Brenden is Teaching


NameLiteracy Year 5 Cross curricular with Tudors
Descriptioncross curricular Tudors planning for Literacy
File 1214_landscape literacy medium term.doc
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Cross-Curricular Links


To be able toanswer questions on a piece of given text.



test childrenon key stage 1 and medium frequency words. words dont know sendhome with attached letter.

To be able toskim read the text and locate the relevant information accuratelyin order to answer the questions.

War of theroses


Adaptnon-narrative forms and styles to write fiction or factual texts,including poems


Comparedifferent types of narrative and information texts and identify howthey are structured.


Makenotes on and use evidence from across a text to explain events orideas


Reflectindependently and critically on their own writing and edit andimprove it


Spelling to examine the properties of words ending in vowels other thanthe letter E. page 40.

Reflecton how working in role helps to explore complex issues

Reading aselection of diary entries. e.g. Adrian Mole. Anne Boleyn and Mepage 23 and 24.






Thoughtbubbles of Catherine of Aragon emotions. Divorce.


To write diaryentry.


To edit andimprove their own work. Checking against success criteria andmarking grid.

To know thefeatures of a diary entry e.g. past tense, list of events,1st person, emotions.



To writethoughts in note form not in full sentences.




Checkpunctuation, paragraphs, spelling. Swap and give constructivefeedback.



Henry VIII andhis wives.


ICT researchwives using the internet.







History 2A,5C.


Comparedifferent types of narrative and information texts and identify howthey are structured


Makenotes on and use evidence from across a text to explain events orideas


Spelling to examine the properties of words ending in vowels other thanthe letter E. page 40



Looking at arange of newpaper reports. look at funday times website examine thewording used. Look at reported speech in an article.


















identify thefeatures of newspaper reports. e.g. layout in columns,3rd person, formal, informative, factual, quotes,balanced opinion?!


To collectsynomyns for said and use these words in sentences making use ofaccurate speech punctuation.


Begin to plannewspaper report on the dissolution of the monasteries.


More able discuss difference between direct and reported speech forquotes.


Writenewspaper article. Refer to success criteria established onMonday.


Usedissolution of the monasteries text from teaching ideas website andchildren answer questions.



Funday Timeswebsite

different newspaperarticles



Plan and manage agroup task over time using different levels of planning

understand differentways to take the lead and support others in groups.

understand theprocess of decision making.

Punctuatesentences accurately, including using speech marks andapostrophes

Adaptsentence construction to different text-types, purposes andreaders

Adapthandwriting for specific purposes, for example printing, use ofitalic

Use arange of ICT programs to present texts, making informed choicesabout which electronic tools to use for differentpurposes

Use andexplore different question types and different ways words are used,including in formal and informal contexts

Talk aboutsuccessful group work. establish rules for working in a group.E.g. taking turns, listening carefully, sharing ideas, positivefeedback, compromise, roles within a group, leader of group.Working to peoples strengths e.g. illustration goes toartist.


news paperarticles live of Edward, Edwards health (doctor), time line of hislife, interview with Edward, quiz, wordsearch, did you know pageabout Edward, illustration,


have a grid toevaluate groups news papers.


letter to afriend in the role of Edward but in modern times.


hot seatingrole of Edward, protector, doctors.


ComprehensionTask ready resources page 32. description of Henry the description and answer questions.


extension write a negative description of Henry VIII.


Go throughsuccess criteria of what makes a good newpaper. e.g. e.g. layoutin columns, 3rd person, formal, informative, factual,quotes, balanced opinion, headlines, captions,subheadings,





grid toevaluate



Compare differenttypes of text and identify how they are structured.

Reflect on readinghabits and preferences

Distinguish betweenevery day use of words and there subjects specific use. Explorehow writers use language for comic and dramatic effects.

perform a poemmaking use of dramatic conventions

word group wordsaccording to their meanings.

Experiments withdifferent poetic forms and styles to write their own.

Adapt sentenceconstruction to different text types.

Understand differentways to support others in groups.


read 3 or 4pie Corbett poems. Discuss favourites and similarities betweeneach.


Discuss rhythmand rhyming patterns. identify adjectives, metaphors andsimiles.


read aloud pieCorbett poem. highlight various features identified.

Read a poemto be spoken silently page 167 in the works. is it typical of pieCorbett? highlight the conversational style of poem.



The playgroundmonster




Compare themand identify features.


Read Valeriebloom poems. Compare with each other and against pie Corbettpoetry. Discuss subject matter. Explain biography of Valeriebloom. Read when granny and discuss poets Caribbean originsreflected in the poem.


Look atValerie blooms life and where she gets her influencesfrom.


Read fruitspage 32 the works. Circle the different language influences used.Encourage children to read poem with an accent.


read megastarrap

im not akid


hair cutrap

perform themto the class using voice and expression.


read animalriddle

Proverb whichare page 235, 105 in the works.


Read a chancein France and re-read fruits. Discuss rhythm with skipping andclapping (take outside).

read fishes inthe river and a gallop page 3 and 4 the works. (Tradition rhymelike a nursery rhyme) simple language regular rhyme, repition,short verse etc.


Children writeriddle poem in the form of animal riddle by pie Corbett. Or writea proverb poem in the format of the proverb poem by Valeriebloom.

read a rangeof poems by Valerie bloom and pie Corbett.


identify anddiscuss with confidence the language of particular poems includingpowerful verbs and descriptions.


explain themeanings of idioms.


identifyfeatures of style, language and subject matter inpoems.


identifyafro-carribean words and find their meanings.


study thelanguage of Valier blooms poetry.


Read andperform a poem out loud.


Work withothers to achieve a good performance.


Recognise apoets style.


Understandthat poems can be written in many forms.


Recognisespecific poetry forms.


Write a riddleor proverb poem based on one read.









understand differentways to support others in groups.

make notes and useevidence from across a text to explain ideas.

Compare differenttypes of text and identify how they are structured.

Experiments withdifferent poetic forms and styles to write their own.

adapt sentenceconstruction to achieve different effects.

use ICT programs topresents texts.

perform a poemmaking use of dramatic conventions

Read wingspage 168 the works and refuelling. Discuss form of each poem.Free verse with no regular rhyming scheme or regular rhythmpattern. Discuss opinions of each and subject matter.


analyse eachpoem in groups to be discussed in the next lesson.


Rehearsing andperforming their poem. discuss advantages and disadvantages offree verse. Is it easier or harder to write poem in this style.Read im free by john kitching. Page 184 the works.


Write own freeverse poem based on the structure of the poem wings.


Improve owndescriptive words adding metaphors and similes and perform own poemto class.

Read andanalyse a poem.

Identify apoems style and the language used.

Discuss theform and content of a poem.

Expressopinions about a poem, givings reasons referring to thetext.

Plan their ownfree verse poem.

Express theirown feelings using poetic language.

Use a poemread as a model for their own verse.

memorise theirown poetry

Perform theirown poetry using express voices.