Y3/4: Summer Term
Whole class teaching
Wk 1
Fiction Plan 5B: Stories about times past
Main texts: The Pearl Diver/ A Gift of the Sands by Julia Johnson
Monday
Tuesday
Wednesday
Thursday
Friday
Show a map (plan resource). Explain
that the stories we are going to be
looking at during this unit come from
the Persian Gulf (UAE in particular).
Discuss what chn know about this
region today. Has anyone visited or
lived in one of the countries? Show
The Pearl Diver by Julia Johnson. The
story tells of a way of life that had
died out by the 1960s, but had
existed for 100s of years in the Gulf
prior to that. The economy of many
Gulf states relied on the pearl-trade
before the oil era. Pearl diving
declined from the late 1930s, partly
through falling demand for pearls,
partly because of the discovery in
Japan of a method for culturing
pearls artificially. References in the
story are specific to the religion of
Islam, e.g. p19 ‘they said their
prayers (before sunrise)’. Read up to
page 46 and ask chn to discuss with a
partner what will happen next
(predict). Spoken language 1/
Comprehension 1
Remind chn they predicted
(see f/c) yesterday what they
thought was going to happen
next in The Pearl Diver. All
stories have a beginning, a
build-up to a problem, the
crisis itself, then a resolution.
The story finished yesterday
at the end of the build-up (a
cliff-hanger): Abdullah was
tired at the end of a day’s
work, but he wanted to
collect the tabreh he had
seen… Explain to chn that
they will work in groups of 5-6
to improvise next scene(s).
Give chn 5 minutes to discuss
their ideas and decide who
will play which role, e.g.
Saeed, Abdullah, Nakhuda,
Ahmed, Abdullah’s hauler,
and other divers /haulers. Tell
chn they will need to discuss
and agree their
predictions/what happens
next. Spoken language 2
Write shuddered, lurked,
perished and befell on f/c.
What type of words are
these? Powerful verbs (all
from p14). This is one
technique that writers use to
make a narrative text more
interesting. Can chn think of
other features that might be
used (plan resources)? Vivid
adjectives, adverbs, similes
(comparisons) metaphors,
repetition, different sentence
lengths, etc. Briefly rehearse
what each of these terms
means. They all help a reader
to visualise events in the
story. Wonderful illustrations
also add to this. Some words
used in the story are included
in a glossary at the end of the
book. Show this and discuss
how glossaries are usually
found in information books.
Comprehension 2/ Word
reading/ Transcription 1
Look again at excerpt from Pearl
Diver (see resources). Using
highlighters on an enlarged copy or
on IWB identify dialogue, i.e. direct
speech, shown by speech marks.
Point out that the author has used
reported speech at other points on
the page, e.g. ‘It was said that
Abdullah was one of the best
divers’. Other examples: p33 ‘His
father had asked a Bedouin to
bring the camels for their journey’,
p35 – ‘The men quickly accepted
him as part of the crew, and told
his father that he was a good
worker for such a small boy’.
Ensure that chn understand the
difference between direct and
reported speech. Rehearse use of
speech marks and the need for
associated punctuation in direct
speech/ dialogue. Point out that
language used in dialogue often
includes dialect, slang and
contractions – the same as when
someone is talking. Grammar 1
Before JJ wrote The Pearl Diver,
she found out about pearl diving in
the Persian Gulf. She spoke to men
who had been divers and found
letters (plan resources) written by
British diplomats describing some
aspects of pearl diving. She used
‘pearling maps’ (plan resources).
Each red circle = a pearl bank. But
an experienced boat captain,
Nakhuda, needed no map. Ask chn
what equipment divers use today.
Show diving equipment: fins (often
incorrectly called flippers), snorkel,
a mask. Compare a wet suit (image
in plan resources) with the thin
cotton suits pearl divers used to
wear. Watch short video clip of the
grandson of a pearl diver showing
how his grandfather taught him to
dive. Then show photos of
artefacts that JJ collected. Which
are mentioned in the story? Chn
imagine they are going to create a
museum about pearl diving using
these artefacts. Composition 1
Spoken language
Objectives
g. use spoken language to
hypothesise and imagine
f. participate in conversations
Pupils should be taught to:
i. participate in improvisation
k. attend to and build on the
contributions of others
g. use spoken language to
explore ideas
Dimension
1. Monday (in the main teaching): Predict what will happen next in The Pearl Diver
Read The Pearl Diver to p46 and ask chn to discuss with a partner what they think might happen next, i.e. to predict
what will happen next.
