Year Group: 3

Term: Summer 2a

Text Type and Outcome:

Narrative – Story with issues 

Core Text:

Otherwise by Anders Artig (visual literacy)
 

Weeks: 4

Audience and Purpose:

Short story for Anders Artig

Hook: Letter from Anders Artig asking children to write a story for his short animation film ‘Otherwise’.

Composition

• To compose sentences using a wider range of structures.
• To write a narrative with a clear structure, setting, characters and plot.
• To discuss models of writing, noting its structure, grammatical features and use of vocabulary.
• To make improvements to vocabulary.
• 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

• Expanded noun phrases for description (adjectives)(Y2)
• Continuous form of verbs past tense

Age Related Objectives

• Expressing time and cause using adverbs, conjunctions and prepositions
• Introduction to paragraphs

Transcription

Spelling

Phonemes: j, c, r, i

Handwriting

Unit 24- Revising joins: fluency

Unit 25- Revising joins: parallel ascenders

Unit 26- Revising joins: parallel ascenders and descenders

Unit 27- Revising horizontal join from r to an anti-clockwise letter

Features

• Title
• Direct speech
• Time adverbials
• Introduction
• Build up
• Climax
• Resolution
• Ending
• Adjectives
• Past tense
• Conjunctions
• Paragraphs

Speaking and Listening

• Retell the story orally
• Hot seating as characters from the story
• Freeze frames

Rapid Writes

• Grow the sentence
• Adjective acrostics
• Shape poem/word cloud

Tier 2 Vocabulary

• Camouflage
• Predator/prey
• Quivered
• Scurried
• Fierce

Reading and Writing across Curriculum

• Write sentences to describe and explain the skeletal systems of humans and animals.
• To write in role as Martin Luther King

Year Group: 3

Term: Summer 2b

Text Type and Outcome:

Non chronological report – farm animal

Core Text:

The Sheep Pig by Dick King Smith
 

Weeks: 3

Audience and Purpose:

Audience: Visitors to the farm

Hook:  The farmer writes to the children to ask them to produce an information sheet to display next to the animal pens (he sends the model text as an example).

Composition

• To write non-narrative using simple organisational devices such as headings and sub-headings.
• To compose sentences using a wider range of structures.
• To discuss models of writing, noting its structure, grammatical features and use of vocabulary.
• To proof read to check for errors in spelling and punctuation.
• To use the perfect form of verbs to mark the relationship

of time and cause.

Grammar and Punctuation

Overlearning

• 4 sentence types (Y1/2)
• Coordinating and subordinating conjunctions (Y2)

Age Related Objectives

• Introduction to paragraphs, headings and sub-headings

Transcription

Spelling

Phonemes: z

Suffixes: ed, ing, er, est where double the last consonant

Homophones

Handwriting

Unit 28- Revising break letters

Unit 29- Assessment

Unit 30- Revising capital letters

Features

• Factual language
• Present tense
• Technical vocabulary
• Third person
• Bullet points
• Headings
• Sub-headings
• Introduction
• Title
• Fact box

Speaking and Listening

• Would you rather…? (be a sheep or a pig)
• Hot seat as a farmer – children to come up with questions orally before the rapid write
• Orally recount trip to the farm

Rapid Writes

• Imaginative lists – things you might find on a farm
• ‘Missing’ poster – describe a farm animal
• Write questions to answer on the visit to the farm

Tier 2 Vocabulary

• Habitat
• Obedient
• Breeds
• Mammals
• Diet

Reading and Writing across Curriculum

• Write sentences to describe the parts and functions of a flower