Y2/3: Spring Term Fiction 1A: Books by the Same Illustrator Main texts: Angry Arthur; In the Attic; Millie's Marvellous HatWk 1 Monday Tuesday Wednesday Thursday Friday

BEFORE next Monday, it is important to have read both Millie’s Marvellous Hat and In the Attic to children.

Who

le cl

ass t

each

ing

Before session starts, put classroom in mild disarray (tip furniture, equipment on floor, etc.). Welcome chn in, explaining that there has been an incident. You forgot your lunch (or similar) & got so cross that your emotion escaped & trashed the classroom. What do chn think? Is it possible? Do they ever get so cross that it feels like their emotions will burst out? Introduce Angry Arthur, looking at the cover. What do chn think has made him angry? Pick out the author, Hiawyn Oram, and illustrator, Satoshi Kitamura. Share text and discuss (including illustrations), picking out powerful words and phrases. What made Arthur angry? Explain that chn will be thinking about this story, what happens and what words make it a good story.Comprehension 1/ Spoken Language 1/ Word Reading 1

Share Angry Arthur. What tense is it written in? Agree that most stories are written in past tense. Display an illustration (see resources for example), discuss and write sentences about it in past tense on a f/c. Challenge chn to choose a sentence and change to present tense. Write present tense sentences underneath in a contrasting colour. Discuss the change in verb ending and compare regular and irregular verb rules. Send Y2s to begin their activity. Keep Y3s on carpet. Explain that all events of the story happened in the past; some past events have a result in the present and so are written differently. Display Using Present Perfect form of Verbs (see resources) and explain present perfect form.Grammar 1/ Spoken Language 2

Seat chn in a circle and place the carpet sentence strips randomly on the carpet (plan resource). Explain that they are simple sentences. They make sense, have a verb and share one idea. Ask chn to read sentences with a partner. Hold up the conjunction cards (plan resource), explaining that these conjunctions can be used to link 2 simple sentences together. Show how the conjunctions link the sentences in different ways (and -similar combinations but - contrasting/surprising combinations or -a choice or comparison). Challenge chn to find pairs of simple sentences to join in the three different ways. Explain that joining 2 simple sentences creates a compound sentence and each part is called a clause.Grammar 2/ Spoken Language 3

Show Angry Arthur. Explain that chn will be writing a new version of the story: Angry Alice (or Alex, etc.), set in the classroom. Remind chn of the increasing scale of impact of Arthur's anger. Draw a circle on f/c and write Alice gets angry about her rubber going missing. What is the smallest zone of impact? Draw a larger circle and write 'desk' inside it. Collect ideas of what might happen on the desk. What is the next zone of impact? Classroom. Repeat this process until you have an escalating circle prompt (see resources for example). Limit examples to give chn plenty of scope for their own ideas. Ask chn to choose a reason for their own character's anger, and to construct a similar circle prompt with a partner. Encourage chn to discuss and develop ideas. Share examples.Composition 1/ Spoken Language 4

Display & share a good example of chn's planning from last session. Explain that each box will become a brief paragraph/ a couple of sentences in the story. Model writing the opening of this story, emphasising building rich language through oral rehearsal and checking for past tense. Send Y2s to begin drafting story. Keep Y3s on carpet. Remind chn about present perfect form. This will be a good opportunity to use to describe the impact to each setting in the story. Using the modelled writing add /adapt sentences to form present perfect tense making it explicit why you have chosen to use it in this case. Challenge chn to use present perfect form in 1 or 2 sentences.Composition 2/ Grammar 3

Objectives Dimension Resources

Spok

en la

ngua

ge

a. listen and respond appropriately to adults and peerse. maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to commentsf. use spoken lang to develop understanding through speculating, hypothesising, imagining/exploring ideash. participate in discussions, presentations, performances and debatesj. consider and evaluate different viewpoints, attending to/building on the contributions of others

1. Monday: Discussing Angry Arthur in groupsRemind chn of speaking and listening skills: eye-contact, listening carefully, speaking clearly and on topic, taking turns and building on ideas. Explain that talking is a good way of developing ideas and understanding, and that everyone should have the opportunity to share what they are thinking.Plenary: See Comprehension 1

None

3. Wednesday: Discussing and generating compound sentencesThis is an opportunity to develop understanding through speaking and listening. Emphasise the importance of verbal rehearsal and listening to the impact of conjunction choice before choosing the best.Plenary: See Grammar 2

