Discover the power of storytelling with our 2-week writing unit. This immersive learning experience is designed to help you craft your own version of a familiar story, honing your writing skills and fostering your creative imagination. Our comprehensive program includes Smart Notebook Slides, Models, Plans, and Activities, providing a rich array of resources to support your learning journey. The main learning outcomes are progressive, allowing you to revisit each stage in the teaching cycle as needed. Familiarisation with Text: Learn to listen, re-tell, read, and explore a story, delving deep into the text and understanding its nuances. Capturing Ideas: Develop your ability to generate words and phrases from the text, while also learning to collaborate effectively in a group setting. Analysing Text, Language Features, and Organisation: Enhance your understanding of sentence structure, focusing particularly on the role of subordinate clauses. Demonstration/Shared/Supported/Joint Construction Writing: Plan and write an imaginative, sequenced story, drawing upon your knowledge and experiences of a text. By the end of the unit, you’ll be equipped with the skills and understanding necessary to write your own version of a familiar story, truly bringing your creativity to life. Join us for this transformative writing journey, where you’ll not only learn but also discover the joy of creating your own narrative. Let’s unlock your potential and dive into the world of storytelling together.

Key Details 2 Week Writing Unit - 1st Week (3 days) End of Unit (Big Writing) I am learning to/ I can: I am learning to write an information text about an ocean. -Includes: Smart Notebook Slides/Models/Plans/Activities Learning Objectives: Reading – comprehension: Pupils should be taught to: -Reading a range of non-fiction texts including information, explanations, instructions, recounts, reports Discussing how specific information is organised within a non-fiction text e.g. text boxes, sub-headings, contents, bullet points, glossary, diagrams Spoken language. Pupils should be taught to: Ask relevant questions to extend their understanding and knowledge Participate in discussions, presentations, performances, role play, improvisations and debates Writing – composition. Pupils should be taught to: -Plan and discuss what to write about e.g. story mapping, collecting new vocabulary, key words and ideas Use specific text type features to write for a range of audiences and purposes e.g. to instruct, inform, entertain, explain, discuss, persuade Write about real and fictional events Edit and improve their own writing in relation to audience and purpose Evaluate their writing with adults and peers Proofread to check for errors in spelling, grammar and punctuation Writing - vocabulary, grammar and punctuation. Pupils should be taught to: -Say, write and punctuate simple and compound sentences using the connectives and, but and or Use sentences with different forms: statement, question, command, exclamation Use commas to separate items in a list Use present tense for non-chronological reports

Key Details: 2 Week Writing Unit Focused on The Rainbow Fish by Marcus Pfister Includes: SmartNotebook Slides/Plans/Models/Activities Main Learning Outcomes: (This should be progressive but each stage can be revisited in the teaching cycle.) Familiarisation with text: I am learning to read and compare alternative versions of traditional stories. Discuss opposing characters from the narrative. Capturing ideas: I am learning to discuss how characters behave if their roles in a narrative are exchanged. Analysing Text, language features and organisation: I am learning to discuss how words, sounds and images can convey different information to a reader. Demonstration/Shared/Supported/Joint Construction Writing: End of topic (Big Writing) I am learning to/ I can: Write an alternative version of a traditional story.

Key Details: 2 Week Writing Unit Focused on Traditional and alternative stories Prince Cinders & Cinderella Includes: Powerpoints/Resources/Plans /Models **Main Learning Outcomes: **(This should be progressive but each stage can be revisited in the teaching cycle.) Familiarisation with text: I am learning to read and compare alternative versions of traditional stories. Discuss opposing characters from the narrative. Capturing ideas: I am learning to discuss how characters behave if their roles in a narrative are exchanged. Analysing Text, language features and organisation: I am learning to discuss how words, sounds and images can convey different information to a reader. Demonstration/Shared/Supported/Joint Construction Writing: End of topic (Big Writing) I am learning to/ I can: Write an alternative version of a traditional story. Learning Objectives: SPOKEN WORD I am learning to Participate in discussions, presentations, performances, role play, improvisations and debates. Composition I am learning to Plan and discuss what to write about, e.g. story mapping, collecting new vocabulary, key words and ideas. I am learning to Use specific text type features to write for a range of audiences and purposes, e.g. to instruct, inform, entertain, explain, discuss, persuade. Edit and improve their own writing in relation to audience and purpose. Vocabulary, Grammar and Punctuation Use simple and compound sentences. Use subordination for time e.g. When we had finished our writing, we went out to play. We went out to play when we had finished our writing. Other time connectives: then, next, after, first, finally

