Literacy Year R/1: Summer A – Weeks 1-2 Narrative: Unit 4A Fantasy Stories Objectives Text/Speaking/Listening Word/Sentence Independent group activities Outcomes These plans run alongside a structured synthetic phonics programme. Hamilton Code-Breakers, which fits all the Rose criteria, is available from the English section of the Hamilton website. You need to download the Animated Tale The Magic In The Rucksack from the Materials section of the Hamilton site. The Poster Book (from the same source) is also useful. y

a Main focus: Read & discuss a Show The Magic in the Rucksack, (Animated Tale). Look at Easy Medium/Hard Children can: d st n 1. Say that a story

o range of fantasy stories. 1 page; ask chn what they think story will be about. In pairs or small Chn do ‘shared reading’ in mixed

M R/7. Extend vocab. exploring new needs Together listen to story & encourage chn to predict what group ability groups. They read a variety of 1 meanings & sounds of words. will happen as story progresses. When it is finished s, stories about fantasy objects, (see a k

e 1/7. Use syntax & context when begin e discuss what the ‘magic’ did. Chn talk about story to read resources for suggested reading list). reading for meaning. W partner. Can they recall beginning, middle & end? On f/c a Encourage chn to identify the magical ning, R&1/7. Make predictions showing an write headings: beginning / middle / end. Explain to chn short element in the story and to discuss middl understanding of elements of e and that the beginning sets the scene and introduces the , well what the magic did. TD as needed stories, events & characters. end. R&1/8. Read with enjoyment, select characters, in the middle there is a problem and at the end, know 2. Predict events books, give reasons for choices. this is sorted out. Using chn’s ideas scribe some key words n in a & phrases under each heading about the story The Magic story story. in the Rucksack. . 3. Read a range of Discu fantasy stories & ss say which story how they liked best. story ende d & parts they enjoy ed readi ng. Plenary Discuss the stories the chn read. Which story did chn like best? Can they give a reason for their preference?

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users R_Y1 N Unit 4A – SummerA – 2 Weeks Literacy Year R/1: Summer A – Weeks 1-2 Narrative: Unit 4A Fantasy Stories Objectives Text/Speaking/Listening Word/Sentence Independent group activities Outcomes y

a Main focus: Past tense for Teach this first: Teach this second: Easy Medium Hard Children can: d st s Look again at The Magic Turn to 1 page and Easy

e narrative writing: –ed words. Look at the word Work with chn on the Chn make a list of u in the Rucksack and click on ‘screamed’/ 1. Generate T R/5. Hear & say sounds in words ‘bed’. Write a list computer to continue words ending with

1 explain to chn that it is Look at the pop-up box, rhyming words

in order they occur. 1/5c. of rhyming words. activity in whole class –ed. They write

k ending ‘ed’. e Identify the constituent parts written in past tense, it highlight underlined Underline any session with –ed words. the word before e has already happened, it ending –ed. Point out Medium/Hard

W of 2 & 3 syllable words. R/9&10. words ending ‘ed’. Discuss what it would –ed was added. is not happening now. that this means it 2. Know that Attempt writing for various Circle any words be in the present tense They look through Teach this last: happened in the past, stories are written purposes, using features of diff that sound the & then whether you books for –ed in the past tense. Look again at stories chn scream-screamed. Turn forms. same but are spelt could replace that word examples if 3. Find –ed words in read on Monday and to next page and tog. 1/9. Use key features of differently like with another word that necessary. a given text. quickly list all magical look for the words in 4. Write narrative in their own writing. objects. Model drawing an the text that end in ‘said’ or ‘head’. ‘fits’. TD consistently in the 1/10. Write chronological texts – Plenary Write a short story on f/c about another child with a object and writing ed, (dragged, washed). past tense. using past tense. sentences to describe it. Return to text teaching special bag, containing magical objects. Explicitly use past tense! y

a Main focus: Note features of Read Mog the Forgetful Cat by Judith Kerr. Turn to Easy Medium Hard Children can: d

s page where the burglar has been caught. What does he

e fantasy stories. Chn draw a picture Chn draw a picture Chn draw a picture 1. Identify a n

d R/1. Extend vocab/explore look like? Slightly sad & confused. Turn to p20 in The of a magic object & of a magic object & of a magic object fantasy story & e sounds/meanings of new words. Magic in the Rucksack. What does the burglar look like?

