Unit Title: Ancient Egypt Fiction Writing-The Tie-Slip Scarab Teachers: Ibu Pip Level: Y5 Subject: English

Framework Learning Key Activities and Strate- Key Vocabulary Key Concepts Key Resources Assessments
Codes Objectives/Goals gies for Differentiation (attach where possi- and AO (attach
ble) assessments)

LO: To be able to famil- STARTER: Hook-have the ancient Students to familiarise Key words Games
iarise myself with a story classroom decorated in the Egypt themselves with a text Computers/tablets/ Feedback
6Rw11 museum in order to study it in- phones Plenary activities
and identify any unfamil- style of Ancient Egypt with pic-
6Rw5 guide depth over the next few Dictionaries
iar vocabulary. tures and artefacts so as to
6Ro1 artefacts lessons. Thesaurus
grab the imagination of the scarab beetle Reference books
6Ro3 students. Play a game based iridescent
6Rw7 around Ancient Egypt. elongated
6Wa10 SUCCESS CRITERIA: Viking
6Rw7 MAIN: Getting immersed in desert
6Rw8 To become familiar with the story pyramid
the story oozed
6Wa12
Read the story through, under- palm trees
6Wt1 lined
To discover new vocabu- line difficult vocabulary and
6Wt2 lary exactly
6Wt4 discuss any words or expres- procession
sions that might present a bar- Anubis
6Wa2 To give first impressions
rier to understanding – for ex- afterlife
6Wa12 about a text
ample, museum, guide, arte- jackal
6Wt3 chant
facts, scarab beetle, irides-
cent, elongated, Viking, throne
mask
desert, pyramid, oozed,
carved images,
palm trees, lined, exactly, hieroglyphs
procession, Anubis, after- comprehend
life, jackal, chant, throne, striding
mask, carved images, hiero- stammered
glyphs, comprehend, strid-
 ing, stammered.

Make this into a game, quiz,

race etc

Try processing the words in

different ways. Provide simple,
child-friendly definitions.

Synonym matching games.

List examples or synonyms
and then try using the words in
sentences. Some words, such
as scarab beetle or palm
trees, can be quite easily ex-
plained by using an image.

Use the words over a number

of days, incorporating them
into grammar games as well
as rapid reading, spelling and
when writing creative sen-
tences.

PLENARY: In groups of 2 or
3 bullet point the main plot of
the story and what first impres-
sions of the story are eg.
What do you like/dislike about
the story, characters, plot etc.
LO: To be able to write a STARTER: Grammar/spelling Ancienct Egypt To assess current levels Computers/English Quality of story –
story based on a picture games based on new vocabu- Pyramids of writing. books will compare this
prompt lary from yesterday's lesson. to the hot task at
the end of the
MAIN: Cold Task:
Give the students a picture of
unit.
a pyramid.
SUCCESS CRITERIA:
Ask students to write a story
about it.
To orally tell a story
based on a picture LA will be asked to orally tell
prompt. the story using the visual
prompt.
To write a basic story us-
PLENARY: Student feedback
ing a picture prompt. about what they found easy/
difficult about the task.
To write a descriptive
story based on a picture Start putting actions to the
prompt. story and learning off-by-heart.

LO: To be able to gain a STARTER: Mind-mapping Inference To encourage students Packs of differentiated Plenary – feed-
deeper understanding of game. Split class into two to read more deeply questions. back and marking
the story. equal ability teams, students and think about why the
writer has used particu- Answer sheets Listening to dis-
take it in turns to run to the
SUCCESS CRITERIA: lar words or grammati- cussions
mind map and add a detail cal devices. Glue
that they remember about the
To answer basic compre- story. Pens
hension questions .
MAIN: Recite story with ac-
To answer higher order tions and learn next part.
thinking questions about
the story. To deepen understanding stu-
dents will work in pairs to an-
To infer meaning from the swer the following sorts of
text. questions (they will be made
into differentiated question
card packs):

What does the author mean by

‘this year was no exception’?

At the start of the story, how

did Emily feel and how do we
know?

Describe what it was about the

beetle that caught her eye.

Why do you think she touched

the beetle?

How did she know so quickly

where she was?

What is the possible effect of

the words ‘rattles shivered’?

Where is the woman sitting

and how do you know?

What does the fact that she

has no mask suggest?

Explain the word ‘surveyed’.

What does it suggest about
the woman.

What do the exclamation

marks indicate?

Why does it say, ‘without

thinking’?

It was cool inside. What does

that suggest about outside?

How does the author make it

seem as though Emily has no
hope of escape? Does the
 mask grin? Explain what you
think the sentence is suggest-
ing – what impression is the
author trying to create?

Explain the choice of the word,

‘striding’.

Explain what Mrs Hardy thinks

about Emily.

