Y5: Summer Term Fiction 1: Classic fiction Main text: The Hobbit(Original & Graphic Novel)
Wk 1 / Monday / Tuesday / Wednesday / Thursday / FridayBegin reading The Hobbit as a class novel the week before you start this unit. A good point to reach is p.56 graphic novel/Chapter 6 original text. Introducing text: Show The Hobbit. Ask what chn know about it &Tolkien. Explain that they will be thinking about its enduring popularity (since pub: 1937). Chn will mainly use the graphic novel version (Wenzel), adapted closely from the original; all page references relate to this version. Spend time looking at the maps at beginning. What clues are there to the genre and setting? Draw attention to the runic writing and to the 'great worms' (Old English wyrm=dragon). Keep a running character list on a working wall/class display. See resources for Teacher Guide to novel.Continue reading The Hobbitthroughout this week. You will need to reach Ch.10/p.95 for the start of week 2.
Whole class teaching / Explain that this week chn will revisit key sections of The Hobbit, which you have been reading to them until now. Look at pages 1-3 together & ensure chn are familiar with graphic novel conventions, e.g. order of reading, speech bubbles, etc. Pick out narrative style, signposting of future plot, and 'dated' language such as 'queer' and 'respectable'. Discuss whetherchn like having pictures of characters or prefer to use their imagination.
Comprehension 1/
Spoken Language 1 / Display 'Use of Language' (see resources). Challenge chn to identify the speakers (Bilbo, Troll,Thorin). Explain that Tolkien, a professor of Old English, was fascinated by language and thought carefully about the type of language each character uses, giving clues through it. Discuss clues in the speech of Bilbo (polite, apologetic, conversational,nervous) andThorin (verbose, self-important, confident). Contrast this with the 2nd speech bubble (trolls). What do they notice about this language? Add a copy of the speech bubbles to class display.
Comprehension 2 / Use Resources PPT Slides 1-9 (see resources) to revise clauses and how they can be extended/linked using conjunctions,.Recognising independent and subordinate clauses along with the different types of conjunction should already be familiar to your class andthis should be brief revision. Remind chn that an opening subordinate clause is usually punctuated with a comma. Explain that a focus of this unit is elaborating sentences. Using conjunctions in this way,helps to add further detail to our sentences, helping to make descriptions more vivid.
Grammar 1 / Remind chn that they have been looking at an adapted version of the original text. Display and read the opening of chapter 5 (see resources). Look at the word ‘neither’ in the 2nd paragraph and briefly cover the spelling rule for this (see resources). How is this different to reading the graphic novel? Pick out similarities, e.g. Tolkien's narrative style, characterisation and then differences, e.g. extended sentences. Discuss the powerful image of seeing nothing with your eyes open. Have any of the chn experienced this? Discuss the clues about the significance of the ring and the contrast between where Bilbo is and his thoughts of home. Pick out examples of multi-clause sentences from last session's learning. Today's focus will be how writerscreate characters and leave clues for readers to make inferences.
Comprehension 3/ Transcription 1 / Return to the graphic novel. Remindchn of the scene where Gollum and Bilbo play riddles to decide Bilbo's fate. What if Bilbo had met a troll under misty mountains instead? How would he have escaped from it? What character traits would dictate the escape? Troll → unintelligent → easy to trick.Ask chn to discuss ideas with a partner. What would each character say and do? Can anyone give a trollish reaction to Bilbo? Encourage chn to repeat any ideas in Troll/Bilbo voices as a class until they feel more confident. How would this look if written as a script? Remind chn about script conventions. Ask chn to work with a partner to improvise the scene, remembering the type of language each character might use.
Composition 1/ Spoken Language 2
Objectives / Dimension / Resources
Spoken Language / f. participate actively in collaborative conversations / 1.Monday: Discuss opening chapter of The Hobbit See Comprehension 1
Chn work with adult or in pairs to discuss questions in resources.
Plenary:See Comprehension 1. / 'Questions to think about'
(see resources)
i. participate in improvisations
g. Use spoken language to explore ideas / 2.Friday:Improvise a scene See Composition 1
Working in pairs, chn improvise a scene between Bilbo and another character, a troll. Remind chn of the characteristics of trolls & discuss the type of language they might use (see resources). Plenary: See Composition 1. / 'Wilderland Phrase Book'
(see resources)
Comprehension / Maintain positive attitudes to reading and understanding of what they read by:
a. continuing to read and discuss an increasingly wide range of fiction…
c. increasing their familiarity with a wide range of books including fiction from our literary heritage / 1. Monday: Read and discuss opening chapter of The Hobbit See Spoken Language 1
MOST: With a partner, chn read p. 1-12 in Wenzel (Ch.1) & use 'Questions to think about' prompt sheet to guide discussion with their partner.
EASY: Adult-led: Read p. 1-12 (Ch.1) checking understanding, and discuss using prompt sheet.
