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UNIT PLAN TITLE
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NARRATIVENON FICTIONPOETRYPLAYSCRIPT
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Year 4STONE AGE BOYRIDE OF PASSAGESO GOOD TO BE MEROMAN DIARYVOLCANO REPORTDIGESTION EXPLANATIONBAWDSEY MANOR RECOUNTONCE UPON A RAINDROPSTILL I RISEPirates v Mermaids
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NATIONAL CURRICULUM IN ENGLAND STATUTORY REQUIREMENTS SPOKEN LANGUAGE Pupils should be taught to ask relevant questions to extend their understanding and knowledge.
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Pupils should be taught to use relevant strategies to build their vocabulary.
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Pupils should be taught to articulate and justify answers, arguments and opinions.
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Pupils should be taught to give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
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Pupils should be taught to maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
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Pupils should be taught to use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
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Pupils should be taught to speak audibly and fluently with an increasing command of Standard English.
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Pupils should be taught to participate in discussions, presentations, performances, role play, improvisations and debates.
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Pupils should be taught to gain, maintain and monitor the interest of the listener(s).
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Pupils should be taught to consider and evaluate different viewpoints, attending to and building on the contributions of others.
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Pupils should be taught to select and use appropriate registers for effective communication.
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 WRITING COMPOSITION Pupils should be taught to write sentences by saying out loud what they are going to write about.
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Pupils should be taught to write sentences by composing a sentence orally before writing it.
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Pupils should be taught to write sentences by sequencing sentences to form short narratives.
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Pupils should be taught to write sentences by re-reading what they have written to check that it makes sense.
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Pupils should be taught to discuss what they have written with the teacher or other pupils.
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Pupils should be taught to read aloud their writing clearly enough to be heard by their peers and the teacher.
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WORD The grammatical difference between plural and
possessive –s
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Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done]
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 SENTENCENoun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)
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Fronted adverbials [for example, Later that day, I heard the bad news.]
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TEXTUse of paragraphs to organise ideas around a theme
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Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition
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PUNCTUATIONUse of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]
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Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]
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Use of commas after fronted adverbials
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