Plenary: See Comprehension 1
2. Tuesday: Improvise suggested endings for the story using freeze frames Leave time to finish the story in the plenary.
Put chn into groups of 5 to 6 and give them 5 minutes to discuss and plan their improvisation. Ensure chn understand
what ‘improvise’ means – they do not have to learn a script but say what they feel their character would do and act
accordingly too (empathise with the character). Give each group the opportunity to perform. The audience interprets
the frozen moments. Afterwards each group chooses 3 key moments to turn into freeze frames. Clap your hands, the
group holds the 1st image; clap again and they move into the second image; on the last clap they create the final image.
The other groups interpret what is being shown in each frozen moment.
Plenary: Read rest of The Pearl Diver. Were chn’s predictions correct? The story ends with the resolution of the problem.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Resources
The Pearl Diver by Julia
Johnson
(see resources)
Drama: What
happened next by Julia
Johnson (see
resources)
The Pearl Diver by Julia
Johnson
Y3/4 Sum F Plan 5B
Comprehension
Y3/4: Summer Term
Fiction Plan 5B: Stories about times past
Develop positive attitudes to reading by:
a. listening to a wide range of fiction
g. discussing words and phrases that
capture the reader’s interest and
imagination
Understand what they read by:
a. explaining the meaning of words in
context
d. predicting what might happen
f. identifying how language and
structure contribute to meaning
Develop positive attitudes to reading by:
g. discussing words and phrases that
capture the reader’s interest and
imagination
Understand what they read by:
f. identifying how language and
structure contribute to meaning
Participate in discussion about books
that are read to them
Develop positive attitudes to reading by:
a. listening to and discussing a wide
range of fiction
Participate in discussion about books
that are read to them
Word
reading
Transcription
Apply their growing knowledge of
words, both to read aloud and to
understand the meaning of new words
they meet
Main texts: The Pearl Diver/ A Gift of the Sands by Julia Johnson
1. Monday: Identify and understand language indicating a bygone age
All children: Hand out pictures of oysters and divers (plan resources). Remind chn that language can create the
feel of a bygone age (plan resources). The vocabulary used and the way in which a sentence is constructed can
give the impression it was written a long time ago. Hand out the examples of sentences taken from the first
part of the story and ask chn in pairs to think how they might write those sentences today (point out that
there is more than one way of doing so). Share their ideas.
Medium/Hard: Extend these chn by handing out the sheet entitled ‘Atmosphere’ and challenging them to find
phrases and sentences which add atmosphere.
Plenary: Share chn’s versions of some of the sentences in the first resource. Discuss how there will be several
correct answers to each one.
The Pearl Diver by Julia
Johnson
Atmosphere: Language
by Julia Johnson (see
resources)
List of
phrases/sentences (see
resources)
Pictures of oysters &
divers (see resources)
2. Wednesday: Identify features of a text used to enhance imagery You will need either copies of the book or
photocopies of different pages. Place these in the centre of the table for each group.
Provide the sheet on Atmosphere and Visualisation – ask chn to think of parts of the story where they can
visualise what happened. Provide some copies of different pages so they can look through them.
Now provide the excerpt from The Pearl Diver and also the Toolkit of Features, one copy of each per pair. Chn
then work as a group with an adult (less able) or in pairs to identify and highlight features in the excerpt,
which make the text more interesting. What impact do these features have on the reader? They help paint a
picture in your mind, add detail about setting or characters, help the reader hear associated sounds in their
head, etc. More able chn should use the correct vocabulary to name these features, e.g. metaphor, simile.
Plenary: Go through the excerpt together discussing the features chn found. Point out that the illustrations
also help to build the atmosphere. Show chn some of the illustrations. What do they add to the story? They
show the setting, weather, characters, etc. in more detail.
