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

|Whole |In preparation for this unit, share a range of versions of fables with the chn, which are not from main text - see Book/Website List for preparation suggestions. |

|class | |

|teaching | |

| |Show Aesop's Fables. Discuss and define a|Reread 'Wolf and Lamb', from Aesop's Fables. Agree|Display Dialogue punctuation (see |Share Opening to Rosen's: |Display class rules on punctuating |

| |fable: short story, teaches a moral, |that all of Wolf's excuses for being angry with |resources). Ask half of class to read |Town Mouse and Country Mouse (see resources).|dialogue. Ask chn to explain rules to a|

| |talking animal characters. Ensure chn |Lamb were false: he was looking for a reason to |Wolf's part and half to read Lamb's. |Chn will be learning to think carefully about|talk partner. Theatrically, start a |

| |know what a moral is: give examples (slow|eat Lamb. What other excuses could he have made |Scroll down to compare the same speech, |how a fable is written and share their |knock-knock joke, prompting chn to join|

| |but steady wins the race; don't count |up? Ask chn to think of ideas with a talk partner,|presented as punctuated dialogue; revise |thoughts in a clear way with their peers. Use|in (see end of plan for joke websites).|

| |your chickens before they are hatched). |then rehearse saying them in role. What would Wolf|speech punctuation. Can chn come up with |Questions 1and2 to model how to read a |Record the joke as you told it, |

| |Explain that many morals have entered |say? How could Lamb respond? Take ideas, acted out|speech-punctuation rules? Refer to Sue |question carefully, reread the relevant text,|complete with reporting clauses and |

| |everyday speech. Today chn will retell |and record dialogue in speech bubbles, checking |Palmer's The Punctuation Book (see |think about an answer and explain it clearly.|correct punctuation. Allocate a point |

| |fables in an entertaining manner and ask |that chn know how they work. Can chn make Lamb's |resources) for a concise list of rules on|Ask chn to practise speaking and listening |for each rule followed: how did you |

| |audience to work out what the moral is. |crime seem even worse? Collect editing ideas (see |Direct Speech page; use own judgement as |with a partner. Explain that they don't |score? Ask chn to practise correctly |

| |Ask chn for tips to make their retelling |resources for example). Ask chn to act out the |to which rules to include. Display |always have to agree with their partner; to |punctuating A Knock-Knock Joke (see |

| |engaging. Record ideas such as: |bubbles with their partner with expression. |class-created rules for reference, put in|answer well is to support thinking with |resources) with a partner on |

| |appropriate tone, volume, enunciation and|Explain that chn will be developing the discussion|order of priority (see resources for |examples and explanation. |whiteboards. How have they scored? |

| |actions. |through drama. |Teacher Support Sheet - dialogue rules). |Comprehension 2/ Spoken Language 3/ Word |Leave dialogue punctuation rules |

| |Comprehension 1/ Spoken Language 1/ Word |Spoken Language 2/ Composition 1 |Grammar 1 |reading 2 |displayed for chn to refer to. |

| |reading 1 | | | |Grammar 2 |

| |Objectives |Dimension |Resources |

|Spoken |Pupils should be taught to: |1. Monday: Retelling fables in small groups/listening to performances See Comprehension 1 / Word reading 1 |Copies of fables from Aesop's Fables, |

|Language |a. listen/respond appropriately to adults|Put chn into small, mixed ability groups and allocate a fable from Aesop's Fables to each group. Remind chn to use the tips list to help |M. Rosen |

| |and peers |them rehearse engaging performances. Chn can choose to learn sections to perform, whilst retelling other sections in their own words. Pick|for chn to share in small groups |

| |i. participate in discussions, |out good examples of engaging performance during rehearsal time and explain what makes it engaging, referring back to tips list. |See resources for: |

| |presentations, performances and debates |Plenary: Seat chn in circle, laying out the morals list (see resources) in the centre. Ask each group to perform in turn. Remind audience|morals cards |

