files-acq.hamilton-trust.org.uk Web viewChallenge chn to identify the speakers (Bilbo, Troll, Thorin). Explain that Tolkien, a professor of Old English, was fascinated by language

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 Hobbit throughout this week. You will need to reach Ch.10/p.95 for the start of week 2.

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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 whether chn 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) and Thorin (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 and this 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 writers create characters and leave clues for readers to make inferences.Comprehension 3 / Transcription 1

Return to the graphic novel. Remind chn 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

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f. participate actively in collaborative conversations

1. Monday: Discuss opening chapter of The Hobbit See Comprehension 1Chn work with adult or in pairs to discuss questions in resources.Plenary: See Comprehension 1.

'Questions to think about'(see resources)

i. participate in improvisationsg. Use spoken language to explore ideas

2. Friday: Improvise a scene See Composition 1Working 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)

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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 1MOST: 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)

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

Y5: Summer Term Fiction 1: Classic fiction Main text: The Hobbit (Original & Graphic Novel)Co

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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 speechIn 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 (Medium group), 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 1Put 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,C3 levels(see resources)

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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)

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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 MadnessChn 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 in each 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 5 Resources PPT - for future reference (see resources).

diceColoured pens & paper (plenary)Game card'Common Subordinating Conjunctions'(see resources)

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Draft and write by:a. selecting appropriate grammar and vocabulary, understanding how suchchoices can change and enhance meaningb. in narratives, describing settings, characters and atmosphere andintegrating dialogue to convey character and advance the action

1. Friday: Write a dramatization 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) Chn work 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)

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

Y5: Summer Term Fiction 1: Classic fiction Main text: The Hobbit (Original & Graphic Novel)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.

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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. Guide chn on a visualised journey - see resources for a suggested script. Give chn one 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/revise relative 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; an all-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, chn will look at his narrative style and think about 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 Smaug describe 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

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d. using expanded noun phrases to convey complicated information concisely

2. Monday: Write a description of Mirkwood forest including expanded noun phrases See Composition 2Using 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.

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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 clausesChn 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 versionResources 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/Transcription 2Briefly recap expanded noun phrases & relative 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

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

Y5: Summer Term Fiction 1: Classic fiction Main text: The Hobbit (Original & Graphic Novel)Sp

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gef. Participate actively in collaborative conversationsg. 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

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Maintain positive attitudes to reading and understanding by:e. identifying and discussing themes and conventions in and across stories a wide range of writing

4. Wednesday: Read and discuss narrative style (Group reading)Chn read p.83-88. Use 'Thinking about Narrative Style' (see resources), to guide discussion.HARD/MEDIUM: Read in small groups. EASY: Adult led: Read aloud as a group, using prompt to guide discussion.Plenary: Share some chn's answers. Do chn like this sort of narration or does it feel old-fashioned or irritating? Look at p.88 ‘They had escaped the dungeons of the king and were through the wood, but whether alive or dead still remains to be seen.’ Discuss how Tolkien uses this to build tension and explain that chn will use this technique in their own writing.

'Thinking about Narrative Style' prompt sheet(see resources)

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Pupils should be taught to:g. use a thesaurus

2. Thursday: Use a thesaurus in planning writing to extend vocabulary See Composition 3/ Grammar 4(Input) What things might be important to Smaug (treasure, irritating hobbit) that could be described in more detail? Explain that chn may need to use a thesaurus to collect a variety of words to describe the treasure. Check chn know how to use a thesaurus selectively and appropriately.Plenary: See Composition 2.

Thesauruses

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Draft and write by:b. in narratives, describing settings, characters and atmosphere…

2. Monday: Write a description of Mirkwood forest See Grammar 2Encourage chn to think about the atmosphere they are aiming to create and what details and word-choices will be best for this. Can chn try varying sentence length, joining clauses or writing a single clause sentence for impact.Plenary: See Composition 2.

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Plan their writing by:a. … using similar writing as models for their ownb. noting and developing initial ideas…c. in writing narratives, considering how authors have developed characters and settings…

3. Thursday: Plan a retelling of Bilbo meeting Smaug with Bilbo as villain See Transcription 2/ Grammar 4Display timeline of events on f/c (see Ch.12 summary in Teacher Guide). Chn plan retelling of events, collecting ideas for each of the elements from the checklist. Chn can work in books or on 'Planning Ideas' prompt sheet (see resources). Provide thesauruses and copies of graphic novel. Remind chn to use what they have learnt in grammar.Plenary: Discuss how Tolkien often imposes his own opinion of characters: ‘little fellow...poor mister Baggins’ including details encouraging us to share his opinions: ...His heart was beating...To hunt the whole mountain till he had caught the thief and had torn and trampled him.... Ask chn to add some of these to their planning sheet, remembering that Smaug is the injured party and Bilbo the villain.

