Y2/3: Autumn Term Fiction Plan 1B: Fantasy stories Main texts: The Swallows Journey; The Lion

Main texts: The Swallows Journey; The Lion and the Bird; The Flat Rabbit
Wk 1 teachingWhole class Monday Tuesday Wednesday Thursday Friday
Ask chn if they Using maps in the animated Swallows Tale, look You will need a few Read The Lion and the Bird up to Look again at The Lion and The Bird.
have ever seen again at Swallows journey northwards from examples of childrens middle of the book, where the bird Today, were going to talk about Lion
swallows. Look at South Africa. Where does he go, and who does he comics for todays flies off and leaves Lion alone in the as a character, and write a profile of
the pictures on meet along the way? Can we remember the lesson. Remind chn of Spring. Discuss links chn can make him. Discuss the Character Profile
the Swallow Facts order? What if Swallow stopped somewhere else conversations they acted with The Swallows Journey. Take Categories (plan resource) chn need to
Objectives Dimension Resources
languageSpoken

Y2/3 Participate in 1. Tuesday: Swallows New Friend See Comprehension 2 World Animals Map
discussions, Most chn in ability-matched pairs. Chn decide on a new animal and its location, using the Animals of the World Map or class World wildlife
presentations, reference books to help to make choices. They then role-play a conversation between the two, using the Conversation Prompt reference books
performances, role sheet to help structure their dialogue. Chn take turns to be Swallow/the new animal. Conversation Prompt
More able extend conversation to include two new topics: Swallows promise of a souvenir from England, and the animals sheets, simpler and
play, improvisations
warning about a hazard to watch out for. They record notes on their Prompt sheet. more complex
and debates
Y2 Discuss the sequencePlenary:
of Hear
1. a variety
Monday: of conversations.
Read Discuss characterful
and retell The Swallows Journey dialogue and good ideas. Record some Seenew
Wordideas for your
reading 1 own. The Swallows Journey
events in books Split class into ability-related groups so that each group has a copy of The Swallows Journey. group readers
Check that the text makes Most chn re-read the story in their group (plan resource) and work together to record the storys correct sequence on a The Swallows Journey
sense to them as they read paper strip. They use the jumbled story pegs sheet to test recall. Rehearse retelling the tale when correctly sequenced. story pegs (ordered)
Less confident reading groups do as above but have story pegs in the correct order. The Swallows Journey
Comprehension

and correct inaccurate

reading
Y3 Read books that are
structured in different ways
Check text makes sense,
discussing their
understanding
Y3 Discuss and record ideas
Y2 Re-read to check that
Composition
More confident reading groups try to sequence Swallows journey without prompts. They check against the story and story pegs (out of
record it before rehearsing their retelling. order)
Plenary: Ask different groups to retell the story, event by event. Ask questions: Swallow meets Snake - what animal did Recording strips
he meet next? End with a riddle: Why do swallows fly south in winter? Because its too far to walk!
2. Tuesday: Write notes to aid retelling The Swallows Journey See Spoken language 1 Conversation Planner
Y3 and more able chn use note-taking to record key phrases for Swallows conversation with their new animal friend.
1. Friday: Write a character profile of Lion Character

their writing makes sense
Proof-read to check for
errors in spelling, grammar
and punctuation
Y3 Assess the effectiveness
Y2 Learn to use familiar and
Grammar
Using the Lets Look at Lion page, most chn write a sentence profiling Lion that uses and to combine linked observations. They profile
reread their sentence to check for errors and make improvements before continuing with further sentences. They make sure that Categories
they have addressed all the Character Profile Categories somewhere in their lines. When finished, they draw Lion in the box. sheet
Less confident writers produce single sentences, ensuring they have written one for each category. They use and in at least one. Lets Look at
More confident writers use a wider range of connectives (plan resource) to produce longer sentences that combine observations. Lion page
1. Wednesday: Speech bubbles and speech Dialogue

new punctuation correctly
Y3 Use and punctuate direct
speech correctly
Use correct terms for
Less able Y2 writers work independently. Using the Dialogue Speech Bubble sheet they write out an exchange from their Speech
conversations role-played yesterday. If finished, they write a second exchange on an additional page and draw in their characters. Bubbles
Y3 and more able writers remain with you. Demonstrate changing the speech in the Dennis and Gnasher page into properly sheet
punctuated dialogue, modelling correct use of inverted commas and a simple said Dennis sentence structure. Chn rehearse. Dennis and

