Using Tolkien at Year 6 - Short Term Plan - Reading

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DATE: _________(Week 1)

Year 6 TOP ENGLISH READING

• T1 to compare + evaluate a novel or play in print + the film/TV version, e.g. treatment of the plot + characters, differences in the two forms, e.g. seeing the setting, losing the narrator;
• T2 to take account of viewpoint in a novel through, e.g.: identifying narrator; explaining how this influences a 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 + style of a text; producing a modern retelling; writing a story with two different narrators;
• T9 to prepare short section of story as a script, using stage directions, location /setting.

WRITING

• T1 to compare + evaluate a novel or play in print + the film/TV version, e.g. treatment of the plot + characters, differences in the two forms, e.g. seeing the setting, losing the narrator;
• T2 to take account of viewpoint in a novel through, e.g.: identifying narrator; explaining how this influences a 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 + style of a text; producing a modern retelling; writing a story with two different narrators;
• T9 to prepare short section of story as a script, using stage directions, location /setting.

SENTENCE/WORD LEVEL

• W1 to identify mis-spelt words in own writing; to keep 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:
• 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.
• S6 to secure knowledge and understanding of the more sophisticated punctuation marks: colons, semi-colons, parenthetic commas, dashes and brackets.

LEARNING OBJECTIVES ACTIVITIES (Differentiated if necessary)

MONDAY W1, W2, W3, W4, S6.

• Spelling test.
• Give out and discuss spellings for test next week.
• Do a spelling audit from exercise books and add into spelling logs.
• Punctuation: Higher order punctuation marks: colons and semi-colons. What are they and how do they work? (Explicit explanation with notes taken in exercise books.) What function do they have in the text? Use own reading books to locate and identify colons and semi-colons. Read aloud to hear the effects.

PLENARY What did you notice about the types of place where these pieces of punctuation occur? Do they turn up more in fiction or non-fiction? What ideas can we start to put together about where we would use them in our own writing?

TUESDAY S6 GUIDED GROUPS:

• Teacher: Lower TEXT: The Lord of the Rings JRR Tolkien. Chapter 1: A Long Expected Party, p39-59. Read through part of the text together, identifying examples of colons and semi-colons. Why are they used? What effects do they create? (Refer to Grammar for Writing Unit 47 for support.)
• Higher: Appropriate exercises from text book or worksheet on colons and semi-colons.
• Middle: Appropriate exercises from text book or worksheet on colons and semi-colons. Lower: Appropriate exercises from text book or worksheet on colons and semi-colons.

PLENARY What have we learned about colons and semi-colons? Where do we use them? What effects can we create with them? Write and then show me an example of a sentence containing a colon. Show me an example of a sentence containing a semi-colon.

WEDNESDAY T1, T2 GUIDED GROUPS:

• Teacher: Middle TEXT: The Lord of the Rings JRR Tolkien. Chapter 1: A Long Expected Party, p39-59. Read through the rest of the text and identify the narrator.
• In pairs (Middle, Lower) make a list of characters who are introduced and whose viewpoints could be used to retell this part of the story. Independently (Higher) make a list of characters who are introduced and whose viewpoints could be used to retell this part of the story.

PLENARY How does the use of third person narrator influence the reader's view of things? What are the advantages and disadvantages of using third person? Where in the text do we hear the author's voice more directly? (And what do we notice about the punctuation often used at these points?)

THURSDAY T2, T6 (Speaking and Listening)

TEXT: The Lord of the Rings JRR Tolkien. Chapter 1: A Long Expected Party, p39-59. Briefly recap the text. Remind children of the characters they identified yesterday, where those characters were and what they were doing. Teacher models hot seating by taking on the role of a previously identified character. Children question character about the events. Children take over. How does this help us understand how events might look from different points of view?

PLENARY Which do you think are the most important characters in this chapter? The least? Why? Does this affect their view of events? How? Decide on a character whose viewpoint they will write from tomorrow.

FRIDAY T6 GUIDED GROUPS:

Teacher: Higher TEXT The Lord of the Rings JRR Tolkien. Chapter 1: A Long Expected Party p39-59. Recap on viewpoint discussion from yesterday. Discuss "voice". Use the text to find examples of how Tolkien uses particular turns of phrase and accents to show us the characters of the hobbits.

• Higher: Write part of the events from the point of view of another character.
• Middle: Write part of the events from the point of view of another character.
• Lower: Write part of the events from the point of view of another character.

PLENARY Share and celebrate what has been written so far. We will be returning to it next week before we compare what Tolkien wrote with the film version.