Why does the author use ellip-

sis?

Describe Emily’s feelings as

they change across the story
and use quotes to support
your ideas.

Students should stick their

questions onto their sheets
and answer the questions in
full sentences remembering to
use correct grammar.

PLENARY: Feedback and

marking.
LO: To be able to ex- STARTER: Recite story and Drama To allow students to Books Drama perfor-
plore a text through learn next part. Perspectives gain a greater depth of Coloured pencils mances
drama. Hot-seating knowledge of the story Pens Peer assesment
Students write a list of charac- and characters by using Drama props Group discussions
SUCCESS CRITERIA: ters and draw what they think drama.
each character would look like
I can identify key parts of based on their reading of the
the story and play the text.
part of the main character
at these points MAIN: Explore the story
I can explore, through through drama
drama, many different
characters in the story Possible group work ideas –
and take into considera- split class into mixed ability
tion their perspective. groups, give time to rehearse
and then perform to the rest of
I can use drama to help the class providing time for
write a piece of text refelction and feedback.
based on the story.
Hot-seat Emily, the guide and
Mrs Hardy.

In pairs, be ‘eyewitnesses’ to
what happened at the pyra-
mids.

Draw one of the key scenes

and create a cartoon.

Role-play what Mrs Hardy

says to the other teachers.

In role as Emily, tell your best

friend about what happened
and then write a diary entry by
Emily.

Write a formal report about the

event by Mrs Hardy for the
school’s headteacher.

In role as soldiers, ‘gossip’

about what has happened.

Draw hieroglyphs to show the

 key events.

Make a phone call from the

bus driver to his company, ex-
plaining why he is late back.

In pairs or threes, tell the story

of what happened when Emily
is tempted to go back to the
museum on another day. Try
changing the ‘portal’ object
that she touches.

PLENARY: Groups share

their drama performances and
class give peer assessment
through 2 stars and a wish.

LO: To be able to use STARTER: Recite story. Grammar To ensure students can Model text Descriptive writing
grammar in context. Colon use grammar correctly Books about the gas
MAIN: Put grammar in con- Semicolon to add to the meaning of Pens mask. Have the
SUCCESS CRITERIA: text Comma the text. Picture stimulus of a gas grammatical tech-
mask niques that have
I can identify grammatical Identify, or build into the been taught been
used in the stu-
devices used in the story. model, several grammar fo-
dents' work.
cuses. For instance, focus on
I can understand why the use of the colon that cre-
certain grammatical de- ates a descriptive list in the
vices have been used. first paragraph: A scarab bee-
tle caught her attention: glitter-
I can apply my knowl- ing wings flickered in the light;
edge of grammatical de- greens and blues shimmered
vices and use them in my like an iridescent gemstone
own writing. and elongated feelers
stretched towards her. Use the
same pattern when changing
the story.

Choose the ‘portal’ object for

the chosen time period. For in-
stance, you might have a char-
acter put on a gas mask that
sends him back in time as an
evacuee or a stone axe to re-
turn to the Stone Age. Mark
how in the opening of the sen-
tence, the character notices
the ‘portal’ object. It would
help to provide several images
of possible objects so that the
children can write descriptive
phrases. Use a colon to intro-
duce the list, e.g. An old gas
mask grabbed his attention:
He noticed an old gas mask:
He saw an old gas mask: Now
create a descriptive list, using
semicolons to divide each
item, e.g. He noticed an old
gas mask: its wobbly eyes
hung down; the strap had long
since broken and the material
seemed faded beyond repair.

PLENARY: Planning the

story

It is fun to send a character

back in time to a favourite pe-
riod, especially if the children
have been studying an histori-
cal period in depth. The
boxed up version of the story
(panel, below) provides the
basic structure:

Underlying pattern

Main character (MC) sees an

historical artefact

The MC touches the object

and is transported back in time

The MC is threatened by
something / someone

The MC flees but is chased

The MC touches the object

again and comes back to the
present

A character makes a final

comment

New ideas

Jon finds a flint axe in a field

Some hunters are chasing

deer, see him and give chase

He flees into the forest and

 hides in a cave

As it is dark, he grabs the axe

to spark a fire and is trans-
ported back to the field

He visits a museum to see if

he can find another magical
object

He picks it up, puts it in his

rucksack and is transported
back in time to the Stone Age
LO: To be able to create STARTER: Recite story and Descriptive writing For pupils to understand Sections of the model Artwork
a writing toolkit for a por- make story map. Adjectives how to build a picture in text. Descriptive sen-
tal story. Similes the mind of the reader Books tences written by
With a partner, what tech- Metaphor through the use of de- Pens the students.
SUCCESS CRITERIA: niques do you already know Connective scriptive language. Colours
Historical detail Paint
that help to create an interest- Senses Art paper
I can identify one linguis- ing story. Pastels
tic device the writer uses
to create a captivating MAIN: Create a writing tool-
story. kit