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2/3: Autumn Term Fiction Plan 1B: Fantasy stories Main texts: The Swallows Journey; The Lion and the Bird; The Flat Rabbit
Transcription Word reading Y2 Continue to apply phonic knowledge and skills as the route to 1. Monday: Read The Swallows Journey See Comprehension 1
decode words Chn use phonic and other word attach skills to read unfamiliar words.
Y3 Apply their growing knowledge of root words, prefixes and suffixes
Y2 Form lower-case letters of 2. Thursday: Dear Bird Lions
correct size relative to others Most chn use the Lions Postcard template (plan resource) to write a message from Lion to Bird. On their card they write an Postcard
Use spacing between words opening greeting to Bird, at least two tempting ideas to woo him back, and a farewell. template
that reflects size of the More confident writers should describe each of at least two temptations in detail, using good descriptive language. Challenge
them to introduce at least one temptation as a question.
letters
Plenary: Read The Lion and The Bird to the end of the story. Who predicted that Bird would come back? Do you think he will every
Y3 Spell words that are often year?
misspelt

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
 Y2/3: Autumn Term Fiction Plan 1B: Fantasy stories Main texts: The Swallows Journey; The Lion and the Bird; The Flat Rabbit
Wk 2 Monday Tuesday Wednesday Thursday Friday
You will a need a soft toy rabbit for this lesson. If you Write a simple sentence on Explain that today chn will Keep this input short! Keep this section of the
dont have a rabbit, adjust the whole class teaching the board: The lion met the be planning a new version of Tell chn its writing day. Read lesson short so that those
to fit your soft animal. Ask chn to show each other bird. Discuss how, as in The Lion and The Bird, again the story notes needing to finish stories
the toy animals they have brought in. Prompt a few yesterdays lesson, we can starring chns own soft toy generated in yesterdays from yesterday have plenty
chn to talk about their animals, saying why they are add to (expand) the sentence: animals in the Lion role. lesson for your Rabbit tale. of time to do so.
special. Help them to be as articulate as possible, The friendly lion met the Look at the basic five-peg Model using your notes to Read and enjoy The Flat
using a clear speaking voice to explain their response bird. Underline friendly and structure of the storys plot compose full sentences for Rabbit. Revisit the first few
and keeping their talk focused and interesting for the ask chn what type of word (plan resource) and explore the first section. Stress pages. What on earth might
rest of the group. Explain that later in the week they this is. Is it a noun or an how chn can use this to plan composing sentences orally have happened to Rabbit?!
will be writing a new version of The Lion and The adjective? Check definitions their own tale. Focus on the before you write them. I Have fun coming up with
Whole class teaching

