Y2: Summer Term Whole class teaching Wk 1 Monday Fiction: Plan 5A - Quest Stories Tuesday Spoken language Wednesday Thursday Read Lost and Found to chn before starting this unit. Keep The Way Back home as unseen until it is used in the teaching session. Introduce the genre: quest stories as Reread opening pages of Lost & Found, Unseen text: Introduce The Share story map created for Lost stories about a journey with a goal, comparing with 1st sequence card text. Way Back Home as another and Found. Discuss features of which requires the characters to What is different? Remind chn that stories quest story. What might chn quest stories and discuss how overcome obstacles. Remind chn of are usually in past tense as action has expect from this book? Read each obstacle and its solution Lost and Found, rereading if needed. already happened. Present tense is for and display the first few pages moves the plot on. Ask chn how Sit chn in a circle and show them Story what is happening now. Ask chn about up to '...take it out for a go right a reader might feel if an obstacle Sequence Cards (see resources). what is happening now: We are sitting away'. Explain that we can't was presented but not solved. Explain that the cards are jumbled and /The sun shines. Record on f/c. How would always know what will happen Explain that story maps are good that chn need to work together to it sound if it was about yesterday? Rewrite in the future but we can make ways of thinking about the order them. Read each card aloud and sentences in past tense, emphasising predictions. Draw a crystal ball structure of stories. Ask chn to ask chn to think about which cards will changing verb. Make up class actions for on a f/c and ask chn to predict discuss where tension is created be at the beginning, end and middle. past and present tense so chn look behind what might happen next. Model in the story map. Agree on a way Put cards into order and read thro' to them dramatically for past tense, and put recording ideas on a post-it and of marking this and record. Can check. Agree that they have created hands in air for present tense. Play action place inside the crystal ball. Ask chn give each moment a tension the beginnings of a story map, game where chn show if a sentence is in chn to explain how they have rating? Why do chn think writers showing each event in turn. past/present tense using the agreed made their prediction. What use tension? Spoken Language 1 actions when teacher says a past/present clues did they use? Word Comprehension 3 Comprehension 1 tense sentence. Grammar 1 Reading 1 /Comprehension 2 Spoken Language 2 Objectives Word Reading Main texts: Lost and Found; The Way Back Home; The Quest Friday Show chn The Way Back Home page where the boy prepares to fly his plane. Ask chn to recount partner what he did in full sentences. Share some examples and record a few sentences emphasising tense. What if chn had to instruct someone how to do it? Chn try this with partner. What happens to the tense? Record some instructions and compare these to the recount sentences. Grammar 2 Composition 1 Dimension a. Listen and 1. Monday: Exploring events from Lost and Found through drama in small groups respond (For class of 30, 10 groups of 3 chn: boy, penguin and additional character or object e.g. iceberg). appropriately to Distribute a Story Sequence Card to each group, explaining that each group will explore through drama, acting out the events and adults and peers ending in a freeze frame .They should discuss what the characters might be thinking and what these thoughts prompt them to do. g. Use spoken Discuss ways to express emotion through body language, facial expression, voice etc. Provide chn with thought bubbles which they must language to develop fill in and hold at the moment of freeze frame to show characters' thoughts. understanding Plenary: Ask chn to share drama scenes with the class. Ask chn what obstacles are overcome at each stage, where each scene is set, and through speculating, means of travel (note down). What would happen if you retold the story but forgot an event? Explain that good writers link events hypothesising, smoothly, giving reasons for why characters act as they do. imagining and Create a story map display of Lost and Found, photograph each freeze frame, display with sequence cards and thought bubbles - link exploring ideas each with ribbon or string. Add post-its with settings, obstacles & solutions, and transport type. d. Articulate/ justify 2. Thursday: Working with partner to discuss and draw a story map for The Way Back Home answers, arguments Encourage chn to talk about ideas, giving reasons for their thinking. They need to practise listening to others and responding to what and opinions has been said. See Comprehension 3 Continue to apply phonic knowledge and skills as the 1. Wednesday: Using phonic knowledge to read an unfamiliar text aloud route to decode words until automatic decoding has Remind chn how to apply phonic skills to unfamiliar words become embedded and reading is fluent See Comprehension 2 Plenary: see Comprehension 2 © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Resources See resources for: Story Sequence Cards (Enlarge to A3 for whole class work) Thought Bubbles Digital camera Display materials Y2 Sum Plan 5A Composition Grammar Comprehension Y2: Summer Term Fiction: Plan 5A - Quest Stories Develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing sequence of events in books and how items of information are related understand both the books that they can already read accurately and fluently, and those that they listen to by: checking that the text makes sense to them as they read and correcting inaccurate reading predicting what might happen on the basis of what has been read so far Main texts: Lost and Found; The Way Back Home; The Quest 1. Monday: Sequencing events and discussing how they are related See Spoken Language 1 2. Wednesday: Paired reading of a new text, sharing and discussing predictions Explain that chn will be reading a book with a partner or in threes, taking turns to read aloud/along silently. Each time they get to a post-it they discuss ideas for what might happen next and agree on a written prediction. Post-it notes can be initialled then placed in the crystal ball. As chn read aloud they listen for sense and self-correct if needed. EASY: Work as a TD group. If needed, alternate children and adult reading to enable chn to get a sense of the story, enabling predictions to be made. Predictions can be adult-scribed. HARD: Discuss and note down ideas for a sequel Plenary: Share some of the predictions. Who was right? How does the writer make you want to make predictions? Which bits of the story were most tense? For more able classes you could link their predictions to grammar work (future tense) A set of The Way Back Home with post-its placed in pages ending… ‘...his torch began to go out.' '...settled down to watch.' '...ever meet again.' Re-read The Way Back Home to class outside session in preparation for Comprehension 3 Develop pleasure in reading, … etc. by: 3. Thursday: Working with partner to discuss and draw a story map for The Way Back Home Intro task of creating story map. Agree success criteria with chn, ensuring that chn will discuss ideas together discussing sequence of events in books & before recording story map, including details: settings, transport, obstacles and solutions, tension ratings. how items of information are related participate in discussion about books that Chn create story map, referring to The Way Back Home they can read for themselves, taking turns Plenary: Share some maps, do chn agree on details? What obstacles did they note? How were they solved? What journeys did the boy make? and listening to what others say 1. Tuesday: Playing a miming game and writing sentences in present and past tense Use and Ask chn to play a miming game in pairs. One child mimes an action. The other guesses the action, saying it as part of a present tense sentence distinguish (Anna blows her nose). When the guess is correct, both chn record sentence twice, once as present tense and once as past. Ask chn to past and underline the verb in each sentence and agree endings with partner, using a different colour for each tense. present EASY: Encourage lots of verbal practice of game, record examples only when secure. tense HARD: Ask chn to come up with a ‘rule’ which often works for changing present tense to past Plenary: Write headings 'Present' and 'Past' on a f/c. Write some of pairs of verbs from chn's mimes. Underline the -ed endings. Ask chn what they notice. Most past tense verbs end in -ed (regular). Ones that do not we have to learn (irregular). 2. Friday: Writing instructions in present tense As above See Composition 1 A set of The Way Back Home Paper & drawing materials Make simple additions, revisions and corrections to their own writing by: re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form Copies of picture of boy preparing to fly, from The Way Back Home for EASY group 1. Friday: Writing instructions linked to unit texts, paying attention to tense Chn work independently to write instructions linked to this week's texts EASY: use page shared in whole class teaching, where each step is structured by pictures to write instructions 'How to get ready to fly an aeroplane'. MEDIUM/HARD: choose from writing instructions 'How to prepare for a long journey by rowing boat' or 'How to fix a broken spaceship engine'. Plenary: Chn reread writing with a partner checking for sense and tense. Chn edit where needed. © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. None Retain flip chart verb list and add to as chn come across further examples in reading. Y2 Sum Plan 5A Y2: Summer Term Comprehension Spoken language Whole class teaching Wk 2 Fiction: Plan 5A - Quest Stories Monday Tuesday Main texts: Lost and Found; The Way Back Home; The Quest Wednesday Read The Quest to chn before Week 2. Friday before going home would be perfect! Display The Quest on IWB, Show chn question cards from last Display The Quest on page beginning asking chn to tell a partner session. What do these sentences have 'They found a torch...'