R/Y1: Summer Term Fiction 1B: Stories by the same author Main texts: The Tales of Beatrix PotterWk 1 Monday Tuesday Wednesday Thursday Friday

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Using the portraits provided (plan resource), introduce Beatrix Potter and her books and explain to chn that they will be spending the next few weeks reading and enjoying her stories. Show as many of her ‘tales’ as possible to chn, asking them to read titles aloud. Urge them to sound out new words carefully, including curious names. Point to the word ‘tale’ itself. What does this mean? Gather up other words that have a similar meaning (story, saga, yarn, etc.) and see if any of the Beatrix Potter books use these words (The Story of Miss Moppet; The Story of a Fierce Bad Rabbit - see plan resource). Show chn The Tailor of Gloucester (plan resource) and ask them to read the title. Look carefully at the spelling of ‘tailor’. It sounds almost the same, but is it spelt the same? Explore how the ‘tail’ in tailor is a kind of joke as it is so like the ‘tale’ Beatrix Potter normally used in her book names. Word Reading 1

Quickly review Beatrix Potter’s life story with chn. What animals were in the story she took to Mr Warne? Bunnies! Does anyone know the name of the book? Show chn The Tale of Peter Rabbit and ask them to read title. Read up to page 41 ‘…and he went back to work.’ Show the image of Peter Rabbit onscreen (plan resource) and ask chn to discuss what they know about Peter. How can we describe him? Ask chn to consider who Peter is, his personality and what he gets up to in the tale. ‘Peter is a rabbit with brown fur.’ What is his personality? Let chn give you their ideas, but prompt: is he naughty? What about scared, cheeky, clever - even brave at times? Explain that by using ‘and’ in our sentence we can talk about two things that describe Peter at once. Compose your sentence orally before writing it on the board: ‘Peter is quite a naughty rabbit and he gets into all sorts of trouble.’ Reread it. Did I get everything into my sentence that I wanted?Composition 1

Recap the story of Peter Rabbit and then continue to the end. How is Peter feeling when he gets back to the burrow? Tired, sick, frightened–generally not very well! Why? He has eaten too much, been very scared and now is over-tired from all that running about. What does Mrs Rabbit do for him? Lights the fire, tucks him into bed, gives him camomile tea to drink. What happens when you’re ill - what do your Mum or Dad do for you? Maybe Peter and Mrs Rabbit could try some of your ideas? Allow chn to share recommendations of what to do when you’re not feeling well and list some of these on the board (stay in bed, watch a DVD, drink lots of water, etc.) Model converting one of these ideas into a full sentence: ‘It is a good idea to have a hot drink ’; You can go to sleep early so you feel better.’ Comprehension 1Word Transcription 1

Read The Tale of Mrs Tiggy-Winkle up to p33. What is Lucie looking for at the start of the story? Her handkerchiefs, or ‘hankies’ for short. Explain the archaic clothes terminology and discuss how in Beatrix Potter’s time people didn’t have paper tissues. Their hankies were made of cotton and had to be washed each week–by someone like Mrs Tiggy-Winkle! Show re-worded conversation between Lucie and the Cat (plan resource). Explore the structure: Lucie’s question (with question mark) the exclaimed response from the Mr Cat (with exclamation mark) and the Cat’s final command. With chn’s help continue Lucie’s conversation with Mrs Henny-Penny. Make sure chn can read ‘Mr’ and ‘Mrs’ and know that each begins with a capital letter. Have we included our question marks, exclamation marks and full stops? Grammar 1

Continue and finish Mrs Tiggy-Winkle. Look at the images in the text showing Mrs Tiggy-Winkle at work in her cottage. What clothes and things does she have in for washing and mending? Chn recall clothing mentioned in the story (e.g. hankies, waistcoat, table-cloth, stockings, mittens, shirts, etc.). Select one (e.g. socks) and write a simple phrase: ‘some socks.’ Hmm. I haven’t really written a very good description have I? Who can help me improve my writing? Urge chn to use powerful and precise vocabulary to build a better, stronger descriptive sentence. Repeat for a further article of clothing. Spoken Language 1

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Give well-structured descriptions and explanationsUse spoken language to develop understanding through…imagining and exploring ideas

1. Friday Mrs Tiggy-Winkle’s Wash BasketMost chn talk about the clothing on the Whose Clothes? Sheet. They talk through and decide on a precise description of the clothing as well as an animal it might be for. They record this on paper. (This thin green jersey would be good for a snake; The bright red hat with golden stars on it might be for a chicken, etc.)Stronger writers add a line of explanation (…because it would fit its long body/be good camouflage etc.)Less able writers with adult. They have Mrs Tiggy-Winkle’s clothesline and a basket of dressing up clothes. In turn they choose one and hang it out to ‘dry’. They share ideas and orally compose a simple colour + 1 point description (a funny yellow T-shirt; a little grey sock; a big orange tie) and write on mwbs. Focus on colour spellings.Plenary: Use Mrs Tiggy-Winkle’s clothesbasket. Bring out a distinctive article of clothing and peg it up. Can you describe this? Who might wear it? Why? Repeat.

Whose clothes? sheetA clothes basket with a variety of coloured clothes (including some you will use only for the Plenary)A washing line and pegs

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

R/Y1: Summer Term Fiction 1B: Stories by the same author Main texts: The Tales of Beatrix PotterCo

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Be encouraged to link what they read or hear read to their own experiencesDiscuss the significance of titles and eventsPredict what might happen on the basis of what has been read so far

1. Wednesday Advice for a poorly patient See Word Transcription 1Most chn share ideas for how to make a person feel better and record these on their Advice Leaflet (plan resource). More confident writers read the advice given on the Doctor’s Prescription (plan resource) and rewrite each point for a sickly rabbit rather than a human.Less able writers work as a group: they have a large ‘cooking pot’ (e.g. a cardboard box) and spoon like Mrs Rabbit’s. What is Mrs Rabbit making in the pot to help Peter feel better? Camomile tea. What other drinks might she brew up? Chn consider cheering drinks. Record these. What if it was food to make Peter better in the pot? What might Mrs Rabbit make him? Record these ideas too. Chn write a ‘food and a drink’ recommendation on a paper strip (e.g. juice and porridge; milk and pasta bake.) Plenary: see Word Transcription 1.

Advice LeafletDoctor’s Prescription formBig ‘cooking pot’ and spoonPaper strips

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Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation markUse a capital letter for names of people (inc. titles)

1. Thursday HandkerchiefsAll chn write ‘handkerchief conversations’ between Lucie and an animal or series of animals.Most chn write Lucie’s question to an animal, that animal’s exclaimed response and their suggestion as to who to ask next. Challenge more confident writers: how many creatures can you get Lucie to ask in turn? Can you make each response different? Less able writers work with the pre-written question: Have you seen my handkerchief, Mr __ / Mrs ___? (plan resource) and write the exclamation/ suggestion response (No! Ask Mrs Chicken. etc.). Completed conversations can be pinned to squares of fabric to look like Edwardian handkerchiefs.Plenary: Review the differences between exclamations, commands and questions. Detangle a mixed set of sentences dropped by the forgetful Lucie as she walks up the hillside.

Squares of fabric or clothPre-written question for less confident writers

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Apply phonic knowledge and skills as the route to decode wordsRead accurately by blending sounds in unfamiliar words containing GPCs that have been taught

Word reading 1. Monday Learning about Beatrix PotterMost Y1 chn work with teacher and shared read The Bunny Lady (Hamilton Group Reader).More confident readers do so alone or with a partner. They must be ready to share three facts they have learned about Beatrix Potter when they come back to the carpet.Less confident readers work with TA and play Beatrix Potter flash card bingo (plan resource).Plenary: Watch the short video of Sinead Cusack as Beatrix Potter https://www.youtube.com/watch?v=zYPkH8gPDpsWhat were the rabbits called in her letter? Can you read their names from the screen (plan resource)?

The Bunny Lady group readerBeatrix Potter Bingo game cardsRabbit names from Peter Rabbit

Pupils should be taught handwriting:Form digits 0 – 9

Word Transcription 1. Wednesday Forming numbers See Comprehension 1Plenary: Show a differing number of tablespoons of chamomile tea in words (two, three, four, etc. - plan resource) Chn read and record as digits on mini-whiteboard, forming correctly. Challenge Y1 by showing number words like fifteen, thirteen, etc. Do not read them for them. Can they read and write the number? Finally, try some chamomile tea in class. Ask chn to describe it. Horrible or tasty?

