Y5/6: Autumn Term Fiction: Plan 1B Historical stories Main texts: WarHorse by Michael Morpurgo & War Game by Michael Foreman
Wk 1
Monday
Tuesday
Wednesday
Thursday
Friday
Whole class teaching
It is essential to read two or three chapters of War Horse the day before the day that they are used in the teaching. Read these chapters just before the end of school for best effect.
Explain that during this unit we are
Read Chapters 4 & 5 of WarHorse
Read Chapters 7, 8 & 9 of
Read Chapters 10 to 14 of
Read Chapters 15 & 16 of
going to look at books based on
to chn. Discuss what happened.
WarHorse to chn. Ask for
WarHorse to chn. Which new
WarHorse to chn. Point out
things that happened in WW1. Show How did Joey feel? How did Albert
volunteers to retell in their own
characters have we met since Joey
that we are learning things
chn WarHorse by Michael Morpurgo. feel? Had the Y5 chn made the
words what happened to Joey
went to war? List them on f/c.
about WW1 by reading this
Read the blurb. Then read the
right prediction about what was
and Topthorn. Look at some
Captain Nicholls, Corporal Samuel
book, e.g. Tanks were a
Author’s Note, which sounds true,
going to happen to Joey? Point that examples of sentences
Perkins, Topthorn, Captain Stewart, British invention & were first
but is also fiction. Explain to chn that that MM has used different types
containing commas (plan
Trooper Warren, the doctor, Herr
used in September 1916.
MM had however, chatted to old
of sentences in his writing. Show
resources). Some separate
Hauptmann, Emilie & her
What other things have we
men in the village where he lived,
chn three sentences from Chapter
phrases, some separate clauses,
Grandpapa, old Friedrich. Write
learnt about the war? Why it
two of whom had worked with
4 in plan resources. Ask chn if they
some indicate brackets and some fought and cough on f/c. These
began, the use of horses, the
horses during WW1 and a third who
can remember what each type of
separate items in a list (words or
words could be used in
trenches, the fact that lots of
could remember horses in the village sentence is called: simple,
phrases). Also, fronted adverbials descriptions of some of the
men were killed, the muddy
being bought by the army to take to
compound and complex
are followed by a comma
characters – write a simple
conditions, that letters were
war. His wife had also been given a
respectively. Highlight conjunctions (remind chn of work done in
sentence for each, e.g. Topthorn
delivered to the men at the
painting that showed horses
used in the compound and
LKS2). Commas clarify meaning
suffered from a nasty cough. Herr
front, etc. What do chn think
suffering in WW1. These and a boy
complex sentences (multi-clause
and help the reader to know
Hauptmann fought in WW1. What
will happen to Joey now?
who struck up a relationship with a
sentences). Remind chn that the
when to pause (draw breath!)
do the words have in common?
Give chn 5 minutes to
horse on MM’s farm, were his real
conjunctions, and, but and or, are
and to use the correct tone when The letter-string ough. Using plan
discuss their ideas in pairs.
inspiration for the story. Read
used in compound sentences, but
reading aloud. They are also used resources explain ough is one of
Then bring the class back
Chapter 1 to chn. Ask who is telling
that there are many conjunctions
to separate vocatives (chn don’t
the trickiest spellings in English, as
together & ask for
the story (the narrator) – Joey, the
that can be used in complex
need to remember this word),
it can be used to spell a number of
suggestions, making notes
horse. What other characters were
sentences (plan resource). Point
i.e. the person or persons to
different sounds. Have we met any on f/c. Chn justify their
introduced? Zoey, an older horse;
out that so-called simple sentences whom we are speaking or
other words containing ough in the predictions. If chn have
Albert; Albert’s mother & father.
can be quite complicated, whereas writing, e.g. But Sally won’t write, story? E.g. plough, through. Ask
already seen the film, read
What is the setting? A farm. How old compound or complex sentences
Joey, because she can’t, well not
chn what they can remember
the book or seen the show in
were Joey and Albert at the start of
can be quite straightforward. Also
very well anyway. If there were
about each character. Model
London then they must not
the story? Model writing a summary
show chn how commas are used in no commas the sentence would
making notes, then writing a
‘give the game away’!
of the chapter. Spoken language 1/
some complex sentences.
imply that Sally couldn’t write the description of a character.
