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Fiction Unit3.1 Storm

About this unit:

The children listen to the story and predict what may happen at various points. They focus on character, setting and mood, asking questions as the story progresses and locating evidence in the text to answer specific questions. They understand why descriptive sentences are important and how setting affects mood. They revise and develop punctuating direct speech and then work on nouns, adjectives and expanded noun phrases. The writing tasks involve planning and writing a description of setting, and planning and writing a conversation using direct speech and correct punctuation.

Stimulus synopsis: Storm

Annie must cross the marsh to help save her sister, but the ghostly horseman is always close by. Annie knows the secrets of the great marsh. She’s even heard about its ghost. But on a terrible night, when Annie must brave the storm alone, not even she knows what to expect.

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)andThe Northern Ireland Curriculum Correlation Chart Year 4.

Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Comprehension 1:
Chapters 1–3
Ask questions about a text
Inference and prediction / Sentence grammar 1: Punctuating direct speech
Punctuate direct speech / Depth focus 1: Setting (pp. 8–11)
Discuss settings
Descriptive
sentences / Short composition 1: Day 1
Set context
Plan and write descriptive sentences / Short composition 1: Day 2
Evaluate and edit descriptive sentences
Day 6 / Day 7 / Day 8 / Day 9 / Day 10
Comprehension 2: Chapters 4–5
Inference
Prediction
Sequence events / Depth focus 3: Exploring character 2
(Ch. 4–5)
Discuss characters
Inference / Sentence grammar 2: Revision
Revise nouns, adjectives and expanded noun phrases. / Comprehension 3: Chapters 6–7
Inference / Comprehension 4: Chapter 8
Answer questions about the text
Find evidence in
the text
Day 11 / Day 12 / Day 13 / Day 14 / Day 15
Sentence grammar 3: Verbs
Use powerful verbs to capture the reader’s interest / Long composition:
Day 1
Set context
Rehearse and plan conversations
Review speech
punctuation / Long composition:
Day 2
Write a conversation / Long composition:
Day 3
Evaluate and edit conversations. / Long composition:
Day 4
Oral reading of conversations in pairs and groups

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
Revise the concept of adjectives
Revise the use of dictionaries / Introduce the basic conventions of direct speech:
  • new line for new speaker
  • speech marks
  • final punctuation mark before reporting clause

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 3.1.1 Spelling List: Storm

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, Autumn Term
  • Grammar Progress Check Answers: Year 3, Autumn 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 description
Comprehension 1: Chapters 1–3 / Ask questions about a text
Use inference and prediction /
  • Read Chapter 1. Model asking questions to show the children how readers read. Who is the main character? What is she like? Where does she live? How does she feel about where she lives?
  • Read to the end of Chapter 3. What kind of story do you think this will be? (ghost) What makes you think that?
  • Talk Partnersdiscuss the story of the ghost. How do you feel about the ghost? Do you believe he is real? What would you do if you met him on the marsh?
  • Make predictions for what might happen next.
/ Core:Thechildren work in groupsHot-Seating Annie, choosing one person to be Annie. In a guided group, the others question Annie(e.g. Do you like living near the marsh? / What do you like playing? / What is it like in winter? / Do you miss your sister? / How do you feel about the ghost?).
Support: The children prepare answers to the Part A questions on ‘Ask Annie’ (F PCM 3.1.11).They then use these questions and answers as they work in groups Hot-Seating Annie, one person being Annie and referring to the prepared answers, and the others questioning her.
Extend:The children work in groups Hot-Seating Annie, choosing one person to be Annie. The others question Annie using the Part B questions on ‘Ask Annie’ (F PCM 3.1.11) and then asking questions of their own to find out more about her character.
Objectives: Listen to and discuss wide range of text types; Ask questions to improve understanding; Draw inferences and justify with evidence; Make predictions; Discuss books that are read to them and those they read themselves
Spoken language: Ask relevant questions; Build their vocabulary; Speculate, hypothesise, imagine and explore ideas
Photocopiables: F PCM 3.1.11
Digital resources: eBook of Storm