None

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

Y2/3: Spring Term Fiction 1A: Books by the Same Illustrator Main texts: Angry Arthur; In the Attic; Millie's Marvellous Hatd. give well-structured descriptions and explanationse. maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

2. Tuesday: Discussing, describing & building sentences about an illustration in Angry ArthurEncourage chn to spend time examining and discussing the details they can see in the illustration. The visual information in the text is richer than the words. Ask chn to build up their sentences verbally before recording.Plenary:See Grammar 1

None

f. use spoken language to develop understanding through speculating, hypothesising, imagining &exploring ideasi. gain, maintain and monitor the interest of the listener(s)

4. Thursday: Planning/presenting a story with a partnerThis is an opportunity for chn to develop understanding of story structure through discussion and present their story in an engaging way.Plenary:See Composition 1

None

Com

preh

ensio

n

Y2 discuss the sequence of events in books and how items of information are related, becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales

Y2 discuss favourite words & phrasesY3 discuss words/phrases that capture the reader’s interest and imagination

Y3 listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

1. Monday: Rereading and discussing Angry Arthur in groupsDiscuss and display task instructions on a f/c (see resources). Distribute texts, storyboard cards and empty storyboards (plan resources) to chn in partners/small groups. Explain that chn are exploring how stories are structured and how writers use language to create powerful images.Plenary: Ask chn what they noticed in the ordering tasks. Explain/remind chn that writers often build tension, increasing the size/excitement of events to a climax before bringing the tension back down (as in a story mountain). What words/phrases did chn pick out? Record and display, ensuring that powerful verbs, simile and alliteration are noted. For more able chn you may want to explore idea of this story with anger described using the metaphor of weather/natural events. What did chn think of the illustrations? Explain that this author and illustrator have collaborated on a number of books.Display examples of powerful language, a storyboard & storyboard cards in order of impact, on a working wall.

Copies of Angry ArthurPlan resources:Storyboard Cards 1&2Storyboard- enlarged to A3)

Gram

mar

Y2: Use and distinguish past and present tense

Y3: Use perfect form of verbs

1. Tuesday: Writing in past, present and present perfect tenseY2: Chn choose an illustration from Angry Arthur. Discuss what they can see with a partner. Chn write pairs of past and present sentences in black & blue as in whole class teaching. Chn underline verb. TA Directed if there is an adult availableY3: Chn work in pairs to write some present perfect sentences about one of the illustrations. Guide chn to choose a page ending 'but it wasn't' as these lend themselves best to writing in the present perfect tense; they show the aftermath of Arthur's anger (see resources for teachers' notes). Ask chn to underline the auxiliary verb (have/has) and past tense verb it helps. T directed. Plenary: Share examples of writing from Y2s and Y3s.Display examples of the tenses with guide to using them & accompanying illustrations, on a working wall.

Copies of Angry Arthur

Y2: use conjunctions (and, or, but) to join simple sentences

Y3: use more than one clause

2. Wednesday: Writing compound sentences about themselvesHARD: Write a paragraph using compound sentences, using the carpet sentence strips as a starting point.MEDIUM: Use Joining Sentences A to discuss, explore and write compound sentences. Chn can record sentences in books when confident, underlining the conjunction in each sentence.EASY: ADULT LED: Chn read and manipulate sentence strips from Joining Sentences B to create compound sentences. Chn re-read to check that they have chosen the best conjunction. Chn write/stick a few examples in books. Plenary: Share examples of compound sentences, reinforcing terminology and discussing why we use sentences with more than one clause (to create flow and add variety to sentence structure).Display examples of sentence strips linked with connective cards on working wall.

Plan resources:Joining Sentences A & InstructionsJoining Sentences BPrepareCarpet Sentence strips(see resources for examples to use)

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

Y2/3: Spring Term Fiction 1A: Books by the Same Illustrator Main texts: Angry Arthur; In the Attic; Millie's Marvellous Hat Y2: Use and distinguish past and present

tense Y3: Use perfect form of verbs

3. Friday: Writing in past, present and present perfect tenseThis is an opportunity to apply what chn have learnt in a purposeful piece of writing.Plenary: see Composition 2

None

Y2 re-read these books to build up their fluency and confidence in word reading

1. Monday: Rereading & discussing Angry Arthur in groupsBy rereading the text, chn can build confidence & fluency, supported by a partner.Plenary: See Comprehension 1

None

Wor

d re

adin

g

Y2 plan or say out loud what they are going to write about

Y2 write down ideas and/or key words, including new vocabulary

Y3 discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

Y3 discuss and record ideas

1. Thursday: Planning a story with a partner1. Chn review circle prompt, choosing best 4 or 5 zones to include in plan.2. Using a blank storyboard, chn plan story using notes or quick sketches.3. Chn check that tension increases to a climax then falls in a similar way to Angry Arthur.4. Chn add ideas for powerful words and phrases to their plan.EASY: Plan as a group if support is needed.Plenary: Ask chn to tell their story to another pair, using storyboard. Does their story expand? What is the best bit? Can chn think of one way to improve it? Copy all shared plans for individual use next session.

