Let's Talk Literacy 6 Teacher's Planning Booklet

Let'sTalk

Literacy y English Core Skills r a m i r P

6th Class Teacher’s Planning Booklet The Educational Company of Ireland

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Contents Page Introduction

1

Yearly Plan

2

Fornightly Planning for Units Unit 1

5

Unit 11

40

Unit 2

8

Unit 12

44

Unit 3

11

Unit 13

47

Unit 4

14

Unit 14

50

Unit 5

16

Unit 15

53

Unit 6

20

Unit 16

56

Unit 7

24

Unit 17

58

Unit 8

28

Unit 18

62

Unit 9

32

Unit 19

65

Unit 10

36

Unit 20

68

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Introduction Let’s Talk Literacy is a series of books designed to support the development of pupils’ literacy skills from First to Sixth Class. The programme considers all aspects of the Primary Language Curriculum (2015). Each unit addresses:

• • •

Comprehension Vocabulary Grammar

• •

Oral language Writing genres and the writing process.

Each book features a variety of fiction and non-fiction texts as well as engaging extracts from novels and poems. The series introduces interesting characters to guide pupils through each book. A continuous story is developed through cloze and comprehension activities.

Comprehension strategies are explained before reading tasks. The pupil is encouraged to use these strategies. The vocabulary explored in each unit is sourced from the comprehension piece, allowing the pupil to see the words in context. A selection of lower and higher order questions also follow each comprehension piece.

Oral language is addressed independently in each unit. Oral language tasks are integrated with the content of the unit and are also representative of the learning outcomes of the new Primary Language Curriculum.

A progressive approach to grammar is taken throughout the series, with a range of activities provided to suit varying abilities. Extension activities are also provided throughout the textbook to further challenge pupils.

The series has focused on all writing genres and a variety of opportunities has been provided for pupils to engage with each genre. Pupils will develop an awareness of the structure and specific language associated with each genre.

Digital resources are available at www.edcolearning.ie to provide opportunities to reinforce the learning objectives introduced in the textbook.

Teacher planning documents are also provided. These documents are reflective of the textbook content and take the new Primary Language Curriculum planning requirements into consideration. They are also fully editable and are easily integrated into personal planning documents.

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Yearly Plan Date: ________________ September

October

Comprehension Strategy Reading

Oral Language

Grammar

Writing

Prediction

Million-Pound Painting Shredded!

Choose an article from a newspaper. Make an oral presentation based on the article.

(Pair work.)

Capital letters

Recount

Countess Markievicz

Tell your partner about the most important female role model in your life. (Question-led pair discussion.)

Punctuation

Recount

Poem – Sick Day

Think about a time when you wanted to avoid doing something.

(Question-led pair discussion.)

Dictionary work

Cloze – Peace Once More

Novel extract – A Chase in Time

Imagine that you have a magical secret. (Pair work.)

Nouns

Cloze – Wally’s Snoring

Prediction

Revision and Assessment November

2

Declunking

Harry’s Plan

Have you ever surprised someone or been surprised yourself? (Pair discussion.)

Verbs

Narrative writing

The Emperor’s New Clothes

Have you ever been afraid to admit something? Imagine the conversation. (Pair work.)

Prepositions

Narrative writing

Let’s Talk Literacy 6th Class – Teacher’s Planning Booklet

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December

Comprehension Strategy Reading

Oral Language

Grammar

Declunking

Novel extract – Miss Carter

Describe your favourite pop star or Contractions sportsperson. (Pair work.)

Cloze – Eviction Notice

For Sale

Can you think of examples of injustices that are taking place in the world around you? (Pair work.)

Characters

Adjectives

Writing

Revision and Assessment January

February

March

Making connections

Making connections

Novel extract – Ella’s Secret

Persuasive argument. (Whole class Nouns presentation.)

Cloze – Nickname

Should Bullies Be Bullied Back?

Imagine that you have been bullying a classmate and have been called to the Principal’s office. Act out the conversation.

(Pair work.)

Adverbs

Persuasive writing

Children Under Thirteen Should Not Be Allowed On Social Media.

Deliver a speech to the class on why you think boxing should/ should not be banned. (Class presentation.)

Similies

Persuasive writing

Poem – Stopping By the Woods On a Snowy Evening

Have you ever been to a place that you didn’t want to leave?

(Question-led pair discussion.)

Synonyms and antonyms

Cloze – Garda Barkley

What is your favourite meal to make? (Pair work.)

Pronouns

Writing to socialise – Informal letters

What kind of values do your parents try to teach you? (Pair discussion.)

Quotation marks

Writing to socialise – Formal letters

Determining importance Letter from Tata Dear Teacher

Revision and Assessment

Yearly Plan

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Comprehension Strategy Reading April

May

June

Oral Language

Grammar

Writing

Determining importance Novel extract – A Slice of Think of a story that a grown-up Conjunctions the Moon once told you. Retell it to the class.

(Class presentation.)

Cloze – William Cuisine

Scanning

How Do Birds Fly?

Imagine that you are a swallow Homophones and have just returned from Africa.

(Pair work.)

Explanation writing

Scanning

How is Glass Made?

Make a list of as many crafts as you can. (Pair work.)

Syntax

Explanation writing

Poem – Adventures of Isabel

Can you think of a time when you acted courageously? (Pair discussion.)

Prefixes

Cloze – Blaze

Synthesising

Novel extract – A boy called Hope

Share your dreams with your partner. (Pair discussion.)

Apostrophes

Cloze – Famous Chef

Synthesising

Wonderful Wally

Imagine that you and your friend Compound words have to raise money for charity.

(Pair work and class presentation.)

Social media

Revision and Assessment

4

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Unit

1

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

6th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 3

2: Motivation and choice 5 & 6: Vocabulary/Demonstration of understanding

Pair work and class presentation: Choose an article from a newspaper and make a short presentation to the class, p. 5

Understanding

Reading

Communicating

1: Engagement

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

6: Vocabulary Exploring and using 8 & 9: Response and author’s intent/ Comprehension

Million-Pound Painting Shredded!, p. 2 Comprehension strategy: Prediction, p. 2 Comprehension questions: Quiz Time!, Think About It!, p. 3 Word Work: Vocabulary development, p. 3

CM

Learning Experiences

CM

Pupils will be enabled to Develop an understanding of new vocabulary through discussion of the story Million-Pound Painting Shredded!

