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Y5/6: Spring Term Fiction: Plan 3A Short stories: Spooky Stories Short! by Kevin Crossley-Holland
Spoken Language
teachingclassWhole
Wk 1
Main text:
Monday
Tuesday
Wednesday
Thursday
Friday
Show Short! by Kevin Crossley-Holland. Read the blurb; it sounds fun! What do chn think? Does the book appeal to them? Would they want to read it? Why is the book title written in such large letters? Display the list of titles (see resources). Chn discuss what type/genre some of the stories are likely to be, e.g. ‘The Fox and the Geese’ sounds like the title of an Aesop’s fable; ‘Slam and the Ghosts’ sounds like a horror or ghost story. List and discuss possible genres on f/c (see resource list). Read a few stories that chn have identified. Did they choose the right genre? Comprehension 1
Read a selection of stories from Short!, e.g. In the Back Seat (Did the title give chn a clue to what was happening?), The Hook (Did chn guess what the scratching noise was?), Who’s Who? (What do chn think happened to Jack?), etc. What genre do chn think these stories belong to? Horror. Discuss the features that horror stories could have. Write any suggestions chn have on f/c. Agree on a list (compare with resource), which could always be added to later in the week. Spoken Language 1/ Comprehension 2
Read story Room for One More again. Write wrestled on f/c. Explain that this word contains two silent letters: w and t. This makes it difficult to spell. What is the root word? wrestle. Note that when we add the suffix –ed to create the past tense, we lose the final e of the root word. Write doubt, island, lamb, solemn, thistle and knight on f/c as other examples of words with silent letters. Some letters which are no longer sounded used to be sounded hundreds of years ago, e.g. the k in knight was sounded as /k/. Word Reading 1
Use the Grammar PowerPoint slides 1 to 14 (see resources) to revise adverbials. Adverbials tell us more about a verb; they can modify a word, phrase or clause. They can answer the questions: Where? When? or In what order? Adverbials often open with a preposition (by, in, after, etc.) and are named fronted adverbials when placed at the beginning of a clause. Make sure you emphasise the punctuation of fronted adverbials using a comma. Explain how adverbials provide cohesion, add detail & build suspense in the short stories you have been reading. Record some good examples of adverbials created in Slide 14, the ‘Your Turn’ part of the Grammar PowerPoint. Grammar 1
Ask what is meant by an oral story, & discuss how many traditional stories were handed down through generations orally, before being written down & printed in books. To be able to retell an oral story you have to know it really well (though details in oral stories did often change from one storyteller to the next). Explain that chn are going to read a written story called Hunted during which they will answer some questions as a group. Afterwards we will discuss how to retell the story orally. Comprehension 3 / Spoken Language 2
Objectives
Dimension
Resources
Pupils should be taught to: a. listen and respond appropriately to their peers d. articulate and justify opinions k. consider different viewpoints
1. Tuesday: Discuss what will happen next in a short story See Comprehension 2 Chn work in pairs to discuss & predict what will happen next in the story, Room for One More. Plenary: Follow on after Comprehension 2. Volunteers share their predictions with the class, explaining why they think this. Class give thumbs up, down or an ‘unsure wiggle’ to express whether or not it is a likely outcome. Finally read the rest of the story to chn. Was anyone’s prediction close? 2. Friday: Discuss and answer questions about Hunted See Comprehension 3 Discuss and answer questions about Hunted. Ensure that all chn in the discussion and that all views are heard. Plenary: See Comprehension 3.
First five paragraphs of Room for One More (see resources)
f. maintain attention and participate actively in collaborative conversations k. consider different viewpoints
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual s.
Copies of Hunted Questions about Hunted (see resources)
Y5/6: Spring Term Fiction: Plan 3A Short stories: Spooky Stories Short! by Kevin Crossley-Holland
Comprehension
a. continue to read and discuss an increasingly wide range of fiction e. identify and discuss themes f. make comparisons within books Maintain positive attitudes to reading… by: a. continuing to read and discuss a wide range of books Understand what they read by: c. drawing and justifying inferences d. predicting what might happen Provide reasoned justifications for their views Maintain positive attitudes… by: a. continuing to read/discuss wide range of books d. recommending books they have read Understand what they read by: e. summarising main ideas and key points Participate in discussions about books they read themselves
1. Monday: Read and identify the genre of a range of short stories In mixed-aged pairs (to with reading), chn read a range of short stories. Give a different story from Short! to each pair. Chn read together, discuss & agree on the story’s genre. Chn their copy to the next pair when you give the signal. Continue until all pairs have read and discussed at least 5 stories. Plenary: Discuss the genre of the stories and what helped chn to decide. Agree that some stories contain elements of different genres, e.g. a horror story may contain fantasy characters. Collect in photocopies of short stories for next week. 2. Tuesday: Predict what will happen next in a short story See Spoken Language 1 Give chn a copy of the first 5 paragraphs of Room for One More (see resources) – another horror story. Which features of a horror story can they identify? Chn read the opening together before moving on to Spoken language 1. Plenary: Discuss the features of horror stories chn have found. Add any new features not already on class list of features for this genre.
