Y2/3: Autumn Term Fiction 1B: Fantasy stories Main texts: The Swallow’s Journey; The Lion and the Bird; The Flat Rabbit Wk 1 Monday Tuesday Wednesday Thursday Friday

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Ask chn if they have ever seen swallows. Look at the pictures on the Swallow Facts page (plan resource), exploring any similarities to other birds chn might know (e.g. swifts), and discussing why and how birds migrate south in autumn. Shared read the Facts. Explain that today chn will be looking at and reading the animated tale, The Swallow’s Journey. Begin by watching and shared-reading this on screen.Comprehension 1Word Reading 1

Using maps in the animated Swallow’s Tale, look again at Swallow’s journey northwards from South Africa. Where does he go, and who does he meet along the way? Can we remember the order? What if Swallow stopped somewhere else on his journey, and met a new creature? Explain that tomorrow chn will write the conversation between Swallow and this new animal. But today you decide on the new animal and then act out their conversation. What kinds of landscapes could Swallow visit? Who might he meet there? Explain Swallow’s start-point in South Africa and look at the Animals of the World Map https://uk.pinterest.com/pin/259942209716990999/. Take suggestions: remember–Swallow might get blown off course and go to a diff place. Looking again at the Tale, read a couple of the conversations between Swallow and the animals, focussing on the repeated structure:1. Swallow comments on the place he is in;2. An animal asks Swallow what he’s doing;3. Swallow explains his situation, and asks where he needs to go next; 4. The animal replies with an observation or directions and a farewell. With a volunteer to help you, role-play a conversation between Swallow and a new animal of your choice. Model making brief notes as you go of key words, phrases, etc. If I’m making notes I only need to record words, not whole sentences. Spoken Language 1, Comprehension 2

You will need a few examples of children’s comics for today’s lesson. Remind chn of conversations they acted out yesterday and hear further examples. How would conversations like these be written if they were in a comic? Share the examples you’ve brought in. Then show the page from Dennis and Gnasher (plan resource) and shared-read the opening panels with good expression. Highlight the correct use of capital letters and sentence-end punctuation. Look at the next panels, and shared-write the contents of the empty bubbles. Make deliberate errors with both capitalisation and punctuation, asking chn to correct you.Grammar 1

Read The Lion and the Bird up to middle of the book, where the bird flies off and leaves Lion alone in the Spring. Discuss links chn can make with The Swallow’s Journey. Take predictions: will Bird come back? How do you think Lion will feel as he faces the Spring and Summer alone? How could he persuade Bird to come back? Explore ideas. Explain to chn that today they will be writing a postcard from Lion to Bird. Look at typical opening (‘I hope you’re well and enjoying life in England.’) and closing (‘Really look forward to catching up soon!’) lines for postcards. Brainstorm tempting ideas/promises Lion could set before Bird. Model writing two of these, e.g.: ‘You know you like sleeping in my slippers? Well now I’ve got extra soft ones that you’ll love.’/’The garden is looking fantastic and is full of delicious strawberries and raspberries.’ Lay stress on clear handwriting and spacing of words. How can we check that our spellings are right? Urge use of resources in and around class to aid spelling. Transcription 1

Look again at The Lion and The Bird. Today, we’re going to talk about Lion as a character, and write a profile of him. Discuss the Character Profile Categories (plan resource) chn need to consider when producing a rounded profile: Lion’s personality, his situation (where he lives and what he gets up to) and his appearance. Brainstorm and record some single word/short phrase points for each category. Then model composing a full sentence: ‘Lion is very kind and lives alone in a cottage.’ Highlight the use of ‘and’ to link two of your points. Rpt for a new sentence: “He is quite happy most of the time, but is sad when his friend Bird leaves him in the summer.” Have I used ‘and’ this time? What connective have I used to link ideas? Highlight ‘but’ and discuss other words that could be used in this way (although, so, however, nevertheless, etc.) Compose a final sentence using a further connective, but make a grammatical and/or punctuation mistake. Proof read your work aloud, correcting any mistakes and improving vocabulary choices.Composition 1

Objectives Dimension Resources

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Y2/3 Participate in discussions, presentations, performances, role play, improvisations and debates

1. Tuesday: Swallow’s New Friend See Comprehension 2Most chn in ability-matched pairs. Chn decide on a new animal and its location, using the Animals of the World Map or class reference books to help to make choices. They then role-play a conversation between the two, using the Conversation Prompt sheet to help structure their dialogue. Chn take turns to be Swallow/the new animal.More able extend conversation to include two new topics: Swallow’s promise of a souvenir from England, and the animal’s warning about a hazard to watch out for. They record notes on their Prompt sheet.Plenary: Hear a variety of conversations. Discuss characterful dialogue and good ideas. Record some new ideas for your own.

