Wk 1 - hamiltontrust-live-b211b12a2ca14cbb94d6-36f68d2 ...
|Wk 1 |Monday |Tuesday |Wednesday |Thursday |Friday |
|Please note: For the end of this week chn will need dragon paintings or drawings. They will then write descriptive words and phrases about their dragons. |
|Whole |Show chn a copy of the Mappa Mundi (plan resource)|Re-read the book so far. Ask chn to |Remind chn what has happened so |Discuss the story of George and the Dragon that we |Together, read the extract from |
|class |and The Dragon Machine by Helen Ward. Look at the |think about and discuss the character |far. In 2s or 3s ask chn to discuss|heard/read yesterday. Note the basic storyline on f/c: |George and the Dragon describing |
|teaching |map with chn & explain it is very old. Show a |of George. Talk about his appearance, |what might happen next. What might |Dragon is destroying village. / They give dragon the |the dragon (plan resource). Work |
| |modern map & identify ways in which the old map is|then his personality. Use the |happen to the dragons? What might |princess to save the village. / Hero kills dragon and |out tricky words together. |
| |different (much less clear, more like a picture, |illustrations & refer to parts of the |happen to George? They plan a |saves princess. Introduce chn to our next book; George and|Identify and highlight the |
| |etc.). When people did not know what the countries|story, encouraging chn to reflect on |sentence to say their idea clearly.|the Dragon by Chris Wormell. Hide dragon picture and read |adjectives. Then explain that the |
| |far away were like, they could not represent them |what the words and pictures tell us |Have a circle time and listen to |blurb to them, especially the first 2 descriptive |2nd part of the sentence |
| |on the map & would write ‘Here be dragons’ (often |about him. Infer from the text and |each other’s ideas. |sentences. Does this make them want to read it? Show |(descriptive phrase) gives you more|
| |in Latin) or draw dragon-like creatures as in |pictures: How can you tell he is shy? |Pull out any vocabulary from chn’s |dragon. Can anyone guess what such a huge dragon could |information and detail. Underline |
| |Mappa Mundi. This came to mean an unknown place on|How can you tell he thinks for himself?|ideas about the fantasy setting. |possibly be scared of? Talk in pairs. Share with the |relevant phrases (plan resource). |
| |the edge of the map. Read the blurb from The |Remind chn about what an adjective |What features might they find in |class in circle, jot down any ideas. Read story slowly, |Point out how commas are often used|
| |Dragon Machine. Start the story. Give chn time to |does. Think of words to describe George|the land where dragons belong? |enjoying descriptive language/pictures until the page |to separate phrases or clauses. The|
| |spot the dragons. Stop at the page showing the |& encourage chn to spot adjectives and |Mountains, caves, castles, etc. |about the secret. Remind chn about their ideas for what |previous owner had been a bat, so |
| |map. |phrases in the book which describe him.|Write down the words as a |dragon is scared of, then finish it. Read the sentence ‘He|the fixtures and furnishings were |
| |Then, read simple instructions together about how |Brainstorm ideas & record these on the |horizontal list. Remind chn of use |could fly higher than the clouds and faster than all the |most inconvenient. Talk about |
| |to draw dragons (plan resource). Point out |f/c, e.g. unseen, ignored, overlooked. |of commas in a list. |birds’. Explain that a diff way of writing this type of |fantasy settings in relation to the|
| |features and language of instructions. |Grammar 1 |Comprehension 2: Group Reading |comparison is as a simile, e.g. As high as a cloud, etc. |book. |
| |Spoken Language 1/Comprehension 1 | | |Together write a simile to describe the mouse, George. ‘He|Grammar 3/ |
| | | | |was as soft as...’ ‘He was braver than...’ Grammar 2 |Transcription 1 |
| |Objectives |Dimension |Resources |
|Spoken |Listen and respond appropriately to adults and |1. Monday: Discuss the start of the story, create ideas based on it |Images of Mappa Mundi |
|Language |peers |In groups of 3 chn discuss the story so far, making sure they listen to the opinions of others. Then they walk carefully round the |Instructions about ‘How to Draw a |
| |Ask relevant questions to extend understanding |classroom, in their group, deciding where dragons might possibly hide. Where could a large dragon hide? Where could a really tiny |Dragon’ (plan resource) |
