Y5/6: Summer Term
Wk 1
Fiction Plan 5B: Classic Fiction
Monday
Tuesday
Main texts: Just William stories by Richmal Crompton
Wednesday
Thursday
Friday
Whole class teaching
On Monday chn listen to the CD version of a Just William story (approx. 15 minutes) and before or during Tuesday’s lesson they need to watch the DVD version which is nearly half an hour.
This is in three parts so you could watch some at the end of school on Monday and the rest during Tuesday’s English lesson. You could read Wednesday’s story at end of school on Tuesday.
Write Just William on f/c. Have
Watch The School Report from the BBC
Read another Just William story
Show chn some excerpts from
Read another story from
chn heard of this character?
DVD – it is in 3 parts, so they could be
to chn: William the Intruder
William the Intruder (plan
Just William 1, e.g. p93Where have they come across
watched at different times (28 and a half (p24-51, Just William 1 by
resources) in which dashes,
118 The Show or p156him? Can anyone name the
minutes altogether). You can include
Richmal Crompton). Who are the
brackets and commas have been
175, The Outlaws. Which
author of the original books of
subtitles if appropriate. This is from the
main characters in the story? List
used to indicate parenthesis or to new main characters have
short stories? Richmal Crompton
most recent TV series of the stories and
on f/c or use plan resource.
mark boundaries between
been met? The Outlaws (show photograph in plan
was set in the 1950s, even though the
Briefly discuss what we know
clauses. Point out that both
list them: Ginger, Douglas
resources) who was originally a
books were written earlier than that
about these characters and make dashes and commas are used in
and Henry. Discuss briefly,
teacher (until she was crippled by (over the previous 30 years). Which
notes on f/c or plan resource
other ways too, e.g. commas in a
making notes on f/c as
polio) & lived from 1890-1969. All version did chn prefer? Why? Did
(save for Friday). Explain that
list: The picnic party was to
before. Explain that chn
the stories are based on family & William’s character match their
many families had servants at the consist of Robert, Ethel, Mrs Clive are going to write a
social life, in a setting similar to
expectations? Discuss whether or not
time the story was written – they and Miss Cannon; a dash used to
description of one (or 2/3
that where Crompton’s home
the DVD was as they had imagined the
didn’t have to be particularly rich. show a pause in speech: “Are you for more able chn) of the
was after her illness (when she
story inside their heads when they were Notice that Robert always calls
– er – fond of reading, Miss
main characters in the Just
was confined to a wheelchair).
listening to it. What differences were
the young lady Miss Cannon and
Cannon?” began Robert with a
William stories, i.e. his
Listen to the William and the
there between the two versions? Talk
not by her first name. Did chn
painful effort. (Note the comma
family or the Outlaws (not
School Report short story read by about the role of the narrator in the TV
notice any other old-fashioned
used before Miss Cannon too. If
William himself). Explain
Martin Jarvis (Just William 3 CD). version; how settings were described in
ideas or words? e.g. drawing
there was no comma it would
that chn are gradually
Did chn enjoy the story? Why/
the radio version but could be seen in
room, darning socks, carrying a
sound as if you were reading the
collecting useful
why not? Ask chn to describe
the TV version; that parts of the story
parasol, ringing the bell to
person instead of a book!).
information that will help
William (his character). List some were missed out in the radio version
summon servants, watch & chain, Sometimes the dashes, brackets
them the week after next
of the suggested words &/or
(abridged), etc. Why do chn think the
luncheon, detachable collars.
and commas are interchangeable when they are going to
phrases on f/c. Comprehension 1 versions were different?
Comprehension 3/
as parentheses.
write their own William
/ Spoken language 1
Comprehension 2/ Spoken language 2
Word reading Transcription 1
Grammar 1
story.
Composition 1
Spoken language
Objectives
Pupils should be taught to:
a. listen and respond appropriately to
adults
f. maintain attention and participate
actively in collaborative conversations
Pupils should be taught to:
a. listen and respond appropriately
i. participate in discussions
g use spoken language to develop
understanding
Dimension
1. Monday (in main teaching): Listen to a story on a CD
Listen to a Just William story: William and the School Report read by Martin Jarvis from the BBC Radio
Collection. Ask chn whether they liked the story & why/why not.
