English planning

Education Resources

Day 1

THEATRE VISIT PREPARATION Learning Objective/ Vocabulary/ New National Curriculum reference (NC) LO: I can answer comprehension questions effectively.

Vocabulary comprehension, apostrophe, vermin, fife NC: Y5/Y6 *increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions NC: Y3/Y4 *listening to and discussing a wide range of fiction, poetry, plays, nonfiction and reference books or textbooks

ENGLISH PLANNING: The Pied Piper

Input/ Task

Differentiation

Success Criteria/ Review (Plenary)

Input What do you know about the story of the Pied Piper? Discuss Study the postcard of the Pied Piper from 1902: What do you notice?

Share responses.

Read the poem ‘The Pied Piper of Hamelin: A Child's Story’, by Robert Browning

Differentiation Must: The Pied Piper of Hamelin: A Child's Story, by Robert Browning (extract). 10 marks

Task: Can you answer the questions about the Pied Piper?

Could: Can you create your own questions and answers for Robert Browning’s poem?

Success Criteria COMPREHENSION METHOD: 1. Read the whole text quickly and carefully. If you get stuck on a word, sound it out, work it out, move on!

2. Read each question carefully.

What type of question is it and how many marks is it worth?

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

ALWAYS REFER TO THE TEXT!!!

(Play ‘Head Tennis’) 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! Every Mark Matters!

Should: The Children of Hameln, by Jacob and Wilhelm Grimm (10 marks)

Challenge: Can you create your own questions and answers for Jacob and Wilhelm Grimm’s story?

TOP TIP: Use explaining conjunctions such as… ‘because’ and ‘so’.

Review (Plenary) Check answers against Success Criteria and referring to the texts.

Day 2

Education Resources LO: I can write a description of a character.

Vocabulary Capital letter, full stop, question mark, exclamation mark, comma, apostrophe, inverted commas, direct speech, brackets, dash, parenthesis, semi-colon, colon ABC . ? ! ,,, ‘ “ ” ( ) - ; :

Input As a class, read the character description: girl from Hamelin (based on a detail of the Kate Greenaway illustration from The Pied Piper of Hamelin (1888), by Robert Browning).

NC: Y6 *Use of the semi-colon, colon and dash to mark the boundary between independent clauses (e.g. It’s raining; I’m fed up)

Discuss its features in terms of punctuation.

NC: Y5 *Brackets, dashes or commas to indicate parenthesis NC: Y4 *Use of inverted commas and other punctuation to indicate direct speech e.g. a comma after the reporting clause; end punctuation within inverted commas (e.g. The conductor shouted, “Sit down!”) *Apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names) *Use of commas after fronted adverbials NC: Y3 *Introduction to inverted commas to punctuate direct speech NC: Y2 *Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences *Commas to separate items in a list *Apostrophes to mark where letters are missing in spelling

Task Can you write a description of one of the characters from the story of the Pied Piper using accurate and varied punctuation?

Differentiation Must (Y3): *Introduction to inverted commas to punctuate direct speech Should (Y4): *Use of inverted commas and other punctuation to indicate direct speech e.g. a comma after the reporting clause; end punctuation within inverted commas (e.g. The conductor shouted, “Sit down!”) *Apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names) *Use of commas after fronted adverbials Could (Y5): *Brackets, dashes or commas to indicate parenthesis Challenge (Y6): *Use of the semi-colon, colon and dash to mark the boundary between independent clauses (e.g. It’s raining; I’m fed up)

Success Criteria a) Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences b) Commas to separate items in a list c) Apostrophes to mark where letters are missing in spelling Review (Plenary) Share writing with the class.

Check writing against Success Criteria.

Day 3

Education Resources Learning Objective/ Vocabulary/ New National Curriculum reference (NC)

Input/ Task

Differentiation

Success Criteria/ Review (Plenary)

LO: I can write the description of a setting.

Input

Differentiation

Success Criteria

As a class, read the setting description of the land surrounding Hamelin based on Augustin von Moersperg’s illustration.

