Name of Text:The Twits, The BFG, The Witches Unit: Narrative Unit 1, Stories from significant authors. Year Group: 5 Term: 1 part 1 Week Beg: 5/11/07
Plan, tell and write complete stories with a clear sequence of events and showing how one event leads to another; use detailed description and powerful verbs to evoke setting and portray characters.
Participate in group discussion by offering reasons for their opinions supported by evidence, summarising ideas, reaching agreement and presenting ideas to an audience.
Talk about books by a favourite author, explaining why they enjoy them and how and why the books were written.
Learning outcomes For Phase 1:
Read stories by a significant children's author including a serialised class novel. Children express their response with reference to other books they have read by the same author. Visualise setting, make predictions about plot and note story structure. Compare story openings and experiment with different types of opening.
Learning outcomes For Phase 2:
Explore aspects of an author's style by comparing themes, settings and characters in different stories. Focus on characterisation and make inferences about the author's perspective on a particular character. Review conventions of dialogue: what it reveals about plot or character. Write a new scene for a story in the style of the author.
Learning outcomes For Phase 3:
Explore the idea of a 'significant author' by collecting information about an author. Draw on children's own responses, survey popularity in the class or school and collect background information. Children work collaboratively in groups to research an author of their choice and make a presentation to the class.
Learning outcomes For Phase 4:
Write a new story inspired by a favourite book or author. Include elements based on reading, for example an interesting story opening or language used to create a particular comic or dramatic effect. Vary the length of sentences to achieve particular effects.
1998 Framework Objectives:
Year 5, Term 1: T1 openings; T2 compare story structure; T3 presentation of characters; T4 links with author's experience; T9 active attitude towards reading; T10 evaluate books; T11 experiment with story openings; T12 appeal of established authors; T14 map out texts; T15 write new scenes or characters.
S5 difference between direct and reported speech; S7 how dialogue is set out.
Overall Unit Target:
Most children learn to:
(The following list comprises only the strands, numbered 1 through 12, that are relevant to this particular unit.) 3. Group discussion and interaction Plan and manage a group task over time using different levels of planning
Understand different ways to take the lead and support others in groups
Understand the process of decision making
7. Understanding and interpreting texts Infer writers' perspectives from what is written and what is implied
Explore how writers use language for comic and dramatic effects
8. Engaging with and responding to texts
Reflect on reading habits and preferences and plan personal reading goals
Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts
9. Creating and shaping texts Experiment with different narrative forms and styles to write their own stories
11. Sentence structure and punctuation Punctuate sentences accurately, including using speech marks and apostrophes
12. Presentation Adapt handwriting for specific purposes, for example printing, use of italics
Group and classify words according to their spelling patterns and their meanings
Sentence Structure and Punctuation.
Blue emphasised text signifies end-of-year (EOY) objectives within Mathematics and Early Learning Goals (ELG) within Foundation Stage. In Years 1 to 6, Literacy does not have end-of-year (EOY) objectives.
Adapt sentence construction to different text-types, purposes and readers
Speaking, Listening, Group work, Drama Focus Read and compare stories by significant children's authors. Include at least one serialised class novel and draw on children's wider reading for examples.
Map and compare story structure in different stories. Compare story openings.
Explore aspects of an author's style, for example themes, settings, typical characters. Make links with children's own reading habits and preferences. Look at different ways of presenting characters, for example dialogue, action, description, and discuss response.
Explore meaning of text through prediction, visualisation and empathy with characters.
Develop particular aspects of written narrative: experiment with story openings; write new scenes or characters into a familiar story in the style of the author; organise scenes using paragraphs effectively.
Children can express their opinion of a story with reference to other work by the same author.
Children can visualise a setting and make predictions about events that might happen there.
Visualise a setting and make predictions about events that might happen there (discussion, questioning). Write alternative openings for a familiar story using, for example, dialogue, description or an event (marking and feedback).
Phase 1: Reading and response. Introduce the unit by reading and responding to a short story by an author with whom children are likely to be familiar. Children read a variety of different books. (6 days)
Children can talk about the distinctive features of an author's style by referring to characters, themes, settings or use of language.
