Literacy Unit Summary Plan
Name:
Class:
Year Group: Five
and Six
Narrative Unit
Scripts
Term:
Week Beginning:
Outcome:
Objectives
Write a script. Use scriptwriting techniques to guide performers on how the
script is to be presented. (Marking and feedback against agreed success
criteria).
In order that children make effective progress in core skills across the year, it is important that these Strands are planned for in every
unit:
Take part in a performance/recording of a script, performing confidently and
accurately (Teacher observation, self-evaluation).
Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1
Strand 6 – Word Structure and Spelling at KS2.
Strand 11 – Sentence Structure and Punctuation at both key stages.
These are in addition to the Objectives listed below.
Overview
This unit blends elements of narrative with elements of non-fiction. The unit
has 4 phases, with oral, written and performance outcomes and assessment
opportunities at regular intervals. It is probably best placed in the spring term,
prior to the national tests.
Prior Learning
Check that children can recall the basic features of playscripts:
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Plays are divided into sections called scenes
The setting is often briefly described at the beginning of a scene
Every speech by a character starts on a new line
Each speech starts with the character's name
Speeches are not punctuated with speech marks
Stage directions are used to show actions or how characters are to speak
Stage directions may be written in brackets or italics
Characters arriving and leaving are described as entrances and exits
Resources
The following resources are to support the learning and teaching of literacy
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End of KS2 short writing task 2004 - radio advertisement
Grammar for writing: Years 5 & 6
Writing flyers
Comprehension flyers
Previous QCA KS2 reading and writing tests
Previous NLS planning exemplification: Y6 Term 3 Revision Unit: Reading
& Writing Narrative
Rationale for medium term planning in Y5
1. Speaking
 Year 5 - present a spoken argument, sequencing points logically, defending views with evidence and making use of persuasive
language
 Year 6 - use the techniques of dialogic talk to explore ideas, topics or issues
2. Listening and Responding
 Year 5 - Identify some aspects of talk which vary between formal and informal occasions
3. Group discussion and interaction
 Year 5 - Plan and manage a group task over time using different levels of planning
 Year 5 - Understand different ways to take the lead and support others in groups
 Year 6 - Understand and use a variety of ways to criticise constructively and respond to criticism
4. Drama
 Year 5 - Perform a scripted scene making use of dramatic conventions
 Year 5 - Use and recognise the impact of theatrical effects in drama
6. Understanding and interpreting texts
 Year 5 - Compare different types of narrative and information texts and identify how they are structured
 Year 5 - Explore how writers use language for comic and dramatic effects
7. Engaging with and responding to texts
 Year 5 - Compare how a common theme is presented in poetry, prose and other media
 Year 6 - Compare how writers from different times and places present experiences and use language
8. Creating and shaping texts
 Year 5 - Reflect independently and critically on own writing and edit and improve it
 Year 5 - Adapt non-narrative forms and styles to write fiction or factual texts, including poems
 Year 5 - Select words and language drawing on their knowledge of literary features and formal and informal writing
9. Text structure and organisation
 Year 5 - Experiment with the order of sections and paragraphs to achieve different effects, including pace and emphasis
10. Sentence structure and punctuation
 Year 5 - Adapt sentence construction to different text types, purposes and readers
 Year 5 - Punctuate sentences accurately, including use of speech marks and apostrophes, to clarify meaning in complex
sentences.
12. Presentation
 Year 5 - Use a range of ICT programs to present texts
 Year 5 - Use different styles of handwriting for different purposes with a range of media, developing a consistent and personal
legible style.
Phase 1:
Phase 1 Learning outcomes
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Teacher illustrates the use of prepared scripts as the basis for a wide range of features on television, radio and other
media. Children consider these broadcasts, establishing and comparing purpose. Children practise reading and
answering questions about fiction and play scripts.
Model reading and analysis of a narrative text extract with highlighting, note-making, etc. Follow this up with
appropriate pupil (group?) reading activity.