Plenary:Check understanding of plot so far. Chn feedback on partner discussion. Ask chn to pick out any words or phrases that they thought had impact when they read them. Record and display these on a working wall for future reference. / Copies of Wenzel's The Hobbit(Graphic Novel) to share between 3 or 4 chn–see booklist
'Questions to think about'
(see resources)
Comprehension / Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader / 2. Tuesday: Read a second chapter of The Hobbit, looking at language used in speech
In ability pairs, chn read ch.2 (p.13-22) & use 'Dialogue Detectives' (see resources) to guide reading, discussion and note-taking. You may wish to read the first few pages to the class to start them off (especially weaker/slower readers).
Plenary:Pick out the question about what 'copped' means (Mediumgroup), an old word for catch - now slang. Challenge chn to put some of Troll's words into standard English, e.g. 'Shut up! Or we'll never have done,' becomes 'Cease speaking or our task will not be completed'. Performed with exaggerated 'posh' tones, this is a fun exercise! / 'Dialogue Detectives' prompt sheet,
Easy (largest print),
Medium (medium print), Hard (smaller print)
(see resources)
Understand what they read by:
c. drawing inferences and justifying these with evidence from the text / 3. Thursday: Read and discuss parts of the original text, guided by prompt sheet See Transcription 1
Put second extract into context; Bilbo is lost and alone under Misty Mountains where he meets one of Tolkien's most infamous characters. Distribute extract (see resources) and ask chn to use 'Thinking about clues in The Hobbit' prompt sheet to answer questions. Chn can write answers in exercise books.
EASY: Read Abridged text & use ‘Prompt A’; MEDIUM: Use ‘Prompt B’; HARD: Use ‘Prompt C’
Plenary: Share some answers. How different was reading the original text to Wenzel's graphic novel? Add any powerful language noted, such as lamp-like eyes to class display. / 'Extract of chapter 5'
Abridged version also available (EASY Group)
'Thinking about clues in The Hobbit' A,B,C
3 levels
(see resources)
Transcription / Spelling
d. use knowledge of morphology and etymology in spelling and understand spelling some words needs to be learnt specifically / 1.Thursday: Examine the spelling of words containing ‘ei’ and ‘ie’ See Comprehension 3
(Input) Looking at the spelling of the word ‘neither’ in the chapter 5 extract (see resources), examine the spelling rule for this. The /i:/ (ee) sound is usually spelt ‘ie’ unless it follows the letter ‘c’ when it is spelt ‘ei’ (see resources). You may wish to pick this up and explore further in a separate spelling session/set as a homework activity to find examples of and learn.
Plenary:See Comprehension 3. / Examples of ‘i before e except after c’ spelling rule
(see resources)
Grammar / a. extending the range of sentences with more than one clause by using a wider range of conjunctions
(Year 3/4 revision)
a. using commas to clarify meaning or avoid ambiguity / 1.Wednesday: Play a group game generating multi-clause sentences: Multi-clause Madness
Chn play in mixed-ability groups of 3. Check they understand the rules and play a couple of turns as a class to practise. Chn keep score to decide on a winner ineach group or combine scores to compete as teams against the rest of the class.
Plenary:Chn choose favourite excuse and record it on paper using 2 colours, one for main clause & one for subordinate. Remind chn to use a comma to separate clauses if appropriate. Ask chn to move around the room with their excuse until you say stop. Chn pair up randomly and read their excuse to their partner. The partner must then 'flip' the excuse, saying it with the clauses swapped. Print & display conjunctions list - Slide 5Resources PPT- for future reference (see resources). / dice
Coloured pens & paper(plenary)
Game card
'Common Subordinating Conjunctions'
(see resources)
Composition / Draft and write by:
a. selecting appropriate grammar and vocabulary, understanding how such
choices can change and enhance meaning
b. in narratives, describing settings, characters and atmosphere and
integrating dialogue to convey character and advance the action / 1.Friday: Write adramatization of Bilbo taking the ring from Gollum, changing one character See Spoken Language 2
(Input) Depending on the nature of the class, some may need more time to get into character with confidence. For more reticent/less confident chn, display the ‘Wilderland Phrase Book’ and go through modelling using these phrases and asking chn to say your phrases back to you in unison. Build up the chn’s confidence before they begin to work in partners.
(Main) Chnwork in pairs to write a short dramatisation of Bilbo's escape from Misty Mountains, changing Gollum to a troll. Challenge chn to give character clues through dialogue. Chn may wish to look at Tuesday's work on language and look back at the text for ideas. Use 'phrase book' to support language choice.
Plenary:Ask chn to perform one or two pieces of their writing. Can the audience spot character traits from the language they use? How successful have the chn been in adapting their choice of language to sound like Tolkien's characters. Did they find a convincing way of enabling Bilbo to escape with the ring? / 'Wilderland Phrase Book' –
Dwarf phrases are for later reference
(see resources)
Wk 2 / Monday / Tuesday / Wednesday / Thursday / Friday
Continue reading The Hobbit as a class novel throughout this week in preparation for next week. You will need to reach Ch.14/p.107 for the start of week 3.
