Literacy Year 3/4: Spring B – Weeks 1-2
Week 1 Tuesday
Week 1 Monday
Objectives
Text/Speaking/Listening
Word/Sentence
Narrative: Unit 3B2 Other Cultures: India
Independent group activities
You will need to read some of the stories from Seasons of Splendour by Madhur Jaffrey or other traditional Indian Tales in advance. However do not read
Forest, The Old Man and the Magic Bowl, The Festival for Parvati or How Ganesh Got his Elephant Head.
Main focus:
Look at map of India and find New Delhi (plan resource). Invite Easy
Medium
Hard
Give chn a photocopy of
In 3s write a
Choose a
Introduce Hindu
chn to share experiences, perhaps they have visited or have
the illustration on p1. Chn
synopsis of about traditional tale,
traditional tales.
relatives there. Show chn the book Seasons of Splendour by
stick it in books and write a hundred words
fable, myth
3/3. Use language
Madhur Jaffrey. Explain the stories are a collection of myths
sentence/s about why
of a traditional
they know.
of possibility to
taken from Hindu epics. Note book has been illustrated by
under the desk would be a tale they know.
Write a
investigate and
Michael Foreman; can they remember other books illustrated
good place to act out and
They should
synopsis of it.
reflect on feelings,
by him? Read intro up to p3, 1st para. Do they think it would be
listen to stories. Then
prepare their
It should
behaviour or
fun to live in a household like the author, what would be the
draw pic of a special place tale to tell.
contain a moral
relationships.
pros and cons? What does she mean when she says- What was
TD
they would like to play
message.
4/8. Explore why &
right and what was wrong was so clearly defined? In pairs chn
and act out stories.
how writers write.
discuss if/when they have been told a story, who told them,
4/9. Summarise and where was it, was there a message? In pairs chn write 3 or
Plenary
shape material.
more names of traditional tales on w/boards. Collect these into Middle group tell their stories.
list on f/c and keep for Thurs wk2.
Main focus:
Read first two paras of The Girl in the Forest (p161)
Easy/Medium/Hard
as far as ‘came riding through the forest’. What
In mixed 3s or 4s, chn work out what they think happens next through
Explore different
improvisation. Remind chn there needs to be some sort of problem for
story ideas.
features of this story tell you it is a traditional story?
main characters to overcome. Ask them to decide what happens and
3/4. Use drama
Make a list: beautiful girl, forest, handsome king etc.
write a draft of the final sentence on a w/b. Will the story stay in the
strategies/explore
What do chn think will happen next? Brainstorm ideas
forest? Will the characters change in any way? Who or what is going to
stories or issues.
and write in note form on f/c. What sort of people will
be the problem? What will be the message? Encourage chn to ‘play
4/4. Develop scripts the king, princess or other characters be (kind, evil,
out’/improvise the events of the story like Madhur Jaffrey did with
(stories) based on
wise, foolish?). Discuss how opposites often feature in
her cousins (it’s fun to do this outside, weather permitting). Encourage
improvisation.
traditional tales. What other characters may be
them to think of other traditional tales to help with ideas.
3/8. Empathise with involved? (Animals/Gods?) There will need to be some
TD as required
characters and
sort of problem/obstacle to overcome. Will magic be
debate dilemmas.
involved? Plan a structure with chn and write on f/c:
Plenary
4/8. Interrogate
King and Girl meet/ What happens next? / What is the
Ask several groups to briefly show or say what they think will happen.
texts.
problem? / How is it resolved? How does story end?
Do other groups have similar ideas? Why might this be?
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Outcomes
The Girl in the
Children can:
1. Understand
that different
cultures have
traditional tales.
2. Identify
moral issues in
stories.
3. Retell a story
they know.
Children can:
1. Identify
typical story
themes.
2. Identify
dilemmas faced
by characters.
3. Generate
ideas through
improvisation.
Y3_Y4 N Unit 3B2 – Spr – 2 Weeks
Literacy Year 3/4: Spring B – Weeks 1-2
Main focus: Write own
version of story.
3/10. Use paragraphs.
3/9. Write sequenced
narratives.
3/11. Use varied sentence
structure (phrases,
clauses and adverbials).
4/11. Use commas to mark
clauses.
