Y5/6: Summer Term Fiction 1A: Classic Fiction Main Text: the Hobbit (Original & Graphic Novel)

Y5/6: Summer Term Fiction 1A: Classic fiction Main text: The Hobbit (Original & Graphic Novel) Wk 1 Monday Tuesday Wednesday Thursday Friday Begin reading The Hobbit as a class novel the week before you start this unit. A good point to reach is p.56 graphic novel /Chapter 6 original text. Introducing text: Show The Hobbit. Ask what chn know about it &Tolkien. Explain that they will be thinking about its enduring popularity (since pub: 1937). Chn will mainly use the graphic novel version (Wenzel), adapted closely from the original; all page references relate to this version. Spend time looking at the maps at beginning. What clues are there to the genre and setting? Draw attention to the runic writing and to the 'great worms' (Old English wyrm = dragon). Keep a running character list on a working wall/class display. See resources for Teacher Guide to novel. Explain that this week chn Display 'Use of Language' (see Revise simple & compound sentences Remind chn that they have been looking at Return to the graphic novel. Remind will revisit key sections of resources). Challenge chn to using 'Elaborating Sentences 1&2' (see an adapted version of the original text. chn of the scene where Gollum & Bilbo The Hobbit, which you identify the speakers (Bilbo, resources), ensuring that chn are Display and read the opening of chapter 5 play riddles to decide Bilbo's fate. You have been reading to Thorin, Troll). Explain that secure with terminology & concepts. (see resources). Look at the word ‘neither’ in may wish to reread this. How would them until now. Look at Tolkien, a professor of Old Explain that a focus of this unit is the 2nd paragraph and cover the spelling rule this look if written as a script? Check pages 1-3 together & English, was fascinated by elaborating sentences. Complex for this (see resources). How is this different chn are secure in dramatic

g ensure chn are familiar language and thought sentences are a good way of conveying to reading the graphic novel? Pick out conventions. Rewrite a small section n i with graphic novel carefully about the type of complex ideas. Display 'Elaborating similarities, e.g. Tolkien's narrative style, together noting that dialogue is in h c

a conventions, e.g. order of language each character uses, sentences 3' (see resources). Establish characterisation and then differences, e.g. speech bubbles and stage directions e t

reading, speech bubbles, giving clues through it. what chn already know. Share the extended sentences. Discuss the powerful are cued by the narration. What if Bilbo s

s etc. Pick out narrative Discuss clues in the speech of grammatical terms for types of clause. image of seeing nothing with your eyes had met a troll or unfriendly dwarf a l

c style, signposting of Bilbo (polite, apologetic, Display each resource sheet in turn, open. Have any of the chn experienced this? under misty mountains? How would he

e l future plot, and 'dated' nervous, conversational) & and after each teaching point, allow Discuss the clues about the significance of have escaped from them? What o

h language such as 'queer' Thorin (verbose, self- time for discussion and give chn a the ring and the contrast between where character traits would dictate the

W and 'respectable'. Discuss important, confident). chance to practise on individual Bilbo is and his thoughts of home. Pick out escape (Dwarf → self-important → whether chn like having Contrast this with the 2nd w/boards: ideas are given for partner examples of complex/ compound sentences flattery, Troll → unintelligent → trick)? pictures of characters or speech bubble (trolls). What activities. It may be useful to print & from last session's learning. Explain that Ask chn to work with a partner to prefer to use their do they notice about this display 'Elaborating Sentences' for today's focus will be how writers build improvise the scene, remembering the imagination. language? Add a copy of the future reference. Explain that today's characters & leave clues for readers to make type of language each character might Comprehension 1/ Spoken speech bubbles to class session gives us practice in saying and inferences. Grammar 2/ Comprehension 3/ use. language 1 display. Comprehension 2 writing complex sentences. Grammar 1 Transcription 1 Composition 1/ Spoken language 2 Continue reading The Hobbit as a class novel throughout this week in preparation for next week. You will need to reach Chpt 10/p.95 for the start of week 2. Objectives Dimension Resources e

g f. Participate actively in collaborative 1. Monday: Discussing opening chapter of The Hobbit See resources for a prompt sheet: a

u conversations Chn work with adult or in pairs to discuss questions in resources. See Comprehension 1. 'Questions to think about' g