NB: It often helps children to listen well if they are drawing as they listen. As William’s character emerges,
they could start drawing him (see Comprehension 1).
Plenary: See Comprehension 1.
2. Tuesday (in main teaching): Discuss two versions of a Just William story
Chn listen to and watch a DVD of William and the School Report – the story they heard yesterday. Discuss
which version they prefer and why. Also as a class talk about the differences and similarities between the
two versions of the story about William and the School Report and why the chn think they are different.
Plenary: See Comprehension 2.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Resources
BBC Radio Collection
Richmal Crompton Just
William 3 read by Martin
Jarvis
Just William series one
Based on the stories by
Richmal Compton DVD
Y5/6 Sum F Plan 5B
Composition
Grammar
Word reading
Transcription
Comprehension
Y5/6: Summer Term
Fiction Plan 5B: Classic Fiction
Maintain positive attitudes by:
a. continuing to read and discuss an
increasingly wide range of fiction
c. increasing their familiarity with
fiction from our literary heritage
Participate in discussion about books
that are read to them
Maintain positive attitudes by:
f. making comparisons across books
Participate in discussion about books
they have read
Explain and discuss their
understanding of what they have read
Apply their growing knowledge of root
words, prefixes and suffixes
(morphology and etymology), both to
read aloud and to understand the
meaning of new words they meet.
Spelling
d. use knowledge of morphology and
etymology in spelling and understand
that the spelling of some words needs
to be learnt specifically
e. use dictionaries to check meanings
Indicate grammatical and other
features by:
a. using commas to clarify meaning
c. using brackets, dashes or commas to
indicate parenthesis
d. using dashes to mark boundaries
between independent clauses
Plan their writing by:
c. in writing narratives, considering
how authors have developed
characters
Draft and write by:
b. in narratives, describing characters
Main texts: Just William stories by Richmal Crompton
1. Monday: Describe William Brown
Perhaps whilst chn are listening to the story, they can start drawing William.
Chn draw William and around him add words or phrases to describe his character. Encourage them to
think of original descriptions not just mundane – this is about using new vocabulary. More able chn should
draw William and write a short paragraph underneath describing his character.
Plenary: Volunteers show their pictures & share their favourite word or phrase describing William.
2. Tuesday: Compare two versions of a Just William story
Chn make a list of similarities and differences between the two versions of the story using plan resource.
They then write a short paragraph explaining which version they prefer and why.
Plenary: Have a vote for the favourite version. Pick random chn to explain why they chose their favourite.
3. Wednesday (in main teaching): Discuss a story they have read
Read William the Intruder to chn. Discuss the fact that the story was written several decades ago. Ask the
chn to identify evidence for this. Discuss the vocabulary used as well as the actions of characters. Ensure
that chn understand what is meant by darning for example. Plenary: See Word reading/Transcription 1.
1. Wednesday: Look at old-fashioned vocabulary (& ideas) used in William the Intruder
Ask chn to explain how they know this story William the Intruder was written several decades ago – the
vocabulary used, some of the things that characters did, e.g. Robert calling a new female acquaintance by
her title and surname, darning socks (nowadays people tend to throw away socks with holes in), having a
cook and a maid, ladies carrying parasols to keep the sun off, detachable collars. Show chn a list of words
in context taken from the story (plan resources). With a partner, they decide what each word means in this
situation, using a dictionary if they are unsure. Less able will need adult help so work with these chn in a
group.
Plenary: Discuss how words like ‘retired’ or ‘arrested’ have a different meaning when used in a different
context (surrounding words that influence meaning of a word). Explain how it is often possible to work out
what a word means by where it has been used in a sentence and by what is happening in the story.
1. Thursday: Discuss use of brackets, dashes or commas
Using some excerpts from William the Intruder, show chn how brackets, dashes or commas can be used to
indicate parenthesis, how they can mark boundaries between clauses and clarify meaning. The words in
parentheses could be removed and the sentence would still make sense – ask volunteer chn to try that
with some of the sentences. Give chn some sentences from William and the School Report (adapted by
Martin Jarvis) into which they need to add punctuation. Less able chn can work in pairs.
