Literacy Year R/1: Summer b – Weeks 1-3 Narrative: Unit 4a fantasy Worlds



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Literacy Year R/1: Summer B – Weeks 1-3 Narrative: Unit 4A Fantasy Worlds




Objectives

Text

Word/Sentence

Independent group activities


Outcomes

These plans run alongside a structured synthetic phonics programme: Code-Breakers, which fits the Rose criteria, available from the English section of Hamilton site.

For the first week you will need access to several copies of The Gruffalo, by Julia Donaldson.

Week 1 Monday

Main focus: Listen to a story and sequence it for retelling.

1/1. Tell stories and describe incidents.

1/7. Identify events.

1/8. Visualise/comment on characters in stories.

R/2. Listen with enjoyment to stories, sustain attentive listening, respond with comments.

R/7. Retell narratives in the correct sequence.

R/5. Explore sounds/words


Start reading The Gruffalo by Julia Donaldson. Read the first 12 pages up to the appearance of the Gruffalo. Ask chn if they think there’s such a thing as a Gruffalo. This is a made-up animal! What will happen now? Note some of their predictions on f/c. Read the rest of the story. Discuss what happened. Why did the animals flee from the mouse? Were their ideas close?

Look at the language in the story. What do we notice? Rhymes, regular rhythms, patterns, repetition… Point out that this is really a poem. What other stories do we know which are poems? (Owl and the Pussycat, etc.) Look again at the text. Why are some parts in italics? It shows who is talking? Point out that the author could have used speech bubbles. Show a book that does this.

Easy

Provide chn with a set of pictures of the animals that the mouse talks to (see week’s resources). Chn have to stick these in the order in which the mouse meets them. They use these as prompts to help them re-tell the story in sequence. TD



Medium

Chn use the pictures (see week’s resources) and stick them in the order of the book. In their own words, they write what the Gruffalo will do to each animal beside it. Needs adult



Hard

Chn write a summary of story in four or five sentences. They should think about how story begins, what happens in the middle and how it ends.



Children can:

1. Read a story together.

2. Use pictures to sequence a familiar story.

3. Identify rhyming words.



Hard

4. Use sentences to sequence the main events of a familiar story.

Plenary

Using plan resources cut-out the illustrations and muddle them up. Chn help you sort in the correct sequence for the story.


Week 1 Tuesday


Main focus: Use initial sounds. Write a description.

1/2. Listen with good concentration.

1/5&6. Use phonics to recognise initial sounds & spell these.

1/7. Make predictions.

R/9. Attempt writing for different purposes.

R/2. Extend their vocabulary, exploring meaning and sound of new words.

R/11. Write captions, and begin to form simple sentences using punctuation.


Re-read part of The Gruffalo where mouse first meets him! How is he described? Enlarge description & read it a couple of times tog. Underline descriptive words. Could we draw a Gruffalo from this description? Draw him on f/c, from description (not picture!). Explain that we are going to make up our own monster! What might we call it?

Look at the word ‘Gruffalo’, underline Gruff. What does this mean? Think about other describing words we could use as part of our monster’s name? (Huge (Hugello) or Bulgy (Bulgymo) etc.) Brainstorm some ideas and write these clearly on f/c, demonstrating sounding out techniques.

Easy/Medium

Chn use an idea of a monster name from f/c and draw the monster with care. They write descriptive words beside it (see plan resources for a template if appropriate).


Medium/Hard

Chn work individually to write a description of a monster like Gruffalo, either choosing a name from f/c or making up own. They write 1/2/3 sentences, using descriptive language. Provide some prompts: What is your monster’s mouth like? What colour is he? What colour are his eyes? Does he have claws? Teeth? etc. (See plan resources for a template if appropriate for some chn) TD with Med



TA with Hard

Children can:

1. Identify describing words in text.

2. Use ‘Gruffalo’ to invent new descriptive name.

Hard

3. Write descriptive sentences.


Plenary

Share some of chn’s descriptions. Which monsters are the most scary?

Week 1 Wednesday


Main focus: Plan writing based on a familiar text.

1/1. Experiment with new stores of words to communicate.

1/8. Visualise and comment on events & characters.

R/4. Use language to imagine and recreate roles and exp.

R/3. Interact with others, negotiating plans & taking turns.

R&1/12. Write most letters correctly formed.


Teach this second:

Enlarge the page where Mouse and Gruffalo meet Snake. Read it together. Read the next two parts where they meet Owl and Fox. Imagine they meet another animal e.g. toad, bat, mole. Write own verse using exactly the same format.


Teach this first:

Re-read a section of The Gruffalo. Underline rhyming words. Look at spellings. Are all rhyming words spelt the same? Look at some rhyming words which are spelt the same. Note some different spellings for common rhymes: nose/toes, know/no, who/flew.



Easy

Chn work in pairs to brainstorm ideas for how their new animal will look. They start to write new verse (finish tomorrow) using the writing frame in resources.



Medium

In pairs chn brainstorm ideas for an animal Gruffalo and Mouse meet in the wood. Using the writing frame in the plan resources, chn begin writing their own additional verse.



Needs adult

Hard

Chn write new verses to describe how the Gruffalo and Mouse meet one or two new animals. TD



Children can:

1. Write some words forming letters correctly.



Medium/Hard

2. Write a verse based on one read.

3. Write legibly.

Plenary


Ask chn to share their ideas. Praise chn who have listened well.

Week 1 Thursday

Main focus: Write additional pages for a story in same style.

R/10. Attempt writing a verse.

1/9. Choose what to write, plan and follow through.

1/10. Use planning/simple structures to establish clear sections for writing.

R&1/11. (Begin to) Use capital and full stops when punctuating simple sentences.


Return to the pages where Mouse and Gruffalo meet one of the animals e.g. snake, or fox or owl. Show chn the writing frame (see plan resources) explaining how the format for their piece of writing has come from the story.

Provide check-list of features chn should include:

  • Finger spaces between words,

  • Letters correctly formed, mostly of same size (may include some evidence of joining letters).

  • Sentences begin with capital letter and end with a full stop.

Easy/Medium/Hard


Give chn time to complete the piece of writing that they began yesterday. After they have completed their verse, checked that it has included the features you asked for in the input, then, they may illustrate their page. TD as required

Children can:

1. Create extra pages for a story using format and style of original.

2. Write sentences with correct punctuation.

Plenary


Ask chn to swap their piece of writing with a partner. Read out the items on the check list, created in the word/sentence section of the lesson, for the partner to check that these are present in the writing. If necessary chn edit writing based upon partner’s recommendations. Invite some partners to read the writing they are ‘marking’.

You will need a DVD of ‘Monsters Inc’ to show chn in the session on Friday

Week 1 Friday



Main focus: Understand the concept of a fantasy setting.

1/2. Watch films & express how a story was presented.

1/7. Identify main events/characters in stories/draw ideas together.

R/8. Show an understanding of the main elements of stories such as settings.

R/2. Sustain attentive listening, responding with comments.


Show chn the DVD cover of ‘Monsters Inc.’ Ask chn if they have seen the film before. Explain that in the film, there is a city full of Monsters (a place called Monstropolis). Before you show chn the DVD ask those chn who have already seen the film to think of differences between Monstropolis and our own world, and list these on one half of the f/c. Explain that you would like chn to watch part of the film, and to notice any more differences between our world and Monstropolis. Show chn all of Scenes 1 - 6 of the DVD. Discuss the differences that they have seen between our world and Monstropolis.

Easy/Medium/Hard

Ask chn to work in pairs/threes to choose one object or scene from Monstropolis that struck them as REALLY different from our own world. They should draw this and annotate it with captions/headings. TD



Children can:

1. Compare similarities and differences between their environment and a fictional setting.



Plenary

Discuss the world of the film ‘Monsters Inc.’ Do chn think that some of the things which they have in that world will be in this world in the future? What inventions do chn think will happen to change our world to make it more like Monsters Inc.? Depending on the available time watch all the film with chn?








Objectives

Text

Word/Sentence

Independent group activities

Outcomes


These plans run alongside a structured synthetic phonics programme: Code-Breakers, which fits the Rose criteria, available from English section of Hamilton website.

You will need: ‘Monsters Inc.’ DVD plus the Animated tale Monster Goes for a Drive, available to download from Hamilton website, in Reception Animated Tales section.

Week 2 Monday


    Main focus: Compare fictional settings with own experiences.

1/2. Express views on how a story has been presented.

1/3. Explain views to others.

1/7. Recognise main elements that shape texts.

1/8. Comment on events & characters.

R/7. Know that print carries meaning/read left to right.

R/1&3. Use talk to sequence events and clarify ideas.

R/8. Listen with enjoyment to story, respond with comments.


Show chn Animated Tale: Monster Goes for a Drive. Ask chn if they have been on family days out in their car, or on the bus and train. Discuss with chn the sorts of things they have done when they have gone for a day out: picnic; visited an adventure play area; visited family; gone fishing; visited a museum or theme park; gone for a cycle ride.

List ideas that chn generate on one side of the f/c, pointing out the use of commas, bullet points or numbers - placing ideas underneath each other. This is a list of what we do on our days out! Consider what Monster did on his day out. List the things monster did on his day out on the other half of the f/c, highlighting the same features of a list as before.


Easy

Chn repeat reading through the story with an adult. Ask chn to look for differences between our world and Monster’s world. Each time a difference is noticed by chn the adult scribes this for the group onto the f/c. TA



Medium/Hard

In pairs, using the Poster Book of the animated tale, chn locate differences between our world and Monster’s world. Using Post-its™ chn identify the pages where these differences can be located, and also write a note to record what the difference is. TD



Children can:

1. Compare the similarities and differences between their environment and fictional setting.

2. Develop an understanding of how to record a list of ideas.

Hard

3. Begin to write reference notes.



Plenary

Using the ideas bank created by chn in Easy group, look at the differences they noted between our world and Monsters. Give chn a Poster Book to share with a partner. Return to the list you have just shared with chn and ask them to find specific differences in the text, sharing with you the page where that difference may be found.


Week 2 Tuesday


    Main focus: Describe a fantasy object in writing.

1/7. Identify and comment on main events & characters.

1/7. Recognise main elements that shape different texts.

R& 1/11. Compose and write simple sentences independently to communicate meaning.

R/9. Attempt writing for diff purposes, incl. labels.

R/4. Use language to imagine and recreate experiences.

R&1/12. Write most letters correctly formed.


Show chn the next part of ‘Monsters Inc.’ Before doing so, remind them of this film and what has happened up to Scene 5. Watch the next part and recap on the differences between our world and Monstropolis. Remind chn that Monster Goes for a Drive and also ‘Monsters Inc.’ are stories set in a pretend world – we call these stories ‘Fantasy stories’. They are about places that are made up – or not real. Discuss other films or stories that chn have watched or read that are also fantasy. Make a list on the f/c to keep and to add to throughout this unit of work. Encourage chn to suggest films/TV programmes/books to add to list on the working wall.

Easy/Medium

Chn work with a talking partner to discuss something they saw in ‘Monsters Inc.’ that was different from anything we have in our world, using the pictures they drew last Friday to help them if appropriate. Together chn choose one item and create a sentence to describe this or to explain what it is used for. Chn write sentence underneath their picture or they can illustrate their sentence with a new picture. TD



Medium/Hard As above, but chn write 2/3 sentences describing the object or scene. They should use good descriptive words. TA

Children can:

1. Add labels to illustrations.



Medium/Hard

2. Compose a sentence giving a description of an item.

3. Write clearly and legibly.

4. Punctuate a sentence.



Plenary

If possible, watch the rest of ‘Monsters Inc.’

