Y1/2: Autumn Term Narrative: Plan 1B Stories in Familiar Settings Main Text: Not Now Bernard

Y1/2: Autumn Term Narrative: Plan 1B Stories in familiar settings Main text: Not Now Bernard and Oscar Got The Blame Wk Monday Tuesday Wednesday Thursday Friday 1 Show chn the front cover of Cut out and display the question Quickly read through the beginning Show chn first double page Read title Oscar Got The Not Now Bernard. Ask if prompts from the plan and middle of Not Now Bernard, spread of Not Now Bernard, Blame to chn. Show front any chn have read the book resources, including the then read the end (from where the but cover the writing. Point to cover and discuss what before, and if they have, question mark. Read the words monster is sent to bed) more slowly. page 1. Ask chn what Bernard the word blame means. request that they help you to with chn; explain why we use a Ask chn to predict what will happen said to his dad, i.e. Hello, Dad. Chn give e.g.s of times talk to everyone about the question mark when writing a when the monster wakes up in the Point to page 2, and ask what when they’ve got the W story. Read the story to the question. Explain that you will be morning and Bernard’s mum/dad Bernard’s dad said to Bernard blame for something that h class, and then use the using them to write questions for come in to see him. Explain that they Not now, Bernard! Using was not their fault. Read ol questions in the plan different characters in the book will act out this next stage in the speech bubbles (from plan book to chn. Use plan e resources to support a Not Now Bernard. Show chn story. Invite the class to vote on resources) model writing this resources to support a conversation about the book. the illustration of dad using a whether they think Mum will notice and placing it next to the conversation about the cl Record the responses of the hammer to bang a nail into the that Bernard is missing. Group chn characters. Repeat for second different parts of the book. a class and display on a wall. With the teacher pretending who think YES together and chn who double page spread. Record the responses of s working wall. Explain that to be Bernard, model asking dad think NO together. Each group has Easy/Medium group now go off the class and display on s you would like to sequence a question, i.e. Why are you an adult to support them. Within each and begin their activity with TA. working wall. Finally, ask te the story, from the beginning putting a nail in the wall? Ask for group the chn form pairs. Emphasise Return to first double page chn to select their to the end. Show chn the different ideas from chn, that their role-play must focus on spread and reveal the writing. favourite story: Not Now, a story sentences and the encourage them to use the what each character says, as well as Explain that readers know that Bernard or Oscar Got c blank storyboard from the question prompts. Record what they do. Remind chn of someone is speaking when The Blame. Put the chn hi plan resources. With chn’s examples on the w/board. yesterday’s learning of questions and authors use speech marks. into pairs: one liking Not n support, sequence the Repeat with other illustrations in exclamations, as this will support Highlight these for chn to see, Now Bernard and one g sentences, check against the the book and other characters their dialogue. Each adult selects one noting how they show when liking Oscar Got The book to ensure they are asking questions. When you pair to model to the group what they someone starts and finishes Blame. Explain that each correct. Model how to draw have a range of 5/6 questions, think will happen when the lights are speaking. Show chn the third child has to take it in turns illustrations in each part of model writing a short snappy turned on in Bernard’s bedroom in double page spread, with the to give a reason why their the storyboard to illustrate reply, where an exclamation the morning. writing covered, and model book is better than their each sentence. mark is used, i.e. Not now Spoken language 1 writing the sentences for each friend’s. Comprehension Comprehension 1 Bernard! Grammar 1 page. Grammar 2 2 Objectives Dimension Resources

