YEAR 3 - Crafty Chameleon LITERARY UNIT OF WORK
Year Group: 3
Skills
1
Oracy – listen
carefully and make
connections
between what they
are learning and
what they already
know
Genre Focus: Fiction Recount
(Multi- Cultural Tale).
Learning Objective
Use a text cover to
make independent
predictions.
Texts: The Greedy Zebra- Mywene Hadithi
Whole Class
Display image of a range of African animals on IWB.
What are the names of some of these animals?
Use ‘because’ to
extend responses.
ISBN-13: 978-0340409121
Differentiated Activity
AFL
LA-Teacher to support.
Sentence starter to
structure prediction.
Share
predictions.
Thumbs up,
thumbs down if
children think
that prediction is
realistic and
could happen in
text.
MA- Independent.
HA-Independent.
LA to work in focus
group with Teacher.
Writing- include
relevant details,
information or
observations in their
writing
African
animals.docx
EAS English and literacy team
African animals
2.docx
African animals
3.docx
What is the first thing that we think of when we think
of these animals e.g. hyena- laugh, snake- sly,
perhaps fear! Where did these stereotypes come
from? Show children a clip from Disney’s Jungle
Book where the snake meets Mowgli.
African animals
4.docx
African animals
5.docx
https://youtu.be/YXjviLBYrS8
Explain that stories, poems, artwork and films have
often created stereotypical characters/ well known
fictional attributes for animals.
Introduce children to The Greedy Zebra text. Where
might this tale be from? What might happen in the
story?
Teacher to model a prediction using ‘because’
relating to the text. Children to have a copy of cover
stuck into their books and write a prediction
underneath. Encourage use of ‘I think this
because…’ to extend prediction.
After task, teacher to model a Tree Map for three
African animals (King Cobra, Spotted Hyena, Giant
African Tortoise) This shows a number of words that
we associate with each animal. It can include looks,
assumed personality, movement etc. Explain to
children that ‘Good writers are specific’, therefore, a
EAS English and literacy team
tortoise should possibly become the Giant African
Tortoise.
2
Oracy- explain
information and
ideas using relevant
vocabulary
Reading- develop
their ability to read
continuous and
non-continuous
texts with fluency,
accuracy, and
enjoyment;
respond to them
orally and in
writing
3.
Children to then complete a Tree Map for three of
their own chosen animals.
Teacher to model reading of text from beginning to
the point where skins, feathers and material are
displayed in cave. Highlight very descriptive
beginning that sets the scene beautifully. Why is this
beginning better than ‘Once upon a time?’
Writing- write for
different purposes
and readers
choosing words for
Orally use and write
adjectives, similes
and alliteration.
Use simple
sentences, similes,
and adjectives in
descriptive writing.
EAS English and literacy team
Create a class word bank to add to Magpie Wall
(words we’d like to steal!) e.g. pompous, majestic,
colossal etc. Model how to use a thesaurus to
improve our word choices. Model finding the word
‘big’ and discuss related synonyms.
Ask children a range of questions at pertinent points
including:
What might zebra choose when he gets there?
How might the feathers feel, smell etc.?
If you could choose two items, what would you
choose and why?
Children to be provided with a range of materialspaper of different textures/ colours, cottons, fake fur,
wallpaper, feathers etc. and create their own African
Cave Collage. Photograph and stick in children’s
books (children to write a short caption explaining
what they did). Model and encourage use of
descriptive vocabulary as children select their
materials. Children to label their collages with
descriptive words and phrases. Teacher to model
this first, using adjectives, simple similes, alliteration,
personification (HA).
Shared reading of text up to page where cave is full
of furs, feathers etc. Teacher to use a child’s African
Cave Collage from yesterday and model a
descriptive piece to accompany design. Model how
notes/ labelling from yesterday can be converted into
Children to sit in mixed
ability groups to work
together and share their
collages.
Orally evaluate
artwork and
writing using
Two Stars and a
Wish.
LA: To use sentence
starter- In my collage I
can see…
Encourage use of simple
adjectives.
Children to use
Two Stars and a
Wish to evaluate
their learning
against the
variety and interest
full sentences. Teacher to model using a balance of
descriptive and simple sentences, similes, adjectives
and personification to display the array of textures
and colours.
Writing- use the
characteristic
features of simple
continuous and
non-continuous
texts in their
writing, using
imagination where
appropriate
4
Oracy – organise
what they say so
listeners can
understand.
Children to then write their own short piece of
descriptive writing which will accompany their
collages.
Put events in story
into chronological
order.
Oracy – speak
clearly varying
expression to help
listeners
Writing- use visual
information if
relevant
5
Writing- proofread
and give an
opinion about their
own written work
and that of others;
identify ways to
improve and begin
EAS English and literacy team
Teacher to read through whole text highlighting
descriptive language and use of verbs. Teacher to
model a story map (flow chart) and model retelling
main parts of story with simple actions for time
connectives, adjectives and nouns (key vocabulary).