Plan resources:Storyboards

Paper for planning

Com

positi

on

Y2 write narratives... Y2 encapsulate what they want to say,

sentence by sentence Y2 re-read to check that their writing

makes sense and that verbs to indicate time are used correctly ...

Y3 compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (See Appendix 2)

2. Friday: Drafting a story in the style of Angry ArthurChn write their story, using their storyboard plans. Encourage oral rehearsal and building up rich language, including adjectives and powerful verbs.Plenary:Ask chn to read their stories. What are they pleased with? Ask chn to highlight their favourite words/phrases and share with a partner. Take some good examples of words & phrases and display them on working wall. What would they like to improve? How did chn get on with past tense/present perfect form? Share some examples. Can chn hear the tense?Outside this session, chn could produce second, more polished versions of their stories, perhaps using word-processing, for publication in a class book.

Storyboard plans from last session

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

Y2/3: Spring Term Fiction 1A: Books by the Same Illustrator Main texts: Angry Arthur; In the Attic; Millie's Marvellous HatWk 2 Monday Tuesday Wednesday Thursday Friday

Who

le cl

ass t

each

ing

Before this session, both texts should have been shared with chn. Show chn In The Attic and Millie's Marvellous Hat, asking chn what they remember about the stories, rereading sections as needed. Discuss the fact that In The Attic was created by the same team as Angry Arthur. Can chn find similarities? Are there differences? (3rd/1st person, richness of language, etc.). Explain that Millie's Marvellous Hat is different in that it was both written and illustrated by Kitamura. Share some of the illustrations. Can chn pick out the style of the illustrator? Explain that today chn will be reading and thinking about the texts, looking for clues in the language and thinking about what makes the texts effective.Spoken Language 5/Comprehension 2: Group Reading

Display texts shared so far (plus other available books illustrated by Kitamura. Ask chn what do they know about Kitamura (if anything). What would they like to know? Allow time for discussion and record questions on post-it notes. Pose example question: What does Kitamura draw with? Display Drawing Materials (plan resource). Do chn think this will be a good text to help answer the question? What tells us this? Share text, modelling word-reading skills and selecting appropriate information to answer the question. Model making notes on a f/c. Use notes to construct an answer sentence. Explain that chn will choose a post-it question to research in order to make a class Q&A book about Kitamura.Word Reading 2 /Comprehension 3

Write words why? and when? on a f/c with an air of mystery. Can chn answer your questions? Mime putting on a hat and say ' I am wearing my afternoon tea hat.' Point at why? until someone obliges. Write because under the word Why? and say: 'I am wearing my afternoon tea hat because it is my favourite meal'. Repeat process with as and so that. Now change the focus to when? Repeat, modelling the correct use of the conjunction to link the main clause to the subordinate clause (see plan resource for notes). Record examples of some sentences, pointing out the main clause (the main part of the sentence) the conjunction and the subordinate clauses (extra information). Explain that chn will be thinking about their own marvellous hats. Grammar 4/ Spoken Language 6

If time allows, chn create their hat before this session (they could draw, paint, collage or model!).

Display Suffixes (plan resource). Ask chn to match the pairs & write them on a whiteboard. Show chn how replacement is formed by adding suffix ment to replace. Show chn how to underline the root word (replacement) & ask chn to do the same with the other examples. What root words did chn find? What about speedily? Display spelling rule: for most words the suffix is added without changing the root word. When root word ends in y, change y to i then add suffix. Explain that chn will be going on a suffix hunt and exploring spelling rules. Word reading 3 / Transcription Spelling 4

On a f/c write: I am wearing my afternoon tea hat until it gets too heavy. Ask chn to identify clauses and conjunction. Say the sentence a few times until chn can join in without reading. Then swap order of the clauses. Until it gets too heavy, I am wearing my afternoon tea hat. Ask chn if it still makes sense. Write the sentence, explaining that the comma is needed to separate the opening subordinate clause from the main clause. Repeat the order swapping with some more examples, recording and explaining as before. Ask chn to choose a sentence from the display and try changing the order with a partner. *If the chn found last session difficult, you may wish to reinforce the grammar without emphasis on changing order.Grammar 5/ Composition 3

Objectives Dimension Resources

Spok

en la

ngua

ge

a. listen and respond appropriately to adults and peerse. maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to commentsf. use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideash. participate in discussions, presentations, performances and debatesj. consider and evaluate different viewpoints, attending to/building on the contributions of others

5. Monday: Reading and discussing In The Attic & Millie's Marvellous Hat in groupsThis is an opportunity to develop understanding through speaking and listening. Emphasise the importance of turn taking and valuing everyone's opinions without having to agree with themPlenary: See Comprehension 2

None

6. Wednesday: Creating complex sentences, with subordinate clauses expressing time & causeThis session is all about building complex sentences through oral rehearsal. Encourage chn to express the different clauses through gesture as they say them (point to hat for main clause, open palm for subordinate clause, etc.). This will help later as a visual/kinaesthetic cue for when the clauses are swapped round.Plenary: See Grammar 4

None

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

Y2/3: Spring Term Fiction 1A: Books by the Same Illustrator Main texts: Angry Arthur; In the Attic; Millie's Marvellous HatW

ord

read

ing

Y2 continue to apply phonic knowledge and skills to decode words until reading becomes fluent

Y2 read accurately, blending the sounds in words Y2 read accurately words of 2 or more syllables Y2/Y3 read further common exception words Y2 read most words quickly and accurately

2. Tuesday: Reading and understanding more challenging textsRemind chn that when they meet a word they don’t recognise, they have a variety of strategies. Also remind them how to work out what an unfamiliar word means. Read past it, then come back and re-read the sentence and discuss the possible word meaning.Plenary: See Comprehension 3

Y2 read words containing common suffixes Y3 apply their growing knowledge of root words,

prefixes and suffixes (etymology and morphology) as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet

3. Friday: Reading and understanding words containing suffixes: ly, ful, ment, ness, lessRemind chn that when encountering a long word, looking for suffixes helps to break it up into a more manageable length and looking at the suffix can give clues to meaning. Chn may find it helpful to read challenging texts aloud with a partner.Plenary: See Comprehension 3

None

Y2 add suffixes to spell longer words,(ment, ful, less, ness, ly)

Y3 use further prefixes and suffixes and understand how to add them (ly)

4. Friday: Finding and sorting words according to suffix - exploring spelling rulesTASK 1 : Lay the paper on the carpet. Challenge chn to find as many suffix words as they can and add them to the corresponding paper with word sentence recorded next to it to show root word and suffix (see plan resource example).TASK 2 : Y2 Challenge chn to write silly sentences using as many words with the same suffix as possible.TASK 2: Y3: ADULT LED: focus: suffix –ly: add to an adjective to form an adverb. Explore rule and exception 1 (see plan resource for Words to explore when adding ly).Plenary: Review each suffix list. Record rules for adding. Display for future reference. Listen to silly sentences.

Words to explore when adding ly(plan resource)5 large pieces of sugar paper with a suffix written in the middle of eachFelt-tipped pensRange of story booksComprehension 3 textsrhyming dictionaries

Com

preh

ensio

n

Y2 make inferences on the basis of what is being said and done

Y2 answer and ask questions Y2 explain/discuss the understanding of books... Y3 draw inferences such as inferring characters'

feelings, thoughts and motives from their actions, and justify inferences with evidence

Y3 identify how language, structure, and presentation contribute to meaning

Y2/3 participate in discussion about both books that are read to them and those they can read for themselves, taking turns & listening to others

2. Monday: Reading and discussing In The Attic & Millie's Marvellous Hat in groupsDistribute resources and introduce both tasks. Chn should be ready to share ideas with the class and may wish to make notes to support this.TASK 1: Thinking about a text extract in detail: chn read an extract from Millie's Marvellous Hat (plan resource) and discuss and answer differentiated questions.HARD: Questions to discuss AMEDIUM: Questions to discuss BEASY: Questions to discuss CTASK 2: Thinking about the texts as a whole: chn discuss both books using Discussion Prompts (plan resource) to support their conversations. Display prompt on whiteboard. For less able cohorts, you may wish to combine Task 2 with the plenary session.Plenary: Ask chn to feedback from their discussions.Record pertinent comments and display on working wall. Ask chn to write/sign their comments.

