Literacy Year R/1: Summer B – Weeks 1-3
Objectives
Text
Narrative: Unit 4A Fantasy Worlds
Word/Sentence
Independent group activities
Outcomes
These plans run alongside a structured synthetic phonics programme: Code-Breakers, which fits the Rose criteria, available from the English section of Hamilton site.
For the first week you will need access to several copies of The Gruffalo, by Julia Donaldson.
Week 1 Tuesday
Week 1 Monday
Main focus: Listen to a
story and sequence it
for retelling.
1/1. Tell stories and
describe incidents.
1/7. Identify events.
1/8. Visualise/comment on
characters in stories.
R/2. Listen with
enjoyment to stories,
sustain attentive listening,
respond with comments.
R/7. Retell narratives in
the correct sequence.
R/5. Explore
sounds/words
Start reading The Gruffalo
by Julia Donaldson. Read the
first 12 pages up to the
appearance of the Gruffalo.
Ask chn if they think there’s
such a thing as a Gruffalo.
This is a made-up animal!
What will happen now? Note
some of their predictions on
f/c. Read the rest of the
story. Discuss what happened.
Why did the animals flee
from the mouse? Were their
ideas close?
Main focus: Use initial sounds.
Write a description.
1/2. Listen with good
concentration.
1/5&6. Use phonics to recognise
initial sounds & spell these.
1/7. Make predictions.
R/9. Attempt writing for
different purposes.
R/2. Extend their vocabulary,
exploring meaning and sound of
new words.
R/11. Write captions, and begin to
form simple sentences using
punctuation.
Look at the language in the
story. What do we notice?
Rhymes, regular rhythms,
patterns, repetition… Point out
that this is really a poem.
What other stories do we know
which are poems? (Owl and the
Pussycat, etc.) Look again at
the text. Why are some parts
in italics? It shows who is
talking? Point out that the
author could have used speech
bubbles. Show a book that
does this.
Re-read part of The
Gruffalo where mouse
first meets him! How is
he described? Enlarge
description & read it a
couple of times tog.
Underline descriptive
words. Could we draw a
Gruffalo from this
description? Draw him on
f/c, from description (not
picture!). Explain that we
are going to make up our
own monster! What might
we call it?
Look at the word
‘Gruffalo’, underline
Gruff. What does this
mean? Think about other
describing words we
could use as part of our
monster’s name? (Huge
(Hugello) or Bulgy
(Bulgymo) etc.)
Brainstorm some ideas
and write these clearly
on f/c, demonstrating
sounding out techniques.
Easy
Provide chn with a set of
pictures of the animals
that the mouse talks to
(see week’s resources).
Chn have to stick these in
the order in which the
mouse meets them. They
use these as prompts to
help them re-tell the
story in sequence. TD
Medium
Chn use the pictures
(see week’s
resources) and stick
them in the order of
the book. In their
own words, they
write what the
Gruffalo will do to
each animal beside
it. Needs adult
Hard
Chn write a
summary of
story in four or
five sentences.
They should
think about how
story begins,
what happens in
the middle and
how it ends.
Plenary
Using plan resources cut-out the illustrations and muddle them up.
Chn help you sort in the correct sequence for the story.
Easy/Medium
Medium/Hard
Chn use an idea of
Chn work individually to write a description of
a monster name
a monster like Gruffalo, either choosing a
from f/c and draw name from f/c or making up own. They write
the monster with
1/2/3 sentences, using descriptive language.
care. They write
Provide some prompts: What is your monster’s
descriptive words
mouth like? What colour is he? What colour
beside it (see plan
are his eyes? Does he have claws? Teeth? etc.
(See plan resources for a template if
resources for a
appropriate for some chn) TD with Med
template if
TA with Hard
appropriate).
Plenary
Share some of chn’s descriptions. Which monsters are the most
scary?
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Children can:
1. Read a story
together.
2. Use pictures
to sequence a
familiar story.
3. Identify
rhyming words.
Hard
4. Use sentences
to sequence the
main events of a
familiar story.
Children can:
1. Identify
describing words
in text.
2. Use ‘Gruffalo’
to invent new
descriptive name.
Hard
3. Write
descriptive
sentences.
