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Spring 2

Week 1-

This half term we are starting with a performance poetry unit. We are looking at poems from different cultures. We are zooming into key parts of the texts and how they could be performed including:

  • stanzas- paragraphs within a poem
  • **onomatopoeia- words that sound like the noises they refer to
  • rhyme
  • repetition 
  • **intonation- rise and fall of the voice when speaking
  • volume

 (** key vocabulary words)


Tier 2/3 vocabulary words 

  • totter- to walk with difficulty in a way that looks as if you are about to fall
  • dart- to move quickly or suddenly
  • peer- to look carefully or with difficulty
  • bespatter- to cover with spots of liquid
  • Śmigus Dyngus- (pronounced Shmeegoos Dingoos) the name Poles give to the custom of people throwing water over each other on Easter Monday, which is also known as ‘Lazy Monday’


We will be identifying similarities and differences in themes, style and tone.



Weeks 2/3/4

We are going to be moving onto writing narratives in the third person. This will build  upon the prior work we have completed about narratives in the 1st person and narratives including dialogue. We will be paying special attention to key parts of the texts such as: 

  • Past simple tense- Used for actions that have now finished. For regular verbs, we add -ed to the base verbs to put them in the past tense, e.g. walk becomes walked.
  • Fronted adverbial- Adverbial phrase at the front of a sentence which gives information about where, how or why, always followed by a comma, e.g. Long ago,...
  • Expanded noun phrase- An expanded noun phrase adds more detail to the noun by adding one or more adjectives. An adjective is a word that describes a noun. E.g. the young house dwellers.
  • Metaphor- An expression that describes a person or object by referring to something that is considered to possess similar characteristics, e.g. thick carpet of snow.


Tier 2/3 vocabulary words

  • blue tit- a small European bird with a blue head and wings and a yellow front
  • perch- to be in a high position or in a position near the edge of something
  • harsh- unpleasant, unkind, cruel or more severe than is necessary
  • suet- a type of hard fat used in cooking
  • gorge- to eat until you are unable to eat any more
  • banquet- a large formal meal for many people, often followed by speeches
  • dweller- a person who lives in a city, town, cave etc.
  • flurry- a sudden light fall of snow, blown in different directions by the wind
  • thick-set- having a body that is bigger than average
  • descend- to go or come down


We will be ensuring we plan and write around a clear story plot:

1.Describe setting and introduce the main character
2.There is a difficult situation
3.The main character desperately needs something to survive the difficulty
4.Something happens to give the main character hope
5.Other characters come and ruin the main character’s chance
6.The main character does not survive


Weeks 5/6

We are going to finish the term by writing our own set of instructions. We will be building upon our existing knowledge of adverbs  and verbs including:

  • Adverbials of time- Adverbs of time tell us when an action happened (yesterday), for how long (all day), or how often (sometimes).
  • Adverbials of manner- Adverbs of manner tell us how something happens. They are usually placed either after the main verb or after the object, e,g. frantically.
  • Imperative- The form of a verb that is usually used for giving orders, e.g. fold


 Tier 2/3 vocabulary words

  • pneumatic- operated by air pressure
  • anemometer- a device that measures the speed and force of wind 

Spring 1


We are kick starting this half term by writing letters. In particularly we are looking at letters of complaint. We are imagining that the summer holidays are going to be halved and we are not happy about it!


We are going to be focusing on:

  • opening and closing a formal letter correctly
  • using a known structure to help us plan what we are going to say
  • Address the reader directly through the use of the pronouns 'you' and 'your'
  • choose and use formal vocabulary 
  • structure our writing using paragraphs
  • use a range of conjunctions