Year 3 & 4 Term 2 Year B Unit: Narrative setting Duration: 2 weeks

Text(s): Stories, novels about imaginary worlds Outcome(s): Descriptive writing: settings

Text level objectives All text level objectives are from year 4 for year B of the cycle.

Sentence level objectives Sentence level objectives cover all of years 3 & 4 objectives

Word level objectives Word level objectives cover all of years 3 & 4 objectives

Y4 T1 to understand how writers create imaginary worlds, particularly where this is original or unfamiliar, such as a science fiction setting and to show how the writer has evoked it through detail;

Y4 T2 to understand how settings influence events and incidents in stories and how they affect characters’ behaviour;

Y4 T3 to compare and contrast settings across a range of stories; to evaluate, form and justify preferences;

Y4 T4 to understand how the use of expressive and descriptive language can, e.g. create moods, arouse expectations, build tension, describe attitudes or emotions;

Y4 T10 to develop use of settings in own writing, making use of work on adjectives and figurative language to describe settings effectively;

Y4 T13 to write own examples of descriptive, expressive language based on those read. Link to work on adjectives and similes.

Adjectives Y3 S2 the function of adjectives within sentences, through: • identifying adjectives in shared reading; • discussing and defining what they have in common

i.e. words which qualify nouns; • experimenting with deleting and substituting

adjectives and noting effects on meaning; • collecting and classifying adjectives, e.g. for

colours, sizes, moods; • experimenting with the impact of different adjectives

through shared writing;

Y3 S3 to use the term adjective appropriately; (Grammar for Writing Unit 10) Y4 S1 to revise and extend work on adjectives from Y3 Term 2 and link to work on expressive and figurative language in stories and poetry; - constructing adjectival phrases; - examining comparative and superlative adjectives; - comparing adjectives on a scale of intensity (e.g.

hot, warm, tepid, lukewarm, chilly, cold); - relating them to the suffixes which indicate degrees

of intensity (e.g. –ish, -er, -est); -

Spelling Strategies Y4 W4 Y3 W7 to practise new spellings regularly by ‘look, say, cover, write, check’ strategy; Vocabulary Work Y4 W9 to use alternatives words and expressions which are more accurate or interesting than the common choices, e.g. got, nice, good then; Suffixes/Word Endings Y3 W8 how words change when er, est and y are added; (Spelling Bank p.8, 9) Y3 W13 to recognise and spell common suffixes and how these influence word meanings, e.g. –ly, -ful, -less; (Spelling Bank p.13) Y4 W13 a range of suffixes that can be added to nouns and verbs to make adjectives, e.g. wash..able, hope..ful, shock..ing, child..like, hero..ic, road..worthy;

Year 3 & 4 Term 2 Year B Unit: Narrative setting (cont.) Duration: 2 weeks

Text(s): Stories, novels about imaginary worlds Outcome(s): Descriptive writing: settings

Text level objectives All text level objectives are from year 4 for year B of the cycle.

Sentence level objectives Sentence level objectives cover all of years 3 & 4 objectives

Word level objectives Word level objectives cover all of years 3 & 4 objectives

- relating them to adverbs which indicate degrees of intensity (e.g. very, quite, more, most) and through investigating words which can be intensified in these ways and words which cannot. (Grammar for Writing Unit 26)

Capitalisation Y3 S8 other uses of capitalisation from reading, e.g. names, headings, special emphasis, new lines in poetry; (Grammar for Writing Unit 12)

Handwriting Y4 W16 to know when to use: - a clear neat hand for finished, presented work; - informal writing for every day informal work, rough

drafting, etc. Y3 W27 to build up handwriting speed, fluency and legibility through practice.