World Animals MapWorld wildlife reference booksConversation Prompt sheets, simpler and more complex

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

Y2/3: Autumn Term Fiction 1B: Fantasy stories Main texts: The Swallow’s Journey; The Lion and the Bird; The Flat Rabbit Co

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Y2 Discuss the sequence of events in booksCheck that the text makes sense to them as they read and correct inaccurate reading Y3 Read books that are structured in different waysCheck text makes sense, discussing their understanding

1. Monday: Read and retell The Swallow’s Journey See Word reading 1Split class into ability-related groups so that each group has a copy of The Swallow’s Journey.Most chn re-read the story in their group (plan resource) and work together to record the story’s correct sequence on a paper strip. They use the ‘jumbled’ story pegs sheet to test recall. Rehearse retelling the tale when correctly sequenced. Less confident reading groups do as above but have story pegs in the correct order.More confident reading groups try to sequence Swallow’s journey without prompts. They check against the story and record it before rehearsing their retelling.Plenary: Ask different groups to retell the story, event by event. Ask questions: Swallow meets Snake - what animal did he meet next? End with a riddle: Why do swallows fly south in winter? Because it’s too far to walk!

The Swallow’s Journey group readersThe Swallow’s Journey story pegs (ordered)The Swallow’s Journey story pegs (out of order)Recording strips

Y3 Discuss and record ideas 2. Tuesday: Write notes to aid retelling The Swallow’s Journey See Spoken language 1Y3 and more able chn use note-taking to record key phrases for Swallow’s conversation with their new animal friend.

Conversation Planner

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Y2 Re-read to check that their writing makes senseProof-read to check for errors in spelling, grammar and punctuationY3 Assess the effectiveness of their own writingProof-read for spelling and punctuation errors

1. Friday: Write a character profile of LionUsing the Let’s Look at Lion page, most chn write a sentence profiling Lion that uses ‘and’ to combine linked observations. They reread their sentence to check for errors and make improvements before continuing with further sentences. They make sure that they have addressed all the Character Profile Categories somewhere in their lines. When finished, they draw Lion in the box.Less confident writers produce single sentences, ensuring they have written one for each category. They use ‘and’ in at least one.More confident writers use a wider range of connectives (plan resource) to produce longer sentences that combine observations.Plenary: Hear some of the class’s profiles. Discuss really successful lines.Remind chn that on Monday, they should bring a soft animal toy in from home. (If they are not able to do so, you will have a selection for them in class.)

Character profile Categories sheetLet’s Look at Lion pageConnectives list

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Y2 Learn to use familiar and new punctuation correctlyY3 Use and punctuate direct speech correctlyUse correct terms for punctuation marks – see Appendix 2

1. Wednesday: Speech bubbles and speechLess able Y2 writers work independently. Using the Dialogue Speech Bubble sheet they write out an exchange from their conversations role-played yesterday. If finished, they write a second exchange on an additional page and draw in their characters.Y3 and more able writers remain with you. Demonstrate changing the speech in the Dennis and Gnasher page into properly punctuated dialogue, modelling correct use of inverted commas and a simple …said Dennis sentence structure. Chn rehearse. When confident, chn work independently to write out an exchange from their conversations yesterday as punctuated speech. Keep the really able writers with you and, using the Dennis page once more, discuss punctuating a line of speech that is split into two ‘halves’ by the verb (“…,” said Dennis, “….”). When ready, give remaining chn time to write out their dialogue from yesterday. Can you use words other than ‘said’ in your lines?Plenary: Share chn’s sentences from across the class. With chn’s help, generate a set of synonyms for ‘said’.

