I have created a series of planning based on the film ‘The Piano’* Lesson 1: Emotions, mood and inference. An indepth PowerPoint 3 Worksheets (I recommend they are completed in groups or pairs to fit the lesson into one hour but it they can be completed individually but you may need more than 1 hour to teach) Lesson 2: Sentence structure, fronted adverbials and vocabulary generation An indepth PowerPoint 2 Worksheets Lesson 3: Vocabulary and Direct Speech An indepth PowerPoint 1 Worksheets Lesson 4: Creating a mood, varied sentence lengths and a first draft An indepth PowerPoint Two model texts in full A copy of the government KS2 example from 2013 DO NOT USE AS A MODEL Y5 Success criteria (can be used for lower Y6) in a table to be used in books Y6 Success criteria in a table to be used in books Lesson 5: Cohesive devices and final draft An indepth PowerPoint Two model texts in full A copy of the government KS2 example from 2013 DO NOT USE AS A MODEL Y5 Success criteria (can be used for lower Y6) in a table to be used in books Y6 Success criteria in a table to be used in books *This is not the complete planning. This download contains lesson 1. Please download for more information https://www.tes.com/teaching-resource/resource-12829547 or see the powerpoint for more options

I have made 7 quick lesson starters which encourage the children to think about the purpose of writing and see the links between poetry and song lyrics. Great for getting Year 5 and 6 to think first thing! Each slide contains: lyrics/poetry verse new vocabulary in purple points to discuss based on inference underlined question prompts on each page Currently, this file consists of 7 short English starters for the new half term but I will add more to this document as I create them.

*You will need a copy of the book to teach this block. The book is currently avaliable on amazon for £4.49 and it is possible to teach the block having only read the first 4 chapters. This resource includes Lesson 1 only the whole resource includes: A detailed powerpoint for each lesson Activity sheets for each lesson Success criteria for books Youtube links for teaching SPAG Model Texts **Lesson 1 I can use my knowledge of the character Skeillig to create a descriptive vocabulary bank.** Lesson 2 I understand that as part of the writing process, it is important to read a range of texts and learn from their structure and style. Lesson 3 I can plan a character description based on a success criteria. I can role play to understand the body’s reaction to emotional stimulus. Lesson 4 I can draft a character description based on success criteria. I can use relative clauses. Lesson 5 I can write and punctuate direct speech to deepen a character description. Lesson 6 I can edit my writing and include semi-colons and colons for effect.

This series of lessons is based on writing a histroical narrative based on King Charles. This free resource is lesson 1 only. It is possible to skip the first lesson if the children have a good understanding of King Charles’ life and events that occurred. Each Lesson of the full block Contains A detailed PowerPoint with embedded videos where required Worksheets and planning grids Two model texts, one analysed in the Powerpoints and once for the teacher to model Success criteria for students books **Lesson 1 Context Can I understand historical fiction and generate verbal narratives of my own? time line task (included) Year 5 and Year 6 King Charles Biographies Included with reading comprehensions (included)** Lesson 2 Plan Can I write to create imagery of my chosen scene? story mountain planning sheet (included) storyboard planning sheet (included) planning grid (included) Lesson 3 Model and Write Can I use a range parenthesis in my writing to add more detail? Lesson 4 Model and Write Can I use cohesive devices to create cohesion across paragraphs? Lesson 5 Edit and redraft Can I use a range of punctuation to create pace in my writing?

*This full resource is complete an only requires Youtube This is lesson 1 of 4 The full resource includes: A detailed powerpoint for each lesson Activity sheets for each lesson Success criteria for books Youtube links for teaching SPAG Model Texts Lesson 1: Vocabulary - bullet point lists, semi-colons in list with expanded noun phrases and semi-colons to join two main clauses together. Lesson 2: Active and Passive Voice Lesson 3: Emotions graph and structure of a diary. Model Text from the POV of the main character for lowers or younger children. Lesson 4: Final draft focusing on the success criteria to edit Model Text from the POV of the treasure for highers or older children if a mixed class.

I have compiled the list of National Curriculum Spellings for Years 5 and 6 and created a bank of short spelling sessions. This resource is designed to encourage children to understand the origin of spellings and help create meaning for spelling sessions. **Included ** • Each spelling has at least two slides/pages • I have defined meaning. • Explored and used the etymology • Fun facts of spelling to make the words more memorable. • Most spellings are accompanied by a short task. This is Term 1 I have broken them down into terms which should ensure that the word list is covered over the year. The resource is alphabetical and covers spellings A-C. I have created this resource in PDF and Activ Inspire Format.

In response to the felling of Sycamore Gap I have produced a short text with accompanying vocabulary, inference and retrieval questions. This resource can be adapted to suit KS2 and is most appropriate for Years 5 and 6.

