Y2/3: Autumn Term Fiction Plan 1A: Stories in Familiar Settings Texts: The Huge Bag of Worries, Once upon an Ordinary School, Changes

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Y2/3: Autumn Term Fiction Plan 1A: Stories in Familiar Settings Texts: The Huge Bag of Worries, Once upon an Ordinary School, Changes

Wk 1






Whole class teaching

You need a Mary Poppins-style bag for worries!

Introduce The Huge Bag of Worries by Virginia Ironside. Look at the girl’s expression- what is it? She is worried about something. Ask chn to show their worried faces. Have you ever felt worried about some-thing? They discuss in pairs. Hand out post-it notes to each child. They write a worry down. Choose chn who want to share their worry, then each puts it in a pre-prepared ‘bag of worries’. Read the story stopping at page 15 ‘…she thought she’d have to live with the bag forever.’ What sort of worries did Jenny have? Tell chn that we haven’t finished the story but they are going to think about what might happen next. Spoken language 1/Comprehension 1

Return to The Huge Bag of Worries. Can anyone remember the name of the main character? Jenny! What sort of a character is she? Chn discuss in partners. Enlarge the picture of her on page 7, cut it out and stick in the middle of a large sheet of paper. Ask chn to share their ideas and scribe around the picture. What does she do in her week? What was she like at the beginning of the book? What are her worries? Are they all about her? No she worries about other people too. What words could we use to describe this characteristic? Overall she is a good character! Now look at the character of Jenny’s brother. What sort of a character is he? Does he worry? What does he like doing? Copy and cut out a picture of him and rept. above task. Composition 1

Start by reading Changes by Anthony Browne. Look closely at pictures on each page as you read. What funny things can chn spot on each? What is the author trying to show in the pictures? Discuss how he uses pictures to show us how the boy is feeling and what he is thinking rather than words. How do you think the boy is feeling? Can we use any of the same words that we used for Jenny? Discuss the fact that changes can be good and exciting but they can also be a bit scary and worrying. How do you think the boy feels at the end? Was the change as scary as he thought? Begin to write some feelings words, e.g. worried, scared, anxious, apprehensive, nervous. Pretend you are stuck with the spelling. How could we find this out? Ask Y3 chn to look up words in a dictionary asking Y2 chn to say what the first few letters are.

Spoken language 2/Transcription 1

Revisit Changes. Look at the page where the chair begins to turn into a cat. Write: The chair grew ears. This is a bit of a boring sentence. How could we make it a bit more interesting? Explain that we can begin to add in more words to make the sentence more detailed. Model writing: The chair grew hairy, tabby ears. Ask a child to come up and underline the words making the sentence more interesting. These are called adjectives. Now look through the book together and find more weird changes, e.g. The broom had turned into a hedgehog. Underneath model adding in more detail to expand the sentence: The broom had turned into a long, strangely-shaped hedgehog. Choose chn to underline the interesting parts. Then write: The broom had turned into a long, strangely-shaped hedgehog with staring eyes. Tell chn that as well as just adding adjectives we can add descriptive phrases to our sentences too, e.g. with staring eyes. Grammar 1/ Transcription 2

Pre-prepare a beanbag with eyes drawn/stuck on. Return to the Huge Bag of Worries and re-read. Look at the pictures of pages 18 and 19 (worries coming out of the bag). What might these worries be? Chn discuss. Show your ‘worry’ beanbag. Pretend this is one of the worries. Pick it up and say ‘This is a sad, lonely, worry because her best friend is moving away’. Choose volunteers to describe the worries they came up with, seeing if they can add some adjectives to describe it in more detail. Grammar 2/

Composition 2




Spoken language

Y2/3 c. articulate answers & opinions d. give well-structured descriptions /explanations f. Use SL to develop understanding through hypothesising & imagining ideas

1. Monday: Discussing predictions and acting them out

Organise chn into pairs, photocopy page 15 and give a copy to each pair. Chn discuss what they think might happen in the next part of the story. What will happen to the bag of worries? What will happen to Jenny? Will the old lady have anything to do with the next part of the story? Encourage lots of good descriptive words to describe how Jenny might be feeling during their predictions.