Plan resources:Millie's Marvellous Hat Extract - pages 1&2Questions to discuss A, B, CDiscussion Prompts

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

Y2/3: Spring Term Fiction 1A: Books by the Same Illustrator Main texts: Angry Arthur; In the Attic; Millie's Marvellous Hat Y2 check that the text makes

sense to them as they read and correct inaccurate reading

Y2 answer and ask questions Y3 check that the text makes

sense to them, discuss their understanding and explaining the meaning of words in context

Y3 retrieve and record information from non-fiction

3. Tuesday: Reading challenging texts and researching answers to questionsChn choose a research question. Distribute research texts per table (plan resources) and list websites (see website list). Encourage chn to be selective in reading, using titles, headings, etc. to help choose the best texts for research. Chn make notes and write answers to questions.HARD: Green texts; work individuallyMEDIUM: Green/yellow texts; work with a partnerEASY: Yellow texts; work with a partner - give insecure readers a question and section of appropriate research text.Plenary: Review the question post-its, asking chn to supply answers to the questions. How did chn find research process? Did they find any other interesting facts along the way? Were there any parts of the texts that chn found difficult. Share and discuss.Publish Q&A book outside session or create Q&A cards for working wall. If time, see weblinks for Kamishibai video.

Plan resources:4 texts at 2 levelsGreen: harderYellow: easierChildhood InspirationInterview: hats...How SK creates his IllustrationsEarthquake ExperienceAccess to InternetKeep texts for Spelling 1

Gram

mar

Y2: Use conjunctions (when, if, because) to add subordinate clausesY3: Use conjunctions for time & cause - can link to subordination (using because and when, etc.)

4. Wednesday: Creating complex sentences, with subordinate clauses expressing time and causeChn work with a partner to imagine and describe their own marvellous hat. Encourage lots of talk, miming looking it over and feeling it. For chn needing inspiration display the page 'Everyone had a hat of their own...' from Millie's Marvellous Hat. When chn have a good sense of what their hat is like, chn should say some sentences about their hat as in the whole class teaching. The partner then chooses to ask why? or when? The chd extends their sentence using a conjunction from the f/c. Stop chn frequently and listen to examples. Point out the main and subordinate clause. Ask chn to work out if the partner has asked Why? or When?EASY: This can be simplified by directing chn to use only because and when as the subordinating conjunctions.Plenary: Ask chn to create an example complex sentence for the display. Chn should write clearly, large enough to read from a distance and mark the main clause, subordinate clause and conjunction. Share examples as you add them to the working wall, asking chn to listen for different parts of the sentence.

Displayed page from Millie's Marvellous HatDisplayed f/c connectives from whole class teaching.Paper for display sentences.Pens/ felt-tipped pens

Keep f/c connectives display for next session.

5. Thursday: Writing a description of a marvellous hat, using complex sentencesExplain that swapping the order of clauses varies the rhythm of writing and makes it interesting to listen to. It can also build tension and draw reader in, making them read to the end of each sentence to get the main message. Challenge chn to open 2-3 sentences with a subordinate clause.Plenary: see Composition 3

None

Com

positi

on

Y2 write for different purposes Y2 encapsulate what they want

to say, sentence by sentence Y3 compose and rehearse

sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures

3. Thursday: Writing a description of a marvellous hat, using complex sentencesChallenge chn to write a description of their hat, using some of the sentence structures they have been learning about. Remind chn to build sentences orally, checking for sense, structure and rich language. Encourage chn to write for quality rather than quantity so limit writing to 4-6 sentences. When chn finish, they should read through and look for ways to improve in accuracy and richness of vocabulary.Plenary:Choose a good example of pupil writing. Make a copy and cross out all subordinate clauses. Ask chd to read their original copy then you read yours. Ask chn to listen for the difference. Can they work out what you have done? Ask chn to talk about which they prefer and why.If chn have created hat pictures, display with writing for an eye-catching display.

Displayed f/c connectives from whole class teaching.

You need to be able to make a copy of chd's writing for the plenary.