Plenary: Go through the sentences together, discussing whether or not alternative punctuation could have
been used.
1. Friday: Write a character description
Chn write a description of one of the main characters that appear in many of the Just William stories.
Encourage chn to choose from the full range of immediate family and Outlaws, so that they can help each
other when they write their own stories in Week 3. Chn should describe the appearance as well as the
personality of the characters. More able chn should describe 2 or 3 characters.
Plenary: Volunteers read out their descriptions. Display the descriptions on the working wall.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Photograph of Richmal
Crompton (see resources)
Table of differences &
similarities (see resources)
Just William 1 by Richmal
Compton
List of words from William
the Intruder (see resources)
Dictionaries
Access to online dictionary,
e.g.
http://kids.wordsmyth.net/
we/
Excerpts from William the
Intruder (see resources)
Sentences from William and
the School Report (see
resources)
None
Y5/6 Sum F Plan 5B
Y5/6: Summer Term
Whole class teaching
Wk 2
Fiction Plan 5B: Classic Fiction
Main texts: Just William stories by Richmal Crompton
Monday
Tuesday
Wednesday
Thursday
Friday
Listen to The Leopard Hunter (BBC
Radio Collection Richmal Crompton
Just William 2, read by Martin Jarvis).
Did chn enjoy the story? What was
their favourite part and why? Discuss
the fact that although William is
always causing trouble and being
rather naughty, the results often work
out for the best in the end (though the
adults don’t always admit this to
William!). Remind children that last
week they wrote descriptions of
William and the other main characters
in the Just William books. Show chn a
list of words that could be used in a
description of William (plan resources)
and that need to be learnt – it is not
possible to work out easily how to
spell them from the way they are
pronounced. These words are all taken
from the list of spellings that chn in
Years 5 & 6 are expected to know.
Comprehension 4/ Word reading
Transcription 2
Show chn text of the start of
The Leopard Hunter (plan
resources) – taken from William
the Conqueror 6 by Richmal
Crompton. Listen to the start of
the Martin Jarvis version again.
Are there differences between
the two versions? Yes, sections
were cut out of the oral version.
Why do chn think this was
done? Look in particular at the
dialogue (excerpts in plan
resources). When William (or
the Outlaws) speaks the
language becomes more
informal – he doesn’t
pronounce his words carefully
and uses wrong tenses, etc. The
gardener has a rural dialect,
whereas Mr Falkner and Mr
Brown use more formal
language. Note the punctuation
and layout of dialogue.
Comprehension 5/ Grammar 2
Discuss what is meant by the
perfect form of verbs. Use
excerpts from The Leopard
Hunter to show chn some
examples of the use of the
perfect verb form. Most
examples in this story are in the
past tense, but there are some in
the present tense. Some
examples are combined with a
progressive or continuous verb
form. Challenge chn to write
some sentences using the perfect
form, e.g. William had practised
talking like Mr Falkner. William
has told a story about a leopard
escaping. Chn work in pairs to
write 3 sentences on small
whiteboards that use the perfect
verb form. They can use ideas
from any of the Just William
stories already read. Bring class
back together to share some of
chn’s sentences. Grammar 3
Listen to Track 1 of The Sweet
Little Girl in White read by
Martin Jarvis (Just William 2).
Can chn name the new main
character they have met? Violet
Elizabeth. Ask volunteers to
describe her. What do chn think
is going to happen in the story?
Listen to Track 2 and then ask
chn again to predict what might
happen next. Write subjunctive
on the f/c. Discuss the
subjunctive, as described in the
activity (see below). Then write
‘If I were William/Violet
Elizabeth I would…’ and ask chn
to suggest endings for the
sentence. Remind chn that
many of the Just William stories
follow a similar format –
William usually comes out okay
in the end! Discuss how this
story might end. Grammar 4
Comprehension 6
Remind chn of the story of The
Sweet Little Girl in White. Ask
volunteers to retell the story.
