Task Instructions
Write these, either as a list of task prompts or as part of success criteria.
Simplify and explain as necessary.
1. Reread Angry Arthur with your partner/group.
2. Look at the storyboard cards. Tell your partner/group what is happening on each card.
3. Discuss the size of Arthurs's anger in each card. Put storyboard cards in a line, in order
of size from smallest to largest. Do you both/all agree?
4. Place the cards onto a storyboard in the order of the story. What do you notice?
5. Pick out powerful words and phrases from the story to go with each card. Write them
in the space underneath.
6. Choose your favourite illustration, explaining why you have chosen it.
Week 1 Monday Comprehension 1/ Spoken language 1 / Word Reading 1
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Storyboard
Beginning...
Angry Arthur
Author: Hiawyn Oram
Illustrator: Satoshi Kitamura
Ending...
Enlarge to A3
Week 1 Monday Comprehension 1/ Spoken language 1 / Word Reading 1
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Story Cards 1
Week 1 Monday Comprehension 1/ Word reading 1/ Speaking & Listening 1
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Story Cards 2
Print & cut into individual
story cards.
The cards will fit into the
storyboard once the
board has been enlarged
to A3.
Week 1 Monday Comprehension 1/ Word reading 1/ Speaking & Listening 1
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Past Tense
Week 1 Tuesday Grammar 1/ Spoken language 2
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Past Tense - Sentence examples
Regular Verbs
Irregular Verbs
Arthur gritted his teeth.
Arthur grits his teeth.
Bricks flew through the air.
Bricks fly through the air.
Arthur clenched his fists.
Arthur clenches his fists.
A car lay on its side.
A car lies on its side.
The post-box tipped over.
The post-box tips over.
A door hung on one hinge.
A door hangs on one hinge.
A roof lifted into the air.
A roof lifts into the air.
The cat hid from the storm.
The cat hides from the storm.
Tiles tumbled to the ground.
Tiles tumble to the ground.
Notes to teacher:
Simple past tense is formed by adding ed to the base form of a regular verb (eg. clench+ed).
Irregular verbs show the past tense through other changes (e.g. fly/flew, hide, hid).
The examples of past tense in the story are generally not simple past tense and are best avoided to prevent confusion.
(They are examples of past progressive, showing something happening in the past while something else was happening.
'Arthur's Anger became a hurricane hurling rooftops and chimneys and church spires.' This is beyond the scope of this session so best avoided!)
Week 1 Tuesday Grammar 1/ Spoken language 2
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Using Present Perfect Form of Verbs
verbs performed in the past with a result in the present
have + past participle (verb in past tense)
I have played...
He has lost...
It has snapped...
We have looked...
She has climbed...
They have broken...
When to use it?
A past action with consequences now.
She has climbed...
(She climbed the tree earlier so she is up there now.)
The tiles have lifted...
(The tiles lifted off during the storm so now they are on the ground.)
I have read...
(I read this book yesterday, so I know how it ends today).
Week 1 Tuesday Grammar 1/ Spoken language 2
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Present Perfect - Teachers' Guide
The focus of using present perfect form in this session is to describe the results of events which have happened in the past.
You can prompt sentence building by asking: What can you see (result)? What has happened (cause)?
The term perfect,
refers to the
completed action
(from Latin perfectus
'completed').
Past participle - verb
in past tense form
(usually ending in ed)
Result: Arthur is floating on a broken fence. Cause: A typhoon tipped the town into the seas
Present perfect tense sentence
A typhoon has tipped the town into the sea, so Arthur is floating on a broken fence.
The verb to have (auxiliary or helping verb) is in the present tense; the past participle forms the past (or perfect) tense.
Chn may choose to just record the observable part for their sentence.
A typhoon has tipped the town into the sea.
Other examples from this illustration
A bird has landed on the barrel.
The cat has caught a fish.
Arthur has lost a boot.
Grandfather has floated out to sea.
The typhoon has passed.
The buildings have sunk.
They have found some driftwood.
For least able, provide sentence openers to support:
A bird has ...
The cat has...
The water has...
Arthur and his grandfather have...
Week 1 Tuesday Grammar 1/ Spoken language 2
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
For Teacher
Carpet Sentence Strips - write each example of a simple sentence on a separate large strip of sugar paper.