| |j. gain, maintain and monitor the |that they should be listening carefully to the fable, matching moral to performance. At the end of the performances, ask chn to identify |Display moral cards for future |

| |interest of the listener(s) |the correct moral for each fable, discussing why they have selected that one. Ask chn to consider their own performances. What worked |reference, after session. |

| | |well? What would they improve? How different was reading a fable to listening to one? | |

| |Pupils should be taught to: |2. Tuesday: Role-playing a conversation between Wolf and Lamb See Composition 1 |None |

| |f. maintain attention and participate actively in collaborative |PART ONE With similar ability talk-partner, chn develop a dialogue between Wolf and Lamb, Wolf making accusations against | |

| |conversations, staying on topic and initiating and responding to |Lamb/ Lamb refuting blame. Chn develop a series of remarks between the characters, rehearsing/developing ideas through | |

| |comments |role-play. Remind chn to choose powerful language and extend sentences, to argue point of view. Chn record ideas (see | |

| |g. use spoken language to develop understanding through |Composition 1) checking that each remark builds on the previous one. See Composition 1 for PART TWO. | |

| |speculating, hypothesising, imagining and exploring ideas |Plenary: Ask for volunteers to perform their role-plays. Have they chosen powerful language to argue Wolf's point of view | |

| |k. consider and evaluate different viewpoints, attending to and |that he has been injured by Lamb? Has Lamb given good reasons for why that is not true? Do conversations stay on track, | |

| |building on the contributions of others |responding to previous comments? | |

| |d. articulate and justify answers, arguments and opinions | | |

| | |3. Thursday: Discussing a fable in a group See Comprehension 2/ Word reading 2 |None |

| | |Remind chn of importance of taking turns to share ideas and to listen to others. Explain that questions which use the words | |

| | |'why' or 'explain' or 'give reasons' require the speaker to support their opinions with evidence or greater explanation. | |

| | |Plenary: See Comprehension 2. | |

|Comprehen|a. listen to and discuss a wide range of fiction… |1. Monday: Retelling fables/ listening to performances See Spoken language 1/ Word reading 1 |See Spoken language 1 |

|sion |d. increase their familiarity with a wide range of books… |As part of Spoken language 1, chn read and prepare for oral retelling of a given fable in a small group, including some | |

| |retelling some of these orally |learning by heart. | |

| | |Plenary: See Spoken language 1. | |

| |g. discuss words and phrases that capture the reader’s interest |2. Thursday: Group reading and discussing fables See Spoken language 3/Word reading 2 |Copies of 'Town Mouse and |

| |and imagination |Distribute texts and questions to chn in ability groups. Chn could make notes on question sheets or answer more formally in |Country Mouse', |

| |a. check that the text makes sense to them, discussing their |their books. |See resources for: |

| |understanding and explaining the meaning of words in context |EASY: Reading Task Card A and 'Town Mouse and Country Mouse' from Rosen’s Aesop's Fables |The Town Mouse and the Country |

| |f. identify how language, structure, and presentation contribute |MEDIUM: ADULT LED: Reading Task Card B and 'Town Mouse…' from Rosen’s Aesop's Fables |Mouse, retold by Morpurgo (HARD|

| |to meaning |HARD: Reading Task Card C and 'Town Mouse and Country Mouse' from Rosen’s Aesop's Fables |group) |

| |Participate in discussion about books… |Plenary: Share some answers from each group. Praise answers which are said clearly, and which give reasons for opinions |Reading Task Cards |

| | |and/or examples to support them. | |

|Word |Pupils should be taught to: |1. Monday: Reading fables, decoding longer words See Spoken Language 1/ Comprehension 1 |None |

|Reading |a. apply their growing knowledge of root words, prefixes and |Remind chn of how tackle words which they don't recognise: look for root words, prefixes and suffixes, and try out different| |

| |suffixes, to read aloud/ understand the meaning of new words they|ways to pronounce words to see what they sound like. | |

