Y2/3: Spring Term
Whole class teaching
Wk 1
Monday
Fiction 3A: Books by the Same Illustrator
Tuesday
Wednesday
BEFORE next Monday, it is important to have read both Millie’s Marvellous Hat and In the Attic to children.
Before session starts, put classroom
Share Angry Arthur. What
Seat chn in a circle and place the
in mild disarray (tip furniture,
tense is it written in? Agree that carpet sentence strips randomly
equipment on floor, etc.). Welcome
most stories are written in past on the carpet (plan resource).
chn in, explaining that there has
tense. Display an illustration
Explain that they are simple
been an incident. You forgot your
(see resources for example),
sentences. They make sense,
lunch (or similar) & got so cross that
discuss and write sentences
have a verb and share one idea.
your emotion escaped & trashed the about it in past tense on a f/c.
Ask chn to read sentences with a
classroom. What do chn think? Is it
Challenge chn to choose a
partner. Hold up the conjunction
possible? Do they ever get so cross
sentence and change to present cards (plan resource), explaining
that it feels like their emotions will
tense. Write present tense
that these conjunctions can be
burst out? Introduce Angry Arthur,
sentences underneath in a
used to link 2 simple sentences
looking at the cover. What do chn
contrasting colour. Discuss the
together. Show how the
think has made him angry? Pick out
change in verb ending and
conjunctions link the sentences in
the author, Hiawyn Oram, and
compare regular and irregular
different ways (and -similar
illustrator, Satoshi Kitamura. Share
verb rules. Send Y2s to begin
combinations but text and discuss (including
their activity. Keep Y3s on
contrasting/surprising
illustrations), picking out powerful
carpet. Explain that all events of combinations or -a choice or
words and phrases. What made
the story happened in the past; comparison). Challenge chn to
Arthur angry? Explain that chn will
some past events have a result
find pairs of simple sentences to
be thinking about this story, what
in the present and so are
join in the three different ways.
happens and what words make it a
written differently. Display
Explain that joining 2 simple
good story.
Using Present Perfect form of
sentences creates a compound
Comprehension 1/ Spoken Language Verbs (see resources) and
sentence and each part is called a
1/ Word Reading 1
explain present perfect form.
clause.
Grammar 1/ Spoken Language 2 Grammar 2/ Spoken Language 3
Objectives
Spoken language
Main texts: Angry Arthur; In the Attic; Millie's Marvellous Hat
a. listen and respond appropriately to adults and peers
e. maintain attention and participate actively in
collaborative conversations, staying on topic and
initiating and responding to comments
f. use spoken lang to develop understanding through
speculating, hypothesising, imagining/exploring ideas
h. participate in discussions, presentations,
performances and debates
j. consider and evaluate different viewpoints, attending
to/building on the contributions of others
Thursday
Friday
Show Angry Arthur. Explain that
chn will be writing a new version of
the story: Angry Alice (or Alex,
etc.), set in the classroom. Remind
chn of the increasing scale of
impact of Arthur's anger. Draw a
circle on f/c and write Alice gets
angry about her rubber going
missing. What is the smallest zone
of impact? Draw a larger circle and
write 'desk' inside it. Collect ideas
of what might happen on the desk.
What is the next zone of impact?
Classroom. Repeat this process
until you have an escalating circle
prompt (see resources for
example). Limit examples to give
chn plenty of scope for their own
ideas. Ask chn to choose a reason
for their own character's anger,
and to construct a similar circle
prompt with a partner. Encourage
chn to discuss and develop ideas.
Share examples.
Composition 1/ Spoken Language 4
Display & share a good example
of chn's planning from last
session. Explain that each box will
become a brief paragraph/ a
couple of sentences in the story.
Model writing the opening of this
story, emphasising building rich
language through oral rehearsal
and checking for past tense. Send
Y2s to begin drafting story. Keep
Y3s on carpet. Remind chn about
present perfect form. This will be
a good opportunity to use to
describe the impact to each
setting in the story. Using the
modelled writing add /adapt
sentences to form present
perfect tense making it explicit
why you have chosen to use it in
this case. Challenge chn to use
present perfect form in 1 or 2
sentences.
Composition 2/ Grammar 3
Dimension
Resources
1. Monday: Discussing Angry Arthur in groups
Remind chn of speaking and listening skills: eye-contact, listening carefully, speaking clearly and on
topic, taking turns and building on ideas. Explain that talking is a good way of developing ideas and
understanding, and that everyone should have the opportunity to share what they are thinking.
Plenary: See Comprehension 1
3. Wednesday: Discussing and generating compound sentences
This is an opportunity to develop understanding through speaking and listening. Emphasise the
importance of verbal rehearsal and listening to the impact of conjunction choice before choosing
the best.