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y1/2 Narrative Plan 1B Familiar Settings Y1/2: Autumn Term Narrative: Plan 1B Stories in familiar settings Main text: Not Now Bernard and Oscar Got The Blame S Pupils should be taught 1. Wednesday: Role playing a scenario based on a familiar story None p to: Chn form two groups, as in the teaching. The adult will support how the pairs interact, and will make sure that each pair g. use spoken language focuses on producing quality dialogue between the monster and Bernard’s mum/dad. Focus the time chn have by giving o to develop understanding them: k through imagining and 1) 5 minutes to think/talk to each other about what they will act out, the questions they will ask and the exclamations they e exploring ideas will reply with. Chn can think of a new scenario for the monster and Bernard’s mum/dad. n i. participate in 2) 5 minutes to try out ideas. Focus on selecting the ideas the pair think are most effective at producing good speaking. la discussions and performances 3) 5 minutes to rehearse a performance. Focus on a fluent performance where characters know what they will say and n do. g 4) 2-3 minutes for a final rehearsal before groups of chn are selected to perform. Focus on ensuring that each child uses u a loud, clear voice and appropriate expression and intonation in their speaking to make it interesting for the audience. a Plenary: Keep the 2 groups of chn separate. Each group sits in a circle. Pairs of chn are selected to perform in front of g their peers. e Develop pleasure in reading 1. Monday: Sequencing a story Questions by: Easy: Using the same plan resources as used in the input, the chn cut out the sentences, and sequence them on the about NN,B Y1c/Y2b/c. becoming familiar blank storyboard. The chn draw an illustration for each sentence. TA Sequencing with a key story, being able Medium/Hard: Same as Easy, except the chn will work in mixed ability pairs. Chn will complete their own storyboard. sentences to sequence and retell it Teacher to support chn as appropriate with reading/sequencing the sentences. Storyboard C Y1/2 Explain clearly and Plenary: Bring all of the chn together with their storyboard. First: put chn into pairs. One child shares their storyboard (see o discuss their understanding with their partner who checks the sequence of their sentences. Chn then swap. Second: Read the story to chn once resources) m of stories they have read and more and allow them time to check their sequenced sentences with the book. If they have any in the wrong place they Scissors have had read to them edit these. Glue pr Colouring and e drawing h pencils e Y1 Participate in discussion 2. Friday: Giving reasons for opinions Questions n about what is read to them. Easy: Chn select a favourite book and, in pairs, they talk about their choice, giving reasons for their opinion. Chn write about OGTB Y1 Explain their one of their reasons as a sentence (using plan resources for support). My favourite si understanding of what is Medium/Hard: Split the group into two. One group’s favourite book is Not Now, Bernard and the other group’s story (see o read to them. favourite is Oscar Got The Blame. Each group discusses why their book is the best, with chn giving reasons for their resources) n Develop pleasure in reading choice. Choose an able child in each group to write key points as prompts on a large sheet of paper. Using the notes, Handwriting by: and their own ideas, chn write a short paragraph, explaining why their choice of book is better than the other groups. pencils Y2a/f. discussing and Chn write in the plan resources. Large paper expressing views about Plenary: Bring all chn together. Explain that you would like to be convinced which is the best book! Listen to reasons for each adult stories including their given by each group. Can you decide on a favourite book? Select a range of the reasons chn have written and display. to make notes favourite words/phrases on Felt pens