n Pupils should be taught to: 2. Friday: Improvising a scene Working in pairs, chn improvise a scene between Bilbo and another See resources for a L i. Participate in improvisations character – troll or unfriendly dwarf. Remind chn of the characteristics of trolls & dwarves & discuss the 'Wilderland Phrase n

e g. Use spoken language to explore ideas type of language they might use (see resources). See Composition 1. Book' k o p S Pupils should be taught to: 1. Monday: Reading and discussing opening chapter of The Hobbit 1 copy of Wenzel's The

n Maintain positive attitudes to reading and Medium & Hard: With a partner, chn read p. 1-12 in Wenzel (Ch 1) & use 'Questions to think Hobbit (Graphic Novel) to o i s understanding of what they read by: about' prompt sheet to guide discussion with their partner. Hard: Some higher ability chn can share between 3 or 4 chn – n e a. continuing to read and discuss an increasingly read Chapter 1 of the actual novel. They also use the prompt sheet. Easy: Adult-led guided reading see booklist h e

r wide range of fiction, poetry, plays, non-fiction session, chn read p. 1-12 (Ch 1) checking understanding, and discuss using prompt sheet. See resources for a prompt p and reference books or textbooks Plenary: Check understanding of plot so far. Chn feedback on partner discussion. Ask chn to pick sheet: m o

C c. increasing their familiarity with a wide range of out any words or phrases that they thought had impact when they read them. Record and display 'Questions to think about' books including fiction from our literary heritage these on a working wall for future reference.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5/6: Summer Term Fiction 1A: Classic fiction Main text: The Hobbit (Original & Graphic Novel) Pupils should be taught to: 2. Tuesday: Reading second chapter of The Hobbit, looking at language used in speech See resources for Discuss and evaluate how Chn work in ability pairs to read chapter 2 (p.13-22) & use 'Dialogue Detectives' (see resources) to guide reading, 'Dialogue Detectives' authors use language, discussion and note-taking. Notes can be recorded on the sheets or in exercise books. prompt sheet, n o

i including figurative language, Plenary: Pick out the question about what 'copped' means (Medium group), an old word for catch - now slang. Easy (largest print), s

n considering the impact on the Challenge chn to put some of Troll's words into standard English, e.g. 'Shut up! Or we'll never have done,' becomes Medium (medium print), e

h reader 'Cease speaking or our task will not be completed'. Performed with exaggerated 'posh' tones, this is a fun exercise! Hard (smaller print) e r

p Pupils should be taught to: 3. Thursday: Reading and discussing parts of the original text, guided by prompt sheet See resources for

m Understand what they read Put second extract into context; Bilbo is lost and alone under Misty Mountains where he meets one of 'Extract of chapter 5' o

C by: Tolkien's most infamous characters. Distribute extract (see resources) and ask chn to use 'Thinking about 'Thinking about clues in The Hobbit' c. drawing inferences and clues in The Hobbit' prompt sheet to answer questions. Chn can write answers in exercise books. 2 levels: Easy/Medium (large print) justifying these with evidence Plenary: Share some answers. How different was reading the original text to Wenzel's graphic novel? Add Hard (small print) from the text any powerful language noted, such as lamp-like eyes to class display. Spelling Chn to be taught to: 1. Thursday: Examine the spelling of words containing ‘ei’ and ‘ie’ Examples of ‘i before e except n o i d. use knowledge of Looking at the spelling of the word ‘neither’ in the chapter 5 extract (see resources), examine the spelling rule for after c’ spelling rule (see t p i morphology and etymology in this. The /i:/ (ee) sound is usually spelt ‘ie’ unless it follows the letter ‘c’ when it is spelt ‘ei’ (see resources). resources) r c

s spelling and understand n

a spelling some words needs to r T be learnt specifically Develop their understanding 1. Wednesday: Playing a group game generating complex sentences: Complex Capers 3 dice per group of the concepts set out in Chn first of all use the Elaborated Sentences resource sheets to have a go at the partner activities – these may have Appendix 2 by: been started in the whole class teaching. Then they play the game. They work in mixed ability groups of 3. Check See resources for a. (Year 3/4) extending the they understand the rules and play a couple of turns as a class to check they recognise a complex sentence. Chn ‘Partner activities’ on

r range of sentences with more can keep score to decide on a winner for each group or combine scores to compete as teams. Elaborated Sentences sheets a

m than one clause by using a Plenary: Chn choose favourite excuse and record it on paper using 2 colours, one for main clause & one for 'Complex Capers' game card m

a wider range of conjunctions subordinate. Remind chn to use a comma to separate clauses. Ask chn to move around the room with their excuse 'Common Subordinating r