Plenary: See Grammar 2
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2/3: Spr F Plan 3A
None
None
Grammar
Comprehension
Y2/3: Spring Term
Fiction 3A: Books by the Same Illustrator
Main texts: Angry Arthur; In the Attic; Millie's Marvellous Hat
d. give well-structured descriptions and
explanations
e. maintain attention and participate
actively in collaborative conversations,
staying on topic and initiating and
responding to comments
2. Tuesday: Discussing, describing & building sentences about an illustration in Angry Arthur
Encourage chn to spend time examining and discussing the details they can see in the illustration. The visual
information in the text is richer than the words. Ask chn to build up their sentences verbally before recording.
Plenary:
See Grammar 1
None
f. use spoken language to develop
understanding through speculating,
hypothesising, imagining &exploring ideas
i. gain, maintain and monitor the interest
of the listener(s)
 Y2 discuss the sequence of events in
books and how items of information are
related, becoming increasingly familiar
with and retelling a wider range of
stories, fairy stories and traditional tales
 Y2 discuss favourite words & phrases
Y3 discuss words/phrases that capture
the reader’s interest and imagination
 Y3 listen to and discuss a wide range of
fiction, poetry, plays, non-fiction and
reference books or textbooks
 Y2: Use and distinguish past and present
tense
 Y3: Use perfect form of verbs
4. Thursday: Planning/presenting a story with a partner
This is an opportunity for chn to develop understanding of story structure through discussion and present their
story in an engaging way.
Plenary:
See Composition 1
1. Monday: Rereading and discussing Angry Arthur in groups
Discuss and display task instructions on a f/c (see resources). Distribute texts, storyboard cards and empty
storyboards (plan resources) to chn in partners/small groups. Explain that chn are exploring how stories are
structured and how writers use language to create powerful images.
Plenary: Ask chn what they noticed in the ordering tasks. Explain/remind chn that writers often build tension,
increasing the size/excitement of events to a climax before bringing the tension back down (as in a story
mountain). What words/phrases did chn pick out? Record and display, ensuring that powerful verbs, simile and
alliteration are noted. For more able chn you may want to explore idea of this story with anger described using
the metaphor of weather/natural events. What did chn think of the illustrations? Explain that this author and
illustrator have collaborated on a number of books.
Display examples of powerful language, a storyboard & storyboard cards in order of impact, on a working wall.
1. Tuesday: Writing in past, present and present perfect tense
Y2: Chn choose an illustration from Angry Arthur. Discuss what they can see with a partner. Chn write pairs of
past and present sentences in black & blue as in whole class teaching. Chn underline verb. TA Directed if there is
an adult available
Y3: Chn work in pairs to write some present perfect sentences about one of the illustrations. Guide chn to choose
a page ending 'but it wasn't' as these lend themselves best to writing in the present perfect tense; they show the
aftermath of Arthur's anger (see resources for teachers' notes). Ask chn to underline the auxiliary verb (have/has)
and past tense verb it helps. T directed. Plenary: Share examples of writing from Y2s and Y3s.
Display examples of the tenses with guide to using them & accompanying illustrations, on a working wall.
2. Wednesday: Writing compound sentences about themselves
HARD: Write a paragraph using compound sentences, using the carpet sentence strips as a starting point.
MEDIUM: Use Joining Sentences A to discuss, explore and write compound sentences. Chn can record sentences
in books when confident, underlining the conjunction in each sentence.
EASY: ADULT LED: Chn read and manipulate sentence strips from Joining Sentences B to create compound
sentences. Chn re-read to check that they have chosen the best conjunction. Chn write/stick a few examples in
books. Plenary: Share examples of compound sentences, reinforcing terminology and discussing why we use
sentences with more than one clause (to create flow and add variety to sentence structure).
Display examples of sentence strips linked with connective cards on working wall.
None
 Y2: use conjunctions (and, or, but) to
join simple sentences
 Y3: use more than one clause
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2/3: Spr F Plan 3A
Copies of Angry
Arthur
Plan resources:
Storyboard Cards
1&2
Storyboard
- enlarged to A3)
Copies of Angry
Arthur
Plan resources:
Joining Sentences A
& Instructions
Joining Sentences B
Prepare
Carpet Sentence
strips
(see resources for
examples to use)
Composition
Word reading
Y2/3: Spring Term
Fiction 3A: Books by the Same Illustrator
Main texts: Angry Arthur; In the Attic; Millie's Marvellous Hat
 Y2: Use and distinguish past and present
tense
 Y3: Use perfect form of verbs
3. Friday: Writing in past, present and present perfect tense
This is an opportunity to apply what chn have learnt in a purposeful piece of writing.
Plenary: see Composition 2
None
 Y2 re-read these books to build up their
fluency and confidence in word reading
1. Monday: Rereading & discussing Angry Arthur in groups
By rereading the text, chn can build confidence & fluency, supported by a partner.
Plenary: See Comprehension 1
None
 Y2 plan or say out loud what they are
going to write about
 Y2 write down ideas and/or key words,
including new vocabulary
 Y3 discuss writing similar to that which
they are planning to write in order to
understand and learn from its structure,
vocabulary and grammar
 Y3 discuss and record ideas
 Y2 write narratives...
