Hunwick Primary School
Literacy MTP
Class 6
Term
Fiction
Non-Fiction:
Cross-curricular links
Poetry
Autumn
Plan 1: Narrative – Historical Novels
Required texts:
Private Peaceful by Michael Morpurgo
Description:
Children will become familiar with longer novels.
Use them to study themes and authorial intent.
Become better at looking at key words and
phrases to infer and to discuss how this can
change a perception. Children will write across a
number of genres including descriptions about
No Man’s Land, persuasive speeches about
joining the war effort and will write a short story.
Language from the novel will filter through into
writing.
Reading Focus:
2a – give/explain meaning of words in context
2d – make inference from the text/explain and
justify inference with evidence from the text
2e – predict what might happen from details
stated and or implied
2g – identify/explain how meaning is enhanced
through choice of words or phrases
VGPS focus:
1.Use expanded noun phrases to convey
complicated information concisely
2.Use relative clauses beginning with who, which,
where, when, whose. That or with an implied (ie
omitted) relative pronoun
3. Use a range of conjunctions to create
compound and complex sentences.
4. Use commas correctly, including to clarify
meaning, avoid ambiguity and to indicate
parenthesis.
5. Use correct punctuation to indicate speech
Plan 1: Recounts
Required texts:
Description:
Children will use the narrative texts looked at in fiction
to revise the genres and features of recounts. They will
write diary entries and letters home from their work in
Private Peaceful. After their visit to Beamish/Eden
Camp/Killhope, children will write recounts in history
about these visits.
Reading Focus:
2b – retrieve and record information/identify key details
from fiction/non-fiction
2c – summarise main ideas from more than one
paragraph.
2g – identify/explain how meaning is enhanced through
choice of words or phrases
VGPS focus:
1. Learn the grammar in App.2 specifically using
adverbials of time, space and number
2. Use commas correctly, including to clarify meaning,
avoid ambiguity and to indicate parenthesis.
3. Use past and present tense verbs appropriately and
recognise the differences
4. Use the perfect form of verbs
Plan 1: Personification Poetry
Required texts:
A range of modern and classic poems which
personify including Mushrooms by Sylvia Plath,
Reading a Bonfire Top to Bottom by Geoffrey
Summerfield, The Windmill by H.W. Longfellow,
She Sweeps with many coloured brooms by Emily
Dickinson
Description:
Using a range of poems children explore the use of
imagery, description and figurative language. They
will discuss how to use language to evoke feelings
& produce impressions. Chn draft & write their
own poem around a range of themes – weather,
architecture, fireworks. They will play around with
the use of active and passive verbs and compare
which works best.
Reading Focus:
2a – give/explain meaning of words in context
2d – make inference from the text/explain and
justify inference with evidence from the text
2f - identify/explain how information/narrative
content is related and contributes to meaning as a
whole
2g – identify/explain how meaning is enhanced
through choice of words or phrases
VGPS focus:
1. Use fronted adverbials and non-finite verbs to
start a sentence.
2. Use commas after fronted adverbials
3. Use elaborated description, including adjectives
and adverbs, and subordinate clauses.
4.Use of passive verbs to affect the presentation of
information in a sentence.
Plan 2: Recounts – Journalistic Writing
Required texts:
Tuesday by David Wiesner
First News – children’s newspaper
Description:
Use Tuesday by David Wiesner to study report writing.
Look at different ways of writing speech – playscripts,
speech bubbles, direct & reported speech. Compare
formal & informal writing including use of passive voice.
Hunwick Primary School
Literacy MTP
Class 6
Plan 2: Narrative – A Novel by a Significant
Author
Required texts:
The Fog Hounds by Joan Aiken
Description:
Children will become familiar with a short novel
and look at how each word and phrase has been
carefully selected for a purpose. They will learn
to infer and make predictions based on what
they have read. Children will look at themes
within the novel. Children will write descriptons
of the Mad King’s Palace and will write two
stories: Doubleman and The Fog Hounds back
stories.
Reading Focus:
2a – give/explain meaning of words in context
2d – make inference from the text/explain and
justify inference with evidence from the text
2e – predict what might happen from details
stated and or implied
2f - identify/explain how information/narrative
content is related and contributes to meaning as
a whole
2g – identify/explain how meaning is enhanced
through choice of words or phrases
VGPS focus:
1.Use expanded noun phrases to convey
complicated information concisely
2.Use relative clauses beginning with who, which,
where, when, whose. That or with an implied (ie
omitted) relative pronoun
3. Use a range of conjunctions to create
compound and complex sentences.
Make copies of First News available to children so that
they can study features. Chn write newspaper reports
based on fairy tales – sensationalising these. Interviews
members of staff about exciting news stories and write
these up into newspapers – better ones could appear on
school website.
Revise newspaper writing in topic and write articles
about trips or visits.
Reading Focus:
2b – retrieve and record information/identify key details
from fiction/non-fiction
2c – summarise main ideas from more than one
paragraph.
2g – identify/explain how meaning is enhanced through
choice of words or phrases
VGPS focus::
1. Dialogue, direct/indirect speech punctuation.
Reported speech.
2. Use of passive form to present information.
3. Use semi-colons and dashes to mark boundaries
between independent clauses.
4. Use commas to clarify meaning.
5. Use expanded noun phrases in own writing.
6.How words are related by meaning as synonyms
and antonyms (eg big, large, little)
Hunwick Primary School
Literacy MTP
Class 6
4. Use commas correctly, including to clarify
meaning, avoid ambiguity and to indicate
parenthesis.
5. Use correct punctuation to indicate speech
6. Recognise and use apostrophes correctly.
Spring
Plan 3: Drama (Shakespeare)
Required texts:
William Shakespeare’s Plays
RSC Teacher Packs
Description
Use a Shakespeare play to look at use of
language and the many ways that this can be
interpreted. There will be a large focus on
Plan 1: Balanced Argument
Required Texts:
Whale Hunting, Cornerstones for Writing
Zoos – PPT presentation
Big Issues guided books in Y6 classroom
Description:
Children will read a range of balanced arguments to gain
a better understanding of the layout and structure.
Plan 3: Narrative poems
Required texts:
The Highwayman by Alfred Noyes
The Listeners by Walter de la Mare
Description:
Use the narrative poem The Highwayman to
identify features that poets use for effect. Study
the use of historical language, adverbials and
Hunwick Primary School
Literacy MTP
Class 6
speaking and listening activities. Children expand
their vocabulary and incorporate the use of the
thesaurus into their everyday work. Children will
investigate different ways of writing dialogue inc.
playscript layout & the use of informal language.
Children will write across a range of genres to
show their understanding: internal monologue,
description, poem etc.
Reading Focus:
2a – give/explain meaning of words in context
2b – retrieve and record information/identify key
details from fiction and non-fiction.
2d – make inference from the text/explain and
justify inference with evidence from the text
2e – predict what might happen from details
stated and or implied
2g – identify/explain how meaning is enhanced
through choice of words or phrases
VGPS Focus:
1. Use dialogue, differences between spoken and
written speech. Punctuation to indicate direct
speech.
2. Formal and informal speech and writing. Use
of subjunctive forms.
3. Use commas to clarify meaning.
4. Use expanded noun phrases to convey
complicated information concisely
5. Learn the grammar in App.2 specifically using a
range of conjunctions to create compound and
complex sentences.
Identify features of argument texts & discuss differences
between facts & opinions. Find out how to present
opinions as if they were facts. Study formal & informal
speech. Research for & hold a class debate. Chn then
write & edit their own argument text.
Reading Focus:
2a – give/explain meaning of words in context
2b – retrieve and record information/identify key details
from fiction and non-fiction.
2c- summarise ideas from more than one paragraph
2g – identify/explain how meaning is enhanced through
choice of words or phrases
VGPS Focus:
1. Recognise and use the subjunctive forms of the verb
2. Use bullet points, colons and semi-colons.
3. Recognise vocabulary and structures appropriate for
formal and written speech, and the differences between
this and spoken speech, including the use of
contractions.
4.Linking ideas across paragraphs using a wider range of
cohesive devices: repetition of a word or phrase,
grammatical connections (eg the use of adverbials such
as on the other hand, in contrast or as a consequence)
and ellipsis
5.Use modal verbs or adverbs to indicate degrees of
possibility
Plan 4: Persuasive Writing
Required texts:
Big Issue – look at proposals.
Teacher version of proposal for Hunwick site.
Description:
Use texts to explore expanded noun phrases,
apostrophes, rhetorical questions, attempts to gain
audience trust, exaggeration and modal verbs. Compare
informal language with formal texts. Compare the
relative clauses to add details. Chn learn part of
the poem by heart, compare it to other poems.
Write an additional verse from Tim the Ostlers
point of view. Write an internal monologue for
Bess whilst she is tied to the bedpost. Read the
Listeners. Listen to the rhyming pattern, Discuss
what they think that the backstory is. Make
comparisons between this and The Highwayman.