Plenary: Sit chn in a circle and share their predictions. Were any the same? Are they believable? Do they fit in with the rest of the story? Now read the proper ending. Were any of their predictions correct?

The Huge Bag of Worries by Virginia Ironside

Y2/3 a. Listen and respond appropriately to their peers d. give well-structured descriptions/ explanations

h. participate in discussions

2. Wednesday: Discuss their experiences of changes

Ask chn to find a talk partner. They talk about any changes they have had in their life. Did they have a new brother/sister? Can they remember when they were brought back to the house? How did it change things? Have they ever moved house? Got a new pet? Moved schools? Encourage chn to think about whether these were scary changes, good changes, exciting…did they worry about them happening? How did they feel when they had finally happened? Encourage chn to really listen with understanding to their partner and then swap roles. Plenary: See word reading 2

Changes by Anthony Browne



Understand what they read by: Y2 b. discussing sequence of events e. predicting what might happen Y3 d. predicting what might happen

Participate in discussions about books

1. Monday: Predicting what might happen in a story

Move around the pairs and ask questions to extend their thinking: Will it get even bigger? Do they ever think she will be able to get rid of the bag? Will the lady in the background help her? How might she help her? What would they do if they were the little girl?

Plenary: see Spoken Language 1

Word reading


Spelling: Y2: a. segment spoken words into phonemes and represent these by graphemes Y3 d. Use the 1st 2/3 letters to check spelling in a dictionary

1. Wednesday: Spelling using a dictionary, extending their vocabulary

Encourage chn to write feeling-words to describe how they felt when different changes were happening. Encourage them to share these with an adult and each other so as to extend their vocabulary.

Plenary: Share some of the chn’s experiences and ask them to think of one word to sum up their experience. With the Y3 using a dictionary to help with the spelling, add these feelings words to the working wall.

Adverbs spellings (see resources)

Y2 Add suffixes to spell longer words Y3 a. Use suffixes and understand how to use them

2. Thursday: Adverbs spelling rules

Briefly remind chn about adverbs. Look at the way the word changes, e.g. slow…slowly…quick…quickly. Give chn the adverbs spelling homework with rules. Plenary: see Grammar 1


Y2: b. Use expanded noun phrases to describe and specify Y3: d. Use adverbs

1. Thursday Writing expanded noun phrases using adjectives and descriptive phrases

Keep Y3 on the carpet and introduce adverbs. Explain that these help us to describe how someone is doing something. Write the sentence: The teacher sat down in her chair. Stand up and sit down in your chair looking grumpy and slouched. How did I sit down in my chair? Now say you are going to add an adverb to show this. Write: The teacher sat down grumpily in her chair. Now stand up and sit down really quickly. Write: The teacher sat down quickly in her chair. Ask a child to underline the adverb. Repeat with slowly. Give some adverbs as spelling homework (see Transcription1).

Y2 chn have copies of pages from the book, they spot the changes and write an expanded noun phrase to describe the changes that are happening, e.g. The wall grew a long, grey, wrinkly trunk.

Y3 chn do the same but they add in adverbs to describe how the changes are happening, e.g. The ball turned slowly into a speckled egg.

Plenary: As chn read out one sentence, make a note of adjectives/adverbs they have used. Sort these on the W/W under the titles ‘Adjectives/Adverbs.’

See resources for:

Spellings Y3

Y3 Adverbs sheet

Y2 Expanded noun phrases sheet

2. Friday: Describing worries using adjectives and expanded noun phrase

When writing their worry clouds encourage chn to add lots of detail by using adjectives and descriptive noun phrases.