Day 2: Sentence grammar

Session / Main focus / Teaching summary / Activity description
Sentence
grammar 1:
Punctuating direct speech / Punctuate direct speech /
  • Show ‘Speech punctuation’ (F ITP 3.1.7). Tell the children they are going to read the speech (the part people actually say) while you read the rest. Highlight the speech on F ITP 3.1.7. Point to the class each time it is their turn to read.
  • Ask the children what they notice about the punctuation around speech. Highlight the speech marks and explain their purpose. Highlight the punctuation inside the speech marks. Also point out capitals for new speech and a new paragraph for each new speaker.
  • Show ‘Punctuating speech’ (F ITP 3.1.8) and model punctuating speech involving the children as much as possible.
/ Core:The children work independently or in small groups to complete ‘Punctuating speech’ (F PCM 3.1.8).
Support:In pairs, the children write speech bubbles for Annie, Willa, their mother and Mr Carter. They then rewrite each speech bubble as a line of direct speech, using speech marks.
Extend: The children complete the first activity on ‘Punctuating speech’ (F PCM 3.1.8)and then write a short conversation between two characters in the story (e.g. Annie and Willa / Doctor Grant and Annie) using the correct speech punctuation.
Objectives: Use and punctuate direct speech
Spoken language: Listen and respond appropriately
Photocopiables: F PCM 3.1.8
Digital resources: eBook of Storm, F ITP 3.1.7, F ITP 3.1.8

Day 3: Depth focus

Session / Main focus / Teaching summary / Activity description
Depth focus 1:
Setting
(pp. 8–11) / Discuss settings
Use descriptive sentences /
  • Show Screen 1 of ‘The marsh’ (F ITP 3.1.4). Describe the marsh in the summer. What is the weather like?
  • Show screen 2. How do we know Annie is enjoying the marsh?
  • Show Screen 3. Now, what season is it? How do we know? How does Annie feel about the marsh now?
  • Reread pages 8-11. What different places does Annie mention?
  • Show ‘Map’ (F ITP 3.1.5).The children close their eyes. Imagine the marsh, first in the summer, then in the winter.What can you hear / see / touch / smell / taste? How do you feel?
  • Click on the places on F ITP 3.1.5 and add descriptions. Discuss how setting affects mood.
/ Core:The children work independently to describe each of the places shown on F ITP 3.1.5 in either winter or summer. They write words or phrases to describe the settings and use these to compose sentences.
Support: The children work in pairs to describe one or two of the places shown on F ITP 3.1.5 in either winter or summer. They orally compose and then write sentences using some descriptive words.
Extend: The children work independently to write two short contrasting descriptions of each of the places shown on F ITP 3.1.5, one describing each setting in summer and another describing it in winter. Assist the children to select details and vocabulary to create the different moods.
Objectives: Discuss words/phrases that capture reader’s interest; Check that text makes sense and is in context
Spoken language: Give well-structured descriptions, explanations and narratives
Photocopiables: N/A
Digital resources: eBook of Storm, F ITP 3.1.4, F ITP 3.1.5

Day 4: Short composition

Session / Main focus / Teaching summary / Activity description
Short composition 1: Day 1 / Set context
Plan and write descriptive sentences /
  • Show ‘The Thing in the Basement’ (F ITP 3.1.13). Read the extract from another story with a different setting. The children identify details that help them picture the setting of Scott’s new school. What mood is created? What words or phrases help to create this mood?
  • Next, focus on Scott’s old school. Imagine that Scott is first approaching his old, friendly school. What details might he use to describe that school? How is the mood different from his new school?
  • Using F ITP 3.1.13, model changing details to create the setting of the old school, e.g. All around the school there was grass and tall trees. It looked like the trees were protecting the little school. Remind the children how to punctuate sentences (using a capital letter and a full stop). Save the ITP for use on Day 2.
/ Core:Talk Partners work together to plan sentences describing the ‘friendly’ school from Scott’s point of view, writing ideas/notes about what he can see and hear. They then rehearse full sentences orally and write them down.
Support:Talk Partners use ‘Scott’s old school’ (F PCM 3.1.15) torehearse orally and then complete sentences describing the ‘friendly’ school.
Extend:Talk Partners work together to plan descriptions of the ‘friendly’ school from Scott’s point of view, noting ideas for details, words and phrases. The children then work independently to write down their descriptions in full sentences,including a simile, to use three senses, and to choose powerful verbs and adjectives.
Objectives: Discuss writing similar to that which they are planning to write; Discuss and record ideas; Use rich vocabulary, oral rehearsal and increase range of sentence structures; Create settings, character and plot
Spoken language: Participate actively in conversations;Consider and evaluate different viewpoints
Photocopiables: F PCM 3.1.15
Digital resources: F ITP 3.1.13