Discuss how it could be made
into a TV film – how could the
script be written – using the
dialogue from the book? Then
show the start of the TV film on
the DVD (Just William series
one, Based on the stories by
Richmal Crompton). Pause to
ask questions, e.g. Does the
setting match the book’s
descriptions? Do the characters
say the words in the text
dialogue? Has anything been
missed out or added in? Explain
that chn will now watch the rest
of the film. They should make
any notes that might help them
in planning a film version of
another Just William story.
Comprehension 7/ Spoken
language 3
Resources
Spoken
language
Dimension
a. listen and respond appropriately
to adults and their peers
b. ask relevant questions
g. use spoken language to develop …
3. Friday: Discuss how to create a play script from a text
Discuss how to create a play script from a written text. Ask relevant questions, such as: does the setting match the
book’s descriptive passages? Do the characters speak the words written in the text? Encourage chn to ask questions
too.
Plenary: See Comprehension 7.
None
Comprehension
Objectives
Discuss and evaluate how authors
use language considering the impact
on the reader
Participate in discussions about
books that are read to them, building
on their own and others’ ideas and
challenging views courteously
4. Monday: Discuss the structure of many Just William stories Allow time for a Plenary on spellings
Chn listen to another of the Just William stories: Choose one – perhaps William and the Prize Cat or William and the
Lost Tourist. Chn discuss the structure of the stories – In their books, chn then draw out a story structure that most
stories stick to. They can use whatever story-map or plan they are familiar with. Point out that many of the stories in
which William gets into trouble actually have a good ending, in that William does something that secretly pleases the
adults though they would never admit it! The characters in all the books are quite exaggerated - caricatures. This
makes it easy for the reader to imagine the characters inside their heads. Plenary: See Word reading/Transcription 2.
The Leopard
Hunter read by
Martin Jarvis (BBC
Radio Collection
Richmal
Crompton Just
William 2)
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y5/6 Sum F Plan 5B
Grammar
Word reading
Transcription
Comprehension
Y5/6: Summer Term
Fiction Plan 5B: Classic Fiction
Main texts: Just William stories by Richmal Crompton
Maintain positive attitudes by:
b. reading books that are structured
in different ways
c. increasing their familiarity with a
range of books
f. making comparisons within books
Understand what they read by:
d. predicting what might happen
from details stated and implied
5. Tuesday (in main teaching): Compare the written version of The Leopard Hunter with the audio version
Show chn the start of the written text of The Leopard Hunter and listen again to the start of the Martin Jarvis
version. How do they differ? Discuss why some sections may have been left out (think about the intended
audience).
Plenary: See Grammar 2.
Excerpt from The Leopard
Hunter by Richmal
Crompton (see resources)
6. Thursday (in main teaching): Predict what will happen next
Chn listen to the first track of The Sweet Little Girl in White and then predict what will happen next. Repeat
after the second track and guide chn to use the subjunctive verb form in their predictions (Grammar 4).
Plenary: See Grammar 4.
Maintain positive attitudes to
reading by:
e. discussing conventions in a range
of writing
7. Friday: Make notes on how to create a play script from a text
Explain that next week they will be creating the play script for a Just William story, so need to become experts
in converting a text into a play script. Compare an audio version (BBC Radio) and a TV programme (BBC) of a
Just William story: The Sweet Little Girl in White. Investigate how the play script has been developed from
the text of the story. Chn make notes during a class discussion and while watching the TV programme.
Plenary: Share and compare chn’s ideas.
2. Monday: List of spellings to learn - This is for the Plenary
Plenary: Give out differentiated spelling lists to chn (plan resources), which are taken from the list of spellings
in Appendix 1. All these words could be used when describing William and the things he gets up to! Ask chn to
check they understand the meaning of the words in their list. They should use dictionaries if necessary. They
should use the word in a sentence to show they understand the meaning.
Explain that chn need to learn the words for a spelling test next week.
