Literacy Year 3 New Framework Plan: Autumn – Weeks 1-3
Week 1 Tuesday
Week 1 Monday
Objectives
Text/Speaking/Listening
Word/Sentence
Narrative: Unit 1 Stories in familiar settings
Independent group activities
Outcomes
These lessons are based on I’ll take you to Mrs Cole (Nigel Gray) and The Hodgeheg (D King-Smith). Ideally chn should NOT have read these before lessons.
Explain to chn that today they are looking in a
Easy Medium
Hard
Children can:
Main Focus: Role
story for clues about how characters are feeling.
Chn imagine that they are the boy. Someone kind
Chn have to put
1. Express their
play and writing
The clues will be words and phrases which give us
stops him as he leaves the flat and asks ‘Why are
themselves in the boy’s
ideas clearly as
1. To explain or
hints about what someone is thinking or feeling.
you running away?’ In pairs chn have to talk about
mum’s shoes. How does
part of a group
give reasons for
Read I’ll take you to Mrs Cole up as far as ‘I
some of the reasons why the boy might leave. Chn
she feel when she
discussion
their views or
fill in large speech bubbles (see plan resources) in
comes back & discovers
decided to run away’. Stop regularly to discuss the
2. Form ideas
choices.
he has gone? Why does
which the boy describes why he is running away,
about a story
characters’ behaviour. Is the boy very naughty to
2. Follow up
she think he has gone?
and use evidence
play battle ships in the bath? What do chn think of using the evidence from the text throughout. Chn
others' points and
In pairs, chn fill out the from the story
should also use first person. ‘My mum and I don’t
his mum? Encourage chn to give evidence for their
show whether
speech bubbles. What
get on at all. She’s always busy working etc’.
to explain their
ideas from the words in the text (You may find it
they agree or
will she say?
reasons
useful to pin up a text-only version of the story for Pairs read through their writing carefully to check
disagree.
chn to read together). How does the boy feel about to see if it makes sense.
4. Use some
his mum? Is she kind? She ‘snapped’ and ‘ordered’
Plenary
drama strategies
him to wash up. What does this tell us about how
Select certain chn to sit in the hotseat as the boy and then the mother.
to explore stories
SHE feels? Give chn time to discuss their ideas &
Teacher and chn quiz characters about the boy running away and why he went.
or issues.
look for evidence in the text in pairs.
Explore also what chn think boy will do now that he has run away. Can chn use
evidence from the story in their answers?
Introduce the term ‘setting’ to the chn. Recap on its meaning from Y2.
Easy Medium Hard
Children can
Main Focus: Write
Discuss the setting of the story so far. Ask chn to think of words to
Give chn copies of illustration (without text - use the
1. Understand
descriptions
describe the flat (e.g. boring, lonely, lifeless). Write on f/c. Look at the kitchen scene). They write a description of this very
the term
7. Explore how
colours used by Michael Foreman to paint the flat. Would chn like to
different setting, in a similar style to the passage
‘setting’
texts appeal to
live there? Talk about the idea of greys & blues being cold colours.
explored in the lesson. Give chn a few minutes to look at
2. Write simple
readers by using
What colours might be warm? Move on to Mrs Cole’s house. Enlarge the
the picture quietly. Chn begin, ‘I stood in Mrs Cole’s
descriptive
varied sentence
text starting. ‘I stood outside…’ (see plan resources). Examine 4
kitchen’. They then write one sentence to describe what
sentences
structures and
sentences that follow. With chn read it one sentence at a time, noting
3. Imagine what
they think they can hear in the house, another for what
descriptive
punctuation & approp places to pause in order to make the meaning
it is like to be a
they smell, what they observe and how they feel. Each
language.
clear. Discuss the use of descriptive language (hanging from one rusty
character in a
sentence should be correctly punctuated (capitals, full8. Identify
book
hinge), comparisons (‘taller than me’, ‘…like a jungle from a Tarzan film’), stops). Draw class attention to examples of good
features that
& additional details (‘there was a piece of cardf/c where the glass
descriptions produced by individuals. Chn swap their
writers use to
should be’). On w/bds, chn write their own well-punctuated &
writing with another child. Chn feedback to the class good
provoke readers'
ideas which they encountered in the other child’s writing.
imaginative
sentence
to
this
description
(e.g.
describing
an
abandoned
reaction.
toy in the garden).
