This is a fantastic whole book planned guided reading unit based on the book Oranges in No man’s Land by Elizabeth Laird. The story tells the struggles of a little brave girl called Ayesha during the civil war in Lebanon. I have planned a unit of work that has between 9 and 5 questions for each chapter (18 chapters in total). I have also included printer friendly pages where there are 4 copies of the questions on each page so it is easy to prepare for lessons. I have included all the answers too as this is a great time saver. The questions are designed to easily fit English books as I have adjusted the margins so they fit. I hope your class enjoys this book as much as mine have always done.

This is a 3-week unit which is based on the text ‘Roman Soldier’s Handbook’ by Lucia Fabricius Imperiosa. This is a graphically pleasing and informative book which my class have enjoyed reading during our Roman topic. The final piece that this unit produces is a historical information text based on an area of Roman life (that interest each pupil). Most times pupils are inspired to either write about the army, Gladiators or the sanitation! I have listed the learning objectives for all of the lessons below. Also, I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1 - Stimulate and generate- Learning outcomes To gather information in note form To write an information text To find the meaning of words To retrieve and record information from text To gather information in note form To use notes to write an information text Stage 2 - Capture, Sift and Sort- Learning outcomes To find key features of an information text *To write in the third person *To know how to write in the past tense *To write using technical vocabulary *To write headings and sub-headings *To write captions *To retrieve and record facts from a variety of texts Stage 3 - Create refine evaluate- Learning outcomes *To plan an information text *Extended Writing - To write an information text *To publish an information text using digital media Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.

This is a 3 week unit of work that is based on the book ‘Ice Trap’ by Meredith Hooper. This book tells the amazing story of Ernest Shackleton’s epic attempt to be the first person to reach the south pole. When his ship, the Endurance, gets trapped in the ice his adventure turns into a battle to stay alive and fins a way to escape. My class love this gruesome and heroic story and always produce some amazing diary extracts as a character from the Endurance who suffered through this ordeal. This unit includes all of the worksheets, plans and PowerPoints to teach it today. The learning objectives for this unit of work are; • To write a diary extract • To ask questions and draw inferences to improve understanding • To draw inferences and make predictions using the text • To explore the themes of a book • To evaluate the author’s use of language for effect • To build background knowledge of a topic; gathering information and making notes • To explore the character’s feelings and emotions through drama • To identify different word classes • To establish the key features for successfully writing in role • To vary sentence openers to engage the reader • To use brackets, dashes and commas to indicate parenthesis • To understand the difference between colons and semi-colons and their use • To portray contrasting viewpoints effectively in my writing • To plan effectively for writing • To edit and publish writing for the chosen audience This unit of work uses the 3 stage planning process of: • Stimulate and generate • Capture, sift and sort • Create, refine and evaluate Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.

This is a bundle of success criteria, that I use for the end of units. There is a column for both pupils and teachers as the expectation is pupils use the assessment tool to self assess their own work. The success criteria include: Biographies Descriptive Writing Diary Extracts Explanation Texts Instructions - Recipes Information Texts Newspaper Reports Non-Chronological Reports Persuasive Writing Play Scripts Poetry Poster - Advertisement Settings

This is a PowerPoint with a Story Mountain which is invaluable for pupils planning good stories. I have also included it in a pdf version for ease of printing.

This is a 3 week unit of work that teaches all the skills to write a descriptive poem then perform this at the end of the unit. The book is a rich text by an excellent writer that helps support the unit as it is based about the after effects of a hurricane. Pupils really enjoy the creative process of this unit as they get to paint elaborate and engaging pictures in the reader’s minds. I have included every resource you need to teach this unit tomorrow. Also below I have listed all of the learning objectives from the unit of work. Stage 1- Stimulate and generate- Learning outcomes • To write a descriptive poem • To find the meaning of words • To retrieve and record key facts • To use drama to explore characters’ feelings • To read and perform a poem Stage 2 - Capture, Sift and Sort- Learning outcomes • To recognise the key features of descriptive poetry • To use figurative language such as similes • To Identify how language contributes to meaning • To use figurative language such as alliteration • To use figurative language about your senses • To use figurative language such as personification to describe objects • To use figurative language such as metaphors • To use descriptive language to engage the reader • To revise, edit evaluate and improve my writing Stage 3 - Create refine evaluate- Learning outcomes • To plan and organise my ideas to effectively support my writing • To revise, edit evaluate and improve my writing • To perform poetry Resources included: • Hurricanes LOs PowerPoint • Hurricanes Word Mat • Fact file template • Facts About Hurricane Cards • Lesson 5 - Descriptive Poems • Lesson 6 - ARE + GDS • Lesson 6 – WT • Lesson 7 – Photo • Lesson 7- Simile WT • Lesson 8 • Lesson 9 - S Word • Lesson 10 – Diamonds • Least Effective & Most Effective • Lesson 11 - Senses • Lesson 12 – Personification • Lesson 13 – Metaphors • Lesson 14 - Pictures • Success Criteria for Descriptive Poetry Display • Success Criteria for Descriptive Poetry Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.

