Primary Projects
Primary Projects

An Introduction

A Theme Based Resource

This resource consists of a group of literacy sessions based upon a theme aimed at year 6. Using a theme allows for the use of a group of texts with which the children can engage. A theme also enables the combination of fiction and non fiction or poetry and narrative, focusing on the theme rather than the genre. I have chosen “diaries” for my theme.

The texts I have chosen to use for “diaries” are explained in more detail here. The choice of texts is limitless and a personal decision. However, I have chosen these texts for specific reasons; their varying styles, suitability for age group, contrasting subject matter, and a range of fiction and non fiction. I ensured I had a good knowledge of each text I chose. “Diaries” enable children to explore the use of 1st person perspective in various contexts. Children can compare the purposes of these texts and differentiate between them.

How to use this resource:

The sessions are broadly planned in phases. Each phase includes a time frame, learning objectives linked to The Primary Framework, learning outcomes and activities. It is important to read the phases page prior to the detailed activity pages; the phases provide a context for the activities to be taught. Some of these activites are then detailed (see links). The phases aim to build up a base of knowledge and understanding of the texts which will enable the learning outcomes of the unit as a whole to be achieved. The unit has broad learning objectives stated initially and detailed learning objectives for each activity.

The time scale is flexible and adaptable. In my experience it is restrictive to work to a rigid timetable. I have given a guide to timings involved for the phases and the activities, however, each class is different and this is open to interpretation.

Overall outcomes of sessions:

Through this process the children will learn how to; analyse and understand a diary text using inference, compare and contrast diary texts, write in 1st person perspective in character, create and use a blog and ultimately write and perform scripts using the knowledge gained throughout the sessions. The activities exemplified allow a practical approach to achieving these outcomes. The phases also include clear cross curricular links to ICT.

Through the phases the children will gain confidence and understanding of the texts which will enable them to write scripts of their own and perform scenes based on their group diary texts. This block of work links with unit 1, year 6: “reading and writing of narrative plays”. However, it also incorporates many other skills as detailed in the planned phases and detailed activities.

Build up work prior to themed sessions:

Consider creating a display showing various examples of diary entries (fiction and non-fiction), vocabulary relating to diaries, example of weblogs, articles about diaries, pictures of famous people who have published diaries. Be creative with this display board, it will inspire the children and give them an understanding of the theme. It also gives a context for the following work. This can be the beginning of something that the children can add to throughout the following weeks.

Read Kensuke’s Kingdom as a class shared text. Read the group texts through guided reading sessions in preparation for these sessions. This could be done throughout the theme. However, the benefit of having prior knowledge of these texts, in order to explore them in depth, is great.

To you use this resource most successfully I suggest looking at the pages in the following order: