Fiction

English Year 1 Spring Stories on a Theme

Funny Stories

Humorous stories about animals, including The Day Louis Got Eaten and There’s a Lion in my Cornflakes stimulate reading and writing. Children generate oral and written descriptions and learn correct capitalisation.

Start with the core unit to introduce key texts. Then select from comprehension, SPAG and composition units.

Core
Unit 1 Core: Read, discuss and write a story
(suggested as 4 days)

You Will Need

Group Readers
No Thank You

Planning and Activities

Day 1 Teaching
Read No Thank You! Say that children will work in groups to sequence and then discuss the story. Identify each animal from the story and the unusual food it is being fed. Continually rehearse the sequence. Children identify the animal they would like to feed and justify their choice.
Activity
Children work in mixed ability groups of three. Give each group a set of animal and food cards. Children cut out the card for each animal and match it to the food it was fed. They sequence the cards correctly.

Day 2 Teaching
Read No Thank You! Explain children will read a jumbled sentence and reorder it to make sense. Display the words and punctuation needed for a sentence in a muddled up order. Read the words. Identify the capital letter and the full stop. Sequence the words in the sentence correctly. Discuss how to add descriptive vocabulary to the sentence.
Activity
Children work in ability pairs. Give each child a selection of muddled sentences. Children cut out the words to each sentence and sequence them correctly. They discuss and insert descriptive vocabulary to each sentence.

Day 3 Teaching
Read No Thank You! Notice the story uses a repeating pattern with three parts. Display the story planning template. Identify each animal from the story, the food it is given and its reaction. Say children will add a new section to the story, but today they plan their ideas.
Activity
Children work in mixed ability pairs. Give each child a story planning template. They discuss different animals, suggest funny food the animal could eat and consider its reaction to being fed something unusual. They draw their best ideas and write words, phrases or captions to accompany each picture.

Day 4 Teaching
Display the planning template from the Input of Day 3. Say the children will use the plan to write an extra section to No Thank You! Model converting the pictures and notes into descriptive story sentences. Use correct punctuation to write each sentence. Read the story, using an appropriate intonation.

Activity
Children work independently. Give each child a zig-zag strip and the story plan from Day 3. They orally convert their ideas on the plan into story sentences. Children use correct punctuation to write each sentence.

Group Readers

No Thank You
Children will enjoy the humour of this bright and engaging book. Bobo and Muna want to feed the animals but they get a little muddled up, luckily the animals solve the problem and get their dinner in the end.

You can purchase printed copies of this Group Reader from Hamilton Education.

SPAG
Unit 2 SPaG: Writing descriptions using adjectives, adverbs and phrases
(suggested as 3 days)

Planning and Activities

Day 1 Teaching
Read The Day Louis Got Eaten but stop when Sarah is about to climb into the Gulper’s mouth. Say children will predict the next part of the story. Explain that at the start Sarah retrieved something from the bushes, which she thought would be useful. Consider potential objects and how she will use them to save Louis.
Activity
Children work in ability groups of three. Give each child a writing frame. Together children consider a range of objects that Sarah may collect from the bush and how she will use them to save Louis. Each child selects their favourite idea and write a suitable sentence.

Day 2 Teaching
Read The Day Louis Got Eaten. Explain children will write a description of a fantasy animal. Decide on a name for the animal and briefly draw it. Compose phrases to describe the creature and write ideas around the picture.
Activity
Children work independently. Give each child a sheet of A3 paper. Children invent a fantasy animal and draw it. They write descriptive phrases around the drawing. Children orally rehearse converting the phrases into sentences.

Day 3 Teaching
Display the drawing and notes of the fantasy animal from Day 2. Convert each phrase into a single clause sentence. Discuss words that link clauses together. Compose sentences with two clauses. Use neat handwriting and correct punctuation to write a description of the fantasy animal.
Activity
Children work independently. Give each child the annotated drawing from Day 2 and a writing frame. They orally convert the descriptive phrases from the annotated drawing into sentences. Children use neat handwriting and correct punctuation to write each sentence.

Comprehension
Unit 3 Comprehension: Reading and comparing stories
(suggested as 4 days)

You Will Need

Texts:
The Day Louis Got Eaten by John Fardell
There’s a Lion in my Cornflakes by Michelle Robinson

Group Readers
No Thank You

Dog Eat Dog

Planning and Activities

Day 1 Teaching
Explain the children will generate an alternative ending to a familiar story. Read The Day Louis Got Eaten. Focus on the ending. Notice it solves the main problem of the story. Read No Thank You! Discuss the ending. Children work in pairs to generate an alternative ending.
Activity
Children work in mixed ability groups of three, with a confident writer in each group. They consider and discuss a range of different endings for The Day Louis Got Eaten. Children select their favourite idea and write a sentence to explain it.

Day 2 Teaching
Invite children to identify strategies to read difficult words. List their ideas. Display the final pages of The Day Louis Got Eaten. Demonstrate how to use each of the strategies to read the ending of the book. Explain children will work in small teams to read a funny story and then discuss it.
Activity
Children work in ability groups of three. Give each group a copy of Dog Eat Dog and the associated discussion prompts. They read through the story and then use the prompts to facilitate a discussion about the book.

Day 3 Teaching
Read and enjoy There’s a Lion in my Cornflakes. Explain they will compare and contrast There’s a Lion in my Cornflakes with The Day Louis Got Eaten. Children work in pairs to identify similarities and differences between the two stories. Listen to their ideas.
Activity
Children work in ability pairs. Children identify something they like about There’s a Lion in my Cornflakes, The Day Louis Got Eaten and Dog Eat Dog. Children use correct punctuation to write a sentence about each story.

