Session



Fiction Unit 3.1 Storm

About this unit:

The children listen to the story and predict what may happen at various points. They focus on character, setting and mood, asking questions as the story progresses and locating evidence in the text to answer specific questions. They understand why descriptive sentences are important and how setting affects mood. They revise and develop punctuating direct speech and then work on nouns, adjectives and expanded noun phrases. The writing tasks involve planning and writing a description of setting, and planning and writing a conversation using direct speech and correct punctuation.

Stimulus synopsis: Storm

Annie must cross the marsh to help save her sister, but the ghostly horseman is always close by. Annie knows the secrets of the great marsh. She’s even heard about its ghost. But on a terrible night, when Annie must brave the storm alone, not even she knows what to expect.

Recommended Route

This recommended route is a varied learning pathway through the lessons available, which ensures full coverage of the curriculum objectives for the year group within a given number of weeks. It will typically progress from comprehension to composition, with grammar and depth focus lessons scheduled where relevant. The learning objectives for each lesson are listed in the lesson plans below, and national curriculum coverage can be viewed in The National Curriculum for England Correlation Chart Year 3, The National Curriculum for Wales Correlation Chart Year 3, The National Literacy and Numeracy Framework Correlation Chart Year 3 (Wales), The Curriculum for Excellence Correlation Chart P4 (Scotland) and The Northern Ireland Curriculum Correlation Chart Year 4.

|Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

|Day 6 |Day 7 |Day 8 |Day 9 |Day 10 |

|Day 11 |Day 12 |Day 13 |Day 14 |Day 15 |

Recommended Grammar Lessons

These short, discrete grammar lessons can be taught at any point in the recommended route, either spread between the lessons or taught in one session as a group. All of the units across a year group contain grammar lessons that, between them, cover the curriculum requirements for the year group.

|Grammar Lesson 1 |Grammar Lesson 2 |

|Revise the concept of adjectives |Introduce the basic conventions |

| |of direct speech: |

|Revise the use of dictionaries |new line for new speaker |

| |speech marks |

| |final punctuation mark before |

| |reporting clause |

Lesson Bank

If you would prefer to develop your own route through the material, the lessons detailed below, alongside additional lessons, are available in the lesson bank for the unit. This lesson bank contains all available lessons for the unit, including comprehension lessons, composition activities (both long and short), and depth focus and sentence grammar lessons where relevant. If you are planning a thematic curriculum, or using Wordsmith alongside other resources, you can select appropriate lessons from the lesson bank for your own planning.

Spelling list

The spelling list linked below contains all the spellings children will come across in this unit. They are linked to the spelling requirements for the National Curriculum for England Programme of Study for the year group. This list can be used to issue spellings to children on a weekly basis.

F AR 3.1.1 Spelling List: Storm

You can also view the complete spelling list for Year 3.

Teaching Strategies

Throughout the lesson plans, key teaching techniques such as ‘Babble Gabble’ appear in green. For a definition of each of these techniques, consult the Wordsmith Glossary of Teaching Strategies, which outlines what each technique involves and how it can be used.

Grammar Assessment

At the end of each term, once all four units have been covered for the year group, children’s individual knowledge of the grammar concepts taught during the unit can be assessed using the printable grammar progress check and mark scheme.

• About the Grammar Progress Checks

• Grammar Progress Check: Year 3, Autumn Term

• Grammar Progress Check Answers: Year 3, Autumn Term

You can record children’s attainment on the Grammar Progress Checks using the editable Class Record.

• Day 1: Comprehension

|Session |Main focus |Teaching summary |Activity description |

|Comprehension 1: Chapters 1–3 |Ask questions about a |Read Chapter 1. Model asking questions to show the children how |Core: The children work in groups Hot-Seating Annie, choosing one |

| |text |readers read. Who is the main character? What is she like? Where does |person to be Annie. In a guided group, the others question Annie (e.g.|

| | |she live? How does she feel about where she lives? |Do you like living near the marsh? / What do you like playing? / What |

| |Use inference and |Read to the end of Chapter 3. What kind of story do you think this |is it like in winter? / Do you miss your sister? / How do you feel |

