Year 5- English Overview

Year 5 ENGLISH CURRICULUM MAP Unit

Classic Narratives

Time

2 x 3-4 weeks

Example texts

Robin Hood King Arthur

Outcomes

English Language Opportunities

On-going Language Teaching

-Personal response -Character study -Extended narrative

Devices to build cohesion within a paragraph (e.g. then, after that, this, firstly)

Joining words and joining sentences using and

Or Shakespeare: Macbeth Henry V The Tempest Midsummer Night’s Dream (Leon Garfield Shakespeare Stories or ShakespeareandMo re.com unit) Contempora ry Narratives

3-4 weeks

Street Child Montmorency Holes Coram Boy The Graveyard Book

Linking ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly)

-Personal response -Character study -Extended narrative or -Range of writing in character (letters, diaries, etc.) or -Play script

Devices to build cohesion within a paragraph (e.g. then, after that, this, firstly) Linking ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly)

Well-loved Narratives

3-4 weeks

The Iron Man The Hobbit The Wind in the Willows The Wolves of Willoughby Chase Watership Down

-Personal response -Character study -Extended narrative or -Range of writing in character (letters, diaries, etc.) or -Play script

Relative clauses beginning with who, which, where, why, whose, that, or an omitted relative pronoun

Non-Fiction

3-4 weeks

Range of high quality non-fiction linked to wider topic/foundation subjects

-Extract from nonfiction text (2x double A4 page) or -ICT text such as webpage

Brackets, dashes or commas to indicate parenthesis Use of commas to clarify meaning or avoid ambiguity The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing (e.g. said versus reported, alleged, or claimed in formal speech or writing)

How the prefix un– changes the meaning of verbs and adjectives (negation, e.g. unkind, or undoing, e.g. untie the boat) Regular plural noun suffixes –s or –es (e.g. dog, dogs; wish, wishes) Suffixes that can be added to verbs (e.g. helping, helped, helper) How words can combine to make sentences Sequencing sentences to form short narratives Separation of words with spaces Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences Capital letters for names and for the personal pronoun I

Biography

Persuasive letters

1-2 weeks

1-2 weeks

Published biographies (books or online) linked to foundation subjects/science

-A short biography

Linked to foundation subjects

-Persuasive letter written for ‘real’ purpose linked to issue arising from foundation subjects

Devices to build cohesion within a paragraph (e.g. then, after that, this, firstly) Linking ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly) Indicating degrees of possibility using modal verbs (e.g. might, should, will, must) or adverbs (e.g. perhaps, surely) Devices to build cohesion within a paragraph (e.g. then, after that, this, firstly) Linking ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly)

Recounts

On-going

Poetry

2x1 week

Poetry

2 x 1-2 weeks

Poetry

1 week

Linked to educational visits and visitors to school/workshops Poems by wellknown poet or types of poems

Narrative Poetry such as The Highwayman Flannan Isle The Raven Children’s own choice of poem

-Recount

-Personal response -Poem using style/theme -Recitation /performance of poem -Personal response -Recitation/ performance of poem -Personal response -Recitation /performance of poem -hand-written version of poem for class anthology