Wk 1



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

|Whole |Show Short! by Kevin Crossley-Holland. Read|Read a selection of stories from Short!, |Read story Room for One More again. |Use the Grammar PowerPoint slides 1 to 14 (see |Ask what is meant by an oral story, & |

|class |the blurb; it sounds fun! What do chn |e.g. In the Back Seat (Did the title give|Write wrestled on f/c. Explain that |resources) to revise adverbials. Adverbials tell |discuss how many traditional stories were |

|teaching |think? Does the book appeal to them? Would |chn a clue to what was happening?), The |this word contains two silent letters: |us more about a verb; they can modify a word, |handed down through generations orally, |

| |they want to read it? Why is the book title|Hook (Did chn guess what the scratching |w and t. This makes it difficult to |phrase or clause. They can answer the questions: |before being written down & printed in |

| |written in such large letters? Display the |noise was?), Who’s Who? (What do chn |spell. What is the root word? wrestle. |Where? When? or In what order? Adverbials often |books. To be able to retell an oral story |

| |list of titles (see resources). Chn discuss|think happened to Jack?), etc. What genre|Note that when we add the suffix –ed to|open with a preposition (by, in, after, etc.) and |you have to know it really well (though |

| |what type/genre some of the stories are |do chn think these stories belong to? |create the past tense, we lose the |are named fronted adverbials when placed at the |details in oral stories did often change |

| |likely to be, e.g. ‘The Fox and the Geese’ |Horror. Discuss the features that horror |final e of the root word. Write doubt, |beginning of a clause. Make sure you emphasise the|from one storyteller to the next). Explain |

| |sounds like the title of an Aesop’s fable; |stories could have. Write any suggestions|island, lamb, solemn, thistle and |punctuation of fronted adverbials using a comma. |that chn are going to read a written story |

| |‘Slam and the Ghosts’ sounds like a horror |chn have on f/c. Agree on a list (compare|knight on f/c as other examples of |Explain how adverbials provide cohesion, add |called Hunted during which they will answer|

| |or ghost story. List and discuss possible |with resource), which could always be |words with silent letters. Some letters|detail & build suspense in the short stories you |some questions as a group. Afterwards we |

| |genres on f/c (see resource list). Read a |added to later in the week. |which are no longer sounded used to be |have been reading. Record some good examples of |will discuss how to retell the story |

| |few stories that chn have identified. Did |Spoken Language 1/ Comprehension 2 |sounded hundreds of years ago, e.g. the|adverbials created in Slide 14, the ‘Your Turn’ |orally. |

| |they choose the right genre? | |k in knight was sounded as /k/. |part of the Grammar PowerPoint. Grammar 1 |Comprehension 3: Group Reading / Spoken |

| |Comprehension 1 | |Transcription 1 | |Language 2 |

| |Objectives |Dimension |Resources |

|Spoken |Pupils should be taught to: |1. Tuesday: Discuss what will happen next in a short story See Comprehension 2 |First five paragraphs of Room for One More |

|Language |a. listen and respond appropriately to |Chn work in pairs to discuss & predict what will happen next in the story, Room for One More. |(see resources) |

| |their peers |Plenary: Follow on after Comprehension 2. Volunteers share their predictions with the class, explaining why they think this. Class | |

| |d. articulate and justify opinions |give thumbs up, down or an ‘unsure wiggle’ to express whether or not it is a likely outcome. Finally read the rest of the story to | |

| |k. consider different viewpoints |chn. Was anyone’s prediction close? | |

| |f. maintain attention and participate |2. Friday: Discuss and answer questions about Hunted See Comprehension 3 |Copies of Hunted |

| |actively in collaborative conversations |Discuss and answer questions about Hunted. Ensure that all chn join in the discussion and that all views are heard. |Questions about Hunted (see resources) |

| |k. consider different viewpoints |Plenary: See Comprehension 3. | |

|Comprehen|a. continue to read and discuss an |1. Monday: Read and identify the genre of a range of short stories |Copies of several stories from Short! – |