Reading Focus:
2a – give/explain meaning of words in context
2d – make inference from the text/explain and
justify inference with evidence from the text
2e – predict what might happen from details
stated and or implied
2f - identify/explain how information/narrative
content is related and contributes to meaning as a
whole
2g – identify/explain how meaning is enhanced
through choice of words or phrases
VGPS Focus:
1. Learn the grammar in App.2 specifically using
and choosing descriptive language; adjectives,
adverbs and powerful nouns and verbs.
2. Use relative clauses correctly and appropriately
3. Recognise and use the perfect form of verbs
4. Identify and use adverbials.
5. Use expanded noun phrases to convey
complicated information concisely
Hunwick Primary School
Literacy MTP
Class 6
different devices used between these and balanced
arguments. Chn hold a debate and write a persuasive
proposal about what to do with the land once occupied
by the nursery. Children could also write a persuasive
leaflet for Robinwood.
Reading Focus:
2a – give/explain meaning of words in context
2c- summarise ideas from more than one paragraph
2g – identify/explain how meaning is enhanced through
choice of words or phrases
2h – make comparisons within the text.
VGPS Focus:
1. Recognise vocabulary and structures that are
appropriate for formal speech and writing
2. Use modal verbs in writing
3. Use expanded noun phrases
3. Use and understand the grammatical terminology
4.The difference between vocabulary typical of informal
speech and vocabulary appropriate for formal speech
and writing eg the use of question tags – He’s your
friend, isn’t he? Or the use of subjunctive forms such as
if I were or were they to come in some very formal
writing and speech
Summer
Choose 1 or 2 of these units to cover
over the term.
Plan 4: Stories with Flashbacks
Required texts:
Murder Mystery Stories – Cornerstones for
Writing
Description:
Revise work on adverbials and dialogue and then
investigate relative clauses. Using Cornerstones
for Writing activities, chn explore different forms
of flashback, flashforward and identify its various
Plan 5: Non- Chronological Reports and Information
Texts
Required Texts:
Various reports provided
Description:
Children use their topic ‘Far from home’ to research and
note take using appropriate methods. Children explore
information texts using the Maya as inspiration. They
consider formal and informal language; explore modal
verbs; revise a wide range of punctuation; write non
chronological texts andinformation texts in different
styles about aspects of Maya life; travel in time and
Choose 1 or 2 of these units to cover over
the term.
Plan 4: Poetry- Study of a Classic Poet
Required texts:
A variety of poems provided on chosen poet.
Description:
Reading a selection of poems by the same poet,
children explore figurative language and poetic
devices. Children read and write poetry,
investigate personification through drama and
drawing, make careful observations and research
Hunwick Primary School
Literacy MTP
Class 6
functions. They then write a short story based on
a drama murder mystery scene which begins
with a flashback/forward.
Reading Focus:
2a – give/explain meaning of words in context
2d – make inference from the text/explain and
justify inference with evidence from the text
2e – predict what might happen from details
stated and or implied
2f - identify/explain how information/narrative
content is related and contributes to meaning as
a whole
2g – identify/explain how meaning is enhanced
through choice of words or phrases
VGPS Focus:
1. Adverbs, adverbials, including fronted
adverbials
2. Use commas after fronted adverbials and to
clarify meaning and/or avoid ambiguity
3. Use relative clauses beginning with who,
whom, which, where, when, whose, that or with
an implied relative pronoun
4.Using brackets, dashes or commas to indicate
parenthesis
5,Using semi-colons, colons or dashes to mark
boundaries between independent clauses
Plan 4b: Tales from Other Cultures
Required texts:
Sinbad the Sailor retold by Marcia Williams
The Seven Voyages of Sinbad the Sailor by J.
Yeoman Tales from Nasreddin Hodja by Cengiz
Demir
Description:
Use Animated Tales and written stories from The
Arabian Nights to inspire chn to re-write Ali Baba
share everything they have learnt in a show-stopping
exhibition.
Reading Focus:
2a – give/explain meaning of words in context
2b – retrieve and record information/identify key details
from fiction/non-fiction
2c – summarise main ideas from more than one
paragraph.
2f - identify/explain how information/narrative content
is related and contributes to meaning as a whole
VGPS Focus:
1. Use passive verbs to affect the presentation of
information in a sentence
2. Use hyphens to avoid ambiguity
3. Use the perfect form of verbs to mark relationships of
time and cause
4.Use semi-colons, colons and dashes appropriately in
reports, including using a colon to start a list.