W write a sentence. write sentences to & write descriptive recognise its

1 1/7. Use syntax & context when Sad, confused, sore hands. What happened to make him

Provide sentence describe its sentences about features.

k reading for meaning. get caught? Discuss differences between the stories. e start for some: The appearance and its appearance and 2. Write e R/3. Interact with others, taking The Magic in the Rucksack contains ‘magic’. We call this

W magic object is… magical powers. TD magical powers. independently. turns in conversation. a fantasy story because it is not real, something magic Plenary Use descriptive 1/3. Explain views to others. happens. Relate this to stories read on Monday. Note Rehearse the features of fantasy stories using resources. language. R/9. Attempt writing for various features of stories with fantasy element, (see purposes. resources). 1/9. Find/use interesting words. y

a Main focus: Read a list poem Look briefly at the objects Rob collected in Easy Medium Hard Children can: d s

r and reinforce the use of The Magic in the Rucksack. Ask chn if they In pairs or small groups chn Chn read & Chn work in pairs. Easy u

h question marks. collect things, e.g. football cards, shells etc. continue to ask & answer oral add question They write each other 1. Ask/answer T

1 R/8. Use lang. to imagine & Discuss their contributions. Prepare and read questions. Use the ‘question marks to pre a question adding a questions.

k recreate roles/experiences. an enlarged copy of poem What Do You words’ to help them start their written question mark at the 2. Understand e e 1/8. Make imaginative links to Collect? By Wes Magee, (The Works 2, p424). question sentence (see questions & end. They then give when W own experiences. Discuss the items collected in the poem. resources). Make them simple then have a their partner the questions R/9. Attempt writing for Together write a new verse using some chn’s like ‘What is your favourite go at writing question. Their marks are various purposes. collected items. As you write draw attention to colour?’ Try to include the an answer partner writes down used. 1/9. Convey ideas in simple the structure of the poem and how each line question in their answer ‘My (see the answer. They Medium/Hard non-narrative forms. ends in a question mark. Ask chn why the favourite colour is red’. resources). repeat this until time 3. Write question mark is there? Tell chn to turn to a TD runs out! questions and

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users R_Y1 N Unit 4A – SummerA – 2 Weeks Literacy Year R/1: Summer A – Weeks 1-2 Narrative: Unit 4A Fantasy Stories Objectives Text/Speaking/Listening Word/Sentence Independent group activities Outcomes R&1/11. Compose and write partner and ask each other a question, which Plenary use a question simple sentences they must answer. Encourage the chn to answer Play ‘Guess Who’. You think of a child & chn all stand up. Chn take it in mark in the independently to communicate using the question e.g. What is the time? The turns to ask a question, which can only be answered by yes or no. Slowly correct place. meaning. time is 3 o’clock. List some question words on eliminate chn until one remains standing, e.g. Is it a girl? Yes, (so all the 1/11 (adapted). Use question f/c: what, when, why, where, how. Can chn think boys sit down). Does she have blue eyes? No, (so all the blue eyed girls sit marks in writing. of questions using all these words? down). Repeat as many times as necessary! y

a Main focus: Describe an object. Read again The Magic in the Rucksack. Easy Medium/Hard Children can: d i

r R/1. Speak clearly & with confidence. Focus on the part where Rob collects all the Draw their chosen object Chn describe an object, this could 1. Use F

