Fiction

English Year 3 Summer Modern Fiction

The Hodgeheg

Enjoy Dick King-Smith’s The Hodgeheg. Explore plot, character and dialogue. Study speech punctuation and adverbs for time, place and manner. Write a new animal adventure.

We recommend that you start with the core unit, the heart of this English block of study. This introduces key textual material and sets the tone for any further units you wish to teach. These can be selected on the basis of the needs of your class – look at the green icons to identify the unit’s particular focus: SPAG, Composition or Comprehension. Whichever units you choose, we suggest teaching them in order, as there is a built-in progression indicated by the numbering.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of the associated documents.

Core
Unit 1 Core: Introduction to The Hodgeheg: characters, setting, plot and prediction
(suggested as 4 days)

Objectives

Spoken Language
-- Participate in discussions.

Word Reading
-- Apply growing knowledge of root words, prefixes and suffixes both to read aloud and to understand the meaning of new words they meet.

Comprehension
-- Listen to and discuss a wide range of fiction.
-- Predict what might happen from details stated and implied.
-- Participate in discussion about books that are read to them.
-- Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence.

 

Transcription
None for this unit

Composition
-- Discuss writing similar to that which they are planning to write.
-- Compose sentences, building a varied and rich vocabulary and an increasing range of sentence structures.

Grammar
None for this unit

You Will Need

Texts
The Hodgeheg by Dick King-Smith

Teaching and Activities

Day 1 Teaching
Show children The Hodgeheg and discuss what type of story it might be. Read chapter 1 to the class and discuss. Create a working wall that will build the story up using elements and structures of the story.
Activity
In small groups, children discuss chapter one. They use the discussion prompts as a guide.

Day 2 Teaching
Review the story so far then read chapter 2 as far as ‘There must be a place further along the street.’ Explain that children are going to continue reading but need to look out for certain elements of the story.
Activity
In pairs, give children copies of pages 11 – 15. They will start reading from where you finished as a class. Children read the pages and discuss the prompt questions.

Day 3 Teaching
Recap the story so far, using your working wall as a prompt. What do children think Max is going to do next as part of his research? Write down suggestions. Then read chapter 3 to page 17; model how to answer questions based on what you have read.
Activity
Children read given text from chapter 3. They read it and work through the comprehension questions.

Day 4 Teaching
Briefly recap the plot so far. Agree that a narrator tells the story. Read an account of what happens in chapter 3 from the lorry driver’s viewpoint. Ask children to discuss what the cyclist’s viewpoint might have been. Agree a simple timeline for him.
Activity
Children use the timeline/prompts from teaching to write a 1st person version of the cyclist hitting Max. Children use imaginative language and powerful verbs.

SPAG
Unit 2 SPAG: Punctuating direct speech; prediction
(suggested as 3 days)

Objectives

Spoken Language
-- Participate in performances.
-- Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

Word Reading
None for this unit

Comprehension
-- Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.

 

Transcription
None for this unit

Composition
-- Compose and rehearse sentences orally (including dialogue), building a varied and rich vocabulary and an increasing range of sentence structures.

Grammar
-- Use inverted commas to punctuate direct speech.

You Will Need

Texts
The Hodgeheg by Dick King-Smith

Presentations
Grammar PowerPoint: Punctuating Speech

Teaching and Activities

Day 1 Teaching
Recap on The Hodgeheg so far and then show children slides 1-6 of the PowerPoint: Punctuating Speech to revise direct speech. Then use slides 7-8 to show children how to punctuate and then un-muddle Max’s speech.
Activity
Children all have a copy of dialogue extracts for Max’s mixed-up speech. They identify the speech, putting speech marks in the right place, then translate it.

Day 2 Teaching
Read pages 35-40 of chapter 5 and discuss the possibility of Max meeting a helpful animal. Create a class list of ideas of possible park animals and explain that children are going to role-play Max meeting one of these animals and asking for help.
Activity
Children work with a partner – one will be Max, while the other one an animal that Max meets in the park. Children role play their meeting, exploring dialogue and plot.

Day 3 Teaching
Revise PowerPoint to slide 6. Then work through slides 10-14 on recording and punctuating dialogue as part of a narrative. Use slide 14 to show how to swap initial sounds or words to create mixed-up sentences, just like Max’s.
Activity
Children write a short scene to depict what happens next, based on Day 2’s role play. They make rough notes for their dialogue in a correct form, then write a final dialogue, swapping some of the initial sounds around to create mixed-up speech.

SPAG: Grammar and Punctuation

Punctuating Speech PowerPoint
Revise dialogue layout and punctuation, including inverted commas, reporting clauses and starting a capital letter for opening speech. Interpret mixed-up speech and spot errors.

SPAG
Unit 3 SPAG: Adverbs for time, place and manner; action scenes
(suggested as 3 days)

Objectives

Spoken Language
-- Use relevant strategies to build their vocabulary.
-- Participate in discussions.

Word Reading
None for this unit

Comprehension
None for this unit

Transcription
-- Increase the legibility, consistency and quality of their handwriting.

 

Composition
-- Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
-- Compose sentences, building a varied and rich vocabulary and an increasing range of sentence structures.

Grammar
-- Use adverbs to express time and cause.
-- Use and understand the grammatical terminology in Appendix 2 accurately and appropriately when discussing their writing and reading [verbs, adverbs].

You Will Need

Texts
The Hodgeheg by Dick King-Smith

Presentations
Grammar PowerPoint: Adverbs

Teaching and Activities

Day 1 Teaching
Recap The Hodgeheg so far, and reread pages 53-56. Use PowerPoint: Adverbs to recap/revise adverbs for time, place and manner. Then rehearse identifying adverbs and the verb they are modifying.
Activity
Children complete the Adverbs Challenges, identifying, inserting and using adverbs.