Week 2 Wednesday

Main focus: Create a fantasy monster stimulated by others.

1/3. Work effectively in groups to ask & answer questions, make contributions, offer suggestions, take turns.

1/3. Listen to & explain views & preferences of others; report group’s views to class.

1/7. Identify main events/ characters/ideas in stories.

R/3. Interact with others, negotiating plans/taking turns.

R/8. Understand main elements of stories e.g. characters.



Show chn parts of animated tale Monster Goes for a Drive and remind them of the Monster in Monster Land. Compare this with Monstropolis, reminding chn of the monsters in the film. Explain to chn that we will be creating their own Monster and also creating an imaginary land for them to live in. Today we will concentrate on inventing our own monster. Show a picture of Gruffalo; one of Monster from the Animated Tale and one of some of the Monsters from the film. Talk about sorts of monster these are – on f/c write scary or kind. Discuss whether they are scary or kind? Do chn want to create a scary or kind monster? Write ‘massive’ and ‘tiny’ on f/c. Do they want to create a monster that is large or small? Discuss.

Easy/Medium/Hard

In mixed ability pairs chn brainstorm ideas for their own monsters, and the land in which they will live. Encourage chn not to copy any of the monsters they have already seen, but to be creative and make-up their own. Explain that they can use parts of the other monsters, if they so wish e.g. colour, spiky, furry, horns, big teeth, etc. Explain to chn that they will need to be careful in the description of their new monster, because it will be their partner who shares the ideas with the whole class and not them; although they may sketch their monster to help their partner remember what it looks like (see plan resources for support). TD as required


    Children can:

    1. Work effectivly in a partnership.

    2. Speak clearly using descriptive lanaguage.

    3. Listen effectivly to recall the main points and share these with the class.



Plenary

Return together as a whole class. Invite individual chn to describe their partner’s monsters to the class. Stop and check that the description is accurate! Repeat several times with different chn.


Week 2 Thursday




Main focus: Create contrasting fantasy locations, relevant to their monster.

1/7. Identify and comment on setting in fantasy story.

1/7. Recognise main elements that shape different texts.

R/1&2. Extend their vocab. expl. meanings of new words.

R/8. Understand main elements of stories, e.g. settings.


Return to the story of Monster Goes for a Drive, reminding chn that the story is set in Monster-Land (which is slightly different from our own world). Explain to chn they will be creating a Monster-Land of their own, so what things will they want to change? Give chn a few minutes to describe to a talking partner what they will want to change in their Monster-Land. Then take feedback, recording their ideas on the f/c for the class to use as a reference, e.g. cars, buildings, homes – inside and outside – landscape.

Easy/Medium

Using 2 pieces of A4 paper chn need to design two totally contrasting environments, i.e. inside and outside, home and countryside/city. Whilst chn draw their contrasting scenes encourage them to talk about why their land is special for their monster e.g. my monster is purple, and there are purple flowers they can eat; my monster has eight legs, so her chair has eight foot-rests; my monster likes to swim so there is an ocean, etc. TD


Children can:

1. Use descriptive language.

2. Extend their vocabulary thro listening to others.

3. Invent a ‘fantasy land’ stimulated by reading.



Plenary

Begin by inviting chn to share anything special about their monster that they feel the rest of the class should know about before you describe the setting. You describe both locations for selected chn to rest of the class, stopping at specific pertinent features and asking chn to explain why they have included those in their illustration.


Week 2 Friday


Main focus: Recognise and begin to spell –er words.

R&1/5&6. Use phonic knowledge to write simple words and make phonetically plausible attempts at more complex words/ Hear and say sounds in words in order.



Return to Monster Goes for a Drive; look at p5 where Monster drove on a road that got smaller and bumpier. Click on the (i), and discuss how the words - smaller, monster, bumpier and higher all end in the same phoneme spelt in the same way. Brainstorm other words ending in this sound and scribe these, e.g. picture, cobra, actor and pillar. Point out the different spellings. Note that even though the ending sound is the same, the spelling is different in diff. words.