Dialogue Speech Bubbles sheetDennis and Gnasher page

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Y2 Continue to apply phonic knowledge and skills as the route to decode wordsY3 Apply their growing knowledge of root words, prefixes and suffixes

1. Monday: Read The Swallow’s Journey See Comprehension 1Chn use phonic and other word attach skills to read unfamiliar words.

Y2 Form lower-case letters of correct size relative to othersUse spacing between words that reflects size of the lettersY3 Spell words that are often misspelt

1. Thursday: Dear BirdMost chn use the Lion’s Postcard template (plan resource) to write a message from Lion to Bird. On their card they write an opening greeting to Bird, at least two tempting ideas to woo him back, and a farewell.More confident writers should describe each of at least two temptations in detail, using good descriptive language. Challenge them to introduce at least one temptation as a question.Plenary: Read The Lion and The Bird to the end of the story. Who predicted that Bird would come back? Do you think he will every year?

Lion’s Postcard template

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

Y2/3: Autumn Term Fiction 1B: Fantasy stories Main texts: The Swallow’s Journey; The Lion and the Bird; The Flat Rabbit Wk 2 Monday Tuesday Wednesday Thursday Friday

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You will a need a soft toy rabbit for this lesson. If you don’t have a rabbit, adjust the whole class teaching to fit your soft animal. Ask chn to show each other the toy animals they have brought in. Prompt a few chn to talk about their animals, saying why they are special. Help them to be as articulate as possible, using a clear speaking voice to explain their response and keeping their talk focused and interesting for the rest of the group. Explain that later in the week they will be writing a new version of The Lion and The Bird, but starring their toy animal instead of Lion. Show your own toy animal, Rabbit. Today we are going to write really good descriptions of our animals. First I want you to read a definition for me. Show and shared-read the noun definition (plan resource). I am going to write a sentence about Rabbit and I want you to see if you can spot the nouns. Write, ‘My rabbit has ears’. Chn identify and underline the nouns, rabbit and ears. Hhmm. It’s a bit simple though, isn’t it? I need more detail. Explore two ways that we can do this. First we can expand the noun into a bigger phrase: It’s like enlarging a noun by adding other words to it. Write: ‘My rabbit has ears with white tips.’ Highlight the expanded noun phrase, ‘with white tips’. We can also add adjectives to our sentence. Read the adjectives definition (plan resource). Can you think of an adjective I could use for rabbit? Velvety, soft, cuddly, etc. For ears? Complete the sentence.Spoken Language 2 / Grammar 2

Write a simple sentence on the board: ‘The lion met the bird’. Discuss how, as in yesterday’s lesson, we can add to (expand) the sentence: ‘The friendly lion met the bird.’ Underline ‘friendly’ and ask chn what type of word this is. Is it a noun or an adjective? Check definitions and agree that it is an adjective and that it gives us more information about the noun (lion). Expand the sentence further: The friendly lion, who was quite lonely, met the bird. Point out that we have added some more description of the lion. Expand it yet further by adding some description for the bird. Take suggestions e.g. ‘The friendly lion, who was quite lonely, met the hurt bird.’ What part of speech is ‘hurt’ in this sentence? Again, check definitions and ensure chn can identify hurt as an adjective in this sentence.Grammar 3

Explain that today chn will be planning a new version of The Lion and The Bird, starring chn’s own soft toy animals in the Lion role. Look at the basic five-peg structure of the story’s plot (plan resource) and explore how chn can use this to plan their own tale. Focus on the skill of note-taking, urging chn to use single words and short phrases rather than whole sentences as they get their thoughts down on paper. Ideas are a bit like Rabbit in my story - they hop away very quickly, so we need to ‘capture’ them before they scuttle off and get lost! Urge chn to be imaginative and bold in their thinking. Remember: we want to include the adjectives and adverbs we practised earlier in the week in our writing. Model beginning your own planner for your Rabbit’s story.Composition 2

