Y1/2: Summer Fiction Plan 5B: Traditional Tales from other cultures Main text: Stories from the Billabong, Rainbow Bird and Dingo Dog
Comprehension
Spoken language
Whole class teaching
Wk 1
Monday
Tuesday
Wednesday
Thursday
Friday
Show a range of traditional tales you have
in school, where animals are the central
character (examples in plan resource).
Read or tell The Three Little Pigs. Explain
that a trad tale is a very old story, people
have been telling it for a long time. With
chn list different traditional tales they
know. Write the titles on w/b. Compare/
contrast the stories and find common
patterns, i.e. often have animal
characters, usually a hero/villain and have
a moral to share. Now ask chn to share
any Australian trad tales they know. If
they don’t know any, don’t worry! Explain
that they follow the same pattern and
often include animal characters. Today we
will research animals that live in Australia.
Show chn the pictures from the plan
resource and identify the animals.
Comprehension 1
Read The Rainbow Bird.
Compare this story to The
Rainbow Serpent. Identify the
features of The Rainbow Bird
which are the same as other
trad tales, i.e. animals are
central characters, rainbow bird
is the hero and crocodile is the
villain, rainbow bird does the
right thing and shares fire. Cut
out the sections in the plan
resource, muddle them up and
display them. Read them.
Sequence the sections. Model
confidently reading the story to
the class. Use the plan resource
as Success Criteria for
performing to an audience.
Comprehension 2/Spoken
Language 1
Show Why Frogs can only
Croak (plan resource). Read
it to chn, occasionally
stopping on a difficult word.
Ask chn to suggest
strategies to read the
difficult word. Record these
on the w/b (suggestions for
decoding words are in the
plan resource). Allow chn to
read through it a second
time, independently, giving
them opportunities to use
the strategies. Afterwards,
use the plan resource to
facilitate discussion about
the story, recording chn’s
answers to display on the
Working Wall.
Word Reading 1
Read the plan resource on
Apostrophes. Look at the word
didn’t in 2nd sentence. Say it with
chn. Point out the apostrophe and
how it is different from speech
marks. Find another word with an
apostrophe, e.g. he’d. Using miniw/bs, chn record all the words with
an apostrophe, e.g. couldn’t, isn’t,
shouldn’t. Explain that each of
these words is a shortened version
of two different words – they have
been joined together and the
apostrophe replaces missing
letters. Write a selection of the
words chn noted on their mini
w/boards and model writing the
extended form, e.g. isn’t = is not.
Repeat.
Word Reading 2
Show the story used in
yesterday’s input (plan
resource). Locate each word
containing an apostrophe and
highlight it in a bright colour.
Orally convert each word into
its extended form, i.e. he’d =
he had. Discuss how people
often use contractions when
they are talking, but not that
often when writing. Explain
that you will copy out the first
paragraph of story in best
handwriting, converting each
word that contains an
apostrophe into the extended
form. Emphasise neat printed
or joined handwriting.
Transcription 3
Objectives
Dimension
g. Speak audibly and fluently with
an increasing command of
Standard English.
h. Participate in discussions,
presentations, performances and
debates.
i. Gain, maintain and monitor the
interest of the listener.
Yr1f./Yr2h. Drawing on what they
already know or on background
information and vocabulary
provided by the teacher.
Yr1l./Yr2n. Explain and discuss
clearly their understanding of
what is read to them.
Yr2d. Introduced to non-fiction
books structured in diff ways.
1. Tuesday: Retelling a familiar traditional tale from Australia (See Comprehension 2)
Give each pair of chn their own copy of the plan resource. The chn use it, and their sequenced story, to prepare a
performance of The Rainbow Bird. Teacher and TA to ensure that all chn are included in the retelling and that each
group is using the plan resource to improve their story telling.
Plenary: Place the chn into groups of six (i.e. place three pairs together). Each pair retells the story to the other chn.