Number cards 1-19 in wordsChamomile tea to taste

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Say out loud what they are going to write aboutCompose a sentence orally before writing itRe-read what they have written to check that it makes sense

1. Tuesday Peter Rabbit ProfilesMost chn discuss the character of Peter Rabbit in pairs/small groups. They use lined paper or the simple 3-observation Peter Rabbit Profile with line guides (plan resource) to record their ideas.More confident writers compose sentences which use ‘and’ to link ideas and observations.Less able writers select one fact to record, writing this with adult help. Later, all chn produce paintings or drawings of Peter to go with their writing.Plenary: Share completed work. Show the names Mrs Rabbit, Mr McGregor, Cat and Sparrows. Read sentences next to each one (plan resource). The descriptions are jumbled! Can we reallocate them to the correct character? Select one and continue with the profile.

Peter Rabbit ProfileLine guidesJumbled character lines and pictures

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

R/Y1: Summer Term Fiction 1B: Stories by the same author Main texts: The Tales of Beatrix PotterWk 2 Monday Tuesday Wednesday Thursday Friday

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Read The Tale of Johnny Town-Mouse up to page 31. How did Timmy Willie travel to town? Show the picture of the hamper on the cart. Explain that in Beatrix Potter’s time lots of things that people ate or used in towns and cities came in from the country on carts like this one. If you needed to order something, you couldn’t telephone or email or text. You had to send a telegram or letter. Show the examples (plan resource). Discuss the possible ‘farm and countryside’ contents of the hamper and list these on the board: sweet honey, tasty apples, some vegetables, a box of eggs, bottles of milk, lovely flowers, salty butter, wood for the fire, etc. Leave this list displayed for the independent work. Be clear that you are leaving spaces between the words you write so that they are legible.Grammar 2

Continue reading Johnny Town-Mouse to the end. Discuss Timmy Willie’s reactions to being in the town. Does he like it? What does he find a bit strange about town living? Now look at Johnny’s reactions to the countryside when he goes there. What are the things that Johnny finds strange and new? Would you be a Timmy-Willie or a Johnny Town Mouse–would you prefer to live in the country or the town? Express your own preference for town or country, being careful to explain why you prefer your choice. Record this as a sentence using ‘because’. Can you read what I have written? Does anyone agree with me?Spoken Lang 2/ Comp 2

Read and enjoy The Tale of Mr Jeremy Fisher. Using the Story Map (plan resource), show how the tale can be broken down into four main parts: 1. Jeremy Fisher goes on an outing; 2. He gets chased by another creature; 3. He manages to escape; 4. He celebrates his escape by having a party with friends. Explain that today chn will be planning to write a new version of the story. What kind of outing might Jeremy fisher go on this time? With chn’s help, brainstorm some ideas–swimming, canoeing, sailing, diving, windsurfing, etc. Encourage chn to stick to an appropriately ‘watery’ theme and setting, but don’t be too proscriptive of wilder ideas (skateboarding, football, etc.) And who might chase Jeremy Fisher? Explain that frog’s main predators include birds like heron and seagulls, snakes, cats and fish. Record a few ideas on the board, taking particular care to form letters well. Make some deliberate errors as you go along: have I formed my letter ‘b’ here properly?Word Transcription 2

Re-read and enjoy Jeremy Fisher once more, at each ‘stage’ in the story asking chn to think about what happens in their narratives at this point, e.g. Here Jeremy Fisher escapes from the trout. Who does he escape from in your story? Can you think of good describing words for your creature? Model writing descriptive phrases for a few new animals: a slithering, sliding snake; a jet-black crow with a long sharp beak, etc. Compose these sentences carefully and read them back to yourself so that chn can see you checking and editing lines that you have written. Can we include some of the insect food items we thought of yesterday in our stories? See if you can incorporate some of these in your ‘celebration’ section at the end of the story.Composition 3