G until you say stop. Chn pair up randomly and read their excuse to their partner. The partner must then 'flip' the Conjunctions' excuse, saying it with the clauses swapped. Display 'Common Subordinating Conjunctions' for future reference (see resources). Coloured pens & plain paper 2. Thursday: Finding conjunctions in a shared text None See Comprehension 3. Pupils should be taught to: 1. Friday: Writing dramatization of Bilbo taking the ring from Gollum, changing one character See resources for Draft and write by: Chn work in pairs to write a short dramatisation of Bilbo's escape from Misty Mountains, changing 'Wilderland Phrase Book'

n a. selecting appropriate grammar and Gollum to a troll or an unfriendly dwarf. Challenge chn to give character clues through dialogue. o i t

i vocabulary, understanding how such Chn may wish to look at Tuesday's work on language and look back at the text for ideas. The troll is s

o choices can change and enhance meaning an easier choice to write for. Use 'phrase book' to support language choice. p

m b. in narratives, describing settings, Plenary: Ask chn to perform one or two pieces of their drama writing. Can the audience guess who o

C characters and atmosphere and the characters are from the language they use? How successful have the chn been in adapting their integrating dialogue to convey character and choice of language to sound like Tolkien's characters. Did they find a convincing way of enabling advance the action Bilbo to escape with the ring?

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5/6: Summer Term Fiction 1A: Classic fiction Main text: The Hobbit (Original & Graphic Novel)

Wk 2 Monday Tuesday Wednesday Thursday Friday Revise grammar, playing whole class Introduce term: relative Remind chn about the narrative style of Explain that today chn will be Refer to p. 99 It seemed as if game of 'Complex Capers' (see clause. Explain that it is a The Hobbit: Tolkien writes in 3rd person, planning piece of writing in the darkness flowed out like a resources wk1). Discuss why chn subordinate clause, giving an all-knowing narrator. His style is style of Tolkien, retelling Bilbo's vapour from the hole in the might want to change the order of more info about a noun, sometimes seen as an adult speaking to tricking of Smaug (p. 104-106/ mountain-side, and deep clauses and introduce the idea of starting with a relative a child, an enthusiast for his own story chapter 12) but with Bilbo as darkness in which nothing embedding. Ask chn to experiment pronoun (write key and an expert of his subject; explaining the villain. Recap events and could be seen lay before their with placing the clause: (which) pronouns on f/c). Share what hobbits are, etc. He is intrusive, challenge chn to consider them eyes, a yawning mouth stretched from tree to tree, with the examples (see resources), interrupting plot flow and hinting at from Smaug's point of view: his leading in and down. Discuss main clause There were vast demonstrating embedding future events. Display 'Narrative Style' home invaded; a treasured item power of this image (using

g cobwebs in the dark forest. Discuss the clause. Explain that this (see resources) and discuss examples. stolen; the thief returning to terms: simile & metaphor). n i

h effect created by moving the clause is another way to vary or You may wish to simplify these terms flatter then taunt him. Remind Explain that you are looking c

a around. Show how we can omit the extend sentences that we and describe his style as 'as if he is chn of grammar focus, for this quality of writing. Ask e t

s conjunction (which). Build up the write. Display 'Humpty talking to his children'. This style was extending sentences. What chn to work with a partner to s a

l sentence, adding adjectives, etc. Dumpty' - original version quite common at the time of writing things might be important to add a simile/metaphor to c Explain that we will create a piece of (see resources). Explain that (Blyton, A.A. Milne, Richmal Crompton) Smaug (treasure, irritating their planning sheet. Model e l

