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|Wk 1 |Monday |Tuesday |Wednesday |Thursday |Friday |

|Whole |Look at title and read together, sounding |Can chn remember the name of the two main|After a quick re-read of the first few |Return to the passage taken from the book |Re-read Harvey Slumfenburger up to the page |

|class |out carefully. What is a bit strange about |characters from this story? Write Harvey |pages of Harvey Slumfbgr, pick out/read |yesterday, and read/ recite together. How |‘Then FC set off on the long journey home’, |

|teaching |the word ‘Christmas’? The digraph ‘ch’ |Slumfenburger/ Father Christmas on f/c, |repetitive phrase (‘Excuse me... up to ... |many sentences are there here? How many |again inviting chn to join in with repeated |

| |sometimes says /c/or even /sh/. Are there |asking for chn’s help in sounding out. |And it will soon be Christmas Day’). Have |words in the first sentence? How many |phrases, and retelling the story in their own |

| |any examples of this in chn’s names? |Ask chn to write this carefully on |this passage written up on f/c. Model |letters in the word---? etc. Ask a couple |words. Notice that the story is told in |

| |(Christiana, Charlotte, etc.) Write |individual w/bs. Notice where we use a |reading it through with chn, sounding out |of volunteers to come and challenge their |pictures on this double page spread. Look at |

| |‘Christmas’ on f/c & explain that we are |capital letter, at start of each name. |and spotting together where there are sight|classmates to similar questions, and then |the first picture of Father Christmas on the |

| |going to be getting to know a Christmas |What digraph can chn see in both names? |words (especially one/have/my). Why does |ask chn to work in pairs to ask each other |horse, and discuss a sentence together that |

| |story over the next two weeks. Introduce |‘-er’. Underline and rehearse this sound.|Father Christmas say this again and again? |questions. Can chn point to a word/ letter/|would make a good caption, e.g. ‘He galloped |

| |book and author: do chn know any other |Does anyone have this in their name? |Give pairs of chn a photocopy of one page |sentence/ full stop, etc? |along on a horse’ and write it on f/c asking |

| |books by John Burningham? Read the story |Write names/ surnames on board, noticing |where the passage occurs, and ask them to |Look at sentence punctuation – capital |chn for help with capital letters/ full stops |

| |through, encouraging chn to join in with |that the -er phoneme often comes at the |highlight it. They can then practise |letters, full stops, and notice commas. Why|as well as exciting verbs (you could introduce|

| |repeated sentence, & ask for predictions |end of a word. Elicit words ending in |reading it in pairs with different voices |do we need capital letters in these |this as a ‘doing word’). Ask chn, working in |

| |about events & characters in the story. |-er, especially family words – mother, |to add expression! Have one or two pairs |sentences? Point out different capital |pairs, to come up with two more captions for |

| |Enjoy the wonderful illustrations! |father, sister, brother. |act out the dialogue. |letters in different contexts (to begin a |the next two pictures. They write these on |

| |Comprehension 1/ |Word Reading/Transcription 2 |Spoken Lang / Comprehension 2 / Word |sentence, for a name, for personal pronoun |w/bs & share. |

| |Word reading 1 | |reading 3 |I). Grammar 1 |Grammar 2/ Composition 1 |

| |Objectives |Dimension |Resources |

|Spoken |Pupils should be taught to: |1. Wednesday: Practise reading with expression and role play scenes from familiar stories |Repetitive phrases on f/c |

|lang |g. speak audibly and fluently |Chn practice reading the repetitive phrases from Harvey Slumenburger’s Christmas Present with different voices and with expression. They act out | |

| |k. select and use appropriate registers. |chosen encounters between Father Christmas and another character, making up parts to match the existing story. | |

|Comprehen|Develop pleasure in reading and motivation |1. Monday: Write a label and discuss ideas relating to a story. Rotate chn around the two activities: |A wrapped present, a plain |

|sion |to read by: |Activity 1: Chn write labels for Harvey’s present, on large label shaped pieces of paper. For Harvey Slumfenburger, Love from Father Christmas. |cube/ cuboid shape ideally |