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y1/2 Narrative Plan 1B Familiar Settings Y1/2: Autumn Term Narrative: Plan 1B Stories in familiar settings Main text: Not Now Bernard and Oscar Got The Blame Develop 1. Tuesday: Writing questions and exclamations Question understanding by: Easy: Chn generate their own scenario for Bernard and his parents, e.g. mum is walking to the washing line and drops the basket words (see Y1a. leaving of clothes on the floor. Chn draw the new scenario with Bernard, and his mum or dad. They write a question Bernard may ask resources) spaces between them, e.g. Where are you going with that washing mum? Chn write the reply Not now Bernard! Emphasise leaving spaces Handwriting words. between words as well as ensuring that the sentence makes sense, with correct punctuation. pencils Y1c/Y2a. Medium: Chn use their storyboard from yesterday to think of 3 questions that Bernard may ask, one each to his dad, mum and the Colouring G punctuating monster. The questions can be from any part of the story that includes Bernard. Encourage chn to use the question prompts from pencils ra sentences using the input to start their question. To each question, chn reply with Not now, Bernard! Chn’s capital letters, Hard: Chn use their storyboard and write a question for each of the six different parts of the story. They may write their question storyboards m question and from the perspective of any of the characters. Encourage chn to use the question prompts used in the input, to begin each of their from yesterday m exclamation questions. After they have written each question, they write the reply, making sure it is an exclamation sentence, e.g. Q: Where Small piles of ar marks have you come from monster? A: Over the hills and far away! TD yellow and Y2 Learn how to: Plenary: Place chn into mixed ability pairs, ensuring that each pair has a confident writer (chn in the easy group could work white paper b. use sentences together and use an adult as a scribe). Give one child a pile of yellow paper, and the other child a pile of white paper. Child with with different the yellow paper writes a question and the child with the white paper writes a reply, as an exclamation. Place a selection of the forms: question questions and answers on the working wall highlighting the question and exclamation mark. and exclamation

Develop their understanding by: 2. Thursday: Writing direct speech Speech Y1a. leaving spaces between Easy: Each child has a piece of A4 paper. Chn select the most exciting part of their role-play from yesterday, e.g. bubbles (see words dad turned on the lights in the morning and the monster woke up grumpy and roared. Chn draw this scenario. Cut resources) A4 Y1c/Y2a. punctuating sentences out enough speech bubbles so that each child has two. Support chn to think of/remember a sentence for each of the paper using familiar and new characters in their drawing. Chn write a sentence in the speech bubble and stick is next to the character that is Scissors G punctuation marks speaking, e.g. Dad: What would you like for breakfast Bernard? Monster: Roar! TA Glue ra Y2 Learn how to use: Medium: Using the plan resources, chn write a selection of the speech they used in their role-play from yesterday, Handwriting m b. sentences with different recording it inside speech bubbles. Chn must ensure they only record what is said and not what the characters do or pencils & m forms: statement, question and who is speaking. colouring ar exclamation. Hard: Give each child in the group a piece of A4 paper folded in half. This will be used as a short 4-page book. On pencils d. the present tense consistently each of the pages the chn quickly draw four different parts of their role-play from yesterday. The pictures should be sequenced. Chn write a short narrative, ensuring that they use speech marks accurately on each page, e.g. page 1: “Good morning, Bernard,” said Bernard’s mother. Page 2: “Roar!” said the monster. Page 3: “Breakfast is ready,” said Bernard’s mother. Page 4: “Not now, mother!” said the monster. TD Plenary: See Composition 1.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y1/2 Narrative Plan 1B Familiar Settings Y1/2: Autumn Term Narrative: Plan 1B Stories in familiar settings Main text: Not Now Bernard and Oscar Got The Blame Y1 Write sentences by: 1. Thursday: Writing a conversation based on some role-play None C a. saying out loud what they are Chn select the most exciting part of their role-play from yesterday and write a dialogue based on this. They should o going to write about rehearse their dialogue a sentence at a time and then write it. m d. re-reading to check for sense Plenary: Form small groups of mixed ability chn, ensuring that there is a child from the Hard activity in each group. p Y2 Develop positive attitudes to Chn from Hard activity read their story to the group. writing by: o d. writing for different purposes si Y2 Consider their writing by: ti c. encapsulating what they want o to say, sentence by sentence n Y1/2 Read aloud what they have written to others

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y1/2 Narrative Plan 1B Familiar Settings Y1/2: Autumn Term Narrative: Plan 1B Stories in familiar settings Main text: Not Now Bernard and Oscar Got The Blame Wk 2 Monday Tuesday Wednesday Thursday Friday

