Fiction

English Year 6 Spring Complete Revision for SATs

Harry Potter-themed Revision

Make your Y6 Spring Revision Term children's best term ever!

Revise all necessary grammar, punctuation and spelling for the Y6 SPAG tests, as well as reading, comprehension and writing objectives within an inspirational term's work that follows the sequence of Harry Potter and the Philosopher’s Stone.

This block covers the whole of Spring Term. You can teach it all, or pick and mix. The 5-minute grammar revision sessions, for example, work brilliantly as stand-alone teaching elements.

This Y6 English revision block is designed to provide a truly inspirational term's work. It is divided into nine themed units that guarantee an exciting and stimulating literary experience, as well as covering all necessary revision, including the grammar, punctuation and spelling for the SPAG tests as well as reading, comprehension and writing. Units 1-5 follow the sequence of Harry Potter and the Philosopher’s Stone, allowing the class to read the book alongside the teaching. The final units (6-9) select some of the best bits from the rest of the series, whilst avoiding spoilers.

Hamilton's Pinterest Boards have lots of ideas and inspiration for setting up your classroom, themed quotations and ideas connected with each unit.

SPAG
Unit 1 Story openers & letters ('Philosopher's Stone' chapters 1-4)
(suggested as 5 days)

Objectives

Spoken Language
-- Listen appropriately to their peers
-- Use spoken language to develop understanding
-- Participate in presentations
-- Use spoken language to explore ideas
-- Articulate and justify opinions
-- Participate in discussions
-- Consider and evaluate different viewpoints
-- Select and use appropriate register for effective communication

Word Reading
Apply growing knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of new words

Comprehension
-- Continue to read and discuss a range of fiction
-- Discuss their understanding
-- Draw inferences
-- Predict what might happen
-- Summarise main ideas
-- Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
-- Identify how language, structure and presentation contribute to meaning

 

Transcription
-- Endings which sound like /ʃəs/ spelt -cious or -tious

Composition
-- Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models.
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

Grammar
-- Use and understand the grammatical terminology in the English National Curriculum Appendix 2 accurately and appropriately in discussing their writing and reading [word classes: noun, verb, adjective, adverb, preposition, determiner, pronoun, conjunction].
--
Develop understanding of the concepts set out in English Appendix 2 by learning the grammar for years 5 and 6 in the English National Curriculum Appendix 2 (and revising years 3 & 4)

You Will Need

Essential Texts
Harry Potter and the Philosopher’s Stone by JK Rowling (any editions)

Optional Texts
Harry Potter and The Goblet of Fire by JK Rowling (any edition)

Audiobook
Harry Potter and the Philosopher's Stone – 7 CD set read by Stephen Fry

Films (all rated PG) – or use weblinks below
Ron receives a howler in Harry Potter and the Chamber of Secrets (00:34:02-00:35:10)
Optional: Harry Potter and the Philosopher’s Stone

Websites
Dictionary from Oxford Dictionaries
Harry Potter Glossary (mainly nouns) from Bloomsbury
Ron receives a howler YouTube clip [pre-watch to decide whether to avoid expletive by missing first seconds]

Teaching and Activities

Look at how JK Rowling draws in readers with her opening chapters. Revise word classes, syntax, sentence punctuation. Study features of letter writing; create own ‘Howlers’!

Teaching and activity Session 1
Looking at the opening chapters of Harry Potter and the Philosopher's Stone, children discuss how many exciting ideas and invented words are introduced in this new world. They revise word classes, and discuss, classify and define words.

Teaching and activity Session 2
Children consider story openings and techniques for drawing in the reader. They evaluate a text, form opinions and justify these with evidence from the text, drawing on their own notes.

Teaching and activity Session 3
Children revise sentence punctuation and identify aspects of sentence structure, including verb, subject, object. They identify complete sentences and complete relevant grammatical exercises.

Teaching and activity Session 4
Discuss different ways writers can introduce a character (description, action, dialogue) and consider the introduction of Hagrid. Children draw inferences from the text and retrieve information to provide evidence for opinions.

Teaching and activity Session 5
Review all the letters so far in Harry Potter, and discuss features and types. Children plan and write a letter in role, applying letter conventions in their own work. They then perform their own howlers.

