Contents of Short · Web viewWeek 1 Monday Comprehension 1/ Word reading 1/ Speaking & Listening 1 Print & cut into individual story cards. The cards will fit into the storyboard

Task Instructions

Write these, either as a list of task prompts or as part of success criteria.Simplify and explain as necessary.

1. Reread Angry Arthur with your partner/group.

2. Look at the storyboard cards. Tell your partner/group what is happening on each card.

3. Discuss the size of Arthurs's anger in each card. Put storyboard cards in a line, in order

of size from smallest to largest. Do you both/all agree?

4. Place the cards onto a storyboard in the order of the story. What do you notice?

5. Pick out powerful words and phrases from the story to go with each card. Write them

in the space underneath.

6. Choose your favourite illustration, explaining why you have chosen it.

Week 1 Monday Comprehension 1/ Spoken language 1 / Word Reading 1

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the plan, about links to other websites. Y2/3 Spr F 1A Books by same illustrator

Storyboard

Angry Arthur

Beginning...

Author: Hiawyn OramIllustrator: Satoshi Kitamura

Ending...

Enlarge to A3 Week 1 Monday Comprehension 1/ Spoken language 1 / Word Reading 1


Story Cards 1

Week 1 Monday Comprehension 1/ Word reading 1/ Speaking & Listening 1


Print & cut into individual story cards.

The cards will fit into the storyboard once the

board has been enlarged to A3.

Story Cards 2

Week 1 Monday Comprehension 1/ Word reading 1/ Speaking & Listening 1


Past Tense

Week 1 Tuesday Grammar 1/ Spoken language 2


Past Tense - Sentence examples

Regular Verbs Irregular Verbs

Arthur gritted his teeth. Bricks flew through the air.Arthur grits his teeth. Bricks fly through the air.

Arthur clenched his fists. A car lay on its side.Arthur clenches his fists. A car lies on its side.

The post-box tipped over. A door hung on one hinge.The post-box tips over. A door hangs on one hinge.

A roof lifted into the air. The cat hid from the storm.A roof lifts into the air. The cat hides from the storm.

Tiles tumbled to the ground.Tiles tumble to the ground.

Notes to teacher: Simple past tense is formed by adding ed to the base form of a regular verb (eg. clench+ed). Irregular verbs show the past tense through other changes (e.g. fly/flew, hide, hid).

The examples of past tense in the story are generally not simple past tense and are best avoided to prevent confusion.(They are examples of past progressive, showing something happening in the past while something else was happening. 'Arthur's Anger became a hurricane hurling rooftops and chimneys and church spires.' This is beyond the scope of this session so best avoided!)



Using Present Perfect Form of Verbsverbs performed in the past with a result in the present

have + past participle (verb in past tense)

When to use it?

A past action with consequences now.She has climbed...(She climbed the tree earlier so she is up there now.)The tiles have lifted...(The tiles lifted off during the storm so now they are on the ground.)I have read...(I read this book yesterday, so I know how it ends today).



She has climbed...

They have broken...It has snapped...

He has lost...

We have looked...

I have played...

Present Perfect - Teachers' Guide

The focus of using present perfect form in this session is to describe the results of events which have happened in the past.You can prompt sentence building by asking: What can you see (result)? What has happened (cause)?

Result: Arthur is floating on a broken fence. Cause: A typhoon tipped the town into the seas

Present perfect tense sentence

A typhoon has tipped the town into the sea, so Arthur is floating on a broken fence.

The verb to have (auxiliary or helping verb) is in the present tense; the past participle forms the past (or perfect) tense.

Chn may choose to just record the observable part for their sentence.A typhoon has tipped the town into the sea.

Other examples from this illustrationA bird has landed on the barrel.The cat has caught a fish.Arthur has lost a boot.Grandfather has floated out to sea.The typhoon has passed.The buildings have sunk.They have found some driftwood.



For least able, provide sentence openers to support:

A bird has ...The cat has...The water has...Arthur and his grandfather have...

Past participle - verb in past tense form (usually ending in ed)

The term perfect, refers to the completed action (from Latin perfectus 'completed').