'Planning Ideas'Teacher Guide(see resources)ThesaurusesDraft books (optional)

Draft and write by:a. selecting appropriate grammar and vocabulary, understanding how suchchoices can enhance meaningb. in narratives, describing settings, characters and atmosphere

4. Friday: Retell Bilbo’s encounter with Smaug from Smaug’s point of view See Spoken Language 3Chn use planning sheet to support writing. Support and/or extend where needed.EASY: Provide those who need support with the modelled writing as their opening.Plenary: Ask chn to work with a partner to peer-assess. They should read their work aloud; identify something they are proud of and something to improve. Allow time for editing after this discussion. When marking work, identify impactful use of language & ask chn to copy it and add it to display.

Chn's planning sheets‘The Thief Returns’ – Modelled opening(see resources)

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

Y5: Summer Term Fiction 1: Classic fiction Main text: The Hobbit (Original & Graphic Novel)Wk 3 Monday Tuesday Wednesday Thursday Friday

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Finish reading The Hobbit this week. Share a good example of chn's planning from Monday. Explain that today chn will be concentrating on elaboration skills, as they begin their stories. Model writing an opening using the example plan, emphasising adding detail through noun phrases and relative clauses. Just as Tolkien does, you want to create a strong sense of atmosphere and character through description. Ask chn to look at their own plans, and spend a few minutes generating words and phrases that they might use. (There should be a rich source of ideas on your display/ working wall.) Encourage discussion during this time. Agree a writing checklist, including 3rd person, powerful language, elaboration, etc. and display.Composition 6 / Grammar 5

Share an example of writing from last session. What makes it successful? What descriptions have impact? etc. Today chn will finish their first drafts. Ask chn to look at plans to remind them of what they will be writing. Revise dialogue punctuation briefly using Resources PPT Slides 27-30 (see resources). Chn should think carefully about the dialogue they include and what clues it will give. Challenge chn to explain to a partner how to tie a shoe in a hobbity/trollish/dwarfish way. Pick out ideas like stammering, grandiose language, gruffness. Record examples and display, including punctuation. Chn note on plans how the characters will speak. Add dialogue to writing checklist; caution overuse of dialogue. Composition 7 / Grammar 6

Put chn into writing partners. Today's session will focus on evaluating and editing. Talk about the need to praise specifically and to criticise constructively and sensitively. Ask a robust volunteer to read a short extract of their writing. Note that reading aloud helps spotting sense errors as well as highlighting the rhythm of sentence structure. The class act as their writing partner praising what works well, referring to writing checklist. Model finding an element to improve, and ask chn for suggestions for editing. Explain that any feedback should be considered but final writing decisions remain with the author.Composition 8

Display 'The Hobbit Worldwide' (see PPT slide 30 or resources). Ask chn to guess the language of each edition (hide initially). Ask why chn think the book has been published in many languages. Explain that the release of the LotR and The Hobbit films has widened the potential readership again. Remind chn that they have been reading a graphic novel adaptation and the original text. Show chn the film trailer (see resources). Chn discuss their impressions. Today chn will prepare and take part in a debate: which is the best way to enjoy Tolkien's novel. Remind chn of debating conventions, putting forth a point of view, justifying it with examples or evidence and accepting/proposing opposing points of view courteously.Comprehension 5 /Spoken Language 4

Discuss The Hobbit so far. What have chn enjoyed? What would they change? Discuss how Tolkien uses suspense to draw the reader in. Recap concept of the story arc:1. Introduction 2. Build-up 3. Climax or Problem 4. Resolution.In long novels, there are many of these arcs, acting under the main arc. Sometimes these are contained in chapters (as Tolkien's original text). Discuss and list the themes in The Hobbit including: reluctant hero, fortune favouring the brave, misuse of power, good vs evil, magic. Explain that the chn are going to be writing a 'lost tale' from The Hobbit, an adventure Bilbo has after he has tricked Smaug. Using one of the themes, chn will plan a 'chapter' in the style of Tolkien ensuring a satisfying story.Composition 5

