Write a short narrative to accompany the film, describing the robin’s journey home. Convey emotion and a sense of urgency.

• Prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.
• Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
• Use the present perfect form of verbs in contrast to the past tense.
• Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• Use conjunctions, adverbs and prepositions to express time, cause and place.
• In narratives, create settings, characters and plot.
• Evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements.

Write a narrative describing the journey of the water within the water cycle.

• Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
• Increase their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.
• Use conjunctions, adverbs and prepositions to express time and cause.
• Compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
• Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• Assess the effectiveness of their own and others’ writing and suggesting improvements.
• In narratives, create settings, characters and plot.

Write a letter to the hotel manager and a Google review in role as the emotional guests who check-in to the hotel.

• Participate in discussions, presentations, performances, role play, improvisations and debates.
• Check that the text makes sense to them, discuss their understanding and explain the meaning of words in context.
• Compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
• Spell words ending with the suffix – ous.
• Use further prefixes and suffixes and understand how to add them.
• In narratives, creating settings, characters and plot.
• Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

Write a character description of the Jabberwock inspired by the poem.

• Listen to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.
• Prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.
• Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
• Identify themes and conventions in a wide range of books.
• Identify how language, structure, and presentation contribute to meaning.
• Draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
• In narratives, creating settings, characters and plot.
• Propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.
• Proof-read for spelling and punctuation errors.

Write a detailed character description of Stitch Head and the monster.

• Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
• Draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
• Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.
• Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.
• In narratives, create settings, characters and plot.

Write a Ten Word Tiny Tale.

Write a mini saga.

Write a short fiction narrative including dialogue.

• Understand what they read, in books they can read independently, by checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
• Read books that are structured in different ways and read for a range of purposes.
• Identify themes and conventions in a wide range of books.
• Plan their writing by discussing and recording ideas.
• Use and punctuate direct speech.
• In narratives, create settings, characters and plot.
• Proof-read for spelling and punctuation errors.
• Evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.

Write a character description of Grendel through the eyes of Beowulf.

• Discuss words and phrases that capture the reader’s interest and imagination.
• Use dictionaries to check the meaning of words that they have read.
• Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.
• Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.
• Indicate possession by using the possessive apostrophe with plural nouns.
• To plan their writing by discussing and recording ideas.
• In narratives, creating settings, characters and plot.
• Propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.

Write a detailed and descriptive first-person recount of the eruption of Mount Vesuvius, through the eyes of the children in the boat.

• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
• Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
• Spell words that are often misspelt.
• Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• Compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
• Use conjunctions, adverbs and prepositions to express time and cause.
• Use fronted adverbials.
• Use commas after fronted adverbials.
• Evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements.
• Organise paragraphs around a theme.
• In narratives, creating settings, characters and plot.
• Increase the legibility, consistency and quality of their handwriting.

Write a non-chronological report about the importance of bees.

• Check that the text makes sense to them, discuss their understanding and explain the meaning of words in context.
• Retrieve and record information from non-fiction.
• Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.
• Use conjunctions, adverbs and prepositions to express time and cause.
• Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.
• In non-narrative material, using simple organisational devices.
• Organise paragraphs around a theme.
• Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

Write a short dragon fact file in the form of a Collectors Card.

Write an informative entry about a dragon for an addition to the encyclopaedia of dragons.

Write a descriptive narrative about a dragon.

• Prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action.
• Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• Retrieve and record information from non-fiction.
• In non-narrative material, using simple organisational devices [for example, headings and sub-headings.]
• Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.
• Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.
• Compose and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence
• In narratives, creating settings, characters and plot.

Write descriptive narrative entries and the narrative journey of the paper boat to accompany the wordless picture book, embedding dialogue.

• Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
• Speak audibly and fluently with an increasing command of Standard English.
• Draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence.
• Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.
• In narratives, create settings, characters and plot.
• Use conjunctions, adverbs and prepositions to express time and cause.
• Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.
• Plan their writing by discussing and recording ideas.
• Use and punctuate direct speech.
• Evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements.

Write a diary entry in role as one of the characters in the story, conveying emotion.

• Ask questions to improve their understanding of a text.
• Check that the text makes sense to them, discuss their understanding and explain the meaning of words in context.
• Consider and evaluate different viewpoints, attending to and building on the contributions of others.
• Articulate and justify answers, arguments and opinions.
• Compose and rehearse sentences orally (including dialogue), progressively build a varied and rich vocabulary and an increasing range of sentence structures.
• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence.
• Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• In narratives, creating settings, characters and plot.
• Evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements.

Write a monologue in role as a captive animal conveying viewpoint.

Write arguments for and against animals being held in captivity.

• Identify themes and conventions in a wide range of books.
• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
• Use fronted adverbials.
• Use commas after fronted adverbials.
• Use the present perfect form of verbs in contrast to the past tense.
• Draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
• Articulate and justify answers, arguments and opinions.
• Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
• Participate in discussions, presentations, performances, role play, improvisations and debates.
• In non-narrative material, using simple organisational devices.

Write a description of a dragon hatching.
Write an information page about Flicker for a contribution to an encyclopaedia of dragons.
Write a labelled, informative diagram and information about a dragon fruit plant as an entry to a book of garden plants found in grandad’s potting shed.
Write an informative guide on how to look after a dragon of their own.

• Check that the text makes sense to them, discuss their understanding and explain the meaning of words in context.
• Use dictionaries to check the meaning of words that they have read.
• To retrieve and record information from narrative.
• Plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• To draft and write narrative.
• To plan writing by discussing and recording ideas.
• Organise paragraphs around a theme.
• In non-narrative material, use simple organisational devices.
• Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.
• Use conjunctions, adverbs and prepositions to express time and cause.
• Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases.
• Draft and write non-narrative material, using simple organisational devices in non-narrative material, using simple organisational devices.

Write a biography in the style of the book.

• Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
• Retrieve and record information from non-fiction.
• Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
• Identify how language, structure, and presentation contribute to meaning.
• indicate possession by using the possessive apostrophe with plural nouns
• Use conjunctions, adverbs and prepositions to express time and cause.
• Plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• Discuss and record ideas
• In non-narrative material, use simple organisational devices.
• Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

Write an additional double page spread for the book, in a scrapbook style.

• Check that the text makes sense to them, discussing their understanding and explain the meaning of words in context.
• Identify main ideas drawn from more than one paragraph and summarise these.
• Retrieve and record information from non-fiction.
• Articulate and justify answers, arguments and opinions.
• Compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
• In non-narrative material, use simple organisational devices [for example, headings and sub-headings]

Write a clear and detailed set of procedural instructions on mummification, for an embalmer on the first day of the job to follow.

• Use dictionaries to check the meaning of words that they have read.
• Spell words that are often misspelt.
• Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.
• Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
• Use conjunctions, adverbs and prepositions to express time and cause.
• Use fronted adverbials.
• Use commas after fronted adverbials.
• Indicate possession by using the possessive apostrophe with plural nouns.
• Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• Discuss and record ideas
• In non-narrative material, use simple organisational devices [for example, headings and sub-headings].
• Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

Write a letter home in role as Jemmy and write a letter to Jemmy Button, arguing against him going with the visitors to visit England.

• Identify themes and conventions in a wide range of books
• Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.
• Use the present perfect form of verbs in contrast to the past tense.
• Plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
• Draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
• Consider and evaluate different viewpoints, attending to and building on the contributions of others.
• Articulate and justify answers, arguments and opinions.
• Organise paragraphs around a theme.
• Propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.
• Proof-read for spelling and punctuation errors.
• Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.