Set 1: I like to go to Monster Trucks shows. I like watching stunt bikes. I like to stroke kittens. I can watch them on television.
I go to Monster Trucks shows and I like watching stunt bikes.
I go to Monster Trucks but I don't like loud noises.
I go to Monster Trucks shows or I can watch them on television.
Set 2: I have a pet spider. I keep it in my pocket. I am afraid of it. I might have lost it.
Set 3: I enjoy baking. My cakes are delicious. I often burn the biscuits. I like to make soup.
The sets are designed to link easily using the conjunctions but are interchangeable so expect unlikely combinations between sets!
Week 1 Wednesday Grammar 2/ Spoken language 3
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Conjunction Cards - copy onto card and cut up
and
but
or
Week 1 Wednesday Grammar 2/ Spoken language 3
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Joining Sentences A
Instructions
1. Read the example sentences below.
2. Say how each conjunction links the clauses together.
3. Swap the conjunctions and read the sentences now.
4. How has the meaning changed? Do they still make sense?
5. Write your own sentences. Test them by saying them aloud.
I play football
and
I think it is good exercise.
but
my friend prefers computer games.
or
I go skating in the park.
Week 1 Wednesday Grammar 2/ Spoken language 3
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Joining Sentences A
and
but
or
and
but
or
Week 1 Wednesday Grammar 2/ Spoken language 3
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Joining Sentences B
 Cut out the strips.
 Find a pair of sentences.
 Choose the best conjunction to join them.
I play football
It rained yesterday.
I think it is good exercise.
and
my friend prefers computer games.
but
I go skating in the park.
so
the playground was covered in puddles.
and
today it is sunny.
but
it rained early this morning.
so
The colour shading simplifies this task & can be removed for greater challenge (highlight cells, click on DESIGN tab, click on SHADING, select 'no color').
Week 1 Wednesday Grammar 2/ Spoken language 3
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Circle Prompt - example
NOTES:
For less able, keep zones smaller scale: desk, classroom, school building etc.
For more able, encourage larger & more abstract: ..., planet, solar system, galaxy, etc.
Chn drawing own circles gives a greater freedom to choose scale of story.
Week 1 Thursday Composition 1, Spoken Language 4
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Blank Storyboard
Title
Beginning...
Authors:
Ending...
Enlarge to A3
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Week 1 Thursday Composition 1, Spoken Language 4
Millie's Marvellous Hat Extract - page 1
Week 2 Monday Comprehension 2, Spoken Language 5
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Millie's Marvellous Hat Extract - page 2
Week 2 Monday Comprehension 2, Spoken Language 5
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Questions to discuss A
Read the extract pages silently, before discussing the questions with your partner.
Page 1
1) Why does Millie say, "Oh dear," when she opens her purse?
2) Why does the man look at the ceiling? Is it really because he is interested in the patterns?
3) What do you notice about the tense the story is written in?
[Hint: there is more than one]
Page 2
4) What is marvellous about the hat?
5) What do you notice about the way that the man speaks? What does it tell you about him?
6) Do you think the hat is real? Say why.
Week 2 Monday Comprehension 2, Spoken Language 5
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Questions to discuss B
Read the extract pages silently. Discuss the questions with your partner.
Page 1
1) How much money does Millie have in her purse?
2) Why does the man look at the ceiling? Is it really because he is interested in the patterns?
3) What tense is the story is written in? What about the speech?
Page 2
4) What is marvellous about the hat?
5) Why does the man call Millie, Madam?
6) Do you think the hat is real? Say why.
Week 2 Monday Comprehension 2, Spoken Language 5
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Questions to discuss C
Read the story pages with your partner.
Talk about the questions.
Page 1
1) How much money does Millie have in her purse?
2) Why does the man look at the ceiling? Is it really because he is interested in the patterns?
Page 2
3) What is marvellous about the hat?
4) Do you think the hat is real? Say why.
Week 2 Monday Comprehension 2, Spoken Language 5
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Discussion Prompts
What do the books have in common?
Which book is your favourite?
How are they different?
Say why you have chosen it.
Think about plot, characters and settings,
Do you all agree?
and language.
What is more important in the
Do you think the hat and the attic
books, the words or the
adventures are real or imaginary?
illustrations?
Tell your group why you think this. Do you
Explain your thinking.
all agree?
