Medium / Short Term Literacy plan – Year 5/6 – Sapphire Class
Unit: Older Literature – Charles Dickens
Year: 5/6
Unit: U4/ Older Literature
Phase:
Number of days: 15
Duration: 3 weeks
Texts/Multi media to be used:
Week Beg: 5th November 2012
Phase outcomes:
Reading:
Oliver Twist by Charles Dickens
 To read older literature
Film Education: Oliver Twist
 Chn will identify the narrative voice of Charles Dickens in Oliver Twist;
PowerPoint Oliver Twist Lessons
 Chn will learn to select and deduce information from the text
http://www.filmeducation.org/olivertwist/teac  Chn will learn to identify the Cockney dialect and the that the language is constantly changing
hercentre/index.html
Writing:
Microsoft word/publisher/ PowerPoint
 To write a diary entry
 Chn will make notes about the structure of a story;
 Chn will find adjectives to describe the main character from Oliver Twist;
 Chn will compare dialogues in Oliver Twist and find the similarities and differences between
characters;
 Chn will answer in writing why does Oliver speak in Standard English.
 Chn will use dictionary to find the meaning of words, their origin and their part of speech
 Chn will use the script of a scene from Oliver Twist and transmute it into a screen version (script-toscreen)
 Chn will use the point/ evidence/ explanations structure to analyse quotations from the text
Speak and listen for a wide range of purposes in different contexts
Strand 2 Listening and responding
 Identify some different aspects of talk which vary between formal and informal.
Read for a range of purposes on paper and on screen
Strand 6 Word structure and spelling
 Know and use less common prefixes and suffixes such as -im, -ir, -cian.
Strand 7 Understanding and interpreting texts
 Infer writers’ perspectives from what is written and from what is implied.
Strand 8 Engaging with and responding to texts
 Reflect on reading habits and preferences and plan personal reading goals.
Write for a range purposes on paper and on screen
Strand 9 Creating and shaping texts
 Reflect independently and critically on own writing and edit and improve it.
 Adapt non-narrative forms and styles to write fiction or factual texts.
 Vary pace and develop viewpoint through the use of direct and reported speech, portrayal of action and selection of detail.
Strand 10 Text structure and organisation
 Experiment with the order of sections and paragraphs to achieve different effects.
Strand 11 Sentence structure and punctuation
Punctuate sentences accurately including the use of speech marks and apostrophes.
Word/Sentence
Level Learning
Intention
Have a set of
words on the
board – can the
children
rearrange to
create a
sentence –
where are the
nouns, verbs,
adjectives?
1
Main
Learning
Intention
To find out
background
information
about the
Victorian era
to help you
place Oliver
Twist in a
social and
historical
context
Read Chapters 1
and 2 of Oliver
Twist to the
children.
Success
Criteria/
Targets
By outcome on
this occasion:
Chn will identify
the narrative
voice of Charles
Dickens in
Oliver Twist;
Chn will learn
to select and
deduce
information
from the text
Example of Direct Teaching
Explain to the children that the Unit is going to look at old
literature – Oliver Twist by Charles Dickens. This includes
historical information on workhouses and life in Victorian
London, helping you to develop a picture of what Britain was
really like at the time. Using this historical information, you
can contrast the lives of rich and poor during Victoria's reign
and consider how Dickens' novel reflects this.
Oliver Twist reflects a major thematic concern for author
Charles Dickens, that of social justice. This is reflected in his
description of character types and narrative structure. His
interest and concern with highlighting the plight of the poor
and the attitudes within society towards them.
Tell chn. that Dickens was concerned with writing for a wide
increasing literate public, meaning that his audience were
able to recognise his shape characterisations and insightful
social commentary.
Key questions and assessment
 What clues the writer gives about Oliver Twist?
 How the author does keep the interest of the reader?
 What is narrative voice?
What is the tone used by a writer?
Diff Activities
Focus group in bold.
Pupils research
about Oliver’s
London, Rich and
Poor, about Dickens
on the website
www.filmeducation.
org . They make
notes for each topic
and try to analyse
what they found out
by comparing with
today’s society:
Examples:
 Oliver’s London
vs. Teacher’s
London
 Rich & Poor in
Victorian times
vs. Rich & Poor
today
Plenary
Take feedback from the children
about their deductions.
Chn to play the game on the
Activities page on the
filmeducation website
(http://www.filmeducation.org/ol
ivertwist/activities/game.html ).
Explain that they will have to
answer questions correctly to
avoid the three terrible fates that
await the character. If you don't
know the correct answer then
you can take a guess but be
careful: if you fail to answer
enough questions correctly this
orphan's story may not have a
happy ending!
AFL
Children to add information found to the working wall.
2
Children to have a
copy of first 2
chapters of Oliver
Twist. Children to
scan read and
highlight any
unfamiliar words.
Look up in
dictionary for
definition and add
to working wall.
SEN children to
have words
To
explore a
theme
contained
within the
text
Context:
diary
entry/tho
ught
bubble of
Oliver
(poor)
* Think of Oliver
in a particular
situation
* What might
he be thinking
or feeling?
Recap what has happened in the first 2 chapters of Oliver
Twist. Children to discuss in groups of 4. Children to write
down 1 thing that has happened in the first two chapters of
the novel. Move to next table and add to their groups sheet
– by the end should have a good understanding of the first
two chapters. Add to working wall.
What is the main theme Dickens is trying to portray – the
difference between rich and poor.
Get children to stand in two opposite lines facing each
other. Explain that this is a conscience alley – explain that
this process helps us understand the decision a character
has to make in a story. At the start Oliver is deciding
SN – thought bubbles of Oliver
when he was told he was going
to have to ask, as he was
walking towards Mr Bumble and
in the cellar.
LA – as above but extend
sentences to think carefully
about his feelings.
MA – to write a short diary entry
of the day when he ‘asked for
more’.
Plenary
Choose chn to read
their diary
entries/thought
bubbles and conclude
how many of us like
living in a city and
how many wished to
have lived in a rural
place and why.
prepared for them
in CinP – use
dictionary to find
definition.
AFL
Read Chapter 3 and 4 at some point during the day.
3
AFL
4
AFL
5
AFL
whether to ‘ask for more’. As the character walks down the
‘alley’ whisper their thoughts to Oliver.
Model to the children the thought bubble of Oliver as he
walked towards Mr Bumble.
HA – to write a short diary entry
of the day when he ‘asked for
more’