| |prediction |will be? (ghost) What makes you think that? |about the ghost?). |

| | |Talk Partners discuss the story of the ghost. How do you feel about | |

| | |the ghost? Do you believe he is real? What would you do if you met him|Support: The children prepare answers to the Part A questions on ‘Ask |

| | |on the marsh? |Annie’ (F PCM 3.1.11). They then use these questions and answers as |

| | |Make predictions for what might happen next. |they work in groups Hot-Seating Annie, one person being Annie and |

| | | |referring to the prepared answers, and the others questioning her. |

| | | | |

| | | |Extend: The children work in groups Hot-Seating Annie, choosing one |

| | | |person to be Annie. The others question Annie using the Part B |

| | | |questions on ‘Ask Annie’ (F PCM 3.1.11) and then asking questions of |

| | | |their own to find out more about her character. |

|Objectives: Listen to and discuss wide range of text types; Ask questions to improve understanding; Draw inferences and justify with evidence; Make predictions; Discuss books that are read to them |

|and those they read themselves |

|Spoken language: Ask relevant questions; Build their vocabulary; Speculate, hypothesise, imagine and explore ideas |

|Photocopiables: F PCM 3.1.11 |

|Digital resources: eBook of Storm |

Day 2: Sentence grammar

|Session |Main focus |Teaching summary |Activity description |

|Sentence |Punctuate direct speech |Show ‘Speech punctuation’ (F ITP 3.1.7). Tell the children they are |Core: The children work independently or in small groups to complete |

|grammar 1: | |going to read the speech (the part people actually say) while you read|‘Punctuating speech’ (F PCM 3.1.8). |

|Punctuating direct speech | |the rest. Highlight the speech on F ITP 3.1.7. Point to the class each| |

| | |time it is their turn to read. |Support: In pairs, the children write speech bubbles for Annie, Willa,|

| | |Ask the children what they notice about the punctuation around speech.|their mother and Mr Carter. They then rewrite each speech bubble as a |

| | |Highlight the speech marks and explain their purpose. Highlight the |line of direct speech, using speech marks. |

| | |punctuation inside the speech marks. Also point out capitals for new | |

| | |speech and a new paragraph for each new speaker. |Extend: The children complete the first activity on ‘Punctuating |

| | |Show ‘Punctuating speech’ (F ITP 3.1.8) and model punctuating speech |speech’ (F PCM 3.1.8) and then write a short conversation between two |

| | |involving the children as much as possible. |characters in the story (e.g. Annie and Willa / Doctor Grant and |

| | | |Annie) using the correct speech punctuation. |

|Objectives: Use and punctuate direct speech |

|Spoken language: Listen and respond appropriately |

|Photocopiables: F PCM 3.1.8 |

|Digital resources: eBook of Storm, F ITP 3.1.7, F ITP 3.1.8 |

Day 3: Depth focus

|Session |Main focus |Teaching summary |Activity description |

|Depth focus 1: |Discuss settings |Show Screen 1 of ‘The marsh’ (F ITP 3.1.4). Describe the marsh in the |Core: The children work independently to describe each of the places |

|Setting | |summer. What is the weather like? |shown on F ITP 3.1.5 in either winter or summer. They write words or |

|(pp. 8–11) |Use descriptive sentences|Show screen 2. How do we know Annie is enjoying the marsh? |phrases to describe the settings and use these to compose sentences. |

| | |Show Screen 3. Now, what season is it? How do we know? How does Annie | |

| | |feel about the marsh now? |Support: The children work in pairs to describe one or two of the |

| | |Reread pages 8-11. What different places does Annie mention? |places shown on F ITP 3.1.5 in either winter or summer. They orally |

| | |Show ‘Map’ (F ITP 3.1.5). The children close their eyes. Imagine the |compose and then write sentences using some descriptive words. |

| | |marsh, first in the summer, then in the winter. What can you hear / | |

| | |see / touch / smell / taste? How do you feel? |Extend: The children work independently to write two short contrasting|

| | |Click on the places on F ITP 3.1.5 and add descriptions. Discuss how |descriptions of each of the places shown on F ITP 3.1.5, one |

| | |setting affects mood. |describing each setting in summer and another describing it in winter.|