4 non-chronological reports about the Titanic in the style of an age 8, 9, 10 and 11 child. The reports ahve an introduction that briefly outlined the contents of the report, followed by sections on the history and construction of the Titanic, the disaster that led to its sinking, and the aftermath of the tragedy. The report concludes by reminding the reader of the importance of safety rules and valuing human life. In terms of grammatical features, I have used a range of adverbs and adjectives to add detail and description to the report. I have also used subordinate clauses to provide additional information and structure the report. Additionally, I have used a variety of punctuation, such as commas and colons, to separate ideas and create clarity in the text. .

This is a success criteria taken from the English National Curriculum for Year 6 writing. It is designed in child-friendly language to allow children to self-assess their writing as they plan and write. The file is a Word document with 3 tables per page. Print on table per child and stick them in their books before they begin writing. Columns are provided for child/peer self marking and for teachers to leave feedback.

This is a success criteria taken from the English National Curriculum for Year 6 writing. It is designed in child-friendly language to allow children to self-assess their writing as they plan and write. The file is a Word document with 3 tables per page. Print on table per child and stick them in their books before they begin writing. Columns are provided for child/peer self marking and for teachers to leave feedback.

This is a success criteria taken from the English National Curriculum for Year 6 writing. It is designed in child-friendly language to allow children to self-assess their writing as they plan and write. The file is a Word document with 3 tables per page. Print on table per child and stick them in their books before they begin writing. Columns are provided for child/peer self marking and for teachers to leave feedback.

This is a success criteria taken from the English National Curriculum for Year 6 writing. It is designed in child-friendly language to allow children to self-assess their writing as they plan and write. The file is a Word document with 3 tables per page. Print on table per child and stick them in their books before they begin writing. Columns are provided for child/peer self marking and for teachers to leave feedback.

This is a success criteria taken from the English National Curriculum for Year 6 writing. It is designed in child-friendly language to allow children to self-assess their writing as they plan and write. The file is a Word document with 3 tables per page. Print on table per child and stick them in their books before they begin writing. Columns are provided for child/peer self marking and for teachers to leave feedback.

This is a success criteria taken from the English National Curriculum for Year 6 writing. It is designed in child-friendly language to allow children to self-assess their writing as they plan and write.

7 reading comprehension lessons designed to last 10 minutes. Each lesson has a short paragraph (3 sentences) and 6 questions focusing on the reading skills of vocabulary, retrieval and inference. These lesson starters a great SATs revision and

Three word searches with varying vocabulary for upper key stage 2, lower keys stage 2 and key stage 1.

Three modelled tensions and suspense texts based on Room 13. Text A: Emily has gone on holiday with her family and discovers the horrors of room 13 . Text B: Collin enters Room 13 alone Text C: From a ghosts point of view

** View this resource in a £5 bundle with 46 resources https://www.tes.com/teaching-resource/resource-12828480 ** 6 progressive simple biographies of Prince Charles. Questions and answers included.

** View this resource in a £5 bundle with 46 resources https://www.tes.com/teaching-resource/resource-12828480 ** Year 6 Block Overview Writing: Historical fiction writing assignment based on Prince Charles’s lifetime Lesson 1: Introduction to Prince Charles’s Life Introduce Prince Charles as a person and a public figure, including his royal title, family background, and notable events from his life. Have students research and create a timeline of significant events in Prince Charles’s lifetime. Discuss the concept of historical fiction and explain how it involves using real historical events as a basis for a fictional story. Lesson 2: Exploring Historical Context Provide students with historical context for Prince Charles’s lifetime, including major political events, cultural movements, and social issues. Have students research and create a timeline of significant historical events that occurred during Prince Charles’s lifetime. Discuss how historical context can inform and shape a work of fiction. Lesson 3: Reading Historical Fiction Read a historical fiction book set in the same time period as Prince Charles’s lifetime, and discuss how the author uses real historical events and details to create a fictional story. Analyse the plot, characters, and setting of the book, and identify specific historical events or themes that the author incorporates. Have students write a short reflection on how they might use historical events in their own fictional stories. Lesson 4: Planning and Writing a Historical Fiction Story Have students brainstorm ideas for a historical fiction story set during Prince Charles’s lifetime, using their research and knowledge from the previous lessons. Discuss the elements of a good story, including plot, character development, and setting, and have students create a rough outline of their story. Have students begin writing their stories, focusing on using real historical events and details to create a fictional plot and characters. Provide time for peer feedback and revision, and encourage students to incorporate historical details and context into their final drafts. Overall, these lessons should provide students with a foundation for writing a historical fiction story set during Prince Charles’s lifetime, while also teaching them about historical events and the elements of good storytelling.

Editable learning mat for KS1 topics including; Who am I?, What makes me, me? and People and Animals. Knowledge organiser designed to scaffold learning and provide new vocabulary to your topic. A knowledge organiser is a set of key facts or information that pupils need to know and be able to recall in order to master a unit or topic. Provide the children with the knowledge organiser at the beginning of a topic or us it as a checklist of coverage. This resource is suitable for Key Stage One and EYFS. This resources includes: Vocabulary list - inspired by the hight frequency words Timeline of growth Opportunity for children to copy the spellings The 5 senses