English

Autumn 1 - The Firework-Maker's Daughter

Key Learning

The Firework-Makers daughter ins fantasy story. This genre incldes elements of magic and the setting is in a fictional universe.  Towards the end of the unit, children will be writing their own version offolowing the structire of the original story. By then children will be able to:

• Use subordination for time.g. when, before and after
• explore and identify complex sentences using a range of conjunctions. g. when, before, after, while, until.
• use a comma to separate clause in complex sentences where the subordinate clause appears first.
• identify, generate and effectively use noun phrases. g. The blue butterfly with shimmering wings…
• select vocabulary from a vocabulary banks
• use inverted commas to punctuation direct speech (speech marks)

Explore the clips before to familiarise yourself with The Fireworkmakers Daughter.

English KS1 / KS2: The Firework-Maker’s Daughter' by Philip Pullman - BBC Teach

The Firework-Makers Daughter, chapter 1 https://youtu.be/a5hkaO_iRSw 

A PDF of the full story can be found in the files section.

Here are a few examples of the children's amazing work related to the Firework-Maker's Daughter.

All the vocabulary, grammar and planning the children have been doing is to help them when they come to write their own story.

We've got some amazing fantasy stories being written.

We created our own villain for our stories

The Rumaysa is a fantasy story, based on a well know fairy tale.   Towards the end of the unit, children will be firstly rewriting the story from one of the characters point of view. We will then be innovating the story, changing the characters and part of the setting before writing our own version of the 'twisted fairy tale'. 

We explored known fairytales.

We spent time exploring the main characters.

We explored the vocabulary in the story and created our own WOW vocabulary mats.

We demonstrated active learning. 

KL: Explain the meaning of key vocabulary within within the context of the text.

KL: To use intonation

KL: Use active listening to find answers within a text 

KL: Inverted commas

KL: To identify characters descriptions and make inferences. 

KL: To choose appropriate vocabulary to describe a character

KL: Identify noun phrases

We used a zone of relevance.

KL: To understand and write a monologue 

KL: To understand direct speech between two charcters

KL: To write direct speech between two characters.

We took part in a kaleidoscope activity to have a go at having a conversation between Rumaysa and Zabina. We focused on our speech.

KL: To write a letter and include feelings

KL: Nouns for precison

KL: To make predictions based on evidence from the text

KL: To plan for independent writing

KL: To write in the style of a fairy tale

Spring 1 - The Mousehole Cat 

Mowzer the cat lives with his owner, Tom the fisherman, in a beautiful seaside village in Cornwall called Mousehole. One day, a huge storm begins to batter the harbour walls, and no-one can leave to fish anymore. With Christmas around the corner, there is no food to be found in the village. So Mowzer and Tom decide to set out to sea and bravely face the Great Storm-Cat together. 

Click on the link to watch a trailer for the story.

Explore the whole illustrated story by clicking on the link

KL: To make predictions and to use inferencing 

KL: To explore vocabulary

KL: To use clues to explore characters

KL: To understand a text using Talk4write

KL: To write a job application letter

KL: To interpret my own setting using key vocabulary.

KL: To explore character motives

KL: To summarise a text ready for innovating

KL: To innovate a story- my plan

KL: Shared write

Spring 2

Information Texts

We have enjoyed learning all about Polar bears, including where they live, what they eat and what is causing them to become a vulnerable species.

Did you know that these beautiful bears have black skin?

This is because their black skin can absorb and trap heat better which they need whilst living in very cold conditions. They have large paws because they need a larger surface area to be able to walk along the ice and snow easily. 

We have also explored why these bears are vulnerable to becomming extinct due to climate change. 

We had a go at writing our own Polar bear fact files and then put these into our own information texts. 

Explanation Texts

We showed curiosity when learning about climate change. 

Did you know that the biggest reason for our climate changing is humans?

We enjoyed writing about the effects of climate change upon the world and Polar bears. 

KL: Understanding global warming and climate change.

KL: To explore vocabulary

KL: To use listening skills to retain information

KL: To share ideas into a paragraph

KL: To read and analyse a text

KL: To participate in a group drama activity- talk like an expert

KL: To use a text to generate multiple choice questions to deepen understanding

KL: To use oracy skills to retell information 

KL: Shared write- explanation

KL: To write an explanation

Poetry

We wrote our own poems based on the Rang-Tan poem by James Sellick but we changed the orangutan to a Polar bear. 

KL: To use an explanation text as part of a documentary

KL: To understand rhyming patterns in a poem

KL: To write a poem using rhyme

KL: To use inferencing to understand how a character is feeling

KL: To describe a setting

Suggested Reading List for Year 4

Click on the link to explore a selection of 45 novels, you can find hilarious stories, adventures, mysteries, terrifying tales, imaginative stories, and captivating narrative nonfiction. The books will appeal to children of all reading abilities, featuring modern and classic children’s stories as well as entertaining short-chapter books

Year 4 Reading List