Download Literacy Unit Summary Plan

Literacy Unit Summary Plan
Name:
Class:
Year Group: 5 and 6
Additional Unit: Midnight Fox
Term:
Week Beginning:
Outcomes
Objectives
The main writing outcomes are writing in role in the form of
notes and a ‘fox-spotter’ notebook and also poetry and
newspaper reports.
The overarching core learning outcomes for the key stage are indicated in italics. Relevant objectives from Years 5 and 6 are indicated under
the strands.
1. Speaking
Overview: This unit lasts three weeks
Explore, develop and sustain ideas through talk
This classic children’s novel, written in 1970 by the American writer
Betsy Byars, reads aloud very well. It tells the compelling story of
Tom, a boy who is sent, very reluctantly, to stay with his aunt and
uncle on their farm. Readers experience his sense of wonder at the
beauty of nature as he observes the beautiful sight of a black fox
and her cub. The harsh reality of life in the country is revealed as
Tom’s concern for the fox and her cub come into conflict with his
aunt and uncle’s attempts to protect their farm stock.
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Children can relate to Tom’s initial reluctance to being sent to stay
with his aunt and uncle. His discovery, admiration and concern for
the fox and changing attitude to life in the country provide lots of
opportunities for discussion. Drama, debate and writing in role
enable the reader to experience the story from Tom’s viewpoint.
Appreciation of the language is developed through text marking and
word collections.
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Teachers should read the book and the teaching sequence before
starting work on the unit with the class. Reading aloud of the text or
rereading of sections can sometimes take place during the teaching
sessions but should also take place during separate read-aloud
times in order to reach particular parts of the narrative in preparation
for sessions. Where this is important, it has been signalled in the
unit. Sessions are for guidance only. The length of time each aspect
of the sequence takes will depend on the way they are developed by
the teacher, the amount of time allowed for different activities such
as discussion and also the prior experience of the class, for example
with drama techniques.
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Y5 Present a spoken argument sequencing points logically and defending views with evidence, making use of persuasive language
Y6 Use a range of oral techniques to present persuasive arguments
Y6 Participate in whole-class debate using the conventions and language of debate including Standard English
4. Drama
Use dramatic techniques including working in role to explore ideas and texts
Create, share and evaluate ideas and understanding through drama
Y5 Reflect on how working in role helps to explore complex issues
Y6 Improvise using a range of drama strategies and conventions to explore themes such as hopes, fears and desires
7. Understanding and interpreting texts
Retrieve, select and describe information, events and ideas
Deduce, infer and interpret information, events and ideas
Y5 Make notes on and use ideas from across a text to explain events or ideas
Y5 Explore how writers use language for comic and dramatic effects
Y6 Understand underlying themes, causes and points of view
8. Engaging with and responding to texts
Respond imaginatively, using different strategies to engage with texts
Evaluate writers’ purposes and viewpoints and the overall effect of the text on the reader
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Y5 Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts
Y6 Sustain engagement with longer texts using different techniques to make the text come alive
9. Creating and shaping texts
Use and adapt a range of forms suited to different purposes and readers
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Y6 Select words and language, drawing on their knowledge of literary features and formal and informal writing
Phase 1 – approx 4 days
Phase 1: Learning outcomes:
Resources:
Phase 1 of the unit (sessions 1–4) focuses on detailed discussions about the
main character of the novel, Tom, and his feelings about being sent to stay
with his aunt and uncle on their farm. Through
role-play, discussion, drawing and note making, the children begin to put
themselves in Tom’s shoes. Letter writing in role completes this phase of the
unit.
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Midnight fox - note document
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PDF 139KB
RTF 80.4KB
Word 59.5KB
Midnight fox - reasons for and against
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PDF 24.3KB
RTF 6.27KB
Midnight fox - unit
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To be able to gather information about the main characters and plot
To be able to discuss what is known initially about a character’s situation
To use drama strategies to think about a character’s feelings
To deduce information about a character from the clues in the text
To be able to show what they have found out about characters through
notes and drawing
To develop ideas about a character’s feelings through talk
To express a character’s feelings by writing in role
Phase 2 – approx 5 days
Phase 2 Learning outcomes:
Phase 2 of the unit (sessions 5–10) focuses on Tom’s experiences of
discovering and observing the black fox and her cub. Through visualisation,
mapping of the different settings, drawing and writing
in role, the children are able to gain an understanding of Tom’s experiences.
Text marking and word collections are used to draw attention to the ways that
language is used to describe the fox. Shared and individual poetry writing
describing the fox completes
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To be able to explore themes and issues in a text, referring to the text
To be able to write in role to a character in the text
To be able to deduce information about the complexities of a
character from the text
To be able to present ideas to a group
To be able to use drama to explore a character's feelings
To discuss a turning point in a novel
To be able to use role-play to explore a key moment in the
development of the plot
To be able to record a scene using drawing and writing
Phase 3 – approx days
Phase 3 Learning outcomes:
Phase 3 of the unit (sessions 11-15) involves script writing and performing,
writing in role and report writing as the novel reaches its conclusion.
Reading aloud continues during and between sessions. Sessions are for
guidance only and the length of these will depend on the way they are
interpreted and developed by the teacher, together with the amount of time
allowed for drama, discussion and writing.
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To be able to present a viewpoint, providing evidence and using
persuasive language
To learn how to take part in a debate
To use role-play to explore characters’ differing viewpoints
To be able to express a viewpoint orally and in writing
To be able to discuss key moments in a story
To use drama strategies to explore a key scene in a text
To be able to use their knowledge of a story and characters to write a
newspaper report of a key event
PDF 236KB
RTF 2.2MB
Word 29.5KB
Word 1.0MB