This English unit is designed for year 4. The unit requires at least one copy of the book ‘Thieves of Ostia’ by Caroline Lawrence. The aim is for the children to write a Roman mystery story based on the text. The unit allows the children the opportunity to become more familiar with crime/mystery stories and their composition. It also gives the children the chance to take solve an actual classroom mystery. This unit is very specific and detailed when it comes to the planning and writing stages (a modelled write is included in the plan). It also develops the following skills and knowledge from the National Curriculum: Writing (composition): (Vocabulary, grammar, punctuation): ○ using fronted adverbials (prepositional phrases) ○ using commas after fronted adverbials ○ using and punctuating direct speech ● Plan their writing by: ○ discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar ○ discussing and recording ideas ● Draft and write by: ○ composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures ○ organising paragraphs around a theme ○ creating settings, characters and plot ● Evaluate and edit by: ○ assessing the effectiveness of their own and others’ writing and suggesting improvements ○ proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences ○ reading their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear ● Proofread for spelling and punctuation errors This is a 4 week unit which includes 14 separate lessons/activities. However, some of these lessons will often need more than a single lesson to complete (particularly the writing and planning sections). Within this unit plan there are hyperlinks to other resources associated with the plan.

This Year 5/6 unit is based on the first chapter of the Peter Bunzl book ‘Cogheart’. It is designed to get the children to write a series of stories. The unit starts with independent writing and builds towards the guided writing of Chase Story. The unit uses music, play-based activities, video and sound to give the children a clearer understanding of building tension and suspense. The children will use subordination, short sentences and dialogue to create a chase story based on the Victorian ‘Penny Dreadfuls’. This unit works really well alongside Victorian history and guided reading units.

This is an English Plan (with resources) which helps children to write and then present a TedTalk on their philosophy for happiness. It is based on a TedTalk by Sam Berns. The grammar focus is heavily linked to the outcome. The use of short sentences, patterned language and precise punctuation gives the writing more meaning. This unit is focused on HPL (Higher Performance Learning) and the UK National Curriculum. This plan focuses on children reading aloud and presenting a piece of writing they have a great deal of ownership over.

This English unit is designed for year 4. The unit requires at least one copy of the book ‘Ice Trap’ by Meredith Hooper. The aim is for the children to write a poem based on the book Ice Trap. The unit allows the children the opportunity to become more familiar with different forms of poetry and their composition. It also gives the children the chance to role-play the parts the journey of Ernest Shackleton and experiment with different poetic devices. It also develops the following skills and knowledge from the National Curriculum: Develop positive attitudes to reading, and an understanding of what they read, by: • Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks • Recognising some different forms of poetry • Identifying how language, structure, and presentation contribute to meaning Writing (Composition): Plan their writing by: • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar • discussing and recording ideas Draft and write by: • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures Evaluate and edit by: • assessing the effectiveness of their own and others’ writing and suggesting improvements • proofread for spelling and punctuation errors • read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear. This is a 3-week unit which includes 10 separate lessons/activities. However, some of these lessons will often need more than a single lesson to complete (particularly the writing and planning sections). Within this unit plan there are hyperlinks to other resources associated with the plan.

This resource is designed to be used for any Key Stage 2 (possibly Key Stage 1) guided reading lessons/activities. It can be used for every guided reading activity and is designed to be used in the following way: Print out a copy of the sheet. The person planning the guided reading activity should follow the instructions on the guided reading activity sheet. Make notes at the bottom of the sheet about the session based on the reading skills focus. Keep the sheet for assessment purposes. This guided reading resource is an easy way to plan, monitor and assess the reading strategies, fluency and skills of any child taking part in small guided reading sessions.

This English unit is designed for year 4. The unit requires at least one copy of the book ‘Thieves of Ostia’ by Caroline Lawrence. The aim is for the children to write two newspaper articles based on the text. The unit allows the children the opportunity to become more familiar with newspaper reports and their composition. It also gives the children the chance to role-play newspaper reporters and eye-witnesses. It also develops the following skills and knowledge from the National Curriculum: Writing (composition): Plan their writing by: i.Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar ii. Discussing and recording ideas Draft and write by: i. Organising paragraphs around a theme ii. In non-narrative material, using simple organisational devices Evaluate and edit writing by: i. Assessing the effectiveness of their own and others’ writing and suggesting improvements ii. Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences Writing (Vocabulary, grammar, punctuation) i. Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although ii. Using and punctuating direct speech This is a 2/3 week unit which includes 9 separate lessons/activities. However, some of these lessons will often need more than a single lesson to complete (particularly the writing and planning sections). Within this unit plan there are hyperlinks to other resources associated with the plan.