o powerful descriptive writing, about extra information on the and can be seen as part of its charm or, hobbit) that could be described writing the opening of the h Mirkwood Forest. Guide chn on a incident has been added alternatively, as condescending. Remind in more detail? Explain that chn piece they’ve been preparing: W visualised journey - see resources for using relative clauses. chn that in the graphic novel, all boxes may need to use a thesaurus to 'bad' Bilbo meeting Smaug, a suggested script. Give chn one Reveal the extended shaped as paper are Tolkien's narration. collect a variety of words to including extending sentences minute to write down words and version. Pick out relative Today, chn will look at his narrative style describe the treasure. Create a to add detail and build phrases that occur to them. Share a clause, relative pronoun and and think about how it impacts on the checklist of ideas to guide suspense. Model selecting few ideas and model how to turn how it is punctuated. Work reader. Set today's reading in context: planning: words to describe, language for effect and these into complex sentences. with the chn to adapt dwarfs captured by Elven king and treasure, Smaug's feelings, experimenting with clause Discuss and demo how to create another nursery rhyme from wood-elves, imprisoned in the palace horrible hobbit, cave. placement. See resources for impact with a longer sentence the page, using relative while Bilbo hides and tries to think of an Composition 2/Transcription 1 modelled writing. Spoken followed by a short one. Grammar 3 clauses. Grammar 4 escape plan. Comprehension 4 language 3/ Composition 3 Continue reading The Hobbit as a class novel throughout his week in preparation for next week. You will need to reach Chpt 14/p.107 for the start of week 3. Objectives Dimension Resources n

e f. Participate actively in 3. Friday: Collaborating to add a simile or metaphor to their writing Chn’s k

o collaborative conversations Chn work with a response partner to add a simile or metaphor to their planning sheet. Point out that they should not simply think planning p

S g. Use spoken language to of one and add it, but discuss whether the comparison would be better with an alternative object, whether a more powerful verb sheets e

g develop understanding could be used, etc. Suggest chn close their ideas when considering a simile or metaphor to concentrate on imaging the picture that a

u through imagining it would draw in their mind if they read it. See Composition 3. g n a l

n Maintain positive attitudes to 4. Wednesday: Reading and discussing narrative style Chn read p.83-88. Use 'Thinking about Narrative Style' (see See resources for o i s reading and understanding by: resources), to guide discussion.Hard: Read copies of Original text (chpt 9), Easy/Medium: Read Graphic Novel. 'Thinking about Narrative n e e. identifying and discussing Plenary: Share some chn's answers. Do chn like this sort of narration or does it feel old-fashioned or irritating? Look Style' prompt sheet h e

r themes and conventions in at p.88 They had escaped the dungeons of the king and were through the wood, but whether alive or dead still 2 levels: Easy/Medium p and across stories a wide remains to be seen. Discuss how Tolkien uses this style to build tension and explain that chn will use this technique in (large print) m o

C range of writing their own writing. Hard (small print)

n Spelling 2. Thursday: Use a thesaurus in planning writing to extend vocabulary Thesaurus o i

t Pupils should be taught to: Check chn know how to use a thesaurus selectively and appropriately. See Composition 2. p i g. use a thesaurus r c s n a r T Develop their understanding of the 3. Monday: Writing a description of Mirkwood forest using a variety of sentences See resources for concepts set out in Appendix 2 by: Using notes from visualisation activity, chn write a description of a journey through Mirkwood Forest. Provide 'Elaborating Sentences a. (Year 3/4) extending the range of copies of 'Elaborating Sentences Mat' (see resources) to support and extend. Mat' sentences with more than one clause Plenary: Ask chn to reread their writing & self-assess. Have they used a variety of sentence types? Have they r a by using a wider range of conjunctions experimented with varying the location of the subordinate clauses? Ask chn to highlight their most effective m

m sentence/group of sentences and share. Collect some good examples and add to display. a r Develop their understanding of the 4. Tuesday: Adapting nursery rhymes using relative clauses See resources for G concepts set out in Appendix 2 by: Chn work with a partner to adapt another nursery rhyme from display/ or their own choosing. They should 'Relative clauses' e. use relative clauses beginning with identify nouns, as a starting point and be supported in pronoun choice from list on flip chart. 'Humpty Dumpty' - who, which, where, why, whose, that Plenary: Challenge chn to adapt Humpty Dumpty with him now as a heroic figure and the king's men as original version or with an implied relative pronoun villains, adding detail through relative clauses and correctly punctuating. Pupils should be taught to: 2. Thursday: Planning a retelling of Bilbo meeting Smaug See resources Plan their writing by: Display timeline of chapter events on f/c. Chn plan retelling of events, collecting ideas for each of the for a. identifying the audience for and purpose of the elements from the checklist. Chn can work in draft books or on 'Planning Ideas' prompt sheet (see 'Planning Ideas' writing, selecting the appropriate form and using resources). Provide thesauruses and copies of graphic novel. Ask chn to choose their best word and other similar writing as models for their own record on a Post-it™. These can be added to class display. Thesauruses b. noting and developing initial ideas, drawing on Plenary: Discuss how Tolkien often imposes his own opinion of characters: little fellow...poor mister Draft books