For Teacher

Carpet Sentence Strips - write each example of a simple sentence on a separate large strip of sugar paper.

Set 1: I like to go to Monster Trucks shows. I like watching stunt bikes. I like to stroke kittens. I can watch them on television.

I go to Monster Trucks shows and I like watching stunt bikes. I go to Monster Trucks but I don't like loud noises. I go to Monster Trucks shows or I can watch them on television.

Set 2: I have a pet spider. I keep it in my pocket. I am afraid of it. I might have lost it.

Set 3: I enjoy baking. My cakes are delicious. I often burn the biscuits. I like to make soup.

The sets are designed to link easily using the conjunctions but are interchangeable so expect unlikely combinations between sets!

Week 1 Wednesday Grammar 2/ Spoken language 3


Conjunction Cards - copy onto card and cut up



and

but

or

Joining Sentences A Instructions

1. Read the example sentences below.

2. Say how each conjunction links the clauses together.

3. Swap the conjunctions and read the sentences now.

4. How has the meaning changed? Do they still make sense?

5. Write your own sentences. Test them by saying them aloud.



I play football

I think it is good exercise.

my friend prefers computer games.

I go skating in the park.

and

but

or

Joining Sentences A



and

but

or

and

but

or

Joining Sentences B Cut out the strips. Find a pair of sentences. Choose the best conjunction to join them.

I play football I think it is good exercise. and

my friend prefers computer games. but

I go skating in the park. so

It rained yesterday. the playground was covered in puddles. and

today it is sunny. but

it rained early this morning. so

The colour shading simplifies this task & can be removed for greater challenge (highlight cells, click on DESIGN tab, click on SHADING, select 'no color').



Circle Prompt - example

NOTES:For less able, keep zones smaller scale: desk, classroom, school building etc.For more able, encourage larger & more abstract: ..., planet, solar system, galaxy, etc.Chn drawing own circles gives a greater freedom to choose scale of story.

Week 1 Thursday Composition 1, Spoken Language 4


Blank StoryboardTitle Beginning...

Authors:

Ending...

Enlarge to A3 Week 1 Thursday Composition 1, Spoken Language 4


Millie's Marvellous Hat Extract - page 1

Week 2 Monday Comprehension 2, Spoken Language 5


Millie's Marvellous Hat Extract - page 2



Questions to discuss A

Read the extract pages silently, before discussing the questions with your partner.

Page 1

1) Why does Millie say, "Oh dear," when she opens her purse?

2) Why does the man look at the ceiling? Is it really because he is interested in the patterns?

3) What do you notice about the tense the story is written in? [Hint: there is more than one]

Page 2

4) What is marvellous about the hat?

5) What do you notice about the way that the man speaks? What does it tell you about him?

6) Do you think the hat is real? Say why.



Questions to discuss B

Read the extract pages silently. Discuss the questions with your partner.

Page 1

1) How much money does Millie have in her purse?


3) What tense is the story is written in? What about the speech?

Page 2


5) Why does the man call Millie, Madam?




Questions to discuss C

Read the story pages with your partner.Talk about the questions.

Page 1

1) How much money does Millie have in her purse?


Page 2





Discussion Prompts



Do you think the hat and the attic adventures are real or imaginary?Tell your group why you think this. Do you all agree?

What is more important in the books, the words or the illustrations? Explain your thinking.

Which book is your favourite? Say why you have chosen it.

Do you all agree?

What do the books have in common? How are they different?Think about plot, characters and settings, and language.

Drawing Materials

Kitamura's tool of choice is surprisingly not a pencil or felt-tip pen. Kitamura’s distinctive, slightly uneven line is drawn with a glass pen.

‘It’s a strange-shaped thing, but I use it as any other dip pen. I dip the pen in a pot of ink and the ink travels up the grooves on the nib. When you draw, usually you get a very fine line. It’s very fragile and it breaks easily. I always knew about these glass pens, and one day I just bought some, and I used one and it broke and the nib became shorter. I found that I could still write and draw with it. Then I got these irregular lines.’