The Sweet Little Girl in
White read by Martin
Jarvis (BBC Radio
Collection Richmal
Crompton Just William 2)
The Sweet Little Girl in
White (BBC Just William
series one DVD)
Pupils should be taught to:
d. understand that the spelling of
some words needs to be learnt
specifically, as listed in Appendix 1
e. use dictionaries to check the
meaning of words
Develop their understanding by:
a. recognising vocabulary and
structures that are appropriate for
formal speech
2. Tuesday: Informal language in dialogue
Look at the informal language used in the dialogue, particularly by William and the Outlaws. Note the use of
contractions, including missing out the end sounds of words. Also Ginger uses ‘sort’ve’ instead of ‘sort of’.
(Today ‘of’ is often used instead of ‘have’, e.g. ‘He should have…’ becomes ‘He should of…’ because it sounds
like ‘He should’ve…’.) In pairs chn convert some sentences (plan resources) into more formal language – they
should avoid contractions and ‘slang’. Point out that there is no right or wrong answer.
Plenary: Share chn’s converted sentences. Rest of class make suggestions as to how the sentence could
become more formal.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Differentiated spelling lists
(see resources)
Dictionaries
Dialogue excerpts from
The Leopard Hunter by
Richmal Crompton (see
resources)
Informal sentences (see
resources)
Y5/6 Sum F Plan 5B
Y5/6: Summer Term
Fiction Plan 5B: Classic Fiction
Grammar
Develop their understanding by:
c. using the perfect form of verbs to
mark relationships of time and cause
Develop their understanding by:
a. recognising vocabulary and
structures that are appropriate for
formal speech and writing, including
subjunctive forms
Main texts: Just William stories by Richmal Crompton
3. Wednesday: Recognise and use the perfect verb form
Discuss the use of the perfect form of verbs which generally call attention to the consequences of a prior event and
show chn some examples of the use of the perfect form of verbs in The Leopard Hunter (plan resources). The
examples include some perfect progressive forms too, e.g. he has been going to the wood, as well as he has gone to
the wood which implies that he is still away, in contrast to he went to the wood. On the other hand he had gone to
the wood takes a past time point (i.e. when we arrived) as its reference point and establishes a time relationship in a
text. Ask chn to write a paragraph about one of the Just William stories they have heard using the perfect verb form.
Less able chn can work in pairs; more able chn can include at least one perfect progressive verb form e.g. he has been
complaining….
Plenary: Share chn’s paragraphs. Can the rest of the class spot the perfect verbs forms – raise right hand for a
present form, left hand for a past form and both hands for a progressive perfect form.
4. Thursday: Begin to recognise the subjunctive form of verbs
Write subjunctive on f/c and read the poem If All the World were Paper to chn (plan resources) which is written in
the subjunctive. The subjunctive is used to express non-factual situations, such as hypothetical events, wishes and
conditions. The subjunctive form is not very common in English and is often used in more formal contexts. It can
sound old-fashioned too, which fits in with the Just William stories. Some fixed expressions like ‘Heaven forbid you
should leave.’ use the subjunctive and there are a few common expressions such as ‘Come what may…’, ‘Suffice it to
say…’, ‘Far be it for me…’ which are also subjunctive forms. Provide the list of sentences using the subjunctive in plan
resources and ask chn to underline the subjunctive form in each one. Chn then complete the subjunctive sentence: If
I were William (or Violet Elizabeth) I would…, in order to predict what they think will happen next in the story.
Plenary: Listen to Track 3 and to the end of the story. Were chn correct/ close in their predictions? Discuss how else
the subjunctive form could be used in the Just William stories, e.g. Mr Falkner might have said, “I suggest that
William study tonight.” William might say, “I wish that I were playing with the Outlaws now!”
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Perfect verb forms
(see resources)
If All the World
were Paper (see
resources)
Sentences using the
subjunctive (see
resources)
Y5/6 Sum F Plan 5B
Y5/6: Summer Term
Spoken language
Whole class teaching
Wk 3
Fiction Plan 5B: Classic Fiction
Main texts: Just William stories by Richmal Crompton
Monday
Tuesday
Wednesday
Thursday
Friday
Remind chn that this week they are going to
create a play script for one of the Just William
stories. Last week we looked at how dialogue in
the text had been used to write the words that
the actors say in the TV programmes. Now
discuss how the actors know what to do and
how to behave when they are saying their lines
– stage directions (usually written in brackets
and in italics). Again the text can help, e.g. from
William and the School Report: “Aunt Augusta’s
face registered blank horror. “You – you tore up
your school report?” can be written as AUNT
AUGUSTA: (anxiously, with a look of horror on
her face) You – you tore up your school report?
The question mark also helps with the
intonation used by the actor. The expression on
the actor’s face is important too. Ask chn in
pairs to show ‘a look of horror’ to their partner.
Ask chn to recommend their partner’s
expression for the whole class to see. Watch
Parrots for Ethel on the BBC Just William series
one DVD, and ask chn to concentrate on the
actors’ facial expressions (not just the speaker).
Comprehension 8/ Spoken language 4
Remind chn of the stage
directions discussed
yesterday. Then ask chn
what other features of
play scripts they can
describe. List their
suggestions on f/c and
then compare with plan
resource. Read another
Just William story to
chn, e.g. A Question of
Grammar (pp 119-135),
William Joins the Band
of Hope (pp136-155) or
William’s New Year’s
Day (pp196-217) from
Just William 1 by
Richmal Crompton (or
use another favourite
story of your own if you
have other books in the
series). Comprehension
9/ Composition 2
Explain that chn are going to perform
their Just William play scripts today.
Discuss what they need to remember
when putting on a performance, e.g.
looking at the audience when they
are speaking, not hiding their face
behind anything, speaking slightly
more slowly than normal, speaking
clearly & with expression, using body
language & facial expressions as part
of their performance, using the stage
directions to move about the stage.
Tell chn that each group will perform
their part of the story in the
appropriate order & that the main
piece of costume that identifies each
character will be passed from group
to group, so that the audience can
identify the characters more easily.
Also remind chn how to behave as an
audience – listening respectfully,
clapping/laughing, etc. when
appropriate, & so on.
Composition 3/ Spoken language 5
Now that chn know the
characters in the Just William
stories really well, they are going
to write their own short story
about William. They will need to
choose which other characters
will also be included, e.g. Mr and
Mrs Brown, Robert, Ethel, the
Outlaws, Violet Elizabeth, Mr and
Mrs Bott and perhaps a new
character, e.g. another aunt or
uncle, a suitor for Ethel, a girl
that Robert likes, a school
teacher, the gardener, a shop
keeper. Will the story be set in
the house, the garden, at school,
in the woods? Chn should try to
write in the style of Richmal
Crompton and use brackets,
dashes and commas to indicate
parentheses, informal language
for William and the Outlaws.
Violet Elizabeth will have to lisp.
Composition 4
Remind chn of the
grammar that they have
studied during this unit:
perfect verb form & the
use of informal & formal
language including the
subjunctive form. Can they
include examples of these
features in their own
writing? They can advance
the action using dialogue,
remembering to use more
informal language for
William, the Outlaws and
other relevant characters,
e.g. the gardener. Tell chn
that they will finish writing
their stories today – the
problem, the resolution
and finally the happy
ending for William. Can
chn use any old-fashioned
vocabulary?
Composition 5
Objectives
Dimension
Pupils should be taught
to:
i. participate in role
play’ and in
performances
l. select and use
appropriate registers
for effective
communication
4. Monday: Start with this activity then move to Comprehension 8. Using facial expressions to convey appropriate emotion
After watching Parrots for Ethel, give chn some words for the whole class to show the relevant facial expression, e.g. disgust,
horror, fear, interest, sadness, delight, excitement, eagerness, embarrassment, pride, etc. Then ask each child to find a partner.
They each show a facial expression to their partner for the partner to guess the emotion being expressed. Write their idea on a w/b
and then check each other’s suggestions.
Plenary: Discuss how to show the expressions when saying some lines (helping to exaggerate the characters - caricatures). Also
point out that it is not only the person who is speaking that needs to act and show expressions on their faces.
5. Wednesday: Perform their play script
The groups perform their play script in the appropriate order to offer the whole story. Discuss with chn points to remember when
they are playing a role. Remind chn to pass on the costume items that identify the characters after their groups’ performance.
Plenary: Give feedback to the class about the content of their scripts, their role play & the way they coped with passing on a piece
of costume to identify the same character in each group. Praise all round!
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Resources
Individual
whiteboards
Chn’s play scripts
Costume items to
identify each
character
Any necessary props
Y5/6 Sum F Plan 5B
Composition
Comprehension
Y5/6: Summer Term
Fiction Plan 5B: Classic Fiction
Maintain positive attitudes by:
b. reading books that are structured in
different ways
Discuss and evaluate how authors use
language
Maintain positive attitudes by:
c. increasing their familiarity with a
wide range of books
h. preparing plays to perform
Draft and write by:
b. in narratives, describing settings,
characters and atmosphere and
integrating dialogue
e. use organisational and
presentational devices to structure
text and to guide the reader
Main texts: Just William stories by Richmal Crompton
8. Monday: Writing stage directions based on the text See Spoken Language 4
Chn discuss how stage directions can also be written based on the text of the original story. They work in pairs and
go through a few examples from Parrots for Ethel, BBC Just William discussing how the actors in the episode we
just watched had carried out these directions. Then chn read the extract from A Question of Grammar (plan
resources) and practise writing stage directions – they can work individually or in pairs.
Plenary: See Spoken language 4.
9. Tuesday (in main teaching): Discuss features of play scripts
Discuss the features of play scripts. Ask chn for suggestions and list them on f/c. Then compare with the plan
resource. Ensure all chn understand the terminology used.
Plenary: See Composition 2.
2. Tuesday: Write a play script based on a Just William story
Having read another Just William story, divide chn into 5 groups. Partition the chosen Just William story into 5
parts and give out photocopies of one part to each group. In their groups, chn write a play script based on the text
for that part of the story, ensuring that the features of a play script are used. Chn use the text to provide the
dialogue and to suggest stage directions. They should ensure that there are some lines for each group member.
Plenary: Plan with chn the costumes that could be used to identify each main character in the story, e.g. a cap for
William, a jumper for each Outlaw, a scarf for Ellen (William’s sister). Will they need any props? e.g. some jars for
sweets, a toy trumpet (or similar)
3. Wednesday: Perform their play script
Give chn time today to practise their section of the Just William story (each child playing one of the main parts).
They can edit and redraft at this point if necessary. Chn should try to learn their parts (they should not be very long)
but can use their script if necessary (with their part highlighted).
Plenary: See Spoken language 5.
Perform their own compositions, using
appropriate intonation, volume and
movement so that meaning is clear
Evaluate and edit by:
a. assessing the effectiveness of their
own and other’s writing
Plan by: a. identifying the audience for 4. Thursday: Plan a Just William story and write the opening
and purpose of the writing, selecting
Chn plan and begin to write a Just William story. They should decide on a setting and the characters that they wish
the appropriate form and using other
to include alongside William (warn them about including too many characters). They write an outline of the plot – a
similar writing as models for their own beginning, a problem, a resolution and the ending which turns out okay for William. When they are fully prepared
b. noting and developing initial ideas
they can begin writing their opening paragraph. Will their opening be a description, some dialogue or some action?
Draft/write by: b. describing settings,
Plenary: Ask volunteers to read out their openings. Ask for feedback from the rest of the class – does it draw them
characters and atmosphere
in, want them to read more? What type of opening is it? Action, dialogue or description.
Draft and write by:
5. Friday: Complete a Just William story
a. selecting appropriate grammar and vocabulary Give chn plenty of time today to complete their Just William stories. They proof-read their own story,
b. in narratives, describing settings, characters
then share with a response partner, who gives positive criticism based on 3 stars & a wish (plan
and atmosphere
resources). Are the characters well written, is the setting described, is dialogue included, has informal
Evaluate and edit by:
language & old-fashioned vocabulary been used, etc.? Chn edit and redraft their stories as appropriate.
a. assessing the effectiveness of their own and
Use the character descriptions written in the first week. Remind chn to use paragraphs.