 Y2 encapsulate what they want to say,
sentence by sentence
 Y2 re-read to check that their writing
makes sense and that verbs to indicate
time are used correctly ...
 Y3 compose and rehearse sentences
orally (including dialogue), progressively
building a varied and rich vocabulary
and an increasing range of sentence
structures (See Appendix 2)
1. Thursday: Planning a story with a partner
1. Chn review circle prompt, choosing best 4 or 5 zones to include in plan.
2. Using a blank storyboard, chn plan story using notes or quick sketches.
3. Chn check that tension increases to a climax then falls in a similar way to Angry Arthur.
4. Chn add ideas for powerful words and phrases to their plan.
EASY: Plan as a group if support is needed.
Plenary: Ask chn to tell their story to another pair, using storyboard. Does their story expand? What is the best
bit? Can chn think of one way to improve it? Copy all shared plans for individual use next session.
Plan resources:
Storyboards
2. Friday: Drafting a story in the style of Angry Arthur
Chn write their story, using their storyboard plans. Encourage oral rehearsal and building up rich language,
including adjectives and powerful verbs.
Plenary:
Ask chn to read their stories. What are they pleased with? Ask chn to highlight their favourite words/phrases and
share with a partner. Take some good examples of words & phrases and display them on working wall. What
would they like to improve? How did chn get on with past tense/present perfect form? Share some examples. Can
chn hear the tense?
Outside this session, chn could produce second, more polished versions of their stories, perhaps using wordprocessing, for publication in a class book.
Storyboard plans
from last session
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2/3: Spr F Plan 3A
Paper for planning
Y2/3: Spring Term
Whole class teaching
Wk 2
Fiction 3A: Books by the Same Illustrator
Monday
Tuesday
Wednesday
Thursday
Friday
Before this session, both texts
should have been shared with chn.
Show chn In The Attic and Millie's
Marvellous Hat, asking chn what
they remember about the stories,
rereading sections as needed.
Discuss the fact that In The Attic
was created by the same team as
Angry Arthur. Can chn find
similarities? Are there differences?
(3rd/1st person, richness of
language, etc.). Explain that
Millie's Marvellous Hat is different
in that it was both written and
illustrated by Kitamura. Share some
of the illustrations. Can chn pick
out the style of the illustrator?
Explain that today chn will be
reading and thinking about the
texts, looking for clues in the
language and thinking about what
makes the texts effective.
Spoken Language 5/
Comprehension 2: Group Reading
Display texts shared so far (plus
other available books illustrated
by Kitamura. Ask chn what do
they know about Kitamura (if
anything). What would they like
to know? Allow time for
discussion and record questions
on post-it notes. Pose example
question: What does Kitamura
draw with? Display Drawing
Materials (plan resource). Do chn
think this will be a good text to
help answer the question? What
tells us this? Share text,
modelling word-reading skills and
selecting appropriate information
to answer the question. Model
making notes on a f/c. Use notes
to construct an answer sentence.
Explain that chn will choose a
post-it question to research in
order to make a class Q&A book
about Kitamura.
Word Reading 2 /
Comprehension 3
Write words why? and when? on a
f/c with an air of mystery. Can chn
answer your questions? Mime
putting on a hat and say ' I am
wearing my afternoon tea hat.'
Point at why? until someone
obliges. Write because under the
word Why? and say: 'I am wearing
my afternoon tea hat because it is
my favourite meal'. Repeat process
with as and so that. Now change
the focus to when? Repeat,
modelling the correct use of the
conjunction to link the main clause
to the subordinate clause (see plan
resource for notes). Record
examples of some sentences,
pointing out the main clause (the
main part of the sentence) the
conjunction and the subordinate
clauses (extra information). Explain
that chn will be thinking about
their own marvellous hats.
Grammar 4/ Spoken Language 6
If time allows, chn create their hat
before this session (they could draw,
paint, collage or model!).
On a f/c write: I am wearing my
afternoon tea hat until it gets too
heavy. Ask chn to identify clauses
and conjunction. Say the sentence a
few times until chn can join in
without reading. Then swap order of
the clauses. Until it gets too heavy, I
am wearing my afternoon tea hat.
Ask chn if it still makes sense. Write
the sentence, explaining that the
comma is needed to separate the
opening subordinate clause from the
main clause. Repeat the order
swapping with some more examples,
recording and explaining as before.
Ask chn to choose a sentence from
the display and try changing the
order with a partner. *If the chn
found last session difficult, you may
wish to reinforce the grammar
without emphasis on changing order.
Grammar 5/ Composition 3
Display Suffixes (plan
resource). Ask chn to
match the pairs & write
them on a whiteboard.
Show chn how
replacement is formed by
adding suffix ment to
replace. Show chn how to
underline the root word
(replacement) & ask chn to
do the same with the
other examples. What
root words did chn find?