He mainly uses watercolour - but he mixes colours he has made his own, particularly a glorious, rich blue that has become almost a signature of his work.

Whiteboard display extract

Week 2 Tuesday Comprehension 3, Word Reading 2


Satoshi Kitamura: Childhood Inspiration

Home Life

Kitamura was born in Japan in 1956. Satoshi and his older brother both got enjoyment from artistic hobbies. Satoshi was inspired by his brother and they spent endless days drawing and painting together. "Like all Japanese children I drew all over the pavement — and on the road when there weren't so many cars." Comics were also an influence. His favourite comic was Astroboy, a Japanese manga comic about a robot boy with super powers.

Kamishibai

Satoshi also enjoyed Kamishibai, a street entertainment popular during his childhood. This entertainment was a type of storytelling. As the story was told, illustrations were shown one by one in a frame, a little like a paper television.

"The Kamishibai man would arrive on a bike with a box on the back, and wooden clappers to attract attention. Children gathered excitedly round. The box on the bike housed the entertainment — stories told with a series of hand-painted sliding pictures. Some would go on from day to day, keeping children in suspense and ensuring their return."

School

Satoshi was also inspired by one of his teachers at primary school. Instead of teaching the curriculum, his teacher told him wonderful stories about people and places he had read about. He told a story about the German archaeologist Heinrich Schliemann, who had dreamed as a child of being an archaeologist. The man devoted his life to following his dream. This inspired Kitamura. He dreamed of becoming an artist, and so dropped out of school early to follow his dream. He was hopeful that he would succeed.

Quotations from: http://www.theguardian.com/books/2008/nov/08/satoshi-kitamura-angry-arthur-illust rations



Astroboy comic

http://www.theguardian.com/books/2008/nov/08/satoshi-kitamura-angry-arthur-illustrations

Interview: hats, music, career beginning and working in two countries

Question: Millie's Marvellous Hat is full of beautiful hats, each of which somehow reflects the character who is wearing it. What hat you are wearing today?

Satoshi: At the moment I’m listening to wonderful jazz music on the radio and my musical hat is becoming bigger and more colourful. I love all sorts of music. I wish I had some musical talent myself but unfortunately I am talentless. So I often put on my imaginary musical hat that makes interesting melodies and harmonies.

Question: What was your first book?

I started making a picture book in my twenties. The most useful person in my journey was Klaus Flugge, owner and publisher of Andersen Press. He gave me the story Angry Arthur by Hiawyn Oram and published it with my illustrations. That started my career. Klaus and I have been good friends ever since. I am thankful that I met Klaus.

Question: Did you know Hiawyn Oram before you began to work with her?

Satoshi: No, I didn't know her well at that point, but we were clearly on the same wavelength, and I was very happy that her text gave me the freedom to find my own way through the story — I like to 'read between the lines '. It's the same with poetry — it's in that space between the lines that I find things to illustrate."

Question: In the past you lived in Britain, but I believe you are now based back in Japan. How are the two countries different?

Satoshi: I’m a bit of an outsider in my own country, probably because I lived in UK for about 30 years. Strangely, my books are most popular in South America. I don’t know why but I see more books of mine in bookshops there than anywhere else. I have been invited to many book festivals in Mexico, Chile and Colombia. My books are not particularly popular in Japan but Millie’s Marvellous Hat will be a set book for second year primary school students in Japan from next year.

Adapted from: http://www.playingbythebook.net/2014/10/27/hat-week-an-interview-with-satoshi-kitamura/



http://www.playingbythebook.net/2014/10/27/hat-week-an-interview-with-satoshi-kitamura/

How Satoshi Kitamura creates his Illustrations

‘Although I draw in a cartoonish style in picture books, I’m also interested in just drawing from nature. I’ve started doing life drawing fairly recently, regularly, and I quite enjoy it. Sometimes I draw people on the underground or in museums, quickly drawing the backs of people who are looking at paintings in the National Gallery'.

Kitamura’s distinctive, slightly uneven line is drawn with a glass pen.