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

Y2/3: Spring Term Fiction 1A: Books by the Same Illustrator Main texts: Angry Arthur; In the Attic; Millie's Marvellous HatWk 3 Monday Tuesday Wednesday Thursday Friday

Who

le cl

ass t

each

ing

This writing would work well as a stimulus for an art project. Chn could illustrate their stories in a style similar to Kitamura and display these Kamishibai-style, as they present their stories to an audience at the end of the unit. For ideas on how to organise this, see resources for Kamishibai Art Project.Reread In The Attic. Discuss plot. Why might the boy be bored? Does he have real adventures? Pick out surprising sentences endings ...and we made a web... Discuss impact. Turn the pages and ask chn what the boy does in each place (focus on action, rather than just setting). Note that, like Angry Arthur, the pictures say more than the words. Ask chn to close their eyes and imagine what world they might find at the top of that ladder. What would they notice (use senses). What would they do? After thinking time, ask chn to describe where they went and what they did with a partner. Share ideas with class and write prompts on a f/c, reflecting the type of world they found (city/ country in the air/under water old-fashioned/futuristic, etc). Today, chn will plan their own attic story. Spoken Language 7/ Comprehension 4/ Composition 4

Write on a board the opening 3 sentences from In The Attic. This will be the opening to the modelled story. Display a good example of pupil planning from last session. Share and explain why it is good. Explain that each box is like a page (or paragraph) in the story. As you don't have Kitamura to bring your words to life, you are going to have to help the reader 'see' the story. How will you do that? Collect ideas on f/c (include: adjectives, powerful verbs, extended sentences to add detail - link to grammar learning). Model writing 1 or 2 paragraphs, orally rehearsing each sentence and developing for structure and richness. Ask chn to reread. Look for one way to improve. Take suggestions / improve it.Composition 5/ Grammar 6

Explain that you enjoyed reading chn's stories so far. Pick out a few examples of writing that worked well and share. Explain that there are a couple of things that make the stories hard to read (this could be any class focus or directly linked to objectives, for example, overuse of same conjunction). With permission, share examples of these. Work with chn to improve them. List the class improvement points and ways to address them. Explain that today chn will finish their stories, using the same criteria as yesterday. Challenge chn to decide which improvement point they will focus on. Judging chn's needs from your marking, either model writing a paragraph using criteria or give chn time to read stories aloud so far and review their plans for today. Composition 6/ Grammar 7

Explain that chn will be sharing their stories with an audience. They want to make sure that their stories are enjoyable and it can be distracting if we listen to a story with mistakes. Reread part of In The Attic, inserting grammar mistakes (change tense, wrong conjunction, etc.). When chn hear an error, ask them to say the sentence correctly to a partner. Ask chn if they enjoy listening to stories just when they are free from mistakes? Does an audience need more? Agree that rereading writing is a good way of spotting words and phrases that chn can improve. Create a class proofreading checklist with chn, with a must/should/ could system to support chn to prioritise editing. Grammar 8 / Composition 7

Remind chn about Kamishibai entertainers that inspired Kitamura. Explain that listening to the stories performed brought them to life for chn. Ask what performance skills are needed for good story-telling. (You may wish to demonstrate or show a video clip to collect ideas.) Create a guide, such as: clear speaking, correct pace and volume, reading with fluency and expression, varying tone, pausing for effect, etc. What could help them? Create some tips: good posture, taking a breath if nervous, practising so they know the story well, etc. Explain that today chn will be practising reading their stories aloud to prepare for performance.Spoken Language 8 /Composition 8

Objectives Dimension Resources

Spok

en la

ngua

ge

a. listen and respond appropriately to adults and peersb. ask relevant questions to extend their understanding and build vocabulary and knowledgef. use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

7. Monday: Discussing and presenting story plans with a partnerThis is an opportunity for chn to develop their ideas through discussion & build a rich bank of vocabulary for their stories.Plenary:See Composition 4

None

g. speak audibly and fluently with an increasing command of Standard Englishh. participate in discussions, presentations, performances...i. gain, maintain and monitor the interest of the listener(s)k. select/use appropriate registers for effective communication.

8. Friday: Preparing to perform storiesThis is a good opportunity for chn to think about and develop performance skills. Be explicit about what makes good storytelling and use chn’s as good examples.Plenary: See Composition 8

None

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

Y2/3: Spring Term Fiction 1A: Books by the Same Illustrator Main texts: Angry Arthur; In the Attic; Millie's Marvellous HatCo

mpr

ehen

sion

Y2 make inferences on the basis of what is being said and done/Y3 draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justify inferences with evidence

Y2/3 participate in discussion about books, taking turns and listening to what others say

Y2 explain/discuss their understanding of books... Y3 identify how language, structure, and presentation

contribute to meaning

4. Monday: Reading and discussing In The Attic to prepare for writing taskUse whole class teaching session to ensure chn have a good grasp of the text, can recognise that sometimes writers use hints to make reader work out what is happening (inference) and recognise the impact of using particular words & phrases. Praise turn-taking and careful listening as well as speaking.Plenary: see Composition 4

