Reading Unit Planner Year 5/6

Curriculum links
Year 4
Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other
literary texts, for example nonsense words, spoonerisms, neologisms and puns
Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating
and linking ideas and analysing and evaluating texts
Year 5
Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to
provide a fuller description of the person, place, thing or idea
Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the
viewpoints of others
Use metalanguage to describe the effects of ideas, text structures and language features on particular
audiences
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and
personification, in narratives, shape poetry, songs, anthems and odes
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print
and digital sources
Year 6
Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses
and a range of adverb groups/ phrases
Analyse and evaluate similarities and differences in texts on similar topics, themes or plots
Identify and explain how choices in language, for example modality, emphasis, repetition and metaphor,
influence personal response to different texts
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a
variety of textual sources including media and digital texts

Assessment strategies
Observations
Anecdotal notes
Work samples
Write an accurate and interesting description of a hero or a villain describing their internal and external
qualities?
Questioning
Assessment criteria
I am successful when I can identify the external and internal features of a hero or villain.
I am successful when I can use appropriate language to describe a hero or villain.
I am successful when I can explain why a charater is a hero/villain or both using text and images as
supporting evidence.
I am successful when I can describe the qualities of a loyal companion and provide text examples.
I am successful when I can describe the qualities of a mentor and provide text examples.
I am successful when I can describe the qualities of a damsel in distress and provide text examples
I am successful when I can describe the qualities of a anti-hero and provide text examples.
I am succesful when I show progress in working towards achieving my reading goal
Questions
What is an archetype?
What archetype characters are there?
How could we describe a heros external qualities?
How could we describe a heros internal qualities?
How could we describe a villains external qualities?
How could we describe a villains internal qualities?
What are some examples of a hero and a villain?
Can a person be both a hero and a villain? Why? Why not?

What
What
What
What

is
is
is
is

the role of a loyal companion? How can we describe them? What are some examples?
the role of mentor? How can we describe them? What are some examples?
the role of damsel in distress? How can we describe them? What are some examples?
an anti-hero? How can we describe them? What are some examples?

English Reading Planner Level 4 Term 4 Week 8

Key Idea

Descriptio
ns

Lesson

Monday

Learning
Intention
and Success
Criteria
LI: I can
define what is
a hero and a
villain.
SC: I am
successful
when I can
identify the
external
features of a
hero or villain.

Read to Self and

Individual
Conferencing
Students:
1. Brendan
2. Han
3. Andrew N
4. Theresa
5. Erica

Whole Group
Focus

Strategy
Group

Ask students
1. Diana
who they
2. Erica
think are
3. Vaneesa
heroes and
4. Sarina
villains. Show
5. Rakim
students a
6. Theresa
range of
images and
**Expression,
text passages fluency,
and a few film questioning
clips. Students
then discuss
what they
believe are
outward signs
of heroes and
villains.
Record
students

Read to
Someone or
Listen to
Reading

Descriptio
ns

Tuesday

LI: I can
define what is
a hero and a
villain.
SC: I am
successful
when I can
identify the
internal
features of a
hero or villain.

Descriptio
ns

Wednesd
ay

Class Novel
Chinese

Students:
1. Diana
2. Sandra
3. Carolyn
4. Shaun
5. Viola
6. Katerina

Class Novel Chinese

Cinderella

responses
onto the
computer or
butcher paper.
Bring back
yesterdays
images,
passages of
text and film
clips now get
students to
look at the
internal
aspects of a
hero and
villain.
Record
students
responses.
Using
yesterdays
and todays
comments
write a
working
definition of a
hero and a
villain
Class Novel
Chinese

1.
2.
3.
4.
5.
6.

Ashley
Johnny
Katerina
Sarah
Viola
Han

** Unknown
words,
expression,
fluency

Class Novel
Chinese

Descriptio
ns

Thursday

Cinderella
LI: I can
Students:
describe a
1. Sarina
hero and
2. Khoi
villain.
3. Rakim
SC: I am
4. Nyankir
successful
5. Vanessa
when I can
use
appropriate
language to
describe a
hero or villain.