3. Friday: Research background to the story
Tell chn how Julia Johnson carried out research in 2001 for her book by interviewing an old man who had been
a diver – The Pearl Diver is dedicated to his memory (show chn). She also visited exhibitions and talked to a
librarian. Julia wrote the book because she could not find any chn’s books about pearl diving. Where would
chn look for information about pearl diving today? Now you can look online as there is lots of information
available about pearl diving in the Gulf & you can read The Pearl Diver!
Plenary: See Composition 1.
1. Wednesday (in main teaching): Understand the reasons for a glossary in a fiction book
Look at some of the unusual words used in the book: nakhuda, shamal, fathom, etc., which are listed in the
glossary at the end of the story (show chn the page). In which types of books are glossaries usually found?
Information books. Why is one included here? Is it important? Some of the words used are from a different
culture – some are Arabic in origin, some are specific to the subject of the story. The glossary helps the reader
understand the subject matter.
See Comprehension 2.
Atmosphere:
Visualisation by Julia
Johnson (see
resources)
Copies of pages from
the book.
Excerpt from The Pearl
Diver (see resources)
Toolkit of features (see
resources)
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Finding things out by
Julia Johnson (see
resources)
Pearl banks map (see
resources)
The Pearl Diver by Julia
Johnson
Y3/4 Sum F Plan 5B
Composition
Grammar
Y3/4: Summer Term
Fiction Plan 5B: Stories about times past
Indicate grammatical and other
features by:
c. using and punctuating direct
speech
Draft and write by:
a. composing and rehearsing
sentences orally, progressively
building a varied and rich vocabulary
and an increasing range of sentence
structures
d. in non-narrative material, using
simple organisational devices
Main texts: The Pearl Diver/ A Gift of the Sands by Julia Johnson
1. Thursday: Punctuation used in dialogue; compare direct and reported speech
Work with chn to change the reported speech in the excerpt from The Pearl Diver into direct speech. Similarly
change some of the direct speech on p11 into reported speech. What changes need to be made to the
sentence as well as to the punctuation? Use sentences from The Pearl Diver to illustrate the ‘rules’ for
dialogue punctuation (plan resources). Give other sentences from the book to chn to convert (plan resources)
– less able can work in pairs.
Plenary: Go through the sentences together, pointing out that there are many ways to change the sentences
to or from direct speech. Check the punctuation used too. Discuss how dialogue can be used to convey
character and to advance the action. The opening of a story can be a piece of dialogue – it introduces some of
the characters & can describe the setting or the action. Other ways of opening a story are a description or
some action. Look at the opening of The Pearl Diver – which sort is it? Description.
1. Friday: Write labels for museum exhibits
You will need computers for chn to work with as they need to word process their labels.
Provide copies of (i) the Preface to the story, (ii) Diving for Pearls resource sheet and (iii) the photographs of
the artefacts. Chn will need to write labels with explanations that describe each artefact – what it is, how it
was used, who used it, what it is made of, etc. Chn can word process these labels as it makes it much easier to
edit and redraft. It also looks professional, and they are short texts for slower typists, etc. Show chn how to
create a border around the paragraph to improve presentation.
Plenary: Display the labels alongside the photographs. Discuss what else you might like to include in your
museum, e.g. photographs, real pearls, oysters (or clams) for visitors to handle.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Excerpt from The Pearl
Diver (see resources)
Dialogue punctuation
check list (see resources)
The Pearl Diver by Julia
Johnson
Sentences to change (see
differentiated resources)
Copies of the Preface
Photographs of artefacts
by Julia Johnson (see
resources)
Diving for pearls by Julia
Johnson (see resources)
Wet suit photo (see
resources)
Access to word processors
Y3/4 Sum F Plan 5B
Y3/4: Summer Term
Main texts: The Pearl Diver/ A Gift of the Sands by Julia Johnson
Tuesday
Wednesday
Thursday
Friday
Look at the most exciting part of
the story starting on p47. List the
events on the f/c.
i. Abdullah fills his lungs with air
and dives deeper than he has been
before.
ii. He finds the great clutch of
oysters and prises it away.
iii. The rope goes slack…
Continue – listing the main events
until Abdullah is safe.
