Name: Alison Pymm

This Unit of Work was designed by a third year BA (QTS) student teacher for a Key Stage 2 (Year 3) English class (age 7–8 years). Note how she links the activities to the Primary National Strategy, in the ’Learning objectives’ column. She is careful to detail throughout the unit how the outcomes will be assessed, and to make links with other areas of the curriculum. This unit is also an example of medium-term planning – how a sequence of lessons on a topic follow on from each other, although these may, of course, be adapted in the light of evaluation of the early lessons

With thanks to Alison Pymm, Sheffield Hallam University

Unit of Work Subject/Area of English Year Y3 (Week 2 and Week 3) learning (& Myths & Legends (class/set) theme) Learning Activity and organisation Pupil Assessment of Special Reinforcement of learning in other objectives (including differentiation) outputs outcomes Resources areas (e.g. K&U, literacy, numeracy, Criteria needed ICT) How Lesson 1, Setting Children to Criterion: Children are able define Smart Board ICT Week 2 describe what a the term ‘Setting’ and use Presentation Art Using the Smart Board Presentation to scaffold Myth is and offer appropriate vocabulary in order to Three ‘Settings’ – Speaking and Children will learning, revise the definition of ‘Myth’ and ask if explanations for describe a particular setting saved to Mrs R’s Listening learn: anyone knows the meaning of ‘Setting’. Display the term ‘Setting’ Folder What is a definition on the Interactive Whiteboard (IWB). In How: Children can verbally define A4 paper ‘Setting’? order to reinforce the meaning, display the three Children to look at the term and are able to describe Pencil ‘settings’, in order, on the IWB. Ask the children to each of the three and draw a particular setting Laptops (one Reference to state the setting for each illustration and list images displayed between two) Primary descriptive vocabulary (on the board) which best on the IWB and Assessment: Observation, National describes, and sets the scene, for each image describe the questioning and production of Strategy Discuss how the vocabulary used can create a picture setting for each illustration (PNS): in the mind of the reader PNS (Strand Task: Working with their partners (mixed ability), the Children to work 1): Develop children are to number themselves 1 and 2. No. 2s with partners, and use are to access Image 1, saved to Mrs R’s Folder, and describing and specific they have approximately three minutes to describe sketching two vocabulary the image. No. 1s must not look at the scene; they different settings must use the description of their partner to recreate the illustration on a piece of A4 paper Children to record wow’ vocabulary After three minutes, ask the illustrator to think of the around the most helpful ‘describing words’ their partner used, and illustration and note them around the illustration. Ask the children for feed back to those words or phrases and note the best ones on the teacher board Children to swap roles and repeat

NB: As a backup, in case of network problems, have Images 1, 2 and 3 available to load onto the IWB. In this case, the children who are illustrating would face away from the IWB and the children who are describing would face the IWB

Differentiation by outcome and targeted questions

Lesson 2, Quest (and Quest Maps) Criterion: Can the children define Smart Board Speaking and Week 2 (verbally) a quest? Can the Presentation Listening Using the IWB presentation to scaffold learning, Children to define children recognise features of a Laminated A4 Children will revise the term Myth and Setting (the image key terms: Quest Map (verbally)? Can the ‘Narnia’ Quest Maps learn: accompanying the definition for Setting currently Myth children use the Quest Map A3 laminated Quest What is a reflects a comparison made by the children to Setting provided to write a description of Maps ‘Quest’? Hogwarts and the castle in Image 1 used in the Mythical Creature one of the settings within that White board pens What is a previous lesson) map? English books (to Quest Map? To discuss record ideas) How to use a Ask the children if anyone knows what the term Quest features of Myths: How: The children are able to Quest Map to means? Display the definition on the IWB. Ask the Hero/Heroine define (verbally) a Quest and a scaffold the children to think about the different Myths they have tends to save the Quest Map. The children are able writing of a heard over the past week – are any of them Quests? day, usually to write a description of one setting Myth Which ones? involve a villain featured in a Quest Map (e.g. Hedes); can Reference to Display the ‘Narnia’ map on the IWB – ask the include gods (e.g. Assessment: Observation, PNS: children if anyone recognises this Quest Map? Ask Zeus) questioning and individual written PNS (Strand the children to organise themselves into groups of work 9): Select and four (so they are able to see the map). Ask them to Children to select use a range select one place on the map. This is their setting. a setting and of descriptive What could happen to their hero or heroine, describe what vocabulary specifically in this setting? The children are given a could happen to couple of minutes to discuss options and decide on their hero within PNS (Strand the best scenario. Each group is to feed back to the that setting 11): class Compose sentences Main task using adjectives, Explain that the children are to work in groups of verbs and three. Using the large A3 laminated Quest Map, they nouns for are to select three places (settings) and circle them clarity and with the white board pens – ideally one each. They impact should then follow the model displayed on the IWB – write the setting and, using descriptive vocabulary and full sentences, describe what could happen to their hero or heroine in that setting. Make clear that the children are not writing a story, but are just describing what could happen to their hero. Ask the children to recall some of the challenges faced by heroes in Myths we have read as a class – reinforce the features of a Myth (they tend to involve a quest, the hero is not killed and good tends to win over evil)