| |a. listening to/discussing a wide range of |Encourage chn to use their best handwriting, and to decorate their label afterwards. | |

| |poems and stories at a level beyond that |Activity 2: Have a wrapped present (of indeterminate shape!) What do you think Harvey Slumfenburger would have liked to receive for his present? |Cut out label shaped pieces |

| |which they can read independently |Discuss the fact that he was poor, had no electricity, etc. and would be very appreciative of whatever present he had. |of thin card |

| |d. recognising and joining in with |Plenary: Discuss ideas for what might be in Harvey’s present and scribe some on f/c, modelling clear sounding out as you go. Then attach an example| |

| |predictable phrases |of a beautifully written label to the wrapped present! |Colouring pencils |

| |Develop pleasure in reading and motivation |2. Wednesday: Role-play a scene from a familiar story using a repeated sentence / Read the repeated sentence. Rotate chn between the two activities |Flip chart |

| |to read by: |(see Word reading 2 for other activity): |Post it notes™ |

| |d. recognising and joining in with |Activity 1: Chn work in pairs to act out a chosen encounter between Father Christmas and another character, first identifying the transport that will be|Several copies of a |

| |predictable phrases |used and thinking about how they will move (bumpy, smooth, fast, slowly, etc.) Encourage chn to use as close to the written words as possible in their |relevant page from |

| | |dialogue! |book |

|Word |Pupils should be taught to: |1. Monday: Investigate words beginning with digraph ‘ch’ |None |

|reading |d. read common exception words, noting unusual |Discuss words beginning with the digraph ‘ch’ which can be sounded as /c/, /sh/ as well as /ch/, e.g. Christmas, children, names such | |

|Transcrip|correspondences between spelling and sound |as Charlotte, Christiana, church, choir, chair, chef, etc. | |

|tion | | | |

| |Pupils should be taught to: |2. Tuesday: Rehearse reading and also writing words with the -er sound |Interactive whiteboard |

| |e. read words containing taught GPCs and ‘s’, ‘es’, ‘ing’, ‘ed’, ‘er’ and ‘est’|Draw a picture of some members of your family or other people you know, and label them ‘My mother’, ‘My brother’, |Roy the Zebra game (see |

| |Spelling |‘My grandfather’ or ‘the plumber’, ‘the painter’, ‘the builder’, etc. Each time, point out the ‘-er’ ending. Write|website list) |

| |a. spell: |the names of the people as well, if you can! | |

| |words containing each of the 40+ phonemes already taught |Plenary: What other phonemes sound similar to ‘er’? Write up ‘ir’ and ‘ur’. Play Roy the Zebra game at | |

| | |. | |

| |Pupils should be taught to: |3. Wednesday: Read the repeated sentence |Repetitive sentence on f/c |

| |c. read accurately by blending sounds in unfamiliar words |Activity 2: Using written up passage on f/c, read the passage again together. Then hide some of the words with Post-its™ |Post it notes™ |

| |containing GPCs taught |and see if chn can identify the missing words by reading through carefully. Ensure that you include some sight words – | |

| |h. read aloud accurately books which closely match their |can chn write these on a whiteboard? Check spelling together. Differentiate this according to ability! | |

| |growing word-reading knowledge |Plenary: Write short sentences on w/bs that use tricky words, (one/ who/ have, etc.). Celebrate great spelling! | |

|Grammar |Develop their understanding of the concepts set |1. Thursday: Add capital letters to mark sentence starts, proper names and personal pronouns |Letter matching game (see |

| |out in Appendix 2 by: |Use the plan resource to read the sentences, stick them in the correct order, then add in the capital letters where they belong with a|resources) and/ or one of the |

| |d. using a capital letter for names of people, |felt tip pen. Chn check each other’s work in pairs before feeding back as a group. Some chn work with TA. They play a capital letter/ |suggested online games (see website|

| |places, the days of the week, |lower case matching game, using the provided plan resource. |list) |