Explain to chn that today they will
write this part of the story from a
different point of view. This means
we empathise with our character.
How will the story change if it is
written by one of the characters?
1. It will be written in the first
person (pronouns: I, we).
2. Different things will seem
important and so our version may
dwell on those and ignore other
things. Discuss what each character
might concentrate on. Remind chn
of the list of features that make the
text more interesting for readers.
Comprehension 4/ Composition 2
Read A Gift of the Sands, also by Julia Johnson.
This book is for slightly younger readers than
The Pearl Diver. How do we know that? It has a
lot of repetition (wriggled and jiggled); it is a
simpler story, with a repetitive structure; and it
is fantasy – pearls are not alive and can’t think
or speak. What type of story opening is used?
Description and dialogue. Note that there are
lots of problems, which are each resolved
before the next problem arises; and also that
different fonts are used for the repetition.
Which story do chn prefer? Why? Note that this
book also has a glossary. Write some examples
of possessive apostrophes based on the story
on f/c, e.g. the red snapper’s stomach and the
cat’s supper, the camels’ alfalfa, the men’s
voices. Ask chn to name the punctuation mark
used, i.e. an apostrophe. It shows possession.
Then write some sentences from the book, e.g.
“No! No! Stop!” cried the pearl. “Don’t you
know who I am?”; “Now there’s a pretty thing!”
squawked the mynah bird. Point out that the
apostrophe has been used again, but this time
it shows that a letter has been missed out in a
contraction. Discuss the use of apostrophes
particularly when used with plural nouns, using
plan resource. Comprehension 5/
Grammar 2 /Transcription 1 and 2
Explain that chn are going to write
their own stories in the style of A
Gift of the Sands. Discuss how they
can create the same structure –
plan a series of places where a
pearl could go and what could
happen to it, if the story happened
today. Chn talk to a partner, then
feedback suggestions to class.
Write ideas on f/c, e.g. rock pool,
child’s bucket, supermarket,
school, vehicle, launderette. How
might it be travel? e.g. caught in a
tyre, child’s fishing net/bucket,
taxi, shopping basket, school
satchel. Why might people travel to
the beach (for example) and
therefore find the pearl in the
sand? e.g. to have a BBQ, to go
snorkelling; or why might they
travel to a desert? To toboggan
down sand dunes, to have a BBQ,
to drive up & down the sand dunes
in a 4x4 vehicle, to camp under the
stars, etc. Some ideas could be
similar, e.g. a bird picking up the
pearl and dropping it somewhere.
Composition 3
Give chn plenty of
time to write their
repetitive story.
Remind chn of the
grammar they have
studied during this
unit – challenge them
to use direct and
indirect speech, to
use apostrophes
(both for possession
and in contractions)
in their story. Can
they use a possessive
apostrophe with a
plural word? When
they have written
their story, chn proof
read for spelling and
punctuation errors.
They then work with
a response partner to
give positive
feedback and then
edit their story as
appropriate.
Composition 4
Whole class teaching
Monday
Re-read The Pearl Diver.
From whose point of view is
the story told? The Narrator.
How do we know this? It is
told in the third person,
except for the dialogue.
Third person pronouns are
used – he, they. Read the
opening paragraph with chn.
Ask questions such as: How
is Saeed feeling? What are
the clues? Point out that
Saeed is only 6! Ask chn
what they did when they
were 6 and what they think
about Saeed going to sea for
4 months as a deckhand.
How would Saeed’s mother
have felt? What about his
father? Hot seat a child as
mother. Give chn time to
ask open-ended questions,
e.g. How will you feel if
something bad happens to
your son? (plan resources).
