Plan 1

Y5/6: Spring Term Fiction: Plan 3A Short stories: Spooky Stories Main text:
Short! by Kevin Crossley-Holland

Wk Monday Tuesday Wednesday Thursday Friday
1
Show Short! by Kevin Read a selection of Read story Room for Use the Grammar Ask what is meant by an
Crossley-Holland. Read the stories from Short!, e.g. One More again. Write PowerPoint slides 1 to 14 oral story, & discuss how
blurb; it sounds fun! What In the Back Seat (Did wrestled on f/c. Explain (see resources) to revise many traditional stories
do chn think? Does the the title give chn a clue that this word contains adverbials. Adverbials tell us were handed down through
book appeal to them? to what was happening?), two silent letters: w and more about a verb; they can generations orally, before
Would they want to read it? The Hook (Did chn guess t. This makes it difficult modify a word, phrase or being written down &
Why is the book title what the scratching noise to spell. What is the root clause. They can answer the printed in books. To be able
written in such large was?), Whos Who? word? wrestle. Note that questions: Where? When? or In to retell an oral story you
teachingclassWhole
letters? Display the list of (What do chn think when we add the suffix what order? Adverbials often have to know it really well
titles (see resources). Chn happened to Jack?), etc. ed to create the past open with a preposition (by, in, (though details in oral
discuss what type/genre What genre do chn think tense, we lose the final after, etc.) and are named stories did often change
some of the stories are these stories belong to? e of the root word. Write fronted adverbials when placed from one storyteller to the
likely to be, e.g. The Fox Horror. Discuss the doubt, island, lamb, at the beginning of a clause. next). Explain that chn are
and the Geese sounds like features that horror solemn, thistle and Make sure you emphasise the going to read a written
the title of an Aesops stories could have. Write knight on f/c as other punctuation of fronted story called Hunted during
fable; Slam and the any suggestions chn have examples of words with adverbials using a comma. which they will answer
Ghosts sounds like a on f/c. Agree on a list silent letters. Some Explain how adverbials provide some questions as a group.
horror or ghost story. List (compare with resource), letters which are no cohesion, add detail & build Afterwards we will discuss
and discuss possible which could always be longer sounded used to suspense in the short stories how to retell the story
genres on f/c (see resource added to later in the be sounded hundreds of you have been reading. Record orally.
list). Read a few stories week. years ago, e.g. the k in some good examples of Comprehension 3 / Spoken
that chn have identified. Spoken Language 1/ knight was sounded adverbials created in Slide 14, Language 2
Did they choose the right Comprehension 2 as /k/. the Your Turn part of the
genre? Word Reading 1 Grammar PowerPoint.
Comprehension 1 Grammar 1
Objectives Dimension Resources
Pupils should be taught to: 1. Tuesday: Discuss what will happen next in a short story First five paragraphs of
a. listen and respond See Comprehension 2 Room for One More (see
Spoken Language
appropriately to their peers Chn work in pairs to discuss & predict what will happen next in the story, Room for resources)
d. articulate and justify One More.
opinions Plenary: Follow on after Comprehension 2. Volunteers share their predictions with the
k. consider different class, explaining why they think this. Class give thumbs up, down or an unsure
viewpoints wiggle to express whether or not it is a likely outcome. Finally read the rest of the
story to chn. Was anyones prediction close?
f. maintain attention and 2. Friday: Discuss and answer questions about Hunted Copies of Hunted
participate actively in See Comprehension 3 Questions about Hunted
collaborative conversations Discuss and answer questions about Hunted. Ensure that all chn join in the discussion (see resources)
k. consider different and that all views are heard.
viewpoints Plenary: See Comprehension 3.
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
a. continue to read and 1. Monday: Read and identify the genre of a range of short stories Copies of several stories
discuss an increasingly In mixed-aged pairs (to support with reading), chn read a range of short stories. Give from Short! select a
wide range of fiction a different story from Short! to each pair. Chn read together, discuss & agree on the range of genres but not the
e. identify and discuss storys genre. Chn pass their copy to the next pair when you give the signal. Continue stories you are going to
themes until all pairs have read and discussed at least 5 stories. read on Tuesday
f. make comparisons within Plenary: Discuss the genre of the stories and what helped chn to decide. Agree that Tip: the genre is roughly
books some stories contain elements of different genres, e.g. a horror story may contain indicated by the header
fantasy characters. image on each page for
Collect in photocopies of short stories for next week. quick classification.
Maintain positive attitudes 2. Tuesday: Predict what will happen next in a short story First five paragraphs of
to reading by: See Spoken Language 1 Room for One More
a. continuing to read and Give chn a copy of the first 5 paragraphs of Room for One More (see resources) (see resources)
discuss a wide range of another horror story. Which features of a horror story can they identify? Chn read the
books opening together before moving on to Spoken language 1.
Comprehension
Understand what they read Plenary:

by: Discuss the features of horror stories chn have found. Add any new features not
c. drawing and justifying already on class list of features for this genre.
inferences
d. predicting what might
happen
Provide reasoned
justifications for their views
Maintain positive attitudes 3. Friday: Group Reading: Read and discuss a short story Copies of Hunted
by: See Spoken Language 2 Questions about Hunted
a. continuing to read/discuss In groups, chn read Hunted together and answer the questions (see resources) as Story Pegs sheet
wide range of books they read. Ensure chn know to stop after the second paragraph to answer question (see resources)
d. recommending books 2.
they have read Plenary:
Understand what they read Introduce story pegs to chn as a technique for retelling stories (these work a story
by: prompts on which to hang the detail of each part/paragraph). This will lead into
e. summarising main ideas using story pegs in week 2. Explain that chn could use story pegs to retell the story
and key points orally. Write story pegs on f/c (or use resource) & ask partners to retell the story
Participate in discussions using them to each other. At the end, ask chn which of the stories they have enjoyed
about books they read the most this week and why? Which would they recommend to their peers?
themselves
Spelling 1. Wednesday: Explore, sort and write words which contain silent letters Word list
Grammar tionTranscripReadingWord
Pupils should be taught to: Display Word List and/or print off for weaker readers (see resources). Chn each Word Hunt
b. spell some words with choose a word from the list, then find three more words with the same silent letter. Graded spelling lists -
silent letters They then write a short sentence with one of their words in it: e.g. The knight rode a Homework
magnificent black stallion. Repeat with a new word from the list. (see resources)
EASY: Provide with Word Hunt (see resources) to support chn in finding words.
Plenary: Share some sentences. Then give chn a list to learn for homework (see
resources).
g. learn the grammar in 1. Thursday: Extend sentences using adverbials Adverbials 1/2/3
App.2 See Composition 1 differentiated activities
(link ideas using Provide Adverbials (see resources) to chn working at differentiated levels. Grammar PPT
adverbials of time, place Easy: Adverbials 1; Medium: Adverbials 2; Hard: Adverbials 3 (see resources)
and number) (Y5) Plenary: See Composition 1.
Draft and write by: 1. Thursday: Extend sentences using adverbials As Grammar 1
d. using a wide range of See Grammar 1
nCompositio
devices to build cohesion Encourage chn to see the impact grammar choice has on writing, with cohesion
within and across particularly as a focus, e.g. By adding the adverbial Later that day I am linking what
paragraphs happened before to what happens next.
Plenary: Discuss how adverbials can be moved within a sentence without changing
the meaning, though it does change the emphasis sometimes. Challenge chn to
extend the clause The door opened with an adverbial, to make as suspenseful as
possible, e.g. When the screaming stopped,Where there had been no door before,
As my heart beat like a drum, etc.
Wk Monday Tuesday Wednesday Thursday Friday
2
Write Paragraphs on f/c. Give Today chn will plan their To hook their readers, Look at the opening Enlarge/display a
chn 3 minutes to discuss with a own spooky story. Revise writers want readers to be paragraph of Room for copy of one childs
partner when/why a writer features of horror stories able to feel they are inside One More (see writing. Together
begins a new paragraph in a (discussed last week). List the story; using words to resources). This story discuss how it could
story. List ideas on f/c, then on f/c or use plan resource. create images and emotions opened by introducing the be improved. Which
display Grammar PowerPoint The story will be written in is a powerful thing! They do character and describing features of a horror
Slides 15 to 18 (see paragraphs, so it is a good this by using elaborated the setting. What do chn story have been
resources), Add to list to get: idea to have some story language like what? E.g. notice about the included? Is it written
adjectives, adverbials,
Change of place/setting pegs (as with Hunted oral punctuation? The in paragraphs? Are
adjectival phrases,
Change of time/ flashbacks story retelling) to base sentences are separated the paragraphs linked
prepositional phrases, etc.
Change of topic/theme these on, e.g. by semi-colons. The writer together
teachingclassWhole
Write The man went down the

Change of viewpoint Opening: character(s) road. on f/c. How could chn used them again in the appropriately? Point
Change of speaker introduced, hints at the elaborate on this sentence? sixth paragraph too (see out good examples of
Introduce a new character problem Ask chn to discuss with a resources). A semi-colon is the use of adverbials
Add suspense or change the Build up: problem/danger partner and share some the punctuation equivalent or descriptions. And
mood occurs; scary character ideas. Say, Id like to add of and; it can be used to so on. Discuss what
Smooth links between gets closer more detail about this man. separate independent you need to look for
paragraphs help the reader Climax: moment of What could we add? Maybe clauses which are closely when editing your
follow the story. Remind chn greatest danger, secrets he is covered in cobwebs. linked, less strongly than a own writing
how adverbials create uncovered, battle or Explain that relative clauses full stop. It can be useful in paragraphs,
cohesion. Together list some escape attempt are useful for adding this kind linking sentences which adverbials, vivid
adverbials on f/c that might be Resolution: main character of detail. Use the Grammar are short to build impact. adjectives, powerful
useful to link paragraphs (see escapes or meets a sticky PowerPoint Slides 19 to Show a confident childs verbs, etc. Talk about
resources). Send Y5 to begin end end (see resources) to teach work. Write a sentence to what to check when
activity; use the Grammar Chn could use a story cube relative clauses. Show how continue their story which proofreading
PowerPoint (see resources) to to gather their ideas (see these can be used to add is closely linked enough to someone elses
teach Y6 to use a wider range website list). Point out that detail in a story. Send Y6 to use a semi-colon. writing - spelling &
start story-writing. Keep Y5 to
of adverbials. chn need not use best Composition 4/Grammar 4/ punctuation errors.
explain punctuating relative
Grammar 2 handwriting for draft! Word Reading 4 Composition 5
clauses.
Composition 2/Word
Composition 3/ Grammar 3/
Reading 2
Word Reading 3
Objectives Dimension Resources
g. learn the grammar in App.2 2. Monday: Identify cohesive adverbials in reading List of adverbials
(link ideas across paragraphs using Using the photocopies from Monday Week 1 (plus others if you wish) challenge showing time, place
adverbials of time, place and chn to find adverbials used in the stories to link paragraphs. They should list any or number
number) (Y5) they find noting the title of the story. Grammar PPT
(link ideas across paragraphs using a Y6: Extend to finding wider range of adverbials. More able could sort by function, (see resources)
wider range of adverbials) (Y6) e.g. contrasting.
Plenary: Share findings and add examples that chn have found to the list on f/c
or resource.
Grammar
f. use relative clauses beginning with 3. Wednesday: Use relative clauses in story-writing See Grammar PPT
who, which, where, when, whose, Composition 3 / Word Reading 3 (see resources)
that or with an implied (i.e. omitted) Work with Y5 chn, checking understanding and use of relative clauses.
relative pronoun (Y5) Plenary: See Composition 3.
Indicate grammatical and other 4. Thursday: Use semi-colons See Two paragraphs
features by; Composition 4 / Word Reading 4 taken from Room for
d. using semi-colons to mark Chn are made aware of the use of semi-colons to mark boundaries between One More (see
boundaries between main clauses independent clauses. resources)
(Y6) Y6: Challenge to use in todays writing to show two closely linked clauses, e.g.
Use and understand grammatical She opened the door; there was nobody there.
terminology in Appendix 2 Plenary: See Composition 4.
Handwriting and presentation 2. Tuesday: Use appropriate handwriting for story-planning As
TranscriptionWord Reading
Write legibly, fluently, with See Composition 2 Compositio

