1. Fantasy Stories- Where The Wild Things Are-Maurice Sendak
What are your five senses?
What do I include in a quality setting?
How do precise nouns and adjectives improve descriptions?
Which descriptive phrases help to improve a character description?
7. Create own short story inspired by “Where The Wild Things Are.”
3.Read the book and . Watch the movie trailer. Discuss illustrations. Write a description of one of the characters-use effective adjectives and precise nouns.
4.Three part character picture Label their monster/creature with descriptive language. Word bank provided.
6. Plan your story. Key features for a narrative. What happens at the start? What does your bedroom change into? Where do you go? What do the characters do? What happens at the end?
2.How have artists used items in their settings? Write quality sentences to describe the setting.
1.Study power point of fantasy settings. What can you see hear and smell?
5 Write a short paragraph to describe their monster-are they friendly scary? What do they do with their monster?
What are our top tips for a Fantasy Story?
What should I include in a story plan?
What else should I include my “Wild Thing” description other than how it looks?

2. The True Story of the Three Little Pigs – Scieska, J Penguin book Ltd London
8.How can I plan an argument with evidence to use in “The Trial of the Big Bad Wolf “. To put forward three reasons for the wolf being guity or not.- Newpaper reports.
3 How to turn statements into questions? Read the story book and powerpoint. Ask questions about the plot.
4. Why is the Big Bad Wolf guilty? How can I locate extracts to back up my argument?
5.Why is the big Bad Wolf not guilty? Is the wolf is prision for the wrong reasons?
7. How can I use extracts from the book to help to explain my reasons? Reading comprehension skills- inference/ deduction
2. What do you think this book is about? Who is the character on the front of the book?
1. Read together the original version of The Three Little Pigs. What are the key parts of the story?
6. What are the fairy tale character witness statements?
Key skill – matching verbs to nouns pronouns I am the children are..

3. Stories with Familiar Settings- The Mousehole Cat by Antonia Barber
3. Why did the author chose specific vocab? Which words describe the storm?
4.How can I use my senses to describe the storm? Watch You tube version.
5. What helps me to retell the story in order? Structure, speech and thought bubbles. How do time openers improve my writing?
: Level 1- The, I, My
Level 2 - First, Then, Next, After, Finally.
Level 3 - Later that day, Tomorrow, After, This Morning, Yesterday.
Talk for writing to sequence the story.
7. Which writing top tips will help to write the story from a different viewpoint?
Story sequence with a beginning, middle and end.
Exciting descriptive vocab.
First person and points of view
Accurate punctuation.
Pencil target followed.
Why is the setting description in a story so important?
What is an adjective?
What is a legend?Discuss the genre.
6. What must I include in super sentences to describe the illustrations? Which connectives can I use to create complex sentences.
Level 1- and
Level 2- but
Level 3 – because, however, so, then
Study PWP of the book
Pictures and captions.
8. How can I use drama to explore the story? Hot seating.

4. Explanation Texts/ Non Chronological Reports – Non Fiction- Samuel Pepys’ diary on IWB
8. Assessment activity- produce a report on The Great fire on London-
Know the fire took place over 300 years ago
Show an understanding of cause and effects of the fire
Show an awareness of strengths and weeknesses of eye witness accounts
Combine evidenc form different sources
Read aloud with intonation and expression
3. What happened in the Great Fire of London? Produce a diary page like Samuel Pepys’ diary.
4. Why did the fire spread so quickly? Investigate ways of presenting texts- speech bubbles, captions and headings
5. How are houses different now to 1666?
7. What have we learnt about the Great Fire of London?
Retell events
2. How do we know about the Great Fire Of London? Read an eye witness account-list interesting words which makes the writing seem alive.
1. Where is London? Mapping skills
6. How was London rebuilt? Christopher wren Charles 11

5. 7. What should I include in a character description of Katie Morag?
Read several books by the same author –compare similarities and differences. Express personal response. Draw attention to the authors style and characters- Katie Morag and Isle of Struay.
8. What should I include in my own Katie Morag fantasy story with real and fictional parts?Imaginative and descriptive language.
3. -How can I compare and contrast the two books? Read Katie Morag and The Two Grandmothers
4. How can I find words to describe how a character is feeling- How can I write a letter to Katie Morag. What key ideas do we include? Shared writing of a letter Granny mainland.
5. What do we include in a book review? Look at book reviews online- Why have children enjoyed the stories?
7. What should I include in a character description of Katie Morag?
2 Read Katie Morag Delivers the Post- What do I like/dislike about this story?
1. What do we know about Mairi Hedderwick? Generate questions we would like to ask?
6. Read Katie Morag and The Big Boy Cousins-How do connectives and conjunctions help to create complex sentences?
Level 2- but
Level 3 – because, however, so, then

