English

Autumn 1 - A Bear called Paddington

Key Learning

Towards the end of the unit, children will be writing their own Paddington Adventure story. By then children will be able to:

• Use subordination for time.g. when, before and after
• explore and identify complex sentences using a range of conjunctions. g. when, before, after, while, until.
• use a comma to separate clause in complex sentences where the subordinate clause appears first.
• identify, generate and effectively use noun phrases. g. The blue butterfly with shimmering wings…
• select vocabulary from a vocabulary banks
• use inverted commas to punctuation direct speech (speech marks)

Explore the clips before to familiarise yourself with Paddington.

Paddington meets the Brown family http://www.viewpure.com/sCgnuhb45ik?start=0&end=0

Mr Brown joins Paddington for tea http://www.viewpure.com/VBku6tXLDo4?start=0&end=0

Autumn1 - Biographies

Key Learning

During this unit we will be exploring a number of author biographies before researching a popular author and writing our own.

By the end of the unit, children will be able to:

• recognise key features of a biography including the structural layout and language features
• understand and use subheadings
• use subordination for time.g. when, before and after
• explore and identify complex sentences using a range of conjunctions. g. when, before, after, while, until.
• use a comma to separate clause in complex sentences where the subordinate clause appears first.
• be able to write in the past tense
• write in the third person

Autumn 2 –

The Tin Forest

Key Learning

Towards the end of the unit, children will be writing their own version of The Tin Forest. By then children will be able to:

· To understand and use the correct determiners ‘a’ and ‘an’ in sentences

· To identify and use adverbs

· To identify and use a range of prepositions

· To write complex sentences using a range of conjunctions e.g. if, so, although.

· To use the perfect form of verbs

· To identify, generate and effectively use noun phrases. e.g. The blue butterfly with shimmering wings…

· To select vocabulary from a vocabulary banks

We first had a hook lesson in which we recycled rubbish into beautiful things. We made flowers out of scrap paper and used them on our display.

Here are some words that were unfamiliar to the children, so we spent some time exploring them.

We sequenced the story.

We have also been practising our grammar using the 'i model'. The children really enjoy orally rehearsing their sentences using our microphones. Here are some of the subordnating clauses we wrote.

Here is a picture of our Talk For Writing story plan of The Tin Forest.

We boxed up the story and then innovated each part with our own ideas for our own story.   We had some choices to help us innovate the story.

Should I choose an apple or a doughnut for a snack?

Mission:  To write a persuasive letter about eating healthy  

 Use intonation, tone and volume

Identify key language features of persuasive text

To explore vocabulary

Plan a persuasive letter

Hook lesson 

We started by tasting the two items.  

We came up with lots of ways to decribe them and make them sound appealing. Then we created a zone of relevance for both the apple and the doughnut. The children had to decide which words were most appealing and put them nearer the center.

Then we took part in a drama activity called conscious alley. Here is how it works and a picture of us doing it.

For and against eating a doughnut as our snack.

Spring One

Stone Age Boy

Key Learning: Story as a theme

• Children will raise questions to deepen understanding.
• Make predictions based on details stated.
• Identify, discuss, collect and explain new vocabulary.
• Explore vocabulary
• To make inferences
• Write a letter in role.
• Orally retelling a story.
• Discuss and record ideas for planning.
• Children will innovate their own story.

Children raised questions to deepen understanding by using the question hand.

I can see...

Tell me more...

The children made predictions based on details stated.

Identify, discuss, collect and explain new vocabulary.

Drama Activity: Magic Mirror  

The children have been looking at spelling past tense verbs correctly, subordinating conjunctions and prepositions. 

We have been learning about the features of discussion texts. A discussion text presents arguments and information from different viewpoints. We discussed whether it would be better to live in the Stone Age or the present day. Here are some of our discussion points. 

Spring Two

The Iron Man

Key Learning

We will be exploring the Iron Man character in detail before using the Talk 4 Writing techniques to develop our own story.

By then children will be able:

· To make predictions about the book

· To visualise a character

· To make comparisons between a film and a chapter in the book

· To identify key points within a text

· To use drama to explore the thoughts and feelings of characters

· To a dictionary and thesaurus to improve writing skills.

KL: Prediction 

KL: Interpret ideas to visualise a character

We looked at the front cover of our new book. We predicted where the stroy may be set, what the title tells us about the story, what we thought the book was going to be about and who we thought the main charcaters were going to be.

We then attempted to draw our very own Iron Man.

KL: Comparisons

On Tuesday, We began to read the beginning of the story which describes the Iron Man. Later we watched a video clip. We made a table discussing what we thought was the same and what we thought was different in the video clip compared to the text. Down below are some of the similarities and differences we found.

Iron Man - Chapter 1 (Video clip) : https://youtu.be/ycgfA-7udHs

The Iron Man vocabulary.

Kl: Identify key points in a text

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KL: To generate questions

KL: Identifying effective verbs

KL: Role on the wall

KL: Point and evidence

KL: Short burst

KL: Sequence and chunk the plot

KL: Innovate a story.

KL: To use adverbs in opening paragraphs

KL: To use inverted commas

Explore the clips before to familiarise yourself with Paddington.

Paddington meets the Brown family http://www.viewpure.com/sCgnuhb45ik?start=0&end=0

Mr Brown joins Paddington for tea http://www.viewpure.com/VBku6tXLDo4?start=0&end=0

Summer 1: Playscripts 

Key Learning

KL: To know what a playscript is

KL: To act out different emotions

KL: Features of a playscript.

KL: To identify feuatures of a playscript

KL: Changing a story into a playscript

KL: Identify main events within a text

KL: Plan dialogue between people

KL: Plan a playscript

KL: Write a playscript including adverbs.

KL: To know what a playscript is 

KL: Identify the features of the playscript.

KL: Changing a story into a playscript

KL: Identify main events within a text

KL: Plan dialogue between characters

KL: Plan a playscript

KL: Write a playscript including adverbs

KL: Edit and improve

KL: Research

KL: What we already know about the Romans

KL: Raise questions about a topic

 KL: Vocabulary

KL: Give / explain the meaning of words in context

KL: identify the key ideas within a paragraph.

KL: to plan a non-chronological report

KL: evaluate information texts

KL: to include technical vocabulary.

KL: to consider the layout of a non- chronological report.

KL: to inclide technical vocabulary

KL: non- chronological report

KL: raise questions to deepen ideas and understanding

KL: Use tone and intonation when reading

KL: Explain the meaning of unfamiliar words

KL: use tone, intonation and volume when reading out loud.

KL: to explore vocabulary.

KL: to explore unfamiliar vocabulary.

KL: prepare poems to read loud.

KL: identify and discuss the purpose, audience, structure and language.

KL: slow write.

KL: read and analyse poetry to plan and write their own version.

KL: read and analyse poetry to plan and write their own version 

KL: use inverted commas to punctuate direct speech (speech marks).

KL: include expanded noun phrases.