<p>Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling Wk Monday Tuesday Wednesday Thursday Friday 1 Share 'Rikki-Tikki-Tavi', 'Mowgli's Brothers' and 'Kaa's Hunting' from The Jungle Book with the class before you start this unit. Place Kipling into context (p.7 The Jungle Remind chn about ‘Kaa’s Display opening Revise the Explain that today the chn will be Book) – he was a British writer, had strong links Hunting’ (You may wish to paragraphs of ‘Rikki-Tikki- conventions for learning to put all the conventions to India and was writing at end of Victorian age. read up to the point of the Tavi’ (see resources) and writing dialogue. of dialogue-writing they have Share ‘Preface’ (see resources) and discuss the extracts p.52): Mowgli is discuss. Compare the Use Resources been practising into a piece of challenge of older literature; Kipling's pretence kidnapped by the Bandar- setting to Mowgli stories PPT slides 20–25 narrative writing. Ask chn to that he has collected these stories from animal log monkeys and Baloo (garden vs jungle). Pick (see resources) to review their drafts from witnesses; and explain that his use of formal and Bagheera persuade out the vivid character explore the yesterday's session with their language is intended to be humorous - Kipling Kaa to help them rescue description and animal differences in partner. Did they have a clear W often played with language. Explain that him. Kipling shows how characters. Discuss the spoken and written idea of the personalities of their 2 h Kipling's stories have been popular with chn for they do this through original use of the word language in characters? Is there a good/bad ol over a century and we will be thinking about dialogue. Use Resources 'bungalow' and the context Kipling’s writing. character? Explain that dialogue e why that is. PPT slides 1-19 (see it is used here. Explain Why write dialogue often gives clues to characters Spoken Language 1 / Comprehension 1 resources) to revise briefly that English soldiers in this way? The personalities and motives even if cl dialogue punctuation, incl. were once garrisoned in informal language they do not always say what they a the use of commas. Pause parts of India with their is closer to the way mean. Share 'Dialogue - clues to s during the PPT to give chn families, which is why the we speak. It makes character and motive' (see s further practice on family have English names the dialogue seem resources). Ask chn to discuss te whiteboards, with areas of and the military real and clues in the dialogue. See dialogue punctuation they references. Reread p.124- distinguishes it resources for 'analysed version'. a find tricky. Grammar 6. Discuss use of more from the narration. Composition 2 / Grammar 2 c 1 modern sounding Explain that today hi language in dialogue, the chn will be n contrasting with Mowgli writing realistic g stories. sounding dialogue, Spoken Language 2 / using the correct Comprehension 2 punctuation and layout conventions rehearsed in the last grammar session. Composition 1/Spoken Language 3 Objectives Dimension Resources</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling a. listen and respond appropriately 1. Monday: Discuss See resources for: g. use spoken language to develop extracts from The Jungle Discussing a Classic Text A (EASY/MEDIUM) understanding Book Discussing a Classic Text B (HARD) d. articulate and justify opinions See Comprehension 1 k. consider different viewpoints In groups, chn discuss extracts from ‘Mowgli's Brothers’, guided by ‘Discussing a Classic Text’ (see resources). Chn share and justify their views in their groups and then with the whole class. S EASY: Adult led: Use p ‘Discussing a Classic Text A’ to guide through the o activity. k MEDIUM: Use ‘Discussing e a Classic Text A’. HARD: n Use ‘Discussing a Classic L Text B’ Plenary: See a Comprehension 1. n f. maintain attention and participate actively in 2. Wednesday: Discuss See resources for: g collaborative conversations ‘Rikki-Tikki-Tavi’ Thinking about Rikki-Tikki-Tavi u See Comprehension 2 a Use ‘Thinking about Rikki- Copies of Rikki Tikki Tavi Tikki-Tavi’ (see resources) g to prompt discussions in e guided reading groups. Plenary: See Comprehension 2. g. use spoken language to develop 3. Thursday: Role-play a See Composition 1 understanding through speculating, scene hypothesising, imagining and exploring ideas See Composition 1 i. participate in improvisations Chn use role-play to develop the scene, thinking about how to make their dialogue sound realistic. Plenary: See Composition 1.</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling C Maintain positive attitudes … by: 1. Monday: Read and See resources for: o c. increasing their familiarity with a wide range discuss 2 extracts from Mowgli's Brothers - Extract 1 of books, including fiction from our literary The Jungle Book Mowgli's Brothers - Extract 2 m heritage, and from other cultures/traditions See Spoken Language 1 pr Provide reasoned justifications for their views Chn read extracts from e The Jungle Book and h discuss them in groups. e EASY: Provide Extract 1. MEDIUM/HARD: Provide n Extracts 1& 2. si Plenary: Share some of o the chn's opinions and n encourage justifications of view-points. Record and display features of Kipling's style leaving space to add more as unit progresses. Play Disney's 1967 Jungle Book Trailer (see resources). What do the class think about this contrast in style to the original text?