Gunter Primary School – Planning for English / Literacy
Year 5/6
Additional text-based units – The Highwayman by Alfred Noyes
Link - http://nationalstrategies.standards.dcsf.gov.uk/node/18648?uc=force_uj
Key aspects of learning
Empathy
Self-awareness
Creative thinking
Communication
.
Resources
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Highwayman: Unit
The Highwayman: Text
The Highwayman: Image
The Highwayman: Storyboard
The Highwayman: Group response grid
Objectives
Strand
1. Speaking
Drama
Most children will learn to:
Explore, develop and sustain ideas through talk
Y5 Tell a story using notes to cue techniques
Use dramatic techniques including working in role to explore ideas and texts
Create, share and evaluate ideas and understanding through drama
Y5 Reflect on how working in role helps to explore complex issues
Y6 Improvise using a range of drama strategies and conventions to explore themes such as hopes,
fears and desires
7. Understanding and interpreting texts
Retrieve, select and describe information, events and ideas
Deduce, infer and interpret information, events and ideas
Y5 Make notes on and use ideas from across a text to explain events or ideas
Y5 Explore how writers use language for comic and dramatic effects
Y6 Understand how writers use structure to create coherence and impact
8. Engaging with and responding to texts
9. Creating and shaping texts
Y6 Understand different points of view
Respond imaginatively, using different strategies to engage with texts
Evaluate writers' purposes and viewpoints and the overall effect of the text on the reader
Y5 Compare how a common theme is presented in poetry, prose and other media
Y6 Compare the usefulness of techniques such as visualisation, prediction and empathy in
exploring the meaning of
Use and adapt a range of forms suited to different purposes and readers
Make stylistic choices, including vocabulary, literary features and viewpoints or voice
Y5 To experiment with different narrative forms and styles to write their own stories
Teaching sequence phase 1
Session 1
Focus objectives
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To deduce information about a character from a visual text
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To offer opinions and provide evidence to support them
Key teaching approach
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Responding to illustration
Organise the class into groups and give each group a copy of the illustration by Charles Keeping on the cover of the book. See resources for a
copy of the illustration. Ask them to discuss what they can tell about the character from the illustration, who this person might be and what he
might be like. They should make notes in their literacy books, reading journals on sticky notes or large sheets of paper.
Bring the class back together and share their ideas and the evidence they have found. Record this on a flipchart or IWB, or by asking children to
come up and stick their notes around a copy of the picture. Keep these notes so that you can look back on them later in the unit.
Show the children the cover of the book and talk about the title. Ask them to turn to a partner and discuss what they know about highwaymen.
Make a list of their ideas about highwaymen and then show them the web page Stand and Deliver: The Highwaymen of Hounslow Heath (link
opens in new window).
Read and discuss the page with the class. This will give them useful background knowledge and create a context for the poem.
For homework, ask the children to find out some more about highwaymen.
Before the next session, allow time for the children to share any information they have found out about highwaymen and start a noticeboard to
display any pictures or information they have found.
Session 2
Focus objectives
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To develop the ability to listen to a story and make notes about the main points
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To give views based on response to a text and respond appropriately to the opinions of others
Key teaching approaches
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Reading aloud
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Discussion
Explain to the children that this book contains a poem that tells a story involving a highwayman. Ask them to listen carefully and see if they can
follow the story in the poem, who it involves and what happens to them. Read the poem to the class and then ask the children to talk with a partner
about what they have found out about the story. Discuss their ideas and make notes together about the characters and the story. Read the poem
again and this time, ask children to work in mixed-ability groups and think about what they liked and disliked about the poem and also anything
that puzzled them. Give each group a large grid to record their thoughts. A more experienced writer within the group should take the role of scribe.
(To download a grid, see resources.) Allow time for the children to discuss their responses and questions.
Session 3
Focus objectives
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To visualise a scene and respond to it pictorially
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To consider the ways that visualisation helps to gain a deeper understanding of a description of a setting
Key teaching approaches
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Visualisation
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Illustration
Reread the first three lines of the poem, then ask the children to close their eyes and visualise the setting. Talk with them about the language and
the kind of pictures it created for them. Ask them to choose one of the three lines to illustrate, using paint, inks, chalk pastels, crayons or coloured
pencils, adding their chosen line from the poem in pen and ink.