| | | |Assist the children to select details and vocabulary to create the |

| | | |different moods. |

|Objectives: Discuss words/phrases that capture reader’s interest; Check that text makes sense and is in context |

|Spoken language: Give well-structured descriptions, explanations and narratives |

|Photocopiables: N/A |

|Digital resources: eBook of Storm, F ITP 3.1.4, F ITP 3.1.5 |

Day 4: Short composition

|Session |Main focus |Teaching summary |Activity description |

|Short composition 1: Day 1 |Set context |Show ‘The Thing in the Basement’ (F ITP 3.1.13). Read the extract from|Core: Talk Partners work together to plan sentences describing the |

| | |another story with a different setting. The children identify details |‘friendly’ school from Scott’s point of view, writing ideas/notes |

| |Plan and write |that help them picture the setting of Scott’s new school. What mood is|about what he can see and hear. They then rehearse full sentences |

| |descriptive sentences |created? What words or phrases help to create this mood? |orally and write them down. |

| | |Next, focus on Scott’s old school. Imagine that Scott is first | |

| | |approaching his old, friendly school. What details might he use to |Support: Talk Partners use ‘Scott’s old school’ (F PCM 3.1.15) to |

| | |describe that school? How is the mood different from his new school? |rehearse orally and then complete sentences describing the ‘friendly’ |

| | |Using F ITP 3.1.13, model changing details to create the setting of |school. |

| | |the old school, e.g. All around the school there was grass and tall | |

| | |trees. It looked like the trees were protecting the little school. |Extend: Talk Partners work together to plan descriptions of the |

| | |Remind the children how to punctuate sentences (using a capital letter|‘friendly’ school from Scott’s point of view, noting ideas for |

| | |and a full stop). Save the ITP for use on Day 2. |details, words and phrases. The children then work independently to |

| | | |write down their descriptions in full sentences, including a simile, |

| | | |to use three senses, and to choose powerful verbs and adjectives. |

|Objectives: Discuss writing similar to that which they are planning to write; Discuss and record ideas; Use rich vocabulary, oral rehearsal and increase range of sentence structures; Create settings,|

|character and plot |

|Spoken language: Participate actively in conversations; Consider and evaluate different viewpoints |

|Photocopiables: F PCM 3.1.15 |

|Digital resources: F ITP 3.1.13 |

Day 5: Short composition

|Session |Main focus |Teaching summary |Activity description |

|Short composition 1: Day 2 |Evaluate and edit |Show ‘Descriptive sentences’ (F ITP 3.1.14) and introduce success |Core: The children work in the same pairs as on Day 1. They swap their|

| |descriptive sentences |criteria for descriptive sentences. Encourage the children to add to |descriptions with another pair to evaluate each other’s work, using |

| | |the list. |the shared success criteria from F ITP 3.1.14. Encourage them to |

| | |Return to the modelled sentences from Day 1 that created the setting |suggest improvements, including in punctuation and spelling. Each pair|

| | |of Scott’s old school based on ‘The Thing in the Basement’ (F ITP |then edits their own description. |

| | |3.1.13). How can we improve these sentences? Model how to expand noun | |

| | |phrases and use powerful verbs to improve the sentences. |Support: The children evaluate their descriptive sentences against the|

| | | |three original success criteria on F ITP 3.1.14. They make any |

| | | |necessary changes to ensure these are met. |

| | | | |

| | | |Extend: Work with the children, challenging them to make specific |

| | | |improvements to their work, e.g. improving a verb, expanding a noun |

| | | |phrase or using a conjunction to extend a sentence. Remind them to |

| | | |keep rereading to check the effect, and to check their spelling and |

| | | |punctuation. |

|Objectives: Assess own and other's writing; Proof-read for errors |

|Spoken language: Listen and respond appropriately; Consider and evaluate different viewpoints |

|Photocopiables: N/A |

|Digital resources: F ITP 3.1.14, F ITP 3.1.13 |

Day 6: Comprehension

|Session |Main focus |Teaching summary |Activity description |

|Comprehension 2: Chapters 4–5 |Use inference |Recap Chapters 1–3. Read Chapter 4. On the third night after Willa |Core: In pairs, the children use ‘The story so far …’ (F PCM 3.1.1) to|