|sion |increasingly wide range of fiction |In mixed-aged pairs (to support with reading), chn read a range of short stories. Give a different story from Short! to each pair. |select a range of genres but not the |

| |e. identify and discuss themes |Chn read together, discuss & agree on the story’s genre. Chn pass their copy to the next pair when you give the signal. Continue |stories you are going to read on Tuesday |

| |f. make comparisons within books |until all pairs have read and discussed at least 5 stories. |Tip: the genre is roughly indicated by the |

| | |Plenary: Discuss the genre of the stories and what helped chn to decide. Agree that some stories contain elements of different |header image on each page for quick |

| | |genres, e.g. a horror story may contain fantasy characters. |classification. |

| | |Collect in photocopies of short stories for next week. | |

| |Maintain positive attitudes to reading… by: |2. Tuesday: Predict what will happen next in a short story See Spoken Language 1 |First five paragraphs of Room for One More |

| |a. continuing to read and discuss a wide range|Give chn a copy of the first 5 paragraphs of Room for One More (see resources) – another horror story. Which features of a horror |(see resources) |

| |of books |story can they identify? Chn read the opening together before moving on to Spoken language 1. | |

| |Understand what they read by: |Plenary: | |

| |c. drawing and justifying inferences |Discuss the features of horror stories chn have found. Add any new features not already on class list of features for this genre. | |

| |d. predicting what might happen | | |

| |Provide reasoned justifications for their | | |

| |views | | |

| |Maintain positive attitudes…by: |3. Friday: Group Reading: Read and discuss a short story See Spoken Language 2 |Copies of Hunted |

| |a. continuing to read/discuss wide range of |In groups, chn read Hunted together and answer the questions (see resources) as they read. Ensure chn know to stop after the |Questions about Hunted |

| |books |second paragraph to answer question 2. |Story Pegs sheet |

| |d. recommending books they have read |Plenary: |(see resources) |

| |Understand what they read by: |Introduce story pegs to chn as a technique for retelling stories (these work a story prompts on which to ‘hang’ the detail of each| |

| |e. summarising main ideas and key points |part/paragraph). This will lead into using story pegs in week 2. Explain that chn could use story pegs to retell the story orally.| |

| |Participate in discussions about books they |Write story pegs on f/c (or use resource) & ask partners to retell the story using them to each other. At the end, ask chn which | |

| |read themselves |of the stories they have enjoyed the most this week and why? Which would they recommend to their peers? | |

|Transcrip|Spelling |1. Wednesday: Explore, sort and write words which contain silent letters |Word list |

|tion |Pupils should be taught to: |Display ‘Word List’ and/or print off for weaker readers (see resources). Chn each choose a word from the list, then find three |Word Hunt |

| |b. spell some words with ‘silent’ letters |more words with the same silent letter. They then write a short sentence with one of their words in it: e.g. The knight rode a |Graded spelling lists - Homework |

| | |magnificent black stallion. Repeat with a new word from the list. |(see resources) |

| | |EASY: Provide with ‘Word Hunt’ (see resources) to support chn in finding words. | |

| | |Plenary: Share some sentences. Then give chn a list to learn for homework (see resources). | |

|Grammar |g. learn the grammar in App.2 |1. Thursday: Extend sentences using adverbials See |‘Adverbials 1/2/3’ differentiated |

| |(link ideas … using adverbials of time, place |Composition 1 |activities |

| |and number) (Y5) |Provide ‘Adverbials’ (see resources) to chn working at differentiated levels. |Grammar PPT |

| | |Easy: Adverbials 1; Medium: Adverbials 2; Hard: Adverbials 3 |(see resources) |

| | |Plenary: See Composition 1. | |

|Compositi|Draft and write by: |1. Thursday: Extend sentences using adverbials See |As Grammar 1 |

|on |d. using a wide range of devices to build |Grammar 1 | |

| |cohesion within and across paragraphs |Encourage chn to see the impact grammar choice has on writing, with cohesion particularly as a focus, e.g. ‘By adding the | |

| | |adverbial Later that day I am linking what happened before to what happens next’. | |

| | |Plenary: Discuss how adverbials can be moved within a sentence without changing the meaning, though it does change the emphasis | |

| | |sometimes. Challenge chn to extend the clause ‘The door opened’ with an adverbial, to make as suspenseful as possible, e.g. When | |

| | |the screaming stopped,…Where there had been no door before, …As my heart beat like a drum,… etc. | |