Key Details: 6/8 Lessons depending on how you split it up Planning overview Interactive whiteboard slides Differentiation. Learning outcomes met through this unit. L.O: I am learning what the earth is made of L.O: I am learning about Mount Everest L.O: I am learning to explore life in Volcanic areas. L.O: I am learning to compare life in a volcanic area and a non-volcanic area L.O: I am learning how volcanoes are made L.O: I am learning how an earthquake occurs L.O: I am learning about what happens when a Volcano erupts L.O: I am learning about what happens when an earthquake occurs L.O: I am learning how can we protect against earthquakes

Key Details: Year 3/4 - Pebble in my Pocket by Meredith Hooper - 3 Week English Unit 3 Week English Unit Contains Notebook IWB Slides, Models, Scaffolds for SEN, Activities, Resources. Based on Power of Reading Scheme This information book does what all information books should do: excite the reader’s interest, curiosity and sense of wonder where none may have existed. Meredith Hooper, an award winning science writer, brings her expertise and storytelling skills to the subject of the Earth’s history, beginning with the contemplation of a pebble and a question. The absorbing text and illustrations take the reader through the 480 million years of the pebble’s journey, from the spectacular furnace of volcanic eruptions to the cool seashore and the grassy field. There’s a useful timeline at the back of the book to help children grasp the enormity of geological time and the very recent appearance of humans in that story of the planet. Overall aims of this teaching sequence: ● To explore an information book in depth ● To explore themes and issues, and develop and sustain ideas through discussion ● To use creative responses to the text through drama, storytelling and artwork ● To develop creative responses to the text ● To write with confidence for real purposes and audiences

Introducing our 3-week English Unit, designed to engage students in a deep exploration of ‘Gorilla’ by Anthony Browne, published by Walker Books. This meticulously crafted educational package includes Interactive Whiteboard (IWB) Slides, highly differentiated worksheets, and Special Educational Needs (SEN) worksheets. It’s based on the proven Power of Reading scheme, ensuring a structured and effective approach to learning. ‘Gorilla’ is an intriguing picture book from the esteemed author and illustrator Anthony Browne. The narrative uniquely examines serious themes like loneliness and parent-child relationships through the lens of a human-gorilla transformation. Central to the story is a young girl’s solitude and her relationship with her father. The narrative is layered with subtlety, inviting children to interpret the story in their unique ways. The intricate beauty of the illustrations not only appeases the eye but also encourages children to share and revisit the book. What will your students learn through this teaching sequence? Comprehend the core themes of the text: By exploring the themes of loneliness and parent-child relationships, students will gain a deeper understanding of the human experience. Draw inferences from written and visual text: Students will enhance their critical thinking skills by interpreting the story and artwork, supporting their understanding of the characters. Understand how illustration and text contribute to meaning: This unit emphasizes the symbiotic relationship between text and illustration, demonstrating how they work together to convey a story’s message. Write in-role to explore and develop an understanding of character: By writing from the perspective of the characters, students will gain a deeper empathy for them and a more nuanced understanding of their motivations and emotions. In essence, this English unit offers a comprehensive, engaging, and insightful exploration of ‘Gorilla’, equipping students with valuable literacy skills and fostering a deeper appreciation for literature.

