Y1/2: Autumn Term Fiction 1B: Stories in familiar settings Main text: Not Now Bernard and Oscar Got The Blame

Wk 1 / Monday / Tuesday / Wednesday / Thursday / Friday
Whole class teaching / Show chn the front cover of Not Now Bernard. Ask if any chn have read the book before, and if they have, request that they help you to talk to everyone about the story. Read the story to the class, and then use the questions in the plan resources to support a conversation about the book. Record the responses of the class and display on a working wall. Explain that you would like to sequence the story, from the beginning to the end. Show chn the story sentences and the blank storyboard from the plan resources.With chn’s support, sequence the sentences, check against the book to ensure they are correct. Model how to draw illustrations in each part of the storyboard to illustrate each sentence.
Comprehension 1 / Cut out and display the question prompts from theplan resources, including the question mark. Read the words withchn; explain why we use a question mark when writing a question. Explain that you will be using them to write questionsfor different characters in the book Not Now Bernard.Show chn the illustration of dad using a hammer to bang a nail into the wall. With the teacher pretending to be Bernard, model asking dad a question, i.e. Why are you putting a nail in the wall? Ask for different ideas from chn, encourage them to use the question prompts. Record examples on the w/board. Repeat with other illustrations in the book and other characters asking questions. When you have a range of 5/6 questions, model writing a short snappy reply, where an exclamation mark is used, i.e. Not now Bernard! Grammar 1 / Quickly read through the beginning and middle of Not Now Bernard, then read the end (from where the monster is sent to bed) more slowly. Ask chn to predict what will happen when the monster wakes up in the morning and Bernard’s mum/dad come in to see him. Explain that they will act out this next stage in the story. Invite the class to vote on whether they think Mum will notice that Bernard is missing. Group chn who think YES together and chn who think NO together. Each group has an adult to support them. Within each group the chn form pairs. Emphasise that their role-play must focus on what each character says, as well as what they do. Remind chn of yesterday’s learning of questions and exclamations, as this will support their dialogue. Each adult selects one pair to model to the group what they think will happen when the lights are turned on in Bernard’s bedroom in the morning.
Spoken language1 / Showchnfirst double page spread of Not Now Bernard, but cover the writing.Point to page 1. Askchnwhat Bernard said to his dad, i.e. Hello, Dad. Point to page 2, and ask what Bernard’s dad said to BernardNot now, Bernard! Using speech bubbles (from plan resources) model writing this and placing it next to the characters. Repeat for second double page spread.
Easy/Medium group now go off and begin their activity with TA.
Return to first double page spread and reveal the writing.Explain that readers know that someone is speaking when authors use speech marks. Highlight these forchn to see, noting how they show when someone starts and finishes speaking.Show chn the third double page spread, with the writing covered, and model writing the sentences for each page. Grammar2 / Read title Oscar Got The Blameto chn. Show front cover and discuss what the word blame means. Chn give e.g.s of times when they’ve got the blame for something that was not their fault. Read book tochn. Useplan resourcesto support a conversation about the different parts of the book. Record the responses of the class and display on working wall. Finally, ask chn to select their favourite story: Not Now, Bernard or Oscar Got The Blame. Put the chn into pairs: one liking Not Now Bernard and one liking Oscar Got The Blame. Explain that each child has to take it in turns to give a reason why their book is better than their friend’s. Comprehension 2
Objectives / Dimension / Resources
Spoken language / Pupils should be taught to:
g. use spoken language to develop understanding through imagining and exploring ideas
i. participate in discussions and performances / 1.Wednesday: Role playing a scenario based on a familiar story
Chn form two groups, as in the teaching.The adult will support how the pairs interact, and will make sure that each pair focuses on producing quality dialogue between the monster and Bernard’s mum/dad. Focus the timechn have by giving them:
1)5 minutes to think/talk to each other about what they will act out, the questions they will ask and the exclamations they will reply with. Chn can think of a new scenario for the monster and Bernard’s mum/dad.
2)5 minutes to try out ideas. Focus on selecting the ideas the pair think are most effective at producing good speaking.
3)5 minutes to rehearse a performance. Focus on a fluent performance where characters know what they will say and do.
4)2-3 minutes for a final rehearsal before groups of chn are selected to perform. Focus on ensuring that each child uses a loud, clear voice and appropriate expression and intonation in their speaking to make it interesting for the audience.