R_Y1 N Unit 4A SumB –3 Weeks
Literacy Year R/1: Summer B – Weeks 1-3
Objectives
Week 1 Thursday
Week 1 Wednesday
Main focus: Plan writing
based on a familiar text.
1/1. Experiment with new stores
of words to communicate.
1/8. Visualise and comment on
events & characters.
R/4. Use language to imagine
and recreate roles and exp.
R/3. Interact with others,
negotiating plans & taking turns.
R&1/12. Write most letters
correctly formed.
Main focus: Write additional
pages for a story in same
style.
R/10. Attempt writing a verse.
1/9. Choose what to write, plan
and follow through.
1/10. Use planning/simple
structures to establish clear
sections for writing.
R&1/11. (Begin to) Use capital
and full stops when punctuating
simple sentences.
Week 1 Friday
Main focus: Understand the
concept of a fantasy setting.
1/2. Watch films & express how a
story was presented.
1/7. Identify main
events/characters in stories/draw
ideas together.
R/8. Show an understanding of the
main elements of stories such as
settings.
R/2. Sustain attentive listening,
responding with comments.
Text
Teach this second:
Enlarge the page where
Mouse and Gruffalo meet
Snake. Read it together.
Read the next two parts
where they meet Owl and
Fox. Imagine they meet
another animal e.g. toad,
bat, mole. Write own
verse using exactly the
same format.
Narrative: Unit 4A Fantasy Worlds
Word/Sentence
Teach this first:
Re-read a section of The
Gruffalo. Underline rhyming
words. Look at spellings. Are
all rhyming words spelt the
same? Look at some rhyming
words which are spelt the
same. Note some different
spellings for common rhymes:
nose/toes, know/no, who/flew.
Independent group activities
Easy
Chn work in pairs to
brainstorm ideas for
how their new animal
will look. They start
to write new verse
(finish tomorrow)
using the writing
frame in resources.
Medium
In pairs chn brainstorm
ideas for an animal
Gruffalo and Mouse meet
in the wood. Using the
writing frame in the plan
resources, chn begin
writing their own
additional verse.
Needs adult
Outcomes
Hard
Chn write new
verses to
describe how
the Gruffalo
and Mouse
meet one or
two new
animals. TD
Plenary
Ask chn to share their ideas. Praise chn who have listened well.
Return to the pages
Provide check-list of features
Easy/Medium/Hard
where Mouse and
chn should include:
Give chn time to complete the piece of writing that they began
Gruffalo meet one of

Finger spaces between
yesterday. After they have completed their verse, checked that it
the animals e.g. snake, or
words,
has included the features you asked for in the input, then, they may
fox or owl. Show chn the 
Letters correctly formed,
illustrate their page. TD as required
writing frame (see plan
mostly of same size (may
Plenary
include some evidence of
resources) explaining
Ask chn to swap their piece of writing with a partner. Read out the
joining letters).
how the format for
items on the check list, created in the word/sentence section of

Sentences begin with
their piece of writing
the lesson, for the partner to check that these are present in the
capital letter and end with writing. If necessary chn edit writing based upon partner’s
has come from the
a full stop.
story.
recommendations. Invite some partners to read the writing they
are ‘marking’.
You will need a DVD of ‘Monsters Inc’ to show chn in the session on Friday
Show chn the DVD cover of ‘Monsters Inc.’ Ask chn if they
have seen the film before. Explain that in the film, there is
a city full of Monsters (a place called Monstropolis). Before
you show chn the DVD ask those chn who have already seen
the film to think of differences between Monstropolis and
our own world, and list these on one half of the f/c. Explain
that you would like chn to watch part of the film, and to
notice any more differences between our world and
Monstropolis. Show chn all of Scenes 1 - 6 of the DVD.
Discuss the differences that they have seen between our
world and Monstropolis.
Easy/Medium/Hard
Ask chn to work in pairs/threes to choose one object or scene
from Monstropolis that struck them as REALLY different from
our own world. They should draw this and annotate it with
captions/headings. TD
Plenary
Discuss the world of the film ‘Monsters Inc.’ Do chn think that
some of the things which they have in that world will be in this
world in the future? What inventions do chn think will happen
to change our world to make it more like Monsters Inc.?
Depending on the available time watch all the film with chn?
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Children can:
1. Write some
words forming
letters correctly.
Medium/Hard
2. Write a verse
based on one
read.
