Spiderwick Chronicles

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Fiction Unit 4.2 The Spiderwick Chronicles

About this unit:
In this unit, the children explore fantasy fiction. They read the interactive eBook, asking questions and developing
understanding of inference. They use drama to explore characters and suspense. They develop editing and proof-
reading skills. They plan, edit and write a new episode of the fantasy story they have studied.
Stimulus synopsis: The Spiderwick Chronicles

Three ordinary kids, Jared, Simon, and Mallory Grace, have entered another world – without leaving this one! Two
remarkable talents, New York Times best-sellers Tony DiTerlizzi and Holly Black, have risked everything to bring
this remarkable account to light. The Spiderwick Chronicles! The truth lies within!
Recommended Route
This recommended route is a varied learning pathway through the lessons available, which ensures full coverage of
the curriculum objectives for the year group within a given number of weeks. It will typically progress from
comprehension to composition, with grammar and depth focus lessons scheduled where relevant. The learning
objectives for each lesson are listed in the lesson plans below, and national curriculum coverage can be viewed in
The National Curriculum for England Correlation Chart Year 4, The National Curriculum for Wales Correlation Chart
Year 4, The National Literacy and Numeracy Framework Correlation Chart Year 4 (Wales), The Curriculum for
Excellence Correlation Chart P5 (Scotland) and The Northern Ireland Curriculum Correlation Chart Year 5.
Day 1 Day 2 Day 3 Day 4 Day 5

Comprehension 1: Comprehension 2: Depth focus 1: Sentence Depth focus 2:
Chapter 1 Chapters 2 and 3 Using drama grammar 1: Vocabulary and
Ask questions about Recall and techniques to Speech dictionary work
a text summarise ideas explore character punctuation (Chapter 3)
(Chapters 1 and Punctuate direct Explore vocabulary
Use inference Ask questions about 2) speech and dictionary work
and draw inference Use inference
from a text Explore language
Use drama and meaning
techniques to
explore character

Comprehension 3: Comprehension 4: Comprehension Short Comprehension
Chapter 4 Chapter 5 5: composition 1: 6: Chapter 7
Recall and Recall and Chapter 6 Jared’s Ask questions
summarise events summarise events Ask questions excuse(Planning) about and draw
about and draw Write an excuse inference from a
Ask questions about Ask questions about inference from a based on text
and draw inference and draw inference text inference of
from a text from a text character Distinguish
Use drama between what is
techniques to Use sentences real and what is
explore character with more than imaginary
one clause

Sentence grammar Short composition 2 Short Sentence Depth focus 3:
2: Possessive (Day 1): Letter composition 2 grammar 3: Comparing two
apostrophes writing (Planning (Day 2): Fronted texts of the same
Identify and use and writing) Letter writing adverbials genre:
possessive Write a letter using (Evaluating and Identify and use Spiderwick
apostrophes another one as a editing) fronted adverbials Chronicles and
model Evaluate and edit a Fergus Crane
letter based on Use commas after Compare two texts
Pearson is not responsible for the quality, accuracy or fitness for purpose of the materials contained in the Word files once edited. To revert to
the original Word files, re-download them from ActiveLearn.
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Use sentences with feedback fronted adverbials of the same genre

more than one clause

Long composition Long composition Long Long Long composition
(Day 1): (Day 2): composition (Day composition (Day (day 5):
Planning and Planning and 3): 4): Evaluating and
writing writing Writing Writing editing
Plan a new setting Write a story plan Write a new Write a new Evaluate and edit
and character for a episode for a episode for a work based on
new episode of The Develop success fantasy story, fantasy story, feedback
Spiderwick criteria for a fantasy including oral including oral
Chronicles story rehearsal rehearsal Proof-read
Understand and Understand and

use paragraphs use paragraphs
Write sentences Write sentences

with more than one with more than
clause one clause
Use fronted Use and punctuate

adverbials direct speech
Recommended Grammar Lessons

These short, discrete grammar lessons can be taught at any point in the recommended route, either spread
between the lessons or taught in one session as a group. All of the units across a year group contain grammar
lessons that, between them, cover the curriculum requirements for the year group.
Grammar Lesson 1 Grammar Lesson 2 Grammar Lesson 3

Use adverbs and Use adverbs and Use full stops and
adverbials for adverbials for commas to aid reading
sequencing events identifying place with expression and
make meaning clear
Revise fronted
adverbials Use fronted adverbials
Lesson Bank
If you would prefer to develop your own route through the material, the lessons detailed below, alongside additional
lessons, are available in the lesson bank for the unit. This lesson bank contains all available lessons for the unit,
including comprehension lessons, composition activities (both long and short), and depth focus and sentence
grammar lessons where relevant. If you are planning a thematic curriculum, or using Wordsmith alongside other
resources, you can select appropriate lessons from the lesson bank for your own planning.
Spelling list
The spelling list linked below contains all the spellings children will come across in this unit. They are linked to the
spelling requirements for the National Curriculum for England Programme of Study for the year group. This list can
be used to issue spellings to children on a weekly basis.
F AR 4.2.1 Spelling List: The Spiderwick Chronicles
You can also view the complete spelling list for Year 4.
Teaching Strategies
Throughout the lesson plans, key teaching techniques such as ‘Babble Gabble’ appear in green. For a definition of
each of these techniques, consult the Wordsmith Glossary of Teaching Strategies, which outlines what each
technique involves and how it can be used.
Grammar Assessment
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At the end of each term, once all four units have been covered for the year group, children’s individual knowledge
of the grammar concepts taught during the unit can be assessed using the printable grammar progress check and
mark scheme.
 About the Grammar Progress Checks