| |and the personal pronoun ‘I’ |Plenary: Show chn a lower/ upper case letter. They should identify the letter sound/ name and write its equivalent on WBs. Make it |Scissors |

| |Learning the grammar in Col 1 of Y1 appendix 2, |pacey! |Felt tip pens |

| |Develop their understanding of the concepts set |2. Friday: Add interesting verbs to sentences and punctuate them correctly |Copies of double page spread, one |

| |out in Appendix 2 by: |Talk to the chn about the fact that you could use the word ‘went’ for every picture on this page, but that would be boring to read and|per pair ideally (or see resources)|

| |c. beginning to punctuate sentences using a |not give much description! Ask chn for lots of different verbs that could describe how Father Christmas travelled, encouraging really | |

| |capital letter and a full stop, |imaginative ones, e.g. trundled, slid, wobbled, etc. and write up their suggestions. Chn can then write their own captions for each | |

| |question mark or exclamation mark |picture using the suggested verbs or their own ideas. Reiterate the importance of using capital letters and full stops appropriately! | |

| |Use the grammatical terminology in Appendix 2 in |Plenary: Share some of the chn’s great captions. Talk about the fact that all the verbs are in the past tense. | |

| |discussing their writing | | |

|Compositi|Write sentences by: |1. Friday: Write meaningful sentences using imagination and extended vocabulary |None |

|on |a. saying out loud what they are going to write |See above, composing sentences to match pictures from double page spread, showing homeward journey of Father Christmas. Model orally | |

| |about |rehearsing each sentence before writing it down, and give support with this where necessary. | |

| |b. composing a sentence orally before writing it |Plenary: See Grammar 2. | |

| |d. re-reading what they have written to check it | | |

| |makes sense | | |

|Wk 2 |Monday |Tuesday |Wednesday |Thursday |Friday |

|Whole |Have prepared and written up on the f/c |Read the final page of Harvey Slumfenburger|Look together at the long sentence on the final |Have a cut out and laminated ‘spaceman’ |Remind chn of the writing they did |

|class |some of the sentences that chn came up with|(enlarge the text) with the chn. Ask chn |page of Harvey Slumfenburger. How many words are|(see plan resources). On interactive |yesterday where they wrote their own |

|teaching |on Friday, using verbs in past tense. |again what they thought the present might |in this sentence? This is a very long sentence! |whiteboard, have a sentence from book |sentences. Talk to the children about |

| |Choose regular -ed endings where the root |be, and together choose the best idea. |Use to emphasise that a sentence and a line of |written up, e.g. |how Harvey might have felt when he |

| |word does not change! Can chn spot the |Write together ‘It was a (beautiful/ huge/ |writing are not the same thing. What about the |ThenFatherChristmassetoffon |received his present, given that Father|

| |doing word in each sentence, and what do |magical) x!’ Then ask chn to imagine that |other sentence on the page? Tell the chn that we|thelongjourneyhome. Can chn read this? Try |Christmas had made such a long and |

| |they notice about it? Highlight endings. Do|Father Christmas has just delivered this |are going to make up our own sentence today, a |to sound it out and have fun misreading it!|difficult journey to get it to him. |

| |we always say /ed/ when we read these |present to them but not in their real home!|really long one with lots of description and |What does this sentence need? Spaces! Why? |Elicit words such as grateful, |

| |words? Write up some more examples (played,|Would you like to live at the top of a |detail. Have the words Mr/Miss/Mrs, your name, |Take the spaceman, and see if chn can work |thankful, lucky, appreciative, |

| |walked, opened, stayed, climbed, reached, |mountain? No? Where would you like to live?|picked, up, her/his, present written on |out where he should jump in between words. |delighted, etc. encouraging chn to use |

| |crashed, etc.) and read them together, |Be imaginative! Talk to a friend, asking |individual cards. Can chn arrange these to make |Type in the spaces checking they are big |ambitious words. Write these words up |

| |sounding out and noting the tricky parts of|them to describe where they would live: in |a sentence? Add a full stop. How many words in |enough with the laminated spaceman, and |on f/c and read them together. How |