This is a 2 and a half week unit of work which focuses upon writing a persuasive letter to a famous footballer to stop them from releasing thousands of balloons when they open a supermarket. The main character is a boy called Finn who is trying to save the dolphins that swim near his Scottish seaside house. He discovers they eat them as they look like jellyfish and this can have very dangerous consequences. The unit is great for looking at plastic pollution in our seas and explores some interesting subjects as his Mum is rumoured to be a Selkie. The author is Elizabeth Laird and she writes very descriptive, funny and engaging stories that children love. The end written piece is an opportunity to generate a great piece of writing as there is a well-structured plan to support your less able pupils. My class have always loved this unit as the story is great and they get very interested in how they can improve awareness about plastic pollution in our oceans. I have included all the resources including worksheets and displays so you can start using this straight away. The learning objectives for this unit are; Stimulate & Generate • • To locate and retrieve information using skimming, scanning • To retrieve and record information from non-fiction • To discuss words and phrases that capture the reader’s interest and imagination • To draw sound inferences, supported through reference to the text • To identify how language, contribute to meaning • To identify key points of an argument • To make persuasive statements • To write a balanced argument • To write persuasive statements Capture, Sift and Sort • To find the key features of a persuasive letter • To use a variety of conjunctions • To write a cohesive paragraph • To write convincing conclusions Create, Refine and Evaluate • To plan a letter written as a character in a story • To write and edit a letter written as a character in a story This unit of work uses the 3-stage planning process of: • Stimulate and Generate • Capture, Sift and Sort • Create, Refine and Evaluate Stimulate and Generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, Sift and Sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, Refine and Evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.

This is a 3 and 1/2 week unit of work that is based on the book 'Street Child' by Berlie Doherty. The book tells the story about Dr Barnados and how the ragged schools were created through the eyes of an orphan Jim. Every time I have taught this unit there has been a special atmosphere as pupils have lots of ideas to discuss philosophical and moral issues and realise how lucky they are to be alive today in England. The end of the unit has two possible choices which are either writing as Jim in a diary extract or an alternative ending to the story. The learning objectives for this unit of work are; • To write a diary extract as a poor Victorian child. • To find and improve adverbs in a piece of text. • To make a freeze-frame to show what characters are feeling in a story. • To describe a character from a novel. • To write as a character from a novel. • To convey character by using colloquialism (slang). • To understand how a character from a novel feels. + Write expanded noun phrases. • To write a list poem. • To describe a character from a novel. • To make a key scene into a freeze frame, considering the characters feelings and emotions. • To map the story of a novel. • To map out a characters journey and feelings throughout a novel. • To find key information about Dr Barnardos. • To write complex sentences. • To identify cohesive devices for paragraphs. + I can describe the effect created by different cohesive devices • To plan a diary extract. OR To plan an alternative ending. • To write a diary extract. OR To write an alternative ending. This unit of work uses the 3 stage planning process of: • Stimulate and generate • Capture, sift and sort • Create, refine and evaluate Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.

This is a 3 week unit of planning that supports pupils to write an alternative ending to an African folk tale about an eagle that thinks it is a chicken. The book is ‘Fly Eagle Fly’ by Christopher Gregorowski who was inspired to retell the story after his daughter became very ill. The theme of the book is about unlocking the potential in all and pupils I have used it with have always loved it. It is set in the country side of Ghana and has wonderful illustrations by Niki Daly. This is an important tale and the book has a foreword by Archbishop Desmond Tutu. I have listed the learning objectives for all of the lessons below. Also I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1- Stimulate & Generate learning outcomes • To write expanded noun phrases • To find the meaning of words • To understand themes in a book • To draw inferences from the text • To discuss philosophical ideas • To take notes to summarise details Stage 2 - Capture, Sift & Sort learning outcomes • To find the key features of descriptive writing • To use a fronted adverbial to explain how, when or where something took place. • To write expanded noun phrases • To write a descriptive setting • To use and punctuate direct speech • To use different conjunctions Stage 3 - Create, Refine & Evaluate learning outcomes • To plan an alternative ending • To revise, edit evaluate and improve my writing • To write an alternative ending in the style of another author x 2 lessons Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.

This is a word mat for the suffix ous. This is targeted at years 3 and 4 as it is part of the spelling curriculum. This is a useful resource for pupils to use to improve their spellings as well as a useful tool to improve their word choices and quality of their writing. It has two versions; one with colour and the other just in black and white to save on printing costs.

There are 34 crucial terms for pupils aged 7 to 11 explained with examples. They are saved onto a PowerPoint for ease of use and quick reference when you are teaching. Some of the key terms are verbs (both active and passive), adverbs, connectives, clause, paragraph, personification, similes, metaphors and many more.

Here are 6 versions of a storyboard to save yourself time creating your own. There are 2 with 8, 6 and 4 squares. One of the versions have larger areas for drawing with the other version more lines for writing. I have included it in a PowerPoint format so you can alter it if you want. I have also included it in a pdf format to make it easier to print.

This is a list of over 140 fronted adverbials that include: • How • When • Where • Frequency This is a great resource to improve pupils sentence starters that I use in most creative writing sessions in my class.

This is a sentence starter display for ADD SPICES which stands for: • Adverbs • Drop in clause • Describing word • Similes • Preposition • Ing word • Connective • Ed word • Sub-ordinate clause There is an explanation next to each spice jar which has the first letter of the acronym. This is a great display to have up all year round as a visual reminder to your class.

This is a display I have made for my class. Every pupil has an individual coat of arms where they add their own interests and things they are proud of. The larger class coat of arms is for writing class generated rules and expectations. It is displayed with pupils coat of arms surrounding the class coat of arms with rules and expectations. There is space around the large coat for pupils to sign their names.

This is a display that I made to put more SMSC into my school. It is split into the four categories of Spiritual, Moral, Social and Cultural. For each category it has 8 different questions on a different coloured tablet that should generate discussion in your class. I have listed two from each category below: Spiritual examples • Can machines think? • Are you the same person online as you are offline? Moral examples • Do computers know what is right and wrong? • Is it ok to copy and use information and pictures that we find on the internet? Social examples • Are online friends real friends? • What should you do if you see someone sending a nasty email? Cultural examples • How can you find out about another culture from using the internet? • How do social networks teach you about other people’s cultures?

This is a great 2-week unit where pupils write a mini saga about a mythical creature. This requires them to really edit and refine their work as they are only allowed to use 50 words to tell the story with. I base this unit around the fantastic book; ‘The Atlas of Monsters’ by Stuart Hill & Sandra Lawrence which shows where mythical monsters come from around the world. Pupils will choose one of these mythical beasts and research them then write their myth in a challenging mini saga. This unit makes pupils in my class really consider their word choices and how best to write an engaging and effective story in such few words. I have listed the learning objectives for all of the lessons below. Also, I have included all of the worksheets, PowerPoints, links and resources you will need to teach this unit straight away. Stage 1 - Stimulate and generate- Learning outcomes • To evaluate how engaging a mythical story is • To gather information in note form • To summarise facts about a given subject • To retrieve and record information from text • To discuss words and phrases that capture the reader’s interest and imagination Stage 2 - Capture, Sift and Sort- Learning outcomes • To evaluate and edit by assessing the effectiveness of other people’s writing and suggest improvements • To identify the main ideas drawn from more than one paragraph and summarise these • To write expanded noun phrases Stage 3 - Create refine evaluate- Learning outcomes • To plan and organise my ideas to effectively support my writing • To plan and organise my ideas to effectively support my writing • To publish a mini sage Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Activities can include reading excellent model texts, drama or researching more about the author or the content of the book. Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet. Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.

This is a very simple template which allows you to focus on assessing one learning objective every half term in non-core subjects.

This is a display I use in my classroom where I attach a photo of the star so they can be celebrated all week.

I run an after school club for cards as it is excellent for teaching pupils about probability, tactics and requires higher level thinking. I have included 3 sets of rules for the games I play, they are: The Rules of Knockout Whist The Rules of Hearts The Rules of Contract Whist