What about speedily?
Display spelling rule: for
most words the suffix is
added without changing
the root word. When root
word ends in y, change y
to i then add suffix.
Explain that chn will be
going on a suffix hunt and
exploring spelling rules.
Word reading 3 /
Transcription Spelling 4
Objectives
Spoken language
Main texts: Angry Arthur; In the Attic; Millie's Marvellous Hat
a. listen and respond appropriately to adults and peers
e. maintain attention and participate actively in
collaborative conversations, staying on topic and
initiating and responding to comments
f. use spoken language to develop understanding
through speculating, hypothesising, imagining and
exploring ideas
h. participate in discussions, presentations,
performances and debates
j. consider and evaluate different viewpoints,
attending to/building on the contributions of others
Dimension
Resources
5. Monday: Reading and discussing In The Attic & Millie's Marvellous Hat in groups
This is an opportunity to develop understanding through speaking and listening. Emphasise the
importance of turn taking and valuing everyone's opinions without having to agree with them
Plenary: See Comprehension 2
6. Wednesday: Creating complex sentences, with subordinate clauses expressing time & cause
This session is all about building complex sentences through oral rehearsal. Encourage chn to
express the different clauses through gesture as they say them (point to hat for main clause,
open palm for subordinate clause, etc.). This will help later as a visual/kinaesthetic cue for
when the clauses are swapped round.
Plenary: See Grammar 4
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2/3: Spr F Plan 3A
None
None
Word reading
Y2/3: Spring Term
Fiction 3A: Books by the Same Illustrator
Main texts: Angry Arthur; In the Attic; Millie's Marvellous Hat
 Y2 continue to apply phonic knowledge and skills
to decode words until reading becomes fluent
 Y2 read accurately, blending the sounds in words
 Y2 read accurately words of 2 or more syllables
 Y2/Y3 read further common exception words
 Y2 read most words quickly and accurately
2. Tuesday: Reading and understanding more challenging texts
Remind chn that when they meet a word they don’t recognise, they have a variety of strategies.
Also remind them how to work out what an unfamiliar word means. Read past it, then come back
and re-read the sentence and discuss the possible word meaning.
Plenary: See Comprehension 3
 Y2 read words containing common suffixes
 Y3 apply their growing knowledge of root words,
prefixes and suffixes (etymology and
morphology) as listed in Appendix 1, both to
read aloud and to understand the meaning of
new words they meet
3. Friday: Reading and understanding words containing suffixes: ly, ful, ment, ness, less
Remind chn that when encountering a long word, looking for suffixes helps to break it up into a
more manageable length and looking at the suffix can give clues to meaning. Chn may find it
helpful to read challenging texts aloud with a partner.
Plenary: See Comprehension 3
Comprehension
 Y2 add suffixes to spell
longer words,
(ment, ful, less, ness, ly)
 Y3 use further prefixes
and suffixes and
understand how to add
them (ly)
None
4. Friday: Finding and sorting words according to suffix - exploring spelling rules
Words to explore when adding ly
TASK 1: Lay the paper on the carpet. Challenge chn to find as many suffix words as they can and add them to the
(plan resource)
corresponding paper with word sentence recorded next to it to show root word and suffix (see plan resource
5 large pieces of sugar paper with a
example).
suffix written in the middle of each
TASK 2: Y2 Challenge chn to write silly sentences using as many words with the same suffix as possible.
Felt-tipped pens
TASK 2: Y3: ADULT LED: focus: suffix –ly: add to an adjective to form an adverb. Explore rule and exception 1 (see
Range of story books
plan resource for Words to explore when adding ly).
Comprehension 3 texts
Plenary: Review each suffix list. Record rules for adding. Display for future reference. Listen to silly sentences.
rhyming dictionaries
Plan resources:
 Y2 make inferences on the basis of what is being 2. Monday: Reading and discussing In The Attic & Millie's Marvellous Hat in groups
Distribute resources and introduce both tasks. Chn should be ready to share ideas with the class
Millie's Marvellous Hat
said and done
and may wish to make notes to support this.
Extract - pages 1&2
 Y2 answer and ask questions
TASK 1: Thinking about a text extract in detail: chn read an extract from Millie's Marvellous Hat
Questions to discuss A,
 Y2 explain/discuss the understanding of books...
(plan resource) and discuss and answer differentiated questions.
B, C
 Y3 draw inferences such as inferring characters'
HARD: Questions to discuss A
Discussion Prompts
feelings, thoughts and motives from their
MEDIUM:
Questions
to
discuss
B
actions, and justify inferences with evidence
EASY: Questions to discuss C
 Y3 identify how language, structure, and
TASK 2: Thinking about the texts as a whole: chn discuss both books using Discussion Prompts
presentation contribute to meaning
(plan resource) to support their conversations. Display prompt on whiteboard. For less able
 Y2/3 participate in discussion about both books
cohorts, you may wish to combine Task 2 with the plenary session.
that are read to them and those they can read
for themselves, taking turns & listening to others Plenary: Ask chn to feedback from their discussions.