Bird, but starring their toy animal instead of Lion. and agree that it is an skill of note-taking, urging always reread my work to possible answers: he
Show your own toy animal, Rabbit. Today we are adjective and that it gives us chn to use single words and check I havent made any jumped from a hot air
going to write really good descriptions of our more information about the short phrases rather than mistakes, and to make sure balloon; he fell off a tall
animals. First I want you to read a definition for me. noun (lion). Expand the whole sentences as they get that Ive included all the buildings; a cook with a
Show and shared-read the noun definition (plan sentence further: The friendly their thoughts down on things I wanted to. With rolling pin squeezed him
resource). I am going to write a sentence about lion, who was quite lonely, paper. Ideas are a bit like chns help, read back over flat; he tumbled into a
Rabbit and I want you to see if you can spot the met the bird. Point out that Rabbit in my story - they your sentences. Have I used photocopier and got
nouns. Write, My rabbit has ears. Chn identify and we have added some more hop away very quickly, so good, clear handwriting? squashed by the rollers; he
underline the nouns, rabbit and ears. Hhmm. Its a description of the lion. we need to capture them And have I remembered to got ironed by accident; he
bit simple though, isnt it? I need more detail. Explore Expand it yet further by before they scuttle off and include punctuation? Make didnt eat any breakfast and
two ways that we can do this. First we can expand adding some description for get lost! Urge chn to be changes where they are got very thin. Look at
the noun into a bigger phrase: Its like enlarging a the bird. Take suggestions e.g. imaginative and bold in their needed and continue problems with our
noun by adding other words to it. Write: My rabbit The friendly lion, who was thinking. Remember: we writing, referring back to scenarios: But wouldnt
has ears with white tips. Highlight the expanded quite lonely, met the hurt want to include the your notes from yesterday. there be boot marks on him
noun phrase, with white tips. We can also add bird. What part of speech is adjectives and adverbs we Have I included a good if hed been trodden on?
adjectives to our sentence. Read the adjectives hurt in this sentence? Again, practised earlier in the week adjective in this sentence? Wouldnt he be singed if
definition (plan resource). Can you think of an check definitions and ensure in our writing. Model Who can suggest an hed been ironed?
adjective I Objectives
could use for rabbit? Velvety, soft, cuddly, chn can identify hurt as an beginning
Dimensionyour own planner adjective I could use? Chn finish their stories first
Resources
Y2/3 Use relevant strategies 2. Monday: Animal Adjectives See Grammar 2 Soft Toys
nsionComprehe Spoken language

