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Fiction Unit 3.2 Dragon Slayer
About this unit:
In this unit, the children explore and compare legends. They read the interactive texts and watch a film, understanding plots and features of legends then recalling and retelling main events. They use drama to explore characters and dilemmas. They discuss punctuation, learning how to write dialogue. They plan, edit and write their own legends, following a familiar structure.
Stimulus synopsis: Dragon Slayer
A seasoned dragon slayer is just notching up another kill, when the baby dragon he has orphaned emerges from the undergrowth. Can this plaintive little creature melt the heart of the fearsome dragon slayer? This computer-animated short film is both funny and poignant and, without the use of dialogue to tell the story, allows great scope for visual literacy and imaginative writing.
Recommended Route
This recommended route is a varied learning pathway through the lessons available, which ensures full coverage of the curriculum objectives for the year group within a given number of weeks. It will typically progress from comprehension to composition, with grammar and depth focus lessons scheduled where relevant. The learning objectives for each lesson are listed in the lesson plans below, and national curriculum coverage can be viewed in The National Curriculum for England Correlation Chart Year 3, The National Curriculum for Wales Correlation Chart Year 3, The National Literacy and Numeracy Framework Correlation Chart Year 3 (Wales), The Curriculum for Excellence Correlation Chart P4 (Scotland) and The Northern Ireland Curriculum Correlation Chart Year 4.
Day 1 / Day 2 / Day 3 / Day 4 / Day 5Comprehension 1:
Saint George and the Dragon (1)
Explore features of legends
Explore inference
Recall and retell main events / Comprehension 2:
Saint George and the Dragon (2)
Explore features of legends
Explore inference
Use powerful language / Comprehension 3:
The Beast with a Thousand Teeth
Explore features and language of legends
Make predictions
Take notes / Depth focus 1:
Exploring powerful language:
Saint George and the Dragon
Discuss descriptive words and phrases / Sentence grammar 1: Revising adjectives and expanded noun phrases
Use adjectives and expanded noun phrases to describe and specify
Day 6 / Day 7 / Day 8 / Day 9 / Day 10
Short composition 1: Writing a description of a beast
Plan and write descriptive sentences using powerful verbs and expanded noun phrases / Comprehension 4:
Comparing two legends
Compare legends
Explore heroes through drama
Take notes / Comprehension 5:
Dragon Slayer (1)
Explore story telling through film
Explore oral retelling
Make predictions
Explore language for story-telling / Comprehension 6:
Dragon Slayer (2)
Explore story telling through film
Explore dilemma through drama
make predictions / Sentence grammar 2: Punctuating speech
Punctuate direct speech
Day 11 / Day 12 / Day 13 / Day 14 / Day 15
Depth focus 2: Exploring character:
The Dragon Slayer
Draw inference about character / Sentence grammar 3: Using conjunctions to link clauses
Identify and use conjunctions
Identify main and subordinate clauses
Write sentences with more than one clause / Short composition 2 (Day 1): Planning and writing dialogue
Improvise, rehearse and draft dialogue / Short composition 2 (Day 2): Writing and editing dialogue / Depth focus 3: Plot structure:
Saint George and the Dragon and
The Dragon Slayer
Map story structure
Day 16 / Day 17 / Day 18 / Day 19 / Day 20
Long composition (Day 1):
Planning
Write a legend – plan and discuss legend / Long composition (Day 2):
Planning and drafting
Write a legend – plan and draft opening, problem and introduction to hero / Long composition (Day 3):
Planning and drafting
Write a legend – plan and draft a journey and resolution / Long composition (Day 4):
Planning and drafting
Write a legend – plan and draft ending / Long composition (Day 5):
Evaluating and editing
Write a legend – evaluate, edit and present legend
Recommended Grammar Lessons
These short, discrete grammar lessons can be taught at any point in the recommended route, either spread between the lessons or taught in one session as a group. All of the units across a year group contain grammar lessons that, between them, cover the curriculum requirements for the year group.
Grammar Lesson 1 / Grammar Lesson 2 / Grammar Lesson 3Understand the layout and punctuation of direct speech
Introduce the conventions for continuing speech beyond the reporting clause / Introduce the concept of adverbs answering the question ‘how’ / Understand that adverbs can answer the question ‘When?’
Understand that adverbs can move around in a sentence
Lesson Bank
If you would prefer to develop your own route through the material, the lessons detailed below, alongside additional lessons, are available in the lesson bank for the unit. This lesson bank contains all available lessons for the unit, including comprehension lessons, composition activities (both long and short), and depth focus and sentence grammar lessons where relevant. If you are planning a thematic curriculum, or using Wordsmith alongside other resources, you can select appropriate lessons from the lesson bank for your own planning.
Spelling list
The spelling list linked below contains all the spellings children will come across in this unit. They are linked to the spelling requirements for the National Curriculum for England Programme of Study for the year group. This list can be used to issue spellings to children on a weekly basis.