Easy/Medium/Hard

Chn complete the plan resource appropriate to their level of attainment – either matching words to pictures or writing missing letters. Hard group use dictionaries as appropriate.



TD with Medium, TA with Easy

Children can:

1. Recognise that –er words may have diff spellings.


Med/Hard

2. Spell these words.



Plenary

Choose a child to say a word ending in the –er sound. Another child must offer to spell the end (you write the beginning). Repeat.









Objectives

Text

Word/Sentence

Independent group activities


Outcomes

These plans run alongside a structured synthetic phonics programme: Code-Breakers, which fits the Rose criteria, available from English section of Hamilton website.

You will need It’s a Secret! by John Burningham ISBN 978 – 1 – 4063 – 1447 – 2.

Week 3 Monday

    Main focus: Understand the difference between ‘real’ and ‘fantasy’.

    1/8. Visualise and comment on events and characters making imaginative links to experience.

    1/7. Identify main events and characters in stories.

    R&1/3. Interact/explain their views to others in a small grp.

    R/3&1. Use talk to organise and clarify thinking and ideas.


Show chn It’s a Secret! by John Burningham. Ask them if they know what a secret is? Take feedback. Read the story, pausing to share each picture fully. At the end, ask chn to tell their partner whether they think the story is ‘real’ or ‘fantasy’, ‘true’ or ‘pretend’. They must give reasons for their opinion. Take feedback and discuss the fact that: (a) people can’t usually ‘become small’ to fit through a cat flap; (b) cats don’t wear clothes and dogs don’t wear hoodies! (c) chn can’t climb a crane or dance on a rooftop; (d) there is no queen cat… The story is made up and is about things that are pretend. It is fantasy.

Easy

Chn read other stories from the book corner and sort these into two piles: real and fantasy. TD



Medium/Hard

Chn use the plan resources and cut and paste the sentences under two headings: ‘things which can really happen’ and ‘pretend things’. Hard Make up a sentence of their own in each category. TA



Children can:

1. Understand the difference between ‘real’ and ‘fantasy’.

2. Identify texts which are fantastical.


Plenary

Take feedback from Easy group about which stories were ‘real’ and which were ‘pretend’. Remind chn that we call books which are set in pretend worlds (like Monster Goes for a Drive) or which involve pretend things happening (like It’s a Secret!) FANTASY stories (or films).


Week 3 Tuesday

Main focus: Create a fictional character.

1/2. Listen to stories & express views.

1/7. Recognise main elements that shape diff texts.

1/3. Take turns to speak, listen to others, talk about what they are going to do.

R/1. Enjoy using spoken language and readily turn to it in play and learning.

R/8. Use language to imagine & recreate roles/experiences.


Re-read It’s a Secret! Explain to chn that over the next 4 days they will be producing their own version of this story. They will plan a pretend night-time adventure. They will first choose an animal or a creature or a toy to go out with. Then, tomorrow, they will plan where they go and what they do!

Write ‘My rabbit was standing outside his hutch, dressed in a wonderful shiny blue suit and carrying a skateboard.’ on the f/c. Read this together. Point out how you have described the rabbit by saying what he is wearing and also what he is carrying. Choose a child to suggest the character they want to go out with. (It could be a toy…?) Model writing a one sentence description.

Easy/Medium

Chn work with a partner to talk about who they will go out adventuring with in their story. They must think whether the character is a toy, an animal or a monster. They should draw their character and be prepared to describe them orally. TA


Medium/Hard

Chn work in twos or threes and brainstorm ideas for who they will go out adventuring with in their story. They must think whether the character is a toy, an animal or a monster. They should describe their character in one descriptive sentence. TD



Children can:

1. Create a story character based on a character in a familiar story.

2. Describe a character.

Plenary


Chn tell a new partner the next part of their story.

