Fiction

English Year 3 Summer Stories on a Theme

Sea Stories

Read Michael Morpurgo’s sea stories Dolphin Boy and The Sandman and the Turtles to explore his use of characterisation, dilemmas, dialogue, word classes and the perfect tense.

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 Unit: Focus: Read and understand a story and write a review
(suggested as 4 days)

Objectives

Spoken Language
-- Listen and respond appropriately to adults and peers.
-- Ask relevant questions to extend their understanding and knowledge.
-- Give well-structured explanations.
-- Use spoken language to develop understanding.
-- Participate in discussions.

Word Reading
None for this unit

Comprehension
-- Ask questions to improve their understanding of a text.
-- Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions.

 

Transcription
None for this unit

Composition
-- Discuss writing similar to that which they are planning to write, in order to understand and learn from its structure, grammar and vocabulary.
-- Evaluate and edit by proposing changes to grammar and vocabulary.
-- Proof-read for spelling and punctuation.

Grammar
None for this unit

Teaching and Activities

Day 1 Teaching
Using Dolphin Boy children look at the cover and title page and discuss visual clues about the story. They learn how to skim and scan the text to find answers to questions.
Activity
They generate questions about the book and answer them together in groups. They look deeper into the text to generate inference questions.

Day 2 Teaching
Children read some of Dolphin Boy and learn to jot down the sequence of the main events of the story. They discuss note-taking skills and practise them together as a class.
Activity
Children work in pairs to make notes about the plot and write a story summary. They look at sentences from the book and cross out the words not essential to the meaning, leaving them with notes summarising the story so far.

Day 3 Teaching
Children look at websites to collate factual information about Bottlenose dolphins. They discuss how these facts relate to the story to make it more or less likely to have happened. They jot down interesting words from the websites on whiteboards.
Activity
Children use a fact sheet to discuss facts about dolphins and decide which parts of the story are likely to be true and which parts are likely to be fictional. They record their discussion on a Fact or Fiction grid.

Day 4 Teaching
Children read Dolphin Boy from beginning to end. They then discuss the writing of a book review and giving thoughtful opinions.
Activity
Children work in small groups or pairs to review their Fact or Fiction work. They then go on to write a book review, using the template provided.

SPAG
Unit 2 SPAG: Identify grammatical word classes
(suggested as 3 days)

Objectives

Spoken Language
-- Listen and respond appropriately to adults and their peers.
-- Give well-structured explanations.
-- Use spoken language to develop understanding.
-- Participate in discussions.

Word Reading
None for this unit

Comprehension
-- Ask questions to improve their understanding of a text.
-- Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions.
-- Identify main ideas drawn from more than one paragraph and summarise these.

 


-- Identify how language, structure, and presentation contribute to meaning.

Transcription
None for this unit

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

Grammar
-- Use and understand the grammatical terminology in English Appendix 2.
-- Revise use of adjectives in extended noun phrases.
-- Identify adverbs and adverbials.

You Will Need

Texts
The Sandman and the Turtles by Michael Morpurgo

Presentations
Grammar PowerPoint: Grammatical Word Classes, including adverbials

Teaching and Activities

Day 1 Teaching
Using The Sandman and the Turtles children listen to the start of the story and are introduced to the characters. The children then learn about nouns, adjectives, verbs and prepositions.
Activity
They use an extract from the book and a recipe for Welsh Cakes to identify and highlight some nouns, adjectives, verbs and prepositions before giving verbal explanations of these words and listening to more of the story.

Day 2 Teaching
Children listen to more of The Sandman and the Turtles, revise nouns, adjectives, verbs and then go on to learn about adverbials which use prepositions.
Activity
Children apply their knowledge of adjectives, adverbs and adverbials by extending sentences using them. They then listen to more of the story.

Day 3 Teaching
Children listen to the rest of the chapter before revisiting the work from the previous sessions and discussing specific parts of the book. They look at a sentence from the story and consider how to add adjectives, adverbs and adverbials to it.
Activity
Children consider all they know about the Sandman from the text. They then write a description of a sand figure or a come-alive Sandman, making sure to include adjectives, adverbs and adverbials.