None

Com

positi

on

Y2 write narratives Y2 plan or say out loud what they are

going to write about Y2 write down ideas and/or key

words, including new vocabulary Y3 discuss writing similar to that which

they are planning to write in order to understand and learn from its structure, vocabulary and grammar

Y3 discuss and record ideas

4. Monday: Planning a story in the style of In The AtticTASK 1 : Give chn discussion time with a writing partner. The aim is to develop ideas through discussion, rather than plan a story together. Chn should talk about what they like about In The Attic and what they would like to apply in their own stories. Chn can use f/c prompts to develop ideas of worlds they might explore.TASK 2 : Working individually, chn choose their best 3 - 4 ideas for worlds to visit. Chn write each on a post-it and work out an order, building to a climax. Ask chn to add a beginning and ending post-it to the plan. Explain that this task is similar to the storyboard work they did with Angry Arthur. Chn could stick post-its into a storyboard or copy out ideas. What interesting words and phrases can they add to each box?Plenary:Ask chn to present story plan to a different writing partner. Do they have a satisfying story planned?

Post-its or small pieces of paperOptional:blank storyboard (A3)

Y2 encapsulate what they want to say, sentence by sentence

Y3 compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (See Appendix 2)

5. Tuesday: Drafting a story in the style of In The AtticChn begin drafting their attic stories using their plans from last session and referring to the f/c ideas (success criteria). Remind chn to build rich and varied sentences through oral rehearsal.HARD: Chn compose their own opening. Challenge chn to experiment with the order of their clauses.MEDIUM: Chn compose their own opening or use one provided. Ask chn to use a range of conjunctions.EASY: Provide a copy of the opening sentences in chd books to avoid time wasted by copying. Ask chn to focus on extending sentences using and, but and because.Plenary: Ask chn to reread their own writing, using the success criteria to assess their work. What has worked well? What can they improve? Share some ideas and give time for editing. The EASY group may need adult support with this. When marking books, pick out 2 or 3 common areas for improvement next session.

Plans from last session.Story openings to stick into books for EASY and some MEDIUM tasks

6. Wednesday: Completing a story in the style of In The AtticChn complete stories, thinking about what they wish to focus on for improvement.Plenary: Ask chn to read their whole stories. Have they created a story that creates pictures in their minds?

Plans & writing from last session.

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

Y2/3: Spring Term Fiction 1A: Books by the Same Illustrator Main texts: Angry Arthur; In the Attic; Millie's Marvellous Hat Y2 evaluate their writing with the

teacher and other pupils Y2 re-read to check that their writing

makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form

Y3 assess the effectiveness of their own and others’ writing and suggesting improvements

Y3 propose changes to grammar and vocabulary to improve consistency

7. Thursday: Rereading and evaluating writing, looking for ways to improve itTask 1: Chn reread stories, checking and improving for sense, grammar and punctuation.Task 2: Chn read writing to a writing partner. Chn work together to agree what is effective in their stories and create a limited list of things to improve.Task 3: Chn work on improvements and then reread to check the overall effect of improvements.Plenary: Ask chn to read their finished stories to their writing partners and report back on the editing process and the impact of changes.Chn produce polished versions of their stories out of session.

Plans & writing from last session.Displayed checklist for proofreading

Y2 read aloud what they have written with appropriate intonation to make the meaning clear.

Y3 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.

8. Friday: Preparing to perform storiesAsk chn to practise reading their stories, first individually, then to a partner and lastly to a group. Each time chn should think about what went well and how they could improve. If you have a class set of digital recorders, this can allow chn to quickly get a sense of how their performance sounds.Plenary:Make plans to perform the stories to an audience, putting everything chn have learnt about performing into action. Hold a Kamishibai session, inviting another class or parents in to listen to the stories and for chn to share what they have learnt.

Stories from last sessionOptional:digital voice recorders

Gram

mar

Y2: use conjunctions (and, or, but) to join simple sentences

Y2: use conjunctions (when, if, because) to add subordinate clauses

Y3: use more than one clause Y3: use conjunctions for time & cause

- can link to subordination (using because and when, etc.)