3/12. Joined clear writing.
Main focus:
Explore adjectives
and commas.
3/11. Compose
sentences using
adjectives.
4/9. Show
imagination through
the language used
to create emphasis,
humour, atmosphere
or suspense.
Read whole
story to chn.
Are there
elements of
their story
from yesterday
which happen in
the real story?
Which parts
did they not
predict? Any
surprises?
Main focus: Think
about dilemmas.
Use questions to prompt
discussion in small groups
(plan resource). Why did
Queen lie? Why did she
admit to her lies in the end?
Was she correct to lie? Have
chn ever lied? Is it always
wrong to lie? Parvati helped
the Queen even though she
had lied. Why? Discuss her
options. What would Queen
have done had Parvati not
helped her? Why might P
have said no?
Week 1 Friday
Week 1 Wednesday
Text/Speaking/Listening
Week 1 Thursday
Objectives
3/2. Follow up others’
points/show whether
agree or disagree.
4/1. Offer reasons
and evidence for
views.
4/1. Respond to
others in the light of
differing viewpoints.
3&4/6. Recognise
suffixes and spelling
rules.
Narrative: Unit 3B2 Other Cultures: India
Word/Sentence
Independent group activities
Outcomes
Give chn copy of first part of story (plan resource). Count the
number of sentences in the first paragraph. Look closely at
each sentence in turn. The 1st para is giving us essential info
about main character and setting. Point out use of new para
when story moves on. On an enlarged version circle the commas
& underline the adverbial clauses (so the girl-knapsacks and
she had- body). Teach chn that a clause is a bit of a sentence
with a verb in it that gives you more info. A phrase is a bit of a
sentence with no verb (The only difference between a clause
and a phrase is that a clause has a verb in it). Chn also
underline on their copy. (Grammar for Writing, p82& p8)
On f/c, write: ‘To his surprise, the King
found himself holding a beautiful, young
woman in his arms’ (p162). Identify
adjectives, e.g. young. What other ‘age’
adjectives might fit here? (Ancient,
old, teenage, immature). Chn
experiment using w/bs. Repeat for
‘beautiful’ (e.g. wizened, ugly, haggard,
stunning etc.). Ask chn to create new
sentences: To his surprise, the King
found himself holding a haggard,
ancient woman in his arms.
Write ‘Parvati was helpful’ on
f/c. Underline ful. This is a
useful suffix to help us
describe how characters
behave. Brainstorm other
‘-ful’ words for any character
in story, e.g. wonderful,
truthful, hopeful etc. What
about ‘-less’ words? Helpless,
speechless. Think other
endings: -ly, -like, -ish. Chn
use in writing today. (NLS Sp
bank p13& p35)
Easy/Medium/Hard
Children can:
Using first part of story up to ...riding through the
1. Begin to use
forest, (plan resource). Chn build on improvisation work
paragraphs.
2. Begin to use
from yesterday to write their own version of the rest of
the story. Remind them it is absolutely fine to use (pinch!) adverbial
clauses.
ideas from stories they already know. They need to be
3. Structure a
clear about the problem and how it is resolved. Think
story.
about handwriting.
Hard group should include 3 or more adverbial clauses.
All groups use paragraphs. TD with Easy
Plenary Read stories to a partner. Give positive feedback.
Easy
Medium
Hard
Children can:
As for others, but
1. Use term
Chn change the 2
As for ‘Easy’ but chn also
also change: the
‘adjective’.
adjectives & noun to
swap ‘King’ for other nouns,
doors and windows
2. Experiment
make several new
e.g. The Baker found
were made from
with impact
sentences, e.g. …
himself holding a brand,
adjective,
adjective
of adjectives.
holding a shiny,
new microwave in his arms.
noun
edged
with
metallic bike in his
For 3-4 sentences write
noun. Chn write
arms. Discuss types
what type of story new
sents for at least 4
of stories their new
lines could be used for, e.g.
types of stories.
lines might be from.
fairy story, adventure… TD
Plenary
Volunteers read selection of sentences.
Easy
Medium
Hard
Children can:
1. Evaluate
Chn imagine that
As for others, but
In pairs, take a
behaviour of
Parvati chose not to
chn to imagine that
proposition: It is
help the Queen &
they are the Queen
always wrong to lie. characters.
2. Use knowledge
write what she said & and write to a friend Or Parvati was
of suffixes to
reasons she gave.
to tell them what
right to help the
How will Queen
happened. They
Queen. Divide page generate new
words.
react? What will she
should begin with
in two. Identify,
3. Present both
then do? What might
the scene where
debate & together
sides of an
she say to husband &
they went to ask
write both sides of
argument.
how will he react? TD Parvati for help.
the argument.
Plenary Choose chn from hard groups to read points for and against
proposition. Debate. Put proposition to a vote.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y3_Y4 N Unit 3B2 – Spr – 2 Weeks
Week 2 Wednesday
Week 2 Tuesday
Week 2 Monday
Literacy Year 3/4: Spring B – Weeks 1-2
Narrative: Unit 3B2 Other Cultures: India
Objectives
Main focus:
Describing an image.
3/11. Compose
sentences using adjs.
4/11. Clarify meaning
by using varied
sentence structure
(phrases, clauses
adverbials).
Text/Speaking/Listening
Word/Sentence
Read The Festival for Parvati p169.
Find out about Parvati on http://en.wikipedia.org/wiki/Parvati.
Then read How Ganesh Got his Elephant Head p171.
Ganesh, also known as Ganesha, is widely worshiped across India as the
remover of obstacles. There are many stories about him.
http://en.wikipedia.org/wiki/Ganesha, look at images. Using w/bs or
jotters chn jot down describing words and phrases (remind Y3s about
adjectives). Could also look at Shiva http://en.wikipedia.org/wiki/Shiva
(plan resource for images).
Outcomes
Children can:
1. Use the word
adjective.
2. Understand
how adjectives
work.
3. Use
adjectival
phrases.
Main focus:
Exploring
grammatical
coherence.
Read the beginning of
The Old Man and The
Magic Bowl, p145
together with the chn,
using plan resource.
Which story does this
remind chn of (The
Magic Porridge Pot).
Why do chn think the
wife says her husband is
mad? Discuss in pairs;
share possible reasons.
Children can:
1. Understand
the difference
between verbs
in the 1st, 2nd
and 3rd person.
2. Investigate
verb tenses.
3/6. Recognise a range
of suffixes, understand
how they modify
spelling.
4/6. Know and apply
common spelling rules
(when tenses change).
4/10. Organise text
into paragraphs.
Main focus:
Exploring motives
of characters.
3/8. Empathise with
characters and
debate moral
dilemmas portrayed
in texts.
4/8. Interrogate
texts to deepen and
clarify
understanding and
response.
Teach this first:
Ask chn to write these words down
the side of w/b: I, we, he, she,
they. Then re-read a few sentences
of the Introduction- chn tally when
they hear the words. Read start of
story in 3rd person, chn tally.
Explain differences (suffixes etc.).
(Grammar for Writing, p60) Also
discuss use of tenses (past,
present, future) and how verb
changes (G for W, p76).
Finish reading The Old Man and
The Magic Bowl (p145). Note link
with asking God Parvati for help.
Did the man deserve her help?
Identify good/bad characters in
the story and discuss why they
behave as they do, e.g. King,
powerful; Prime Minister, wants to
be in control; Old Man, tried to be
grand, ideas above himself etc.
What do they think the message
is behind this story? Did the King
etc. deserve what happened?
Independent group activities
Easy/Medium/Hard
This is a chance to do some brilliant descriptions. Chn
choose one or more images (plan resource) to describe
and stick in book, or draw their own. Easy group write as
many describing words as they can think of around or
under image. Other groups as for Easy but must use
Thesaurus’s to improve and extend word choices. Hard
group should use descriptive phrases. TD as required
Plenary
Chn share their very best words.
Easy/Medium
Medium/Hard
Give chn copies of beginning of
Investigate verb tenses by
story to re-read. Sitting in a
writing the beginning of story
circle and with support chn take
in the 1st person from point of
turns to read a few sentences
view of old man, as a
converting them into 1st person.
YESTERDAY –TODAY –
Then chn write sentences starting TOMORROW story in 3
the story from the old man’s point paragraphs (plan resource),
of view. TD
(G for W, p77).
