Using Tolkien at Year 6 - Medium Term Plan Formula

Year 6 Term 1 Media/Plays. Duration: 2 Weeks Text(s)

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§ Class novel and video version

§ Narrative

§ Scene

Text level objectives

• T1 to compare and evaluate a novel or play in print and the film/TV version, e.g. treatment of the plot and characters, the differences in the two forms, e.g. in seeing the setting, in losing the narrator;
• T2 to take account of viewpoint in a novel through, e.g.:
  • identifying the narrator;
  • explaining how this influences the reader's view of events;
  • explaining how events might look from a different point of view;
• T6 to manipulate narrative perspective by:
  • writing in the voice and style of a text;
  • producing a modern retelling;
  • writing a story with two different narrators;
• T9 to prepare a short section of story as a script, e.g. using stage directions, location/setting.

Sentence level objectives

• S6 to secure knowledge and understanding of more sophisticated punctuation marks:
  • colon;
  • semi-colon;
  • parenthetic commas, dashes, brackets. (Grammar for writing Unit 47)

Word level objectives:

• W1 to identify mis-spelt words in own writing; to keep individual lists (e.g. spelling logs); to learn to spell them;
• W2 to use known spellings as a basis for spelling other words with similar patterns or related meanings;
• W3 to use independent spelling strategies, including:
  • building up spellings by syllabic parts, using known prefixes, suffixes and common letter strings;
  • applying knowledge of spelling rules and exceptions;
  • building words from other known words, and from awareness of the meaning or derivations of words;
  • using dictionaries and IT spell-checks;
  • using visual skills, e.g. recognising common letter strings and checking critical features (i.e. does it look right, shape, length, etc.);
• W4 revise and extend work on spelling patterns for unstressed vowels in polysyllabic words from Year 5 term 3;
• W9 to understand how new words have been added to the language, e.g. trainers, wheelie.

Suggested speaking and listening emphases.

• Describe the treatment of the same text in print and on screen.
• Comment on and make judgements about the different impact of print and screen versions.
• Take on the role of a character to explain events from a different point of view.
• Perform a short section of a short story re-written as a scripted scene.