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y3 N Unit 1 - Aut - 3Weeks
Literacy Year 3 New Framework Plan: Autumn – Weeks 1-3
Week 1 Wednesday
Text/Speaking/Listening
Main Focus: Write
imaginative descriptions
7. Explore how texts
appeal to readers by
using diff sentence
structures and
descriptive language.
11. Compose sentences
using adjectives for
precision, clarity, impact.
6. Spell unfamiliar words
using known conventions
including graphemephoneme
correspondences and
morphological rules.
12. Write with care.
Week 1 Thursday
Objectives
Main Focus: Write
descriptions in role
1. Develop and use
descriptive vocab in
different contexts.
2. Follow up other’s
points and show
whether they
disagree.
7. Explore how diff
texts appeal to
readers using diff
sentence structure
descriptive lang.
Word/Sentence
Introduce the term ‘adjective’ to chn, defining
it as a describing word. Pin up the sentence ‘She
was big and red…’ (plan resources) so everyone
can see it. Read it through together and ask chn
to identify words which are adjectives (words
that describe something or someone). Block out
the adjectives with post-its and ask chn to read
again. What impact did the adjectives have on
the sentence? Why did author put in
adjectives? Repeat for ‘In the hall there was a
pile of dirty washing…’. Choose a child’s
sentence from y’day: ‘I could hear Mrs Cole’s
singing’ and experiment with adding approp
adjectives: tuneless/happy /constant /merry
singing etc. Ask chn to choose their favourite
adjective for that sentence.
Narrative: Unit 1 Stories in familiar settings
Independent group activities
Easy / Medium
Hard
Chn return to the sentences they wrote
As for Medium but chn
yesterday and redraft them, including at
should include a comparison
least one adjective in each sentence. As chn
(such as ‘like a jungle from
write, pause class from time to time to
a Tarzan film’) when
identify and praise examples of good
describing what they can
sentences, drawing chn’s attention to the
see/hear/smell and how
words and descriptions. Chn return to the
they feel in Mrs Cole’s
sentences they wrote yesterday and redraft kitchen. ‘Mrs Cole sang into
them, including at least one adjective for
her metal whisk just like a
each person or thing in that sentence: I
contestant in Pop Idol’.
could hear merry Mrs Cole’s constant
TD
singing.
Extension:
Create a class bank of adjectives for chn to add to and refer to when
writing. This can be alphabetically OR thematically arranged (e.g. big: huge,
enormous, gigantic etc)
Discuss with the class why the boy thought Mrs Cole’s house All groups
looked scary and dangerous at the beginning, but then it
Chn imagine they are aliens who have just landed in the school.
looked warm and friendly by the end. At first he didn’t know
Each child chooses something familiar in the school which they are
anything about Mrs Cole, but by the end he did and this
going to describe to someone else as though they are an alien and
made her home look DIFFERENT to him. Show the extract
have never seen it before. Chn have a few minutes to think/jot
from The Hodgeheg to the children (The Hodgeheg by Dick
down notes to help them decide what they will say. Chn MAY NOT
King-Smith). Explain that this description is from a

Say what the object is used for (ie you may not say ‘you
hedgehog’s point of view but don’t divulge what he is
write with it’ for a pencil or ‘you sit on it’ for a chair)
describing. Read the extract carefully together. What do

Use technical terms (such as ‘nib’ or ‘legs’)
the children think he is describing? Why is it so hard to
Chn then take turns describing their object to a partner. Can the
work out the setting of this extract? The Hedgehog is
partner guess what they are describing? Try again with someone
describing something we are familiar with in a way that is
else. Discuss how difficult it is to make things we are familiar with
strange – cars become ‘noisy monsters’.
seem strange.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Outcomes
Children can
1. Identify and
use adjectives
when writing
simple sentences
Hard
2. Vary their
writing by
including
comparisons as
well as
adjectives
Children can
1. Imagine a
familiar object
from a different
perspective or
point of view
Y3 N Unit 1 - Aut - 3Weeks
Literacy Year 3 New Framework Plan: Autumn – Weeks 1-3
Week 1 Friday
Objectives
Main Focus: Write
factual descriptions
in role
3. Use talk to
organise action
(writing descriptions).
11. Compose
sentences using
adjectives for
precision, clarity and
impact.
8. Identify features
that writers use to
provoke readers'
reactions.
9. Select and use a
range of descriptive
vocabulary.
