1. Engage

During the 'Engage' part of an English unit, we...

Where possible, we include a fascinator/experience/set the context to engage the children and bring their writing to life– just a small investment in time can result in a big pay-off.
If pupils are to become successful in academic life, they need to be able to get meaning from text, which in turns means being able to build meaning using the more sophisticated vocabulary of written language. As a result, we have key vocabulary for every English unit. Multiple encounters of these key words take place over the English unit to become permanently and flexibly represented in pupils’ vocabulary repertoires.
Boxing-up the structure of a text is a very useful strategy we use to help children internalise a sense of structure in writing. To work out the underlying structure, a stimulus text is used and together, the teacher and the children problem-solve the text, to work out the pattern of the discussion piece
Children use their knowledge of grammar, punctuation and spelling to do a stylistic analysis, commenting on the effectiveness of a text.
Begin the lesson by retelling the story aloud to the class, modelling how expression and tone enhances the storytelling,
We generate excitement and anticipation of a text by retelling the text using expression and tone. The children learn the text off by heart internalising of the text to use at a later date. Simple and clear text/story maps and actions are used to help aide their memory.
Drama is a key strategy to help pupils deepen their imaginative engagement with a story.

Creative Hook

Year 1 built their very own rockets! They used recyclable items from home and imagined that the rocket we made was the rocket that was in our new story “The Way Back Home”.

Year 2 learnt that their new English unit was going to be based on a book that is all about squirrels. They talked about how Autumn is a busy time for squirrels and then went for a walk to Wandle Park, to go on an acorn hunt! They looked for squirrels and acorns, but also signs of any other animals that live there too. They drew pictures of the trees and leaves and did some leaf rubbings as well.

Year 3 entered a Stone Age world by crawling through a “portal” into a cave-like classroom. Inside, we explored Stone Age artifacts and discussed the importance of cave paintings. Using pastels, they created our own cave art on brown paper attached to the underside of tables, just like real cave walls. This immersive activity helped them understand how Stone Age people told stories through art, setting the stage for our work on Stone Age Boy.

Mission Impossible! Year 4 were set several missions across an English unit- their first mission was a spy-licious secret which launched their journey story unit.

In groups, Year 5 researched humorous and positive news story, took reporter notes and then presented to the class in the style of a TV news report. They discussed the recent news stories that they have read and talked about any common features that they noticed.

Year 6 launched their Balanced Argument English unit with some debating of their own. They worked in groups and then had a class debate.