3. Write legibly.
Children can:
1. Create extra
pages for a story
using format and
style of original.
2. Write
sentences with
correct
punctuation.
Children can:
1. Compare
similarities and
differences
between their
environment and
a fictional
setting.
R_Y1 N Unit 4A SumB –3 Weeks
Literacy Year R/1: Summer B – Weeks 1-3
Objectives
Text
Narrative: Unit 4A Fantasy Worlds
Word/Sentence
Independent group activities
Outcomes
These plans run alongside a structured synthetic phonics programme: Code-Breakers, which fits the Rose criteria, available from English section of Hamilton website.
Week 2 Tuesday
Week 2 Monday
You will need: ‘Monsters Inc.’ DVD plus the Animated tale Monster Goes for a Drive, available to download from Hamilton website, in Reception Animated Tales section.
Main focus: Compare fictional
settings with own
experiences.
1/2. Express views on how a
story has been presented.
1/3. Explain views to others.
1/7. Recognise main elements
that shape texts.
1/8. Comment on events &
characters.
R/7. Know that print carries
meaning/read left to right.
R/1&3. Use talk to sequence
events and clarify ideas.
R/8. Listen with enjoyment to
story, respond with
comments.
Main focus: Describe a
fantasy object in writing.
1/7. Identify and comment on
main events & characters.
1/7. Recognise main elements
that shape different texts.
R& 1/11. Compose and write
simple sentences
independently to
communicate meaning.
R/9. Attempt writing for
diff purposes, incl. labels.
R/4. Use language to imagine
and recreate experiences.
R&1/12. Write most letters
correctly formed.
Show chn Animated
Tale: Monster Goes for
a Drive. Ask chn if they
have been on family
days out in their car, or
on the bus and train.
Discuss with chn the
sorts of things they
have done when they
have gone for a day out:
picnic; visited an
adventure play area;
visited family; gone
fishing; visited a
museum or theme park;
gone for a cycle ride.
List ideas that chn
generate on one side of the
f/c, pointing out the use of
commas, bullet points or
numbers - placing ideas
underneath each other.
This is a list of what we do
on our days out! Consider
what Monster did on his
day out. List the things
monster did on his day out
on the other half of the
f/c, highlighting the same
features of a list as
before.
Easy
Medium/Hard
Chn repeat reading through
In pairs, using the Poster Book of
the story with an adult. Ask
the animated tale, chn locate
chn to look for differences
differences between our world and
between our world and
Monster’s world. Using Post-its™
Monster’s world. Each time a
chn identify the pages where these
difference is noticed by chn
differences can be located, and also
the adult scribes this for the
write a note to record what the
group onto the f/c. TA
difference is. TD
Plenary
Using the ideas bank created by chn in Easy group, look at the
differences they noted between our world and Monsters. Give chn a
Poster Book to share with a partner. Return to the list you have just
shared with chn and ask them to find specific differences in the text,
sharing with you the page where that difference may be found.
Show chn the next part of ‘Monsters Inc.’ Before doing so,
remind them of this film and what has happened up to
Scene 5. Watch the next part and recap on the
differences between our world and Monstropolis. Remind
chn that Monster Goes for a Drive and also ‘Monsters
Inc.’ are stories set in a pretend world – we call these
stories ‘Fantasy stories’. They are about places that are
made up – or not real. Discuss other films or stories that
chn have watched or read that are also fantasy. Make a
list on the f/c to keep and to add to throughout this unit
of work. Encourage chn to suggest films/TV
programmes/books to add to list on the working wall.
Easy/Medium
Chn work with a talking partner to discuss something they saw in
‘Monsters Inc.’ that was different from anything we have in our
world, using the pictures they drew last Friday to help them if
appropriate. Together chn choose one item and create a sentence to
describe this or to explain what it is used for. Chn write sentence
underneath their picture or they can illustrate their sentence with a
new picture. TD
Medium/Hard As above, but chn write 2/3 sentences describing the
object or scene. They should use good descriptive words. TA
Plenary
If possible, watch the rest of ‘Monsters Inc.’
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Children can:
1. Compare the
similarities and
differences
between their
environment and
fictional setting.
2. Develop an
understanding of
how to record a list
of ideas.
Hard
3. Begin to write
reference notes.
Children can:
1. Add labels to
illustrations.