The audience make sure that the story has been sequenced correctly. Each pair in the audience identifies something
from the plan resource that was successful and also something to improve upon. TA to photograph each group and
write a positive statement about their performance. Display examples on the Working Wall.
1. Monday: Identifying Australian animals and creating a list
Easy: Give each chd a copy of the plan resource. Chn work independently.
Medium: Provide a range of non-fiction books about animals and access to
http://www.australia.com/en/facts/australias-animals.html. Chn work on their own to research as many different
animals indigenous to Australia as possible. They write the name of each animal on a sticky-note. Display samples on
the Working Wall.
Hard: As above except afterwards the chn sequence their animals in alphabetical order. TA
Plenary: Each chd will share the name of one animal from their list. Read The Rainbow Serpent and the Story of
Creation (from Stories from the Billabong page 8-11). Identify the different animals included in the story. Allow chn
time to add these to the list they have generated. Ask chn to explain why this is a trad tale.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Resources
Y1/2: Sum F Plan 5B
What makes a good
performance? (plan
resource); chn use the
sequenced story from
Comprehension 2.
Traditional Tales,
Australian Animals,
What is this? (plan
resource); a range of
non-fiction books
about Australian
animals; access to the
Internet; sticky notes
handwriting pencils.
Word reading
Transcription
Comprehension
Y1/2: Summer Fiction Plan 5B: Traditional Tales from other cultures Main text: Stories from the Billabong, Rainbow Bird and Dingo Dog
Yr1k/2b. Discussing the sequence of events in
2. Tuesday: Sequencing an Australian traditional tale (see Spoken Language 1)
books and how items of information are
Place the chn into mixed ability pairs, with each pair having a copy of the plan resource. The chn cut out
related.
and read each section, then sequence them. The chn add small illustrations to each section to help
Yr1/2c. Becoming increasingly familiar with and them remember the sequence of the story. The chn glue the sequenced sections and pictures onto a
retelling a wider range of traditional tales.
strip of paper (the rolls of paper used to decorate display boards are ideal!).
Y1/Y2a. Apply phonic
1. Wednesday: Group Reading – using decoding strategies to read
knowledge / skills as route
Easy: Give each child a copy of What made Tiddalik laugh? (group reader resource). Begin reading the text together.
to decode words
Model reading unfamiliar words with chn, using the prompts discussed in the input. Allow them to read through the text
Y1f/Y2c. Read words of one, with a partner. When they have read it once, read it again together as a group. Use questions in plan resource to facilitate
two or more syllables by
a discussion about the story. TA to record responses. TA Display a copy of the text and responses on the Working Wall.
blending sounds
Medium: Give each child a copy of How Kangaroo got her pouch (take this from Stories from the Billabong page 12 - 14).
Y2f. Read most words
Chn read this independently, using strategies noted in the input to read unfamiliar words. In pairs, they respond to the
quickly and accurately
questions about the text (plan resource). Teacher
Yr1h/Yr2g. Read stories
Hard: Give each child a copy of The Two Moths and the Flowers of the Mountain (take this from Stories from the
aloud accurately sounding
Billabong page 36 - 39). They read and respond to the questions (plan resource) about the text independently.
out unfamiliar words.
Plenary: Ask each group to provide you with evidence that the story they have just read is a traditional tale from Australia.
Chn discuss this in their groups. If this doesn’t facilitate good discussion ask: What animals were in the story? Who was the
hero? Who was the villain? What did the hero do? What can I learn about my behaviour from reading this story?
Yr1g. Read words with
2. Thursday: Contractions – using an apostrophe
contractions and
Easy: Apostrophe Pairs plan resource. When all the cards are matched the game is over. The winner is the child with the
understand that the
most pairs. Repeat. Chn work independently.
apostrophe represents the
Medium: Apostrophe Bingo plan resource. The first child to have all words covered is the winner. Teacher
omitted letters.