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

|Whole |Write ‘Paragraphs’ on f/c. Give chn 3 minutes to |Today chn will plan their own spooky story.|To ‘hook’ their readers, writers want readers|Look at the opening paragraph of Room for |Enlarge/display a copy of one |

|class |discuss with a partner when/why a writer begins a |Revise features of horror stories |to be able to feel they are inside the story;|One More (see resources). This story opened|child’s writing. Together discuss |

|teaching |new paragraph in a story. List ideas on f/c, then |(discussed last week). List on f/c or use |using words to create images and emotions is |by introducing the character and describing|how it could be improved. Which |

| |display Grammar PowerPoint Slides 15 to 18 (see |plan resource. The story will be written in|a powerful thing! They do this by using |the setting. What do chn notice about the |features of a horror story have |

| |resources), Add to list to get: |paragraphs, so it is a good idea to have |elaborated language – like what? E.g. |punctuation? The sentences are separated by|been included? Is it written in |

| |Change of place/setting |some story pegs (as with Hunted oral story |adjectives, adverbials, adjectival phrases, |semi-colons. The writer used them again in |paragraphs? Are the paragraphs |

| |Change of time/ flashbacks |retelling) to base these on, e.g. |prepositional phrases, etc. Write The man |the sixth paragraph too (see resources). A |linked together appropriately? |

| |Change of topic/theme |Opening: character(s) introduced, hints at |went down the road. on f/c. How could chn |semi-colon is the punctuation equivalent of|Point out good examples of the use |

| |Change of viewpoint |the problem |elaborate on this sentence? Ask chn to |‘and’; it can be used to separate |of adverbials or descriptions. And |

| |Change of speaker |Build up: problem/danger occurs; scary |discuss with a partner and share some ideas. |independent clauses which are closely |so on. Discuss what you need to |

| |Introduce a new character |character gets closer |Say, ‘I’d like to add more detail about this |linked, less strongly than a full stop. It |look for when editing your own |

| |Add suspense or change the mood |Climax: moment of greatest danger, secrets |man. What could we add? Maybe he is covered |can be useful in linking sentences which |writing – paragraphs, adverbials, |

| |Smooth links between paragraphs help the reader |uncovered, battle or escape attempt |in cobwebs’. Explain that relative clauses |are short to build impact. Show a confident|vivid adjectives, powerful verbs, |

| |follow the story. Remind chn how adverbials create|Resolution: main character escapes or meets|are useful for adding this kind of detail. |child’s work. Write a sentence to continue |etc. Talk about what to check when |

| |cohesion. Together list some adverbials on f/c |a sticky end |Use the Grammar PowerPoint Slides 19 to end |their story which is closely linked enough |proofreading someone else’s writing|

| |that might be useful to link paragraphs (see |Chn could use a story cube to gather their |(see resources) to teach relative clauses. |to use a semi-colon. |- spelling & punctuation errors. |

| |resources). Send Y5 to begin activity; use the |ideas (see website list). Point out that |Show how these can be used to add detail in a|Composition 4/Grammar 4/ Transcription 4 |Composition 5 |

| |Grammar PowerPoint (see resources) to teach Y6 to |chn need not use best handwriting for |story. Send Y6 to start story-writing. Keep | | |

| |use a wider range of adverbials. |draft! |Y5 to explain punctuating relative clauses. | | |

| |Grammar 2 |Composition 2/Transcription 2 |Composition 3/ Grammar 3/ Transcription 3 | | |

| |Objectives |Dimension |Resources |

|Grammar |g. learn the grammar in App.2 |2. Monday: Identify cohesive adverbials in reading |List of adverbials showing time, |

| |(link ideas across paragraphs using adverbials of time, |Using the photocopies from Monday Week 1 (plus others if you wish) challenge chn to find adverbials used in the stories to |place or number |

| |place and number) (Y5) |link paragraphs. They should list any they find noting the title of the story. |Grammar PPT |

| |(link ideas across paragraphs using a wider range of… |Y6: Extend to finding wider range of adverbials. More able could sort by function, e.g. contrasting. |(see resources) |

| |adverbials) (Y6) |Plenary: Share findings and add examples that chn have found to the list on f/c or resource. | |

| |f. use relative clauses beginning with who, which, where, |3. Wednesday: Use relative clauses in story-writing See Composition 3 / Transcription 3 |Grammar PPT |

| |when, whose, that or with an implied (i.e. omitted) |Work with Y5 chn, checking understanding and use of relative clauses. |(see resources) |

| |relative pronoun (Y5) |Plenary: See Composition 3. | |

| |Indicate grammatical and other features by; |4. Thursday: Use semi-colons See Composition 4 / Transcription |Two paragraphs taken from Room for |

| |d. using semi-colons to mark boundaries between main |4 |One More (see resources) |

| |clauses (Y6) |Chn are made aware of the use of semi-colons to mark boundaries between independent clauses. | |

| |Use and understand grammatical terminology in Appendix 2 |Y6: Challenge to use in today’s writing to show two closely linked clauses, e.g. She opened the door; there was nobody there. | |

| | |Plenary: See Composition 4. | |

|Transcrip|Handwriting and presentation |2. Tuesday: Use appropriate handwriting for story-planning See Composition 2|As Composition 2 |

|tion |Write legibly, fluently, with increasing speed and |Chn should be aware that they are writing this information for themselves, so they can write in note-form, using quick handwriting styles. | |

| |personal style by: |Plenary: See Composition 2. | |

| |a. choosing which shape of a letter to use and | | |

| |deciding whether or not to join specific letters | | |

| |b. choosing the writing implement that is best suited | | |

| |for a task | | |

| | |3. Wednesday: Use dry marker pens and whiteboards Composition 3 & See Grammar 3 |Pens & whiteboards |

| | |[During input] Chn understand that it is appropriate to use these implements for the grammar tasks. | |

| | |Plenary: Composition 3 & See Grammar 3. | |

| | |4. Thursday: Use appropriate handwriting for story-writing Composition 4 / Grammar 4 |None |

| | |Chn understand that this writing needs to be clear and legible for others to read. | |

| | |Plenary: Composition 4 & Grammar 4. | |

|Compositi|Plan their writing by: |2. Tuesday: Plan a story using the structure and style of the stories read in Short! See Transcription 2 |story cube (see |

|on |a. using other similar writing as models for own |Chn create the story pegs (each will be a paragraph in their story) for their horror story. They make notes about their main character and the |website list) or any|

| |b. noting and developing initial ideas |setting they will use. Discuss briefly how Kevin Crossley-Holland introduced his characters and settings in the stories the class has read. |other planning |

| |c. in narratives, considering how authors have |Plenary: Ask chn to present their plan to a partner. What do they think works well for a short story? What ideas need development or rethinking? |format with which |

| |developed characters and settings in what they have |Allow time for chn to annotate plans after discussion. |chn are familiar |

| |read | | |

| |Draft and write by: |3. Wednesday: Write opening paragraphs to their spooky story See Grammar 3 / Transcription 3 |Chn’s own story |

| |b. in narratives, describing settings, characters and |Chn write the opening paragraphs for their horror story based on their story pegs. Will the opening paragraph be dialogue, action or a |pegs/plans |

| |atmosphere and integrating dialogue to convey |description? Will they introduce the main character or describe the setting first? Remind them to use adverbials to link paragraphs and to use |Grammar PPT |