On Wednesday, you need to type or scribe what chn in Easy group dictate for the middle and end parts of their story. It is important to encourage chn to tell their story in simple sentences so that the only support given by the teacher is actual scribing NOT telling the story.

Objectives

Text

Word/Sentence

Independent group activities


Outcomes

Week 3 Wednesday


Main focus: Plan a new story based on one read.

1/1. Plan story/order events.

1/9. Draw on knowledge of texts in choosing & planning what to write about.

1/9. Use key features of narrative in own thinking.

1/11. Compose and write simple sentences.

R/9. Attempt writing for different purposes, incl writing a story.

R/11. Write simple sentences.

R/12. Form letters correctly.



Explain that we shall now plan our stories. Look again at It’s a Secret! How does the story start? Where do they go? What do they do when they get there? What happens at the end? Write four questions:

  1. Who is your character?

  2. Where do you go?

  3. What do you do when you get there?

  4. What happens at the end?

Choose a child who is confident about their character but not about writing! They describe their character. Discuss how we may write a sentence describing this character. Model writing the first word with a capital letter, then sounding out words to help us spell them. Keep the sentence short but descriptive, e.g. My teddy was in a spacesuit with a big yellow helmet. Remind chn we have a full stop at the end of the sentence.

Today you will need to provide each child with a folding 6-page book (see resources). After the lesson, you need to scribe or type the middle part for some chn in Easy group, having heard what they say.


Children can:

Reception

1. Begin to write leaving spaces between words.

2. Form most letters correctly.

3. Tell a story in simple sentences for writing.



Year 1

4. Write in clear well-punctuated sentences.

5. Write legibly.

6. Spell most words correctly using a phonics approach.

7. Create own storybook.


Easy

Chn work with the teacher to each write a sentence describing their characters on the first page of their little books. They then discuss where they are going to go on their night adventure. They each explain this to the teacher. TD



Medium/Hard

Chn work individually drawing on yesterday’s description of their character and writing the first sentence in the first page of their books. They then plan and start writing the second page; where they decide where to go on their night adventure. TA



Plenary Share some chn’s second pages – what different places are they going to on their night-time adventures?

Week 3 Thursday

Main focus: Plan and write the next stage of their story.

1/1&9. Experiment with/use imaginative & adventurous vocab. to explain ideas.

1/7. Recognise & explain organisational text features.

1/7. Identify main events & characters in own stories.

1/9. Use key features of narrative in own writing.

R/10. Attempt writing diff forms e.g. a story.

R&1/5. Explore new words and texts/ Use phonic knowledge to write words.


Look at chn’s work from yesterday – enlarge and show some of their writing. Ask different chn to describe what they are going to do when they get to their special place. List some ideas. Explain to chn that today they are to go on writing their own version of the story, focussing on the middle and end. They will:

  • Finish the description of where they go with their character,

  • Describe what they do when they get there,

  • Say how they get home & what happens at the end of the story.

Each part will be one of two sentences, and chn can either write these directly into their little books or they can work on paper and cut and stick the text into their books. Stress the need for careful handwriting and spaces between words. Model sounding out words to write them.

Easy


Chn work in a group, cutting and pasting the text produced by the teacher overnight. Chn illustrate this text on the next 2/3 pages. They then start to write & draw the ending to their stories. TA

Medium/Hard

Chn work individually deciding on what to write and illustrate on the next two or three pages of their story. Chn need support from T as required.


Plenary


Chn pass their story book to a partner who will check to see if:

  • There is an opening that describes their character,

  • They say where they are going and what they are doing when they get there,

  • They have sentences that make sense and are legible.

Chn take feedback from their partner, who tells them 2 things they like about the story and 1 thing to change to make it better.

Week 3 Friday




Main focus: Complete story.

1/9. Create short simple texts combining words and images.

R&1/12. Write legibly/ spaces between words.


Look at It’s a Secret! Discuss the front cover – the name of the author/illustrator, the title and the picture. How will chn want their cover to look? Remind chn that they also have to finish their stories – what is the end of their adventure. What is on the last page? Look at the last page of It’s a Secret! Why is this a good ending?