| |meet |Plenary: See Spoken language 1. | |

| |b. read further exception words, note the unusual correspondences| | |

| |between spelling/ sound | | |

| | |2. Thursday: Group reading, decoding and understanding Comprehension 2/ Spoken language 3 |None |

| | |Chn tackle longer words, using word reading skills. Plenary: See Comprehension 2. | |

|Grammar |Indicate grammatical and other |1. Wednesday: Writing correctly punctuated dialogue, using speech generated last session |Dialogue, created by chn during|

| |features by: |Chn reread dialogue with their talk partner, annotating to add reporting clauses and rewriting as punctuated prose. |Composition 1 |

| |c. using and punctuating direct |EASY: ADULT LED: Support to reread and edit original speech bubble work. Chn record dialogue with speech marks. |Highlighter pens |

| |speech |MEDIUM: Apply punctuation rules to rewrite their dialogue. |The Punctuation Book - Sue |

| | |HARD: As MEDIUM. Challenge to include adverbs in reporting clauses and language for impact. |Palmer |

| | |Plenary: Ask chn to highlight the dialogue in their writing, and check that each piece is 'hugged' by speech marks. | |

| | |2. Friday: Writing correctly punctuated dialogue, using jokes as a context |Copies of two-speaker jokes |

| | |Chn choose and write jokes, using speech punctuation, applying rules from the list - aiming to score the highest points for each joke. They may find it |(joke books or websites) (see |

| | |helpful to add punctuation and reporting clauses onto the actual jokes before writing them out in their books. |website list) |

| | |EASY: Provide with copies of shorter jokes; chn highlight dialogue to check speech marks. |Highlighter pens |

| | |MEDIUM: Challenge to get the maximum score with each joke, circling each point-scoring feature to justify score. |See resources for: |

| | |HARD: ADULT LED: Challenge to interrupt speech sentences with a reporting clause (see resources for support sheet), explore effect on punctuation (avoid |Teacher Support sheet |

| | |knock-knock jokes). Ask chn to circle each point-scoring feature. | |

| | |Plenary: Ask chn how they scored. Return to joke recorded at the start of the session. Can chn think of better words than said? Edit to improve; it is not | |

| | |always necessary to avoid 'said' but can be useful to give reader more information. | |

|Compositi|Draft and write by: |1. Tuesday: Recording and developing dialogue using speech bubbles See Spoken Language 2 |See resources for: |

|on |a. composing sentences orally, |PART TWO Ask chn to record dialogue rehearsed during role-play. |Dialogue sheet |

| |progressively building a varied |EASY/MEDIUM: Work with partner to record rehearsed dialogue on Dialogue sheet (see resources). Edit for powerful language choice. | |

| |and rich vocabulary and an |HARD: Record dialogue in books. Encourage chn to write W and L to avoid time wasted drawing characters; some chn may prefer to record as punctuated speech |Enlarge to A3 and provide for |

| |increasing range of sentence |rather than in bubbles. Edit for powerful language and extend sentences. Challenge chn to note the type of voice they used to say each piece of dialogue, |each pair working on |

| |structures |e.g. loud and cross, quiet and nervous. |EASY/Medium task. |

| | |Plenary: See Spoken Language 2. | |

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

|Whole |Read fables to chn from a range of sources in preparation for this week. Include 'Fox and Grapes'; 'Dog and Wolf'; 'Mouse and Lion' from main Aesop's Fables text. |

|class | |

|teaching | |

| |Display Single Clause Sentences (see |List characters from fables shared so far; |Seat chn in circle, laying out why/when |Remind chn of extending sentences, using |Read a version of 'The Boy Who |

| |resources) and read 1st sentence. Explain |write on f/c. Pick one (e.g. Fox from Crow |conjunction cards (see resources). Remind chn of |conjunctions. Explain that writers try to use|Cried Wolf' (see booklist). |