Plenary

Read examples of the children’s work. Discuss how the use of a Quest Map may be useful in story-writing

Lesson 3, Quest (and Quest Maps) Criterion: Can children define a Smart Board Drama Week 2 Quest and a Quest Map? Can the presentation Speaking and Using IWB presentation recap on the definition of Children to children contribute, by illustrating Very large piece of Listening Children will Myth, Setting and Quest verbally define: and naming a setting, to a whole paper (or roll of lining learn: Discuss how we used the Quest Map yesterday to Myth class Quest Map? Can children paper) How to help with story-writing ideas Setting contribute to a shared writing task? A3 Quest Map (from construct a Quest previous lesson) Quest Map Main task Quest Map How: The children, using Access to Word How to use a Features of a knowledge from previous sessions, processor (for shared Quest Map as A large class Quest Map: On a huge piece of paper, Myth can define a Quest and Quest writing) a story- draw an island in the centre. Explain that everyone is Map. The children can contribute Post-its to record planning tool going to contribute to the map by adding different Children to to both a shared writing task and a ‘wow’ vocabulary features (settings) to it. Encourage the children to contribute to a whole class Quest Myth Reference to name their setting and describe it (possibly write key whole class Quest PNS: description words on Post-its). Encourage some Map – children to Assessment: Observation, PNS (Strand children (if finding the task difficult) to develop (add draw and label questioning and written 1): Sustain onto) other children’s ideas. Refer to the Quest Map settings contribution to Quest Map conversation, used in previous lessons to scaffold learning explain and Children to give reasons Shared writing: Encourage the use of the class Quest answer questions for their Map for scaffold writing. Together, write an extract from other choices from a Myth – perhaps write a story plan (characters, children and plot, including quest and select three settings). Focus teacher about PNS (Strand on one setting and together write a description their setting 3): Actively (encourage speaking and listening activities to include and develop ideas) Children to respond to all contribute to members of shared writing the class story plan

PNS (Strand 11): Compose sentences using adjectives, verbs and nouns

Lesson 4, Writing activity: Children to write a description of the Children to write a Criterion: Can children write a Whole class Quest Drama Week 2 setting they drew on the whole class Quest Map. description of the description of what they can see, Map Speaking and (shorter Children to focus on what they can see, what they can setting they drew hear and smell within their setting? Examples of Listening lesson) hear and what they can smell. Children should also on the whole class Can children include at least one connectives displayed include a minimum of one complex sentence, map connective within their description? around the room Through containing a connective (15-minute activity, in silence) Copy of Theseus and Drama, how to The children must Can children contribute to ‘Decision the Minotaur empathise with Quests through drama write specifically Alley’? a character in about what they a story Read Theseus and the Minotaur. Discuss the can see, what How: The children can write a structure of the story (the plot) they can hear and description of what they can see, To write a Form ‘Decision Alley’ what they can hear and smell within their setting. description of A volunteer plays Theseus, who is trying to decide smell. The The children have incorporated at a setting, whether or not he should attempt to slay the Minotaur. children must also least one connective focusing on The class line up on two sides: the ‘You should go use a minimum of what they can and try to slay the Minotaur’ side, and the ‘It’s too one connective The children contributed to the see, what they dangerous, don’t go’ side within their Drama activity ‘Decision Alley’ can hear, and Theseus walks down the ‘Alley’ and, as he gets to description what they can each child, they try to convince him of their argument Assessment: Observation, smell Drama activity questioning and individual written When he reaches the end, he has to decide which Children to listen work How to use a side provided the best argument and make his to the story of complex decision based on that Theseus and the sentence in Minotaur story-writing Plenary With guidance, References to Discuss the best arguments made during Decision children to form PNS: Alley. Collect descriptive words for Theseus (to Decision Alley and PNS (Strand demonstrate an understanding of the character) contribute to the 9): Select and activity use a range of Children to technical and discuss the best descriptive arguments and vocabulary use descriptive words to describe PNS (Strand Theseus 11): Compose sentences using adjectives, verbs and nouns for precision