</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling Discuss and evaluate how authors use language, 2. Wednesday: Read See resources for: including figurative language, considering the ‘Rikki-Tikki-Tavi’ and ‘Thinking about Rikki-Tikki-Tavi A (EASY), discuss content and style impact on the reader See Spoken Language 2 B (MEDIUM/ HARD) Chn read and discuss Understand what they read by: Kipling's use of language, Copies of ‘Rikki-Tikki-Tavi’ character portrayal and c. drawing inferences and justifying these with skill in building tension. evidence from the text (See resources for Provide reasoned justifications for their views differentiated discussion Participate in discussions about books prompts - page refs refer to edition listed in booklist.) EASY: Adult Led: Prompt A (Adult could read some of the text to group). </p><p>MEDIUM/ HARD: Prompt B. Plenary: Discuss questions. Is Nagaina really a 'wicked' character. How does ‘Rikki-Tikki- Tavi’ fit into Kipling's style list, created by the class during Monday's session?</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling Use and understand the grammatical terminology in 1. Tuesday: Punctuate See resources for: Appendix 2 dialogue from ‘Kaa’s EASY: Adding Speech Marks a. use commas to clarify meaning or avoid ambiguity Hunting’ MEDIUM: Punctuating Dialogue in writing EASY: ‘Adding Speech HARD: Converting drama to dialogue c. use and punctuate direct speech Marks’ (see resources). (Y3/4 revision) MEDIUM: ‘Punctuating Dialogue’ (see resources). HARD: ‘Converting drama to Dialogue’ (see resources). Plenary: Display G ‘Punctuating Direct ra Speech’ (see resources) m recapping rules. Ask chn m to work with a partner to ar spot the errors & display punctuation rules for future use. 2. Friday: Include See Composition 2. punctuated dialogue in a conflict story See Composition 2 Support chn who have difficulty punctuating dialogue. Plenary: See Composition 2.</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling C Draft and write by: 1. Thursday: Role-play See resources for: o a. selecting appropriate grammar and vocabulary, with a partner to create a ‘Realistic Dialogue’ scene m understanding how such choices can change and ‘Conflict cards’ See Spoken Language 3 Homework - Writing Clear and Realistic Sounding Dialogue p enhance meaning Display and discuss o ‘Realistic Dialogue’ (see si resources). Chn work with ti a partner to create a conflict scene, set in a o modern UK garden. n Distribute ‘Conflict cards’ (see resources) and ask chn to role-play one of the situations. Chn record dialogue in draft form for use in the next session. Plenary: Ask chn to read their drafts aloud to themselves. Have they created realistic sounding dialogue? Chn should edit in response to self- assessments. SET HOMEWORK.</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling Draft and write by: 2. Friday: Write a scene Chn's drafts from last session with dialogue which gives Photocopy finished work from this session for a task in Grammar 3 b. in narratives, describing settings, characters and clues atmosphere and integrating dialogue to convey See Grammar 2 Chn write a short character and advance the action narrative, based on the conflicts they role-played last session. Chn should include punctuated dialogue, thinking about making that dialogue sound real and distinct from narration using techniques discussed last session. As they redraft chn should put in clues to characterisation and motive. Plenary: Chn share work with a partner. Can they spot the clues?</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling Wk Monday Tuesday Wednesday Thursday Friday 2 Share 'How the 'Whale got his Throat', 'How the Camel got his Hump' and 'How the Rhinoceros got his Skin' from Just So Stories before you start this week's learning. Show a collection of Kipling's Just So Stories Ask chn when we use Use Resources PPT slides Discuss Kipling's moralising Display ‘Diary Recount’ explaining that it was published after The Jungle commas (in a list, to 29-32 (see resources) to tone and how his language (see resources). Share Book (1902). Explain that they are in the tradition separate clauses, for discuss relative clauses. used is designed to influence and discuss of origin stories, fictional accounts of how things fronted adverbials, etc.) and These are a type of the reader's opinion of each conventions of diary came to be. Share ‘Original Preface’ to the Just why. Commas indicate a subordinate clause. The character. What if the title writing: past tense, 1st So Stories (see resources). How do chn think the brief pause in speaking same punctuation rules W was 'How the Sneaky fish person, strong point of intended audience will affect Kipling's style? which helps a listener to apply which chn rehearsed tricked the hungry Whale’? view, personal, series of h Share opening of ‘How The Whale got his Throat’ understand how different y’day. Explain that Kipling Remind chn