For Howler origami and other writing ideas, see our Pinterest board

SPAG: Grammar and Punctuation

SPAG Revision
Word classes, sentence types and their punctuation and syntax of a sentence (subject, verb, object, parts of a clause) are all covered in this introductory presentation. It also encompasses features of letters.

5-minute SPAG Revision
Revise word classes, using seven different slides. Then revise sentence syntax and punctuation, and finally, revise features of letters.

SPAG
Unit 2 Descriptive & predictive writing ('Philosopher's Stone' chapters 5-7)
(suggested as 6 days)

Objectives

Spoken Language
-- Maintain attention and participate actively in collaborative conversations
-- Articulate and justify opinions
-- Participate in discussions
-- Use spoken language to explore ideas
-- Consider and evaluate different viewpoints

Word Reading
Apply growing knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of new words

Comprehension
-- Identify how language, structure and presentation contribute to meaning
-- Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
-- Read books that are structured in different ways and read for a range of purposes
-- Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
-- Explain and discuss understanding of what they have read

 

Transcription
-- Endings which sound like /ʃəl/: -cial & -tial

Composition
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
-- In narratives, describe settings, characters and atmosphere and integrating dialogue to convey character and advance the action

Grammar
-- Develop understanding of the concepts set out in the English National Curriculum Appendix 2 by:
Using expanded noun phrases to convey complicated information concisely
Using modal verbs or adverbs to indicate degrees of possibility
Using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun

You Will Need

Essential Texts
Harry Potter and the Philosopher’s Stone by JK Rowling (any edition)

Optional Tests
Harry Potter and The Goblet of Fire by JK Rowling (any edition)

Audiobook
Harry Potter and the Philosopher's Stone – 7 CD set read by Stephen Fry

Films (all rated PG) – or use weblinks below
Diagon Alley in Harry Potter and the Philosopher’s Stone (00:19:19-00:20:46)

Websites
Diagon Alley Clip – YouTube clip
List of Harry Potter sweets – from Fandom Wikia

Teaching and Activities

Using Chapters 5-7 of Philosopher’s Stone, read /write descriptive and predictive texts; revise noun phrases, modal verbs, relative clauses. Discuss which Hogwarts house we’re suited to: get sorted!

Teaching and activity Session 1
Focus on the impact of description and expanded noun phrases using the description of Diagon alley, discussing what makes this effective. Revise the grammar, using the correct terminology, and write their own descriptions of new Hogwarts treats. Spelling homework: words ending–cial & –tial.

Teaching and activity Session 2
Children read some selections of text, discuss and make inferences. They explain the meaning of words in context and then answer test-style comprehension questions, retrieving information from an extract and providing evidence to justify opinions.

Teaching and activity Session 3
Harry is nervous about Platform 9¾ and wonders how and if he can negotiate it. Using this, children revise modal verbs, identify these and select the most appropriate modal verb for a given sentence. They also write their own sentences using modal verbs.

Teaching and activity Session 4
Once Harry is on the train we are introduced to two of the main characters in the books: Ron and Hermione. Children explore these and then revise their grammatical understanding of relative clauses and pronouns. They write about the characters using these.

Teaching and activity Session 5
Using a Sorting Hat and the opening of Chapter 7 , children discuss the four houses, they make and discuss predictions, make inferences and write using modal verbs. They then perform their compositions.

Teaching and activity Session 6
Children complete a piece of writing for a specified purpose. Kick-started by watching the Diagon Alley visit in the film, children adopt the role of director and must find a way to describe what they want the film to look like using vivid language.

For sorting hat and sweets ideas, see our Pinterest board.

SPAG: Grammar and Punctuation

SPAG Revision
Children look at expanded noun phrases, including identifying adjectives, adverbs and prepositional phrases. They then study modal verbs of certainty, ability and obligation. Finally they revise relative clauses and pronouns.

5-minute SPAG Revision
Revise noun phrases, including identifying head nouns, then revise modal verbs and relative clauses.