n reading and research where necessary Baggins including details encouraging us to share his opinions: ...His heart was beating...To hunt the (optional) o i t

i c. in writing narratives, considering how authors whole mountain till he had caught the thief and had torn and trampled him.... Ask chn to add some of s

o have developed characters and settings in what they these to their planning sheet, remembering that Smaug is the injured party and Bilbo the villain. p

m have read, listened to or seen performed o

C Pupils should be taught to: 3. Friday: Writing the retelling, using descriptive language Chn's planning Draft and write by: Chn use planning sheet to support writing. You may wish to provide the 'Elaborating Sentences Mat' to sheets a. selecting appropriate grammar and vocabulary, encourage a range of sentence structures and provide those who need support with the modelled understanding how such writing as their opening. choices can change and enhance meaning Plenary: Ask chn to work with a partner to peer-assess. They should read their work aloud; identify b. in narratives, describing settings, characters and something they are proud of and something to improve. Allow time for editing after this discussion. atmosphere When marking work, identify impactful use of language & ask chn to copy it and add it to display.

Wk 3 Monday Tuesday Wednesday Thursday Friday Discuss chn's thoughts about The Share a good example of chn's Share an example of writing from Put chn into writing partners. Display 'The Hobbit Read Worldwide' Hobbit so far. What have they planning from last session. last session. What makes it Explain that today's session (see resources). Ask chn to guess the enjoyed? What would they change? Explain that today's learning will successful? What words have will focus on evaluating and language of each edition (hide Talk about how Tolkien uses suspense give chn an opportunity to impact? Is there a variety of editing. Talk about the need initially) and discuss why chn think to draw the reader into the story. develop some of their sentence sentences? etc. Explain that the chn to praise specifically and to the book has been published in so Recap concept of story arc/ 4 parts to a elaboration skills, as they open will be finishing their first drafts criticise constructively and many languages. Explain that the story: their adventure stories. Model today. Ask chn to look at their plans sensitively. Ask a robust release of the LotR films (with The 1. Introduction / 2. Build up / 3. Climax the opening of the example plan, to remind them of what they will be volunteer to read a short Hobbit following) has widened the or Problem/ 4. Resolution. emphasise adding detail through writing. Refer to the work on giving extract of their writing. Note potential readership again. Remind g

n Explain that in long novels there are clauses. Explain that, just as clues through dialogue, from Wk1. that, reading aloud helps chn that they have been investigating i

h many of these arcs, acting under the Tolkien does in his writing, you Explain that they should think spotting sense errors as well a graphic novel adaptation and the c a

e main arc. Sometimes these are want to create a strong sense of carefully about the dialogue they as highlighting the rhythm of original text. Show chn the film trailer t

s contained in chapters (as Tolkien's atmosphere and character include and what clues it will give. sentence structure. The class (see resources). Give time to discuss s a

l original text). Explain that there are through description. Ask chn to Challenge chn to practise explaining will act as their writing their impressions. Explain that today c many themes in The Hobbit including look at their own plans, and to a partner how to tie a shoe in a partner praising what works the chn will be preparing and taking e l

o reluctant hero, fortune favouring the spend a few minutes generating hobbity/trollish/dwarfish way. Pick well, with reference to part in a debate, as to the best way to h brave, misuse of power, good vs evil, words and phrases that they out ideas such as stammering, writing checklist. Model explore and enjoy Tolkien's novel. W magical objects. Discuss and list on f/c. might use. There should be a rich grandiose language or ordering finding an element to Remind chn of debating conventions, Explain that the chn are going to be source of ideas on your display/ without pleases and thank-yous. improve, and ask chn for putting forth a point of view, writing a 'lost tale' from The Hobbit, an working wall. Encourage Record some examples & display, suggestions for editing. justifying it with examples or adventure Bilbo has after he has discussion during this time. Agree including speech punctuation. Ask Explain that any partner evidence and being prepared to tricked Smaug. Using one of the a writing checklist, including 3rd chn to add a note to their plan to feedback should be accept/propose opposing points of themes, chn will plan a 'chapter' in the person narration, variety of remind them how the characters will considered but final writing view courteously. style of Tolkien ensuring a satisfying sentence structures, powerful speak and caution overuse of decisions remain with the Comprehension 5/ Spoken story. language, etc. and display. dialogue. Add dialogue to writing author. language 4 Composition 4 Composition 5/ Grammar 5 checklist. Composition 6 Composition 7/Grammar 6 Finish reading The Hobbit as a class novel this week. Objectives Dimension Resources n

e Pupils should be taught to: 4. Friday: Take part in a debate Prepare room for k

o i. take part in debates Ask chn to present the arguments they have prepared - see Comprehension 5, ensuring that debate, moving the p