‘It’s a strange-shaped thing, but I use it as any other dip pen. I dip the pen in a pot of ink and the ink travels up the grooves on the nib. When you draw, usually you get a very fine line. It’s very fragile and it breaks easily. I always knew about these glass pens, and one day I just bought some, and I used one and it broke and the nib became shorter. I found that I could still write and draw with it. Then I got these irregular lines.’

He mainly uses watercolour - but he mixes colours he has made his own, in particular a glorious, rich blue.

He insists that he is doing nothing unusual – ‘it’s just a mixture of indigo and ultramarine and mauve or violet’. I think I try to recreate the kind of blue in a twilight sky because that’s the kind of blue that I really like. I try to make that same colour, of that especially fine day in the winter in the evenings when the sky becomes that kind of bright blue.

Kitamura’s artistic inspiration comes from fine artists, comics and illustration, and also Japanese art.

Adapted from: http://www.booktrust.org.uk/books/children/illustrators/interviews/105



http://www.booktrust.org.uk/books/children/illustrators/interviews/105

Earthquake Experience 2011

When the earthquake struck I was in the studio. I'd just finished the colourful illustration I do for a weekly newspaper column and sent the scan to the editor. Suddenly, the building shook so badly that I feared it would collapse. All I could do was wait. I was helpless.

It must have been a minute or two, but it seemed like a very long time until the tremor stopped completely. One of the shelves fell down and CDs scattered all over the floor. The water in the jar for my watercolour paints spilled on the table. I set off on the five-minute bike ride to the flat where my wife and I live. It was peaceful outside. People looked rather stunned, but calm. There were children walking home from school as if nothing had happened.

Being born and brought up in Japan I have experienced hundreds of earthquakes in my life, but this was definitely the biggest. We live a few hundred miles away from the worst-hit areas. So the impact that was felt by people nearer to the epicentre must have been enormous.

We had no electricity, water or gas for half a day. I was fearful for my elderly parents, who live 60 miles away. Later, when the phone lines were restored, I found they were all right. We were lucky. Other families were left homeless and jobless.

The Japanese have spent so many centuries living with the effects of powerful earthquakes and typhoons that we all know how powerless we are in the face of nature. We cannot but feel humble when we encounter natural disasters on this scale.

One day, in a local market, my wife and I passed a stall selling fresh seaweed. The woman who ran it kept saying that this was the last she would be getting and we should enjoy it because it was very good. It was so delicious that we bought two bags.

Later we discovered that she was from a town in one of the worst-flooded areas. She couldn't get in touch with her sister's family, the fishermen who had produced the seaweed. She was still hopeful and was careful not to waste the food her family had delivered to her.

I have just begun work on a new book. It's a rather crazy story about a teapot character, and it is due to be published in May in Japan and later in the UK. I've been doing rough sketches for it, and trying to work out the sequel to my most recent book, Millie's Marvellous Hat.

I'd rather aim for something funny and playful than be hopeless. I've never done a humourless story - and besides, one thing that has become very clear in the last few terrible weeks is that ordinary life is a miracle, and the only place where you can find happiness.

Adapted from: http://www.theguardian.com/childrens-books-site/2011/apr/04/satoshi-kitamura-postcard-from-japan

Week 2 Tuesday Comprehension 3, Word Reading 2© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the plan, about links to other websites. Y2/3 Spr F 1A Books by same illustrator

http://www.theguardian.com/childrens-books-site/2011/apr/04/satoshi-kitamura-postcard-from-japan

Satoshi Kitamura: Childhood Inspiration

Home Life

Satoshi was inspired by his brother and they spent a lot of time drawing and painting together. "Like all Japanese children I drew all over the pavement — and on the road when there weren't so many cars." Comics were also an influence. His favourite comic was Astroboy.

Kamishibai

Satoshi also enjoyed Kamishibai, a street entertainment. This was a type of storytelling. As the story was told, illustrations were shown one by one in a frame, a little like a paper television.

"The Kamishibai man would arrive on a bike with a box on the back... Children gathered round. The box on the bike housed the entertainment — stories told with a series of hand-painted sliding pictures."