Teachers will need to decide on set actions for key
phrases with children. Children can be photographed
acting out these. These prompts can then be
transferred to other stories, where appropriate.
Teacher to retell story orally just using the story map
for support. Children to join in when they feel ready.
MA: Adjectives, similes.
Teacher Support.
Success
Criteria.
HA: Independently
complete.
Children to work
independently using
teacher’s story map and
washing line of images
(taken from text) as a
support.
Children to then create their own Story Map for The
Greedy Zebra. Children to practise retelling the story
to a partner using their Story Map for support.
(Teacher to film a range of children).
Shared retelling of text using Story Maps for
support. Teacher to be heard above children but as
they become more confident, teacher to gradually
withdraw. Film whole class retelling of tale. Perform
to another class/ year group.
LA – Simple sentences,
insert adjectives/ simple
similes. Teacher/ TA
support if possible.
Encourage oral rehearsal
Main activity
constantly
encourages
children to selfassess, reflect
and improve
to edit
Writing-use an
increasingly
imaginative
vocabulary
Improve sentences
by adding
adjectives, similes,
and personification.
Re- read own writing
aloud to check for
accuracy and
impact.
Writing- use
adjectives and
adverbs to expand
simple sentences
and phrases
Play Strictly Come Sentence with children. Play
audio clip of Strictly TV theme to engage children’s
interest. Show children a ‘boring’ simple sentence
loosely based on text e.g. The zebra ate the grass.’
Explain that we are looking for effective adjectives,
use of similes/ personification to make the sentence
more interesting. Children to ‘score’ the ‘boring’
sentence on individual whiteboards. Would this
sentence get a 10 from Len? Why not? Share
responses as a class. Shared writing opportunityimprove ‘boring’ sentence together, inserting
adjectives, simple similes etc. Children to score. This
could be an opportunity to challenge HA children to
use a one word comma sentence starter e.g.
‘Hurriedly, the colossal zebra…’
and re- reading for
accuracy.
MA – Challenge to use
personification.
Encourage oral rehearsal
and re- reading for
accuracy.
HA – Challenge to use
personification/ one word
comma sentence starter.
Encourage oral rehearsal
and re- reading for
accuracy.
their writing with
a clear focus.
Shared retelling of The Greedy Zebra. All children to
use actions, expression and intonation as much as
possible.
Teacher to model using Story Map, Magpie Wall and
African Cave Collages to create beginning to the
story. HA can be encouraged to change elementscharacter, setting etc. They can make these changes
on their Story Maps too.
LA: Teacher/ TA support
will be required. LA
children to use their
Story Maps to write a
simple sentence
(including adjectives
where possible) for each
stage.
All children to
have Success
Criteria and tick
off at given
points through
sessions.
Ensure inclusion of time connectives, descriptive
language, some simple sentences for impact. Also
highlight use of speech marks for direct speech.
Children to write their own versions of The Greedy
Zebra.
MA: Time connective,
adjectives, similes, and
use of thesaurus.
‘Strictly Come Sentence’ can be played a number of
times to practise improving ‘boring’ sentences.
Children to then have a go at improving their own
(differentiated) sentences.
6
Oracy – organise
what they say so
listeners can
understand.
Oracy – speak
clearly varying
expression to help
listeners
Write a recount
using past tense,
time connectives,
adjectives, smiles,
some simple
sentences and a
thesaurus.
Writing- use visual
information if
relevant
Writing-use an
increasingly
imaginative
EAS English and literacy team
HA: Time connective,
adjectives, similes, and
simple sentences for
impact, use of thesaurus.
vocabulary
7
Writing – proofread
and give an
opinion about their
own written work
and that of others;
identify ways to
improve and begin
to edit.
Writing – review and
improve sections of
their work.
Double tick against
Success Criteria,
make any changes
to improve words or
phrases.
Write a positive
comment and Next
Step comment.
Sessions 6 and 7 may overlap to allow children to
complete their Extended Writing task. At regular
intervals, stop children and ask them to read aloud
their versions of The Greedy Zebra so far. Refer
children back to Success Criteria and evaluate as a
class. Give time for children to use a thesaurus if any
words need improving.
Teacher to model reading an anonymous piece of
writing and write a positive and simple Next Step
comment relating to SC (Two Stars and a Wish).
Children to complete this Self Evaluation on their
own writing when completed.
Teachers may allow time over following days for
children to edit their writing and publish into a Class
Book/ Anthology including children’s Story Maps,
‘Improving Sentence’ writing, notes and artwork to
show the whole writing journey.
EAS English and literacy team
.
Children could be sat in
mixed ability pairings for
this editing and selfassessment activity.