3. Friday: Group Reading: Read and discuss a short story See Spoken Language 2 In groups, chn read Hunted together and answer the questions (see resources) as they read. Ensure chn know to stop after the second paragraph to answer question 2. Plenary: Introduce story pegs to chn as a technique for retelling stories (these work a story prompts on which to ‘hang’ the detail of each part/paragraph). This will lead into using story pegs in week 2. Explain that chn could use story pegs to retell the story orally. Write story pegs on f/c (or use resource) & ask partners to retell the story using them to each other. At the end, ask chn which of the stories they have enjoyed the most this week and why? Which would they recommend to their peers?
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual s.
Main text: Copies of several stories from Short! – select a range of genres but not the stories you are going to read on Tuesday Tip: the genre is roughly indicated by the header image on each page for quick classification. First five paragraphs of Room for One More (see resources)
Copies of Hunted Questions about Hunted Story Pegs sheet (see resources)
nCompositio
Grammar tionTranscripReadingWord
Y5/6: Spring Term Fiction: Plan 3A Short stories: Spooky Stories Short! by Kevin Crossley-Holland
Main text:
Spelling Pupils should be taught to: b. spell some words with ‘silent’ letters
1. Wednesday: Explore, sort and write words which contain silent letters Display ‘Word List’ and/or print off for weaker readers (see resources). Chn each choose a word from the list, then find three more words with the same silent letter. They then write a short sentence with one of their words in it: e.g. The knight rode a magnificent black stallion. Repeat with a new word from the list. EASY: Provide with ‘Word Hunt’ (see resources) to chn in finding words. Plenary: Share some sentences. Then give chn a list to learn for homework (see resources).
Word list Word Hunt Graded spelling lists Homework (see resources)
g. learn the grammar in App.2 (link ideas … using adverbials of time, place and number) (Y5)
1. Thursday: Extend sentences using adverbials See Composition 1 Provide ‘Adverbials’ (see resources) to chn working at differentiated levels. Easy: Adverbials 1; Medium: Adverbials 2; Hard: Adverbials 3 Plenary: See Composition 1.
‘Adverbials 1/2/3’ differentiated activities Grammar PPT (see resources)
Draft and write by: d. using a wide range of devices to build cohesion within and across paragraphs
1. Thursday: Extend sentences using adverbials See Grammar 1 Encourage chn to see the impact grammar choice has on writing, with cohesion particularly as a focus, e.g. ‘By adding the adverbial Later that day I am linking what happened before to what happens next’. Plenary: Discuss how adverbials can be moved within a sentence without changing the meaning, though it does change the emphasis sometimes. Challenge chn to extend the clause ‘The door opened’ with an adverbial, to make as suspenseful as possible, e.g. When the screaming stopped,…Where there had been no door before, …As my heart beat like a drum,… etc.
As Grammar 1
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual s.
Y5/6: Spring Term Fiction: Plan 3A Short stories: Spooky Stories Short! by Kevin Crossley-Holland
teachingclassWhole
Wk 2
Main text:
Monday
Tuesday
Wednesday
Thursday
Friday
Write ‘Paragraphs’ on f/c. Give chn 3 minutes to discuss with a partner when/why a writer begins a new paragraph in a story. List ideas on f/c, then display Grammar PowerPoint Slides 15 to 18 (see resources), Add to list to get: Change of place/setting Change of time/ flashbacks Change of topic/theme Change of viewpoint Change of speaker Introduce a new character Add suspense or change the mood Smooth links between paragraphs help the reader follow the story. Remind chn how adverbials create cohesion. Together list some adverbials on f/c that might be useful to link paragraphs (see resources). Send Y5 to begin activity; use the Grammar PowerPoint (see resources) to teach Y6 to use a wider range of adverbials. Grammar 2
Today chn will plan their own spooky story. Revise features of horror stories (discussed last week). List on f/c or use plan resource. The story will be written in paragraphs, so it is a good idea to have some story pegs (as with Hunted oral story retelling) to base these on, e.g. Opening: character(s) introduced, hints at the problem Build up: problem/danger occurs; scary character gets closer Climax: moment of greatest danger, secrets uncovered, battle or escape attempt Resolution: main character escapes or meets a sticky end Chn could use a story cube to gather their ideas (see website list). Point out that chn need not use best handwriting for draft! Composition 2/Word Reading 2
To ‘hook’ their readers, writers want readers to be able to feel they are inside the story; using words to create images and emotions is a powerful thing! They do this by using elaborated language – like what? E.g. adjectives, adverbials, adjectival phrases, prepositional phrases, etc. Write The man went down the road. on f/c. How could chn elaborate on this sentence? Ask chn to discuss with a partner and share some ideas. Say, ‘I’d like to add more detail about this man. What could we add? Maybe he is covered in cobwebs’. Explain that relative clauses are useful for adding this kind of detail. Use the Grammar PowerPoint Slides 19 to end (see resources) to teach relative clauses. Show how these can be used to add detail in a story. Send Y6 to start story-writing. Keep Y5 to explain punctuating relative clauses.
Look at the opening paragraph of Room for One More (see resources). This story opened by introducing the character and describing the setting. What do chn notice about the punctuation? The sentences are separated by semi-colons. The writer used them again in the sixth paragraph too (see resources). A semi-colon is the punctuation equivalent of ‘and’; it can be used to separate independent clauses which are closely linked, less strongly than a full stop. It can be useful in linking sentences which are short to build impact. Show a confident child’s work. Write a sentence to continue their story which is closely linked enough to use a semi-colon. Composition 4/Grammar 4/ Word Reading 4
Enlarge/display a copy of one child’s writing. Together discuss how it could be improved. Which features of a horror story have been included? Is it written in paragraphs? Are the paragraphs linked together appropriately? Point out good examples of the use of adverbials or descriptions. And so on. Discuss what you need to look for when editing your own writing – paragraphs, adverbials, vivid adjectives, powerful verbs, etc. Talk about what to check when proofreading someone else’s writing - spelling & punctuation errors. Composition 5
Objectives
Composition 3/ Grammar 3/ Word Reading 3
Dimension
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual s.
Resources
Y5/6: Spring Term Fiction: Plan 3A Short stories: Spooky Stories Short! by Kevin Crossley-Holland
TranscriptionWord Reading
Grammar
g. learn the grammar in App.2 (link ideas across paragraphs using adverbials of time, place and number) (Y5) (link ideas across paragraphs using a wider range of… adverbials) (Y6) f. use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun (Y5) Indicate grammatical and other features by; d. using semi-colons to mark boundaries between main clauses (Y6) Use and understand grammatical terminology in Appendix 2 Handwriting and presentation Write legibly, fluently, with increasing speed and personal style by: a. choosing which shape of a letter to use and deciding whether or not to specific letters b. choosing the writing implement that is best suited for a task
2. Monday: Identify cohesive adverbials in reading Using the photocopies from Monday Week 1 (plus others if you wish) challenge chn to find adverbials used in the stories to link paragraphs. They should list any they find noting the title of the story. Y6: Extend to finding wider range of adverbials. More able could sort by function, e.g. contrasting. Plenary: Share findings and add examples that chn have found to the list on f/c or resource. 3. Wednesday: Use relative clauses in story-writing See Composition 3 / Word Reading 3 Work with Y5 chn, checking understanding and use of relative clauses. Plenary: See Composition 3.
Main text: List of adverbials showing time, place or number Grammar PPT (see resources)
Grammar PPT (see resources)
4. Thursday: Use semi-colons See Two paragraphs Composition 4 / Word Reading 4 taken from Room for Chn are made aware of the use of semi-colons to mark boundaries between One More (see independent clauses. resources) Y6: Challenge to use in today’s writing to show two closely linked clauses, e.g. She opened the door; there was nobody there. Plenary: See Composition 4. 2. Tuesday: Use appropriate handwriting for story-planning As See Composition 2 Compositio Chn should be aware that they are writing this information for themselves, so they can write in n 2 note-form, using quick handwriting styles. Plenary: See Composition 2. 3. Wednesday: Use dry marker pens and whiteboards Pens & Composition 3 & See Grammar 3 whiteboard [During input] Chn understand that it is appropriate to use these implements for the grammar s tasks. Plenary: Composition 3 & See Grammar 3. 4. Thursday: Use appropriate handwriting for story-writing None Composition 4 / Grammar 4 Chn understand that this writing needs to be clear and legible for others to read. Plenary: Composition 4 & Grammar 4.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual s.
Composition
Y5/6: Spring Term Fiction: Plan 3A Short stories: Spooky Stories Short! by Kevin Crossley-Holland
Main text:
Plan their writing by: a. using other similar writing as models for own b. noting and developing initial ideas c. in narratives, considering how authors have developed characters and settings in what they have read Draft and write by: b. in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action d. using a wide range of devices to build cohesion within and across paragraphs
2. Tuesday: Plan a story using the structure and style of the stories read in Short! See Word Reading 2 Chn create the story pegs (each will be a paragraph in their story) for their horror story. They make notes about their main character and the setting they will use. Discuss briefly how Kevin Crossley-Holland introduced his characters and settings in the stories the class has read. Plenary: Ask chn to present their plan to a partner. What do they think works well for a short story? What ideas need development or rethinking? Allow time for chn to annotate plans after discussion.
Draft and write by: a. selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning d. using a wide range of devices to build cohesion within and across paragraphs Evaluate and edit by: a. assessing effectiveness of their own and others’ writing b. proposing changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning
4. Thursday: Write last paragraphs of their spooky story See Grammar 4 / Word Reading 4 Chn write the remainder of their horror story based on their story pegs. Remind them to use descriptive sentences and to continue linking their paragraphs appropriately. Rehearse the use of commas for embedded clauses (chn might need to check yesterday’s writing too). Plenary: Volunteers read out their most suspenseful paragraph. Can rest of class praise any good use of adverbials &/or make suggestions for improvement?
Chn’s own story pegs
5. Friday: Edit and proofread own spooky story Chn edit their own work and make any necessary amendments. Reading it out loud can sometimes highlight omissions or errors. They then find a response partner and read each other’s story looking for punctuation and spelling errors. Give praise to their partner for any well-written features of a horror story or super vocabulary. Plenary: Choose two or three excellent stories to read to the class. What is so good about them? Point out powerful vocabulary, a range of adverbials, correct use of commas, and so on. Chn should then be given time to write out a final version of their story in clear, legible handwriting with an illustration if appropriate, before publishing a class version of Short!
None
3. Wednesday: Write opening paragraphs to their spooky story See Grammar 3 / Word Reading 3 Chn write the opening paragraphs for their horror story based on their story pegs. Will the opening paragraph be dialogue, action or a description? Will they introduce the main character or describe the setting first? Remind them to use adverbials to link paragraphs and to use detail, including use of relative clauses! Plenary: Read out some good examples of opening paragraphs. Have chn begun with dialogue, action or description? Rehearse the layout of dialogue if appropriate. Can readers/listeners easily visualise the setting/main character?
Books: Short! by Kevin Crossley-Holland, OUP, ISBN: 9780192781482 © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual s.
story cube (see website list) or any other planning format with which chn are familiar Chn’s own story pegs/plans Grammar PPT (see resources)
Y5/6: Spring Term Fiction: Plan 3A Short stories: Spooky Stories Short! by Kevin Crossley-Holland
Main text:
Optional (if you would like a greater choice of stories): Short Too! by Kevin Crossley-Holland, OUP, ISBN: 9780192780133
Websites: http://www.readwritethink.org/files/resources/interactives/cube_creator/ Chn could use the story cube or create their own cube to plan their story! http://www.bbc.co.uk/bitesize/ks2/english/spelling_grammar/paragraphs/quiz/q22006129/ Chn who finish tasks could have a go at this quiz about paragraphs! 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 ed 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 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 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.
Scroll down for Outcomes
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual s.
Y5/6: Spring Term Fiction: Plan 3A Short stories: Spooky Stories Short! by Kevin Crossley-Holland
Main text:
Outcomes Wednesday
Thursday
1. Read a variety of short stories. 2. Identify the genre of a story.
Monday
1. Read part of a story and predict what will happen next. 2. Identify the features of a horror story.
Tuesday
1. Read words with silent letters and identify these in the words. 2. Spell words with silent letters.
1. Add adverbials to a clause to create cohesion. 2. Understand the function of adverbials. 3. Recognise that adverbials can be a word, a phrase or a clause 4. Use fronted adverbials, with commas
1. Read a short story and discuss it in a small group. 2. Use story pegs to re-tell the story.
1. Identify adverbials in a text. 2. Look for ways in which the author has linked paragraphs in the text. 3. Identify a wider range of adverbials, and sort according to purpose (Y6).
1. Discuss and plan their own horror story. 2. Create story pegs and use these to plan the number and content of paragraphs.
1. Compose the opening paragraphs for a story. 2. Identify the purpose of relative clauses 2. Include relative clauses in own writing. 3. Punctuate writing correctly. 4. Link paragraphs.
1. Complete writing a horror story. 2. Make sure the story hangs together and that paragraphs are connected. 3. Use appropriate punctuation throughout the story. 4. Use semi-colons to mark boundaries between main clauses (Y6).
