Y1/Y2 Spring Term
Whole class teaching
Wk 1
Fiction: Plan 3A Tales from a variety of cultures
Monday
Talk to the chn about traditional tales
and how, in the past, when many
people couldn’t read or write, they
were not written down but passed on
from parent to child. Mums and Dads
would tell their chn the stories and
when they were grown up they would
then tell their chn. They may also have
heard tales from story tellers. Make a
short list of 4 or 5 traditional stories on
the f/c that the chn know well, e.g. The
3 Little Pigs, Cinderella, Red Riding
Hood, etc. Explain they are going to
listen to a story teller tell a story they
probably won’t have heard before at
http://www.hamiltonathome.org.uk/5
to7/Things2Do/ListenHere/Dragon_Di
nosaur/101.html. It is about Mr Chow,
The Dinosaur and the Dragon (13
mins). Notice that the story teller does
not read the story but just knows it.
Spoken language 1/Comprehension 1
Tuesday
Remind chn about the dinosaur
and dragon story from yes’day.
Perhaps re-listen to the end.
Ask them what the ‘problem’
was in the story (a T Rex was
threatening to swallow up a
village). And what was the
‘resolution’, how did it get
sorted out? The chn came to
the rescue dressed in a dragon’s
costume. Read about the
difference between Western
and Chinese dragons and learn
about the Dragon Dance at
http://www.topmarks.co.uk/Ch
ineseNewYear/DragonDance.as
px. Help chn decode new words
and explain new vocabulary.
Watch a dragon dance or try
http://www.youtube.com/watc
h?v=4WUnWPpRslM.
Transcription 1
Wednesday
Read the legend about how the
animals were chosen for the
Chinese zodiac on
http://www.topmarks.co.uk/Chin
eseNewYear/ZodiacStory.aspx
(see resources for text). Take the
story slowly helping chn to join in
with all or some of the legend.
Does it remind them of a story
they know? Perhaps Gingerbread
Man although it was the fox that
was the tricky one then! Point
out how the animals showed
their different characters in the
way they cross the river and what
they do. Chn discuss story in 2s
then share ideas. Write a list of
the animals giving each name a
capital letter, Cat, Rat, Ox, etc.
Talk about capital letters for
names. Comprehension 2: Group
Reading/Spoken language 2
Objectives
Spoken language
Main text: The Dragon Machine by Helen Ward
Dimension
Thursday
Friday
Have a shared write today with a
focus on the repetitive language
often found in oral stories. Set up a
simple framework to re tell the story
so it will be easy to remember (see
resources). Fill in what each animal
might have said, use the story to
prompt what they did or make up
your own version, e.g. ‘Me’ said Tiger
‘I’m third because I rescued a
drowning butterfly. Then read the
story all through together. Get a
good rhythm going with Splish
splash, splish splash, who would be
the next to arrive? Or whatever
repetitive phrase you are using. After
that ‘share out’ the story with 2 or 3
chn being an animal. A child or you
could be the Emperor. Chn read or
(with help) their part. Use pictures of
the animals (see resources) to help
with the order.
Composition 1
Learn how to write longer
and more informative
sentences by using
conjunctions when, if and
because (subordination).
Write because, when and
if at the top of the flip
chart. Give out the red
halves of the sentences
(see resources) to pairs of
chn. Ask them to read
them out loud. Then give
out the blue halves to
other pairs of chn. Give 6
chn the green
conjunctions. Take
suggestions about which
halves go together and
which would be the best
conjunctions for each
sentence.
Grammar 1
Resources
Y1/Y2 Pupils should be taught to:
1. Monday: Practising telling a story to a partner
See
i. participate in discussions,
Remind chn about the list of traditional tales they probably know, and ask them to tell one of these stories or a
Comprehension
presentations, performances, role
different one to a partner and listen to one in return. Structure the activity by getting the tellers to all start at the same 1
play, improvisations and debates
time and giving them about 2 minutes to have a go at telling their story. It doesn’t matter if they don’t finish telling or if
j. gain, maintain and monitor the
it is not very accurate it but when the bell/buzzer goes they must swap over. Some chn could try and tell a story
interest of the listener(s)
together or work with someone older who can support them.
h. speak audibly and fluently
Plenary: Have a review about how hard/easy they found it.
a. listen and respond appropriately
Y1/Y2 Pupils should be taught to:
2. Wednesday: Discussing a story as part of Group Reading
Hamilton Trust’s
g. use spoken language to develop
Easy/Medium: Read and discuss Hamilton Trust’s group reader Sunilla and the Dolphins.
group reader
understanding through speculating,
Hard: Read and discuss the story of How the Animals were chosen for the Chinese Zodiac. (See
Sunilla and the
hypothesising, imagining and exploring ideas
Comprehension 1.)