Must (Y3): Expressing time, place a) Use different types of sentences. and cause using conjunctions (e.g. b) Use accurate and varied when, before, after, while, so, punctuation. because),

NC: Y5/Y6 *in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

Discuss its features in terms of sentence types.

Task NC: Y3/Y4 Plan their writing by: *discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

c) Write in detail.

Should (Y4): *Fronted adverbials (e.g. Later that day, I heard the bad news.)

Review (Plenary) Share writing with the class.

Can you write a description of the inside of the mountain using Could (Y5): *Relative clauses accurate and varied sentence beginning with who, which, where, types? when, whose, that

Challenge (Y6):*Use of the passive to affect the presentation of information in a sentence (e.g. I broke the window in the greenhouse versus The window in the greenhouse was broken [by me]).

Check writing against Success Criteria.

Day 4

Education Resources LO: I can plan the ending to a story.

Input

Differentiation

Success Criteria

Vocabulary

Firstly, reread ‘The Children of Hameln’, by Jacob and Wilhelm Grimm (extract).

Must:

a) Use the story mountain to plan your paragraphs.

Story mountain, introduction, character, setting, problem/issue/dilemma, climax, resolution, ending, reflect

*adjectives (e.g. dark, smooth, scary)

b) Write in note form. c) Write in detail.

As a class, discuss… *Where are the town’s children? (inside the mountain)

Should: *verbs (e.g. searched)

Review (Plenary)

*Why are they there? (been led in by the piper because the city didn’t pay his fee for ridding the city of rats)

*adverbs (e.g. quietly)

Share planning with the class.

NC: Y5/Y6

*What’s it like inside?

*adverbials:

*identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

*How will they escape?

(time phrases e.g. before they escaped)

adjective, verb, adverb, adverbials (time phrase, prepositional phrase), simile, metaphor, personification

NC: Y3/Y4 *discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

*How will they feel on their return to the city?

Could:

(prepositional phrases e.g. next to the secret passage)

Task Using the story mountain, can you plan an alternative ending for ‘The Pied Piper’?

Challenge: Can you use similes, metaphors or personification?

Check planning against Success Criteria.

Day 5

Education Resources LO: I can write the ending to a story.

Input

Differentiation

Success Criteria

Vocabulary

Review learning throughout the week: What have you learned so far?

Must (Y3):

a) Use your Story Mountain to structure your paragraphs

Story mountain, present perfect tense, paragraph, time connectives, adverbials, ellipses

Talk through vocabulary, Success Criteria and Differentiation.

*Use of the present perfect form of verbs instead of the simple past (e.g.

He has gone out to play contrasted with He went out to play)

NC: Y6 Should (Y4): *Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections (e.g. the use of adverbials such as on the other hand, in contrast, or as a consequence), and ellipsis NC: Y5 *Devices to build cohesion within a paragraph (e.g. then, after that, this, firstly) *Linking ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly) NC: Y4 *Use of paragraphs to organise ideas around a theme NC: Y3 *Use of the present perfect form of verbs instead of the simple past (e.g.

He has gone out to play contrasted with He went out to play)

b) Work with purpose (quickly but carefully) c) Check that your sentences make sense

Task Can you write the ending to your story?

*Use of paragraphs to organise ideas around a theme

Review (Plenary) Share writing with the class

Could (Y5): Check writing against Success Criteria *time connectives (e.g. then, after that, this, firstly) *In different paragraphs, using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly)

What have you enjoyed this week and why?

What have you learned and how?

Possible follow up writing activities:

Challenge (Y6):

*Can you write a newspaper report on this story?

the use of adverbials such as on the other hand, in contrast, or as a consequence), and ellipsis

*Can you write a piece to camera as a TV reporter? *Can you rewrite this story in under 140 characters for Twitter? *Once you have seen a performance of the show (e.g. Unity Theatre, Liverpool, winter 2013), can you write a review?

Education Resources