Y2: SpringTerm Fiction 1: Fantasy stories Main texts: Dragon stories (Helen Ward, Chris Wormell, Robert Munsch)
Wk 1 / Monday / Tuesday / Wednesday / Thursday / FridayPlease note: For the end of this week chn will need dragon paintings or drawings. They will then write descriptive words and phrases about their dragons.
Whole class teaching / Show chn a copy of the Mappa Mundi (plan resource) and The Dragon Machine by Helen Ward. Look at the map with chn & explain it is very old. Show a modern map & identify ways in which the old map is different (much less clear, more like a picture, etc.). When people did not know what the countries far away were like, they could not represent them on the map & would write ‘Here be dragons’ (often in Latin) or draw dragon-like creatures as in Mappa Mundi. This came to mean an unknown place on the edge of the map. Read the blurb from The Dragon Machine. Start the story. Give chn time to spot the dragons. Stop at the page showing the map.
Then, read simple instructions together about how to draw dragons (plan resource). Point out features and language of instructions.
Spoken Language 1/Comprehension 1 / Re-read the book so far. Ask chn to think about and discuss the character of George. Talk about his appearance, then his personality. Use the illustrations & refer to parts of the story, encouraging chn to reflect on what the words and pictures tell us about him. Infer from the text and pictures: How can you tell he is shy? How can you tell he thinks for himself? Remind chn about what an adjective does. Think of words to describe George & encourage chn to spot adjectives and phrases in the book which describe him. Brainstorm ideas & record these on the f/c, e.g. unseen, ignored, overlooked.
Grammar 1 / Remind chn what has happened so far. In 2s or 3s ask chn to discuss what might happen next. What might happen to the dragons? What might happen to George? They plan a sentence to say their idea clearly. Have a circle time and listen to each other’s ideas.
Pull out any vocabulary from chn’s ideas about the fantasy setting. What features might they find in the land where dragons belong? Mountains, caves, castles, etc. Write down the words as a horizontal list. Remind chn of use of commas in a list.
Comprehension 2: Group Reading / Discuss the story of George and the Dragon that we heard/read yesterday. Note the basic storyline on f/c: Dragon is destroying village. / They give dragon the princess to save the village. / Hero kills dragon and saves princess. Introduce chn to our next book; George and the Dragon by Chris Wormell. Hide dragon picture and read blurb to them, especially the first 2 descriptive sentences. Does this make them want to read it? Show dragon. Can anyone guess what such a huge dragon could possibly be scared of? Talk in pairs. Share with the class in circle, jot down any ideas. Read story slowly, enjoying descriptive language/pictures until the page about the secret. Remind chn about their ideas for what dragon is scared of, then finish it. Read the sentence ‘He could fly higher than the clouds and faster than all the birds’. Explain that a diff way of writing this type of comparison is as a simile, e.g. As high as a cloud, etc. Together write a simile to describe the mouse, George. ‘He was as soft as...’ ‘He was braver than...’ Grammar 2 / Together, read the extract from George and the Dragon describing the dragon (plan resource). Work out tricky words together. Identify and highlight the adjectives. Then explain that the 2nd part of the sentence (descriptive phrase) gives you more information and detail. Underline relevant phrases (plan resource). Point out how commas are often used to separate phrases or clauses. The previous owner had been a bat, so the fixtures and furnishings were most inconvenient. Talk about fantasy settings in relation to the book.
Grammar 3/
Transcription 1
Objectives / Dimension / Resources
Spoken Language / Listen and respond appropriately to adults and peers
Ask relevant questions to extend understanding and knowledge
Articulate answers and opinions
Use spoken language to develop understanding thro exploring ideas / 1.Monday: Discuss the start of the story, create ideas based on it
In groups of 3 chn discuss the story so far, making sure they listen to the opinions of others. Then they walk carefully round the classroom, in their group, deciding where dragons might possibly hide. Where could a large dragon hide? Where could a really tiny dragon hide? Write sentences (A good hiding place for a dragon is...) and draw pictures.
Plenary: Chn share ideas about where they thought dragons could hide. Who would like to have dragons in the classroom? Who would rather they kept to the great wilderness? Take a vote. / Images of Mappa Mundi
Instructions about ‘How to Draw a Dragon’ (plan resource)
Comprehension / Make inferences
Participate in discussion about books that are read to them taking turns listening to what others say / 1.Monday: Discuss the start of the story, create ideas based on it
Chn discuss a book that has just been read to them, and make inferences based on what the y have heard in the story. / See Spoken Language 1
Developpleasureinreadingandmotivationtoreadby:
c. becoming increasinglyfamiliarwitha wider range of stories,fairystoriesandtraditionaltales
Understand the books they read by:
e. predictingwhatmight happenonthebasisofwhathasbeen read sofar / 2. Wednesday: Reading extracts from a story in groups
Have a look at this version of St George and the dragon. it to chn with some readers joining in where they can. Stop and point out simple words that most chn can read and point out similes briefly. Then give chn adapted extracts of the story at 3 levels to reread in groups and illustrate (see resources). Some chn can listen to the story of George and the Dragon on
Plenary: Read the rest of The Dragon Machine. Were chn surprised by the ending? / Adapted extracts of the story of George and the Dragon at 3 levels to reread and illustrate (plan resource)
Access to internet for two stories
Word Reading
Transcription / Handwriting
Pupils should be taught to:
a. Form lower case letters
b. startusingsomeofthediagonalandhorizontalstrokesneededtojoinletters
c. Form capital letters correctly. / 1. Friday: Using careful handwriting
When writing descriptive sentences for dragon pictures remind chn to write carefully and legibly (see Grammar 3). Alternatively some chn could word-process their sentences.
Plenary: As for Grammar 3. / A dragon picture with description – as for Grammar 3 (plan resource)
Grammar / Develop their understanding of the concepts set out in Appendix 2 by:
b. learning how to use:
expanded noun phrases to describe and specify, e.g. the blue butterfly / 1. Tuesday: Make a character profile using adjectives and descriptive phrases
Chn record their ideas in a mind-map with a picture of George in the middle (plan resource). Use words and phrases from f/chart to support this. They remember to use a capital letter when they write George’s name. Give a more challenging activity to some chn, asking them to write a descriptive paragraph about George using phrases from the text to support their ideas.
Plenary: Hot-seat a confident volunteer as George and encourage chn to ask open questions that can’t be answered by ‘yes’ or ‘no’. / Mind-map with a picture of George in the middle (plan resource)
Develop their understanding of the concepts set out in Appendix 2 by:
b. learninghow touse:
expandednounphrasesto describeandspecify,e.g.the blue butterfly. / 2. Thursday: Extend work on adjectives by learning about similes
Draw a picture of a different character that the Dragon might have been afraid of. Label it and draw what it might have in its suitcase (plan resources). Write a simile to describe the character and include some adjectives as well. Write in complete sentences with capital letters and full stops. Give some chn a more challenging activity asking them to write more than one simile and decide what their animal might want to borrow from the dragon?
Plenary: Discuss the fact that both our books feature a main character named George. Why? Refer to the legend of St George and the Dragon. Look at a photo of a famous painting illustrating it (plan resource). / Template for character that the Dragon might have been afraid of + suitcase (plan resource)
Reproduction of painting of St George and the Dragon (plan resource)
Develop their understanding of the concepts set out in Appendix 2 by:
b. learninghow touse:
subordination(usingwhen,if,that,orbecause)andco-ordination (usingor,and,orbut). / 3. Friday: Write descriptive sentences YOU NEED THE CHN TO HAVE PAINTED PICTURES OF DRAGONS
Chn write elaborated sentences to describe their wonderful picture of a dragon, on a small whiteboard. They try to use similes (scribe for some chn). When they are happy with their sentences, and have had these corrected, they copy them in thin black felt tip onto a small piece of paper and stick this on their picture, or type it on computers (see plan resources for an example).
Plenary: Display the paintings, admire them and read the brilliant descriptions. / A dragon picture with description (plan resource)
Wk 2 / Monday / Tuesday / Wednesday / Thursday / Friday
Whole class teaching / Show chn the first illustration of The Paper Bag Princessby Robert Munsch. What can they tell about the story? What is Elizabeth thinking? Does Ronald look very interested?!! Read the story and discuss it. What do they think of the characters now? Discuss the setting of the story – is it like a traditional dragon story? What is different?
Help chn read the review of The Dragon Machine(plan resource). Discuss tricky words and underline words ending in suffix –tion and look at the frame review. Remind them about George and the Dragon. Discuss all the dragon stories you have read and decide which is their favourite and why. Write the name of each story on flipchart and tally a vote about which they like best. Put chn into groups according to the book they voted for.
Transcription 2 / Today chn will begin to plan their own story orally. Consider the different structures of stories they have heard (plan resource).
The Dragon Machine: Someone shy looks after dragons and saves them.
George and the Dragon, version 1: A hero kills the dragon and saves the princess.
George and the Dragon, version 2: An unlikely hero saves the day without even realising it.
The Paper Bag Princess: A clever character outwits the dragon.
Read these together then brainstorm other scenarios and use ideas from other dragon stories. Add them to the list. Talk about the setting of all 3 stories and the fact that they are fantasy settings.
Spoken Language 2/Composition 1 / Show chn the planning frame you are going to use (plan resources for examples), or use your own.
Model how chn can begin planning their story using quick sketches and jotting down useful words and phrases. Talk about the features of stories; characters, setting, build up, the problem, the resolution, etc.
Look at alternative ways to start their story, and other useful story language (plan resource). Make a list of useful specific vocabulary (princess, castle, cave, magic, etc.) and talk about spelling. Remind chn about sounding out words and drawing on phonic knowledge.Spoken Language 2/
Composition 2/Transcription 3 / Look at examples of story maps/ other plans that chn made yesterday. Look at the way one event leads to another and then what happens. Can chn tell their story using their plan? Give chn a few minutes to practice then ask volunteers to tell part of their story.
Read through list of conjunctions and explain how these connecting words help us write longer sentences (chn do not need to use term conjunction at this stage – see Appendix 2)(plan resource).
Remind chn/model how to count out each word in their sentence on their fingers before they start writing. Then put a full stop before they plan their next sentence. Sound out the words carefully using their phonic knowledge. Remind some chn how sentences are grouped into paragraphs to tell different parts of the story. Use the past tense.
Composition 3/Grammar 4 / Look at the ‘Dragon Story Editing Checklist’ (plan resource).
Read some of the chn’s stories so far and see if you can find any elements mentioned on the checklist. Look for and praise interesting and descriptive language and use of conjunctions to make longer sentences, etc. Discuss how chn will want to illustrate their story.
Composition 4
Objectives / Dimension / Resources
Spoken Lang / Participate in discussions
Consider and evaluate different viewpoints, attending to and building on the contributions of others / 2. Tuesday and Wednesday: Making up and telling a story
Working in pairs or on their own, chn will be discussing their ideas for the characters in their story and for the plot and settings. They need to listen to others and be prepared to say their own ideas clearly. Encourage chn to realise that ther people’s ideas may stimulate their own thinking.
Word Reading/
Transcription / Readaccuratelybyblendingthesoundsinwordsthatcontainthegraphemes taughtsofar[47
Readwordscontainingcommonsuffixes,e.g.adventure,invention,division
Read words quickly and accurately / 2. Monday: Identify words ending in –tion; Review a book orally
First g ……... Give chn a copy of the review of The Dragon Machine. Working in pairs they find and underline/highlight words ending in –tion. Then working in small groups, chn think of reasons why they liked their chosen dragon story best. Give them a prompt sheet (plan resource). Two or three chn in the group can act as scribes. Someone makes sure everyone in the group has a turn to say their ideas (a mini circle time can work well). They finish by deciding on about 3 reasons and prepare to share their reasons with the class.
Plenary: Go round different groups. Listen to their ideas/reasons. Could these reasons form part of a review? / Copy of the review of The Dragon Machine for pairs (plan resource)
Prompt sheet of review ideas for each group (plan resource)
Spell by: b. learning new ways of spelling phonemes
Apply spelling rules and guidelines as listed in Appendix 1 / 3.Wednesday: Create a list of fantasy words containing the /dʒ/ (j) sound
Discuss spelling the /dʒ/ (j) sound. Explain it can be spelt dge, ge and g and ask chn to make a list of as many words that contain this sound that could be used in a fantasy story (see resources). / List of words containing /dʒ/ (plan resource)
Grammar / Develop their understanding of the concepts set out in Appendix 2 by:
a. Learninghow tousebothfamiliarandnewpunctuationcorrectly(seeAppendix2)
b. Learning how to use:
subordination(usingwhen,if,that,orbecause)andco-ordination (usingor,and,orbut) / 4. Thursday: Writing longer sentences with correct punctuation
Display ‘Joining words’ poster (plan resource) and encourage chn to use the joining words to write longer sentences (beginning to use subordination) when writing their story (see Composition 3). Remind chn about capital letters and full stops.
Plenary: See Composition 3. / ‘Conjunction’ poster (plan resources)
Composition / Considerwhattheyaregoingtowritebeforebeginningby:
a. planningorsayingoutloudwhattheyaregoingtowriteabout / 1. Tuesday: Making up and telling a story outline using character cards
Working in pairs or on their own, chn cut out the character and object pictures and use to begin to plan a story (plan resource). They may need to draw other characters to take part in their story. Give everyone a time limit to come up with a story outline. When they have decided on it they share it with a partner or another pair. Stress that everyone can ‘pinch’ ideas from the stories they have heard, mix them up, use bits of their own ideas and so on. They can use as much or as little of stories they know as they want.
Plenary: Read the animated story about The Helpful Dragon on the British council site at look at the different endings. / Character and object pictures to help with planning a story (plan resource)
Considerwhattheyaregoingtowritebeforebeginningby:
b. writing downideasand/orkeywords,includingnewvocabulary
c. Encapsulating what they want to say, sentence by sentence / 2. Wednesday: Making a story plan with logically sequenced events
Give chn a copy of the ‘Useful Story Language’ plan resource to read through. The chn make a story plan/map using their ideas from yesterday. Help them work through the plan, drawing quick sketches for each section, using arrows to link events, etc. They should also write useful key words/phrases. Encourage them to keep telling themselves their story and making sure they have a logical sequence of events. When they are finished they write their opening sentences and/or tell their story to a partner.
Plenary: Chn read the story of The Hungry Dragon on the British council site at Draw chn’s attention to the use of speech marks in the text. / ‘Useful Story Language’ (plan resource)
Story map frame (various versions - plan resource)
Develop positive attitudestowardsandstaminaforwritingby:
a. writingnarratives,aboutpersonal experiencesandthoseofothers(real and fictional) / 3. Thursday: Beginning to write a dragon story
Chn re-read their planning sheets and rehearse their story to a partner or themselves. Then begin to write their own dragon story (on paper rather than in their exercise books, if these stories are to form a class book). Remind chn to try hard to write some longer sentences (see Grammar 4). They could add dialogue and detail to make their story interesting to the reader. They could also begin to think whether they want to include any illustrations.Remind them to use careful and neat handwriting.
Plenary: Chn read out any words, descriptive phrases and longer sentences they are pleased with. / None
Make simple additions, revisions and corrections totheirownwritingby:
b. re-readingtocheckthattheirwritingmakessenseand thatverbsto indicatetimeareused correctlyand consistently
c. proof-readingtocheckforerrorsinspelling,grammarandpunctuation / 4. Friday: Finishing and editing the dragon stories
Chn reread their stories so far to check for punctuation and sense (give each table a checklist to refer to). They then continue and complete their stories. Have they used any conjunctions to make longer sentences? When they have finished writing they spend some quality time on the illustrations and make their story look wonderful.
Plenary: Collect the stories together in a class book and enjoy them. / Dragon Story Editing Checklist (plan resource)
Books: