Literacy Year 5: Autumn – 2 Weeks
Week 1 Wednesday
Week 1 Tuesday
Week 1 Monday
Objectives
Text/Speaking/Listening
Narrative Unit 1A: Significant author Michael Foreman
Word/Sentence
Independent group activities
Outcomes
For this unit you need to have read Michael Foreman’s The War Game before the start of Week 2. You also need a variety of Michael Foreman’s books, incl. Seal Surfer,
Wonder Goal, Fox Tale, Sand Horse, Cat on the Hill, & Dinosaurs & all that Rubbish. World Team by Tim Vyner is also required. Scroll down for list.
Main Focus:
Read World Team by Tim Vyner. Discuss what
Easy/Medium
Hard
Children can:
Compare two books.
the book is about. Look at the start and end
Chn use a comparison chart (see plan
Chn write a review of their
Easy/Medium
1. Defend views with
pages. What is the significance of ‘One small
preferred book out of the two.
resources) to compare World Team and
1. Compare two
evidence.
round world…’ etc? Read Wonder Goal by
They refer to the text to give
books under given
Wonder Goal. Put chn in pairs or threes
7. Compare different
Michael Foreman. Chn discuss this book in
reasons for their opinion and
headings.
to work so that they can discuss each
narratives and
relation to World Team. Which book did they
cover the main aspects of plot, art Hard
heading before writing their comments.
identify how they are
prefer? Explain that we need to be able to
work, interest and quality of
2. Write a book
Comments must be written in whole
structured.
justify
our
preference
by
giving
reasons
based
start/end.
TD
review giving
sentences.
Make notes on and use
on
the
text,
eg
I
liked
Wonder
Goal
best
text-based
Plenary
evidence from texts
because it was all through the eyes of one
reasons.
Discuss the two books – which book was most popular? Listen to reasons why
to explain ideas.
character…
one or other is the best then take a vote!
Main focus:
Read Fox Tale by Michael Foreman up to the page
Easy
Medium/Hard
Children can:
Chn work with adult to discuss
Chn look at Cat and Canary/Cat on the Hill
Write a predicted where the ambulance arrives. Discuss how chn
1. Reflect on
would have known that this book is by the same
story so far & to brainstorm
and Sand Horse. They discuss how Michael
or new ending.
the style of
author as Wonder Goal – list aspects of Foreman’s
ideas and make predictions
Forman likes a satisfactory & comforting
7. Infer writer’s
an author.
about what might happen next.
ending, then, think about Fox Tale & how it
perspectives from style that make the books similar: illustrations/art
2. Predict
work, both written from perspective of ONE
Look at Foreman’s style and
might end. They draft their own ending in
what is written.
the ending of
central character (however, point out that one is
help chn to write notes about
Michael Foreman’s style. (If any chn already
9. Experiment
a story.
written in 1st person, and one in 3rd person). Both
their predicted ending. TD
with narrative
know the ending, they invent a new ending of
are quite ‘romantic’ with a view of the world as a
styles to write
their own!)
place where wonderful or good things can happen…
own story ending.
Plenary
Discuss the ending of Wonder Goal – it has a
Read to the end of Fox Tale. Had anyone predicted this ending?
‘happy’ or comforting ending.
(Chn can read Sand Horse/Cat on the Hill if they have not done so.)
Before Wednesday’s lesson, Make sure all chn have read Cat on the Hill & Sand Horse by Michael Foreman. They should look at the artwork as well as reading the stories.
Main focus:
Research/writing
notes.
7. Infer writer’s
perspectives from
what is written.
Explore writer’s use
of language.
8. Reflect on material
read and
preferences.
Read Seal Surfer by Michael Foreman. Look at Sand
Horse, Seal Surfer and Cat on the Hill. Add to our list
started yesterday of aspects of Foreman’s style:
written with great love of animals – about animals,
awareness of seasons and their effect on natural world,
the situation of the story is very important. Point out
that all 3 of today’s books are set in same place – St
Ives. Explain to chn that we are going to try to find out
what makes Michael Foreman write as he does. What
sort of person is he? How does his context (St Ives)
inform his writing?
Easy/Medium/Hard
Provide chn with material downloaded from internet and, if possible,
with biographical information from book covers/books (see booklist
below plan). Some chn work on the internet to follow web addresses
supplied (see plan resources). Chn work in 2’s and 3’s to research both
Michael Foreman and St Ives. They make notes and try to find out
two or three things which they think really link the information about
this author as a person to his books or to his art. Provide Easy group
with a prompt sheet (see plan resources). TD with Easy
Plenary
Chn share the things they think link the author to his books.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Children can:
1. Research an
author and his
writing context.
2. Think about
an author’s style
in relation to his
biography.
Y5 N Unit 1A – Aut – 2Weeks
Literacy Year 5: Autumn – 2 Weeks
Week 1 Friday
Week 1 Thursday
Objectives
Text/Speaking/Listening
Narrative Unit 1A: Significant author Michael Foreman
Word/Sentence
Independent group activities
Outcomes
Main Focus:
Teach this second
Teach this first
Easy/Medium/Hard
Read Dinosaurs and All
Show a thesaurus Explain to chn that they are going to choose a character from one of
Plan and write a diary
That Rubbish and also
to chn and
Michael Foreman’s books. They will imagine themselves as that
entry.
Grandfather’s Pencil*.
discuss its
character and then they will choose a point in the story and write a
3. Take the lead and
Discuss how both fit the
function.
diary entry for that character for that day, eg they could be the boy in
support others in
style
of
Michael
Foreman,
Brainstorm
other
Seal Surfer and write a diary entry for the day he nearly drowns. They
discussion.
referring back to our list
words for ‘story’
could be the Cat on the Hill and write a diary entry for the night the
9. Experiment with
from yesterday. Discuss
& list on f/c.
boy comes with the meal and the straw. Chn work in pairs and threes
different narrative
and list the main
Look up ‘story’ in
and discuss which character they will be. They then help each other
forms/styles to write
characters in each of the
thesaurus and
select a page in the story for which they will write the diary entry for
own diary entry in role.
stories read: Fox, Boy in
add any synonyms their character. Chn start writing their diary entry. They should take
11. Adapt sentence
Seal Surfer, Boy in Wonder that we have not
care to use an appropriate style of writing for their character. They
function for different
Goal and Grandfather’s
thought of.
may finish it tomorrow.
text types.
pencil, etc. What do these
TD as required supporting different groups
Understand how
characters have in
characters in diff
common? How are they
stories by the same
different?
author may be similar.
You will need to have finished War Game – apart from the last 2/3 pages from ‘Then everything went black’.
Main focus:
Look at chn’s diary
Look at Grandfather’s Pencil*l
Easy/Medium/Hard
again. Turn to page where the
Activity 1: Chn finish their diary entries, talking on board some of
Write a diary entry in entries. Choose a
confident child and
tattered tales come home to the
the suggestions from the whole class session.
role of a fictional
enlarge their work.
forest (pp19-20). Enlarge text
Activity 2: Chn choose a Michael Foreman book and make a note of
character.
Have they ‘got into’
and highlight adjectives. Turn to
some examples of particularly descriptive writing. They can either
9. Experiment with
their character –
the last page in the story and
mark these with post-it™ stickers or write them out.
diff narrative forms
does the diary entry
repeat this. Discuss how Michael
TD with easy group and as required
and styles to write
ring true? Encourage Foreman uses description – look at Plenary
diary entry in role.
helpful suggestions
the sea page (p13/14) and
6. Group words
Look at all the characters we have studied so far created by
which will help us all
highlight descriptive words.
according to their
Michael Foreman. Do they have anything in common? All are slightly
to improve our own.
meanings and textual
sad… wistful… slightly lonely… romantic… dreamers…!
functions.
Children can:
1. Create diary
entries in the role
of a Michael
Foreman fictional
character.
2. Study Michael
Foreman’s fictional
characters.
Children can:
1. Identify
descriptive
language in a
text.
2. Complete a
diary entry
writing in role as
a character.
* Since Grandfather’s Pencil is now out of print, please use Saving Sinbad by Michael Foreman (Red Fox, ISBN: 0099439670). The middle spread is good for adjectives.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y5 N Unit 1A – Aut – 2Weeks
Literacy Year 5: Autumn – 2 Weeks
Week 2 Tuesday
Week 2 Monday
Objectives
Text/Speaking/Listening
Narrative Unit 1A: Significant author Michael Foreman
Word/Sentence
Independent group activities
Outcomes
For this week’s work, you will need to have finished War Game – apart from the last 2/3 pages from ‘Then everything went black’.
Main focus:
Read the end of War Game. Ask chn if this was a story or not. Was it fiction or
Easy/Medium/Hard
fact? Explain that War Game is a very famous story and that it is based on fact –
Explain to chn that they will work in grps to act out a visit
Drama Act in
there was a football match in the middle of the trenches during the first world war. home that Will and Freddie made after they got to the
role.