S k. consider and evaluate different viewpoints, attending they give clear opinions, with evidence from the text and using discussion language. furniture as necessary e

g to and building on the contributions of others Plenary: Chn give themselves 3 points for each element with a discretionary 'teacher-point' a

u d. articulate and justify arguments and opinions to get to 10/10! g n a l

n Provide reasoned justifications for their views 5. Friday: Debating the best medium to enjoy The Hobbit See resources for o i s Participate in discussions about books that are read to Distribute 'Hobbit Debate Positions' and 'Debate notes' see resources. Assign debate 'Hobbit Debate Positions' n e them and those they can read for themselves, building positions & ask chn to prepare to defend their positions, while considering ideas that might and 'Debate notes' h e

r on their own and others’ ideas and challenging views challenge their point of view. Chn can record ideas, evidence/examples and connectives Note: resources include p courteously linked to discussion. Explain that chn will be self-assessing, giving points for each of these alternative debate ideas m o

C elements. Plenary: See Spoken language 3.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5/6: Summer Term Fiction 1A: Classic fiction Main text: The Hobbit (Original & Graphic Novel) Develop their understanding of the concepts set out in 5. Tuesday: Applying grammar focus in writing and editing See resources for Appendix 2 by: Chn should check the Elaborated Sentences Mat and also the list of Common Co-ordinating Elaborating a. (Year 3/4) extending the range of sentences with more Conjunctions to make sure that they are using elaborated language. Have they used a relative Sentences Mat r a than one clause by using a wider range of conjunctions clause to say more about a character or place? Encourage them to draw on their grammar work Common Co- m

m e. use relative clauses beginning with who, which, where, and to look at the Working Wall display to help them. ordinating a

r why, whose, that or with an implied relative pronoun See Composition 5. Conjunctions G Indicate grammatical and other features by: 6. Wednesday: Using correct punctuation in direct speech in writing and editing None a. using commas to clarify meaning Chn look back at the dialogue Tolkein uses, and check their own use of speech punctuation. See c. (Year 3/4) using and punctuating direct speech Composition 6. Pupils should be taught to: 4. Monday: Planning a lost tale See resources for Plan their writing by: Chn plan their story, using ideas collected throughout the unit. Encourage a limited number of 'Lost Tale b. noting and developing initial ideas, drawing on reading characters, and actions which follow characters' motives/ personality traits. Chn could use a Planning Guide' and research where necessary variety of planning formats including storyboards, concept maps/spider diagrams, story hill, c. in writing narratives, considering how authors have sketches and lists. See resources for 'Lost Tale Planning Guide' or draw up a list of agreed developed characters and settings in what they have read, elements on a f/c. listened to or seen performed Plenary: Chn present plan to a partner. Have they included all of the elements from the planning guide/agreed list? Can their partner tell which bit is the top of the story arc? Draft and write by: 5. Tuesday: Writing first draft of an adventure in the style of Tolkien Chn's story plans a. selecting appropriate grammar and vocabulary, Chn begin to write the stories they planned yesterday. Encourage rereading, thinking aloud and understanding how such choices can change and enhance checking plans. n o

i meaning Ideally ask chn to word process this work to allow easy editing. t i

s b. in narratives, describing settings, characters and Plenary: Chn reread today's writing, assessing success through agreed checklist. Emphasise o

p atmosphere checking for and editing for a range of sentences. Give some time for editing based on rereading. m

o Pupils should be taught to: 6. Wednesday: Writing first draft of an adventure in the style of Tolkien See resources for C Draft and write by: Chn complete stories begun last session. They should reread and edit, using checklist from last time. 'Using Tolkien's Narrative a. selecting appropriate grammar and Plenary: Distribute 'Using Tolkien's Narrative Style' see resources. Challenge chn to use one of more Style' vocabulary, understanding how such style heading to edit their story to create a narration that sounds like Tolkien's. Access to word-processing choices can change and enhance meaning technology if available Pupils should be taught to: 7. Thursday: Peer/self-assessment and editing to improve Access to word-processing Evaluate and edit by: Chn work to evaluate and edit. Allow some time for focused rereading and editing for sense, technology if available a. assessing the effectiveness of their own punctuation and sentence elaboration - chn should read aloud to help hear the flow of their writing. and others’ writing Chn then work with writing partner, taking turns to pick out what works well and make suggestions for b. proposing changes to vocabulary, improvement. Chn should then spend some time editing and rereading to see impact of improvements. grammar and punctuation to enhance Plenary: Ask chn to report back on evaluation/editing process. Celebrate success and plan to share effects and clarify meaning finished works in a class book or online.