School

Satoshi was also inspired by one of his teachers. His teacher told him wonderful stories. He told a story about a famous German archaeologist, who had dreamed as a child of being an archaeologist. This inspired Kitamura. He dreamed of becoming an artist, and so dropped out of school early to follow his dream. He was hopeful that he would succeed.

Quotations from: http://www.theguardian.com/books/2008/nov/08/satoshi-kitamura-angry-arthur-illust rations



Astroboy comic

http://www.theguardian.com/books/2008/nov/08/satoshi-kitamura-angry-arthur-illustrations

How Satoshi Kitamura creates his Illustrations

‘Although I draw in a cartoonish style in picture books, I’m also interested in just drawing from nature. Sometimes I draw people on the underground or in museums.

Kitamura’s distinctive, slightly uneven line is drawn with a glass pen.

‘It’s a strange-shaped thing, but I use it as any other dip pen. I dip the pen in a pot of ink and the ink travels up the grooves on the nib. When you draw, usually you get a very fine line. It’s very fragile and it breaks easily. One day I used one and it broke and the nib became shorter. I found that I could still write and draw with it. Then I got these irregular lines.’

He mainly uses watercolour - but he mixes colours he has made his own, in particular a glorious, rich blue.

I think I try to recreate the kind of blue in a twilight sky, because that’s the kind of blue that I really like. I try to make that same colour, of that especially fine day in the winter in the evenings when the sky becomes that kind of bright blue.

Adapted from: http://www.booktrust.org.uk/books/children/illustrators/interviews/105



Earthquake Experience 2011

When the earthquake struck I was in the studio. I'd just finished a colourful illustration. Suddenly, the building shook so badly that I feared it would collapse. All I could do was wait. I was helpless.

Being born and brought up in Japan I have experienced hundreds of earthquakes, but this was the biggest. We live a few hundred miles away from the worst-hit areas. So the impact that was felt by people nearer to the epicentre must have been enormous.

We had no electricity, water or gas for half a day. I was fearful for my elderly parents, who live 60 miles away. Later, when the phone lines were fixed, I found they were all right.

The Japanese have spent centuries living with the effects of powerful earthquakes and typhoons that we all know how powerless we are in the face of nature.

I have just begun work on a new book. It's a rather crazy story about a teapot character. I've been doing rough sketches for it, and trying to work out the sequel to my most recent book, Millie's Marvellous Hat.

I'd rather aim for something funny and playful than be hopeless. I've never done a humourless story - and besides, one thing that has become very clear in the last few terrible weeks is that ordinary life is a miracle, and the only place where you can find happiness.

Adapted from: http://www.theguardian.com/childrens-books-site/2011/apr/04/satoshi-kitamura-postcard-from-japan



Interview: hats, music, career beginning and working in two countries

Question: Millie's Marvellous Hat is full of beautiful hats. What hat you are wearing today?

Satoshi: At the moment I’m listening to wonderful jazz music on the radio and my musical hat is becoming bigger and more colourful. I love all sorts of music. I wish I had some musical talent myself but unfortunately I am talentless.

Question: What was your first book?

I started making a picture book in my twenties. The most useful person in my journey was Klaus Flugge, owner and publisher of Andersen Press. He gave me the story Angry Arthur. That started my career. Klaus and I have been good friends ever since.

Question: Did you know Hiawyn Oram before you began to work with her?

Satoshi: No, I didn't know her well at that point, but we were clearly on the same wavelength, and I was very happy that her text gave me the freedom to find my own way through the story — I like to 'read between the lines '.

Question: In the past you lived in Britain, but I believe you are now based back in Japan. How are the two countries different?

Satoshi: I’m a bit of an outsider in my own country, probably because I lived in UK for about 30 years. Strangely, my books are most popular in South America. My books are not particularly popular in Japan.

Adapted from: http://www.playingbythebook.net/2014/10/27/hat-week-an-interview-with-satoshi-kitamura/



Flip chart Notes - this is what your flipchart will end up looking like

Why? When?

because before

as after

so that until

when

while

I am wearing my afternoon tea hat because tea is my favourite meal.