6. Where? What? Who? Who? Why? Which?
Year Two Spring Term – English
Focus: Writing about our homes (writing based on personal experiences and writing for different purposes).
Grammar Focus: Writing sentences with different forms (questions and statements) using the correct punctuation marks.
Who?
Who?
Why?
Which?
What words can I use to start questions?
What punctuation mark do I need to use?
Make a collection of common question words and learn to spell them.
When?
Where?
Write 10 questions to ask a friend about their home using all the different types of question openers. e.g. What type of house do you live in? Who lives in your house? How many bedrooms are in your house?
What questions can I write to find out information about my partner’s home?
What?
Are responses to my partner’s questions clearly written statements with capital letters and full stops?
Write factual statements in response to questions about your home e.g. I live in a terraced house. My house has 3 bedrooms.
What information should I include in a FOR SALE brochure for an imaginary property?
Look at examples of brochures for Houses for Sale. What information do they include? Choose an image of a home e.g. a thatched cottage, a fairy tale palace, a house boat and design a FOR SALE style brochure including the age and location of the property, a description of each of the rooms and garden, the best selling points and the price.
How can I organise this information clearly and attractively? (bullet points, bold print, capital letters, headings etc.)
How?

7. Year Two – Spring Term – English Focus: Hansel and Gretel
Year Two – Spring Term – English Focus: Hansel and Gretel. Retelling a story using role-play and drama. Describing a story setting. Grammar Focus: Using speech marks to punctuate spoken language in writing.
Work in groups to retell parts of the Hansel and Gretel story using finger puppets.
What are the key events in the story of Hansel and Gretel? How can we use role-play and drama to help us retell the story?
Write speech bubbles to show what characters are saying at various points in the story e.g. the stepmother, the wicked witch
How can speech be represented in stories?
Convert spoken words from speech bubbles to full sentences correctly punctuated with speech marks.
What alternative words can I use for said when characters are talking?
Search fiction texts and make a collection of alternative words for ‘said’ (shouted, yelled, screamed, whispered, shrieked, mumbled, moaned, groaned etc.)
What vocabulary can I use to describe settings in the story of Hansel and Gretel e.g. the forest and the Gingerbread House?
Look at an image of the Gingerbread house in the middle of the forest. Write a description (setting) using a range of adjectives.

8. How should I punctuate a sentence that contains a list?
Year Two – Spring Term – English (with link to History) Focus: Beatrix Potter Author Study, traditional tales from the past Grammar Focus: Using commas to separate items in a list.
What facts can I find out about Beatrix Potter and her life from information books and pictures?
Write an author Fact File about Beatrix Potter’s life and her work.
What clues in Peter Rabbit and other Beatrix Potter stories tell me that they were written a long time ago?
Collect unfamiliar and old fashioned words and phrases from Beatrix Potter tales and look closely at the illustrations.
How should I punctuate a sentence that contains a list?
Answer questions about Peter Rabbit and other Beatrix Potter stories using commas to separate items in the list e.g. Can you name 5 Beatrix Potter characters? Think of 5 vegetables grown in Mr McGregor’s garden?
What details should I include in a ‘Who am I? style profile of a Beatrix Potter character?
Write a ‘Through the Keyhole’ style description of a Beatrix Potter character in a setting. Describe the character – what are they wearing? What are they doing? What other information do I know about the character?

9. What can we learn about life in the past by studying artefacts?
Year Two – Spring Term – English (With link to History) Writing Focus: Information writing about homes in Victorian times. Writing labels and captions. Writing a Fact File.
Grammar Focus: using the present and past tenses correctly and consistently
Observe and describe a range of artefacts (on loan from the Dock Museum) relating to Victorian Kitchens and Wash Day. What is each object made from? What might it have been used for? What is the modern day equivalent?
What can we learn about life in the past by studying artefacts?
What labels and captions can I use to provide information about a picture of a Victorian Wash Day?
Make an observational charcoal drawing of one of the artefacts then write a detailed description to accompany it.
What tense do we need to use when writing about the past?
Watch Magic Grandad video comparing life in a Victorian home with life today. Recap the sequence of events in a typical Victorian Wash Day. Look at key vocabulary (dolly, washboard, mangle, flat iron etc.) Write labels and captions to accompany a Victorian Wash Day picture.
What information can I include in a ‘Through the Keyhole’ description of a room in a Victorian House?
Read and change the tense of simple sentences from past to present and present to past.
Look at pictures, photographs, the internet and books to find out information about a typical Victorian kitchen, bathroom, bedroom or nursery. Write a ‘Through the Keyhole’ style description.
What information can we find out about Queen Victoria and her life?
Look at pictures, photographs and websites about Osborne House on the Isle of Wight. Write a Fact File about Queen Victoria and her home.