Sherwood Primary School National Literacy Strategy Weekly Teaching Objectives

Literacy Unit Summary Plan

Name: Class: Year Group: Five Narrative Unit Term: Week Beginning: and Six Scripts

Outcome: Objectives

Write a script. Use scriptwriting techniques to guide performers on how the In order that children make effective progress in core skills across the year, it is important that these Strands are planned for in every script is to be presented. (Marking and feedback against agreed success unit: criteria). Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1 Take part in a performance/recording of a script, performing confidently and Strand 6 – Word Structure and Spelling at KS2. accurately (Teacher observation, self-evaluation). Strand 11 – Sentence Structure and Punctuation at both key stages.

These are in addition to the Objectives listed below. Overview 1. Speaking This unit blends elements of narrative with elements of non-fiction. The unit . Year 5 - present a spoken argument, sequencing points logically, defending views with evidence and making use of has 4 phases, with oral, written and performance outcomes and assessment persuasive language opportunities at regular intervals. It is probably best placed in the spring term, . Year 6 - use the techniques of dialogic talk to explore ideas, topics or issues prior to the national tests. 2. Listening and Responding . Year 5 - Identify some aspects of talk which vary between formal and informal occasions 3. Group discussion and interaction Prior Learning . Year 5 - Plan and manage a group task over time using different levels of planning . Year 5 - Understand different ways to take the lead and support others in groups Check that children can recall the basic features of playscripts: . Year 6 - Understand and use a variety of ways to criticise constructively and respond to criticism 4. Drama . Plays are divided into sections called scenes . Year 5 - Perform a scripted scene making use of dramatic conventions . The setting is often briefly described at the beginning of a scene . Year 5 - Use and recognise the impact of theatrical effects in drama . Every speech by a character starts on a new line 6. Understanding and interpreting texts . Each speech starts with the character's name . Year 5 - Compare different types of narrative and information texts and identify how they are structured . Speeches are not punctuated with speech marks . Year 5 - Explore how writers use language for comic and dramatic effects . Stage directions are used to show actions or how characters are to 7. Engaging with and responding to texts speak . Year 5 - Compare how a common theme is presented in poetry, prose and other media . Stage directions may be written in brackets or italics . Year 6 - Compare how writers from different times and places present experiences and use language . Characters arriving and leaving are described as entrances and exits 8. Creating and shaping texts . Year 5 - Reflect independently and critically on own writing and edit and improve it . Year 5 - Adapt non-narrative forms and styles to write fiction or factual texts, including poems . Year 5 - Select words and language drawing on their knowledge of literary features and formal and informal writing Resources 9. Text structure and organisation . Year 5 - Experiment with the order of sections and paragraphs to achieve different effects, including pace and emphasis The following resources are to support the learning and teaching of literacy 10. Sentence structure and punctuation . Year 5 - Adapt sentence construction to different text types, purposes and readers . End of KS2 short writing task 2004 - radio advertisement . Year 5 - Punctuate sentences accurately, including use of speech marks and apostrophes, to clarify meaning in complex . Grammar for writing: Years 5 & 6 sentences. . Writing flyers 12. Presentation . Comprehension flyers . Year 5 - Use a range of ICT programs to present texts . Previous QCA KS2 reading and writing tests . Year 5 - Use different styles of handwriting for different purposes with a range of media, developing a consistent and . Previous NLS planning exemplification: Y6 Term 3 Revision Unit: Reading personal legible style. & Writing Narrative . Rationale for medium term planning in Y5 Phase 1: Phase 1 Learning outcomes

. Teacher illustrates the use of prepared scripts as the basis for a wide range of features on television, radio and . Children recognise the use of a script in a range of broadcast material and identify other media. Children consider these broadcasts, establishing and comparing purpose. Children practise reading the broad purposes of that material. and answering questions about fiction and play scripts. . Children recall and understand how to go about reading a narrative or playscript . Model reading and analysis of a narrative text extract with highlighting, note-making, etc. Follow this up with text, are aware of a range of questions and how to answer them and can improve their appropriate pupil (group?) reading activity. own answers . Use the same or different but similar texts to demonstrate, and then explore in group work, different types and levels of (national test) questions and how best to answer them. (Materials and approaches for this and the next activities could possibly be drawn from previous NLS planning exemplification Y6 Term 3 revision units: Narrative reading - see resources)