Read The Tale of Tom Kitten to chn, explaining any old-fashioned words and concepts as you go along. Use the enlarged pages from the book (plan resource) for shared reading of key passages. Do you remember how we broke The Tale of Mr Jeremy Fisher down into four story chunks? We can do the same thing with Tom Kitten. Show and read chn the four story map sections in turn (plan resource). These are just headings though - can you remember more details about this part of the story? Cut the sections up and say you are going to peg each out on the line. Drop them. Oops! I have got these muddled now. Who can help me sequence them correctly? Sort and peg out correctly. Explain that today chn will work in groups to practise retelling and acting out the story. You need to help the people in your group remember as much as possible about the story, using the story pegs to help you.Comprehension 2

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Articulate and justify answers, arguments and opinionsMaintain attention and participate actively in collaborative conversations…

2. Tuesday Expressing a preference for town or country See Composition 2In pairs/ small groups, most chn continue to share ideas about living in town or country with one another. They then write as a sentence to express their preference (see Composition 2).Plenary: Hear from selected chn across the class as to their thoughts on living in the town or the country. Ask others to comment on what they have heard. Do you agree? Do you think that’s a good reason?

Town and Country record sheets

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Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics

2. Friday: Retelling The Tale of Tom KittenSplit class into small, mixed-ability groups of 3-4 chn. Each group has access to the Tom Kitten Story Map, along with copies of the book where possible. Much less confident chn can work with TA. Groups retell the story, either recounting the tale to one another or acting it out as they prefer. Plenary: bring chn back together and ask groups to act out or retell parts of the story. Ask others to be listening and watching so that they can talk about what they really liked in a group’s retelling.

Tom Kitten Story Map sheet

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

R/Y1: Summer Term Fiction 1B: Stories by the same author Main texts: The Tales of Beatrix PotterGr

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arLeave spaces between wordsJoin words and join sentences using ‘and’Begin to punctuate sentences…(numbers in lists)

2. Monday Telegrams, letters and labelsMost chn use the Telegram form to write a short message from the owner of Johnny Town-Mouse’s house saying thank you for at least two of the good things in the hamper. Then say why they are so welcome. (Print telegram forms on buff coloured or tea-stained paper to look authentic.)More confident writers compose a longer letter on lined paper, saying thank you for several of the things in the hamper and explaining in detail what’s so good about them.Less confident writers look at the model hamper label (plan resource) and use it to make their own contents labels on brown paper or card.Plenary: Show and read the hamper label to the whole class. Look at the way the items on the list are numbered to make the list clear. Is there something we could add to the list? So what number would that be? Rpt.

Telegram formsModel Hamper LabelBrown paper or card for contents labels

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Sit correctly at a table, holding a pencil comfortably and correctlyBegin to form lower-case letters in the correct direction, starting and finishing in the right place

Word Transcription 2 Wednesday Planning a new version of Jeremy FisherAll chn, independently or with friends, make notes, including sketches, on their Story Maps as to: 1. What outing Jeremy Fisher decides to go on; 2. Who he is chased or attacked by; 3. How he escapes; 4. How he celebrates his close shave.Less confident writers work as group with adult support to capture ideas for a group story. The focus today is on generating novel and exciting ideas with decent handwriting, ready for tomorrow’s writing.Plenary: Hear story ideas from across the class. Now read the description on the last page of Jeremy Fisher of his meal with Newt and Tortoise. Does this food sound good?! What other mini-beast related dishes can we think of? A squashed fly cake, moth biscuits, fried beetles, earwig burgers, snail kebabs, etc. We might be able to include some of these meal ideas in our stories as we write them up tomorrow.

Story Maps

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Pupils should be taught to write sentences bySaying out loud what they are going to writeComposing a sentence orally before writing it

2. Tuesday Writing a sentence to express a preference for town or country See Spoken Language 2In pairs/ small groups chn discuss their preferences. Then, when they are ready, they select one and write a sentence on the Town and Country record sheets explaining why they think this would be the best place to live. They make sure to spell ‘because’ correctly.More confident writers give more than one reason and use ‘since’ or ‘as’ in place of ‘because’ to vary sentences.Less confident writers work with adult support to generate their lines. Remember - you are going to be reading out your sentences to the class at the end of the lesson, so make sure you have reread your work and practised saying it out loud.