9. Write nonnarrative texts.
Text/Speaking/Listening
Word/Sentence
Following on from y’day’s unfamiliar descriptions of a familiar
object, explain to chn that sometimes writers try to do the same
with places or settings in stories. Writers describe a familiar
setting as though it was somewhere strange. This is usually because
they are looking at setting from a character’s point of view. Would
Mrs Cole have said that she lived in ‘a dirty house, a noisy house,
with lots of kids under her feet’?
Ask a child to describe aloud what a supermarket is (from a normal
perspective). Other chn can contribute ideas to help out. Note down
on the f/c some of the words that s/he uses: shopping, aisle, food,
trolley, car park, freezers etc. Now, in pairs, ask chn to think how
some of these things might look to an alien or a time traveller who
had never seen them before. How would they describe a trolley? As
a cage on wheels? A noisy chariot which was difficult to push? Ask
different pairs to focus on different terms and to come up with a
one-sentence description of that object. Remind chn of the need
for capitals and full-stops in their sentences. Encourage chn to
think of their sentence, say their sentence aloud, write their
sentence and then read their sentence.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Narrative: Unit 1 Stories in familiar settings
Independent group activities
Chn write a paragraph (five or six sentences) describing a
familiar place as though they were time travellers/aliens
and had never seen it before (plan resources). Chn could
choose between a school, a supermarket, a dentist’s or a
football match (or they may choose their own familiar
setting). To start with chn should sketch or note down 3
features of that setting which they will describe in detail
(e.g. the waiting room, the plastic gloves, the mouth
gargle). Encourage chn to think carefully about what it
would be like not to know anything about these very
familiar places & what the people there were doing.
(Easy group might find this activity more manageable in a
teacher-led group or in a pair).
Plenary
Chn read and comment on each others’ work. Discuss how
a description of a setting depends on WHO is describing
it.
Outcomes
Children can
1. Imagine a
familiar setting
from a different
perspective/
point of view
2. Write a short
description using
accurate
punctuation and
sentences which
make sense
Y3 N Unit 1 - Aut - 3Weeks
Literacy Year 3 New Framework Plan: Autumn – Weeks 1-3
Week 2 Monday
Objectives
Text/Speaking/Listening
Word/Sentence
Narrative: Unit 1 Stories in familiar settings
Independent group activities
Outcomes
Two films are required on DVD for this week’s lessons: Toy Story and Harry Potter and the Soorcerer’s Stone (first HP film). Chn do not need to watch all of the films.
Main focus: Describe
Recap the definition of a setting. It is really important for
All groups
Children can:
story settings
readers to know WHERE a story is set and what that place is
Chn read the text carefully/draw a detailed picture of how they
1. Identify
1. Develop and use
like. Authors usually describe a setting in detail if it is unusual
imagine the Great Hall, based on a close reading of this extract
descriptive
specific vocabulary,
in some way. Look at the Harry Potter and the Philosopher’s
only. Chn label each part of their picture using the words from the
phrases and
e.g. descriptions.
Stone extract in which the author describes the Great Hall.
text. Chn shld indicate their favourite description on the picture.
adjectives in a
8. Identify features
(If using plan resources, cover the picture from the film). Read OR if you’re feeling extra creative, you could transform the
text
that writers use to
the description together, identifying adjectives and
classroom into the Great Hall, moving tables, using paper plates (or
2. Respond to
provoke readers'
descriptive phrases which appeal to chn. Try substituting some just sugar paper) and suspending paper candles and ghosts from the
the description
reactions. 7. Explore
of the adjectives with others and discuss how this affects the
ceiling. Allot certain descriptive phrases to different groups for
of a setting
how texts appeal to
meaning (e.g. The ghosts shone ‘foggy grey’ instead of ‘misty
them to work on. Some descriptions might be tricky – how will you
readers by using
silver’). Draw chn’s attention to the use of punctuation and how
make chn’s faces look like ‘pale lanterns’? Be sure to photograph this
varied sentence
that affects how we read the sentences.
if you do it!
TD as needed
Week 2 Wednesday
Week 2 Tuesday
structures and
descriptive lang.
Main focus: Compare
versions of a story
1. To explain or give
reasons for their views or
choices. 2. Follow up
others’ points and show
whether they agree/
disagree. 3. Actively
include and respond to all
members of the group.
Main focus: In role
describe a scene
1. Develop and use
descriptive vocab.
4. Use some drama
strategies to
explore stories or
issues.
