Brenden is Teaching


NameFantasy Stories (2)
UnitFantasy Stories
DescriptionWhere the wild things are
File 130_7 days of Where the Wild Things Are.doc
File 2

☝️ Download Planning


Class Year group


Yeargroup: 1

Term:Spring2 2008

Week:Wks 3 and 4 ofFantasy Stories unit

Where the Wild ThingsAre

Outcome:Compose completesentences correctly demarcated by capital letters and full stops(marking and feedback against agreed success criteria). Write ashort story with the events organised sequentially into problem andresolution (marking and feedback against agreed successcriteria).


Text:Where the Wild ThingsAre

New FrameworkOverview:


  Readstories about fantasy worlds, for example imaginary lands, space,animal homes. Visualise settings, talk about what is new orunexpected and predict how characters will look and behave in thesesettings. Make links with children's experience, for example, whatwould you do if you found yourself here? Compare and contraststories with different settings and encourage children to expresspreferences.

  Identifythe main characters and events in a story. Children retell orallywith main events in sequence.

  Watcha short performance or film version of a story with a fantasysetting. Ask children to identify the key features and expressviews about, for example, how they created a sense of excitement.Children write about a significant incident from the story that wasperformed.

  Readseveral short stories with similar imaginary settings. Ask groupsof children to make predictions about what will happen in that typeof story and how characters will behave. They check theirpredictions by reading further stories.

  Createan imaginary setting and characters with the class. Explore storyideas using discussion and role-play. Record the main events for aclass story based on children's suggestions and tell the storyorally. Children then write their own version of the story, usingor adapting the class ideas. Support children in writing storieswith a clear beginning, middle and end. Each part has more than onesentence and events are sequenced logically. The stories couldinclude good and bad characters and examples of storylanguage.



New FrameworkObjectives


Most childrenlearn to:
(The following list comprises only the strands, numbered 1 through12, that are relevant to this particular unit.)

1. Speaking

  Tellstories and describe incidents from their own experience in anaudible voice

  Retell stories,ordering events using story language

2. Listening andresponding

  Listen withsustained concentration, building new stores of words in differentcontexts

4. Drama

  Explore familiarthemes and characters through improvisation and role-play

5. Wordrecognition: decoding (reading) and encoding (spelling)

  Recognise and usealternative ways of pronouncing the graphemes already taught

  Recognise and usealternative ways of spelling the graphemes already taught

  Identify theconstituent parts of two-syllable and three-syllable words tosupport the application of phonic knowledge and skills

  Recogniseautomatically an increasing number of familiar high frequencywords

  Apply phonicknowledge and skills as the prime approach to reading and spellingunfamiliar words that are not completely decodable

  Readmore challenging texts which can be decoded using their acquiredphonic knowledge and skills, along with automatic recognition ofhigh frequency words

  Readand spell phonically decodable two-syllable and three-syllablewords

6. Word structureand spelling

  Spell new wordsusing phonics as the prime approach

  Segment soundsinto their constituent phonemes in order to spell themcorrectly

  Recognise and usealternative ways of spelling the graphemes already taught

  Useknowledge of common inflections in spelling, such as plurals, -ly,-er

  Readand spell phonically decodable two-syllable and three-syllablewords

7. Understandingand interpreting texts

  Identify the mainevents and characters in stories, and find specific information insimple texts

  Usesyntax and context when reading for meaning

8. Engaging withand responding to texts

  Select books forpersonal reading and give reasons for choices

  Visualise andcomment on events, characters and ideas, making imaginative linksto own experiences

9. Creating andshaping texts

  Independentlychoose what to write about, plan and follow it through

  Usekey features of narrative in their own writing

  Create shortsimple texts on paper and on screen that combine words with images(and sounds)

10. Text structureand organisation

  Writechronological and non-chronological texts using simplestructures

11. Sentencestructure and punctuation

  Compose and writesimple sentences independently to communicate meaning







Whole classlearning

Whole classword/sentence



Independentlearning / differentiation

Plenary &AFL



WALT use storyopenings to begin our writing.


Read a variety ofstories, record the opening sentence each time and discuss.

Shared writing of astory opening. Choose together one of the openings found in thebooks. Spin to find a character. Model writing the beginning of astory eg.


Once there was asilly, greedy dragon who lived in a castle. He liked doing naughtythings and eating lots of food up.


Use up-levelling toimprove the sentence according to VCOP.

Miss Lucas



Use spinners tochoose a character write an opening sentence for a story usingthat character. Ensure use of WOW words and connectives.



Choose a characterpicture from sheet complete last week. Write an opening sentencefor their character. Possibly use Jims character dice for thisactivity. Where did the pictures come from?


Police Officers &Fire Fighters


Three pictures on agrid. Children write a sentence for each one use pictures fromWTWTA.


Dentists - CP

Choose my favouritecharacter from the spinner and describe it with one WOWword.





WALT considerand describe a story setting.


Recap on the settingof the story wild place, vines, magical bedroom etc. Show thestory The Tiger Who Came to Tea discuss setting. Categorise alist of settings into everyday and fantasy. Ask children to choosetheir favourite. Write favourite setting on planning sheets whilston carpet.



Miss Lucas


Use the settingsspinner, cover up adjectives. Describe setting ..


How does itlook?

What is there?

What sounds arethere?

Daniel fingerspaces

Lollipops &Paramedics


Choose a storysetting card from the table think of two wow words with a partnerto describe that setting.


Dentists As PO and FFyesterday, possibly use just 2 pictures.


FF Activityarea




WALT make a plan fora fantasy story.


Explain that we canuse a good model to help us to write our own fantasy story andre-tell this one. Look at the 5 key questions and answer them inrelation to WTWTA.


       What magical thinginitiates the adventure? (bedroom, porridge, costume)

       How do you get to thesetting? (boat)

       What happens when youget there? (met wild things and had wild rumpus)

       Who do you meet?(wild creatures)

       How did you get back?(boat)


Look at the chartmade for homework, discuss use of connectives to plan a story. Givech a character and setting on a piece of paper, then model writingour own story plan.


Miss Lucas

Dentists & FireFighters


sequencing, captionsactivity use storyboard pictures on memory stick


Miss Hampson

Lollipop Patrolcomplete sheet for WTWTA












WALT make a plan fora fantasy story.


Remind of 5 keyquestions from yesterday. Tell children we will be planning a classfantasy story over the next few days and writing our own stories onFriday. Today we will plan a new story about Max by answering thefive questions.


Decide together whatmagical thing initiates the adventure by using the objects spinner.Choose setting using the spinner. Choose a way of transport to thesetting.


Record this on aplanning sheet using pictures / words. Remind ch that we aremaking notes not writing a story and therefore dont need fullsentences.

Miss Lucas

Miss Hampson


Dentists & FireFighters


Complete steps asdone in whole class work on simple planning sheet.

Paramedics &Lollipops


Complete planningsheets and select wow words for their setting and object.



As Dentists andFF.

Tick off thequestions we have answered, talk about next steps.



WALT make a plan fora fantasy story.


Use talking partnersto discuss what happens at the setting. Allocate groups to discussdifferent settings from the spinner. Model note making about theactivity at the setting on the story plan. Repeat for who they meet. Then how they get back.


Ask focus children toretell our class story.

Miss Lucas


Dentists & FireFighters


Illustrate and writekey words to describe what happened there.


Other groups completestory plan.






WALT use connectivesin our writing.


Look at story planand show connectives; first, then, soon, after that, later,finally.


Write sentences forfirst two parts of the story using a connective. Tick off whenused. Children write on whiteboards. Relate this to the HOTsentences display.


Paramedics &Lollipops


Sentences from classstory in jumbled order without connectives. Children must addconnective and put in order.



Mrs. Corfield


Fire Fighters withLC

Police Officers -I

Writing frame withconnectives at start of sentence, complete sentences.


Dentists CP

Play Improve usingwhiteboards.






WALT use a storyplan to write a fantasy story.

Look at openingsfrom last week.

Complete the storyplan.


Create successcriteria

       To use some good wowwords to describe your Wild Thing.

       To use capitalletters and full stops.

       To write in fullsentences, using connectives.