Hard: Apostrophe Snap plan resource. Extension: chn look through a dictionary to find further contractions. They write the
Yr2f. Read most words
word and also the phrase that it is formed from. TA
quickly and accurately when Plenary: Sit chn in teams of five. Sit each team in a circle. Each team nominates one person to start, and one person to be
they have been frequently
a scribe. Give each team a slip of A4 paper. Taking it in turns (including the scribe) each child says a word containing a
encountered without overt
contraction, the scribe writes each word. When no more words can be thought of the team stops and counts up their list
sounding and blending
of words. The team with the longest list is the winner! Check a winning list with the class and place on the Working Wall.
Yr1b/c Yr2a/c/d. Form lower 3. Friday: Developing a fluent style of handwriting
case and capital letters
Each child will highlight the words containing an apostrophe using a bright felt tip pen. Afterwards split the class into three
correctly, with letters and
distinct writing groups: 1) Need support to print 2) Can include some diagonal and horizontal joins with prompting. 3) Can
spacing of relatively the
include diagonal and horizontal joins without prompting. Chn copy out the story in their best handwriting, ensuring they
correct size.
convert each word that contains an apostrophe into its extended form.
Y2b. Start using some of the Easy: What made Tiddalik laugh? plan resource.
diagonal and horizontal
Medium: How Kangaroo got her pouch plan resource.
strokes needed to join
Hard: Two Moths and the Flowers of the Mountain plan resource.
letters.
Plenary: Select examples of excellent handwriting, and put on the Working Wall. Write labels to explain your choices.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y1/2: Sum F Plan 5B
Sequencing The
Rainbow Bird (plan
resource); scissors;
strips of paper; glue.
Hamilton Group
Reader: What made
Tiddalik laugh?
Available from
Hamilton Education
(see below plan)
Comprehension
questions for each text
used in the activity
(plan resource);
handwriting pencils.
Apostrophe Pairs,
Apostrophe Bingo,
Apostrophe Snap (plan
resource); scissors;
handwriting pencils;
dictionaries; enough
A4 paper for each
team of five to have
one piece each.
What made Tiddalik
laugh?, How Kangaroo
got her pouch, Two
Moths and the
Flowers of the
Mountain (plan
resource); handwriting
pencils; lined paper.
Y1/2: Summer Fiction Plan 5B: Traditional Tales from other cultures Main text: Stories from the Billabong, Rainbow Bird and Dingo Dog
Whole class teaching
Wk 2
Monday
Read Why is the Platypus such
a Special Creature? (Stories
from the Billabong page26-30).
With chn, list all the Australian
traditional tales explored so far
together. Write the titles on the
w/board. Discuss stories and
find likes/dislikes and patterns
and puzzles. Afterwards, remind
chn of the features of trad tales,
i.e. often have animal
characters, usually a hero and
villain and have a moral. Explain
that today they will find
evidence in each story to prove
that it is a trad tale! Show the
table in the plan resource and
model how to use it to record
ideas. Comprehension 3
Tuesday
Tell (don’t read!) chn a traditional
tale (prompts for How Crow
Became Black or The Lizard-man
and the Creation of Uluru are in
the plan resource). Ensure you
change the volume/tone of your
voice, keep eye contact with the
audience, use your hands to
express yourself and speak
fluently and clearly. Afterwards,
identify Success Criteria for what
makes a good oral retelling,
listing ideas on the w/board.
Explain that chn will be telling a
story and that you would like
them to give the most exciting
and engaging performance as
possible so the audience is
entertained! Spoken Language 2
Wednesday
Read The Lizard-man and the Creation of
Uluru (taken from Stories from the
Billabong page 45 – 47). Explain that you
would like chn to listen out for the actions
of the Lizard-Man. As you read it,
emphasise the past tense verbs. Read it
again. Ask chn to share the actions (verbs).
Write them on the w/board. Notice that
some words have an –ed suffix and some do
not. Talk about how the –ed verbs are past
tense. Give present tense verbs and ask chn
to say past tense, e.g. collect, collected.
Using examples, compose sentences from
the story, i.e. Lizard-man collected leaves to
make a boomerang OR Alinga climbed the
mountains. Model writing sentences,
ensuring there is a capital letter, finger
space, a full stop, and that the verb is in the
past tense. Grammar 1
Spoken language
Objectives
g. Speak audibly and fluently
with an increasing command of
Standard English.
h. Participate in discussions,
presentations and
performances.
i. Gain, maintain and monitor
the interest of the listener.
a. Listen and respond
appropriately to peers.
g. Speak audibly and fluently.
h. Participate in performances.
i. Gain and maintain the interest
of the listeners.
Thursday
Friday
Explain that today chn will learn
one of the Australian traditional
tales that we have used so far off
by heart. Tomorrow they will
perform it to the rest of the class.
Select and read one of the stories
to the class. Model creating a
story map using pictures, words
and phrases for that story (an
example for How Crow Became
Black is included in the plan
resource). Emphasise that it is
important for chn to make their
story map and to use it to learn
the story off by heart today,
because for their final
performance tomorrow they
won’t be allowed to use it.
Comprehension 4
Select a good example of
a story map created
yesterday. Ask chn to
use it to tell the trad tale
they have chosen to
learn. Chn give feedback
on the performance –
what was good about it,
and what could be
improved. Encourage
them to be specific in
their feedback. Explain
that when they perform
their story at the end of
today, they will try to do
it without the support of
their story map.
Spoken Language 3
Dimension
Resources
2. Tuesday: Orally retelling an Australian traditional tale
Easy: Working together as a group, chn prepare an oral retelling of the same story told in the input. They use prompts
in the plan resource and the Success Criteria agreed in the input. TA
Medium: As above, except chn work in pairs.
Hard: Tell chn the other trad tale (from the plan resource). Emphasise the features of good retelling noted in the
input. Provide individual chn with the prompts for this story (plan resource). Chn prepare to tell the story to small
groups of their peers in the plenary. Teacher to support different chn as they are working independently.
Plenary: Place chn in groups of 5, with a child from the Hard activity in each group. The child from Hard group tells
the traditional tale they have been preparing to the group. Afterwards, discuss the new trad tale with chn. Ask them:
What animals are in the story? Who is hero/villain? What is the moral of the story?
3. Friday: Rehearsing a known story and performing it to peers.
Explain that today is chn’s final day of rehearsal before they perform the traditional tale to their friends.
Split the session into three distinct parts: 1) Time for each group to orally sequence the story using their story map. 2)
Time for the group to rehearse their performance with their story map. 3) Time for one group to perform in front of
another and receive feedback about their performance, with time to act on their advice and improve their retelling,
without the story map. TA and Teacher to support as many groups as possible.
Plenary: Split the chn into two groups. 1 group for the TA and 1 group for the Teacher. Give each group time to
perform their retelling. Take photographs of each group, for the Working Wall. Display the photographs along with
the copies of the story maps created yesterday.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y1/2: Sum F Plan 5B
How Crow Became
Black, The Lizard-man
and the Creation of
Uluru and the prompts
for the chn to use plan
resource.
Each group will need the
story map they created
yesterday.
Grammar
Comprehension
Y1/2: Summer Fiction Plan 5B: Traditional Tales from other cultures Main text: Stories from the Billabong, Rainbow Bird and Dingo Dog
Yr1c./Yr2a. Become very familiar and
discuss key stories.
Yr1e. Drawing on what they already
know and using appropriate
vocabulary.
Yr1k./Yr2b. Participate in discussion
about what is read to them,
discussing how items of information
are related.
Yr1b. Link what they have read to
their own experiences.
Yr1f./Yr2h. Drawing on what they
already know about a story.
Yr1h./Yr2b/c. Discuss
events/sequence of a story and being
able to retell it.
Yr2d. Learning how to use the past
tense correctly and consistently
including the progressive form.
Yr2f. Learning the grammar in
column 1 of Year 2 in Appendix 2.
Yr2g. Using some features of written
Standard English.
3. Monday: Finding evidence to support ideas
Place chn in mixed ability threes (this should consist of a child from each ability group). Each group has a copy
of the plan resource enlarged from A4 to A3. Together chn find examples from each trad tale for each of the
features in the table. Chn write notes/sentences or draw small illustrations to record their ideas. Chn should
agree on the ideas that are recorded, and ideas should be based in evidence from the text. TA and Teacher to
support all chn in finding information from the text and justifying their choice of moral.
Plenary: Bring chn together. Quickly identify the animals/heroes/villains in each tale. Spend time discussing the
moral that each group has agreed upon, exploring chn’s ideas. Discuss what they think/feel each story is able to
teach them about their own behaviour, e.g. The Rainbow Bird reminded me to share my toys. Place a completed
example of the plan resource on the Working Wall.
4. Thursday: Creating a story map and learning by-heart an Australian traditional tale
Group chn together based on the story they want to learn. Give each group time to read through a copy of the
story they have chosen. Place chn in each group into mixed ability teams of three. Using a blank piece of A3
paper, each group creates its own story map, using words/phrases/illustrations to record the main events in
each section of the story. As the group creates the story map they are continually talking about their
understanding of the story. Select examples of story maps to be displayed on the Working Wall.
Why is the platypus
such a special creature
(taken from Stories from
the Billabong); Is this a
traditional tale or not?
plan resource;
handwriting pencils.
1. Wednesday: Consistently using the past tense
Easy: Past and Present Tense Pairs plan resource. Chn work in pairs. They turn over cards and match past and
present tense verbs. Child with most cards is the winner. Repeat. Teacher to support.
Medium: Chn work independently. Using the selection of past tense words recorded on the w/board in the
input, chn write a sentence that includes each word. The sentences must all be based on the story.
Hard: Place chn in pairs. Chn read each sentence from the plan resource and identify the past tense verb. They
use a thesaurus to find the verb. Chn rewrite the sentence with an alternative, more exciting verb, e.g. Instead
of Lizard-Man made a boomerang = Lizard-Man crafted a boomerang. TA to support, if available.
Plenary: Place the chn in mixed ability teams of five. Each team has a piece of paper and a confident writer. Give
each team 5 minutes to write as many different examples of past tense verbs as possible. The team with the
most words, is the winner. Teacher to check the list, before displaying it on the Working Wall.
Past and Present tense
Pairs and Past-tense
tales plan resource;
handwriting pencils;
scissors.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y1/2: Sum F Plan 5B
Multiple copies of each
story used in the unit so
far; A3 paper (enough
for one piece per team
of three); handwriting
and colouring pencils.
Y1/2: Summer Fiction Plan 5B: Traditional Tales from other cultures Main text: Stories from the Billabong, Rainbow Bird and Dingo Dog
Spoken language
Whole class teaching
Wk 3
Monday
Tuesday
Wednesday
Thursday
Friday
Show chn the front cover of
Wombat goes Walkabout. Read
the book. Discuss it with chn:
identify the characters,
sequence the story (what is the
problem and how was is
resolved), decide on the hero
and identify a moral. Read
Dingo Dog. Discuss this book
using the same prompts as
noted above. Compare and
contrast these two stories. Ask
the question: What is the same
and what is different? Model
recording their ideas on the
Venn diagram in the plan
resource.
Comprehension 5
Discuss the different animals that
live in Australia (return to Monday
of Week 1 on the Working Wall or
re-read The Rainbow Serpent if the
chn need support). List the animals
vertically on the w/board. Explain
that you would like to select one
animal as the hero for your own
trad tale. Discuss each animal,
considering if they would be a hero
and why you think so. Select one
animal and draw it on the w/board.
With the chn’s support write
descriptive phrases/sentences, e.g.
Wombat = He has small, black eyes
and soft, brown, cuddly fur. Use
commas between adjectives.
Spoken Language 3/ Composition
1/ Grammar 2
Explain that each trad tale has the
same pattern: 1. An introduction to
the hero; 2. Establishing a problem
involving the villain; 3. A resolution
to the problem; 4. An ending. Using
the animal you selected yesterday as
the hero talk to chn about each stage
and together plan a story (plan
resource has examples to support
you). When you have agreed on a
story draw a picture on A4 paper to
represent each stage, i.e. you will
have four pictures altogether. At the
bottom of each page write
words/phrases/sentence that you
feel are effective and want to include
in your writing. Keep for tomorrow.
Composition 2 / Spoken Language 4
Retell the story you composed
yesterday in the input, using the
pictures as prompts. Show chn an
8-page booklet (plan resources).
This is where they publish their
story. Model writing the story.
Page 1: A title and illustration for
the front cover. Page 2: Introduce
the main characters. Page 3 and 4:
Set up the problem. Page 5 and 6:
Solve the problem. Page 7: Ending.
Emphasise including the carefully
selected vocabulary generated
yesterday. Re-read the story to
ensure it makes sense.
Y2 only: Model writing speech,
using speech punctuation.
Composition 3
Explain that today chn will
read their finished story to
some of their friends, and
that afterward each child
will then choose their
favourite story and write a
review about it. Select three
good stories and model
reading them confidently,
i.e. fluently & expressively.
Discuss this selection with
chn, noting what was good
and why this would be
interesting to other readers
- use the Book Review
template in the plan
resource to support this.
Comprehension 6
Objectives
Dimension
d. Give well-structured
descriptions.
f. Use language to develop
understanding through
imagining and exploring ideas.
3. Tuesday: Oral description of a hero! (See Composition 1, Grammar 2)
Independently chn draw their own hero discussing it with their friends as they create it. Encourage them to describe
what their animal looks/ sounds/ smell/ feels like. Ask them to consider how the animal would make them feel, i.e. are
they scary/happy/funny etc. Chn should consider what character traits the animal has, to explain why they chosen
them as their hero. The chn must use descriptive language about their animal when talking with their peers or adults.
TA and Teacher to speak to all chn, ensuring they use descriptive language to talk about the hero.
4. Wednesday: Retelling own version of a traditional tale (See Composition 2)
When chn have completed their four illustrations, they use them to retell their story. Their partner listens to the story,
to ensure it makes sense and follows the four-part structure outlined in the input. Encourage chn from the Hard group
to use direct speech in their retelling, as they will be expected to use speech punctuation tomorrow.
Plenary: Explain that tomorrow chn will begin to write their story and that in their pairs they should generate
words/phrases/sentences that they think are good quality and that they want to include in their story. Chn write their
ideas on their illustrations, using their partner to support them.
f. Use spoken language to
develop understanding
through imagining and
exploring ideas
h. Participate in discussions.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Resources
Y1/2: Sum F Plan 5B
Chn require their
completed 4 illustrations
Y1/2: Summer Fiction Plan 5B: Traditional Tales from other cultures Main text: Stories from the Billabong, Rainbow Bird and Dingo Dog
Composition
Comprehension
Yr1m. Participate in discussion
about what is read to them.
Yr1n. Explain their
understanding of what is read
to them.
Yr2a/f. Discussing and
expressing views about stories.
Yr1a./Yr2a. Listen and express
views about a range of stories.
Yr1c./Yr2h. Considering
characteristics of stories,
drawing on background
information.
Yr1k./Yr2m. Participating in
discussion about what is read to
them.
Yr1l./Yr2n Explain clearly their
understanding of what is read
to them.
Yr1a/b Yr2e. Compose a
sentence by saying out loud
what to write before writing it.
Yr1c. Sequencing sentences to
form short narratives.
Yr1d/Yr2i. Check writing makes
sense.
Yr2g. Encapsulating what they
want to say, sentence by
sentence.
Yr1a/b Yr2e. Compose a
sentence by saying out loud
what to write before writing it.
Yr1c. Sequencing sentences to
form short narratives.
5. Monday: Comparing and contrasting two stories
Easy: As a group, chn orally compare and contrast the two stories from the input. The TA records their ideas on the
plan resource. Afterwards support chn in being able to tell the rest of the class about their ideas. TA
Medium: Working in ability-matched pairs, chn complete the plan resource. Teacher
Hard: As above, except chn work independently.
Plenary: Return chn to the carpet and Easy group discuss the ideas they have included on the Venn diagram. Talk
with everyone about which story is their favourite and model using because to give a reason for that choice, e.g. My
favourite story is Dingo Dog because I think the animals are clever to play a trick on him! Groups complete the
sentence underneath the Venn diagram in the plan resource. Display a copy on the Working Wall.
6. Friday: Book Reviews
First: Establish mixed ability teams of 5. Each child reads their story to the team. Each child listening, selects their
favourite story. They must know what features of the text they especially like, and should be encouraged to be very
specific about why they like that story. TA and Teacher to support chn from Easy group to read their story, and to
question chn from Hard group about why they have made their choice.
Second: Using the differentiated Book Review templates, chn complete a formal review of their favourite story. Chn
in the Hard group should be given a time limit of 20 mins to complete this short writing task.
Plenary: Display the completed stories and Book Reviews in a public space (i.e. the class Book Corner, school library,
public display board) to celebrate the past three weeks learning. Encourage chn to use the book reviews and to read
stories written by their friends.
The Same and Different
(plan resource);
handwriting pencils.
1. Tuesday: Describing a hero! (See Spoken Language 3, Grammar 2)
Easy: Chn work independently to draw their chosen animal and write short descriptive phrases about its character.
When they have completed their writing, chn re-read it to make sure it makes sense, and that they have selected the
most effective adjectives.
Medium/Hard: Before they draw their chosen animal, chn work independently to write descriptive sentences about
it. Each sentence must begin differently, include at least two adjectives, have a comma between the adjectives and
include and, e.g. They have long, slender legs and their feet are pointy, flat and hairy. He has soft, brown fur and
small, pointed ears. TA and Teacher to ensure that chn use and appropriately to form compound sentences.
Plenary: Place chn into mixed ability pairs. Give each child a piece of blank, white A5 paper. Each child reads their
description to their partner, who draws/colours what they think the animal looks like on the piece of blank paper.
Place examples of good drawing and good descriptive writing on the Working Wall.
2. Wednesday: Planning own version of a traditional tale (See Spoken Language 4)
Group chn in pairs, based on the hero animal they have chosen, i.e. chn who have chosen a wombat go together, or a
crocodile go together, etc. Chn discuss and plan a story for their hero, following the four-part structure outlined in
the input. They do not need to agree on the same story, but they should discuss ideas together. When chn have a
coherent plot, they create four A4 illustrations (one for each stage of the story). TA and Teacher for support all of the
chn ensuring their plot is coherent, before they proceed to drawing the illustrations.
Each chn needs their
own piece of A4 paper;
drawing and colouring
pencils.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y1/2: Sum F Plan 5B
Each child will need their
storybook; differentiated
Book Review templates;
handwriting pencils.
Each child needs 4
pieces of A4 paper;
handwriting/ colouring
pencils.
Grammar
Y1/2: Summer Fiction Plan 5B: Traditional Tales from other cultures Main text: Stories from the Billabong, Rainbow Bird and Dingo Dog
Yr1a/b Yr2e. Compose a
sentence by saying out loud
what to write before writing it.
Yr1c. Sequencing sentences to
form short narratives.
Yr1d/Yr2i. Check writing makes
sense.
Yr2a. Writing narratives.
Yr2g. Encapsulating what they
want to say, sentence by
sentence.
Y1b. Joining words and joining
clauses using and.
3. Thursday: Writing a story based on a familiar pattern
Prepare an 8-page booklet for each of the chn using A3 white paper (see plan resources). The plan resources also
include an Success Criteria of how to fill each of the 8 pages.
Easy: Place chn in pairs. Give each child the illustrations they completed yesterday. As a pair, chn talk through the
story they composed orally several times. Give them their booklet and support them in writing the story using the
structure outlined in the plan resources. TA
Medium: Using their own illustrations from yesterday as support, chn write their story in the 8-page booklet. Each
page should include a compound sentence using and. Teacher
Hard: As per Medium, except chn are expected to include speech and correct speech marks.