Medium/Hard
2. Compose a
sentence giving
a description of
an item.
3. Write clearly
and legibly.
4. Punctuate a
sentence.
R_Y1 N Unit 4A SumB –3 Weeks
Literacy Year R/1: Summer B – Weeks 1-3
Week 2 Friday
Week 2 Thursday
Week 2 Wednesday
Objectives
Main focus: Create a fantasy
monster stimulated by others.
1/3. Work effectively in
groups to ask & answer
questions, make contributions,
offer suggestions, take turns.
1/3. Listen to & explain views &
preferences of others; report
group’s views to class.
1/7. Identify main events/
characters/ideas in stories.
R/3. Interact with others,
negotiating plans/taking turns.
R/8. Understand main
elements of stories e.g.
characters.
Main focus: Create contrasting
fantasy locations, relevant to
their monster.
1/7. Identify and comment on
setting in fantasy story.
1/7. Recognise main elements
that shape different texts.
R/1&2. Extend their vocab.
expl. meanings of new words.
R/8. Understand main
elements of stories, e.g.
settings.
Main focus: Recognise and
begin to spell –er words.
R&1/5&6. Use phonic
knowledge to write simple
words and make phonetically
plausible attempts at more
complex words/ Hear and say
sounds in words in order.
Text
Narrative: Unit 4A Fantasy Worlds
Word/Sentence
Independent group activities
Outcomes
Easy/Medium/Hard
In mixed ability pairs chn brainstorm ideas for their own monsters,
and the land in which they will live. Encourage chn not to copy any of
the monsters they have already seen, but to be creative and make-up
their own. Explain that they can use parts of the other monsters, if
they so wish e.g. colour, spiky, furry, horns, big teeth, etc. Explain to
chn that they will need to be careful in the description of their new
monster, because it will be their partner who shares the ideas with
the whole class and not them; although they may sketch their
monster to help their partner remember what it looks like (see plan
resources for support). TD as required
Plenary
Return together as a whole class. Invite individual chn to describe
their partner’s monsters to the class. Stop and check that the
description is accurate! Repeat several times with different chn.
Children can:
1. Work
effectivly in a
partnership.
2. Speak clearly
using
descriptive
lanaguage.
3. Listen
effectivly to
recall the main
points and
share these
with the class.
Easy/Medium
Using 2 pieces of A4 paper chn need to design two totally contrasting
environments, i.e. inside and outside, home and countryside/city. Whilst chn
draw their contrasting scenes encourage them to talk about why their land is
special for their monster e.g. my monster is purple, and there are purple
flowers they can eat; my monster has eight legs, so her chair has eight footrests; my monster likes to swim so there is an ocean, etc. TD
Plenary
Begin by inviting chn to share anything special about their monster that they
feel the rest of the class should know about before you describe the setting.
You describe both locations for selected chn to rest of the class, stopping at
specific pertinent features and asking chn to explain why they have included
those in their illustration.
Return to Monster Goes for a Drive; look at p5 where
Easy/Medium/Hard
Monster drove on a road that got smaller and bumpier. Click Chn complete the plan resource appropriate to their level of
on the (i), and discuss how the words - smaller, monster,
attainment – either matching words to pictures or writing missing
bumpier and higher all end in the same phoneme spelt in the
letters. Hard group use dictionaries as appropriate.
TD with Medium, TA with Easy
same way. Brainstorm other words ending in this sound and
scribe these, e.g. picture, cobra, actor and pillar. Point out
Plenary
the different spellings. Note that even though the ending
Choose a child to say a word ending in the –er sound. Another child
sound is the same, the spelling is different in diff. words.
must offer to spell the end (you write the beginning). Repeat.
Children can:
1. Use
descriptive
language.
2. Extend their
vocabulary thro
listening to
others.
3. Invent a
‘fantasy land’
stimulated by
reading.
Show chn parts of animated tale Monster Goes for a
Drive and remind them of the Monster in Monster Land.
Compare this with Monstropolis, reminding chn of the
monsters in the film. Explain to chn that we will be
creating their own Monster and also creating an
imaginary land for them to live in. Today we will
concentrate on inventing our own monster. Show a
picture of Gruffalo; one of Monster from the Animated
Tale and one of some of the Monsters from the film.
Talk about sorts of monster these are – on f/c write
scary or kind. Discuss whether they are scary or kind?
Do chn want to create a scary or kind monster? Write
‘massive’ and ‘tiny’ on f/c. Do they want to create a
monster that is large or small? Discuss.
Return to the story of Monster Goes for a
Drive, reminding chn that the story is set in
Monster-Land (which is slightly different
from our own world). Explain to chn they will
be creating a Monster-Land of their own, so
what things will they want to change? Give chn
a few minutes to describe to a talking partner
what they will want to change in their
Monster-Land. Then take feedback, recording
their ideas on the f/c for the class to use as a
reference, e.g. cars, buildings, homes – inside
and outside – landscape.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Children can:
1. Recognise
that –er words
may have diff
spellings.
Med/Hard
2. Spell these
words.
R_Y1 N Unit 4A SumB –3 Weeks
Literacy Year R/1: Summer B – Weeks 1-3
Objectives
Text
Narrative: Unit 4A Fantasy Worlds
Word/Sentence
Independent group activities
Outcomes
These plans run alongside a structured synthetic phonics programme: Code-Breakers, which fits the Rose criteria, available from English section of Hamilton website.
You will need It’s a Secret! by John Burningham ISBN 978 – 1 – 4063 – 1447 – 2.
Week 3 Monday
Main focus: Understand the
difference between ‘real’
and ‘fantasy’.
1/8. Visualise and comment on
events and characters making
imaginative links to experience.
1/7. Identify main events and
characters in stories.
R&1/3. Interact/explain their
views to others in a small grp.
R/3&1. Use talk to organise and
clarify thinking and ideas.
Week 3 Tuesday
Main focus: Create a
fictional character.
Show chn It’s a Secret! by John Burningham. Ask them
if they know what a secret is? Take feedback. Read the
story, pausing to share each picture fully. At the end,
ask chn to tell their partner whether they think the
story is ‘real’ or ‘fantasy’, ‘true’ or ‘pretend’. They must
give reasons for their opinion. Take feedback and
discuss the fact that: (a) people can’t usually ‘become
small’ to fit through a cat flap; (b) cats don’t wear
clothes and dogs don’t wear hoodies! (c) chn can’t climb a
crane or dance on a rooftop; (d) there is no queen cat…
The story is made up and is about things that are
pretend. It is fantasy.
Easy
Chn read other stories
from the book corner
and sort these into two
piles: real and fantasy.
TD
Medium/Hard
Chn use the plan resources and cut and paste
the sentences under two headings: ‘things
which can really happen’ and ‘pretend things’.
Hard Make up a sentence of their own in each
category. TA
Plenary
Take feedback from Easy group about which stories were ‘real’ and
which were ‘pretend’. Remind chn that we call books which are set in
pretend worlds (like Monster Goes for a Drive) or which involve
pretend things happening (like It’s a Secret!) FANTASY stories (or
films).
Write ‘My rabbit was standing
Easy/Medium
Medium/Hard
outside his hutch, dressed in a
Chn work with a partner to talk Chn work in twos or threes
wonderful shiny blue suit and
about who they will go out
and brainstorm ideas for who
carrying a skateboard.’ on the f/c.
adventuring with in their story. they will go out adventuring
Read this together. Point out how
They must think whether the
with in their story. They must
you have described the rabbit by
character is a toy, an animal or think whether the character
saying what he is wearing and also
a monster. They should draw
is a toy, an animal or a
what he is carrying. Choose a child
their character and be
monster. They should describe
to suggest the character they want
prepared to describe them
their character in one
to go out with. (It could be a toy…?) orally. TA
descriptive sentence. TD
Model writing a one sentence
Plenary
description.
Chn tell a new partner the next part of their story.
Children can:
1. Understand
the
difference
between ‘real’
and ‘fantasy’.
2. Identify
texts which
are
fantastical.
Re-read It’s a Secret!
Children can:
Explain to chn that over
1. Create a
1/2. Listen to stories & express
the next 4 days they will
story
views.
be producing their own
character
1/7. Recognise main elements
version of this story.
based on a
that shape diff texts.
They will plan a pretend
character in a
1/3. Take turns to speak, listen
night-time adventure.
familiar story.
to others, talk about what they
They will first choose an
2. Describe a
are going to do.
character.