Town and Country record sheets

Pupils should be taught to write sentences bySequencing sentences to form short narrativesRe-reading what they have written to check that it makes sense.Discuss what they have written with a teacher and other pupils

3. Thursday Writing new versions of Jeremy FisherUsing their notes from yesterday and ideas from the session today regarding descriptions, all chn write out their new Jeremy Fisher stories in zigzag books (plan resource).Stronger writers should use longer sentences linked by ‘and’, using really good descriptions.Less confident writers continue to work in the same group as yesterday. They have their own zigzag books to write in, using ideas generated in the group discussion. All chn can then decorate their books.Plenary: Tell your partner about your story. Feedback: what did x say was in their tale? Watch Jeremy Fisher animation at https://www.youtube.com/watch?v=FDa8H1vPXqg Do you like the music? How does it change through the story?

Zigzag book strips

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

R/Y1: Summer Term Fiction 1B: Stories by the same author Main texts: The Tales of Beatrix PotterWk 3 Monday Tuesday Wednesday Thursday Friday

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Who has ever done anything a bit naughty at home and got into trouble with their mum or dad? What, no one?! Today we are going to read a Beatrix Potter tale about some very mischievous mice–The Tale of Two Bad Mice. When you have finished reading, ask chn to recall all the mice’s bad behaviour. List these on the board. Model writing lines that use ‘and’ to join together two of these instances of bad behaviour in a single sentence: ‘The mice smash a ham and they tear up the pillows. Repeat for two more ideas, stressing how using ‘and’ allows us to build a longer, more satisfying sentence. ‘The mice empty the clothes out of the drawers and rip up the bedding.’Grammar 3

Look again at Two Bad Mice and also at Tom Kitten. Do you think these stories are like each other at all? What is the same in both? What is different between them? Allow chn to make their own observations but help them to spot that both involve characters being naughty. How does Tom Kitten get up to no good? He loses his clothes and gets in trouble with his Mum. And what about Tom Thumb and Hunca Munca in the Two Bad Mice? Get chn to recall their writing from yesterday, where they listed the mice’s antics. Say to chn that they are going to write about the mice doing something else naughty, but this time not in the doll’s house. What do you think they might do if they got into their house’s real kitchen? Give chn time to discuss before proposing ideas of your own: get into the bread bin and eat the bread; gnaw through cereal boxes; rip up newspapers; knock over milk and eggs, etc. Are there things they might take back to their own home? Who might come in and discover them? People, family pets, etc. Show three images from the model planner (plan resource). Comprehension 3

Today we are going to be starting our stories about the two bad mice getting into trouble in the kitchen. Show the first image from the model three-part planner again. How might this story begin? Look at the opening lines of several of Beatrix Potter’s stories, and her use of the traditional ‘Once upon a time…’ opening. We could use this as our beginning too if we wanted to. Ask if chn have other ideas about how they’d like to start their tales. Look at Image 1 from the model planner (plan resource). Together with chn, shared write the first sentence(s) of the story. Demonstrate saying your sentences aloud before you write. Draw attention to where you use joining words such as ‘and’ or ‘but’ to extend sentences. Composition 4

Review your composition from yesterday’s lesson. Now we come to the part of our story where the mice do the damage. Using Image Two from the model planner (plan resource) discuss what the mice do. Shared write the next sentence(s), stressing the need for full stops at the end of sentences. We need a capital letter at the start of the sentence and for the names of our mice or anyone else in our stories. Urge chn to take especial care over spacing words as they write.Keep this part of the lesson short so chn have plenty of time for writing.Word reading 3Grammar 4

Beatrix Potter wrote some short rhymes as well as longer stories. Read ‘Gravy and Potatoes’ and then ‘Old Mr Prickle Pin’ from Appley Dapply’s Nursery Rhymes (plan resource). Today we are going to be reciting some of Beatrix Potter’s rhymes. Which of these two shall we practise together? Work on getting all chn to participate. They say the rhyme with strong clear voices. Help them to develop actions and gestures (like those we saw in the Two Bad Mice ballet yesterday) to match phrases and ideas within the rhyme (e.g. touching noses and chins at correct points when reading ‘Mr Prickle Pin’).Spoken Language 3

Objectives Dimension Resources

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Select and use appropriate registers for effective communication.