Objectives Dimension Resources

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Plan their writing by:b. noting and developing initial ideas, drawing on reading…c. in writing narratives, considering how authors have developed characters and settings…

5. Monday: Plan a lost tale in the style of The HobbitChn plan their story, using ideas collected throughout the unit. Encourage a limited number of characters, and actions which follow characters' motives/ personality traits. Chn could use a variety of planning formats including storyboards, story map, story hill, and lists. See resources for 'Lost Tale Planning Guide' or draw up ideas on a f/c.Plenary: Chn present plan to a partner. Have they included all the elements from the planning guide/agreed list? Can their partner tell which bit is the top of the story arc?

'Lost Tale Planning Guide'(see resources)

Write by: a. selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaningb. in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

6. Tuesday: Write first draft of an adventure in the style of Tolkien See Grammar 5Chn begin to write the stories they planned yesterday. Encourage rereading, thinking aloud and checking plans.Ideally allow chn to word process this work to enable easy editing.Plenary: Chn reread today's writing, assessing success using agreed checklist. Give some time for editing based on rereading.

Chn's story plansComputers -if available.

7. Wednesday: Complete first draft of an adventure in the style of Tolkien See Grammar 6Chn complete first drafts of a lost tale. They should reread and edit, using checklist from last time.Plenary: Distribute 'Tolkien's Narrative Style' (see resources). Challenge chn to use one of more style heading to edit their story to create a narration which sounds like Tolkien's. EASY: Direct to add influencing character adjectives.

'Tolkien's Narrative Style' (see resources)

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

Y5: Summer Term Fiction 1: Classic fiction Main text: The Hobbit (Original & Graphic Novel)Evaluate and edit by:a. assessing the effectiveness of their own and others’ writingb. proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaningProof-read for spelling and punctuation errors

8. Thursday: Peer/self-assess writing and edit to improveAllow some time for focused rereading and editing for sense, punctuation and sentence elaboration - chn should read aloud to help hear the flow of their writing. Chn then work with writing partner, taking turns to pick out what works well and make suggestions for improvement. Chn spend some time editing and rereading to see impact of improvements. (If necessary, remind chn how to use spellcheck/thesaurus tools on the computer.)Plenary: Ask chn to report back on evaluation/editing process. Celebrate success and plan to share finished works in a class book or online.

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i. take part in debatesk. consider and evaluate different viewpoints, attending to and building on the contributions of othersd. articulate and justify arguments and opinions

4. Friday: Take part in a debate See Comprehension 5Ask chn to present the arguments they have prepared - see Comprehension 5, ensuring that they give clear opinions, with evidence from the text and using discussion language.Plenary: Chn give themselves 3 points for each element with a discretionary 'teacher-point' to get to 10/10!

Prepare room for debate, moving the furniture as necessary

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n Provide reasoned justifications for their viewsParticipate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously

5. Friday: Debate the best medium to enjoy The Hobbit See Spoken Language 4Distribute 'Hobbit Debate Positions' and 'Debate notes' (see resources). Assign debate positions and ask chn to prepare to defend their positions, while considering ideas that might challenge their point of view. Chn can record ideas, evidence/examples and conjunctions/adverbs linked to discussion. Explain that chn will be self-assessing, giving points for each of these elements.Plenary: See Spoken Language 4.

'Hobbit Debate Positions' and 'Debate notes'Note: resources include alternative debate ideas(see resources)

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d. using expanded noun phrases…e. use relative clauses…a. extending the range of sentences with more than one clause by using a wider range of conjunctions (Year 3/4 revision)

5. Tuesday: Use noun phrases, relative clauses and conjunctions to write descriptively See Composition 6Encourage chn to draw on their grammar work and to look at the Working Wall display to help them write descriptively. Have they used a relative clause to say more about a character or place? Can they use ‘although’ to extend a sentence with a contrast? Can they expand a noun phrase to convey detail about a character concisely but with impact? etc. Plenary: See Composition 6.

Classroom displays

a. using commas to clarify meaningc. using and punctuating direct speech (Year 3/4 revision)Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

6. Wednesday: Use correct punctuation in direct speech in writing and editing See Composition 7(Input) Use Resources PPT (see resources) to briefly revise dialogue punctuation and layout, and grammatical terms (speech marks/inverted commas, reporting clause, direct speech, etc.) Remind chn how writers can give clues about a character through speech. Chn look back at the dialogue Tolkien uses, and check their own use of speech punctuation in their writing and editing.Plenary: See Composition 7.

Resources PPT(see resources)

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

Y5: Summer Term Fiction 1: Classic fiction Main text: The Hobbit (Original & Graphic Novel)Books:Main text: The Hobbit by JRR Tolkien, illustrated by David Wenzel, adapted by Charles Dixon (2006) ISBN 0-261-10266-4(A graphic novel adapted very closely from the original text) You will need at least 6 enough copies (for 3 or 4 chn to share when reading)

Supplementary text:The Hobbit by JRR Tolkien, first published 1937This may be easier to use when reading aloud to the chn than graphic novel but you ideally need at least 2 /3 copies of this.

Websites:http://www.tolkiensociety.org/index.html Large website on Tolkien and his works including The Hobbithttp://www.tolkienlibrary.com/translations/hobbits/index.htm Gallery of editions of The Hobbit in different languageshttps://www.youtube.com/watch?v=SDnYMbYB-nU or http://www.imdb.com/video/imdb/vi1699192345/ (advert first) Trailer of the first of 3 Hobbit filmshttp://www.vikingrune.com/rune-converter/ App for converting text to runeshttp://archive.theirpast-yourfuture.org.uk/upload/package/103/index.html and http://www.iwm.org.uk/history/second-lieutenant-j-r-r-tolkien Imperial War Museum website - Resources on WWI for putting The Hobbit into context with Tolkien's wartime experience

The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or

any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability

for any loss or damage arising from the use of any Links.

Scroll down for Outcomes

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.

Y5: Summer Term Fiction 1: Classic fiction Main text: The Hobbit (Original & Graphic Novel)Outcomes

Monday Tuesday Wednesday Thursday Friday1. Identify features of graphic novels.2. Discuss the opening chapter of a book using prompt questions.3. Share ideas.

1. Investigate how the use of language helps to portray a character.2. Convert informal dialogue into standard English.

1. Revise clauses, and single and multi-clause sentences.2. Use a range of co-ordinating & subordinating conjunctions.3. Identify main and subordinate clauses.4. Create multi-clause sentences.

1. Investigate spelling rule i before e except after c, understanding there are exceptions.2. Answer questions about a text they have read.3. Identify conjunctions in a shared text.

1. Rehearse the features of play scripts.2. Improvise a scene from a book they have read, replacing one of the characters in the original narrative.3. Write a short script based on their improvisation.

1. Revise noun phrases and how they can be expanded.2. Use conjunctions to extend and link clauses.3. Produce a piece of descriptive writing using multi-clause sentences.4. Recognise that expanded noun phrases can convey information concisely.

1. Recognise and use relative clauses.2. Recognise that relative clauses are a type of subordinate clause and can be used to build expanded noun phrases.3. Adapt nursery rhymes using relative clauses.4. Punctuate relative clauses.

1. Describe the narrative style of an author.2. Find examples of aspects of an author’s style in the text.3. Give an opinion of an author’s style.4. Read a text in a group.

1. Write in the style of an author they have studied.2. Use a thesaurus.3. Plan the retelling of a scene in a book from a different viewpoint.4. Use expanded noun phrases and relative clauses to write descriptively.

1. Identify similes and metaphors.2. Rewrite a scene from a different viewpoint using descriptive language.3. Give and receive positive criticism.4. Edit own writing.

1. Study the structure of stories using the idea of arcs.2. Plan a lost tale which could be a chapter from a story they have read.3. Use a scaffold to plan a story, e.g. storyboard, story map, story hill, etc.4. Discuss themes in a story.

1. Write the opening of their lost tale.2. Use noun phrases, relative clauses and conjunctions to write descriptively.(3. Word process their work to enable easier editing.)

1. Rehearse punctuation used in dialogue.2. Identify and give clues to character development through dialogue.3. Finish writing their lost tale.

1. Work with a response partner to evaluate and edit their writing.2. Give and receive positive feedback.3. Edit (using features of word processing program).

1. Compare an original novel, the graphic novel version and a film adaptation.2. Take part in a debate about the different versions.3. Give opinions.4. Listen to others’ viewpoints.5. Use discussion conjunctions.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.