You Will Need
Texts
Tuesday by David Wiesner
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Non-fiction
English Year 5 Spring Recounts
Reports and Journalism
Use Tuesday by David Wiesner to study reports. Write speech, playscripts, speech bubbles, direct and reported speech. Use modal verbs; learn about cohesion. Write newspaper reports.
We recommend that you start with the core unit, the heart of this English block of study. This introduces key textual material and sets the tone for any further units you wish to teach. These can be selected on the basis of the needs of your class – look at the green icons to identify the unit’s particular focus: SPAG, Composition or Comprehension. Whichever units you choose, we suggest teaching them in order, as there is a built-in progression indicated by the numbering.
‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of the associated documents.
Unit 1 Core Unit: Introduce reports and features of reports using ‘Tuesday’
(suggested as 4 days)
Objectives
Spoken Language
-- Ask relevant questions to extend understanding; Use spoken language to develop understanding.
-- Listen appropriately to their peers.
-- Give well-structured descriptions, explanations and narratives for different purposes.
-- Use spoken language to develop understanding through hypothesising and imagining ideas.
-- Participate in role-play.
Comprehension
-- Continuing to discuss a wide range of fiction.
-- Asking questions to improve their understanding.
-- Summarising the main ideas and identifying key details.
Composition
-- Draft and write by selecting appropriate grammar and vocabulary.
-- Using further organisational and presentational devices to structure text and guide the reader.
-- Evaluate and edit by assessing the effectiveness of their own and others' writing.
Teaching and Activities
Day 1 Teaching
Look carefully at the intriguing front cover of Tuesday by David Wiesner and make predictions about the story. Explore the book together and imagine the questions that the detective might want to ask
Activity
Choose three witnesses to interview and write questions for them.
Day 2 Teaching
Look carefully at all the details in the ‘Kitchen’ illustration from Tuesday. Hot-seat the character from the illustration, ask questions and model how to make notes to record his answers.
Activity
Role-play other characters from the story. Record their answers and present them in the form of a play-script.
Day 3 Teaching
Read a Police Incident Report about an incident similar to that in Tuesday and carefully notice its features.
Activity
Plan a Police incident Report about the events from Tuesday.
Day 4 Teaching
Discover how David Wiesner ends the book Tuesday and discuss this ending. Look at the conclusion of the example Police Incident Report.
Activity
Complete own Police Incident Reports and enjoy reading them together. Highlight some other books by David Wiesner that children might like to explore.
Unit 2 SPAG: Study modal verbs and adverbs of possibility
(suggested as 3 days)
Objectives
Spoken Language
-- Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
Comprehension
-- Predicting what might happen from details stated and implied.
-- Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
Grammar
-- Using modal verbs or adverbs to indicate degrees of possibility.
You Will Need
Texts
Tuesday by David Wiesner
Teaching and Activities
Day 1 Teaching
Look closely at the first illustration from Tuesday by David Wiesner. Make up sentences about this picture using adverbs of possibility and use a Powerpoint to learn about how these help us to express degrees of possibility.
Activity
Work with a partner on a talking task about the next illustration from Tuesday. Speculate about the characters. Write up some of these ideas in sentences that include adverbs of possibility. Self-assess to see which of these adverbs to practise spelling.
Day 2 Teaching
Look closely at the illustration of the frogs meeting the dog. Read other children’s ideas about this illustration and see how we can tell how certain they are about their thoughts. Use a Powerpoint to learn how modal verbs can indicate degrees of possibility.
Activity
Discuss another of the frog and dog illustrations with a partner. Speculate about events. Write up some of these ideas in sentences that include modal verbs. See how modal verbs and adverbs of possibility can both express degrees of possibility.
Day 3 Teaching
Look at the last picture from Tuesday and use this to imagine a sequel to the book.
Activity
Talk with a partner about ideas for the sequel to Tuesday and then write about these use using modal verbs and adverbs of possibility. Check progress with spelling adverbs of possibility.
SPAG: Grammar and Punctuation
Degrees of Possibility PowerPoint
This presentation takes children through the use of adverbs to indicate degrees of likeliness, possibility and certainty. The second part of the presentation focuses on modal verbs.
Unit 3 SPAG: Identify and write direct and reported speech
(suggested as 3 days)
Objectives
Comprehension
-- Identifying how language, structure and presentation contribute to meaning.
-- Participate in discussions, presentations, performances, role play, improvisations and debates.
Composition
-- In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
-- Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
Grammar
-- Using and punctuating direct speech (including punctuation within and surrounding inverted commas) [Year 4 Revision].
You Will Need
Texts
Tuesday by David Wiesner
Teaching and Activities
Day 1 Teaching
Look at an illustration from Tuesday and imagine what could be added in speech bubbles. Use these ideas to revise how to punctuate direct reported speech, using and thinking about a list of reminders.
Activity
Work to add some dialogue to one of the frog illustrations from Tuesday. Write this as prose, practising punctuating accurately. Think about why David Wiesner did not include any dialogue in his book.
Day 2 Teaching
Read a report of the interview from Day 1’s illustration, that includes direct speech. Check the way that this is punctuated. Read an alternative report that uses reported speech and notice the effect that this has.
Activity
Practise identifying and changing direct and reported speech. Notice the changes that have to be made to the language in order to do this.
