Non-Fiction Unit 5.1 Animals On The Move

Page 1 of 16
Non-fiction Unit 5.1 Animals on the Move

About this unit:
In this unit, the children explore the Big Question: Which animal makes the toughest migration? They read the
interactive eBook, using the skills of skimming and scanning to find answers to questions and using the
organisational features of the eBook to find information. They revise and develop using relative clauses to present
information clearly. In their writing task, children plan and write a chronological report about a specific animal
migration.
Stimulus synopsis: Animals on the Move
Read all about amazing animal migrations, from the Arctic terns long-haul flight from Pole to Pole, to the
wildebeests incredible journey across Africa.
This interactive eBook includes pop-up fact boxes, animation, videos and supplementary text to engage children
and support learning.
Lesson Bank
This lesson bank contains all available lessons for the unit, including comprehension lessons, composition activities
(both long and short), and depth focus and sentence grammar lessons where relevant. If you are planning a
thematic curriculum, or using Wordsmith alongside other resources, you can select appropriate lessons from the
lesson bank for your own planning. The learning objectives for each lesson are listed in the lesson plans below, and
national curriculum coverage can be viewed in The National Curriculum for England Correlation Chart Year 5, The
National Curriculum for Wales Correlation Chart Year 5, The National Literacy and Numeracy Framework
Correlation Chart Year 5 (Wales), The Curriculum for Excellence Correlation Chart P6 (Scotland) and The Northern
Ireland Curriculum Correlation Chart Year 6.
Recommended Route
If youre looking for a route through the lessons that ensures coverage of the full curriculum, you may wish to use
the recommended route for the unit. The recommended route is a varied learning pathway through the lessons
available, which ensures full coverage of the curriculum objectives for the year group within a given number of
weeks. It will typically progress from comprehension to composition, with grammar and depth focus lessons
scheduled where relevant.
Spelling list
The spelling list linked below contains all the spellings children will come across in this unit. They are linked to the
spelling requirements for the National Curriculum for England Programme of Study for the year group. This list can
be used to issue spellings to children on a weekly basis.
NF AR 5.1.1 Spelling List: Animals on the Move
You can also view the complete spelling list for Year 5.
Teaching Strategies
Throughout the lesson plans, key teaching techniques such as Babble Gabble appear in green. For a definition of
each of these techniques, consult the Wordsmith Glossary of Teaching Strategies, which outlines what each
technique involves and how it can be used.
Pearson is not responsible for the quality, accuracy or fitness for purpose of the materials contained in the Word files once edited. To revert to
the original Word files, re-download them from ActiveLearn.
Page 2 of 16
Comprehension
Session
Comprehension 1
Main focus
Teaching summary
Introduce the
topic of migration
Introduce the Big Question for the children to

investigate in this unit: Which animal makes
the toughest migration?
Discuss the term migration. Do you know
what this means? Do you know of any animals
that migrate?
Suggest that the children follow in the footsteps
of the wildebeest on their migration across the
Serengeti in Africa. Could you survive a trip
across the Serengeti? Click on the video popup on Screen 2 of the eBook to watch the video
on wildebeest migration. Talk Partners discuss
questions for things that theyd like to learn
more about.
Read Screen 2 of the eBook, highlighting the
meaning and pronunciation of any new
vocabulary, e.g. wildebeest, hyenas and
Maasai Mara. Model reading the text to find
out more, e.g. Why do the wildebeest have to
migrate? (To find fresh grass to eat.)
Identify
questions and
use evidence
from the text to
find answers
Activity description
Core/Support: The children work in mixed-ability
pairs to complete Detectives (NF PCM 5.1.1) to
find answers to their questions. They then share
the answers to their questions, identifying the
textual evidence they found to support these.
Extend: The children work individually to complete
Detectives (NF PCM 5.1.1) to find answers to their
questions. They then write two more questions
about the topic that cannot be answered by NF
PCM 5.1.1. They use the internet and books to find
the answers to their questions, writing these down
and then presenting and explaining them to you.
Objectives: Retrieve, record and present information from non-fiction

Spoken language: Articulate and justify answers; Participate actively in conversations
Photocopiables: NF PCM 5.1.1
Digital resources: eBook of Animals on the Move
Session
Comprehension 2
Main focus
Teaching summary
Read for
information:
scan for specific
information
Discuss how difficult the wildebeests migration

is.
Reread Screen 2 of the eBook, modelling
skimming and scanning to identify information
that helps us to decide how difficult/dangerous
the wildebeest migration is, e.g. distance
travelled (3200 km), predators faced (hyenas,
lions, cheetahs, crocodiles), survival rates (half
(Before starting the Activity, appoint two or three

children who would usually form the Extend group
as research directors, who will help to organise
how the research will take place.)
The children work in mixed-ability Expert Groups to
identify whether other animals have a tougher
migration than the wildebeest. Assign spreads from
Pearson is not responsible for the quality, accuracy or fitness for purpose of the materials contained in the Word files once edited. To revert to the original Word files, re-download them from ActiveLearn.
Page 3 of 16
the calves will not survive), etc..
the eBook to different groups. The children make

notes and then Envoys from each group present
their findings.
Objectives: Identify and summarise main ideas; Retrieve, record and present information from non-fiction; Provide reasoned justifications for their
views
Spoken language: Give well-structured descriptions, explanations and narratives; Participate in discussions, presentations, performances, role play,
improvisations and debates
Photocopiables: N/A
Session
Comprehension 3
Main focus
Teaching summary
Discuss the
difference
between fact and
opinion
Use Fact or opinion (NF ITP 5.1.1) to discuss

which sentence starters are facts and which
are opinions. Model and discuss how to
distinguish between statements of fact and
opinion.
Read Screen 6 of the eBook on the Arctic tern.
Ask the children to identify five facts about the
Arctic tern, e.g. it flies from Greenland to the
Weddell Sea.
Now ask the children to identify an opinion from
the article, e.g. scientists think the birds follow
an S-shaped route across the Atlantic to save
energy. Remind them how opinions can
sometimes be presented as facts.
Core: The children use Find it! (NF PCM 5.1.2) to

highlight statements of fact and opinion. Talk
Partners compare and discuss their findings, giving
reasons for their choices.
Identify facts and

opinions from the
text
Support: In pairs, the children use Fact or

opinion? (NF PCM 5.1.9) to sort the facts and
opinions, explaining their choices. They then stick
the statements onto separate pieces of paper under
the correct heading, Facts or Opinions, to display
on the Learning Wall.
Extend: The children use Find it! (NF PCM 5.1.2)
to highlight statements of fact and opinion. They
then create a poster that displays a definition of a
fact and an opinion, and topical examples of each.
These can be displayed on the Learning Wall for
reference throughout the topic.
Objectives: Distinguish between statements of fact and opinion

Spoken language: Listen and respond appropriately; Articulate and justify answers
Photocopiables: NF PCM 5.1.2, NF PCM 5.1.9
Digital resources: eBook of Animals on the Move, NF ITP 5.1.1
Session
Comprehension 4
Main focus
Teaching summary
Use contents
and index pages
to identify where
Model using the Contents and Index screens of

the eBook to find information about different
migratory animals. Move from general
Core: The children answer the questions on Quiz

time (NF PCM 5.1.3), using the Contents and Index
screens of the eBook to help them to find the
Page 4 of 16
to find specific
information
questions (Where would I find out more about

the humpback whale?) to more specific queries
(What predators does the humpback whale
face?).
Model skimming and scanning to remind
students how to use the Contents and Index
screens effectively to locate the information
they require.
answers. They then work in pairs to set their own

quiz questions, using Quiz masters (NF PCM
5.1.4).
Support: The children work in pairs to answer the
questions on Quiz time (NF PCM 5.1.3), using the
Contents and Index screens of the eBook to help
them to find the answers. They explore the eBook
in pairs, looking at the fact boxes and other
features.
Extend: The children work independently to set
their own quiz questions, using Quiz masters (NF
PCM 5.1.4). They then swap their questions with a
partner and answer each others questions.
Objectives: Retrieve, record and present information from non-fiction; Explain/discuss their understanding of what they have read (include
presentations/debates)
Spoken language: Ask relevant questions; Build their vocabulary; Articulate and justify answers
Photocopiables: NF PCM 5.1.3, NF PCM 5.1.4
Session
Comprehension 5
Main focus
Teaching summary
Discuss different
ways of
presenting
information
Read the animal fact files in the supplementary

text pop-up on Screen 8 of the eBook. Choose
one animal and discuss how the information
about this animal has been presented in the
fact file.
Encourage the children to identify the language
choices made and the way the text is
structured and presented, commenting on how
these choices help to communicate the
information to the reader.
Discuss the information chosen and whether
any additional or alternative information could
have been added to the fact file instead.
Core: The children choose another animal from a

spread in the eBook and create their own fact file
entries for a museum exhibition about animal
migration, using Museum fact file (NF PCM 5.1.5).
Encourage and assist them to think about what will
be the most important information to include.
Identify important
information to
create a fact file
Support: The children to work in pairs to choose

another animal from a spread in the eBook and
create their own fact file entries for a museum
exhibition about animal migration, using Museum
fact file (NF PCM 5.1.5).
Extend: The children to choose another animal
from a spread in the eBook and create their own
fact file entries for a museum exhibition about
Page 5 of 16
animal migration. Challenge them to use their own

format to present their information and encourage
them to think about what will be the most important
information to include.
Objectives: Identify and summarise main ideas; Retrieve, record and present information from non-fiction
Spoken language: Listen and respond appropriately
Page 6 of 16
Depth focus
Session
Depth focus 1
Main focus
Explore the
features of a
report text
Teaching summary
Discuss the features of a report text using

Report features (NF ITP 5.1.2).
Read Screen 4 of the eBook on salmon
migration, identifying the presentational and
graphical features of a report text. Discuss how
these features help the author to present
information about the salmons migration.
Model creating a text reporting on a different
animals migration, highlighting the range of
secondary sources you could use to find
information (e.g. non-fiction books, websites,
etc) and different presentational features you
could include (e.g. introductory paragraph, fact
box, bullet points, maps and photographs
showing the migratory route, etc.).
Core: The children use Animal report (NF PCM

5.1.6) to create their own report texts describing
another animals migration. Assist pupils to use a
range of secondary sources to research their
information, and encourage them to use a range of
features to present it in an engaging way. The
children then present their reports to partners.
Support: The children work in pairs and use
Animal report (NF PCM 5.1.6) to create report
texts describing another animals migration.
Provide some appropriate secondary sources for
pupils to research their information.
Extend: The children work in pairs to create their
own verbal reports about another animals
migration, using a range of secondary sources to
research their information. They then compose a
computer (or simply spoken) presentation that can
be shown to the rest of the class.
Objectives: Use a range of devices to build cohesion within and across paragraphs
Spoken language: Participate actively in conversations
Page 7 of 16
Sentence grammar
Session
Main focus
Teaching summary
Sentence grammar 1
Use relative
clauses to write
a caption, giving
additional
information
Recap how to use relative clauses effectively

using Connection (NF ITP 5.1.3).
Read Screen 5 of the eBook on whale
migration. Highlight how a relative clause is
used to present clarifying information, e.g. The
story of the whales migration begins in the
Pacific Ocean, where the whales breed and
give birth to their calves.
Reread other spreads from the eBook to
identify where relative clauses are used
similarly. Discuss how using the relative clause
in this way adds to the readers understanding
of the text.
Core: Using Photo extras (NF PCM 5.1.7), the
children write as many captions as they can,
including relative clauses beginning with who,
which, where, why or whose to provide
additional information.
Support: Using Photo extras (NF PCM 5.1.7) and
working in pairs, the children to write as many
captions as they can, including relative clauses
beginning with who, which, where, why or
whose to provide additional information.
Extend: Using Photo extras (NF PCM 5.1.7), the
children write as many captions as they can,
including relative clauses beginning with who,
which, where, why or whose to provide
additional information. They then use additional
secondary sources to research captions and styles
from a range of other places. The children record
any good examples they find for reference during
their own writing.
Objectives: Use relative clauses

