English Curriculum Coverage – Year 4 2020-2021
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English Curriculum Coverage – Year 4 2020-2021 Autumn 1 - National Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Poetry Day 1st October World Book Day The Iron Man by Ted FaRther by Grahame Baker Winter’s Child by Angela Odd and the Frost Giants Jonathan Swift’s Gulliver The Lion, the Witch and Hughes and Laura Carlin Smith 3 weeks McAllister and Grahame by Neil Gaiman and Chris by Martin Jenkins and the Wardrobe by C.S.Lewis 4 weeks Baker Smith 2 weeks Riddell 3 weeks Chris Riddell 3 weeks 4 weeks Varmints by Helen Ward The Matchbox Diary by The Selfish Giant by Oscar Until I Met Dudley by Shackleton’s Journey by Jabberwocky by Lewis and Marc Craste *book Paul Fleischman and Wilde and Michael Roger McGough and Chris William Grill 3 weeks Carroll and Joel Stewart and film 3 weeks Bagram Ibatoulline Foreman or Alexis Deacon Riddell 2 weeks 2 weeks 3 weeks 3 weeks OR Tar Beach by Faith OR The Lion and the OR Cinnamon by Neil Weslandia by Paul Ringgold 3 weeks Unicorn by Shirley Hughes Gaiman and Divya Fleischman and Kevin 3 weeks Srinivasan Hawkes 3 weeks 3 weeks Year 4 Progression and Synopses Term Text Written Extended Sequence Synopsis – Overview and Outcomes Outcomes Published Outcomes Autumn The Iron Man Character Mystery This is a four-week planning sequence using The Iron Man by Ted Hughes and illustrated by Laura Carlin in 1 descriptions, narrative which children will explore the devices of mystery and suspense. They will write a range of different texts-types short news including letters, a news article and a poem with the extended written outcome being a published narrative. report, letter The planning sequence includes exemplified grammar and spelling activities throughout. Drama techniques of advice, menu such as Teacher in Role and Conscience Corridor and Sculptor/Sculpted are used to support understanding and (using to develop writing. descriptive devices), poetry Varmints Descriptive Explanation This is a three-week sequence using the film and text of Varmints by Helen Ward and Marc Craste, in which comparisons, children explore the settings and themes, writing a retelling of the story from the main character’s point of retellings, view and sharing their thoughts and opinions about the story. The same text is then used to draw out the setting process and life-cycle of growing plants. Children use this as a starting point to create a life-cycle flow diagram, descriptions, charting the changes that take place as a plant grows and what is needed to nurture it in order to give guidance OR poetry to the next generation of ‘varmints’ how to look after plants. Children then use this, alongside their explored knowledge of explanation texts, to write their own explanation of the life-cycle of plants to be published as a leaflet. It is important that children are exposed to a range of explanation texts, through Science and Guided Reading throughout. Tar Beach Character Own version This is a three-week planning sequence using Tar Beach by Faith Ringgold in which children explore the theme descriptions, narrative of ‘freedom’ and do so by creating their own story, written as a play script, where they master their own world formal letter, (written as a by flying over it, eventually writing their own version of a ‘Tar Beach’ story about their own locality or chosen book review, play script) place. They will also create retellings, book reviews, character descriptions and dialogue. dialogue (direct speech), retellings Autumn FaRther Retellings, Sequel story This three-week sequence begins by introducing the concept of dreams and how important they are in our 2 recounts lives. It continues by exploring the text through a range of activities that include explicit grammar teaching, (postcards), opportunities for shorter written outcomes and book talk. Children create a story-map of the key events from setting the book to write a sequel, they write an explanation text to describe their own flying machine Children finish descriptions, by writing a longer story about an adventure in a sequel to the text. diary entries, explanation texts The Matchbox Dialogue, diary Non- In this three-week planning sequence using The Matchbox Diary, the children will discover a set of matchboxes Diary entry, retelling chronological containing some of the mementoes from the story. After writing predictions about what the objects might (oral dictation), report relate to, the children listen to the story in stages. They make inferences about why the great-grandfather and OR mini- his family went to America, explore vocabulary and write in role. After exploring prepositions, they create a autobiography, ship’s log that is in the form of a recount. They then investigate migration and read for research to gather ideas ship’s log about Ellis Island. Following this, the children plan and write a non-chronological report about the great- grandfather and others who made a similar journey all those years ago. The Lion and