how they events, and reflections/ & discuss the style. Pick out 'Best Beloved', word elements are separated; often wrote in extended ol worked to change the reactions. Discuss POV. play, anthropomorphic animal characters, etc. Can commas help to clarify and multi-clause sentences, reader’s perception of How would it differ if it e chn see any similarities to the stories from The avoid ambiguity in reading using embedded clauses to cl Jungle Book? and writing. Use add detail and humour. characters. Discuss how the was Dad's diary? a Discuss the challenge of reading classic fiction. Resources PPT slides 26- Discuss how the relative main plot events of stories Remind chn how they can be mapped (using a map have been adding s Distribute Notes on Just So Stories (see 28 (see resources) to clause in the camel resources) and challenge chn to look up unfamiliar explore this. Chn will example changed the way or timeline etc.). Together, clauses to add extra s words with a partner, e.g. nubbly, etc. practise punctuating that the reader feels about plot a well-known story (see information, and how te Comprehension 3 subordinate clauses. the character. Explain that resources for example) this can change point of a Remind chn how adding a today's learning will be separated into intro, build up, view. Display Camel's c subordinate clause to the focusing on adding clues to etc. Can chn change the Diary (see resources). end of a main clause does character, motivation and perception of the characters? Edit to make Camel a hi not usually require a plot through embedding Edit details to change point sympathetic character. n comma because the relative clauses. of view, e.g. Cinderella a Composition 3 / g conjunction marks the extra Grammar 4 preening attention-seeker, Grammar 5 clause clearly. When a Fairy Godmother absent- sentence opens with a minded meddler, sisters - subordinate clause, the kind but cosmetically conjunction is at the challenged, and adapt beginning. The comma events to show this. makes the boundary of Comprehension 4 / Spoken each clause clear. Grammar 3 Language 4 Objectives Dimension Resources</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling Discuss and evaluate how authors use 3. Monday: Discuss See resources for: language, including figurative language, Kipling's style in several considering the impact on the reader Just So Stories; record in Just So Stories Concept Map (enlarge to A3) Maintain positive attitudes… by: a concept map e. identifying and discussing themes and Chn read and compare Just So Stories Concept Map Checklist conventions in and across a wide range of some of the Just So writing Stories, thinking about ALL: copies of Just so Stories f. making comparisons within and across books language, style and themes. Ask chn to choose from ‘How the Whale got his Throat’, ‘How the Camel got his Hump’ and ‘How the Rhinoceros got his Skin’. C Chn reread chosen o stories, discussing ideas m with a partner and creating a concept map to support pr analysis. e EASY: Analyse one story h and use Just So Stories e Concept Map (see n resources) to structure notes. si MEDIUM/HARD: Analyse o two stories; use Just So n Stories Concept Map Checklist (see resources) to prompt. Chn could read a story each, and then report back when discussing the ideas with their partner. Plenary: Produce shared class concept map, colour coding for different texts. How might Kipling's style and content have changed if he was writing for an older audience? Retain for Composition 4.</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling Understand what they read by: 4. Thursday: Plot a Just Copies of the stories: d. predicting what might happen from details So story and adjust to stated and implied change the point of view ‘How the Whale got his Throat’; ‘How the Camel got his Hump’; ‘How the Rhinoceros got his e. summarising main ideas drawn from more See Spoken Language 4 Skin’; and ‘Old Man Kangaroo’ than one paragraph, identify key details to Explain that next session support the main ideas chn will be rewriting a f. identifying how language, structure, story to change the point presentation contribute to meaning of view. To prepare, ask chn to pick a Just So Story (any of 3 read so far, or ‘Old Man Kangaroo’ would work well) with a partner. They reread it, C picking out main o characters, settings and m events. Chn produce a story pr map/mountain/timeline e including moments where h points of view could differ. e Chn then adapt/edit map n to make the title character sympathetic. They can si change details or add o extra scenes not included n in the original story which portray the characters very differently. Plenary: Ask a few partners to present story adaptations to the class. Have they changed the point of view? Make individual copies of the adapted plots for next session. Identify chn who may need targeted support next session to rework/complete plots.