Spoken language 2/
Comprehension 1
Grammar 1
word ‘Joey’.
Grammar 2 Transcription 1/ Composition 1
Composition 2
Spoken language
Objectives
a. listen appropriately to their peers
g. use spoken language to develop understanding
d. articulate and justify answers
Pupils should be taught to:
d. articulate and justify opinions
i. participate in discussions
g. use spoken language to explore ideas
k. consider and evaluate different viewpoints
Dimension
1. Monday: Group reading and discussion
In mixed ability groups, chn read & discuss the next two chapters of WarHorse. Y6 chn make notes of key
events as they read. See Comprehension 1.
2. Friday: Discussion about what will happen next
Chn spend 5 minutes discussing with a partner what they think will happen to Joey next. Consider his
condition, the characters he has met during the story, the fact that he’s still involved in the war, etc. Bring
their ideas to a class discussion. Give and receive positive feedback about their ideas. Remind chn that this is
a story, even though it is based on facts about WW1, so that may affect the ending. See Composition 2.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.Y5/6 Aut F Plan 1B
Resources
See
Comprehension
1
None
Composition
Grammar
Word reading
Transcription
Comprehensi
on
Y5/6: Autumn Term Fiction: Plan 1B Historical stories Main texts: WarHorse by Michael Morpurgo & War Game by Michael Foreman
Maintain positive attitudes to reading by:
1. Monday: Group reading and answering question/writing summaries
A copy of
a. continuing to read and discuss a range of fiction
In mixed ability groups chn read chapters 2 & 3 of WarHorse. Y5 Easy: Chn answer some questions
WarHorse
Understand what they read by:
about the chapters (plan resources). Y6 write a short summary of the two chapters. Plenary: Volunteers
for each
a. discussing their understanding
read out the summary of a chapter read. Has anything important be missed? Did other chn consider that
group
c. drawing inferences
d. predicting what might happen there were other key points? Show chn the facts about the cavalry in WW1 by clicking on the relevant tab (chapters 2
e. summarising main ideas from more than one paragraph on the map at http://www.nationaltheatre.org.uk/discover-more/digital-classroom/horse-power.
& 3)
Spelling
1. Thursday: Explore words with letter-string ough Chn do this activity for 5-10 minutes maximum. Then come back together.
Table of
Pupils should be taught to:
Look at the table showing one word for each different sound represented by ough (plan resources). Say them together so that words
d. understand that the spelling of
chn can hear the different sounds. Challenge chn to find other words with the same sounds as the examples discussed. Chn
containing
some words needs to be learnt
can work in pairs or individually and write their ideas on a w/b. Give chn 5-10 min to do this, then bring the class back
letter-string
specifically
together. Fill in a class chart with their findings. Discuss how knowing other words that rhyme with the words that contain the ough: blank
e. use dictionaries to check the
letter-string ough may help remember their pronunciation. Look at examples of words that do rhyme with the ough words
and
meaning of words
(plan resources) – can chn think of other similar words?
completed
f. use the first three or four letters of Plenary: Give chn a spelling list (differentiated) to learn for homework (plan resources). If unsure of the meaning of any of the (see
a word to check meaning
words chn should use a dictionary to check. Encourage chn to move to the section of the dictionary with the first 3 or 4 letters resources)
of the word, rather than scanning through several pages. Challenge chn to use these words in their writing.
Dictionaries
Use and understand the grammatical 1. Tuesday: Recognising different types of sentences
Chapter 6 of
terminology in Appendix 2 accurately Give chn copies of Chapter 6 of WarHorse (see resources). As they read the chapter together in pairs or 3s they find an
WarHorse
and appropriately in discussing their
example of each of a simple, a compound and a complex sentence and write them on a w/b. They should note down other
(see
writing and reading
conjunctions they spot too on a second w/b.
resources)
Plenary: Share some of the sentences and conjunctions. Listen to short excerpt of WarHorse by MP at
Whiteboards
http://michaelmorpurgo.com/books/war-horse (p51 onwards, Chapter 6). How does listening to an excerpt compare with
Access to
reading it yourself? Why do chn think this particular excerpt was chosen to be put on the MP website?
internet
Indicate grammatical and other
2. Wednesday: Use of commas in sentences
Sentences
features by:
Together look at a selection of sentences from WarHorse that contain commas. Establish whether they separate items in a
for chn to
a. using commas to clarify meaning
list, separate a subordinate clause from a main clause, separate two main clauses, separate a fronted adverbial from the main annotate
or avoid ambiguity in writing
clause, indicate parenthesis, or enclose the person(s) to whom the writer is speaking or writing. Challenge chn to annotate
(see
c. using commas to indicate
further sentences (see differentiated plan resources) to show how the commas are used.
resources)
parenthesis
Plenary: Share chn’s work and discuss how useful a comma can be!