| |that this is a single clause sentence: a |and Fox). What sort of character is he? How |what a clause is. Can chn say a clause to a |a range of sentence types to give the reader |What’s the moral? Explain that |

| |short sentence which has a subject, a verb |do chn know? Encourage chn to link character |partner about something which could happen in a |more information and vary the rhythm. Display|there is no one correct moral, |

| |and one complete idea which makes sense. |traits to actions and dialogue. Fox is |park? Take ideas and clear up any misconceptions. |and share A letter from Crow to his son. Can |and that meanings have changed |

| |Ask who the sentence is about (cat) |dishonest as he pretends he wants to hear |Remind chn how we can add clauses using |chn spot time/cause conjunctions discussed |for people, over the hundreds of |

| |underline and identify cat as subject. Ask |Crow sing. Fox is cunning as he tricks Crow |conjunctions. Ask chn to discuss any patterns they|last session? Remind chn of 'Mouse and Lion' |years that they have been retold.|

| |chn to circle the verb. Repeat with other |into dropping his cheese. Fables are often |can see in the cards laid out. Explain that they |fable. Explain that chn will be writing a |Display The Moral of the Story? |

| |examples. It is trickier with 'The mouse |short so characters have to be easy to |are all conjunctions: blue introduce a time |similar letter from Lion to his daughter, |(see resources) and discuss. Who |

| |was terrified'. Remind chn of verb 'to be' |recognise for their traits and are simple |clause/green introduce a cause clause. Play |recounting events. Remind chn that young chn |do chn agree with and why? |

| |so verb is: was. Clauses can be linked |stereotypes (fables are about moral lessons |When/Why? game. In a circle, chn tell a story |often ask their parents: Why? Chn should |Explain that the chn will be |

| |together using conjunctions. Scroll down to|rather than character development): sly fox; |about a visit to a park. Child 1 says a single |imagine Young Lion often asks When? and Why? |looking at different fables and |

| |reveal possible conjunctions and ask chn to|loyal dog; foolish crow; hard-working ant, |clause sentence. Adult asks when/why? Child 2 |and so Lion should make sure he fully |thinking about the different |

| |try linking 2 sentences together using one.|etc. Explain that chn will be looking at |selects a conjunction and adds a clause to answer |explains what happened in his letter, using |morals that could be drawn from |

| |Take ideas and practise saying aloud to |fable characters and picking out character |the question. ALL say the whole extended sentence.|conjunctions to help him. |them. |

| |check effect. |traits and clues which illustrate them. |Child 3 continues with a new sentence. |Composition 2/ Grammar 5 |Comprehension 4/ Spoken Language |

| |Grammar 3/ Spoken Language 4 |Comprehension 3 |Grammar 4 | |5 |

| |Objectives |Dimension |Resources |

|Spoken |a. listen/respond appropriately to adults |4. Monday: Verbally rehearsing and discussing impact of conjunctions See Grammar 3 |None |

|Language |and peers |As part of Grammar 3, this is a good opportunity for chn to practise collaborative conversation skills, speaking and listening with a partner. | |

| |i. participate in discussions and debates |Plenary: See Grammar 3. | |

| |f. maintain attention and participate | | |

| |actively in collaborative conversations, | | |

| |staying on topic and initiating and | | |

| |responding to comments | | |

| |d. articulate and justify answers, | | |

| |arguments and opinions | | |

| | |5. Friday: Discussing and debating opposing morals See Comprehension|None |

| | |4 | |

| | |As part of Comprehension 4, this is a good opportunity for chn to practise taking turns to speak and listen, explaining their point of view | |

| | |clearly and supporting it with evidence or elaboration. | |

| | |Plenary: See Comprehension 4. | |

|Comprehens|e. identify themes and conventions in a wide range|3. Tuesday: Picking out character traits and supporting with evidence in a range of fables |A range of fables: books, copies from|

