Non-fiction

English Year 5 Autumn Recounts

Travel Writing

Explore exciting destinations through a range of travel writing. Revise pronouns, learn about relative clauses & punctuation, including uses of commas. Write own travel recount.

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.

Core
Unit 1 Core: Introduction to travel writing
(suggested as 4 days)

Objectives

Spoken Language
-- Maintain attention and participate actively in collaborative conversations.
-- Listen and respond appropriately to peers.
-- Use relevant questions to extend understanding.
-- Give well-structured descriptions.
-- Speak audibly and fluently with increasing command of standard English.

Word Reading
None for this unit

Comprehension
-- Read and discuss an increasingly wide range of non-fiction.
-- Read books that are structured in different ways and read for a range of purposes.
-- Make comparisons within and across books.
-- Check that the text makes sense to them, discuss their understanding.
-- Ask questions to improve their understanding.

 


-- Summarise the main ideas drawn from more than one paragraph.

Transcription
-- Write legibly, fluently and with increasing speed.

Composition
-- Note and develop initial ideas, drawing on reading and research where necessary.
-- Identify the audience for and purpose of the writing.
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
-- Use further organisational and presentation devices, e.g. headings.
-- Proof read for errors.

Grammar
None for this unit

You Will Need

Texts
Lonely Planet Kids - The Travel Book by Malcolm Croft

Desirable Texts
Lonely Planet – The Travel Book

Teaching and Activities

Day 1 Teaching
Look at the great number and variety of Travel Books that are available. Make a list together of the features that you expect to find in them.
Activity
Explore a variety of travel texts, in actual books, adapted documents or online. Make a note of vocabulary and of content and features.

Day 2 Teaching
Look at two styles of travel writing – one very concise and one more flowery. Discuss the difference between them. Introduce the use of research grids to focus research about a country.
Activity
Research a country using online resources and making notes.

Day 3 Teaching
Read four sentence persuasive summaries about India and Sri Lanka. Analyse these together. Model writing a similar sentence from researched facts.
Activity
Draft short persuasive summaries of the countries using facts from research and the style seen in the India and Sri Lanka writing.

Day 4 Teaching
Model improving a persuasive summary of a country. Discuss features of travel writing of this type.
Activity
Present summaries carefully, compiling them as a class, so that you can share them with others and hear about their persuasive effects.

SPAG
Unit 2 SPAG: Pronouns, including relative pronouns, and relative clauses
(suggested as 4 days)

Objectives

Spoken Language
None for this unit

Word Reading
None for this unit

Comprehension
-- Continue to read and discuss an increasingly wide range of non-fiction.

Transcription
-- Continue to distinguish between homophones and other words which are often confused (where/wear, their. there, which, witch, etc.).

 

Composition
-- Note and develop initial ideas, drawing on reading and research.
-- Select appropriate grammar and vocabulary.

Grammar
-- Choose pronouns appropriately for clarity and cohesion and to avoid
repetition (revision of Y3/Y4 objective).
-- Use relative clauses beginning with who, which, where, when, whose, that or
with an implied (i.e. omitted) relative pronoun .

Teaching and Activities

Day 1 Teaching
Watch the trailer for Long Way Round and think about the motorcycle journey made by Ewan McGregor and Charley Boorman. Use texts and sentences relating to this journey to introduce pronouns and possessive determiners.
Activity
Read a text by Charley Boorman and identify pronouns and possessive determiners. Write two versions of sentences and discuss the difference in meaning. Find out which book inspired Long Way Round.

Day 2 Teaching
Read from Jupiter’s Travel by Ted Simon, the inspiration for Long Way Round. Use text from this book to introduce relative pronouns.
Activity
Learn relative pronouns by heart and use them to complete sentences. Write sentences with relative pronouns about Ted Simon’s Triumph bike.

Day 3 Teaching
Read a description of a Great Motorcycle Journey. Find out about Colette Coleman who has made many journeys and written many books. Use text about Collete to consolidate understanding of relative clauses.
Activity
Practise using relative clauses and read route descriptions to help make a choice about a journey they would like to make.

Day 4 Teaching
Watch a speeded-up video of the Troll Road journey in Norway. Model how to write about this journey using pronouns and relative clauses.
Activity
Choose a bike and a route and imagine a motorcycle journey, writing about it using pronouns and relative clauses.

SPAG: Grammar and Punctuation

Pronouns and Relative Clauses PowerPoint
This presentation revises personal and possessive pronouns, then introduces relative pronouns, subordinate relative clauses, including embedded clauses.

Comprehension
Unit 3 Comprehension: Reading and analysing non-fiction texts
(suggested as 4 days)

Objectives

Spoken language
-- Articulate and justify answers and arguments.
-- Give well-structured explanations.
-- Use spoken language to develop understanding through exploring ideas .
-- Listen and respond appropriately to peers and adults.
-- Ask relevant questions to extend understanding.

Word Reading
None for this unit

Comprehension
-- Read and discuss an increasingly wide range of non-fiction and reference books or textbooks.
-- Ask questions to improve understanding.
-- Retrieve, record information from non-fiction texts.
-- Make comparisons within and across books.
-- Identify how language, structure and presentation contribute to meaning.

 


-- Participate in discussion about books, building on their own and others’ ideas.
-- Distinguish between statements of fact and fiction .
-- Discuss how authors use language, considering impact.
-- Explain and discuss their understanding of what they have read, maintaining a focus on the topic.
-- Provide reasoned justifications for their views.

Transcription
None for this unit

Composition
-- Note and develop initial ideas.
-- Précis longer passages.
-- Assess effectiveness of others’ writing.

Grammar
None for this unit

Teaching and Activities

Day 1 Teaching
Read about Dervla Murphy and how she decided, aged 10, that she would cycle to India from Ireland. Read an extract from her adventures and introduce Steve Backshall as another adventurer.
Activity
Read and analyse writing by Steve Backshall and Dervla Murphy. Watch a video clip of Steve’s encounter with hippos. Think about the dreams that children have.

Day 2 Teaching
Read and discuss a complicated descriptive text by Rupert Brooke, letting it build a picture of Niagra Falls.
Activity
Read two more descriptive pieces of travel writing, one by Colin Thubron, the other by Eric Newby. Answer questions and make a picture inspired by their descriptions.

Day 3 Teaching
Listen to and shared-read an episode from Bill Bryson. Enjoy the humour together.
Activity
Read another extract from Bill Bryson and start to analyse this. Make a cartoon version of this scene. Watch trailers for other comic travel programmes. Discuss why comic travel writing is so popular.

Day 4 Teaching
Analyse a graphic-based travel book. Identify the elements and discuss their effects.
Activity
Read a text and make a draft design for accompanying graphics. Compare this with the actual graphics.

SPAG
Unit 4 SPAG: end of sentence and commas for clarity/avoidance of ambiguity
(suggested as 3 days)

Objectives

Spoken Language
None for this unit

Word Reading
None for this unit

Comprehension
-- Read books structured in different ways and reading for a range of purposes
-- Check that the text makes sense, discussing understanding and exploring the meaning of words in context.
-- Retrieve and record information from non-fiction.

Transcription
None for this unit

 

Composition
-- Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
-- Assess the effectiveness of their own and others’ writing.
-- Proof read for punctuation errors .

Grammar
-- Revise end of sentence punctuation (Grammar from appendix 2).
-- Use commas to clarify meaning or avoid ambiguity in writing.

You Will Need

Useful Text
Lonely Planet ‘The Real Wonders of the World’ by Moira Butterfield, Tim Collins and Anna Claybourne

Presentations
SPAG PowerPoint: Punctuation

Teaching and Activities

Day 1 Teaching
Enjoy exploring The Real Wonders of the World, a travel-book aimed at children. Use a PowerPoint with examples from this book to revise end of sentence punctuation and to teach the use of commas for separating clauses in sentences.
Activity
Complete activities, based on text from The Real Wonders of the World, to practise using commas to separate clauses in a sentence.

Day 2 Teaching
Use the chapter headings of The Real Wonders of the World, to show the need for commas in lists.
Activity
Re-write list sentences, deciding where to place the commas so that they are really clear. Find out about the ambiguity that can be caused when commas are left out.

Day 3 Teaching
Revise learning about commas using examples from The Real Wonders of the World. Look closely at the content page headings. Activity
Choose one of the content page headings and write five sentences about this place. Include sentences that have commas to separate phrases and clauses and sentences that have commas to separate items in lists.

SPAG: Grammar and Punctuation

Punctuation PowerPoint
Children revise end of sentence punctuation and types of sentence. They then consider three uses of commas and make sure they understand them all.

Composition
Unit 5 Composition: Planning, writing and presenting own travel writing
(suggested as 4 days)

Objectives

Spoken language
--
Maintain attention and participate actively in collaborative conversations, initiating and responding to comments.
-- Use spoken language to develop understanding through exploring ideas.
-- Listen and respond appropriately to adults and their peers.
-- Ask and answer relevant questions to extend their understanding and knowledge.
-- Gain and maintain attention of listener.

Word Reading
None for this unit

Comprehension
None for this unit

Transcription
-- Choose which shape of a letter to use and decide which letters to join. -- Choose the appropriate writing implement.

Composition
-- Identify the audience for and purpose of the writing.

 


-- Note and develop initial ideas, drawing on reading and research where necessary.
-- Select the appropriate form and use other similar writing as models for their own.
-- Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
-- Assess the effectiveness of their own and others’ writing.
-- Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
-- Evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
-- Describe settings, characters and atmosphere.
-- Proof-read for spelling and punctuation errors.

Grammar
-- Use relative clauses correctly, including embedded clauses.
-- Use commas to clarify meaning and to avoid ambiguity.

You Will Need

Useful Texts
Steve Backshall’s Deadly 60 by Steve Backshall

Presentations
SPAG PowerPoint: Summary

Teaching and Activities

Day 1 Teaching
Read an invitation to make an application for a travel grant and decide the journey to make.
Activity
Research this journey, finding out facts about the destination and thinking through the challenges of this adventure.

Day 2 Teaching
Read and compare descriptions of journeys, noticing how descriptive and grammatical features work together to make the text positive and persuasive.
Activity
Draft descriptions of own imagined journeys, making the destinations and journey itself sound as appealing as possible.

Day 3 Teaching
Read an example journal written by Steve Backshall. Use Guided Imagery, to imagine own journeys.
Activity
Draft imagined journal entries, using lots of details and drawing on all the senses.

Day 4 Teaching
Revise sentence punctuation; commas and pronouns. Use these to check drafts and to mark improvements.
Activity
Re-draft writing and then present. Have feedback to find out how successful the application is likely to have been.

SPAG: Grammar and Punctuation

Summary PowerPoint
This PowerPoint consists of three slides which summaries the grammar and punctuation taught in Units 2 and 4 of this Block: Travel writing.