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

|Whole |Show chn the images of the |Look again at picture of Frog and Scorpion. Prepare and tell oral |Look at lists of adjectives generated in |Draw a quick picture map of the Frog and |Explain that The Frog and the |

|class |frog and the scorpion (see |story The Frog and the Scorpion (see resources). Ask for |yesterday’s plenary under headings ‘good’ and |Scorpion fable with chn making suggestions.|Scorpion is a fable. Write |

|teaching |resources).Do they know |predictions when the animals are halfway across the river. What |‘bad’. Discuss the type of characteristic they |See resources for an example of a story map|‘fable’ on f/c. Explain |

| |anything about these animals?|will the scorpion do? Finish story. Discuss what happens. Why did |describe, e.g. appearance, character, etc. Think|and ideas for the Pie Corbett approach at |features of a fable |

| |They are both fascinating. |the scorpion kill them both? What does the phrase ‘it’s in my |of a popular film/book character. Write | tale: often has |

| |Read through the fact files |nature’ mean? (it’s just how I am, I cannot help it, it’s how I’m |adjectives in each column to describe this |933085. |animals as characters; animals |

| |together and highlight and |made.) Do chn think our ‘natures’ make us do things? Do we have a |character. Write some vocab new to chn. Recap |Then focus on the /r/ phoneme spelt using |often have opposite |

| |decode vocabulary that is new|choice or is it just ‘how we are’? Compare fable with the saying ‘A|story of Frog & Scorpion. Do chn think there was|grapheme wr. Explain to chn that this |characteristics - good vs bad, |

| |to the chn. Then read through|leopard can’t change its spots’. Do they agree? Discuss ‘giving |a ‘goodie’ and a ‘baddie’ in this story. Suppose|spelling probably reflects an old |cheerful vs grumpy, etc; story |

| |the glossary using phonics to|people the benefit of the doubt’. Write ‘Frog’ and ‘Scorpion’ on |Frog and Scorpion each had a best friend and, |pronunciation dating back to medieval times|has a ‘message’ or ‘moral’. |

| |work out the words (see |f/c. Discuss charact-eristics of each one; write descriptive words |after they drowned, these friends met. |(King Arthur or Robin Hood). Read list of |Read Tortoise and Hare Race |

| |resources). |under each animal, e.g. Frog: dependable, kind, gullible (believes |Brainstorm what they might have said to each |words using phonic knowledge to decode wr |(The Works, p69) or your own |

| |Spoken Language 1 |what he’s told); Scorpion: manipulative, cunning, deceitful - makes|other. How would Scorpion’s friend justify what |words, highlight the wr grapheme in each |version of the story. Discuss |

| |Comprehension 1 : Group |people do what he wants. Discuss how behaviour shows |he did? What might Frog’s friend say about him |word (see resources). |what features of a fable this |

| |Reading |characteristics. What does ‘out of character’ mean? Did Scorpion |(see resources)? |Composition 3 |story/poem exhibits. Note |

| | |behave out of character? (No) Did Frog? Composition 1 |Composition 2 |Word Reading/Transcription 1 |features on f/c. |

| | | | | |Grammar 1 |

| |Objectives |Dimension |Resources |

|Spoken |Listen and respond appropriately |1. Monday: Group reading. Learn about Leopard frogs and Red Indian scorpions |See Comprehension 1. |

|Language |Ask relevant questions to extend their knowledge |Discuss the facts they have been given about frogs and scorpions. Ask chn to draw on their own experiences. Has anyone ever seen a| |

| |and understanding. |scorpion. Encourage chn to share what they already know with others in the group and to listen to other children. | |

| |Maintain attention and participate. | | |

| |Speak audibly and fluently. |2. Wednesday: Imagine what Frog and Scorpion’s friends would say |See Composition 2. |

| |Participate in improvisations |Chn try out their dialogue by saying it out loud to a partner before they write it. | |

|Comprehen|Develop pleasure in reading, motivation to read |1. Monday: Group reading. Learn about Leopard frogs and Red Indian scorpions |Fact files about Leopard frogs and |

|sion |and understanding by: |Give small groups copies of the fact files about Leopard frogs and Red Indian scorpions to read together (see resources). They |Red Indian scorpions (see resources) |

| |b. discussing the sequence of events in books and |discuss the two animals. Can they match the correct word in the mixed up glossary with its meaning (see resources)? |Mixed up glossary of terms (see |

| |how items of information are related |Plenary: Watch these two clips about the animals they have just read about: |resources) |

| |f. discussing their favourite words and phrases | and | |

| |Participate in discussions about books. |. | |

|Word |Pupils should be taught to: |1. Thursday: Use the grapheme wr |Sentences with words to fill in (see |

|Reading |b. read accurately by blending the sounds in words|Chn fill in wr words in to the spaces in the sentences (see resources). Some chn could write their own sentences using different |resources) |

|Transcrip|that contain the graphemes taught so far, |ways to spell /r/. Give them access to the word list for support. |List of /r/ words (see resources) |

|tion |especially recognising alternative sounds for | | |

| |graphemes | | |

| |Read words of 2 or more syllables | | |

|Grammar |Develop their understanding of the concepts set |1. Friday: Use adjectives and write expanded noun phrases in describing an animal |List of animals to describe (see |

| |out in Appendix 2 by: |Working in pairs, chn use list of animals provided (see resources) and work in pairs to brainstorm characteristics of each animal. |resources) |

| |b. learning how to use: |Write these beside each one. Chn should think of at least 3 for every animal. Some chn can use a dictionary or thesaurus to help | |

| |expanded noun phrases to describe and specify, |develop vocabulary if necessary, to encourage use and spelling of different adjectives. Discourage repetition. | |

| |e.g. the blue butterfly |Plenary: Chn read out their favourite animal and the words they have found to describe it. | |

|Compositi|Develop positive attitudes towards and stamina for|1. Tuesday: Chn use adjectives to describe their own character |‘How I Am’ frame (see resources) |

|on |writing by: |Use ‘How I Am’ paper (see resources). Chn fill out categories with as many descriptive words as possible (remind chn about term | |

| |a. writing narratives, about personal experiences |‘adjective’). They should try to be as honest as possible. Think about all the different things they do at home, at school and the | |

| |and those of others (real |diff people they play/ work with etc. If their family read their work, will they agree with what they had written? | |

| |and fictional) |Plenary: Look at the adjectives chn have used in own writing. With class, classify under 2 headings on f/c: ‘good’ and ‘bad’. | |

| |Consider what they are going to write before |2. Wednesday: Imagine what Frog and Scorpion’s friends would say |Frame for writing in speech bubbles |

| |beginning by: |Chn draw 2 friends of Frog and Scorpion in the circles and write a short conversation between them using the speech bubbles (see |and drawing in boxes (see resources) |

| |a. planning or saying out loud what they are going|resource). Chn imagine what each one might say. They should try to think as though they were the friend. Remind them that they must | |

| |to write about |write in whole sentences using capital letters and full stops or exclamation or question marks as appropriate. | |

| |Read aloud what they have written with appropriate|Plenary: Take it in turns in pairs to read the conversations to each other. | |

| |intonation. | | |

| |Consider what they are going to write before |3. Thursday: Study a picture map of a story |Sample story picture map (see |

| |beginning by: |Together draw the story map of the Frog and Scorpion fable. Study other examples. |resources) |

| |b. writing down ideas and/or key words |Plenary: Volunteers have a go at telling Frog and Scorpion using your story map. | |

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

|Whole |Explain to chn you are going to explore 2 |Listen to the storyteller Wilf for a |Explain that today we shall write our |Listen to Hamilton CD The Ant and |Enlarge The Fox and the Grapes (see resources) |

|class |versions of a fable by La Fontaine (and |second time. Then explain that today we|conversations between the ant and the |Grasshopper (CD 1, track 1). Show chn an |with no punctuation. Read this to chn |

|teaching |Aesop) The Ant & the Grasshopper. On f/c |will explore another version. Read La |grasshopper’s sister. Stress that how this |enlarged copy of story from book to follow,|demonstrating how lack of punctuation makes it |

| |write the message, ‘It is best to prepare |Fontaine’s rhyming version (see |conversation goes – what each participant |as they listen (see Hamilton Oral Texts and|hard to read with good expression. Read together|

| |for the days of necessity.' Then watch the |resources) interpreting it for the chn |says – depends on whose ‘side’ we take in |see resources). Discuss which of the three |and model where to put the capital letters, full|

| |video and listen to Wilf the storyteller |as you go. Discuss how this compares |the story. If we think the ant was in the |versions they have heard chn prefer. Do |stops, question marks and exclamation marks. |

| |telling the tale at |with the storyteller’s version. Do chn |wrong and was mean, we will give the |they think the storyteller added something |Discuss how this makes it much easier to read |

| | that each version takes the same |grasshopper’s sister some very persuasive |with his telling? Did they enjoy hearing it|and make sense of. Then begin to learn about |

| |. Discuss the story – is it happy or sad? |view as to who is right – ant or |arguments, but if we think the ant was |on CD, and reading it at the same time? Or |proverbs. Read The Fox and the Grapes (by Celia |

| |Did chn expect the ending? Was the ant |grasshopper. In the oral story, |justified, then she will have the best |did the rhyme make the story more |Warren, The Works, p75). Explain what the story |

| |mean? Was the grasshopper stupid? Encourage|grasshopper’s singing is praised. In |lines! |appealing? |means. Because the fox couldn’t get what he |

| |chn to discuss who was in the right! |the rhyming version the ant gets more |Model how to write a dialogue between the |Look again at the rhyming version (see |wanted he pretended he did not care about having|

| |Explain that we will explore the tale’s |of a hearing. Does this affect which |ant and the grasshopper using speech |resources). Highlight and note rhyming |it. Talk about the proverb ‘It’s only sour |

| |message a little more deeply in today’s |version chn prefer? Does the way the |bubbles (see resources). Focus on correct |words and how they are spelt. Talk about |grapes’ when people dismiss what they really |

| |activity and we shall then take a vote! |story is told affect our view of who is|punctuation using full stops, question |the vocabulary. Some of the words are |want. What is the character of the fox like? Is |

| |Spoken language 3/ Comprehension 2 |in the right? Spoken Language 4/ |marks, etc. |rather old fashioned. Talk about meanings. |this what we expect? |

| | |Composition 4 |Grammar 2 |Word Reading /Transcription 3 |Comprehension 3 |

| | | |Word Reading Transcription 2 | | |

| |Objectives |Dimension |Resources |

|Spoken |Participate in discussions and debates |3. Monday: Looking at both sides of a dilemma |See Comprehension |

|Lang |Gain and maintain the interest of the listener. |Chn work in pairs to discuss who was in the right. Should the ant have let the grasshopper share her food and warmth? Should the grasshopper have |2. |

| |Use spoken language to develop understanding |worked in the Summer or was she right to sing? Divide class into pairs. Ask them to discuss the question. Is there a place for Grasshoppers who only | |

| |through speculating, imagining and exploring ideas|sing? Is it fair for Ants who do all the work? Debate the question. Plenary: Have a short debate in which different pairs put their views. Take a | |

| | |vote. Should the ant have taken in the grasshopper? | |

| |Articulate and justify answers, arguments and |. Tuesday: Chn explore dialogue through drama |See composition 4 |

| |opinions |Remind chn about yesterday’s discussion. Working in pairs, they practise acting out a conversation between ant & the grasshopper’s sister. How does ant| |

| | |explain her actions? How cross is grasshopper’s sister? | |

|Comprehen|Develop pleasure in reading, motivation to read and understanding|2. Monday: Looking at both sides of a dilemma |Frame to write opinions on (see |

|sion |by: |Chn work in pairs to discuss who was in the right. They have a good discussion and then begin to decide what they |resources) |

| |b. becoming increasingly familiar with and retelling a wider |really think. Each pair should prepare one or more sentences in which they summarise their views (see resources) – | |

| |range of traditional tales |e.g. ‘We think grasshopper should have helped ant because...’ or ‘We think ant should have helped grasshopper | |

| |Participate in discussion taking turns and listening |because...’ | |

| |Explain and discuss their understanding of fables. |Plenary: See Spoken Language 3 | |

| |Develop pleasure in reading, motivation to read |3. Friday: Group reading: read and discuss the meaning of proverbs |A sheet of proverbs (see resources) |