1. Re-read own writing and check for sense and cohesion. 2. Check and improve punctuation and spelling.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual s.
Friday
Spoken Language
teachingclassWhole
Wk 1
Main text:
Monday
Tuesday
Wednesday
Thursday
Friday
Show Short! by Kevin Crossley-Holland. Read the blurb; it sounds fun! What do chn think? Does the book appeal to them? Would they want to read it? Why is the book title written in such large letters? Display the list of titles (see resources). Chn discuss what type/genre some of the stories are likely to be, e.g. ‘The Fox and the Geese’ sounds like the title of an Aesop’s fable; ‘Slam and the Ghosts’ sounds like a horror or ghost story. List and discuss possible genres on f/c (see resource list). Read a few stories that chn have identified. Did they choose the right genre? Comprehension 1
Read a selection of stories from Short!, e.g. In the Back Seat (Did the title give chn a clue to what was happening?), The Hook (Did chn guess what the scratching noise was?), Who’s Who? (What do chn think happened to Jack?), etc. What genre do chn think these stories belong to? Horror. Discuss the features that horror stories could have. Write any suggestions chn have on f/c. Agree on a list (compare with resource), which could always be added to later in the week. Spoken Language 1/ Comprehension 2
Read story Room for One More again. Write wrestled on f/c. Explain that this word contains two silent letters: w and t. This makes it difficult to spell. What is the root word? wrestle. Note that when we add the suffix –ed to create the past tense, we lose the final e of the root word. Write doubt, island, lamb, solemn, thistle and knight on f/c as other examples of words with silent letters. Some letters which are no longer sounded used to be sounded hundreds of years ago, e.g. the k in knight was sounded as /k/. Word Reading 1
Use the Grammar PowerPoint slides 1 to 14 (see resources) to revise adverbials. Adverbials tell us more about a verb; they can modify a word, phrase or clause. They can answer the questions: Where? When? or In what order? Adverbials often open with a preposition (by, in, after, etc.) and are named fronted adverbials when placed at the beginning of a clause. Make sure you emphasise the punctuation of fronted adverbials using a comma. Explain how adverbials provide cohesion, add detail & build suspense in the short stories you have been reading. Record some good examples of adverbials created in Slide 14, the ‘Your Turn’ part of the Grammar PowerPoint. Grammar 1
Ask what is meant by an oral story, & discuss how many traditional stories were handed down through generations orally, before being written down & printed in books. To be able to retell an oral story you have to know it really well (though details in oral stories did often change from one storyteller to the next). Explain that chn are going to read a written story called Hunted during which they will answer some questions as a group. Afterwards we will discuss how to retell the story orally. Comprehension 3 / Spoken Language 2
Objectives
Dimension
Resources
Pupils should be taught to: a. listen and respond appropriately to their peers d. articulate and justify opinions k. consider different viewpoints
1. Tuesday: Discuss what will happen next in a short story See Comprehension 2 Chn work in pairs to discuss & predict what will happen next in the story, Room for One More. Plenary: Follow on after Comprehension 2. Volunteers share their predictions with the class, explaining why they think this. Class give thumbs up, down or an ‘unsure wiggle’ to express whether or not it is a likely outcome. Finally read the rest of the story to chn. Was anyone’s prediction close? 2. Friday: Discuss and answer questions about Hunted See Comprehension 3 Discuss and answer questions about Hunted. Ensure that all chn in the discussion and that all views are heard. Plenary: See Comprehension 3.
First five paragraphs of Room for One More (see resources)
f. maintain attention and participate actively in collaborative conversations k. consider different viewpoints
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual s.
Copies of Hunted Questions about Hunted (see resources)
Y5/6: Spring Term Fiction: Plan 3A Short stories: Spooky Stories Short! by Kevin Crossley-Holland
Comprehension
a. continue to read and discuss an increasingly wide range of fiction e. identify and discuss themes f. make comparisons within books Maintain positive attitudes to reading… by: a. continuing to read and discuss a wide range of books Understand what they read by: c. drawing and justifying inferences d. predicting what might happen Provide reasoned justifications for their views Maintain positive attitudes… by: a. continuing to read/discuss wide range of books d. recommending books they have read Understand what they read by: e. summarising main ideas and key points Participate in discussions about books they read themselves
1. Monday: Read and identify the genre of a range of short stories In mixed-aged pairs (to with reading), chn read a range of short stories. Give a different story from Short! to each pair. Chn read together, discuss & agree on the story’s genre. Chn their copy to the next pair when you give the signal. Continue until all pairs have read and discussed at least 5 stories. Plenary: Discuss the genre of the stories and what helped chn to decide. Agree that some stories contain elements of different genres, e.g. a horror story may contain fantasy characters. Collect in photocopies of short stories for next week. 2. Tuesday: Predict what will happen next in a short story See Spoken Language 1 Give chn a copy of the first 5 paragraphs of Room for One More (see resources) – another horror story. Which features of a horror story can they identify? Chn read the opening together before moving on to Spoken language 1. Plenary: Discuss the features of horror stories chn have found. Add any new features not already on class list of features for this genre.
3. Friday: Group Reading: Read and discuss a short story See Spoken Language 2 In groups, chn read Hunted together and answer the questions (see resources) as they read. Ensure chn know to stop after the second paragraph to answer question 2. Plenary: Introduce story pegs to chn as a technique for retelling stories (these work a story prompts on which to ‘hang’ the detail of each part/paragraph). This will lead into using story pegs in week 2. Explain that chn could use story pegs to retell the story orally. Write story pegs on f/c (or use resource) & ask partners to retell the story using them to each other. At the end, ask chn which of the stories they have enjoyed the most this week and why? Which would they recommend to their peers?
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual s.
Main text: Copies of several stories from Short! – select a range of genres but not the stories you are going to read on Tuesday Tip: the genre is roughly indicated by the header image on each page for quick classification. First five paragraphs of Room for One More (see resources)
Copies of Hunted Questions about Hunted Story Pegs sheet (see resources)
nCompositio
Grammar tionTranscripReadingWord
Y5/6: Spring Term Fiction: Plan 3A Short stories: Spooky Stories Short! by Kevin Crossley-Holland
Main text:
Spelling Pupils should be taught to: b. spell some words with ‘silent’ letters
1. Wednesday: Explore, sort and write words which contain silent letters Display ‘Word List’ and/or print off for weaker readers (see resources). Chn each choose a word from the list, then find three more words with the same silent letter. They then write a short sentence with one of their words in it: e.g. The knight rode a magnificent black stallion. Repeat with a new word from the list. EASY: Provide with ‘Word Hunt’ (see resources) to chn in finding words. Plenary: Share some sentences. Then give chn a list to learn for homework (see resources).
Word list Word Hunt Graded spelling lists Homework (see resources)
g. learn the grammar in App.2 (link ideas … using adverbials of time, place and number) (Y5)
1. Thursday: Extend sentences using adverbials See Composition 1 Provide ‘Adverbials’ (see resources) to chn working at differentiated levels. Easy: Adverbials 1; Medium: Adverbials 2; Hard: Adverbials 3 Plenary: See Composition 1.
‘Adverbials 1/2/3’ differentiated activities Grammar PPT (see resources)
Draft and write by: d. using a wide range of devices to build cohesion within and across paragraphs
1. Thursday: Extend sentences using adverbials See Grammar 1 Encourage chn to see the impact grammar choice has on writing, with cohesion particularly as a focus, e.g. ‘By adding the adverbial Later that day I am linking what happened before to what happens next’. Plenary: Discuss how adverbials can be moved within a sentence without changing the meaning, though it does change the emphasis sometimes. Challenge chn to extend the clause ‘The door opened’ with an adverbial, to make as suspenseful as possible, e.g. When the screaming stopped,…Where there had been no door before, …As my heart beat like a drum,… etc.
As Grammar 1
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual s.
Y5/6: Spring Term Fiction: Plan 3A Short stories: Spooky Stories Short! by Kevin Crossley-Holland
teachingclassWhole
Wk 2
Main text:
Monday
Tuesday
Wednesday
Thursday
Friday
Write ‘Paragraphs’ on f/c. Give chn 3 minutes to discuss with a partner when/why a writer begins a new paragraph in a story. List ideas on f/c, then display Grammar PowerPoint Slides 15 to 18 (see resources), Add to list to get: Change of place/setting Change of time/ flashbacks Change of topic/theme Change of viewpoint Change of speaker Introduce a new character Add suspense or change the mood Smooth links between paragraphs help the reader follow the story. Remind chn how adverbials create cohesion. Together list some adverbials on f/c that might be useful to link paragraphs (see resources). Send Y5 to begin activity; use the Grammar PowerPoint (see resources) to teach Y6 to use a wider range of adverbials. Grammar 2
Today chn will plan their own spooky story. Revise features of horror stories (discussed last week). List on f/c or use plan resource. The story will be written in paragraphs, so it is a good idea to have some story pegs (as with Hunted oral story retelling) to base these on, e.g. Opening: character(s) introduced, hints at the problem Build up: problem/danger occurs; scary character gets closer Climax: moment of greatest danger, secrets uncovered, battle or escape attempt Resolution: main character escapes or meets a sticky end Chn could use a story cube to gather their ideas (see website list). Point out that chn need not use best handwriting for draft! Composition 2/Word Reading 2
To ‘hook’ their readers, writers want readers to be able to feel they are inside the story; using words to create images and emotions is a powerful thing! They do this by using elaborated language – like what? E.g. adjectives, adverbials, adjectival phrases, prepositional phrases, etc. Write The man went down the road. on f/c. How could chn elaborate on this sentence? Ask chn to discuss with a partner and share some ideas. Say, ‘I’d like to add more detail about this man. What could we add? Maybe he is covered in cobwebs’. Explain that relative clauses are useful for adding this kind of detail. Use the Grammar PowerPoint Slides 19 to end (see resources) to teach relative clauses. Show how these can be used to add detail in a story. Send Y6 to start story-writing. Keep Y5 to explain punctuating relative clauses.
Look at the opening paragraph of Room for One More (see resources). This story opened by introducing the character and describing the setting. What do chn notice about the punctuation? The sentences are separated by semi-colons. The writer used them again in the sixth paragraph too (see resources). A semi-colon is the punctuation equivalent of ‘and’; it can be used to separate independent clauses which are closely linked, less strongly than a full stop. It can be useful in linking sentences which are short to build impact. Show a confident child’s work. Write a sentence to continue their story which is closely linked enough to use a semi-colon. Composition 4/Grammar 4/ Word Reading 4
Enlarge/display a copy of one child’s writing. Together discuss how it could be improved. Which features of a horror story have been included? Is it written in paragraphs? Are the paragraphs linked together appropriately? Point out good examples of the use of adverbials or descriptions. And so on. Discuss what you need to look for when editing your own writing – paragraphs, adverbials, vivid adjectives, powerful verbs, etc. Talk about what to check when proofreading someone else’s writing - spelling & punctuation errors. Composition 5
Objectives
Composition 3/ Grammar 3/ Word Reading 3
Dimension
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual s.
Resources
Y5/6: Spring Term Fiction: Plan 3A Short stories: Spooky Stories Short! by Kevin Crossley-Holland
TranscriptionWord Reading
Grammar
g. learn the grammar in App.2 (link ideas across paragraphs using adverbials of time, place and number) (Y5) (link ideas across paragraphs using a wider range of… adverbials) (Y6) f. use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun (Y5) Indicate grammatical and other features by; d. using semi-colons to mark boundaries between main clauses (Y6) Use and understand grammatical terminology in Appendix 2 Handwriting and presentation Write legibly, fluently, with increasing speed and personal style by: a. choosing which shape of a letter to use and deciding whether or not to specific letters b. choosing the writing implement that is best suited for a task
2. Monday: Identify cohesive adverbials in reading Using the photocopies from Monday Week 1 (plus others if you wish) challenge chn to find adverbials used in the stories to link paragraphs. They should list any they find noting the title of the story. Y6: Extend to finding wider range of adverbials. More able could sort by function, e.g. contrasting. Plenary: Share findings and add examples that chn have found to the list on f/c or resource. 3. Wednesday: Use relative clauses in story-writing See Composition 3 / Word Reading 3 Work with Y5 chn, checking understanding and use of relative clauses. Plenary: See Composition 3.
Main text: List of adverbials showing time, place or number Grammar PPT (see resources)
Grammar PPT (see resources)
4. Thursday: Use semi-colons See Two paragraphs Composition 4 / Word Reading 4 taken from Room for Chn are made aware of the use of semi-colons to mark boundaries between One More (see independent clauses. resources) Y6: Challenge to use in today’s writing to show two closely linked clauses, e.g. She opened the door; there was nobody there. Plenary: See Composition 4. 2. Tuesday: Use appropriate handwriting for story-planning As See Composition 2 Compositio Chn should be aware that they are writing this information for themselves, so they can write in n 2 note-form, using quick handwriting styles. Plenary: See Composition 2. 3. Wednesday: Use dry marker pens and whiteboards Pens & Composition 3 & See Grammar 3 whiteboard [During input] Chn understand that it is appropriate to use these implements for the grammar s tasks. Plenary: Composition 3 & See Grammar 3. 4. Thursday: Use appropriate handwriting for story-writing None Composition 4 / Grammar 4 Chn understand that this writing needs to be clear and legible for others to read. Plenary: Composition 4 & Grammar 4.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual s.
Composition
Y5/6: Spring Term Fiction: Plan 3A Short stories: Spooky Stories Short! by Kevin Crossley-Holland
Main text:
Plan their writing by: a. using other similar writing as models for own b. noting and developing initial ideas c. in narratives, considering how authors have developed characters and settings in what they have read Draft and write by: b. in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action d. using a wide range of devices to build cohesion within and across paragraphs
2. Tuesday: Plan a story using the structure and style of the stories read in Short! See Word Reading 2 Chn create the story pegs (each will be a paragraph in their story) for their horror story. They make notes about their main character and the setting they will use. Discuss briefly how Kevin Crossley-Holland introduced his characters and settings in the stories the class has read. Plenary: Ask chn to present their plan to a partner. What do they think works well for a short story? What ideas need development or rethinking? Allow time for chn to annotate plans after discussion.
Draft and write by: a. selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning d. using a wide range of devices to build cohesion within and across paragraphs Evaluate and edit by: a. assessing effectiveness of their own and others’ writing b. proposing changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning
4. Thursday: Write last paragraphs of their spooky story See Grammar 4 / Word Reading 4 Chn write the remainder of their horror story based on their story pegs. Remind them to use descriptive sentences and to continue linking their paragraphs appropriately. Rehearse the use of commas for embedded clauses (chn might need to check yesterday’s writing too). Plenary: Volunteers read out their most suspenseful paragraph. Can rest of class praise any good use of adverbials &/or make suggestions for improvement?
Chn’s own story pegs
5. Friday: Edit and proofread own spooky story Chn edit their own work and make any necessary amendments. Reading it out loud can sometimes highlight omissions or errors. They then find a response partner and read each other’s story looking for punctuation and spelling errors. Give praise to their partner for any well-written features of a horror story or super vocabulary. Plenary: Choose two or three excellent stories to read to the class. What is so good about them? Point out powerful vocabulary, a range of adverbials, correct use of commas, and so on. Chn should then be given time to write out a final version of their story in clear, legible handwriting with an illustration if appropriate, before publishing a class version of Short!
None
3. Wednesday: Write opening paragraphs to their spooky story See Grammar 3 / Word Reading 3 Chn write the opening paragraphs for their horror story based on their story pegs. Will the opening paragraph be dialogue, action or a description? Will they introduce the main character or describe the setting first? Remind them to use adverbials to link paragraphs and to use detail, including use of relative clauses! Plenary: Read out some good examples of opening paragraphs. Have chn begun with dialogue, action or description? Rehearse the layout of dialogue if appropriate. Can readers/listeners easily visualise the setting/main character?
Books: Short! by Kevin Crossley-Holland, OUP, ISBN: 9780192781482 © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual s.
story cube (see website list) or any other planning format with which chn are familiar Chn’s own story pegs/plans Grammar PPT (see resources)
Y5/6: Spring Term Fiction: Plan 3A Short stories: Spooky Stories Short! by Kevin Crossley-Holland
Main text:
Optional (if you would like a greater choice of stories): Short Too! by Kevin Crossley-Holland, OUP, ISBN: 9780192780133
Websites: http://www.readwritethink.org/files/resources/interactives/cube_creator/ Chn could use the story cube or create their own cube to plan their story! http://www.bbc.co.uk/bitesize/ks2/english/spelling_grammar/paragraphs/quiz/q22006129/ Chn who finish tasks could have a go at this quiz about paragraphs! 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 ed 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 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 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.
Scroll down for Outcomes
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual s.
Y5/6: Spring Term Fiction: Plan 3A Short stories: Spooky Stories Short! by Kevin Crossley-Holland
Main text:
Outcomes Wednesday
Thursday
1. Read a variety of short stories. 2. Identify the genre of a story.
Monday
1. Read part of a story and predict what will happen next. 2. Identify the features of a horror story.
Tuesday
1. Read words with silent letters and identify these in the words. 2. Spell words with silent letters.
1. Add adverbials to a clause to create cohesion. 2. Understand the function of adverbials. 3. Recognise that adverbials can be a word, a phrase or a clause 4. Use fronted adverbials, with commas
1. Read a short story and discuss it in a small group. 2. Use story pegs to re-tell the story.
1. Identify adverbials in a text. 2. Look for ways in which the author has linked paragraphs in the text. 3. Identify a wider range of adverbials, and sort according to purpose (Y6).
1. Discuss and plan their own horror story. 2. Create story pegs and use these to plan the number and content of paragraphs.
1. Compose the opening paragraphs for a story. 2. Identify the purpose of relative clauses 2. Include relative clauses in own writing. 3. Punctuate writing correctly. 4. Link paragraphs.
1. Complete writing a horror story. 2. Make sure the story hangs together and that paragraphs are connected. 3. Use appropriate punctuation throughout the story. 4. Use semi-colons to mark boundaries between main clauses (Y6).
1. Re-read own writing and check for sense and cohesion. 2. Check and improve punctuation and spelling.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual s.
Friday
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