Plan their writing by:
1. Thursday: Write a description of a character from WarHorse Chn do this activity after they have finished their spellings.
None
c. considering how authors have
Chn choose one of the characters (have a second choice ready) that they have met in WarHorse so far and then pair up with another
developed characters
child to write a description of the character together (ensure there are no ‘odd’ chn left, by asking some chn to go for their second
Draft and write by:
choice). Less able can work in a larger group with an adult (T or TA). Chn can draw a picture of their character.
b. in narratives, describing characters Plenary: Volunteers read out their descriptions. Can other chn work out which character is being described? (See Transcription 1.)
Plan their writing by:
2. Friday: Predict what will happen to the main character
None
b. noting and developing initial ideas Chn decide what they think is the most likely ending and write a paragraph explaining what their idea is and why they think that.
c. considering how authors have
They should refer to other characters (including perhaps ones we’ve not yet met) and must remember that it is taking place in WW1.
developed characters
Plenary: Ask a volunteer to say what their prediction is and why. Which other chn agree? What other ideas did chn have? Have a
show of hands to find out which prediction is the most popular. Read the last chapters of War Horse before Monday’s lesson.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.Y5/6 Aut F Plan 1B
Y5/6: Autumn Term Fiction: Plan 1B Historical stories Main texts: WarHorse by Michael Morpurgo & War Game by Michael Foreman
Wk 2
Monday
Tuesday
Wednesday
Thursday
Whole class teaching
It is essential to read War Game by Michael Foreman before it is used in the teaching on Friday. Read it in sections just before end of school for best effect.
Read the remaining chapters of WarHorse
Start compiling words that
Ask if chn have seen the theatre
Today chn will complete their
to chn. Was the ending expected? Did
can be used to create a
production of WarHorse or the film playscripts of WarHorse. Have a
anyone make the correct prediction (& had
glossary of terms used in
version. Explain that on the stage
look at 2/3 playscripts that were
they already seen or heard the rest of the
WW1 (see plan resources).
puppet horses were used instead
started yesterday. Rehearse the
story)? Did chn enjoy the story? Why/why
More can be added when
of real ones. Show chn video at:
features of a playscript. Point out
not? Could anyone other than Joey have
reading other WW1-based
http://www.warhorseonstage.com that each scene should start with
been the narrator? No, because Joey was
books. Can chn suggest
/#videos of horse puppets. Discuss a description of its setting. Why
the only character present at all times. The
words? When writing in an
how lifelike these are with very
do we not need to use speech
story could however, have been written in
historical context writers
skilled puppeteers operating them! marks? Model the use of a colon
the third person (he, she, they), instead of
have to use appropriate
The play had to be in the 3rd person to separate what is said from the
the first person (I, we). Point out that
vocabulary too. We have
as the horses could not have
character’s name. What advice
writers of historical stories have to beware
heard Joey as a narrator,
speaking parts – see Adaptation at
do we need to give actors, e.g.
of anachronisms (write on f/c) – including
but he would probably have http://www.warhorseonstage.com suggesting that a certain line has
things that had not been invented or
liked to be able to send
/#artistry. Watch part of the DVD
to be said angrily or softly?
discovered or were not understood in that
Albert some letters home
of WarHorse with chn. Ensure that
Discuss what has to happen
historical period, so e.g. tanks couldn’t
from the front. When might the section you pick is suitable for
during each group’s scene –
appear in WarHorse until the war had been
he have done this? After his
chn (the film is rated age 12). There briefly recap the action. Explain
raging for 2 years (first used in Sep 1916).
first battle when Captain
are differences in all parts of story! that chn need to complete their
Briefly discuss other things that had to be
Nicholls was killed, after
Compare with the book. Is the story playscripts today. Allow groups
taken into account, e.g. families back home
meeting a new friend –
told in the first person? Is the story
time to edit and redraft their
could not follow the progress of the war on
Topthorn, when he first
the same? Are there any additional scenes. After they have finished,
TV or radio but read newspaper reports
teamed up with Trooper
or missing characters? Which did
use the Plenary to give them
instead. The book informs us about everyWarren, after he was taken
chn prefer – the book or the film?
spelling test on the ough words
day home life, e.g. horses were still used in
as a prisoner of war, etc.