Easy/Medium/Hard

Allow chn time to complete their storybooks. Support chn with presentation and handwriting, as well as spellings. Encourage good illustration in the style of John B’ham as appropriate. TD as required



Children can:

1. Create a relevant front cover.

2. Begin to edit own work.


Penary

Chn publish their finished books and display these. Use their stories in class assembly for other classes or their families.



Success criteria for the plan – these should be selected & adjusted to match the specific needs of the class being taught.

Easy

Medium

Hard

  • Listen and respond to stories read.

  • Compare well known stories and films.
  • Contribute to group discussions and work co-operatively with others.


  • Begin to recognise similarities and differences between stories.

  • Understand the concept of a fantasy setting.

  • Compare fantasy and real settings in stories.

  • Compare characters in different stories.

  • Put events in a story in order and use these to retell a story in own words.

  • Begin to express own views and preferences.

  • Identify with characters in stories read and relate events in fiction to own experiences.

  • Identify rhymes within writing and write some rhyming words with support.

  • Create a fantasy story character.

  • Dictate descriptive phrases.

  • Working as a group, with adult support, plan a story based on a story read.

  • Help to write a story in sections: beginning, middle and end.

  • Write some words with letters correctly formed and spaces between words.

  • Present their work neatly for display purposes.

  • Listen and respond to stories read.

  • Compare well-known stories and films.

  • Contribute to group discussions and work co-operatively with others.

  • Identify similarities and differences between stories.

  • Understand the concept of a fantasy setting.

  • Compare fantasy and real settings in stories.

  • Identify similarities and differences between characters in different stories.

  • Identify the sequence of events in a story and retell a story in own words.

  • Express own views and preferences using appropriate vocabulary.

  • Identify with characters in stories read and relate events in fiction to own experiences.

  • Identify rhymes within writing and write rhyming couplets with some support.

  • Create a fantasy story character.
  • Write descriptive phrases.


  • Plan a story based on a story read.

  • Write a story in sections: beginning, middle and end.

  • Write in clear legible writing with most letters correctly formed and spaces between words.

  • Present their work neatly for display purposes.

  • Confidently listen and respond to stories read.

  • Compare well known stories and films and give reasons for opinions.

  • Contribute to group discussions and work co-operatively with others.

  • Identify similarities and differences between stories in some detail.

  • Understand the concept of a fantasy setting.

  • Compare fantasy and real settings in stories.

  • Identify, with reference to the text, similarities and differences between characters in different stories.

  • Identify the sequence of events in a story and accurately retell a story in own words.

  • Express own views and preferences using appropriate vocabulary.

  • Identify with characters in stories read and relate events in fiction to own experiences.

  • Identify rhymes within writing and write rhyming couplets, spelling most words correctly.

  • Create a fantasy story character.

  • Write descriptive phrases using elaborated language.

  • Plan a story based on a story read.

  • Write a story in sections: beginning, middle and end, writing more than one sentence in each part.

  • Write in clear legible writing with most letters correctly formed and spaces between words.

  • Present their work neatly for display purposes.


Texts:

The Gruffalo by Julia Donaldson and Axel Scheffler (1999) (MacMillan Publishing ISBN: 978-0333710937)


Monster Goes for a Drive an animated tale downloadable from the Hamilton Trust website, found by searching under the English tab, then Animated Tales tab, then Reception tab and from the drop-down menu select Animated Tales

It’s a Secret by John Burningham (2009) (Walker Books ISBN: 978-1406314472 or 978-1406326116)
DVD:

Monster’s Inc. (released 2002 from Buena Vista Home Entertainment Disney Pixar) ASIN: B000062V9C


© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users R_Y1 N Unit 4A SumB –3 Weeks


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plan -> P. O. Box 324 Milwaukee, wi 53201-0324
plan -> Value: TRUTH SUBvalue: Self Knowledge
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