SPaG: Grammar and Punctuation

Grammar PowerPoint: Grammatical Word Classes, including adverbials
Children learn about nouns, verbs, adjectives, adverbs and prepositions and then use phrases starting with a preposition to create adverbials.

Comprehension
Unit 3 Comprehension: Reading a book and writing about it
(suggested as 4 days)

Objectives

Spoken Language
-- Ask relevant questions to extend their understanding and knowledge.
-- Articulate and justify answers, arguments and opinions.
-- Consider and evaluate different viewpoints building on the contributions of others.
-- Listen and respond appropriately to adults and their peers.
-- Use relevant strategies to build their vocabulary.

Word Reading
None for this unit

Comprehension
-- Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
-- Listen to and discuss a wide range of fiction.
-- Discuss words and phrases that capture the reader’s interest and imagination.
-- Increase familiarity with a range of stories and retell these orally.
-- Predict what might happen from details stated and implied.

 


-- Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.
-- Ask questions to improve their understanding of a text.
-- Participate in discussion about books read to them.

Transcription
None for this unit

Composition
-- Discuss writing similar to that which they are planning to write, in order to understand and learn from its structure, grammar and vocabulary.
-- Discuss and record ideas.
-- Proof read for spelling and punctuation errors.
-- Compose and rehearse sentences orally.

Grammar
None for this unit

You Will Need

Texts
The Sandman and the Turtles by Michael Morpurgo

Teaching and Activities

Day 1 Teaching
Using The Sandman and the Turtles children discuss the first chapter of the book and the context of the story. They think about what it would be like for something they have made to come alive and discuss that with the class.
Activity
They look at the stories told by Dadci, the Grandad, and identify which one they would like to sequence. They then practise re-telling it orally and perform the short story to the class.

Day 2 Teaching
Children read into chapter 3 of The Sandman and the Turtles and answer some comprehension questions together as a class. They learn what ‘inference’ means and how to ‘read between the lines’.
Activity
Children work in pairs to read an extract from the book and answer comprehension questions about it. They work on an open-ended final question and share their answers together at the end of the session.

Day 3 Teaching
Children consider what Sergei is like and what might happen next. They read to the end of chapter 3 of The Sandman and the Turtles and discuss their predictions as to how it might end.
Activity
Children use a sheet to help them plan their own endings to the story, adding dialogue and detail into their work. They share their endings with the class and read to the end of the book.

Day 4 Teaching
Children consider their thoughts and opinions about The Sandman and the Turtles. They justify their opinions with reasons and think about how they would recommend the book to others.
Activity
Children read reviews about the book and write their own review for Amazon. They include star ratings, recommendations and positive and negative aspects of the book. They then take a vote as a class as to whether they would recommend the book to others.

SPAG
Unit 4 SPAG: Writing dialogue, including reporting clauses and alternatives to ‘said’
(suggested as 4 days)

Objectives

Spoken Language
-- Articulate and justify answers, arguments and opinions.
-- Consider and evaluate different viewpoints building on the contributions of others.
-- Listen and respond appropriately to adults and their peers.
-- Use relevant strategies to build their vocabulary.

Word Reading
None for this unit.

Composition
-- Discuss and record ideas.
-- Compose and rehearse sentences orally, including dialogue, progressively building a varied vocabulary.
-- Discuss writing similar to that which they are planning to write to understand and learn from its structure, grammar, vocabulary.

 


-- In narrative, create characters and plot.

Comprehension
-- Draw inferences such as inferring characters’ feelings, thoughts, motives from their actions, justifying inferences with evidence.

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

Grammar
-- Use and punctuate direct speech.
-- Learn the grammar for Y3 in Appendixx 2.