Whole class teaching / Revise using noun phrases to convey information concisely using Grammar PPT Slides 10-15 (see resources). Explain that we will use expanded noun phrases to create a piece of powerful descriptive writing, about Mirkwood Forest.Guidechn on a visualised journey- see resourcesfor a suggested script. Give chnone minute to write down words and phrases that occur to them. Share a few ideas and model how to turn these into expanded noun phrases.Can chn apply learning on using conjunctions to extend some of the sentences?
Grammar 2 / Composition 2 / Introduce/reviserelative clauses using Resources PPT Slides 16-23 (see resources). Explain that it is a type of subordinate clause, giving more information about a noun or pronoun, starting with a relative pronoun. Relative clauses can be used in an expanded noun phrase; some of the examples chn wrote last session were relative clauses! Explain that this is another way to vary or extend sentences that we write. Display 'Humpty Dumpty' - original version (see resources). Explain that extra information on the incident has been added using relative clauses. Reveal and pick out relative clauses, relative pronouns and how it is punctuated. Grammar 3 / Discuss the narrative style of The Hobbit: 3rd person;anall-knowing narrator; an adult speaking to a child;an expert (explaining what hobbits are, etc.); intrusive, (interrupting plot flow, hinting at future events). Display 'Narrative Style' (see resources) and discuss examples.You may wish to simplify these terms and describe his style as 'as if he is talking to his children'. This style was quite common at the time of writing (Blyton, A.A. Milne) and could be seen as charming or condescending.In the graphic novel, all boxes shaped as paper are Tolkien's narration. Today, chnwill look at his narrative style and thinkabout how it impacts on the reader. Set reading in context: dwarfs captured by Elven king, imprisoned in the palace while Bilbo hides and tries to think of an escape plan.
Comprehension 4: Group reading / Today chn will plan a piece of writing in the style of Tolkien, retelling Bilbo's tricking of Smaug (p.104-106/ chapter 12) but with Bilbo as the villain. Recap events and challenge chn to consider them from Smaug's point of view: his home invaded; a treasured item stolen; the thief returning to flatter then taunt him. What things might Smaugdescribe in more detail?treasure, hobbit.Create a checklist of ideas to guide planning: words to describe, treasure, Smaug's feelings, horrible hobbit, cave.
Composition 3/Transcription 2 / Grammar 4 / Display text in Resources PPT Slide 26 (see resources). Discuss power of this image (using terms: simile and metaphor). Explain that you are looking for this quality of writing. Ask chn to work with a partner to add a simile/metaphor to their planning sheet.Model writing the opening of the piece they’ve been preparing: 'bad' Bilbo meeting Smaug, including extending sentences to add detail and build suspense. Model selecting language for effect and experimenting with clause placement. See resources for modelled writing. Spoken Language 3/ Composition 4
Objectives / Dimension / Resources
Grammar / d. using expanded noun phrases to convey complicated information concisely / 2.Monday: Write a description of Mirkwood forest including expanded noun phrases See Composition 2
Using notes from visualisation activity, chn write a description of a journey through Mirkwood Forest.
Plenary: Ask chn to reread their writing & self-assess. Have they used expanded noun phrases? Have they experimented with varying position of their adjectives, phrases and clauses? Ask chn to highlight their most effective sentence/group of sentences and share. Collect some good examples and add to display. / None
e. use relative clauses beginning with who, which, where, why, whose,that or with an implied relative pronoun / 3. Tuesday: Adapt nursery rhymes using relative clauses
Chn work with a partner to adapt another nursery rhyme from sheet or their own choosing. They should identify nouns as a starting point, and be supported in pronoun choice from list on sheet (see resources).
Plenary: Use Resources PPT Slides 24/25 to challenge chn identify the relative clauses and suggest correct punctuation. Embedded clauses are usually punctuated with commas. Commas are used when the information is not essential to the meaning of the sentence (parenthetical).Sometimes the best way to decide is to read aloud and listen to whether a comma is needed or not. / 'Humpty Dumpty' - original version
Resources PPT
(see resources)
d. using expanded noun phrases…
e. use relative clauses… / 4.Thursday: Use expanded noun phrases and relative clauses in writing See Composition 3/Transcription2
Briefly recap expanded noun phrasesrelative clauses and write examples on f/c for chn to refer to. Encourage less able to build noun phrases in steps, improving and refining choices for most impactful word-choices.
Plenary:See Composition 3. / Example noun phrases and relative clauses written on f/c
Spoken Language / f. Participate actively in collaborative conversations
g. Use spoken language to develop understanding through imagining / 3.Friday: Collaborate to add a simile or metaphor to their writing See Composition 4
(Input) Chn work with a response partner to add a simile or metaphor to their planning sheet. Point out that they should not simply think of one and add it, but discuss whether the comparison would be better with an alternative object, whether a more powerful verb could be used, etc. Suggest chn close their ideas when considering a simile or metaphor to concentrate on imaging the picture that it would draw in their mind if they read it. Plenary:See Composition 4. / Chn’s planning sheets
Comprehension / Maintain positive attitudes to reading and understanding by: