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The Gruffalo Julia Donaldson

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The Gruffalo Julia Donaldson The Gruffalo Julia Donaldson Key Stage 1 - Spring Term 1 Curriculum Plan Spring One Planning – Year 1 and 2 Topic: What will you find in the deep, dark, woods? Week One Week Two Week Three Week Four Week Five Week Six English Poetry: Kenning Fiction: Alternate ending for ‘The Gruffalo’ Fiction: Y1 - Fact file/newspaper report Text Type (To describe a Gruffalo/mouse Y2 - Newspaper Report etc.) English NC Link: En1/2.1e reading words NC Link: En 1/1g use spoken language to develop ideas through imagining. NC Link: En 1/2 .2b i draw on what NC Link: Read their writing loud Consolidation and (Y1) with the er suffix. En1/2.2a i discuss En1/1i Take part in role play. En1/2.2a iii become familiar with key stories. they already know and on enough. En 1/1g use spoken poems. En1/2.2a v appreciate En1/3.3a iii sequence sentences to form short narratives. En1/3.3a iv - re- background information. En 1/2.2b language to develop ideas through assessments rhymes and poems. En 1/2.2a vi read what is written to check it makes sense. En 1/3.1c iii spell words using iv re-read what is written to check it imagining. En1/1i Take part in role discuss word meanings, linking to the suffix ed. makes sense. En 1/2.2a vi - discuss play. En1/2.2a iii become familiar words already known. En1/3.1c iii the meanings of new words. with key stories. En1/3.3a iii Assessed writing: Independently spell words containing the suffix er. LOs (general guidance) sequence sentences to form short retell the story of the Gruffalo. 1. L.O. To understand the structure of the Gruffalo story. LOs (general guidance) narratives. En1/3.3a iv - re-read LOs (general guidance) 2. L.O To retell the story. 1. L.O. To research animals from what is written to check it makes 1. L.O. To read and write words 3. L.O. To write words in the past tense using the suffix ed. the Gruffalo story. sense. En 1/3.1c iii spell words using containing the er suffix. 4. L.O. To plan a new ending for the Gruffalo. 2. L.O. To draft a fact file. the suffix ed. 2. L.O. To read and discuss 5. L.O. To act out a new ending for the Gruffalo story. 3. L.O To write a fact file. Kennings. 6. L.O. To write a new ending for the Gruffalo story. 4. L.O To use a ‘did you know?’ LOs (general guidance) 3. L.O. To understand the 1. L.O. To map out the Gruffalo 7. L.O To read, edit and check my work. question with a question structure of a Kenning. mark. story. 4. L.O. To plan a Kenning Content: 2. L.O. To take on the role of a 5. L.O. To write a Kenning Children will plan, act out and write a new ending for The Gruffalo story. Content: news reporter. The children will write a fact file 3. L.O. To perform a news report Content: VIPS about a woodland animal or an by speaking aloud. The children will write their own Children can retell the Gruffalo story and discuss the important points. animal from the story. 4. L.O To write a news report. Kenning poem about a woodland Children can identify the different parts of the story - the beginning, middle animal/ animal from the story, using and end. VIPS Content: the er suffix. Children can imagine a new ending to the Gruffalo story using existing Children can use a range of books The children will write and perform characters. and technology to research an their own newspaper report based VIPS Children can take part in role play, embodying a role and creating dialogue. animal. on a sighting of the Gruffalo in Children recognise words that have Children can write a new ending for the story, drawing upon prior learning in Children can locate specific Pontefract. the suffix ‘er’ at the end (even when regards to punctuation, conjunctions and spelling. information and filter information (build in local area Geography work) said as an ‘uh’) and write words Children can spell words using the ed suffix, even when it makes a ‘t’ sound. down to what is needed. containing this suffix. Children can draft and write a fact VIPS Children can follow a poem file. Children know the key features of structure and write a Kenning poem. Children can use a question mark. the Gruffalo story, and the key Children can explain the format of a events within it. Kenning poem. Children can pretend to be a news reporter, taking on a role and speaking clearly and confidently. Children can recall key features of the local area and use these in their report. English NC Link: En2/3.3a iii. writing poetry, NC Link: En2/3.4b ii. Learn how to NC Link: En2/3.4a i. learning how to NC Link: En2/3.4b iii. Use the NC Link: En2/3.3a i. writing Consolidation and (Y2) En2/3.3b ii. writing down ideas use expanded noun phrases to use both familiar and new present and past tenses correctly narratives about personal and/or key words, including new describe and specify, En 2/3.4b iii punctuation correctly, En2/3.3a i. and consistently including the experiences and those of others assessments vocabulary, En2/3.1b add suffixes to use past tense correctly and writing narratives about personal progressive form, En2/3.3a i. (real and fictional), En2/3.3c: make spell longer words. consistently. En2/3.4a i. learning experiences and those of others writing narratives about personal simple additions, revisions and . how to use both familiar and new (real and fictional), En2/3.3c: make experiences and those of others corrections to their own writing. Assessed writing: Independently retell the story of the Gruffalo. L.Os (general guidance) punctuation correctly, En2/3.3a i. simple additions, revisions and (real and fictional), En2/3.3b ii. 5. L.O. To identify verbs within a writing narratives about personal corrections to their own writing. writing down ideas and/or key L.Os (general guidance) sentence. experiences and those of others words, including new vocabulary. 1. L.O. To write the opening 6. L.O. To plan ideas for a (real and fictional), En2/3.3b ii. L.Os (general guidance) paragraph of my newspaper Kenning. writing down ideas and/or key 1. L.O. To create a story map for report. 7. L.O. To write a Kenning. words, including new vocabulary. an alternate ending. L.Os (general guidance) 2. L.O. To write the main body of 8. L.O. To write a Kenning 2. L.O. To draft an alternate 1. L.O. To analyse features of a my newspaper report. (publishing books). L.Os (general guidance) ending for The Gruffalo. newspaper report 3. L.O. To edit and improve my 1. L.O. To use expanded noun 3. L.O. To edit and improve my 2. L.O. To use the past and newspaper report (finishing Content: phrases to describe the alternate ending. (finishing present tense. off, responding to marking The children will write their own Gruffalo. off, responding to marking 3. L.O. To plan ideas for a and final amendments). Kenning poem about an animal from 2. L.O. To analyse the story of and final amendments). newspaper report (group 4. To write a newspaper report the Gruffalo story. the Gruffalo. 4. L.O. To write an alternate work: planning headlines, (redraft in publishing books). 3. L.O. To plan ideas for an ending for The Gruffalo. subheadings etc.). VIPS alternate ending. (group 4. L.O. To plan my newspaper Content: Children should know that a work: children to think of one Content: report. Y2 children are writing a newspaper Kenning is made up of a noun-verb ending each and write on The children will write their own report on a Gruffalo being spotted pattern. sugar paper/sharing ideas). alternative ending to the Gruffalo Content: in Pontefract (or something similar, A Kenning should never specify 4. L.O. To plan an alternate story, re-reading their work and Y2 children are writing a newspaper teacher to dictate). what is actually being described, ending. checking for inconsistencies in report on a Gruffalo being spotted The class teacher may wish to however should describe the 5. L.O. To identify writing in tense. in Pontefract (or something similar, provide children with a given characters’ appearance, personality different tenses. Children should begin to draft their teacher to dictate). template. and actions. own alternate ending. This can The class teacher may wish to They can be any length, however Content: begin through children writing provide children with a given each phrase should be placed on a The children will write their own straight away, or planning it further template. VIPS/Content new line. alternative ending to the Gruffalo through a story board. Children should know the main story, re-reading their work and As the children’s ending does need VIPs vocabulary within a newspaper E.g. For a Gruffalo… checking for inconsistencies in to be detailed, teachers may wish to Children should know the main (headline, sub-heading, introduction Forest-creeper, tense. create a 4-part story board – vocabulary within a newspaper etc.). Mouse-eater, When planning an alternate ending, children can then break down their (headline, sub-heading, introduction Children should know that they are Animal-muncher, the children should consider the ending and show how it progresses.
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