1 R/1. Use talk to organise thinking. objects. Make a list of all the objects on the and write descriptive be a precious item from home, one imaginative

k 1/1. Tell stories and describe incidents f/c. Discuss each one and write some words around their from their imagination or an descriptive e e from their own experience in an audible descriptive words using the chn’s ideas drawing. Choose two of object chosen from a selection in language. W voice. against each one. Encourage descriptive and their words and write the classroom. Encourage chn to 2. Write R/2. Sustain attentive listening /Extend imaginative language. Have a selection of them in a sentence using write about their object first, sentences vocabulary. interesting objects and choose one. Model the word ‘and’ (It is red using descriptive words in their independently. 1/2. Listen with sustained concentration, writing some descriptive sentences about the and blue). sentences. They draw their object building new stores of words in different object on the f/c. Describe its shape, Adult to scribe where when they have written about it. contexts. appearance, texture, smell etc. The pine cone appropriate TD where needed R/9. Attempt writing for various is rough and bumpy. It is made up of lots of Plenary purposes. spiky points. It is many shades of brown. It Chn share the descriptions they have written. Comment on 1/9. Find and use new and interesting smells woody like a forest. A pine cone is good words & sentences saying why they are good words to use words and phrases including story round at the bottom and goes to a point. It giving some examples of how to extend their thinking. language. fits in the palm of my hand.

Objectives Text/Speaking/Listening Word/Sentence Independent group activities Outcomes These plans run alongside a structured synthetic phonics programme. Hamilton Code-Breakers, which fits all the Rose criteria, is available from the English section of the Hamilton website. y

a Main focus: Discuss stories read and Watch The Snowman, by Raymond Easy Medium/Hard Children can: d n

o express opinions. Briggs. Ask them to think about all the Discuss the story of The In small groups discuss the Easy M

R/7. Extend their vocabulary. magical elements in the story. The boy Snowman as a group. Draw a large story of The 1. Generate words 2 7. Identify main events & characters in makes an object in the garden, which snowman on f/c. Ask chn to Snowman. Discuss related to a k e

e stories. at night becomes magical and comes to suggest words that they can think what happens & story/film seen.

W R/8. Listen with enjoyment to stories & life. The snowman takes the boy on a of that remind them of the story what they liked Medium/Hard respond with relevant comments. magical adventure. Rehearse the (magic, alive, flying, boy). about the story? 2. Express opinions 1/8. Comment on events, characters & difference between fantasy stories (Characters, and recall details ideas, making imaginative links to and ‘real life’ stories and remind chn of pictures, something from a story experiences. the features of fantasy stories. that happened.) read/seen.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users R_Y1 N Unit 4A – SummerA – 2 Weeks Literacy Year R/1: Summer A – Weeks 1-2 Narrative: Unit 4A Fantasy Stories Objectives Text/Speaking/Listening Word/Sentence Independent group activities Outcomes 1/3. Explain their views to others. R/3. Plenary Use talk to organise their ideas. What other stories can chn think of that are similar to The Snowman where something comes to life and is magical? What is it that makes Chn will need either to bring in their collected objects or to bring a digitalthese photo types or a carefully of stories drawn good picture to read? of their object for tomorrow’s lesson. y

a Main focus: Sequence a story; Some parentsDiscuss maythe likemagic to inemail both a digitalThe Snowman photo of the object,Easy so provide an emailMedium address to those who require it. Children can: d s

e know about story problems and and The Magic in the Rucksack. How and Sequence the three Choose to sequence either The Snowman or The 1. Sequence a u

T how they get sorted out. when did the magic happen? Remind chn pictures Magic In The Rucksack. Use the pictures (see story recalling

2

R/1. Use talk to organise and these stories are ‘fantasy.’ Tell chn from resources) as a reminder of what happened in each key events. k

e sequence ideas. stories have a beginning, middle and end. The part of the story (beginning/middle/end). Write a 2. Retell a well- e