|ion |of books |Distribute Analysing Fable Characters (see resources) and explain how fill in the table. |previous sessions, Internet texts |

| |c. draw inferences such as inferring characters' |EASY: Direct to use A few more Fables 1 and Rosen's Aesop's Fables for easier reading levels. |See resources for: |

| |feelings, thoughts and motives from their actions,|MEDIUM/HARD: Encourage to use a wide range of sources, noting difference in language and styles. |A few more Fables 1and2 |

| |and justify inferences with evidence |Plenary: Discuss findings; look for trends. What sort of characters are brave? Mean? Cunning? What clues tell the reader? Record and|Analysing Fable Characters - enlarge |

| | |display chn's ideas (loyal dog; foolish crow; hard-working ant, etc.) - this will support chn's planning later in unit. Why do fable|for larger writers |

| | |characters not have names like in other fiction? Keep list of character types for Week 3. | |

| |Participate in discussion about books, taking |4. Friday: Discussing morals in fables, in small groups See Spoken Language 5 |See resources for: |

| |turns and listening to what others say |EASY: Read and discuss The Moral of Fox and Grapes? |The Moral of Fox and Grapes? |

| |Discussing and recording ideas |MEDIUM: Read and discuss The Moral of Fox and Stork? |The Moral of Fox and Stork? |

| | |HARD: Read and discuss Two sides to Fox and Stork? |Two sides to Fox and Stork? |

| | |Plenary: Ask chn to report back on discussions. Did chn agree? How did they support their arguments? Does it matter if people don't | |

| | |agree on the moral? | |

|Grammar |Develop their understanding of the concepts in |3. Monday: Using conjunctions to link clauses See Spoken language|See resources for: |

| |Appendix 2 by: |4 |Linking Clauses using conjunctions |

| |a. extending the range of sentences with more than|EASY/MEDIUM: Linking Clauses using conjunctions Text and Instructions. Working in partners. |Text and Instructions; Retelling Fox |

| |one clause |HARD: Retelling Fox and Grapes using extended sentences. Working in partners. |and Grapes using extended sentences. |

| | |Plenary: Share EASY/MEDIUM fable text in its original form. What effect does writing in single clause sentences have? (disjointed | |

| | |rhythm) Ask volunteers to share new versions. What changes do chn notice? How is it better? Have they chosen the right conjunctions?| |

| | |Display conjunctions. | |

| |Develop their understanding of the concepts in |4. Wednesday: Playing a game creating extended sentences, using time and cause clauses |See resources for: |

| |Appendix 2 by: |Chn play When/Why? game in small, mixed ability groups, supported by When/Why? game card (see resources) and displayed time/cause |When/Why? game card |

| |a. extending the range of sentences with more than|conjunctions from whole-class teaching. |Single Clause Sentences resource from|

| |one clause |Plenary: Display Single Clause Sentences from Grammar 3. Ask chn to extend with a time or cause clause on whiteboards, to answer |Grammar 3 |

| |d. using conjunctions to express time or cause |when or why questions. Why do writers use these clauses in their writing? | |

| | |5. Thursday: Writing a letter, using clauses to express time or cause See Composition 2 |None |

| | |This is an opportunity for chn to apply their grammar learning in a piece of writing. They use conjunctions to create elaborated and| |

| | |interesting sentences. Plenary: See Composition 2. | |

|Compositio|Plan their writing by: |2. Thursday: Writing a letter from the point of view of Lion, using extended sentences See Grammar 5 |Displayed time and cause conjunctions|

|n |a. discussing writing similar to that which they |Chn write letter using A letter from Lion to his daughter template (see resources). Encourage verbal rehearsal to build and extend |See resources for: |

| |are planning to write |sentences, using time and cause clauses. |A letter from Lion to his daughter |

| |Draft and write by: |EASY: ADULT LED: Guided write letters - Sentence openers to support guided writing (see resources). |Sentence openers to support guided |

| |composing and rehearsing sentences orally, |MEDIUM: Write letter, referring to when/where conjunctions to prompt clauses. |writing |

| |progressively building an increasing range of |HARD: As MEDIUM, and also experiment with order of clauses (open with sub-ordinate clauses). | |

| |sentence structures |Plenary: Chn work with writing partner to read through their writing aloud. Chn should circle the time and cause conjunctions. Have | |

| | |chn added clauses, giving details for time and cause? How did their sentence structure sound when read aloud? | |