Why? Explain that chn are going to from last week. At some point
farming rather than tractors and that horses Can chn suggest later times? adapt part of the book into a play.
tomorrow give chn the
pulling carts was a common means of
Discuss the information that Remember that Joey & the other
opportunity to act out their
transporting goods. Spoken Language 3/
Joey might have shared with horses cannot speak!
scenes (e.g. a history exercise).
Comprehension 2/ Composition 3
Albert.
Composition 4 Spoken language 4/ Composition 5 Composition 5/ Transcription 2
Spoken language
Objectives
Pupils should be taught to:
a. listen and respond appropriately
e. express feelings
d. articulate and justify opinions
f. participate in collaborative conversations
e. give well-structured explanations
g. use spoken language to develop understanding
Friday
Read War Game by Michael
Foreman to chn.
Challenge chn to note down
anything that they learn
about WW1 from the book
& also to list any words that
they think should be added
to the WW1 glossary. When
you have finished the book
give chn some time to talk
about it in pairs. Then bring
the class back together. Ask
chn if they liked the book
giving reasons. Explain how
the story is based on actual
games that took place - the
Christmas Truce in 1914. Did
everyone understand what
had happened at the end?
Point out that this story was
told in the 3rd person. Look
at the use of relative clauses
(see resources). Discuss how
a relative clause gives more
information about a person,
place, event or thing.
Grammar 3/
Comprehension 3
Dimension
Resources
3. Monday: Discuss WarHorse with others
Chn talk through how the fact that the story is set in the first world war affects the story. How would it
have made it harder for Morpurgo to write? Point out that the story is almost the story of WW1.
None
4. Wednesday: Compare book and film versions
As a class discuss the differences and similarities between part of the book and the same section in the
film of WarHorse.
Plenary: Ask chn why these changes had to be made.
WarHorse DVD
WarHorse by Michael
Morpurgo
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.Y5/6 Aut F Plan 1B
Composition
Grammar
Transcription
Comprehension
Y5/6: Autumn Term Fiction: Plan 1B Historical stories Main texts: WarHorse by Michael Morpurgo & War Game by Michael Foreman
Maintain positive attitudes to reading by:
2. Monday: Discuss a book they have read
a. discussing a range of fiction
Discuss the historical content of WarHorse and how the facts contribute to their understanding of the story.
e. identifying and discussing themes
Ensure chn see how important it is for authors of historical books to research information to underpin the story.
Understand what they read by:
3. Friday: Make notes
a. discussing their understanding and
Chn make notes of facts about WW1 as they listen to War Game by Michael Foreman to help them understand the
exploring meaning of words
setting/context of the story. Also note any new words for the glossary.
f. identify how language contributes
Plenary: Share/discuss the facts about WW1 that chn noted. Add new words to the glossary and define together.
Spelling Pupils should be taught to:
2. Thursday: Spelling test Give this test after chn have completed their playscripts.
d. use knowledge of morphology and
Dictate the words containing the letter-string ough given in the spelling lists last week to test chn. Have they
etymology in spelling and understand that
managed to use any of these words in their writing during this unit?
the spelling of some words needs to be
learnt specifically
Develop their understanding of the
3. Friday: Relative clauses
concepts set out in Appendix 2 by:
Write ‘Some of them, who had cut their trousers into shorts during the hot weather, looked like fallen schoolboys.’ and ‘It was
f. using relative clauses beginning
mother who saved you.’ on f/c. Explain that both of these sentences contain relative clauses. Each relative clause is introduced
with who, which, where, when,
by a word which ‘relates’ the head noun, in these cases them (some soldiers) and mother. ‘Who’ is an example of a relative
whose, that or with an implied (i.e.
pronoun, others are whom, whose, which, that. Relative adverbs which can also begin relative clauses are: where & when
omitted) relative pronoun
(also why, while, whence, whereupon, etc.). Chn identify the relative clauses in a set of sentences (plan resources).
Plenary: Discuss how the use of relative clauses can elaborate and add interest & details to a sentence.