| |and knowledge |dragon hide? Write sentences (A good hiding place for a dragon is...) and draw pictures. | |
| |Articulate answers and opinions |Plenary: Chn share ideas about where they thought dragons could hide. Who would like to have dragons in the classroom? Who would | |
| |Use spoken language to develop understanding |rather they kept to the great wilderness? Take a vote. | |
| |thro exploring ideas | | |
|Comprehen|Make inferences |1. Monday: Discuss the start of the story, create ideas based on it |See Spoken Language 1 |
|sion |Participate in discussion about books that are |Chn discuss a book that has just been read to them, and make inferences based on what the y have heard in the story. | |
| |read to them taking turns listening to what | | |
| |others say | | |
| |Develop pleasure in reading and motivation to |2. Wednesday: Reading extracts from a story in groups |Adapted extracts of the story of |
| |read by: |Have a look at this version of St George and the dragon. |George and the Dragon at 3 levels to |
| |c. becoming increasingly familiar with a wider |Read it to chn with some readers joining in where they can. Stop and point out simple words that most chn can read and point out |reread and illustrate (plan resource)|
| |range of stories, fairy stories and traditional |similes briefly. Then give chn adapted extracts of the story at 3 levels to reread in groups and illustrate (see resources). Some chn |Access to internet for two stories |
| |tales |can listen to the story of George and the Dragon on | |
| |Understand the books they read by: |. | |
| |e. predicting what might happen on the basis of |Plenary: Read the rest of The Dragon Machine. Were chn surprised by the ending? | |
| |what has been read so far | | |
|Word |Handwriting |1. Friday: Using careful handwriting |A dragon picture with description – |
|Reading |Pupils should be taught to: |When writing descriptive sentences for dragon pictures remind chn to write carefully and legibly (see Grammar 3). Alternatively some |as for Grammar 3 (plan resource) |
|Transcrip|a. Form lower case letters |chn could word-process their sentences. | |
|tion |b. start using some of the diagonal and |Plenary: As for Grammar 3. | |
| |horizontal strokes needed to join letters | | |
| |c. Form capital letters correctly. | | |
|Grammar |Develop their understanding of the concepts set |1. Tuesday: Make a character profile using adjectives and descriptive phrases |Mind-map with a picture of George in |
| |out in Appendix 2 by: |Chn record their ideas in a mind-map with a picture of George in the middle (plan resource). Use words and phrases from f/chart to |the middle (plan resource) |
| |b. learning how to use: |support this. They remember to use a capital letter when they write George’s name. Give a more challenging activity to some chn, | |
| |expanded noun phrases to describe and specify, |asking them to write a descriptive paragraph about George using phrases from the text to support their ideas. | |
| |e.g. the blue butterfly |Plenary: Hot-seat a confident volunteer as George and encourage chn to ask open questions that can’t be answered by ‘yes’ or ‘no’. | |
| |Develop their understanding of the concepts set |2. Thursday: Extend work on adjectives by learning about similes |Template for character that the |
| |out in Appendix 2 by: |Draw a picture of a different character that the Dragon might have been afraid of. Label it and draw what it might have in its |Dragon might have been afraid of + |
| |b. learning how to use: |suitcase (plan resources). Write a simile to describe the character and include some adjectives as well. Write in complete sentences |suitcase (plan resource) |
| |expanded noun phrases to describe and specify, |with capital letters and full stops. Give some chn a more challenging activity asking them to write more than one simile and decide |Reproduction of painting of St George|
| |e.g. the blue butterfly. |what their animal might want to borrow from the dragon? |and the Dragon (plan resource) |
| | |Plenary: Discuss the fact that both our books feature a main character named George. Why? Refer to the legend of St George and the | |
| | |Dragon. Look at a photo of a famous painting illustrating it (plan resource). | |
| |Develop their understanding of the concepts set |3. Friday: Write descriptive sentences YOU NEED THE CHN TO HAVE PAINTED PICTURES OF DRAGONS |A dragon picture with description |
| |out in Appendix 2 by: |Chn write elaborated sentences to describe their wonderful picture of a dragon, on a small whiteboard. They try to use similes (scribe|(plan resource) |
| |b. learning how to use: |for some chn). When they are happy with their sentences, and have had these corrected, they copy them in thin black felt tip onto a | |
| |subordination (using when, if, that, or because)|small piece of paper and stick this on their picture, or type it on computers (see plan resources for an example). | |
| |and co-ordination (using or, and, or but). |Plenary: Display the paintings, admire them and read the brilliant descriptions. | |
|Wk 2 |Monday |Tuesday |Wednesday |Thursday |Friday |
|Whole |Show chn the first illustration of The Paper Bag |Today chn will begin to plan their own story |Show chn the planning frame you are going|Look at examples of story maps/ other plans that chn|Look at the ‘Dragon Story |
|class |Princess by Robert Munsch. What can they tell about |orally. Consider the different structures of |to use (plan resources for examples), or |made yesterday. Look at the way one event leads to |Editing Checklist’ (plan |
|teaching |the story? What is Elizabeth thinking? Does Ronald |stories they have heard (plan resource). |use your own. |another and then what happens. Can chn tell their |resource). |
| |look very interested?!! Read the story and discuss |The Dragon Machine: Someone shy looks after |Model how chn can begin planning their |story using their plan? Give chn a few minutes to |Read some of the chn’s |
| |it. What do they think of the characters now? |dragons and saves them. |story using quick sketches and jotting |practice then ask volunteers to tell part of their |stories so far and see if |
| |Discuss the setting of the story – is it like a |George and the Dragon, version 1: A hero |down useful words and phrases. Talk about|story. |you can find any elements |
| |traditional dragon story? What is different? |kills the dragon and saves the princess. |the features of stories; characters, |Read through list of conjunctions and explain how |mentioned on the checklist.|
| |Help chn read the review of The Dragon Machine (plan|George and the Dragon, version 2: An unlikely|setting, build up, the problem, the |these connecting words help us write longer |Look for and praise |
| |resource). Discuss tricky words and underline words |hero saves the day without even realising it.|resolution, etc. |sentences (chn do not need to use term conjunction |interesting and descriptive|
| |ending in suffix –tion and look at the frame review.|The Paper Bag Princess: A clever character |Look at alternative ways to start their |at this stage – see Appendix 2)(plan resource). |language and use of |
| |Remind them about George and the Dragon. Discuss all|outwits the dragon. |story, and other useful story language |Remind chn/model how to count out each word in their|conjunctions to make longer|
| |the dragon stories you have read and decide which is|Read these together then brainstorm other |(plan resource). Make a list of useful |sentence on their fingers before they start writing.|sentences, etc. Discuss how|
| |their favourite and why. Write the name of each |scenarios and use ideas from other dragon |specific vocabulary (princess, castle, |Then put a full stop before they plan their next |chn will want to illustrate|
| |story on flipchart and tally a vote about which they|stories. Add them to the list. Talk about the|cave, magic, etc.) and talk about |sentence. Sound out the words carefully using their |their story. |
| |like best. Put chn into groups according to the book|setting of all 3 stories and the fact that |spelling. Remind chn about sounding out |phonic knowledge. Remind some chn how sentences are |Composition 4 |
| |they voted for. |they are fantasy settings. |words and drawing on phonic knowledge. |grouped into paragraphs to tell different parts of | |
| |Transcription 2 |Spoken Language 2/Composition 1 |Spoken Language 2/ |the story. Use the past tense. | |
| | | |Composition 2/Transcription 3 |Composition 3/Grammar 4 | |
| |Objectives |Dimension |Resources |
|Spoken |Participate in discussions |2. Tuesday and Wednesday: Making up and telling a story | |
|Lang |Consider and evaluate different viewpoints, |Working in pairs or on their own, chn will be discussing their ideas for the characters in their story and for the plot and settings. | |
| |attending to and building on the contributions of |They need to listen to others and be prepared to say their own ideas clearly. Encourage chn to realise that ther people’s ideas may | |