This English unit is designed for year 4. The unit requires at least one copy of the book ‘The Lorax’ by Doctor Seuss. The aim is for the children to rewrite the book as a playscript which will then be acted out to a live audience. The unit allows the children the opportunity to become more familiar with playscripts and their composition. It also gives the children the chance to read in character as well as role-play the parts of the different characters involved in the book. It also develops the following skills and knowledge from the National Curriculum: Develop positive attitudes to reading, and an understanding of what they read, by: • Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action Writing (composition): • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar • discussing and recording ideas Draft and write by: • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures • in narratives, creating settings, characters and plot Evaluate and edit by: • assessing the effectiveness of their own and others’ writing and suggesting improvements • proofread for spelling and punctuation errors • read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear. Indicate grammatical and other features by: • using commas after fronted adverbials This is a 2/3-week unit which includes 10 separate lessons/activities. However, some of these lessons will often need more than a single lesson to complete (particularly the writing and planning sections). Within this unit plan there are hyperlinks to other resources associated with the plan.

This English unit is designed for year 4. The unit requires at least one copy of the book ‘How to live forever plan’ by Colin Thompson’. The aim is for the children to write a setting description based on the book. The unit allows the children the opportunity to become more familiar with setting descriptions and develop their understanding of how to use powerful vocabulary. It also gives the children the chance to create setting descriptions using the ‘journey of the eye’ method. It also develops the following skills and knowledge from the National Curriculum: Writing (Vocabulary, grammar, punctuation): • choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition • use and understand the grammatical terminology accurately and appropriately in discussing their writing and reading. Writing (composition): Plan their writing by: • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar • discussing and recording ideas Draft and write by: • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures • in narratives, creating settings, characters and plot Evaluate and edit by: • assessing the effectiveness of their own and others’ writing and suggesting improvements • proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences • proofread for spelling and punctuation errors This is a 2-week unit which includes 8 separate lessons/activities. Within this unit plan there are hyperlinks to other resources associated with the plan.

This Year 5/6 unit is based on creating a game which includes a diary entry about a ship being wrecked in a storm and persuasive letter sent from a desert island. It is designed to get the children to produce purposeful writing where they give the final game to a family member/carer/friend. The unit starts by playing an example version of the game (included in the plan as a link) and builds towards the writing a descriptive diary entry describing the sinking of a ship. The historical time period is meant to be based in the classical pirate era, however this can be altered. The unit then goes into the second section where children simulate the feelings of being shipwrecked then write a persuasive letter begging to be rescued. The children will use metaphors, rhetorical questions, modal verbs and emotive adjectives/verbs to create their diary entries and letters.

This Year 5/6 unit is based on the question of A.I. rights. It is designed to get the children to take part in a structured child-led debate; as well as writing a persuasive writing piece. The unit starts with a series of debates (P4C, speech-related and Socratic) and builds towards the writing of persuasive text. The unit uses video, sources of evidence, discussion and argument to give the children a clearer understanding of how to build persuasive language. The children will use rhetorical questions, modal verbs and fronted adverbials to create a persuasive argument for or against A.I. rights. The students loved this unit and were highly engaged by the subject matter.

This enormous set of resources includes a complete list of Year 3/4 spelling sets. Also included are 16 powerpoint spelling presentations along with a list of 16 dictations with links to online YouTube dictations. These spellings are loosely based on the Year 5/6 spellings which children would need to learn according to the English National Curriculum guidelines. Weekly planning format (there are 3 different sessions during the week): Children learn the spelling rule. They are introduced to 6-8 words which match that spelling rule. They practice the words using four different spelling strategies to learn the words. Finally, they play a game which reinforces their understanding of the word (this can be a game like spinal spellings where they draw the word on the partner’s back and their partner has to say the word and spell it). Words are chosen due to their relevance and use to children in the class (overly long and pointless spellings aren’t really included). Children take part in a small diagnostic spelling test where they self mark, evaluate and practice any spellings they got wrong (they use the spelling strategies introduced each spelling session to practice the spellings). They finish with another game like ‘guess the spelling based on the clue’ or ‘throwing a counter to see which spelling it lands on and spelling that word’. At the Beginning of the following week, children listen to the dictation. They dictate what is said including relevant punctuation. This can be done by children independently using electronic devices or as a whole class (with the dictation playing through the speakers in the class - or being read by the teacher). The process continues for the next spelling in the list and so on.