R/1. Enjoy using spoken language animal or a creature or a
toy to go out with. Then,
and readily turn to it in play and
tomorrow, they will plan
learning.
R/8. Use language to imagine &
where they go and what
recreate roles/experiences.
they do!
On Wednesday, you need to type or scribe what chn in Easy group dictate for the middle and end parts of their story. It is important to encourage chn to tell their story in simple
sentences so that the only support given by the teacher is actual scribing NOT telling the story.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
R_Y1 N Unit 4A SumB –3 Weeks
Literacy Year R/1: Summer B – Weeks 1-3
Objectives
Week 3 Wednesday
Main focus: Plan a new story
based on one read.
1/1. Plan story/order events.
1/9. Draw on knowledge of texts
in choosing & planning what to
write about.
1/9. Use key features of
narrative in own thinking.
1/11. Compose and write simple
sentences.
R/9. Attempt writing for
different purposes, incl writing
a story.
R/11. Write simple sentences.
R/12. Form letters correctly.
Week 3 Friday
Week 3 Thursday
Main focus: Plan and write
the next stage of their
story.
1/1&9. Experiment with/use
imaginative & adventurous vocab.
to explain ideas.
1/7. Recognise & explain
organisational text features.
1/7. Identify main events &
characters in own stories.
1/9. Use key features of
narrative in own writing.
R/10. Attempt writing diff
forms e.g. a story.
R&1/5. Explore new words and
texts/ Use phonic knowledge to
write words.
Main focus: Complete story.
1/9. Create short simple texts
combining words and images.
R&1/12. Write legibly/ spaces
between words.
Narrative: Unit 4A Fantasy Worlds
Text
Word/Sentence
Independent group activities
Explain that we shall now plan
our stories. Look again at It’s
a Secret! How does the
story start? Where do they
go? What do they do when
they get there? What
happens at the end? Write
four questions:
1. Who is your character?
2. Where do you go?
3. What do you do when you
get there?
4. What happens at the end?
Choose a child who is confident
about their character but not
about writing! They describe
their character. Discuss how we
may write a sentence describing
this character. Model writing
the first word with a capital
letter, then sounding out words
to help us spell them. Keep the
sentence short but descriptive,
e.g. My teddy was in a spacesuit
with a big yellow helmet. Remind
chn we have a full stop at the
end of the sentence.
Today you will need to provide each child with a folding 6-page book
(see resources). After the lesson, you need to scribe or type the
middle part for some chn in Easy group, having heard what they say.
Easy
Medium/Hard
Chn work with the teacher to
Chn work individually drawing on
each write a sentence
yesterday’s description of their
describing their characters on
character and writing the first
the first page of their little
sentence in the first page of
books. They then discuss where
their books. They then plan and
they are going to go on their
start writing the second page;
night adventure. They each
where they decide where to go
explain this to the teacher. TD
on their night adventure. TA
Plenary Share some chn’s second pages – what different places are
they going to on their night-time adventures?
Easy
Medium/Hard
Chn work in a group, cutting and
Chn work individually
pasting the text produced by the
deciding on what to write
teacher overnight. Chn illustrate
and illustrate on the next
this text on the next 2/3 pages.
two or three pages of their
They then start to write & draw the story. Chn need support
ending to their stories. TA
from T as required.
Plenary
Chn pass their story book to a partner who will check to see if:

There is an opening that describes their character,

They say where they are going and what they are doing when
they get there,

They have sentences that make sense and are legible.
Chn take feedback from their partner, who tells them 2 things
they like about the story and 1 thing to change to make it better.
Children can:
Reception
1. Begin to
write leaving
spaces
between
words.
2. Form most
letters
correctly.
3. Tell a story
in simple
sentences for
writing.
Year 1
4. Write in
clear wellpunctuated
sentences.
5. Write
legibly.
6. Spell most
words
correctly
using a
phonics
approach.
7. Create own
storybook.
Easy/Medium/Hard
Allow chn time to complete their storybooks. Support chn with
presentation and handwriting, as well as spellings. Encourage good
illustration in the style of John B’ham as appropriate. TD as required
Penary
Chn publish their finished books and display these. Use their stories in
class assembly for other classes or their families.
Children can:
1. Create a
relevant front
cover.
2. Begin to
edit own work.