9. Select and use a
range of technical
Show chn the Great Hall scene from Harry Potter and the
Sorcerer’s Stone (DVD). Pause it at various points to see if the chn
can identify various parts of the written description. Compare the
two versions, the written text and the film. Look at the use of light
and sound as well. In pairs or small groups chn discuss whether they
preferred the written or the film description of the setting for the
Great Hall. Do chn prefer the picture the words gave them in their
heads or do they prefer the film version? Ask a child from a few
groups to feedback what they thought. Was there anything about
the film which they found different from the description?
Look at the first scene of Toy Story in which Andy is playing in his
room. What kind of a setting is this? Is it fantasy (like Harry Potter) or
is it a familiar setting (like in Mrs Cole)? What kind of atmosphere are
the film-makers trying to create? Draw chn’s attention to the use of
music (You got a friend in me) and how that affects the atmosphere.
Skip to scene 8 where Buzz and Woody are in Sid’s room after pizza
planet trip (approx 37 mins in). Pause DVD after Sid leaves Woody and
Buzz in the room, having mutilated Hannah’s doll. What kind of an
atmosphere is there here? What parts of the setting give a scary
atmosphere? Darkness, mutilated toy remains, untidiness, locks on door,
All groups
Chn fill out a simple writing frame (plan resources) which helps
them to compare the written description of the Great Hall scene
and the film version. TD as needed
Plenary Create a class scrap book of film and book reviews. Chn
can insert their own comparisons between books and films/TV
programmes of the same title (e.g. Charlie and Lola, Charlotte’s
Web, Spiderman, Winnie the Pooh etc). Each review should state
if the child preferred the book or the film/TV version.
Children can
Easy Medium Hard
Divide chn into groups of 4 (or you can do this with the whole
class sitting in a circle). One child sits in the hotseat as Woody
and describes what they can see/hear/smell and how they feel in
those first few minutes after Sid has left his room. How would
Woody describe what he sees? Encourage chn to use their
imaginations – the film doesn’t tell us all of these things so we
should try to imagine them. When the child gets stuck, another
child can take their place and add a few details of their own and
then someone else can replace them and so on. TD
Children can
1. Identify how
a film setting
creates
atmosphere
2. Use their
imagination to
describe how a
character
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
1. Compare a
written account
and a film
version of a
setting
2. Express
opinions in a
group with
reasons
Y3 N Unit 1 - Aut - 3Weeks
Literacy Year 3 New Framework Plan: Autumn – Weeks 1-3
Objectives
Week 2 Friday
Week 2 Thursday
and descriptive
vocabulary.
Text/Speaking/Listening
Word/Sentence
neon heavy metal posters, bare lightbulb etc. How is the music supposed
to make us feel? Chn watch again and take notes of things that they can
see in Sid’s bedroom which add to its creepy atmosphere.
Narrative: Unit 1 Stories in familiar settings
Independent group activities
Outcomes
Plenary Discuss some of the good ideas different groups cam
up with and jot these ideas down on the f/c.
(Woody) feels
in a setting
(Sid’s room)
Children can
1. Write a
detailed
description
2. Use
adjectives
effectively
Hard
3. Write a
description of
Sid’s room from
Sid’s
perspective
Main focus: Write
Remind chn of some of the ways of describing things which we read in
imaginative
Mrs Cole & Harry Potter: interesting adjectives, making comparisons
descriptions
and adding in small details to create impact. Use the notes you made
11. Compose sentences
yes’day about Sid’s room. Brainstorm adjectives which describe the
using adjectives for
atmosphere in Sid’s room. Model to chn how this might be turned into a
precision, clarity,
complete sentence ‘Sid’s room was dark, dirty and dangerous for toys’.
impact.
Explain the writing choices you are making throughout. In pairs chn
9. Select and use a
discuss some comparisons which could be made. Offer a sentence
range of descriptive
starter to scaffold chn’s attempts, e.g. Sid’s door was like ______ or
vocabulary.
His toys were as _______ as ________ . Ask each child to choose one
8. Identify features
small detail of Sids room and to describe it carefully. ‘A bowl of cereal
that writers use to
which was a week old sat on the floor, getting cold and mouldy. The
provoke readers'
spoon stuck to the bowl like cement’.
reactions.