 Grammar Progress Check: Year 4, Spring Term
 Grammar Progress Check Answers: Year 4, Spring Term
You can record children’s attainment on the Grammar Progress Checks using the editable Class Record.
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Day 1: Comprehension
Session Main focus Teaching summary Activity description

Comprehension 1: Ask questions  Examine the cover of The Spiderwick Core: The children match the statements on ‘The
Chapter 1 about a text Chronicles. Model asking questions, e.g. What Grace children’ (F PCM 4.2.1) to a character,
clues about the book can I get from the cover? Simon, Mallory or Jared, using what they have
Use inference Who are the main characters? found out about them so far. Talk Partners discuss
 Read the two letters preceding Chapter 1. what else they know about the characters and write
What further clues do they give? How do they additional statements.
‘set up’ the story?
 Read to the end of page 6. The children Think- Support: In pairs, the children match the
Pair-Share what they have learned so far. statements on ‘The Grace children’ (F PCM 4.2.1)
 Read to the end of Chapter 1. What happens to a character, Simon, Mallory or Jared, using what
to build up suspense about an imaginary they have found out about them so far. They then
world? write out the information from F PCM 4.2.1 as full
sentences.
 Show ‘Simon Grace’ (F ITP 4.2.1). Are the
statements true or false?
Extend: The children match the statements on
‘The Grace children’ (F PCM 4.2.1) to a character,
Simon, Mallory or Jared, using what they have
found out about them so far. They then discuss
what else they know or can infer about the
characters in response to the question: Which of
the Grace children would you most like to meet?
They write their answers, giving reasons from the
text.
Objectives: Ask questions to improve understanding; Draw inferences and justify with evidence; Make predictions
Spoken language: Ask relevant questions; Build their vocabulary; Articulate and justify answers
Photocopiables: F PCM 4.2.1
Digital resources: eBook of The Spiderwick Chronicles, F ITP 4.2.1

Comprehension 2: Recall and  Use Babble Gabble to recap the story so far. Core: Individually or in pairs, the children spot and
Chapters 2 and 3 summarise ideas  Read Chapter 2 to mid-page 20. Talk Partners circle the differences between the description in the
text (pages 33–34) and the drawing on ‘Spot the
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Ask questions predict what happens next. difference!’ (F PCM 4.2.2). For each difference they
about and draw  Read to the end of page 23. Who might have circle, encourage the children to write a note to
inferences from placed the objects in the wall? indicate why the drawing is incorrect.
a text  Read to the end of Chapter 2. Are your
predictions correct? Support: In pairs, the children spot and circle the
 Read Chapter 3 to the end of page 34. What differences between the description in the text
details make the library seem a strange place? (pages 33–34) and the drawing on ‘Spot the
 Show ‘The secret room’ (F ITP 4.2.2). Identify difference!’ (F PCM 4.2.2).
words/phrases that help you to visualise the
library. Click to reveal ‘Description’, ‘Objects’ Extend: The children spot and circle the
and ‘Adjectives’. differences between the description in the text
 Read to the end of Chapter 3. (pages 33–34) and the drawing on ‘Spot the
difference!’ (F PCM 4.2.2), adding notes to explain
why the drawing is incorrect. They then record
predictions about the former owner of the room,
based on items described.
Objectives: Identify and summarise main ideas; Draw inferences and justify with evidence; Make predictions
Spoken language: Give well-structured descriptions, explanations and narratives
Day 3: Depth focus

Depth focus 1: Develop  Read the first paragraph of Chapter 3. Discuss Core: In pairs, the children complete ‘What does it
Vocabulary and vocabulary how there are often clues in the text to help us mean?’ (F PCM 4.2.8). They explain the meanings
dictionary work understand unfamiliar words. of some given words from Chapter 3, using the
(Chapter 3) Use dictionaries  Choose one word (e.g. ‘illuminated’). Model strategies modelled in the whole-class activity and
ways to understand meaning, using context then checking the words in a dictionary. They then
Explore (e.g. ‘dim glow’), structure (e.g. past-tense identify two unfamiliar words of their own and find
language and verb with –ed suffix) and sound (Does it sound their meanings.
meaning like any word you know?).
 Model checking the meaning in a dictionary, Support: In pairs, the children use a dictionary and
reminding the children that a word can have the strategies modelled in the whole-class activity
more than one meaning. to find the meanings of the words listed on ‘What
 Repeat with another word from the first does it mean? 2’ (F PCM 4.2.18).
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paragraph of Chapter 3.
 What is the effect of using these words in the Extend: In pairs, the children select new unfamiliar
text? What would be the effect of choosing a words to use in their own writing. They discuss the
different word? likely meanings, check the words in a dictionary
and then compose and write a new sentence for
each word.
Objectives: Use dictionaries; Check that text makes sense and is in context; Identify how language, structure and presentation contribute to meaning
Spoken language: Listen and respond appropriately
Photocopiables: F PCM 4.2.8, F PCM 4.2.18
Digital resources: eBook of The Spiderwick Chronicles
Day 4: Sentence grammar

Sentence grammar Punctuate direct  Show page 24 of the eBook. Tell the children Core: Individually or in pairs, the children complete
1: speech they are going to read the direct speech while ‘Punctuating speech’ (F PCM 4.2.12).
Speech punctuation you read the rest. Highlight the direct speech.
Point to the class each time it is their turn to Support: In pairs, the children complete
read. ‘Punctuating speech’ (F PCM 4.2.12) by first
 What do they notice about the punctuation highlighting the words spoken. They then add (in
around speech? Highlight the speech marks turn) inverted commas, full stops and capital letters,
and explain their purpose. Highlight the question and exclamation marks, and finally
punctuation inside the speech marks. Point out commas (if appropriate).
capitals for new speech and a new paragraph
for each new speaker. Extend: In pairs, the children complete the first part
 Show ‘Punctuating speech’ (F ITP 4.2.10) and of ‘Punctuating speech’ (F PCM 4.2.12). They then
model punctuating speech, involving the compose and write a short dialogue in which Jared
children as much as possible. and Mallory discuss their new home, using
appropriately punctuated direct speech.
Objectives: Use and punctuate direct speech; Use and understand the grammatical terminology in Appendix 2
Spoken language: Participate actively in conversations
Day 5: Depth focus
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Depth focus 2: Compare two  Show ‘Fergus Crane’ (F ITP 4.2.7) and read Core: In pairs, the children complete ‘Same or
Comparing two texts texts of the same the extract (from Fergus Crane by Paul different?’ (F PCM 4.2.9), focusing on the key
of the same genre: genre Stewart). elements in Fergus Crane and The Spiderwick
Spiderwick  Ask the children to make predictions based on Chronicles, and any similarities and differences
Chronicles and what they’ve read. Who do you think Fergus they can find.
Fergus Crane Crane is? Why is he making this journey? Is he
in an imaginary or real world? Support: The children write two sentences to say
 Talk Partners look for clues to an imaginary how Fergus Crane and The Spiderwick Chronicles
world in the text. Discuss how the children are different from each other.
would react if they saw these things.
 Discuss elements of the real world in the text. Extend: The children use ‘Same or different?’ (F
PCM 4.2.9) to compare Fergus Crane and The
 Allow Think Time to identify the main
Spiderwick Chronicles, trying to find four similarities
differences between how the imaginary world
as well as differences. Challenge the children to
is revealed in Fergus Crane and The
think of other stories that they have read that might
Spiderwick Chronicles.
fit into the same genre.
Objectives: Increase familiarity with wide range of books; Ask questions to improve understanding; Discuss books that are read to them and those
they read themselves
Spoken language: Consider and evaluate different viewpoints

Comprehension 3: Recall and  Recap Chapter 3. Core: Individually or in pairs, the children use
Chapter 4 summarise  Read Chapter 4 to ‘Could he really solve Thought Tracking to explore Jared’s thoughts from
events anything himself?’ on page 46. page 50 to the end of Chapter 4. The children then
 Show ‘Jared’s thoughts’ (F ITP 4.2.3). The complete ‘Thought detectives’ (F PCM 4.2.3),
Ask questions children Think-Pair-Share Jared’s thoughts so noting ideas about Jared’s thoughts.
about and draw far in Chapter 4. Who does he think tied
inferences from Mallory’s hair to the bed? What does he think Support: In pairs, the children use Thought
a text about getting the blame? How do you know? Tracking to explore Jared’s thoughts about the
Share responses and add these to F ITP 4.2.3. objects and the room and then complete ‘Jared’s
Make predictions  Talk Partners predict what Jared will do next. thoughts’ (F PCM 4.2.4).
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 Read to the end of Chapter 4.Where did Jared

find the book? What clue was he given in the Extend: As preparation for Hot Seating, the
poem to find it here? How does he respond to children explore Jared’s thoughts, noting ideas and
it? questions on ‘Thought detectives’ (F PCM 4.2.3). In
small groups, they then take turns Hot Seating
Jared.
Objectives: Draw inferences and justify with evidence, Make predictions; Ask questions to improve understanding
Spoken language: Give well-structured descriptions, explanations and narratives; Speculate, hypothesise, imagine and explore ideas