Day 5: Short composition

Session / Main focus / Teaching summary / Activity description
Short composition 1: Day 2 / Evaluate and edit descriptive sentences /
  • Show ‘Descriptive sentences’ (F ITP 3.1.14) and introduce success criteria for descriptive sentences. Encourage the children to add to the list.
  • Return to the modelled sentences from Day 1 that created the setting of Scott’s old school based on ‘The Thing in the Basement’ (F ITP 3.1.13). How can we improve these sentences? Model how to expand noun phrases and use powerful verbs to improve the sentences.
/ Core:The children work in the same pairs as on Day 1. They swap their descriptions with another pair to evaluate each other’s work, using the shared success criteria from F ITP 3.1.14. Encourage them to suggest improvements, including in punctuation and spelling. Each pair then edits their own description.
Support: The children evaluate their descriptive sentences against the three original success criteria onF ITP 3.1.14. They make any necessary changes to ensure these are met.
Extend:Work with the children, challenging them to make specific improvements to their work, e.g. improving a verb, expanding a noun phrase orusing a conjunction to extend a sentence. Remind them to keep rereading to check the effect, and to check their spelling and punctuation.
Objectives: Assess own and other's writing; Proof-read for errors
Spoken language: Listen and respond appropriately; Consider and evaluate different viewpoints
Photocopiables: N/A
Digital resources: F ITP 3.1.14, F ITP 3.1.13

Day 6: Comprehension

Session / Main focus / Teaching summary / Activity description
Comprehension 2: Chapters 4–5 / Use inference
Make predictions
Sequence events /
  • Recap Chapters 1–3. Read Chapter 4. On the third night after Willa came home, what two significant things happened? (the storm; Willa’s labour)
  • Read pages 26–29. Focus on the changing moods. Look at pages 26–27. How are characters feeling here? (hopeful) Look at pages 28-29. How are characters feeling now? What happened to change the mood?
  • The children create a Freeze Frameand/or use Thought Trackingto convey characters’ change of moods and thoughts.
  • Model personal response, e.g. I don’t think I’d want to go out in that storm. Would you have volunteered?
  • Read Chapter 5 to the end of page 37. Who might the stranger be? Read to the end of Chapter 5.
/ Core:In pairs, the children use ‘The story so far …’ (F PCM 3.1.1) to sequence the events in the story so far, and then write their own predictions about what might happen next.
Support: In pairs, the children use ‘The story so far … 2’ (F PCM 3.1.12) to sequence the events in the story so far, and then write one sentence saying what might happen next
Extend: In pairs, the children use ‘The story so far …’ (F PCM 3.1.1) to sequence the events in the story so far. Talk Partnersthen suggest and discuss three different ideas for what might happen next. They discuss each possibility, deciding which is most likely and why, referring to the text. They then write down the agreed prediction(s), explaining their reasoning.
Objectives: Check that text makes sense and is in context; Draw inferences and justify with evidence; Make predictions; Identify and summarise main ideas
Spoken language: Listen and respond appropriately; Speculate, hypothesise, imagine and explore ideas
Photocopiables: F PCM 3.1.1, F PCM 3.1.12
Digital resources: eBook of Storm

Day 7: Depth focus

Session / Main focus / Teaching summary / Activity description
Depth focus 3:
Exploring character 2
(Chapters 4–5) / Discuss characters
Use inference /
  • Recap Chapters 4-5. Focus on Annie.
  • Use Hot-Seatingto explore what Annie is thinking and feeling before she volunteers to go out in the storm (Chapter 4). One child takes the role of Annie whilst the other children ask her questions about this point in story, e.g. Are you excited about the baby coming? / Do you want to help your sister? / How do you feel about going out in the storm?
  • Repeat the activity, using a different ‘Annie’ to explore Annie’s thoughts just after she decides to go out in the storm.
/ Core: The children use Thought Tracking and ‘Thought bubbles’ (F PCM 3.1.6) to explore Annie’s thoughts, from the point when the stranger offers to take her into Waterslain to the end of Chapter 5 (pages 38–41).
Support: The children use Thought Trackingand ‘Annie’s thought bubbles’ (F PCM 3.1.7) to explore Annie’s thoughts, from the point when the stranger offers to take her into Waterslain to the end of Chapter 5 (pages 38–41). Ask questions to prompt the children if necessary.
Extend: The children use Thought Tracking and ‘Thought bubbles’ (F PCM 3.1.6) to explore the thoughts of Willa, Annie’s mother or Annie’s father, from the point when the stranger offers to take Annie into Waterslain to the end of Chapter 5 (pages 38–41).
Objectives:Check that text makes sense and is in context; Draw inferences and justify with evidence; Discuss books that are read to them and those they read themselves
Spoken language: Ask relevant questions; Build their vocabulary; Speculate, hypothesise, imagine and explore ideas; Select and use appropriate registers
Photocopiables: F PCM 3.1.6, F PCM 3.1.7
Digital resources: eBook of Storm

Day 8: Sentence grammar