Choose an article from a newspaper. Summarise the article in their own words and make a short presentation to the class.

Pupils will be enabled to: Use the illustration and title of the story to make predictions.

Read and respond to the story Million-Pound Painting Shredded!

Discuss new vocabulary and complete Word Work activities.

Unit 1 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 3

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 6: Purpose, genre and voice

7: Writing process and creating texts

Word Work: Vocabulary development, p. 3

Grammar: Capital letters, p. 4

Writing: Recount genre, p. 5

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Complete a cloze activity and create sentences to show understanding of new vocabulary.

Recognise when capital letters should be used and complete written activities.

Develop an understanding of the recount genre.

Identify the features of the recount genre.

Choose a recount title. Plan and create a recount piece.

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Let’s Talk Literacy 6th Class – Teacher’s Planning Booklet

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Plan and write a newspaper recount about a burglary in the local post office.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary written tasks

Oral language presentation

SESE, History: Research the famous painter Banksy.

Visual arts: Create a Banksy inspired painting sharing a specific message with the class.

Lower and higher order questions.

Differentiation of written tasks and use of extension activities depending on pupil ability.

predict, title, illustration, capital letters, article, recount, past tense, genre

Story vocabulary ruse, auction, elaborate, identify, graffiti, controversy

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 1: Capital letters.* *Grammar resources are available for download at www.edcolearning.ie

Unit 1 Fortnightly Plan

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Unit

2

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 7

Reading

2: Motivation and choice Understanding 5 & 6: Vocabulary/ Demonstration of understanding Exploring and using 11: Information giving, explanation and justification.

Pair work: Tell your partner about the most inspiring female role model in your life, p. 9

Communicating

1: Engagement

Countess Markievicz, p. 6

Understanding

2: Motivation and choice 3: Conventions of print

Comprehension strategy: Prediction, p. 6

6: Vocabulary

Comprehension questions: Quiz Time!, Think About It!, p. 7

Exploring and using 8 & 9: Response and author’s intent/Comprehension

8

6th Class

Word Work: Vocabulary development, p. 7

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story Countess Markievicz.

Describe and discuss the most inspiring female role model in their lives. Explain how that person gained their respect and admiration. Identify the aspects of her personality that they would like to copy.

Pupils will be enabled to: Use the illustration and title of the story to make predictions.

Read and respond to the story Countess Markievicz.

Discuss new vocabulary and complete Word Work activities.

Let’s Talk Literacy 6th Class – Teacher’s Planning Booklet

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 7

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Word Work: Vocabulary development, p.7

Identify the correct word for each definition and complete sentences to show understanding of new vocabulary.

5: Vocabulary Exploring and using 6: Purpose, genre and voice

CM

Learning Experiences

CM

Grammar: Punctuation, p. 8 7: Writing process and creating texts Writing: Recount genre, p. 9

Understand what the term punctuation refers to. Write sentences using the correct punctuation. Rewrite the story extract with punctuation.

Identify features of the recount genre.

Choose a famous person that they admire. Research their achievements. Write a recount about the important events in their lives.

Unit 2 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Research another Irish historical figure. Write a personal recount of the important events in their lives.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary written tasks

Lower and higher order questions.

SESE, History: Stories from the lives of people in the past; Era of change and conflict.

Teacher observation of pupils reading their written work aloud to peers

Differentiation of written tasks and use of extension activities depending on pupil ability.

predict, title, illustration, punctuation, full stop, question mark, exclamation mark, comma, recount, genre, past tense

Story vocabulary estate, nationalist, strike, executed, parliament

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 3 and PCM 4: Punctuation.* *Grammar resources are available for download at www.edcolearning.ie

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Let’s Talk Literacy 6th Class – Teacher’s Planning Booklet

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Unit

X 3

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

6th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 11

Reading

2: Motivation and choice Understanding 5 & 6: Vocabulary/Demonstration of understanding Exploring and using 11: Information giving, explanation and justification

Pair work: Think about a time when you wanted to avoid doing something, p. 13

Communicating Understanding

Sick Day, p. 10

1: Engagement 3: Conventions of print 6: Vocabulary

Exploring and using 8 & 9: Response and author’s intent/ Comprehension

Comprehension strategy: Prediction, p. 10 Comprehension questions: Quiz Time!, Think About It!, p. 11 Word Work: Vocabulary development, p. 11

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the poem Sick Day. Engage in pair discussion.

Tell their partner about a time that they wanted to avoid doing something.

Explain what excuse they used and if it worked out as planned.

Pupils will be enabled to: Use the illustration and title of the poem to make predictions.

Read and respond to the poem Sick Day. Discuss new vocabulary and complete Word Work activities.

Unit 3 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 11

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

5: Vocabulary

Word Work: Vocabulary development, p. 11

Grammar: Dictionary work, p. 12

Cloze procedure: Peace Once More, p. 13

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Write the correct word for each definition and complete sentences to show understanding of new vocabulary.

Show understanding of alphabetical order and how to use a dictionary.

Write lists in alphabetical order and find the correct definitions for words.

Complete the cloze procedure introducing the character of Paige Turner.

12

Let’s Talk Literacy 6th Class – Teacher’s Planning Booklet

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Identify the rhyming couplets in the poem. Experiment in pairs how to perform the poem for the class.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary tasks

Differentiation of written tasks and use of extension activities depending on pupil ability.

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

predict, title, illustration, dictionary, alphabetical order, cloze

Poem vocabulary fatal, nauseated, fever, mosquito, feeble, decompose

Grammar PCM 5 and PCM 6: Dictionary work.* *Grammar resources are available for download at www.edcolearning.ie

Unit 3 Fortnightly Plan

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Unit

4 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

6th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 15

2: Motivation and choice

Pair work: Imagine that you have a magical secret, p. 17

Understanding

Reading

3: Social conventions and awareness of others 5: Vocabulary

Exploring and Using 11: Information giving, explanation and justification Communicating 1: Engagement Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

6: Vocabulary Exploring and using 9: Comprehension

A Chase in Time, p. 14 Comprehension strategy: Prediction, p. 14 Comprehension questions: Quiz Time!, Think About It!, p. 15 Word Work: Vocabulary development, p. 15

14

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract A Chase in Time.

Imagine that they have a magical secret. Role-play the conversation that they have when sharing this secret with a friend.

Pupils will be enabled to: Use the illustration and title of the story to make predictions.

Read and respond to the story extract A Chase in Time.

Read and discuss comprehension questions.

Discuss new vocabulary and complete Word Work activity.

Let’s Talk Literacy 6th Class – Teacher’s Planning Booklet

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 15

2: Motivation and choice Understanding

3: Conventions of print and sentence structure 5: Vocabulary

CM

Word Work: Vocabulary development, p.15 Grammar: Nouns, p. 16 Grammar: Revision, p. 18 Cloze Procedure: Wally’s Snoring, p. 17

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Write the correct word for each definition and create sentences to show understanding of new vocabulary.

Understand that nouns are naming words. Differentiate between common nouns and proper nouns.

Recognise and use common nouns and proper nouns.

Complete the cloze procedure.

Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: What do you think will happen next in the story A Chase in Time. Write and draw a prediction for the story. With your class, read the story to discover if any of the class predictions are correct.

Reading tasks will be completed with varying levels of support.

Key vocabulary predict, title, illustration, common noun, proper noun, magical, role-play, conversation

Comprehension questions Vocabulary written tasks

Lower and higher order questions.

Differentiation of written tasks and use of extension activities depending on pupil ability.

Cloze procedure

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Assessment, p. 19

Grammar PCM 7 and PCM 8: Nouns.*

Story vocabulary scrolls, aristocrat, ripple, reflection, ordinary, passage

*Grammar resources are available for download at www.edcolearning.ie Unit 4 Fortnightly Plan

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Unit

5 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

6th Class

Strand

Element

Learning Outcome

Oral Language

Communicating

1: Engagement, listening and attention Word Work: Vocabulary acquisition, p. 21 2: Motivation and choice

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Exploring and using 11: Information giving, explanation and justification

Topic

Pair discussion: Have you ever surprised someone or been surprised yourself?, p. 23

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the narrative Harry’s Plan.

Think about a time that they surprised someone or were surprised by someone.

Describe what happened to a partner.

12: Description, prediction and reflection

16

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

Harry’s Plan, p. 20

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Comprehension strategy: Declunking, p. 20

6: Vocabulary Exploring and using 9: Comprehension

Comprehension questions: Quiz Time!, Think About It!, p. 21

Word Work: Vocabulary development, p. 21

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of the comprehension strategy of declunking.

Check the text for difficult words that may need declunking.

Read and discuss comprehension questions.

Discuss new vocabulary and complete Word Work activity.

Unit 5 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 21

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 6: Purpose, genre and voice

7: Writing process and creating text

Word Work: Vocabulary development, p. 21

Grammar: Verbs, p. 22

Writing: Narrative genre, p. 23

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Write the correct word for each definition and create independent sentences to show understanding of new vocabulary.

Understand that a verb is an action word. Recognise that verbs can be written in the past tense, present tense or the future tense.

Understand that a narrative is a real or imagined story.

Identify the features of narrative writing.

Plan and write a narrative called Mum’s Birthday Surprise.

18

Let’s Talk Literacy 6th Class – Teacher’s Planning Booklet

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Read the story Harry’s Plan again. Identify the features of a narrative plan using the template on p. 23 to help you.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary written tasks

Creative writing tasks

Lower and higher order questions.

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

declunking, verbs, past tense, present tense, future tense, narrative, real, imagined, sequence, proofread

Story vocabulary: convenient, individual, hare-brained, countless

Grammar PCM 9 and PCM 10: Verbs.* *Grammar resources are available for download at www.edcolearning.ie

Unit 5 Fortnightly Plan

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Unit

6

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 25

2: Motivation and choice

Pair discussion: Have you ever been afraid to admit something?, p. 26

Understanding Exploring and using

20

6th Class

3: Social conventions and awareness of others 5: Vocabulary 7: Requests, questions and interactions

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the narrative The Emperor’s New Clothes.

Imagine that they are at a friend’s house but do not like what their friend’s mum is making for dinner.

Role-play the conversation explaining this as politely as possible.

Let’s Talk Literacy 6th Class – Teacher’s Planning Booklet

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

The Emperor’s New Clothes, p. 24

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Exploring and using

6: Vocabulary 9: Comprehension

Comprehension strategy: Declunking, p. 24 Comprehension questions: Quiz Time!, Think About It!, p. 25 Word Work: Vocabulary development, p. 25

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of the comprehension strategy of declunking.

Check the text for difficult words that may need declunking.

Read and respond to the narrative The Emperor’s New Clothes.

Read and discuss comprehension questions.

Discuss new vocabulary and complete Word Work activity.

Unit 6 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 25

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Exploring and using

Word Work: Vocabulary development, p. 25

5: Vocabulary 6: Purpose, genre and voice

Grammar: Verbs, p. 26

7: Writing process and creating text

Writing: Narrative genre, p. 27

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Use a dictionary to look up the meaning of words.

Complete sentences to show understanding of new vocabulary.

Understand that a preposition is a word that connects a noun or a pronoun to a verb or an adjective.

Recognise features of the narrative writing genre.

Plan and write a narrative called The Great Escape of Brutus and Brice.

22

Let’s Talk Literacy 6th Class – Teacher’s Planning Booklet

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Hans Christian Andersen was a Danish author best known for writing fairy tales. Choose a character from another fairy tale and write a narrative about that character. Use the plan on p. 27 to help you.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Vocabulary written tasks Creative writing tasks

Lower and higher order questions.

Differentiation of written tasks and use of extension activities depending on pupil ability.

declunking, prepositions, noun, pronoun, verb, adjective, narrative, real, imagined, sequence Story vocabulary emperor, weavers, crooks, parade

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 11 and PCM 12: Prepositions.* *Grammar resources are available for download at www.edcolearning.ie

Unit 6 Fortnightly Plan

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Unit

7

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 29

2: Motivation and choice 5: Vocabulary

Pair work: Think of your favourite pop star or sportsperson, p. 30

Understanding

Exploring and using 7: Requests, questions and interactions

24

6th Class

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract Miss Carter.