| |others |stimulate their own thinking. | |
|Word |Read accurately by blending the sounds in words |2. Monday: Identify words ending in –tion; Review a book orally |Copy of the review of The |
|Reading/ |that contain the graphemes taught so far [47 |First g ……... Give chn a copy of the review of The Dragon Machine. Working in pairs they find and underline/highlight words ending in |Dragon Machine for pairs (plan |
|Transcrip|Read words containing common suffixes, e.g. |–tion. Then working in small groups, chn think of reasons why they liked their chosen dragon story best. Give them a prompt sheet (plan |resource) |
|tion |adventure, invention, division |resource). Two or three chn in the group can act as scribes. Someone makes sure everyone in the group has a turn to say their ideas (a |Prompt sheet of review ideas |
| |Read words quickly and accurately |mini circle time can work well). They finish by deciding on about 3 reasons and prepare to share their reasons with the class. |for each group (plan resource) |
| | |Plenary: Go round different groups. Listen to their ideas/reasons. Could these reasons form part of a review? | |
| |Spell by: b. learning new ways of spelling |3. Wednesday: Create a list of fantasy words containing the /dʒ/ (j) sound |List of words containing /dʒ/ |
| |phonemes |Discuss spelling the /dʒ/ (j) sound. Explain it can be spelt dge, ge and g and ask chn to make a list of as many words that contain this |(plan resource) |
| |Apply spelling rules and guidelines as listed in |sound that could be used in a fantasy story (see resources). | |
| |Appendix 1 | | |
|Grammar |Develop their understanding of the concepts set out in |4. Thursday: Writing longer sentences with correct punctuation |‘Conjunction’ poster (plan resources)|
| |Appendix 2 by: |Display ‘Joining words’ poster (plan resource) and encourage chn to use the joining words to write longer sentences | |
| |a. Learning how to use both familiar and new punctuation |(beginning to use subordination) when writing their story (see Composition 3). Remind chn about capital letters and | |
| |correctly (see Appendix 2) |full stops. | |
| |b. Learning how to use: |Plenary: See Composition 3. | |
| |subordination (using when, if, that, or because) and | | |
| |co-ordination (using or, and, or but) | | |
|Compositi|Consider what they are going to write before |1. Tuesday: Making up and telling a story outline using character cards |Character and object pictures to help|
|on |beginning by: |Working in pairs or on their own, chn cut out the character and object pictures and use to begin to plan a story (plan resource). |with planning a story (plan resource)|
| |a. planning or saying out loud what they are going|They may need to draw other characters to take part in their story. Give everyone a time limit to come up with a story outline. When| |
| |to write about |they have decided on it they share it with a partner or another pair. Stress that everyone can ‘pinch’ ideas from the stories they | |
| | |have heard, mix them up, use bits of their own ideas and so on. They can use as much or as little of stories they know as they want.| |
| | | | |
| | |Plenary: Read the animated story about The Helpful Dragon on the British council site at | |
| | | and look at the different endings. | |
| |Consider what they are going to write before |2. Wednesday: Making a story plan with logically sequenced events |‘Useful Story Language’ (plan |
| |beginning by: |Give chn a copy of the ‘Useful Story Language’ plan resource to read through. The chn make a story plan/map using their ideas from |resource) |
| |b. writing down ideas and/or key words, including |yesterday. Help them work through the plan, drawing quick sketches for each section, using arrows to link events, etc. They should |Story map frame (various versions - |
| |new vocabulary |also write useful key words/phrases. Encourage them to keep telling themselves their story and making sure they have a logical |plan resource) |
| |c. Encapsulating what they want to say, sentence |sequence of events. When they are finished they write their opening sentences and/or tell their story to a partner. | |
| |by sentence |Plenary: Chn read the story of The Hungry Dragon on the British council site at | |
| | |. Draw chn’s attention to the use of speech marks in | |
| | |the text. | |
| |Develop positive attitudes towards and stamina for|3. Thursday: Beginning to write a dragon story |None |
| |writing by: |Chn re-read their planning sheets and rehearse their story to a partner or themselves. Then begin to write their own dragon story | |