Comprehension 4: Recall and  Recap Chapter 4. Core: The children use ‘Statement detective’ (F
Chapter 5 summarise  Talk Partners discuss what a ‘field guide’ about PCM 4.2.5) to sort statements about Chapter 5 into
events faeries might tell us. categories headed ‘True’, ‘False’ or ‘Not enough
 Discuss how the author introduces imaginary evidence’. Encourage them to refer back to the text
Ask questions characters into the real world of the story. to support their choices.
about and draw What clues are there that imaginary characters
inferences from exist? Support: The children use ‘Statement detective 2’
a text  Read Chapter 5 to mid-page 62. How did (F PCM 4.2.17) to sort statements about Chapter 5
Jared feel about finding the book? Did Mallory into categories headed ‘True’ or ‘False’, referring
Use evidence agree? back to the text.
from a text to  Read to the last line of page 68. Talk Partners
determine true or discuss the illustration of the Boggart on page Extend: The children record evidence from the text
false statements 69. to show whether the statements on ‘Statement
 Read to the end of Chapter 5. detective’ (F PCM 4.2.5) are true or false. If there is
not enough evidence to categorise a statement
 Show ‘True or false?’ (F ITP 4.2.4). Drag the definitively, they explain what evidence there is and
statements into the correct place. why this is not enough.
Spoken language: Articulate and justify answers
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Comprehension 5: Recall and  Discuss what the children have learned so far In small, mixed-ability groups, the children Role
Chapter 6 summarise about the main characters. How are they Play how the three children and their mother react
events similar/different? What problems do they face? to the mess in the kitchen. They use Freeze Frame
 Talk Partners make further predictions. to show different reactions, using facial expressions
Ask questions  Read Chapter 6 to page 78. Discuss Jared’s and body language.
about and draw reaction to the scene.
inferences from  Ask a volunteer to Role Play Jared’s reaction.
a text Agree success criteria for role play using ‘Role
play’ (F ITP 4.2.5).
Use drama
techniques to
 Following the role play, read to the end of the
chapter. What did they find in the freezer?
explore
Does Jared’s mother believe him? Did the role
character
play accurately depict the characters’
reactions? How is Jared feeling at the end of
Chapter 6?
Spoken language: Ask relevant questions; Build their vocabulary; Speculate, hypothesise, imagine and explore ideas
Photocopiables: n/a
Day 9: Short composition 1

Day 1: Write an excuse  Discuss how Jared is feeling at the end of Core: In pairs, the children use ‘The perfect
Jared’s excuse based on Chapter 6. What three adjectives could we excuse’ (F PCM 4.2.13) to plan an excuse for Jared
(Planning) inference of use? to tell his mum. Individually, children write three
character  Discuss how ‘stories’ are sometimes told to get paragraphs in Jared’s voice (‘Jared’s Excuse’).
us out of trouble. Talk Partners think of an
Use sentences excuse that Jared could have used to explain Support: The children use ‘The perfect excuse’ (F
with more than the mess without mentioning the Boggart. PCM 4.2.13) to plan their story orally before writing
one clause Share a couple of the excuses. two sentences under each heading.
 Show ‘Jared’s excuse’ (F ITP 4.2.11) and
model the process of planning a simple story Extend: Individually, children write Jared’s excuse
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that acts as an excuse for Jared. It can be for his mother. They try to make the excuse sound
amusing but needs to be believable and use convincing, thinking about its audience and
some multi-clause sentences with appropriate purpose, and in role as Jared.
subordinating conjunctions.
Come back together as a class. Children read out
their excuses. They could vote on the funniest
and/or most believable excuse.
Objectives: Discuss writing similar to that which they are planning to write; Discuss and record ideas; Draft and write, using oral rehearsal, rich
vocabulary and increasing range of sentence structures
Spoken language: Speak audibly and fluently using Standard English; Consider and evaluate different viewpoints; Select and use appropriate
registers

Comprehension 6: Recall and  Recap Chapter 6. Core: In pairs, the children identify which aspects
Chapter 7 summarise  Read Chapter 7 to page 99. Why are the of the story belong to the imaginary world and
events children leaving the Boggart little presents? which to the real world, using ‘Collecting clues’ (F
Discuss their feelings towards the Boggart. PCM 4.2.6). Encourage the children to refer to the
Ask questions  Read to the end of the eBook. Talk Partners text to support their answers.
about and draw discuss responses. Why were the children told
inferences from to throw the book away? What would you do? Support: The children decide which aspects of the
a text Has the story ended as you expected? story belong to the imaginary world and which to
 Discuss how much of this story is set in an the real world, using ‘Real or imaginary?’ (F PCM
Distinguish imaginary world. If the Grace children don’t 4.2.7).
between what is see it directly, how do they, and we as readers,
real and what is know it’s there? Extend: The children make notes about which
imaginary aspects of the story belong to the imaginary world
 Show ‘Clues notebook’ (F ITP 4.2.6). Use the
and which to the real world, using ‘Collecting clues’
children’s responses to annotate it.
(F PCM 4.2.6). They then make predictions about
what might happen next in the real and imaginary
worlds, referring to the text to support their
answers.
Spoken language: Ask relevant questions; Build their vocabulary; Speculate, hypothesise, imagine and explore ideas
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Photocopiables: n/a