W 1/1. Retell stories, ordering events Write and discuss each of these three Snowma short sentence for each section. known story. using story language. headings on f/c; Beginning n (see Hard Write a short paragraph for each section. 3. Understand R/7. Show an understanding of the (opening/setting the scene), Middle resource Read through each section to make sure writing that stories elements of stories. (problem or danger) and End, (how it is s). Write makes sense. TD have a 1/7. Recognise main elements that sorted out). Ask chn to sequence the the structure. shape different texts. events from the story of The Snowman. words R/11. Begin to write words. Make notes under each heading. Make beginnin 1/11. Compose and write simple each section clear - start at the beginning g, middle sentences independently to and work through sequencing key events. & end communicate meaning. under the appropri ate picture. Plenary Remind chn of the basic story structure; there is a beginning, then a danger or problem and then a happy ending. Ask chn to recall the key elements from other well-known stories. y

a Main focus: Plan an oral fantasy Explain that chn are going to work in pairs or on their Easy Medium/Hard Children can: d s

e story. own to plan an oral story about their ‘magic’ object Chn work as a group to Chn work individually or in pairs to 1. Know that n

d R/1a. Enjoy listening to & using described in last Friday’s session. Their object proves plan an oral story. Plan a brainstorm & plan their oral story stories have a e spoken & written language.

W to be magic & saves them or makes something good narrative and each child using the object described on Friday structure.

2 1/1a. Tell stories in audible voice.

happen. Remind chn of story structure: inserts their object into as the focus for the ‘magic’ bit. 2. Plan their

k R/4. Use language to imagine & e  Beginning - Where they introduce the magic this narrative to make it Remind chn to think carefully about own story. e recreate roles & experiences.

W object (we don’t know that it is magic at the ‘their’ story. Together, who is in their story, where their 3. Have some 1/4a. Explore familiar themes & characters through improvisation. beginning of the story). produce pictures to help story is set, what the problem or magic in their R/8c. Use language to imagine &  Middle - Where a danger or problem occurs. chn recall the narrative. danger is & how their magic object story. recreate roles & experiences.  End - Where object shows its magic & saves Decide what other helps to put everything right. Decide them. pictures they need. TD what other pictures they will need. © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users R_Y1 N Unit 4A – SummerA – 2 Weeks Literacy Year R/1: Summer A – Weeks 1-2 Narrative: Unit 4A Fantasy Stories Objectives Text/Speaking/Listening Word/Sentence Independent group activities Outcomes 1/8b. Visualise events & characters Stress that chn will be telling an oral story. They will Plenary 4. Tell their & make links to own experience. not be writing it! Discuss how they will need to know Share tips for good performance of an oral story; know story well, story to a R/7d. Retell narratives in the the story very well to be able to tell it. clear voice, descriptive language clear beginning, middle & end etc. friend. correct sequence. You will need access to a computer suite if possible so that chn can rehearse their stories, showing their pictures using the application of your/their choice. y

a Main focus: Produce an oral story Either give a choice or make an executive decision as to how Easy/Medium/Hard Children can: d s

r with pictures. chn use their pictures to help tell the story. They can: Chn work in pairs taking turns to listen and also to 1. Practise u

h R/2a & b. Listen with enjoyment &  Use PowerPoint – input the pictures and chn just perform. Each child helps their partner. They take turns retelling own T

respond to stories. Sustain listening.

2 click to move to the next one. to rehearse and perfect their story telling, using the fantasy story.

k 1/2a. Listen with sustained  Use Windows Moviemaker – put the pictures on a pictures they produced yesterday. They must sequence 2. Speak e

e concentration, building new stores of time line. the pictures so that they can then tell their story as each clearly and W words in different contexts.  Put the pictures onto the pages of the interactive picture comes up on the screen. TD where needed use voices for R & 1/3a. Interact with others, take turns to talk and make suggestions. whiteboard package, (Easiteach, Smartboard, Promethean Plenary characters in R/4. Use language to imagine & or similar). Ask reception chn to retell their stories to the rest of their story. recreate roles & experiences.  Hold up the pictures in hard copy, (least good!). the class. Comment positively on their speaking – how 3. Be a good 1/4b. Act out their own stories using Discuss with chn how they will order their pictures. What they looked at the audience, spoke clearly, loudly, slowly, and effective voices for characters. sequence must the pictures go in to match the sequence of stood still, made it interesting for the audience, listener. their story? Which pictures are at the beginning? In the middle? At the end? y

a Main focus: Present oral stories. Explain to chn that they Easy/Medium/Hard Children can: d i

r R/2a & b. Listen with enjoyment & respond to stories. are going to tell their Divide the class into three large groups (Reception chn to be 1. Perform their story using F

Sustain attentive listening, responding to what’s heard.

