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Y4 Autumn Fiction: Fantasy: How to Train Your Dragon Unit 6Composition: Extended writing: a new chapter for How to Train Your DragonTeacher NotesPreparation:This unit assumes that the chn are familiar with at least some of the book, How to Train Your Dragon by Cressida Cowell.Notes for Teaching:Day 2 presumes that chn have some experience in writing and punctuating dialogue. For activities and resources for dialogue teaching, see Unit 3.For Day 3, the reading in the teaching comes from:Chapter 2 (from p.31 ‘It was a perilous climb’ to p.33 ‘…a horrible death.’)Day 3 presumes that chn have some experience of writing and punctuating fronted adverbials. If you have not taught this yet, focus on building tension through powerful verbs and adjectives. For teaching and resources on fronted adverbials, see Unit 5.For Day 4, the reading in the teaching comes from:Chapter 2 (from p.37 ‘Hiccup found one’ to p.43 ‘…off the cliff.’)For Day 5, if you have any other books from the How to Train Your Dragon series in school, source and display them in the classroom.Essential texts:How to Train Your Dragon by Cressida CowellFor this unit, you can read the final chapters to the children at a convenient pace: no sessions rely on any specific reading other than in the teaching.There is a Chapter synopsis of How to Train Your Dragon available for adult reference (see resources). Reading along during this unit: Read Chapters 16-19SCROLL DOWN FOR TEACHING AND ACTIVITIESY4 Autumn Fiction: Fantasy: How to Train Your DragonUnit 6 Day 1Planning a new chapter of How to Train Your DragonTeaching Discuss How to Train Your Dragon. Have chn enjoyed the story so far? What do they think of the characters? Is there anything missing or something they would like to have seen? (One glaring omission is female characters! – there are some in later books.)Many chn will be familiar with the films (we don’t recommend sharing extracts at this point, as they are confusingly different). The scriptwriter changed the story radically, just using some of the characters and fantasy setting. We don’t have to change things that much, but could we write a new chapter with a new character?Display ‘Story Ideas’ (see resources) and give chn discussion time with a e back together and discuss some ideas. Which story starter did chn find most inspiring? Did anyone come up with an alternative idea for a story?Activity: Plan a new chapter in the style of How to Train Your Dragon Objectives: Composition Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar; Discuss and record ideasSpoken language Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideasYou will need: ‘Story Ideas’ displayed during teaching, ‘Story Map’ (see resources)Children work in groups to discuss and then individually to planActivityChn choose one story idea to develop. Give a set discussion and thinking time. This is a good time to develop the new character. It helps if they have a particular skill which will be useful to Hiccup in solving the problem in the story.Remind chn of the parts of a story (introduction, build-up, problem, resolution).Children plan their story using a story map, or any planning method you prefer. There is an optional blank story map available in resources (see resources).EASIER adaptation 1: Chn can use an existing character from the books to join Hiccup to simplify the task, rather than creating a new one.EASIER adaptation 1: Encourage least able chn to choose the same story starter. This will allow for group support and discussion.Plenary Chn read through their plans. Can they identify the four parts of the story? Can they retell the story using their plans?OutcomesI can discuss my story ideas.I can plan a story in the style of a book I have read.I can plan a story in four parts.Y4 Autumn Fiction: Fantasy: How to Train Your DragonUnit 6 Day 2Story openings, including dialogueTeaching Read the first page of How to Train Your Dragon, p.16. How does this function as a story opening/introduction? We find out about the setting, meet some of the main characters and find out that this is a fantasy story with dragons.Notice that dialogue appears in the opening and that it reveals information about the characters: Gobber is characteristically shouting and Hiccup is considered useless by Dogsbreath.Ask chn to tell a partner how to write and punctuate dialogue. Discuss, recap and model some examples.Ask chn to review their story plans from Day 1. Agree some success criteria for writing an opening. Include ideas such as: Describe the setting in a descriptive sentence. Write a sentence or two to say what the characters are doing at the beginning which gives a clue to the setting or characters. Include some revealing dialogue. Hint at the fantasy genre.Explain and give examples of each criteria point. Model writing the opening sentences of a story using one of the story ideas.Activity: Write an opening to a story, including dialogue Objectives: Composition Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar; Compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures; In narratives, create settings, characters and plotGrammar Use inverted commas and other punctuation to indicate direct speechYou will need: Chn’s plans from Day 1Children work individually ActivityChn look at their plans and decide which part they will write today.Referring to the shared criteria, chn write the opening to their story.They should include one or two pieces of revealing dialogue.Use mini-plenaries to celebrate good examples of writing to support and inspire the class as they write.EASIER: Encourage least able to sit together so that they can support each other and discuss ideas. Support this group as needed.Plenary Ask chn to reread their writing. Chn make quick improvements for sense and punctuation. Ask chn to look at the criteria. How have they got on? OutcomesI can use a story plan and success criteria to support my writing.I can write a story opening in the style of a book I have read.I can write punctuated dialogue.Y4 Autumn Fiction: Fantasy: How to Train Your DragonUnit 6 Day 3Building tension, including fronted adverbialsTeaching Read pages 31-33 of How to Train Your Dragon, where Hiccup climbs the cliff and first enters the dragon nursery cave. This is the build-up part of the ‘finding Toothless’ story. How does this function as a build-up? We find out a bit more about the characters, we start to have hints as what the problem will be, tension is built.Discuss what tension means when talking about plot and how writers create tension by slowing down the action and giving