The Piano – Narrative Poetry Writing Unit Take your pupils on an emotional journey through the life of the pianist in The Piano by Adrian Gibbons with this ready-to-teach poetry writing unit. https://www.youtube.com/watch?v=vNJQagEhvMA This carefully sequenced unit guides pupils from exploring the animation and gathering vocabulary through to planning, drafting, editing and performing their own 4-stanza narrative poem. Pupils can choose to write a non-rhyming narrative poem or challenge themselves with rhyming couplets. What’s included? Fully prepared teaching PowerPoint Engaging activities linked to The Piano Vocabulary gathering and sentence construction Explicit teaching of expanded noun phrases, similes and personification Show-not-tell emotion activities Rhyming and rhyme-bank activities Year 5/6 spelling activities Modelled examples and scaffolded tasks Step-by-step planning for all 4 stanzas Model poems to support pupils’ writing Independent writing tasks Editing and proofreading checklist Poetry performance lesson Detailed The Piano word mat with ambitious vocabulary, action words, adverbials and poetic devices The final outcome is a 16-line narrative poem told through flashbacks, exploring the pianist’s love, wartime experiences, childhood memories and hopes for the future. Ideal for Year 5/6 teachers looking for a high-quality, engaging poetry unit that requires minimal preparation and gives pupils plenty of opportunities to develop ambitious vocabulary and purposeful poetic techniques.

How to Steal Christmas! – Christmas Instructions Writing Unit In this unit, pupils become the Grinch and learn how to write their own mischievous set of instructions explaining how to steal Christmas! The sequence combines an engaging Christmas stimulus with explicit grammar teaching, vocabulary development, modelled writing and independent application. Writing is linked to the clip from How the Grinch stole Christmas. What’s included? Fully prepared teaching PowerPoint Engaging How to Steal Christmas! stimulus Explicit teaching of the features and structure of instructional writing Vocabulary gathering activities Imperative (bossy) verbs Adverbs/adverbials of time and manner Nouns Modal verbs Prepositions Dashes Hyphenated words Year 5/6 spelling activities Grammar practice and independent tasks Modelled examples and sentence construction Step-by-step planning activities Chronological sequencing activities Shared/modelled writing Detailed writing checklist Editing and proofreading activities Final copy-up opportunity Pupils work towards producing a complete set of instructions titled “How to Steal Christmas!”, including a clear introduction, equipment list, numbered method and a range of grammatical and punctuation features. The unit includes a particularly strong grammar-to-writing progression, with pupils explicitly taught the features they will later need to use independently in their final piece. Final outcome Pupils create their own mischievous Christmas instructions, explaining how to successfully steal Christmas while demonstrating their understanding of instructional writing and the grammatical features taught throughout the unit. Please note that the powerpoint uses the XCCW joined font. You can download this or edit it to the font you choose.

This powerpoint contains a 3 week writing unit based on a clip from KS2 English: Macbeth. 1: The Weird Sisters https://www.bbc.co.uk/teach/class-clips-video/articles/zfqv8xs . I have used this piece of Writing numerous times to showcase expected writing from year 6 teacher assessment framework. This unit includes a model text, success criteria and is linked to Year 6 TAF. Aimed specifically at Key Stage 2 Year 5 and 6. Students gain an understanding into how to successfully create atmosphere through careful vocabulary choices and sentence structure. The lessons follows a clear and logical learning journey in which students: -Explore how dialogue is punctuated and incorporate it into their own writing; -Use of passive voice -Use semi-colons effectively in writing use short sentences for effect -Write their own narrative of Macbeth -Analyse and evaluate WAGOLLS and create/use success criteria to support their writing. Please note that the powerpoint uses the XCCW joined font. You can download this or edit it to the font you choose.

Jurassic World Dominion Writing Unit Year 6 This powerpoint contains a 2 week writing unit based on a clip from Jurassic World Dominion. I have used this piece of Writing numerous times to showcase expected writing from year 6 teacher assessment framework. All clips are included within the powerpoint. This unit includes a model text, success criteria and is linked to Year 6 TAF. Aimed specifically at Key Stage 2 Year 5 and 6. Students gain an understanding into how to successfully create atmosphere through careful vocabulary choices and sentence structure. The lessons follows a clear and logical learning journey in which students: -Explore how dialogue is punctuated and incorporate it into their own writing; -Use of personification and similes -Use semi-colons effectively in writing use expanded noun phrases to add more description -Write their own narrative based on Jurassic World Dominion -Analyse and evaluate WAGOLLS and create/use success criteria to support their writing.

This powerpoint contains the full Write Stuff unit for George and the Dragon with pictures and all sentence stacking ideas. Unit is based on the story George and the Dragon by Chris Wormell. Independent write ideas and teacher model included.

Unit of work for Year 6 History about WW2. Unit is designed to look at some local impacts for North West but can be easily adapted to suit your region. Lesson 1 - Causes of WW2 Lesson 2 - The Blitz Lesson 3 - Propaganda Lesson 4 - Events of WW2 Lesson 5 - The Holocaust Lesson 6 - Impact of WW2 on Britain Here are expectations for children for this unit: I can make connections and draw contrast when describing features of historical events and people from the past. I can use in context and understand the terms relating to different types of history (e.g. cultural, economic, political, religious and social). I can explain the impact and purpose of propaganda in the past on local towns and compare to propaganda in cities now I can provide reasons for, and outcomes of, the main events and changes in historical periods, showing factual knowledge of aspects of Britain and the wider world. I can describe the negative or positive impact of a period of history on contemporary society. I can suggest relationships between causes in history. I can independently investigate a complex research question and construct an informed response. I can represent my findings in different ways and justify my opinions of the past I can compare accounts of events from different sources, discuss why they may be different, their accuracy and relevance. I can identify what primary and secondary resources are and explain when they may be relevant. I can debate Historical issues using relevant sources as evidence.