Dolphins
Develop pleasure in reading by:
1. Monday: Practising telling a story to a partner
Resource to remind
Y1/Y2c. re-telling traditional tales
Remind chn about the stories they know – from films, from reading them or hearing them read and from storychn about some
tellers, including their own parents/grandparents (or see plan resource). Encourage chn to re-tell a story that is
tales they may
familiar to them personally – it may come from a different culture. The important thing is that they know it.
know
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y1/Y2 Spr F Plan 3A
Composition
Grammar
Word reading
Transcription
Comprehension
Y1/Y2 Spring Term
Fiction: Plan 3A Tales from a variety of cultures
Develop pleasure in reading by:
Y1/Y2a. listening to, discussing and giving
views about traditional tales
Y1/2c. becoming very familiar with key
stories, fairy stories and traditional tales,
retelling them and considering their
particular characteristics
Y1/Y2 Understand the books they read by:
b. checking that the story makes sense as
they read
Main text: The Dragon Machine by Helen Ward
2. Wednesday: Group Reading and answering questions
Easy/Medium: Sunilla and the Dolphins. Ask the chn some questions, e.g. Who likes Sunilla’s singing? What is the
problem in the story? How might Sunilla feel when she is pushed over the side of the boat? How is the problem
sorted out (resolved)? Why did the dolphins love Sunilla? What did the sailors tell Sunilla’s family?
Hard: Give the chn a copy of How the Animals were chosen for the Chinese Zodiac (see resources). They read and
discuss it in a group, looking at the way the new paragraphs have been started. Some chn can then go on to list
those sentence starters Next to arrive..., Not long afterwards... etc.
Plenary: Watch and discuss an animation of How the Animals were chosen ... at
http://www.youtube.com/watch?v=0XA5HpVOm50 or http://www.youtube.com/watch?v=BnjXowR6KlE.
Sunilla and the
Dolphins by Ruth
Merttens,
Hamilton Group
Reader.
Available from
http://www.ham
iltoneducation.or
g.uk/GroupReadi
ng_Year2.php
Handwriting
1. Tuesday: Making a clear and legible information sheet about dragons
Simple info sheet about
Y1a. sit correctly at a table
Give chn the plan resource about Chinese and Western dragons. They make a careful information sheet
Chinese and Western
b. begin to form lower-case letters in
about either one or compare both (see resources). They should use clear layout and handwriting.
dragons (see resources)
the correct direction, starting and
Easy: Use plan resource from intro to support writing of labels about one of the dragons
Outline pictures of Chinese
finishing in the right place
Medium: As for Easy but include one or more sentences.
and Western dragons (see
Y1/Y2c. form capital letters
Hard: Use computers to find more detailed information about Chinese dragons for their information sheet
resources)
Y2b. start using some of the diagonal
at http://www.topmarks.co.uk/ChineseNewYear/DragonDance.aspx.
and horizontal strokes needed to join
Plenary: Lay out all the sheets on tables and admire each other’s work.
letters / form lowercase letters
Develop their understanding of concepts by:
1. Friday: Writing names with capital letters and using conjunctions
Snake shape
Y1a. Leaving spaces between words
Easy: Chn use the downloaded snake shape from the Topmarks website. They write the names of the
downloaded from the
d. using a capital letter for names of people,
characters from the story round the snake making sure they use a capital letter for the start of each
Topmarks website
places, the days of the week, and the personal
name. They can then decorate it and cut it out (see resources for capital and lowercase letters sheet
Frame for filling in
pronoun ‘I’
and use list of names from Wed’s introduction). Chn who really struggle can play a card matching game conjunctions (see
Y2a. learning how to use familiar and new
with letters at http://www.topmarks.co.uk/media/ChineseNewYear/colourings/MakeASnake.pdf.
resources)
punctuations
Hard: Using plan resource, chn fill in the correct conjunctions to link the subordinate clauses.
Capital and lowercase
Y2 Learn how to use:
Plenary: Read about the Chinese New Year at
letter sheets –
d. subordination (using when, if, that, or
http://www.topmarks.co.uk/ChineseNewYear/ChineseNewYear.aspx and the customs associated with
potentially cards (see
because) and co-ordination (using or, and or
it at http://www.topmarks.co.uk/ChineseNewYear/Customs.aspx. You may have chn in your class who
resources)
but)
can tell you more about it.
Y1 Write sentences by:
1. Thursday: Writing part of a story and learning it
Animal sheet to help with
a. saying out loud what they are going to write about
In the same 2s or 3s as in the introduction, chn write/or dictate a new reason for
order of story (see
c. sequencing sentences to form short narratives
their animal taking the time they did to cross the river – perhaps they helped
resources)
d. re-reading what they have written to check for sense
someone (apart from Rat of course!) (see resources). They try to learn their ‘bit’ by Frame to help chn write
Y2 Consider what they are going to write before beginning by:
heart. Then they reassemble and when it is their turn they read or say their
their part of the story (see
a. planning or saying out loud what they are going to write
reason. Everyone joins in the chorus.
resources)
about
Plenary: Perhaps they could practise and perform their version of the story to
Y1/2 Read aloud what they have written with appropriate
another class or in assembly.
intonation to make the meaning clear
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y1/Y2 Spr F Plan 3A
Y1/Y2 Spring Term
Whole class teaching
Wk 2
Fiction: Plan 3A Tales from a variety of cultures
Monday
Tuesday
Wednesday
Thursday
Friday
This week we are going to read a great
modern story with an interesting view
of what dragons are like. Show chn a
copy of Mappa Mundi (see resources)
and The Dragon Machine by Helen
Ward. Look at the map with chn and
explain that it is a very old. Show a
modern map (perhaps online). Identify
ways in which the old map is different
(much less clear, more like a picture,
etc.). When people did not know what
the countries far away were like, they
could not show them on a map and
would write ‘Here be dragons’ (often
in Latin) or draw dragon-like creatures
as in Mappa Mundi. This came to
mean an unknown place on the edge
of the map. Read blurb from The
Dragon Machine. Start the story. Give
chn time to spot the dragons. Stop at
the page showing the map. Then, read
simple instructions together about
how to draw dragons (see resources).
Point out features and language of
instructions.
Spoken language 3
Re-read the book so far. Ask
chn to think about and discuss
the character of George. Talk
about his appearance, then
his personality. Use the
illustrations and refer to parts
of the story, encouraging chn
to reflect on what the words
and pictures tell us about him.
Infer from the text and
pictures: How can you tell he
is shy? How can you tell he
thinks for himself? Remind
chn about what an adjective
does. Think of words to
describe George. Encourage
chn to spot phrases in the
book which help to describe
him. Brainstorm ideas and
record these on the f/chart,
e.g. some words the chn will
know, e.g. shy, lonely, as well
as more developed vocab e.g.
unseen, ignored, overlooked.
Grammar 2
Remind chn what has happened
so far. In 2s or 3s ask chn to
discuss what might happen next.
What could happen to the
dragons? What might happen to
George? They plan and practise a
sentence to say their idea clearly.
Have a circle time and listen to
each other’s ideas. Have a look at
the English story of St George and
the dragon. This story is about a
fierce Western dragon at
http://www.mainlesson.com/dis
play.php?author=bailey&book=h
our&story=george. Read it to chn
with readers joining in as they
can. Stop and point out simple
words that most chn can read
and point out similes briefly. Or
try this simpler version at
http://resources.woodlandsjunior.kent.sch.uk/customs/stgeo
rge2.html.
Comprehension 3/Transcription 2
Read the rest of The Dragon
Machine. Were they surprised by
the ending? Discuss their reactions.
Watch this clip about Bill Lishman
who taught a flock of geese to
follow his ultra-light aircraft. Do
they think that it is a bit like what it
must have been like for George
when the dragons followed him?
http://www.youtube.com/watch?v
=uurn-Nrljbw Chn are now going to
plan a dragon story. They can make
up their own, use parts of the
stories they have heard or retell
part or all of one of them. Model
how chn can begin planning their
story using quick sketches and
jotting down useful words and
phrases. Show chn the planning
frame you are going to use (see
resources for examples, or use your
own). Talk about the features of
stories; characters, setting, build
up, the problem, the resolution, etc.
Composition 2
Look at examples of story
maps/other plans that chn
made yesterday. Look at the
way one event leads to
another. Can chn tell their
story using their plan? Give
chn a few minutes to practise
then ask volunteers to tell
part of their story. Then read
through list of conjunctions
(see resources) and explain
how they help us write longer
sentences (chn do not need to
use term conjunction at this
stage – see glossary p73).