Now hot seat a different
child as Abdullah. Question
him. Spoken language 3 & 4
Objectives
Dimension
Resources
Spoken language
Wk 2
Fiction Plan 5B: Stories about times past
a. listen/respond appropriately to peers
b. ask relevant questions to extend their
understanding
e. give well-structured narratives for
different purposes, including for
expressing feelings
g. use spoken language to imagine and
explore ideas
i. participate in role play
3. Monday: Rotate chn through this activity and the game. Drama – role play different characters
Help chn understand how to empathise with characters by asking them to work in threes to act out the discussion
between Saeed, his mother and his father (see plan resources). Suggest that both mother and father ask each other
questions. How will you feel if…? How can you be sure that…? Do you want to keep him….? Encourage chn to think about
how Saeed’s parents might be feeling (pride, anxiety, helplessness) before Saeed went on his first trip. Then chn can hot
seat each other as Saeed and ask him about his feelings before his first dive. Encourage chn to ‘step into the shoes’ of
the character and imagine how Saeed would feel, think, react, etc. Explain that actors need to do this to take on a role,
but also writers need to empathise with their characters to bring them alive for the reader.
Plenary: See Spoken language 4.
Empathising
with
characters
(see
resources)
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y3/4 Sum F Plan 5B
Y3/4: Summer Term
Fiction Plan 5B: Stories about times past
Grammar
Word reading
Transcription
Comprehension
Pupils should be taught to:
a. listen and respond appropriately
i. participate in discussions
Develop positive attitudes to reading by:
b. reading books that are structured in
different ways
e. identifying conventions in books
Understand what they read by:
drawing inferences such as inferring
characters’ feelings and motives
Develop positive attitudes to reading by:
b. reading books that are structured in
different ways
Understand the books they read by:
f. identifying how language and
structure contribute to meaning
Participate in discussions about books
Spelling Pupils should be taught to:
d. place the possessive apostrophe in
words with regular and irregular plurals
Spelling
Pupils should be taught to:
c. spell words that are often misspelt
f. write from memory simple sentences,
dictated by the teacher, that include
words taught so far
e. use the first two or three letters of a
word to check its spelling in a dictionary
Indicate grammatical and other features
by:
b. indicating possession by using the
possessive apostrophe with plural nouns
Main texts: The Pearl Diver/ A Gift of the Sands by Julia Johnson
4. Monday: Rotate chn through this activity and the drama. Play a game together
The Race game board,
Give chn the opportunity to play the game called The Race which follows the pearling boats through the
rules & counters (see
season (plan resources). Who will be the first to get back to port with a good haul of pearls? Chn could be
resources)
challenged to write some extra red or blue cards using their knowledge of pearl diving.
Red & blue cards +
Plenary: Ask some questions to help chn review the game. Did playing the game help the chn empathise with
blanks (see resources)
the divers – the uncertainty/the ups and downs of the job?
4. Tuesday (in main teaching): Study how a story is told from a particular point of view
The Pearl Diver
Establish that the story of The Pearl Diver has been written from the point of view of a narrator, where we see what
by Julia Johnson
happens mainly through Saeed’s eyes. Discuss the changes that would be made if the story was told by one of the
Toolkit of
other characters, e.g. Abdullah or the Nakhuda or Ahmed. We will need to use first person pronouns, instead of third features (see
person; some events in the story will be more significant than others for a particular character. Rehearse the features last week’s
that make narrative texts more interesting for the reader. Discuss what each main character (Abdullah, the Nakhuda
resources)
or Ahmed) might consider important.
Plenary: See Composition 2
5. Wednesday (in main teaching): Discuss story structure
A Gift of the
Read A Gift of the Sands by Julia Johnson to chn. Discuss that this was written for slightly younger chn and how we
Sands by Julia
can tell this, e.g. repetitive language and structure; simpler story line; fantasy, though the historical descriptions of
Johnson
daily life are accurate. Look at the repetition of ‘wriggling and jiggling’ and ‘it was right/wrong’. Empathising with the
main ‘character’ is rather different in this story, as it is an object – the pearl. The structure of the story still shows a
beginning, a middle and an end, but the middle has a series of short problems & resolutions, instead of a slow build
up to one main problem or crisis as in The Pearl Diver.
