[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-154914-en":3,"doc-seo-154914-105":30,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},154914,962075114101,"Seraphina","https://ap-avatar.wpscdn.com/avatar/e000253a75eb197efd?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780044092746381165",4,"Exam","Year 3 Spring 2 - Novel as a Theme, Recount: Diaries","Year 3 Spring 2 learning plan centers on “Novel as a Theme” with a focus on recounts through diaries. It specifies outcomes linked to plot-structured story writing and diary entries from personal experience or character roles. Reading guidance emphasizes root word knowledge, expressive reading (intonation, tone, volume), vocabulary study via dictionaries, sequencing events, inference supported by text evidence, and structured responses using point-and-evidence. Writing goals develop adverbs, complex sentences with conjunctions, narrative planning (settings, characters, plots), and diary-specific language.","| English |  |  |\n| --- | --- | --- |\n| Key Learning |  |  |\n| Unit | Novel as a Theme | Recount: Diaries |\n| Outcome | ▪ Story based on a plot structure from the focus text. | ▪ Diary entries which include those written:\u003Cbr>- from own experience.\u003Cbr>- in role as a character. |\n| Possible\u003Cbr>Duration | ▪ 3-4 weeks. | ▪ 1-2 weeks. |\n| Key\u003Cbr>Learning\u003Cbr>Reading | ▪ Use knowledge of root words to understand meanings of words.\u003Cbr>▪ Use intonation, tone and volume when reading aloud.\u003Cbr>▪ Listen to and discuss a range of fiction.\u003Cbr>▪ Regularly listen to whole novels read aloud by the teacher.\u003Cbr>▪ Use dictionaries to check meanings of words they have read.\u003Cbr>▪ Sequence and discuss the main events in stories.\u003Cbr>▪ Identify, discuss and collect favourite words and phrases which capture the reader’s interest and imagination.\u003Cbr>▪ Explain the meaning of unfamiliar words by using the context.\u003Cbr>▪ Raise questions during the reading process to deepen understanding e.g. I wonder why the character …\u003Cbr>▪ Draw inferences around characters thoughts, feelings and actions, and justify with evidence from the text.\u003Cbr>▪ Use point and evidence to structure and justify responses.\u003Cbr>▪ Make and respond to contributions in a variety of group situations e. g. whole class, pairs, guided groups, book circles. | ▪ Listen to and discuss a range of diaries.\u003Cbr>▪ Read a range of recounts: diaries.\u003Cbr>▪ Analyse and evaluate texts looking at language, structure and presentation e.g. diaries.\u003Cbr>▪ Identify discuss and collect favourite words and phrases which capture the reader’s interest and imagination.\u003Cbr>▪ Discuss their understanding of the text.\u003Cbr>▪ Make predictions based on details stated.\u003Cbr>▪ Use point and evidence to structure and justify responses.\u003Cbr>▪ Make and respond to contributions in a variety of group situations e. g. whole class, pairs, guided groups, book circles. |\n| Key\u003Cbr>Learning\u003Cbr>Writing | ▪ Select, generate and effectively use adverbs e.g. suddenly, silently, soon.\u003Cbr>▪ Explore, identify and create complex sentences using a range of conjunctions e.g. since, until, in case.\u003Cbr>▪ Read and analyse narrative in order to plan and write own version.\u003Cbr>▪ Identify and discuss the language and structures of narrative for writing.\u003Cbr>▪ Create and develop settings for narratives.\u003Cbr>▪ Create and develop characters for narrative.\u003Cbr>▪ Create and develop plots based on a model.\u003Cbr>▪ Generate and select from vocabulary banks e. g. noun phrases, powerful verbs, appropriate to text type.\u003Cbr>▪ Group related material into paragraphs. | ▪ Use the determiner 'a ' or 'an ' according to whether the next word begins with a consonant or vowel e.g. a rock, an open box.\u003Cbr>▪ Read and analyse diaries in order to plan and write own versions.\u003Cbr>▪ Draw inferences around characters thoughts, feelings and actions, and justify with evidence from the text.\u003Cbr>▪ Identify and discuss the language and structures of diaries for writing. |\n\n\n| English |  |  |\n| --- | --- | --- |\n| Key Learning (contd.) |  |  |\n| Suggested Texts | ▪ The Iron Man by Ted Hughes.\u003Cbr>▪ The Iron Woman by Ted Hughes.\u003Cbr>▪ The Iron Giant DVD. | ▪ Range of diary extracts.