increasing speed and personal Chn should be aware that they are writing this information for themselves, so they can write in n 2
style by: note-form, using quick handwriting styles.
a. choosing which shape of a Plenary: See Composition 2.
letter to use and deciding whether 3. Wednesday: Use dry marker pens and whiteboards Pens &
or not to join specific letters Composition 3 & See Grammar 3 whiteboard
b. choosing the writing implement [During input] Chn understand that it is appropriate to use these implements for the grammar s
that is best suited for a task tasks.
Plenary: Composition 3 & See Grammar 3.
4. Thursday: Use appropriate handwriting for story-writing None
Composition 4 / Grammar 4
Chn understand that this writing needs to be clear and legible for others to read.
Plenary: Composition 4 & Grammar 4.
Plan their writing by: 2. Tuesday: Plan a story using the structure and style of the stories read in Short! story cube
a. using other similar writing as See Word Reading 2 (see
models for own Chn create the story pegs (each will be a paragraph in their story) for their horror story. They website list)
b. noting and developing initial make notes about their main character and the setting they will use. Discuss briefly how Kevin or any
ideas Crossley-Holland introduced his characters and settings in the stories the class has read. other
c. in narratives, considering how Plenary: Ask chn to present their plan to a partner. What do they think works well for a short planning
authors have developed story? What ideas need development or rethinking? Allow time for chn to annotate plans after format with
characters and settings in what discussion. which chn
they have read are familiar
Draft and write by: 3. Wednesday: Write opening paragraphs to their spooky story See Chns own
b. in narratives, describing Grammar 3 / Word Reading 3 story
settings, characters and Chn write the opening paragraphs for their horror story based on their story pegs. Will the pegs/plans
atmosphere and integrating opening paragraph be dialogue, action or a description? Will they introduce the main character Grammar
dialogue to convey character and or describe the setting first? Remind them to use adverbials to link paragraphs and to use PPT
advance the action detail, including use of relative clauses! (see
Composition
d. using a wide range of devices Plenary: Read out some good examples of opening paragraphs. Have chn begun with resources)
to build cohesion within and dialogue, action or description? Rehearse the layout of dialogue if appropriate. Can
across paragraphs readers/listeners easily visualise the setting/main character?
Draft and write by: 4. Thursday: Write last paragraphs of their spooky story See Chns own
a. selecting appropriate grammar Grammar 4 / Word Reading 4 story pegs
and vocabulary, understanding Chn write the remainder of their horror story based on their story pegs. Remind them to use
how such choices can change and descriptive sentences and to continue linking their paragraphs appropriately. Rehearse the use
enhance meaning of commas for embedded clauses (chn might need to check yesterdays writing too).
d. using a wide range of devices Plenary: Volunteers read out their most suspenseful paragraph. Can rest of class praise any
to build cohesion within and good use of adverbials &/or make suggestions for improvement?
across paragraphs
Evaluate and edit by: 5. Friday: Edit and proofread own spooky story None
a. assessing effectiveness of their Chn edit their own work and make any necessary amendments. Reading it out loud can
own and others writing sometimes highlight omissions or errors. They then find a response partner and read each
b. proposing changes to grammar, others story looking for punctuation and spelling errors. Give praise to their partner for any
vocabulary and punctuation to well-written features of a horror story or super vocabulary.
enhance effects and clarify Plenary: Choose two or three excellent stories to read to the class. What is so good about
meaning them? Point out powerful vocabulary, a range of adverbials, correct use of commas, and so on.
Chn should then be given time to write out a final version of their story in clear, legible
handwriting with an illustration if appropriate, before publishing a class version of Short!
Books:
Short! by Kevin Crossley-Holland, OUP, ISBN: 9780192781482
Optional (if you would like a greater choice of stories): Short Too! by Kevin Crossley-Holland, OUP, ISBN: 9780192780133
Websites:
http://www.readwritethink.org/files/resources/interactives/cube_creator/ Chn could use the story cube or create their own cube to plan
their story!
http://www.bbc.co.uk/bitesize/ks2/english/spelling_grammar/paragraphs/quiz/q22006129/ Chn who finish tasks could have a go at this
quiz about paragraphs!
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 Trusts 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.
Scroll down for Outcomes
Outcomes
Monday Tuesday Wednesday Thursday Friday
1. Read a variety of short 1. Read part of a story and 1. Read words with silent 1. Add adverbials to a 1. Read a short story and
stories. predict what will happen letters and identify these in clause to create cohesion. discuss it in a small group.
2. Identify the genre of a next. the words. 2. Understand the function 2. Use story pegs to re-tell
story. 2. Identify the features of a 2. Spell words with silent of adverbials. the story.
horror story. letters. 3. Recognise that adverbials
can be a word, a phrase or
a clause
4. Use fronted adverbials,
with commas
1. Identify adverbials in a 1. Discuss and plan their 1. Compose the opening 1. Complete writing a horror 1. Re-read own writing and
text. own horror story. paragraphs for a story. story. check for sense and
2. Look for ways in which 2. Create story pegs and 2. Identify the purpose of 2. Make sure the story cohesion.
the author has linked use these to plan the relative clauses hangs together and that 2. Check and improve
paragraphs in the text. number and content of 2. Include relative clauses in paragraphs are connected. punctuation and spelling.
3. Identify a wider range of paragraphs. own writing. 3. Use appropriate
adverbials, and sort 3. Punctuate writing punctuation throughout the
according to purpose (Y6). correctly. story.
4. Link paragraphs. 4. Use semi-colons to mark
boundaries between main
clauses (Y6).

Plan 1

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Y5/6: Spring Term Fiction: Plan 3A Short stories: Spooky Stories Main text:

Short! by Kevin Crossley-Holland

Understand what they read Plenary:

Write The man went down the

Write legibly, fluently, with See Composition 2 Compositio

Scroll down for Outcomes

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