Remind chn/model how to
count out each word in their
sentence on their fingers
before they start writing. They
make sure they use a full stop
and then they plan their next
sentence. They remember to
sound out the words carefully
using their phonic knowledge.
Composition 3
Spoken
language
Objectives
Comprehension
Main text: The Dragon Machine by Helen Ward
Dimension
Y1/2 Pupils should be taught to: 3. Monday: Discussing the beginning of the story and creating ideas based on it
f. maintain attention and
In mixed ability groups of 3, chn discuss the story so far, making sure they listen to the opinions of others. Then
participate actively in
they walk carefully round the classroom, in their group, deciding where dragons might possibly hide. Where could a
collaborative conversations
large dragon hide? Where could a really tiny dragon hide? Draw pictures and/or write sentences.
g. use spoken language to
Plenary: Chn share ideas, pictures and sentences about where they thought dragons could hide. Who would like to
speculate
have dragons in the classroom? Who would rather they kept to the great wilderness? Take a vote.
Develop pleasure in reading by:
3. Wednesday: Group Reading: Reading extracts from a story in groups
Y1/Y2c. becoming familiar with key stories, and traditional
Give chn adapted extracts of the version of the story of St George and the dragon the
tales, considering characteristics
story you read in the introduction. See resources for extracts at 3 different levels to
Y1/Y2f. discussing word meanings, linking new meanings to
reread in groups and illustrate.
those already known
Plenary: Watch and discuss this great dragon story told by Adrian Lester (14mins) at
Y2g. discussing their favourite words and phrases
http://www.bbc.co.uk/learningzone/clips/jackanory-junior-the-snowUnderstand books they read by:
dragon/11521.html.
Y1/Y2 Explain/discuss their understanding of books
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Resources
A copy of the Mappa
Mundi (see resources)
Simple instructions about
how to draw dragons (see
resources)
Extracts at 3 levels of
George and the Dragon
(see resources)
Y1/Y2 Spr F Plan 3A
Composition
Grammar
Word reading
Transcription
Y1/Y2 Spring Term
Fiction: Plan 3A Tales from a variety of cultures
Main text: The Dragon Machine by Helen Ward
Pupils should be taught to:
2. Wednesday: Group Reading: Reading extracts from a story in
Y1c. read accurately by blending sounds in unfamiliar words
groups Give chn adapted extracts of the version of the story of St
Y1d. read common exception words
George and the dragon, help chn use phonic knowledge to decode
Y2b. read accurately by blending the sounds in words that contain the
new words and discuss meaning of new vocabulary. See
graphemes taught so far
Comprehension 2.
Y2c. read accurately words of two or more syllables that contain the same
graphemes as above
Y1Develop their understanding
2. Tuesday: Write names with capital letters and make a character profile using adjectives and descriptive phrases
of concepts by:
Easy: Working in pairs or alone, Chn write the character’s names below the picture of the dragon and George
d. using a capital letter for
(making up a dragon name!). They need to remember to use capitals to start the name. They then cut them out and
names of people, places, the
have a play with the characters inventing really imaginative dialogue. What might they say to each other?
days of the week, and the
Medium: Chn describe George. They record their ideas on a mind-map and draw a picture of George in the middle
personal pronoun ‘I’
(see resources). They use words and phrases from f/chart to support this.
Y2 Learn how to use:
Hard: Write a descriptive paragraph about George using phrases from the text to support their ideas (can they
b. expanded noun phrases to
include conjunctions because, if, when?).
describe and specify [for
Plenary: Hot seat a confident volunteer as George and encourage chn to ask open questions that can’t be answered
example, the blue butterfly]
by ‘yes’ or ‘no’.
Y1 Write sentences by:
2. Thursday: Planning a story plan with logically sequenced events
a. saying out loud what they are going to write
Chn make a story plan/map using their ideas from yesterday. Help them work through the plan,
Discuss what they have written with a partner
drawing quick sketches for each section, using arrows to link events etc. Some chn can also write
Y2 Consider what they are going to write before useful key words/phrases. Encourage them to keep telling themselves their story and making sure
beginning by:
they have a logical sequence of events. When they are finished they could write their opening
a. planning or saying out loud what they are
sentence/s and/or tell their story to a partner.
going to write about
Plenary: Chn read the story of The Hungry Dragon on the British council site at
b. writing down ideas and/or key words,
http://learnenglishkids.britishcouncil.org/en/short-stories/the-hungry-dragon. Draw chn’s attention
including new vocabulary
to the use of speech marks in the text.
Y1 Write sentences by:
3. Friday: Writing a dragon story
c. sequencing sentences to form short
Chn use their planning sheets to rehearse their story to a partner or themselves.
narratives
Easy: Chn use plans to write a sentence or sentences for their dragon story.
d. re-reading what they have written
Medium/Hard: Chn begin to write or begin to write their own dragon story (on paper if they are to form a
to check that it makes sense
class book). Remind chn to try and write some longer sentences using conjunctions. They could add dialogue
Y2 Develop positive attitudes towards
and detail to make their story interesting to the reader. Remind them to re-read their work and use careful
and stamina for writing by:
and neat handwriting. They may need more time to finish their story.
a. writing narratives
Plenary: Have a quick look at plan resource Dragon Story Editing Checklist did they remember to do most of
the things on the list?
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Extracts at 3 levels of
George and the Dragon
(see resources)
Picture of George and a
dragon to name and cut
out (see resources)
Frame to draw and
describe George (see
resources)
Planning frameworks (see
resources)
Dragon Story Editing
Checklist (see resources)
Y1/Y2 Spr F Plan 3A
Y1/Y2 Spring Term
Fiction: Plan 3A Tales from a variety of cultures
Main text: The Dragon Machine by Helen Ward
Books:
The Dragon Machine by Helen Ward, ISBN: 9781840119909
Sunilla and the Dolphins by Ruth Merttens, Hamilton Group Reader. Available from http://www.hamiltoneducation.org.uk/GroupReading_Year2.php
Websites used in plan:
http://www.hamiltonathome.org.uk/5to7/Things2Do/ListenHere/Dragon_Dinosaur/101.html Listen to the story of The dinosaur and the dragon (13 mins)
http://www.topmarks.co.uk/ChineseNewYear/DragonDance.aspx About the Chinese New Year and shows a Dragon Dance
http://www.youtube.com/watch?v=4WUnWPpRslM Watch a Dragon Dance
http://www.topmarks.co.uk/chinesenewyear/zodiacstory.aspx Chinese Zodiac story - The Animals Race
http://www.youtube.com/watch?v=0XA5HpVOm50 or http://www.youtube.com/watch?v=BnjXowR6KlE Animated versions of the zodiac story
http://www.topmarks.co.uk/ChineseNewYear/DragonDance.aspx Find more detailed information about Chinese dragons
http://www.topmarks.co.uk/media/ChineseNewYear/colourings/MakeASnake.pdf Download a twirling snake
http://www.topmarks.co.uk/ChineseNewYear/ChineseNewYear.aspx Read about the Chinese New Year
http://www.topmarks.co.uk/ChineseNewYear/Customs.aspx Read about customs associated with the Chinese New Year
http://www.mainlesson.com/display.php?author=bailey&book=hour&story=george The story of St George and the dragon. http://resources.woodlandsjunior.kent.sch.uk/customs/stgeorge2.html A simpler version of St George and the dragon
http://www.youtube.com/watch?v=uurn-Nrljbw A clip about Bill Lishman who taught a flock of geese to follow his ultralight aircraft
http://www.bbc.co.uk/learningzone/clips/jackanory-junior-the-snow-dragon/11521.html A dragon story told by Adrian Lester (14mins)
http://learnenglishkids.britishcouncil.org/en/short-stories/the-hungry-dragon Read the story of The Hungry Dragon on the British Council site
Other interesting sites:
http://resources.woodlands-junior.kent.sch.uk/interactive/onlinestory.htm Story telling ideas
http://www.lancsngfl.ac.uk/curriculum/literacy/lit_site/html/fiction/fairytale2/jack/Jackactivities/contentspage.htm Listen to and read Jack and the beanstalk
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.
OUTCOMES
Monday
Tuesday
Wednesday
1. Take part in a discussion about a
story.
2. Tell a story to a partner.
1. Identify a problem in a story.
2. Design an information sheet.
1. Read a Chinese legend.
2. Answer questions about a story
verbally.
1. Listen to a story and read
instructions.
2. Imagine and discuss where a
dragon could hide.
1. Describe a character.
2. Write descriptive sentences.
1. Read extracts from a British
legend.
2. Use phonics to decode new
words
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Thursday
1. Participate in shared writing
with a focus on repetitive
language.
2. Tell a story as part of a group.
1. Plan a story about a dragon.
2. Tell planned story to a partner
Friday
1. Write names using capitals.
2. Use conjunctions when, if,
because.
1. Write a short story about a
dragon.
2. Use conjunctions to write longer
sentences.
Y1/Y2 Spr F Plan 3A