| | |came home, what two significant things happened? (the storm; Willa’s |sequence the events in the story so far, and then write their own |

| |Make predictions |labour) |predictions about what might happen next. |

| | |Read pages 26–29. Focus on the changing moods. Look at pages 26–27. | |

| |Sequence events |How are characters feeling here? (hopeful) Look at pages 28-29. How |Support: In pairs, the children use ‘The story so far … 2’ (F PCM |

| | |are characters feeling now? What happened to change the mood? |3.1.12) to sequence the events in the story so far, and then write one|

| | |The children create a Freeze Frame and/or use Thought Tracking to |sentence saying what might happen next |

| | |convey characters’ change of moods and thoughts. | |

| | |Model personal response, e.g. I don’t think I’d want to go out in that|Extend: In pairs, the children use ‘The story so far …’ (F PCM 3.1.1) |

| | |storm. Would you have volunteered? |to sequence the events in the story so far. Talk Partners then suggest|

| | |Read Chapter 5 to the end of page 37. Who might the stranger be? Read |and discuss three different ideas for what might happen next. They |

| | |to the end of Chapter 5. |discuss each possibility, deciding which is most likely and why, |

| | | |referring to the text. They then write down the agreed prediction(s), |

| | | |explaining their reasoning. |

|Objectives: Check that text makes sense and is in context; Draw inferences and justify with evidence; Make predictions; Identify and summarise main ideas |

|Spoken language: Listen and respond appropriately; Speculate, hypothesise, imagine and explore ideas |

|Photocopiables: F PCM 3.1.1, F PCM 3.1.12 |

|Digital resources: eBook of Storm |

Day 7: Depth focus

|Session |Main focus |Teaching summary |Activity description |

|Depth focus 3: |Discuss characters |Recap Chapters 4-5. Focus on Annie. |Core: The children use Thought Tracking and ‘Thought bubbles’ (F PCM |

|Exploring character 2 | |Use Hot-Seating to explore what Annie is thinking and feeling before |3.1.6) to explore Annie’s thoughts, from the point when the stranger |

|(Chapters 4–5) |Use inference |she volunteers to go out in the storm (Chapter 4). One child takes the|offers to take her into Waterslain to the end of Chapter 5 (pages |

| | |role of Annie whilst the other children ask her questions about this |38–41). |

| | |point in story, e.g. Are you excited about the baby coming? / Do you | |

| | |want to help your sister? / How do you feel about going out in the |Support: The children use Thought Tracking and ‘Annie’s thought |

| | |storm? |bubbles’ (F PCM 3.1.7) to explore Annie’s thoughts, from the point |

| | |Repeat the activity, using a different ‘Annie’ to explore Annie’s |when the stranger offers to take her into Waterslain to the end of |

| | |thoughts just after she decides to go out in the storm. |Chapter 5 (pages 38–41). Ask questions to prompt the children if |

| | | |necessary. |

| | | | |

| | | |Extend: The children use Thought Tracking and ‘Thought bubbles’ (F PCM|

| | | |3.1.6) to explore the thoughts of Willa, Annie’s mother or Annie’s |

| | | |father, from the point when the stranger offers to take Annie into |

| | | |Waterslain to the end of Chapter 5 (pages 38–41). |

|Objectives: Check that text makes sense and is in context; Draw inferences and justify with evidence; Discuss books that are read to them and those they read themselves |

|Spoken language: Ask relevant questions; Build their vocabulary; Speculate, hypothesise, imagine and explore ideas; Select and use appropriate registers |

|Photocopiables: F PCM 3.1.6, F PCM 3.1.7 |

|Digital resources: eBook of Storm |

Day 8: Sentence grammar

|Session |Main focus |Teaching summary |Activity description |

|Sentence |Revise nouns, adjectives |Ask the children to review what nouns and adjectives are and give you |Core: The children work independently or in pairs to complete |

|grammar 2: |and expanded noun phrases|examples of each in sentences. |‘Expanding noun phrases’ (F PCM 3.1.9). |