Main focus: Write
Ask chn to make a quick sketch of their own bedrooms. Chn should
imaginative descriptions
briefly describe their bedrooms to their partners (furniture in it,
11. Compose sentences
if they share it with anyone, if it is usually tidy etc). Choose a
using adjectives for
child to share their description with the class. How could we
precision, clarity, impact.
change this description so that it created an exciting atmosphere?
9. Select and use a range
‘Meghan has a fantastic bed with a wonderful heart-patterned
of descriptive vocabulary.
duvet cover. Hanging from her ceiling is the most exquisite pink
8. Identify features that
lampshade I have ever seen. Meghan is really lucky because she
writers use to provoke
shares her room with her two sisters’ etc. Now, with the class,
readers' reactions.
consider how they could describe Meghan’s room, creating a
6. Spell unfamiliar words
sad/frightening/angry atmosphere. Write some of the chn’s ideas
using known conventions.
on the f/c.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Easy, Medium
Chn write a description of Sid;s room
using their notes form yesterday. The
descriptions should include:

Adjectives

At least one comparison
sentence

Small details to create impact
Sentences should be correctly
punctuated. Encourage chn to think of
their sentence, say their sentence
aloud, write their sentence and then
read their sentence.
Hard
As for other
groups, but chn
should write
their
description
from Sid’s
perspective.
Does Sid like
his room? Does
he think it is
frightening?
TD
Easy
Medium
Hard
Chn describe
Chn describe
Chn describe their
their own
their own
bedroom three
bedroom on loose bedroom twice on times on loose
paper, trying to
loose paper,
paper, creating a
create a scary
creating a scary
sad, excited and a
atmosphere.
and an excited
frightening
TD
atmosphere.
atmosphere.
Plenary
Chn should name their work, fold their paper and place in a
box or an opaque bag. Pick a few descriptions from the bag
and read them out. Can the class guess which kind of an
atmosphere the child was trying to create?
Children can
1. Create an
atmosphere
when wriitng a
description
Y3 N Unit 1 - Aut - 3Weeks
Literacy Year 3 New Framework Plan: Autumn – Weeks 1-3
Objectives
Text/Speaking/Listening
Word/Sentence
Narrative: Unit 1 Stories in familiar settings
Independent group activities
Outcomes
This week is an extra to the settings theme, looking at how settings change in stories. It can also be linked to the authors & letters unit, as it uses John Burningham’s stories as
the main focus. More than one copy of both Borka and Simp would be useful but not essential, as well as a wide selection of John Burningham’s other books.
Week 3 Monday
Main focus: describe
illustrations
1. Explain/give reasons
for views or choices.
9.Select and use a
range of descriptive
vocabulary.
11. Compose sentences
using adjectives and
nouns for precision,
clarity and impact.
Week 3 Wednesday
Week 3 Tuesday
Main focus: Write
synopsis of story
9. Write non-narrative
texts using structures
of diff text-types.
7. Explore how
different texts appeal
to readers using varied
sentence
structures/descriptive
language. 11. Use
correct punctuation incl.
exclamation marks.
Main focus: Compare
stories by same author
8. Share and compare
reasons for reading
prefs, extending range
of books read.
7. Identify & make
notes of main sections
of texts.
Read Borka to the class, pausing to discuss the illustrations
and points of interest to chn. What words would they use to
describe the main character Borka? Look at where the story
begins (in Borka’s parents nest - a well-hidden burrow in a
golden meadow not far from the town’) and where it ends (Kew
Gardens). This is the story of Borka’s journey. Does Borka find
happiness? Discuss some of chn’s favourite illustrations. What
is the atmosphere in these pictures? How has JB created this
atmosphere? Give chn an opportunity to look at the book and
decide which is their favourite illustration.
All groups
Chn write a description of their favourite illustration in Borka. They
describe not just what is happening in it and where it is but also the
colours used and how the picture makes the child feel. Chn read
their work through at the end and make two improvements
(punctuation/description/spelling etc). TD as required
Plenary
Borka was JB’s first published story. Read the introduction at the
beginning of 2003 edition, describing how it came to be published
and how JB created the pictures.
Children can:
1. Write a short
description
using accurate
sentence
structure
2. Give reasons
for their
opinions
Look at the covers of Simp and of Borka. How are they similar? Read the
Simp to/with chn enlarging the text if appropriate. Can they see any
similarities between the stories of Borka and Simp? They both have a
journey away from their unhappy homes and find happiness somewhere
else. Draw a flowchart tracking Simp’s journey in the story. Simp’s
journey is less straightforward than Borka’s. How often does Simp have
to run away from other people and other things? Discuss with the chn
what a synopsis/short description of Simp might be. Hand out w/bs and
in pairs, chn have to create a sentence describing what Simp is about.