Sentence grammar Identify and use  Draw the children’s attention to the following Core: In pairs, children use ‘Possessions’ (F PCM
2: possessive sentences from the book: ‘Simon, Jared’s 4.2.19) to compose phrases using possessive
Possessive apostrophes identical twin, didn’t look upset.’ (page 3); apostrophes. They then use these to write full
apostrophes ‘When he thought about Mallory’s knotted hair, sentences.
he couldn’t contain a shiver.’ (page 45).
 Identify the apostrophes and whether they Support: In pairs, children use ‘Possessions’ (F
show possession or contraction. PCM 4.2.19) to compose orally and then write
 Show ‘Possessive apostrophes’ (F ITP 4.2.8) phrases using a possessive apostrophe
to remind the children about the punctuation
rules. The children suggest further examples of Extend: Individually or in pairs, the children
their own to add to the chart. complete ‘Possessive apostrophes’ (F PCM 4.2.11)
by putting in the missing possessive apostrophes
and then writing their own sentences using
apostrophes for possession (e.g. about items being
unpacked or an item left in the birdhouse).
Objectives: Use possessive apostrophe with singular and plural nouns; Use and understand the grammatical terminology in Appendix 2

Day 1: Write a letter  Reread the letter that precedes the story from Core: Individually, the children write formal letters
Letter writing using another the Grace children to the authors. Discuss the to the authors, commenting on the book and/or
Planning and writing one as a model various reasons why we write letters and how asking questions. Encourage oral rehearsal before
purpose and audience determine whether we the children commit their ideas to paper.
Use sentences use formal or informal language.
with more than  Show ‘Features of a letter’ (F ITP 4.2.12). Ask Support: Individually, the children write formal
one clause the children to move the labels to identify key letters to the authors, using ‘Letter to the authors’
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features of the letter. Discuss why each feature (F PCM 4.2.20) to help them to organise and
is important. Which features are not included in present their ideas.
the letter that precedes the Spiderwick story?
 Talk Partners discuss success criteria for Extend: Individually, the children write formal
writing letters. letters from Jared’s teacher to Mrs Grace, telling
 Show ‘Writing letters’ (F ITP 4.2.13) and add her about Jared’s bad behaviour in school.
any additional points. Encourage the children to stay in character and to
make notes before they write, to achieve the
appropriate formal tone before committing their
ideas to paper.
Objectives: Discuss writing similar to that which they are planning to write; Discuss and record ideas; Draft and write, using oral rehearsal, rich
vocabulary and increasing range of sentence structures
Spoken language: Listen and respond appropriately; Consider and evaluate different viewpoints
Digital resources: eBook of The Spiderwick Chronicles, F ITP 4.2.12, F ITP 4.2.13

Day 2: Evaluate and  Talk Partners refer to the success criteria on Core: Individually, the children complete the letters
Letter writing edit a letter ‘Writing letters’ (F ITP 4.2.13) to assess each begun on Day 1, checking off the success criteria
Evaluating and based on other’s letters. Encourage the children to discussed with their Talk Partners, proof-reading
editing feedback comment on the use of vocabulary and and correcting any spelling and punctuation errors.
sentence structures as well as the features of
a letter. Support: Individually, the children complete the
letters begun on Day 1. They work in pairs to proof-
read their completed letters.
Extend: The children revise and complete their

letters, and then reread them to check the
consistency of their formal tone and the content of
their letters. They then proof-read for spelling,
grammar and punctuation errors.
If time allows, come back together as a class and

ask some of the children to read their letters aloud.
Objectives: Assess own and other's writing; Propose changes to improve consistency; Proof-read for errors
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Spoken language: Articulate and justify answers; Select and use appropriate registers
Photocopiables: n/a

Sentence grammar Identify and use  Recap what the children already know about Core: The children complete ‘Fronted adverbials’
3: fronted adverbs. (F PCM 4.2.10) by identifying the adverbials in
Fronted adverbials adverbials  Write on strips of card: sentences from The Spiderwick Chronicles and
then rewriting the sentences, fronting the
Use commas Jared tiptoed (basic sentence) adverbials. They then write some sentences of their
after fronted last night (‘when?’ adverbial) own, using fronted adverbials. Remind them to use
adverbials down the stairs (‘where?’ adverbial) commas to separate their adverbials.
quietly (‘how?’ adverbial)
Support: The children complete the first part of
 Make a Human Sentence, starting with the ‘Fronted adverbials’ (F PCM 4.2.10) by identifying
basic sentence and building up adverbial the adverbials in sentences from The Spiderwick
detail. Chronicles and then rewriting the sentences,
 Reread ‘Fergus Crane’ (F ITP 4.2.7). fronting the adverbials.
 Highlight some of the adverbs/adverbials and
explore their effects on the reader. Extend: The children collect and write their own
‘when’, ‘where’ and ‘how’ adverbials to use in story
 Highlight a fronted adverbial (e.g. ‘Beyond the
writing (e.g. ‘After a minute,’; Beyond the trees,’;
mountains, the land levelled out ...’). Discuss ‘With a sudden jerk,’ etc.). They then write
the effect of varying sentence structure. Draw sentences of their own, using fronted adverbials.
attention to the comma separating the
adverbial from the main clause.
Objectives: Use fronted adverbials; Use commas after fronted adverbials
Day 15: Depth focus
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Depth focus 3: Use inference  Recap what the children found out about the In mixed-ability groups of three, the children Role
Using drama Grace children in Chapter 1. Play Jared, Simon and Mallory. Challenge each
techniques to explore Use drama  Use Hot-Seating to explore Jared’s, Simon’s child to think about the text when preparing their
character (Chapters techniques to and Mallory’s thoughts and feelings about character, noting ideas about how he/she will react
1 and 2) explore moving and their new house. and what he/she might say. The children use
character  Reread Chapter 2 to mid-page 26, stopping Improvisation to explore what happens after Jared
after ‘Simon just looked worried’. gets into the dumbwaiter and how the characters
 Talk Partners choose three adjectives to react. Encourage them to consider how they will
describe Jared’s feelings as he gets into the convey their feelings, e.g. with words, facial
dumbwaiter. Pairs share their ideas, referring expressions and/or body language.
to the text to justify their word choices.
 Following the role play, ask groups to perform
their improvisations for others. Discuss and
evaluate their characterisations.
Objectives: Discuss words/phrases that capture reader’s interest; Draw inferences and justify with evidence
Spoken language: Speculate, hypothesise, imagine and explore ideas; Consider and evaluate different viewpoints
Photocopiables: n/a
Digital resources: eBook of The Spiderwick Chronicles
Day 16: Long composition

