Year Group: 3 | Term: Spring 1 | ||
Text Type and Outcome: Narrative: Myth – Pandora’s Box | Core Text: | Weeks: 4 | Audience and Purpose: Purpose: To entertain Hook – Write stories to entertain parents and families at the Greek exhibition |
Composition. •To compose sentences using a wider range of structures. •To write a narrative with a clear structure, setting, characters and plot. •To suggest improvements to my own writing and that of others. •To make improvements to grammar, vocabulary and punctuation. •To use a range of sentences with more than one clause by using a range of conjunctions. •To proof-read to check for errors in spelling and punctuation. | Grammar and Punctuation Overlearning 4 sentence types (Y1/2) Coordinating and subordinating conjunctions (Y2) Age Related Learning Introduction to speech marks / inverted commas Expressing time and cause using adverbs | Transcription Spelling Phonemes: ear, er, le, air, i Handwriting Unit 6 Joining from r to an ascender Unit 7- Joining from r, no ascender Unit 8- Joining from r to an anti-clockwise letter Unit 9- Joining from r to e. | Features Setting Description of hero / heroine Problem Gods/ goddesses A mythical beast or creature Conflict Problem is solved Opening with adverbial of time
Third person Powerful Adjectives Powerful verbs for description Adverbs Some longer sentences with conjunctions |
Speaking and Listening Role play and improvisation about opening box including what appears and Pandora’s reaction. Conscience Alley: Children line up in pairs and one line gives reasons for Pandora to open box and other to keep it closed | Rapid Writes What am I? Describe what was in the box. Fabulous 4: Pandora’s reasons for opening the box with conjunctions. Include 4 conjunctions: because, although, if, after. | Tier 2 Vocabulary desperate deceitful cause curious cruelty jealousy | Reading and Writing across Curriculum Write a paragraph for a travel agents persuading someone to go to Greece. Compare Olympic games in Ancient Greek times and present day. Evaluate final product (DT) with conjunctions |
Year Group: 3 | Term: Spring 1b | ||
Text Type and Outcome: Poetry The Magic Box | Core Text: | Weeks: 2 | Audience and Purpose: Purpose: To entertain To produce a poem for parents and families to read at the exhibition |
Composition •Discuss models of writing, noting its structure, grammatical features and use of vocabulary. •To suggest improvements to my own writing and that of others. •To make improvements to grammar, vocabulary and punctuation. •To proof-read to check for errors in spelling and punctuation. | Grammar and Punctuation Overlearning Expanded noun phases for description (adjectives) (Y2) Age Related Learning To use figurative language Use of determiners a or an | Transcription Spelling Suffixes: es, ed, ing, er, est Handwriting Unit 10- Introducing break letters Unit 11- Introducing joining to f | Features Similes/ metaphors / alliteration Repetition Verses Adjectives Commas at the end of a phrase Powerful verbs |
Speaking and Listening Read and record poems (using talking tins) speaking audibly and fluently Learn, rehearse and perform “Magic Box” at exhibition | Rapid Writes A verse to describe what you would put in the box Write a simile poem. HA to extend to include a verb. E.g. As happy as a bird who has caught a morning worm. | Tier 2 Vocabulary fashioned swishing rumbling leaping | Reading and Writing across Curriculum Write a paragraph for a travel agents persuading someone to go to Greece. Compare Olympic games in Ancient Greek times and present day. Evaluate final product (DT) with conjunctions |