Weekly Plan for Literacy: Year 1 s6

Literacy Year 3/4: Spring B – Weeks 1-2 Narrative: Unit 3B2 Other Cultures: India Objectives Text/Speaking/Listening Word/Sentence Independent group activities Outcomes You will need to read some of the stories from Seasons of Splendour by Madhur Jaffrey or other traditional Indian Tales in advance. However do not read The Girl in the Forest, The Old Man and the Magic Bowl, The Festival for Parvati or How Ganesh Got his Elephant Head. y

a Main focus: Look at map of India and find New Delhi (plan resource). Invite Easy Medium Hard Children can: d n

o Introduce Hindu chn to share experiences, perhaps they have visited or have Give chn a photocopy of In 3s write a Choose a 1. Understand M

traditional tales. relatives there. Show chn the book Seasons of Splendour by the illustration on p1. Chn synopsis of about traditional tale, that different 1 3/3. Use language Madhur Jaffrey. Explain the stories are a collection of myths stick it in books and write a hundred words fable, myth cultures have k e

e of possibility to taken from Hindu epics. Note book has been illustrated by sentence/s about why of a traditional they know. traditional tales.

W investigate and Michael Foreman; can they remember other books illustrated under the desk would be a tale they know. Write a 2. Identify reflect on feelings, by him? Read intro up to p3, 1st para. Do they think it would be good place to act out and They should synopsis of it. moral issues in behaviour or fun to live in a household like the author, what would be the listen to stories. Then prepare their It should stories. relationships. pros and cons? What does she mean when she says- What was draw pic of a special place tale to tell. contain a moral 3. Retell a story 4/8. Explore why & right and what was wrong was so clearly defined? In pairs chn they would like to play TD message. they know. how writers write. discuss if/when they have been told a story, who told them, and act out stories. 4/9. Summarise and where was it, was there a message? In pairs chn write 3 or Plenary shape material. more names of traditional tales on w/boards. Collect these into Middle group tell their stories. list on f/c and keep for Thurs wk2. y

a Main focus: Read first two paras of The Girl in the Forest (p161) Easy/Medium/Hard Children can: d s

e Explore different as far as ‘came riding through the forest’. What In mixed 3s or 4s, chn work out what they think happens next through 1. Identify u

T story ideas. features of this story tell you it is a traditional story? improvisation. Remind chn there needs to be some sort of problem for typical story

3/4. Use drama Make a list: beautiful girl, forest, handsome king etc. main characters to overcome. Ask them to decide what happens and themes. k

e strategies/explore What do chn think will happen next? Brainstorm ideas write a draft of the final sentence on a w/b. Will the story stay in the 2. Identify e

W stories or issues. and write in note form on f/c. What sort of people will forest? Will the characters change in any way? Who or what is going to dilemmas faced 4/4. Develop the king, princess or other characters be (kind, evil, be the problem? What will be the message? Encourage chn to ‘play by characters. scripts (stories) wise, foolish?). Discuss how opposites often feature in out’/improvise the events of the story like Madhur Jaffrey did with 3. Generate based on traditional tales. What other characters may be her cousins (it’s fun to do this outside, weather permitting). Encourage ideas through improvisation. involved? (Animals/Gods?) There will need to be some them to think of other traditional tales to help with ideas. improvisation. 3/8. Empathise with sort of problem/obstacle to overcome. Will magic be TD as required characters and involved? Plan a structure with chn and write on f/c: Plenary debate dilemmas. King and Girl meet/ What happens next? / What is the Ask several groups to briefly show or say what they think will happen. 4/8. Interrogate problem? / How is it resolved? How does story end? Do other groups have similar ideas? Why might this be? texts.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y3_Y4 N Unit 3B2 – Spr – 2 Weeks Literacy Year 3/4: Spring B – Weeks 1-2 Narrative: Unit 3B2 Other Cultures: India Objectives Text/Speaking/Listening Word/Sentence Independent group activities Outcomes y

a Main focus: Write own Give chn copy of first part of story (plan resource). Count the Easy/Medium/Hard Children can: d s

e version of story. number of sentences in the first paragraph. Look closely at Using first part of story up to ...riding through the 1. Begin to use

n st d 3/10. Use paragraphs. each sentence in turn. The 1 para is giving us essential info forest, (plan resource). Chn build on improvisation work paragraphs. e

W 3/9. Write sequenced about main character and setting. Point out use of new para from yesterday to write their own version of the rest of 2. Begin to use

narratives. when story moves on. On an enlarged version circle the commas the story. Remind them it is absolutely fine to use (pinch!) adverbial k

e 3/11. Use varied sentence & underline the adverbial clauses (so the girl-knapsacks and ideas from stories they already know. They need to be clauses. e