\u003Cbr>▪ Diary models written by the teacher at an appropriate for the class.\u003Cbr>▪ My Secret Scrapbook Diary-Little Red Riding Hood-Fairy Tale Diaries by\u003Cbr>Kees Moerbeek.\u003Cbr>▪ The Diary of Dennis the Menace by Stephen Butler.\u003Cbr>▪ Diary of a Wimpy Kid by Jeff Kinney.\u003Cbr>▪ Recounts page from the BBC Bitesize website (here) . |\n\n\n| English |  |\n| --- | --- |\n| Novel as a Theme – Creative Learning Opportunities and Outcomes |  |\n| Creating interest\u003Cbr>▪ One sentence at a time, read aloud a description of a character e.g. The Iron Man by Ted Hughes. Ask children to visualise the character from the description, quickly sketching their initial interpretation.\u003Cbr>▪ Provide the description for the children to reread with a partner. Model highlighting key words and phrases. Add further details to drawings and label with annotations e.","cbCaisZumlZPGW3n","https://ap.wps.com/l/cbCaisZumlZPGW3n","pdf",160901,1,8,"English","en",105,"# Key Learning\n## Unit\n## Outcome\n## Possible Duration\n## Key Learning Reading\n## Key Learning Writing\n## Suggested Texts\n# Novel as a Theme - Creative Learning Opportunities and Outcomes\n## Creating interest\n## Learning outcomes\n## Reading and responding","[{\"question\":\"What learning outcomes are targeted in this unit on diaries?\",\"answer\":\"Students interpret ideas to visualize characters and annotate sketches with words from the text. They also engage with story structure from the focus text and create diary entries in role or from their own experience.\"},{\"question\":\"What strategies does the plan suggest for reading and discussing fiction and diaries?\",\"answer\":\"Students listen to whole novels read aloud, read and discuss a range of diaries/recounts, use dictionaries and context to understand unfamiliar words, sequence main events, and raise questions during reading to deepen understanding.\"},{\"question\":\"How does the plan support writing diary and narrative responses?\",\"answer\":\"It focuses on selecting and using adverbs, building complex sentences with conjunctions, planning and writing their own narrative versions, developing settings, characters, and plots, and grouping related material into paragraphs. For diaries, it also guides grammar such as using “a” or “an” correctly.\"}]","Year 3 Spring 2 - Novel as a Theme, Recount: Diaries | PDF",1787900878,20,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":85,"head_meta":87,"extra_data":89,"updated_unix":28},"year-3-spring-2-novel-as-a-theme-recount-diaries","",{"@graph":36,"@context":84},[37,53,67],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/exam/",3,{"item":52,"name":13,"@type":43,"position":11},"https://docshare.wps.com/document/year-3-spring-2-novel-as-a-theme-recount-diaries/154914/",{"url":52,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":23,"description":14,"dateModified":61,"datePublished":61,"encodingFormat":60,"isAccessibleForFree":62,"interactionStatistic":63},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-08-28",true,{"@type":64,"interactionType":65,"userInteractionCount":4},"InteractionCounter",{"@type":66},"ViewAction",{"@type":68,"mainEntity":69},"FAQPage",[70,76,80],{"name":71,"@type":72,"acceptedAnswer":73},"What learning outcomes are targeted in this unit on diaries?","Question",{"text":74,"@type":75},"Students interpret ideas to visualize characters and annotate sketches with words from the text. They also engage with story structure from the focus text and create diary entries in role or from their own experience.","Answer",{"name":77,"@type":72,"acceptedAnswer":78},"What strategies does the plan suggest for reading and discussing fiction and diaries?",{"text":79,"@type":75},"Students listen to whole novels read aloud, read and discuss a range of diaries/recounts, use dictionaries and context to understand unfamiliar words, sequence main events, and raise questions during reading to deepen understanding.",{"name":81,"@type":72,"acceptedAnswer":82},"How does the plan support writing diary and narrative responses?",{"text":83,"@type":75},"It focuses on selecting and using adverbs, building complex sentences with conjunctions, planning and writing their own narrative versions, developing settings, characters, and plots, and grouping related material into paragraphs. 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