Phase 2 (3 days): Listening, analysis Phase 2 Learning outcomes

. Children review the television/radio extracts again, this time looking for similarities and differences, for example: . Children analyse a range of broadcast material, identifying commonalities and - One voice or several voices differences. - Speech only or other effects (e.g. music) . Children understand what the key elements and features are of an effective short - Single presentation style (e.g. weather forecast) or mixture of styles (e.g. a 'mini-play' within an advertisement) narrative. - Entirely scripted or including some non-scripted material (e.g. documentary including interviews) . Children understand what the key elements and features are of an effective short . Assemble a collection of several good examples of short narratives/plays (some possibly written by children) playscript. covering a range of genres. . Children can write a narrative and playscript effectively for a particular audience, . For a different stimulus and audience children plan and write a narrative text/playscript in a different genre (possibly drawing on and combining different language and organisational features as under 'test conditions' and/or drawing on a task from previous QCA tests.) with a focus on including the elements of appropriate. an effective story.

Phase 3 (3 days): Listening, evaluating and analysing scripted broadcasts Phase 3 Learning outcomes

. Present additional examples of broadcast material (or review previous examples) and discuss the criteria . Children recognise the structure and language features of a range of broadcast by which the impact of these scripts could be evaluated, e.g. clarity of information, extent to which they capture and material hold attention, entertainment value (e.g. use of humour), memorableness (e.g. use of alliteration or other device in . Children construct a wide variety of sentences, punctuate them correctly, and use them an advertisement), etc. effectively in writing narrative for a particular audience . Review language differences in use of formal and informal language and relate those to audience and purpose - e.g. contrast between news and advertisement, contrast between news broadcast on stations catering for different audiences. . Share, analyse and discuss some of the outcomes. Evaluate particularly against agreed criteria for using varied sentences, but then also adding onto this previous consideration of how well key elements and features of an effective story have been used and combined to fulfil the writing task. Consider how to improve.

Phase 4 (6 days): Writing a script; Playing with paragraphs Phase 4 Learning Outcomes

. Demonstrate how to write a script on a non-fiction theme, making connections with what children have . Children plan, research and write a non-fiction script already learned about the conventions of playscripts. Consider the possible use of fiction within the non-fiction theme . Children work together to deliver a polished performance of a script and can of the script - e.g. use of a 'miniplay' to illustrate a point, or the construction of a pseudo-documentary which purports evaluate their own performance to be a factual analysis of something which is in fact entirely imaginary. . Words for both reading and spelling will be drawn from the curriculum area . Identify theme(s) for children's scripts, for example: a radio advertisement; an audio-guide to the school that links with this unit or a part of the locality; a documentary dealing with an issue studied in another part of the curriculum, etc. . Word reading strategies: use shared reading opportunities to demonstrate . Establish the form of presentation, for example a performance of the script to be recorded using a form of how to read technical or other unknown words ICT (consider use of a recording format which would allow them to save their own and others' presentations onto . Use spelling session structure from Year 2 and Year 3 planning portable music players). exemplification to plan work from the Spelling Bank . Share, analyse and discuss some of the outcomes. Evaluate in particular against agreed criteria for using . Children construct meaningful and cohesive paragraphs, and use them paragraphs in narrative, but also adding onto this the previous consideration of using effective story elements and effectively in writing non-fiction for a particular audience features and varying sentences so that the unit is cumulative. Consider how to improve. . *materials and approaches for this unit could possibly be drawn from 2002 NLS planning exemplification: Y6 Term 3 Revision units: Reading & Writing Narrative