PNS (Strand 8): Empathise with characters and debate moral dilemmas portrayed in texts

Lesson 5, Revise terms and features covered over the past two Children to Criterion: Can the children create Quest Maps from Art Week 2 weeks (Myth, Setting, Mythical Creature, Quest, verbally define their own Quest Map? Lesson 2 Speaking and Quest Map and features of a Myth) Myth, Setting, Can the children incorporate three Smart Presentation Listening How to use Mythical Creature, settings in that Quest Map? Can A4 paper their Display the whole class Quest Map and the Map used Quest, Quest Map the children name each setting? Coloured pencils knowledge of in the previous session – use for scaffolding the and features of a Dictionaries Quest Maps, children’s learning. Discuss how a Quest Map could Myth How: The children can create their gathered over help when planning a story. Explain that the children’s own Quest Map. The children can the week, to map is going to be used to plan their Myth, to be Children to incorporate three settings within create their written next week. Consequently, they need to think contribute to their Map. The children have own Quest carefully about the settings they include in their map discussion on how named each setting Map – a map could help containing Main activity them plan a story Assessment: Observation and three different individual written/illustrated work Settings Children to draw their own Quest Map – focusing Children to design specifically on three settings in that map. Each setting their own Quest How to use a must be drawn in detail and labelled with a name. Map on an A4 Quest Map to Focus on spelling ‘Myth-specific’ vocabulary – sheet of paper scaffold the encourage use of dictionaries (both online and in planning of book form) Children to use their Myth ‘wow’ vocabulary Once completed, and checked, the children can and spell it Reference to shade and colour their map. (This Quest Map will correctly, with the PNS: form part of the planning process for next week and aid of a dictionary PNS (Strand be used to illustrate the children’s story) 1): Sustain Plenary conversation, Plenary explain or give Children to show reasons for Show examples of children’s work and ask for ‘wow’ examples of their their choices vocabulary which could be used to describe specific work and settings. Record the best examples and display on contribute to PNS (Strand the ‘wow’ word wall ambitious 6): Children to vocabulary wall spell unfamiliar words using known conventions

Lesson 1, Revise terms and features covered over the past two Children to Criterion: Can the children use the Pre-printed character ICT Week 3 weeks (Myth, Setting, Mythical Creature, Quest, verbally define Thesaurus within Word? sheets Quest Map and features of a Myth) Myth, Setting, Can the children build up a bank of Laptops Mythical Creature, adjectives to describe a character Thesaurus Introduce the main activity. Revise ‘Thesaurus’. Quest, Quest Map within a Myth? Demonstrate how to use the thesaurus on Word and features of a (Review, place the cursor in the middle of the word, Myth How: The children can use the select Thesaurus – the alternative words appears thesaurus in Word down the right hand side) Children to The children can build up a bank of explain what a adjectives to describe a character Main activity thesaurus is used in a Myth Children are presented with images of mythical for creatures, heroes and heroines. Children, working in pairs, build up a bank of adjectives to describe each. Children to use (There are four different character sheets: provide the thesaurus each pair with two sheets – then each pair will not be displayed on the using the same stimulus.) Ask the children to think of IWB two adjectives for each character initially, and then find an additional four adjectives per character using In pairs (ICT the thesaurus. Encourage use of thesaurus within partners), children Word – the process is much quicker and involves a to discuss key ICT skill adjectives for Once each pair has six adjectives per character, the each of their children should select their favourite and put it into a characters – note sentence them in the text For more able writers, encourage the children to write boxes on the a paragraph introducing each character sheet. Children to use the Plenary thesaurus in Word Collect together ‘wow’ words and evaluate the use of to find alternative a thesaurus adjectives