SPAG
Unit 3 Instructions & rules ('Philosopher's Stone' chapters 8-10)
(suggested as 5 days)

Objectives

Spoken Language
-- Listen and respond appropriately to adults and their peers
-- Maintain attention and participate actively in collaborative conversation
-- Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
-- Participate in discussions, performances, role play, improvisations

Word Reading
Apply growing knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of new words

Comprehension
-- Read for a range of purposes
-- Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions
-- Predict what might happen from details stated and implied
-- Identify how language, structure and presentation contribute to meaning
-- Discuss their understanding and explore the meaning of words in context
-- Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
- Explain and discuss their understanding

 

Transcription
-- Words ending in -ant, -ance/-ancy, -ent, -ence/-ency

Composition
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
-- In narratives, describe settings, characters and atmosphere and integrating dialogue to convey character and advance the action

Grammar
-- Use and understand the grammatical terminology in the English National Curriculum Appendix 2 accurately and appropriately in discussing their writing and reading [sentences with different forms: statement, question, exclamation, command]
-- Learn the grammar in the English National Curriculum Appendix 2 [indicating possession by using the possessive apostrophe with singular and plural nouns/ apostrophes for contracted forms]

You Will Need

Essential Texts
Harry Potter and the Philosopher’s Stone by JK Rowling (any edition)

Optional texts
Harry Potter and The Goblet of Fire by JK Rowling (any edition)

Audiobook
Harry Potter and the Philosopher's Stone - 7 CD set read by Stephen Fry

Films (all rated PG) – or use weblinks below
Flying lesson in Harry Potter and the Philosopher’s Stone (00:52:47-00:5:07)

Websites
History and rules of Quidditch – from Fandom Wikia
List of spells – from Fandom Wikia
Flying lesson YouTube clip [stop at 2 min 34 to avoid expletive]

Teaching and Activities

Reading Chapters 8-10 of Philosopher’s Stone, study instructional texts, sentence forms and apostrophes for contraction/possession. Role-play a wizarding duel and write a guide to surviving Hogwarts.

Teaching and activity Session 1
Children discuss the challenges faced on entry to Hogwarts School. They Identify and punctuate different sentence forms, then write using these. They also practise changing the form to a different one. Spelling homework: words with endings –ant, –ance/–ancy, –ent, –ence/–ency.

Teaching and activity Session 2
Children listen to an exciting extract and identify the informal nature of dialogue. They revise the use of apostrophes and practise using both types (contraction and possession) and editing sentences for accurate punctuation.

Teaching and activity Session 3
Children read from Chapter 9 where arguments happen, looking for different sentence forms. How are these used in an argument? Discuss other features that make the dialogue sound authentic. They role play and perform a further scene.

Teaching and activity Session 4
Together identify how Rowling describes the feast, builds tension and tells the reader lots about the characters through what they say and do. Children make inferences, explain the meaning of words in context and answer test-style comprehension questions, giving evidence to justify opinions.

Teaching and activity Session 5
Together, watch a film clip and identify instruction language features. Children write for a specified purpose and audience, creating instructions for defeating a troll or winning a duel. They apply their grammar learning in a composition.

For Hogwarts activities and potions, see our Pinterest board.

SPAG: Grammar and Punctuation

SPAG Revision
Study sentence forms and relevant punctuation, teach children apostrophes, contractions and possession singular and plural. Then revise the features and grammar of oral arguments.

5-minute SPAG Revision
Revise recognising and punctuating different sentence forms. Then revise both uses of apostrophes, including singular and plural possession.

SPAG
Unit 4 Information & explanation texts ('Philosopher's Stone' chapters 11-14)
(suggested as 6 days)

Objectives

Spoken Language
-- Listen and respond appropriately to adults and their peers
-- Articulate and justify answers, arguments and opinions
-- Participate actively in collaborative conversations…
-- Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
-- Participate in discussions

Word Reading
Apply growing knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of new words

Comprehension
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
-- Use further organisational and presentational devices to structure text and to guide the reader

 

Transcription
-- Spell words ending in -able and -ible & words ending in -ably and -ibly

Composition
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
-- Use further organisational and presentational devices to structure text and to guide the reader

Grammar
-- Use and understand the grammatical terminology in the English National Curriculum Appendix 2 [phrases, clauses and verbs]
-- Learn the grammar in the English National Curriculum Appendix 2 [using and punctuating adverbials]
-- Indicate grammatical and other features by using brackets, dashes or commas to indicate parenthesis