Plenary
Med/Hard group read out some of their ideas about what the old
man thinks will happen when he invites the King to their humble hut.
Write sentence ‘Before anyone
Easy
Medium
Hard
Provide range
As for ‘Easy’
Chn take beginning of
could move an eyelid...’ (p 150) on
of sentences
but some
sentence ‘Before anyone
f/c, but without commas. Ask chn
sentences to
could bat an eyelid, there
to put commas back. Revise comma from story
with missing
have commas
use: helps reader know where to
appeared…’ and continue
commas. Chn
in wrong
pause, separates items in list, and
it for as long as possible
place. Chn
separates parts of a sentence. Can read out loud
using ideas from text and
and work out
should read
chn say where commas should go?
putting the commas in the
where to
aloud and
Give reasons. Commas help to
appropriate place.
insert them in correct all
clarify meaning, Discuss diffs
Introduce idea of using
correct place
sentences
between ‘They ate pheasant
words such as ‘therefore’,
(plan
(plan
oranges and cream’ and ‘They ate
‘and then’ etc. to help
resource).
resource).
pheasant, oranges and cream’.
continue it. TD
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Children can:
1. Identify story
themes, e.g. good
over evil, weak
over strong.
2. Identify main
characters and
discuss
behaviour.
3. Note where
commas occur in
reading and
discuss function.
Y3_Y4 N Unit 3B2 – Spr – 2 Weeks
Week 2 Friday
Week 2 Thursday
Literacy Year 3/4: Spring B – Weeks 1-2
Objectives
Main focus:
Writing own story.
3/9. Use layout,
format graphics and
illustrations for
different purposes.
4/9. Use settings and
characterisation to
engage readers’
interest.
Main focus:
Write instructions
for making an Indian
drink.
3/9. Write nonnarrative texts using
structures of
different text-types.
4/9. Summarise and
shape material and
ideas from different
sources to write
convincing and
informative nonnarrative texts.
Text/Speaking/Listening
Word/Sentence
Look at the list of traditional tales listed on the f/c at the
beginning of last week. Today they are going to choose one of
those tales and think about how they could adapt one of them
and rewrite it in the style of an Indian Tale with Parvati as the
force for good (or they could include Ganesh(a) or Shiva in
some way).
Think about which might be suitable e.g. a story based on
Cinderella with Parvati instead of fairy godmother; Sleeping
Beauty; Rumplestiltskin; Jack and the Beanstalk (with elephant
instead of cow) etc. Look at website for ideas for Indian names
http://www.indianchild.com/indian_baby_names.htm.
Alternatively they can re-tell an Indian story they already
know.
Continue with stories or:
Discuss the food featured in the stories from SOS. Can chn
remember any? (Sweet mango; rice pilaf; roasted quail). What
are these foods? Do they know any other Indian foods? Write
‘Lassi’ on the f/c. Tell chn this is a popular Indian drink which
can help cool you down on a hot day. You are going to make it
and they are going to write the recipe. Discuss the 3 parts you
need for a recipe: Equipment, Ingredients and Method. Write
these on the f/c and explain that, as you make the drink, they
need to make notes. Prepare a writing frame for ‘Easy’ group
(plan resource). Before you begin, rehearse how to write notes:
If I say ‘To make this recipe you will need 250g of plain
yoghurt’, what should you write down as your notes? Ask a child
to write ‘250g plain yoghurt’. Which part of your recipe should
have that info- Method, Equipment or Ingredients? Start
making the drink, talking clearly about what you are doing. Chn
to make notes as you talk (see plan resource for recipe).
Explain verbs used in instructions: Put, stir etc. are in the 2nd
person.
Narrative: Unit 3B2 Other Cultures: India
Independent group activities
Easy
Medium/Hard
Using plan
Plan outline of story quickly and begin to write it.
resource draw Look back at descriptions of Parvati, Ganesh(a) and
Shiva to help make tales have the same feel as
a storyboard
Madhur Jaffrey’s. Think about including
of a plan for
descriptions of clothes and food. Use Indian
an adaptation
animals, elephants, tigers, monkeys instead of
of a
English animals. Illustrate with drawings or
traditional
download images.
tale.
Plenary
In groups of 4 read and listen to stories so far.
Outcomes
Children can:
1. Plan main
points as a
structure for a
story.
2. Describe and
sequence key
incidents.
3. Write an
alternative
version of a
known story.
Easy
In pairs, chn write a
recipe for Banana
Lassi, using writing
frame provided (plan
resource). Chn do
not have to number
their method
section. Emphasise
the need to use
‘bossy language’. TD
Children can:
1. Write
instructions,
e.g. for a
recipe.
2. Understand
how written
instructions are
organised.
3. Read and
follow simple
instructions.
4. Write notes.
Medium
Chn write a
recipe for Banana
Lassi, using
writing frame
(plan resource)
and notes taken.
They number
points for the
‘method’ and
write in a list.
Hard
Chn write a recipe for
Banana Lassi, using
notes taken. They
include numbered
‘method’ section, as well
as equipment and
ingredients sections.
Should use ‘bossy’
language (i.e. verbs in
the 2nd person) and
clear instructions that
give all the detail.
Plenary
Read first verse of Growing Up in the 1930s (The Works 2, p98).
What sorts of food would they write about that they eat today?
Taste the Banana Lassi!
Scroll down for Success Criteria and book and website lists
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y3_Y4 N Unit 3B2 – Spr – 2 Weeks
Literacy Year 3/4: Spring B – Weeks 1-2
Narrative: Unit 3B2 Other Cultures: India
Success criteria for the plan – these should be selected & adjusted to match the specific needs of the class being taught.
Easy
Medium
Hard
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Understand that different
cultures have traditional tales
Retell a story they know
Identify typical story themes
Generate ideas through
improvisation as part of a group
Begin to use paragraphs
Structure a story
Use term ‘adjective’
Begin to evaluate behaviour of
characters
Use the word adjective
Begin to understand the
difference between verbs in the
1st, 2nd and 3rd person
Identify main characters and
discuss behaviour
Plan main points as a structure for
a story
Write instructions, e.g. for a
recipe
Read and follow simple
instructions
Begin to write notes
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Understand that different cultures have
traditional tales
Identify moral issues in stories
Retell a story they know
Identify typical story themes
Identify dilemmas faced by characters
Generate ideas through improvisation
Begin to use paragraphs
Structure a story
Experiment with impact of adjectives
Evaluate behaviour of characters
Use knowledge of suffixes to generate new
words
Understand how adjectives work
Understand the difference between verbs in
the 1st, 2nd and 3rd person
Identify main characters and discuss behaviour
Note where commas occur in reading and discuss
function
Describe and sequence key incidents
Understand how written instructions are
organised
Read and follow simple instructions
Write notes
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
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Identify moral issues in stories
Retell a story they know
Identify dilemmas faced by characters
Generate ideas through improvisation,
support others
Use paragraphs
Begin to use adverbial clauses
Structure a story
Experiment with impact of adjectives
Evaluate behaviour of characters
Use knowledge of suffixes to generate new
words
Present both sides of an argument
Use adjectival phrases
Investigate verb tenses
Identify main characters and discuss
behaviour
Note where commas occur in reading and
discuss function
Write an alternative version of a known
story
Read and follow instructions
Write notes
Y3_Y4 N Unit 3B2 – Spr – 2 Weeks
Literacy Year 3/4: Spring B – Weeks 1-2
Narrative: Unit 3B2 Other Cultures: India
Book:
Seasons of Splendour by Madhur Jaffrey (Puffin, ISBN: 978-0140346992)
Poem:
Growing up in the 1930s by Trevor Harvey (p98, The Works 2 composed by Brain Moses and Pie Corbett, ISBN: 0330399020)
Websites:
http://en.wikipedia.org/wiki/Parvati about Parvati
http://en.wikipedia.org/wiki/Ganesha about Ganesh(a)
http://en.wikipedia.org/wiki/Shiva about Shiva
https://web.archive.org/web/20121213052011/http://www.thebestclass.org/files/QuickSiteImages/TheMagicPooridgePot.doc – simple
rhyming script of the magic porridge pot
http://www.indianchild.com/indian_baby_names.htm Indian names for stories
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 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.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y3_Y4 N Unit 3B2 – Spr – 2 Weeks