F AR 3.2.1 Spelling List: Dragon Slayer
You can also view the complete spelling list for Year 3.
Teaching Strategies
Throughout the lesson plans, key teaching techniques such as ‘Babble Gabble’ appear in green. For a definition of each of these techniques, consult the Wordsmith Glossary of Teaching Strategies, which outlines what each technique involves and how it can be used.
Grammar Assessment
At the end of each term, once all four units have been covered for the year group, children’s individual knowledge of the grammar concepts taught during the unit can be assessed using the printable grammar progress check and mark scheme.
· About the Grammar Progress Checks
· Grammar Progress Check: Year 3, Spring Term
· Grammar Progress Check Answers: Year 3, Spring Term
You can record children’s attainment on the Grammar Progress Checks using the editable Class Record.
Pearsonis not responsible for the quality, accuracy or fitness for purpose of the materials contained in the Word files once edited. To revert to the original Word files, re-download themfrom ActiveLearn.
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Day 1: Comprehension
Session / Main focus / Teaching summary / Activity descriptionComprehension 1:
Saint George and the Dragon (1) / Explore features of legends
Explore inference
Recall and retell main events / · Discuss the features of a legend (traditional story; heroic character; may be based on truth; often a quest story involving a long journey). Add these features to the Learning Wall. Can you think of any examples of legends? (E.g. King Arthur.)
· Show ‘Saint George and the Dragon’ (F ITP 3.2.1). Read paragraphs 1 – 4. Discuss any new vocabulary.
· When is this legend set? Are people happy? What is the beast like?
· Identify the good vs. evil theme as a feature of legends.
· Read to the end of paragraph 7. What do we learn about George?
· Show ‘Legend ingredients’ (F ITP 3.2.2). Click ‘Hero’ and ‘Problem’ to explore the role of Saint George.
· Read to the end of the story on F ITP 3.2.1. Did anything surprise you? / Core: In pairs, the children orally retell part of the story on F ITP 3.2.1. They use ‘Jumbled up’ (F PCM 3.2.2) to focus on linking the events and adding detail.
Support: In pairs, the children orally retell part of the story on F ITP 3.2.1. They use ‘Story starters’ (F PCM 3.2.3) to help them to tell the events in order using some story language
Extend: In pairs, the children orally retell part of the story on F ITP 3.2.1. They use ‘Story prompts’ (F PCM 3.2.1) and/or their own prompt cards to help them to elaborate on setting, characters and plot.
Objectives: Increase familiarity with wide range of books; Draw inferences and justify with evidence; Identify and summarise main ideas
Spoken language: Give well-structured descriptions, explanations and narratives; Consider and evaluate different viewpoints
Photocopiables: F PCM 3.2.1, F PCM 3.2.2, F PCM 3.2.3
Digital resources: F ITP 3.2.1, F ITP 3.2.2
Day 2: Comprehension
Session / Main focus / Teaching summary / Activity descriptionComprehension 2:
Saint George and the Dragon (2) / Explore features of legends
Explore inference
Use powerful language / · Use Babble Gabble to recap the previous session.
· Return to F ITP 3.2.2 and click ‘Plot’. Explain that ‘plot’ means ‘what happens in a story’. Does the Saint George story have a typical plot for a legend?
· Click ‘Language’. Discuss what is meant by ‘powerful’ language (e.g. use of highly descriptive adjectives and verbs to create pictures in readers’ minds).
· Show ‘Saint George and the Dragon’ (F ITP 3.2.1) and discuss the use of verbs and time connectives.
· Following the group activity, discuss the effect of powerful words in this legend. / Core: Using ‘Saint George and the Dragon’ (F PCM 3.2.4), the children highlight powerful verbs, descriptive adjectives and powerful adverbs in different colours.
Support: Using ‘Saint George and the Dragon 2’ (F PCM 3.2.19), the children highlight interesting and descriptive words.
Extend: Using ‘Saint George and the Dragon’ (F PCM 3.2.4), the children collect examples of powerful verbs, adjectives and similes. They select the most powerful adjective, verb and simile, giving reasons for their choice.
Objectives: Increase familiarity with wide range of books; Identify themes and conventions; Discuss words/phrases that capture reader’s interest
Spoken language: Give well-structured descriptions, explanations and narratives; Participate in discussions, presentations, performances, role play, improvisations and debates
Photocopiables: F PCM 3.2.4, F PCM 3.2.19
Digital resources: F ITP 3.2.1, F ITP 3.2.2
Day 3: Comprehension
Session / Main focus / Teaching summary / Activity descriptionComprehension 3:
The Beast with a Thousand Teeth / Explore features and language of legends
Make predictions
Take notes / · Recap the typical features of legends on the Learning Wall.
· Show ‘The Beast with a Thousand Teeth’ (F ITP 3.2.3). Ask the children to be ‘legend detectives’, looking for features of legends, as you read up to the end of Screen 5. Can you spot any interesting time connectives, verbs or adverbs?
· Talk Partners predict what might happen next.
· Read the rest of the story. Is this story typical of a legend?
· Show ‘Detective’s notebook’ (F ITP 3.2.4). Introduce the idea of note-taking. Model taking notes under the four headings and referring to the text. Explain that notes need not be full sentences. / Core: The children use ‘Detective’s notebook’ (F PCM 3.2.5) to continue making notes on the text, referring directly to the text to support their ideas.
Support: Using ‘Saint George and the Dragon story notes’ (F PCM 3.2.20), the children make notes about the story.
Extend: The children make notes on ‘Detective’s notebook’ (F PCM 3.2.5) to help them to answer the question: Is this story a legend? They write their answers referring to features of the story.
Objectives: Identify themes and conventions; Make predictions; Identify and summarise main ideas
Spoken language: Articulate and justify answers; Speculate, hypothesise, imagine and explore ideas
Photocopiables: F PCM 3.2.5, F PCM 3.2.20
Digital resources: F ITP 3.2.3, F ITP 3.2.4
Day 4: Depth focus
Session / Main focus / Teaching summary / Activity descriptionDepth focus 1:
Exploring powerful language:
Saint George and the Dragon / Discuss descriptive words and phrases / · Show ‘Legend ingredients’ (F ITP 3.2.2). Click ‘Language’ to remind the children that powerful language is a feature of legends.
· Show ‘Saint George and the Dragon’ (F ITP 3.2.1). Reread screen1. Highlight one or two descriptive phrases (e.g. ‘enormous, fire-breathing dragon’, ‘eyes burned like fire’, etc.).
· Talk Partners identify further words and phrases that capture their interest and imagination (e.g. expanded noun phrases and powerful verbs).
· Discuss why the selected words/phrases are effective (e.g. they paint a picture for the reader; create mood, etc.).
· Following the activity, take feedback. Why did you choose that word/phrase? What picture does it paint? How does it make you feel? / Core: The children identify powerful words and/or phrases on ‘The Beast with a Thousand Teeth’ (F PCM 3.2.7). They select two words/phrases and write explanations of why they are powerful.
Support: The children highlight powerful words and/or phrases on ‘The Beast with a Thousand Teeth’ (F PCM 3.2.7).
Extend: The children select powerful words and/or phrases from each paragraph of ‘The Beast with a Thousand Teeth’ (F PCM 3.2.7), giving reasons for their choices or suggesting alternatives and improvements.
Objectives: Discuss words/phrases that capture reader’s interest; Discuss books that are read to them and those they read themselves
Spoken language: Give well-structured descriptions, explanations and narratives; Consider and evaluate different viewpoints
Photocopiables: F PCM 3.2.7
Digital resources: F ITP 3.2.1, F ITP 3.2.2
Day 5: Sentence grammar
Session / Main focus / Teaching summary / Activity descriptionSentence grammar 1:
Revising adjectives and expanded noun phrases / Use adjectives and expanded noun phrases to describe and specify / · Show ‘Target board’ (F ITP 3.2.11). Explain that the centre zone is for adjectives that best describe the dragon slayer; the middle zone for those that are less relevant; and the outer zone for those that are least relevant.
· Model placing one adjective into the most relevant zone. The children debate where each adjective goes.
· Model using one of the central-zone adjectives to expand the noun phrase ‘the dragon slayer’ (e.g. the brave dragon slayer).
· Ask the children to volunteer their own expanded noun phrases about the dragon slayer.
· Following the activity, Talk Partners create noun phrases to describe ‘The Beast with a Thousand Teeth’. Add these to the Learning Wall. / Core: In groups, the children use ‘Target board’ (F PCM 3.2.13) to write the adjectives on the target according to how well they describe the dragon slayer. Encourage the children to discuss each choice and to support their answers with reference to the film. Independently, they add the ‘best words’ words to some of their own and write sentences that include expanded noun phrases (e.g. The brave, strong dragon slayer rode into the village.).
Support: In groups, the children use ‘Target board’ (F PCM 3.2.13) to write the adjectives on the target according to how well they describe the dragon slayer. Encourage the children to discuss each choice and to support their answers with reference to the film. Independently, the children use the ‘best words’ to create expanded noun phrases (e.g. The brave dragon slayer).
Extend: In groups, the children use ‘Target board’ (F PCM 3.2.13) to write the adjectives on the target according to how well they describe the dragon slayer. They then use a thesaurus to find alternative/more ambitious words to add to the ‘best words’ and use these to write sentences that include expanded noun phrases (e.g. The mighty dragon slayer rode into the village with his trusty sword at his side.].
Objectives: Use and understand the grammatical terminology in Appendix 2
Spoken language: Articulate and justify answers
Photocopiables: F PCM 3.2.13
Digital resources: F ITP 3.2.11
Day 6: Short composition 1