English Week Planning Sheet Years4-6

Years: Y6/Y5/Y4 Traditional stories: comprehension/ story writing ENGLISH WEEK PLANNING SHEETS

Day 1 Learning Objective/ Vocabulary:

Teaching and Learning/ Task

Group activities/ Differentiation

Success Criteria/ Plenary

Learning Objective/ Vocabulary:

Teaching and Learning/ Task

Group activities/ Differentiation

success criteria/ plenary

AfL

LO: I can respond to a text effectively.

Teaching and Learning Discuss as partners/ groups and then as a class: What do you know about Sinbad?

Then, feedback as a class.

Group activities/ Differentiation Must: Answer 2 questions Should: Answer 3 questions Could: Answer 4 questions Challenge: Answer 5 questions

Success Criteria a) Refer to the text. b) Listen to your partner. c) Together, respond to as many questions as you can.

Plenary Discuss the questions and different children’s reactions to the text.

E.g.

Q1. Who is the text about? The story is about Sinbad.

Q2. What happens?

He is a porter who is lazy and annoys his father.

Q3. Where and when does it happen?

The story is set in the city of Baghdad some time ago.

Q4. How do you feel about it and why?

I am curious about what will happen next because Sinbad sounds like an interesting character.

Q5. What could happen next?

Sinbad could play a trick on one of the magicians and in return, they might put a spell on him.

LO: I can answer comprehension questions effectively.

Teaching and Learning Introduce Comprehension Method and discuss with the class.

Group activities/ Differentiation Must: Questions 1-5 Should: Questions 1-9 Could: Questions 1-12 Challenge: Can you create any questions of your own which relate to the text?

Success Criteria COMPREHENSION METHOD. 1. Read the whole text quickly and carefully 2. Read each question carefully. What type of question is it and how many marks is it worth?

3. Find the part of the text that helps you answer the question.

4. Write your answer, then check it. Does it answer the question?

5. Don’t spend too long on each question.

6. When you think you’ve finished, check your answers again!

Assessment for Learning What did you do well, how and why?

What could you improve, how and why?

Vocabulary: text: a piece of writing respond: reply voyage: a journey by sea discuss: talk and listen to others about something

Show cropped illustration of Sinbad: What does it show?

What could happen?

As a class, take turns to read ‘The VOYAGES OF SINBAD THE SAILOR, retold by Jeff Young: INTRODUCTION Task: Discuss the following questions with your partner/ group: Q1. Who is the text about?

Q2. What happens?

Q3. Where and when does it happen?

Q4. How do you feel about it and why?

Q5. What could happen next?

Vocabulary: adjective: word that describes a noun opinion: someone’s thoughts apostrophe: a punctuation mark used for possession (e.g. Sinbad’s stories) or omission (e.g. don’t look!)

Task: Answer the comprehension questions about The VOYAGES OF SINBAD THE SAILOR, retold by Jeff Young: INTRODUCTION

Plenary Discuss answers, methods and mark answers to comprehension questions together in a different pen/pencil.

Day 2 LO: I can describe a setting.

Vocabulary: setting: where something happens illustration: a drawing to show an idea adjective: word that describes a noun simile: likening something to something else.

E.g. as white as snow preposition: where something is. E.g. in, on, between, through

Teaching and Learning Look at the illustration from the inside of the booklet.

Think about the setting and not the characters.

What is furthest away? (sky) What is the next closest object? (buildings/city walls) What is the closest object? (sea/waves) Is there anything else in the setting? (shore/ rocks/ sand/ dunes) Task: Can you describe the different aspects of the setting? Annotate and make notes on the illustration.

Group activities/ Differentiation Must: sea Should: shore Could: city Challenge: sky

Success Criteria a) Adjectives: think about colour, size, texture, shape, other b) similes c) prepositional phrases (E.g. in the sky) Plenary Share ideas with the class. Add others’ ideas to your own if you want to.

LO: I can write a setting description.

Context: Sinbad’s Baghdad Vocabulary: Setting: where something happens simple sentence: One idea, one verb. compound sentence : 2 or more ideas with 1 or more conjunction (e.g. and, so, because, but) complex sentence : a simple sentence or complex sentence plus a time phrase and/or prepositional phrase.

Teaching and Learning Show children an example of a setting.

An inaccurate setting example!

In the foreground, the calm, sparkling sea twinkled like a million diamonds.

There were massive, dark, charcoal coloured cliffs close by.

These cliffs were dangerous. Bright white bungalows stood behind the rocks and people were safe here so they were happy, but this happiness was under threat.

They were in danger because a storm was brewing.

Not far away, directly above the city, immense clouds that stretched out as far as the eye could see like a giant yawn were getting ready to attack.

How would the ground below cope with such an onslaught?

Task: Write a paragraph in the past tense to describe the setting that you have in front of you.

Group activities/ Differentiation Must: describe the sea Should: describe the rocks Could: describe the city’s buildings Challenge: describe the sky

Success Criteria a) Simple sentences (One idea - ABC verb .) b) Compound sentences (2+ ideas, 1+ conjunction [and so but, because) c) Complex sentences (prepositional phrase – WHERE?) and/or time phrase – WHEN?) Plenary Firstly, share your writing with your partner and check against the Success Criteria and Differentiation.

Then, edit your writing where necessary.

Finally, share examples with the class.