| |and understanding by: |Give chn the proverb sheet in pairs or groups. First they read the proverbs and take it in turn to add the punctuation (see | |

| |a. listening to, discussing and expressing views |resources). Then they read the proverbs carefully and see if they can guess the meanings. Some chn could make notes about this on | |

| |about a wide range of poetry, stories and |the sheet. | |

| |non-fiction |Plenary: Chn sit in a circle and choose a proverb. They explain what they think it means. | |

|Word |Handwriting |2. Wednesday: Use careful handwriting when writing in speech bubbles |Frame with ant and grasshopper’s |

|Reading |Pupils should be taught to: |Use joined writing when writing in speech bubbles (see Grammar 2). |sister and speech bubbles (see |

|Transcrip|a. write lowercase letters correctly; | |resources) |

|tion |c. write capital letters & digits of the correct size, orientation & | | |

| |relationship to one another & to lower case letters | | |

| |d. Use appropriate spacing between words. | | |

| |Spelling |3. Thursday: Spelling - comparing different graphemes that make the same sound |A copy of La F’s poem (see resources)|

| |Spell by: a. Segmenting |Give chn a copy of La Fontaine’s poem. They should highlight or underline pairs of rhyming words. Some chn can then circle the | |

| |b. learning new ways of spelling phonemes for |different graphemes. | |

| |which one or more spellings are already known, and|Plenary: Watch a charming BFI film about the ant and the grasshopper directed by Lotte Reiniger in 1954 (10 min) at | |

| |learn some words with each spelling, including a | . Thanks to mouse and squirrel this version has a happy ending and everyone learns their| |

| |few common homophones (e.g. two , to , too) |lesson! | |

|Grammar |Develop their understanding of the concepts set |2. Wednesday: Write dialogue based on a moral dilemma |Frame with ant and grasshopper’s |

| |out in Appendix 2 by: |Chn record their conversations between ant and grasshopper’s sister based on drama work from yesterday. Some chn use speech bubbles|sister and speech bubbles (see |

| |a. learning how to use both familiar and new |(see resources) and other chn write the conversation using speech marks as demonstrated by the teacher. They use their notes to |resources) |

| |punctuation correctly (see |write at least 2 or 3 sentences for each character to say. They need to focus on correct punctuation using full stops, question | |

| |Appendix 2), including full stops, capital |marks, speech marks is appropriate, and careful handwriting. | |

| |letters, exclamation marks, question marks, commas|Plenary: Chn read out their conversations. | |

| |for lists and apostrophes for contracted form. | | |

|Compositi|Consider what they are going to write before |4. Tuesday: Chn explore dialogue through drama |None |

|on |beginning by: |Remind chn about yesterday’s discussion. Working in pairs, they practise acting out a conversation between ant & the grasshopper’s | |

| |b. writing down ideas and/or key words, including |sister. How does ant explain her actions? How cross is grasshopper’s sister? Once they have acted out the scene they make some notes| |

| |new vocabulary |about what they said for use tomorrow. | |

| | |Plenary: Choose different chn to share their dialogue, acting them out with expression. | |

|Wk 3 |Monday |Tuesday |Wednesday |Thursday |Friday |

|Whole |Today the chn will learn about how to write|The chn will begin to plan their own fable over |Today the chn will choose the animals they are |Revisit the picture map of the Frog and|Reread the compound sentences the chn |

|class |compound sentences using and, or or but). |the next few days. |going to use in their fable and begin to plan |Scorpion fable made with the class |made on Tuesday. Remind them how to |

|teaching |With the chn think of some short simple |Traditional tales quite often have a moral |their story. Return to the list of animals where|(Week 1 Thursday WCT). You could also |create a longer sentence (compound |

| |sentences which involve animals doing an |message as part of the story. At the end there |they used adjectives to describe the animals |remind chn about the story map example |sentence) by joining two simple |

| |action. You could base them on nursery |is sometimes a pithy sentence or proverb which |(Grammar 1). They will need to choose one or two|in resources. Model how chn can to |sentences with and, but and or. |

| |rhymes or songs to help with ideas. See |sums up the message the story is explaining or |animals that in traditional tales display |begin to plan their own fable. They |Then share examples of the chn’s fable |