. Read together what quest stories entail. in common? How can you recognise a & focus on the word bottle. How Remind chn of phonic skills question? Try saying them. What does many syllables? Can they clap them? needed to decode new your voice do when you ask a question? Which part of the word is stressed? words. Locate and display an Record Question on f/c and features. Write bottle on f/c and split into example word for chn to Remind chn of instruction writing last syllables. Challenge chn to spell on decode and discuss (e.g. week. What sort of sentences did chn whiteboards words that follow this particular). Reread opening, use? Give some commands (stand up, sit spelling rule: apple, table, sparkle, up to 'might be very down etc) and agree that commands struggle, little, middle, etc. Explain dangerous...' Explain that give instructions. Record rules and that this is the most common way of writers choose words examples. Write, then read in a proper spelling this sound, but that there carefully to create effects. monotone, 'I am so excited.' What is are other ways. Ask chn to read the Ask chn to spot synonyms wrong? Explain that voice should show next page and spot the /l/ sound for 'said' in text and discuss strong emotion. How can we write this? spelt with a different grapheme what extra info this gives Discuss and record rules for exclamation (tunnel). Explain that this is less reader. Record some sentences. Change punctuation and commonly used: record and discuss interesting words and reread sentence with emotion. Intro examples: metal, pedal, hospital, phrases on post-its/paper & statement sentences as those that give animal, etc. Explain that chn will be display for future reference. information. They are most commonly reading a poem with this sound in Comprehension 4: Group used. and spotting the graphemes. reading/Word reading 2 Grammar 3 Transcription 1 Thursday Friday Display and share The Quest on page beginning 'They set out'. Ask chn to describe setting to partner. How do they know? What words create a picture in their minds? Remind chn that Quest stories involve journeys and overcoming obstacles. Settings are important as they often provide obstacles & make the stories exciting. Remind chn of some of settings from Wk 1. Share Lost and Found where the boat is in a storm and discuss. What words and phrases can they use to 'paint' the setting? Share ideas and model recording good words/phrases. Explain that the class will be acting as wordpainters this session, collecting rich descriptive ideas for their own writing. Composition 2 Spoken Language 3 Display a settings poster from Thurs and discuss. Tell chn that they are going to make a magical journey to that setting using the chair. Pick a child to sit, count to 3 explaining that child will be transported to the place for a very short time. They should explore, using all senses & be ready to answer questions when they return. Conduct a theatrical transportation, prompting child to look around before returning them back to class. Ask questions in past tense, requiring answers in full sentences and past tense. Repeat as required, encouraging interesting vocab and correct tense, referring to poster for ideas. Composition 3/ Grammar 4 Objectives Dimension g. Use spoken language to develop understanding through speculating, hypothesising, imagining, exploring ideas c. Use relevant strategies to build their vocabulary Develop pleasure in reading, motivation to read, vocabulary, understanding by: Discussing their favourite words and phrases Understand both the books that they can already read accurately and fluently, & those that they listen to by: Answering and asking questions 3. Thursday: discussing & describing settings, using adventurous language Chn will be describing settings trying to draw on new as well as existing vocabulary. This means that they need to listen to teachers or adults and also to the ideas and descriptive phrases of other children. This is a chance to extend their vocabulary and brainstorm some really original ways of describing a setting. See Composition 2 4. Monday: Guided and paired reading activities EASY GUIDED GROUP A: Adult led. Chn read aloud, discuss and support decoding of more difficult words. Discuss questions once relevant page has been read, encouraging rereading to check answers in text. MEDIUM/HARD GUIDED GROUP B: Adult led. Chn read aloud, discussing questions at short intervals. Encourage rereading to check answers and 'highlighting' (with a finger) the evidence supporting answers. INDEPENDENT PAIRED READERS: in pairs, chn read The Quest, taking turns to read pages aloud. Supported by Reading Task Cards (2 levels), chn write quiz questions and the answers based on text. Chn can record in preexisting reading journals or on index cards with Q and A on opposite sides. Plenary: Try some of Q&A cards, recording both Q&A correctly punctuated on f/c for next session. © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Resources See resources for: Reading Task Cards A&B A: EASY B:MEDIUM/HARD Guided Group Questions Adult Prompt Sheets A&B A: MEDIUM B: HARD Index cards A half class set of The Quest Y2 Sum Plan 5A Composition Grammar Word reading Transcription Y2: Summer Term Fiction: Plan 5A - Quest Stories Main texts: Lost and Found; The Way Back Home; The Quest Word Reading 2. Monday: Guided and paired reading activities Chn use phonic skills to decode unfamiliar words. Encourage