Record pertinent comments and display on working wall. Ask chn to write/sign their comments.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2/3: Spr F Plan 3A
Y2/3: Spring Term
Fiction 3A: Books by the Same Illustrator
Composition
Grammar
 Y2 check that the text makes
sense to them as they read and
correct inaccurate reading
 Y2 answer and ask questions
 Y3 check that the text makes
sense to them, discuss their
understanding and explaining
the meaning of words in
context
 Y3 retrieve and record
information from non-fiction
Y2: Use conjunctions (when, if,
because) to add subordinate
clauses
Y3: Use conjunctions for time &
cause - can link to subordination
(using because and when, etc.)
 Y2 write for different purposes
 Y2 encapsulate what they want
to say, sentence by sentence
 Y3 compose and rehearse
sentences orally (including
dialogue), progressively
building a varied and rich
vocabulary and an increasing
range of sentence structures
Main texts: Angry Arthur; In the Attic; Millie's Marvellous Hat
3. Tuesday: Reading challenging texts and researching answers to questions
Chn choose a research question. Distribute research texts per table (plan resources) and list websites (see website
list). Encourage chn to be selective in reading, using titles, headings, etc. to help choose the best texts for research.
Chn make notes and write answers to questions.
HARD: Green texts; work individually
MEDIUM: Green/yellow texts; work with a partner
EASY: Yellow texts; work with a partner - give insecure readers a question and section of appropriate research text.
Plenary: Review the question post-its, asking chn to supply answers to the questions. How did chn find research
process? Did they find any other interesting facts along the way? Were there any parts of the texts that chn found
difficult. Share and discuss.
Publish Q&A book outside session or create Q&A cards for working wall. If time, see weblinks for Kamishibai video.
Plan resources:
4 texts at 2 levels
Green: harder
Yellow: easier
Childhood Inspiration
Interview: hats...
How SK creates his
Illustrations
Earthquake Experience
Access to Internet
Keep texts for Spelling 1
4. Wednesday: Creating complex sentences, with subordinate clauses expressing time and cause
Chn work with a partner to imagine and describe their own marvellous hat. Encourage lots of talk, miming looking
it over and feeling it. For chn needing inspiration display the page 'Everyone had a hat of their own...' from
Millie's Marvellous Hat. When chn have a good sense of what their hat is like, chn should say some sentences
about their hat as in the whole class teaching. The partner then chooses to ask why? or when? The chd extends
their sentence using a conjunction from the f/c. Stop chn frequently and listen to examples. Point out the main
and subordinate clause. Ask chn to work out if the partner has asked Why? or When?
EASY: This can be simplified by directing chn to use only because and when as the subordinating conjunctions.
Plenary: Ask chn to create an example complex sentence for the display. Chn should write clearly, large enough to
read from a distance and mark the main clause, subordinate clause and conjunction. Share examples as you add
them to the working wall, asking chn to listen for different parts of the sentence.
5. Thursday: Writing a description of a marvellous hat, using complex sentences
Explain that swapping the order of clauses varies the rhythm of writing and makes it interesting to listen to. It can
also build tension and draw reader in, making them read to the end of each sentence to get the main message.
Challenge chn to open 2-3 sentences with a subordinate clause.
Plenary: see Composition 3
3. Thursday: Writing a description of a marvellous hat, using complex sentences
Challenge chn to write a description of their hat, using some of the sentence structures they have been learning
about. Remind chn to build sentences orally, checking for sense, structure and rich language. Encourage chn to
write for quality rather than quantity so limit writing to 4-6 sentences. When chn finish, they should read through
and look for ways to improve in accuracy and richness of vocabulary.
Plenary:
Choose a good example of pupil writing. Make a copy and cross out all subordinate clauses. Ask chd to read their
original copy then you read yours. Ask chn to listen for the difference. Can they work out what you have done?
Ask chn to talk about which they prefer and why.
If chn have created hat pictures, display with writing for an eye-catching display.
Displayed page from
Millie's Marvellous Hat
Displayed f/c connectives
from whole class teaching.
Paper for display
sentences.
Pens/ felt-tipped pens
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2/3: Spr F Plan 3A
Keep f/c connectives
display for next session.
None
Displayed f/c connectives
from whole class teaching.
You need to be able to
make a copy of chd's
writing for the plenary.
Y2/3: Spring Term
Whole class teaching
Wk 3
Monday
Fiction 3A: Books by the Same Illustrator
Tuesday
Wednesday
Thursday
Friday
This writing would work well as a stimulus for an art project. Chn could illustrate their stories in a style similar to Kitamura and display these Kamishibai-style, as they present their
stories to an audience at the end of the unit. For ideas on how to organise this, see resources for Kamishibai Art Project.
Reread In The Attic. Discuss plot.
