Y6 English: Summer Term 1 Learning Pack

How should this pack be used? Dear Parents,

The work and activities in this pack are as close to what we feel children will be able to achieve at home. It follows roughly the same learning order as what would have normally been taught in school.

The topic is structured into units that follow the ‘Talk 4 Writing’ style of teaching we utilise at Millbrook. Please see the below steps as a brief explanation:

Stage 1: Cold Write Children complete a piece of writing with no teaching or help to see what they are already capable of. It helps the child and the teacher work out what they need to work on.

Stage 2: Read and analyse Children are given a ‘modelled text’ which will be the quality they are aiming to get to by the end of the unit. They read it, comprehend it then pick out the key grammar and punctuation features. They use this to create a Writer’s Toolkit.

Stage 3: Key Skills development Children practise some of the key features from the modelled text so they become more confident with them, ready for their final pieces of writing.

Stage 4: Hot Write Children plan, draft then publish their Hot-Write, final piece of writing for the unit. They can then compare it to their Cold Write to judge their progress.

The units of work will be structured using these 4 important stages to help your child be familiar with what to do. Also included, before the units of work, are the targets for your child’s year group which you may choose to go through with your child. Finally, the key list of spellings for your child to practise on a regular basis. Please use the checklist below to record the learning that is completed.

Please tick when complete

Key Activities Unit 1

Unit 2

Must: children to choose 10 words per week and learn them off by heart (it would be great for an adult to do this with them). Daily practice really helps as well as making word cards to be stuck up on bedroom walls.

Keep a tally:

Must: children to complete the hot write. Could: children to check through their hot-write with an adult, editing for errors including spelling and punctuation.

Must: children to text-mark the modelled text, finding key features. Could: children to include the purpose of each feature when text marking the modelled text.

Must: children to create the Writer’s Toolkit using their text-marked features (use the example Writer’s Toolkit as a guide).

Could: children to turn their Writer’s Toolkit into a big poster like they find in their classrooms.

Must: children to complete the Key Skills development activities. Could: children to practise the key skills even further by using their Purple Mash accounts, in Grammar and Punctuation.

Must: children to plan, draft and publish their Hot Write. Could: children to publish their Hot Write onto Purple Mash so their teacher can read it and give them feedback (use Microsoft Word).

Must/ Could: children to engage with the Unit 3 activities.

YEAR 6 TARGETS IN WRITING

*I can write for a range of purposes and audiences, independently selecting appropriate forms.

Com

posi

tion

I can précis longer passages (for example summarising key points in concluding paragraphs).

I can independently plan and develop my ideas for writing, drawing on research and experiences.

*I can use relative clauses, sometimes varying their position within a sentence.

*I can use subordinate clauses, sometimes varying their position within a sentence.

*I can create atmosphere throughout a piece of writing by communicating meaning in a variety of ways (use of senses

and figurative language).

*I can use dialogue to convey character and advance the action.

*I can use a range of conjunctions (coordinating & subordinating) for developing cohesion within paragraphs.

*I can use a range of connectives and adverbials to develop cohesion across paragraphs.

*I can use conditional phrases and questions to develop cohesion across paragraphs.

I can proof read, edit and re-draft my work independently during the writing process.

*I can maintain consistently accurate use of tense and verb forms e.g. correct subject and verb agreement when using

singular and plural.

*I can organise my work for clarity keeping my reader firmly in mind (for example, paragraphs, headings and bullet

points).

Vocabula

ry,

gra

mm

ar

and p

unctu

ati

on

*I can mostly correctly use all the basic punctuation (capital letters, full stops, question marks, exclamation marks,

commas for lists, apostrophes for contractions and possession).

*I can mostly correctly use hyphens to avoid ambiguity. *I can mostly correctly use inverted commas.

*I can make some correct use of semi-colons, dashes and colons to mark the boundary between independent clauses.

*I can mostly correctly use commas for clarity. I can use the perfect form of verbs to mark relationships of time and

cause.

*I can mostly correctly use punctuation for parenthesis (brackets, commas and dashes).

*I can use passive verbs to affect the presentation of information in a sentence.

*I can express degrees of possibility using modal verbs and adverbs. *I can use expanded noun phrases to add detail,

qualification and precision.

*I can use preposition phrases to add detail, qualification and precision. *I can use adverbs to add detail, qualification

and precision.

*I can use appropriate vocabulary to match the formality of the writing (managing shifts between levels of formality =

GD).

*I can select an appropriate synonym to match the purpose of my writing.

*I can use appropriate grammatical structures to match the formality of the writing e.g. no contractions, conditional

phrases (managing shifts between levels of formality = GD).

*I can write legibly, fluently and with increasing speed.

Spellin

g a

nd

handw

riti

ng

I can spell the -fer words correctly when suffixes are added e.g. refer to referring. I can spell words correctly ending

in cial and tial e.g. official, confidential.

I can choose correctly between -ance and –ence e.g. assistance and obedience. I can choose correctly between- ant

and –ent e.g. expectant and innocent.

I can choose correctly between -cious and –tious e.g. conscious and ambitious.

*I can spell the majority of the words on the Year 5/6 list.

* Starred points are key targets that contribute to the child’s end-of-year writing assessment.

Example Writer’s Toolkit

Y6 English: Unit 1 – Balanced arguments

Stage 1: Cold Write

Write a balanced argument for a BIG QUESTION of your choice. If you are unsure of what to choose, try one of the following themes:

- Should NHS staff receive a pay rise?

- Should the current Premier League season be cancelled?

- Should all over-70-year-olds be locked in their homes in the current crisis?

Remember, Cold Writes should be independent and without help; you can write them in your Writing Journal or on pieces of lined paper. This piece of writing should be between 1 and 2 pages long. Have fun!

Stage 2: Writer’s Toolkit

Using your annotations from the modelled text on the next page, develop your Writer’s Toolkit below:

To write a BRILLIANT balanced argument, I need to include:

Language/vocabulary features Text/Grammar/Punctuation features

Structure and purpose of each paragraph: P1) P2) P3) P4)

Modelled text

Remember to use highlighters or colours to annotate the key features you find in the writing. We

have done one for you (the purple writing shows the purpose of each feature and is the challenge).

Should all children be vaccinated?

It is a widely held belief amongst medical professionals that

vaccines are the most effective way to prevent infectious diseases.

However, a recent study of vaccine rates in the United Kingdom

reveals parents choosing to protect their children have decreased

from 95% to 91%; therefore, tens of thousands of children are at risk

of debilitating illnesses, such as measles. The question must be

asked, ‘Why have parents put their children at increased risk?’ This

argument will endeavour to balance the two sides so an informed

decision can be made by parents.

Vaccines teach the immune system to create antibodies, found

within the blood stream, that protect against specific diseases

(each disease requires a specific antibody to fight it). Once the

immune system knows how to fight a disease, it can protect the

recipient for many years, improving their quality of life. Therefore,

if enough people are vaccinated, it is less likely for the disease to

be spread to individuals without immunity, particularly people who

are ill or have a weakened immune system (such as young children

or elderly adults).

On the other hand, we must listen to parents to make sure we have

answers to their fears. Many parents are fearful vaccines cause

allergies or other conditions as well as agony to their little darlings

(needles are painful, right!). However, all the current evidence tells

us that vaccinating is safer than not and that children’s short-term

distress is normal and they should feel better after you give them a

lovely, warm cuddle. Surely, their long term wellbeing needs to be

the most important consideration?

It is clear, when considering both sides of the argument, why

parents find this a challenging personal dilemma. There have been

rare cases (0.001% according to the National Medical Journal) where

children have had dangerous allergic reactions to a vaccine.

However, on balance, considering the long-term wellbeing for their

child, we strongly urge parents to consider the scientific evidence

and make an informed decision.

Passive voice

meaning this style

of writing should be

very formal.

Stage 3: Key Skills development

Have a go at the following tasks to practice some of the key skills you need to master in order to

write the best possible Hot Write.

Using Different Types of Conjunction

Coordinating Conjunctions

and but or so

Subordinating Conjunctions

although because so that even if whenever before even though until

Correlative Conjunctions

whether/or either/or both/and not only/but

Use a coordinating conjunction to rewrite these pairs of sentences as one sentence.

1. We enjoy watching films. We enjoy going bowling.

2. He wants to win the race. He is running more slowly than the others.

3. My mum loves cake. I am going to bake a cake for her birthday.

Use a subordinating conjunction to rewrite these pairs of sentences.

4. My hands are freezing cold. I forgot to bring my gloves today.

5. My mum takes me to the match every week. She doesn’t like football.

6. I take the dog for a walk every day. Sometimes it is raining.

Use a pair of correlative conjunctions to rewrite these pairs of sentences.

7. I like carrots. I like asparagus.

8. I don’t know if it’s going to be sunny. I don’t know if it’s going to be raining.

9. She is the regional champion. She is also the national champion.

Answers

Use a coordinating conjunction to rewrite these pairs of sentences as one sentence.

1. We enjoy watching films and we enjoy going bowling.

2. He wants to win the race but he is running more slowly than the others.

3. My mum loves cake so I am going to bake a cake for her birthday.

Use a subordinating conjunction to rewrite these pairs of sentences.

4. My hands are freezing cold because I forgot to bring my gloves today.

5. My mum takes me to the match every week even though she doesn’t like football.

6. I take the dog for a walk every day although sometimes it is raining.

Use a pair of correlative conjunctions to rewrite these pairs of sentences.

7. I like both carrots and asparagus.

8. I don’t know if it’s either going to be sunny or raining.

9. She is not only the regional champion but he is also the national ¬¬¬champion

Stage 4: Hot Write

Now you have studied a fantastic modelled text and practised some of the key features, it’s your opportunity to produce a Hot Write. The theme of it is:

- If it is safe to, should schools be open over the Summer Holidays to make up for lost time?

You can use the table below to plan out your different paragraphs (only in note form). Then, it would be great for you to draft your Hot Write (in your Writing Journal or on lined paper) and then show it to an older sibling or adult to get feedback. Then, you can do your final, published Hot Write. Good luck and have fun!

P1:

P2:

P3:

P4:

Y6 English: Unit 2 – Newspaper Reports

Stage 1: Cold Write

Write a newspaper report for a BIG STORY of your choice. If you are unsure of what to choose, try one of the following themes:

- Tokyo Olympics 2020 has been cancelled

- Schools across the UK have closed

- Millions join ‘clap for carers’

Remember, Cold Writes should be independent and without help; you can write them in your Writing Journal or on pieces of lined paper. This piece of writing should be between 1 and 2 pages long. Have fun!

Stage 2: Writer’s Toolkit

Using your annotations from the modelled text on the next page, develop your Writer’s Toolkit below:

To write an ASTOUNDING newspaper report, I need to include:

Language/vocabulary features Text/Grammar/Punctuation features

Structure and purpose of each paragraph: P1) P2) P3) P4)

Modelled text

Remember to use highlighters or colours to annotate the key features you find in the writing. We

have done one for you (the purple writing shows the purpose of each feature and is the challenge).

Coronavirus: looking for good news From a 94-year-old great-grandmother to welcome brews for an entire street, we look for the human stories behind the crisis. From the humble cup of tea raising spirits to the grandparents who have successfully battled the coronavirus and returned home to their loved ones, some light is being spread amid the gloom.

A 94-year-old great-grandmother and an 82-year-old grandfather are among those to have beaten the coronavirus and returned to their homes. Grandmother-of-seven, Joy, spent nine days fighting the virus at James Paget Hospital in Gorleston, Norfolk. “Thanks to the care, love and diligent attention of the NHS, she is home in her own bed tonight,” stated her grandson, Toby Basil with gratitude.

Meanwhile, Joseph Ruddy, 82, returned home to his wife in Newcastle after spending 10 days in the Royal Victoria Infirmary. “Done like a true trooper,” said his granddaughter, Erin, as she tweeted a photo of him being dropped off by a paramedic, now been liked more than 100,000 times on social media. “He’s in high spirits and glad to be home,” she continued, “His progress was monitored and he was allowed to come home on 28 March. He’s a hero and I honestly hope this inspires others to think positive.”

Last weekend, a whole street in Hebden Bridge came together for a ‘socially distanced’ cup of tea on Saturday after a neighbour said she was struggling with loneliness.

Kirsty Newton suggested the idea via the street’s WhatsApp group: “Our neighbour said she was feeling very low – she lives alone and her dog died in October, so she’s really feeling very alone. So I said, well why don’t we just have a cup of tea? We won’t be next to each other but we can wave to each other and catch up.” At 11am on Saturday, about 12 residents in the street brought out chairs and a brew in the sunshine, and chatted down the street.

It is heart-warming to know the good-news stories in such a time of national crisis and difficulty; please share your similar stories with us on our Twitter page or Facebook.

Headline then lead

sentence to grab the

reader’s attention

with emotive

language and the key

elements of the

report.

Stage 3: Key Skills development

Have a go at the following tasks to practice some of the key skills you need to master in order to

write the best possible Hot Write.

1. Not today my head was already spinning.

2. But I wasn’t going to cry I was too old for that.

3. We don’t really hit each other we just pretend.

Using Colons

In the following sentences, draw a colon (:) in the correct position.

1. It wasn’t much of a costume just one of Hassan’s foster dad’s shirts over some joggers.

2. The class carried on chatting about normal things vloggers, new puppies and pencil

sharpeners shaped like robot zombies.

3. This was it my chance to show the whole school that I was still Ash, still a singer, still a

star.

:

Spot the Fronted Adverbials

A fronted adverbial is a word, phrase or clause at the beginning of a sentence that gives

more details about the time, place, frequency, possibility or manner of the action in the

main clause. We always use a comma after a fronted adverbial to demarcate it from the

main clause.

1. Match up the fronted adverbials with the correct main clause making sure you add in

the correct punctuation including a comma in the correct place. In the box, write

what the fronted adverbial is describing.

Sentence

time / place / frequency / possibility /

manner?

several hours later surely the boy waited outside the headteacher’s office

there was a mountain of books to mark every single day on the teacher’s table

we arrived at the camp site my sister ruins my model I have just made

with a nervous look on his face he wasn’t going to take that man’s wallet

2. Now, can you spot all of the fronted adverbials in this extract? Underline them and

add in commas in the appropriate places. Then, write a list of what the fronted

adverbials are describing in the correct order.

For days now Kian had been praying there was still hope to save his people. Through the

bushes Kian searched and searched. Under rocks and inside caves he scoured although

he just couldn’t find the ever-life potion. With his head in his hands he sat down.

Depressed and disheartened a drop of water rolled down his cheek. Reaching up to dry

his eyes, he realised the drop was not a tear. Feeling utterly confused he looked up

and saw exactly what he was looking for…the ever-life potion! It was dangling from a

tree in a potion bottle tied with a golden ribbon. Without delay Kian leapt up and

grabbed the bottle. As Kian hurriedly ran back his feet hurt and his lungs felt like they

might explode. Inside his hands he held the one thing that could save everyone in his

village. Within a few minutes Kian was nearly at the village excited to tell everyone

what he had found. Knowing what this could do to the villagers a small smile began to

creep across Kian’s face.

3. Now, write five fronted adverbial sentences of your own, where the fronted adverbials

describe the time, place, frequency, possibility or manner of the action in your main clause.

Time

Place

Frequency

Possibility

Manner

Answers

In the following sentences, draw a semi-colon (;) in the correct position.

1. Not today; my head was already spinning.

2. But I wasn’t going to cry; I was too old for that.

3. We don’t really hit each other; we just pretend.

Using Colons

1. It wasn’t much of a costume: just one of Hassan’s foster dad’s shirts over some joggers.

2. The class carried on chatting about normal things: vloggers, new puppies and pencil sharpeners shaped like

robot zombies.

3. This was it: my chance to show the whole school that I was still Ash, still a singer, still a star.

Sentence time / place

/ frequency / possibility /

manner?

Several hours later, we arrived at the camp site.

With a nervous look on his face, the boy waited outside the

headteacher’s office.

Surely, he wasn’t going to take that man’s wallet.

Every single day, my sister ruins my model I have just made.

On the teacher’s table, there was a mountain of books to mark.

For days now, Kian had been praying there was still hope to save his people. Through the bushes,

Kian searched and searched. Under rocks and inside caves, he scoured although he just couldn’t

find the ever-life potion. With his head in his hands, he sat down. Depressed and disheartened, a

drop of water rolled down his cheek. Reaching up to dry his eyes, he realised the drop was not a

tear. Feeling utterly confused, he looked up and saw exactly what he was looking for…the ever-

life potion! It was dangling from a tree in a potion bottle tied with a golden ribbon. Without delay,

Kian leapt up and grabbed the bottle. As Kian hurriedly ran back, his feet hurt and his lungs felt like

they might explode. Inside his hands, he held the one thing that could save everyone in his village.

Within a few minutes, Kian was nearly at the village excited to tell everyone what he had found.

Knowing what this could do to the villagers, a small smile began to creep across Kian’s face.

Stage 4: Hot Write

Now you have studied a super modelled text and practised some of the key features, it’s your opportunity to produce a Hot Write. You can choose either of the following themes; one is positive and the other is not-so:

- 20,000 heroic NHS staff answer call to return to service

- Government under pressure to increase coronavirus testing

You can use the table below to plan out your different paragraphs (only in note form). Then, it would be great for you to draft your Hot Write (in your Writing Journal or on lined paper) and then show it to an older sibling or adult to get feedback. Then, you can do your final, published Hot Write. Good luck and have fun!

Headline:

Lead sentence:

P1:

P2:

P3:

P4:

Y6 English: Unit 3 – A Midsummer Night’s Dream

Introduction

This is a special, unique unit for Year 5 and 6! It is still our hope that we will be able prepare and

produce our Upper School Production this summer if and when school reopens. Therefore, we need

you to learn the story of our play, Midsummer Night’s Dream, and then to start learning the script.

A Midsummer Night’s Dream

This play, written by William Shakespeare, is one of his most famous comedies. To learn this

fantastic play, please engage with the following activities:

1) https://www.bbc.co.uk/teach/class-clips-video/english-a-midsummer-nights-dream-index/z6rcgwx

A fabulous resource to help learn the play; included are fantastic animations of each scene, and even

games and quizzes at the end to test understanding. This is a MUST.

2) https://www.bbc.co.uk/iplayer/episode/b078jltg/cbeebies-presents-a-midsummer-nights-dream

We know this a CBeebies video, but it is a fun and funny adaptation of the play. Worth a watch!

3) https://vimeo.com/95722577

This is a link to the BBC Animated Tales version of the play – it’s more challenging with lots of the

original language used and the version we would normally use as part of school lessons.

Activities

English:

- Read the script to learn more about each character and the parts they play. If we are able to

put on the production, we will carry out rehearsals almost straight away if and when school

reopens. This means that we will expect children who are aiming to secure a main part to

have started to develop their character and learn the lines.

- The script is 35 pages long meaning you can find it on the school website and Purple Mash.

DT and Art:

- You could start working on a costume or props that could be used in the production. Be creative and ambitious!

We can’t wait to see what you come up with.

- You can start making artwork for the production, particularly to create the magical forest that the play is set in.

We’ll need many magical leaves, trees, bushes and other items – be creative!

Music:

- We will put the songs and song words on the website and Purple Mash for the children to start learning and

familiarising with. Remember, the main parts mostly all include solo singing opportunities!