Literacy Unit Summary Plan
Name:
Class:
Outcomes
The unit finishes with group presentations of
information that the children have
discovered about highwaymen from the
poem, class discussions and additional
research
Year Group: Year 5 or 6
This narrative poem, written in 1913, tells a
tragic tale of love, jealousy and bravery.
With evocative language, a powerful rhythm
and strong patterning, it is ideal for
performance.
Term:
1. Speaking
Explore, develop and sustain ideas through talk
Y5 Tell a story using notes to cue techniques
4. Drama
Use dramatic techniques including working in role to explore ideas and texts
Create, share and evaluate understanding through drama
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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
It is important to read the poem to and with
the class several times during this unit.
Teachers should read the poem and the
teaching sequence before starting work on
the unit with the class. Sessions are for
guidance only. The length of time each
aspect of the sequence will take depends on
the ways they are developed by the teacher,
the amount of time allowed for different
activities such as discussion and also the
prior experience of the class, for example,
with drama techniques.
Week Beginning:
Objectives
The overarching core learning outcomes for the key stage are indicated in italics. Relevant objectives from Years 5 and 6 are indicated under the strands.
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Overview: This unit of work lasts three
weeks
Additional Unit: The Highwayman
Retrieve, select and describe information, events or ideas
Deduce, infer and interpret information, events or ideas
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Y5 Make notes and use evidence from across a text to explain events and ideas
Y5 Explore how writers use language for dramatic effect
Y6 Understand how writers use structure to create coherence and impact
Y6 Understand different points of view
8. Engaging and responding with texts
Respond imaginatively, using different strategies to engage with texts
Evaluate writers’ purposes and viewpoints and the overall effect of the text on the reader
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Y5 Compare how a common theme is presented in poetry, prose and other media
Y5 Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts
9. Creating and shaping texts
Use and adapt a variety of forms suited to different purposes and readers
Make stylistic choices, including vocabulary, literary features and viewpoints or voice
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Y5 To experiment with different narrative forms and styles to write their own stories
Phase 1 – approx 5 days
Phase 1: Learning outcomes:
Resources:
Phase 1 of the unit (sessions 1–5)
introduces the children to the historical
context of the poem and
the characters and setting. They develop
an understanding of the story told in the
poem and plot the main events. Children
also look closely at unfamiliar language
and investigate word meanings.
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The Highwayman - Text
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To deduce information about a character from a visual
text
To offer opinions and provide evidence to support them
To develop the ability to listen to a story and make notes
about the main points
To give views based on response to a text and respond
appropriately to the opinions of others
To visualise a scene and respond to it pictorially
To consider the ways that visualisation helps to gain a
deeper understanding of a description of a setting
To investigate the meaning of unfamiliar words
To deduce information about a character from a
description
To identify the key events in a story
To use storyboarding as a means of recording the key
events in a story
Phase 3 – approx 5 days
Phase 3 Learning outcomes:
Phase 3 of the unit (sessions 11–15)
focuses on the language and rhythm of
the poem. The children perform the poem,
look closely at the language and
experiment with writing in a similar style.
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Pha P
se 2 h
–
a
appr s
ox 5 e
day
s
2
Pha
se 2 L
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the a
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(ses n
sion i
s 6– n
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focu
To explore how writers use language for dramatic effect
To make decisions about how to perform a section of a
poem dramatically
To develop the ability to work collaboratively to perform a
poem dramatically
To experiment with writing in the form of a narrative
poem
To collate and present information gathered on
highwaymen using PowerPoint and then present to the
class
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PDF 49.7KB
RTF 162KB
The Highwayman - Image
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PPT 349KB
The Highwayman - Storyboard
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PDF 55.7KB
RTF 78.5KB
The Highwayman - Unit

PDF 99.6KB
RTF 416KB
Word 526KB
The Highwayman - Group response grid
PDF 22.8KB
RTF 8.86KB
Word 259KB
Word 45KB
Word 26.5KB
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