Plenary: See Composition 2



Y2 a. write narratives about personal experiences and those of others b. write down ideas and/or key words, including new vocabulary

Y3 b. Plan their writing by discussing ideas Y3 Draft & write by a. create characters

  1. Tuesday: Invent a new character and write a character profile

Chn invent their own character that worries about things. Give chn some time to discuss their characters with a partner. What age will they be? Where will they live? What might their character worry about? Provide chn with the character profile sheets. Y2 have space for a picture of their character with space to write words to describe the character and a bag of worries beside them (see resources). Y3 have the more detailed character profile sheet (see resources).

Plenary: Bring in a bag of worries (drawstring bag) Give each child a small piece of paper. They write a worry from their character’s bag of worries and each child says it to the class before putting it in the bag.

Y2 character profile sheet (see resources)

Y3 character profile sheet (see resources)

Y2 a. write narratives about personal experiences and those of others Y3 b. Discuss & record ideas. Consider what they are going to write before beginning by: a. saying out loud what they are going to write about Y3 a. composing and rehearsing sentences orally

  1. Friday Describing and writing worries

Copy pictures from the story showing all of the things that Jenny is worrying about. Using the worry cloud sheets (see resources) chn first discuss the worry and how she might be feeling, before writing some of these down describing the worry.

Plenary: Look at the worry clouds and sort them into groups where all the same worries are together. Look at the different words they have chosen to describe them. Cut them out and add the worry clouds to a display.

Copies of pictures from the story Worry clouds (see resources)

Wk 2






Whole class teaching

Re-read The Huge Bag of Worries again and stop at various parts to see if chn can remember what happens next. Tell chn that we can make a story map to help us remember the story and focus on the different parts that make up the structure of the story. Pre-prepare a large A1 sheet of paper or A3 stuck together on which to create the story map. Together create a detailed story map showing pictures of the main parts alongside any key pieces of speech. Use arrows to show the flow of the story.

Spoken Language 3/Comprehension 2

Pin up the class story map from yesterday at the front of the class. Tell chn that nearly all stories follow a certain structure. Discuss the fact that there will be a beginning, where main characters are introduced, a problem of some sort is then outlined, then that problem builds to a crisis point towards the middle of the story, before it is resolved at the end of the story. Model how The Huge Bag of Worries fits this pattern by following the story map whilst pointing out the different stages. Choose one part of the story and write a simple sentence about it, e.g. Jenny went to ask her brother for help. Model how a simple sentence can be expanded to make it more interesting, e.g. Jenny went to ask her brother for help because she thought he might know how to get rid of the bag of worries. Tell chn that we have added a conjunction (joining word) to add another clause, which gives our sentence more detail. Write a list of conjunctions on the IWB (see resources). Ask chn to think of other ways the original sentence can be expanded using conjunctions. Feedback ideas drawing on their position in the sentence, e.g. When she had eaten her dinner, Jenny went to ask… Jenny went to ask…although she knew he wouldn’t take her seriously. Grammar 3/ Comprehension 3

Introduce the story Once Upon an Ordinary School Day. Sound-talk the word ‘ordinary’ for chn and show the spelling. We will come across this word many times so it is worth remembering! Read the story and ask chn to focus on the beautiful illustrations. What details can they spot? Did they notice how many pages the cat was hiding on? What about the colour? Copy and give out some of the pages of the book (or display on IWB if possible) to groups of chn on the carpet/tables. They discuss in their groups what they notice and what they like about the illustrations. Grammar 4 / Composition 3

Re-read Once Upon an Ordinary School Day. Look at the character of the teacher Mr Gee. What do they think about him? Look at the words that are used to describe him, e.g. nutty, bonkers, barmy. Discuss questions in pairs then together: Do they think he is bonkers? What makes him appear this way? How is he different from other teachers? Would they like him as their teacher? Cut out an enlarged picture of Mr Gee. Stick it in the middle of a large sheet of paper. Record some of chn’s ideas from the discussion around the edges of the picture. Now they will invent their own ‘bonkers’ character! Spoken Lang 4