Week 2 Monday Comprehension 2, Spoken Language 5
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Drawing Materials
Kitamura's tool of choice is surprisingly
not a pencil or felt-tip pen. Kitamura’s
distinctive, slightly uneven line is drawn
with a glass pen.
‘It’s a strange-shaped thing, but I use it as any other dip pen. I
dip the pen in a pot of ink and the ink travels up the grooves
on the nib. When you draw, usually you get a very fine line.
It’s very fragile and it breaks easily. I always knew about these
glass pens, and one day I just bought some, and I used one
and it broke and the nib became shorter. I found that I could
still write and draw with it. Then I got these irregular lines.’
He mainly uses watercolour - but he mixes colours he has
made his own, particularly a glorious, rich blue that has
become almost a signature of his work.
Whiteboard display extract
Week 2 Tuesday Comprehension 3, Word Reading 2
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Satoshi Kitamura: Childhood Inspiration
Home Life
Kitamura was born in Japan in 1956. Satoshi and his older brother both got enjoyment
from artistic hobbies. Satoshi was inspired by his brother and they spent endless days
drawing and painting together. "Like all Japanese children I drew all over the
pavement — and on the road when there weren't so many cars." Comics were also an
influence. His favourite comic was Astroboy, a Japanese manga comic about a robot
boy with super powers.
Astroboy comic
Kamishibai
Satoshi also enjoyed Kamishibai, a
street entertainment popular during his
childhood. This entertainment was a
type of storytelling. As the story was
told, illustrations were shown one by
one in a frame, a little like a paper
television.
"The Kamishibai man would arrive on a
bike with a box on the back, and wooden
clappers to attract attention. Children
gathered excitedly round. The box on
the bike housed the entertainment —
stories told with a series of hand-painted
sliding pictures. Some would go on from
day to day, keeping children in suspense
and ensuring their return."
School
Satoshi was also inspired by one of his teachers at primary school. Instead of teaching the curriculum,
his teacher told him wonderful stories about people and places he had read about. He told a story about
the German archaeologist Heinrich Schliemann, who had dreamed as a child of being an archaeologist.
The man devoted his life to following his dream. This inspired Kitamura. He dreamed of becoming an
artist, and so dropped out of school early to follow his dream. He was hopeful that he would succeed.
Quotations from: http://www.theguardian.com/books/2008/nov/08/satoshi-kitamura-angry-arthur-illustrations
Week 2 Tuesday Comprehension 3, Word Reading 2
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Interview: hats, music, career beginning and working in two countries
Question: Millie's Marvellous Hat is full of beautiful hats, each of which somehow reflects
the character who is wearing it. What hat you are wearing today?
Satoshi: At the moment I’m listening to wonderful jazz music on the radio and my
musical hat is becoming bigger and more colourful. I love all sorts of music. I wish I had
some musical talent myself but unfortunately I am talentless. So I often put on my
imaginary musical hat that makes interesting melodies and harmonies.
Question: What was your first book?
I started making a picture book in my twenties. The most useful person in my journey
was Klaus Flugge, owner and publisher of Andersen Press. He gave me the story Angry
Arthur by Hiawyn Oram and published it with my illustrations. That started my career.
Klaus and I have been good friends ever since. I am thankful that I met Klaus.
Question: Did you know Hiawyn Oram before you began to work with her?
Satoshi: No, I didn't know her well at that point, but we were clearly on the same
wavelength, and I was very happy that her text gave me the freedom to find my own way
through the story — I like to 'read between the lines '. It's the same with poetry — it's in
that space between the lines that I find things to illustrate."
Question: In the past you lived in Britain, but I believe you are now based back in Japan.
How are the two countries different?
Satoshi: I’m a bit of an outsider in my own country, probably because I lived in UK for
about 30 years. Strangely, my books are most popular in South America. I don’t know
why but I see more books of mine in bookshops there than anywhere else. I have been
invited to many book festivals in Mexico, Chile and Colombia. My books are not
particularly popular in Japan but Millie’s Marvellous Hat will be a set book for second
year primary school students in Japan from next year.
Adapted from: http://www.playingbythebook.net/2014/10/27/hat-week-an-interview-with-satoshi-kitamura/
Week 2 Tuesday Comprehension 3, Word Reading 2
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
How Satoshi Kitamura creates his Illustrations
‘Although I draw in a cartoonish style in picture books, I’m also interested in just
drawing from nature. I’ve started doing life drawing fairly recently, regularly, and I quite
enjoy it. Sometimes I draw people on the underground or in museums, quickly drawing
the backs of people who are looking at paintings in the National Gallery'.
