COPHENHAGEN PRIMARY SCHOOL LITERACY CURRICULUM YEAR 5

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1 COPHENHAGEN PRIMARY SCHOOL LITERACY CURRICULUM YEAR 5 AUTUMN ONE What A Wonderful World Stories form different cultures FOCUS: How characterisation is fundamental in stories and exploring how characters develop and change over the course of a novel KEY QUESTION: How and why do key characters develop and change over time? KEY SKILLS Use a wider range of adverbial sentences starters and some adjectival sentence starters to link areas across and between paragraphs. AUTUMN TWO Time Tunnel: Focus on The Ancient Greeks CONTENT Impersonal recounts, including letters diary entries, Newspaper reports T and non-chronological reports FOCUS: Identifying the audience for and purpose of writing and being able to select the appropriate form. KEY QUESTION: How does the audience and purpose of a piece of writing determine its structure and the language used KEY SKILLS Use short and multiclause sentences effectively, including some relative clauses. SPRING ONE Greek Myths and Legends including stories and poems FOCUS: To explore how the cast of characters, (Heroes, heroines, gods, and mythical creatures) are portrayed and how myths explain or justify things. KEY QUESTION: Why are Greek Myths and legends so popular? Key Skills Vary sentence length for effect, combing short and multiclause sentences. Use relative clauses to give additional information, using SPRING TWO Mission to Mars Explanations reports, including scientific reports which inform and explain Instructional writing, nonchronological reports FOCUS: Exploring how language is used in different types of texts and the techniques used to make meaning clear. KEY QUESTION: Why is choice of words so important when writing a non-fiction text? KEY SKILLS expanded noun phrases and technical language to make writing detailed and clear. Maintain a formal and impersonal style SUMMER ONE Building a Village PLAY SCRIPTS FOCUS Understanding the dramatic conventions used in plays Key Question: What dramatic conventions do you have to use in script writing and why are they crucial to a successful performance of a play? KEY SKILLS: Write a variety of sentence structures, which vary in length and combine short and multi-clause sentences for dramatic effect. SUMMER TWO The Holiday Show TV scripted adverts, and written adverts Persuasive brochures Persuasive letter of complaint to persuade, Discussion texts FOCUS: How persuasive language is used in different contexts and how effective or deceiving is can be. Key Question: How is persuasive techniques and language used in texts to engage and influence the reader? KEY SKILLS: Expand on ideas giving clear reasons for opinions expressed and back them up with some evidence. Use relative clauses to give additional

2 Vary sentence length for effect, combing multi-clause and single clauses within a paragraph and use some relative clauses as a way of giving additional information. Imply a characters feelings through the use of powerful verbs and adverbs and explain characters motives and reactions. Select and use a range of expanded noun phrases which convey vivid descriptions to the reader. adverbial phrases to link ideas between sentences and to structure and link paragraphs. Use expanded noun phrases to convey information concisely. Write consistently in an impersonal style using formal language. Write consistently in the correct tense. different relative pronouns. sentence starters to link ideas between sentences and engage the reader. adjectives and expanded noun phrases to create vivid descriptions. Write in paragraphs which are linked and show passage of time, mood and place. throughout the writing. Use a variety of subordinating conjunctions to link adverbial clauses in sentences. Link ideas between sentences and across paragraphs using a range of sentence starters which include: generalizers, additional information, emphasis, cause and effect Additional skills for Instruction Writing Vary sentence length, using short punchy sentences for effect. Be able to express characters motives, feeling s and reactions. adjectival expanded noun phrases to make sentences more specific. Use tense correctly throughout the writing and be able to write in 1 st 2 nd and 3rd person using the correct verbs. information using a range of relative pronouns. Use a variety of subordinating conjunctions to link adverbial clauses in sentences. persuasive language and techniques, in order to argue a point of view convincingly, including the use of modal verbs to indicate a degree of certainty. Organise writing consistently in paragraphs using a range of adverbs /adverbial phrases to LEARNING OUTCOMES Show and explain how an author conveys a sense of place in the following ways: setting description, customs and language (through character s speech and the use of OUTCOMES IMPERSONAL AND PERSONAL RECOUNTS AND NEWSPAPER REPORTS contrast the organization and structural features of LEARNING OUTCOMES Children will be able to Identify and classify the features of myths and legends. contrast two myths. Make predictions on what might OUTCOMES Explanation and nonchronological reports contrast the language features used in different types of information OUTCOMES Identify and explain the key features of play scripts and be able to use them to write their own scripts. Understand and be able to use dramatic Key Learning Outcomes Identify the key language features in a range of persuasive texts and explain the purpose of the features. Recognize the difference between a