Children can write a new scene for a story in the style of the author. They can organise the scene into a sequence of paragraphs.
(see also Grammar for writing, Year 5 unit 36
Demonstrate understanding of an author's style by writing a new scene for a story in the style of the author; scene is organised into a sequence of paragraphs (marking and feedback).
Phase 2: Analysis, response and writing
Explore aspects of the author's style by making generalisations about recurring themes or settings, typical characters and their use of language. Refer to stories read together and draw on children's wider reading.(5 days)
Children can work effectively as part of a group to research a significant author and make a presentation to the class.
Work as part of a group to research a significant author and make a presentation to the class; individuals take on a specific role in the group and play a role in planning what needs to be done and negotiating problems (teacher observation, feedback from groups).
Phase 3: Speaking, listening and writing
Explore the idea of a 'significant author' by researching information about the author you are reading in class. Pose questions for research. (4 days)
Children can write a complete story with a sequence of events arranged into paragraphs, linked with a range of connectives and varying sentence length
(see also Grammar for writing), Year 5 unit 34
Write a complete story with a sequence of events arranged into paragraphs, linked with a range of connectives and using varying sentence length (marking and feedback against agreed success criteria).
Introduce the writing task by asking children to reflect on a favourite author or text. They consider what it is that they like about it and use this as the starting point for their own writing (5 days)
Spelling Objectives and Sentence Level Objectives
Week 1: To investigate, collect and classify spelling patterns in pluralisation, construct rules for regular spellings, e.g. add s to most words; add es to most words ending in s, sh, ch; when y is preceded by a consonant, change to ies; when y is preceded by a vowel, add s
Week 2:Know and use less common prefixes and suffixes such as im-, ir-, -cian
Week 3:To investigate, collect and classify spelling patterns in pluralisation, e.g. change f to ves
Week 4:To identify word roots, derivations, and spelling patterns, e.g. sign, signature, signal; bomb, bombastic, bombard; remit, permit, permission, in order to extend vocabulary and provide support for spelling.
Year Group 5
Fiction Yr 5 N1
Unit Novels and stories by significant children’s authors
No. of Weeks 4
Speaking and Listening (S 1 – 4)
Text Level – reading (S 7 / 8)
Text Level – writing (S 9 / 10)
Plan and manage a group task over time using different levels of planning
Understand different ways to take the lead and support others in groups Understand and use a variety of ways to criticise constructively and respond to criticism
Infer writers' perspectives from what is written and from what is implied Understand underlying themes, causes and points of view
Compare different types of narrative and identify how they are structured Understand how writers use different structures to create coherence and impact
Explore how writers use language for comic and dramatic effects Recognise rhetorical devices used to argue, persuade, mislead and sway the reader
Reflect on reading habits and preferences and plan personal reading goals Read extensively and discuss personal reading with others, including in reading groups
Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts Sustain engagement with longer texts, using different techniques to make the text come alive
Experiment with different narrative form and styles to write their own stories Use different narrative techniques to engage and entertain the reader
Vary the pace and develop the viewpoint through the use of direct and reported speech, portrayal of action and selection of detail Select words and language drawing on their knowledge of literary features and formal and informal writing
Sentence Level (S 11)
Punctuate sentences accurately, including using speech marks and apostrophes
Use punctuation to clarify meaning in complex sentences Adapt sentence construction to different text-types, purposes and readers
Word Level (S 6)
Spell words containing unstressed vowels
Know and use less common prefixes and suffixes such as im-, ir-, -cian
Group and classify words according to their spelling patterns and their meanings
Spell familiar words correctly and employ a range of strategies to spell difficult and unfamiliar words
Use a range of appropriate strategies to edit, proofread and correct spelling in their own work, on paper and on screen
Presentation (S 12)
Adapt handwriting for specific purposes, for example printing, use of italics
Use different styles of handwriting for different purposes with a range of media, developing a consistent and personal legible style
Key Outcome To write a new story inspired by a favourite book or author.
Differentiate the outcome according to curricular targets and needs of the class.