2. Wednesday: Place apostrophes accurately in words with regular and irregular plurals See Grammar 2
Use of
Use the plan resource to discuss the use of apostrophes for both possession and in contractions as in Grammar 2.
apostrophes
Plenary: See Transcription 2
(see resources)
3. Wednesday – Plenary: Read and spell words with endings sounding like /ʒə/ or /tʃə/
List of words with endings
Plenary: Write ‘treasure’ on f/c. Tell chn that pearls are considered to be treasure, as they cost a lot of
sounding like /ʒə/ or /tʃə/
money to buy. The sound at the end of the word, /ʒə/, is always spelt -sure. Ask chn if they know any
(see resources)
other words spelt like this? e.g. measure, pleasure. The ending sounding like /tʃə/ is often spelt –ture,
Differentiated spelling lists
e.g. creature. Ask chn for other suggestions, e.g. furniture, picture.
(see resources)
If appropriate, point out that chn should be careful that the word is not a root word ending in -(t)ch with
Dictionaries
an -er ending, e.g. teacher, catcher. Show chn a list of words with endings sounding like /ʒə/ or /tʃə/
Themes in the story by Julia
(plan resources). Give chn differentiated spelling list to learn for homework.
Johnson (see resources)
2. Wednesday: Know when to use apostrophes used for possession and contractions See Transcription 1
Use of
Use the plan resources to discuss the use of apostrophes to show possession and in contractions.
apostrophes
Easy: Give chn the simple contractions sheet. Encourage them to write some elaborated sentences. If time they can
(see four
go on to look at the Tricky it’s or its sheet.
sheets of
Medium: Chn work through the simple Contractions sheet and then the Possessions sheet. If time they move onto
differentiated
look at the Tricky it’s or its sheet.
resources)
Hard: Chn can work through all four sheets, first Contractions and Possession and then the Tricky sheets.
Plenary: See Transcription 2
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y3/4 Sum F Plan 5B
Y3/4: Summer Term
Fiction Plan 5B: Stories about times past
Composition
Plan their writing by:
a. discussing writing similar to that
which they are planning to write
Draft and write by:
a. progressively building a varied and
rich vocabulary
b. organising paragraphs around a
theme
Plan their writing by:
a. discussing writing similar to that
which they are planning to write in order
to understand and learn from its
structure, vocabulary and grammar
b. discussing and recording ideas
Draft and write by:
a. composing sentences orally,
progressively building vocabulary and an
increasing range of sentence structures
b. organising paragraphs around a
theme
c. in narratives, creating settings,
characters and a plot
Evaluate and edit by:
a. assessing the effectiveness of writing
Proof read for spelling and punctuation
errors
Main texts: The Pearl Diver/ A Gift of the Sands by Julia Johnson
2. Tuesday: Retell the story in writing from a different point of view using first person pronouns
Easy: Chn start to retell in writing the story of Abdullah’s dangerous dive and narrow escape from the point of view of
Abdullah himself. Highlight how this is different to the version they have read. They will need to write in the 1 st person
(I filled my lungs with as much air as I could, etc. They can use the numbered list of events on the board to write their
story.
Medium: As Easy but retell this part of the story from the point of view of the hauler, Ahmed. They should think how
Ahmed – who knows Abdullah better than anyone, even his son, might imagine what is happening to him.
Hard: As Easy but retell this part of the story from the point of view of the Nakhuda (boat captain). Chn should use
their imagination as to what the Nakhuda might have done and said when he wasn’t mentioned in the story.
Plenary: Volunteers read out their story. Other chn give positive feedback.
3. Thursday: Plan own repetitive story about a pearl
Chn work in pairs to discuss ideas for writing a story similar to A Gift of the Sands but based on today’s daily life in the
Gulf States. Bring the class back together and write suggestions (possible ideas given above) on f/c. Explain that each
child will write their own story with the pearl having 3 ‘adventures’ before being found by someone who makes it feel
special. To whom could the pearl be given as a gift? Mother, sister, friend, grandmother, aunt, teacher!!, etc. Chn write
an outline plan for their story, listing the character who ‘finds’ or moves the pearl accidently for each ‘adventure’,
where the pearl goes, how the pearl gets moved to the next place and how it is eventually found by someone to make
it feel special.