3. Friday Reciting Beatrix Potter’s versesSplit the class into three mixed-ability groups, hopefully each with adult support. Groups have one of the following rhymes: ‘The Amiable Guinea Pig’, ‘You know the old woman…’ or ‘Appley Dapply’ to work on and learn (plan resources). Together, they rehearse reciting these rhymes, developing confident speaking voices and any accompanying actions or gestures they would like to include in the recital.Plenary: hear each group’s recital. Explain that we might perform our rhymes to another class or in assembly. Alternatively, ask HT to come and listen to the class later in the day.

The Amiable Guinea PigYou know the Old WomanAppley Dapply

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

R/Y1: Summer Term Fiction 1B: Stories by the same author Main texts: The Tales of Beatrix PotterCo

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Make inferences on the basis of what is being said and donePredict what might happen on the basis of what has been read so farParticipate in discussion about what is read to them, taking turns and listening to what others say

3. Tuesday Planning a new version of Two Bad MiceAll chn work independently or with partners to generate ideas for the two bad mice doing something naughty in the house’s kitchen. On plain paper they draw a picture for each of the three stages of their story as follows: 1. The mice going into the kitchen and seeing something to investigate or get into. 2.Them making a mess, causing damage and/or stealing something. 3. Being discovered and having to escape!Confident writers can also sketch out ideas for two further story sections: 4. What happens after the mice escape, and 5. When they say sorry for the trouble they have caused.Plenary: Hear back from chn as to what ideas they have had. What new forms of naughtiness have people come up with?

Plain paperArt matertials

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Join words and join sentences using ‘and’

3. Monday Writing sentences describing the mice’s bad behaviourUsing the Bad Behaviour list (plan resource) alongside ideas generated in the whole class teaching, chn write sentences describing what the mice got up to inside the doll’s house. Most chn select two incidents and join these together in a single sentence using ‘and’. They repeat for two further instances of naughtiness and then illustrate the scene.More confident writers do as above for their first lines but then link subsequent sentences with a wider range of connectives (but, so, although, because, since, etc.).Less confident writers concentrate on composing one good sentence with adult help.Plenary: Write up one further line describing something the mice do wrong: ‘The mice burn the toy fish…’ Do they say sorry for what they have done or try to make it better? Discuss the importance of saying sorry if you’ve done something you shouldn’t and then add to your sentence using the word ‘but’:’…but they do try to make it better.’ Show how the word ‘but’ works like ‘and’ to make sentences longer and more interesting.

Bad Behaviour list

Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation markUse a capital letter for names of people, places, the days of the week, and personal pronoun ‘I’

4. Thursday Completing new versions of Two Bad Mice See Transcription 3All chn use today’s writing time to complete their stories, continuing to work on the lined paper from yesterday’s session. When finished, chn’s three planning pictures and completed texts can be stapled together and assembled inside sugar paper ‘book jackets’ (plan resource for ideas).Plenary: watch the ballet of The Two Bad Mice https://www.youtube.com/watch?v=nvma9hU1JKg explaining that in a ballet you only have music, with no speaking. Pause the film. What do you think the mice might be saying here? Continue and rpt.

Lined paperSugar paper for book jacket

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Form capital lettersHold pencil correctlyBegin to form lower-case letters in the correct direction

Transcription 3. Thursday Form capital letters carefully when writing stories See Grammar 4Chn use careful handwriting and good spelling techniques to write their stories. Are they forming their letters correctly, including the capital letters at the start of the sentence and for names?Plenary: See Grammar 4

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Say out loud what they are going to write aboutCompose a sentence orally before writing it

4. Wednesday Beginning to write new versions of Two Bad Mice.Drawing on their plans from yesterday, all chn make a start on their stories on lined paper. They write at least two full sentences for the first stage of their story, saying these aloud before writing them. Their sentence should include ‘and’.More confident writers write three or more sentences for their story’s start, using joining words such as ‘and’ or ‘but’ in as many of these as possible. Less confident chn write as much as possible independently but can have adult help to scribe their sentence, once chn have rehearsed it orally. Can you use ‘and’ in your sentence?More confident writers using the five part planner who have completed their opening section can continue with the rest of their story, again using at least two sentences in subsequent sections.Plenary: Choose different chn to read their best sentence. Can we identify the joining words people have used?