I can identify ways the A key aspect to this sort of

writer uses description in story is description. It is impor-
the story. tant to be able to describe the
portal object but also to draw
I can think of a variety of upon historical detail and use
my own examples from it to paint a picture of the new
the writers toolkit that I setting for the reader. The key
can use in my own story. to description lies in writers
having a strong picture in their
minds of the object or setting.
Here is a simple toolkit:

use well-chosen adjectives to

build the description, e.g.
huge, sand-coloured pyra-
mids;

use historical details to bring

the description alive, e.g. in a
jackal’s mask;

describe what you can see but

also use other senses, e.g.
white birds circled above, call-
ing;

use a semicolon to write a de-

tailed list, e.g. glittering wings
flickered in the light; greens
and blues shimmered like an
iridescent gemstone;

use commas in a list to pile up

description, e.g. sand-
coloured pyramids jutted up-
wards; white birds circled
above, calling; a vast river
oozed by and tall palm trees
lined its edge;

use similes to help the reader

imagine what something is
like, e.g. like an iridescent
gemstone.
 Could create a piece of art-
work for each quote from
the text with a sentence or
two to describe the same
picture in their own words
using the techniques that
have been taught.

PLENARY: Work through the

writers toolkit and have a go at
writing some of your own ex-
amples for each tool. Share
ideas with the class. Share
artwork and writing.
LO: To be able to con- STARTER: Recite story. Adventurous vocabulary To allow students to Writers toolkit cards Final piece of
tribute to the shared writ- Writers toolkit participate in a shared Large paper for shered shared writing and
ing of a story. Students match their cards – Shared writing writing experience writing template amount of contri-
examples of descriptive writ- which allows students to bution from each
SUCCESS CRITERIA: ing, similes, historial detail etc take risks with their vo- student.
cabulary and ideas.
to one of the tools from the
I can contribute my ideas writers toolkits that are placed
to the shared writing that around the room.
is closely linked to the
model text. Give students 5 minutes to
then write an example of their
I can use adventurous own that they can place by
vocabulary to extend the one of the tools.
shared writing.
MAIN: Start shared writing
I can use a variety of
techniques from the writ- Begin the shared writing
ers toolkit to add to the process by using the boxed-up
shared writing experi- planner to demonstrate how to
ence. plan a story.

Use bullet points for ideas and

involve the children.

Draw on an historical period

that is familiar.

On the planner, list lots of their

ideas so that there is a bank of
possibilities for children to use
as they write their own plans.
Share a few of the pupils’
plans with the whole class. It is
worth emphasising that the
boxed-up planner should not
restrict children’s stories to five
paragraphs.

Each section might well in-

clude a number of paragraphs,
especially if you encourage
pupils to develop their stories.
Weaker writers may hug
closely to the model, but more
confident children should
move away from this and use
the writing toolkit to develop
their descriptions of the new
object and setting.

In this example, I have moved

away from the original text, but
am still using the toolkit and
the original plot idea.
All afternoon Jon had stum-
bled across Darker’s field
searching for his Mum’s
phone. He had been daft to
take it in the first place but had
so badly wanted to ring Mi-
ram. He would be in double
trouble if he could not find the
phone. Not for the first time,
he regretted his stupidity. Why
did he always act first before
thinking? Something caught
his eye in the grass. He knelt
down and stared: a smooth,
green stone lay on the grass;
strange marks snaked in cir-
cles across its polished sur-
face and the edge was sharp-
ened to a fine point. He knew
what it was at once. They had
studied Stone Age axes and
he had actually seen several
in their visit to the London Mu-
seum. One of them was ex-
actly like this one. It was made
of jade and had been found in
the River Thames.

Y6 students studied WW2 last

year so they cold write a WW2
story but otherwise class
should stick to Ancient Egypt.

PLENARY: Share examples

of what the students have writ-
 ten so far.

This may take a couple of

lessons. To complete.
LO: To be able to write STARTER: Quick fire ideas Independent writing For students to use Model text Independent writ-
my own time-slip story. about what makes an engag- what they have learnt Story map ing assessment
ing time-slip story. and apply it when writ- Shared writing
SUCCESS CRITERIA: ing their own story. Books
MAIN: Students work inde- Pens
I can hug the model text pendently to write their own
stories.
closely to write my own
time-slip story. Scaffolding for LA students.

I can use the model text PLENARY: Share stories so

as a template for my own far.
time-slip story.

I can write my own time-

slip story that has totally
moved away from the
model text.

FINAL ASSESSMENT:
Hot Task - Give the stu-
dents the same picture
and ask them to repeat
the task and compare this
with the cold task assess-
ments.