Kitamura’s distinctive, slightly uneven line is drawn with a glass pen.
‘It’s a strange-shaped thing, but I use it as any other dip pen. I
dip the pen in a pot of ink and the ink travels up the grooves on
the nib. When you draw, usually you get a very fine line. It’s very
fragile and it breaks easily. I always knew about these glass pens,
and one day I just bought some, and I used one and it broke and
the nib became shorter. I found that I could still write and draw
with it. Then I got these irregular lines.’
He mainly uses watercolour - but he mixes colours he has made his own, in particular a
glorious, rich blue.
He insists that he is doing nothing unusual – ‘it’s just a
mixture of indigo and ultramarine and mauve or
violet’. I think I try to recreate the kind of blue in a
twilight sky because that’s the kind of blue that I
really like. I try to make that same colour, of that
especially fine day in the winter in the evenings when
the sky becomes that kind of bright blue.
Kitamura’s artistic inspiration comes from fine artists, comics and illustration, and also
Japanese art.
Adapted from: http://www.booktrust.org.uk/books/children/illustrators/interviews/105
Week 2 Tuesday Comprehension 3, Word Reading 2
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Earthquake Experience 2011
When the earthquake struck I was in the studio. I'd just finished the
colourful illustration I do for a weekly newspaper column and sent the
scan to the editor. Suddenly, the building shook so badly that I feared it
would collapse. All I could do was wait. I was helpless.
It must have been a minute or two, but it seemed like a very long time until the tremor stopped
completely. One of the shelves fell down and CDs scattered all over the floor. The water in the jar for my
watercolour paints spilled on the table. I set off on the five-minute bike ride to the flat where my wife
and I live. It was peaceful outside. People looked rather stunned, but calm. There were children walking
home from school as if nothing had happened.
Being born and brought up in Japan I have experienced hundreds of earthquakes in my life, but this was
definitely the biggest. We live a few hundred miles away from the worst-hit areas. So the impact that
was felt by people nearer to the epicentre must have been enormous.
We had no electricity, water or gas for half a day. I was fearful for my elderly parents, who live 60 miles
away. Later, when the phone lines were restored, I found they were all right. We were lucky. Other
families were left homeless and jobless.
The Japanese have spent so many centuries living with the effects of powerful earthquakes and
typhoons that we all know how powerless we are in the face of nature. We cannot but feel humble
when we encounter natural disasters on this scale.
One day, in a local market, my wife and I passed a stall selling fresh seaweed. The woman who ran it
kept saying that this was the last she would be getting and we should enjoy it because it was very good.
It was so delicious that we bought two bags.
Later we discovered that she was from a town in one of the worst-flooded areas. She couldn't get in
touch with her sister's family, the fishermen who had produced the seaweed. She was still hopeful and
was careful not to waste the food her family had delivered to her.
I have just begun work on a new book. It's a rather crazy story about a teapot character, and it is due to
be published in May in Japan and later in the UK. I've been doing rough sketches for it, and trying to
work out the sequel to my most recent book, Millie's Marvellous Hat.
I'd rather aim for something funny and playful than be hopeless. I've never done a humourless story and besides, one thing that has become very clear in the last few terrible weeks is that ordinary life is a
miracle, and the only place where you can find happiness.
Adapted from: http://www.theguardian.com/childrens-books-site/2011/apr/04/satoshi-kitamura-postcard-from-japan
Week 2 Tuesday Comprehension 3, Word Reading 2
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Satoshi Kitamura: Childhood Inspiration
Home Life
Satoshi was inspired by his brother and they spent a lot of time drawing
and painting together. "Like all Japanese children I drew all over the
pavement — and on the road when there weren't so many cars." Comics
were also an influence. His favourite comic was Astroboy.
Astroboy comic
Kamishibai
Satoshi also enjoyed Kamishibai, a
street entertainment. This was a
type of storytelling. As the story
was told, illustrations were shown
one by one in a frame, a little like a
paper television.
"The Kamishibai man would arrive
on a bike with a box on the back...
Children gathered round. The box
on the bike housed the
entertainment — stories told with
a series of hand-painted sliding
pictures."
School
Satoshi was also inspired by one of his teachers. His teacher told him wonderful stories.
He told a story about a famous German archaeologist, who had dreamed as a child of
being an archaeologist. This inspired Kitamura. He dreamed of becoming an artist, and so
dropped out of school early to follow his dream. He was hopeful that he would succeed.
Quotations from: http://www.theguardian.com/books/2008/nov/08/satoshi-kitamura-angry-arthur-illustrations
Week 2 Tuesday Comprehension 3, Word Reading 2
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
How Satoshi Kitamura creates his Illustrations
‘Although I draw in a cartoonish style in picture books, I’m also interested in
just drawing from nature. Sometimes I draw people on the underground or in
museums.
Kitamura’s distinctive, slightly uneven line is drawn with
a glass pen.
‘It’s a strange-shaped thing, but I use it as any other dip
pen. I dip the pen in a pot of ink and the ink travels up the
grooves on the nib. When you draw, usually you get a very
fine line. It’s very fragile and it breaks easily. One day I
used one and it broke and the nib became shorter. I found that I could still
write and draw with it. Then I got these irregular lines.’
He mainly uses watercolour - but he mixes colours he has made his own, in
particular a glorious, rich blue.
I think I try to recreate the kind of blue in a
twilight sky, because that’s the kind of blue
that I really like. I try to make that same colour,
of that especially fine day in the winter in the
evenings when the sky becomes that kind of
bright blue.
Adapted from: http://www.booktrust.org.uk/books/children/illustrators/interviews/105
Week 2 Tuesday Comprehension 3, Word Reading 2
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Earthquake Experience 2011
When the earthquake struck I was in the
studio. I'd just finished a colourful illustration.
Suddenly, the building shook so badly that I
feared it would collapse. All I could do was wait.
I was helpless.
Being born and brought up in Japan I have experienced hundreds of
earthquakes, but this was the biggest. We live a few hundred miles away from
the worst-hit areas. So the impact that was felt by people nearer to the
epicentre must have been enormous.
We had no electricity, water or gas for half a day. I was fearful for my elderly
parents, who live 60 miles away. Later, when the phone lines were fixed, I
found they were all right.
The Japanese have spent centuries living with the effects of powerful
earthquakes and typhoons that we all know how powerless we are in the
face of nature.
I have just begun work on a new book. It's a rather crazy story about a teapot
character. I've been doing rough sketches for it, and trying to work out the
sequel to my most recent book, Millie's Marvellous Hat.
I'd rather aim for something funny and playful than be hopeless. I've never
done a humourless story - and besides, one thing that has become very clear
in the last few terrible weeks is that ordinary life is a miracle, and the only
place where you can find happiness.
Adapted from: http://www.theguardian.com/childrens-books-site/2011/apr/04/satoshi-kitamura-postcard-from-japan
Week 2 Tuesday Comprehension 3, Word Reading 2
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Interview: hats, music, career beginning and working in two countries
Question: Millie's Marvellous Hat is full of beautiful hats. What hat you are
wearing today?
Satoshi: At the moment I’m listening to wonderful jazz music on the radio
and my musical hat is becoming bigger and more colourful. I love all sorts of
music. I wish I had some musical talent myself but unfortunately I am
talentless.
Question: What was your first book?
I started making a picture book in my twenties. The most useful person in my
journey was Klaus Flugge, owner and publisher of Andersen Press. He gave me
the story Angry Arthur. That started my career. Klaus and I have been good
friends ever since.
Question: Did you know Hiawyn Oram before you began to work with her?
Satoshi: No, I didn't know her well at that point, but we were clearly on the
same wavelength, and I was very happy that her text gave me the freedom to
find my own way through the story — I like to 'read between the lines '.
Question: In the past you lived in Britain, but I believe you are now based
back in Japan. How are the two countries different?
Satoshi: I’m a bit of an outsider in my own country, probably because I lived in
UK for about 30 years. Strangely, my books are most popular in South
America. My books are not particularly popular in Japan.
Adapted from: http://www.playingbythebook.net/2014/10/27/hat-week-an-interview-with-satoshi-kitamura/
Week 2 Tuesday Comprehension 3, Word Reading 2
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Flip chart Notes - this is what your flipchart will end up looking like
Why?
When?
because
before
as
after
so that
until
when
while
I am wearing my afternoon tea hat because tea is my favourite meal.