Cinderella
Cinderella
Show two or
1. Tyrrell
three images
2. Khoi
of heroes or
3. Andrew N
villains and
get students
** Fluency,
to describe
expression
them. Now
word cline
boring words
such as fast or
strong.
For one word
cline: show
the dictionary
meanings to
help cline

Descriptio
ns

Friday

LI: I can
Students:
explain why a
1. Tyrrell
character is a
2. Andrew P
hero/ villain or
3. Sarah
both.
4. Johnny
SC: I am
Ashley
successful
when I can

For the other

they use their
prior
knowledge.
State that
sometimes
there are no
images for
heroes or
villains but
they visually
create it

1.
2.
3.
4.
5.
6.

Carolyn
Sandra
Shaun
Brendan
Andrew P
Nyankir

**Questioning,

explain why a
charater is a
hero/villain or
both using
text and
images as
supporting
evidence.

through their
word
selection.

fluency

Show students
some text
passages as
these
examples.

English Reading Planner Level 4 Term 4 Week 9

Key Idea

Descriptio
ns

Lesson

Monday

Learning
Intention
and Success
Criteria
LI: I can
describe and

Read to Self and

Individual
Conferencing
Students:
1. Khoi

Whole Group
Focus

Strategy
Group

Show students
examples of

1. Tyrrell
2. Khoi

Read to
Someone or
Listen to
Reading

explain how
the loyal
companions
archeytype is
used in
literature.
SC: I am
successful
when I can
describe the
qualities of a
loyal
companion
and provide
text
examples.

Descriptio
ns

Tuesday

LI: I can
describe and
explain how
the mentor
archeytype is
used in

2.
3.
4.
5.
6.

Katerina
Rakim
Vanessa
Tyrrell
Nyankir

Students:
1. Theresa
2. Erica
3. Brendan
4. Han
5. Andrew N

loyal
companions
and discuss
what makes
them a loyal
companion.
Brainstorm
the qualities
of loyal
companions
and then
complete a
Venn Diagram
as a class
comparing 2
different loyal
companions.
As a class
develop a
working
definition of
what a loyal
companion is
and their role
in the text.
Show students
examples of
mentors and
discuss what
makes these
people a

3. Andrew N
**Fluency,
expression

1.
2.
3.
4.
5.
6.

Diana

Erica
Vanessa
Rakim
Theresa
Brendan

literature.
SC: I am
successful
when I can
describe the
qualities of a
mentor and
provide text
examples.

Descriptio
ns

Wednesd
ay

Descriptio
ns

Thursday

Class Novel
Class Novel Chinese
Chinese
Cinderella
Cinderella
LI: I can
Students:
describe and
1. Sarina
explain how
2. Sandra
the damsel in
3. Viola
distress
4. Shaun
archeytype is
5. Diana
used in
literature.
SC: I am
successful
when I can

mentor and
the qualities
they have. For
one mentor
complete a TChart looking
at their
internal and
external
qualities. As a
class develop
a working
definition of
what a mentor
is and their
role in the
text.
Class Novel
Chinese
Cinderella
Ask students
what a damsel
in distress is
and any
examples
from texts
they know of.
Discuss with
the class how
language
changes over

**Expression,
fluency,
questioning

Class Novel
Chinese
Cinderella
1.
2.
3.
4.
5.
6.

Carolyn

Sandra
Shaun
Sarina
Andrew P
Nyankir

**Questioning,
fluency

describe the
qualities of a
damsel in
distress and
provide text
examples.

Descriptio
ns

Friday

LI: I can
describe and
explain how
the anti-hero
archeytype is
used in
literature.
SC: I am
successful
when I can
describe the
qualities of a

Students:
1. Ashley
2. Sarah
3. Johnny
4. Andrew P
5. Carolyn

the years in
regards to the
word damsel.
Looking at
some
examples of
damsels in
distress
discuss what
makes these
people a
damsel in
distress and
list . As a
class develop
a working
definition of
what a damsel
in distress is.
Have a brief
discussion
about what
makes a
person a hero,
what qualities
they possess.
Show students
some
examples of
anti-heroes
(reluctant

1.
2.
3.
4.
5.
6.