hints at what is to come.Remind chn about fronted adverbials and how they are useful for building tension. Discuss and write some examples which chn might find useful in today’s writing, e.g. At that moment, With horrible certainty, With an uneasy feeling, Just then, In the eerie darkness, Mysteriously, etc.Ask chn to review their story plans from Day 1. Agree some success criteria for writing a build-up. Include ideas such as: Reveal a bit more about the characters in an action sentence. Build tension. Hint at the problem.Explain and give examples of each criteria point. Activity: Write a tension-filled build-up to a story, including fronted adverbials Objectives: Composition Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar; Compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures; In narratives, create settings, characters and plotGrammar Use fronted adverbials; Use commas after fronted adverbialsYou will need: Chn’s plans from Day 1 and writing from Day 2Children work individually ActivityChn look at their plans and decide which part they will write today.Referring to the shared criteria, chn write the build-up to their story.They should include some fronted adverbials for tension building and detail.Use mini-plenaries to celebrate good examples of writing, to support and inspire the class as they write.EASIER: Encourage least able to sit together so that they can support each other and discuss ideas. Support this group as needed.Plenary Ask chn to read their writing to a partner. Have they heard anywhere that needs a quick improvement? Sense and punctuation. Ask chn to discuss the criteria. Have they used the criteria to write a suspenseful build-up? OutcomesI can use a story plan and success criteria to support my writing.I can write a story build-up in the style of a book I have read.I can write punctuated fronted adverbials.Y4 Autumn Fiction: Fantasy: How to Train Your DragonUnit 6 Day 4Problems and resolutions in story writingTeaching Read the pages 37-43 of How to Train Your Dragon, where Hiccup climbs the cliff and first enters the dragon nursery cave. This is the problem part of the ‘finding Toothless’ story. What makes it the problem and the most exciting part of the story? It has lots of action and danger. There is a problem which needs to be solved: how can they escape the dragons?Ask chn to review their story plans from Day 1 and then look at their writing so far. It is important that chn do not rush the exciting bit as this is what their reader has been waiting for. Agree some success criteria for writing a climax/problem. Include ideas such as: Action shown with powerful verbs, description of danger or problems, selective dialogue, etc. Explain that some chn may get to the resolution part today. This is fine, but they should not rush the climax they have been building up to. Activity: Write an exciting problem/climax to a story Objectives: Composition Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar; Compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures; In narratives, create settings, characters and plotGrammar Use inverted commas and other punctuation to indicate direct speechYou will need: Chn’s plans from Day 1 and writing from Days 2&3Children work individually ActivityChn look at their plans and decide which part they will write today.Referring to the shared criteria, chn write the climax/problem to their story.They should include some powerful verbs and adjectives.They might include one or two pieces of exciting dialogue.Use mini-plenaries to celebrate good examples of writing to support and inspire the class as they write.EASIER: Support this group today to ensure that they are close to completing their stories and are able to read them through. Plenary Ask chn to read the whole of their stories so far. What do they think? Are they happy with them? Do they know what they will be writing tomorrow to complete them? OutcomesI can use a story plan and success criteria to support my writing.I can write a story climax in the style of a book I have read.I can write punctuated dialogue.Y4 Autumn Fiction: Fantasy: How to Train Your DragonUnit 6 Day 5Completing and improving a storyTeaching Ask chn what should happen at the end of a story: the problem is solved, the exciting bit ends in a satisfying way, the characters change due to their experience, etc. Record ideas as brief success criteria. Chn tell a partner how their story will end. Ask chn to check that their story will follow the agreed success criteria.Explain that once chn have completed their writing, they should read them through and make improvements.Display or distribute an editing list which focuses on class needs and/or incorporates individual writing targets.Activity: Complete and improve a story in the style of How to Train Your Dragon Objectives: Composition Assess the effectiveness of their own and others’ writing and suggesting improvements; Propose changes to grammar and vocabulary to improve consistency; Proof-read for spelling and punctuation errors; Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clearGrammar Use and understand the grammatical terminology in Appendix 2 accurately and appropriately when discussing their writing and readingYou will need: Chn’s plans from Day 1 and writing from Days 2-4Children work individually and then with a partnerActivityChn look at their plans and decide what they will write today.Referring to the shared criteria, chn complete their stories.Chn then read through their whole story, looking for ways to improve their writing. Once they have done this, they should find an editing partner.With a partner, chn work to improve their writing further. Chn take turns to read parts of their writing aloud, clearly with appropriate intonation. They give each other improvement suggestions which may be taken up or not.Encourage chn to use the editing lists to structure their improvements.Plenary Ask chn to think of one thing that is great about their story and one way in which they improved it today. Chn write this at the bottom of today’s writing and then share together in a circle. Celebrate the children’s learning. Is anyone planning to read any other books in the series? Show copies (if you have collected any) and distribute to enthusiastic readers. OutcomesI can use a story plan and success criteria to support my writing.I can write a story ending in the style of a book I have read.I can improve my own writing and help a friend do the same.I can say what makes my writing great.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. ................
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