You Will Need

Essential Texts
Harry Potter and the Philosopher’s Stone by JK Rowling (any edition)

Optional texts
Harry Potter and The Goblet of Fire by JK Rowling
Quidditch Through the Ages by JK Rowling
Fantastic Beasts and Where to Find Them by JK Rowling

Audiobook
Harry Potter and the Philosopher's Stone - 7 CD set read by Stephen Fry

Films (all rated PG) – or use weblinks below
Harry's first Quiddich match in Harry Potter and the Philosopher’s Stone (01:13:00-01:20:00)

Websites
History and rules of Quidditch – from Fandom Wikia
List of chocolate frog cards and texts – from Fandom Wikia
Harry's first Quidditch match – two-part YouTube clip

Teaching and Activities

Focus on Chapters 11-14 of Philosopher’s Stone and information texts. Revise adverbials and parentheses; create/perform a Quidditch skirmish and write reports for the Hogwarts’ library.

Teaching and activity Session 1
Pre-teach phrases and clauses. Read extracts from Quidditch through the ages and identify the features of different text types (explanations, non-chronological reports, recounts…). Discuss the purpose of information texts. Homework: Discuss spelling rules for these suffixes and learn lists.

Teaching and activity Session 2
Revise adverbials, reminding children of the difference between phrases and clauses. Children watch a film clip, and identify the features of commentary. They then write an imagined commentary using adverbials. Act out a commentary and identify the function of adverbials.

Teaching and activity Session 3
Consider where and how information texts occur in Harry Potter where they don’t have the internet. Revise parentheses, and then identify and punctuate these. Children write a short report, including punctuated parenthetical information.

Teaching and activity Session 4
Children read extracts, looking for clues as to what the mirror shows. Discuss and ensure that they’ve noticed that Erised is desire backwards. Discuss what other characters might see and then predict what we would see if we looked in the mirror, Children pick one character and make notes to share.

Teaching and activity Session 5
Discuss the combination of fantasy and school genres. Which elements of this extract belong to which genre? Children analyse features, make inferences, explain the meaning of words in context and answer test-style comprehension questions, giving evidence to justify opinions.

Teaching and activity Session 6
Discuss information texts written by Rowling: Quidditch Through the Ages and Fantastic Beasts and Where to Find Them. Remind children of the features of this type of text. They then write information texts about magical items in Harry Potter books.

For Quidditch inspiration, see our Pinterest board.

SPAG: Grammar and Punctuation

SPAG Revision
Look at the difference between phrases and clauses, then move on to study adverbials, including fronted adverbials. Finally, revise parenthesis.

5-minute SPAG Revision
Revise adverbials, including phrases and clauses. Ensure that children understand parenthesis. Finally, revise word classes.

SPAG
Unit 5 Narrative texts ('Philosopher's Stone' chapters 15-17)
(suggested as 5 days)

Objectives

Spoken Language
-- Listen and respond appropriately
-- Articulate and justify answers, arguments and opinions
-- Participate actively in collaborative conversations
-- Use spoken language to develop understanding
-- Participate in discussions
-- Speak audibly and fluently
-- Participate in discussions and debates
-- Gain, maintain and monitor the interest of the listener(s)
-- Consider and evaluate different viewpoints, attending to and building on the contributions of others
-- Select and use appropriate registers for effective communication.

Word Reading
Apply growing knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of new words

Comprehension
-- Read for a range of purposes
-- Identify/discuss themes/conventions in and across a wide range of writing
-- Summarise the main ideas drawn from more than one paragraph
-- Discuss and evaluate how authors use language considering the impact on the reader
-- Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions
-- Predict what might happen from details stated and implied
-- Recommend books to their peers, giving reasons for their choices
-- Participate in discussions about books

 

Transcription
-- Adding suffixes beginning with vowel letters to words ending in -fer

Composition
-- Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
-- In narratives, describe settings, characters and atmosphere and integrating dialogue to convey character and advance the action
-- Use a wide range of devices to build cohesion within and across paragraphs

Grammar
-- Use and understand the grammatical terminology in the English National Curriculum Appendix 2 [cohesion within paragraphs]
-- Develop understanding of the concepts set out in the English National Curriculum Appendix 2 by using conjunctions, adverbs and prepositions to express time and cause

You Will Need

Essential Texts
Harry Potter and the Philosopher’s Stone by JK Rowling (any edition)

Audiobook
Harry Potter and the Philosopher's Stone - 7 CD set read by Stephen Fry

Teaching and Activities

Read final chapters. Consider narrative ‘shape’ and how writers enthral us. Revise cohesion within paragraphs and expressing time, place, cause. Retell an exciting scene from a different point of view.