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

|Whole |Display morals from Spoken language 1 |Ask chn to reread fable plans to remind them |Display a piece of chn's writing which has |Display Finding spellings in a dictionary |Display an example of clear and |

|class |and list of character types from |of their moral, characters and plot. Explain |powerful language but short/ repetitive sentence |(see resources) and show how words may be |consistent chn's handwriting. Ask chn |

|teaching |Comprehension 3; ask chn to read them. |that each plot box will form a section/ |structure. Pick out what is good first. Can chn |found more efficiently by working along |what makes it good. Refer to |

| |Introduce task: to plan own fable. Ask |paragraph in their fable. Remind chn of the |use some of ideas in own writing? Read aloud and |each letter at a time. Write 'histry' on |class/school handwriting guide and |

| |chn to discuss with a partner, which |concise nature of Rosen's retelling - chn |ask chn to listen to rhythm. Can they hear |f/c. Ask chn to find spelling and check. |remind chn that their presentation |

| |moral they might choose and what |should aim for less writing but richer |anything which could be improved? Remind chn of |Distribute dictionaries and scroll down to |writing must be easily legible to |

| |characters and plot they could devise |language. Model writing the opening to Goose |work done in building sentences. Write words |reveal poorly spelt sentence about Fox. |anyone wishing to enjoy their fable. |

| |to teach that moral. Ask for chn to |and Dog fable in a few rich sentences. Model |'When'/'Why'. Can chn find a short sentence where |Model underlining words which may be |Explain that today is about sharing |

| |feedback and emphasise that character |verbally rehearsing and building up each |question can be applied? Display why/when |incorrect, and challenge chn to look up |chn's writing. They will be producing a|

| |types and plot must link back to moral.|sentence, ensuring powerful language and |conjunction cards and ask for some ideas. Model |spellings with a partner. Chn check |polished version of their fable for |

| |Show chn how to use Fable Planning |working to include a time/cause clause. |annotating writing to add time/cause clauses. Can |spellings then report back. Model |others to read for themselves and |

| |Sheet (see resources). See EXAMPLE |Reread/model looking for ways to improve. |chn find any other short sentences which could be |correcting the spelling. Explain that chn |reading it aloud to a live audience. |

| |Fable Planning Sheet for ideas. |Tell chn that they will be following this |linked? Ask chn to discuss with a partner and |will be applying this process in |Transcription 2/ |

| |Composition 3 |process to write their first drafts. |model improving. |proof-reading their own writing. |Composition 7/ |

| | |Composition 4/Grammar 6 |Composition 5/Grammar 7 |Composition 6/Transcription 1 |Spoken Language 6 |

| |Objectives |Dimension |Resources |

|Spoken |Pupils should be taught to: |6. Friday: Presenting fables to an audience See Composition 7 /Transcription 2 |Chn's fables |

|Language |i. participate in discussions, presentations and |As part of Composition 7, chn present their fables to a small audience. Chn should use appropriate volume, tone and concentrate on| |

| |performances. |speaking clearly. Encourage chn to look up from writing to make eye-contact and monitor audience engagement. | |

| |j. gain, maintain and monitor the interest of the |Plenary: See Composition 7. | |

| |listener(s) | | |

|Word |Spelling |1. Thursday: Proof-reading fables for spelling errors, using a dictionary See Composition 6 |Dictionaries |

|Reading |Pupils should be taught to: |Chn work with a partner to spot possible spelling errors in fable drafts, underline and check by looking up words in a dictionary.| |