Come in dressed as a really bonkers teacher! Introduce yourself to the class by saying; I am your new teacher today. My name is Mr/Mrs… and ask chn to do something funny, e.g. dance to silly music, sing every word spoken, keep their eyes shut. After a few minutes explain that you have to leave the class now and their ordinary teacher will be back soon. Come back in as yourself. Ask chn to describe who was in the classroom. What were they wearing? What did they make chn do? How did they talk? As chn describe these details, scribe their ideas in the form of a descriptive piece of writing. Ask chn to help by thinking of adverbs (Y3) to explain how the teacher entered the room and how they spoke. Ask all chn also to help in writing expanded noun phrases to really build up that picture of what that teacher was like. Composition 4 /Grammar 5




Spoken language

Y2/3 Give well-structured descriptions and explanations. Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

3. Monday: Talking through their story maps

Plenary: Chn find another partner who was sitting away from them when they were creating their story maps. They talk through their story map with their partner. Have they included all of the parts? Did they get them in the correct order? Once they are happy they have completed their story map, they swap roles and discuss the other child’s story map.

The Huge Bag of Worries

Y2/3 articulate opinions. Give well-structured descriptions/explanations. Maintain attention and participate actively in collaborative conversations, initiating and responding to comments

4. Thursday: Discussing a new character

Organise chn into talking pairs. Explain that they are going to invent their very own bonkers character! What will they look like? Will they be a Mr or a Mrs? What will their name be? Why will they be bonkers? Chn discuss each of their characters with their partner really trying hard to build up a picture in their mind.

Plenary: Put a hoop in the middle of the carpet and ask each child to write their new character’s name on a Post-it note. As they place their name in the hoop they give a very brief summary of what their character is like.


Post-it notes


Y2 c. become very familiar with key stories, retelling them Y3 a. Increase familiarity & re-tell orally Understand books by: Y2 discussing the significance of the title and events Y3 e. Identifying main ideas f. identifying how structure contributes to meaning

  1. Monday: Create a story map of The Huge Bag of Worries

Give each child a large piece of paper. Tell them that they are going to make their own story maps showing the events from the story. They can talk through their ideas with a partner but make an individual map.

Y3 chn add more detail to their maps including some feelings adjectives discussed last week.

Large pieces of paper

Y2 Develop pleasure in reading, by:

a. listening to, discussing and expressing views b. discussing the sequence of events in books Y3 a. listening to a range of fiction

3. Tuesday Look at the structure of The Huge Bag of Worries

As the chn are writing their sentences, encourage them to think about what part of the story the sentence came from, relating this back to the story structure from the main part of the lesson


Y2 d. subordination (using when, if, that, or because) and co-ordination (using or, and, or but) Y3 a. extend sentences with more than one clause using conjunctions

3. Tuesday: Adding clauses to expand their sentences

Provide chn with a sheet of simple sentences from the story (see resources) They read through each sentence then think about a conjunction to join a sentence (Y2) or a clause (Y3) they could add to make it more interesting. Keep the list of conjunctions on the IWB for chn to refer back to. Y3 chn can then go on to invent their own sentences with an added clause.

Plenary: Take the first sentence from the sheet and read it out loud. Ask each child to read out their new sentences and see how they differ and how they have been expanded. Which was the most popular conjunction used? Are there any that weren’t used? Can we think of one using that conjunction now?

Simple sentences from the story (see resources)

Conjunctions examples (see resources)

Y2: b. Use expanded noun phrases to describe and specify Y2 d. subordination (using when, if, that, or because) and co-ordination (using or, and, or but) Y3 a. extend sentences with more than one clause using conjunctions

4. Wednesday: Using expanded noun phrases and adding clauses to sentences

Chn make sure they use expanded noun phrases (Y2) and Y3 chn also add clauses to their sentences using conjunctions, e.g. The strange teacher is standing bent over the gramophone, while the children are looking bored.