</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling S f. maintain attention and participate actively in 4. Thursday: Create a See resources for: p collaborative conversations story mountain/map as a g. use spoken language to explore ideas class Example timeline for Little Red Riding Hood o See Comprehension 4 k (Input) Work as a class to e create a diagram/map for n a well-known story. See L resources for an example timeline of this. a Plenary: See n Comprehension 4. g u a g e</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling G a. use commas to clarify meaning or avoid 3. Tuesday: Play a game, See resources for: ra ambiguity in writing creating outrageous lies m Use and understand grammatical terminology… with subordinate clauses Liar! Liar! game cards & Instructions accurately and appropriately in discussing their Play a few rounds as a Coins for flipping m writing and reading class, checking that chn ar understand the rules and know when to use commas with subordinate clauses. Distribute ‘Liar! Liar! game cards’, ‘Instructions’ and coins to chn playing in small groups or partners. Plenary: Discuss scores and ask chn to share their favourite lies. Can chn identify where the subordinate clause is placed and if a comma has been used? Take a favourite lie and show how to add another subordinate clause, e.g. When I am too tired to walk, I ride a unicorn as my bike has a puncture.</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling a. use commas to clarify meaning or avoid 4. Wednesday: Use See resources for: ambiguity in writing embedded relative clauses f. use relative clauses beginning with who, to give clues to character, Relative Clauses which, where, why, whose, that or with an motivation and plot Embedding relative clauses implied relative pronoun Display and discuss Homework - Relative Clauses c. use commas to indicate parenthesis ‘Relative Clauses’. Distribute ‘Embedding relative clauses’. Chn experiment with changing the reader's perception of some well-known characters, rewriting each sentence, adding an embedded clause. Plenary: Share some examples of chn’s sentences; discuss relative pronouns, noting that ‘who’ is used for people, ‘which' for animals and things, ‘that’ for either. Challenge chn to add a surprising detail to one of the sentences, focusing on an object, e.g. glass slipper or wild flowers. SET HOMEWORK 5. Friday: Use relative None clauses to convey a point of view See Composition 3 Chn use relative clauses to embed extra information, punctuating with commas. Plenary: See Composition 3.</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling Draft and write by: 3. Friday: Write a diary Chn’s plans from last session a. selecting appropriate grammar and retelling part of a Just So vocabulary, understanding how such choices story, manipulating point can change and enhance meaning of view See Grammar 5 Ask chn to choose part of their plan from last session and write as a diary entry. It is more important to create a strong point of Co view and to use relative mp clauses accurately than to attempt to retell the whole osi story. tio HARD: Challenge to n include authentic dialogue which gives clues to character. Plenary: Ask chn to reread and edit for sense and accuracy. Have they used relative clauses? How successful have they been in changing reader- perception of the characters?</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling Wk Monday Tuesday Wednesday Thursday Friday 3 Share ‘How the Leopard got his Spots’, ‘The Elephant’s Child’ &'The Beginning of the Armadillos' from Just So Stories before you start this week's learning. Display ‘Giraffe’ (see resources). Ask chn to Display ‘The Elephant's Scan or project a copy of Today chn will ‘polish’ Kipling often entertained his think about the prominent features of a giraffe Child’ (see resources). good pupil writing from last their stories. Chn will own children telling stories; the with a partner and to list them in one minute on Pick out Kipling's style, session. Agree what focus on use of Just So Stories began as a whiteboard. They might think about pattern, (refer to display from class makes it good, referring to dialogue then check bedtime stories invented for neck length, tongue, beautiful eyes, skin & hair- plenary Comprehension 3) f/c checklist from last the text for his daughter. Do chn have covered horns. Work with class to collect ideas and how the character and session. Remind chn of punctuation errors – stories read to them/listen to W for how these features may have come about. setting are established. how to add extra correct punctuation audio books? Demonstrate h Link to character traits, e.g. Nosy animal always Chn will draft their own information through use of will help when reading poor story-telling. What made ol stretching to look over fences or shy creature Just So story to read to a fronted adverbials and aloud to an audience. it terrible? What makes a e hiding under trees gets dappled sunburn. Note younger child. They will subordinate clauses Explain that dialogue successful reading? List ideas ideas on f/c. Explain that these are initial ideas emulate Kipling's style. (including relative in chn's writing is often on f/c (intonation, pace, cl and must be developed into stories, with How will they know they clauses). Have chn overused and is not character voices, movement, a conflicts/problems caused by behaviour and have been successful? remembered how commas very convincing. eye-contact, etc.). Ask