Assessment for Learning What did you do well, how and why?

What could you improve, how and why?

Write at least one sentence to answer each of these questions.

Day 3 LO: I can describe a character.

Vocabulary: character: a person or creature in a story verb: a doing or being word adjective: word that describes a noun simile: likening something to something else. E.g. as white as snow

Teaching and Learning Teacher reads an extract from the play to illustrate a good description of a character.

Giant character description Stomping and striding through the castle there comes the most terrifying giant they have ever seen. His face could only have pleased his mother, his skull is crowned with walrus tusks. Also, he barks like a maniac and drags his knuckles through the dust like ploughs. Furthermore, in his head his one, hideous eye burns like a flaming bonfire. He is a belching, stenching monstrous giant.

How has the writer made this character come to life?

Discuss with your partner/ group, then feedback to the class.

Think about: *verbs *adjectives *similes *humour Task: Firstly, choose one of the characters that appears in the ‘Sinbad’ publicity booklet (i.e. The Genie, the Roc giant bird, the whale, Sinbad).

Then, use the character template to help you describe the character.

Fill in the different sections using your observation and imagination.

Group activities/ Differentiation Must: Complete 5 sections Should: Complete 8 sections Could: Complete all 10 sections Challenge: Can you include similes, metaphors or personification?

Success Criteria a) Use a variety of adjectives (colour, shape, texture, size, senses, other) b) Use prepositional phrases (e.g. under his nose, below his waist, on top of his head) C) Use your imagination!

Plenary As a class, share ideas about the different characters.

LO: I can write a character description.

Vocabulary: character: a person or creature in a story tense: whether a verb is written in the past, present or future. E.g. he was brave, he is brave, he will be brave

Teaching and Learning Task: Using the character template that you have created, your task is to write a character description of the character you have focused on.

Group activities/ Differentiation Must: 6 sentences Should: 9 sentences Could: Use figurative language (similes, metaphors and personification) Challenge: Can you include a wide range of punctuation effectively?

ABC . ,,, ? ! ,“ ” ’ ( ) … - : ;

Success Criteria a) Write in the past tense. b) Use a variety of adjectives (colour, shape, texture, size, senses, other) c) Use prepositional phrases (e.g. under his nose, below his waist, on top of his head) Plenary Share Character descriptions and judge them against Success Criteria.

Assessment for Learning What did you learn?

How did you learn it?

How could you improve?

What could we learn next and how?

Day 4 LO: I can identify different types of words.

Vocabulary: noun: a naming word, a thing proper noun: someone’s name, a place (all start with capital letters) adjective: word that describes a noun verb: a doing or being word adverb: conjunction: a word that links two simple sentences (e.g. and, but, so, because) preposition: where something is. E.g. in, on, between, through simile: likening something to something else. E.g. as white as snow

Teaching and Learning Firstly, talk through vocabulary. As a class, discuss examples.

Then, read through ‘The Voyages of Sinbad: Act One’.

Task: Make a list of the examples of the different types of words in the shared text.

Group activities/ Differentiation Must: 1 example of each Should: 2 examples of each Could: 3 examples of each Challenge: Can you think of examples of your own?

Success Criteria a) noun, proper noun, adjective b) verb, adverb, conjunction c) preposition, simile

Group activities/ Differentiation Must: Complete each section Should: adjectives Could: feelings and emotions Challenge: similes

Success Criteria a) Sinbad must be one of your characters. b) Sinbad is the character who is warned against doing something. c) Write in note form.

Plenary Share examples from the text and then share own ideas.

LO: I can write a review of a piece of writing.

Vocabulary: simple sentence: One idea, one verb. compound sentence : 2 or more ideas with 1 or more conjunction (e.g. and, so, because, but) complex sentence : a simple sentence or complex sentence plus a time phrase and/or prepositional phrase.

Teaching and Learning As a class, discuss the questions: Who is the text about?

What happens?

When and where does it happen?

How do you feel about it and why?

Group activities/ Differentiation Must: Simple sentence Should: Compound sentence Could: Complex sentence Challenge: Question sentence

Success Criteria a) Write in proper sentences. b) Refer to the text. c) Give your opinion.

group activities/ differentiation Must: By outcome Should: By outcome Could: By outcome Challenge: By outcome

Success Criteria a) Write in proper sentences. b) Write in paragraphs. c) Finish your story!

Task: Write a series of sentences that answer the questions given.

Assessment for Learning What did you learn?

How did you learn it?

How could you improve?

What could we learn next and how?

Plenary Read examples of writing out loud.

Discuss children’s different reactions to it.

Day 5 LO: I can plan a WARNING tale.

Vocabulary: warning: being told not to do something in case something bad happens! introduction: beginning dilemma: a problem with a choice of options where none of them are wholly acceptable!

Teaching and Learning Recap on the five different stages of a story: *introduction *problem/ issue/dilemma *climax *resolution *ending Task: As a class/ in a group/ as pairs/ individually, plan your story.

Plenary Share story ideas.

Change planning if necessary.

LO: I can write a WARNING tale.

Vocabulary: N/A

Teaching and Learning Discuss how we can use our planning to help us to write.

Task: Write up your warning tale that you have planned.

Plenary Read examples of writing out loud.

What went well and how?

What would you change and why?

Assessment for Learning What did you learn?

How did you learn it?

How could you improve?

What could we learn next and how?