Teaching and activity Session 1
Discuss and plot story arcs and consider how and why authors build tension. Children approach the climax of the novel, reading and evaluating a text for impact. Spelling homework: add suffixes beginning with vowel letters to words ending in –fer

Teaching and activity Session 2
Return to the climax of the novel and look at the detail of the writing here. Revise, identify and use cohesive devices (pronouns, determiners, conjunctions, adverbs). Children insert cohesive devices in a text and to write a cohesive narrative paragraph.

Teaching and activity Session 3
Continue reading from Chapter 16. Agree that Rowling uses adverbs and conjunctions to build cohesion and point out how these help us express time, place and cause, along with prepositions. Revise this grammar, then children identify these and explain their choices.

Teaching and activity Session 4
Use Chapter 16 to consider point of view and how it impacts on the narrative. Children make notes and re-write the scene from a different point of view, that of Ron or Hermione, using their grammatical knowledge.

Teaching and activity Session 5
Share and enjoy the ending of Harry Potter and the Philosopher’s Stone. Display key numbers about the book. Children express opinions, supporting with evidence or examples from the text. They listen to the opinions of others.

For potions and games instructions inspiration, see our Pinterest board.

SPAG: Grammar and Punctuation

SPAG Revsion
Children look cohesive devices, including pronouns, determiners, adverbs and subordinating conjunctions. Move on to revise adding information about time, place cause and manner using conjunctions, prepositions and adverbs.

5-minute SPAG Revision
Revise pronouns, determiners, conjunctions, adverbs and word classes.

SPAG
Unit 6 Recounts ('Prisoner of Azkaban' & 'Order of the Phoenix')
(suggested as 6 days)

Objectives

Spoken Language
-- Listen and respond appropriately
-- Articulate and justify answers, arguments and opinions
-- Participate actively in collaborative conversations
-- Use spoken language to develop understanding
-- Participate in discussions
-- Select and use appropriate registers

Word Reading
Apply their growing knowledge of root words, prefixes and suffixes both to read aloud and to understand the meaning of new words that they meet

Comprehension
-- Summarise the main ideas drawn from more than one paragraph
-- Retrieve, record and present information
-- Draw inferences: summarising the main ideas drawn from more than one paragraph
-- Participate in discussions about books
-- Drawing inferences such as inferring characters’ feelings, thoughts and motives
-- Predict what might happen

 

Transcription
-- Words containing the letter-string 'ough'

Composition
-- Select appropriate grammar and vocabulary
-- Use a wide range of devices to build cohesion
-- Distinguish between the language of speech and writing and choose the appropriate register

Grammar
-- Use and understand the grammatical terminology in the English National Curriculum Appendix 2 [cohesion between paragraphs]
-- Learn the grammar for years 5 and 6 in English Appendix 2 (and revising years 3 & 4) [verbs and tense]
-- Recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

You Will Need

Essential Texts

Harry Potter and the Prisoner of Azkaban by JK Rowling (any edition)
Harry Potter and the Order of the Phoenix by JK Rowling (any edition)

Films (all rated PG) – or use weblinks below
Knight bus in Harry Potter and the Prisoner of Azkaban (00:07:48-00:12:35)
Weasley twins leave school in Harry Potter and the Order of the Phoenix (01:34:23-01:37:36)

Weblinks to YouTube clips
Knight bus scene
Introducing Umbridge
Umbridge arrives and gives a speech
Umbridge's first lesson (stop at 2:23 to avoid spoiler about Cedric Diggory)
Umbridge 'raises' standards and issues decrees

Teaching and Activities

Focus on parts of Harry Potter Books 3 & 4 . Create a Ministry report and explore informal/formal writing. Rewrite dialogue, changing the register. Revise cohesion, verb forms. Write a recount in role.