Skills Progression Chart Mixed Age Planning Years 3 & 4 Term 2 Year B – Related Text Level Objectives

Unit: Narrative setting Reading Comprehension Writing Composition

Y2 T2

- T5 to discuss story settings: to compare

differences; to locate key words and phrases in text; to consider how different settings influence events and behaviour;

- T13 to use story settings from reading, e.g. re-describe, use in own writing, write a different story in the same setting;

Earlier Text Level Objectives

Y3 T1

- T1 to compare a range of story settings,

and to select words and phrases that describe scenes;

- T11 to develop the use of settings in own

stories by: - writing short descriptions of known places; - writing a description in the style of a familiar story; - to investigate and collect sentences/phrases for story openings and endings – use some of these formal elements in re-telling and story writing;

Later Text Level Objectives

Narrative Setting Unit Plan Speaking and Listening Emphases Text Outcomes Explaining preferences of setting in whole class plenaries and shared sessions. Paired discussions - Editing partners

Stories, novels about imaginary worlds Big Book ‘Planet of the Robots’ Longman Pelican Text Extracts – The Enchanted Horse’ ‘The Hobbit’, ‘Zinder Zunder’

Descriptive writing: settings A short story with a descriptive setting

Days Whole Class Work Whole Class Work Independent work Guided Work Plenary

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1 Shared Reading: Introduce genre of Science-Fiction and Fantasy. Relate to popular culture such as TV progs children may know. Explain the importance of settings in such a genre as world is new/unfamiliar to the reader. Planet of the Robots – Big Book Read the beginning of the story and consider references to setting and genre type. Y4 T1

Sentence Level Work: Identify adjectives in the text, note their function in qualifying a noun. Investigation into comparative and superlative adjectives. Note degrees of intensity ‘er’, ‘est’, ‘ish’. Y3 S2, S3, W8, Y4 S1

Grammatical Investigation Y3 - Identify adjectives in text. Y4 - Improve a sentence by adding adjectives (children to consider substituting with a more precise noun choice) Y3 S2, S3, Y4 S1

Blue Guided Reading: Spacebaby – H Bradford Draw out children’s understanding of events and characters encourage use of text to support their opinion.

Y3 children feedback on the adjectives they have found in the text. Y4 lead plenary, asking class to identify new adjectives that they have included in their sentences. Can anyone else think of other alternatives? Y3 S2, S3, Y4 S1

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2 Shared Reading: Read opening of Zinder Zunder – Philip Ridley. Remind the childen the importance of settings in orientating the reader in a world that is new/unfamiliar. Discuss how author creates setting. Model how to respond to text through drawings and text annotations Y4 T1, T2, T3, T4

Sentence Level Work: Identify adjectives in the text, note their function in qualifying a noun. On whiteboards children experiment with deletions substitutions etc. Y3 S2, S3

Reading Investigation Analyse text extracts - The Enchanted Horse – Magdalen McNabb – illustrate picture of the scene – labelling with reference to the text of their evidence for drawing the setting in such a way. Y4 T1, T3, T4

Yellow Guided Reading: Spacebaby – H.Branford Recap on story so far. Children feedback on findings on how the reader might suspect that spacebaby comes from another planet. Encourage children to locate evidence from the text. Begin Chapter 4

In pairs explain their picture choices and why they chose to represent the scene giving reasons based closely on textual evidence. Feedback findings to the class. Y4 T3

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3 Shared Reading: Reread setting extract of the Enchanted Horse and compare with The Hobbit; identify settings and preferences and consider how the authors use settings to influence characters and events. Form reminder chart. Y4 T1, T2, T3, T4

Spelling: Investigation into comparative and superlative adjectives. Note spelling changes when ‘er’, ‘est’ are added. Spelling Bank p8 Y3 W8

Reading Investigation: Record findings of two extracts and explain preferences. Y4 T1, T2, T3, T4

Red Guided Reading: Harry Potter and the Philosopher’s Stone – J.K.Rowling Encourage children to identify author’s point of view from the way she describes her characters – how does she want the reader to respond?

Class begin to compile a fantasy/Science Fiction genre checklist. What text/word/sentence level features might writers need to use. Y4 T1

4 Shared Reading: Continue to read the Planet of the Robots – consider how author continues to build setting in the story and how as readers we need to revise our predictions in light of new information. Y4 T2, T3, T4

Word Level: Suffixes – Collect words with common suffixes ‘ful’, ‘less’ and ‘able’ explore rules for adding root words to consonant suffixes and vowel suffixes. Draw attention to the different classes of words and the resulting word class when suffix is added. Y3 W13, Y4 W13

Reading Investigation: In pairs collect references to setting from their own guided reading texts and apply their learning on story setting so far. Use other reading material that they have recently read. Y4 T2, T3, T4

Orange Guided Reading: Harry Potter and the Philosopher’s Stone – J.K.Rowling Draw out children’s understanding of character using evidence from text to justify an opinion

