British School Unit Template

Teacher(s) Roopshree Subject English

Unit Title Narrative poems Year Group Y3 Dates

Unit focus: inquiry Standards and Assessments

Recognising some different forms of poetry. (Subject aims & objectives/National Curriculum objectives, and
what assessments will be used to create evidence of reaching
those standards)

Unit focus: skills Alignment

I can show I understand what a narrative poem is. Horizontal Alignment

I can identify the features of a narrative poem. (How this unit connects vertically and horizontally, according to
the grade level, e.g. CAS/TOK for IB) Vertical and Horizontal
boxes

Vertical Alignment
Reflection point: Anticipating the Teaching and Learning Context for this unit

(Pre-planning brainstorm space: essentially a SWOT analysis. What assumptions are being made about what the students
already know; resources needed and availability; potential disruptions from the calendar, who will be responsible for
creating flipcharts, what will the TA be doing, etc.)

(Purpose of this is to start to anticipate any big-picture obstacles or opportunities. If there is a holiday mid-way through the
unit, how are you going to ensure continuity of learning, for example. )

Key Vocabulary:
Narrative, poetry, storytelling, rhythm, rhyme, metre, verse, speech, punctuate, alliteration, simile, metaphor, parody,
dialogue, vocabulary, plot.

Key Resources: Little Red Riding Hood and the Wolf from Revolting Rhymes and Dirty Beasts by Roald Dahl Coloured
pencils
Vocabulary Display Cards – as required Differentiated Narrative Poetry Features Activity Sheet - per child
Teaching and Learning Process: Developing Independent Learners

Approaches to learning (ATL) - how will this be Learner Profile - how will this be introduced and developed?
introduced and developed?

𑂽 Thinking Details: 𑂽 Inquirers Details:

𑂽 Social 𑂽 Knowledgeable
𑂽 Communication 𑂽 Thinkers
𑂽 Self-management 𑂽 Communicators
𑂽 Research 𑂽 Principled
𑂽 Open-minded
𑂽 Caring
𑂽 Risk-Takers
𑂽 Balanced
𑂽 Reflective
Teaching and Learning Process: Pedagogy
● How will all learners have multiple opportunities to access and comprehend the content?
● How will all learners have multiple opportunities to investigate and express their understanding?
● How will all learners be continually engaged and motivated throughout this unit?

𑂽 activating prior learning
𑂽 Presenting information in different ways
𑂽 Use of technology
𑂽 problem solving opportunities
𑂽 student choice
𑂽 international perspectives 𑂽 strategies to help students persist and be motivated
𑂽 Identifying barriers to comprehension 𑂽 Multiple supports for different learners
𑂽 Reflection to build comprehension 𑂽 Support for language development/ Key vocabulary
𑂽 differentiated tasks/outcomes 𑂽 opportunities to practice skills
𑂽 opportunities for student initiative and creativity 𑂽 extension activities
Teaching and Learning Process: Assessment
● How will a range of assessments be used to support, and report on, the learning process?
● Write as a 1:1 matching assessment for the success criteria, i.e. demonstrate how the formative assessments
aligned with the summative assessment, which in turn aligned with the success criteria

Success criteria Summative assessment Formative assessments

What the student needs A task which concludes Tasks which (A) build on the previous assessments but now provide
to demonstrate at the the unit, and provides opportunities to practice one or two of the skills needed for the
end of the unit; the evidence of achievement summative, and (B) diagnostic tasks that indicate current levels of
reason for the understanding, readiness to move forward, e.g. a pop quiz, questions
summative assessment during a lesson starter activity)
Weekly Planning:
Week Teaching and Learning Activities Notes

Reflection ● What is going well?

point: Unit ● What changes need to be made for the second half of the unit?
mid-point

6
Reflection point: Unit conclusion – what went well, what needs to change? What data do you have as evidence?

𑂽 Curriculum Objectives 𑂽Assessment objectives 𑂽 Teaching and Learning Process 𑂽 Independent Learners
𑂽 Use of technology 𑂽 Internationalism 𑂽 School’s Mission and Vision