Day 1: Plan a setting  Explain the task of writing a new episode for Core: The children use ‘New setting’ (F PCM
Planning and writing and character for The Spiderwick Chronicles. 4.2.14) to make notes about their new settings for
a new episode of  Ask for ideas for a new setting for the Grace The Spiderwick Chronicles. They then use ‘Field
The Spiderwick children to explore (e.g. another room in the guide’ (F PCM 4.2.15) to sketch and make notes
Chronicles house, or somewhere outside). about their new fantasy characters.
 Choose one idea and model making notes
about the setting on ‘Setting notes’ (F ITP Support: In pairs, the children use ‘Field guide’ (F
4.2.14). Emphasise the importance of PCM 4.2.15) to sketch and make notes about their
considering all the senses and of creating new fantasy characters.
atmosphere.
 Discuss the importance of using expressive, Extend: The children make mind maps of words,
descriptive language to help the reader phrases and details to describe their new settings
visualise the setting. for The Spiderwick Chronicles and devise their own
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 Ask the children to suggest ideas for a new ‘Field guide’ pages for their new fantasy characters.
fantasy character. As a class, create a new Pairs share and develop their ideas through
character using ‘Character fact file’ (F ITP questioning and Role Play.
4.2.15).
Objectives: Discuss writing similar to that which they are planning to write; Discuss and record ideas
Spoken language: Participate actively in conversations

Day 2: Write a story  Work through ‘Problems’ (F ITP 4.2.16). Core: The children plan their episodes using ‘Story
Planning and writing plan  Talk Partners discuss possible problems and plan’ (F PCM 4.2.16). They should incorporate the
solutions for their own episodes. ideas they have already developed about settings
Develop success  Show and discuss ‘Fantasy stories’ (F ITP and new characters using ‘New setting’ (F PCM
criteria for a 4.2.17). Generate more success criteria. 4.2.14) and ‘Field guide’ (F PCM 4.2.15) on Day 1.
fantasy story  Use ‘Story plan’ (F ITP 4.2.18) to model how
the children can plan their episodes, taking Support: In the same pairs on Day 1, the children
suggestions from the children. use ‘Story plan’ (F PCM 4.2.16) to help them to
 Refer back to the settings they imagined in the plan their episodes around their new characters
previous session. How could the Grace and a simple problem (e.g. an item goes missing).
children discover the new setting?
Extend: The children plan their episodes using
 Talk Partners discuss what the initial settings
‘Story plan’ (F PCM 4.2.16). They refer back to The
in their stories will be, and how their stories will Spiderwick Chronicles to make sure their episodes
begin. follow on and introduce the settings and fantasy
characters in an appropriate way.
Objectives: Discuss writing similar to that which they are planning to write; Discuss and record ideas
Photocopiables: F PCM 4.2.14, F PCM 4.2.15, F PCM 4.2.16
Digital resources: eBook of The Spiderwick Chronicles, F ITP 4.2.16, F ITP 4.2.17, F ITP 4.2.18
Page 16 of 21

Day 3: Write a new  Model writing a story opening using ‘Model Core: The children begin writing their new
Writing episode for a story’ (F ITP 4.2.19). episodes. They use the planning they did in the
fantasy story,  Check the children’s understanding of previous sessions to write a series paragraphs
including oral paragraphs using ‘Paragraph toolkit’ (F ITP building up the events with detail.
rehearsal 4.2.20) and print copies for the children to use
during their writing. Support: The children use some sentences from
Understand and  Talk Partners read through their story plans the modelled writing to begin their new episodes.
use paragraphs before starting to write their episodes. They then continue writing, using ideas from their
 Remind the children to vary their sentence planning in the previous sessions.
Write sentences
structures, using both single and multi-clause
with more than Extend: The children begin writing their new
sentences, and fronted adverbials. Encourage
one clause episodes, building up the characters, settings and
them to rehearse sentences orally before
suspense in the style of The Spiderwick Chronicles.
committing them to paper.
Use fronted Challenge the children to use a variety of sentence
adverbials structures and adventurous words.
Objectives: Draft and write, using oral rehearsal, rich vocabulary and increasing range of sentence structures; Draft and write, organising
paragraphs around a theme; Draft and write, creating settings, characters and plot
Photocopiables: n/a