Class composition of a reminder chart for writing story settings. Can they suggest key points that writers must remember? Y4 T2

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5 Shared Reading: Conclude the story of Planet of the Robots – consider how the characters reacted to the events in the story and how the setting influenced their actions. . Y4 T1, T2, T3, T4

Word Level Demonstrate how to turn nouns and verbs into adjectives by using suffixes. Remind children of yesterdays shared session on rules for adding suffixes ‘ful’, ‘less’ and ‘able’. Explore other suffixes which perform the same function e.g. ‘like’, ‘ic’ etc. Y3 W13 Y4 W13

Spelling Investiagtion Y4 - Investigation to turn nouns and verbs into adjectives Y4 W13 Sentence Work Y3 –collate adjectives into groups adjective mountains e.g. colour, size etc. Record in writing journal. Y3 S2

Purple Guided Reading: Somethingelse- Kathryn Cave. Remind children of reading strategies particularly how to read around a word to ascertain meaning. Can they make sensible predictions?

Revise the ways in which authors convey setting. Apply settings criteria to stories read so far. Complete checklist. Y4 T2

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g 6 Shared Reading & Writing: Quickly recap how authors convey story setting. Ask children to critically appraise a story setting – state why is it not effective. Demonstrate how to plan a story setting. Encourage children to think about strategies to make reference to setting implicit. Y4 T10, T13

Word Level: Examine common word choices and how they can be improved. Using whiteboards and talk partners children discuss and suggest improvements to common words. Relate this to recent work on adjectives. Y4 W9

Writing – Planning In pairs children discuss and plan their story setting – scaffolds provided to children who would benefit from support with their planning. Y4 T10, T13

Yellow Guided Writing Group planning of a story setting. Discuss with children how to use and apply the checklist. Discuss how to interest the reader encourage children to think about more ambitious word choice. Y4 T10, T13

Author’s Chair – Child presents plan to class discusses ideas and points for development. Class ask questions, offer advice and suggestions. Y4 T10, T13

7 Sentence Level: Moving beyond one or two word adjectives to recognition of adjectival phrases. Whole class activity constructing adjectival phrases think about sentence openings and extending the adjectival phrase for effect. Y4 S1

Shared Writing: Teacher Demonstration; demo write of the opening sentences of a descriptive piece of imagined worlds fiction writing making setting explicit, drawing children’s attention to the story setting reminder chart. Demonstrate use of story settings plan from yesterday and relating work on adjectival phrases. Children to contribute ideas for a sentence. Y4 T10, T13

Word Level Investigation Collect words to replace common words such as weak adjectives e.g. nice, good, big etc. Children to make own mini thesaurus. Y4 W9

Blue Guided Writing Remind children of ways to extend a sentence by use of connectives to form complex sentences. Rest of session used for Teacher/pupil conference Y4 T10, T13

Children to share entries in their thesaurus. Joint composition of class thesaurus wall charts for common words. Move children on to think about alternatives for ‘then’ ahead of next days writing activity. Y4 W9

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8 Shared Writing, Sentence and Word Level Work: Teacher Scribing; Continue writing of imagined worlds piece with children’s contribution, encouraging children to use adjectives and adjectival phrases appropriately and effectively. Supported compostion: in pairs children write their imagined worlds setting focusing on the opening. Children to be reminded of work on common choices and looking for improved word choice. Class to come back together and read their work. Y4 T10, T13, W9, S1

Independent Writing Children to continue the descriptive piece individually with adjectives and good word choices. Y4 T10, T13, W9, S1

Orange Guided Writing Remind children of ways to extend a sentence by use of connectives to form complex sentences. Rest of session used for Teacher/pupil conference Y4 T10, T13

Revise one child’s finished piece using settings reminder chart. Y4 T10, T13

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9 Shared Writing & Sentence Level Work Look at a text that has overused adjectives introduce the idea of replacing the adjectives with a more precise noun. (GfW 26) Remind children of work covered during this unit. Emphasise when editing they should consider word choice does detail give a precise picture of what is happening. Have they used adjectives/ adjectival phrases to full effect. Y4 S1, T10, T13

Writing – Children finish story taking account of word choice and compose, rehearse and revise sentences as they write. Y4 T10, T13, W9, S1

Purple Guided Writing Supported writing of paragraphs. Short teacher/pupil conferences to support the children writing particular focus on achieving a balance and maintaining relevance to the content of the piece.

Author’s Chair – Child presents story to class discusses ideas and points for development. Class ask questions, offer advice and suggestions. Y4 T10, T13

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10 Shared Writing Teacher demonstration of editing and proof-reading writing. Children join in after initial demo. Discuss need for interest, clarity and precise word choice. Also point out complex sentences Y4 T10, T13

Sentence Level Work Adjective intensity: children to rank adjectives on a scale of intensity for hot. Children suggest alternatives for light and speed, then rank according to intensity. (GfW 26) Y4 S1

Writing – publishing and editing Children finish fantasy story paragraph and share their work with their editing partner, looking for ways to evaluate and make further improvements. Y4 T10, T13

Red Guided Writing Editing writing looking at noun modification –extending noun phrases and adjectival phrases –Discuss conveying maximum meaning economically, i.e. variation of sentence length – complexity etc.

Children to summarise their learning from this unit on setting – say what they have learnt and what they feel would be a useful target to improve.

The Hobbit – J.R.R.Tolkein The Unexpected Party In a hole in the ground there lived a hobbit. Not a nasty, dirty, wet hole, filled with the ends of worms and an oozy smell, nor yet a dry, bare, sandy hole with nothing in it to sit down on or eat: it was a hobbit-hole, and that means comfort. It had a perfectly round door like a porthole, painted green, with a shiny yellow brass knob in the exact middle. The door opened on to a tube-shaped hall like a tunnel: a very comfortable tunnel without the smoke, with panelled walls, and floors tiled and carpeted, provided the polished chairs. And lots and lots of pegs for hats and coats – the hobbit was fond of visitors. The tunnel wound on and on, going fairly but not quite straight into the side of the hill – The Hill, as many little round doors opened out of it, first on one side and then on another. No going upstairs for the hobbit: bedrooms, bathrooms, cellars, pantries (lots of these), wardrobes (he had whole rooms devoted to clothes), kitchens, dining-rooms, all were on the same floor, and indeed on the same passage. The best rooms were all on the left-hand side (going in), for these were the only ones to have windows, deep-set round windows looking over his garden, and meadows beyond, sloping down to the river.

The Enchanted Horse – Magdalen McNabb It was Christmas Eve, and the afternoon had frozen as hard and milky as a pearl. The sun was as thin and hard as a pale disc of ice in the sky as white as the snowy ground. Irina walked in front of her mother and father along the lane that led across the fields to the village. She was dressed in a sheepskin coat and boots and mittens and a sheepskin hat. Her long fair plait hung down behind her. The cold pinched her thin cheeks, and the trees that grew on each side of the lane poked their black fingers through the freezing fog as is if they were trying to clutch at her as she went by. Even before they reached the first house at the edge of the village, Irina heard the faint sound of a band playing Christmas carols. But she didn’t look up and smile or turn to say “Listen!” to her mother and father. She only walked quietly on, looking down at her thick boots as they trod the hardened snow. Irina didn’t like Christmas.

It was Monday, January 26th. It was cold. The weather was frosty and it was icy. John was cold. There was a house nearby. It was a nice house but it was frosty. There was white snow on the white ground as well. Everyone looked cold. The weather was making them sad because they were cold. They felt they would never be warm again. ” Oh! I wish I wasn’t cold,” said John sadly.

Settings in stories How does the author show the setting in their story?

Title and Author Time – Does the author mention when the story takes place –

time of year, time of day, past, present or

future?

Place – Does the author describe the

place where the story is set?

Does the author describe the feelings

of any of the characters in the

story?

Does the author mention the senses - touch, smells, sounds,

tastes, sights?

The Enchanted Horse – Magadalen McNabb

Christmas Eve during cold weather

Near a village ‘The trees… poked their black fingers as if they were trying to clutch her.’ ‘Irina didn’t like Christmas.’

‘The cold pinched her cheeks.’ ‘The sounds of a band playing Christmas carols’

The Hobbit

Senses – touch, taste, smell,

sounds, sights

Place – where is the story set? City? Country? Planet?

Time – Past , Present,

Future? Day?

How does your character feel in this setting?

Afraid? Safe? Happy?