At the end of the session, ask each group to read out their line together, holding up their illustrations. Then talk with them about the kind of mood
these words create at the beginning of the poem and the ways that visualisation helped the children to picture the story setting. Display the
pictures on the wall with lines from the poem.
Session 4
Focus objectives
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To investigate the meaning of unfamiliar words
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To deduce information about a character from a description
Key teaching approaches
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Annotation
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Rereading and investigation
Before this lesson, prepare a class dictionary with pages labelled with the letters of the alphabet. Ask the children to work with a partner and give
each pair a verse from the poem. Ask them to look for any unfamiliar words in their verse and to investigate what these mean, using dictionaries or
the Internet. Then ask them to enter the words they have found directly into the class dictionary or to write them on paper or sticky notes so that
they can be entered properly later. Talk about these words as a class, focusing in particular on the beginning of the poem.
Give the children a copy of the second verse of the poem, which provides a description of the highwayman. Ask them to make annotated drawings
of him following the description in the text.
Session 5
Focus objectives
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To identify the key events in a story
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To use storyboarding as a means of recording the key events in a story
Key teaching approach
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Storyboarding
Reread the poem with the class again using an enlarged version of the text, displaying the poem on an IWB or flipchart so that the structure is
clear. To download a text version of the poem see resources. Talk about the separate verses and the sequence of events in the poem. You could
note the key events next to each verse as the children begin to identify them.
Then, ensuring that each pair has a copy of the poem, ask them to work with a partner and create a storyboard to illustrate the sequence of events
in the poem. See resources for a storyboard outline.
Teaching sequence phase 2
Session 6
Focus objectives
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To think from a character's viewpoint about the reasons for their behaviour
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To use drama strategies to explore characters' feelings
Key teaching approach
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Freeze-frame and thought tracking
Split the class into groups of six and ask them to create a 'freeze-frame' for the scene when Bess is tied to the bed, taking the parts of Bess, Tim
and the soldiers. Once they have prepared their freeze-frames, ask one or two groups to come to life and voice their thoughts in character. If
possible, keep a record of their drama by taking photos and noting what they say in role.
With some of the groups focusing on Tim the Ostler, some on the highwayman and some on Bess the landlord's daughter, ask them to look back
at the poem and find out all they can about their character and also think about the reasons he or she behaved as they did. They could make
notes on a large sheet of paper. Ask the groups to report back to the rest of the class at the end of the session. Discuss what has been found out.
Session 7
Focus objectives
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To think from a character's viewpoint about the reasons for their behaviour
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To reflect on the ways working in role helps you think about a character
Key teaching approach
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Hotseating
Start the session by discussing the drama activity and what the children thought about the different characters' feelings at that point in the story.
Ask the children to work with a partner and think about what they might ask Tim, Bess, or the highwayman (interviewed posthumously!) and what
this character might reply about what happened and why they behaved as they did.
With one member of the class in role as Tim, Bess or the highwayman, pose questions as a class to explore his or her motivation and feelings
about what has happened.
If the class are not familiar with this approach, then take the hotseat yourself.
Session 8
Focus objective
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To tell the story of The highwayman from the perspective of one of the characters, using notes
Key teaching approach
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Storytelling
Ask children to sit in a circle. Displaying an enlarged version of one of the story maps, explain that they are going to tell the story of the
highwayman from the point of view of one of the characters, using the story maps to help them. Model an opening to the story yourself as told from
the highwayman's point of view. Then invite members of the class to contribute to a joint telling of the story.
After this activity, explain to the class that they are going to work with a partner and tell the story of The highwayman from the point of view of one
of the characters: Bess, Tim or the highwayman. They can draw on the drama they have experienced to help them to think about the characters'
feelings, and can also use their storyboards. After they have practised, share some of these stories at the end of the session or tape-record them.
Sessions 9 and 10
Focus objectives
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To write a story from the viewpoint of one of the characters
Key teaching approaches
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Shared and individual writing
Tell the children that they are going to write the story of The highwayman from the point of view of one of the characters, based on the stories they
told in the previous session - from the point of view of Bess, Tim or the highwayman. Demonstrate how they might begin their writing by scribing a
possible first line for a story from the highwayman's point of view. Then take ideas from the class about how to continue with the next two lines.
