Transition Unit
Year 3 – Year 4
Unit of work based on
The Twits
By Roald Dahl
The Literacy Team
HIAS
INTRODUCTION
This unit provides an example of planning to support the transition between Y3 to Y4. It is
also intended that these transition unit plans will make the transition between Year 3 and
Year 4 smoother. Please note that there is no obligation to use this unit and it is the
responsibility of schools to make any adaptations to suit the particular needs of their
pupils.
Guidance
There is an expectation that normally the independent work will be differentiated for three
levels of attainment. This does not mean that different groups of children have to have a
completely different task, rather that, for example, lower attainers have more support to
complete a task (e.g. sentence starters or a writing frame) and higher attainers have an
added challenge (e.g. incorporating speech marks, beginning to use paragraphs).
Acknowledgements
Written by a Havering LEA Y3 teacher.
Edited by Dani Wade and Pauline Drew HIAS
Copyright
The materials in this publication may be photocopied only for use within The London
Borough of Havering. Otherwise, all rights reserved. No part of this publication may be
reproduced, stored in a retrieval system, or transmitted, in any form or by any means,
electronic, mechanical, photocopying, or otherwise, without the prior permission of The
Havering Inspection & Advisory Service English Team (Tel: 01708 433813).
Note: Every effort has been made to secure copyright for the material used in these units.
If you wish to claim copyright please contact the English Team, The London Borough of
Havering, Romford, Essex RM4 1XN
© Havering LEA Y3-4 Transition Unit
2
Year 3 – Year 4 Transition Unit
Week beginning:
UNIT OF WORK:
Cross-curricular links:
Spelling
Speaking and Listening Focus (for this unit)
Texts
• The Twits by Roald Dahl
•
•
Day
Lesson
Shared Reading / Shared Writing
Objective(s)
(at Text / Sentence / Word Level)
Whole Class Phonic work
1
2
3
4
5
To investigate
and write
character
profiles of Mr
and Mrs Twit
To create an
alphabetically
ordered text
To present
events and
characters
through
dialogue.
To write a 1st
person
recount.
To identify
key sections
of an
informative
broadcast.
Grammar:
•
Outcome(s)
Independent / Guided work
Differentiated where appropriate
Plenary
Reading pages 1-8 of the
Twits and looking at the
relationship between the two
main characters
Collecting, classifying and
Investigating ways to greet and
thank etc.
Writing a character profile of Mr and Mrs Twit using the
text as a reference.
Presenting work
to others and
justifying word
choices.
Reading pages 9-22
concentrating on the
developing relationship
between characters and
their hatred.
Reading pages 23-35
looking at pranks and
predicting the outcome of
the story
Brainstorming as a whole class
new ways for the Twits to upset
each other.
Using ideas from shared work and additional ideas from
the group to create an alphabetically ordered booklet, a
guide to assist Mr and Mrs Twit in their wicked jokes.
Ordering
subjects or
words
alphabetically.
Adding conjunctions to a text
and discussing their impact.
Drama- using the Twits play script, paired work
concentrating on the main characters’ relationship.
Performing to
class.
Reading pages 36-43
concentrating on the Four
Sticky Boys chapter,
empathising with the boys.
Investigating synonyms used in
writing dialogue and their
impact.
Writing a 1st person recount of the incident described in
the Four Sticky Boys chapter.
Retelling the Four Sticky
Boys chapter in own words
and in the style of a news
reporter.
Exploring how words and
phrases can signal time.
Drama- creating a news broadcast about the Four Sticky
Boys incident.
Peer marking
and creating a
checklist for
writing a
recount.
Children to
evaluate each
others
performance
against criteria
set.
Five lesson to be undertaken in Y3 (July)
© Havering LEA Y3-4 Transition Unit
3
Seven lesson to be undertaken in Y4 (September)
6
Y4 T1 TL2
Read pgs 44-49 `The Great Upside Down Monkey Circus’ –
`The Roly Poly Bird to the Rescue.’
Read the letter from the RSPCA
Answer questions from the RSPCA letter, based on text.
7
Y3 T3 TL16
Y3 T3 TL20
Y3 T3 TL22
Y3 T3 TL23
(Y3T2)TL - 11
(Y3 T2) TL - 4
Identify key features of formal
letter writing.
Children to write letters of response to the RSPCA.
8
Model opening paragraph of a
formal letter.
Read pages 46-52 (The Roly-Poly Bird To The Rescue – Still
No Bird Pie For Mr Twit)
Look at rhyme and how to create it.
Read pages 53 - 60 (Mr and
Drama work.
Mrs Twit Go Off To Buy Guns
– Muggle-Wump Has An Idea)
9
(Speaking &
Listening)
Drama – Y3
No.36
Y3 T3 TL 12
10
(Speaking &
Listening)
Y3 Number
33. Speaking
Read pages 61-74. (The Great Glue Painting Begins – The
Furniture Goes Up)
Y4 Number
43. Group
discussion
and
interaction.
Put into groups for making a diorama.
Children to list items of furniture that are stuck to the ceiling.
© Havering LEA Y3-4 Transition Unit
Children to create own rhymes & practise performing.
Go over
selected
answers from
comprehension
work to
consolidate
facts.
Write
concluding
paragraph
together.
Perform rhymes
Diary writing from drama work.
Listen to some
diary extracts.
Children to make diorama.
Add cellophane
to lid and peep
hole at the end
of the box.