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y1/2 Narrative Plan 1B Familiar Settings Y1/2: Autumn Term Narrative: Plan 1B Stories in familiar settings Main text: Not Now Bernard and Oscar Got The Blame Quickly read through Oscar Got The Blame. Explain that Today chn will create a storymap for Show chn an 8-page Explain that today chn will Keep the last illustration a secret from chn today chn will be their own version of Oscar Got the booklet (see plan be performing the story (where the readers see Billy), but read the collecting ideas Blame. In the plan resources there resources for instructions they wrote yesterday. writing. Now show them a photocopy of page 2. for their own is an example of a completed on how to make one). Listen to The Monster and Ask them why the illustrator hasn’t drawn Billy. story about an storymap using the following pattern: Explain that this is where the Teddy Bear David Invite chn to describe Billy for you. Chn must imaginary friend 1) An introduction to the main they write/publish their McKee, from the plan tell you as much information about him as who gets up to character and their imaginary best story. Select a storymap resources. Emphasise that possible: what he is wearing, what he is doing, mischief. Form friend. 2) An example of some nice (either from the plan the recording has been what he looks likes etc. As chn describe him mixed ability things they do together. resources or one created made to entertain the draw him on the page using felt tips. Explain pairs of chn. Give 3) A selection of activities the yesterday) and orally retell people listening to it. Listen that the better their description is the better each pair a mini- imaginary friend does which the story with chn. Now model to it once more and your drawing will be. When you have finished w/b. Read Oscar main character gets the blame for. writing it. Give it a title, e.g. encourage chn to think your drawing, model writing some sentences Got the Blame 4) Main character is sent to bed. Pascal Got the Blame. about what the speaker chn told you. Use the illustration to help to chn once 5) We see the imaginary friend. With chn write your story, does to hold their attention produce good descriptive sentences which use again and ask Model the process to chn on a large replicating the structure and make them want to ‘and’, ‘or’ or ‘but’. One sentence includes the chn to make blank piece of paper (step-by-step you used to create your listen to the whole story. invisible friend’s name, e.g. This is Billy. notes (not full replicate the map in the plan storymap, i.e. intro/ As a class, create a set of Remind chn that names must begin with capital sentences but resources or use the plan resource examples of them doing success criteria for what letters. words/phrases) to support you creating a new nice things / share a chn need to do in their own Composition 2/ Comprehension 3 to help them storymap). Emphasise that chn selection of mischief the performance. An example Wh remember the should be recording their ideas as main characters got up to / of success criteria that different events pictures/words/phrases. the main character is sent could be used is in the ole that Billy did: Composition 3 to bed and the imaginary plan resources. cla mud around the friend is revealed. Spoken language 2 ss house or Emphasise including the tea dressed the dog. carefully selected chi Share the ideas vocabulary generated chn have, yesterday. Remember to ng making reference use question, exclamation back to the and speech marks as illustrations in the appropriate. Re-read the book. Now each story to ensure it makes pair will sense. Composition 4 brainstorm one other activity that Billy could do, e.g. scare granddad so his false teeth fall out or put sisters makeup on the © Original plan copyright Hamilton Trust, who give permission for it to be adaptedguinea as pig wished. Chn by individual users. Y1/2 Narrative Plan 1B Familiar Settings Y1/2: Autumn Term Narrative: Plan 1B Stories in familiar settings Main text: Not Now Bernard and Oscar Got The Blame Objectives Dimension Resource s Pupils should be taught to: 2. Friday: Being a storyteller Performing a Sp h. speak audibly and fluently Display the agreed success criteria for all chn to see. Chn should form mixed ability pairs and take it story! (see i. participate in performances in turns to practise performing their story. While one child performs their partner listens and uses the resources) ok j. gain and maintain the interest of the listeners success criteria generated in the input to give advice about how to improve the performance. Chn en l. select and use appropriate registers for swap roles and repeat several times. As chn rehearse TA and Teacher to select two chn each for the lan effective communication plenary who can demonstrate good performance. TA and Teacher to support pairs of pupils who find gu working in a partnership challenging, so they can engage with using their partner to enhance their ag performance, successfully. Plenary: Taking it in turns the four chn selected by the TA and Teacher perform their story for the e class. After each performance chn comment on its quality using the success criteria to support their opinion. Develop pleasure in reading by: 3. Monday: Discussing a story they have heard Oscar Got Y1b. linking what they have read to their own Read Oscar Got the Blame to chn showing them all the illustrations except the last (where Billy is the Blame experiences shown). Ask chn to describe Billy & draw an illustration based on their comments. Then model by Tony Y2a. expressing views about a story writing descriptive sentences. Include a sentence with Billy’s name & emphasise the use of the Ross Y2b. discussing sequenced events in a story capital letter. See Composition 2. Co Y1 Understand the books they read by: mp f. drawing on what they already know about a story reh en Develop pleasure in reading by: 4. Tuesday: Generating ideas for events in a story Whiteboards Y1b. linking what they have read to their own The pairs of chn continue to generate mischievous ideas for the range of activities that their own Drawing and sio experiences imaginary friend could get up to, recording their ideas as words/phrases. Chn may be able to link to colouring n Y2b. discussing events in a story their own experiences of mischievous things they, siblings, cousins or friends have done. pencils Y2a. expressing views about stories Plenary: Ask pairs of chn to select their four best ideas, rubbing out those they have not selected. Y1 Show understanding by: Chn should be able to agree on the ideas selected. With each pair of chn having a turn, listen to the a. drawing on what they already know about a four different scenarios the imaginary friend creates. Record some examples and display on the story working wall. Photocopy chn’s mini-w/bs as they may like to use them when creating their storymap c. discussing significance of events in tomorrow’s activity. Gr Y1 Develop their understanding by: 3. Monday: Writing a description None am b. joining clauses using ‘and’ Chn write a short description of their invisible friend, and use extended sentences with conjunctions Y2 Learn how to use: ‘and’, ‘or’ or ‘but’. They also use descriptive words and phrases to really convey a visible picture. ma b. expanded noun phrases Plenary: See Composition 2. r f. features of standard written English

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y1/2 Narrative Plan 1B Familiar Settings Y1/2: Autumn Term Narrative: Plan 1B Stories in familiar settings Main text: Not Now Bernard and Oscar Got The Blame Y1 Write sentences by: 2. Monday: Writing a description Writing b. composing a sentence orally before writing it Chn will write a short description of their own invisible friend. Give them a short time, before they template c. sequencing sentences to form short begin their group work, to decide: what their invisible friend will be called, what they look like, what (see narratives they like doing etc. They should keep this mental picture secret from their friends. resources) Y2 Consider what they are going to write by: Easy: Using the writing frame chn produce a short descriptive piece of writing about their invisible Drawing and a. planning friend. Focus on producing detailed, descriptive sentences. TA supports by prompting chn to record colouring Co c. encapsulating what they want to say, their own ideas and not write a generic group copy. TA pencils mp sentence by sentence Medium: Chn write a short description about their imaginary friend. It will include what their friend osi Y1 Discuss what they have written with other looks/sounds like, how they feel in their company, their favourite clothes to wear and what they like tio pupils doing. n Y2 Make simple changes by: Hard: As per the Medium group, except chn will be encouraged to use the conjunctions (and, but, so) a. evaluating their writing with others in their writing, e.g. Tom has beautiful yellow hair and blue eyes. He loves to wear blue jeans but when it is hot he puts on his colourful shorts. TD Plenary: Place chn into groups of three. One child reads their description and the other two draw what they think the imaginary friend looks like. The reader gives reasons why the drawings are accurate or not. If time, swap roles and repeat so that all chn have had a turn reading their description. Keep examples of writing and accurate drawing for the working wall. Co Y1 Write sentences by: 3. Wednesday: Creating a storymap. Storymap mp a. saying out loud what they are going to write Chn may like to use their learning from yesterday to support them today. example about Easy: Working as a group, the chn create their storymap together on a large piece of paper. They (see osi c. sequencing sentences to form short should be encouraged to talk through the story, frequently going back to the beginning and retelling it resources) tio narratives as each new section is added. The adult acts as the scribe drawing pictures, writing words/phrases n Y2 Consider their writing by: suggested by chn. Keep the story map for tomorrow’s activity. TA a. planning what to write about Medium: Same as Easy group, but chn work in pairs. Each pair creates their own storymap. At the b. writing down ideas/key words end of the lesson, photocopy the storymap so chn have their own copy for tomorrow’s lesson. Hard: Same as Medium group but chn work independently. Give chn access to a thesaurus, model how to use it to select interesting words for their story, e.g. instead of friend, chn could use chum or mate. TD Plenary: Chn from the Easy group use their storymap to retell their new version of Oscar Gets the Blame. Select chn from the Hard group to share their new story too. Allow time for chn to add any further words/phrases to their storymap, which they have heard during this retelling.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y1/2 Narrative Plan 1B Familiar Settings Y1/2: Autumn Term Narrative: Plan 1B Stories in familiar settings Main text: Not Now Bernard and Oscar Got The Blame Y1 Write sentences by: 4. Thursday: Writing a story based on a familiar pattern 8-page a. saying out loud what they are going to write Prepare an 8-page booklet for each of the chn using A3 white paper (see plan resources). The plan booklet plus c. sequencing sentences to form short resources also include an example of how to fill each of the 8 pages which can also be used as ideas on how narratives success criteria for this piece of writing. to fill it (see d. re-reading to check for sense Easy: Show chn the storymap created yesterday. As a group talk through the story several times. resources) Y2 Develop positive attitudes to writing by: Give chn their booklet and support them to write the story using the structure outlined in the plan a. writing narratives about personal resources. TA experiences Medium: Using their own storymap from yesterday, chn write their story in the 8-page booklet. TD Y2 Consider what they are going to write by: Hard: As per Medium, except chn are expected to include speech marks. a. planning what they are going to write about Plenary: As chn finish their book, allow them time to publish it by including: editing time using a c. encapsulating what they want to say, dictionary or thesaurus, design a front cover, detailed illustrations, etc. sentence by sentence

