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Shakespeare and More Curriculum Map- English- Year FourThis map outlines the English that will be taught in English lessons, covering the teaching of reading, writing and spoken language. In addition to this, children will be taught specific aspects of English through guided reading, independent reading, listening to books read aloud, and standalone spelling and handwriting lessons.UnitTimeExample TextsOutcomesEnglish Language OpportunitiesOn-going Language TeachingClassic Narratives4-5 weeksThe IliadThe OdysseyGreek Myths by Ann TurnbullTales from 1001 NightsMyths and Legends by Anthony Horowitz-Personal response-Character study-Extended narrativeStandard English forms for verb inflections instead of local spoken forms (e.g. we were instead of we was, or I did instead of I done)Use of inverted commas to punctuate direct speechThe grammatical difference between plural and possessive -sStandard English forms for verb inflections instead of local spoken forms (e.g. we were instead of we was, or I did instead of I done)Appropriate choice of pronoun or noun within a sentence to avoid ambiguity and repetitionFronted adverbials (e.g. Later that day, I heard the bad news.)Use of paragraphs to organise ideas around a themeAppropriate choice of pronoun or noun across sentences to aid cohesion and avoid repetition Use of inverted commas to punctuate direct speechApostrophes to mark singular and plural possession (e.g. the girl’s name, the boys’ boots)Use of commas after fronted adverbialsContemporary Narratives4-5 weeksKensuke’s KingdomCoralineOdd and the Frost GiantsDiamond Brothers books-Personal response-Character study-Extended narrative or-Range of writing in character (letters, diaries, etc.)or-Play scriptStandard English forms for verb inflections instead of local spoken forms (e.g. we were instead of we was, or I did instead of I done)Use of inverted commas to punctuate direct speechWell-loved Narratives3-4 weeksCharlotte’s WebWind in the WillowsJust So StoriesHow the Whale Became-Personal response-Character study-Extended narrative or-Range of writing in character (letters, diaries, etc.)or-Play scriptUse of inverted commas to punctuate direct speechFronted adverbials (e.g. Later that day, I heard the bad news.)Use of commas after fronted adverbialsShakespeare Stories2-3 weeksMacbethJulius CaesarThe TempestMidsummer Night’s Dream(using Marcia Williams Bravo, Mr William Shakespeare or Orchard versions)-Personal response-Character study or-Play scriptStandard English forms for verb inflections instead of local spoken forms (e.g. we were instead of we was, or I did instead of I done)Non-Fiction4-5 weeksRange of high quality non-fiction linked to wider topic/foundation subjects-Extract from non-fiction text (2x double A4 page)or-ICT text such as webpageAppropriate choice of pronoun or noun within a sentence to avoid ambiguity and repetitionBiography1-2 weeksPublished biographies (books or online) linked to foundation subjects/science-A short biography Use of commas after fronted adverbialsPersuasive letters1-2 weeksLinked to foundation subjects-Persuasive letter written for ‘real’ purpose linked to issue arising from foundation subjectsUse of commas after fronted adverbialsRecountsOngoingLinked to educational visits and visitors to school/workshops-Recount Standard English forms for verb inflections instead of local spoken forms (e.g. we were instead of we was, or I did instead of I donePoetry2 x 1 weekPoems by well-known poet or types of poems-Personal response-Poem using style/theme-Recitation/performance of poemUse of commas after fronted adverbialsPoetry1 weekChildren’s own choice of poem-Personal response-Recitation/performance of poem-Hand-written version of poem for class anthology ................
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