Michael Foreman has told the story through the eyes of a made up soldier
front & before the football match. They imagine that
4. Reflect on
character - fiction – but the events (war in the trenches, the game of football and
Will & Freddie were allowed some ‘leave’ (ie a visit home).
how working
the battle at the end) really did happen. Explain that War Game is probably
The group should act out the scene as the brothers
in role helps
Michael Foreman’s most famous story and that he has won several prizes for it.
arrive home. Each group will decide which family members
to explore
Discuss if chn thought it was his best story out of those they have read. Discuss
are in their scene, and who will take the part of ‘Mum’ or
complex
the main character. Look at dedication at start of book: In memory of my uncles…
‘Sister’ or Will or Freddie. They have to imagine the
issues.
questions his family would ask, and how the boys might
8. Compare
Look at the names of the characters on page beginning ‘The day after the football
decide to answer them. Stress that it is the dialogue
the
match was a Sunday…’ What is the name of main character in the story? (Will) And
(conversation) that is important - encourage chn to really
usefulness of
the goalie? (Freddie). Tell chn that seeing the story thro the eyes of a character,
try to think themselves into the characters.
empathy &
feeling what they feel is a very important part of enjoying books. Michael Foreman
visualisation
has made these events real by creating his uncle’s character – he has probably used TD as required
in exploring
real things about his uncle (eg he liked football & played as a striker, Freddie was
Plenary
the meaning
the ‘goalie’, etc). By telling the story this way, he helps us to empathise with these
Divide the class in 2, each with an adult, and allow groups
of texts.
characters…
to act out their scenes.
Main focus:
Look again at War Game. Discuss the
Explain that each child will
Easy
Medium/Hard
write a letter home from the
Chn work with the
Chn imagine themselves in the trenches,
Writing a letter conditions that the soldiers lived in.
Look at the way that Michael Foreman
trenches describing their
teacher to write
writing home to their families. How much
in role.
gives facts as well as telling the story
Christmas and the haircut
some suitable
would they want to describe? Would
9. Adapt non(eg the rats would sometimes leave the
incident. They should set out
phrases and
they want to put a cheerful ‘slant’ on
narrative forms
trenches …). Talk about the way that
their letter in the traditional
sentences for use in
their news – they can include the hair(eg letters) to
the fictional parts relate to the factual manner as Will or Freddie
their letter – they
cutting and perhaps describe the
write fictional
parts of the story – we see what
would have done. Model how to
can take some of
football match. Encourage chn to draw
texts.
happened (fact) & the conditions (fact) set out a letter. What address these from book
on what they learned yesterday in their
11. Adapt
through the eyes of fictional
will Will or Freddie put? They
itself, eg ‘You know
drama about how Will or Freddie think
sentence
characters. Discuss how the soldiers
would not be allowed to give an Freddie, how he’s a
and feel in getting into character to
function for
must have felt about the football
exact location! Discuss the
bit daft like. Well he write their letters. Their sentences
different text
match and the incidents that led up to
style of writing that Will or
walked out into Noshould be short and humorous where
types.
it. Imagine that Will or Freddie were
Freddie would use. Will their
man’s land…‘ TD
possible and should contain simple
Punctuate
one of the soldiers who had their hair
sentences be long or short?
descriptions. Check punctuation.
sentences
cut by the German barber. How might
How much description will they
correctly.
they feel about this?
give?
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Children can:
1. Act out a
short scene,
working
together as a
group.
2. Act in the
role of a
fictional
character.
Children can:
1. Write a
letter in role as
a fictional
character
describing real
events.
2. Use correct
punctuation.
Medium/Hard
3. Use
appropriate
style and
vocabulary for
their
character.
Y5 N Unit 1A – Aut – 2Weeks
Literacy Year 5: Autumn – 2 Weeks
Objectives
Week 2 Friday
Week 2 Thursday
Week 2 Wednesday
Main focus:
Writing a sequel.
1. Present a spoken
argument, making a
case, justifying views.
8. Reflect on reading
preferences.
9. Experiment with
diff narrative forms
to write own sequel.
11. Adapt sentence
function for diff text
types.
Main focus:
Writing a sequel.
9. Experiment with
different narrative
forms to write own
sequel.
Vary pace/develop
viewpoint thro use of
direct speech.
11. Use speech marks
correctly.
Main focus:
Writing a sequel
9. Experiment with
different narrative
forms to write own
sequel.
Reflect critically on
own writing and
improve it.
11. Use speech marks
correctly.
Text/Speaking/Listening
Look again at several of Michael
Foreman’s books. Discuss which
one chn have preferred. Explain
that chn are going to write a
sequel to their chosen book –
what happens next? Look at the
endings of the books – apart
from War Game, all the books
end with a vision of a better
world. Discuss what might
happen to one of the characters
after the end of the book.
Narrative Unit 1A: Significant author Michael Foreman
Word/Sentence
Look at how we can write good
notes. Discuss the purpose of
notes – to remind us and to
help us remember something.
Discuss the fact that their
story sequel, like the original
story, will need a structure:
Beginning, Middle and End.
Model how we might write
notes under each heading –
notes do not have to be
complete sentences!
Independent group activities
Outcomes
Easy/Medium/Hard
Chn work with a talking partner to discuss which book they will use
to write their sequel. They brainstorm ideas. Chn plan their sequel,
making notes about what is to happen. Remind chn that the sequel
must have a beginning, a middle and an end! They need to plan
under these headings (see plan resources). Stress that their story
plans do not need to be written in complete sentences and also
that they can use sketches. Say that you will be asking chn to
explain what their partner’s (not their own) idea was, so they need
to listen as well as speak!
Plenary
Choose different chn and ask them to describe their partner’s
sequel. How well were they listening?
Choose a couple of chn to
Look at an enlarged copy of the Easy
Medium/Hard
describe their sequels. Make
page from War Game with
Explain to chn that
Explain to chn that today they will write
notes to match their plan
‘Freddie still had the football.
today they will write their sequels. They should stick to their
under headings: ‘beginning’,
He drop-kicked it into the mist their sequels.
plan, and write first the beginning, then the
‘middle’ and ‘end’. Discuss how
of No Man’s land. …’ Point out
Encourage chn to
middle and lastly the end. Say that you want
well the sequel matches
how we punctuate what is said,
write under the 3
them to think about where they will use
Michael Foreman’s original
ie direct speech. Use Grammar
headings & to stick
dialogue (direct speech) in their story. At
story. Talk about how Michael
for Writing p108, to discuss
to their plan not
what points will it help to say what is
foreman uses dialogue to move
and model the use of correct
rushing! Needs adult happening? TD
his stories along. Show some
punctuation for what
Plenary
examples of direct speech.
characters say.
Choose some sequels and select the dialogue to read to the class.
Does the dialogue tell us what happens next?
Look at Michael Foreman’s use of art. How does the artwork
Easy/Medium/Hard
complement his stories? Explain that Michael Foreman is probably
Chn work on their sequels, editing these and then completing them.
more famous for his illustrations than for his writing. Do chn think Encourage chn to work in pairs and to edit and improve each
this is fair? Look at a couple of the chn’s sequels. How will they
other’s sequel. Chn who finish early can start word-processing
need to illustrate these? Explain that we will publish our sequels
their sequels.
by word-processing them – and everyone will provide one waterTD as required
colour picture to accompany their sequel. We shall then display our Plenary
sequels around the classroom/hall or elsewhere in the school.
Allow time for chn to work in pairs discussing what illustration
Discuss with chn what picture they will need to produce to
they will need to plan and then paint to accompany their sequel.
illustrate their sequel. Look back at the sequels. How can we edit
Look at copies of the Michael Foreman books we have read. How
these to improve them? How are we going to finish our sequels?
will we create similar artwork?
Children can:
1. Plan a sequel
to one of
Michael
Foreman’s
stories.
2. Use a story
structure.
3. Work well
with a talking
partner.
Children can:
1. Create a
sequel: for a
story in the
style of the
original.
Medium/Hard
2. Use dialogue
to move the
story on.
Children can:
1. Create a
sequel for a
story in the
style of the
original.
2. Edit and
improve own
writing.
3. Illustrate
own work.
Scroll down for Success Criteria and also book and website lists.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y5 N Unit 1A – Aut – 2Weeks
Literacy Year 5: Autumn – 2 Weeks
Narrative Unit 1A: Significant author Michael Foreman
Success criteria for the plan – these should be selected & adjusted to match the specific needs of the class being taught.
Easy
Medium
Hard
 Compare books under given headings.
 Reflect on the style of an author and
discuss his writing.
 Think about the books of an author in
relation to his biography.
 Predict the ending of a story.
 Study different characters in an
author’s work.
 Create and write short diary entries in
the role of a Michael Foreman fictional
character.
 Recognise descriptive language.
 Act out a short scene, taking different
roles as fictional characters and working
together as a group.
 Write a letter in role as a fictional
character describing real events.
 Begin to use correct punctuation.
 With the teacher, plan a sequel to one of
Michael Foreman’s stories, using a story
structure.
