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Y4 Autumn Fiction: Fantasy: How to Train Your Dragon Unit 1Core: Introduction to Cressida Cowell’s world, style and charactersTeacher NotesPreparation:Optional: Hold a dragon themed kick-start session. Share images of different kinds of dragons from books and Internet sources. Chn discuss ideas for a dragon they would like to train and produce some artwork, showing their own imagined dragon. Tell Me a Dragon by Jackie Morris is an inspiring resource. See resources for a kick-starter ideas. Any artwork and rich descriptive language can be displayed to support and stimulate during the block.There is a Chapter synopsis of How to Train Your Dragon available for adult reference (see resources).Notes for Teaching:For Day 1, make copies of the map of Berk and the ‘Novices of the Hairy Hooligan Tribe’ for each group. Keep for future reference (including Day 2). For Day 3, if you find some words are proving difficult to understand, look up/ record a quick definition and display as a working glossary.For Day 4, if you plan to teach further units, read the remaining pages of Chapter four after the session.Essential texts:How to Train Your Dragon by Cressida CowellOptional texts: Incomplete Book of Dragons by Cressida CowellTell Me a Dragon by Jackie Morris (Preparation Task)Reading along during this unit: Read Chapters 1-4SCROLL DOWN FOR TEACHING AND ACTIVITIESY4 Autumn Fiction: Fantasy: How to Train Your DragonUnit 1 Day 1Introduction to the world of How to Train Your DragonTeaching Show How to Train Your Dragon by Cressida Cowell. Do chn know of the series or have they seen the films? Explain that the films are inspired by the book but are quite different.Explain that this is an unusual book. What does the title sound like? Instructions. The book begins with a note from the main character and there is a map and character page which seem to be drawn by him.Read ‘A note from Hiccup’ and show the illustration. What do chn think?Explain that this is a fantasy story. It contains dragons and a version of a historical people (the Vikings) which has been altered for fun. It claims to be a true story from the hero’s past.Explain that the opening of a book can take the reader into a new world which they get to know as they read. Let’s go and visit the Isle of Berk, at the time of dragons.Read Chapter 1, sharing illustrations.Activity: Discuss the world of How to Train Your Dragon Objectives: Spoken language Listen and respond appropriately; Articulate and justify answers, arguments and opinions; Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to commentsComprehension Listen to and discuss a wide range of fiction; Identify themes and conventions; Participate in discussion about both books that are read to themYou will need: ‘Discussion Prompt’ (see resources); copies of the map and characters for chn to refer to from the bookChildren work in groupsActivityDistribute and introduce the ‘Discussion Prompt’ (see resources). Chn discuss each question, sharing ideas and justifying opinions.Explain that sometimes chn will have different ideas and that is fine.Chn can make notes to remind them of the main points of their discussions so that they can report back to the class.Plenary Display that ‘Discussion Prompt’ and discuss each point in turn. Record the questions and add to working wall display.OutcomesI can listen carefully to a story opening.I can discuss features of a text.I can discuss my ideas in a group, giving reasons for my thoughts.I can listen to ideas of others and respond sensibly.Y4 Autumn Fiction: Fantasy: How to Train Your DragonUnit 1 Day 2Investigating Cowell’s styleTeaching Briefly recap Chapter 1 and what chn know about the book so far.Today chn will think more about the style of the book, how characters are presented and Cowell’s use of other types of text, other than storytelling. Read the first pages of Chapter 2 up to ‘…and started climbing after the others.’ While you are reading, chn draw sketches of Hiccup or Snotlout. Compare drawings and look at Cowell’s illustrations. What do chn think of these two characters. Agree that Cowell creates exaggerated characters for comic effect.Discuss and briefly show the other ways that Cowell builds up a picture of her world: maps, illustrations with captions, pages which appear ripped from a dragon information book, handwritten lists and fliers.What impact do they have? Do children like this extra layer to the story? Activity: Read, discuss and evaluate texts which are incorporated in the book Objectives: Spoken language Listen and respond appropriately; Articulate and justify answers, arguments and opinions; Maintain attention and participate actively in collaborative conversationsComprehension Listen to and discuss a wide range of fiction; Read books that are structured in different ways; Identify how language, structure, and presentation contribute to meaning; Participate in discussion about books, taking turns and listening to what others sayYou will need: copies for each group of p. 25, 36, 108 (Dragon Fact Files), character illustrations & map from Day 1, p.118 (Thor’sday Flier); ‘Building the world of How to Train Your Dragon’ (see resources)Children work in table groupsActivityDistribute and introduce the different texts, reminding chn that these are an extra layer to the