Chn read out their ideas and then create a class synopsis – stress that a
synopsis tells us what the book is about.
Enlarge the biography of John Burningham (plan
resources) and read it through with the chn. Identify the
dates of JB’s life on a simple timeline. Ask chn to identify
the publishing dates of the JB books available and put
them in chronological order on the timeline (NB Date
books were FIRST published). Identify where on the
timeline chn in the class (and their parents) were born,
etc.
All groups
Children
Give out a range of other John Burningham books. See
can:
http://magicpencil.britishcouncil.org/artists/burningham/
1. Re-tell a
for a complete list of JB titles. Chn read in pairs or groups of story
three. Each child writes a synopsis of their favourite book.
2. Write a
Encourage chn to use correct punctuation, including
short
exclamation marks, in their synopses.
synopsis of
Hard group can write more than one synopsis.
a simple
story
Plenary
Display well-written and punctuated descriptions beside the
book corner, for class to read at different times before they
look at the books themselves..
All groups
Children can
Give chn time to read more of the JB titles. For each book they read
1. See
chn fill in a small form, identifying the main characters, the setting(s)
similarities
and whether or not there is a happy ending (plan resources).
between books
written by the
Plenary
same author
Introduce the term ‘theme’ to chn. One theme of many JB books is
‘Journeys’, another is ‘Finding happiness’. Can the chn suggest any other
themes? Environment? Imagination? Adventures?
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y3 N Unit 1 - Aut - 3Weeks
Literacy Year 3 New Framework Plan: Autumn – Weeks 1-3
Objectives
Week 3 Friday
Week 3 Thursday
Main focus: Write
book review
1. Explain or give
reasons for their
views or choices.
8. Identify features
that writers use to
provoke readers’
reactions.
10. Group related
material/use headings
12. Write with
consistency in letters
and spacing.
Text/Speaking/Listening
Word/Sentence
By now chn should have had the opportunity to read a number of
JB books. Ask certain chn to identify their favourite JB book
and to give reasons for their choice. Decide with chn what they
want to know about a book when they read a book review. Write
down a number of ideas as headings on the f/c: synopsis (what
the book is about), if the reader liked it and why, what age it is
for, if the reader recommends it, etc. Model writing a simple
Book Review for a book of your choosing. Use the headings on
the f/c to help structure the review. Discuss word choice etc
for sentences with chn, perhaps asking individual chn to come to
f/c and scribe for you. Stress clear handwriting/letter
formation, use of punctuation etc.
Main focus: Give reading
preferences
1. Explain or give reasons
for their views/choices.
2. Follow up other’s
points and show whether
they agree or disagree in
discussion.
8. Share and compare
reasons for reading
preferences.
9. Make decisions about
form and purpose – write
recommendations.
Which other authors (writers of stories or poets) do chn
enjoy reading and why? Discuss some of their favourite
authors together. Have any chn read more than one book by
their favourite author? Explain to chn that you will be
creating a class book of author (or story) recommendations
so other chn can get good ideas of which books to read.
Look at a website such as
http://www.contemporarywriters.com/authors/ in order to
find out more about some of these authors. Talk about
some of the reasons chn enjoy certain authors – humour,
exciting adventures, about a topic a child finds interesting,
e.g. football etc. Does their author write about a particular
theme? Do some chn choose or prefer books because of the
illustrations (e.g. Anthony Browne…).
Narrative: Unit 1 Stories in familiar settings
Independent group activities
Outcomes
Easy
Medium, Hard
Chn use a writing
Chn write a Book review for their favourite
frame (see plan
John Burningham book, making sure that their
resources) to
sentences are accurately punctuated and make
write a simple
sense. Encourage chn to group their ideas under
review of their
headings if appropriate. Swap work with
favourite JB
another child to see if writing makes sense.
book. TD
Needs adult if possible
Plenary
Choose a confident child’s review and read it, omitting any mention
of the name of the book. Can chn guess what book is being
reviewed? Repeat this choosing a review by a less confident child.
Children can
1. Write a
review of a
well-liked
storybook
2. Give reasons
for their
opinions
Medium/Hard
3. Group
related ideas
under headings
Easy, Medium
Chn write a short recommendation
of a story or author they enjoy
reading for inclusion in a class
book. It does not have to be a long
description but it should be
persuasive and indicate why the
child likes this author or story the
best.