Plenary: see Composition 3

Once Upon an Ordinary School Day.

Y2: b. Use expanded noun phrases to describe and specify

Y2: c. Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

Y3: d. Use adverbs

5. Friday: Using expanded noun phrases and adverbs to sentences

While chn are writing their new character descriptions, encourage them to remember to add lots of adjectives to expand their sentences and build detail. Where descriptions are longer include chn to use pronouns appropriately to avoid repetition. Y3 chn can also include adverbs to show how their new character is acting, e.g. lazily, weirdly, softly, loudly.



Y2 d. writing for different purposes

Consider what they are going to write before beginning by: c. encapsulating what they want to say, sentence by sentence Y3 b. discussing and recording ideas. Draft & write by: a. composing sentences orally

3. Wednesday: Write a description of an illustration

Put copies of the illustrations on the tables and chn choose their favourite and discuss with a partner why it appeals to them and what is happening in the picture. They write a short description of the illustration using interesting adjectives. Encourage chn to really go to town, using phrases and words that are NOT ordinary!

Plenary: Hold up the different pages of the book and ask for volunteers to read out their description when their illustration is shown.

Copies of pages from the book Once Upon an Ordinary School Day.

Y2 a. say out loud what they are going to write about b. write down ideas and/or key words c. encapsulate what they want to say, sentence by sentence Y3 a. Discuss writing similar to that which they are planning to write. Draft & write by: a. rehearsing sentences orally, building a rich vocab. c. Create characters

4. Friday Write a new character description

Give chn the new character sheet (see resources). They think back to their oral descriptions from yesterday and then begin to write these as a detailed character description. Encourage them to really think about using lots of detail and description so the character they have in their head can come alive on the page.

Plenary: Place the different character descriptions on the tables and allow the chn to go around and explore the different characters that have been invested by the class. Which teacher was their favourite? Which one do they think would be the best/worst to have as their teacher?

Character description sheet (see resources)

Wk 3






Whole class teaching

Have some classical music playing as chn get ready for the lesson, e.g. Beethoven – part of Symphony 6, Pastoral and place some large sheets of paper or a long roll of wall paper along the carpet. As chn listen they can make notes, draw doodles or sketch pictures using lots of different coloured pens. How did the music make them feel? What sort of pictures came into their mind as they were listening? Now return to Once Upon an Ordinary School Day. We don’t know what the music they were listening to was like but we do know what some chn thought about whilst listening to it. Look at the pictures the ordinary boy drew. He was thinking about dolphins, lions and flying with birds. Have a look at the pictures that the other chn drew, e.g. giants, magic, circus, villains. Explain that all of these lovely pictures and ideas were inspired by one piece of music! Composition 5

Have the music playing again as the chn settle and encourage them to think through their stories. Does the music help them visualise their story ideas from yesterday? Explain that today they are going to put these ideas into a story planner. Enlarge the story planner sheet (see resources) Can any of them remember the usual structure for a good story? They discuss in pairs and then feedback. Draw out that it will have a beginning (1st box)… where the characters/setting will be introduced, then a problem of some sort will come about (2nd box) and this builds. Next comes the crisis, which is in the middle of the story (3rd box) and then finally the crisis is sorted out and resolved (4th box) Very briefly make up a story about one of the pictures and model how it would fit into the 4 boxes. Spoken language 5/ Composition 6

Look at the class story planner from yesterday. Recap the main parts of the story structure and ask chn to recap what these parts should show. Explain that today they are going to add more detail to their planners and tell chn the more work they put into this part, the easier it will be when they come to write the story! Model adding in more detail to the class planner with chn’s help, e.g. who the character at the beginning is and building up sentences that could be used in each part by using expanded noun phrases. For example, He grabbed on to the dolphin’s smooth grey fin as they dived into the cold, frothy ocean. Ask Y3 chn how an adverb could be added to this sentence, e.g. grabbed quickly/tightly or dived gracefully/majestically.

Grammar 6/ Composition 7

Keep this part of the lesson short to give chn lots of time to write their stories. Using the class story planner, tell chn that they will use these to write their stories today! Model writing the first part from the planner with the chn’s help. Purposely miss out some words or muddle sentences and then read back through to show chn how important it is to keep checking their writing by re-reading what is actually on the page and not what they think it should say. Ask chn if the sentence can be improved in any way by adding more adjectives or adverbs (Y3). Could we use a conjunction here to expand this sentence? Or start the sentence with one? (Y3) Grammar 7 /Composition 8

Again keep this part quite short to allow chn time to finish their stories.

Look back through the part of the story that was modelled yesterday. What makes a good story? What will the teachers be looking for? Chn discuss then feedback, e.g. clear structure, it makes sense, lots of detail (expanded noun phrases/adverbs), interesting characters, not a rushed ending, neat handwriting in order to read the story, exciting word choices, correct punctuation. Make a list of these points on the IWB for chn to refer back to while writing. How many of these points can we find in the part we wrote together?

Composition 9/Transcription 4




Spoken language

Give well-structured descriptions/explanations. Use SL to develop understanding through imagining and exploring ideas. Participate in discussions.

5. Tuesday: Telling a story orally

Give chn 5 mins thinking time to go through their story carefully. They then find a partner and practise telling it orally. Encourage them not to use too many words or get too bogged down in details at this stage. They just need to make sure that they have those four elements of a story structure really clear in their minds.

Plenary: Choose confident chn to come up and give a story-telling session.

Story planner (see resources)


Handwriting: Y2 a. Form lowercase letters of correct size / c. Write capital letters of the correct relation to l-case

d. Use correct spacing between words

Y3 b. increase legibility & quality of their handwriting

4. Friday: Neat handwriting

During their story writing remind chn to use neat joined up (Y3) handwriting as these stories will be published for people to read!



Y2: b. Use expanded noun phrases to describe and specify Y3: d. Use adverbs

6. Wednesday Using expanded noun phrases and adverbs

Y2 chn must add at least one sentence containing an expanded noun phrase to each part of their planner, as modelled in the teaching part. Y3 chn do the same but they also concentrate on putting adverbs into each of these sentences to explain how the character is doing something. Plenary: See composition 7


7. Thursday Using expanded noun phrases and adverbs

Plenary: Give each child a pink highlighter and a diff coloured pen/pencil. Say that you are feeling a bit lazy today and they are going to have to be the teacher and mark their own work! Ask them to read back through their work so far and find some sentences that they are really proud of, e.g. they should have an expanded noun phrase or Y3 adverbs/conjunction. Once they have found examples of this, they then take the coloured pen/pencil and think of ways to improve the other sentences. Could they add in another adjective? Have they said how the character is doing something? (adverbs Y3)

Pink highlighters

Pens of diff colours


Y2 a. plan what they are going to write about b. write down ideas and/or key words, including new vocabulary Y3 a. Build a varied and rich vocab d. Create settings, characters & plot

5. Monday Planning a story

Play the music again. Give chn some thinking time to think about which of the stories indicated by the pictures in the book they will write about. Will it be the ordinary boy’s or one of the other chn’s? What will happen in their story? How will it get to the parts shown in the pictures, e.g. How will the giant come to be in the village? What will happen to the lion trainer? How will the boy discover he can fly? Play the music again and this time hand out large sheets of paper to each child. While listening to the music this time they make notes, write words and draw pictures about the story they have chosen to write about. Can they include any of their original doodles/ideas they thought about on the carpet?

Plenary: Chn find a partner and each take it in turns to share their story ideas.

Beethoven- Parts of Pastoral music

6. Tuesday Planning a story

Using their oral stories and the notes from yesterday’s session, chn begin to plan and structure their stories. Give each child an enlarged story planner sheet (see resources) and they make short notes in each of the four boxes. These just need to show briefly what will happen in each part of the story as the detail and description will be added tomorrow. Plenary: See Spoken Language

Story planner sheet enlarged (see resources)

7. Wednesday Planning a story using more detail and description

Chn look at their planners from yesterday and decide how they are going to add more detail to their stories. Ask chn to write more detailed sentences to describe what is going to happen in each part of the story.

Plenary: Chn pair up with another child. They each share their planners. The child listening must help the child showing to improve their planner by either saying ‘Tell me more’ if they think their partner hasn’t used enough detail, or suggesting adjectives that could be used. Chn make any amendments then swap roles.

Planners from yesterday

Y2 a. evaluate writing b. re-read to check that their writing makes sense

Y3 c. Create settings, character & plot. Evaluate & edit by: a. accessing effectiveness of their writing b. Proposing changes Y2/3 Proof read. Read aloud what they have written

8. Thursday Beginning to write a story

Chn begin to write their stories. Keep encouraging chn all the way through the stop and read back through their work. Have they missed out any words? Does what they have written make sense? Have they kept to their planner? Could they improve their sentences in any way? Plenary: See Grammar


9. Friday Writing and completing a story

Chn complete their stories making sure they keep stopping and re-reading to check what they have written makes sense. Encourage them to use the IWB points they came up with to make sure they are including all of the elements to make their stories really good!

Plenary: If time in an art lesson, play the piece of music again and give chn watercolours to create a front cover for their books. Bind together and organise for chn to share them with another class. They could also take them home and share with an adult.

Water-colour paints


http://www.classicfm.com/composers/beethoven/music/symphony-no6-f-pastoral/ link to see an orchestra playing Beethoven Symphony 6

Changes by Anthony Browne. Walker Books Ltd ISBN: 978-1-4063-1339-0

Once Upon an Ordinary School Day by Colin McNaughton. Anderson Press ISBN: 978-1-84270-469-1

The Huge Bag of Worries by Virginia Ironside. Hodder Children’s Books ISBN: 978-0-340-90317-9

The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Link

Scroll down for Outcomes







1. Listen to a book with interest and say what they like about it

2. Make predictions based on what they have read so far.

1. Explore characters in detail and draw out details about them from the text

2. Invent their own new characters

1. Look closely at a book and the illustrations and make relevant and astute observations about what they see and hear.

2. Relate what they have read about in a book to their own experiences

3. Discuss their own experiences with a partner

1. Understand what an expanded noun phrase is

2. Begin to use these in their writing

3. Y3 chn begin to understand what an adverb is and use these in their writing to describe how a character is acting

1. Describe a worry in detail using expanded noun phrases

1. Draw a story map of a familiar story

2. Orally re-tell the story to a partner

1. Know that most stories follow a simple structure

2. Use this structure to discuss a well-known story

3.Expand sentences using conjunctions

1. Explore and discuss how illustrations can play an important part in a story book

2. Write a short description about one illustration using expanded noun phrases

1. Discuss a character from a story

2. Invent a character of their own based on the character from the story

1. Write a detailed description of their new character using adverbs (Y3) and expanded noun phrases

1. Listen to music and draw/write ideas that are inspired from the music

2. Think of a story and begin to draw/write initial ideas

1. Plan a story by using a basic story planner sheet

2. Orally rehearse their story and the story structure

1. Add more detail to a story planner sheet to build up their ideas

1. Begin to write their stories using their planner sheet

2. Think about what they can do to improve their sentences

3. Re-read their work to check for mistakes

1. Continue and finish writing their stories

2. Re-read their stories and check for mistakes and things they can do to improve them

3. Use neat (Y3) joined handwriting.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

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plan -> Literacy Year 3: Summer – Weeks 1-4 Narrative: Unit 3 Adventure and Mystery
plan -> Y1/Y2 : Autumn Term Fiction: Plan 1a stories in familiar settings Main texts: The Tiger Who Came to Tea, Dogger, Whatever Next

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