 Work well with a talking partner.
 Write own sequel, using a simple story
structure.
 Write simple dialogue as part of a story.
 Edit and improve own work.
 Illustrate own work.
 Compare two books under given headings.
 Reflect on the style of an author and analyse
aspects of his writing.
 Think about an author’s style in relation to his
biography.
 Predict the ending of a story.
 Study characterisation in an author’s work and
compare characters in different stories.
 Create diary entries in the role of a Michael
Foreman fictional character and complete these,
writing in role.
 Identify descriptive language in a text.
 Act out a short scene, taking different roles as
fictional characters and working together as a
group.
 Write a letter in role as a fictional character
describing real events and using appropriate style.
 Use correct punctuation.
 Plan a sequel to one of Michael Foreman’s stories,
using a story structure.
 Write good notes.
 Work well with a talking partner.
 Write own sequel, incorporating dialogue into the
narrative.
 Write dialogue using correct punctuation.
 Edit and improve own work.
 Illustrate own work.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
 Write a book review giving text-based reasons.
 Reflect on and analyse the style of an author.
 Think about an author’s style in relation to his
biography.
 Predict the ending of a story or write new
ending.
 Analyse characterisation in an author’s work
and compare characters in different stories.
 Create diary entries in the role of a Michael
Foreman fictional character and complete
these, using an appropriate style.
 Identify descriptive language in a text.
 Act out a short scene with attention to
historical aspects, taking different roles and
working together as a group.
 Write a letter as a fictional character
describing real events, using appropriate style.
 Use correct punctuation, including commas.
 Plan a sequel to one of Michael Foreman’s
stories, using a story structure.
 Write good notes.
 Work well with a talking partner.
 Write own sequel, incorporating dialogue into
the narrative.
 Write dialogue using correct punctuation.
 Edit and improve own work.
 Illustrate own work.
Y5 N Unit 1A – Aut – 2Weeks
Literacy Year 5: Autumn – 2 Weeks
Narrative Unit 1A: Significant author Michael Foreman
Useful Websites:
Michael Foreman biography
http://www.walker.co.uk/contributors/Michael-Foreman-2741.aspx
http://www.contemporarywriters.com/authors/?p=authC2D9C28A02840211B9QkG2895C82
http://www.penguin.co.uk/nf/Author/AuthorPage/0,,1000010989,00.html
Michael Foreman’s art
http://www.chrisbeetles.com/artists/foreman-michael-rdi-born-1938.html
https://web.archive.org/web/20140506202241/http://www.bl.uk/onlinegallery/features/magicpencil/foreman.html
http://www.art-of-illustration.co.uk/michaelforeman.aspx
St Ives
http://www.stives-cornwall.co.uk/about-our-town/the-beaches/
https://web.archive.org/web/20141016053750/http://www.pznow.co.uk/locplace1/stives6.html
https://web.archive.org/web/20141021053902/http://www.pznow.co.uk/locplace1/ives.html
http://www.stives-cornwall.co.uk/about-our-town/history/
http://www.bbc.co.uk/legacies/work/england/cornwall/index.shtml
St Ives Art
https://web.archive.org/web/20140805200725/http://www.pznow.co.uk/locplace1/stives3.html
http://www.tate.org.uk/stives/
http://www.stivessocietyofartists.com/
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.
Y5 N Unit 1A – Aut – 2Weeks
Literacy Year 5: Autumn – 2 Weeks
Narrative Unit 1A: Significant author Michael Foreman
Books by Michael Foreman:
Dinosaurs and All That Rubbish
Cat on the Hill
War Game
The Sand Horse
Seal Surfer
Grandfather’s Pencil
Wonder Goal
Fox Tale
Saving Sinbad
Puffin
Andersen Press Ltd
Puffin
Andersen Press Ltd
Andersen Press Ltd
Red Fox
Red Fox
Andersen Press Ltd
Red Fox
ISBN 014055260X
ISBN 1842704710
ISBN 185793069X or 0140371397 or 978-1843650898 (Pavilion)
ISBN 1842700995 – (Author Ann Turnbull)
ISBN 1842705784/ 978-1842705780
ISBN 009950331X
ISBN 0099456257 or 9781842709344
ISBN 9781842705421/ 9781842705421
ISBN: 0099439670/ 978-0099439677
Other required book
World Team by Tim Vyner
Red Fox
ISBN 0099427583
Michael Foreman biography
Address Book of Children’s Authors and Illustrators by Gervase Phinn
LDA
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
ISBN 1855033550
Y5 N Unit 1A – Aut – 2Weeks