Keep this input short!Tell chn it’s writing day. Read again the story notes generated in yesterday’s lesson for your Rabbit tale. Model using your notes to compose full sentences for the first section. Stress composing sentences orally before you write them. I always reread my work to check I haven’t made any mistakes, and to make sure that I’ve included all the things I wanted to. With chn’s help, read back over your sentences. Have I used good, clear handwriting? And have I remembered to include punctuation? Make changes where they are needed and continue writing, referring back to your notes from yesterday. Have I included a good adjective in this sentence? Who can suggest an adjective I could use?Composition 3Transcription 2

Keep this section of the lesson short so that those needing to finish stories from yesterday have plenty of time to do so.Read and enjoy The Flat Rabbit. Revisit the first few pages. What on earth might have happened to Rabbit?! Have fun coming up with possible answers: he jumped from a hot air balloon; he fell off a tall buildings; a cook with a rolling pin squeezed him flat; he tumbled into a photocopier and got squashed by the rollers; he got ironed by accident; he didn’t eat any breakfast and got very thin. Look at ‘problems’ with our scenarios: But wouldn’t there be boot marks on him if he’d been trodden on? Wouldn’t he be singed if he’d been ironed?Chn finish their stories first Composition 3 Comprehension 3

Objectives Dimension Resources

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Y2/3 Use relevant strategies to build their vocabularyGive well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

2. Monday: Animal Adjectives See Grammar 2Split chn into ability-matched pairs or small groups. Most chn take turns to describe their toys to one another, helping partners to verbalise really good descriptions. After discussion, each writes down their descriptions on the Toy Animals Record sheet (plan resource), making sure they include powerful adjectives.More confident writers do the same but also use expanded noun phrases to extend their writing.Plenary: Play ‘Guess the Animal’. Place a soft toy in a bag. ‘My animal has a long, bony neck’. Where are the nouns in my sentence? And the adjectives? Take suggestions and reveal– a giraffe of course! Rpt for a different animal.

Soft ToysMy Toy Animal Record sheetLarge bag to hide soft toys in

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

Y2/3: Autumn Term Fiction 1B: Fantasy stories Main texts: The Swallow’s Journey; The Lion and the Bird; The Flat Rabbit Co

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nY2 Predict what might happen on the basis of what has been read so farY3 Predict what might happen from details stated and implied

3. Friday: How Rabbit Got Flattened After Composition 3Once their stories from yesterday are completed, all chn work in mixed ability pairs or small groups. They use the How Flat Rabbit Got Flattened sheet (plan resource) to record ideas.More able writers offer qualifications to their ideas (But, Equally I think, However…).Plenary: Who came up with another suggestion about poor Flat Rabbit’s demise? What’s our favourite suggestion?

How Flat Rabbit Got Flattened sheets

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Y2 Plan or say out loud what they are going to write aboutWrite down ideas and/or key words, including new vocabularyY3 Discuss writing similar to that which they plan to write in order to understand and learn from its structure, vocabulary, grammar; Discuss and record ideas

2. Wednesday: Plan a new version of The Lion and the BirdAll chn work in ability related pairs. Most use the 5-peg Soft Toy Story Planner (plan resource) to develop ideas and make notes for their own stories. More and Less confident writers use the 6- and 4-peg Soft Toy Story Planners respectively to support and extend planning.Plenary: Who would like to share some of their story ideas? Look at plans from across the class, praising particularly examples of plans that make good use of short, single word- or short phrase notes. Pick up on a particularly good idea from a child, and model editing your notes to include a similarly strong idea. Tomorrow we are going to be turning our ideas into finished stories!

4-, 5- and 6-peg Soft Toy Story Planners

Y2 Write narratives about personal experiences and those of others (real and fictional)Encapsulate what they want to say, sentence by sentenceY3 Compose/rehearse sentences orallyIn narratives, create settings, characters and plot

3. Thursday and Friday: Write a new version of The Lion and the Bird See Thurs: Transcription 2/Fri: Comprehension 3Drawing on the notes generated in yesterday’s lesson, all chn write their new versions of The Lion and The Bird on lined paper. Don’t forget - you will need to give your story a new title. When completed, these can be set inside titled and decorated sugar paper covers.Plenary: Ask to hear finished stories or sections of stories. Help readers to spot errors in punctuation, grammar or vocabulary, encouraging chn to continue to make changes and improvements to their work. Would The Lion and The Bird be as good without pictures do you think? Look at some of the illustrations in the book that chn particularly like. You will be able to add a picture to the cover of your book later.

Lined paperSugar paper for book jackets

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Y2 Use expanded noun phrasesY3 Begin to understand and name the different parts of speech

2. Monday: Write a description of a soft toy using adjectives and expanded noun phrases See Spoken Language 2Chn write descriptions on Toy Animals Record sheet (plan resource), making sure they include powerful adjectives.More confident writers do the same but also use expanded noun phrases to extend their writing.

Toy Animals Record sheet (plan resource)

Y2 Use and understand the grammatical terminology noun and adjectiveUse expanded noun phrases to describe and specifyY3 Use and understand grammatical terminology (noun and adjective) accurately and appropriately when discussing their writing

3. Tuesday: Extending sentences by adding adjectives, expanded noun phrases and adverbs (Y3)Y2 work independently on extending sentences using the Starter Sentences 1 provided (plan resource). Beginning with a simple sentence, they add two adjectives and a further bit of description.Keep Y3 with you and return to the sentence used in the whole class teaching: ‘The friendly lion, who was quite lonely, met the hurt bird’. Now we can add an adverb, e.g. The friendly lion, who was quite lonely, suddenly met the hurt bird. Point out that ‘suddenly’ describes how the Lion met the bird–it tells us more about the verb ‘met’. Write ‘verb’ and ‘adverb’ on the RHS of the board and show the definitions (plan resource). Using the Sentence Starters 2, Y3 then practise adding two adjectives, some extra description and an adverb to their sentences.Plenary: share sentences generated by Y2 and Y3. What do we like most about our new improved sentences?

Starter Sentences 1 and 2

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2. Thursday: Write a new version of The Lion and the Bird. See Composition 3All chn use best handwriting and spelling when producing a finished piece of writing. Encourage chn to leave spaces between words, to check their spelling as they go and to form letters correctly. Our stories need to be legible!

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

Y2/3: Autumn Term Fiction 1B: Fantasy stories Main texts: The Swallow’s Journey; The Lion and the Bird; The Flat Rabbit Wk 3 Monday Tuesday Wednesday Thursday Friday

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Re-read The Flat Rabbit. Return to the part where Dog and Rat consider taking Flat Rabbit back to number 34 and knocking on the door. How would Rat and Dog feel when they banged on the door? Would they be nervous do you think, or really sorry for Rabbit’s owner? What might Dog say at the door? Take suggestions (‘Excuse me, but is this your rabbit?’/ ‘I am really sorry but your rabbit has been flattened by a rock!’). Act these out with chn’s help. And what about the owner’s response? Would he be sad? Or maybe he’d have an idea how to save Rabbit? Perhaps he might even be happy! Take ideas for the owner’s response (‘Oh no my poor Floppy!/Good riddance–that rabbit was always eating my vegetables!/ Don’t worry–I’ll get my bicycle pump and re-inflate her!’) and again act these out. Explain that tomorrow chn will be writing a conversation between Rabbit’s owner and Dog. Today we will be roleplaying in small groups to try out ideas. Spoken Language 3

Chn will need to have drawn or painted pictures of Dog, Rat and Flat Rabbit’s owner ready for today’s lesson. These should be on a piece of paper large enough to have speech bubbles added to it later. Review yesterday’s ideas for the possible doorstep conversation between Flat Rabbit’s owner and Dog. Using the picture of Dog and Rabbit’s owner (plan resource), sketch in speech bubbles and record Dog’s speech to the owner: Excuse me, but is this your rabbit? I think he might have been fired out of a circus cannon. Stress the need as always for a capital letter and for a question mark at the sentence end. Now model converting the bubble to a line of properly punctuated speech (“…,” said Dog). Rehearse where the inverted commas go and where to place other punctuation in relation to speech marks. Rpt for the owner‘s response (‘Not to worry! A big meal will fill him out again,’ said Mr Hooter.) Can we think of a better word than ‘said’? (Exclaimed, beamed, chortled, etc.) Grammar 4