Key Details: Contains Notebook slides, resources, differentiated Work Based of the Power Of Reading Scheme 2.5 week unit, could be extended. Aimed at year 3 or 4. Fly, Eagle, Fly! is an adaptation of an African tale, a parable about reaching your potential. A farmer finds an eagle chick, takes it home and rears it as a chicken. The eagle comes to believe he is a chicken; he cannot fly or hunt. When the farmer’s friend comes to visit one day, he tells the farmer that an eagle should be flying high in the sky, not scrabbling on the ground for grain. Over time, the farmer’s friend proves that the bird can be an eagle again, and while watching the sun rise at a mountain top, he finally soars into the sky. Archbishop Desmond Tutu writes in the foreword: ‘we are not mere chickens but eagles destined to soar to sublime heights… We should be straining to become what we have it in us to become.’ Overall aims of this teaching sequence • To enjoy a story and discuss its meanings. • To understand the themes of a text. • To broaden understanding of writers’ use of language and build a varied vocabulary. • To write narratives from a character’s perspective. This teaching sequence is approximately 3 weeks long if spread out over 15 sessions. The book supports teachers to teach about setting, plot and to explore strong themes in narrative fiction. Settings are well drawn, and the language of the text offers young readers a good model for their own narrative writing.

Key Details: Theme: Beliefs and Practices Key Question: What is the best way for a Christian to show commitment to God? Learning outcomes, differentiated for this group from the ‘I can’ statements AT1 (B) Practices and Ways of life and AT2 (F) Values and Commitments Level 1 I can use the right names for things that are special to Christians. I can talk about how I feel towards an issue that is important to me, (assessed in Lesson 1). Level 2 I can talk about one of the ways Christians show commitment to God. I can decide which way I think is the best way for a Christian to show commitment to God. Level 3 I can describe some of the ways that Christians choose to show commitment to God and am starting to understand that they may do this in different ways. I can start to understand there are different degrees of commitment and that’s up to individual Christians. Level 4 I can describe how different practices enable Christians to show their commitment to God and understand that some of these will be more significant to some Christians than others. I can explain why I think some ways of showing commitment to God would be better than others for Christians. Level 5 I can explain why it is important to Christians to show their commitment to God and can describe different ways they choose to do this. I can explain that individuals choose to show different degrees of commitment to their religion and can relate this to commitments I make in my life.

Key Details: Focus Text: Way Home by Gregory Rogers Contains Plans, slides, activities. 4 Week Unit Shane is a boy who lives alone on the streets. We don’t realise this until the end of the book, when he takes the cat he has found back home with him to a shelter filled with his possessions, to be his friend. Shane’s fast paced story is told to the cat. The illustrations in this picture book are very evocative, full of symbols and meanings that add to what we learn about Shane and his life. Overall aims of this teaching sequence: To engage children with a story with which they will empathise To explore themes and issues, and develop and sustain ideas through discussion To develop creative responses to the text through drama, storytelling and artwork To write in role in order to explore and develop empathy for characters To write with confidence for real purposes and audiences This teaching sequence is approximately 5 weeks long if spread out over 20 sessions. The book supports teachers to teach about emotional response to strong themes in narrative fiction. This text offers readers a good stimulus for writing. Teachers will need to be aware of any children who may have experienced homelessness or who live in shelters or temporary accommodation before sharing this text with a class.

Key Details: Focus Text: Cosmic by Frank Cottrell-Boyce Contains plans, slides, resources 4 Week Writing Unit Cosmic by Frank Cottrell Boyce This humorous adventure is seen through the eyes of twelve year old Liam Digby a ‘gifted and talented’ child whose physical appearance ages him beyond his years. Follow Liam and his friend, Florida Kirby on this humorous, action packed adventure exploring the ups and downs of being a parent and the consequences of a ‘little white lie’. Overall learning aims of this teaching sequence. • To enjoy exciting stories with memorable characters • To consider how particular situations make individuals behave as they do • To explore dilemmas, empathising with characters • To build an imaginative picture of a fantasy world, based on real life experiences This teaching sequence is approximately 3 weeks long if spread out over 15 sessions. The book supports teachers to teach about emotional response to strong themes in narrative fiction. The narrative structure is carefully crafted to be thought-provoking and the characters and settings are well drawn, offering young readers a good model for their own persuasive writing, debate and to structure written arguments.

