Literacy Unit Summary Plan



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Literacy Unit Summary Plan





Name:



Class:


Year Group: Four, Three, Five and Six


Narrative Unit 4: Stories that raise issues/dilemmas


Term:


Week Beginning:

Overview


  • Begin to read a short story that raises an issue or dilemma. Summarise the key points in each paragraph to produce an outline of the story structure.




  • Stop to predict the outcome of an issue or dilemma. Explore possible courses of action using improvisation. Children write own endings based on drama and discussion. Compare these endings with the original story ending and evaluate it.



  • Begin reading a longer story as a serial and continue through the unit. Use a journal to record the issues/dilemmas faced by the main character(s) and predict what they will do.




  • Watch an extract from TV or video which shows a character facing a dilemma; talk about how the mood and atmosphere are achieved with music, images and words.


  • Read another story (or link with the serial story) and focus on a problem faced by the main character. Identify and discuss evidence in the text that suggests the character's point of view and their possible actions. Discuss different characters and alternative views on the problem. In drama, children create scenes from the story and then explore characters' thoughts and motives using freeze-frame.








  • Present the children with a setting and characters and an issue or dilemma. They discuss the problem and possible solutions. This is used to plan a longer story arranged into chapters. Demonstrate how to write the opening part of the story to set the scene and consider ways to draw the reader in. Children write their own stories independently using the plans.



Objectives


In order that children make effective progress in core skills across the year, it is important that these Strands are planned for in every unit:

Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1

Strand 6 – Word Structure and Spelling at KS2.

Strand 11 – Sentence Structure and Punctuation at both key stages.



These are in addition to the Objectives listed below.
1. Listening and responding

Y4: Compare the different contributions of music, words and images in short extracts from TV programmes.

Y3: Identify the presentational features used to communicate the main points in a broadcast.

4. Drama

Y4: Create roles showing how behaviour can be interpreted from different viewpoints

Y3: Present events and characters through dialogue to engage the interest of an audience.

Y5: Reflect on how working in role helps to explore complex issues.

Y6: Improvise using a range of drama strategies and conventions to explore themes such as hopes, fears and desires.


7. Understanding and interpreting texts

Y4: Deduce characters' reasons for behaviour from their actions and explain how ideas are developed in non-fiction texts.

Y3: Infer characters' feelings in fiction

Y5: Infer writers' perspectives from what is written and from what is implied.

Y6: Understand underlying themes, causes and points of view.

Y4: Explain how writers use figurative and expressive language to create images and atmosphere

Y3: Explore how different texts appeal to readers using varied sentence structures and descriptive language.

Y5: Explore how writers use language for comic and dramatic effects.


9. Creating and shaping texts

Y4: Develop and refine ideas in writing using planning and problem-solving strategies.

Y3: Make decisions about form and purpose, identify success criteria and use them to evaluate their writing

Y5: Reflect independently and critically on their own writing and edit and improve it.

Y6: Set their own challenges to extend achievement and experience in writing

Y4: Use settings and characterisation to engage reader's interest.

Y3: Use beginning, middle and end to write narratives in which events are sequenced logically and conflicts resolved.

Y5: Experiment with different narrative form and styles to write their own stories.

Y6: Use different narrative techniques to engage and entertain the reader.

Y4: Show imagination through language used to create emphasis, humour, atmosphere or suspense

Y3: Select and use a range of technical and descriptive vocabulary.

Y5: Vary the pace and develop the viewpoint through the use of direct and reported speech, portrayal of action and selection of detail.

Y6: Select words and language drawing on their knowledge of literary features and formal and informal writing

Y4: Choose and combine words, images and other features for particular effects

Y3: Use layout, format graphics and illustrations for different purposes

Y5: Create multi-layered texts, including use of hyperlinks and linked web pages

Y6: Select words and language drawing on their knowledge of literary features and formal and informal writing

Y6: Integrate words, images and sounds imaginatively for different purposes


10. Text structure and organisation

Y4: Organise texts into paragraphs to distinguish between different information, events or processes.

Y3: Group related material into paragraphs.

Y5: Experiment with the order of sections and paragraphs to achieve different effects.

Y6: Use varied structures to shape and organise text coherently.

11. Sentence Structure and Punctuation

Y4: Clarify meaning and point of view by using varied sentence structure (phrases, clauses and adverbials)

Y3: Compose sentences using adjectives, verbs and nouns for precision, clarity and impact

Y5: Adapt sentence construction to different text types, purposes and readers

Y6: Express subtle distinctions of meaning, by constructing sentences in varied ways

Y4: Use commas to mark clauses and the apostrophe for possession

Y3: Clarify meaning through the use of exclamation marks and speech marks.

Y5: Punctuate sentences accurately, including using speech marks and apostrophes.



Y6: Use punctuation to clarify meaning in complex sentences






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