W structure (phrases, she had- body). Teach chn that a clause is a bit of a sentence clear about the problem and how it is resolved. Think 3. Structure a clauses and adverbials). with a verb in it that gives you more info. A phrase is a bit of a about handwriting. story. 4/11. Use commas to mark sentence with no verb (The only difference between a clause Hard group should include 3 or more adverbial clauses. clauses. and a phrase is that a clause has a verb in it). Chn also All groups use paragraphs. TD with Easy 3/12. Joined clear writing. underline on their copy. (Grammar for Writing, p82& p8) Plenary Read stories to a partner. Give positive feedback. y

a Main focus: Read whole On f/c, write: ‘To his surprise, the King Easy Medium Hard Children can: d s

r Explore adjectives story to chn. found himself holding a beautiful, Chn change the 2 As for ‘Easy’ but chn also As for others, but 1. Use term u

h and commas. Are there young woman in his arms’ (p162). adjectives & noun to swap ‘King’ for other nouns, also change: the ‘adjective’. T doors and windows 2. Experiment

1 3/11. Compose elements of Identify adjectives, e.g. young. What make several new e.g. The Baker found

k sentences using their story other ‘age’ adjectives might fit here? sentences, e.g. … himself holding a brand, were made from with impact of e e adjectives. from yesterday (Ancient, old, teenage, immature). Chn holding a shiny, new microwave in his arms. adjective, adjective adjectives. W 4/9. Show which happen in experiment using w/bs. Repeat for metallic bike in his For 3-4 sentences write noun edged with noun. Chn write imagination through the real story? ‘beautiful’ (e.g. wizened, ugly, haggard, arms. Discuss types what type of story new sents for at least 4 the language used Which parts stunning etc.). Ask chn to create new of stories their new lines could be used for, e.g. types of stories. to create emphasis, did they not sentences: To his surprise, the King lines might be from. fairy story, adventure… TD humour, atmosphere predict? Any found himself holding a haggard, Plenary or suspense. surprises? ancient woman in his arms. Volunteers read selection of sentences. y

a Main focus: Think Use questions to prompt Write ‘Parvati was helpful’ on Easy Medium Hard Children can: d i

r about dilemmas. discussion in small groups f/c. Underline ful. This is a Chn imagine that As for others, but In pairs, take a 1. Evaluate F 3/2. Follow up others’ (plan resource). Why did behaviour of

1 useful suffix to help us Parvati chose not to chn to imagine that proposition: It is

k points/show whether Queen lie? Why did she describe how characters help the Queen & they are the Queen always wrong to characters. e e agree or disagree. admit to her lies in the end? behave. Brainstorm other write what she said & and write to a friend lie. Or Parvati was 2. Use knowledge W 4/1. Offer reasons Was she correct to lie? Have ‘-ful’ words for any character reasons she gave. to tell them what right to help the of suffixes to and evidence for chn ever lied? Is it always in story, e.g. wonderful, How will Queen happened. They Queen. Divide page generate new views. wrong to lie? Parvati helped words. truthful, hopeful etc. What react? What will she should begin with in two. Identify, 4/1. Respond to the Queen even though she 3. Present both others in the light of about ‘-less’ words? Helpless, then do? What might the scene where debate & together had lied. Why? Discuss her sides of an differing viewpoints. speechless. Think other she say to husband & they went to ask write both sides of options. What would Queen argument. 3&4/6. Recognise have done had Parvati not endings: -ly, -like, -ish. Chn how will he react? TD Parvati for help. the argument. suffixes and spelling helped her? Why might P use in writing today. (NLS Sp Plenary Choose chn from hard groups to read points for and rules. have said no? bank p13& p35) against proposition. Debate. Put proposition to a vote.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y3_Y4 N Unit 3B2 – Spr – 2 Weeks Literacy Year 3/4: Spring B – Weeks 1-2 Narrative: Unit 3B2 Other Cultures: India

Objectives Text/Speaking/Listening Word/Sentence Independent group activities Outcomes y

a Main focus: Read The Festival for Parvati p169. Easy/Medium/Hard Children can: d n

o Describing an image. Find out about Parvati on http://en.wikipedia.org/wiki/Parvati. This is a chance to do some brilliant descriptions. Chn 1. Use the word M

3/11. Compose Then read How Ganesh Got his Elephant Head p171. choose one or more images (plan resource) to describe adjective. 2 sentences using adjs. Ganesh, also known as Ganesha, is widely worshiped across India as the and stick in book, or draw their own. Easy group write as 2. Understand k e

e 4/11. Clarify meaning remover of obstacles. There are many stories about him. many describing words as they can think of around or how adjectives