Plenary: Ask volunteers to share their ideas. Has anyone thought of a repetitive phrase to use like ‘wriggled and
jiggled’/ ‘but it was wrong’, or will they use those?
4. Friday: Write their repetitive story
Give chn plenty of time today to write their stories. Everyone should try to create 3 adventures for their pearl based on
yesterday’s planning. There should be an opening paragraph, a paragraph for each ‘adventure’ and a paragraph to
describe what happens to the pearl in the end. Encourage chn to use some of the grammar they have learnt this week
(as well as ‘adventure’ - one of the words for spelling): apostrophes in contractions and for possession; dialogue using
correct punctuation. Chn should proofread their writing and then work with a response partner to read each other’s
story and give positive feedback.
Plenary: Share stories – what was the strangest thing tat happened to the pearl?
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
The Pearl
Diver by Julia
Johnson
None
Chn’s planning
Y3/4 Sum F Plan 5B
Y3/4: Summer Term
Fiction Plan 5B: Stories about times past
Main texts: The Pearl Diver/ A Gift of the Sands by Julia Johnson
Books:
The Pearl Diver by Julia Johnson, Stacey International, ISBN: 97819009885282. This book is available from Medina Publishing, info@medinapublishing.com.
A Gift of the Sands by Julia Johnson, Stacey International, ISBN: 9781900988919
Websites:
http://www.juliajohnson.ae/ Julia Johnson’s website which includes a biography
http://www.juliajohnson.ae/audio.html An audio version of part of The Pearl Diver read by Julia Johnson
http://shop.mirajaudio.com/album/a-gift-of-the-sands An audio version of part of The Gift of the Sands (whole recording is available to buy if required)
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 (being the
operating name of the registered charity, William Rowan 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.
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© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y3/4 Sum F Plan 5B
Y3/4: Summer Term
Fiction Plan 5B: Stories about times past
Main texts: The Pearl Diver/ A Gift of the Sands by Julia Johnson
Outcomes
Monday
Tuesday
Wednesday
Thursday
Friday
1. Locate the Persian Gulf.
2. Listen to The Pearl Diver by Julia
Johnson (up to p46).
3. Appreciate the background to
the story.
4. Discuss the old-fashioned
language used.
5. Predict what will happen next.
1. In groups use role play to
visualise prediction.
2. Improvise.
3. Listen to rest of story.
4. Discuss the structure of the
story – opening, build-up,
problem, resolution & ending.
5. Use freeze frames to identify
key moments in the story.
1. Recognise powerful verbs used
in the story.
2. Identify other features used by
the author for imagery.
3. Discuss the use of a glossary in a
fiction book.
1. Discuss the layout and
punctuation used in dialogue.
2. Compare direct speech with
indirect or reported speech.
3. Convert direct speech to
reported speech and vice versa.
1. Appreciate how writers research
their stories.
2. Study the equipment used by
pearl divers.
3. Write labels for museum
exhibits of pearl diving artefacts.
4. Use word processing to draft,
edit and redraft their writing.
1. Discuss empathising with
characters.
2. Take part in questioning of hotseated main characters from the
story.
3. Play a game to empathise with
pearl diving crew.
1. Listen to part of The Pearl Diver
again and consider from whose
point of view the story is told.
2. Identify features of stories told
by narrator.
3. List key points in this part of the
story.
4. Retell part of The Pearl Diver
from the point of view of a
different character.
5. Use first person not third person
pronouns.
1. Listen to A Gift of the Sands by
Julia Johnson.
2. Discuss the structure of the
story.
3. Understand that apostrophes
can be used to indicate missing
letters and to show possession.
4. Use possessive apostrophes
with plural nouns.
5. Learn spelling of words with
endings sounding like /ʒə/ or /tʃə/.
1. Discuss possible settings and
characters in a story based on A
Gift of the Sands.
2. Plan a story in the style of A Gift
of the Sands.
1. Write a story in the style of A
Gift of the Sands.
2. Write in paragraphs.
3. Include dialogue and
apostrophes in their writing.
4. Proof read their own writing.
5. Give positive feedback to a
response partner about their
writing.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y3/4 Sum F Plan 5B