Then ask the children to work independently and draft their own stories. When the stories are finished, the children should work with a response
partner to try to improve them, focusing in particular on making sure that they have really shown how their character was feeling. The finished
stories could be published as short chapter books and illustrated.
Teaching sequence phase 3
Session 11
Focus objectives
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To explore how writers use language for dramatic effect
Key teaching approaches
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Text marking and discussion
Read the first two verses of the poem out loud together and talk about the way it is written. Ask the children to discuss in pairs anything they notice
about the way the poet uses language. In the whole-class session, ask the children to feed back their thoughts. Record their thinking on a flipchart.
Their observations might include the use of rhythm and repetition, for example, and the way that this helps to create the effect of a horse galloping.
Introduce the concept of metaphor as children notice phrases such as 'The moon was a ghostly galleon'.
Session 12
Focus objectives
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To make decisions about how to perform a section of a poem dramatically
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To develop the ability to work collaboratively to perform a poem dramatically
Key teaching approach
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Poetry performance
Ask the children to work in groups to prepare a performance of a section of the poem. Invite them to make decisions about which parts to read
individually and which to perform altogether, and also where actions or sound effects might be needed. Gather the groups together to practise and
then perform the poem as a class. If possible, find a time when the class can perform the poem to other classes or perhaps to the school as a
whole.
Session 13
Focus objective
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To experiment with writing in the form of a narrative poem
Key teaching approaches
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Collaborative writing
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Poetry writing
As a shared writing activity, introduce the idea of writing an additional verse for the poem, describing a ghostly meeting between Bess and the
highwayman. Start the verse with a line from the poem such as: 'Over the cobbles he clattered' or 'the wind was a torrent of darkness'. Then ask
the children to work with a partner and write their own verses, perhaps from the point of view of a traveller witnessing the scene. Encourage the
children to add their own ideas but ask them to try to stick to the style and rhythm of the poem as much as possible.
Once they have drafted and improved their work with their partners, share the verses as a class.
The children could then redraft their verses, which could be included in a class book, with accompanying illustrations.
Sessions 14 and 15
Focus objective
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To collate and present information gathered on highwaymen using PowerPoint® and then present to the class
Key teaching approaches
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Discussion
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Research
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Presentation
Discuss with the class all the information they have found out about highwaymen from the poem and other sources. Organise the class into groups
of three and ask them to gather together information that the class has already found out. Then ask them to think of a question they would like to
find out more about, for example: how highwaymen were punished. They could use the website Stand and Deliver: The Highwaymen of Hounslow
Heath (link opens in new window) (link opens in new window) to add a little more information. They could organise and present it using a
presentation programme such as Microsoft PowerPoint®. Allow time for groups to present their work to the rest of the class or to other classes
within the school.
Opportunities for assessment
The Highwayman as a narrative poem is particularly strong in terms of plot, themes and character motivation and also has a powerful rhythm and
memorable language. It supports children who are moving from Level 3 to 4 in empathising with characters and inferring their feelings, thoughts
and motivations over the course of the narrative and also in considering the poet's use of language and the effects he has created.
In this unit, children are asked to search the text to locate evidence, to read the text closely for implicit meanings and to support their opinions by
referring to the text.
Some discussions take place in whole-class contexts; others take place in pairs and groups. Teachers or TAs can listen in and make discreet
notes on the discussions. Children are also frequently asked to make notes in their reading journals - these offer further opportunities for
assessment.
The poem also offers opportunities to explore the themes and dilemmas through drama. These activities offer all children the opportunity to
develop their understanding of the story.
Ongoing assessment opportunities
Class and group discussions
During the frequent opportunities for class discussions within the unit, the teacher could make brief notes after the session or a TA, if present,
could make notes during a session.
Teachers or TAs could set up guided reading or writing activities, using some of the activities in the unit, to make more closely focused
assessments with particular children who are working towards Level 4.
Notes can also be made, for example using the following framework, during group discussions and partner work. See resources for a framework
that supports the monitoring of children who are moving from Level 3 to Level 4.
See resources for a framework which supports the monitoring of children who are moving from Level 3 to Level 4.