| |the words where necessary. On individual |a castle, a palace, a thatched cottage, in |this sentence? What can we add to make it |have the chn write the sentence out on |could he thank Father Christmas? Tell |

| |w/bs, chn could then write a sentence using|a tower, a cave, etc. Ask chn where their |better? Take chn’s suggestions, writing new |their own w/bs using neatest handwriting |chn that today we will write a card to |

| |one of these words, e.g. We played at the |partner said they wanted to live and enjoy |words on separate cards until you have a long |and good spacing. Model using their little |Santa from Harvey Slumfenburger. Show |

| |park all day. |discussing their ideas! |sentence similar to the one in the book. Read it|finger to leave a big enough space between |how to set out a card and write up key |

| |Word reading/Transcription 4 |Spoken Language 2 |out together! |words. Show me! |vocabulary. |

| | |Composition 2 |Composition 3 / Grammar 3 |Composition 4/ Grammar 4 |Composition 5/ Grammar 4 |

| |Objectives |Dimension |Resources |

|Spoken |Listen and respond appropriately to peers |2. Tuesday Discuss and plan an imaginary home | |

|Language |Give well-structured descriptions and explanations |Chn will be writing about their imaginary home (see Composition 2) and drawing it. As they write about it, they need to say | |

| |Use spoken language to imagine things and explore ideas |their sentence out loud. Whilst drawing, they should be discussing with a partner or in a small group, where their imaginary | |

| |Participate in discussions |home is, what it looks like, what it is made of and other things about it (size, rooms, special features, etc.) | |

|Word |Pupils should be taught to: |4. Monday: Write sentences using verbs in the past tense with the -ed ending |Past tense verbs activity (see |

|reading |e. read words containing taught GPCs and -s, |Use the plan resource to write sentences using the suggested verbs, but adding -ed spelling. Depending on their ability, chn |resources) |

|Transcrip|-es, -ing, -ed endings |could do this individually or as a guided writing exercise, but ensure that they say the sentence aloud before writing it. | |

|tion |Spelling |Plenary: Have a mime game where you whisper a verb with -ed ending, and child must mime it, e.g. Aisha showed me her new shoes. | |

| |c. add prefixes and suffixes |Can chn write ‘showed’ on their w/bs? Repeat with different -ed verbs. | |

| |using -ing, -ed, where no change is needed in the spelling | | |

| |of root words | | |

|Grammar |Develop their understanding of the concepts set |3. Wednesday: Punctuate sentences in own writing |None |

| |out in Appendix 2 by: |Encourage chn to discuss their writing using correct terminology. See Composition 3. | |

| |c. beginning to punctuate sentences using a | | |

| |capital letter and a full stop | | |

| |Develop their understanding of the concepts set |4. Thursday: Leave spaces between words in own writing Focus on spaces between words, neat handwriting and full stops and capital letters at the |Laminated ‘spaceman’ (see |

| |out in Appendix 2 by: |sentence start, for proper names and for ‘I’. The point of today’s work is that it should be NEAT hand-writing, good spaces between words and |resources) |

| |a. leaving spaces between words |correct punctuation throughout. See Composition 4. | |

|Compositi|Write sentences by: |2. Tuesday: Write a description and draw a picture of an imagined home |None |

|on |a. saying out loud what they are going to write |Ask chn to write a caption describing their imagined home, according to ability. Encourage them to SAY their description out loud to their| |

| |about |partner before they write it. Are they saying a complete sentence? Chn then draw a picture of their imagined home, showing where it is. | |

| | |Give them plenty of time to do this, and then follow up with discussion of their homes, including how easy or otherwise it would be for | |

| | |Father Christmas to deliver a present to them. What challenges might he face getting to their home on Christmas eve? | |

| | |Plenary: Share chn’s ideas about what and where their homes might be, and some suggestions about Santa’s possible trials in getting a | |

| | |special present to them for Christmas morning! | |

| |Write sentences by: |3. Wednesday: Write long descriptive sentences using correct punctuation |Pictures from yesterday’s |