chn to s other characters. Create a class checklist to can help to make writing Remind chn of work read a story passage to a s Composition 4 / Spoken Language 5 support writing and self- clearer through separating from Wk 1 on using a partner, dreadfully, then te assessment on a f/c. extra (parenthetical) different register for effectively. What were the Include, strong characters information? Demonstrate speech. With differences? What was it like a and using dialogue to give embedding a relative permission, scan or for the listener? Today the c clues. Ask chn to look at clause in the exemplar project a copy of good class will prepare and perform hi their plans from last time writing. Agree that this is pupil writing from last their stories for younger chn. n and to think how they will extra to meaning. session with dialogue Composition 8 g start. Discuss a few ideas Grammar 6 / Composition which could be and give chn time to add 6 improved. Work as a any notes to plans. class to find ways to Composition 5 make it more convincing, or lessen repetitive interchanges. Composition 7 / Transcription 1 Objectives Dimension Resources</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling S g. use spoken language to explore ideas 5. Monday: Collect ideas See resources for: p through discussion a. listen appropriately See Composition 4 ‘Giraffe’ o After class discussion of k e. give well-structured narratives for different giraffe story, chn discuss ‘How did they end up like this?’ and develop ideas for a e purposes n different animal story with Whiteboards L a partner. Chn choose an animal from the selection a of images (see resources). n This time, they note ideas g on planning sheets. Chn u could develop one idea a together or discuss different ideas. g Plenary: See Composition e 4. Pupils should be taught to: 1. Thursday: Use Dictionaries dictionaries to check Tr e. use dictionaries to check the spelling and spelling See resources for: an meaning of words See Composition 7 sc (Homework) Explain task ‘Homework – able or ible’ (see resources) rip and remind how to use a. use further prefixes & suffixes tio dictionaries to check n spelling. Plenary: See Composition 7. a. use commas to clarify meaning or avoid 6. Wednesday: Use None ambiguity in writing embedded clauses to give f. use relative clauses… clues to character, G c. use brackets, dashes or commas to indicate motivation and plot See ra parenthesis Composition 6 During writing session, m celebrate examples of m children’s writing with ar embedded relative clauses. Plenary: See Composition 5.</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling C Plan their writing by: 4. Monday: Plan a Just So See resources for: o a. identifying the audience for and purpose of Story m the writing, selecting the appropriate form and See Spoken Language 5 How did they end up like this? pictures using other similar writing as models for own Distribute ‘How did they Planning Prompt Sheet p b. noting/developing initial ideas… end up like this?’ (see Internet/books for research o c. considering how authors have developed resources) and give chn si characters time to talk about animal ti features with a partner. Chn choose an animal and o develop a plan for a Just n So Story to explain the origin of the animal feature to a younger child. See resources for Planning Prompt Sheet. Plenary: Ask chn to read through plans. Have they explained the origin of a feature? Is their main character more than just an animal, with personality traits, etc.? Draft and write by: 5. Tuesday: Write first Chn's plans from last session draft of Just So story b. in narratives, describing settings, characters and Chn work independently to atmosphere and integrating dialogue to convey write their first drafts. Encourage chn to refer to character and advance the action class checklist to ensure that they are including elements agreed upon in the whole class teaching section. Plenary: Chn share writing so far with a partner. Chn identify three things that they are pleased with and one to improve. Does their partner agree? </p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling Draft and write by: 6. Wednesday: Complete None a. selecting appropriate grammar and first draft of Just So story vocabulary, understanding how such choices See Grammar 6 can change and enhance meaning Chn work to complete stories, ensuring that they have created a satisfying story which explains how their character became how they are today. When rereading stories, chn should consider the purpose – a story to read aloud. Plenary: Ask chn to read their stories aloud, listening to the rhythm. Do their sentences flow? Ask chn to choose a cluster of sentences that they are proud of to read aloud to the class. Do their stories work for reading aloud?