Year 6 Literacy Medium Term Plan (Thieves of Ostia)
Term 2 Suggested Written
 Look at the opening of the book and
Narrative make predictions and inferences on
what is happening in this scene.
 As you read the opening, let them jot
down their thoughts, questions,
feelings and links. Discuss.
 Let them highlight any language
features that stand out. Discuss.
 Explore the use of long and short
sentences for impact on the reader.
How the words are formed to appear
to be sinking. How words are repeated
etc.
 Let them act out the scene, showing
extreme emotion.
 Use the role play to show the
difference between a poor opening
and an impact opening. Can they add
drama to a poor opening to improve?
 Collect exemplars of effective
openings. Create a class success
criterion. What do they all share?
 Using emotive images, practise making
long and short sentences and repeated
word choices to describe what the
character may be experiencing.
‘Dropping in’ to the end of a story
openings.
 Word play- with given sentences, let
them cut and arrange them into a
different formation for impact. Share
good examples.
Objectives/ non-negotiables
Outcomes
 Description and setting  Grammar and punctuation from years 1-5 is secure.
writing.  Audience and purpose for writing is clearly considered
through selecting appropriate form.
 Describes settings, characters and atmosphere.
 Integrates dialogue to convey character and advance
action.
 Uses a wide range of devices to build cohesion within
and across paragraphs.
 Uses a model text to inform the structure of their piece.
 Vocabulary is extensive and shows depth of reading.
 Verb tenses are used consistently and correctly.
 Uses the range of punctuation in KS2 mostly correctly.
 Writing is joined and well-presented.
 Writing is developed through drafting with editing
clearly seen throughout.
 Pupils can assess the effectiveness of theirs and others’
writing against a set criterion.
 There is subject verb agreement.
 Consistent and correct use of tense throughout the
piece.
 select vocabulary and grammatical structures that
reflect what the writing requires, doing this mostly
appropriately.
 Dictionaries are used to correct spellings and a
thesaurus used to extend their word knowledge.
 The piece is cohesive.
  Watch impact clips from Literacy shed.
Create their own impact opening using
the studied features.
 Give examples of final moment
situations (trapped in a cave with rising
water, the moments before an
operation, a cliff tumbling from under
their feet) as a stimulus. As a group, to
create an opening for a story that has
still to be written. To act perform for
the class. Mark against a success
criterion.
 Teach the grammar opportunities from
the opening to compliment the unit.
i.e. modal verbs.
 Look at key events from the story that  A newspaper report  Grammar and punctuation from years 1-5 is secure.
could be used as a newspaper article  Structural and organisational features are used to good
Non-fiction 1 (theft, death of the animals)
 Compare and contrast to other 
effect.
Audience and purpose for writing is clearly considered
newspaper articles. Create a class list of through selecting appropriate form.
features.  Uses indirect speech for quotes.
 Identify or match features to a given  Uses a wide range of devices to build cohesion within
report. and across paragraphs.
 Create their own headline to grasp a  Vocabulary is extensive and shows depth of reading
reader’s attention from a range of around the text.
invented scenarios.  Verb tenses are used consistently and correctly.
 Become journalists and hold a press  Uses the range of punctuation in KS2 mostly correctly.
conference of your own. Interview the  Writing is joined and well-presented.
characters to gain direct speech.  Writing is developed through drafting with editing
 Magpie the persuasive vocabulary clearly seen throughout.
choices from newspaper articles as a  Pupils can assess the effectiveness of theirs and others’
class bank (sensational, dramatic, writing against a set criterion.
controversy, agonising deliberation,  There is subject verb agreement.
pioneering). Use in word games with  Consistent and correct use of tense throughout the
funny images. piece.
 Innovate an introduction after  select vocabulary and grammatical structures that
discussing the 5Ws.
reflect what the writing requires, doing this mostly
 Interview relatives and friends. Turn
appropriately.
into reported speech. Compare to
 Dictionaries are used to correct spellings and a
direct speech.
thesaurus used to extend their word knowledge.
 Try and separate opinion and fact from
 The piece is cohesive.
snippets of an article.
  Develop their own main body based on
the events of the past.
 Look at reorientations and how they
should change tense.
Poetry  Choose a selection of poems to
enjoy with the class. Read aloud.
 Draw mental images of what they
see when they hear the poem.
Compare and discuss.
 Let children select their own
favourites and discuss why they
chose them.
 Explore new and interesting words
and/or phrases.
 Group poems by similar features.
 Link to dialogue work in last unit
where appropriate.
 Select a class poem to focus on.
 Learn to recite a piece with
expression.
 Peer asses against a simple criterion.
 Model WAGOLL-poetry reading.
 Create their own poem, based on a
model. This may be at an innovating
stage or invent if they feel confident
enough.
 Use poetry for comprehension work
in GR.
Choose a Choose a book related to theme or based on class interest. Produce one piece of independent written
book evidence for assessment purposes, based on the skills already covered within the term. Use to set targets
(invent) for the following term.
 Compare and contrast  Read and discuss a wide range of poetry.
two poems in a review.  Identify and discuss themes and conventions across a
 Perform a poem out wide range of poems.
loud to an audience.  Learn to recite a poem by heart.
 Prepare a poem to be read aloud, showing
understanding through intonation, tone and volume.
 Ask questions to improve their understanding.
 Draw inferences about feelings, thoughts and
motivations.
 Summarise ideas drawn across paragraphs.
 Discuss and evaluate how language, structure and
presentation contribute to meaning.
 Distinguish between statement, fact and opinion.
 Discuss and evaluate the impact of language on the
reader.
 Give well-structured descriptions and explanations.
 Maintain attention during and participate in
collaborative discussions.
 Speak audibly and fluently.
 Gain, monitor and maintain the interest of the listener.
 Participate in a poetry performance.
The expectations for quality writing should be maintained
during this unit.