Key Details: Focus Text: The Matchbox Diary by Paul Fleischman 4 Week Writing Unit Contains Plans, slides, resources. Introducing our meticulously designed 4-week teaching unit, centered around the captivating text “The Matchbox Diary” by Paul Fleischman. This comprehensive writing unit provides an all-inclusive package containing plans, slides, and resources to ensure a seamless teaching experience. “The Matchbox Diary,” illustrated by Bagram Ibatoulline, tells the heartwarming story of a man sharing his early life experiences with his great-granddaughter. Unable to read or write in his youth, he ingeniously preserved memories in matchboxes, each containing an object that symbolized a significant event in his past. The narrative unfolds as the family’s journey from Italy to America in the early 20th century is revealed through the examination of each object, accompanied by images resembling framed sepia photographs. The once illiterate boy ultimately becomes someone who makes the printed word accessible to others. Our teaching unit aims to: Engage children with a relatable and empathetic story. Explore themes and issues, fostering connections with students’ own lives through discussion and idea development. Encourage creative responses to the text through drama, music, dance, storytelling, and artwork. Compose poetry. Write in role to explore and develop empathy for characters. Boost students’ confidence in writing for real purposes and audiences. Spanning approximately 20 sessions, this 4-week teaching sequence supports educators in addressing topics such as separation, belonging, adjusting to new circumstances, and life journeys. Elevate your teaching experience and inspire your students with our exceptional teaching unit focused on “The Matchbox Diary” by Paul Fleischman. Don’t miss out on our extensive collection of teaching resources and units of work! We’re dedicated to providing valuable content that will enrich your teaching experience and inspire both you and your students. Join our growing community of educators today and discover the endless possibilities with The Teaching Couple.

Key Details: Focus Text: Ice Trap! By Meredit Hooper 3 Week writing unit Includes plans, slides, resources. ICE TRAP! Shackleton’s Incredible Expedition by Meredith Hooper illustrated by M.P Robertson This picture book tells the true story of the expedition led by Ernest Shackleton which aimed to traverse the Antarctic. Although unsuccessful in his aim, and frequently overshadowed by the exploits of Scott and Amundsen, Shackleton’s adventure is remarkable for the story it tells of bravery, endurance, loyalty and leadership. Despite incredible challenges he managed to ensure all 27 of his men survived being trapped in the ice and marooned on an uninhabited island. Overall aims of this teaching sequence. • To appreciate why stories are memorable and characters exciting • To consider how particular situations make individuals behave as they do • To explore dilemmas, empathising with characters • To learn about the differences between information and fiction texts. • To produce a range of writing to respond to text through role play and dramatisation. This teaching sequence is approximately 3 weeks long if spread out over 15 sessions. The book supports teachers to teach about character development, emotional response and changes of setting in a narrative which references a true historic event. The narrative structure is carefully crafted and the characters and settings are well drawn, offering young readers a good model for their own story planning and descriptive writing. The historical time frame and reports of events are factually accurate offering an exciting true story of rescue and survival. Before beginning this sequence it would be useful to collect globes, world maps, a map of the Antarctic and books about the area, its geography and wild life and books about other Antarctic expeditions. Prepare an A3 class journal to use to make notes in during this sequence Also give each child a notebook or use the mini journal provided as Shackleton’s log. The mini journal also provides some additional related activities which could be used during guided reading or for home learning tasks.