other’s writing
Plenary: Make a collection of the stories in a folder and encourage chn to read each other’s stories
Proof read for spelling and punctuation errors
during quiet reading.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Parrots for Ethel on
the BBC Just William
series one DVD
Features of play
scripts (see
resources)
Features of play
scripts (see
resources)
Chn’s play scripts
None
Chn’s story plan
3 stars & a wish
sheet (see resources)
Y5/6 Sum F Plan 5B
Y5/6: Summer Term
Fiction Plan 5B: Classic Fiction
Main texts: Just William stories by Richmal Crompton
Books:
Just William 1 by Richmal Crompton, Macmillan, ISBN: 9780330535342
Not essential books, but some excerpts taken from:
Meet Just William: William and the School Report and Other Stories by Richmal Crompton, adapted by Martin Jarvis, Macmillan, ISBN: 9780330392112
William the Conqueror 6 by Richmal Crompton, Macmillan, ISBN: 9780330545198
CDs:
BBC Radio Collection Richmal Crompton Just William 2, BBC Worldwide Ltd, read by Martin Jarvis, ISBN: 9780563494348
BBC Radio Collection Richmal Crompton Just William 3, BBC Worldwide Ltd, read by Martin Jarvis, ISBN: 9780563494416
DVD:
Just William series one based on the stories by Richmal Crompton, Acorn Media, 5036193098611, ASIN: B0042SM2V
Scroll down for Outcomes
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y5/6 Sum F Plan 5B
Y5/6: Summer Term
Fiction Plan 5B: Classic Fiction
Main texts: Just William stories by Richmal Crompton
Outcomes
Monday
Tuesday
Wednesday
Thursday
Friday
1. Discuss the Just William stories
& their author Richmal Crompton
2. Listen to a Just William audio
story: William and the School
Report
3. Describe William Brown
1. Watch the TV programme
version of William and the School
Report
2. Compare and contrast two
versions of a just William story
3. Explain their preferences
1. Describe the characters in
another Just William story: William
the Intruder
2. Identify old-fashioned
vocabulary used that indicates
when the story was written
3. Define vocabulary used in
different contexts
1. Study the use of dashes,
brackets and commas to show
parentheses
2. Identify how dashes and
commas are used in other ways
too
3. Add punctuation to sentences
taken from a Just William story
1. Listen to another Just William
story containing other main
characters – the Outlaws
2. Describe characters in a
paragraph
1. Listen to another Just William
story: The Leopard Hunter
2. Discuss the structure of the Just
William stories
3. Learn a list of words from Year
5/6 Appendix 1
1. Compare and contrast the
written and audio versions of The
Leopard Hunter
2. Study the dialogue used
3. Identify ways in which the
spoken language is shown as
informal
1. Understand the use of the
perfect verb form
2. Identify past, present and
progressive forms of the perfect
verb form
3. Use the perfect verb form in
their writing
1. Listen to another Just William
story: The Sweet Little Girl in
White
2. Describe the new character:
Violet Elizabeth
3. Discuss the use of the
subjunctive verb form
4. Predict what will happen next in
the story using a subjunctive
sentence
1. Retell the story of The Sweet
Little Girl in White
2. Discuss how a written text can
be transformed into a play script
3. Make notes on producing a TV
programme from a text
1. Recognise the features of stage
directions
2. Study how actors use facial
expressions when in role
3. Practise using the written text to
produce stage directions for a play
script
1. Identify the features of a play
script
2. Listen to another Just William
story
3. In groups write a play script for
a section of a Just William story
4. Plan costumes and props for
their play script
1. Discuss the features of a good
performance
2. Perform their Just William play
scripts
3. Give constructive criticism to
their peers
1. Plan their own Just William story
2. List characters and identify the
setting to be used in their story
3. Outline the plot
4. Write the opening of their story
1. Complete their own Just William
story
2. Write in paragraphs
3. Use perfect and subjunctive
verb forms
4. Use informal language in
dialogue
5. Use old-fashioned vocabulary
6. Proof-read their own writing
7. Give positive criticism to their
peers
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y5/6 Sum F Plan 5B