chn also to continue to apply phonic knowledge & skills as the route to decode words until use other word attack skills if appropriate, for example reading past an automatic decoding has become embedded & reading is fluent unknown word or looking for grammatical clues. read accurately by blending the sounds in words that contain the graphemes See Comprehension 4 taught so far, especially recognising alternative sounds for graphemes Spelling 1. Wednesday: Find and spell the /l/ or /Əl/ sound spelt le, el, al at the end of words Distribute The Incredible Quest Poem and ask chn to read in pairs aloud. Ask chn to listen out for the /l/ sound at the end learning new ways of spelling of words - there are lots. Chn should mark the words, using a different colour highlighter for each grapheme. Explain that phonemes for which one or there is a third /l/ grapheme which they might spot. more spellings are known, and Extension: Chn pick a word from the poem ending in /l/ which they think is tricky. Both take 30 seconds to learn it, then learn some words with each test each other. Chn can score points for correct spelling. spelling, including a few Plenary: Collect the words in 3 grapheme groups and record for future use. Chn can add further examples from their common homophones reading as they encounter them. apply spelling rules/guidelines 3. Tuesday: Sort and write four types of sentence learning how to use sentences Chn engage in the task of sorting sentences into 4 types, using f/c guide from whole-class teaching to support. with different forms: EASY: Sentence Sort A: Sort sentences from The Quest (punctuation present). Stick an example of each type in book. statement, question, MEDIUM: Sentence Sort B: Sort sentences from The Quest (punctuation present). Write examples of each type in book. exclamation, command HARD: Sentence Sort C: sort sentences from The Quest (partial punctuation). Write in book, punctuated correctly. Plenary: Write the word 'Help' on f/c. Can chn say it in 4 ways to match 4 sentence types? How would each type be punctuated? Why might writers use a range of sentences? Use and distinguish past and present tense consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary 4. Friday: Write a description in past tense Chn are choosing to use past tense in their writing. See Composition 3 2. Thursday: Generate words and phrases to describe settings Set up: each table provides stimulus for a different setting type. On each table: a large piece of paper; photos of that setting type; pens; post-its for collecting ideas from around the classroom; prompt cards. Encourage chn to discuss/describe the setting before recording ideas on the large paper. Once chn have exhausted ideas, allow groups to move to each table in turn, reading posters and adding ideas of their own. Plenary: Each group presents their favourite 3 words/phrases to class, saying why they are effective. Explain that each of the posters is a treasure chest which they can take ideas from for their writing. Display. encapsulating what they want to say, sentence by sentence 3. Friday: Write a description of a setting, in past tense Chn pick a setting and imagine travelling to that place, using their observations to describe it, in full past-tense sentences. Allow time for role-play and discussion with a partner before writing activities. Model & encourage verbal rehearsal before writing each sentence. EASY: Read questions carefully, write answers straight on to question cards and reread to check sense. MEDIUM: Choose from question prompts, write answers in full sentences and reread to check sense. HARD: TD Guided write a letter describing the setting to a pen friend. Challenge chn to organise it into paragraphs. Plenary: Ask chn to highlight their most interesting sentence then read to a partner. What makes it a good sentence? © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. The Incredible Quest Highlighter pens Individual whiteboards Sentence Sort A,B,C copied onto card and cut into strips A:EASY B: MEDIUM C: HARD Settings photographs Prompt cards Large pieces of paper A range of coloured pens Access to all post-its/ ideas collected & displayed so far Prepare a 'magic' chair (cover in a fabric, tinsel etc). EASY: Question cards MED: Question prompts Settings posters Highlighter pens Y2 Sum Plan 5A Y2: Summer Term Grammar Spoken language Whole class teaching Wk 3 Fiction: Plan 5A - Quest Stories Monday Tuesday Intro task: chn to write own Quest stories. Recap Quest features and make sure these are on display. Explain that today's session will be for planning their story. Remind chn of story maps created in wk 1. Chn must decide where the journey will lead, what obstacles will be met and what the goal will be. You may decide to give chn characters, to allow focus to be on plot (Mali & Sarah for example). Look at/read We're Going on a Bear Hunt, as this works well as a model ‘quest’ with a series of obstacles linked to settings. Shared plan an exciting Quest story with chn. Review Quest features. Have you included them all? Composition 4/Spoken L 4 Agree criteria for story opening: intro characters and setting. Model writing the introduction to class Quest story, making