Day 4: Write a new  Discuss the idea that stories should contain a Core: The children continue writing their own
Writing episode for a mixture of speech, action and description (SAD episodes, using the planning they have done
fantasy story, for short), using pages 77–79 of The previously and including some speech, action and
including oral Spiderwick Chronicles to find examples. description.
rehearsal  As needed, recap speech punctuation and the
use of commas to demarcate phrases. Support: The children reread their episodes so far,
Understand and  Show ‘Story ending’ (F ITP 4.2.21), suggesting checking that events link together. They orally
use paragraphs improvements for this ending. Model how to rehearse one or two lines of dialogue to include in
proof-read and alter it. Could you add any their episodes before they continue writing.
Write sentences descriptive vocabulary?
with more than Extend: The children continue writing their own
one clause episodes. They refer back to the style of The
Page 17 of 21
Spiderwick Chronicles to help them to build up to

Use fronted an exciting discovery and an interesting ending.
adverbials
Use and
punctuate direct
speech
Objectives: Draft and write, using oral rehearsal, rich vocabulary and increasing range of sentence structures; Draft and write, organising
paragraphs around a theme; Draft and write, creating settings, characters and plot
Photocopiables: n/a

Day 5: Evaluate and  Use a child’s writing to show how to give Core: Talk Partners refer to the success criteria on
Evaluating and edit work based feedback, e.g. how they have followed their F ITP 4.2.17 to assess each other’s work. Give the
editing on feedback story plan, overall structure and paragraphing, children time to redraft their writing in light of the
varied sentence structure (e.g. multi-clause feedback if necessary.
Proof-read sentences, fronted adverbials), mixture of
speech, action and description. Support: In small groups, the children assess each
 Model proof-reading for spelling and other’s work against three key success criteria
punctuation errors. chosen in advance (e.g. use of description, time or
 Recap the success criteria on ‘Fantasy stories’ place adverbials and paragraphs).
(F ITP 4.2.17).
Extend: The children add their own success
criteria to those on F ITP 4.2.17 to asses each
other’s work and read their episodes aloud.
Encourage comments on style as well as content.
They redraft their episodes, focusing on sentence
structure.
When the children have redrafted their episodes,

come back together as a class. Children read their
episodes aloud to each other in small, mixed-ability
groups.
Page 18 of 21
Objectives: Assess own and other's writing; Propose changes to improve consistency; Read aloud own writing
Spoken language: Articulate and justify answers; Consider and evaluate different viewpoints
Photocopiables: n/a
Digital resources: F ITP 4.2.17
Page 19 of 21
Grammar lessons
Grammar Lesson 1: Y4 Adverbials of time - fronted adverbials
Main focus Teaching summary Activity description

Adverbs and adverbials for 
Launch ‘Adverbial Advice’ (G ITP 4.1.14). Practise and perform: Split the class into 9 small groups. Ask each
sequencing events. Read the poem aloud. Click on the audio icon group to learn by heart a section of the text signposted by a time
to play the jingle. adverbial, and to practise reciting it in chorus. Alert the children to the
 Ask children to spot the adverbs that answer significance of commas after fronted adverbials to help them in reading
the question ‘When?’. Most of these are and recitation.
phrases e.g. On Monday morning. Explain that
when a group of words gets together to act Ask the groups to form a human timeline, to recite the whole poem.
like an adverb, we call it an adverbial. Click to Introduce an action to signify the adverbial each time (e.g. raising right
highlight the adverbials in the poem. arm).
 When an adverbial comes at the front of a
sentence, it is called a fronted adverbial. Point
out that fronted adverbials are often separated
off by a comma. Can children find one in the
poem that does not need a comma? (Now)
 Top tip: These words and phrases act like
‘signposts’ in a text, indicating sequence and
flagging up each new event. They are often
called ‘time connectives’ but, grammatically,
they are known as time adverbials or
adverbials of time.
Objectives: Use conjunctions, adverbs and prepositions ; Use fronted adverbials
Photocopiables: N/A
Digital resources: G ITP 4.1.14, Pilot's Licence 4.8
Further Activities:
Activity 1
Make a class collection of ‘time adverbials’ that children will find useful in their writing. Turn these into a poster for display as an aide-memoire.
Use the quiz (Pilot's Licence 4.8) to reinforce children's knowledge of the terminology and content of the lesson.
Page 20 of 21
Grammar Lesson 2: Y4 Adverbials of place and revising fronted adverbials

Adverbs and adverbials for 
Show ‘Adverbials of place’ (G ITP 4.1.15). Show ‘Position that preposition’ (G ITP 4.1.16) to make sure that the
identifying place Read and discuss the poem. Click on the children remember plenty of prepositions.
audio icon to hear the jingle.
Revising fronted adverbials  Remind the children that adverbials can Act it out: The children work in groups to devise an assault course in
answer the questions ‘How?’ and ‘When?’. the gym. They create a set of instructions using adverbials of place to
Tell them that they can also answer the direct other children around the equipment (e.g. along the bench, under
question ‘Where?’. the bars, on top of the crash mat). Challenge the children to use as
 Who can spot an adverbial answering the many prepositions as they can.
question ‘Where?’ in the poem? Click to
highlight the adverbials.
 Discuss how these adverbials help the reader
by filling in the background detail about where
things happen. They can also change the
reader’s point of view – look at the two fronted
adverbials at the start of each verse.
 Very often, adverbials of place start with a
preposition.
 Top tip: fronted adverbials are useful for
shifting the action. Writers often use them to
start a new paragraph, e.g. ‘Meanwhile, back
at the ranch …’.
Objectives: Use conjunctions, adverbs and prepositions; Use fronted adverbials; Use and understand the grammatical terminology in Appendix 2;
Photocopiables: N/A
Digital resources: G ITP 4.1.15, G ITP 4.1.16, G ITP 4.1.17, Pilot's Licence 4.9
Further Activities:
Activity 1
Discuss and decide: Show ‘Get Zog back to the spaceship’ (G ITP 4.1.17). The children write instructions to help Zog return to the spaceship, using as many
adverbials as possible. Suggest starting with the prepositions ‘along’, ‘across’, ‘over’, ‘through’, ‘behind’, ‘between’, ‘around’, ‘beside’.
Use the quiz (Pilot's Licence 4.9) to reinforce children's knowledge of the terminology and content of the lesson.
Page 21 of 21
Grammar Lesson 3: Y4 Using commas with fronted adverbials

Using full stops and commas 
Show Screen 1 of ‘A tale to leave you breathless’ (G Show Screen 2 to show a completed correct version of the
to aid reading with expression ITP 4.2.1). Read through the story speedily and story. Read through the story again, emphasising how
and make meaning clear breathlessly. What do you think is wrong with this punctuation guides the reader through the story and helps the
story? (All of the punctuation is missing, and there are reader to read with expression. Discuss any differences
Fronted adverbials lots of repetitive ‘and’s.) between your version and the one on Screen 2. There is no
 Discuss how punctuation can help clarify meaning, correct answer!
avoid repetitive ‘and’s and give the reader a chance to
pause for breath. Point out the ambiguity in before any Explain that punctuation also enables writers to avoid repetition
of us were born in a country far from here. and so livens up the story.
 With the children, edit the text and add punctuation
possibilities. Discuss the difference between full stops and commas. The
 Top tip: The best way to sensitise the children to the commas here all show fronted adverbials or commas in a list.
importance of punctuation is to give them plenty of
opportunities to read aloud to an audience. Try regular
paired reading where children read a book, story or
other text aloud to their partner. They can read
alternate pages, paragraphs or (if they’re not yet sure
about sentence boundaries) sentences.
 Top tip: Children’s appreciation of written language
patterns (including punctuation) is developed through
hearing texts read aloud. Try to read to your class for at
least 15 minutes every day.
Objectives: Use commas after fronted adverbials; Use and understand the grammatical terminology in Appendix 2
Photocopiables: N/A
Digital resources: G ITP 4.2.1, Pilot’s Licence 4.10
Further Activities:
Activity 1:
Practise and perform: Children work with a partner. They choose a passage from the book they are currently reading, and read it to their partner with
expression, taking particular note of the punctuation.
Use the quiz (Pilot’s Licence 4.10) to reinforce children's knowledge of the terminology and content of the lesson.

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Page 1 of 21

Fiction Unit 4.2 The Spiderwick Chronicles

Stimulus synopsis: The Spiderwick Chronicles

Day 1 Day 2 Day 3 Day 4 Day 5

Day 6 Day 7 Day 8 Day 9 Day 10

Day 11 Day 12 Day 13 Day 14 Day 15

Use sentences with feedback fronted adverbials of the same genre

Day 16 Day 17 Day 18 Day 19 Day 20

Understand and Understand and

Write sentences Write sentences

Use fronted Use and punctuate

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Grammar Lesson 1 Grammar Lesson 2 Grammar Lesson 3

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Day 4: Sentence grammar

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Day 5: Depth focus

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 Read to the end of Chapter 4.Where did Jared

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Day 9: Short composition 1

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Day 10: Comprehension

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Day 11: Sentence grammar

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Day 12: Short composition 2

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Day 13: Short composition 2

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Extend: The children revise and complete their

If time allows, come back together as a class and

Day 14: Sentence grammar

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Day 15: Depth focus

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Day 16: Long composition

Session Main focus Teaching summary Activity description

Day 17: Long composition

Session Main focus Teaching summary Activity description

Day 18: Long composition

Session Main focus Teaching summary Activity description

Day 19: Long composition

Session Main focus Teaching summary Activity description

Spiderwick Chronicles to help them to build up to

Day 20: Long composition

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When the children have redrafted their episodes,

Grammar Lesson 1: Y4 Adverbials of time - fronted adverbials

Main focus Teaching summary Activity description

Grammar Lesson 2: Y4 Adverbials of place and revising fronted adverbials

Main focus Teaching summary Activity description

Grammar Lesson 3: Y4 Using commas with fronted adverbials

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