4
11
12
Y4 T1 –
TL22
TL 25
SL – 1
Y4 T1 TL 24
SL – 1
Group work to make notes on
how the diorama was made.
Discuss key features of
instructional writing.
Children to write a set of instructions for making a
diorama.
Discuss what the children think
might happen when the Twits
return to the house.
Drama work on story from
witnesses point of view.
Children to write newspaper reports - opportunity to use
ICT to draft and present.
•Read to end of the book. ( The
Ravens Swoop Over – The Twits
Get the Shrinks)
© Havering LEA Y3-4 Transition Unit
Partners to
check
instructions &
help edit.
Partners to
check reports &
help edit.
Key features of a newspaper
report.
5
Year 3 Term 3 Objectives
Word Level Work
• W13 (Y3T3 – Character Perspective) To collect synonyms which will be useful in
writing dialogue e.g. shouted, cried, yelled, squealed; exploring the effects on meaning
e.g. through substituting these in sentences.
• W16 (Y3T3 - Letters) - to collect, investigate, classify common expressions from
reading and own experience, e.g. ways of expressing apology, greeting and thanking.
Sentence Level Work
• S2 (Y3T3 – Character Perspective) To identify pronouns and understand their
function in sentences.
• S6 (Y3T3 – Letters) To investigate through reading and writing how words and
phrases can signal time sequences e.g. first, then, after, meanwhile, from, where.
Text Level Work
• T5 (Y3T3 – Character Perspective) To discuss characters’ feelings, behaviour or
relationships referring to the text and making judgements.
• T8 (Y3T3 - Narrative Themes) To write portraits of characters, using story text to
describe behaviour, characteristics, presenting as posters or labelled diagrams.
• T12 (Y3T3 – Character Perspective) To write a first person account e.g. write a
character’s own account of incident in a story.
• T22 (Y3T3 - Letters) To experiment with recounting the same event in a variety of
ways e.g. in the form of a story, a letter, a news report.
• T24 (Y3T3 – Alphabetical Texts) To make an alphabetically ordered text.
Speaking and Listening
• Y3T1 - 28 Drama: To present events and characters through dialogue to engage
the interest of an audience.
• Y3T2 - 31. Drama: To identify and discuss qualities of others’ performances
including gesture, action, costume.
• Y3T3 - 33 To sustain conversation, explaining or giving reasons for views and
choices when working in a group.
• Y3T3 - 34 Listening to identify key sections of an informative broadcast, noting how
the language used signals change or transitions in focus.
• Y3T3 - 35 Group discussion and interaction To use the language of possibility to
investigate and reflect on feelings, behaviour or relationships.
• Y3T3 - 36 Use some drama strategies to explore issues in stories
• Y3T3 -36 Drama: To use some drama strategies to explore stories or issues.
© Havering LEA Y3-4 Transition Unit
6
Year 4 Term 1 Objectives
Sentence Level
• Y4 T1 SL1 (Instructions) - To re-read own writing to check for grammatical sense and
accuracy.
Word Level
• Y4 T1 TL2 (Character and Setting) - To identify the main characteristics of the key
characters, drawing on the text to justify views;
• Y4 T1 TL22 (Instructions) - To identify features of instructional texts.
• Y4 TL TL 25 (Instructions) - To write clear instructions using checklist of key features
• Y4 T1 TL 24 (Newspapers) - To write newspaper style reports about an incident from
story, including composing a headline, organising writing into paragraphs and using
ICT to draft and lay out reports.
Speaking and Listening
• Y4 - 43 Group discussion and interaction – To use time, resources and group
members efficiently by distributing tasks, checking progress, making back-up plans etc.
© Havering LEA Y3-4 Transition Unit
7
Phonics and Spelling
Learning High Frequency Words
Children should learn only the ‘tricky’ words in the NLS appendix list, i.e. those that aren’t
phonically regular (their/there but not dog).
•
These activities are designed to help children learn high frequency and cross-curricular
words by developing their ability to identify the potentially difficult element(s) in a word
(tricky bit).
• The activities can be adapted for the particular high frequency or cross-curricular words
you are working on.
• For all the activities, children will need whiteboards, pens and board wipers.
• Each activity requires the preparation of word lists or cards for whole-class and group
use.
Find the tricky I
FIND THE TRICKY BIT
Aim of activity: For children to develop the skill of spelling as they write by identifying the
tricky bit in a word that they have tried.
Whole-class work: Exploring different tricky bits
Preparation: A list of high frequency/cross-curricular words.
• Introduce the activity, explaining to the children that the goal is to improve their spelling
of certain words by being able to identify and check the tricky bit.
• Dictate the first word for the children to write on their whiteboards and ask them to
underline any bit in the word they find difficult.
• Ask them to hold up their boards.
• Ask individual children to explain what they identified as the tricky bit and why.
• Copy some of their versions of the word, including the correct spelling, onto the class
whiteboard and discuss the tricky bits in the word.
• Talk about the mis-spelt words and why the error was made, e.g. it may be phonetically
plausible, the spelling and pronunciation are not the same, etc.
• Focus on the correct spelling by covering or rubbing out the others and underline the
tricky bit, explaining why it can catch you out as you are writing.
• Agree a way of recalling the word for the future.
• Cover the word. Ask the children to say the word and to try spelling the word again on
their whiteboards. Remind them to think carefully about the tricky bit.