Plenary:Keep the 2 groups of chnseparate. Each group sits in a circle. Pairs of chn are selected to perform in front of their peers. / None
Comprehension / Develop pleasure in reading by:
Y1c/Y2b/c. becoming familiar with a key story, being able to sequence and retell it
Y1/2 Explain clearly and discuss their understanding of stories they have read and have had read to them / 1.Monday: Sequencing a story
Easy:Using the same plan resources as used in the input, the chn cut out the sentences, and sequence them on the blank storyboard. The chn draw an illustration for each sentence. TA
Medium/Hard:Same as Easy, except the chn will work in mixed ability pairs. Chn will complete their own storyboard. Teacher to support chn as appropriate with reading/sequencing the sentences.
Plenary: Bring all of the chn together with their storyboard. First: put chn into pairs. One child shares their storyboard with their partner who checks the sequence of their sentences. Chn then swap. Second: Read the story to chn once more and allow them time to check their sequenced sentences with the book. If they have any in the wrong place they edit these. / Questions about NN,BSequencing sentences
Storyboard (see resources)
Scissors
Glue
Colouring and drawing pencils
Y1 Participate in discussion about what is read to them.
Y1 Explain their understanding of what is read to them.
Develop pleasure in reading by:
Y2a/f. discussing and expressing views about stories including their favourite words/phrases / 2.Friday: Giving reasons for opinions
Easy:Chn select a favourite book and, in pairs, they talk about their choice, giving reasons for their opinion. Chn write one of their reasons as a sentence (using plan resources for support).
Medium/Hard:Split the group into two. One group’s favourite book is Not Now, Bernardand the other group’s favourite is Oscar Got The Blame. Each group discusses why their book is the best, with chn giving reasons for their choice. Choose an able child in each group to write key points as prompts on a large sheet of paper. Using the notes, and their own ideas, chn write a short paragraph, explaining why their choice of book is better than the other groups. Chn write in the plan resources.
Plenary:Bring all chn together. Explain that you would like to be convinced which is the best book! Listen to reasons given by each group. Can you decide on a favourite book? Select a range of the reasons chn have written and display. / Questions about OGTB
My favourite story (see resources) Handwriting pencils
Large paper for each adult to make notes on Felt pens
Grammar / Develop understanding by:
Y1a. leaving spaces between words.
Y1c/Y2a. punctuating sentences using capital letters, question and exclamation marks
Y2 Learn how to:
b. use sentences with different forms: question and exclamation / 1.Tuesday: Writing questions and exclamations
Easy:Chn generate their own scenario for Bernard and his parents, e.g. mum is walking to the washing line and drops the basket of clothes on the floor. Chn draw the new scenario with Bernard, and his mum or dad. They write a question Bernard may ask them,e.g. Where are you going with that washing mum? Chn write the reply Not now Bernard!Emphasise leaving spaces between words as well as ensuring that the sentence makes sense, with correct punctuation.
Medium:Chn use their storyboard from yesterday to think of 3 questions that Bernard may ask, one each to his dad, mum and the monster. The questions can be from any part of the story that includes Bernard. Encouragechn to use the question prompts from the input to start their question. To each question,chn reply with Not now, Bernard!
Hard:Chn use their storyboard and write a question for each of the six different parts of the story. They may write their question from the perspective of any of the characters. Encourage chn to use the question prompts used in the input, to begin each of their questions. After they have written each question, they write the reply, making sure it is an exclamation sentence, e.g. Q: Where have you come from monster? A: Over the hills and far away! TD
Plenary:Place chn into mixed ability pairs, ensuring that each pair has a confident writer (chn in the easy group could work together and use an adult as a scribe). Give one child a pile of yellow paper, and the other child a pile of white paper. Child with the yellow paper writes a question and the child with the white paper writes a reply, as an exclamation. Place a selection of the questions and answers on the working wall highlighting the question and exclamation mark. / Question words (see resources)
Handwriting pencils
Colouring pencils
Chn’sstoryboards from yesterday Small piles of yellow and white paper
Grammar / Develop their understanding by:
Y1a. leaving spaces between words
Y1c/Y2a. punctuating sentences using familiar and new punctuation marks
Y2 Learn how to use:
b. sentences with different forms: statement, question and exclamation.
d. the present tense consistently / 2.Thursday:Writing direct speech
Easy: Each child has a piece of A4 paper. Chn select the most exciting part of their role-play from yesterday, e.g. dad turned on the lights in the morning and the monster woke up grumpy and roared. Chn draw this scenario. Cut out enough speech bubbles so that each child has two. Support chn to think of/remember a sentence for each of the characters in their drawing. Chn write a sentence in the speech bubble and stick is next to the character that is speaking, e.g. Dad: What would you like for breakfast Bernard? Monster: Roar!TA
Medium:Using the plan resources, chn write a selection of the speech they used in their role-play from yesterday, recording it inside speech bubbles. Chn must ensure they only record what is said and not what the characters do or who is speaking.
Hard:Give each child in the group a piece of A4 paper folded in half. This will be used as a short 4-page book. On each of the pages the chn quickly draw four different parts of their role-play from yesterday. The pictures should be sequenced. Chnwrite a short narrative, ensuring that they use speech marks accurately on each page, e.g. page 1: “Good morning, Bernard,” said Bernard’s mother. Page 2: “Roar!” said the monster. Page 3: “Breakfast is ready,” said Bernard’s mother. Page 4: “Not now, mother!” said the monster. TD Plenary: See Composition 1. / Speech bubbles (see resources)A4 paper
Scissors
Glue
Handwriting pencils & colouring pencils
Composition / Y1 Write sentences by:
a. saying out loud what they are going to write about
d. re-reading to check for sense
Y2 Develop positive attitudes to writing by:
d. writing for different purposes
Y2 Consider their writing by:
c. encapsulating what they want to say, sentence by sentence
Y1/2 Read aloud what they have written to others / 1.Thursday:Writing a conversation based on some role-play
Chn select the most exciting part of their role-play from yesterday and write a dialogue based on this. They should rehearse their dialogue a sentence at a time and then write it.
Plenary: Form small groups of mixed ability chn, ensuring that there is a child from the Hard activity in each group. Chn from Hard activity read their story to the group. / None
Wk 2 / Monday / Tuesday / Wednesday / Thursday / Friday
Whole class teaching / Quickly read throughOscar Got The Blame.Keep the last illustration a secret from chn (where the readers see Billy), but read the writing. Now show them a photocopy of page 2. Ask them why the illustrator hasn’t drawn Billy. Invite chnto describe Billy for you. Chn must tell you as much information about him as possible: what he is wearing, what he is doing, what he looks likes etc. As chn describe him draw him on the page using felt tips. Explain that the better their description is the better your drawing will be. When you have finished your drawing, model writing some sentences chn told you. Use the illustration to help produce good descriptive sentences which use ‘and’, ‘or’ or ‘but’. One sentenceincludesthe invisible friend’s name, e.g. This is Billy. Remind chn that names must begin with capital letters.
Composition 2/ Comprehension 3 / Explain that todaychn will be collecting ideas for their own story about an imaginary friend who gets up to mischief. Form mixed ability pairs of chn. Give each pair a mini-w/b. Read Oscar Got the Blame to chn once again and ask chn to make notes (not full sentences but words/phrases) to help them remember the different events that Billy did: mud around the house or dressed the dog. Share the ideas chn have, making reference back to the illustrations in the book. Now each pair will brainstorm one other activity that Billy could do, e.g.scare granddad so his false teeth fall out or put sisters makeup on the guinea pig. Chn share their new idea, and if pairs would like to use itthey record it on their mini/wb.
Comprehension4 / Today chn will create a storymap for their own version of Oscar Got the Blame. In the plan resources there is an example of a completed storymap using the following pattern: 1) An introduction to the main character and their imaginary best friend. 2) An example of some nice things they do together.
3) A selection of activities the imaginary friend does which the main character gets the blame for.
4) Main character is sent to bed.
5) We see the imaginary friend. Model the process to chnon a large blank piece of paper (step-by-step replicate the map in the plan resourcesor use the plan resource to support you creating a new storymap). Emphasise that chn should be recording their ideas as pictures/words/phrases. Composition 3 / Show chn an 8-page booklet (see plan resourcesfor instructions on how to make one). Explain that this is where they write/publish their story. Select a storymap (either from the plan resources or one created yesterday) and orally retell story with chn. Now model writing it. Give it a title, e.g. Pascal Got the Blame. With chn write your story, replicating the structureyou used to create your storymap, i.e. intro/ examples of them doing nice things/ share a selection of mischief the main characters got up to / the main character is sent to bed and the imaginary friend is revealed. Emphasiseincluding the carefully selected vocabulary generated yesterday. Remember to use question, exclamation and speech marks as appropriate. Re-read thestory to ensure it makes sense. Composition4 / Explain that today chn will be performing the story they wrote yesterday. Listen to The Monster and the Teddy Bear David McKee, from the plan resources. Emphasise that the recording has been made to entertain the people listening to it. Listen to it once more and encourage chn to think about what the speaker does to hold their attention and make them want to listen to the whole story. As a class, create a set of success criteria for whatchn need to do in their own performance. An example of success criteria that could be used is in the plan resources.