|Revising nouns, adjectives and | |Show Screen 1 of ‘Expanding noun phrases’ (F ITP 3.1.9). Ask the | |

|expanded noun phrases | |children to identify nouns and underline them. The children choose |Support: The children work in pairs to complete ‘Nouns and adjectives’|

| | |adjectives from the list to give more information about the nouns. |(F PCM 3.1.14). |

| | |Together, write a few sentences with adjectives in different places. | |

| | |Show Screen 2. Look at the noun phrases and point out the different |Extend: The children complete Part A of ‘Expanding noun phrases’ (F |

| | |positioning of the phrase within each sentence. |PCM 3.1.9) and then write their own noun phrases, adding detail to |

| | |Talk Partners orally create noun phrases to describe objects in the |nouns such as ‘night’, ‘wind’, ‘moon’, ‘air’ and ‘clouds’. Challenge |

| | |classroom, people in photos etc. and then share them with the class. |them to expand each noun in two or three different ways. |

|Objectives: Expanded noun phrases to describe and specify, e.g. the blue butterfly; Use and understand the grammatical terminology in Appendix 2 in discussing their writing |

|Spoken language: Listen and respond appropriately; Give well-structured descriptions, explanations and narratives |

|Photocopiables: F PCM 3.1.9, F PCM 3.1.14 |

|Digital resources: eBook of Storm, F ITP 3.1.9 |

Day 9: Comprehension

|Session |Main focus |Teaching summary |Activity description |

|Comprehension 3: |Use inference |Share the children’s predictions from F PCM 3.1.1. |Core: In pairs, the children annotate ‘Memories map’ (F PCM 3.1.2) |

|Chapters 6–7 | |Read Chapter 6. Allow the children Think Time to discuss whether their|with notes about what Annie might remember from her journey with the |

| | |predictions have changed. |horseman. Remind them to use page references for the details from the |

| | |Read Chapter 7. What do you think about your prediction now? Does |text. They then add two notes about how Annie felt at the beginning |

| | |anything puzzle you? How would you feel if you were Annie? |and end of her journey. |

| | |Show ‘Memories map’ (F ITP 3.1.1). Click ‘Home’ and read the quote. | |

| | |Model using the page reference to find this part of the text. What |Support: In pairs, the children add ‘I remember …’ sentences to the |

| | |would Annie remember about this moment? The children Think-Pair-Share |‘Memories map’ (F PCM 3.1.2), describing what Annie might remember |

| | |ideas. Add notes to the pop-up box. |from her journey with the horseman. |

| | |Repeat for ‘Ford’. | |

| | | |Extend: Independently, the children annotate ‘Memories map’ (F PCM |

| | | |3.1.2) with Annie’s memories, thoughts and feelings about the journey,|

| | | |using page references to refer to details and clues in the text. |

|Objectives: Make predictions; Identify and summarise main ideas |

|Spoken language: Listen and respond appropriately; Participate actively in conversations |

|Photocopiables: F PCM 3.1.1, F PCM 3.1.2 |

|Digital resources: eBook of Storm, F ITP 3.1.1 |

Day 10: Comprehension

|Session |Main focus |Teaching summary |Activity description |

|Comprehension 4: |Answer questions about |Discuss questions that still need to be answered, e.g. Who is the |Core: Using ‘Questions’ (F PCM 3.1.3), the children work in groups to |

|Chapter 8 |the text |horseman? |answer questions about Chapters 7 and 8, noting how/where they found |

| | |Read Chapter 8. Was that what you expected? Does anything surprise or |the answers. |

| |Find evidence in the text|still puzzle you? What do you think happened next? | |

| | |Use ‘Asking questions and finding evidence’ (F ITP 3.1.2) to model |Support: Using ‘Questions 2’ (F PCM 3.1.13), the children work in |

| | |examples of different types of question and how to answer them (e.g. |pairs to answer questions about Chapters 7 and 8, noting the page |

| | |literal: What did the stranger look like? (page 38); inferential: How |where they found each answer. They then check answers with another |

| | |did Annie feel about going with the stranger? (pages 38-40); |pair. |

| | |evaluative/personal response: What did you like about Storm?) | |

| | | |Extend: Using ‘Questions’ (F PCM 3.1.3), the children work in pairs to|

| | | |answer questions about Chapters 7 and 8, noting how/where they found |

| | | |the answers. They then write three more questions about Chapters 7 and|

| | | |8, swap these with another pair and answer the swapped questions. |

|Objectives: Check that text makes sense and is in context; Ask questions to improve understanding; Draw inferences and justify with evidence |

|Spoken language: Articulate and justify answers; Give well-structured descriptions, explanations and narratives |

|Photocopiables: F PCM 3.1.3, F PCM 3.1.13 |

|Digital resources: eBook of Storm, F ITP 3.1.2 |

Day 11: Sentence grammar

|Session |Main focus |Teaching summary |Activity description |

|Sentence |Use powerful verbs |Show ‘Storm’ (F ITP 3.1.10). Which words describe the actions of the |Core: Using ‘Annie’s journey’ (F PCM 3.1.10), the children write |

|grammar 3: | |wind and the family? Highlight them. |sentences to describe Annie’s journey through the storm. They should |

|Using powerful verbs | |Ask a group to perform the powerful verbs (snatched, slammed, huddled,|use a powerful verb in each sentence. |

| | |staring). Why did the author choose these words? | |

| | |Show ‘Powerful verbs’ (F ITP 3.1.11). Highlight the verbs. Why did the|Support: Provide and discuss a ‘powerful verb’ word list (e.g. roar, |

| | |author choose these verbs? |howl, snatch, clatter) for the children to use and ask them to write |

| | |Show ‘Storm storyboard’ (F ITP 3.1.12). For each picture what do you |sentences to describe any part of Annie’s journey. |

| | |think / hear / smell? How did Annie feel? | |

| | |Imagine Annie is describing her ride through the storm. Use Think |Extend: Referring to the pictures in the text, the children write an |

| | |Alouds to construct sentences orally, e.g. I can feel the wind snatch |extended description of Annie’s journey through the storm from Annie’s|

| | |my scarf. Record on F ITP 3.1.12. |point of view, using powerful verbs and including some |

| | | |continuous/progressive verb forms (e.g. The thunder is booming all |

| | | |around / The wind is forcing us into the ditch). |

|Objectives: Use and understand the grammatical terminology in Appendix 2 in discussing their writing; Discuss words/phrases that capture reader’s interest |

|Spoken language: Give well-structured descriptions, explanations and narratives; Speak audibly and fluently using Standard English |

|Photocopiables: F PCM 3.1.10 |

|Digital resources: F ITP 3.1.10, F ITP 3.1.11, F ITP 3.1.12 |

Day 12: Long composition

|Session |Main focus |Teaching summary |Activity description |

|Day 1 |Set context |Reread pages 12-17. Discuss how the final two pages of Chapter 1 |Core: The children plan the conversation between two family members |

| | |(description) contrast with the conversation between Annie and her mum|they are going to write in the next session. In pairs, they share |

| |Rehearse and plan |in Chapter 2. Ask the children to find interesting words used in place|ideas and orally rehearse their conversations. Help the children to |

| |conversations |of ‘said’. |reach conclusive endings in their conversations if necessary. |

| | |Talk Partners discuss conversations they have had recently with their | |

| |Review speech punctuation|carers/parents, siblings or teachers. Did they discuss anything |Support: The children start to plan the conversation between two |

| | |exciting or significant? Did they make a plan to do something? Were |family members they are going to write in the next session. In pairs, |

| | |they asking for something? |they orally rehearse the opening sentences of their conversations, |

| | |Model writing the first few lines of a conversation, taking |recording what is said by different people on different strips of |

| | |contributions from the children. Remind the children of speech |paper. |

| | |punctuation rules (see Sentence Grammar 1). | |

| | |Orally rehearse the sentences as you write. |Extend: The children plan the conversation between two family members |

| | | |they are going to write in the next session. In pairs, they share |

| | | |ideas for conversations about exciting events and orally rehearse |

| | | |them, using statements, questions and exclamations. They note down |

| | | |useful verbs or adverbs they want to use when writing (e.g. asked, |

| | | |cheered, cried; excitedly, happily). |

|Objectives: Discuss and record ideas; Use rich vocabulary, oral rehearsal and increase range of sentence structures |