• Ask them to hold up their boards again and compare the word to the original. Ask them
to reflect on their progress – have they spelt it correctly this time? Do they understand
why they made an error? Do they have a strategy for remembering the spelling?
• Repeat for other words on the word list.
© Havering LEA Y3-4 Transition Unit
8
Independent work: Tricky bit game
Preparation: Prepare between 6 and 10 cards for each group, differentiated according to
the experience of the group.
• In groups of three or four, children have a pack of word cards face down.
• The first child takes the top card, reads the word aloud and places the card face down
on the table.
• All the children (including the first child) write the word on their whiteboard and
underline the bit they find tricky.
• The reader of the word turns the card over and all compare their versions. They identify
those children who have the correct spelling and all decide how they will remember to
spell the word in the future.
• The game continues with another child reading the next word in the pile.
Plenary
Discuss how this activity has helped the children develop their spelling skills and how they
will be able to check that their spelling is improving. Display the word list and ask each
child to select one of the words used in the session – ideally one that often ‘trips them up’
when they are writing. Write it in their spelling log or on word display, underline the tricky
bit and think of their strategy for remembering it. When children do independent writing, an
improvement in the spelling of this word can be expected.
© Havering LEA Y3-4 Transition Unit
9
LESSON 1
OBJECTIVES
• WL16 (Y3T3 – Character Perspective) To collect, investigate, classify common
expressions from reading and own experience, e.g. ways of expressing apology,
greeting and thanking.
• T8 (Y3T3 – Narrative Themes) To write portraits of characters, using story text to
describe behaviour, characteristics, presenting as posters or labelled diagrams.
Shared Work
• Introduce the book to be used for this unit, The Twits. Have the children read this or
any other Roald Dahl books? What do they expect? Are they familiar with the main
characters of the story and how they treat each other? Children to share their thoughts
on Roald Dahl with talk partner and feedback.
• Explain to the children that they are going to use the texts given, a thesaurus and their
own ideas to create a bank of words that Mr and Mrs Twit could use to talk to each
other. Explain that they are going to find words to use as apologies, greetings and
ways of expressing thanks. Children to work with talk partners and whiteboards to
create ideas to feed back to the whole class. Record children’s ideas for later use and
display in classroom.
• Read the Twits p1-8 Hairy Faces, Mr Twit, Dirty Beards and Mrs Twit. Discuss with the
children how Roald Dahl portrays these characters. Look at how they look, and how
disgusting they are. Look for descriptive phrases in the text and highlight. Create a
word bank of words used in the text to describe the Twits.
Independent Work
• Children to use the word bank created about the Twits to make character portraits.
Children to choose either Mr or Mrs Twit to write about. They need to draw or use a
template of the character and label with as much detail as possible or create a police
file on these characters using the template.
•
HA may want to create portraits of both characters and look at the similarities between
them.
Success Criteria
• I can identify words and phrases that can be used as an apology, greeting or to give
thanks.
• I can use information given to create a portrait of a main character from a story.
• I can identify the similarities and differences between main characters in a story.
Plenary
• Children to show examples of their work to the rest of the class and discuss the word
choices and ideas used.
© Havering LEA Y3-4 Transition Unit
10
LESSON 2
OBJECTIVES
• T5 (Y3T3 – Character Perspective) To discuss characters’ feelings, behaviour or
relationships referring to the text and making judgements.
• S2 (Y3T3 – Character Perspective) To identify pronouns and understand their
function in sentences.
• T24 (Y3T3 – Alphabetical Texts) To make an alphabetically ordered text.
Shared Work
• Read The Twits p9-22, The Glass Eye, The Frog, The Wormy Spaghetti, The Funny
Walking Stick. Identify and discuss the use of pronouns in these chapters.
• Look at how the relationship between Mr and Mrs Twit develops and at the horrible
schemes they think up to get at each other. With a talk partner, ask children to think of
one or two other ideas that Mr and Mrs Twit could try. Feed back to the class. Record
some of the children’s ideas for later.
• Show the children an alphabetically ordered text (e.g. see Y3 Writing Models by Pie
Corbett or Yellow Pages etc) and remind them of the work they have previously done
on ordering. Explain that they will be working in table groups or small chosen groups to
create their own alphabetically ordered text about the different ways to upset or trick
someone (a useful resource for Mr or Mrs Twit to use).
• Brainstorm ideas for letters A, B, C, D,E and F and then send the children off to
continue this work in their group. Model what you expect them to do.
Independent Work
• Children to work in table groups or small groups to create a trick or prank for each letter
of the alphabet. Each child should be responsible for four or more letters and then feed
their work back into the group to create a booklet.
Success Criteria
• I can identify pronouns in the shared text.
• I can think of new and wicked ways for the Twits to upset each other.
• I can successfully order my ideas alphabetically.
Plenary
• Remind the children of how the Twits feel about each other, referring directly to the
text. Ask children to share and explain their ideas to the class. Show the children a
number of words or subjects and get them to put in the correct alphabetical order using
• Interactive Whiteboard. Interpretations of the Twits could be made as portraits or
Sculptures during art sessions.
© Havering LEA Y3-4 Transition Unit
11
LESSON 3
OBJECTIVES
• T24 (Y3T3 – Alphabetical Texts) To make an alphabetically ordered text.
• To investigate how sentences can be joined in more complex ways through using a
widening range of conjunctions; if, so, while, since, when, in addition to and and then.
• T5 (Y3T3 – Character Perspective) To discuss characters’ feelings, behaviour or
relationships referring to the text and making judgements.
Shared Work
• Introduce the children to another text with no conjunctions. Explain that they are going
to add the conjunctions. Recap on children’s understanding and the conjunctions they
are familiar with. Create a list. Children to work with talk partner and whiteboard to
insert conjunctions into the text. Then feed back with their choices, discuss as a whole
class.
• Read the Twits p23-35, Mrs Twit has the shrinks, Mrs Twit gets a stretching, Mrs Twit
goes ballooning up and Mrs Twit comes ballooning down, discussing how the
characters’ relationship has developed and where children think all of these tricks will
lead.
Independent Work
• Children to use The Twits playscript (see resources) in small groups of three to act out
their relationship, adding as much feeling and gesture as they can.
• Children to continue to work in groups from previous session to create alphabetically
ordered text for Mr and Mrs Twit.
• HA to add contents, index and blurb to their booklet.
Success Criteria
• I can make judgements about the characters and their decisions.
• I can successfully use the conjunctions if, so, while, since, when , then and and in
sentences.
• I can create an alphabetically ordered text.
• I can create a contents page, index and blurb.
Plenary
• Remind the children of the play script used earlier. Ask children to explain how the
played Mr or Mrs Twit and some children to show their interpretation of the characters.
© Havering LEA Y3-4 Transition Unit
12
LESSON 4
OBJECTIVES
• W13 (Y3T3 – Character perspective) To collect synonyms which will be useful in
writing dialogue e.g. shouted, cried, yelled, squealed, exploring the effects on meaning
e.g. through substituting these in sentences.
• T5 (Y3T3 – Character Perspective) To discuss characters’ feelings, behaviour,
relationships, referring to the text and making judgements.
• T12 (Y3T3 – Character Perspective) To write a first person account e.g. write a
character’s own account of an incident in a story.
Shared Work
• Read The Twits p36-43, The house, the tree and the monkey cage, hugtight sticky
glue, four sticky little boys. Discuss how the birds might feel about Mr Twit and his
method of catching them for his bird pie and how the boys may have felt when they got
stuck up in the tree. Use the text to illustrate points made.
• Give the children the section of Four Sticky Little Boys with the dialogue in to look at
with a talk partner. Omit the synonyms for dialogue and ask the children to write in their
own suggestions. Feed back to the whole class and look at the words used. Which
ones are more effective? Were we able to put in the words from the original? Were
there any clues in the text? Could we substitute these for other synonyms of dialogue?
Independent Work
• Children to write a police statement taken from one of the boys about the incident in the
tree. Children to use appropriate language and write in the first person. Remind the
children to use the ideas from earlier discussions about how the boys might feel. Give
the children access to the chapter to inform their writing.
• Provide LA with a writing frame containing sentences to start each paragraph and a
word bank, for reference.
Success Criteria
• I can substitute synonyms which is useful for writing dialogue.
• I can write a first person account of an incident in a story and recounts events in the
order in which they occur.
Plenary
• Remind children they should have written their recount in the first person and it should
be a recount of events in the order in which they happened. Children to work in pairs to
check success criteria has been met. Good examples should be highlighted. Share
good examples with the class.
© Havering LEA Y3-4 Transition Unit
13
LESSON 5
Note: preparation for this lesson – video recording of journalists reporting news
stories e.g. from the children’s TV news programme, Newsbeat.
OBJECTIVES
• T22 (Y3T3 – Letters) To experiment with recounting the same event in a variety of
ways e.g. in the form of a story, a letter, a news report.
• S 6 (Y3T3 – Letters) To investigate through reading and writing how words and
phrases can signal time sequences e.g. first, then, after, meanwhile, from, where.
Shared Work
• Re-read Four Sticky Little Boys to the children and discuss the work completed in the
previous session on recounting the story in the first person. Explain that stories can
always be told in different ways, compare the recount to the original chapter and then
ask children to think with a talk partner how this story may sound if it was reported on
the news. Children to feed back their ideas. Ask children to watch examples of
reporters at work e.g. on the children’s news programme, Newsbeat, and identify and
list features of a news report. You may have to play this clip two or three times, so that
children can see the identified features of journalistic reporting in action.
• Look through the text and discuss how words and phrases can signal time. Look for
these time words as a whole class and highlight. Then in talk partners discuss whether
one time word could be replaced with another. Feed back to the class. Then in pairs
with whiteboards, children write 2 or 3 sentences of their own, using the time words
identified in the text.
Independent Work
• Remind children of how the chapter, The Sticky Little Boys, sounded in the style of a
reporter. Explain that the children are going to use that earlier work to create an
outside broadcast for a news reporter. Children will perform their broadcast to their
group and selected children may perform their broadcast to the class. Draw on
previous performance experiences and remind children to speak clearly and with
expression. Children to work either individually or in pairs depending on ability.
Success Criteria
• I can recount, clearly and with expression, an event in the form of a news report.
• I can identify time words.
Plenary
• Children to perform their work to the class. Class to use sheets to assess the children’s
performance in line with criteria set. Performances could be taped or videoed for
evidence of achievement in S & L. Props can be made during Art/DT sessions.
© Havering LEA Y3-4 Transition Unit
14
LESSON 6 – To be undertaken in Y4
OBJECTIVES
•
•
•
T2 (Y4T1 – Character and Setting) To identify the main characteristics of the key
characters, drawing on the text to justify views;
T16 (Y3T3 - Letters) To read examples of letters written for a range of purposes, e.g.
to recount, explain, enquire, complain, congratulate, comment & understand ways of
addressing different audiences – formal/informal;
Y3T3 To select relevant information from text to answer questions.
Shared Reading Work
• Recap on the story so far using questions such as: Why do you think that Roald Dahl
called this book The Twits? What sort of things has Mr Twit got up to? What sort of
things has Mrs Twit got up to? Who do you think is the worst of the two and why?
(Encourage children to select examples from the text to back up their opinions.)
• Read p44-49 The Great Upside Down Monkey Circus and The Roly Poly Bird to the
Rescue.
• Ask children if they know who the RSPCA are and what the RSPCA do? Why might the
RSPCA be particularly interested in finding out more about the Twits? What goes on in
the Twit’s garden?
• Ask the children to imagine that they live next door to the Twits. The RSPCA have
become so concerned, they tried to visit the Twit’s house but they were unable to gain
access. Explain that you have a letter from the RSPCA to the children.
• Read the letter.
Independent Work
• Explain that the children will be writing a formal letter back to the RSPCA in the next
lesson to provide them with facts about animals being mistreated. Before writing this
letter, the children must be sure about what is happening in the Twit’s garden. Give the
children copies of p44-49 so the children can answer the questions posed by the
RSPCA. Remind children to use information from the text to help them answer the
questions.
Success Criteria
• I can offer opinions about the main characters and use the text to justify my opinions.
• I can select information from the text to help me answer questions.
Plenary
• Gather group back together – ask children to answer selected questions from the
RSPCA letter to consolidate facts.
© Havering LEA Y3-4 Transition Unit
15
LESSON 7 – Writing a letter to the RSPCA
OBJECTIVES
• T16 (Y3T3 - Letters) To read examples of letters written for a range of purposes e.g. to
recount, explain, enquire, complain, congratulate, comment; understand form and
layout including use of paragraphs, ways of starting, ending, etc. and ways of
addressing different audiences – formal/informal;
• T20 (Y3T3 - Letters) To write letters.
• T22 (Y3T3 – Letters) To experiment with recounting the same event in a variety of
ways, e.g. in the form of a story, a letter, a news report;
• T23 (Y3T3 - Letters) To organise letters into simple paragraphs;
Shared Work
• Enlarge the letter from the RSPCA so that children can see the copy.
• Ask: Does anyone remember any of the differences between a formal letter and an
informal letter? What sort of a letter do you think this is and how do you know?
• Highlight the formal features of the letter and explain that we need to respond in a
formal manner. (See resources for annotated letter.)
• Children to remind you of how to lay out your letter formally, as you scribe for them.
• Together, write the start of the letter.
• Ask the children to refer to the work in the previous lesson. List the various acts of
cruelty that were identified. Show children how each act of cruelty would form a new
paragraph in letter writing – model a topic sentence and then show how this idea could
be developed and extended by composing supporting sentences in the paragraph.
• LA may benefit from a writing frame.
• Put letter format on display for future reference.
Independent Work
• Children to continue writing the letter independently using the shared start to the letter.
Children can use the notes made on paragraph content as a prompt.
• Use a writing partner to edit to ensure key features have been included. (Partner could
highlight two key features in green and one area for improvements in red pencil.)
Success Criteria
• I understand how to lay out a formal letter and can include its key features.
• I can re-tell events from a story in the form of a letter.
Plenary
• Write the concluding paragraph to the letter together.
•
End the session by recapping on formal letter writing features. Ask the children if they
think that the RSPCA would really write to people asking them to spy on neighbours?
Note: Children could use ICT to draft, edit and print letters.
© Havering LEA Y3-4 Transition Unit
16
LESSON 8 – Rhyming Verse
Note: A globe or world atlases are required for shared work.
OBJECTIVES
• T11 (Y3T3 – Poetry) To write new or extended verses for performance based on
models of 'performance' and oral poetry read, e.g. rhythms, repetition.
• T11 (Y3T3 – Poetry) To prepare poems for performance, identifying appropriate
expression, tone, volume and use of voices and other sounds.
Shared Work
• Read pages 46-52 (The Roly-Poly Bird To The Rescue – Still No Bird Pie For Mr Twit)
• Why couldn’t the monkeys warn the birds not to sit on the big dead tree?
What was the name of the magnificent bird who came to visit the garden?
Where had the bird come from?
• Ask: Who can find Africa on a map? Can you trace the route the bird probably took
from Africa to England? Which other countries might he have passed over on his
journey?
• Draw the children’s attention to the first rhyme sung by the Roly Poly Bird. Read it
together focusing on tone, expression and volume.
• Investigate the rhyming pattern and establish that there are four lines in a verse with
rhyming couplets.
• Look at the second rhyme sung by the Roly Poly bird (see resources) with the rhyming
couplets missing. Can the children work in pairs to suggest words that might fit on the
ends of the lines?
• Explain to the children that they will be writing their own Roly Poly Bird style rhymes.
There are a variety of frames provided in order to offer differentiated scaffolding (see
resources).
Independent Work
• Children to write their own rhymes/ write rhymes in pairs and practise for performance.
Success Criteria
• I can to write new or extended verses of poems/ rhymes for performance based on
models.
• I can prepare my rhyme for performance, using the appropriate expression, tone and
volume.