Look at the kite-launching page in The Flat Rabbit. “The Dog tried to imagine what the world would look like from up there…” If Dog or Rat had tried out the kite to see if it worked what might they have seen as they floated along on the breeze? Look at footage of hang gliders filming the world below them https://www.youtube.com/watch?v=tX55GL2wWgw. Model writing a descriptive passage. ‘Dog was flying above the countryside.’ Which is the verb in my sentence? Identify ‘flying’. Could I improve my sentence by changing ‘flying’ for another verb? (soaring, floating, swooping and wheeling, etc.) Or perhaps I could add an adverb to ‘flying’? (gently, swiftly, calmly, etc.) “Below him Dog could see…” What do you think? A river? Some houses? Maybe a football match? Pick one, e.g. a river. This a noun, isn’t it? Now practise adding good adjectives - green, sparkling, beautiful, etc. to enrich the sentence. Would Dog hear anything? Or smell something? How might he feel?Composition 4

Go back for last time to The Flat Rabbit and stop at the page with Dog and Rat in the doghouse making their plans. We know what they came up with to send Rabbit on her final journey…but what else could they have decided to do? Explain that today and tomorrow everyone is going to be writing a new ending to the story, which they will read out to the others. Today we’ll share good ideas and plan our writing. Take and/or propose some suggestions for other ‘last journeys’ Rabbit might make: Dog and Rat glue Rabbit to a yacht sail or post her in an envelope. They fold her into a paper aeroplane or roll her up like a message in a bottle, and float her out to sea. Maybe they scan and email her, or scrumple her up small and fire her through a peashooter?Spoken Language 4

Keep input short so that there is plenty of time for writing and for reading aloud.Taking your ideas as to Rabbit’s possible last journey from yesterday, model selecting one and writing it up in a series of full sentences. Lay stress on using your best handwriting. This is extra important today as we are going to be reading our work aloud later and this is very hard to do if we haven’t used our best handwriting.Transcription 3 Composition 5

Objectives Dimension Resources

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Y2/3 Participate in discussions, presentations, performances, role play, improvisations and debates

3. Monday: Knock knock!All chn work in ability-related pairs or trios. They role play possible conversations between Dog and/or Rat and Flat Rabbit’s owner, incorporating some of the ideas about Flat Rabbit’s demise from last Friday, and taking turns to play the different roles. Once they have settled on a scenario, they rehearse their conversation, improving expression and characterful delivery. More able chn ensure that they incorporate Rat in the conversation too.

Y2/3 Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

4. Thursday: New endings to The Flat Rabbit.All chn work in mixed ability pairs or small groups. They discuss alternative endings to The Flat Rabbit and, using the Endings sheet, record their ideas in brief notes with diagrams. They must select one idea from those discussed before the end of the session, ready for tomorrow’s writing.

Endings sheets

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

Y2/3: Autumn Term Fiction 1B: Fantasy stories Main texts: The Swallow’s Journey; The Lion and the Bird; The Flat Rabbit Co

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Y2 Write down ideas and/or key words, including new vocabularyEncapsulate what they want to say, sentence by sentenceY3 Compose and rehearse sentences orally…progressively building a varied and rich vocabulary

4. Wednesday: Kite FlightOn lined paper most chn write descriptions of what Dog or Rat might experience as they floated along on their kite. They concentrate on using powerful verbs and adjectives.Less confident writers do the same but concentrate only on using good adjectives.More confident writers incorporate evocative adverbs as well as adjectives and verbs.Display finished work on kite-shaped sugar paper mounts.

Lined paperSugar paper to create kite shaped mounts for writing

Y2 Read aloud what they have written with appropriate intonation to make the meaning clearY3 Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear

5. Friday: Write and read aloud new endings to The Flat Rabbit See Transcription 3Chn write their new endings to Flat Rabbit. They should draw on the idea they chose yesterday as their favourite, and write it today, making sure that they rehearse what they want to say before writing it.Plenary: All chn read their story endings aloud to class. This will need to be done over time so that all chn have had an opportunity to read aloud without the class sitting for a very prolonged period while this is done! Encourage speakers to consider their audiences as they speak, changing their voices to reflect mood, and adjusting volume and pace for clarity and comprehensibility. Involve listeners by asking them to be ready to feedback favourite ideas heard.