Books: Main text: The Hobbit by JRR Tolkien, illustrated by David Wenzel, adapted by Charles Dixon (2006) ISBN 0-261-10266-4 (A graphic novel adapted very closely from the original text) You will need at least 6 enough copies (for 3 or 4 chn to share when reading)

Supplementary text: The Hobbit by JRR Tolkien, first published 1937 This may be easier to use when reading aloud to the chn than graphic novel but you ideally need at least 2 /3 copies of this.

Websites: http://teachers.guardian.co.uk/teacher-resources/11583/The-Hobbit-Schools-Pack-by-HarperCollins HarperCollins Schools pack - Aimed at KS3 but contains some nice, printable activities suitable for display or homework (You need to register for The Guardian Teacher Network to access resources - this is free) http://www.tolkiensociety.org/index.html Large website on Tolkien and his works including The Hobbit http://www.tolkienlibrary.com/translations/hobbits/index.htm Gallery of editions of The Hobbit in different languages http://www.thehobbit.com/#content=video§ion=moment&media=trailer_1 Trailer of the first of 3 Hobbit films http://www.vikingrune.com/rune-converter/ App for converting text to runes http://archive.theirpast-yourfuture.org.uk/upload/package/103/index.html Imperial War Museum website - Resources on WWI for putting The Hobbit into context with Tolkien's wartime experience

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.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5/6: Summer Term Fiction 1A: Classic fiction Main text: The Hobbit (Original & Graphic Novel) Outcomes Monday Tuesday Wednesday Thursday Friday 1. Identify features of graphic 1. Investigate how the use of 1. Define simple, compound and 1. Investigate spelling rule i before 1. Rehearse the features of novels. language helps to portray a complex sentences. e except after c, understanding playscripts. 2. Discuss the opening chapter of a character. 2. Use a range of co-ordinating & there are exceptions. 2. Improvise a scene from a book book using prompt questions. 2. Convert informal dialogue into subordinating conjunctions. 2. Answer questions about a text they have read replacing one of 3. Share ideas. standard English. 3. Identify main and subordinate they have read. the characters in the original clauses. 3. Identify conjunctions in a shared narrative. 4. Create complex sentences. text. 3. Write a short script based on their improvisation.

1. Rehearse features of compound 1. Define relative clauses. 1. Describe the narrative style of 1. Write in the style of an author 1. Identify similes and metaphors. and complex sentences. 2. Identify relative pronouns. an author. they have studied. 2. Rewrite a scene from a different 2. Understand that different 3. Adapt nursery rhymes using 2. Find examples of aspects of an 2. Use a thesaurus. viewpoint using descriptive effects can be created by changing relative clauses. author’s style in the text. 3. Plan the retelling of a scene in a language. the position of clauses in a 3. Give an opinion of an author’s book from a different viewpoint. 3. Give and receive positive complex sentence. style. criticism. 3. Produce a piece of descriptive 4. Edit own writing. writing using complex sentences.

1. Study the structure of stories 1. Write the opening of their lost 1. Rehearse punctuation used in 1. Work with a response partner to 1. Compare an original novel, the using the idea of arcs. tale. dialogue. evaluate and edit their writing. graphic novel version and a film 2. Plan a lost tale as part of the 2. Elaborate some sentences in 2. Write dialogue using language 2. Give and receive positive adaptation. overall story they have read. their opening. appropriate to the character. criticism. 2. Take part in a debate about the 3. Use a scaffold to plan a story, 3. Wordprocess their work to 3. Finish writing their lost tale. 3. Edit using features of different versions. e.g. storyboard, concept map, enable easier editing. wordprocessing program. 3. Give opinions. spider diagram, story hill, etc. 4. Listen to others’ viewpoints. 5. Use discussion connectives.