Write on a board the opening 3 Explain that you enjoyed reading
Explain that chn will be sharing
Remind chn about Kamishibai
Why might the boy be bored? Does
sentences from In The Attic.
chn's stories so far. Pick out a few
their stories with an audience.
entertainers that inspired
he have real adventures? Pick out
This will be the opening to the
examples of writing that worked
They want to make sure that
Kitamura. Explain that listening
surprising sentences endings ...and
modelled story. Display a good
well and share. Explain that there
their stories are enjoyable and
to the stories performed
we made a web... Discuss impact.
example of pupil planning from are a couple of things that make
it can be distracting if we listen
brought them to life for chn.
Turn the pages and ask chn what the last session. Share and explain
the stories hard to read (this could
to a story with mistakes. Reread Ask what performance skills are
boy does in each place (focus on
why it is good. Explain that each be any class focus or directly linked part of In The Attic, inserting
needed for good story-telling.
action, rather than just setting). Note box is like a page (or paragraph) to objectives, for example, overuse
grammar mistakes (change
(You may wish to demonstrate
that, like Angry Arthur, the pictures
in the story. As you don't have
of same conjunction). With
tense, wrong conjunction, etc.). or show a video clip to collect
say more than the words. Ask chn to
Kitamura to bring your words to permission, share examples of
When chn hear an error, ask
ideas.) Create a guide, such as:
close their eyes and imagine what
life, you are going to have to
these. Work with chn to improve
them to say the sentence
clear speaking, correct pace and
world they might find at the top of
help the reader 'see' the story.
them. List the class improvement
correctly to a partner. Ask chn if volume, reading with fluency
that ladder. What would they notice
How will you do that? Collect
points and ways to address them.
they enjoy listening to stories
and expression, varying tone,
(use senses). What would they do?
ideas on f/c (include: adjectives, Explain that today chn will finish
just when they are free from
pausing for effect, etc. What
After thinking time, ask chn to
powerful verbs, extended
their stories, using the same
mistakes? Does an audience
could help them? Create some
describe where they went and what
sentences to add detail - link to
criteria as yesterday. Challenge chn need more? Agree that
tips: good posture, taking a
they did with a partner. Share ideas
grammar learning). Model
to decide which improvement
rereading writing is a good way breath if nervous, practising so
with class and write prompts on a
writing 1 or 2 paragraphs, orally point they will focus on. Judging
of spotting words and phrases
they know the story well, etc.
f/c, reflecting the type of world they
rehearsing each sentence and
chn's needs from your marking,
that chn can improve. Create a
Explain that today chn will be
found (city/ country in the air/under
developing for structure and
either model writing a paragraph
class proofreading checklist
practising reading their stories
water old-fashioned/futuristic, etc).
richness. Ask chn to reread.
using criteria or give chn time to
with chn, with a must/should/
aloud to prepare for
Today, chn will plan their own attic
Look for one way to improve.
read stories aloud so far and
could system to support chn to
performance.
story. Spoken Language 7/
Take suggestions / improve it.
review their plans for today.
prioritise editing. Grammar 8 /
Spoken Language 8 /
Comprehension 4/ Composition 4
Composition 5/ Grammar 6
Composition 6/ Grammar 7
Composition 7
Composition 8
Objectives
Spoken language
Main texts: Angry Arthur; In the Attic; Millie's Marvellous Hat
a. listen and respond appropriately to adults and peers
b. ask relevant questions to extend their understanding and build
vocabulary and knowledge
f. use spoken language to develop understanding through
speculating, hypothesising, imagining and exploring ideas
g. speak audibly and fluently with an increasing command of
Standard English
h. participate in discussions, presentations, performances...
i. gain, maintain and monitor the interest of the listener(s)
k. select/use appropriate registers for effective communication.
Dimension
Resources
7. Monday: Discussing and presenting story plans with a partner
This is an opportunity for chn to develop their ideas through discussion & build a rich bank of
vocabulary for their stories.
Plenary:
See Composition 4
8. Friday: Preparing to perform stories
This is a good opportunity for chn to think about and develop performance skills. Be explicit
about what makes good storytelling and use chn’s as good examples.
Plenary: See Composition 8
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2/3: Spr F Plan 3A
None
None
Composition
Comprehension
Y2/3: Spring Term
Fiction 3A: Books by the Same Illustrator
 Y2 make inferences on the basis of what is being said and
done/Y3 draw inferences such as inferring characters' feelings,
thoughts and motives from their actions, and justify inferences
with evidence
 Y2/3 participate in discussion about books, taking turns and
listening to what others say
 Y2 explain/discuss their understanding of books...