Day 4 Teaching
Show the front covers of There’s a Lion in my Cornflakes, The Day Louis Got Eaten, Dog Eat Dog and No Thank You! Remind children of the characters and plot of each story. Say children will choose their favourite story and review it. Select a story and use because to explain what you like about it.
Activity
Children work independently. Give each child a book review template. They choose their favourite story and complete a book review. Help the children to re-read their writing and to edit it, if necessary.

Group Readers

No Thank You
Children will enjoy the humour of this bright and engaging book. Bobo and Muna want to feed the animals but they get a little muddled up, luckily the animals solve the problem and get their dinner in the end.

You can purchase printed copies of this Group Reader from Hamilton Education.

Group Readers

Dog Eat Dog

Ruth Mertten’s lovely story of naughty pets will delight beginning readers. Will the animals behave when their owner pops out for the day? Read along to find out!

You can purchase printed copies of this Group Reader from Hamilton Education.

SPAG
Unit 4 SPaG: Use capital letters for the beginning of sentences, names and the days of the week
(suggested as 4 days)

You Will Need

Group Reader
Dog Eat Dog

Planning and Activities

Day 1 Teaching
Display and read Dog Eat Dog. Look through the book and identify capital letters. Notice they start each sentence. Discuss other times when capital letters are used. Emphasise that capital letters begin names. Consider different names for the animals in the story. Model writing each name.
Activity
Children work in mixed ability pairs. They discuss suitable names for each animal in the story. They select their favourite idea for each animal and write it as a sentence. Children re-read their writing to check it makes sense and is correctly punctuated.

Day 2 Teaching
Explain that over the next three days we will write our own version of Dog Eat Dog to describe the silly behaviour the animals do during the following week. Sequence the days of the week. Notice each day begins with a capital letter. Select a name for the cat and discuss what they do on Monday. Write the sentence. Repeat with the rabbit on Tuesday.
Activity
Children work independently. Remind children that on Day 1, they thought of a name for the cat and the rabbit. They consider what silly behaviour the cat does on Monday and the rabbit on Tuesday. Children orally prepare a sentence and then use correct punctuation to write it.

Day 3 Teaching
Recap the days of the week. Say we will write the middle of the story to describe the silly things the chickens and the dog do on Wednesday and Thursday. Select names for the chickens and the dog. Children work in pairs to prepare a sentence for each day orally. Use correct punctuation to write each sentence.
Activity
Children work independently. They consider what silly behaviour the chickens do on Wednesday and the dog does on Thursday. Children rehearse each sentence orally, before using correct punctuation to write it. They re-read their writing and check it makes sense.

Day 4 Teaching
Say we will finish the story by writing about Friday and the weekend. Sequence the days of the week. Explain that on Friday and Saturday the child misbehaves. Select a name for the child. Children prepare and discuss a suitable sentence for Friday and Saturday. Write each sentence. Say on Sunday everyone is good. Model writing the sentence.
Activity
Children work independently. They choose a name for the child and prepare a sentence for Friday and Saturday orally. Children use correct punctuation to write each sentence. They copy the final sentence, for Sunday.

Group Readers

Dog Eat Dog

Ruth Mertten’s lovely story of naughty pets will delight beginning readers. Will the animals behave when their owner pops out for the day? Read along to find out!

You can purchase printed copies of this Group Reader from Hamilton Education.

Composition
Unit 5 Composition: Write a funny story based on one read
(suggested as 4 days)

You Will Need

Text:
There’s a Lion in my Cornflakes by Michelle Robinson

Planning and Activities

Day 1 Teaching
Read There’s a Lion in my Cornflakes. Say that during the next few days children will plan and write a different version of the story. Display the planning template. Discuss each section of the plan and generate amusing ideas. Enhance each idea with description. Write the best ideas as notes.
Activity
Children work in ability pairs. Give each pair a planning template. They identify and discuss each section of the story plan. They select their best idea/s and generate a range of appropriate descriptive vocabulary to enhance it. Children record their ideas as notes.

Day 2 Teaching
Explain that we will write a funny story. Display the planning template from Day 1. Use the first two rows on the plan to orally prepare a suitable beginning to the story. Rehearse this several times. Use neat handwriting and correct punctuation to write each sentence.
Activity
Children work independently. Give each child a zig-zag book and the story plan they completed on Day 1. They use the first two rows of the plan to orally prepare a suitable start to the story. Children use neat handwriting and correct punctuation to write the start of the story.

Day 3 Teaching
Display and read the start of the story, written on Day 2. Show the planning template from Day 1. Explain children will write the middle of the story. Use the third row of the plan to orally prepare a suitable middle. Rehearse this several times. Use neat handwriting and correct punctuation to write each sentence.
Activity
Children work independently. Give each child their zig-zag book and story plan. They use the third row of the story plan to orally prepare a suitable middle to the story. Children use neat handwriting and correct punctuation to write the middle of the story.

Day 4 Teaching
Display and read the story written during the Input of Days 2 and 3. Display the planning template from Day 1. Explain children will write the end of the story. Use the fourth row of the plan to orally prepare a suitable ending. Rehearse this several times. Use neat handwriting and correct punctuation to write each sentence.
Activity
Children work independently. Give each child their zig-zag book and story plan. They use the fourth row of the story plan to orally prepare an end to the story. Children use neat handwriting and correct punctuation to write the ending. Finally, they add a front/back cover to publish their story.