Plenary
• Perform rhymes.
• Make predictions about what the children think will happen next in the story.
© Havering LEA Y3-4 Transition Unit
17
LESSON 9 – Writing A Diary
OBJECTIVES
• SL36 - Y3T3 strategies to explore issues in stories.
• T12 (Y3T3 – Character Perspective) To write a first person account, e.g. a character’s
own account of an incident in a story.
Shared Work
• Read pages 53 - 60 (Mr and Mrs Twit Go Off To Buy Guns – Muggle-Wump Has An
Idea)
•
Get the children into groups of 6 (make groups larger rather than smaller and have
extra monkeys if necessary) and explain that they will be doing a little drama work
based on the chapters they have just read. Run through expectations for performance
– clear voice, face audience etc.
•
Give children the script from David Wood’s adaptation (see resources). Read the script
through with the children, then send them away to a quiet corner to rehearse. Explain
that each group will need a Mr and Mrs Twit and four monkeys – one Muggle-Wump,
one wife and two children. Reassure the children who play the part of the monkeys that
they have an important role.
•
Having given the children 10 minutes to practice – bring them back to a central circle.
Ask each group to perform. When you get to the line “Now get on with it or you’ll feel
my stick “ freeze frame by asking the children to hold their positions as if they were
posing for a still photograph. For each group performance, ask a different member of
the Muggle-Wumps:
How are you feeling right now? (Encourage the character to stay in role e.g.
Muggle-Wump would be really angry that he could not stop this happening to his
family etc.) What do you think of Mr Twit? What do you think of Mrs Twit?
•
Use questioning to help children think about how each member of the Muggle-Wump
family may be feeling.
By the end of the performances the children should have ideas about how each of the
monkeys are feeling. (If necessary, make some notes about each monkey’s feelings on
the board).
Explain that the children will be using their drama work to write short monkey diary
extracts.
Remind the children that diaries are written in the first person and contain feelings,
hopes and wishes about events that have taken place.
•
•
•
Independent Work
• Children to write brief diary extracts of events from one of the monkeys points of view.
• Basic diary writing frame provided (see resources).
Success Criteria
• I can use drama to explore issues in stories.
• I can write a first person account of an incident in a story in the form of a diary.
Plenary
Pick selected extracts to read out to the rest of the class – discuss what was good
about them.
•
© Havering LEA Y3-4 Transition Unit
18
LESSON 10
Making a diorama - in preparation for writing instructions.
Note: Preparation required before lesson – shoe boxes – one per group or one
between two or one each – teacher’s choice. Coloured cellophane, sticky tape,
coloured paper, glue, matchsticks, felt pens, scissors.
OBJECTIVES
• Y3T3 To select relevant information from a text.
• Y3T3 - 33 To sustain conversation, explaining or giving reasons for their views and
choices when working in a group.
• SL To use time, resources and group members efficiently by distributing tasks,
checking progress, making back-up plans etc.
Shared Work
• Read pages 61-74. (The Great Glue Painting Begins – The Furniture Goes Up) In
pairs, children should list all the objects that the animals stuck to the ceiling.
•
Feedback and make a shared list.
•
Divide the children into groups of 4. Give each group a shoe box with the rectangle
already cut in the lid. Explain to them that each group will have an assortment of
materials, paper, card, matchsticks, glue, sticky tape and felt pens – as well as a set of
clip-art furniture (see resources). It will be their job to make the Twits upside down
room.
•
Offer some suggestions as to how it might be put together using the help sheet.
•
Remind children to think about the stages they go through, as they will have to come
up with a set of instructions for making a diorama.
•
Remind children of what good group work looks like.
Independent Work
• Children to work in groups to create their dioramas of the Twits living room, using the
list of items made at the beginning of the lesson.
Success Criteria
• I can select relevant information from text.
• I can take part in conversation and explain my choices and views when working in a group.
• I can use time, resources and other group members efficiently by distributing tasks,
checking others’ progress and making back-up plans if things go wrong.
Plenary
• Show the children how to add coloured cellophane to the rectangular window (As the
Twits house was rather murky with no windows!) and help each group to make a peep
hole in one end to look through. Groups to look through and make any additions or
alterations to their rooms.
© Havering LEA Y3-4 Transition Unit
19
LESSON 11 – Writing Instructions
OBJECTIVES
• B To identify features of instructional texts.
• T25 (Y4T1- Instructions) To write clear instructions using checklist of key features
• S1 (Y4T1 – Instructions) To re-read own writing to check for grammatical sense and
accuracy.
Shared Work
• Recap with the children what good group work looks like. Give each group a big sheet
of paper and a marker pen. Get one person to scribe / sketch and decide on the stages
the children went through to make their diorama. (Allow 10 – 15 minutes.)
• Bring the children back together and ask if they can recall any of the features that make
up a good set of instructions. Refer to Sue Palmer’s The Instruction Book or use the
instruction writing checklist from HIAS Writing Matters –- discs sent to schools in July
2003. Create own class checklist.
• Explain that the children will now be working independently, using the big sheets they
produced as a group and the class instruction writing checklist, to produce their own set
of instructions to make a diorama.
Independent Work
• Children to write instructions.
• Children to edit by checking their own work against success criteria.
Success Criteria
• I can identify features of instructional texts.
• I can write clear instructions using a checklist of key features
Plenary
• Children swap books with a writing partner. Children use the class checklist to ensure
that all instructional key features have been included in the writing. Children discuss
and agree changes with partner. .
© Havering LEA Y3-4 Transition Unit
20
LESSON 12 – Write a Newspaper Report
OBJECTIVES
• T24 (Y4T1 - Newspapers) To write newspaper style reports about an incident from
story, including composing a headline, organising writing into paragraphs and using
ICT to draft and lay out reports.
• S1 (Y4T1 – Instructions) To re-read own writing to check for grammatical sense and
accuracy.
Shared Work
• Discuss what the children think might happen when the Twits return to the house.
•
Read to end of the book. (The Ravens Swoop Over – The Twits Get the Shrinks)
•
Children to add Twits characters as piles of clothes to their diorama. Children can draw
their own clothes for Mr and Mrs Twit and attach using sticky tape. Children should
then look through the spy-hole and imagine they are Fred, the Gas man, looking into
the house seeing two bundles of clothes. Explain that you are going to be asking Fred
some questions back on the carpet. Children should discuss together the amazing
sight they are seeing (furniture on the ceiling, Twits disappeared) as well as the
feelings they have about the Twits having gone.
•
Bring all the children back together. Explain that, later in the lesson, the children are
going to be writing a newspaper report about what has happened at the Twits’ house.
Remind children that newspaper reports often contain brief statements from witnesses.
Ask the children to put themselves in Fred’s shoes and attempt answering the following
questions :-
-
Why were you visiting the Twit’s house?
How did you come to realise that there was something wrong?
What did you see when you looked into the window?
Do you think that The Twits will be missed by their neighbours? Why?
•
Make notes of the children’s answers next to these questions on the board.
•
Model how to put this information into a newspaper report, using reported speech, with
the odd quote.
•
Look at the Newspaper template together. Discuss what should be written in each
section.
Headline – discuss the use of catchy headlines that use alliteration
e.g. – Shrinks Shocker ! Nasty Neighbours No More !
By line – the name of the reporter who wrote the story.
Introductory paragraph – sums up the main events of the story.
Explanatory paragraphs – provide more detail about the events that have
taken place and where appropriate, have quotes from witnesses.
Picture - to support the information in the report. (Can be placed anywhere.)
Conclusion – what is to happen next, following the event.
Write a shared introduction, if you feel the children need further scaffolding.
© Havering LEA Y3-4 Transition Unit
21
Independent Work
• Children to write a newspaper report based on the strange events at the end of the
story.
•
Children could use the template (see resources) on the computer and word process
their reports.
Success Criteria
• I can write newspaper style reports and include a headline, writing in paragraphs and
using ICT to draft and lay it out.
• I can re-read own writing to check for grammatical sense and accuracy.
Plenary
• Ask a partner to read through the journalistic writing and highlight a couple of areas for
improvement – use the list of what should be included in a newspaper report.
•
Read out good examples of children’s journalistic report writing. Ask children to identify
one key feature that the writer has included in the example read out. Take feedback,
thereby recapping on key features of journalistic report writing.
•
Ask the children what they have learnt in this unit.
© Havering LEA Y3-4 Transition Unit
22
© Havering LEA Y3-4 Transition Unit
23
RSPCA
Forbes House
Hattersley
HA5 7PQ
4.7.06
Dear Sir or Madam,
It has recently come to our attention that there are a number of animals being kept in
confined conditions in your neighbour’s garden. We are also concerned that these animals
are being mistreated by Mr and Mrs Twit.
We have attempted to contact your neighbours on several occasions and, on our last visit
to their house, a member of our department was attacked about the ankles with a stick, by
Mrs Twit.
We have a number of questions that we would be delighted if you could answer for us.
They are as follows:
1. What sort of creatures are being kept as pets in Mr and Mrs Twit’s garden
and how many are there?
2. Do they have suitable housing? What is it like?
3. Do they get regular exercise of the right sort? (Please give as much detail as
you can.)
4. Have you seen any other creatures being mis-treated by the
Twits?
Please give details.
5. In your opinion, are any of the creatures in danger? Please explain.
Any help that you can give us on this matter would be very greatly appreciated.
Yours truly,
Mr Maxwell
Regional Officer for the RSPCA
© Havering LEA Y3-4 Transition Unit
24
Address in top
right hand corner.
RSPCA
Forbes House
Hattersley
HA5 7PQ
Formal address
to unknown
persons
Dear Sir or Madam,
4.7.06
Date
It has recently come to our attention that there are a number of animals being kept
in confined conditions in your neighbour’s garden. We are also concerned that these
animals are being mistreated by Mr and Mrs Twit.
Intro
that
explains
reason
for
writing
We have attempted to contact your neighbours on several occasions and, on our last visit
to their house, a member of our department was attacked about the ankles with a stick, by
Mrs Twit.
Further
paragraphs to
provide reader
with sufficient
detail about the
subject.
Each separate
point organised
into a new
paragraph.
We have a number of questions that we would be delighted if you could
answer for us. They are as follows:
1 What sort of creatures are being kept as pets in Mr and Mrs
Twit’s garden and how many are there ?
2 Do they have suitable housing ? What is it like?
3 Do they get regular exercise of the right sort? (Please give
as much detail as you can.)
4 Have you seen any other creatures being mis-treated by
the Twits? Please give details.
5 In your opinion, are any of the creatures in danger?
Any help that you can give us on this matter would be very greatly appreciated.
Yours truly,
Mr Maxwell
Regional Officer for the RSPCA
Formal way to sign
off when
addressing person
as sir or madam.
© Havering LEA Y3-4 Transition Unit
Concluding
statement
that sums up
what is
hoped to be
achieved by
writing the
letter.
25
Working With Rhyme
2nd Roly Poly Bird Rhyme
There’s sticky stuff now on the cage and the ………….
If you land on either, you’ll never get ……………
So fly away ! Fly away ! Stay up ………………
Or you’ll finish up tomorrow in a hot ……………….
© Havering LEA Y3-4 Transition Unit
26
Rhyme Frames
1. If you’ve got any sense you won’t land there,
……………………………………………………….
So fly away ! Fly away ! Stay ………………….
……………………………………………………….
2. There’s glue on the branches, it’s called Hugtight,
………………………………………………………………..
So fly away! Fly away! Don’t come back!
…………………………………………………....................
3. The branches have been glued by Mr Twit,
………………………………………………………
So fly away! Fly away ! Stay in the air!
………………………………………………………….
4. Don’t land there it’s covered in glue!
………………………………………………………….
So fly away ! Fly away ! Be a winner!
…………………………………………………………..
© Havering LEA Y3-4 Transition Unit
27
Dear Diary,
It’s been another awful day. First …
I wish that …
© Havering LEA Y3-4 Transition Unit
28
© Havering LEA Y3-4 Transition Unit
29
© Havering LEA Y3-4 Transition Unit
30
© Havering LEA Y3-4 Transition Unit
31
© Havering LEA Y3-4 Transition Unit
32
The Twits - An adaptation for stage by David Woods
Characters: Mr and Mrs Twit and the four Muggle–Wumps.
Mr Twit: (a frustrated shout of rage) Ooooooh! (He runs towards the
caravan, shaking his fists at the birds)
The birds fly up a little, then land back on the roof, twittering.
I’ll wipe that silly laugh off your beaks! I’ll get you, you feathery frumps!
I’ll wring your necks, the whole lot of you. I’ll have you bubbling in the
Bird Pie pot before this day is out!
Mrs Twit: Huh! Promises, promises.
Mrs Twit strives to think of an idea. Suddenly …
Mr Twit: I’ve got it ! A great idea. We’ll both go into town right away and
we’ll each buy … a gun! How’s that?
Mrs Twit: Brilliant! We’ll buy those big shotguns that spray out fifty
bullets or more with each bang!
Mr Twit: Perfect!
He notices the Muggle–Wumps, who are no longer upside down, but standing
watching. Mr Twit approaches the cage.
And you lot. Upside down and jump to it. One on top of the other !
Mrs Twit: (Joining him) Quick! Get on with it or you’ll feel my stick!
The Muggle–Wumps struggle back into upside down positions.
Mr Twit: Now stay there until we come back.
© Havering LEA Y3-4 Transition Unit
33
Writing Instructions
• Have I told the reader what the instructions will help them
to do or make?
• Have I made a list of materials?
• Does the layout make the instructions easy to follow? Is
there a title, headings and sub-headings and clearly
separated instructions?
• Have I thought about presentation – boxes, spaces, bold
print?
• Have I sequenced the steps one-by-one and in the right
order?
• Are my diagrams simple, clear and labelled?
1. 2. 3.
• Have I numbered or bulleted each step, and used
sequencing words like first, next, during?
• Have I used imperative verbs?
• Do I need an adverb? Carefully, stir the soup.
• Have I used the present tense?
© Havering LEA Y3-4 Transition Unit
34
g{x Wt|Äç V{ÜÉÇ|vÄx
© Havering LEA Y3-4 Transition Unit
35
BIBLIOGRAPHY, RECOMMENDED
TEXTS AND RESOURCES
Used in this unit
The Twits by Roald Dahl
Havering Inspection & Advisory
Service
• Writing Matters! Success Criteria for
Text Types - Exemplification Booklet
• Guided Reading – Starting Points
QCA
• QCA Speaking Listening Learning working with children in Key stages
1&2
DFES 0626/2003G (also on DFES
website –
www.standards.dfes.gov.uk/primary)
DfES
Existing NLS Units of Work:
www.standards.dfes.gov.uk/literacy
• Year 2 & 3 Spelling Programme (DfES
0493-2003)
•
First Steps publications – World Wide
Edition
• Reading Continuum
• Writing Continuum
• Oral Language Continuum
• Spelling Continuum
TTS resources
• Skeleton Poster Books by Sue Palmer
(all genres) Tel: 0800 318686
• Skeleton Poster Books for Grammar
(and OHTs) by Sue Palmer Tel: 0800
318686
Jolly Learning
www.jollylearning.co.uk
Tel: 0208 501 0405
Jolly Phonics materials (ks1)
Writers’ Workshop Series (published
by David Fulton):
www.fultonpublishers.co.uk
• How to Teach Writing Across the
Curriculum by Sue Palmer
• How to Teach Fiction Writing at Key
Stage 2 by Pie Corbett
• How to Teach Poetry at KS2 by
Michaela Morgan
•
Speaking Frames Year 3 and 4
(photocopiable) by Sue Palmer
•
Y3 Writing Models by Pie Corbett
(copy in every school)
Oxford University Press
• Connections by Sue Palmer (crosscurricular links with literacy using
skeleton frames and text type
features)
Heinemann
© Havering LEA Y3-4 Transition Unit
36