6. & 7. Tuesday & Wednesday: Writing extended sentencesThis is an opportunity for chn to apply what they have learnt in their story writing. You may wish to display a greater range of conjunctions for more able chn but encourage chn to use conjunctions selectively.This is also a good guided writing opportunity and you may choose to focus on a particular group to extend their writing for sentence structure and variety.Plenary: see Composition 5&6

Optional:display of conjunctions - linked to usage

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

Y2/3: Spring Term Fiction 1A: Books by the Same Illustrator Main texts: Angry Arthur; In the Attic; Millie's Marvellous Hat

Books:Angry Arthur, by Hiawyn Oram (author) and Satoshi Kitamura (illustrator), Andersen Press, ISBN-13: 978-1842707746In The Attic, by Hiawyn Oram (author) and Satoshi Kitamura (illustrator), Andersen Press, ISBN-13: 978-1849392983Millie's Marvellous Hat, by Satoshi Kitamura, Andersen Press, ISBN-13: 978-1842709481Desirable but not essential: OTHER BOOKS illustrated by Satoshi Kitamura for example,Stone Age Boy by Satoshi Kitamura, Walker Books, ISBN-13: 9781406312195Once Upon an Ordinary School Day by Colin McNaughton (author) and Satoshi Kitamura (illustrator), Andersen Press, ISBN-13: 9781842704691The Story of Money by Martin Jenkins (author) and Satoshi Kitamura (illustrator), Walker Books, ISBN-13: 9781406360875Me and My Cat? By Satoshi Kitamura, Andersen Press, ISBN-13: 9781842707753

Websites:Week 2 - Tuesday: brief chd friendly biographies for Satoshi Kitamurahttp://www.booktrust.org.uk/books/children/illustrators/illustrators-gallery/37 http://www.papertigers.org/gallery/Satoshi_Kitamura/Week 2 - Tuesday: Kamishibai Video clipsExplanation of what it is: https://www.youtube.com/watch?v=v6URceEr_zcExample story told using Kamishibai: https://www.youtube.com/watch?v=O_Ugic0n49M Week 3 - Kamishibai Art Project - additional links for adult preparationAmerican website with resources & guidance for teachers: http://www.kamishibai.com/Video aimed at teacher for use of Kamishibai in the classroom: https://www.youtube.com/watch?v=oEId2SFRezYPobble, an on-line writing website which showcases over 100,000 pieces of writing, including examples based on Hamilton plans, where you could upload examples of your children’s writing: https://www.pobble.com/for-schools

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: Spring Term Fiction 1A: Books by the Same Illustrator Main texts: Angry Arthur; In the Attic; Millie's Marvellous HatOutcomes

Monday Tuesday Wednesday Thursday Friday1. Listen to a story and discuss it.2. Sequence story events.3. Consider the structure of a narrative.4. Pick out interesting words and phrases.5. Discuss impact of illustrations.

1. Identify past tense.2. Change tense of a sentence.3a. Y2 discuss and write sentences in past and present tense.3b. Y3 write sentences using present perfect tense.

1. Write compound sentences.2. Understand that conjunctions have different functions.

1. Plan a story.2. Present a plan to a peer.3. Discuss ideas.

1. Orally rehearse sentences before writing them.2. Write a story (could be used as a first draft).3. Reread writing and evaluate it.4a. Y2 Write in past tense.4b. Y3 write in present perfect tense.

1. Compare two stories.2. Discuss and compare 2 stories.3. Read a text extract to find information.4. Make inferences.5. Identify the effect of language choice.

1. Ask and write questions.2. Evaluate a text for its use in research.3. Retrieve and record information about an illustrator from an information text.4. Read a challenging text using word reading skills to decode and understand it.

1. Identify main and subordinate clauses.2. Role-play with a partner.3. Write complex sentences.

1. Identify parts of a sentence.2. Swap the order of clauses, noting impact and punctuation.3. Write a description, varying sentence structure through subordinate clauses.

1. Understand how suffixes can be added to create longer words.2. Find suffixed words in a text and sort.3a. Y2 write sentences containing suffixes3b. Y3 explore spelling rules for a suffix4. Begin to know spelling rules for adding suffixes.

1. Read and discuss a story.2. Discuss ideas for story in the same style.3. Plan a story.4. Present story plan to a peer.

1. Evaluate a story plan.2. Create success criteria collaboratively.3. Shared write story opening.4. Write opening to a story, using oral rehearsal to build extended sentences.

1. Evaluate peers' writing, picking out what works well & areas to improve.2. Complete a story, using oral rehearsal to build extended sentences.3. Read own writing to examine impact.

1. Proofread own writing.2. Read writing to a partner.3. Evaluate and improve writing with a partner.4. Consider process & impact of editing.

1. Discuss and collaboratively create success criteria for performance.2. Practise and perform writing to peers.3. Evaluate own performance using agreed criteria.

You might like to upload your children’s work 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.