 Y3 identify how language, structure, and presentation
contribute to meaning
 Y2 write narratives
 Y2 plan or say out loud what they are
going to write about
 Y2 write down ideas and/or key
words, including new vocabulary
 Y3 discuss writing similar to that which
they are planning to write in order to
understand and learn from its
structure, vocabulary and grammar
 Y3 discuss and record ideas
 Y2 encapsulate what they want to
say, sentence by sentence
 Y3 compose and rehearse sentences
orally (including dialogue),
progressively building a varied and
rich vocabulary and an increasing
range of sentence structures (See
Appendix 2)
Main texts: Angry Arthur; In the Attic; Millie's Marvellous Hat
4. Monday: Reading and discussing In The Attic to prepare for writing task
Use whole class teaching session to ensure chn have a good grasp of the text, can recognise
that sometimes writers use hints to make reader work out what is happening (inference) and
recognise the impact of using particular words & phrases. Praise turn-taking and careful
listening as well as speaking.
Plenary: see Composition 4
None
4. Monday: Planning a story in the style of In The Attic
TASK 1: Give chn discussion time with a writing partner. The aim is to develop ideas through discussion, rather than plan
a story together. Chn should talk about what they like about In The Attic and what they would like to apply in their
own stories. Chn can use f/c prompts to develop ideas of worlds they might explore.
TASK 2: Working individually, chn choose their best 3 - 4 ideas for worlds to visit. Chn write each on a post-it and work
out an order, building to a climax. Ask chn to add a beginning and ending post-it to the plan. Explain that this task is
similar to the storyboard work they did with Angry Arthur. Chn could stick post-its into a storyboard or copy out ideas.
What interesting words and phrases can they add to each box?
Plenary:
Ask chn to present story plan to a different writing partner. Do they have a satisfying story planned?
Post-its or
small pieces of
paper
Optional:
blank
storyboard
(A3)
5. Tuesday: Drafting a story in the style of In The Attic
Chn begin drafting their attic stories using their plans from last session and referring to the f/c ideas (success criteria).
Remind chn to build rich and varied sentences through oral rehearsal.
HARD: Chn compose their own opening. Challenge chn to experiment with the order of their clauses.
MEDIUM: Chn compose their own opening or use one provided. Ask chn to use a range of conjunctions.
EASY: Provide a copy of the opening sentences in chd books to avoid time wasted by copying. Ask chn to focus on
extending sentences using and, but and because.
Plenary: Ask chn to reread their own writing, using the success criteria to assess their work. What has worked well?
What can they improve? Share some ideas and give time for editing. The EASY group may need adult support with this.
When marking books, pick out 2 or 3 common areas for improvement next session.
6. Wednesday: Completing a story in the style of In The Attic
Chn complete stories, thinking about what they wish to focus on for improvement.
Plenary: Ask chn to read their whole stories. Have they created a story that creates pictures in their minds?
Plans from
last session.
Story
openings to
stick into
books for EASY
and some
MEDIUM tasks
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2/3: Spr F Plan 3A
Plans &
writing from
last session.
Grammar
Y2/3: Spring Term
Fiction 3A: Books by the Same Illustrator
Main texts: Angry Arthur; In the Attic; Millie's Marvellous Hat
 Y2 evaluate their writing with the
teacher and other pupils
 Y2 re-read to check that their writing
makes sense and that verbs to
indicate time are used correctly and
consistently, including verbs in the
continuous form
 Y3 assess the effectiveness of their
own and others’ writing and
suggesting improvements
 Y3 propose changes to grammar and
vocabulary to improve consistency
7. Thursday: Rereading and evaluating writing, looking for ways to improve it
Task 1: Chn reread stories, checking and improving for sense, grammar and punctuation.
Task 2: Chn read writing to a writing partner. Chn work together to agree what is effective in their stories and create a
limited list of things to improve.
Task 3: Chn work on improvements and then reread to check the overall effect of improvements.
Plenary: Ask chn to read their finished stories to their writing partners and report back on the editing process and the
impact of changes.
Chn produce polished versions of their stories out of session.
Plans &
writing from
last session.
Displayed
checklist for
proofreading
 Y2 read aloud what they have written
with appropriate intonation to make
the meaning clear.
 Y3 read aloud their own writing, to a
group or the whole class, using
appropriate intonation and controlling
the tone and volume so that the
meaning is clear.
 Y2: use conjunctions (and, or, but) to
join simple sentences
 Y2: use conjunctions (when, if,
because) to add subordinate clauses
 Y3: use more than one clause
 Y3: use conjunctions for time & cause
- can link to subordination (using
because and when, etc.)
8. Friday: Preparing to perform stories
Ask chn to practise reading their stories, first individually, then to a partner and lastly to a group. Each time chn should
think about what went well and how they could improve. If you have a class set of digital recorders, this can allow chn
to quickly get a sense of how their performance sounds.
Plenary:
Make plans to perform the stories to an audience, putting everything chn have learnt about performing into action.
Hold a Kamishibai session, inviting another class or parents in to listen to the stories and for chn to share what they
have learnt.
Stories from
last session
Optional:
digital voice
recorders
6. & 7. Tuesday & Wednesday: Writing extended sentences
This is an opportunity for chn to apply what they have learnt in their story writing. You may wish to display a greater
range of conjunctions for more able chn but encourage chn to use conjunctions selectively.