Use the same or different but similar texts to demonstrate, and then explore in group work, different types and levels
of (national test) questions and how best to answer them. (Materials and approaches for this and the next activities
could possibly be drawn from previous NLS planning exemplification Y6 Term 3 revision units: Narrative reading see resources)
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Children recognise the use of a script in a range of broadcast material and identify the
broad purposes of that material.
Children recall and understand how to go about reading a narrative or playscript text,
are aware of a range of questions and how to answer them and can improve their own
answers
Phase 2 (3 days): Listening, analysis
Phase 2 Learning outcomes
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Children review the television/radio extracts again, this time looking for similarities and differences, for example:
- One voice or several voices
- Speech only or other effects (e.g. music)
- Single presentation style (e.g. weather forecast) or mixture of styles (e.g. a 'mini-play' within an advertisement)
- Entirely scripted or including some non-scripted material (e.g. documentary including interviews)
Assemble a collection of several good examples of short narratives/plays (some possibly written by children)
covering a range of genres.
For a different stimulus and audience children plan and write a narrative text/playscript in a different genre (possibly
under 'test conditions' and/or drawing on a task from previous QCA tests.) with a focus on including the elements of
an effective story.
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Children analyse a range of broadcast material, identifying commonalities and
differences.
Children understand what the key elements and features are of an effective short
narrative.
Children understand what the key elements and features are of an effective short
playscript.
Children can write a narrative and playscript effectively for a particular audience,
drawing on and combining different language and organisational features as
appropriate.
Phase 3 (3 days): Listening, evaluating and analysing scripted broadcasts
Phase 3 Learning outcomes
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Present additional examples of broadcast material (or review previous examples) and discuss the criteria by which
the impact of these scripts could be evaluated, e.g. clarity of information, extent to which they capture and hold
attention, entertainment value (e.g. use of humour), memorableness (e.g. use of alliteration or other device in an
advertisement), etc.
Review language differences in use of formal and informal language and relate those to audience and purpose - e.g.
contrast between news and advertisement, contrast between news broadcast on stations catering for different
audiences.
Share, analyse and discuss some of the outcomes. Evaluate particularly against agreed criteria for using varied
sentences, but then also adding onto this previous consideration of how well key elements and features of an
effective story have been used and combined to fulfil the writing task. Consider how to improve.
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Children recognise the structure and language features of a range of broadcast
material
Children construct a wide variety of sentences, punctuate them correctly, and use
them effectively in writing narrative for a particular audience
Phase 4 (6 days): Writing a script; Playing with paragraphs
Phase 4 Learning Outcomes
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Demonstrate how to write a script on a non-fiction theme, making connections with what children have already
learned about the conventions of playscripts. Consider the possible use of fiction within the non-fiction theme of the
script - e.g. use of a 'miniplay' to illustrate a point, or the construction of a pseudo-documentary which purports to be
a factual analysis of something which is in fact entirely imaginary.
Identify theme(s) for children's scripts, for example: a radio advertisement; an audio-guide to the school or a part of
the locality; a documentary dealing with an issue studied in another part of the curriculum, etc.
Establish the form of presentation, for example a performance of the script to be recorded using a form of ICT
(consider use of a recording format which would allow them to save their own and others' presentations onto
portable music players).
Share, analyse and discuss some of the outcomes. Evaluate in particular against agreed criteria for using
paragraphs in narrative, but also adding onto this the previous consideration of using effective story elements and
features and varying sentences so that the unit is cumulative. Consider how to improve.
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Children plan, research and write a non-fiction script
Children work together to deliver a polished performance of a script and can evaluate
their own performance
Words for both reading and spelling will be drawn from the curriculum area that links
with this unit
Word reading strategies: use shared reading opportunities to demonstrate how to read
technical or other unknown words
Use spelling session structure from Year 2 and Year 3 planning exemplification to plan
work from the Spelling Bank
Children construct meaningful and cohesive paragraphs, and use them effectively in
writing non-fiction for a particular audience
*materials and approaches for this unit could possibly be drawn from 2002 NLS
planning exemplification: Y6 Term 3 Revision units: Reading & Writing Narrative