Key Learning – Reading
•Use prefixes to understand meanings e.g. un-, dis-,-mis-, re-
•Take account of punctuation, when reading
•Retell a range of fables
•Identify and discuss themes e.g. weak and strong, wise and foolish
•Discuss their understanding of the text
•Make predictions based on details
•Draw inferences around characters thoughts, feelings and actions, and justify with evidence from the text / Key Learning – Writing
•Use the determiner a or an according to whether the next word begins with a consonant or vowel e.g. a rock, an open box
•Select, generate and effectively use adverbs e.g. suddenly, silently, soon, eventually
•Read and analyse fables in order to plan and write their own versions
•Create and develop characters for a fable
•Discuss and record ideas for planning
•Generate and select from vocabulary banks e.g. noun phrases, powerful verbs, synonyms for said appropriate to text type
•Group related material into paragraphs
Reading Phase
Grammarwarm-ups throughout the Reading Phase: determiners.
Reading and responding:
- During shared reading of fables, model the use of punctuation to aid fluency and expression. Explore appropriate prefixes for meaning.
- Discuss and predict key events, retell orally and use drama techniques to investigate characters. Link to short writing opportunities.
- Collect features of fables and analyse the plot structure using: story map/board/chunk a text.
Grammarwarm-ups throughout the Gathering Content Phase:adverbs.
•Develop ideas for a new story based on a fable plot structure using animals with opposite character traits.
•Children select their own animals and create their own story maps or plot structures, innovating on the original.
•Develop ideas by exploring think, say, feel bubbles for the new characters and add details to story maps/plot structures. / Planning and Writing Phase
Grammarskills to be applied during this phase: determiners and adverbs.
•Use shared writing techniques to model a section at a time referring to each section of the plan including focus on skills, before children complete their own.
•Use AFL, marking and feedback to adjust shared writing focus daily.
Learning Outcomes - Reading
Children will be able to take account of punctuation; discuss key events; retell orally and in writing; predict events; infer thoughts, feelings and speech of characters; discuss themes; identify key points in a plot structure. / Learning Outcomes - Gathering Content
- Children will be able to develop own plot for a fable; explore what characters think, say and feel for the new story.
- Children will be able to write a fable with a series of events, which includes features and focus skills.
Writing Outcomes: / Suggested Texts / Authors
Aesop’s Fables by Michael Rosen
The Orchard Book of Aesop’s Fables by Michael Morpurgo
Aesop’s Fables (The Classics) by Beverley Naidoo
Scaffolded / Fable based on model text with innovation of characters and events.
Independent
Cross Curricular Application
©Lancashire County Council 2014 NC2014 Primary English Unit Summaries