Plenary: As chn finish their book, allow them time to publish it by including: editing time using a
dictionary/thesaurus, design a front cover, add detailed illustrations if this is appropriate, write a blurb, etc.
2. Tuesday: Oral description of a hero! (See Spoken Language 3, Composition 1)
Main teaching: Encourage chn to join words and clauses using and, e.g. The rabbit has fluffy fur and it has large ears.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y1/2: Sum F Plan 5B
Instructions to make an
8-page Zig-zag book
(plan resource); a zig-zag
book for each chd; the
illustrations completed
y’day; handwriting
pencils; colouring
pencils.
Y1/2: Summer Fiction Plan 5B: Traditional Tales from other cultures Main text: Stories from the Billabong, Rainbow Bird and Dingo Dog
Books:
Any short traditional version of The Three Little Pigs you can lay your hands on!
James Vance Marshall and Francis Firebrace Stories from the Billabong (2010) Frances Lincoln Children’s Books ISBN: 1847801242
Eric Maddern and Adrienne Kennaway The Rainbow Bird (1996) Frances Lincoln Children’s Books ISBN: 0711208980
Michael Morpurgo and Christian Birmingham Wombat goes Walkabout (2000) Harper Collins Children’s Books ISBN: 0007708041
Andrew Fusek Peters and Anna Wadham Dingo Dog and the Billabong Storm (2009) Child’s Play International Books ISBN: 1846432472
Hamilton Group Reader What Made Tiddalik Laugh, available in sets of 6 from http://www.hamiltoneducation.org.uk/GroupReading_Year1-2.php
Websites:
Australian Animals: http://www.australia.com/en/facts/australias-animals.html
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.
Scroll down for Outcomes
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y1/2: Sum F Plan 5B
Y1/2: Summer Fiction Plan 5B: Traditional Tales from other cultures Main text: Stories from the Billabong, Rainbow Bird and Dingo Dog
Outcomes
Wednesday
Thursday
1. Identify examples of traditional
tales.
2. Become aware of the features
of traditional tales.
3. Know a range of Australian
animals.
Monday
1. Compare two Australian
traditional tales.
2. Sequence a story.
3. Read a story to a small group.
Tuesday
1. Use decoding strategies to read
unfamiliar words.
2. Respond to questions about a
text.
1. Read contractions.
2. Recognise the apostrophe and
what it represents in contractions.
1. Identify contractions in a text.
2. Convert contracted words into
extended form.
3. Use a fluent, neat style of
handwriting.
1. Discuss know traditional tales.
2. Locate information in a story.
1. Learn an Australian traditional
tale.
2. Effectively retell a traditional
tale.
3. Work collaboratively to gain and
maintain the interest of listeners.
1. Identify past tense verbs.
2. Begin to understand regular and
irregular verbs tenses.
3. Select and use effective past
tense verbs.
1. Select a favourite Australian
traditional tale.
2. Create a story map for a
traditional tale.
3. Work collaboratively to make
decisions.
1. Refine and improve an oral
retelling based on constructive
criticism of others.
2. Perform a retelling, from
memory, to peers.
1. Compare and contrast two
stories.
2. Record ideas as notes /
sentences.
3. Work collaboratively to find
evidence from a text.
1. Select an Australian animal as a
hero for own story.
2. Use extended noun phrases to
describe it.
3. Use and to form compound
sentences.
1. Design the plot of own story,
following a set pattern.
2. Make story-peg prompts for
own story.
3. Select effective language.
1. Publish own story.
2. Re-read own writing to ensure it
makes sense and edit.
3. (Y2 only) Include direct speech
in own story.
1. Read own story to peers.
2. Select favourite story and
provide a reason for choice.
3. Write a review of favourite story
in a specific time.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y1/2: Sum F Plan 5B
Friday