This is also a good guided writing opportunity and you may choose to focus on a particular group to extend their
writing for sentence structure and variety.
Plenary: see Composition 5&6
Optional:
display of
conjunctions linked to
usage
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2/3: Spr F Plan 3A
Y2/3: Spring Term
Fiction 3A: Books by the Same Illustrator
Main texts: Angry Arthur; In the Attic; Millie's Marvellous Hat
Books:
Angry Arthur, by Hiawyn Oram (author) and Satoshi Kitamura (illustrator), Andersen Press, ISBN-13: 978-1842707746
In The Attic, by Hiawyn Oram (author) and Satoshi Kitamura (illustrator), Andersen Press, ISBN-13: 978-1849392983
Millie's Marvellous Hat, by Satoshi Kitamura, Andersen Press, ISBN-13: 978-1842709481
Desirable but not essential: OTHER BOOKS illustrated by Satoshi Kitamura for example,
Stone Age Boy by Satoshi Kitamura, Walker Books, ISBN-13: 9781406312195
Once Upon an Ordinary School Day by Colin McNaughton (author) and Satoshi Kitamura (illustrator), Andersen Press, ISBN-13: 9781842704691
The Story of Money by Martin Jenkins (author) and Satoshi Kitamura (illustrator), Walker Books, ISBN-13: 9781406360875
Me and My Cat? By Satoshi Kitamura, Andersen Press, ISBN-13: 9781842707753
Websites:
Week 2 - Tuesday: brief chd friendly biographies for Satoshi Kitamura
http://www.booktrust.org.uk/books/children/illustrators/illustrators-gallery/37
http://www.papertigers.org/gallery/Satoshi_Kitamura/
Week 2 - Tuesday: Kamishibai Video clips
Explanation of what it is: https://www.youtube.com/watch?v=v6URceEr_zc
Example story told using Kamishibai: https://www.youtube.com/watch?v=O_Ugic0n49M
Week 3 - Kamishibai Art Project - additional links for adult preparation
American website with resources & guidance for teachers: http://www.kamishibai.com/
Video aimed at teacher for use of Kamishibai in the classroom: https://www.youtube.com/watch?v=oEId2SFRezY
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.
Y2/3: Spr F Plan 3A
Y2/3: Spring Term
Fiction 3A: Books by the Same Illustrator
Main texts: Angry Arthur; In the Attic; Millie's Marvellous Hat
Outcomes
Monday
Tuesday
Wednesday
Thursday
Friday
1. Listen to a story and discuss it.
2. Sequence story events.
3. Consider the structure of a
narrative.
4. Pick out interesting words and
phrases.
5. Discuss impact of illustrations.
1. Identify past tense.
2. Change tense of a sentence.
3a. Y2 discuss and write sentences
in past and present tense.
3b. Y3 write sentences using
present perfect tense.
1. Write compound sentences.
2. Understand that conjunctions
have different functions.
1. Plan a story.
2. Present a plan to a peer.
3. Discuss ideas.
1. Orally rehearse sentences
before writing them.
2. Write a story (could be used as a
first draft).
3. Reread writing and evaluate it.
4a. Y2 Write in past tense.
4b. Y3 write in present perfect
tense.
1. Compare two stories.
2. Discuss and compare 2 stories.
3. Read a text extract to find
information.
4. Make inferences.
5. Identify the effect of language
choice.
1. Ask and write questions.
2. Evaluate a text for its use in
research.
3. Retrieve and record information
about an illustrator from an
information text.
4. Read a challenging text using
word reading skills to decode and
understand it.
1. Identify main and subordinate
clauses.
2. Role-play with a partner.
3. Write complex sentences.
1. Identify parts of a sentence.
2. Swap the order of clauses,
noting impact and punctuation.
3. Write a description, varying
sentence structure through
subordinate clauses.
1. Read and discuss a story.
2. Discuss ideas for story in the
same style.
3. Plan a story.
4. Present story plan to a peer.
1. Evaluate a story plan.
2. Create success criteria
collaboratively.
3. Shared write story opening.
4. Write opening to a story, using
oral rehearsal to build extended
sentences.
1. Evaluate peers' writing, picking
out what works well & areas to
improve.
2. Complete a story, using oral
rehearsal to build extended
sentences.
3. Read own writing to examine
impact.
1. Proofread own writing.
2. Read writing to a partner.
3. Evaluate and improve writing
with a partner.
4. Consider process & impact of
editing.
1. Understand how suffixes can be
added to create longer words.
2. Find suffixed words in a text and
sort.
3a. Y2 write sentences containing
suffixes
3b. Y3 explore spelling rules for a
suffix
4. Begin to know spelling rules for
adding suffixes.
1. Discuss and collaboratively
create success criteria for
performance.
2. Practise and perform writing to
peers.
3. Evaluate own performance
using agreed criteria.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2/3: Spr F Plan 3A