storytelling and make Cowell’s style unusual.MOST: In their groups, chn read the different texts in pairs, checking understanding and discussing any unfamiliar words.EASY: Direct slower readers to read at least two different text types from the selection before discussion. After a given amount of reading time, chn then discuss the texts, using the ‘Building the world of How to Train Your Dragon’ prompt (see resources).Plenary Take an example text at a time, discussing what chn have noted and adding it to a working wall after it has been discussed. Read the rest of Chapter 2 at the end of the lesson or at another time, noting the Gronkle fact page as you encounter it.OutcomesI can read texts which are organised in different ways.I can evaluate the impact of a text, explaining my opinions.Y4 Autumn Fiction: Fantasy: How to Train Your Dragon Unit 1 Day 3Reading with understanding: tackling unfamiliar wordsTeaching Start by explaining that in Chapter 3 there are words which it is important to under-stand in the context of the whole story. Cowell uses quite adventurous language.Write exile/ hooligan/ perilous on f/c. Have chn come across these words before?Sometimes we can use words we know to help us work out the meanings or the context in which they are used. We can also look up definitions using a dictionary. Briefly recap on how a dictionary works and demonstrate how to look up definitions for the words on the f/c. Compare, discuss and display one or two definitions on a working wall. Then read some of Chapter 3, depending how much you want to leave for chn to read. (More able classes might start at p.51, less able at p.55.)Note definitions of words chn have discovered where they arise.Activity: Read part of Chapter three, checking unfamiliar words in a dictionaryObjectives: Word reading Apply their growing knowledge of root words, prefixes and suffixes both to read aloud and to understand the meaning of new words they meetComprehension Use dictionaries to check the meaning of words that they have read; Discuss words and phrases that capture the reader’s interest and imagination; Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in contextYou will need: copies of pages of Chapter 3 which chn will be reading; definitions sheet for guided group; optional definition recording sheet (see resource)Children work in pairs or threesActivityChn continue reading Chapter 3 from where you stopped. When they reach a word they are unsure of, chn underline it, see if they can work out the meaning from context or using knowledge of other words to help. If not, chn find definitions, using dictionaries and check understanding in context. There is an optional recording sheet available (see resources).EASY: Adult led: Use the plan resource (see resources) to allocate words for pairs of children to check and provide definition for using a dictionary. Then read as a guided group, consulting the list when a word arises in group reading.Plenary Discuss how chn got on with reading their pages. Did they understand what was happening? If needed, reread p.56 ‘This amazing dragon…’ to the end of the Chapter before discussing what kind of dragon the chn think Hiccup has captured. OutcomesI can read a tricky text with a partner.I can discuss the meanings of words, using different strategies to find them.Y4 Autumn Fiction: Fantasy: How to Train Your Dragon Unit 1 Day 4Investigating characterTeaching Ask chn to recall what they predicted about Hiccup’s dragon. Read first four pages of Chapter 4, up to ‘My day just gets better and better’. Discuss the intended irony and any new words, such as ‘solemn’. We learn quite a lot about Hiccup and Snotlout in this extract!Agree that one of the things that make Cowell’s world easy to imagine is the vivid characters she has created that live there. How are the characters memorable? Their names, exaggerated behaviour, illustrations, dialogue that reveals personality etc.Today chn will be looking more carefully at how some of the characters are created.Activity: Read section of Chapter 4 and produce a character profile of SnotloutObjectives: Spoken language Participate in discussions, presentations, performances and debates Comprehension Identify main ideas from more than one paragraph and summarise these; Check that the text makes sense to them: Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence; Predict what might happen from details stated and impliedYou will need: copies of pages of Chapter 4, p.62-65; Character Profile Sheets (see resource)Children work in pairsActivityIn pairs, chn read p.62-65 of Ch 4. Chn should then complete the character profile of Snotlout, ensuring that they use examples from the text to support their ideas. Show how we write these in inverted commas to show we are quoting from a text.Plenary In a circle, chn take turns to hot-seat as Snotlout. Model asking questions then invite chn to join in with questions of their own. (For example: Why did you break the rules with your dragon? Why are you mean to Hiccup? What do you think of Fishlegs? What are the most important qualities for a Viking? What are you afraid of? etc.)OutcomesI can look for character clues in a text.I can describe a character.I can ask and answer questions in role.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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