Choose their favourite sportsperson or popstar.

Give a detailed description of them to a partner without using their name. Their partner has to guess who they are talking about.

Let’s Talk Literacy 6th Class – Teacher’s Planning Booklet

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02/03/2020 10:56

Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

Miss Carter, p. 28

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Comprehension Strategy: Declunking, p. 28

6: Vocabulary Exploring and using 9: Comprehension

Comprehension questions: Quiz Time!, Think About It!, p. 29

Word Work: Vocabulary development, p. 29

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of the comprehension strategy of declunking.

Check the text for difficult words that may need declunking.

Read and respond to the story extract Miss Carter.

Read and discuss comprehension questions.

Discuss new vocabulary and complete Word Work cloze.

Unit 7 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 29

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 6: Purpose, genre and voice

7: Writing process and creating text

Word Work: Vocabulary development, p. 29

Grammar: Contractions, p. 30

Cloze procedure: Eviction Notice, p. 31

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Choose the correct word to complete each sentence.

Create sentences to show understanding of new vocabulary.

Understand that a contraction is a shorter way of saying two words.

Recognise that an apostrophe takes the place of the missing letters.

Complete cloze procedure.

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Assessment

Linkage/Integration

Teacher questions

Literacy: Recall the writing process Reading tasks will be completed for narratives. Plan and write a with varying levels of support. narrative about a child who wants to get to a gaming convention in Cork but cannot convince his mum Lower and higher order questions. to take him there.

Comprehension questions

Written tasks

Cloze procedure

Differentiation

Differentiation of written tasks and use of extension activities depending on pupil ability.

Vocabulary Key vocabulary declunking, contraction, apostrophe, description, cloze

Story vocabulary governess, spectacles, scarlet, bonnet, glamour, etiquette

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 13 and PCM 14: Contractions.* *Grammar resources are available for download at www.edcolearning.ie

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Unit

8 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Learning Outcome

Oral Language

Communicating

1: Engagement, listening and attention Word Work: Vocabulary acquisition, p. 33 2: Motivation and choice

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Exploring and using 11: Information giving, explanation and justification

28

6th Class

Topic

Pair discussion: Can you think of injustices that are taking place in the world around you?, p. 35

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story For Sale.

Identify and discuss injustices that are taking place in the world. Explain their choices.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

For Sale, p. 32

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Comprehension strategy: Declunking, p. 32

6: Vocabulary Exploring and using 9: Comprehension

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of the comprehension strategy of declunking.

Check the text for difficult words that may need declunking.

Comprehension questions: Quiz Time!, Think About It!, p. 33

Read the story For Sale.

Word Work: Vocabulary development, p. 33

Read and discuss comprehension questions.

Discuss new vocabulary and complete Word Work cloze.

Unit 8 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Comprehension questions: Quiz Time!, Think About It!, p. 33

5: Vocabulary Exploring and using 7: Writing process and creating texts

Word Work: Vocabulary development, p. 33 Grammar: Adjectives, p. 34 Grammar: Revision, p. 36 Writing: Characters, p. 35

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Choose the correct word for each definition, complete a cloze activity, and create sentences to show understanding of new vocabulary.

Recognise that an adjective is a describing word. Understand that a comparative adjective compares two nouns and a superlative adjective compares more than two nouns.

Complete tasks to explore the character of Wally. Continue the story by writing two more paragraphs explaining how Paige will help Wally.

Create a new character that can join the village of Tullabogey.

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Assessment

Linkage/Integration

Teacher questions

Literacy: Choose another character Reading tasks will be completed from your favourite story. Write six with varying levels of support. facts about the character. Illustrate your character. Present your work to your class.

Lower and higher order questions.

Comprehension questions

Vocabulary written tasks

Assessment, p. 37

Differentiation

Differentiation of written tasks and use of extension activities depending on pupil ability.

Vocabulary Key vocabulary declunking, adjectives, comparative adjectives, superlative adjectives, injustice, character

Story vocabulary outraged, devastated, assistance, intervene

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 15 and PCM 16: Adjectives.* *Grammar resources are available for download at www.edcolearning.ie

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Unit

9 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Learning Outcome

Topic

Oral language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 39

2: Motivation and choice

Oral presentation: Imagine that you are Ella, p. 41

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Exploring and using 11: Information giving, explanation and justification

32

6th Class

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract Ella’s Secret.

Imagine they are the character Ella from the story Ella’s Secret. Prepare a persuasive argument explaining why Granny should let Ella live with her.

Present it to the class.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print

Ella’s Secret, p. 38

6: Vocabulary Exploring and using 7: Purpose, genre and voice

9: Comprehension

Comprehension strategy: Making connections, p. 38

Comprehension questions: Quiz Time!, Think About It!, p. 39

Word Work: Vocabulary development, p. 39

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of the comprehension strategy of making connections. Discuss if they have ever had a secret and how it felt.

Read and respond to the story extract Ella’s Secret.

Read and discuss comprehension questions.

Discuss new vocabulary and complete Word Work cloze.

Unit 9 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 39

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

5: Vocabulary

Word Work: Vocabulary development, p. 39

Grammar: Nouns, p. 40

Cloze procedure: Nickname, p. 41

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Complete sentences and create sentences to show understanding of new vocabulary.

Identify that a noun names a person, place or thing.

Differentiate between a concrete noun and an abstract noun. Identify collective nouns associated with groups of people, animals and things.

Complete cloze procedure.

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Assessment

Linkage/Integration

Teacher questions

Literacy: Investigate the meaning of Reading tasks will be completed your own name. Create a nickname with varying levels of support. for yourself based on your research.

Share it with the class.

Lower and higher order questions.

Comprehension questions

Written vocabulary tasks

SPHE: Myself; Safety and protection; Making decisions.

Cloze procedure

Differentiation

Differentiation of written tasks and use of extension activities depending on pupil ability.