| |. |illustrating. A proverb is a short well-known |particular human characteristics. Write fox on |will need to choose 1 proverb out of |story plans made yesterday. Chn work in|

| |Do a few together then chn could do some on|saying that expresses a truth and often offers |the f/c. What characteristics do we associate |the 3 they wrote out for their message |pairs to tell each other their story. |

| |whiteboards. |advice. Enlarge the list of proverbs and sayings|with a fox? (Cunning, sly, deceitful). Choose |on Tuesday. They have lots of |It need not be very long but should |

| |A little piggy went to market. |used on Friday in Group reading (see resources).|another animal and do the same. Read a few |information about their characters, so |contain: |

| |The cow jumped over the moon. |Discuss how these could be used as the moral for|fables together on |now it is a matter of deciding what |1 or more compound sentences; |

| |A mouse ran up a clock |chn’s fables. For more look at plan resource |! |adjectives to describe the animal |

| |A black sheep had some wool. |‘More proverbs’ and discuss what they mean. |sopsfables/page0002.htm. |Spoken Language 5 Composition 6/ |characters. |

| |The cat was in the well. etc. |Maybe chn know some others. |Composition 5 |Grammar 4 |Discuss story openings briefly. |

| |Write them on the f/c. |Comprehension 4/ Word Reading/ Transcription 4 | | |Composition 7/ Grammar 4 |

| |Grammar 3 | | | | |

| |Objectives |Dimension |Resources |

|Spoken |Use spoken language to develop understanding |5. Thursday: Planning a fable |See Composition 4. |

|Language |through hypothesising, imagining and exploring |Chn talk to a partner about what animal they will choose for their fable. What will their story idea be? Encourage children to | |

| |ideas |articulate their ideas and also to listen carefully to their partners’ ideas. | |

| |Give well-structured descriptions and explanations| | |

|Comprehen|Understand the books they can already read |4. Tuesday: Finding out and writing the meanings of proverbs |See resources for: |

|sion |accurately & fluently by: |Chn choose 3 proverbs and make sure they can read them. They copy them using careful joined handwriting onto the frame (see |Frame for writing proverbs & their |

| |c. making inferences on the basis of what is being|resources) and then write what they think they mean after lots of asking questions and discussion. Some chn might find it easier to |meanings |

| |said and done |cut out the proverbs and match them with the correct meaning (see resources). |Frame for matching proverbs to their |

| |d. answering and asking questions |Plenary: Chn share their favourite proverb with a partner. Can they recite it by heart? |meanings |

|Word |Handwriting |4. Tuesday: Use careful handwriting when copying proverbs |Frame for writing proverbs and their |

|Reading |Pupils should be taught to: |Use joined writing when writing proverbs and their meanings (see Comprehension 5). |meanings (see resources) |

|Transcrip|b. start using some of the diagonal and horizontal strokes needed to join | | |

|tion |letters and understand which letters, when adjacent to one another, are | | |

| |best left unjoined | | |

|Grammar |Develop their understanding of concepts set out in|3. Monday: Making compound sentences |Large strips of paper |

| |Appendix 2 by: |Have a fun writing session. Give chn large strips of paper. In large handwriting, they write (or copy) lots of short sentences about|Ands, buts and ors (see resources)! |

| |a. learning how to use both familiar and new |animals doing actions recorded on flip chart in the introduction. Give chn ands, buts and ors (see resources)! They then make | |

| |punctuation correctly |compound sentences by joining 2 simple sentences with and, but and or, e.g. A little piggy went to market but the cow jumped over | |

| |b. learning how to use: |the moon. They play with the sentences. They could join theirs with someone else’s. They could write new sentences to make them | |

| |subordination and co-ordination |funnier. When they are particularly happy with a compound sentence they could stick it on a large piece of paper to be displayed | |

| |Understand and use grammar terminology from |later with the heading Compound sentences (see resources). | |

| |Appendix 2. | | |

| |Develop their understanding of concepts set out in|4. Friday: Using compound sentences when writing |None |

| |Appendix 2 by: |Chn use one or more compound sentences when writing their fable. They should underline their compound sentence/s (see Composition | |