to build their vocabulary
Give well-structured
descriptions, explanations
and narratives for different
purposes, including for
Y2 Predict what might happen on the
basis of what has been read so far
Y3 Predict what might happen from
details stated and implied
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Split chn into ability-matched pairs or small groups. Most chn take turns to describe their toys to one another, helping My Toy Animal Record
partners to verbalise really good descriptions. After discussion, each writes down their descriptions on the Toy Animals sheet
Record sheet (plan resource), making sure they include powerful adjectives. Large bag to hide soft
More confident writers do the same but also use expanded noun phrases to extend their writing. toys in
Plenary: Play Guess the Animal. Place a soft toy in a bag. My animal has a long, bony neck. Where are the nouns in
my sentence? And the adjectives? Take suggestions and reveal a giraffe of course! Rpt for a different animal.
3. Friday: How Rabbit Got Flattened After Composition 3 How Flat Rabbit
Once their stories from yesterday are completed, all chn work in mixed ability pairs or small groups. They use the Got Flattened
How Flat Rabbit Got Flattened sheet (plan resource) to record ideas. sheets
More able writers offer qualifications to their ideas (But, Equally I think, However).
Plenary: Who came up with another suggestion about poor Flat Rabbits demise? Whats our favourite suggestion?
 Y2/3: Autumn Term Fiction Plan 1B: Fantasy stories
Y2 Plan or say out loud what they are
going to write about
Write down ideas and/or key words,
including new vocabulary
Y3 Discuss writing similar to that
which they plan to write in order to
understand and learn from its
Composition
structure, vocabulary, grammar;
Discuss and record ideas
Y2 Write narratives about personal
experiences and those of others (real
and fictional)
Encapsulate what they want to say,
sentence by sentence
Y3 Compose/rehearse sentences orally
In narratives, create settings,
characters and plot
Y2 Use expanded noun phrases
Y3 Begin to understand and name the
different parts of speech
Y2 Use and understand the
Grammar
grammatical terminology noun and
adjective
Use expanded noun phrases to
describe and specify
Y3 Use and understand grammatical
terminology (noun and adjective)
accurately and appropriately when
discussing their writing
TranscriptionWord reading
Y2 Form lower-case letters of the
correct size relative to one another
Use spacing between words that
reflects the size of the letters
Y3 Spell words that are often misspelt
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Main texts: The Swallows Journey; The Lion and the Bird; The Flat Rabbit
2. Wednesday: Plan a new version of The Lion and the Bird 4-, 5- and 6-peg
All chn work in ability related pairs. Most use the 5-peg Soft Toy Story Planner (plan resource) to develop ideas and Soft Toy Story
make notes for their own stories. More and Less confident writers use the 6- and 4-peg Soft Toy Story Planners Planners
respectively to support and extend planning.
Plenary: Who would like to share some of their story ideas? Look at plans from across the class, praising particularly
examples of plans that make good use of short, single word- or short phrase notes. Pick up on a particularly good
idea from a child, and model editing your notes to include a similarly strong idea. Tomorrow we are going to be
turning our ideas into finished stories!
3. Thursday and Friday: Write a new version of The Lion and the Bird See Thurs: Word reading 3/Fri: Comprehension 3 Lined paper
Drawing on the notes generated in yesterdays lesson, all chn write their new versions of The Lion and The Bird on Sugar paper for
lined paper. Dont forget - you will need to give your story a new title. When completed, these can be set inside book jackets
titled and decorated sugar paper covers.
Plenary: Ask to hear finished stories or sections of stories. Help readers to spot errors in punctuation, grammar or
vocabulary, encouraging chn to continue to make changes and improvements to their work. Would The Lion and
The Bird be as good without pictures do you think? Look at some of the illustrations in the book that chn particularly
like. You will be able to add a picture to the cover of your book later.
2. Monday: Write a description of a soft toy using adjectives and expanded noun phrases See Spoken Language 2 Toy Animals
Chn write descriptions on Toy Animals Record sheet (plan resource), making sure they include powerful adjectives. Record sheet
More confident writers do the same but also use expanded noun phrases to extend their writing. (plan resource)
3. Tuesday: Extending sentences by adding adjectives, expanded noun phrases and adverbs (Y3) Starter
Y2 work independently on extending sentences using the Starter Sentences 1 provided (plan resource). Beginning Sentences 1 and
with a simple sentence, they add two adjectives and a further bit of description. 2
Keep Y3 with you and return to the sentence used in the whole class teaching: The friendly lion, who was quite
lonely, met the hurt bird. Now we can add an adverb, e.g. The friendly lion, who was quite lonely, suddenly met the
hurt bird. Point out that suddenly describes how the Lion met the birdit tells us more about the verb met. Write
verb and adverb on the RHS of the board and show the definitions (plan resource). Using the Sentence Starters 2,
Y3 then practise adding two adjectives, some extra description and an adverb to their sentences.
Plenary: share sentences generated by Y2 and Y3. What do we like most about our new improved sentences?
3. Thursday: Write a new version of The Lion and the Bird. See Composition 3
All chn use best handwriting and spelling when producing a finished piece of writing. Encourage chn to leave spaces
between words, to check their spelling as they go and to form letters correctly. Our stories need to be legible!
 Y2/3: Autumn Term Fiction Plan 1B: Fantasy stories
Wk 3 Monday
Re-read The Flat Rabbit. Return to
the part where Dog and Rat consider
taking Flat Rabbit back to number 34
and knocking on the door. How
would Rat and Dog feel when they
banged on the door? Would they be
Whole class teaching
Tuesday
Chn will need to have drawn or
painted pictures of Dog, Rat and Flat
Rabbits owner ready for todays
lesson. These should be on a piece of
paper large enough to have speech
bubbles added to it later. Review
Main texts: The Swallows Journey; The Lion and the Bird; The Flat Rabbit
Wednesday Thursday Friday
Look at the kite-launching page in The Go back for last time to The Flat Keep input short so
Flat Rabbit. The Dog tried to imagine Rabbit and stop at the page that there is plenty
what the world would look like from up with Dog and Rat in the of time for writing
there If Dog or Rat had tried out the doghouse making their plans. and for reading
kite to see if it worked what might they We know what they came up aloud.
have seen as they floated along on the with to send Rabbit on her final Taking your ideas as