Vocabulary Key vocabulary connections, nouns, concrete noun, abstract noun, collective noun, persuasive, cloze

Story vocabulary glimpses, orderly, cluttered, unfurled

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 17 and PCM 18: Nouns.* *Grammar resources are available for download at www.edcolearning.ie

Unit 9 Fortnightly Plan

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Unit

10 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 43

2: Motivation and choice

Pair work: Imagine that you have been bullying a classmate, p. 45

Understanding

3: Social conventions and awareness 5: Vocabulary

Exploring and using 11: Information giving, explanation and justification

36

6th Class

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the persuasive text Should Bullies Be Bullied Back?

Engage in pair work to act out a conversation that takes place between a bully and the school principal.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

Should Bullies Be Bullied Back?, p. 42

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

6: Vocabulary

7: Purpose, genre and voice Exploring and using 9: Comprehension

Comprehension strategy: Making connections, p. 42

Comprehension questions: Quiz Time!, Think About It!, p. 43

Word Work: Vocabulary development, p. 53

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of the comprehension strategy of making connections. Discuss if they have ever experienced bullying.

Read the persuasive text Should Bullies Be Bullied Back?

Read and discuss comprehension questions.

Discuss new vocabulary and complete Word Work cloze.

Unit 10 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 43

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 6: Purpose, genre and voice

7: Writing process and creating texts

Word Work: Vocabulary development, p. 43

Grammar: Adverbs, p. 44

Writing: Persuasive genre, p. 45

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Choose the correct word to match each definition, complete sentences and word association activities to show understanding of new vocabulary.

Understand that adverbs tell us more about verbs.

Identify adverbs in a sentence. Sort adverbs and choose the correct adverb to complete sentences.

Understand the purpose of persuasive writing.

Plan and write a persuasive piece of writing explaining why it is important that children wear school uniforms. Present the work to the class.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Using the persuasive writing plan on p. 45, plan and write a persuasive piece explaining why children should get an hour of exercise in school each day.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary written tasks

connections, verb, adverb, action, persuasive, opinion, evidence

Lower and higher order questions.

Story vocabulary

SPHE: Myself and others; My friends and other people; Bullying.

Creative writing tasks

Differentiation of written tasks and use of extension activities depending on pupil ability.

erase, traumatic, upheaval, vicious, responsible, stern

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 19 and PCM 20: Adverbs.* *Grammar resources are available for download at www.edcolearning.ie

Unit 10 Fortnightly Plan

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Unit

11

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

6th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 47

2: Motivation and choice

Write a speech explaining why boxing should or should not be banned, p. 49

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Exploring and using 7: Requests, questions and interactions

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the persuasive text Children Under Thirteen Should Not Be Allowed on Social Media.

Write a paragraph on why boxing should or should not be banned. Deliver a short speech to the class and explore their responses.

11: Information giving, explanation and justification

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print

Children Under Thirteen Should Not Be Allowed on Social Media, p. 46

6: Vocabulary

7: Purpose, genre and voice Exploring and using 9: Comprehension

Comprehension strategy: Making connections p. 46

Comprehension questions: Quiz Time!, Think About It!, p. 47

Word Work: Vocabulary development, p. 47

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of the comprehension strategy of making connections. Discuss if they or a member of their family is on social media. Explore what problems social media can cause.

Read and respond to the persuasive text Children Under Thirteen Should Not Be Allowed on Social Media.

Discuss new vocabulary and complete Word Work activity.

Unit 11 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 47

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 6: Purpose, genre and voice

7: Writing process and creating text

Word Work: Vocabulary development, p. 47

Grammar: Similes, p. 48

Writing: Persuasive genre, p. 49

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Choose the correct word to match each definition.

Write sentences to show understanding of new vocabulary.

Understand that a simile compares two things.

Complete simple similes, match similes to the correct definitions and create sentences to show understanding of similes.

Understand the purpose of Persuasive writing. Plan and write a persuasive text explaining why tablets should be used in all classrooms in place of textbooks.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Taking the opposite approach to the task on p. 49, plan and write a persuasive text explaining why tablets should not be used in classrooms.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary written tasks

connections, simile, compare, persuasive, opinion, evidence

Lower and higher order questions.

Story vocabulary

SPHE: Myself and the wider world; Media education.

Persuasive writing tasks

Differentiation of written tasks and use of extension activities depending on pupil ability.

cyberbullying, malicious, circulate, sophisticated, vulnerable

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 21 and PCM 22: Similes.* *Grammar resources are available for download at www.edcolearning.ie

Unit 11 Fortnightly Plan

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Unit

12

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 51

2: Motivation and Choice 5: Vocabulary

Pair discussion: Have you ever been to a place that you didn’t want to leave?, p. 53

Understanding

Exploring and using 12: Description, prediction and reflection

44

6th Class

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the poem Stopping by Woods on a Snowy Evening.

In pairs, discuss when they visited a place that they didn’t want to leave. Explain what they loved about it, what they saw, heard and who was with them.

Let’s Talk Literacy 6th Class – Teacher’s Planning Booklet

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Strand

Element

Learning Outcome

Topic

Reading

Communicating Understanding

1: Engagement 3: Conventions of print and sentence structure

Stopping by Woods on a Snowy Evening, p. 50

6: Vocabulary 7: Purpose, genre and voice Exploring and using 9: Comprehension

Comprehension strategy: Making connections, p. 50 Comprehension questions: Quiz Time!, Think About It!, p. 51

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of the comprehension strategy of making connections. Discuss what they like to do in snowy weather.

Read and respond to the poem Stopping by Woods on a Snowy Evening.

Discuss new vocabulary and complete Word Work activity.

Writing

Communicating

1: Engagement 2: Motivation and choice

Understanding

3: Conventions of print and sentence structure 5: Vocabulary

Comprehension questions: Quiz Time!, Think About It!, p. 51 Word Work: Vocabulary development, p. 51 Grammar: Synonyms and antonyms, p. 52 Cloze procedure: Garda Barkley, p. 53

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Choose the correct word to match each definition.

Complete sentences to show understanding of new vocabulary.

Understand that a synonym is a word that means almost the same as another word and an antonym is a word that has the opposite meaning to another word.

Complete the cloze procedure.

Unit 12 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Using the template on p. 49 for persuasive writing, plan and write a persuasive text explaining why children should not be allowed to eat sweets.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions

Vocabulary written tasks

connections, synonym, antonym, opposite, cloze

Lower and higher order questions.

Poem vocabulary Differentiation of written tasks depending on pupil ability.

village, queer, harness, sweep, downy

Cloze procedure Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 23 and PCM 24: Synonyms and antonyms.* *Grammar resources are available for download at www.edcolearning.ie

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Unit

X 13

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

6th Class

Strand

Element

Learning Outcome

Oral Language

Communicating

1: Engagement, listening and Word Work: Vocabulary attention acquisition, p. 55 2: Motivation and choice

Understanding Exploring and using Reading

Communicating Understanding

Exploring and using

3: Social conventions and awareness of others 5: Vocabulary

Topic

Pair work: What is your favourite meal to make?, p. 56

11: Information giving, explanation and justification 1: Engagement

Letter from Tata, p. 54

2: Motivation and choice 3: Conventions of print and sentence structure

Comprehension strategy: Determining importance, p. 54

6: Vocabulary 9: Comprehension

Comprehension questions: Quiz Time!, Think About It!, p. 55 Word Work: Vocabulary development, p. 55

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the text Letter from Tata.

Tell their partner about a meal they like to make. Explain the method involved in making the meal.

Pupils will be enabled to: Develop an understanding of the comprehension strategy of determining importance.

Read the text and identify the most important information. Discuss their choice with their partner.

Read and respond to the text Letter from Tata.

Discuss new vocabulary and complete Word Work activity.

Unit 13 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 55

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Word Work: Vocabulary development, p. 55

Read definitions and identify the correct word from the list to match each definition. Complete sentences and create sentences to show understanding of new vocabulary.

Exploring and using

5: Vocabulary 6: Purpose, genre and voice

7: Writing process and creating texts

Grammar: Pronouns, p. 56

Writing to socialise, p. 57

CM

Learning Experiences

CM

Understand that a pronoun can take the place of a noun. Identify personal and possessive pronouns.

Recognise that demonstrative pronouns refer to something specific in a sentence.

Recognise features of the writing to socialise genre. Develop an understanding of personal or informal letters. Discuss the elements of a personal letter.

Write a personal letter to their mum telling her about their week.

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Assessment

Linkage/Integration

Teacher questions

Literacy: Write a personal letter to Reading tasks will be completed your friend telling them about a with varying levels of support. film you saw at the cinema recently.

Comprehension questions

Vocabulary written tasks

Gaeilge: ScrĂ­obh litir chuig do chara.

Creative writing tasks

Differentiation

Lower and higher order questions.

Differentiation of written tasks and use of extension activities depending on pupil ability.

Vocabulary Key vocabulary determine, important, pronoun, personal pronoun, possessive pronoun, demonstrative pronoun, writing to socialise, letter, informal

Story vocabulary judge, margin, present, affectionately

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Grammar PCM 25 and PCM 26: Pronouns.* *Grammar resources are available for download at www.edcolearning.ie

Unit 13 Fortnightly Plan

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Unit

14 X

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

6th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 59

2: Motivation and choice 5: Vocabulary

Pair discussion: What kind of values do your parents try to teach you?, p. 60

Understanding

Exploring and using 11: Information giving, explanation and justification

Reading

Communicating

1: Engagement

Dear Teacher, p. 58

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Comprehension strategy: Determining importance, p. 58

6: Vocabulary Exploring and using 9: Comprehension

Comprehension questions: Quiz Time!, Think About It!, p. 59 Word Work: Vocabulary development, p. 59

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the letter Dear Teacher.

Engage in pair discussion. Share the values that their parents try to teach them and the advice that they offer.

Pupils will be enabled to: Develop an understanding of the comprehension strategy of determining importance. Read the text and identify the most important information in the text. Discuss this choice with a partner.

Read and respond to the letter Dear Teacher.

Discuss new vocabulary and complete Word Work activity.

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 59

Pupils will be enabled to: Complete written answers to lower and higher order questions

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Word Work: Vocabulary development, p. 59

Read definitions and identify the correct word from the list to match each definition.

Complete sentences and create new sentences to show understanding of new vocabulary.

5: Vocabulary Exploring and using 6: Purpose, genre and voice 7: Writing process and creating texts

Grammar: Quotation marks, p. 60 Grammar: Revision, p. 62 Writing to socialise: Formal letters, p. 61

CM

Learning Experiences

CM

Understand that quotation marks show the reader the exact words that someone says. Rewrite sentences using quotation marks. Differentiate between direct and indirect speech.

Recognise features of the writing to socialise genre.

Identify the elements that are found in formal letters.

Write a formal letter of complaint.

Unit 14 Fortnightly Plan

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Write a letter to a restaurant complaining about a terrible meal they served recently.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Written vocabulary tasks Self-assessment of creative writing: pupil reads their writing aloud and explains an aspect they are proud of and something they will do better in their next task.

Lower and higher order questions.

Differentiation of written tasks and use of extension activities depending on pupil ability.

determine, importance, quotation marks, speech marks, direct speech, indirect speech, values, writing to socialise, formal letter Story vocabulary continents, scoundrel, honourable, despair, sublime

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Assessment, p. 63 Grammar PCM 27 and PCM 28: Quotation marks.* *Grammar resources are available for download at www.edcolearning.ie

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Unit

X 15

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

6th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 65

2: Motivation and choice

Class presentation: Think of a Story, p. 67

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Communicating

1: Engagement

A Slice of the Moon, p. 64

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Comprehension strategy: Determining importance, p. 64

6: Vocabulary

Comprehension questions: Quiz Time!, Think About It!, p. 65

Exploring and using 9: Comprehension

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract A Slice of the Moon.

Think of a story told to them by an adult. Retell the story to the class in their own words.

Exploring and using 9: Retelling and elaboration Reading

CM

Word Work: Vocabulary development, p. 65

Pupils will be enabled to: Develop an understanding of the comprehension strategy of determining importance.

Read the text and decide what the most important information is in the story. Discuss their choice with a partner.

Read and respond to the story extract A Slice of the Moon.

Discuss new vocabulary and complete Word Work activities.

Unit 15 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 65

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 6: Purpose, genre and voice 7: Writing process and creating text

Word Work: Vocabulary development, p. 65 Grammar: Conjunctions, p. 66 Cloze procedure: William Cuisine, p. 67

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Use a dictionary to find the definition of new vocabulary.

Choose the correct word to complete each sentence.

Recognise that a conjunction is a joining word. Choose the correct conjunction to complete sentences. Recognise that sometimes conjunctions are used in pairs.

Complete the cloze procedure.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Discuss with a partner why Slim wishes she had been a better daughter. Predict what will happen next in the story A Slice of the Moon. Give reasons for the prediction. Share your predictions with the class.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Written vocabulary tasks

determine, important, conjunctions, cloze

Lower and higher order questions.

Story vocabulary Differentiation of written tasks depending on pupil ability.

darning, confident, frowned, familiar

Cloze procedure Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 29 and PCM 30: Conjunctions.* *Grammar resources are available for download at www.edcolearning.ie

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Unit

16

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

6th Class

Strand

Element

Learning Outcome

Oral Language

Communicating

1: Engagement, listening and Word Work: Vocabulary acquisition, p. 69 attention 2: Motivation and Choice

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Topic

Pair work: Imagine you are a swallow, p. 70

Exploring and using 9: Retelling and elaboration Reading

Communicating

1: Engagement

How Do Birds Fly?, p. 68

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Comprehension strategy: Scanning, p. 68

6: Vocabulary Exploring and using 9: Comprehension

Comprehension questions: Quiz Time!, Think About It!, p. 69 Word Work: Vocabulary development, p. 69

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CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the explanation text How Do Birds Fly? Imagine they are a swallow who has just returned from Africa. Explain how they feel, what they are looking forward to doing in Ireland and what they will most miss about Africa.

Pupils will be enabled to: Develop an understanding of the comprehension strategy of scanning.

Read the text quickly and find the word that means to break down food inside the body.

Read the explanation text How Do Birds Fly? Discuss new vocabulary and complete Word Work activity.

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 69

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Word Work: Vocabulary development, p. 69

Choose the correct words to complete sentences and create sentences to show understanding of new vocabulary.

2: Motivation and choice Understanding

3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 6: Purpose, genre and voice 7: Writing process and creating texts

CM

Grammar: Homophones, p. 70 Writing: Explanation genre, p. 71

Learning Experiences

CM

Understand that homophones are words that sound the same but are spelled differently and have different meanings. Choose the correct homophone to complete each sentence.

Recognise features of Explanation writing. Plan and write an explanation text on the topic How Camels Survive in the Desert.

Assessment

Linkage/Integration

Teacher questions

Reading tasks will be completed with Literacy: Create a PowerPoint/ varying levels of support. keynote presentation using the information from your text. Present Lower and higher order questions. it to another class.

Differentiation of written tasks depending SESE, Science: Living things; Plant on pupil ability. and animal life.

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach:

Comprehension questions

Written vocabulary tasks

Teacher observation of oral language task between pupils

Differentiation

Vocabulary Key vocabulary scan, homophone, explanation, technical vocabulary, diagram Story vocabulary soaring, adaptions, gravity, hollow

Grammar PCM 31 and PCM 32: Homophones.*

*Grammar resources are available for download at www.edcolearning.ie Unit 16 Fortnightly Plan

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Unit

17

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________ Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 73

2: Motivation and choice

Pair work: List different types of crafts, p. 74

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Exploring and using 8: Categorisation

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6th Class

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the explanation text How Is Glass Made?

Understand that glass blowing is a craft. Work in pairs to list as many types of craft as possible. The pair with the longest list wins.

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

How Is Glass Made?, p. 72

Understanding

2: Motivation and Choice 3: Conventions of print and sentence structure

Comprehension strategy: Scanning, p. 72

6: Vocabulary Exploring and using 9: Comprehension

Comprehension questions: Quiz Time!, Think About It!, p. 73 Word Work: Vocabulary development, p. 73

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of the comprehension strategy of scanning.

Read the text quickly and find the reason why glass is such a popular material to use in homes.

Read and respond to the explanation text How Is Glass Made?

Discuss new vocabulary and complete Word Work activity.

Unit 17 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 73

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 6: Purpose, genre and voice 7: Creating texts

Word work: Vocabulary development, p. 73 Grammar: Syntax, p. 74 Writing: Explanation genre, p. 75

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions Choose the correct word to match each definition, complete sentences and create sentences to show understanding of new vocabulary.

Understand that syntax is the way in which words and phrases are arranged to form sentences. Identify the subject in sentences. Create sentences using specific subject, verb, object combinations.

Recognise the features of explanation writing.

Plan and write an explanation text telling how a rainbow is formed.

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Assessment

Linkage/Integration

Teacher questions

SESE, Science: Energy and forces: Reading tasks will be completed light. Investigate experiments that with varying levels of support. show how to make a rainbow using a glass of water.

Lower and higher order questions.

Comprehension questions Written vocabulary tasks Creative writing tasks

Differentiation

Differentiation of written tasks and use of extension activities depending on pupil ability.

Vocabulary Key vocabulary scan, information, syntax, subject, verb, object, explanation, technical vocabulary, diagram Story vocabulary molten, transformation, moulds, rotated, transparent, resistant

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 33 and PCM 34: Syntax.* *Grammar resources are available for download at www.edcolearning.ie

Unit 17 Fortnightly Plan

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Unit

X 18

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

6th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 77

2: Motivation and choice

Pair discussion: Think of a time when you acted courageously, p. 79

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Exploring and using 9: Retelling and elaboration Reading

Communicating

1: Engagement

Adventures of Isabel, p. 76

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Comprehension strategy: Scanning, p. 76

6: Vocabulary Exploring and using 9: Comprehension

Comprehension questions: Let’s discuss, p. 77

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the poem Adventures of Isabel.

Understand what it means to act courageously. Engage in pair discussion to retell a time when they behaved courageously.

Pupils will be enabled to: Develop an understanding of the comprehension strategy of scanning. Scan the poem and identify the simile.

Read and respond to the poem Adventures of Isabel.