mistakes with tense. Can chn spot the error and correct it? Remind chn of how The Quest used a question to draw reader in. Can chn think of questions that they can use? Record some generic ones for chn to use if stuck (Where could they find the lost...? etc.). Ask chn to rehearse the opening to their own stories, referring to story maps. Challenge chn to work with a partner to compose a question and record on their plan. Composition 5/Grammar 5 Main texts: Lost and Found; The Way Back Home; The Quest Wednesday Thursday Friday Agree criteria for the middle of the story: a series of increasing obstacles, which must be overcome. Model writing an obstacle. Remind chn of how The Quest used exclamation sentences to show emotion/excitement. Model rereading and inserting some of these sentences, possibly as dialogue. Discuss the problem of too many exclamations and agree on a limit. Ask chn to rehearse the first obstacle in their own stories, referring to story maps. Challenge chn to work with a partner to compose an exclamation sentence and to record it on their plan. Composition 6/Grammar 6 Think back to Lost and Found. How would chn feel if story stopped when the boy and penguin parted at the S. Pole? Explain that stories are disappointing when they stop abruptly and are boring when they go on too long (home for tea etc). Ask chn to look at plans to see where their stories should stop. Has goal been met? Is there a rounded feel? (The reader knows that life will return to normal/or changed forever? Agree criteria for the middle of the story & ask chn to rehearse the ending to their stories, referring to story maps. Display some example 'ending sentences' to support. Composition 7 Ask chn to think back to first hearing 3 Quest stories. What makes a good reading? Model some dreadful performances (with willing volunteers if available) and use to compile a guide of dos & don'ts for reading aloud, including what to do if your audience loses interest. Allow chn to practise reading sections of their story to a peer. Allocate points for each do/don't to allow for scoring. Explain that chn will be reading stories to a younger class and testing out the guide. Composition 8 Spoken Language 5 Objectives Dimension j. Gain, maintain and monitor the interest of the listener(s) b. Ask relevant questions f. Maintain attentions and participate actively in collaborative conversations. h. Speak audibly and fluently l. Select appropriate registers g. Gain and maintain interest Learn how to use sentences with different forms: statement, question, exclamation, command Learn how to use familiar and new punctuation including question marks. 4. Monday: Planning a quest story using a story map Allow discussion time, while chn decide on goal, destination & obstacles. Encourage to use settings posters to support. Provide Story Map sheets for those who need them, otherwise allow chn to take their pencil for a walk and be flexible in how they plan. Prompt chn to increase size of obstacles to a climax before characters reach the goal. Plenary: Chn present their plan to a writing partner and peer-assess to see if the plan meets the Quest story requirements. EASY: present in a group Adult led. 4. Friday: Reading their story to a younger child Before session, remind chn of the tips for reading aloud and discuss attention span of younger children and how chn will need to work at keeping an engaging pace and tone. See Composition 8 5. Tuesday: Posing question sentences to intrigue the reader in story In writing their opening, chn need to think about the question that their quest is going to answer. E.g. Where is the lost….? They should be aware that they can choose to being with a question, and that then they will be writing statements and exclamations with appropriate punctuation. See Composition 5 6. Wednesday: Writing exclamation sentences to show excitement/strong emotion in story In writing their stories, chn will use exclamations and also statements. They should monitor their own writing so that they don’t use too many exclamations! They also need to ensure that they are starting each sentence with a capital letter and ending it with the appropriate mark: full stop or exclamation or question mark. See Composition 6 © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Resources See Composition 8 See Composition 5 See Composition 6 Y2 Sum Plan 5A Y2: Summer Term Composition consider what they are going to write before beginning by: Planning or saying out loud what they are going to write about Writing down key ideas including new vocabulary make simple additions, revisions and corrections to their own writing by: Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently Develop positive attitudes towards and stamina for writing by: Writing narratives about personal experiences and those of others (real and fictional) Encapsulating what they want to say sentence by sentence Make simple additions, revisions and corrections to their own writing by: Evaluating their writing with teacher and other pupils Proof-reading to check for errors in spelling, grammar and punctuation (e.g. ends of sentences punctuate correctly) Read aloud what they have written with appropriate intonation to make the meaning clear. Fiction: Plan 5A - Quest Stories Main texts: Lost and Found; The Way Back Home; The Quest 4. Monday: Planning their own Quest story using a story map Allow discussion time, while chn decide on goal, destination & obstacles. Encourage to use settings posters to support. Provide Story Map sheets for those who need them, otherwise allow chn to take their pencil for a walk and be flexible in how they plan. Prompt chn to increase the size of obstacles to a climax before characters reach their goal. Plenary: Chn present their plan to a writing partner and peer-assess to see if the plan meets the Quest story requirements. EASY: present in a group Adult led. 5. Tuesday: Writing the opening to their own Quest story Chn work to write opening to own Quest story. Encourage THINK/SAY/WRITE/READ to produce writing which makes sense and is interesting. Chn should reread whole opening when finished and check that it meets the agreed criteria. Plenary: Chn choose their best sentence and highlight it. Read that sentence to a writing partner. Chn find one sentence which they think they can improve. Work with partner to edit. Story Map - enlarged to A3 if needed Large pieces of paper/pupil books 6. Wednesday: Writing the middle part of their Quest story Chn work to write middle part of story. This will require an extended amount of time for most, so allow for this in planning. Chn's story maps from last session Chn's story maps from last session Plenary: Chn reread today's writing, then focus in on exclamation sentences. Are they worthy of an exclamation mark? Do they need improving? e.g They stood in the mud!→ They were stranded in the swamp! 7. Thursday Writing the ending of their story, reread story as a whole to proof-read Chn work to complete stories. This should be a short passage of writing, allowing time for chn to reread writing aloud, as a whole, checking for sense and overall effect. Encourage chn to edit to improve writing, referring to criteria agreed across the week. Chn's story maps from last session Plenary: Are chn pleased with stories? Do they lead the reader along like following the line in the map? Share plans for performance. 8. Friday: Reading story to a younger child Before session, remind chn of the tips for reading aloud and discuss attention span of younger children and how chn will need to work at keeping an engaging pace and tone. Invite a younger class in for a story-reading session. Plenary: Ask chn to reflect on success of reading session. What score would they give their performance? In what way could they improve it? © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Publishing Plans Chn could record their readings & create a CD for the book corner or Type up stories & illustrate to create a class book Y2 Sum Plan 5A Y2: Summer Term Fiction: Plan 5A - Quest Stories Main texts: Lost and Found; The Way Back Home; The Quest Books: Main Texts Lost and Found, by Oliver Jeffers, Publisher: Harper Collins Children's Books (2006) ISBN-10: 0007150369; ISBN-13: 978-0007150366 The Way Back Home, by Oliver Jeffers, Publisher: Harper Collins Children's Books (2008) ISBN-10: 0007182325 ISBN-13: 978-0007182329 The Quest Hamilton Group Reader available from Hamilton Education in sets of 6. http://www.hamiltoneducation.org.uk/GroupReading_Year2.php We're Going on a Bear Hunt, by Michael Rosen, Publisher: Walker Books Ltd; New Ed edition (1993) ISBN-10: 0744523230; ISBN-13: 978-0744523232 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 Sum Plan 5A Y2: Summer Term Fiction: Plan 5A - Quest Stories Main texts: Lost and Found; The Way Back Home; The Quest Outcomes Monday Tuesday 1. Create a story map as a class 2.Explore and present a story scene, from shared text 3. Write ideas for what characters might be thinking 1. Play miming game, focusing on the verb 2. Write pairs of sentences in past and present tense 1. Read aloud to a partner, using phonic knowledge to decode 2. Make & discuss predictions at key points in the story Wednesday 1. Create a story map, with a partner 1. Write instructions, linked to shared text 2. Write in present tense 1. Guided/paired read shared text 2a. Answer questions, focusing on information retrieval; effect of word choice & making inference 2b. Write question and answer cards based on text 1. Explore 4 types of sentence & agree rules for use 2. Sort sentences into 4 types 1. Read poem 2. Identify and sort spellings according to grapheme 3. Choose and learn spellings 1. Discuss ideas in a group 2. Generate descriptive language 3. Evaluate & present work to class 1. Write descriptive sentences 2. Write in past tense 1. Plan a quest story in story map format 2. Peer assess plan, using criteria 1. Write opening to story 2. Pose questions to intrigue reader 3. Evaluate writing and improve with partner 1. Write middle part of story 2. Write exclamation sentences 3. Self -evaluate and edit writing 1. Write satisfying ending to story 2. Proof-read 3. Evaluate extended writing, looking for flow 1. Discuss tips for reading aloud 2. Create guide for reading, as a class 3.Read own writing in an engaging manner 4. Reflect on success © Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Thursday Friday Y2 Sum Plan 5A