5. Use bullet points in reports.
6.Using hyphens to avoid ambiguity
7. Use and understand UKS2 grammar accurately and
appropriately
Plan 6: Biographies and autobiographies
Required texts:
Boy and Going Solo by Roald Dahl
Singing for Mrs Pettigrew/Homecoming by Michael
Morpurgo
Various biographies of two authors/poets
Description:
Use biographies of Roald Dahl & Michael Morpurgo
(both books & online) & their autobiographical writing
to identify features of biographies & autobiographies.
Use the texts to study dialogue, noun phrases &
complex sentences. Write autobiographies/biographies
the life and works of the poet. The unit culminates
in a debate about fame and publication. This could
also link to work in non-fiction and a biography
could be written.
Reading Focus:
2a – give/explain meaning of words in context
2d – make inference from the text/explain and
justify inference with evidence from the text
2f - identify/explain how information/narrative
content is related and contributes to meaning as a
whole
2g – identify/explain how meaning is enhanced
through choice of words or phrases
VGPS Focus:
1. Use expanded noun phrases to convey
complicated information concisely
2. Use relative clauses beginning with who, which,
where, when, whose, that or with an implied (i.e.
omitted) relative pronoun
3. Use semi-colons, colons or dashes to mark
boundaries between main clauses
Plan 4b: Debate poetry and poetry that tells a
story
Useful texts:
The Dispute of Coffee and Tea Hamilton Group
Readers
Sensational! poems inspired by the five senses
chosen by Roger McGough, Macmillan,
The Times they are a changin’ by Bob Dylan
Julius Caesar by William Shakespeare – speeches
by Brutus and Mark Antony
Description:
Read a Gulf ‘debate’ poem about a fierce dispute
between coffee & tea. Identify features of poems
that tell a story. Chn read & compare other poems
Hunwick Primary School
Literacy MTP
Class 6
and the Forty Thieves from a different point of
view and to create a playscript based on a Sinbad
story. Introduce chn to the Tales of Nasrettin
Hoca. Chn write a tale of their own. In their
writing chn use dialogue, the subjunctive form
and informal language features.
Reading Focus:
2a – give/explain meaning of words in context
2d – make inference from the text/explain and
justify inference with evidence from the text
2e – predict what might happen from details
stated and or implied
2g – identify/explain how meaning is enhanced
through choice of words or phrases
2h – make comparisons within texts.
VGPS Focus:
1. Use dialogue punctuation to indicate direct
speech
2. Recognise differences between spoken and
written speech and between direct and indirect
speech
3. Formal and informal speech and writing,
including the use of the subjunctive
Plan 6c: Modern Classic Fiction
Required texts:
The Northern Lights by Philip Pullman
Description:
Children will study classic narrative fiction. Using
The Northern Lights, they will look at the
differences between literal and inferred
information. They will examine how the author
modifies their language. Children will look at how
Pullman plays with language to distort
understanding of setting. Children will write their
on real and fictional people – school reports, CVs as well
as longer auto/biographies.
Reading Focus:
2b – retrieve and record information/identify key details
from fiction/non-fiction
2c – summarise main ideas from more than one
paragraph.
2h – make comparisons within the text.
VGPS Focus:
1. Learn the grammar in App.2 specifically using a range
of conjunctions to create compound and complex
sentences.
2. Use expanded noun phrases to convey complicated
information concisely
about drinks. They create & perform a playscript
for the dispute, then write a poem about a drink.
Look atTimes are a changin' as chn explore how to
win hearts & minds. Chn analyse lyrics of protest
songs and adapt these and manipulate with modal
verbs. Perform the speeches of Antony and Brutus
– looking at which words to emphathise and
different ways to speak aloud including chorally.
Reading Focus:
2a – give/explain meaning of words in context
2d – make inference from the text/explain and
justify inference with evidence from the text
2f - identify/explain how information/narrative
content is related and contributes to meaning as a
whole
2g – identify/explain how meaning is enhanced
through choice of words or phrases
VGPS Focus:
1. Use elaborated descriptive language.
2. Use expanded noun phrases.
3. Use and understand grammatical terminology.
Hunwick Primary School
Literacy MTP
Class 6
own daemon descriptions and plan and write
detailed stories of their own.
Reading Focus:
2a – give/explain meaning of words in context
2d – make inference from the text/explain and
justify inference with evidence from the text
2e – predict what might happen from details
stated and or implied
2g – identify/explain how meaning is enhanced
through choice of words or phrases
2h – make comparisons within texts.
VGPS:
1. Use commas to clarify meaning or avoid
ambiguity in writing
2. Look at the infinitive form of a verb, and the
split infinitive
3. Use expanded noun phrases and adverbials to
add detail and link ideas within/between
paragraphs
4. Use and understand UKS2 grammar accurately
and appropriately
LOOK AT EXPLANATORY TEXTS.