|Transcrip|e. use the first two or three letters of a word to|Chn should be encouraged to use the first 2-3 letters of the word rather than starting at the beginning of the letter section and | |

|tion |check its spelling in a dictionary |scanning down from there. Correct spelling errors. | |

| | |Plenary: Why is correct spelling important for writers and readers? | |

| |Handwriting |2. Friday: Writing a polished version of fable for presentation See Composition 7/ Spoken Language 6 |Example of chn's handwriting |

| |Pupils should be taught to: |Chn work to produce neatly written versions of their fables, complete with all improvements made over the week. Offer chn choice | |

| |b. increase legibility, consistency and quality of|of lined paper or line guides under plain paper and allow chn to illustrate. | |

| |their handwriting |Plenary: See Composition 7. | |

|Grammar |Indicate grammatical and other features by: |6. Tuesday: Writing correctly punctuated dialogue, in their fables See Composition 4 |Fable plans; |

| |c. using and punctuating direct speech |Remind chn of dialogue punctuation rules. Can chn improve on their dialogue writing from last time? Limit to a writing a few pieces |Displayed speech punctuation |

| | |of impactful dialogue, moving plot along. Plenary: See Composition 4. |rules. |

| |Develop their understanding…by: |7. Wednesday: Assessing writing with a partner, thinking about grammar See Composition 5 |Chn's drafts. |

| |a. extending the range of sentences with more than one |This is an opportunity for chn to apply grammar learning to a piece of writing. |Display time/cause conjunctions|

| |clause |Plenary: See Composition 5. |from Grammar 4 |

| |d. using conjunctions to express time or cause | | |

|Compositi|Plan their writing by: |3. Monday: Planning their own fable |See resources for: |

|on |a. discussing writing similar to that which they are |Distribute Fable Planning Sheet (see resources) allowing time for thinking and discussion. Chn plan their own fable making use of |Fable Planning Sheet |

| |planning to write in order to understand and learn from |supporting resources displayed/made available in classroom: list of morals; list of character types; Analysing Fable Characters |Writing resources collected and|

| |its structure, vocabulary and grammar |work; a range of published fables shared during the unit. |developed through out unit |

| |b. discussing and recording ideas |Plenary: Chn present their plans to a writing partner - checking that the moral will be demonstrated by the fable events. | |

| |Draft and write by: |4. Tuesday: Writing first draft of own fables, using plans See Grammar |Fable plans |

| |a. composing/rehearsing sentences orally progressively |6 | |

| |building varied/ rich vocabulary and an increasing range|Chn work to write their first drafts, referring to fable plans. Encourage verbal rehearsal and building up of interesting extended |Display time/cause conjunctions|

| |of sentence structures |sentences. Chn should reread and look for ways to improve their language choices. Chn should include punctuated dialogue, using and |from Grammar 4 |

| |b. organising paragraphs around a theme |building of skills from last time. | |

| |c. in narratives, creating settings, characters and plot|Plenary: Ask chn to read their fables aloud to themselves, highlighting an example of powerful language and circling a word which | |

| | |could be improved/sentence which could be developed. Ask chn to make improvements then ask for some before and after sentences. What| |

| | |impact have those changes made? | |

| |Evaluate and edit by: |5. Wednesday: Assessing writing and making improvements in sentence structure See Grammar 7 |Chn's drafts |

| |a. assessing the effectiveness of their own and others’ |Ask chn to work with a partner to read and improve writing. Chn should listen to rhythm of writing, extending some short sentences | |

| |writing and suggesting improvements |through time/cause clauses and linking others with conjunctions. Remind chn to keep 1-2 sentences short for impact. | |

| | |Plenary: Reread improved writing aloud, checking that it still makes sense and listening for flow of rhythm. | |

| |Proof-read for spelling and punctuation errors |6. Thursday: Proof-reading fables for spelling errors See |Chn's drafts |