You Will Need

Texts
The Sandman and the Turtles by Michael Morpurgo

Presentations
Grammar PowerPoint: Writing dialogue

Teaching and Activities

Day 1 Teaching
Children summarise what has happened in the first two chapters of The Sandman and the Turtles. They consider a conversations between two characters in the book and discuss how they think the conversation should have gone.
Activity
They read chapter 3 in groups and then discuss three questions, using inference to do so. They find evidence from the text and record in note form next to their answers.

Day 2 Teaching
Children consider what has happened in chapter 3 of The Sandman and the Turtles. They reflect on what the chapters infers about the characters and their feelings and look at a Powerpoint on dialogue.
Activity
Children work in pairs to identify dialogue from the story and highlight it. They role play the dialogue together, using the reporting clauses as clues as to how to read and act the speech. They share their sentences and work so far with the class.

Day 3 Teaching
Children look at dialogue from The Sandman and the Turtles to understand how reporting clauses use adverbs for added effect. They imagine being one of the characters in the book and learn about how to write speech in speech bubbles.
Activity
Children act out their imagined characters dialoguing with each other and then write the dialogue up in speech bubbles. They then turn it into reported speech, using correct punctuation, reporting clauses and adverbs.

SPaG: Grammar and Punctuation

Grammar PowerPoint: Writing dialogue

Children learn about speech marks, correct end of sentence punctuation, and layout for dialogue. They also consider where the placing of the reporting phrase at the end or in the middle of the speech.

Composition
Unit 5 Composition: Compare stories; write a story based on one read using paragraphs
(suggested as 4 days)

Objectives

Spoken Language
-- Listen and respond appropriately to adults and peers.
-- Ask relevant questions to extend their understanding and knowledge.
-- Give well-structured explanations.
-- Use spoken language to develop understanding.
-- Participate in discussions.

Word Reading
None for this unit

Comprehension
-- Listen to and discuss a range of fiction.
-- Read books structured in different ways.
-- Identify themes and conventions in books.
-- Ask questions to improve understanding.
-- Draw inferences and justify these with evidence.
-- Identify how language, structure and presentation contribute to meaning.
-- Participate in discussion about books.

 

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

Composition
-- Discuss writing similar to that which they are planning to write, in order to understand and learn from its structure, grammar and vocabulary.
-- Compose and rehearse sentences orally (including dialogue).
-- Assess the effectiveness of their own and others’ writing and suggest improvement.
-- Proof-read for spelling.

Grammar
-- Use and understand the grammatical terminology in English Appendix 2.

You Will Need

Texts
Dolphin Boy by Michael Morpurgo and Michael Foreman
The Sandman and the Turtles by Michael Morpurgo

Teaching and Activities

Day 1 Teaching
Using Dolphin Boy and The Sandman and the Turtles, children look at the cover and blurb of each. They compare stories and discuss similarities and differences, giving reasons for their answers.
Activity
They discuss the two books together in pairs and record their observations and preferences on a sheet. Together as a class they talk about their answers, giving reasons and listening to the opinions of others.

Day 2 Teaching
Children reread Dolphin Boy and consider how they could improve on the story. They think about writing their own stories, look at story maps and make notes, discussing how each part of the map represents a paragraph.
Activity
Children work in pairs, and on their own, to discuss their ideas for a story and plan it using a story map template. They share their ideas and work so far with the class.

Day 3 Teaching
Children look at extracts from Dolphin Boy and The Sandman and the Turtles to understand how paragraphs and dialogue are used in the stories. They look at extracts together and highlight the speech. Together they talk about a story plan example from the class work and share their own plans.
Activity
Children swap their story plans with a partner to gain feedback and make notes on their plans about dialogue they may include. They start to write their stories up, using their story plans for reference and structure.

Day 4 Teaching
Children share their stories so far and learn how to quietly read their work aloud to check for meaning. They are remined of dialogue and paragraphs and how to write inverted commas correctly.
Activity
Children continue to work on their stories, and when they have finished, they work with a partner to edit and refine their stories. They check for clear paragraphs, correct punctuation and spellings.