Download Free Lesson Plan Units

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Click on a year group to see how our other plans match the National Curriculum Programmes of Study.

Primary Literacy Lesson Plan Pack, download over 60 lesson plan units for just £14.99 Click here for a full list of the units included in the package.

Free Lesson Plans: Links to the National Curriculum Programs of Study

Plan Reading Teaching Objectives Writing Teaching Objectives Spelling Teaching Objectives Grammar Teaching Objectives Text Type

Little Red Hen
  • Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics.
  • To write a simple story, based on a traditional tale
  • To read and spell said, who, me, I
  • Narrative
    Traditional Tale

    Goldilocks and the Three Bears
  • Recognise and join in with predictable phrases
  • To say out loud what they are going to write about
  • I can add ‘s’ to make bear plural
  • To know how words make a sentence
  • Narrative
    Traditional Tale

    Matilda
    Author: Roald Dahl
  • To listen to, discuss and express views about contemporary and classic poetry
  • To discuss and clarify the meanings of words
  • To recite a section of poetry by heart demonstrating understanding through intonation and gesture
  • Poetry

    Matilda
    Author: Roald Dahl
  • To read aloud what they have written with appropriate intonation to make the meaning clear
  • To recognise simple recurring literary language in poetry
  • To plan or say out loud what they are going to write about
  • To write down ideas and/or key words, including new vocabulary
  • To evaluate writing with the teacher and other pupils
  • To start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left un-joined
  • To use sentences with different forms: statement, question, exclamation, command
  • Poetry

    All About Wolves
  • To retrieve and record information from non-fiction
  • To use contents pages and indexes to locate information
  • To ask questions to improve their understanding of a text
  • To draft and write using simple organisational devices [for example, headings and sub-headings]
  • To discuss and record ideas
  • To use prefixes (to create nouns where appropriate)
  • Revision of adding s, ed, ing to verbs
  • To use headings and sub-headings to aid presentation
  • Non Fiction
    Non-Chronological Report

    All About Wolves
  • To retrieve and record information from non-fiction
  • To use contents pages and indexes to locate information
  • To ask questions to improve their understanding of a text
  • To summarising the main ideas drawn from more than one paragraph
  • To discuss and record ideas
  • Revision of commas in a list
  • Non Fiction
    Non-Chronological Report

    Friend or Foe
    Author: Michael Morpurgo
  • To infer characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • To discuss understanding of texts and to explain the meaning of words in context
  • To ask questions to improve their understanding of a text
  • To plan writing by discussing
  • To use fronted adverbials [for example, Later that day, I heard the bad news
  • To use paragraphs to organise ideas around a theme
  • Historical
    Narrative

    Anne Frank
    Author: David A Adler
    Friend or Foe
    Author: Michael Morpurgo
  • To discuss understanding of texts and to explain the meaning of words in context
  • To ask questions to improve their understanding of a text
  • To creating settings, characters and plot through narrative writing
  • To identify how language, structure, and presentation contribute to meaning
  • To assess the effectiveness of children’s own and others’ writing and suggesting improvements
  • To organise paragraphs around a theme
  • To use expanded noun phrases
  • To use powerful verbs
  • Historical
    Narrative

    The Yellow Star
    Rose Blanche
    Author: Ian McEwan
  • To discuss understanding of texts and to explain the meaning of words in context
  • To ask questions to improve their understanding of a text
  • To creating settings, characters and plot through narrative writing
  • To assess the effectiveness of children’s own and others’ writing and suggesting improvements
  • To organise paragraphs around a theme
  • To use fronted adverbials [for example, Later that day, I heard the bad news
  • To use paragraphs to organise ideas around a theme
  • Historical
    Narrative
  • To read and discuss a wide range of fiction and increase familiarity with books from other cultures and traditions
  • To predict what might happen from details stated and implied
  • To include narrator’s viewpoint through specific detail
  • To note and develop initial ideas, drawing on reading and research where necessary
  • To assess the effectiveness of their own and others writing
  • To propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  • To perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear
  • To revise use of apostrophe for possession
  • To revise main and subordinate clauses
  • To use relative clauses beginning with who, which, where ,when, whose, that or with an implied (i.e. omitted) pronoun
  • Narrative
    Letter Writing
  • To investigate a range of texts from different cultures
  • To identify the point of view from which a story is told and how this affects reader’s response
  • To consider how authors have developed characters
  • To plan oral retelling taking into account how authors develop characters
  • To perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear
  • To note and developing initial ideas, drawing on reading and research where necessary
  • To revise prepositions
  • To understand and use term preposition
  • To revise the use of punctuation marks in complex sentences
  • To revise the use of the apostrophe for possession
  • Narrative
  • Participate in discussions about books, building on their own and others’ ideas and challenging views courteously. Provide reasoned justifications for their views
  • To reading books that are structured in different ways and reading for a range of purposes
  • Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
  • Retrieve, record and present information from non-fiction
  • Use a wide range of devices to build cohesion within and across paragraphs
  • desperate
  • determined
  • communicate
  • community
  • yacht
  • Layout devices, such as headings, sub-headings, columns, bullets
  • Cross Curricular unit - Non-Chronological Report
    Chronological Recount