Fiction

English Year 3 Autumn Traditional Tales and Fables

Tales from India

Read traditional Indian tales in Madhur Jaffrey’s Seasons of Splendour. Analyse, compare and write own versions. Grammar covers conjunctions, prepositions and adverbs.

We recommend that you start with the core unit, the heart of this English block of study. This introduces key textual material and sets the tone for any further units you wish to teach. These can be selected on the basis of the needs of your class – look at the green icons to identify the unit’s particular focus: SPAG, Composition or Comprehension. Whichever units you choose, we suggest teaching them in order, as there is a built-in progression indicated by the numbering.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of the associated documents.

Core
Unit 1 Core: Introducing Traditional Stories from India
(suggested as 4 days)

Objectives

Spoken language
-- Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
-- Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.
-- Participate in improvisations and in performances.
-- Gain, maintain and monitor the interest of the listener.

Comprehension
-- Increase their familiarity with a wide range of books, including fairy stories, myths and legends, and retell some of these orally.
-- Draw inferences such as inferring character’s feelings, thoughts and motives from their actions, and justify their inferences with evidence.

 


-- Read books that are structured in different ways and read for a range of purposes.
-- Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

Word Reading
-- Apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words they meet.

Composition
-- Compose and rehearse sentences orally, progressively building a varied and rich vocabulary and an increasing range of sentence structures.

You Will Need

Texts
The Tiger Child by Joanna Troughton
Seasons of Splendour by Madhur Jaffrey

Teaching and Activities

Day 1 Teaching
Read The Tiger Child by Joanna Troughton, pausing to discuss and make predictions. Work with a partner to talk about this book using four ‘Book-Talk’ questions.
Activity
Work with a partner to talk about the characters from The Tiger Child. Write sentences about each of these characters. Read the introduction to the book and talk about the type of story and where it came from originally.

Day 2 Teaching
Make a story-map of The Tiger Child: using symbols, short phrases and illustrations. Watch a video performance of another Indian myth and talk about how the story-teller made this interesting. Make a list of tips for story-telling.
Activity
Make own story-maps of The Tiger Child. Practise telling the story, using story-maps and referring to your class list of tips. Share performances and then, with an atlas or map, locate Odisha (where the story comes from). Discuss children’s ideas about India.

Day 3 Teaching
Read the start of ‘The Old Man’ from Seasons of Splendour by Madhur Jaffrey. Make predictions and talk about decoding some of the challenging vocabulary. Read further and make predictions about how the story will end.
Activity
In groups, read a version of the story and then discuss using the four ‘Book-Talk’ questions. Discuss comparisons with other stories from India.

Day 4 Teaching
Read about how the stories from Seasons of Splendour were told to Madhur Jaffrey and what she and her family did with them. Make story-maps together for the two remaining stories.
Activity
Working in a small group, prepare a performance of one of the Indian stories – either the whole story or a scene. Share these performances together. Notice how the stories change. Discuss personal preferences.

SPAG
Unit 2 SPAG: Using prepositions to add information to sentences
(suggested as 2 days)

Objectives

Comprehension
-- Increase their familiarity with a wide range of books, including fairy stories, myths and legends.
-- Listen to and discuss a wide range of fiction.
-- Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.

 

Grammar
-- Use prepositions to express time and cause and place.

Transcription
-- Spell words that are often misspelt.

You Will Need

Texts
Seasons of Splendour by Madhur Jaffrey

Presentations
SPAG PowerPoint: Prepositions

Teaching and Activities

Day 1 Teaching
Read the first half of ‘Lakshmi and the Clever Washerwoman’ from Seasons of Splendour. Make predictions about what will happen. Use the opening sentence of the story to introduce prepositions and teach about these with a Powerpoint.
Activity
Identify prepositions and prepositional phrases in sentences about the story. Talk about what questions these phrases are answering. Practise spelling prepositions.

Day 2 Teaching
Read the second part of ‘Lakshmi and the Clever Washerwoman’ and talk about it using Book-Talk Questions. Use a Powerpoint to recap learning about prepositions and to teach their use at the start of a sentence.
Activity
Add prepositional phrases to sentence stems, experimenting with where to place these phrases.

SPaG: Grammar and Punctuation

Prepositions
Introduce prepositions and how they link a phrase to a sentence adding information about time, place and cause.

Comprehension
Unit 3 Comprehension: Reading and analysing the story of Rama and Sita
(suggested as 4 days)

Objectives

Spoken language
-- Participate actively in collaborative conversations.
-- Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
-- Participate in improvisations.
-- Gain, maintain and monitor the interest of the listeners.

Comprehension
-- Increase their familiarity with a wide range of books, including fairy stories, myths and legends, and retell some of these orally.
-- Discuss words and phrases that capture the reader’s interest and imagination.
-- Check that the text makes sense to them, discuss their understanding and explain the meaning of words in context.

 

-- Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence.
-- Identify main ideas drawn from more than one paragraph and summarise these.
-- Participate in discussions about books, building on their own and others’ ideas and challenging views courteously.

Composition
-- Compose and rehearse sentences orally, progressively building a varied and rich vocabulary and an increasing range of sentence structures.
-- Discuss and record ideas.

You Will Need

Texts
Seasons of Splendour by Madhur Jaffrey
Rama and Sita by Malachy Doyle and Christopher Corr

Websites
Model of the city Ayodhya from www.youtube.com (Watch from 6.42)

Teaching and Activities

Day 1 Teaching
Look at a model of the ancient city of Ayodhya, the setting of the start of the story of Rama and Sita from Seasons of Splendour. Read Part I of the story.
Activity
Read extracts from Part I and then answer questions, talking with a partner before writing answers in sentences. Locate the modern city of Ayodhya and talk about the mix of magic and reality in the story.

Day 2 Teaching
Talk together about the characters from Part I of the story. Read the first part of Part II of the story and imagine the advice to give to King Dashrat. Read the rest of this section to find out what happened and then discuss how each character behaved.
Activity
Make a guide to the characters from the story so far. Look at another version of the story of Rama and Sita by Malachy Doyle and talk about why some characters have been left out of this version.

Day 3 Teaching
Read Part III of the story up until the wounding of Ravan’s sister. Ask children to improvise a performance of this scene. Watch an example and use this to make a list together of features of a good improvised performance. Read the rest of Part III and make predictions.
Activity
Work in groups to make a performance of the scene in which Sita is kidnapped. Perform these to one another and evaluate each other’s performance. Read Part IV of the story from Seasons of Splendour or from the Malachy Doyle version.

Day 4 Teaching
Talk about what has happened to Ram so far in the story and make a graph to show his highs and lows. Read Part V of the story and then talk about it together using Book-Talk questions. Model writing a sentence to accompany an illustration of the story.
Activity
Sequence a set of pictures from the story and then write sentences to accompany them. Look at a Sanskrit version of the story and talk together about personal preferences about versions.

SPAG
Unit 4 SPAG: Using conjunctions to join clauses to add information about time, place and cause
(suggested as 3 days)

Objectives

Spoken language
-- Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
-- Listen and respond appropriately to peers.

Grammar
-- Use conjunctions to express time and cause and place.

 

Composition
-- Compose and rehearse sentences orally, progressively building a varied and rich vocabulary and an increasing range of sentence structures.

You Will Need

Texts
Seasons of Splendour by Madhur Jaffrey

Presentations
SPAG PowerPoint: Conjunctions

Teaching and Activities

Day 1 Teaching
Read the first part of Savitri and Satyavan from Seasons of Splendour. Talk about the story so far. Use a sentence from the book to show how conjunctions can join clauses. Use a PowerPoint to teach about the difference between clauses and phrases.
Activity
Read phrases and clauses from the story and identify them. Highlight active verbs and subjects in the clauses and turn the phrases into whole sentences. Continue to read the next part of the story.

Day 2 Teaching
Speculate about what the Sage will say to Savitri’s father. Read the next part of the story. Use a sentence from the book to see how a conjunction joins two clauses. Use a PowerPoint to teach about using conjunctions to join clauses.
Activity
Add additional clauses to a set of starter clauses, selecting the appropriate conjunction. Talk about the extra information provided by these clauses. If you have used Unit 2, then make the link to prepositions. Read the next part of the story.

Day 3 Teaching
Look at a picture of Yamraj and predict what might happen next. Read to the end of the story. Make a short summary of the whole story. Use a PowerPoint to recap learning about conjunctions then model writing a multi-clause sentence about part of the story.
Activity
Children use a list of conjunctions and write multi-clause sentences to tell the story. They discuss their response to the story using Book-Talk questions.

SPaG: Grammar and Punctuation

Conjunctions
Teach the differences between clauses and phrases. Look at how conjunctions can be used to link clauses together and help to express time, cause and place. Put conjunctions in different places in a sentence to change the effect of the sentence.

SPAG
Unit 5 SPAG: Using adverbs to express time, place and cause
(suggested as 2 days)

Objectives

Spoken language
-- Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

Grammar
-- Use adverbs to express time and cause (and place).

 

Composition
-- Compose and rehearse sentences orally, progressively building a varied and rich vocabulary and an increasing range of sentence structures.

You Will Need

Texts
Seasons of Splendour by Madhur Jaffrey

Presentations
PowerPoint: Adverbs

Teaching and Activities

Day 1 Teaching
Read an extract from ‘The Girl in the Forest’ from Seasons of Splendour. Talk about why this writing is so effective and identify the verbs that have been used. Use a PowerPoint to teach about adding adverbs to verbs.
Activity
Write sentences about the extract that has been read, choosing verbs and adverbs from a given list. Read the next part of the story, making predictions about what will happen next.

Day 2 Teaching
Talk together about the story so far and read to see what the Queen does. Use sentences from the book to recap learning about adverbs and then use the PowerPoint to teach about placing adverbs at the start of sentences.
Activity
Write sentences, using adverbs, about the magical palace. Read the end of the story and use Book-Talk questions to talk about it together.

SPaG: Grammar and Punctuation

Adverbs
Revise how adverbs modify a verb. Look at how adverbs are used to give more information about time, place and cause.

Composition
Unit 6 Composition: Writing own version of the story of Rama and Sita
(suggested as 4 days)

Objectives

Spoken language
-- Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
-- Gain, maintain and monitor the interest of the listeners.

Comprehension
-- Increase their familiarity with a wide range of books, including fairy stories, myths and legends, and retell some of these orally.

Composition
-- Compose and rehearse sentences orally, progressively building a varied and rich vocabulary and an increasing range of sentence structures.

 

-- In narratives, create settings, characters and plot.
-- Assess the effectiveness of their own and others’ writing and suggest improvements.
-- Proofread for spelling and punctuation errors.
-- Read their own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

Transcription
-- Increase the legibility, consistency and quality of their handwriting.

Teaching and Activities

Day 1 Teaching
Watch the first part of the Hamilton Player telling of Rama and Sita. Discuss the story with a partner and as a class. Notice what the story-teller does to keep the telling interesting. Make a list of story-telling tips together.
Activity
Make notes about the story and then use these to tell it, first to a partner and then to another pair of children. Tell the story together as a class, so that you are really familiar with it.

Day 2 Teaching
Read two possible beginnings to the story and decide which is best. Annotate this version, noticing the descriptive language and extended sentences that have been used. Role-play and then model writing the next part of the story.
Activity
Continue writing the next part of the story. Share these versions and notice how different details have been included.

Day 3 Teaching
Focus on the characters from the story, discussing their appearance, behaviour and characteristics. Make a freeze frame of the scene where Rama strings Shiva’s bow. Hear what each character is thinking and feeling. Model writing the start of this scene.
Activity
Write a version of Rama and the bow, focussing on what each character might be feeling and thinking. Share these together, noticing how characters have been described.

Day 4 Teaching
Look at one child’s work and make improvements, seeing the difference between re-drafting and proof reading. Look at an ancient illustration of the story and set handwriting expectations for the children’s final version.
Activity
Make a final version of one of this unit’s drafts. Read this aloud to other children and talk about the similarities between good storytelling and good reading aloud. Enjoy watching the rest of the story on Hamilton Player.