|Spoken language: Listen and respond appropriately; Participate actively in conversations |

|Photocopiables: N/A |

|Digital resources: eBook of Storm |

Day 13: Long composition

|Session |Main focus |Teaching summary |Activity description |

|Day 2 |Write a conversation |Discuss success criteria for writing a conversation. |Core: The children write their conversations from Day 1, focusing on |

| | |During the Activity, stop after 10 minutes or so to ask Who has used |using speech punctuation correctly. |

| | |speech marks? Who has used a question mark? | |

| | | |Support: The children write their conversations from Day 1, using the |

| | | |strips of paper to remind them to start a new line for each new |

| | | |speaker, and remembering to use speech marks to show spoken words. |

| | | | |

| | | |Extend: The children write their conversations from Day 1, using |

| | | |appropriate speech punctuation and varying their choice of verbs and |

| | | |adverbs. Challenge them to vary the position of ‘said’ at least once. |

|Objectives: Use rich vocabulary, oral rehearsal and increase range of sentence structures; Create settings, character and plot |

|Spoken language: Listen and respond appropriately; Participate actively in conversations |

|Photocopiables: N/A |

|Digital resources: N/A |

Day 14: Long composition

|Session |Main focus |Teaching summary |Activity description |

|Day 3 |Evaluate and edit |NB: If possible, mark work between this session and the last. |Core: In pairs, the children evaluate their work against success |

| |conversations | |criteria and check for missing speech marks, full stops, commas, |

| | |Remind the children again about the rules for speech punctuation. |question marks or capital letters. They redraft their writing while |

| | |Write some sentences without punctuation on the board and ask the |you give oral feedback on marked work to individuals where |

| | |children to orally punctuate. |appropriate. When the children are ready, they begin to practise oral |

| | | |readings of their conversations with a partner. |

| | | | |

| | | |Support: In pairs, the children evaluate their work against success |

| | | |criteria, and check each new speaker is on a new line and that |

| | | |inverted commas are placed correctly. They redraft their writing while|

| | | |you give oral feedback on marked work to individuals where |

| | | |appropriate. When the children are ready, they begin to practise oral |

| | | |readings of their conversations with a partner. |

| | | | |

| | | |Extend: In pairs, the children evaluate their work against success |

| | | |criteria, put in any missing punctuation and check the dialogue sounds|

| | | |right. They redraft their writing, making it more effective (e.g. |

| | | |deleting ‘said ...’ when not needed) while you give oral feedback on |

| | | |marked work to individuals where appropriate. When the children are |

| | | |ready, they begin to practise oral readings of their conversations |

| | | |with a partner. |

|Objectives: Assess own and other's writing; Proof-read for errors |

|Spoken language: Speak audibly and fluently using Standard English; Gain the interest of the listener |

|Photocopiables: N/A |

|Digital resources: N/A |

Day 15: Long composition

|Session |Main focus |Teaching summary |Activity description |

|Day 4 |Read conversations orally|Ask an able volunteer to read their conversation to the class with you|Core: The children practise reading their conversations aloud in |

| |in pairs and groups |as the reading partner. Model how to read the conversation aloud, |pairs. They then join another pair and each pair reads their two |

| | |alternating characters or choosing one person to read the direct |conversations aloud to the others. |

| | |speech while the other reads the description. | |

| | | |Support: Work with the children (or assign more-able readers) to help |

| | | |the children to read their conversations aloud effectively. |

| | | | |

| | | |Extend: The children practise reading their conversations aloud in |

| | | |pairs, using appropriate intonation and varying their voices to show |

| | | |the different speakers and feelings. They then join another pair and |

| | | |each pair reads their two conversations aloud to the others. |

| | | | |

| | | |Come back together as a class and ask volunteers to perform their |

| | | |conversations to the whole class. |

|Objectives: Read aloud own writing |

|Spoken language: Participate in discussions, presentations, performances, role play, improvisations and debates; Select and use appropriate registers |