Lined paper

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

R/Y1: Summer Term Fiction 1B: Stories by the same author Main texts: The Tales of Beatrix Potter

Books:

You will need the following of Beatrix Potter’s Tales, all published by Frederick Warne:The Tale of Peter Rabbit ISBN 978-0723247708The Tale of Mrs Tiggy-Winkle ISBN 978-0723247753The Tale of Johnny Town-Mouse ISBN 978-0723247821The Tale of Mr Jeremy Fisher ISBN 978-0723247760The Tale of Tom Kitten ISBN 978-0723247777The Tale of Two Bad Mice ISBN 978-0723247746

Websites:https://www.youtube.com/watch?v=zYPkH8gPDps Week 1 Monday; short dramatic recreation of Beatrix Potter at workhttps://www.youtube.com/watch?v=FDa8H1vPXqg Week 2 Thursday; short animation of The Tale of Mr Jeremy Fisherhttps://www.youtube.com/watch?v=nvma9hU1JKg Week 3 Thursday; ballet version of The Tale of Two Bad Mice

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 Links.

Scroll down for Outcomes and EYFS Objectives

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

R/Y1: Summer Term Fiction 1B: Stories by the same author Main texts: The Tales of Beatrix Potter

Outcomes

Monday Tuesday Wednesday Thursday Friday1. Develop an awareness of the life and work of a classic children’s author2. Use phonics skills to shared-read short biographical texts about a classic author

1. Listen to and read a classic fiction text2. Create a character profile for a figure from classic fiction read in class

1. Relate events and situations from classic fiction texts read in class to own lives2. Read a range of numbers and record these as figures

1. Become aware that language and vocabulary change over time2. Rehearse the use of appropriate punctuation when composing exclamations and questions

1. Work collaboratively with classmates, sharing ideas and listening to others’ opinions2. Develop writing through the inclusion of descriptive words and phrases

1. Write sentences and short texts with uniform, appropriately-sized spaces between the words2. Use the conventions looked at in class to write short lists in a number of different ways

1. Express preferences and be able to explain choices2. Use ‘because’ and a range of other causal connectives to enhance explanation writing

1. Recognise the way in which the narrative in a piece of classic fiction is structured, with a beginning, middle and end2. Plan a new version of a piece of classic fiction read in class

1. Drawing on plans created earlier, write a new version of a piece of classic children’s fiction2. Hone writing techniques, using a method of oral composition, scribing and rereading of work to enhance own texts

1. Shared read sections of a further piece of classic children’s fiction.2. Verbally and in writing retell a familiar classic story

1. Compose short texts using ‘and’ or ‘but’ to join ideas and sentences2. Recognise that texts can guide us as to how to behave in common situations

1. Compare and contrast two classic fiction texts read in class2. Use an example of classic fiction as a model for an innovative piece of writing

1. Recognise traditional story openings, and use these in own work2. Use characters read about in an existing piece of classic fiction to create own story

1. Rehearse the use of capital letters and full stops in sentence punctuation2. Use initial capital letters when writing the names of characters in own fiction

1. Recite short classic rhymes and verse learnt in class2. Use gestures, actions and other props to aid in the learning of lines from classic rhymes and verses

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

R/Y1: Summer Term Fiction 1B: Stories by the same author Main texts: The Tales of Beatrix PotterFoundation ObjectivesWeek 1

Monday Tuesday Wednesday Thursday FridayExtend vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words [Sp]Hear and say the initial sounds in words [R]Segment the sounds in simple words and blend them together and know which letters represent some of them [R]Begin to read words and simple sentences [R]Use vocabulary and forms of speech that are increasingly influenced by their experiences of books [R]Use phonic knowledge to decode regular words and read them aloud accurately [R]Read some common irregular words [R]

Listen to stories with increasing attention and recall [L&A]Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions [L&A]Attempt to write short sentences in meaningful contexts [Wr]Write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible [Wr]