Letters, diary Own version This is a three (plus) week planning sequence using The Lion and the Unicorn by Shirley Hughes, where children the Unicorn entries, historical explore the text in its historical context and discuss the themes and imagery within. They explore a range of character and narrative grammatical concepts including dialogue to create inference about a character, a variety of noun phrases to setting create description, character comparisons using conjunctions, personification and prepositions to describe a descriptions, setting. Children write a range of diary entries, letters, character comparisons, setting descriptions and finish non- by writing their own evacuation narrative. There is also an optional additional opportunity to write a non- chronological chronological report about women in World War Two, as well as two optional additional spelling sessions. reports Spring 1 Winter’s Child Postcard Fantasy story This is a two week planning sequence for Winter’s Child by Angela McAllister, in which children explore and are (recount), sequel immersed in the theme of the story, making predictions about what might happen if you are not careful what dialogue, setting you wish for. Children continue to explore the themes and language of the text, particularly identifying noun description as a phrases and prepositional phrases and how they are used to create images. Children go on to predict what letter, retelling might happen after the story, as it becomes spring, and write their own simple sequel, applying the grammatical skills learnt. The Selfish Letters, first Own version This is a three week sequence for The Selfish Giant by Oscar Wilde in which children will explore the text Giant person narrative through a range of immersion and engagement activities and will write a range of texts, including diaries, recount, diaries, about letters, posters, reports, and their own versions (narratives). OR letters, posters, kindness reports Cinnamon Diary entries, Own version This is a three-week planning sequence using Cinnamon by Neil Gaiman in which children begin by making informal mythical tale inferences about the characters and situations in the story. They go on to consider the emotions of characters letters, including Cinnamon herself (in the form of diaries) and also of their parents when creating adverts. There is dialogue, explicit teaching of the conventions of dialogue through drama and children go on to write a story in the style adverts, of Cinnamon using speech. limericks and other poetry forms Spring 2 Odd and the Narrative Retelling - This 3 week planning sequence is based on the story Odd and the Frost Giants by Neil Gaiman. It includes Frost Giants recount, alternative exemplified grammar activities throughout, as well as drama techniques such as thought-tapping. Visual (Links to character and perspective images are also incorporated. Specific teaching strategies are highlighted in bold and there is a glossary to Vikings) setting explain how each of these work in a classroom situation. descriptions, letters, short explanations Until I Met Letters, posters Explanation This is a two-week planning sequence using Until I Met Dudley by Roger McGough and Chris Riddell. Children Dudley write their own explanation texts for everyday objects, inventing their own imaginary responses to the question of how they work, before researching and describing them properly. They also write letters to a fictional ‘Dudley’ character asking for his help to get to the bottom of some more complicated items. Summer Jonathan Character Narrative This is a three-week sequence for Jonathan Swift’s Gulliver by Martin Jenkins and Chris Riddell. Children will 1 Swift’s description, based on own have read Gulliver’s Travels and been immersed in the various settings that he explores. This will be used as a Gulliver informative imagined land basis for a variety of persuasive short writing opportunities, such as a poster and a leaflet before children move posters, on to creating a logbook. The final longer written outcome will be the children creating their own imaginary persuasive lands to use as settings for a new adventure story where they are the explorer. leaflets, log book entries (recount) Shackleton’s Packing lists Newspaper This is a 3 week planning for Shackleton’s Journey by William Grill. Journey (justifications), report letters (formal and informal), interviews, diaries Weslandia Retelling, Non- This is a three-week planning sequence based around the book Weslandia by Paul Fleischman. It begins with character chronological children creating a shelter for their own civilization, as a hook to create engagement with the text. The first description, report part then continues with children making predictions, describing Wesley’s character and eventually retelling book review the story in their own words. In the second part, children begin by creating a non-chronological report, published as a brochure for Weslandia itself, using planning models and information from and inferred from the text.