W by using varied http://en.wikipedia.org/wiki/Ganesha, look at images. Using w/bs or under image. Other groups as for Easy but must use work. sentence structure jotters chn jot down describing words and phrases (remind Y3s about Thesaurus’s to improve and extend word choices. Hard 3. Use (phrases, clauses adjectives). Could also look at Shiva http://en.wikipedia.org/wiki/Shiva group should use descriptive phrases. TD as required adjectival adverbials). (plan resource for images). Plenary phrases. Chn share their very best words. y

a Main focus: Read the beginning of Teach this first: Easy/Medium Medium/Hard Children can: d s

e Exploring The Old Man and The Ask chn to write these words down Give chn copies of beginning of Investigate verb tenses by 1. Understand u

T grammatical Magic Bowl, p145 the side of w/b: I, we, he, she, story to re-read. Sitting in a writing the beginning of story the difference

coherence. together with the chn, they. Then re-read a few sentences circle and with support chn take in the 1 person from point of between verbs

k st nd e 3/6. Recognise a range using plan resource. of the Introduction- chn tally when turns to read a few sentences view of old man, as a in the 1 , 2 e of suffixes, understand st rd W Which story does this they hear the words. Read start of converting them into 1 person. YESTERDAY –TODAY – and 3 person. how they modify remind chn of (The story in 3rd person, chn tally. Then chn write sentences starting TOMORROW story in 3 2. Investigate spelling. Magic Porridge Pot). Explain differences (suffixes etc.). the story from the old man’s point paragraphs (plan resource), verb tenses. 4/6. Know and apply Why do chn think the (Grammar for Writing, p60) Also of view. TD (G for W, p77). common spelling rules (when tenses change). wife says her husband is discuss use of tenses (past, Plenary 4/10. Organise text into mad? Discuss in pairs; present, future) and how verb Med/Hard group read out some of their ideas about what the old paragraphs. share possible reasons. changes (G for W, p76). man thinks will happen when he invites the King to their humble hut.

a Main focus: Finish reading The Old Man and Write sentence ‘Before anyone Easy Medium Hard Children can: d s

e Exploring motives The Magic Bowl (p145). Note link could move an eyelid...’ (p 150) on Provide range As for ‘Easy’ Chn take beginning of 1. Identify story n

d of characters. with asking God Parvati for help. f/c, but without commas. Ask chn of sentences but some sentence ‘Before anyone themes, e.g. good e

W 3/8. Empathise Did the man deserve her help? to put commas back. Revise comma from story sentences to could bat an eyelid, there over evil, weak

with characters and Identify good/bad characters in use: helps reader know where to with missing have commas appeared…’ and continue over strong. k

e debate moral the story and discuss why they pause, separates items in list, and commas. Chn in wrong it for as long as possible 2. Identify main e

W dilemmas portrayed behave as they do, e.g. King, separates parts of a sentence. read out loud place. Chn using ideas from text and characters and in texts. powerful; Prime Minister, wants to Can chn say where commas should and work out should read putting the commas in the discuss 4/8. Interrogate be in control; Old Man, tried to be go? Give reasons. Commas help to where to aloud and appropriate place. behaviour. texts to deepen and grand, ideas above himself etc. clarify meaning, Discuss diffs insert them in correct all Introduce idea of using 3. Note where clarify What do they think the message between ‘They ate pheasant correct place sentences words such as commas occur in understanding and is behind this story? Did the King oranges and cream’ and ‘They ate (plan (plan ‘therefore’, ‘and then’ reading and response. etc. deserve what happened? pheasant, oranges and cream’. resource). resource). etc. to help continue it. discuss function. TD y

a Main focus: Look at the list of traditional tales listed on the f/c at the Easy Medium/Hard Children can: d s

r Writing own story. beginning of last week. Today they are going to choose one of Using plan Plan outline of story quickly and begin to write it. 1. Plan main u

h 3/9. Use layout, those tales and think about how they could adapt one of them resource draw Look back at descriptions of Parvati, Ganesh(a) and points as a T

2 format graphics and and rewrite it in the style of an Indian Tale with Parvati as the a storyboard Shiva to help make tales have the same feel as structure for a

k illustrations for force for good (or they could include Ganesh(a) or Shiva in of a plan for Madhur Jaffrey’s. Think about including story. e e different purposes. some way). an adaptation descriptions of clothes and food. Use Indian 2. Describe and W 4/9. Use settings and Think about which might be suitable e.g. a story based on of a animals, elephants, tigers, monkeys instead of sequence key characterisation to Cinderella with Parvati instead of fairy godmother; Sleeping traditional English animals. Illustrate with drawings or incidents. engage readers’ Beauty; Rumplestiltskin; Jack and the Beanstalk (with elephant tale. download images. 3. Write an interest. instead of cow) etc. Look at website for ideas for Indian Plenary alternative names In groups of 4 read and listen to stories so far. version of a http://www.indianchild.com/indian_baby_names.htm. known story. Alternatively they can re-tell an Indian story they already know.

a Main focus: Continue with stories or: Easy Medium Hard Children can: d i

r Write instructions Discuss the food featured in the stories from SOS. Can chn In pairs, chn write a Chn write a Chn write a recipe for 1. Write F

2 for making an Indian remember any? (Sweet mango; rice pilaf; roasted quail). What recipe for Banana recipe for Banana Banana Lassi, using instructions,

k drink. are these foods? Do they know any other Indian foods? Write Lassi, using writing Lassi, using notes taken. They e.g. for a e e 3/9. Write non- ‘Lassi’ on the f/c. Tell chn this is a popular Indian drink which frame provided (plan writing frame include numbered recipe. W narrative texts using can help cool you down on a hot day. You are going to make it resource). Chn do (plan resource) ‘method’ section, as well 2. Understand structures of and they are going to write the recipe. Discuss the 3 parts you not have to number and notes taken. as equipment and how written different text-types. need for a recipe: Equipment, Ingredients and Method. Write their method They number ingredients sections. instructions are 4/9. Summarise and these on the f/c and explain that, as you make the drink, they section. Emphasise points for the Should use ‘bossy’ organised. shape material and need to make notes. Prepare a writing frame for ‘Easy’ group the need to use ‘method’ and language (i.e. verbs in 3. Read and ideas from different (plan resource). Before you begin, rehearse how to write notes: ‘bossy language’. TD write in a list. the 2nd person) and follow simple sources to write If I say ‘To make this recipe you will need 250g of plain clear instructions that instructions. convincing and yoghurt’, what should you write down as your notes? Ask a give all the detail. 4. Write notes. informative non- child to write ‘250g plain yoghurt’. Which part of your recipe narrative texts. should have that info- Method, Equipment or Ingredients? Plenary Start making the drink, talking clearly about what you are Read first verse of Growing Up in the 1930s (The Works 2, p98). doing. Chn to make notes as you talk (see plan resource for What sorts of food would they write about that they eat today? recipe). Taste the Banana Lassi! Explain verbs used in instructions: Put, stir etc. are in the 2nd person.

Scroll down for Success Criteria and book and website lists

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y3_Y4 N Unit 3B2 – Spr – 2 Weeks Literacy Year 3/4: Spring B – Weeks 1-2 Narrative: Unit 3B2 Other Cultures: India Success criteria for the plan – these should be selected & adjusted to match the specific needs of the class being taught. Easy Medium Hard  Understand that different  Understand that different cultures have  Identify moral issues in stories cultures have traditional tales traditional tales  Retell a story they know  Retell a story they know  Identify moral issues in stories  Identify dilemmas faced by characters  Identify typical story themes  Retell a story they know  Generate ideas through improvisation,  Generate ideas through  Identify typical story themes support others improvisation as part of a group  Identify dilemmas faced by characters  Use paragraphs  Begin to use paragraphs  Generate ideas through improvisation  Begin to use adverbial clauses  Structure a story  Begin to use paragraphs  Structure a story  Use term ‘adjective’  Structure a story  Experiment with impact of adjectives  Begin to evaluate behaviour of  Experiment with impact of adjectives  Evaluate behaviour of characters characters  Evaluate behaviour of characters  Use knowledge of suffixes to generate new  Use the word adjective  Use knowledge of suffixes to generate new words  Begin to understand the words  Present both sides of an argument difference between verbs in the  Understand how adjectives work  Use adjectival phrases 1st, 2nd and 3rd person  Understand the difference between verbs in the  Investigate verb tenses  Identify main characters and 1st, 2nd and 3rd person  Identify main characters and discuss discuss behaviour  Identify main characters and discuss behaviour behaviour  Plan main points as a structure for  Note where commas occur in reading and discuss  Note where commas occur in reading and a story function discuss function  Write instructions, e.g. for a  Describe and sequence key incidents  Write an alternative version of a known recipe  Understand how written instructions are story  Read and follow simple organised  Read and follow instructions instructions  Read and follow simple instructions  Write notes  Begin to write notes  Write notes

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y3_Y4 N Unit 3B2 – Spr – 2 Weeks Literacy Year 3/4: Spring B – Weeks 1-2 Narrative: Unit 3B2 Other Cultures: India Book: Seasons of Splendour by Madhur Jaffrey (Puffin, ISBN: 978-0140346992)

Poem: Growing up in the 1930s by Trevor Harvey (p98, The Works 2 composed by Brain Moses and Pie Corbett, ISBN: 0330399020)

Websites: http://en.wikipedia.org/wiki/Parvati about Parvati http://en.wikipedia.org/wiki/Ganesha about Ganesh(a) http://en.wikipedia.org/wiki/Shiva about Shiva https://web.archive.org/web/20121213052011/http://www.thebestclass.org/files/QuickSiteImages/TheMagicPooridgePot.doc – simple rhyming script of the magic porridge pot http://www.indianchild.com/indian_baby_names.htm Indian names for stories

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