Look at chn’s work from yesterday – enlarge and show some of
their writing. Ask different chn to describe what they are
going to do when they get to their special place. List some
ideas. Explain to chn that today they are to go on writing their
own version of the story, focussing on the middle and end.
They will:
 Finish the description of where they go with their character,
 Describe what they do when they get there,
 Say how they get home & what happens at the end of the
story.
Each part will be one of two sentences, and chn can either
write these directly into their little books or they can work on
paper and cut and stick the text into their books. Stress the
need for careful handwriting and spaces between words. Model
sounding out words to write them.
Look at It’s a Secret! Discuss the front cover – the name
of the author/illustrator, the title and the picture. How will
chn want their cover to look? Remind chn that they also
have to finish their stories – what is the end of their
adventure. What is on the last page? Look at the last page
of It’s a Secret! Why is this a good ending?
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Outcomes
R_Y1 N Unit 4A SumB –3 Weeks
Literacy Year R/1: Summer B – Weeks 1-3
Narrative: Unit 4A Fantasy Worlds
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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

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






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Listen and respond to stories read.
Compare well known stories and films.
Contribute to group discussions and work
co-operatively with others.
Begin to recognise similarities and
differences between stories.
Understand the concept of a fantasy
setting.
Compare fantasy and real settings in
stories.
Compare characters in different stories.
Put events in a story in order and use these
to retell a story in own words.
Begin to express own views and
preferences.
Identify with characters in stories read and
relate events in fiction to own experiences.
Identify rhymes within writing and write
some rhyming words with support.
Create a fantasy story character.
Dictate descriptive phrases.
Working as a group, with adult support, plan
a story based on a story read.
Help to write a story in sections: beginning,
middle and end.
Write some words with letters correctly
formed and spaces between words.
Present their work neatly for display
purposes.


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













Listen and respond to stories read.
Compare well-known stories and films.
Contribute to group discussions and work cooperatively with others.
Identify similarities and differences between
stories.
Understand the concept of a fantasy setting.
Compare fantasy and real settings in stories.
Identify similarities and differences between
characters in different stories.
Identify the sequence of events in a story and
retell a story in own words.
Express own views and preferences using
appropriate vocabulary.
Identify with characters in stories read and
relate events in fiction to own experiences.
Identify rhymes within writing and write
rhyming couplets with some support.
Create a fantasy story character.
Write descriptive phrases.
Plan a story based on a story read.
Write a story in sections: beginning, middle and
end.
Write in clear legible writing with most letters
correctly formed and spaces between words.
Present their work neatly for display purposes.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users

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






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Confidently listen and respond to stories read.
Compare well known stories and films and give
reasons for opinions.
Contribute to group discussions and work cooperatively with others.
Identify similarities and differences between
stories in some detail.
Understand the concept of a fantasy setting.
Compare fantasy and real settings in stories.
Identify, with reference to the text, similarities
and differences between characters in different
stories.
Identify the sequence of events in a story and
accurately retell a story in own words.
Express own views and preferences using
appropriate vocabulary.
Identify with characters in stories read and
relate events in fiction to own experiences.
Identify rhymes within writing and write rhyming
couplets, spelling most words correctly.
Create a fantasy story character.
Write descriptive phrases using elaborated
language.
Plan a story based on a story read.
Write a story in sections: beginning, middle and
end, writing more than one sentence in each part.
Write in clear legible writing with most letters
correctly formed and spaces between words.
Present their work neatly for display purposes.
R_Y1 N Unit 4A SumB –3 Weeks
Literacy Year R/1: Summer B – Weeks 1-3
Narrative: Unit 4A Fantasy Worlds
Texts:
The Gruffalo by Julia Donaldson and Axel Scheffler (1999) (MacMillan Publishing ISBN: 978-0333710937)
Monster Goes for a Drive an animated tale downloadable from the Hamilton Trust website, found by searching under the English tab, then
Animated Tales tab, then Reception tab and from the drop-down menu select Animated Tales
It’s a Secret by John Burningham (2009) (Walker Books ISBN: 978-1406314472 or 978-1406326116)
DVD:
Monster’s Inc. (released 2002 from Buena Vista Home Entertainment Disney Pixar) ASIN: B000062V9C
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
R_Y1 N Unit 4A SumB –3 Weeks