Books: Not Now Bernard by David McKee, Andersen Press, ISBN: 9781849394673 Oscar Got the Blame by Tony Ross, Andersen Press, ISBN: 9781842703595

Non-essential The Monster and the Teddy Bear by David McKee, Andersen Press, ISBN: 9780862642587

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© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y1/2 Narrative Plan 1B Familiar Settings Y1/2: Autumn Term Narrative: Plan 1B Stories in familiar settings Main text: Not Now Bernard and Oscar Got The Blame Outcomes Monday Tuesday Wednesday Thursday Friday 1. Discuss features of a 1. Know that there are 1. Predict the next stage in 1. Use direct speech in 1. Express preferences. story. different sorts of sentences. a story. writing. 2. Give reasons for 2. Sequence events in a 2. Use the 6 different 2. Role-play events. 2. Know how to use opinions. story using a storyboard. question prompts. 3. Use spoken language in speech bubbles. 3. Understand how to write role-play to develop the 3. Develop the idea of how a question/exclamation concept of direct speech in to use speech marks. writing. sentence.

1. Write sentences to 1. Generate own ideas for 1. Plan a story using 1. Write a story with the 1. Design success criteria describe a character. events in a story. storymapping. support of a storymap. for a performance. 2. Write a paragraph. 2. Select the most effective 2. Replicate the structure 2. Write question and 2. Rehearse with a ideas. of a familiar story. exclamation sentences. partner. 3. Set the story in a 3. Write simple and 3. Perform own story to an familiar setting. compound sentences. audience.

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