Year 5 Writing Unit

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Year 5 Writing Unit: Third person stories set in another culture

(Block A)

• This is a three-week unit. • The structure of the unit is as follows:

Week 1 Week 2 Week 3

Explicit teaching of the

grammatical structures and

text conventions required

Structural understanding, planning and

execution of the extended task

Execution of the extended task and focused

editing teaching

At the end of this unit, pupils will …

Know: Be able to:

Reporting clauses convey the mood

of characters

Short sentences add pace to a

narrative

Interweave cultural references to

establish context

Use and sustain the third person



Long Term Sequence:

Week: 1/3 Focus: Explicit teaching of the grammatical structures and text conventions required

Revisiting prior learning

Taught content Opportunities to apply taught content

What successlooks like

1. Past tense Can identify cultural references in a narrative

Establish purpose and context: to write a third person narrative set in another culture. Explore the meaning of culture and exemplify with relevant references. Teach the Tier 2 and 3 vocabulary from the Vocabulary and Content Knowledge page. Introduce the model text. Ask pupils where the story is set and justify their reasoning. Highlight vocabulary that establishes the Australian context. Discuss the content of the story and explain that it references the indigenous people of Australia and their cultural practices, e.g. a myth about the Mimi, the rock spirits … . Discuss whether pupils think the images on the rocks were real or not (perhaps show some indigenous Australian rock paintings to clarify the reference). Highlight additional cultural references in the text. Note that the story is told in the past tense. Model writing some sentences in the past tense, incorporating relevant references to a contrasting culture within these. Pupils do the same.

Can identify cultural references in a narrative

2. Third person Use expanded noun phrases to add precise detail to describe a setting

Revisit the use of the third person and identify examples in The Mimi. Focus on the paragraph beginning But who would do that … . Highlight an example of an expanded noun phrase, e.g. stunted acacia trees … and discuss how the addition of the adjective gives precision to the description. Pupils highlight further examples in the text. Working in trios, select two of these and explain to each other the impact of the additional adjectives. Linked to the chosen culture for Lesson 1, shared write a paragraph describing a setting. Exemplify the use of expanded noun phrases and the use of the third person. Pupils work in pairs to write a similar paragraph. Read out loud and edit accordingly then highlight examples of expanded noun phrases to review success.

Can use expanded noun phrases to add precision to description

Learning Sequence:Y5 Third person stories set in another culture (Block A)

Week: 1/3 Focus: Explicit teaching of the grammatical structures and text conventions required

Revisitingprior learning



3. Pronouns Develop and describe characters in detail

Summarise what is known about the setting of the The Mimi. Ask pupils to list what is known about Lucas. Explain that information about characters can be given explicitly, e.g. thin figures with long bodies … but also inferred through their actions, what they say and how they say it. Discuss what can be inferred about Lucas from the third paragraph. Model writing a paragraph to include precise description of a character as well as actions through which their personality traits can be inferred. Take the opportunity to revisit pronouns to replace nouns or noun phrases. Pupils orally rehearse a similar paragraph. Write it then read it out loud. Edit accordingly. Pupils swap writing and share what is revealed about the character through explicit and implicit information.

Can develop and describe a character using explicit and implicit detail

4. Punctuation of direct speech

Use dialogue to help to tell the story

Remind pupils that the dialogue in a narrative should be used to develop character and to tell the story. It is also a useful device for maintaining pace. Using the model text, focus on the dialogue and discuss any clues as to how the conversation between the rock spirits conveys different character traits. Next, point out how this conversation actually moves the story on. Demonstrate this by writing the events within this conversation as a prose paragraph instead of dialogue. The former still tells the story but the reader learns less about the characters and it can slow the pace. Shared write further examples of dialogue appropriate for the rock spirits, taking the opportunity to revisit the punctuation of direct speech. Pupils then do the same, perhaps imagining the conversation the Mimi may have had with Old Billy. Check the accurate use of inverted commas to punctuate direct speech.

Can use accurately punctuated dialogue to help tell a story

5. Flexible content

Demonstrate secure use of the following punctuation:

• Capital letters and full stops• Commas to mark clauses• Inverted commas to mark dialogue accurately

While basic punctuation such as capital letters and full stops may be referenced in the Ingredients for Success checklist, teachers will need to use their discretion to determine whether this requires additional explicit teaching for their cohort or whether it can be consolidated through standard classroom expectations of writing outcomes.


Week: 2/3 Focus: Structural understanding, planning and execution of the extended task




1. Tier 2 and 3 vocabulary

Understand the structure of a narrative

Remind pupils of the purpose of their writing and decide on a cultural context and audience for it. Revisit relevant Tier 2 and 3 vocabulary and display this for later use. Use boxing-up to identify the main structure of the model text: the opening, which hooks the reader in and establishes the setting and culture; the build-up (develops the setting and character); the problem (lost in the outback); the action (the appearance of the Mimi) and the resolution (safe due to the intervention of the rock spirits). Note how the cultural aspects are woven through the story and how the ending leaves questions unanswered as to whether the rock spirits intervened. Using the same narrative structure, pupils orally rehearse the content of their own story, based on the chosen cultural context.

Can understand the structure of a narrative

2. Past tense and third person

Plan a narrative in note form Revisit the use of the past tense and the third person in the narrative. Using the planning structure from Lesson 1, model planning in note form. Refer to the Knowledge Note to remind pupils of the key features to include. Use Thinking Talk to clarify how the planned content links to the effect you, as the writer, want to have on the reader. Include commentary on the inclusion of language and content that relates to the cultural context. Pupils then use their orally-rehearsed example to plan their own content, drawing on ideas from their reading on the subject, as well as interesting characters from fiction. Read out loud and edit accordingly.

Can plan a cohesive narrative in note form

3. Rhetorical questions

Include cultural references to set the context of the story

Return to The Mimi and highlight examples of rhetorical questions, e.g. But who would do that?. Explain that these are a device to speak to the reader and create uncertainty, making us want to read on. Model writing the opening, including something to hook the reader in, e.g. Lucas was lost. Include precise detail to establish the setting and cultural context, as well as the main character/s. Incorporate the use of a rhetorical question. Pupils orally rehearse their opening then write it. Read out loud and edit secretarially, focusing on accurate use of full stops and capital letters. Finally, highlight cultural references to check that the context is clear to the reader.

Can write an engaging opening which establishes the cultural context


Week: 2/3 Focus: Structural understanding, planning and execution of the extended task




4. Commas to mark clauses

Develop and describe characters and settings in detail

Using the model text, revisit the use of commas to separate clauses. Ask pupils to distinguish between main and subordinate clauses. Model writing the build-up section of the plan, referencing the key points from Week 1 lessons 2 and 3 to develop the setting and characters. Integrate examples of commas to mark clauses, as well as expanded noun phrases. Pupils use their plans to orally rehearse the next paragraph then write independently. Partners read and peer-assess each other’s writing, using the Knowledge Note as guidance. Edit accordingly.

Can use precise vocabulary to develop characters and settings in detail

5. Reporting clauses to convey character

Use dialogue to help to tell the story

Revisit the use of reporting clauses to convey how a character is feeling when speaking. Discuss how the different reporting clauses in the conversation between the rock spirits are used to suggest different moods or characters. Use the line, “He must be one of those newies …” to model saying it in different ways to convey differing emotions, e.g. surprise, sarcasm, resentment etc. Model changing the reporting clause to reflect the intended emotion. Pupils edit the reporting clause on a few lines of their dialogue to more precisely reflect the feelings behind the words. Model the dilemma section of the story, integrating dialogue and emphasising how it is used to tell the story. Through Thinking Talk, make explicit the punctuation of direct speech and the precise selection of wording in reporting clauses. Pupils orally rehearse the next part of their story and write it. Read out loud and edit secretarially, focusing on accurate punctuation of dialogue, including additional punctuation such as question and exclamation marks.

Can use dialogue to tell the story


Week: 3/3 Focus: Execution of the extended task and focused editing teaching




1. Fronted adverbials Use expanded noun phrases to add precise detail

Pupils discuss their story so far with a partner, referring to the Knowledge Note, and share what they are pleased with. Revisit the use of fronted adverbials. Shared write a few examples to include in the modelled writing. Continue modelling the action section of the story, making explicit the use of expanded noun phrases and fronted adverbials to give precise detail. Note that this section is often fast-paced as the main events unfold. This can be conveyed through short sentences, for example. Pupils then continue their writing, focusing on the modelled devices and techniques. Occasionally read it out loud to edit live, then reflect on the outcome by highlighting expanded noun phrases. Provide time for pupils to read out all of their narrative so far and select a section to edit in the next lesson.

Can use fronted adverbials and expanded noun phrases to add precise detail

2. Capital letters and full stops

Editing to clarify meaning Pupils share with a partner the section of writing they wish to edit, giving reasons. Ensure the focus is on the content, not presentation, at this point. Teach editing for meaning. Firstly, read the writing out loud. Then focus on omissions (often these are determiners) and repetitions. Annotate the text using the agreed school conventions. Pupils then replicate this. Next, focus on overly-long sentences and model how to clarify the meaning through punctuation or by creating two separate sentences. Pupils then do the same. Finally, check on the accurate use of full stops and capital letters (including for proper nouns). Once the annotations are complete, rewrite the extract to improve it, taking the opportunity to develop consistent, joined writing.

Can edit writing to improve the clarity of meaning for the reader

3. Spelling of homophones and near homophones

Develop and describe characters and settings in detail

Remind pupils of commonly misused homophones, e.g. there / their. Challenge them to identify any homophone errors in their own writing and correct them. Model writing the ending, ensuring that detailed description is still used to give depth to characters and settings. Use Thinking Talk to clarify word choices and decisions about how to end the story in an interesting way. Include reference to the planned cultural aspects. Pupils replicate this with their own narrative. Read out loud and reflect on the quality of the ending – does it leave the reader wondering, for example?

Can develop characters and settings through detailed description


Week: 3/3 Focus: Execution of the extended task and focused editing teaching




4. Paragraphing Editing writing for impact Remind pupils about the importance of organising writing into paragraphs (the planning structure should have provided some clarity on this). Share ideas on when to start a new paragraph in narratives, e.g. when the subject is changed; to signal a change of place or time or when a new character speaks. It can also be used for dramatic effect, with a single sentence standing alone, e.g. Then I saw it! Ask pupils to review their paragraph breaks and annotate their writing using the school conventions.

Demonstrate how to edit for impact. Firstly, read the writing out loud. Then focus on language choices. Annotate the text to indicate where word choices could be more precise and revisit the use of synonyms to find alternatives. Pupils repeat this with their own writing. Then review sentence openings and structures, including fronted adverbials. Annotate as before, ready to rewrite in the final lesson. Finally, check the writing against the Knowledge Note to ensure that the key features have been included.

Can identify and annotate suggested changes to improve the impact of writing

5. Using a thesaurus and dictionary

Editing writing for impact

Evaluating writing against its intended purpose

Following on from Lesson 4, pupils will now have a completed narrative which has been annotated with suggested changes. Model rewriting a section based on the annotations. Remind pupils how to use a dictionary and a thesaurus to support with spelling and refining vocabulary. Check that the Tier 2 and 3 vocabulary has also been used to reflect the chosen cultural context. Allow pupils time to either rewrite a section or the complete narrative, if appropriate. Discuss the impact of the changes on the reader then evaluate the text against the Ingredients for Success. Ideally, ask the intended audience to read and review the stories.

Can edit writing to enhance the effect on the reader

Can evaluate their writing against its intended purpose




Tier 2/3 Vocabulary

culturecustoms, beliefs, art, a way of life and social organisation of a particular country or group

indigenous belonging to a particular place rather than coming to it from somewhere else

ancestor a person in your family who lived a long time ago

terrainused to refer to land when mentioning its natural features, e.g. rough terrain

acacia a type of tree with yellow or white flowers

sparsepresent in small amounts or numbers and often spread over a large area

Vocabulary and Content Knowledge:Y5 Third person stories set in another culture (Block A)

Content Knowledge

expanded noun phrase

An expanded noun phrase is a simple noun phrase (e.g. the airstrip) expanded with at least one adjective, e.g. the dusty airstrip. A more complex example is: … stunted acacia trees and spiky spinifex grass with the occasional outcrop of orange-red rock.

reporting clauses

The reporting clause in direct speech is the clause that indicates who is talking. For example, in the speech, “Don’t thank me, thank the Mimi,” smiled Old Billy, who had directed the search … the reporting clause is in bold. It can be placed before, after or between speech.



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Year 5 Writing Unit

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Transcript of Year 5 Writing Unit