Children to write a sentence containing their favourite adjective

Whole class collation of ‘wow’ words

Lesson 2, Show the IWB presentation – encourage discussion Children to Criterion: Can the children create IWB Presentation Art Week 3 answer questions three characters: a villain, a hero Template for Trading Main activity appropriately or heroine, and a mythical Cards (2 per sheet – Following on from the previous lesson on adjectives creature, for use in their own clarify to children that and characters, the children are to create their own Children to create Myth? they are only to characters for their own Myth. Using a template based their own Can the children create their complete three) on a trading card format, the children draw their own characters for characters using a Trading Card hero, villain and mythical creature, which are to their Myth – they format? appear within their own Myth. (Particularly for lower- must have a attaining pupils, it may be wise to stipulate that they hero/heroine, a How: The children can create use a character from existing Myths – some children mythical creature three characters for use in their tried to incorporate sci-fi characters within Myths and and a villain – own Myth this led to some confusion.) The children should fill using a Trading The children can create these the two smaller boxes with two adjectives to describe Card format characters using a Trading Card their character – refer to work completed yesterday. format They should also complete the strengths and weaknesses of each character. Ensure that the children only complete three character cards – these characters will appear in their Myths

Plenary Show examples of the children’s work – again, collate ‘wow’ words

Lesson 3, Read another example of a Myth from The book of Children to Criterion: Can the children IWB Week 3 Myths and Legends. Ask the children to think about discuss how the complete a plan for their Myth? The Book of Myths how the Myth begins – the opening sentence and how author grabs the and Legends the Myth develops reader’s attention How: The children can create a A plan template Discuss how the author has grabbed the reader’s plan for their Myth attention Children to complete their Main activity story plans using Story plan template the work on Quest Children to devise (individually) a plan using the Maps, Character template provided. Children to refer to their original Cards and Quest Map, their Character Cards and their vocabulary vocabulary walls to scaffold their writing. NB: Remind the children that they are not inventing Children to share characters, setting, etc. from scratch, but are to use their work their work to scaffold their writing

Plenary Read examples – note ‘wow’ words

Lesson 4, Read another Myth from The Book of Myths and Children to Criterion: Can children begin The Book of Myths NA Week 3 Legends. Discuss the beginning, middle and end of discuss the writing their Myth using the and Legends the Myth techniques used checklist to scaffold their writing? IWB by the author Checklist for Myth Main activity How: The children can begin to writing Read through the checklist for the children’s list – Children to read write their Myth using the checklist Laptops lower-attaining children will need support to read and through the to scaffold their writing understand each stage checklist and use Children to begin writing their Myth. Lower and this checklist to average attainers should use the opening line on the structure their IWB; higher attainers could try to think of their own. Myth Explain that they have two days and so they shouldn’t rush their story. Encourage use of adjectives and connectives

Plenary Read examples of the children’s work

Lesson 5, Read examples of the children’s work Criterion: Can children write their IWB ICT Week 3 Discuss how the children could build tension and Myth using the checklist to scaffold Checklist for Myth interest the reader during battle or rescue scenes. their writing and checking? writing Encourage the use of a final sentence such as Laptops ‘Finally, Hercules had completed his quest and could How: The children can write their return home.’ Children to Myth using the checklist to scaffold complete writing their writing and checking Main activity their Myths Children to finish their Myths. Once completed, children could type their Myth onto Word or copy it Children to check neatly onto thick paper. their writing using NB: You may want to experiment with typing Myths the checklist directly onto laptops – this is particularly motivational for boys and draws their attention to spelling errors Children to write up or type up their Plenary Myth Read completed Myths