| |b. composing a sentence orally before writing it |Make sure chn have the pictures they drew yesterday describing where they imagined they might live. Choose one child from the group to |activity |

| |d. re-reading what they have written to check it |write a sentence about this on the f/c, using the same pattern as in the book, e.g. In the cave in the deep, dark forest, which is far, | |

| |makes sense |far away, a little girl, whose name was X, reached for the stocking at the end of her warm sheepskin bed and took out her present. It was | |

| | |a...! Model the drafting process, selecting and spelling words carefully and read together to ensure it makes sense. | |

| | |Plenary: Write 3 sentences on the f/c which do not make sense, or that have missing full stops/ capital letters. Are these good sentences?| |

| | |Why not? | |

| |Write sentences by: |4. Thursday: Write neatly written sentences based on those read in a familiar story |Sentence scaffold (see resources) |

| |a. saying out loud what they are going to write |Using the plan resource for less able chn, help chn to write their own sentences using the pattern of the refrain from Harvey |Laminated Spaceman (see resources) |

| |about |Slumfenburger. They may want to illustrate their sentences or use pictures produced on Tuesday. Emphasise good spacing between | |

| |b. composing a sentence orally before writing it |words, neat handwriting, capital letters and punctuation and encourage chn to read over their writing as they go along. The point of| |

| |d. re-reading what they have written to check it |today’s work is that it should be NEAT hand-writing, good spaces between words and correct punctuation (see Grammar 4). | |

| |makes sense |Plenary: Choose a few chn to read out their sentences to the class, and say why they are proud of their writing! | |

| |Discuss what they have written with the teacher or|5. Friday: Write an imaginative card based on an event in a familiar story |A4 or A5 card |

| |other pupils |Make a card for Santa, drawing a picture of the present they think he might have received on the front. Write their own ‘Thank you |Felt tip pens or other colouring |

| |Read aloud their writing clearly enough to be |for ........ love from Harvey Slumfenburger’ message inside. If possible, display children’s sentences written yesterday alongside |materials |

| |heard by their peers and the teacher |the finished ‘Thank you’ cards. |Class post box if available |

| | |Plenary: Sitting in a circle, share the cards they have written to Santa. Post each one in a class letterbox if you have one when | |

| | |each child has had their turn! | |

Book:

Harvey Slumfenburger’s Christmas Present by John Burningham, ISBN: 9781844288335

Websites:

Roy the Zebra game

Pobble, an on-line writing website which showcases over 100,000 pieces of writing, including examples based on Hamilton plans

The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links.

Outcomes

|Monday |Tuesday |Wednesday |Thursday |Friday |

|1. Discuss articulately the ideas arising |1. Write and spell words using knowledge of |1. Read repetitive phrases from a known story|1. Understand when we use capital letters. |1. Understand that a verb is a ‘doing’ word |

|from a story |phoneme to grapheme representations |2. Act out and re-tell parts of a known story|2. Add capital letters to sentence starts, |and suggest powerful verbs to replace ‘went’.|

|2. Write a label for a present |2. Write words containing /er/ sound. |using repetitive phrases |personal pronoun and proper names. |2. Write in complete sentences with correct |

|3. Understand that the digraph ‘ch’ can |3. Begin to use knowledge of spelling |3. Use phonic knowledge to enable reading of | |punctuation. |

|represent more than one sound. |patterns and rules in own writing. |words and phrases. | | |

|1. Write sentences using verbs in the past |1. Describe things orally, and listen to the |1. Compose a sentence orally before writing |1. Write sentences based on those read in a |1. Write an imaginative card. |

|tense. |descriptions of others |it |familiar story. |2. Read aloud their writing clearly enough to|

|2. Spell words which use the _ed ending. |2. Write descriptive captions. |2. Write a long descriptive sentence. |2. Check that their story is making sense by |be heard by their peers |

| | |3. Punctuate a sentence correctly. |re-reading it carefully. | |

| | | |3. Use neat handwriting with spaces between |You might like to upload your children’s |

| | | |words and letters correctly formed. |cards onto Pobble, an on-line platform for |

| | | | |sharing writing. |

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