| |a. writing narratives, about personal experiences |(on paper rather than in their exercise books, if these stories are to form a class book). Remind chn to try hard to write some | |
| |and those of others (real and fictional) |longer sentences (see Grammar 4). They could add dialogue and detail to make their story interesting to the reader. They could also | |
| | |begin to think whether they want to include any illustrations. Remind them to use careful and neat handwriting. | |
| | |Plenary: Chn read out any words, descriptive phrases and longer sentences they are pleased with. | |
| |Make simple additions, revisions and corrections |4. Friday: Finishing and editing the dragon stories |Dragon Story Editing Checklist (plan |
| |to their own writing by: |Chn reread their stories so far to check for punctuation and sense (give each table a checklist to refer to). They then continue and|resource) |
| |b. re-reading to check that their writing makes |complete their stories. Have they used any conjunctions to make longer sentences? When they have finished writing they spend some | |
| |sense and that verbs to indicate time are used |quality time on the illustrations and make their story look wonderful. | |
| |correctly and consistently |Plenary: Collect the stories together in a class book and enjoy them. | |
| |c. proof-reading to check for errors in spelling, | | |
| |grammar and punctuation | | |
Books:
The Dragon Machine by Helen Ward, ISBN: 9781840119909
George and the Dragon by Chris Wormell, ISBN: 9780099417668
The Paper Bag Princess by Robert Munsch, ISBN: 9780920236161
Websites:
A version of the story of St George and the Dragon
Oral storytelling of George and the Dragon, the traditional tale
Animated story about The Helpful Dragon with alternative endings
The story of The Hungry Dragon
An on-line writing website where teachers can upload examples of their children’s writing, including Hamilton plan examples.
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.
Outcomes
|Monday |Tuesday |Wednesday |Thursday |Friday |
|1. Read and enjoy listening to a story. |1. Create a character profile. |1. Listen to a long oral traditional tale. |1. Write a simile. |1. Write sentences containing extended noun |
|2. Respond to a story by discussing aspects of |2. Think of and use adjectives to describe |2. Read a familiar traditional story. |2. Use adjectives to describe nouns. |phrases. |
|it and relating these to own experiences. |nouns. |3. Predict what might happen in a story. |3. Create a character to match one in a |2. Use imagination to write descriptions. |
|3. Work in collaboration with others. |3. Use capital letters to write names. | |familiar story. | |
|1. Review stories read and give reasons for |1. Think about and create a story based on |1. Make a story plan for the story described |1. Begin to write a story based on a careful |1. Complete a story. |
|opinions. |a dragon and using aspects of dragon |yesterday. |plan. |2. Check own writing to make sure it makes |
|2. Identify and begin to spell words ending |stories read. |2. Write key words and phrases in the story |2. Compose & rehearse sentences orally before|sense. |
|–tion. |2. Tell others the story, sequencing the |plan. |writing them. |3. Proof read own writing to check |
| |beginning, the middle and the end. | |3. Sequence sentences in a narrative. |punctuation and spelling. |
| | | |4. Include extended noun phrases in own |4. Read aloud what they have written to |
| | | |writing. |others. |
| | | | |You might like to upload your children’s work|
| | | | |onto Pobble, an on-line platform for sharing |
| | | | |writing. |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- pie corbett s teaching guide for progression in writing
- wk 1 hamiltontrust live b211b12a2ca14cbb94d6 36f68d2
- long term plan y2 nb some parts of this overview are in
- grammar lesson 1 home plain local schools
- dates and numbers
- an unofficial guide to writing eprs decs and awards
- nouns verbs and adjectives sb lesson 1 5
- writing objectives for lesson plans using bloom s taxonomy
- japanese 1 semester 1 aventa learning
Related searches
- live and live different meanings
- live vs live pronunciation
- live and let live meaning
- antena 1 live pe internet
- antena 1 live gratis online
- antena 1 live online
- antena 1 live gratis
- antena 1 live stream
- msnbc live stream live news chat
- antena 1 online live gratis
- fox sports 1 live stream
- live football video live streaming