My hat is very shiny as I polished it with a cloth.
It is covered in cheese sandwiches so that I can have a nibble if I feel hungry.
I put it on this morning before I came to school.
My hat got a bit crumpled after I sat on it by accident .
I am wearing my afternoon tea hat until it gets too heavy.
I put it on my head when I feel happy.
The cups clink together while I teach.
Main clause + conjunction + subordinate clause = complex sentence
Week 2 Wednesday Grammar 4, Spoken Language 5
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Suffixes
Find the pairs.
What do you
notice?
replacement
thankless
fairness
wishful
painful
statement
speechless
speedily
thickly
foolishness
*
Suffixes
replacement
*
*
Can you
underline the
root words?
root word
replace + ment = replacement
Week 2 Friday Spelling 1
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Example of Suffix Task
Provide the suffix prompts at the centre of large
pieces of sugar paper in a bubble, as in this
example
- you may wish to add one example word to each
for chn to copy.
The suffixes to collect are: ment, ful, less, ness, ly
Week 2 Friday Spelling 1
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Words to explore when adding ly
add ly
kind
quiet
large
clever
foolish
quick
week
real
sick
normal
curious
proper
special
eventual
original
personal
frequent
high
important
particular
perfect
smooth
Exception 1
Exception 2
Exception 3
change y to i
change le to ly
change ic to ally
busy
easy
cheeky
happy
silly
beady
blurry
messy
smelly
speedy
merry
sleepy
angry
lazy
breezy
noisy
cosy
gentle
simple
wrinkle
humble
terrible
problematic
scientific
automatic
specific
comic
frantic
exceptions
shy > shyly
sly > slyly
Columns in grey are for teacher information but not intended to be taught during this session
Rules as listed in Appendix 1 National Curriculum
The suffix –ly is added to an adjective to form an adverb. The rules already learnt still apply.
The suffix –ly starts with a consonant letter, so it is added straight on to most root words.
Exceptions:
(1) If the root word ends in –y with a consonant letter before it, the y is changed to i, but only if the root word has more than
one syllable.
(2) If the root word ends with –le, the –le is changed to –ly.
(3) If the root word ends with –ic, –ally is added rather than just –ly, except in the word publicly.
(4) The words truly, duly, wholly.
Week 2 Friday Spelling 1
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A
Kamishibai Art Project - estimated 4 sessions needed
Resources:
Creation
Storyboards
Paper
pencils
pens- felt tipped, thin marker, fountain pens
water colours/ mixed paint & brushes
Examples of Kitamura's illustrations
Performance:
Easel or whiteboard
Images on cardboard or scanned digitally
Claves or other instrument for attention-grabbing
Optional music for atmosphere
Session 1:
Show chn the clips from the Weblinks (week 2) and discuss.
Chn make plans to create an image to correspond with each storyboard box from
their story plan see Composition 4 - encourage chn to focus on foreground details to
simplify drawings & avoid onerous detail.
Pick out features of Kitamura's style to adopt - bold, simple, uneven outlines; subtle
shades (particularly blue) created with watercolour paint.
Give chn time to experiment with drawing styles & plan images in rough.
Session 2:
Art & Design Links:
KS1: to develop a wide
range of art and design
techniques in using
colour, pattern, texture,
line, shape, form and
space
KS2: to improve their
mastery of art and
design techniques,
including drawing,
painting and sculpture
with a range of
materials
Chn draw images in outline.
Suggested method: chn draw pictures in pencil, going over outlines in black pen. They may wish to emulate
uneven lines with thin/thick nibs or fountain pens - cheap, disposable fountain pens would work well for this.
Sessions 3 & 4:
Due to difficulty young chn have in controlling watercolours, it is suggested that original drawings are
photocopied onto suitable paper for painting. This reduces risk of outline smudging & allows for chn to start again
if the painting goes very wrong. It also enables easy enlarging, which can be very effective.
Chn explore colour-mixing & when happy with palette, colour their drawings.
Kamishibai Performance
The low tech version would be for chn to display pictures on an easel.
With a friend displaying one picture at a time, chn can read their stories to an audience.
Alternatively, chn's drawings could be digitally scanned & then presented on a whiteboard or tablet, a little like a
slide show. Voices could be recorded to create a talking book.
Week 3 Additional Resource
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. Y2/3, Spr F Plan 3A