Day 2 Teaching
Recap adverbs using PowerPoint then show children slide 10. Children suggest ideas for adverbs to insert and then try moving them around in the sentence and discuss the effect. Reread the milk float incident on pages 55-56 of The Hodgeheg.
Activity
Give children the basic sentences which retell the milk float incident. They add adverbs for different meaning, assess the impact and then rewrite.

Day 3 Teaching
Model writing some simple sentences, initially without adverbs, of an action packed adventure for Peony, Pansy and Petunia. Ask children to help you add in adverbs that have an impact on your action scene.
Activity
Children choose a scenario and write their own action scene. They use a range of adverbs of manner, time and place for impact in their writing. Children improve their work then write it in neat, accurate handwriting.

SPAG: Grammar and Punctuation

Adverbs PowerPoint
Revise adverbs for time, place and manner. Identify the verbs which are modified by the adverbs and how adverbs tell us more about when, where and how. Explore the impact of verbs in story-writing.

Comprehension
Unit 4 Comprehension: Explore plot and tension building; write a book review
(suggested as 3 days)

Objectives

Spoken Language
-- Participate in discussions.

Word Reading
None for this unit

Comprehension
-- Participate in discussion about books that are read to them.
-- Discuss words and phrases that capture the reader’s interest and imagination.
-- Identify how language, structure, and presentation contribute to meaning
-- Listen to and discuss a wide range of fiction.
-- Participate in discussion about books that are read to them.

 

Transcription
-- Increase the legibility, consistency and quality of handwriting.

Composition
-- Discuss writing similar to that which they are planning to write.
-- Compose sentences, building a varied and rich vocabulary and an increasing range of sentence structures.
-- Proof-read for spelling and punctuation errors.

Grammar
None for this unit

You Will Need

Texts
The Hodgeheg by Dick King-Smith

Websites
The best new books from www.booktrust.org.uk

Teaching and Activities

Day 1 Teaching
Recap The Hodgeheg story so far, recalling that it is a quest or adventure story. Discuss the key elements that create the story then read the opening of chapter 8 and explore the tension building techniques used here.
Activity
Give children copies of pages 68-71 from chapter 8, to read in small groups. They discuss and pick out words/phrases which build tension, highlighting and annotating six different phrases/words that build tension.

Day 2 Teaching
Read chapter 9 and discuss how the quest is finally achieved and the hedgehogs can safely cross the road. Recap on the whole story and model recording or mapping the plot.
Activity
In pairs, children plot The Hodgeheg. They use the plot grid to order and expand on key events.

Day 3 Teaching
What did children think of The Hedgehog? Would they recommend it? Introduce the practice of book reviews exploring key features and structure, and then look at the example review about The Hodgeheg.
Activity
Children use the list of key information to write a quick plan for a book review. They then write a first draft of their book review, thinking carefully about the order.

Day 4 Teaching
Recap on the key features of a book review and discuss how a good review will have no punctuation, grammar or spelling errors. It will also be honest and the reviewer should explain and justify opinions. Model editing a review.
Activity
Children reread their reviews and add notes to ensure their review is well written and that opinions are explained and justified. They check for punctuation, spelling and grammar and take feedback from a partner, before writing it up in neat.

Composition
Unit 5 Composition: Write a new animal adventure story
(suggested as 4 days)

Objectives

Spoken Language
-- Maintain attention and participate actively in collaborative conversations.
-- Participate in discussions.

Word Reading
None for this unit

Comprehension
None for this unit

Transcription
-- Use the first two or three letters of a word to check its spelling in a dictionary.

Composition
-- Discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.

 

-- Discuss and record ideas.
-- Compose sentences building a varied and rich vocabulary and an increasing range of sentence structures.
-- Organise paragraphs around a theme.
-- Create settings, characters and plot.
-- Proof-read for spelling and punctuation errors.
-- Propose changes to grammar and vocabulary to improve consistency.
-- Proof-read for spelling and punctuation errors.

Grammar
-- Use and punctuate direct speech.
-- Use adverbs to express time and cause.

You Will Need

Texts
The Hodgeheg by Dick King-Smith

Teaching and Activities

Day 1 Teaching
Recap and discuss the main events of The Hodgeheg. Remind children that this is an adventure/quest story. Explain that children will plan their own stories using the same basic plot but will swap animals. Discuss and model planning a story.
Activity
Children discuss ideas for a new character and decide where they will go, what will happen to them, and how they will solve the problem of crossing the road. They then plan their story using the Story Planner.

Day 2 Teaching
Share one child’s story plan from Day 1. Reread part of chapter 1, where dialogue is used to introduce Max and the story problem. Discuss and then model writing the opening of the story to include similar dialogue.
Activity
Using their story plan from Day 1, children begin to write their stories. Remind children that the focus is on introducing the main character and writing a dialogue between them and his/her parents.

Day 3 Teaching
Today children will focus on the middle of their stories. Take ideas for what happens at the zebra crossing setting then share the story extract. Recap on using adverbs for impact and ask children to suggest some for the example extract.
Activity
Children write the main bulk of their story where the action happens. They ensure that their character visits two settings today and include a range of adverbs in their writing.

Day 4 Teaching
Explain that today children will finish their stories as well as editing and improving their work so far. Model reading a story out loud to identify any mistakes.
Activity
Children write the ending of their story. Once finished, they edit their writing for sense, accuracy and impact.