| | |Transcription 1 | |

| | |Plenary: See Transcription 1. | |

| |Read aloud their own writing, to a group or the whole |7. Friday: Reading completed fables to an audience See Spoken Language 6 / Transcription 2 |Chn's fables |

| |class, using appropriate intonation and controlling the |Once fables are complete, remind chn of learning from Spoken language 1, referring to tips for engaging storytelling. Ask chn to | |

| |tone and volume so that the meaning is clear |practise reading their fables aloud to a partner, using tips. | |

| | |Plenary: Hold a fable festival in school library. Invite in an audience of family or chn from other classes to listen to the fables.| |

| | |Allow audience to move between chn, enabling chn to repeat reading and perfect their performance skills and to keep audience sizes | |

| | |down for individual readers. Ask chn to collect some review comments from audience to include in blurb and publish finished writing | |

| | |in class book of fables. | |

Books:

Aesop's Fables [Hardcover] by Michael Rosen (Author), Publisher: Tradewind (13 Jun 2013) ISBN-10: 1896580815, ISBN-13: 9781896580814

Any other books of Fables already within the school can also be used to supplement

The Punctuation Book by Sue Palmer (see resources)

Websites:

Listening preparation for unit

High quality BBC audio books of fables read by well-known voices – It is also possible to print the transcripts for each audiobook















Other versions of fables

Extensive website of brief fables - a little dry for ch use but great as adult resource

Small range of fables, illustrated and simply retold for children.

Lovely illustrations (some animated) in this large ebook of fables - check before use for US spelling and occasional dated language

Jokes for children







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

Scroll down for Outcomes

Outcomes

|Monday |Tuesday |Wednesday |Thursday |Friday |

|1. Read a text for meaning. |1. Role-play a scene between 2 characters. |1. Write correctly punctuated dialogue. |1. Read a text. |1. Write correctly punctuated dialogue. |

|2. Learn by heart, a section of a text for |2. Record dialogue in speech bubbles. |2. Write reporting clauses. |2. Discuss/answer questions about a text. |2. Evaluate writing using agreed criteria. |

|performance. |3. Develop dialogue, to include powerful | |3. Discuss effect of word choice on meaning |3. Consider impact of reporting clause |

|3. Retell sections of a text. |language. | |and impact. |variation. |

|4. Discuss and identify main message of a | | | | |

|text. | | | | |

|5. Read longer words, using knowledge of | | | | |

|etymology/ morphology. | | | | |

|1. Link single clause sentences using |1. Read a wide range of texts within a genre.|1. Verbally construct extended sentences. |1. Read a recount text. |1. Listen to a story. |

|conjunctions. |2. Identify main characters and traits. |2. Use conjunctions, to express time/cause. |2. Identify time/cause conjunctions. |2. Discuss contrasting opinions. |

|2. Evaluate impact of varying sentence |3. Identify dialogue and action that allows |3. Write multi-clause sentences. |3. Write a recount in role. |3. Discuss/debate opposing ideas about a |

|structure. |readers to make inference about characters. | |4. Write clauses, expressing time/cause. |text. |

| | | |5. Peer assess effect of varying sentence |4. Support arguments with |

| | | |structure. |evidence/elaboration. |

|1. Plan a fable, using a scaffold. |1. Write first draft of own fable. |1. Peer-assess writing for sentence structure|1. Use a dictionary, for checking spelling. |1. Write a final version of a text, in clear |

|2. Present a plan to a peer. |2. Write dialogue, which is purposeful and |range. |2. Identify spelling errors in own writing. |and consistent handwriting. |

|3. Evaluate plan for genre conventions. |correctly punctuated. |2. Edit/extend sentences to write extended |3. Proof-read writing, for sense and |2. Read/perform own writing to an audience. |

| |3. Edit writing for language choice. |sentences. |accuracy. | |

| |4. Self-assess writing for impact. |3. Read writing aloud to listen to rhythm. | | |

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