Ashley

Johnny
Katerina
Sarah
Viola
Han

**Unknown
words,
expression,
fluency

anti-hero
and provide
text
examples.

heroes) and
explore/discus
s why these
people are
considered to
be anti-heroes
instead of
heroes. As a
class
complete a
Venn Diagram
comparing
and
contrasting a
hero and an
ant-hero.
Develop a
working
definition of
an anti-hero
as a class.

English Reading Planner Level 4 Term 4 Week 10

Key Idea

Descriptio
ns

Lesson

Monday

Learning
Intention
and Success
Criteria
LI: I can
compare and
constrast the
villain in two
different
texts.
- Captain
Hook
(Peter Pan)
- Maleficent
(Sleeping
Beauty)
SC: I am
successful
when I can
identify

Read to Self and

Individual
Conferencing
Students:
1. Khoi
2. Rakim
3. Tyrrell
4. Brendan
5. Sandra
6. Viola
7.

Whole Group
Focus

Strategy
Group

Show
students an
example of a
villain from 2
different
texts. As a
class
brainstorm
the
similarities
and
differences
between the
villains and
complete a
Venn Diagram

1.
2.
3.
4.
5.
6.

Ashley
Johnny
Katerina
Sarah
Viola
Han

**Unknown
words,
expression,
fluency

Read to
Someone or
Listen to
Reading

similaities
and
differences
between two
villains from
different
texts.
Descriptio
ns

Tuesday

LI: I can
compare and
constrast the
hero in two
different
texts.
- Harry
Potter
(Harry
Potter
Series)
- Katniss
Everdeen
(Hunger
Games)
SC: I am
successful
when I can
identify
similaities
and
differences

comparing the
two.

Students:
1. Shaun
2. Diana
3. Ashley
4. Sarah
Johnny

Show
1. Tyrrell
students an
2. Andrew N
example of a
3. Khoi
hero from 2
different
**Fluency,
texts. As a
expression
class
brainstorm
the
similarities
and
differences
between the
heroes and
complete a
Venn Diagram
comparing the
two.

between two
heroes from
different
texts.
Descriptio
ns

Wednesd
ay

Descriptio
ns

Thursday

Class Novel
Chinese
Cinderella
LI: I can
compare and
constrast
loyal
companions
(side kicks) in
two different
texts.
- Hermoine
and Ron
- Donkey
(ShreK)
SC: I am
successful
when I can
identify
similaities
and
differences
between two
loyal

Class Novel Chinese

Cinderella
Students:
1. Andrew P
2. Carolyn
3. Katerina
4. Nyankir
Vanessa

Class Novel
Chinese
Cinderella
Show
students an
example of a
loyal
companion
from 2
different
texts. As a
class
brainstorm
the
similarities
and
differences
between the
villains and
complete a
Venn Diagram
comparing the
two.

Class Novel
Chinese
Cinderella
1. Carolyn
2. Shaun
3. Andrew P
4. Diana
5. Erica
6. Vanessa
**Expression,
fluency,
questioning

companions
(side kicks)
from different
texts.
Descriptio
ns

Friday

LI: I can
identify and
give an
example of
different
character
archteypes
and be able
to describe
their
qualities.
SC: I am
successful
when I can
identify and
describe the
qualities of
different
character
archetypes.

Students:
1. Theresa
2. Erica
3. Sarina
4. Han
5. Andrew N

Show
students a
range of
images and
character
names and as
a class sort
them into the
different
character
archetypes.
Get students
to
justify/explain
why they
believe that
character
belongs in
that
archetype
category. In
each category
brainstorm a
few words to
describe that
particular

1.
2.
3.
4.
5.
6.

Sandra
Sarina
Nyankir
Brendan
Rakim
Theresa

**Expression,
fluency,
questioning

archetype.