Reading
Our Class Text and Comprehension
In term 5 and 6, our reading comprehension will be based upon a fiction text, “Who let the Gods Out?” by Maz Evans. The story is about a troubled boy’s life is turned upside down when an immortal crashes out of the sky onto his barn. They go on adventures together but accidentally release a daemon. With help from the gods, they begin a quest to save the world that takes them to incredible places on Earth and beyond. To find out more about this text, view our Who Let the Gods Out Knowledge Organiser.
For further information about the reading skills we will focus upon this term, please view “Churchill’s Sequential Reading Curriculum”
Independent Reading
In class, we will continue to use the Accelerated Reader program. For further information about this, please view a Parent’s Guide to Accelerated Reader. (https://help.renlearn.co.uk/AR/ARParentGuide) If you need your child’s AR password, please contact me (Mrs Saunders).
Writing
Over the course of the summer term, we will be working on a variety of writing projects related to Ancient Greece and the novel “Who Let the Gods Out?” These projects will allow us to develop our writing skills and explore different forms of writing.
Greek Mythology Non-Chronological Report
We will write a non-chronological report about Greek mythology. Writing non-chronological reports will enable us to utilise a range of layout devices, such as subheadings, bullet points, and tables. We will research Greek Mythology in more detail before planning and writing our own report. Following this, we will choose one Greek myth to study and analyse further which will then form the stimulus of our writing thereafter.
Setting descriptions
Following an in-depth study of our chosen Greek Myth, we will use expanded noun phrases., figurative language and prepositional phrases to write a descriptive setting. A successful setting description allows readers to picture where the story is taking place in their minds whilst they read.
Character Profiles and Diary Entries
We will choose a mythical Greek character and develop our descriptive writing skills by creating character profiles inspired by the myth. Additionally, we will develop empathy and writing skills by imagining and writing diary entries as if we were one of the characters in our Greek myth.
Retelling of a Greek Myth
To conclude our Greek Mythology work, we will retell the story of a Greek Myth from the perspective of a chosen character. We will strive to link paragraphs with cohesive devices and contrast the settings, characters, and atmospheres between the present and the past. Integrating dialogue will bring the characters to life and advance the plot. The use of a variety of verb forms and punctuation will add clarity and emphasis to our writing. Additionally, we will proofread our work to check for spelling and punctuation errors.
Groundbreaking Greeks Newspaper Report
We will create a newspaper report about a chosen Greek. The Greeks were famous for their clever thinking, and we still remember and use some of their ideas today. Examples are Pythagoras, Aristotle, Hipocrates. We will research a famous ancient Greek and create a newspaper article about their work. Writing a newspaper report encourages children to write impartially in a formal style. It also challenges them to proofread their work as if it were going to print. Children could include specific details and link their information with cohesive devices. Concise noun phrases and a correctly punctuated quotation could also be included.
“Who Let the Gods out?” Formal Letter
Initially, we will use drama to act out the Zodiac Council meeting. We will aim to make it as dramatic as you can. As a part of our development of formal letter writing skills, we will then write a formal letter from the Zodiac Council about why they have taken Virgo’s powers.
“Who Let the Gods Out?” Playscript
We will imagine that Athene had come instead of Aphrodite. We will then re-write this scene as a playscript to show this. Within our playscript we will take account of adverbial prompts, stage directions, and dialogue.
Grammar,Punctuation and Spelling
Punctuation
This term, we will learn to use bullet points where appropriate; revise use of apostrophe; make decisions about punctuation, sometimes including dash, semi-colon and colon; and discuss, highlight and analyse the range of punctuation in texts.
Grammar
This term, we will revise word class, including pronouns, prepositions and determiners; strengthen and improve verbs in writing; write formal and informal sentences, selecting conjunctions and cohesive devices to suit level of formality; and compare sentences in simple past with perfect past verb form.
Spellings
During our spelling lessons in term 5, we continue to learn about Plural Nouns; investigate common mistakes; revise statutory spellings words; and and revise homophones and other words that are often confuse
In term 6, we will use dictionaries to check the spelling and meaning of words; and know when and when not to use an apostrophe for possession in the given examples.
For an overview of our weekly breakdown of our spellings, please view our Term 5 and Term 6 Homework Grid.
In addition to these weekly spelling rules, we will continue to learn and spell words from the Year 5 and 6 statutory spelling list. For an overview of these spellings, please view the Spelling word list for Year 5 and Year 6