Download Year 5 Autumn 2: Black Gold?

Year 5 Autumn 2: Black Gold?
Literacy 1- Poetry: Classic/ Narrative Poems
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Literacy
National
Curriculum
Objectives
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Continue to read and discuss an increasingly wide range of
poetry books
Prepare poems and plays to read aloud and to perform,
showing understanding through intonation, tone and
volume so that the meaning is clear to an audience
Discuss poet’s possible viewpoint, explain and justify own
response and interpretation
Explain the use of unusual or surprising language choices
and effects, such as onomatopoeia and metaphor;
comment on how this influences meaning
Explore imagery including metaphor and personification
Compare different forms and describe impact
Be aware of a range of significant poets (both
contemporary and classic), recite one or more of their
poems (or sections of their poems) and begin to express a
preference
Use carefully observed details and apt images to bring
subject matter alive; avoid cliché in own writing
Create own free verse poetry
Literacy 2- Non-Fiction: Persuasive Writing
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Read and evaluate letters, e.g. from newspapers or magazines, intended to inform,
protest, complain, persuade, considering (i) how they are set out, and (ii) how language
is used, e.g. to gain attention, respect, manipulate & distinguish between statements of
fact and opinion
 Read other examples (e.g. newspaper comment, headlines, adverts, fliers) to compare
writing which informs and persuades, considering for example the deliberate use of
ambiguity, half-truth, bias; how opinion can be disguised to seem like fact
 From reading, to collect and investigate use of persuasive devices such as words and
phrases, e.g.
-persuasive noun phrases, e.g. ‘not a single person…’, ‘every right-thinking person would…’,
‘the real truth is…’;
-rhetorical questions, e.g. ‘are we expected to…?’, ‘where will future audiences come
from…?’;
-pandering, condescension, concession, e.g. ‘Naturally, it takes time for local residents…’;
-deliberate ambiguities, e.g. ‘probably the best…in the world’, ‘believed to cure all known
illnesses’, ‘the professional’s choice’ (through the use of vague nouns)
 Draft and write individual, group and class persuasive extended texts for real purposes,
presenting a clear point of view, commenting on emotive issues, and evaluating
effectiveness
 Understand how persuasive writing can be adapted for different audiences e.g. a
protest aimed at an audience who are already backing your cause, compared with a
speech aimed at a neutral audience where greater justification of your point of view is
required
 Evaluate and edit by:
-assessing the effectiveness of their own and others’ writing
-proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify
meaning
-ensuring the consistent and correct use of tense throughout a piece of writing
-ensuring correct subject and verb agreement when using singular and plural, distinguishing
between the language of speech and writing and choosing the appropriate register
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Grammar
National
Curriculum
Objectives
(Must be
included in
literacy units)
Suggested
Texts and
Resources
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Linking ideas across paragraphs using a wider range of cohesive devices: (for example,
the use of adverbials such as on the other hand, in contrast, or as a consequence)
Modal verbs e.g might, should, must, will
The Charge of the Light Brigade - by Alfred Lord Tennyson
Inchcape Rock - by Robert Southey
The Owl and the Pussy-cat - by Edward Lear
The Highwayman- Alfred Noyes
Pie Corbett Model Texts
Write own narrative poem in the same style as the poet studied
Newspaper report about an oil spill
Persuasive letter to government/oil company executive about environmental damage
Suggested
IPC and
Literacy
Links
IPC Objectives (NC Linked) Must be taught in order to meet the National Curriculum:
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Know that the study of geography is concerned with places and environments in the world around them (Task 2, 5, 6)
Know about the main physical and human features and environmental issues in particular localities (Task 3, 5, 6)
Know about similarities and differences between particular localities (Task 2)
Know how people affect the environment (Task 1, 5, 6)
Be able to enquire into geographical factors and their effects on people's lives (Task 1, 5, 6)
Be able to use a variety of sources to gather geographical information (Task 2, 3, 4, 5, 6)
Be able to collect and record evidence to answer geographical questions (Task 2, 3, 5, 6)
Be able to identify geographical patterns and to use their knowledge and understanding to explain them (Task 3, 6)
Be able to use appropriate geographical vocabulary to describe and interpret their surroundings (Task 5, 6)
Be able to use appropriate techniques to gather information (Task 3, 5, 6)
Be able to make plans and maps in a variety of scales using symbols and keys (Task 2)
Be able to use and interpret globes and maps in a variety of scales (Task 2)
Be able to explain how physical and human processes lead to similarities and differences between places (Task 3, 6)
Be able to explain how places are linked through movement of goods and people (Task 2)
Be able to communicate their knowledge and understanding of geography in a variety of ways (Task 2, 3, 5, 6)
Understand how localities are affected by natural features and processes (Task 6)
Understand how and why people seek to manage and sustain their environment (Task 1, 5 6)
Launch and Trips
 Children clean up an oil spill in the classroom.
 Science Museum trip to the energy section
Science Objectives- Properties and Changes of Materials
(States of Matter Focus)
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Compare and group materials together,
according to whether they are solids, liquids
or gases
Observe that some materials change state
when they are heated or cooled, and
measure or research the temperature at
which this happens in degrees Celsius (°C)
Identify the part played by evaporation and
condensation in the water cycle and associate
the rate of evaporation with temperature.
PSHE & RE
 PSHE- Going For Goals
 RE- Why do religious books and teachings
matter?