| |character and advance the action |detail, including use of relative clauses! |(see resources) |

| |d. using a wide range of devices to build cohesion |Plenary: Read out some good examples of opening paragraphs. Have chn begun with dialogue, action or description? Rehearse the layout of dialogue | |

| |within and across paragraphs |if appropriate. Can readers/listeners easily visualise the setting/main character? | |

| |Draft and write by: |4. Thursday: Write last paragraphs of their spooky story See Grammar 4 / Transcription 4 |Chn’s own story pegs|

| |a. selecting appropriate grammar and vocabulary, |Chn write the remainder of their horror story based on their story pegs. Remind them to use descriptive sentences and to continue linking their | |

| |understanding how such choices can change and enhance |paragraphs appropriately. Rehearse the use of commas for embedded clauses (chn might need to check yesterday’s writing too). | |

| |meaning |Plenary: Volunteers read out their most suspenseful paragraph. Can rest of class praise any good use of adverbials &/or make suggestions for | |

| |d. using a wide range of devices to build cohesion |improvement? | |

| |within and across paragraphs | | |

| |Evaluate and edit by: |5. Friday: Edit and proofread own spooky story |None |

| |a. assessing effectiveness of their own and others’ |Chn edit their own work and make any necessary amendments. Reading it out loud can sometimes highlight omissions or errors. They then find a | |

| |writing |response partner and read each other’s story looking for punctuation and spelling errors. Give praise to their partner for any well-written | |

| |b. proposing changes to grammar, vocabulary and |features of a horror story or super vocabulary. | |

| |punctuation to enhance effects and clarify meaning |Plenary: Choose two or three excellent stories to read to the class. What is so good about them? Point out powerful vocabulary, a range of | |

| | |adverbials, correct use of commas, and so on. Chn should then be given time to write out a final version of their story in clear, legible | |

| | |handwriting with an illustration if appropriate, before publishing a class version of Short! | |

Books:

Short! by Kevin Crossley-Holland, OUP, ISBN: 9780192781482

Optional (if you would like a greater choice of stories): Short Too! by Kevin Crossley-Holland, OUP, ISBN: 9780192780133

Websites:

Chn could use the story cube or create their own cube to plan their story!

Chn who finish tasks could have a go at this quiz about paragraphs!

Pobble, an on-line writing website which showcases over 100,000 pieces of writing, including examples based on Hamilton plans, where you could upload examples of your children’s writing.

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 variety of short stories. |1. Read part of a story and predict what will|1. Read words with silent letters and |1. Add adverbials to a clause to create |1. Read a short story and discuss it in a |

|2. Identify the genre of a story. |happen next. |identify these in the words. |cohesion. |small group. |

| |2. Identify the features of a horror story. |2. Spell words with silent letters. |2. Understand the function of adverbials. |2. Use story pegs to re-tell the story. |

| | | |3. Recognise that adverbials can be a word, a| |

| | | |phrase or a clause | |

| | | |4. Use fronted adverbials, with commas | |

|1. Identify adverbials in a text. |1. Discuss and plan their own horror story. |1. Compose the opening paragraphs for a |1. Complete writing a horror story. |1. Re-read own writing and check for sense |

|2. Look for ways in which the author has |2. Create story pegs and use these to plan |story. |2. Make sure the story hangs together and |and cohesion. |

|linked paragraphs in the text. |the number and content of paragraphs. |2. Identify the purpose of relative clauses |that paragraphs are connected. |2. Check and improve punctuation and |

|3. Identify a wider range of adverbials, and | |2. Include relative clauses in own writing. |3. Use appropriate punctuation throughout |spelling. |

|sort according to purpose (Y6). | |3. Punctuate writing correctly. |the story. | |

| | |4. Link paragraphs. |4. Use semi-colons to mark boundaries between| |

| | | |main clauses (Y6). | |

| | | | | |

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

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

| | | |writing. | |

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