Year 5 English LTP OVERVIE Term 1 Term 2 Term 3 W YR 5 STIMULUS OFF WITH THEIR HEADS LOST IN SPACE COSTING THE EARTH THEMES/ PROJECTS READING • Macbeth • The Piano – short film • Boy in the Tower • Corpse Talk - Adam Murphy • The River Singers – Tom Moorhouse • Mirror – Jeannie Baker RANGE, • War Horse – Michael Morpurgo – Polly Ho-Yen • The Lion, The Witch and The Wardrobe - CS Lewis • Mysterious Traveller – Mal Peet KEY TEXTS The Children of the King – Sonya Harnett The Highwayman AND • • Fire,Bed and Bone – Henrietta • • Cloud Tea Monkeys – Mal Peet - Alfred Noyes WHOLE- Branford • Night Sky Dragons – Mal Peet CLASS • Uprooted – Lynne Reid Banks FOCUS TEXT • Diary Writing - Battle of Hastings • Narrative - Fiction from our Literary • Narrative - • Instructions - Own Space Board Games • Persuasive writing • Formal letter-writing: Fundraising TYPES To inform, document and entertain – visitors to Heritage Science Fiction Short Stories To instruct and inform – players of board games at Celebration To persuade and inform – residents of Hedge letters AND • Play scripts - Macbeth To entertain peers To entertain - peers • Narrative Fiction from our Literary Heritage - CS Lewis End To persuade and inform – parents and visitors RANGE Poetry - War poetry • Performance To entertain other year groups p publication (blog) • Descriptive writing - setting to fundraising event including To entertain class audience and instruct actors • Poetry: description (environmental features and • Stories from other cultures PURPOSE • Explanation - how does the castle design provide protection? To entertain and inform family at home (not in - Highwayman aesthetics) To entertain – other year groups AND To inform visitors to Celebration combat) - To inform and describe – visitors and potential • Narrative - Film (The Piano) To entertain – sharing • Fiction Genres - genre-swap stories AUDIENCE conservationists To entertain, inform and describe viewpoint – assembly performance (genre changes from one paragraph to the visitors at Celebration - Own Space Poetry • Non-Chronological Reports - next)? To entertain – publication in conservation of chosen species To entertain – peers and the public (class blog) • Discussion - going to war? class book to share with To inform with bias – fundraising and To inform – visitors at Celebration other year groups conservation awareness for children EXTENDED • Critical response to theatrical performance • Playscript - conversion from narrative • Poetry - Space poem • Moon-landings newspaper report • Instructions • Persuasive Fundraising petition letters WRITING / • Setting description (theatrical scenery) • Plan report and present filmed documentary • Science fiction short story • Advertisement design - space board games • Persuasive letter - anti-littering • Descriptive writing WRITE-ON • Diary Entry - in role as character from Macbeth • Explanation/Justified Opinion (impact of • Descriptive paragraph in • Poetry • Descriptive paragraph in first person • Non-chronological Reports including SITE OF • Persuasive letter writing in role as condemned Protestant/proposal for castle which monarch?) role • Reported speech in narrative - Highwayman report • Conservation magazine report APPLICATIO design commission • Letter writing in role - Mary Rose trip link • Discussion • Narrative: New chapter for classic story (TL,TW&TW) • Narrative N • Recount - chosen historical period • Poetry - war poems OPPORTUNI TY • Celebration event letter home (invitation) SUGGESTIO NS READING Black text: National Curriculum statements; Bold/italics: National Curriculum statements (NAHT KPI); Red text: Hampshire additional guidance Word • Apply their growing knowledge of root words, prefixes and suffixes Reading (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet • Develop positive attitudes to reading and understanding of what they • Identify how presentational and • Make simple links between age-appropriate texts and their audience, read by reading books that are structured in different ways and show some organisational choices vary according to the purpose, time and culture drawing on a good knowledge of authors awareness of the various purposes for reading by using, selecting and reading form and purpose of the writing Themes books that are structured in different ways for the appropriate purposes • Draw meaning from a range of and • Maintain positive attitudes to reading and understanding of what they presentational devices in non-fiction texts Conventio read by identifying and discussing themes and conventions in a wide range of ns writing e.g. ‘heroism’ or ‘loss’, across a range of age-appropriate texts, explaining the theme in the context of the writing • Discuss how the organisation of a text supports its purpose, e.g. persuading, explaining, informing etc. • Ask pertinent and helpful questions to improve their understanding of a Comprehe text nsion- Clarify • Use contextual and genre knowledge to determine alternate meanings of known words • Understand what they