Plan their writing by:
3. Monday: Writing historical stories
a. identifying the audience for and
Tell chn that they are going to create a guide for writers of historical stories. They will work in pairs or larger groups for the
purpose of the writing
less able and use bullet points to list a set of points. Ask a few questions to set chn thinking. What were popular names in that
Draft and write by:
time period? What clothes did people wear? What sort of jobs/occupations did people have? What did they do in their leisure
e. using further organisational
time? What sort of homes did they live in? Plenary: Bring class together and ask for examples of points chn have written. Make
devices [for example, bullet points]
a class list of helpful points for chn to use in their writing. Display on working wall.
Plan their writing by: a. identifying
4. Tuesday: Write a letter from Joey to Albert
the audience for and purpose of
Briefly discuss how a letter might be laid out (the address might be, e.g. the front line somewhere in France). Chn decide
writing b. noting/developing initial
when they think Joey might have written a letter & then think about the information he might have shared. He would want to
ideas, drawing on reading
reassure Albert that he was alright, but also describe his new friends, what had happened to him and how he felt. Chn need to
Draft and write by: a. selecting
use simple, compound & complex sentences for effect.
appropriate vocabulary
Plenary: Share some of chn’s letters. Have they used some suitable vocabulary, kept clear of any anachronisms, used historical
b. describing settings, characters, etc. detail, etc? How would Albert have felt upon receiving the letter?
Draft and write by:
5. Wednesday and Thursday: Convert part of WarHorse into a playscript
a. selecting approp.
Discuss with chn some suitable sections of the book that could be converted into a scene in a play (see resources). Sort out which group will
grammar and
cover which scene (try to ensure that each group tackles a different scene and that all scenes are allocated). Remind chn that the horses
vocabulary
cannot speak, but their handlers can be given stage directions. Discuss the layout of play scripts (see resources), including list of characters,
e. using devices to
description of setting, use of colons after character’s name, no speech marks, stage directions in italics and in brackets, etc. Chn work in small
structure text and to groups to prepare their script. Dialogue from the book can be used. Explain that they will start writing on Wed & finish scripts on Thursday.
guide the reader
Plenary: Ask for feedback on progress with play scripts. Discuss with chn any props they need to bring in tomorrow to act out their scenes.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.Y5/6 Aut F Plan 1B
WarHorse
by Michael
Morpurgo
War Game
by Michael
Foreman
Differentiated
spelling list
(see
resources)
Sentences
containing
relative
clauses (see
resources)
None
None
Chapters for
conversion
to scenes
(resources)
Playscript
features (see
resources)
Y5/6: Autumn Term Fiction: Plan 1B Historical stories Main texts: WarHorse by Michael Morpurgo & War Game by Michael Foreman
Whole class teaching
Wk 3
Monday
Tuesday
Wednesday
Thursday
Friday
Remind chn of War Game by
Michael Foreman. Go through the
book again this time sharing the
illustrations and the associated
captions. Chn may add a few
historical facts to the notes they
took on Friday. The illustrations
add to the information about
WW1. Point out the Punch cartoon
opposite the title page – war is
described as a ‘greater game’ than
football. Explain to chn that many
members of professional football
teams enlisted, some joining up
with their team mates (see
weblinks below & in WW1 Topic).
Two battalions (17th and 23rd
Service Battalions of the Middlesex
Regiment) became known
commonly as the Football
Battalions because of the number
of football players they included.
Comprehension 4/
Spoken language 5
Reread the first page of the chapter
called The Adventure in War Game.
Emphasise the final sentence: They
had a lot of explaining to do when
they got home that evening. Tell
chn that they are going to write a
conversation that one of the four
lads may have had with their family
that evening. To prepare for this
rehearse the punctuation used for
dialogue (see plan resources). Point
out that a full stop might be
replaced by a question mark or an
exclamation mark. Discuss using
words other than ‘said’ to improve
the writing, though sometimes the
effect is obtained by adding an
adverb or a phrase, e.g. “So once
again the British Army has to go
overseas and sort things out,” said
the old men of the village grumpily.
“I’d like to, said Billy, eyes shining
with excitement.
Grammar 4/ Composition 6
Read In Flanders Fields by Norman
Jorgensen & Brian Harrison-Lever to chn,
showing them the illustrations as you
read. What do they notice about the
illustrations? They are mostly grey and
brown coloured. What stands out (the
red of fires and the robin’s breast)? Turn
to the final page with extract from the
poem In Flanders Fields by John McCrae
(and see resources). Establish that the red
mirrors the red of the poppies. Briefly
discuss the symbolism of poppies today.
Discuss the similarities and differences
between this book and War Game. Which
did chn prefer? Why? How did the
illustrations add to both stories? Can they
add any further words to the glossary?
Write soldier on f/c. Explain that this is a
word that chn need to learn how to spell
as it isn’t spelt how it sounds. Show chn
other words that could be associated
with WW1 that they should be able to
spell (see plan resources).
Comprehension 5/ Transcription 3
Read One Boy’s War by Lynn
Huggins-Cooper & Ian Benfold
Haywood to chn. Again show
chn the illustrations as you
read. How does this book
compare to War Game & In
Flanders Fields? Tell chn that
they are going to write a
description of the trenches of
WW1 using the three books
with their illustrations as
inspiration. Take a virtual tour
of a WW1 trench at
http://www.3dhistoryvirtualt
our.com/#!portfolio/cjg9 for
further inspiration. Also read
some first-hand experiences
of soldiers together at
http://www.historylearningsit
e.co.uk/life_trenches.htm.
Give chn the opportunity to
discuss what they see & hear.
Composition 7
Remind chn of the books
they have read during this
unit. Which did they enjoy
the most? Why? Explain
that they are going to write
a review of their favourite
book to encourage other
chn to read it. Show chn
the scaffold for writing a
review and discuss what
each section means/
requires. Explain that chn
could use evidence from
the text. Read the blurbs
on each of the books
including any quotes from
reviews. Discuss how the
language used is often very
vivid and enthusiastic.
Discuss why reviews are
written and who reads
them.
Comprehension 7
Comprehension
Spoken
language
Objectives
j. gain and maintain interest of the listener(s)
l. select and use appropriate register for
effective communication
f. participate in collaborative conversations
i. participate in presentations
Understand what they read by:
a. asking questions to improve their
understanding
e. summarising the main ideas
Retrieve, record and present information
Dimension
Resources
5. Monday: Prepare and give a short presentation
Chn work in groups to find out about one aspect of football linked to WW1. They research, discuss & make notes and
then prepare a short presentation to give to the rest of the class. Remind chn to speak clearly & slightly more slowly than
normal and the face the audience when they are speaking. See Comprehension 4.
Access to
internet
4. Monday: Research enlisting of footballers during WW1
In groups, chn find out some information about one of the professional footballers who enlisted during WW1, e.g.
Walter Tull, Frank Buckley; the Heart of Midlothian football team who joined together; the effect of the war on
professional football; the Football Battalions (17th and 23rd Battalions, Middlesex Regiment), etc. Discuss the options –
some chn may want to research a particular football team. What will chn be trying to find out? Note some suggested
questions on f/c. Give chn time to research, make notes and prepare a short presentation.
Plenary: Each group presents the information they discovered to the class. Tell chn that many ‘Pals Battalions’ were also
formed, when men from the same village, town, factory, etc. joined up together.
Access to
internet
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.Y5/6 Aut F Plan 1B
Composition
Grammar
Word reading
Transcription
Y5/6: Autumn Term Fiction: Plan 1B Historical stories Main texts: WarHorse by Michael Morpurgo & War Game by Michael Foreman
Maintain positive attitudes to reading by:
5/6. Wednesday/Thursday: Compare two/three books
In Flanders Fields by Norman Jorgensen
e. identifying and discussing themes across a range of writing
Read In Flanders Field and One Boy’s War to chn and show them
& Brian Harrison-Lever
f. making comparisons across books
the illustrations. Discuss and compare these two books with each
One Boy’s War by Lynn Huggins-Cooper
Understand what they read by:
other and with War Game, looking for both similarities and
& Ian Benfold Haywood
f. identifying how language and presentation contribute to meaning differences.
In Flanders Fields poem (see resources)
Maintain positive attitudes to reading by:
7. Friday: Write a book review
Book review scaffold (see resources)
d. recommending books to their peers
Use the scaffold or their own layout to write a review of their favourite WW1-based book.
f. making comparisons across books
Plenary: Ask if chn ever read any book reviews. How do they choose the books they read?
Provide reasoned justifications for views
Apply their growing knowledge to
3. Wednesday: Using and learning words from Years 5 and 6 word list
Word lists
understand the meaning of new words
Show chn the list of 25 words taken from the Years 5 and 6 word list in English Appendix 1. All these words can easily be
(see
that they meet
incorporated into a sentence about the people, settings and events of WW1. Challenge chn to choose 5 of the words and resources for
Spelling Pupils should be taught to:
use them each in a sentence that shows they understand the meaning of the word. More able chn can choose more, and differentiated
lists)
d. understand that the spelling of some
less able chn choose from the shorter list. Chn can use a dictionary to check on the meaning of any of the words.
Dictionaries
words needs to be learnt specifically
Plenary: Share some sentences chn have written. Then challenge chn to spell each of the words. Divide class into 6
Whiteboards
e. use dictionaries to check meanings
teams and see which team gains the most points. As you read a word out, chn in each group quietly discuss the spelling
& write on w/b. On a given signal they hold up the w/b. Every team that has spelt it correctly gains a point.
Handwriting Write legibly, fluently, with
4. Thursday: Use cursive handwriting
None
increasing speed by:
Write their description as a final version using careful handwriting. See Composition 7.
a. choosing which shape of a letter to use and
deciding whether or not to join specific letters
Indicate grammatical features by:
4. Tuesday: Punctuating dialogue
Dialogue
a. using commas to clarify meaning
Rehearse with chn the punctuation used when writing dialogue (see plan resources). Remind them to use this knowledge Punctuation
Use and understand the grammatical
when writing their own dialogue. See Composition 6.
Check List
terminology in English Appendix 2
(resources)
Plan their writing by:
b. noting/developing initial ideas, drawing
on reading
Draft and write by:
a. selecting grammar and vocabulary
b. integrating dialogue to convey character
and advance the action
Evaluate and edit by:
d. distinguishing between the language of
speech & writing and choosing the register
Draft and write by:
a. selecting appropriate grammar and
vocabulary
b. describing settings
6. Tuesday: Write dialogue for character in story they have read
Chn imagine they overheard the conversation that one of the 4 lads from the football team had with their family (madeup members, e.g. parents, brothers &/or sisters, grandparents, etc.) after they had enlisted. They write it down using the
correction punctuation. Use informal language as it’s a family conversation. Any other names should be made-up, but
think about the sort of names that were common then, e.g. see http://www.weddingvendors.com/babynames/popular/1914/. Chn who find this hard, work in pairs and create the dialogue to write together. When chn have
finished writing they should find a response partner and give each other positive feedback about content and the
punctuation/layout.
Plenary: Volunteers read out their partner’s conversation. Is it historically correct?
Access to
internet
7. Thursday: Describe a setting
Chn write a description of the trenches. The description can include the plight of the soldiers. Use both text and illustrations of
the three books as inspiration. Challenge chn to use at least one relative clause in their description.
Plenary: Volunteers read descriptions. Put descriptions on display round a picture of poppies and a copy of In Flanders Fields.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.Y5/6 Aut F Plan 1B
None
Y5/6: Autumn Term Fiction: Plan 1B Historical stories Main texts: WarHorse by Michael Morpurgo & War Game by Michael Foreman
Books:
WarHorse by Michael Morpurgo, Egmont Press, ISBN: 9781405226660/ 9781857930696
War Game by Michael Foreman, Paviliion, ISBN: 9781857930696
In Flanders Fields by Norman Jorgensen & Brian Harrison-Lever, Freemantle Press, ISBN: 9781920731038
One Boy’s War by Lynn Huggins-Cooper & Ian Benfold Haywood, Frances Lincoln, ISBN: 9781847801265
Other WW1 historical stories that you might like to read to your class:
Private peaceful by Michael Morpurgo, HarperCollins, ISBN: 9780007150076
Soldier Dog by Sam Angus, Macmillan, ISBN: 9781447220053
Soldier’s Game by James Killgore, Kelpies, ISBN: 9780863158384
DVD:
WarHorse directed by Steven Spielberg, 2011, ASIN: B004NBY2GU
Websites:
http://michaelmorpurgo.com/books/war-horse Excerpt from Chapter 6 of WarHorse
http://www.warhorseonstage.com/#videos Clips of the puppet horses in the play of WarHorse
http://www.warhorseonstage.com/#artistry The adaptation of the WarHorse story for the stage
http://www.nationaltheatre.org.uk/discover-more/digital-classroom/horse-power Useful education materials available for WarHorse including synopses of the book and the play that
could be compared and a fantastic interactive map (opens in Firefox if you have problems with IE)
http://www.cwgc.org/glorydays/halloffame_ww1.html Football players who died serving during WW1
http://spartacus-educational.com/FWWfootball.htm Details of football players joining the armed forces
http://en.wikipedia.org/wiki/Association_football_during_World_War_I General information about professional football during WW1
http://www.bbc.co.uk/schools/0/ww1/25403975 Story of Walter Tull, football player
http://www.3dhistoryvirtualtour.com/#!portfolio/cjg9 Interactive trench tour
https://gbt01.wordpress.com/2011/02/23/the-footballers-memorial-at-longueval/ Footballer’s Memorial at Longueval plus lots of background information
http://spartacus-educational.com/WOLVESbuckley.htm Frank Buckley, football player and manager
http://www.weddingvendors.com/baby-names/popular/1914/ 100 most popular baby names in 1914
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.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.Y5/6 Aut F Plan 1B
Y5/6: Autumn Term Fiction: Plan 1B Historical stories Main texts: WarHorse by Michael Morpurgo & War Game by Michael Foreman
Outcomes
Monday
1. Read the blurb and Author’s
Note of a book.
2. Listen to the opening chapter of
a story read by an adult.
3. In a group, read & discuss two
chapters of a book.
4. Answer comprehension
questions.
5. Summarise a chapter.
1. Compare the ending of the story
with their prediction.
2. Discuss anachronisms in
historical stories.
3. Create guidelines for an author
of historical stories.
1. Discuss how the illustrations can
enhance a book.
2. Recognise that facts can be
gleaned from the illustrations in a
historical story.
3. Research historical facts related
to the story.
4. Make notes and use them to
prepare a presentation in a group.
Wednesday
Thursday
1.Identify different types of
sentences: simple, compound &
complex.
2. Recognise that sentences
contain one or more clauses.
3. List co-ordinating conjunctions
that join main clauses.
4. List subordinating conjunctions
that link subordinate clauses to
main clauses.
1. Begin compiling a glossary of
terms used in that historical
period.
2. Understand that specific
vocabulary is required for writing
historical stories.
3. Write a letter in role as one of
the characters.
Tuesday
1. Retell part of a story.
2. Investigate the use of commas
in sentences.
3. Identify the function of commas
in sentences.
1. Compare a book with the play
and the film of the book.
2. Rehearse the features of play
scripts.
3. Convert a chapter from a book
into a play script for a scene.
1. List the main characters met in a
book.
2. Explain that the letter-string
ough can be used to spell a
number of different sounds.
3. Identify words containing the
letter-string ough that have the
same sound.
4. Write a description of a
character.
1. Understand the features of play
scripts and use in own writing.
2. Convert a chapter from a book
into a play script for a scene.
3. Spell words containing the
letter-string ough.
1. Rehearse the punctuation of
dialogue.
2. Write dialogue for a character
from a story they have read.
3. Recognise that verbs other than
‘said’ can be used in dialogue.
4. Use adverbs or phrases to
modify ‘said’.
1. Compare two short stories on a
similar theme.
2. Understand how illustrations
can enhance a story.
3. Add further words to the
glossary.
4. Use and learn to spell words
from Years 5 & 6 word list
(Appendix 1).
1. Compare another short story on
a similar theme.
2. Understand that the style of
illustrations can create different
effects.
3. Use the short stories as
inspiration for a description of a
setting.
4. Use cursive handwriting.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.Y5/6 Aut F Plan 1B
Friday
1. Understand that facts can be
learnt from a fiction book.
2. Discuss & predict orally what
will happen next in a story.
3. Write a prediction of what will
happen next.
1. Listen to a short historical story.
2. Add further words to the
glossary.
3. Understand that relative clauses
can be used to elaborate
sentences.
4. List some relative pronouns and
relative adverbs that can be used
to start a relative clause.
5. Understand that the relative
pronoun can be omitted from a
sentence but is understood.
1. Choose their favourite from
different books on a similar theme.
2. Know why book reviews are
written and who reads them.
3. Give an opinion about their
favourite book in the form of a
review.