Teaching and activity Session 1
Read an extract from Harry Potter and the Prisoner of Azkaban. Recap the features of recounts, including time order, past tense and linking devices. Children read a further extract, then create a timeline to sequence events. Spelling homework: words containing the letter-string --ough

Teaching and activity Session 2
Revise cohesion between paragraphs exploring how adverbials for time, place and number can help to organise writing. Understand how paragraphs are used and write a recount. Use adverbials to create cohesion and consider how register is created.

Teaching and activity Session 3
Introduce a short film clip: 'Harry Catches the Knight Bus'. Imagine Stan recounting to future passengers about when infamous Harry Potter was on board. Identify and sort sentences according to tense; choose the appropriate verb form.

Teaching and activity Session 4
Use Stan Shunpike’s informal way of speaking to revise formal and informal language with slide presentation. Compare to formal register of Daily Prophet. Play verbal games where children change the register to formal or informal. Explore the subjunctive mood and convert informal to formal language.

Teaching and activity Session 5
Introduce Dolores Umbridge - a great villain in the Harry Potter books. Study how she uses language and read further extracts. Discuss and justify opinions about these and rehearse answering questions without always recording their answers.

Teaching and activity Session 6
Compare narrative to recount; revise features of informal and formal writing and how this relates to audience and purpose. Children make notes and choose who they will write a report (recount) in the role of so that they have a specific register and viewpoint in mind.

For reports, decrees and Knight Bus images, see our Pinterest board.

SPAG: Grammar and Punctuation

SPAG Revision
Revise the vocabulary and punctuation of questions. Look at cohesion between paragraphs using adverbials and topic sentences. Revise verbs and tense, including simple and progressive past and present and the perfect form. Finally, look at formal and informal language, the concept of register and the use of subjunctive mood.

5-minute SPAG Revision
Revise adverbials and word classes, then verbs and tense: simple past/present, progressive past/present and perfect form. Also revise informal and formal language, including subjunctive form.

SPAG
Unit 7 Persuasive texts ('Prisoner of Azkaban' & 'Order of the Phoenix'
(suggested as 5 days)

Objectives

Spoken Language
-- Speak audibly and fluently
-- Participate in presentations
-- Gain, maintain and monitor the interest of the listener(s)
-- Participate actively in collaborative conversations
-- Use spoken language to develop understanding
-- Participate in discussions, presentations and debates
-- Gain, maintain and monitor the interest of the listener(s)
-- Consider and evaluate different viewpoints, attending to and building on the contributions of others

Word Reading
Apply growing knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of new words

Comprehension
-- Discuss their understanding and explore the meaning of words in context
-- Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
-- Summarise the main ideas identifying key details that support the main ideas
-- Explain and discuss understanding
-- Retrieve, record and present information

 

Transcription
Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word)

Composition
-- Identify the audience for and purpose of the writing, selecting the appropriate form
-- Note and develop initial ideas, drawing on reading and research where necessary
-- Selecting appropriate grammar and vocabulary, understand how such choices can change and enhance meaning

Grammar
-- Use modal verbs or adverbs to indicate degrees of possibility
-- Use passive verbs to affect the presentation of information in a sentence
-- Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading [subordinate clauses]

You Will Need

Essential Texts
Harry Potter and the Prisoner of Azkaban by JK Rowling (any edition)
Harry Potter and the Order of the Phoenix by JK Rowling (any edition)

Films (all rated PG) – or use weblinks below
Weasley twins’ Diagon Alley Shop in Harry Potter and the Half-Blood Prince (00:18:41-00:20:03)
Hagrid’s first lesson/Buckbeak’s attack in Harry Potter and the Prisoner of Azkaban (00:31:55-0:38:48 – pre-watch to decide on expletive)

Weblinks to YouTube clips
Weasley twins' Diagon Alley Shop
Hagrid's first lesson
Buckbeak's attack (Pre-watch to decide on expletive @37sec.)

Teaching and Activities

Use extracts from Harry Potter and the Prisoner of Azkaban. Explore persuasive writing: advertisements for Wizard Wheezes; excuses for Fred/George; letters of persuasion for Buckbeak’s innocence. Revise: active/passive voice; adverbs of possibility, subordinate clauses.