Introducing our meticulously crafted teaching unit that draws inspiration from the powerful narrative of Francesca Sanna’s “The Journey”. This 5-week writing unit is designed to captivate students while fostering a deep understanding of the refugee experience. Key Features: Developed in line with Power of Reading Plans Comprises plans, slides, resources, and differentiated activities Fully adaptable to align with your unique teaching approach “The Journey” is Francesca Sanna’s debut picture book that beautifully encapsulates the experiences of refugees from diverse backgrounds. The narrative is straightforward and easy to comprehend, while the stunning illustrations depict the varied landscapes and emotional trajectories of a family seeking refuge. While ending on a note of hope, the book underscores the persistent uncertainty that many refugees face. Primary Goals of this Teaching Sequence: Enrich students’ comprehension and appreciation of the struggles encountered by refugees. Cultivate empathy. Delve into the concept of universal human rights and freedoms. Spanning roughly 26 sessions, this teaching sequence offers a wealth of opportunities for educators to impart advanced reading and writing skills through a poignant and challenging text. The striking illustrations invite reader engagement and reflection on intricate themes, facilitating a thorough exploration of sensitive content and inspiring genuine, creative responses. Please ensure all students are emotionally equipped to engage with this text due to its sensitive nature. Teachers should take into account their students’ prior experiences and use this insight to gauge the depth of exploration into the themes presented.

Introduce your class to the engaging world of letter writing and diary writing with this 3-week teaching unit based on the Amnesty International endorsed book, “Azzi Inbetween” by Sarah Garland. This touching and thought-provoking story follows Azzi and her family as they embark on a perilous journey to escape danger and start anew in a foreign land. Key Features: Comprehensive 3-week unit of work Includes detailed plans, SEND support, greater depth questions, interactive whiteboard slides, models, and in-depth reflections In “Azzi Inbetween,” Azzi and her parents must navigate a challenging journey by car and boat to reach safety in a new country. Once there, they face the daunting tasks of learning a new language, finding a home, and adjusting to new surroundings. At school, Azzi encounters a kind helper who guides her through learning English and realizing she is not alone in her experiences. As Azzi adapts to her new life with courage and resourcefulness, she makes a new friend but continues to miss her grandmother who was left behind. Drawing from her own experiences working with refugee families, acclaimed author and illustrator Sarah Garland weaves a tender and humorous adventure story that will captivate readers of all ages. This comprehensive bundle offers everything you need to guide your students through the captivating narrative while developing their skills in letter and diary writing. With detailed lesson plans, support for students with special educational needs, questions for deeper understanding, interactive slides, and model examples, this teaching unit provides a rich and immersive learning experience.

Introducing our comprehensive unit pack on migration, meticulously designed to provide an all-encompassing learning experience for your students. This resource kit includes overview plans, interactive whiteboard (IWB) materials, a plethora of resources, ideas for differentiated instruction, and key questions to stimulate critical thinking. Here is an outline of the first six lessons: Lesson Breakdown: Lesson 1: Kickstart the unit with an engaging discussion using images that share a common thread. Introduce the concept of migration through a video here. Utilize maps and atlases to extract information and draw conclusions. Find additional resources here, here, and here. Wrap up the session with reflective questions on migrants’ emotions. Lesson 2: Dive into the ‘push and pull’ factors of migration with pre-planned activities. Discuss personal feelings in a guided group setting, followed by reflection. Lesson 3: Explore how migration impacts people and places through real-life stories. Encourage students to evaluate the negatives and positives. Examine the UK’s changing dynamics due to migration. Lesson 4: Understand economic migration with this resource. Analyze statistics on work migration within the EU and the top destinations for economic migrants. Discuss the reasons and impacts of this type of migration. Lesson 5: Use this PowerPoint to discuss climate change and its role in creating climate refugees. Students will write letters to the government expressing their understanding of the issue and suggesting solutions. Lesson 6: Consolidate learning with a follow-up task that asks students to apply their understanding of migration. Use these resources, here, here, and here to discuss refugees. Finally, engage students in a reflective debate on whether they agree with this perspective. Our migration unit pack is not just a teaching resource; it’s an immersive journey through the complex world of human migration, offering a multifaceted approach to learning. Don’t forget to check out our other resources available on the TES website. We offer a variety of teaching aids designed to enrich your classroom experience.

In this 3 week unit the children will be writing their own adventure narrative based on the story ‘Captain Flinn and the Pirate Dinosaurs’. In this Unit pack there are highly detailed plans, interactive whiteboard slides and highly differentiated worksheets to suit all children. Learning Outcomes: Familiarisation with text: I am learning to understand and investigate adventure and mystery stories. I am learning to identify characters’ emotions and behaviors. Capturing ideas: I am learning to use the language features of an adventure and mystery story. Analysing Text, language features and organisation: I am learning to plan, present and write an adventure story. Demonstration/Shared/Supported/Joint Construction Writing: End of Unit (Big Writing) I am learning to/ I can: write a pirate adventure story. Toolkit for children: I can write an adventure story opening. Own target I can write in the past tense. e.g. saw, asked, replied, looked. I can use adjectives, verbs and nouns e.g. They sailed towards the island on the sapphire ocean. I can use a variety of punctuation. e.g “Could that be his cave?” I can use a variety of openers. e.g. Slicing his sword towards him…, As he sailed to the island…, When the battle was over…

Guided Reading - The Lighthouse This week long guided reading plan focuses on The Lighthouse short story. This plan follows a whole class guided reading approach meaning that all children are required to do the same activity on each day. The activities are differentiated. The activities include a follow up task, comprehension, language activity and spelling focus. Example Plan: Text: The Lighthouse Book introduce Show ch the front cover on the IWB. What do you think the book will be about? Discuss with tables. Get feedback. What type of book do you think it is? Why do you think this? Show ch the blurb and read together. Does this change what you think the book might be about? Share LO: I am learning to draw inferences. Strategy check Discuss with class what strategies we could use if we were stuck on a word, what they could do when they are reading etc. Independent reading Children to read the extract by them selves. Response to text Remind ch of the LO. On the IWB have a range of questions about the text. Explain to them what the word inference means and how we answer these types of questions. Things you infer from the text, it about what you think its saying using your reasoning rather than sing concrete evidence. Read between the lines and make a well informed guess. Using Discuss the answers as a class once they have disussed with partner. What do you think Kittiwakes, Terns and Guillemots are? Why? What does “Thy way is in the sea, and my path in the great waters” Mean? What do we think the men were? Why? What phrase makes you think that the boy is scared? Recap what had happened in the extract yesterday and re read. I am learning to draw inferences about a character. Activity: Ch to use what they have read and write a paragraph describing what the men/creatures look like. Spelling Focus: [SHORT ACTIVITY] Comprehension (differentiated): Ch to read and answer the questions based on the story they have read so far. Ch to mark their answers after. Free reading – any text Free writing – writing a new introduction to the Iron Man. Challenge: Can they include any of the spelling words we have focused on?

Guided Reading - The Hodgeheg This is a weekly guided reading plan for a year 4 class. Text: The hodgeheg by Dick King Smith Book introduce Show ch the front cover on the IWB. What do you think the book will be about? Discuss with tables. Ge feedback. What type of book do you think it is? Why do you think this? Show ch the blurb and read together. Does this change what you think the book might be about? Share LO: I am learning to retrieve information from a text. Strategy check Discuss with class what strategies we could use if we were stuck on a word, what they could do when they are reading etc. Independent reading Children to read the extract by them selves. Response to text Remind ch of the LO. On the IWB have a range of questions about the text. Explain to them what the word retrieval means and how we answer these types of questions. Discuss the answers as a class once they have disussed with partner. Where do the hedgehogs live? What did they have to do to get to the park? What were the baby hedgehogs named after? Find one word that means the food was delicious. Other activities include a comprehension, comprehensive lessons plans and powerpoint.

KS2 Art - Georgia O’Keeffe 7 Lesson Unit This Unit pack contains IWB slides, resources and a differentiated plan. Key Knowledge and Skills (Lesson LOs) L.O: I am learning to use a sketchbook for recording observations, experimenting with techniques and planning ideas. L.O: I am learning to sketch a self-portrait inspired by the work of Georgia O’Keeffe. L.O: I am learning about tone and colour mixing. L.O: I am learning about different ways of painting. L.O: I am learning to paint a self-portrait inspired by the work of Georgia O’Keeffe. LO: I am learning about the work of Georgia O’Keeffe LO: I am learning to consider the intention of Georgia O’Keeffe.