2 stories to a group of chn in divided equally amongst the groups). Each group to have one pictures as a support in the

k 1/2c. Listen to oral stories & express views about how a their class. Remind chn of or more adults, (use head teacher and parents if possible). retelling. e

e story has been presented. the tips previously Each group will then listen to 4-5 stories. Allow 5 minutes 2. Retell a story with a clear W R/4. Use language to imagine roles & experiences. discussed to perform an per story and encourage chn to make constructive comments. structure. 1/4b. Act out own stories, using voices for characters. 1/4c. Discuss why they like a performance. oral story well and how to (You will need to keep an eye on the clock!) 3. Speak clearly and listen be a good audience. No time for Plenary! well. Scroll down for Success Criteria Success criteria for the plan – these should be selected & adjusted to match the specific needs of the class being taught. Easy Medium Hard

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users R_Y1 N Unit 4A – SummerA – 2 Weeks Literacy Year R/1: Summer A – Weeks 1-2 Narrative: Unit 4A Fantasy Stories  Understand that a story needs a beginning, middle &  Say that a story needs a beginning, middle &  Say that a story needs a beginning, middle and an end. end. end.  Predict events in a story with some detail.  Begin to make predictions in a story.  Predict events in a story.  Confidently read a range of fantasy stories,  With support, read a range of fantasy stories and  Read a range of fantasy stories and say which expressing opinions about which story they liked best. say which story they liked best. story they liked best.  Know that stories are written in the past tense.  Generate rhyming words ending ‘ed’.  Know that stories are written in the past  Find –ed words in a given text and recognise these as  With support, identify a fantasy story and recognise tense. past tense. its features.  Find –ed words in a given text.  In shared writing write consistently in the past tense.  Begin to write simple words/short sentences  In shared writing write consistently in past  Identify fantasy stories & recognise features. independently. tense.  Write sentences independently with confidence.  Begin to use imaginative and descriptive language.  Identify a fantasy story & recognise features.  Understand when question marks are used.  Ask and answer questions.  Write sentences independently.  Ask more complex questions of their own.  Recognise question marks and begin to understand  Understand when question marks are used.  Write questions and use a question mark in the how they are used.  Ask questions of their own. correct place.  Generate words related to a story or film.  Write simple questions and use a question mark  Use imaginative descriptive language appropriately and  With support, sequence a story recalling key words in the correct place. with confidence. and events.  Use imaginative descriptive language.  Express opinions about a story giving reasons.  Begin to understand that stories have a structure.  Express opinions about a story.  Sequence a story recalling key events.  With support, plan their own story using a simple  Sequence a story recalling key events.  Understand that stories have a structure. structure.  Understand that stories have a structure.  Plan their own story using a given structure.  Have an element of magic in their story.  Plan their own story using a simple structure.  Have an element of magic in their story.  Practise retelling their fantasy story.  Have an element of magic in their story.  Practise retelling their fantasy story with confidence.  Speak clearly and begin to use voices for characters.  Practise retelling their fantasy story.  Speak clearly and use appropriate voices for  Learn how to become a good and effective listener.  Speak clearly and begin to use expressive characters.  Perform their story using pictures as a support. voices.  Be a good and responsive listener.  Be a good and responsive listener.  Perform their story using pictures as a support in the  Perform their story using pictures as a support retelling. in the retelling. Booklist: The Magic in the Rucksack, (Animated Tale) Mog the Forgetful Cat by Judith Kerr (Harper Collins, ISBN: 978-0007171347) The Works 2 chosen by Brain Moses and Pie Corbett (Macmillan, ISBN: 0-330-39902-0) DVD list: The Snowman by Raymond Briggs

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users R_Y1 N Unit 4A – SummerA – 2 Weeks