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Y2 Learn how to use both familiar and new punctuation correctlyY3 Use and punctuate direct speech

4. Tuesday: Write Dog and Rabbit’s owner’s conversationsMost chn use the pictures they have drawn of Dog, Rat and the Rabbit’s owner or the one provided (plan resource) to record the conversation they role-played yesterday. They should use correct dialogue punctuation. Challenge them to use words other than ‘said’.Less able writers can write speech bubbles on their drawing of dog, rat and the owner.More able writers can be challenged to use ‘split’ sentences where possible and a wider range of synonyms for ‘said’, e.g. “It seems,” mused Dog, “that he has been flattened by a tornado.”

Chn’s own Dog, Rat and owner picturesSpeech bubble templatesLined paper

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3. Friday: New endings to The Flat Rabbit See Composition 5All chn use best handwriting and spelling when writing the endings to The Flat Rabbit.(The focus of today’s lesson is on developing chn’s confidence in reading aloud their own compositions. If you have chn in class who have very poor handwriting they should where possible use word processors or a scribe so that they can participate fully in the reading aloud.)

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

Y2/3: Autumn Term Fiction 1B: Fantasy stories Main texts: The Swallow’s Journey; The Lion and the Bird; The Flat Rabbit

Books:Swallow’s Journey, Animated Tale Hamilton Trust (https://wrht.org.uk/ATR)Swallow’s Journey, Hamilton Group Reader, available from (http://www.hamiltoneducation.org.uk/collections/group-readers-1/3-ks1-harder)The Lion and the Bird, Marianne Dubuc, Enchanted Lion Books ISBN 978-1-59270-151-3The Flat Rabbit, Bár∂ur Oskarsson, Owl Kids ISBN 978-1-77147-059-9

Websites:https://uk.pinterest.com/pin/259942209716990999/ Week 1 Tuesday Whole Class Teaching; animals of the world maphttps://www.youtube.com/watch?v=tX55GL2wWgw Week 3 Wednesday Whole class teaching; hang glider flight filmhttps://www.pobble.com/for-schools Pobble, an on-line writing website which showcases over 100,000 pieces of writing, including examples based on Hamilton plans

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

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

Y2/3: Autumn Term Fiction 1B: Fantasy stories Main texts: The Swallow’s Journey; The Lion and the Bird; The Flat Rabbit Outcomes

Monday Tuesday Wednesday Thursday Friday1. Shared read a set of fiction and non-fiction texts2. Retell a story read in class, using story pegs

1. Recall and sequence events from a story shared in class2. Imagine new dialogue for familiar characters

1. Transcribe imagined dialogue for familiar characters2. Correctly punctuate direct speech

1. Make predictions as to the outcome of an unfamiliar tale, basing conclusions on what has happened so far2. Use a simple ‘opening-middle-ending’ structure for a short composition

1. Create a profile for a well-known character2. Extend sentences with a range of conjunctions

1. Understand and apply the terminology of noun, noun phrase and adjective when studying texts in class2. Make use of noun phrases and adjectives to enhance compositions

1. Understand and apply the terminology of adverb when studying texts in class2. (Y3) Begin to employ adverbs in own compositions

1. Imitate the structure of a familiar story to plan own compositions2. Use single-word or short-phrase notes to capture ideas when planning stories

1. Write a new version of a familiar story, incorporating innovations of one’s own2. Develop the habit of rereading work to check for errors and sense

1. Refine skills of predictions of outcome of stories shared in class based on what has been read so far2. (Y3) Use a range of qualifying connectives when writing

1. Use knowledge of texts shared in class to imagine new scenes2. Contribute to role play and re-enactments

1. Rehearse correct punctuation of direct speech2. Explore different ways to lay out speech on the page3 Consider synonyms for’said’ when writing dialogue

1. Revise the meaning and roles of adjectives and adverbs in writing2. Make use of strong adjectives, verbs and adverbs in own writing

1. Plan a new ending to a familiar story2. Edit down a range of possible options and make a final selection

1. Write a new ending to a familiar story2. Read own work aloud in class

You might like to upload your children’s story onto Pobble, an on-line platform for sharing writing.

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