This enormous set of resources includes a complete list of Year 3/4 spelling sets. Also included are 19 powerpoint spelling presentations along with a list of 19 dictations with links to online YouTube dictations. These spellings are loosely based on the Year 3/4 spellings which children would need to learn according to the English National Curriculum guidelines. Weekly planning format (there are 3 different sessions during the week): Children learn the spelling rule. They are introduced to 6-8 words which match that spelling rule. They practice the words using four different spelling strategies to learn the words. Finally, they play a game which reinforces their understanding of the word (this can be a game like spinal spellings where they draw the word on the partner’s back and their partner has to say the word and spell it). Words are chosen due to their relevance and use to children in the class (there are no overly long and pointless spellings which children will never use). Children take part in a small diagnostic spelling test where they self mark, evaluate and practice any spellings they got wrong (they use the spelling strategies introduced each spelling session to practice the spellings). They finish with another game like ‘guess the spelling based on the clue’ or ‘throwing a counter to see which spelling it lands on and spelling that word’. At the Beginning of the following week, children listen to the dictation. They dictate what is said including relevant punctuation. This can be done by children independently using ipads and the link or as a whole class (with the dictation playing through the speakers in the class). The process continues for the next spelling in the list and so on.

This English unit is designed for year 4. The unit requires at least one version of the myth ‘Midas and the Golden Touch’. The aim is for the children to write a mythical story based on an edited version of the Greek myth – King Midas. The unit allows the children the opportunity to become more familiar with mythical stories and their composition. It also gives the children the opportunity to role-play, read and immerse themselves in a variety of different mythical stories. This unit is very specific and detailed when it comes to the planning and writing stages (a modelled write is included in the plan). It also develops the following skills and knowledge from the National Curriculum: Writing (Composition): Plan their writing by: i. discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar ii. discussing and recording ideas Draft and write by: i. composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures ii. organising paragraphs around a theme in narratives, creating settings, characters and plot iii. using commas after fronted adverbials develop their understanding of the Vocabulary, grammar and punctuation by: i. choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition ii. extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although iii. using fronted adverbials Evaluate and edit by: i. assessing the effectiveness of their own and others’ writing and suggesting improvements ii. proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences iii. proofread for spelling and punctuation errors iv. read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear. This is a 3/4-week unit which includes 12 separate lessons/activities. However, some of these lessons will often need more than a single lesson to complete (particularly the writing and planning sections). Within this unit plan there are hyperlinks to other resources associated with the plan.

THIS PLAN INCLUDES A SLIDESHOW AS PART OF THE RESOURCE This year 6 English unit is a 6-7 lesson mini-unit which gets the students to analyse then perform two poem World War One poems. ‘Dulce et Decorum Est’ by Wilfred Owen and ‘An die Soldaten des Grossen Krieges’ by Gerrit Engelke. It is designed to get students to ask their own questions about the poem, then answer them. They also learn how to perform poetry while other members of the class are also performing at the same time. The second poem offers them the opportunity to rewrite parts of the Gerrit Engelke’s poem then create a video presentation. The unit has many links to Michael Rosen’s ideas about performing poetry, while making sure the children understand that the impact of performing poetry from the First World War. While it has been designed as a Year 6 unit, it could be used in Year 5 or Year 7.

This is an English Plan which helps children to write a formal email. It is based on the book Wonder by R.J.Palacio. The unit offers the children a chance to better understand the purpose of formal email writing. It uses the character Jack Will as a stimulus for this writing. This unit is focused on HPL (Higher Performance Learning) and the UK National Curriculum.

This Year 6 unit is based on the first three chapters of the John Boyne book ‘Stay Where You Are Then Leave’. It is designed to get the children to write setting descriptions from two character’s perspectives. The unit uses music, drama, video and sound to give the children a clearer experience of the time (WW1). It then moves onto producing apprentice sentences which can be used in their own writing. Finally, the children create story continuations where they describe their journeys through a part of WW1 london.

This is an English Plan which helps children to write an informal letter. It is based on the book Wonder by R.J.Palacio. The unit offers the children a chance to better understand the purpose of informal letter writing. It uses the characters Via and Grans as a stimulus for this writing. This unit is focused on HPL (Higher Performance Learning) and the UK National Curriculum.

This Year 4-6 plan with slides supports students to write a persuasive speech to the British Parliament. It uses evidence from the book ‘Street Child’ along with modality, conjunction-based sentence starters and the language of persuasion to help children to write a speech from Lord Shaftesbury to the British Parliament. The unit also includes debate and a final public reading lesson. The unit is designed to stand alone but can be used to build connections for those classes who are studying Victorian Britain and/or the book ‘Street Child’.