| |b. learning how to use: |5). | |

| |subordination (using when, if, that, or because) | | |

| |and co-ordination (using or, and, or but) | | |

|Compositi|Consider what they are going to write before |5. Wednesday: Writing a character study of their animals |Frame for writing character studies |

|on |beginning by: |Chn look back at the picture sheets about animals in fables from Grammar 3. They choose 2 animals they would like to include in |of 2 animals (see resources) |

| |b. writing down ideas and/or key words, including |their story and make character studies of them by drawing them and then writing wonderful descriptive words and phrases around them | |

| |new vocabulary |(see resources). They can think about what they look like (soft fur, bright eyes, etc.) and what their characters are like (clever | |

| | |and cunning, etc.). | |

| | |Plenary: Watch another Lotte Reiniger story animation of your choice at | |

| | | or | |

| | |. | |

| |Consider what they are going to write before |6. Thursday: Planning a fable |Story planning sheet (see resources) |

| |beginning by: |Chn choose one moral from the three they wrote about on Tuesday Comprehension 4) and write it at the top of their planning sheet | |

| |a. planning or saying out loud what they are going|(see resources). They then draw a story plan about what happens. This can be very simple. It can be based on one of the fables you | |

| |to write about |have read. They could choose one they know and change the animals or make up something quite new. | |

| |b. writing down ideas and/or key words, including |Plenary: Chn work in groups of 3 and tell each other their story briefly. | |

| |new vocabulary | | |

| |Consider what they are going to write before beginning by: |7. Friday: Writing a fable |None |

| |c. encapsulating what they want to say, sentence by sentence |Using their story plans from yesterday, chn write a simple fable including character description and one or more | |

| |make simple additions, revisions and corrections to their own |compound sentences. They keep reading their work to check it makes sense. They should underline their compound | |

| |writing by: |sentence/s. If they have time they can illustrate their work. | |

| |a. evaluating their writing with teacher and pupils |Plenary: Chn read their stories to a partner to make sure they make sense. Perhaps at a later date they could be | |

| |b. re-reading to check that their writing makes sense |copied out and become part of a class book. | |

Book:

Hamilton Traditional Tales and CD (Ant and Grasshopper story), ISBN: 1903990041 (To buy this from Hamilton Education follow the link - )

Websites:

Ideas about learning stories by heart to help writing

and

Clips about frogs and scorpions

Wilf the storyteller telling the tale of The Ant and the Grasshopper

BFI film about the ant and the grasshopper directed by Lotte Reinigerin 1954 (10 min)

Nursery rhyme words

Aesop’s fables

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. Read and enjoy listening to a traditional |1. Write about themselves, describing |1. Imagine a dialogue between the two |1. Understand what a picture map of a story |1. Think of imaginative descriptions. |

|fable. |themselves as accurately as possible |characters in the fable. |is. |2. Use adjectives and write expanded noun |

|2. Discuss the two animals in the story. |2. Use adjectives to create expanded noun |2. Act out a dialogue. |2. Draw a picture map for a familiar story. |phrases. |

|3. Read simple fact sheets and online |phrases. |3. Write the dialogue using speech bubbles. | | |

|information. | | | | |

|1. Read and enjoy a traditional fable. |1. Act out a conversation between two |1. Write dialogue using speech bubbles. |1. Compare different graphemes that represent|1. Read a text with others. |

|2. Discuss a dilemma raised by a traditional |characters in the fable. |2. Write dialogue using speech punctuation. |the same sound. |2. Discuss a text, asking and answering |

|fable. |2. Explore dialogue through drama. | |2. Write words with a sound they already know|questions about it. |

|2. Debate with others. | | |using different ways to represent it. |3. Punctuate a short text correctly. |

|1. Create compound sentences using simple |1. Find out the meaning of different |1. Write descriptive words and phrases to |1. Plan a fable of their own. |1. Write their own fable., |

|sentences. |proverbs. |create an animal character. |2. Draw a story plan to record their ideas. |2. Use correct spelling and punctuation in |

|2. Use a variety of conjunctions to join |2. Copy proverbs using careful legible | | |own writing. |

|sentences. |handwriting. | | |3. Use descriptive language. |

| | | | |You might like to upload your children’s |

| | | | |fable onto Pobble, an on-line platform for |

| | | | |sharing writing. |

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