Discuss new vocabulary and complete word work activities.

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 77

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Word Work: Vocabulary development, p. 77 Grammar: Prefixes, p. 78

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions Choose the correct word to match each definition, complete sentences and create sentences to show understanding of new vocabulary.

Cloze procedure: Blaze, p. 79 Understand that a prefix is a letter or group of letters that can be placed at the beginning of a word to make a new word. Choose a suitable prefix to complete each word.

Complete cloze procedure.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: In small groups discuss how you would perform the poem Adventures of Isabel. What tone of voice would you use? How would this change during the poem?

Perform the poem with your group for the rest of the class. In groups, create another adventure for Isabel.

Extend the poem using the same rhyming pattern.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Written vocabulary tasks Cloze procedure

Lower and higher order questions.

Differentiation of written tasks and use of extension activities depending on pupil ability.

scan, prefixes, courageously, cloze Poem vocabulary ravenous, cavernous, scurry, wicked, rancour, satchel

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 35 and PCM 36: Prefixes.* *Grammar resources are available for download at www.edcolearning.ie

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Unit

X 19

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

6th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 81

2: Motivation and choice 5: Vocabulary

Pair discussion: Make a list of your greatest dreams, p. 83

Understanding

Exploring and using 7: Requests, questions and interactions Reading

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story extract A Boy Called Hope.

Identify what their dreams for the future are and discuss these with a partner.

Communicating

1: Engagement

A Boy Called Hope, p. 80

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

Comprehension strategy: Synthesising, p. 80

6: Vocabulary Exploring and Using 9: Comprehension

CM

Comprehension questions: Quiz Time!, Think About It!, p. 81 Word Work: Vocabulary development, p. 81

Pupils will be enabled to: Develop an understanding of the comprehension strategy of synthesising. Identify the four most important events in the story. Discuss their choices with the class group.

Read and respond to the story A Boy Called Hope.

Discuss new vocabulary and complete Word Work activity.

Unit 19 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 81

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure 5: Vocabulary

Word Work: Vocabulary development, p. 81 Grammar: Apostrophes, p. 82 Cloze procedure: Famous Chef, p. 83

CM

Learning Experiences

CM

Pupils will be enabled to: Complete written answers to lower and higher order questions.

Choose the correct word to complete each sentence and create sentences demonstrating understanding of new vocabulary.

Understand that apostrophes can be used to show ownership.

Write sentences correctly using an apostrophe where appropriate.

Complete cloze procedure.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

Literacy: Encourage pupils to imagine something extraordinary which could come through in real life. Write about what they would like to happen, why they chose that particular event and how they would feel. Share it with a partner.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Written vocabulary tasks

Lower and higher order questions.

Differentiation of written tasks depending on pupil ability.

synthesise, understand, apostrophe, ownership, future, focus, cloze Story vocabulary achieve, persuading, dissolve, certainty

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 37 and PCM 38: Apostrophes.* *Grammar resources are available for download at www.edcolearning.ie

Unit 19 Fortnightly Plan

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Unit

X 20

Let'sTalk

Literacy y English Core Skills Primar

Date: ________________

6th Class

Strand

Element

Learning Outcome

Topic

Oral Language

Communicating

1: Engagement, listening and attention

Word Work: Vocabulary acquisition, p. 85

2: Motivation and choice

Pair work: Organise a fundraiser, p. 87

Understanding

3: Social conventions and awareness of others 5: Vocabulary

Exploring and using 11: Information giving, explanation and justification

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of new vocabulary through discussion of the story Wonderful Wally.

Engage in pair work to create a charity fundraiser.

Present a plan of action to the class outlining what kind of event it is, where it will take place, how it will be advertised and how much it will cost.

9: Retelling and elaboration

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Strand

Element

Learning Outcome

Topic

Reading

Communicating

1: Engagement

Wonderful Wally, p. 84

Understanding

2: Motivation and Choice 3: Conventions of print and sentence structure

Comprehension strategy: Synthesising, p. 84

6: Vocabulary Exploring and using 9: Comprehension

Comprehension questions: Quiz Time!, Think About It!, p. 85 Word Work: Vocabulary development, p. 85

CM

Learning Experiences

CM

Pupils will be enabled to: Develop an understanding of the comprehension strategy of synthesising.

Read the text and take note of the four most important events in the story. Discuss the choices with the class.

Read and respond to the story Wonderful Wally.

Discuss comprehension questions.

Discuss new vocabulary and complete Word Work activity.

Unit 20 Fortnightly Plan

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Strand

Element

Learning Outcome

Topic

Writing

Communicating

1: Engagement

Comprehension questions: Quiz Time!, Think About It!, p. 85

Understanding

2: Motivation and choice 3: Conventions of print and sentence structure

5: Vocabulary Exploring and using 6: Purpose, genre and voice 7: Writing process and creating texts

Word Work: Vocabulary development, p. 85 Grammar: Compound words, p. 86 Grammar: Revision, p. 88 Writing: Social media genre, p. 87

CM

Learning Experiences

CM

Pupils will be enabled to: Complete a cloze activity, answer questions and create sentences to show understanding of new vocabulary.

Complete written answers to lower and higher order questions.

Understand that compound words are made when two smaller words join together to make a new word.

Identify compound words in sentences and write compound words correctly.

Develop an understanding of social media. Examine elements of a social media post. Create a social media post advertising a fundraiser for the school.

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Assessment

Linkage/Integration

Differentiation

Vocabulary

Teacher questions

SPHE: Myself and the wider world; Media education and internet safety.

Reading tasks will be completed with varying levels of support.

Key vocabulary

Comprehension questions Written vocabulary tasks

Lower and higher order questions.

Differentiation of written tasks depending on pupil ability.

Reading assessment, pp. 90–91 Assessment, p. 92

synthesise, important, event, charity, fundraiser, compound word, social media, communicate, online Story vocabulary festooned, advertised, witness, vaguely

Use of additional photocopiable material to extend learning or facilitate a station teaching/small group approach: Grammar PCM 39 and PCM 40: Compound words.*

*Grammar resources are available for download at www.edcolearning.ie

Unit 20 Fortnightly Plan

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