3 vocabulary) through studying a range of extracts from the core text and other stories from different cultures and apply this knowledge when writing their own extracts from the story. Identify how description and actions are all important for developing and deepening a character and showing how and why someone has changed. Give examples of characters changing during the story and be able to explain why. Use dramatic techniques including role play, and freeze frame to explore how characters act, think, say and feel in a scene and then be able to write in role. Explain how characters see and react to things a range of recounts: personal, impersonal recounts, newspaper reports, diaries, and letters. Understand why there is a degree of formality in impersonal recounts and be able to identify formal language in texts studied and explain the impact it has on the reader. Understand how diary entries can indicate changes that take place over time and reflect the different moods of a person. Understand how adverbial phrases are used in different recount texts to link sentences and paragraphs Be able to distinguish between direct and reported speech in newspaper reports and use both in newspaper reports. Know when to change from past to present happen next based on what they have read so far and use these to write the rest of the myth. Be able to justify characters motives and feelings in their writing. Comment on how humans and Gods are presented in stories read. Re-tell a myth from a characters point of view: e.g. The Minotaur s version Explore characters feelings through role play and write in role. Write a modern day version of a famous legend or myth, using the structure and themes identified in texts studied. Write their own myth inventing the settings, characters and perils using the structure and texts and be able to explain their purpose. Distinguish between explanatory texts reports and recounts while recognising that an information text might contain examples of all these forms of text or a combination of these forms. Locate specific information in a text quickly by skimming and scanning, using their knowledge and understanding of topic sentences to help them get the gist of what an information text contains. Make notes, extracting key information and selecting the appropriate format to record their information. Recognise the use of formal impersonal and precise language in information texts which explain a scientific process or conventions in their writing. Explain how the plots unfold and how the writer creates excitement and cliff hangers. Express their viewpoints about different characters and back them up with reasons and evidence from the text. contrast characters and create character profiles. Explain how characters are developed and how they interact with each other. Talk and write in role explaining the actions and motives for the characters behaviour and expressing how they feel. Explain and give examples of how a writers uses language for dramatic effect. Perform a scripted scene from a playscript following personal and impersonal viewpoint. Distinguish between the different types of persuasive texts and their purposes and compare and contrast their features. Understand and explain how language is used in different persuasive texts: headlines, adverts, fliers and explore how opinion can be disguised as fact. contrast a TV and paper advert for the same produce and say which is the most effective and why. Create their own wordbanks of persuasive language /techniques used to engage the reader and use them in their writing: words that give emphasis, emotive phrases, emotive rhetorical questions, adverbs such as surely possibly

4 differently and explain why. Identify how the writer builds suspense and excitement through adverbial sentence starters, varying sentence length, use of rhetorical questions and use of punctuation, Write for different purposes; for example predicting and then writing the outcome to an incident dilemma character(s) faces. Writing in role telling the same incident from two opposing viewpoints. Expressing a personal viewpoint about a Character. Writing a different outcome to a dilemma from the one used by the writer. Interweave dialogue and narrative and use speech marks to denote speech with new speaker on a tense when writing newspaper reports. Write different types of recounts which contain the relevant features. Write in a formal and impersonal style, selecting and using the appropriate vocabulary and phrases. NON CHRONOLOGICAL REPORTS/LEAFLETS contrast the language features of a range of different texts and identify what features are the same and how and which features are different and why. Locate specific information in a text quickly by skimming and scanning, using their knowledge and understanding of topic sentences to help them get the gist of what an themes identified in texts studied, Interweave narrative and dialogue effectively and layout direct speech correctly. Edit their work independently, correcting grammar and punctuation errors. Review their work and carry out some revisions to improve the quality of their work. POETRYLEARNING OUTCOMES: Identify the different language features used in poems studied: use of rhyme, rhythm and imagery. Experiment with language features to create their own verses. Use vivid and powerful vocabulary to visualise images for the reader explain about something in a leaflet ( use of passive voice, technical language, hypothetical language, use of words to make sequential, causal and logical connections) Plan explanation and information texts using flow charts, cyclical diagrams or mindmaps to organise their ideas. Apply features of texts studied to their own writing and be able to combine the features of information and explanation in a leaflet. Refine and revise their writing t to focus on clarity and to ensure language used is precise with the correct technical language where necessary. Edit work for punctuation and spelling errors. the stage directions and making use of dramatic conventions. Convert a piece of narrative into a playscript. Write their own extracts applying the features and dramatic conventions of playscripts Make a range of inferences and draw conclusions from studying the play. Consistently use language associated with 1 st, 2 nd or 3 rd person. Identify aspects of writing which could be improved and make necessary revisions Suggested scripts Macbeth: story and script Bills New Frock Write different types of persuasive texts, including a TV script for an advert using the appropriate language and persuasive techniques associated with that style of writing, writing in 1 st /2 nd /3 rd person Identify and explain some of the structural and language features of discussion texts. Explain how they are different from persuasive texts. Sort statements into opinions/reasons/ evidence. Begin to use conditional language. Distinguish between connectors which add more information at the start of a sentence and those which signal a different viewpoint. Write a discussion text, applying the features of a balanced argument.

5 new line and other speech punctuation. Use commas to separate clauses. Identify and edit out careless punctuation, grammar and spelling errors. Revise and improve aspect of their writing with some support from an adult or peers. information text contains. Make notes, extracting key information and selecting the appropriate format to record their information. Recognise the use of formal impersonal language and use it orally and in writing by converting informal and subjective phrases into formal factual descriptive. Apply their knowledge of the language features of different information texts to write their own texts to suit different purposes and audiences. Use punctuation accurately including use of commas to separate clauses and inverted commas when using direct speech in newspaper reports. Use the structures of poems read to write extensions based on these, e.g. additional verses, or substituting own words and ideas. OUTCOMES FOR INSTRUCTION TEXTS Identify and explain the language features of a range of instructional texts and be able to explain their purpose. Identify how the features of explanation and instruction writing are the same/different. Write a comprehensive set of instructions and where appropriate write an introduction explaining why someone might be interested in following them Use questions to draw the reader in to thinking about the need to follow the instructions. Edit work for punctuation and spelling errors. Revise aspects of work to improve the content and clarity of the writing.

6 Begin to use brackets, dashes or commas to indicate parenthesis.