Needs adult
Children can
1. Explain in
writing why
they like a
particular
author’s books
Hard
2. Research an
author’s
biography
Hard
Chn select their favourite
author and write a short piece
recommending him/her to
others. Chn should also include
some biographical information
about their author (but not a
lot) using
http://www.contemporarywrite
rs.com/authors/ as a starting
point.
Scroll down for websites, texts and success criteria
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
Y3 N Unit 1 - Aut - 3Weeks
Literacy Year 3 New Framework Plan: Autumn – Weeks 1-3
Narrative: Unit 1 Stories in familiar settings
Success criteria for the block – these should be selected & adjusted to match the specific needs of the class being taught.
Easy
Medium
Hard
 Begin to express ideas as part of a group
discussion
 Form ideas about a story and explain
their reasons
 Understand the term ‘setting’
 Write simple descriptive sentences
 Imagine what it is like to be a character
in a book
 Identify and use adjectives in writing
descriptions
 Imagine a familiar object and then a
familiar setting from a different
perspective or point of view
 Write a short description using accurate
punctuation and sentences which make
sense
 Identify descriptive phrases in a text
 Compare a written account and a film
version of a setting
 Begin to describe how a character feels
 Create an atmosphere when writing a
description
 Give reasons for their opinions
 Re-tell a story and write a short summary
 See similarities between books written by
the same author
 Write a review of a well-liked storybook
 Explain a liking for an author’s books
 Express ideas clearly as part of a group discussion
 Form ideas about a story and use evidence from
the story to explain their reasons
 Understand the term ‘setting’
 Write simple descriptive sentences
 Imagine what it is like to be a character in a book
 Identify and use adjectives in writing descriptions
 Imagine a familiar object and then a familiar
setting from a different perspective or point of
view
 Write a description using accurate punctuation and
sentences which make sense
 Identify descriptive phrases and adjectives in a
text
 Compare a written account and a film version of a
setting
 Use imagination to describe how a character feels
in a setting
 Create an atmosphere when writing a description
 Give reasons for their opinions
 Re-tell a story and write a short synopsis
 See similarities between books written by the
same author
 Write a review of a well-liked storybook
 Begin to group related ideas under headings
 Explain in writing why they like a particular
author’s books
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users
 Express ideas clearly as part of a group discussion
 Form ideas about a story and use evidence from the
story to explain their reasons
 Understand the term ‘setting’
 Write simple descriptive sentences
 Imagine what it is like to be a character in a book
 Identify and use adjectives in writing descriptions
 Vary their writing by including comparisons as well as
adjectives
 Imagine a familiar object and then a familiar setting
from a different perspective or point of view
 Write a short description using accurate punctuation
and sentences which make sense
 Identify descriptive phrases and adjectives in a text
 Compare a written account and a film version of a
setting
 Use imagination to describe how a character feels in a
setting and write a description from the character’s
viewpoint
 Create an atmosphere when writing a description
 Give reasons for their opinions
 Re-tell a story and write a short synopsis
 See similarities between books written by the same
author
 Write a review of a well-liked storybook
 3. Group related ideas under headings
 Explain in writing why they like a particular author’s
books
 Research an author’s biography
Y3 N Unit 1 - Aut - 3Weeks
Literacy Year 3 New Framework Plan: Autumn – Weeks 1-3
Narrative: Unit 1 Stories in familiar settings
Texts:
I’ll take you to Mrs Cole by Nigel Gray (Andersen Press ISBN: 9780862644079)
The Hodgeheg by Dick King-Smith (Puffin ISBN: 9780141316024/ 0140325034)
Harry Potter and the Philosopher’s Stone by JK Rowling (Bloomsbury ISBN: 0747532745)
Simp by John Burningham (Red Fox ISBN: 0099400774)
Borka: The Adventures of a Goose with No Feathers by John Burningham (Red Fox ISBN: 0099400677)
Websites:
Great Hall picture: http://news.bbc.co.uk/cbbcnews/hi/pictures/galleries/newsid_1630000/1630515.stm
List of John Burningham stories: http://www.contemporarywriters.com/authors/
A range of other John Burningham books. see http://magicpencil.britishcouncil.org/artists/burningham/
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 N Unit 1 - Aut - 3Weeks