Teaching and activity Session 1
Recap persuasive writing features; revise adverbs of possibility, identifying the verb/clause being modified and punctuating accurately. Discuss tricks invented by Fred/George; list them, adding extras thought up by children. Design adverts for these. Spelling homework: words with ‘silent’ letters.

Teaching and activity Session 2
Explain Hogwarts has a fine history of troublemakers, including Fred and George. Revise active and passive voice using slide presentation, concentrating on identifying the voice of a sentence and changing it. Make links to how voice can be selected to write persuasively, manipulating the emphasis of a sentence.

Teaching and activity Session 3
Read the extract where Hagrid teaches his first lesson ending in Malfoy injured. Discuss how subordinate clauses are used to add information about time, cause or place. Ask children to identify, add, punctuate and write subordinate clauses. Write a short recount, using subordinate clauses.

Teaching and activity Session 4
Introduce today’s texts which follow what happens after Malfoy is attacked by Buckbeak. Give tips for understanding it and make links to informal language of dialogue. Children discuss and read texts, making inferences and explaining the meaning of words in context. They answer test-style questions.

Teaching and activity Session 5
Today children write a persuasive text, saying why Buckbeak should be spared. Rehearse persuasive features and include grammar focuses: adverbs of possibility to present opinions as fact or strengthen assertions, passive language to remove the agent and the blame, subordinate clauses to add reasons.

For themed images, sample signs and creative ideas, see our Pinterest board.

SPAG: Grammar and Punctuation

SPAG Revision
Children revise adverbs for possibility, and the active and passive voices. They identify subordinate clauses and study the grammatical features of persuasive writing.

5-minute SPAG Revision
Revise the difference between active and passive voice and change from one to the other. Look at the use of adverbs and conjunctions introducing subordinate clauses.

SPAG
Unit 8 Newspapers and dialogue ('Prisoner of Azkaban' & 'Goblet of Fire')
(suggested as 6 days)

Objectives

Spoken Language
-- Ask relevant questions
-- Use spoken language to develop understanding
-- Participate in discussions, role play, improvisations
-- Articulate and justify answers, arguments and opinions
-- Participate actively in collaborative conversations

Word Reading
Apply growing knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of new words

Comprehension
-- Read books that are structured in different ways and read for a range of purposes
-- Identify and discuss conventions across a wide range of writing
-- Make comparisons
-- Discuss their understanding and explore the meaning of words in context
-- Draw inference
-- Summarise the main ideas; identify key details that support the main ideas
-- Explain and discuss their understanding
-- Retrieve, record and present information

 

Transcription
-- Homophones and other words that are often confused

Composition
-- Plan their writing by:
Identifying the audience for and purpose of the writing
Noting and developing initial ideas
-- Draft and write by:
Selecting appropriate grammar and vocabulary
Integrating dialogue to convey character and advance the action
Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

Grammar
-- Indicate grammatical features by:
Using a colon to introduce a list
Punctuating bullet points consistently
-- Develop their understanding of the concepts set out in the English National Curriculum Appendix 2 [revising dialogue punctuation and introducing reported speech]

-- Indicate grammatical features by:
Using commas to clarify meaning
Using semi-colons, colons or dashes to mark boundaries between independent clauses

You Will Need

Essential Texts
Harry Potter and the Goblet of Fire by JK Rowling (any edition)

Optional Texts
Harry Potter and the Prisoner of Azkaban by JK Rowling (any edition)

Films (all rated PG) – or use weblinks below
We recommend sharing the book texts as well as the film clips. However, the films are fun and fast and very good for immersion. Find the relevant parts of Harry Potter and the Goblet of Fire or use the weblinks below.

Build up to Quidditch Final (00:07:19-00:09:48)
The Dark Mark appears (00:09:48-00:13:42)
Names in the Goblet of Fire (00:28:58-00:31:16)
The names are selected (00:31:21-00:36:20)
Rita Skeeter interviews (00:39:05-00:41:30)
The 1st trial (00:54:43-01:02:47)
The 2nd trial (01:30:33-01:39:27)

Weblinks to YouTube clips
Build up to Quidditch World Cup Final
The Dark Mark appears after the match
Students put names into the Goblet of Fire
The names are selected
Rita Skeeter interviews the champions
The 1st trial part 1 & The 1st trial part 2 & The 1st trial part 3
The 2nd trial part 1 & The 2nd trial part 2 & The 2nd trial part 3

Teaching and Activities

Using Harry Potter and the Goblet of Fire, children explore newspaper writing, roleplay interviews with Rita Skeeter, and consider accuracy in news reporting. Revise dialogue/reported speech; colons, semi colons, commas, bullet points.

Teaching and activity Session 1
Share Molly Weasley’s letter and a film clip of the build-up to the match. Ask how people might find out about the match - news reports. Introduce this week’s text focus. Read newspaper texts from Harry Potter and pick out features. Spelling homework: homophones and other words often confused.

Teaching and activity Session 2
Tell children that the Dark Mark being cast is a ‘newsworthy’ event which might be reported in different ways. Discuss point of view. Recognise that quotations are direct speech. Revise and then write direct and reported speech and punctuate correctly.

Teaching and activity Session 3
Introduce the Triwizard Tournament. Share extract. Revise commas, colons and semi-colons using slide presentation. Provide exercises separated by topic: commas, and then colons and semi-colons. Children work through one or more activities.

Teaching and activity Session 4
Show reports – what did eyewitnesses say? – quotes, punctuated as direct speech. Look at examples. Speech is often less formal than written language. Children pick a champion to interview and generate questions for Skeeter. Take turns to role-play, making notes. Punctuate answers as direct speech.

Teaching and activity Session 5
Rita writes several articles about Harry; each report twists the facts. Let’s take a closer look at some of them. Provide extracts and test-style questions. Children discuss and record or work on their own. They provide reasons as required and explain the meaning of words in context.

Teaching and activity Session 6
Today children become reporters for the Daily Prophet. They write a report on the second trial of the Triwizard Tournament. Distribute Press Release and look at the information and then decide on a format for notes – timeline, list, boxes etc. Children write a report drawing on grammatical features.

For lots of sample newspapers, see our Pinterest board.

SPAG: Grammar and Punctuation

SPAG Revision
Revise the use of bullet points and the punctuation of dialogue. Examine the correct way to use commas, semi-colons and colons. Revise the features of newspaper reports and reported speech.

5-minute SPAG Revision
Revise the punctuation of bullet points, commas, colons, semi-colons and the correct format and punctuation of direct speech. Finally, revise word classes.

SPAG
Unit 9 Testing and celebration ('Order of the Phoenix')
(suggested as 3 days)

Objectives

These sessions provide experience of key stage two testing, while still preserving the all-important fun and creativity of the topic.

Sessions 1 & 2 are divided into three sections starting with a warm-up activity (reading/drama) followed by mock tests (laid out like KS2 tests) and finishing with fun activities dressed up as Hogwarts exams (choose one or both). You can spread each session out over a morning, and it is possible to be selective over what you choose to use.

 

Session 3 is an opportunity for children to celebrate the effort they have put in to their learning. You may wish to include children in every step of the planning and preparation or leave some surprises and enlist adult/parent help. Spread each session out and be selective in what you choose to use.

We have included points for each question to support children in deciding how much thought each question requires and you can use these flexibly as Hogwarts House Points, table points or simply as guidance.

You Will Need

Optional Texts
Harry Potter and the Order of the Phoenix by JK Rowling.

Teaching and Activities

Children experience formal testing: Grammar, Punctuation, Spelling tests and a Reading test SATs style. Warm-up and unwinding Harry Potter activities ensure a sense of perspective. Then - a celebration!

Teaching and activity Session 1
Warm up by reading an extract from Harry Potter and the Order of the Phoenix, where the Hogwarts grading for exams (O.W.L.s) are explained. Complete two GPS tests. Then organise the Defence Against the Dark arts and Charms tests. How did we do?

Teaching and activity Session 2
Warm up by reading the extract from Order of the Phoenix when the O.W.L. examinations begin. Can children continue the argument as Ron or Hermione in role-play? They then complete the SATs-style Reading test. In the afternoon we have Care of Magical Creatures and Potions.

Teaching and activity Session 3
An opportunity for children to celebrate the effort they have put in to their learning. Either include children in every step of planning/preparation or leave some surprises and enlist adult/parent help.

For lots of celebration ideas, food and games, see our Pinterest board.