Maintain attention, concentrate and sit quietly during appropriate activity [L&A]Display two-channelled attention – can listen and do for short span [L&A]Listen attentively in a range of situations [L&A]Answer ‘how’ or ‘why’ questions about their experiences in response to stories or events [U]

Listen to stories with increasing attention and recall [L&A]Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions [L&A]Attempt to write short sentences in meaningful contexts [Wr]Write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible [Wr]

Maintain attention, concentrate and sit quietly during appropriate activity [L&A]Display two-channelled attention – can listen and do for short span [L&A]Listen attentively in a range of situations [L&A]Use vocabulary and forms of speech that are increasingly influenced by their experiences of books [R]Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence [Wr]Write own name and other things such as labels and captions [Wr]Use their phonic knowledge to write words in ways which match their spoken sounds [Wr]Write some irregular common words [Wr]

Week 2

Monday Tuesday Wednesday Thursday FridayListen to stories with increasing attention and recall [L&A]Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions [L&A]Use vocabulary and forms of speech that are increasingly influenced by their experiences of books [R]Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence [Wr]Write own name and other things such as labels and captions [Wr]

Give their attention to what others say and respond appropriately, while engaged in another activity [L&A]Answer ‘how’ or ‘why’ questions about their experiences in response to stories or events [U]Link statements and stick to a main theme or intention [Sp]Use talk to organise, sequence and clarify thinking, ideas, feelings and events [Sp]

Be able to follow a story without pictures or props [U]Link statements and stick to a main theme or intention [Sp]Use talk to organise, sequence and clarify thinking, ideas, feelings and events [Sp]Develop their own narratives and

Extend vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words [Sp]Extend vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words [Sp]Attempt to write short sentences in meaningful contexts [Wr]Write simple sentences which can be read by themselves

Join in with repeated refrains and anticipate key events and phrases in rhymes and stories [L&A]Use language to imagine and recreate roles and experiences in play situations [Sp]Use talk to organise, sequence and clarify thinking, ideas, feelings and events [Sp]Introduce a storyline or narrative into their play [Sp]Express themselves effectively, showing awareness of listeners’ needs [Sp]Use past, present and future forms accurately when talking about events that

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

R/Y1: Summer Term Fiction 1B: Stories by the same author Main texts: The Tales of Beatrix PotterUse their phonic knowledge to write words in ways which match their spoken sounds [Wr]Write some irregular common words [Wr]

Express themselves effectively, showing awareness of listeners’ needs [Sp]

explanations by connecting ideas or events [Sp]

and others. Some words are spelt correctly and others are phonetically plausible [Wr]

have happened or are to happen in the future [Sp]Develop their own narratives and explanations by connecting ideas or events [Sp]

Week 3

Monday Tuesday Wednesday Thursday FridayListen to stories with increasing attention and recall [L&A]Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions [L&A]Answer ‘how’ or ‘why’ questions about their experiences in response to stories or events [U]Attempt to write short sentences in meaningful contexts [Wr]Write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible [Wr]

Understand humour, e.g. nonsense rhymes, jokes [U]Able to follow (and recall) a story without pictures or props [U]Listen and respond to ideas expressed by others in conversation or discussion [U]Use vocabulary and forms of speech that are increasingly influenced by their experiences of books [R]Demonstrate understanding when talking with others about what they have read [R]

Maintain attention, concentrate and sit quietly during appropriate activity [L&A]Display two-channelled attention – can listen and do for short span [L&A]Listen attentively in a range of situations [L&A]Use vocabulary and forms of speech that are increasingly influenced by their experiences of books [R]Develop their own narratives and explanations by connecting ideas or events [Sp]

Use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence [Wr]Attempt to write short sentences in meaningful contexts [Wr]Use their phonic knowledge to write words in ways which match their spoken sounds [Wr]Write some irregular common words [Wr]Write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible [Wr]

Display two-channelled attention – can listen and do for short span [L&A]Respond to instructions involving two-part sequence [U]Use language to imagine and recreate roles and experiences in play situations [Sp]Express themselves effectively, showing awareness of listeners’ needs [Sp]Use vocabulary and forms of speech that are increasingly influenced by their experiences of books [R]Demonstrate understanding when talking with others about what they have read [R]

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