аЯрЁБс>ўџ 79ўџџџ6џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС7 №ПТbjbjUU ),7|7|Тџџџџџџlьььььььšššš І<юцююююююююmoooooo$д є^“ьююююю“2 ььююЈ2 2 2 ю.ьюьюm2 юm2 D2 vVЂ‡ьь‰ют G–\іšТšš ) ‰фО0ю5TR2 R‰2 ььььйYear: 6 Medium Term Plan: Spring School: Teacher/s:Year Group(s) 6Term: 2(b)Fiction and poetry: longer established stories and novels selected from more than one genre; e.g. mystery, humour, sci-fi, historical, fantasy worlds, etc. to study and compare; range of poetic forms e.g. kennings, limericks, riddles, cinquain, tanka, poems written in other forms (as adverts, letter, diary entries, conversations), free verse, nonsense verse. Non-Fiction: discussion texts: texts which set out, balance and evaluate different points of view, e.g. pros and cons of a course of action, moral issue, policy (ii) formal writing: notices, public information documents.Titles:Teaching Objectives: Text LevelSentence Level Word Level Week 7 and 8 Alex and the Glass Slipper/Cinderella ISBN 0-947212-98-1 The True Story of the Three Little Pigs ISBN 0-14-054056-3 Snow White in New York ISBN 0-19-272210-77. to identify the key features of different types of literary text, e.g. stock characters, plot structure, and how particular texts conform, develop or undermine the type, e.g. through parody; 8. to analyse the success of texts and writers in evoking particular responses in the reader, e.g. where suspense is well-built; 13. parody a literary text, describing stock characters and plot structure, language, etc.; Curricular target: to use paragraphs to distinguish narrative structure5. to use reading to: investigate conditionals, e.g. using if … then, might, could, would, and their uses, e.g. in deduction, speculation, supposition; use these forms to construct sentences which express, e.g. possibilities, hypotheses5 to extend work on word origins and derivations from previous term. Use personal reading, a range of dictionaries and previous knowledge to investigate words with common prefixes, suffixes, word roots; Week 9, 10 and 11 The Wedding Ghost ISBN 019-272395 -2 Ghost Dog ISBN 0-947212-61-2; The Firemaker’s Daughter ISBN 0-440-86331-7; Stacks of Stories ISBN0-340-69968-X10 to use different genres as models to write, e.g. short extracts, sequels, additional episodes, alternative endings, using appropriate conventions, language; 12 to study in depth one genre and produce an extended piece of similar writing, e.g. for inclusion in a class anthology; to plan, revise, re-draft this and bring to presentational standard, e.g. layout, paragraphing, accuracy of punctuation and spelling, handwriting/printing; 14 to write commentaries or summaries crediting views expressed Curricular target: to use detail (show characters feelings or motives) creating humour/suspense3 to revise work on complex sentences: identifying main clauses; ways of connecting clauses; constructing complex sentences; appropriate use of punctuation; 4 to revise work on contracting sentences: summary; note making; editing; Curricular target: to secure constructing complex sentences; manipulating clauses6 collect and explain the meanings and origins of proverbs, e.g. a rolling stone gathers no moss, familiarity breeds contempt, – referring to dictionaries of proverbs and other reference sources; Week 12 War Boy ISBN 0-14-034299-0 A World War Two Anthology ISBN 0582 333830 plus official leaflets17 to read and understand examples of official language and its characteristic features, e.g. through discussing consumer information, legal documents, layouts, use of footnotes, instructions, parentheses, headings, appendices and asterisks; 20 to discuss the way standard English varies in different contexts, e.g. why legal language is necessarily highly formalised, why questionnaires must be specific. 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