Spoken language: Listen and respond appropriately; Participate actively in conversations
Digital Resources: eBook of Animals on the Move, NF ITP 5.1.3
Session
Main focus
Teaching summary
Sentence grammar 2
Discuss how
relative clauses
can be used in a
persuasive
context
Read the advertisement in the supplementary

text pop-up on Screen 5. Explore how relative
clauses are used to present clarifying
information in the context of a persuasive
advertisement, e.g. ... which is the whalewatching capital of Australia; ...fully equipped
with the latest whale-watching technology etc.
Discuss how commas are used to clarify
Core/Support: In mixed-ability pairs, the children

use Whale watching (PCM 5.1.8) to create a brief
audio commentary for whale watchers on a tour
boat. They should use information from Screen 5 of
the eBook and add relative clauses to present
interesting information in a clear way.
Discuss how
relative clauses
Extend: Individually, the children use Whale
Page 8 of 16
can be used to
avoid ambiguity
Create an audio
commentary
using relative
clauses to
present
information
clearly
meaning and avoid any ambiguity.

Model how commas can be used to avoid
ambiguity, e.g. The whale which had survived
the storm was tracked for the rest of its journey.
(i.e. there was another whale that did not
survive and could not be tracked). Compare
this sentence with: The whale, which had
survived the storm, was tracked for the rest of
its journey.
Remind the children of the differences between
spoken and written language and the
importance of choosing the appropriate
register. They could listen to the video pop-up
on Screen 5 as an example of the tone and
style they should use.
watching (PCM 5.1.8) to create a brief audio

commentary for whale watchers on a tour boat.
They should use information from Screen 5 of the
eBook and add relative clauses to present
interesting information in a clear way. Then
challenge them to use the same format to write a
commentary for a tour featuring a different animal
from the eBook.
Come back together as a class. The children
perform their commentaries to one another, and/or
record them (if resources allow), using appropriate
intonation so that the information is communicated
clearly.
Objectives: Use commas to clarify meaning or avoid ambiguity in writing

Spoken language: Speak audibly and fluently using Standard English; Gain the interest of the listener; Select and use appropriate registers
Page 9 of 16
Composition tasks
Long composition 1
Session
Day 1: Planning
Main focus
Collect ideas for a
report on an
animal migration
using skimming
and scanning
skills
Teaching summary
Explain that the final outcome of the unit is a

chronological report about a specific animal
migration. What is the purpose of a written
report?
Use Features of a report (NF ITP 5.1.2) to recap
the success criteria for this task.
Read Screens 7 and 8 of the eBook about
different types of animal migration around the
world. Choose an animal and model the steps
involved in creating a report, e.g. researching
facts, deciding what readers would want to know,
etc. Explain that this report will be added as a
new spread to the eBook.
Core/Extend: The children choose another animal

from Screens 7 and 8 of the eBook and begin to
research their own reports using books, websites and
other resources. Remind the children to use their
skimming and scanning skills to identify relevant
information, and their note-making skills to record this.
If the children have completed Depth Focus 1, they
could use their work to help them with this planning.
Allow additional time for research outside of the
session, possibly as a homework task.
Support: In pairs and referring to Features of a

report (NF ITP 5.1.2) for support, the children choose
another animal from Screens 7 and 8 of the eBook
and begin to research their own reports using books,
websites and other resources. Remind the children to
use their skimming and scanning skills to identify
relevant information, and their note-making skills to
record this. If the children have completed Depth
Focus 1, they could use their work to help them with
this planning. Allow additional time for research
outside of the session, possibly as a homework task.
Objectives: Identify audience/purpose of writing and select appropriate form; Note and develop initial ideas
Spoken language: Listen and respond appropriately

Photocopiables: N/A
Session
Day 2: Planning and
writing
Main focus
Plan and write a
chronological
report on an
animal migration
Teaching summary
Recap the writing task. What facts have you

found out about your chosen animal? Collect
answers on the Learning Wall.
Using Report features (NF ITP 5.1.2) remind the
children about the features of a report. Model how
you could use these to organise and present your
Core/Extend: The children plan and draft their

reports, including relevant features to organise and
present their research. Encourage them to check
whether they have used relative clauses appropriately
to communicate information effectively.
Page 10 of 16
research, e.g. This is an interesting fact that I will

pick out in text box, etc.
Use Modelled Writing to draft a section of the
report focusing on using relative clauses to
present clarifying information, e.g. The elephant
seal, which gets its name from its trunk-like nose,
migrates twice in a year.
Support: Use Modelled Writing to show the children

how to turn their planning into writing, using one of
their plans as an example. The children then begin
writing their own reports, using their plans from the
previous session.
Objectives: Note and develop initial ideas; Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance
meaning; Use a range of devices to organise and structure text/guide reader; Use relative clauses
Spoken language: Give well-structured descriptions, explanations and narratives

Photocopiables: N/A
Session
Day 3: Reviewing and
editing
Main focus
Evaluate reports
against the
success criteria
Use feedback to
edit and improve
reports
Teaching summary
Use Effective reports (NF ITP 5.1.4) to discuss

the success criteria that should be used to
evaluate the childrens reports. Add any other
success criteria to the list as necessary.
Core/Extend: The children complete their draft

reports. Talk Partners then evaluate each others work
against the success criteria on Effective reports (NF
ITP 5.1.4) using Two Stars and a Wish. The children
then edit and improve their reports as required.
Support: The children complete their draft reports.

Work with the children to assess these against the
success criteria on Effective reports (NF ITP 5.1.4)
using Two Stars and a Wish. Give simple suggestions
for improvement so that the children can then edit and
improve their reports as required.
Objectives: Assess effectiveness of own and others writing
Spoken language: Articulate and justify answers; Participate actively in conversations

Photocopiables: N/A
Digital resources: NF ITP 5.1.4
Long composition 2
Session
Main focus
Teaching summary
Page 11 of 16
Day 1: Planning
Collect ideas for

a web page that
tracks an animal
from the eBook
Use success
criteria and
information from
the eBook to
draft a web page
Read Monarch butterfly monitor in the

supplementary text pop-up on Screen 3 of the
eBook. Discuss the organisational and
presentational features used, e.g. navigation
bar, information organised by month, images,
etc.
Using Web success (NF ITP 5.1.5), agree a list
of success criteria for an effective web page.
Explain that the children are going to create a
web page for a website about one of the other
animals in this eBook. Talk Partners discuss the
intended audience for their web pages and how
this might affect their planning.
Collect ideas, asking the children to explain
their choices.
Core/Support: In mixed-ability pairs, the children

work out the presentational features of web pages
that are most appropriate to their intended
audience. They then begin to draft their web-page
content using information from the eBook.
Extend: The children work independently to record
the presentational features of web pages that are
most appropriate to their intended audience. They
then begin to draft their web-page content using
information from the eBook.
Objectives: Use a range of devices to organise and structure text/guide reader

Spoken language: Give well-structured descriptions, explanations and narratives; Consider and evaluate different viewpoints
Photocopiables: N/A
Session
Day 2: writing and
reviewing
Main focus
Teaching summary
Share draft web

pages and use
feedback to work
towards a final
draft
Using Web success (NF ITP 5.1.5), recap the

success criteria for web pages and why bearing
the intended audience in mind is important.
Pairs or individuals share the draft work already
done, explaining their presentational choices.
Share examples of good ideas and good
practice relating these back to the success
criteria on NF ITP 5.1.5. Discuss particular
language choices and why they are effective.
The children Think-Pair-Share ideas for what
needs to be done to get their writing to the next
stage, i.e. ready for presentation in the next
session.
Core/Support: The children continue to work in
pairs to draft text for their web pages, taking into
account the feedback from teaching session. They
work towards a final draft that is ready for
presentation.
Extend: The children continue to draft text for their
web pages, taking into account the feedback from
teaching session. They then share their ideas again
with Talk Partners and take more feedback. They
work towards a final draft that is ready for
presentation.
Objectives: Use a range of devices to organise and structure text/guide reader; Assess effectiveness of own and others writing
Spoken language: Articulate and justify answers; Consider and evaluate different viewpoints
Photocopiables: N/A
Page 12 of 16

Session
Day 3: Writing and
presenting
Main focus
Complete and
share final web
pages
Teaching summary
Recap Web success (NF ITP 5.1.5) and
prepare the children to complete their writing.
Core/Support: Each pair finalises their web page
and, when complete, joins with another pair to
evaluate it against the success criteria on Web
success (NF ITP 5.1.5), giving Two Stars and a
Wish.
Extend: The children finalise their web pages and,
when complete, share them with Talk Partners to
evaluate against the success criteria on Web
success (NF ITP 5.1.5), giving Two Stars and a
Wish.
Come back together as a class. The children
present their work, either in written or print form,
and display it. If possible, publish the web pages on
the school website.
Objectives: Use a range of devices to organise and structure text/guide reader; Assess effectiveness of own and others writing
Spoken language: Listen and respond appropriately; Articulate and justify answers
Photocopiables: N/A
Page 13 of 16
Consolidation
Session
Consolidation
Main focus
Use evidence
from the text to
evaluate and
provide an
answer to the
Big Question
Teaching summary
Recap the Big Question: Which animal makes

the toughest migration?
Discuss the criteria that could be used to
answer this question (e.g. distance travelled,
predators faced, etc.).
The children work in mixed-ability groups of four or

five to decide which animal makes the toughest
migration. Ask each group to identify three pieces
of supporting evidence to support their answer.
Come back together as a class at the end of the
session to take feedback, encouraging the children
to give evidence to support their choices. Reflect on
how the features of non-fiction texts they have
studied texts helped them to answer the question.
Objectives: Identify and summarise main ideas; Explain/discuss their understanding of what they have read (include presentations/debates)
Spoken language: Articulate and justify answers; Give well-structured descriptions, explanations and narratives
Photocopiables: N/A
Digital resources: N/A
Page 14 of 16
Grammar lessons
Grammar Lesson 1: Y5 Relative pronouns
Main focus
Recognise relative pronouns
and relative clauses
Teaching summary
Show Flora and Frank captions (G ITP

5.1.10). Read the captions to the pictures, and
click the text to identify the relative pronouns
in each caption and the noun to which they
refer. Discuss how these pronouns are used to
introduce extra detail.
Show Flora and Frank story (G ITP 5.1.11)
and read the story about Frank, Flora and the
spider.
How many relative pronouns can you find in
the story, and which details do they introduce
each time? (There are six, each introducing a
relative clause.)
Explain that sometimes we miss out relative
pronouns, and this has happened in the final
sentence can the children spot this
example? (Or will the Boruncula spider be the
last spider [that] Frank and Flora ever see?)
Pen and paper: The children use G PCM 5.1.7. They highlight the
relative pronouns and underline the relative clauses. Click to show this
on G ITP 5.1.10.
Practise and perform: Using G PCM 5.1.8, ask the children to read the
story in pairs. One reads the main narrative, pausing at each relative
pronoun. The other reads the relative clause.

Photocopiables: G PCM 5.1.7, G PCM 5.1.8
Digital resources: G ITP 5.1.10, G ITP 5.1.11, Pilot's Licence 5.5
Further Activities:
Activity 1
Pen and paper: Using G PCM 5.1.7, the children add a relative pronoun and further detail to each caption.
Use the quiz (Pilot's Licence 5.5) to reinforce children's knowledge of the terminology and content of the lesson.
Page 15 of 16
Grammar Lesson 2: Y5 Relative clauses

Main focus
Use relative clauses
Teaching summary
Show Drop in the detail 1 (G ITP 5.1.13).

Ask the children to choose a relative clause to
put into the sentence. Drag the sentence
apart, and drag the relative clause into place.
Decide whether any commas are necessary to
help the reader and use the pen tool to insert
them if so.
Divide the class into two groups.
Ask one group to read the first part of the
sentence, the other group to read the relative
clause, and the first group to read the last part
of the sentence.
Cut and paste: The children use G PCM 5.1.9. They cut the sentences
into two parts, choose a relative clause and stick the new complete
sentence onto a large sheet of paper.
Top tip: This is a useful point to reiterate the

difference between whose (relative pronoun,
meaning belonging to) and whos (short for who
is or who has).
Repeat using Drop in the detail 2 (G ITP

5.1.14). Point out that sometimes you dont
need to use commas to separate off the
relative clause, e.g. when it begins with that.

Photocopiables: G PCM 5.1.9
Digital resources: G ITP 5.1.13, G ITP 5.1.14, Pilot's Licence 5.7
Further Activities:
Activity 1
Provide a sentence, e.g. The knight killed the dragon, The shop is on the corner. The boy has gone home. Talk Partners think of a relative clause. Take
feedback. Ask one half of the class to say the original sentence, pausing so that the relative clause group can drop in each time.
Activity 2
The children work in groups of three to play Consequences. Give them some names of people to start them off, e.g. The ogre, The zombie, The baby. The
first child writes the name at the top of the sheet, folds it over, and passes it on to the next child. The next child writes a relative clause beginning with who,
folds the paper and passes it on. The third child writes the end of the sentence. The children then unfold the paper, read through the sentence and check for
correct punctuation.
Page 16 of 16
Use the quiz (Pilot's Licence 5.7) to reinforce children's knowledge of the terminology and content of the lesson.
Grammar Assessment
At the end of each term, once all four units have been covered for the year group, childrens individual knowledge of the grammar concepts taught during the unit
can be assessed using the printable grammar progress check and mark scheme.
About the Grammar Progress Checks

Grammar Progress Check: Year 5, Autumn Term
Grammar Progress Check Answers: Year 5, Autumn Term
You can record childrens attainment on the Grammar Progress Checks using the editable Class Record.

Non-Fiction Unit 5.1 Animals On The Move

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Non-Fiction Unit 5.1 Animals On The Move

Загружено:

Авторское право:

Доступные форматы

Page 1 of 16

Non-fiction Unit 5.1 Animals on the Move

Introduce the Big Question for the children to

Objectives: Retrieve, record and present information from non-fiction

Discuss how difficult the wildebeests migration

(Before starting the Activity, appoint two or three

the calves will not survive), etc..

the eBook to different groups. The children make

Use Fact or opinion (NF ITP 5.1.1) to discuss

Core: The children use Find it! (NF PCM 5.1.2) to

Identify facts and

Support: In pairs, the children use Fact or

Objectives: Distinguish between statements of fact and opinion

Model using the Contents and Index screens of

Core: The children answer the questions on Quiz

questions (Where would I find out more about

answers. They then work in pairs to set their own

Read the animal fact files in the supplementary

Core: The children choose another animal from a

Support: The children to work in pairs to choose

animal migration. Challenge them to use their own

Discuss the features of a report text using

Core: The children use Animal report (NF PCM

Recap how to use relative clauses effectively

Objectives: Use relative clauses

Read the advertisement in the supplementary

Core/Support: In mixed-ability pairs, the children

Extend: Individually, the children use Whale

meaning and avoid any ambiguity.

watching (PCM 5.1.8) to create a brief audio

Objectives: Use commas to clarify meaning or avoid ambiguity in writing

Explain that the final outcome of the unit is a

Core/Extend: The children choose another animal

Support: In pairs and referring to Features of a

Spoken language: Listen and respond appropriately

Recap the writing task. What facts have you

Core/Extend: The children plan and draft their

research, e.g. This is an interesting fact that I will

Support: Use Modelled Writing to show the children

Spoken language: Give well-structured descriptions, explanations and narratives

Use Effective reports (NF ITP 5.1.4) to discuss

Core/Extend: The children complete their draft

Support: The children complete their draft reports.

Objectives: Assess effectiveness of own and others writing

Spoken language: Articulate and justify answers; Participate actively in conversations

Collect ideas for

Read Monarch butterfly monitor in the

Core/Support: In mixed-ability pairs, the children

Objectives: Use a range of devices to organise and structure text/guide reader

Share draft web

Using Web success (NF ITP 5.1.5), recap the

Digital resources: NF ITP 5.1.5

Recap the Big Question: Which animal makes

The children work in mixed-ability groups of four or

Show Flora and Frank captions (G ITP

Objectives: Use relative clauses

Grammar Lesson 2: Y5 Relative clauses

Show Drop in the detail 1 (G ITP 5.1.13).

Top tip: This is a useful point to reiterate the

Repeat using Drop in the detail 2 (G ITP

Objectives: Use relative clauses

About the Grammar Progress Checks

Вам также может понравиться