Literacy Unit Summary Plan

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Literacy Unit Summary Plan



Year Group: Five

Narrative Unit 2

Traditional stories, fables, myths, legends


Week Beginning:

Make reflections on performances; write a new version of a legend, identifying their audience and adapting their writing to suit this audience; reflect critically on writing, edit and improve it (marking and feedback against agreed success criteria).

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. Speaking

  • Tell a story using notes designed to cue techniques, such as repetition, recap and humour

2. Listening and responding

  • Identify different question types and evaluate their impact on the audience

4. Drama

6. Word structure and spelling

  • Spell words containing unstressed vowels

  • Know and use less common prefixes and suffixes, such as im-, ir-, -cian

7. Understanding and interpreting texts

  • Make notes on and use evidence from across a text to explain events or ideas

  • Compare different types of narrative and information texts and identify how they are structured

  • Explore how writers use language for comic and dramatic effects

8. Engaging with and responding to texts

  • Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts

9. Creating and shaping texts

  • Reflect independently and critically on their own writing and edit and improve it

  • Experiment with different narrative forms and styles to write their own stories

10. Text structure and organisation

  • Experiment with the order of sections and paragraphs to achieve different effects

11. Sentence structure and punctuation

  • Adapt sentence construction to different text-types, purposes and readers

  • Punctuate sentences accurately, including using speech marks and apostrophes

12. Presentation
  • Adapt handwriting for specific purposes, for example printing, use of italics

  • Use a range of ICT programs to present texts, making informed choices about which electronic tools to use for different purposes


  • Read wide range of myths, legends, fables and traditional stories. Discuss common themes. Identify features of particular fiction genres.

  • Read several different versions of same story, for example retellings from different times or countries, film versions. Draw out evidence of changing context and audience.

  • Discuss and look for evidence of narrative viewpoint in particular stories, for example looking at the way that characters are presented. Infer the perspective of the author from what is written and implied.

  • Plan and tell stories orally. Show awareness of audience and use techniques such as humour or repetition.

  • Plan and write a new version of a myth/legend/fable/traditional tale. Identify audience and adapt writing accordingly. Revise to produce polished version of at least one story.

Prior Learning
Check that children can already:

  • Identify features of different genres of fiction texts.

  • Comment on performances, discussing effects and how they are achieved.

  • Plan, tell and write complete stories with a clear sequence of events and showing how one event leads to another.

  • Organise texts into paragraphs.

Phase 1 – approx 3 days

Read and analyse features of the text-type. Make comparisons between different versions of the same legend.

Phase 1 Learning outcomes

  • Children demonstrate that they can classify features of different fiction genres.

  • Children can describe similarities and differences between different versions of the same story and support their opinions by referring to evidence in the text.

  • Children can compose and manipulate sentences for different audiences and purposes.


  • Story modeller

  • Interactive whiteboard (IWB) with files: 'Year 5 F legend RH'; 'Robin Hood'; '2 Marion'; 'Robin and the Sheriff'

  • Presentation software

  • Digital video recorder

  • Grammar for writing, (Ref: 0107/2000)

  • Primary National Strategy Keys to learning resource: KS2 writing kit Castle attack, (Ref: 0360-2006)

  • Resources for Year 5, Narrative, Unit 2, Traditional stories

    ZIP 18.1MB

Phase 2 – approx 6-7 days
Children continue familiarisation with the text-type. Discuss and investigate the effect of different techniques used by the author. Work in a group to explore and empathise with characters through drama activities. Children use a reading journal to record inferences and demonstrate understanding of characters by writing in the first person.

Phase 2 Learning outcomes

  • Children can identify different features of legends.

  • Children demonstrate that they can identify and comment on narrative viewpoints.

  • Children can compose and manipulate more complex sentences within a given context.

Phase 3 – approx 5 days
Make comparisons between oral and written narratives. The teacher demonstrates effective note-taking techniques. Children make notes on visual and oral performances before working in small groups to prepare and present an oral retelling of the legend of Robin Hood for an audio or digital video file.

Phase 3 Learning outcomes

  • Children can make simple notes.

  • Children can retell a legend orally, using their own notes to support them.

  • Children demonstrate use of techniques to engage and interest their audience when retelling a legend orally.

Phase 4 – approx 5 days

Children evaluate their oral performances against agreed success criteria. The teacher demonstrates how to write a legend, transferring oral storytelling skills into writing. Children work collaboratively to write the legend, exploring how to transfer the visual and oral text to a written narrative.

Phase 4 Learning outcomes

  • Children can reflect on their own performances.

  • Children can write a new version of a legend, identifying their audience and adapting their writing to suit this audience.

  • Children can reflect critically on their own writing and edit and improve it.

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