Autumn Term
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Unit |
Unit summary |
Grammar lessons |
| Poetry Unit 5.1
Poets’ Voices |
The children enjoy and discuss all the poems in the unit, giving their own reasons for preferences. They draft whole-class poems, evaluating and editing as they go. Further composition work includes drafting and writing a nonsense-writing poem and a free-verse poem. They also prepare poems to read aloud. |
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Unit |
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Grammar Lessons |
| Fiction Unit 5.1
Friend or Foe |
Whilst studying Friend or Foe, the children explore the feelings of the main characters and infer what they may be thinking and feeling during their evacuation from London. Children find evidence and detail in the text to justify their views. They consider and explore what the theme ‘friend or foe’ really means, using evidence in the text to justify their answers. They compare this text with other, similar texts in the genre and explore standard and non-standard English by looking at different conversations between the characters. They go on to explore figurative language while looking at the author’s vocabulary choices. For the main composition task, they write a new scene for the novel, paying attention to the features of dialogue, and prepare a presentation about the author for sharing with another primary school or class. |
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Unit |
Summary |
Grammar Lessons |
| Non-fiction Unit 5.1
Animals on the Move |
In this unit, the children explore the Big Question: Which animal makes the toughest migration? They read the interactive eBook, using the skills of skimming and scanning to find answers to questions and using the organisational features of the eBook to find information. They revise and develop using relative clauses to present information clearly. In their writing task, children plan and write a chronological report about a specific animal migration. |
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| Live Unit 5.1
Ultimate Rap! |
The children are introduced to the main idea of the unit: that they will write and perform their own raps. As a class, they listen to some raps and poems and learn about the differences between rap and poetry. They focus on the features of rap performance and look at some of the poetic language rappers can use to give power to their raps, as well as looking at how raps are constructed. After some teacher modelling, they look at ideas for topics for raps, before developing and writing their own. Time is given at the end of the unit for the children to practise performing their raps with beat accompaniment. The raps are then performed and filmed so that they can be shared more widely. |
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Spring Term
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Unit |
Unit summary |
Grammar lessons |
| Poetry Unit 5.2
Tell Me A Story |
In this unit, the children explore narrative poems, focusing in depth on the work of two poets. They learn about information retrieval, answering questions that require literal comprehension, inference, deduction and imagination. They watch and enjoy a poet reading his work. They write the ‘back story’ to a poem in narrative form and compose an autobiographical narrative poem. | Select from the bank of resources according to the needs of your class. |
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| Fiction Unit 5.2
Oranges in No Man’s Land |
In this unit, the children explore a fiction set in Lebanon. They read the interactive eBook, asking questions and developing understanding of inference and the author’s use of language. They use discussion and role-play to explore characters and the impact of civil war. They develop editing, proof-reading and peer-review skills. They plan, edit and write a story from a different character’s point of view. |
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| Word Detectives Year 5 |
It’s Word Detectives week! Children take on the role of word detectives to investigate spelling patterns and generate their own spelling rules. | Select from the bank of resources according to the needs of your class. |
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Unit |
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| Non-fiction Unit 5.2
The Museum of Fun |
In this unit, the children explore the mission: to run the Museum of Fun! They read the interactive eBook, scanning and summarising information and relating it to their lives and experiences. They complete the mission, planning, writing and presenting television adverts to encourage people to visit the museum. |
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Summer Term
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Unit |
Unit summary |
Grammar lessons |
| Poetry Unit 5.3 Compare and Perform | In this unit, the children explore narrative poems, focusing in depth on the work of two poets. They give personal responses to the poems and use performance skills to bring the patterns of the poems to life for an audience. They compare poems, clarify unfamiliar vocabulary and identify patterns of poetic language. They plan and write a prose story ‘prequel’ for a narrative poem, learning how to integrate dialogue. | |
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| Fiction Unit 5.3
Greek Myths |
The children start by reading a selection of Greek myths, using drama and inference to empathise with the characters and looking at the different themes in myths. They look at the author’s use of devices to build cohesion and different ways of indicating parenthesis. For the final writing task, they brainstorm, plan and write their own myths, focusing on including powerful language and using devices of cohesion. |
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| Non-fiction Unit 5.3 Ultimate Explorers | In this unit, the children explore the Big Question: What makes someone a great explorer? They read the interactive eBook, and use other sources, to research challenges faced by explorers. They understand and explain different viewpoints. They look for evidence about what qualities successful explorers would need. They recap features of report texts and write an advert using persuasive language. They answer the Big Question, planning and writing a handbook for a new junior explorer. | Select from the bank of resources according to the needs of your class. |
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| Live Unit 5.2
Pitch It! |
The children are introduced to the main idea of the unit: that they will design a product for a younger child, based around a book, and pitch their idea to an audience (the buyer of the product, e.g. a teacher). As a class, they write a questionnaire to research the requirements for the product. They focus on the type of language required for their pitch as well as the skills needed to be a good presenter. After some teacher modelling, they write their own pitches and catalogue descriptions for their product. The children take part in a practice pitch half way through the unit so that they can act on feedback. Then, an email ‘arrives’, telling the children that a product buyer is interested in their product and will attend the next pitch. They are given the chance to refine their pitches for this new audience and purpose, and perform them at the end of the unit. The final pitches are performed and filmed so that they can be evaluated. |
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