read, in books they can read independently, by • Use reference to language, • Understand what they read, in books they can read independently checking that the text makes sense to them, discussing their understanding and structural and presentational features to • Summarise main ideas in a series of sentences from more than one place Comprehe explaining the meaning of words in context support understanding of age-appropriate within an age-appropriate text using own words and key details from the text that nsion- • Distinguish between statements of fact and opinion and understand why texts support the main ideas Monitor this is important to interpreting the text and • Identify main ideas drawn from more than one paragraph and Summaris summarise these, identifying the key details that support the main idea e • Summarise the main ideas drawn from more than one paragraph (or text), identifying key details that support the main ideas within an age- appropriate text • Retrieve and record information from non-fiction by using features to • Extract information from the text and make notes using own words , key locate information e.g. contents, indices, subheadings vocabulary and other references to the text Comprehe nsion- • Skim and scan efficiently for vocabulary, key ideas and facts on both the Select and printed page and screen Retrieve • Retrieve, record and present information from non-fiction extracting information from age-appropriate texts and make notes using quotation and reference to the text Comprehe • Participate in discussions about books that are read to them and those • Consider the similarities and • Maintain positive attitudes to reading and understanding of what they nsion- they can read for themselves, building on their own and others’ ideas and differences in approaches taken and read by: making comparisons within and across books Respond challenging views courteously viewpoints of authors and of fictional • Explain and justify comparisons within and between books with reference and • Identify and explain the author’s point of view with reference to the text characters to key details Explain • Make comparisons within and across books by comparing information, • Identify how presentational and characters or events within and between age-appropriate texts organisational choices vary according to the form and purpose of the writing • Provide reasoned justifications for their views Year 5 English LTP • Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary • Draw inferences such as inferring characters’ feelings, thoughts and • Refer accurately to elements from motives from their actions, and justifying inferences with evidence from the text across the text to support predictions and opinions Inference and wider experiences • Make predictions and express opinions, explaining and justifying these • Begin to make links between the with reference to the text authors’ use of language and the inferences drawn • Identify how language, structure, and presentation contribute to • Discuss and evaluate how authors meaning, giving relevant examples to illustrate use language, including figurative language, • Identify and comment on genre-specific language features used in age- considering the impact on the reader Language appropriate texts, e.g. related language to convey information in a non-fiction text • Discuss and evaluate the intended for Effect • Discuss and evaluate how authors use language, including figurative impact of the language used with reference to language, considering the impact on the reader the text • Understand and begin to use technical terms to discuss language effects, e.g. simile, metaphor, personification, with reference to the text WRITING Black text: National Curriculum statements; Bold/italics: National Curriculum statements (NAHT KPI); Red text: Hampshire additional guidance VOCABUL • Proof-read for spelling and punctuation errors • Convert nouns or adjectives into verbs • Use brackets, dashes • Moving parts of sentences around to create different • Technical language ARY, using ‘-ate’, ‘-ise’ or ‘-ify’ or commas to effects Rhetorical questions GRAMMA • Use relative clauses beginning with who, which, where, when, • indicate parenthesis • Developing fronted prepositional phrases for greater R AND whose, that or with an implied (i.e. omitted) • Indicate degrees of possibility using • Exemplification: To summarise, to effect: PUNCTUA • Use modal verbs or adverbs to indicate degrees of possibility might, adverbs perhaps, surely • Verb prefixes - sequence, results dis-’, ‘de-’, ‘mis-’, ‘over-’ and Throughout the stormy winter… TION should, will, must Connectives to build • Colons to start a list • ‘re-’ Far beneath the frozen soil… • Ensure correct subject and verb agreement when using singular cohesion • Future tense verbs • Start a sentence • Embedded ‘-ed’ clauses: and plural, distinguishing between the language of speech and • Use the perfect form of verbs with an expanded ‘-ed’ Poor Tom, frightened by the fierce dragon, ran