</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling Evaluate and edit by: 7. Thursday: Edit and None proof-read for accuracy d. distinguishing between the language of speech and dialogue use and writing and choosing the appropriate register See Transcription 1 Chn reread own writing, looking at dialogue. They Proof-read for spelling and punctuation errors should look for long stretches of dialogue that could be condensed, reported or replaced by action or description. Ask chn to make editing marks in their margins to remind them to return and edit. Once they have looked at their writing as a whole & improved, ask chn to read the speech aloud. Does it sound like speech? Can they find ways of making it more realistic? Chn edit their dialogue to make it sound different to the main narration. Lastly, chn proof read for punctuation errors. Correct punctuation supports reading aloud. Plenary: Chn explain to a partner one way in which they have improved their writing. SET HOMEWORK</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling Perform their own compositions, using 8. Friday: Prepare and Recording equipment appropriate intonation, volume, and movement perform own writing to a Chn's stories so that meaning is clear peer Willing audience Explain that chn will share Compilation CDs of stories could make good Christmas presents or fundraising their stories with chn from items! a younger class either through live readings or recordings made with video cameras or MP3 recorders. Practise firstly by reading to a peer. What do the chn think of the stories they have listened to? What made it a good reading, how could it be better? After practice following peer coaching, ask chn to perform/record their stories. Plenary: How did it feel performing their stories? Do they think they might work well as a bedtime story which must be told 'just so’? Create a 'Guide to reading bedtime stories - just so' based on discussion - could be included with CD if being compiled.</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling Books:</p><p>The Jungle Book by Rudyard Kipling, Illustrated by Robert Ingpen, published by Templar Publishing (2006), ISBN: 9781840117189</p><p>A Collection of Rudyard Kipling's Just So Stories by Rudyard Kipling, published by Candlewick Press (2004), ISBN: 9780763626297</p><p>Websites: http://www.imdb.com/video/imdb/vi3283157273/ Disney's Jungle Book Trailer (1967) http://www.imdb.com/video/imdb/vi2850731289?ref_=ttvi_vi_imdb_1 Disney's Jungle Book Trailer (2016) http://www.boop.org/jan/justso/ Full text of Just So Stories including original illustrations - be aware of racially inappropriate language in original version of How the Leopard got his Spots http://archive.org/details/just_so_stories_1004_librivox Free Audio files of Just So Stories - be aware of racially inappropriate language in original version of How the Leopard got his Spots You might prefer to play rather than read some of the stories to the chn in preparation for the unit's activities http://www.kipling.org.uk/rg_camelhump_notes.htm Notes on Just So Stories - comprehensive notes on language and context</p><p>Further Reading: </p><p>Neil Gaiman's award-winning The Graveyard Book was partly inspired by The Jungle Book (2 volumes) and Gaiman includes several characters and scenes which closely mirror Kipling's writing. This is a rich and exciting text for a mature UKS2 class.</p><p>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.</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y5: Autumn Term Fiction 1: Classic Fiction Main texts: The Jungle Book, Just So Stories – Rudyard Kipling</p><p>Outcomes Monday Tuesday Wednesday Thursday Friday 1. Read and discuss extracts 1. Rehearse speech 1. Read and discuss the content 1. Explore differences in spoken 1. Write a short narrative with from classic Kipling texts punctuation. and style of another Kipling and written language. dialogue based on role-play. (Jungle Book). 2. Punctuate speech. story. 2. Role-play conflict situations in 2. Use informal language. 2. Share and justify views. (3. Convert a script into 2. Discuss and answer pairs. 3. Use speech punctuation. 3. Identify features of Kipling’s dialogue using correct questions about a text. 3. Record dialogue from role- style. punctuation.) play in draft form. 4. Consider a film adaptation of a classic book. 1. Discuss Kipling’s style in Just 1. Explore how commas are 1. Recognise relative clauses. 1. Plot a Just So story using a 1. Identify the features of So Stories. used. 2. Use and punctuate diagram. diaries. 2. Analyse and compare 2. Say and write multi-clause embedded relative clauses to 2. Change the point of view of a 2. Rewrite a section of story Kipling’s style in Just So sentences. give clues to characters, story. they have read in a different Stories. 3. Punctuate sentences which motivation and plot. genre – diary. 3. Organise ideas on a concept open with subordinate clause. 3. Identify the appropriate 3. Use and punctuate relative map. relative pronoun. clauses. </p><p>1. Discuss and collect ideas 1. Identify features of a Kipling 1. Complete draft of Just So 1. Edit and proof-read their 1. Identify good features of oral about features of an animal. text. Story. story. story telling. 2. Record ideas in preparation 2. Start to draft a story in the 2. Use relative clauses. 2. Replace excessive dialogue 2. Perform/record their story for for story-writing. style of one read. with action or descriptive a younger child. passages. 3. Use informal language to write realistic dialogue.</p><p>© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. </p>