Chn will redraft tomorrow. Give 3 stars for each wish (see resources).
Children can:
1. Edit their own
work.
2. Respond
appropriately to
each other’s work
3. Use adverbs
for effect.
Easy/Medium/Hard
Chn redraft their poem as appropriate and then they can write it out neatly. Some chn
could word process their poems. Chn create separate images to illustrate their poems.
Publish the chn’s poems in a class anthology of ‘Wind Poems’ or hang them (mounted
on card) near a window or door in the classroom where any breeze can move them.
Children can:
1. Use neat,
joined handwriting
or
2. Present their
work using ICT.
3. Explain how to
create the mood
& atmosphere in
poem.
Success criteria for the block – these should be selected & adjusted to match the specific needs of the class being taught.
Easy
Medium














Compare & contrast poems by the same poet
Explain why they prefer a particular poem
Recognise and with help use similes
With help find different letter strings that rhyme
Begin to recognise and use alliteration
Count syllables
Prepare and perform a poem
Recognise and begin to use powerful verbs
Edit their own work
Respond appropriately to each other’s work
With help use adverbs for effect
Use neat, joined handwriting
Use ICT to present their work
Begin to explain how to create the mood & atmosphere
in a poem















Compare & contrast poems by the same poet
Explain why they prefer a particular poem using evidence
from the text
Recognise and begin to use similes
Recognise a rhyme pattern
Find different letter strings that rhyme
Recognise and use alliteration
Count syllables
Prepare and perform a poem
Recognise and use powerful verbs
Edit their own work
Respond appropriately to each other’s work
Begin to use adverbs for effect
Use neat, joined handwriting
Use ICT to present their work
Explain how to create the mood & atmosphere in a poem
Hard















Compare & contrast poems by the same poet
Explain why they prefer a particular poem using evidence
from the text
Recognise and use similes
Recognise a rhyme pattern
Find different letter strings that rhyme
Recognise and use alliteration
Count syllables
Prepare and perform a poem
Recognise and use powerful verbs
Edit their own work
Respond appropriately to each other’s work
Use adverbs for effect
Use neat, joined handwriting
Use ICT to present their work
Explain how to create the mood & atmosphere in a poem
Books
The Works 3: A Poet for Every Week of the Year chosen by Paul Cookson ISBN: 978-0330415781
Poster Book: The Wind on Hamilton website
Animated Poems: The Wind on Hamilton website
Websites
http://www.englishverse.com/poets/rossetti_christina_georgina and http://poetry.poetryx.com for a selection of Christina Rossetti poems
http://www.penguinclassics.co.uk/nf/shared/WebDisplay/0,,49155_1_10,00.html
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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
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