Day 3 Teaching
Read about a real life ‘frog-fall’ event. Look at the way that direct and reported speech is used in this newspaper article. Look at a Transcript of an imaginary interview with witnesses to a ‘frog-fall’.
Activity
Perform the Transcript noticing and adding characterisation. Write a summary of the interview using reported speech and notice the different effects that this writing has.
Unit 4 SPAG: Identify and use devices to build cohesion within paragraphs
(suggested as 3 days)
Objectives
Comprehension
-- Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
-- Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.
-- Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
Composition
-- Noting and developing initial ideas, drawing on reading/research where necessary.
-- Using a wide range of devices to build cohesion within and across paragraphs.
-- Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
-- Assessing the effectiveness of their own and others’ writing.
-- Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
-- Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
Grammar
-- Learning the grammar for Year 5 in English Appendix 2.
-- Using devices to build cohesion within a paragraph [for example, then, after that, this, firstly] Linking ideas across paragraphs using adverbials of time [later], place [nearby].
You Will Need
Texts
Hurricane by David Wiesner
Presentations
SPAG PowerPoint: Devices to Add Cohesion
Teaching and Activities
Day 1 Teaching
Read another book by David Wiesner, ‘Hurricane’. Start to explore the idea of cohesion in paragraphs, using a Powerpoint based on an illustration from this book.
Activity
Create quotes that characters from ‘Hurricane’ might give. Explore the technical vocabulary in a factual summary of a Hurricane. Start to plan about how both of these could be combined in a short audio script about a hurricane.
Day 2 Teaching
Explore cohesion further using a Powerpoint and examples from ‘Hurricane’.
Activity
Draft short audio scripts about hurricances, using research for day one and using some of the cohesive devices that have been learnt about.
Day 3 Teaching
Watch and evaluate the performance of two reports about hurricanes, thinking about volume, pace and expression. Re-visit cohesive devices using Powerpoint.
Activity
Check for cohesion by reading aloud and then perform final audio script. Assess these in small groups using a scale for volume, pace and expression. Perform some to the whole class.
SPAG: Grammar and Punctuation
Devices to Add Cohesion PowerPoint
Children are introduced to pronouns, adverbials for place, adverbials for time and conjunctions, each of which is revised and all of which are then used to add cohesion to a text.
Unit 5 Composition: Read and write newspaper
(suggested as 4 days)
Objectives
Spoken Language
-- Participate in collaborative conversations; Articulate and justify arguments/opinions.
-- Consider and evaluate different viewpoints.
-- Gain, maintain and monitor the interest of the listener(s); Participate in discussions, presentations, performances, role play, improvisations and debates.
Comprehension
-- Reading texts that are structured in different ways.
-- Summarising the main ideas and identifying key details that support the main ideas.
-- Identify how language, structure and presentation contribute to meaning.
-- Distinguish between statements of fact and opinion.
-- Explain/discuss understanding of what they read.
-- Summarising the main ideas drawn from more than one paragraph.
Composition
-- Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
-- Noting and developing initial ideas, drawing on reading and research where necessary.
-- Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
-- Using further organisational and presentational devices to structure text and to guide the reader.
-- Assessing the effectiveness of their own and others’ writing.
-- Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
Grammar
-- Using and punctuating direct speech (including punctuation within and surrounding inverted commas) [Y4 Objective].
-- Using modal verbs or adverbs to indicate degrees of possibility.
-- Learning the grammar for Year 5 in English Appendix 2: Using devices to build cohesion within a paragraph [for example, then, after that, this, firstly]. Using adverbials of time [later], place [nearby].
You Will Need
Texts
Tuesday by David Wiesner
Presentations
SPAG PowerPoint: Degrees of Possibility
SPAG PowerPoint: Devices to Add Cohesion
Teaching and Activities
Day 1 Teaching
Re-visit the Police Incident Report from Unit 1 and revise its features. Discuss Newspaper Articles thinking about their features and how they will be the same and different to the Police Reports.
Activity
Read a range of newspaper articles and discuss these in small groups, answering questions about their features and their style.
Day 2 Teaching
Look closely at the opening paragraphs of newspaper articles and see the questions that they answer.
Activity
Write the opening paragraph for a newspaper article about the flying pigs. Write a brief plan for the remaining paragraphs.
Day 3 Teaching
Read a newspaper article and notice how it uses direct and indirect speech. Explore some imagined quotes about the flying pigs and draw inferences about the characters who gave them.
Activity
Draft the rest of the newspaper article using some of the quotes as direct or indirect speech.
Day 4 Teaching
Look in detail at the final paragraphs of newspaper articles and see the different jobs that they can do. Re-visit learning from previous units about degrees of possibility and devices for cohesion and see how they could be applied to this writing.
Activity
Complete writing with a strong concluding paragraph and checking the whole article for cohesion. Read newspaper article out loud to other children and reflect on learning.
SPAG: Grammar and Punctuation
Degrees of Possibility PowerPoint
This presentation takes children through the use of adverbs to indicate degrees of likeliness, possibility and certainty. The second part of the presentation focuses on modal verbs.
Devices to Add Cohesion PowerPoint
Children are introduced to pronouns, adverbials for place, adverbials for time and conjunctions, each of which is revised and all of which are then used to add cohesion to a text.