|Photocopiables: N/A |

|Digital resources: N/A |

Grammar lessons

Grammar Lesson 1: Y3 Revising adjectives

|Main focus |Teaching summary |Activity description |

|Revise the concept of adjectives |Give out dictionaries to competent readers. |Get creative: Show ‘Adjective examples’ (G ITP 3.1.11). The children choose an adjective of their |

| |Show ‘Adjectives for sale’ (G ITP 3.1.10). Play the adjectives jingle|own. They write the word and illustrate it, e.g. a curvy representation of the word ‘curvy’. |

|Revise the use of dictionaries |on the first screen. | |

| |Read through the adverts. As you read the adjectives, use the context| |

| |to work out what they mean. Then ask a child to check the meaning in | |

| |the dictionary. | |

| |Talk Partners look at one of the adverts. They identify the | |

| |adjectives and decide to which noun they refer. Take feedback and | |

| |discuss. | |

| | | |

| |Top tip: Start a class wall of powerful adjectives, e.g. ones that | |

| |are more vivid than ‘big’, ‘little’ or ‘nice’. Encourage the children| |

| |to use these in their creative writing. | |

|Objectives: Use and understand the grammatical terminology in Appendix 2 |

|Photocopiables: G PCM 3.1.8, G PCM 3.1.9, G PCM 3.1.10 |

|Digital resources: G ITP 3.1.10, G ITP 3.1.11, Pilot's Licence 3.6 |

|Further Activities: |

|Activity 1 |

|Get creative: The children write and illustrate adverts or make jingles for imaginary products, using lots of adjectives. Use ‘Adjectives for sale 1, 2 and 3’ (G PCM 3.1.8, G PCM 3.1.9, G PCM 3.1.10) for support |

|as needed. |

|Activity 2 |

|In small groups, play ‘The Head Teacher’s Cat’. The children take it in turns to provide adjectives to describe the head teacher’s cat based on the alphabet. For example: |

|Child 1: The head teacher’s cat is an artistic cat. |

|Child 2: The head teacher’s cat is an artistic, bouncy cat. |

|Child 3: The head teacher’s cat is an artistic, bouncy, clever cat. |

|and so on ... |

| |

|Use the quiz (Pilot's Licence 3.6) to reinforce children's knowledge of the terminology and content of the lesson. |

Grammar Lesson 2: Y3 Introducing direct speech

|Main focus |Teaching summary |Activity description |

|Introduce the basic conventions of direct |Show Screen 1 of ‘Knock, knock!’ (G ITP 3.1.17) and read through the |Children complete G PCM 3.1.12, ‘Knock knock!’ |

|speech: |joke. | |

|new line for new speaker |Click through the rest of the screens to reveal the direct speech | |

|speech marks |version of the joke. | |

|final punctuation mark before reporting |Use the pen tool to highlight and discuss the punctuation. Click to | |

|clause |show which part is the reporting clause. | |

| |Show ‘Rules for direct speech’ (G ITP 3.1.18). Read and discuss the | |

| |rules for punctuating direct speech. Can the children think of any | |

| |others? | |

| |Add the following rule: ‘When direct speech ends in a full stop, | |

| |change it to a comma if it comes before a reporting clause.’ | |

| | | |

| |Top tip: Some children will be ready to work out more about | |

| |punctuation conventions the first time round, but others may be | |

| |better just consolidating the first two rules, and revisiting the | |

| |activity with another joke on another occasion. | |

| | | |

| |Top tip: Display the rules for punctuating direct speech and tell the| |

| |children that you expect them to use them in their writing. Refer to | |

| |the rules when the children are checking or revising stories they | |

| |have written. | |

|Objectives: Use and punctuate direct speech |

|Photocopiables: G PCM 3.1.12 |

|Digital resources: G ITP 3.1.17, G ITP 3.1.18, Pilot's Licence 3.10 |

|Further Activities: |

|Activity 1 |

|Choose a section of dialogue in a familiar text and mask all the punctuation marks. Ask the children to work out what the marks should be, then reveal them and discuss. As they become more confident, they can find|

|sections of dialogue and do the same themselves, then work in pairs to test each other. |

| |

|Use the quiz (Pilot's Licence 3.10) to reinforce children's knowledge of the terminology and content of the lesson. |

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