home. writing and choosing the appropriate register to mark relationships of time clause: Frightened of the • Use commas to clarify meaning or avoid ambiguity in writing and cause dark, Tom hid under the bed • Colons for play scripts • Ensure the consistent and all night correct use of tense • Start a complex throughout a piece of writing sentence with a subordinate • Uses relative pronouns clause who/which//that /whom /whose • Metaphors • Tense choice generally appropriate with • Personification verb forms adapted • Onomatopoeia • Embellishing simple sentences • Indefinite • Secure use of compound sentences pronouns: somebody, something, someone, nobody, nothing, no-one, everything, anything, nothing TRANSCRI • Use knowledge of morphology and etymology in spelling and understand • Use further prefixes and suffixes and PTION that the spelling of some words needs to be learnt specifically, as listed in understand the guidance for adding English Appendix 1 them • Use dictionaries to check the spelling and meaning of words • Spell some words with ‘silent’ letters • Use the first three or four letters of a word to check spelling, meaning or • Continue to distinguish between both of these in a dictionary homophones and other words which • Use a thesaurus are often confused COMPOSI • Plan their writing by identifying the audience for and purpose of • In narratives, describing • Content is • Draft and write by selecting appropriate TION AND the writing, selecting the appropriate form and using other settings, characters and balanced, grammar and vocabulary, understanding how EFFECT similar writing as models for their own atmosphere and integrating e.g. between such choices can change and enhance meaning • Note and develop initial ideas, drawing on reading and research dialogue to convey character action and and advance the action dialogue, where necessary e.g. consider how authors develop characters and setting to help their factual and fictional writing respectively • Detail / events are supported fact and comment • Draft and write by selecting appropriate grammar and vocabulary, through elaboration and use of appropriate vocabulary, e.g. • Viewpoint is understanding how such choices can change and enhance meaning technical, precise/vivid established • Evaluate and edit by assessing the effectiveness of their own and others’ language according to the and writing by proposing changes to vocabulary, grammar and punctuation to writing purpose and genre generally enhance effects and clarify meaning • Plan their writing by maintained • Use expanded noun phrases to convey complicated information considering how authors have • Draft and concisely developed characters and write by settings in what pupils have précising read, listened to or seen longer performed passages • Editing sentences by either expanding or reducing for meaning and Year 5 English LTP effect

TEXT • Use further organisational and presentational devices to structure • Produce internally coherent • Draft and • Produce internally coherent STRUCTUR text and to guide the reader paragraphs in logical sequence write by paragraphs in logical sequence E AND • Related events or ideas organised into paragraphs or sections to e.g. using topic sentences with using a wide e.g. posing rhetorical questions ORGANIS main ideas supported by range of which are answered in the ATION support the content of the writing for a range of purposes subsequent sentences devices to main paragraph with main • Linking ideas across build ideas elaborated by paragraphs using adverbials of cohesion subsequent sentences within and time (later), place (nearby) and sequence (secondly) across paragraphs

SENTENCE • Tense choice generally appropriate; some variation of modal verbs • Sentences are mostly • Sentences • Sentence structure varied in line with the STRUCTUR to express possibility grammatically sound, e.g. are mostly expectations of English Appendix 2 E correct subject/verb grammaticall agreement, security of tense y sound, e.g. and person correct use of subordinatio n SPEAKING • Performance of playscripts • Performance and recording of video • Performance • Highwayman report performance • Performance of narrative • Performance of stories from other AND documentary poetry cultures LISTENING • Discussion of explanation texts • Celebration event presentation • Discussion of conservation • Discussion of project question • Recording of short • Recording of fundraising adverts • Critical evaluation of performances • Advertisement recording principles • Celebration event presentation stories • LTE activities • Celebration event presentation • LTE activities • LTE activities • LTE activities • LTE activities • LTE activities SPECIAL • Battle of Hastings Re-enactment • Mary Rose Trip • Travelling • Lost In Space Celebration Event • Monkey World trip • Celebration event (fundraising EVENTS • Young Shakespeare Theatre Company performance • Celebration event (which monarch Planetarium visit event) had the greatest impact upon life in England?)