Written work
Children's understandings can also be noted from their written work. In addition to the opportunities listed in the grid on page 10:
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the children's notes recorded in the class reading journal will demonstrate their understanding of characters' motivations and feelings
at key moments in the unit
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annotated drawings (sessions 2 and 6) will indicate children's ability to retrieve information from text
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children are asked to write in role at various points throughout the unit (e.g. sessions 9 and 11); this will indicate their ability to make
inferences about a character's feelings or motivation
Assessment opportunities With a particular focus on children moving from Level 3 to Level 4
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To be able to search text closely and to refer to the text when explaining ideas
Phase 1 - Session 5
The storyboards children create will indicate their understanding of the main
events in the poem
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To begin to make inferences (reading between the lines) and deductions (pulling
Phase 2 - Sessions 9 and 10
evidence together) including empathising with characters and their feelings, thoughts,
motivations and changes over the course of the narrative
Children's story writing will indicate their ability to empathise with a character and
infer motives.
Assessment opportunities With a particular focus on children moving from Level 3 to Level 4
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To discuss the author's use of language (e.g. to describe characters and settings)
Phase 3 - Session 11
The teacher or TA could listen in when children are discussing the language in
the poem with a partner to determine understanding of the reasons the writer has
used language in a particular way.
Sources: NC level descriptions
QCA's national test analysis at the end of Key Stage 2, published in Implications for teaching and learning (QCA 2004, 2005, 2006), show key pointers in helping children to
move from Level 3 to Level 4 in reading.
National Curriculum Level descriptions
Level 3
Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to
fiction and non-fiction, they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate
books and find information.
Level 4
In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters, beginning to use inference and
deduction. They refer to the text when explaining their views. They locate and use ideas and information.
Gunter Primary School – Planning for English / Literacy
Teacher :
Theme –
Additional text
based unit –
The
Highwayman by
Alfred Noyes
1/3
Support Staff :
Whole Class – Shared
reading / writing
-ORPhonics / Spelling /
Vocabulary / Grammar
Term :
Week beginning :
Group 1 -
Group 2 -
Group 3 -
Group 4 -
SEN
Low / middle
High / Middle
High
Monday
Tuesday
Wednesday
Thursday
Friday
Gunter Primary School – Planning for English / Literacy
Teacher :
Support Staff :
Term :
Week beginning :
Plenary
Theme –
Additional text
based unit –
The
Highwayman by
Alfred Noyes
2/3
Whole Class – Shared
reading / writing
-ORPhonics / Spelling /
Vocabulary / Grammar
Group 1 -
Group 2 -
Group 3 -
Group 4 -
SEN
Low / middle
High / Middle
High
Plenary
Monday
Tuesday
Wednesday
Thursday
Friday
Gunter Primary School – Planning for English / Literacy
Teacher :
Theme –
Additional text
based unit –
The
Highwayman by
Alfred Noyes
3/3
Monday
Tuesday
Wednesday
Support Staff :
Whole Class – Shared
reading / writing
-ORPhonics / Spelling /
Vocabulary / Grammar
Term :
Week beginning :
Group 1 -
Group 2 -
Group 3 -
Group 4 -
SEN
Low / middle
High / Middle
High
Plenary
Thursday
Friday
Gunter Primary School – Planning for English Extension Sessions
AF1 – ‘Use a range of strategies, including accurate decoding of text, to read for
meaning’.
AF3 – ‘Deduce, infer or interpret information, events and ideas from text.
AF5 – ‘Explain and comment on writers’ use of language, including grammatical
and literary features at word and sentence level.’
AF7 – ‘Relate texts to their social, cultural and historical contexts and literary
traditions.
AF2 – ‘Understand, describe, select or retrieve information, events or ideas from
text and use quotation and reference to the text.’
AF4 – ‘Identify and comment on the structure and organisation of texts, including
grammatical and presentational features at text level.
AF6 – ‘Identify and comment on writers’ purposes and viewpoints and the overall
effect of the text on the reader.
Indicate – Home reading text : Guided reading text and Key AF : Follow-up work : Handwriting / other
Group A
Monday
Tuesday
Wednesday
Thursday
Group B
Group C
Group D
Friday