My hat is very shiny as I polished it with a cloth.

It is covered in cheese sandwiches so that I can have a nibble if I feel hungry.

I put it on this morning before I came to school.

My hat got a bit crumpled after I sat on it by accident .

I am wearing my afternoon tea hat until it gets too heavy.

I put it on my head when I feel happy.

The cups clink together while I teach.

Main clause + conjunction + subordinate clause = complex sentence

Week 2 Wednesday Grammar 4, Spoken Language 5


Suffixes

replacement thankless

fairness wishful

painful statement

speechless speedily

thickly foolishness

* * *

Suffixes

replacement root word

replace + ment = replacement

Week 2 Friday Spelling 1


Find the pairs. What do you

notice?

Can you underline the root words?

Example of Suffix Task

Provide the suffix prompts at the centre of large pieces of sugar paper in a bubble, as in this example

- you may wish to add one example word to each for chn to copy.

The suffixes to collect are: ment, ful, less, ness, ly



Words to explore when adding ly

add lyException 1 Exception 2 Exception 3

change y to i change le to ly change ic to ally

kindquietlargecleverfoolishquickweekrealsicknormalcuriousproperspecialeventualoriginalpersonalfrequenthighimportantparticularperfectsmooth

busyeasycheekyhappysillybeadyblurrymessysmellyspeedymerrysleepyangrylazybreezynoisycosy

exceptionsshy > shylysly > slyly

gentlesimplewrinklehumbleterrible

problematicscientificautomaticspecificcomicfrantic

Columns in grey are for teacher information but not intended to be taught during this session

Rules as listed in Appendix 1 National Curriculum The suffix –ly is added to an adjective to form an adverb. The rules already learnt still apply.The suffix –ly starts with a consonant letter, so it is added straight on to most root words.Exceptions:(1) If the root word ends in –y with a consonant letter before it, the y is changed to i, but only if the root word has more than one syllable.(2) If the root word ends with –le, the –le is changed to –ly.(3) If the root word ends with –ic, –ally is added rather than just –ly, except in the word publicly.(4) The words truly, duly, wholly.



Kamishibai Art Project - estimated 4 sessions needed

Resources:CreationStoryboardsPaperpencilspens- felt tipped, thin marker, fountain penswater colours/ mixed paint & brushesExamples of Kitamura's illustrations

Performance: Easel or whiteboardImages on cardboard or scanned digitallyClaves or other instrument for attention-grabbingOptional music for atmosphere

Session 1:

Show chn the clips from the Weblinks (week 2) and discuss.

Chn make plans to create an image to correspond with each storyboard box from their story plan see Composition 4 - encourage chn to focus on foreground details to simplify drawings & avoid onerous detail.

Pick out features of Kitamura's style to adopt - bold, simple, uneven outlines; subtle shades (particularly blue) created with watercolour paint.

Give chn time to experiment with drawing styles & plan images in rough.

Session 2:

Chn draw images in outline.

Suggested method: chn draw pictures in pencil, going over outlines in black pen. They may wish to emulate uneven lines with thin/thick nibs or fountain pens - cheap, disposable fountain pens would work well for this.

Sessions 3 & 4:

Due to difficulty young chn have in controlling watercolours, it is suggested that original drawings are photocopied onto suitable paper for painting. This reduces risk of outline smudging & allows for chn to start again if the painting goes very wrong. It also enables easy enlarging, which can be very effective.

Chn explore colour-mixing & when happy with palette, colour their drawings.

Kamishibai Performance

The low tech version would be for chn to display pictures on an easel. With a friend displaying one picture at a time, chn can read their stories to an audience.

Alternatively, chn's drawings could be digitally scanned & then presented on a whiteboard or tablet, a little like a slide show. Voices could be recorded to create a talking book.

Week 3 Additional Resource


Art & Design Links:KS1: to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and spaceKS2: to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials

Documents

Contents of Short · Web viewWeek 1 Monday Comprehension 1/ Word reading 1/ Speaking & Listening 1 Print & cut into individual story cards. The cards will fit into the storyboard