nervous do you think, or really sorry
for Rabbits owner? What might Dog
say at the door? Take suggestions
(Excuse me, but is this your rabbit?/
I am really sorry but your rabbit has
been flattened by a rock!). Act these
out with chns help. And what about
the owners response? Would he be
sad? Or maybe hed have an idea
how to save Rabbit? Perhaps he
might even be happy! Take ideas for
the owners response (Oh no my
poor Floppy!/Good riddancethat
Objectives
Y2/3 Participate in discussions,
presentations, performances,
Spoken language
yesterdays ideas for the possible breeze? Look at footage of hang gliders journeybut what else could to Rabbits possible
doorstep conversation between Flat filming the world below them they have decided to do? last journey from
Rabbits owner and Dog. Using the https://www.youtube.com/watch? Explain that today and yesterday, model
picture of Dog and Rabbits owner v=tX55GL2wWgw. Model writing a tomorrow everyone is going to selecting one and
(plan resource), sketch in speech descriptive passage. Dog was flying be writing a new ending to the writing it up in a
bubbles and record Dogs speech to above the countryside. Which is the story, which they will read out series of full
the owner: Excuse me, but is this your verb in my sentence? Identify flying. to the others. Today well share sentences. Lay
rabbit? I think he might have been Could I improve my sentence by good ideas and plan our stress on using your
fired out of a circus cannon. Stress the changing flying for another verb? writing. Take and/or propose best handwriting.
need as always for a capital letter and (soaring, floating, swooping and some suggestions for other last This is extra
for a question mark at the sentence wheeling, etc.) Or perhaps I could add journeys Rabbit might make: important today as
end. Now model converting the bubble an adverb to flying? (gently, swiftly, Dog and Rat glue Rabbit to a we are going to be
to a line of properly punctuated calmly, etc.) Below him Dog could yacht sail or post her in an reading our work
Dimension Resources
3. Monday: Knock knock!
All chn work in ability-related pairs or trios. They role play possible conversations between Dog and/or Rat and Flat
Rabbits owner, incorporating some of the ideas about Flat Rabbits demise from last Friday, and taking turns to play

role play, improvisations and

debates
Y2/3 Use spoken language to
develop understanding
through speculating,
hypothesising, imagining and
exploring ideas
Composition
the different roles. Once they have settled on a scenario, they rehearse their conversation, improving expression and
characterful delivery. More able chn ensure that they incorporate Rat in the conversation too.
4. Thursday: New endings to The Flat Rabbit. Endings sheets
All chn work in mixed ability pairs or small groups. They discuss alternative endings to The Flat Rabbit and, using the
Endings sheet, record their ideas in brief notes with diagrams. They must select one idea from those discussed before
the end of the session, ready for tomorrows writing.

Y2 Write down ideas and/or key
words, including new vocabulary
Encapsulate what they want to say,
sentence by sentence
Y3 Compose and rehearse sentences
orallyprogressively building a varied
and rich vocabulary
4. Wednesday: Kite Flight Lined paper
On lined paper most chn write descriptions of what Dog or Rat might experience as they floated along on Sugar paper to create
their kite. They concentrate on using powerful verbs and adjectives. kite shaped mounts for
Less confident writers do the same but concentrate only on using good adjectives. writing
More confident writers incorporate evocative adverbs as well as adjectives and verbs.
Display finished work on kite-shaped sugar paper mounts.

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
 Y2/3: Autumn Term Fiction Plan 1B: Fantasy stories
Y2 Read aloud what they have written
with appropriate intonation to make
the meaning clear
Y3 Read aloud their own writing, to a
group or the whole class, using
appropriate intonation and controlling
the tone and volume so that the
meaning is clear
Y2 Learn how to use both familiar and
TranscriptionWord reading Grammar
new punctuation correctly
Y3 Use and punctuate direct speech
Y2 Form lower-case letters of the
correct size relative to one another
Use spacing between words that
reflects the size of the letters.
Y3 Spell words that are often misspelt
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Main texts: The Swallows Journey; The Lion and the Bird; The Flat Rabbit
5. Friday: Write and read aloud new endings to The Flat Rabbit See Word Reading 4
Chn write their new endings to Flat Rabbit. They should draw on the idea they chose yesterday as their
favourite, and write it today, making sure that they rehearse what they want to say before writing it.
Plenary: All chn read their story endings aloud to class. This will need to be done over time so that all chn
have had an opportunity to read aloud without the class sitting for a very prolonged period while this is
done! Encourage speakers to consider their audiences as they speak, changing their voices to reflect mood,
and adjusting volume and pace for clarity and comprehensibility. Involve listeners by asking them to be ready
to feedback favourite ideas heard.
4. Tuesday: Write Dog and Rabbits owners conversations Chns own Dog, Rat
Most chn use the pictures they have drawn of Dog, Rat and the Rabbits owner or the one provided (plan and owner pictures
resource) to record the conversation they role-played yesterday. They should use correct dialogue Speech bubble
punctuation. Challenge them to use words other than said. templates
Less able writers can write speech bubbles on their drawing of dog, rat and the owner. Lined paper
4. Friday: New endings to The Flat Rabbit See Composition 5
All chn use best handwriting and spelling when writing the endings to The Flat Rabbit.
(The focus of todays lesson is on developing chns confidence in reading aloud their own compositions. If
you have chn in class who have very poor handwriting they should where possible use word processors or a
scribe so that they can participate fully in the reading aloud.)
Y2/3: Autumn Term Fiction Plan 1B: Fantasy stories Main texts: The Swallows Journey; The Lion and the Bird; The Flat Rabbit

Books:
Swallows Journey, Animated Tale Hamilton Trust (https://player.hamilton-trust.org.uk/animated_tales_display.php?cid=142)
Swallows Journey, Hamilton Group Reader, available from (http://www.hamiltoneducation.org.uk/collections/group-readers-1/3-ks1-harder )
The Lion and the Bird, Marianne Dubuc, Enchanted Lion Books ISBN 978-1-59270-151-3
The Flat Rabbit, Brur Oskarsson, Owl Kids ISBN 978-1-77147-059-9

Websites:
https://uk.pinterest.com/pin/259942209716990999/ Week 1 Tuesday Whole Class Teaching; animals of the world map
https://www.youtube.com/watch?v=tX55GL2wWgw Week 3 Wednesday Whole class teaching; hang glider flight film

The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the Links) have been checked by Hamilton Trust (being the
operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trusts knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or
any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links,
changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability
for any loss or damage arising from the use of any Links.

Scroll down for Outcomes

Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Y2/3: Autumn Term Fiction Plan 1B: Fantasy stories
Outcomes
Monday
1. Shared read a set of fiction and
non-fiction texts
2. Retell a story read in class, using
story pegs
1. Understand and apply the
terminology of noun, noun phrase
and adjective when studying texts
in class
2. Make use of noun phrases and
adjectives to enhance
compositions
1. Use knowledge of texts shared
in class to imagine new scenes
2. Contribute to role play and re-
enactments
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Tuesday
1. Recall and sequence events
from a story shared in class
2. Imagine new dialogue for
familiar characters
1. Understand and apply the
terminology of adverb when
studying texts in class
2. (Y3) Begin to employ adverbs in
own compositions
1. Rehearse correct punctuation of
direct speech
2. Explore different ways to lay out
speech on the page
3 Consider synonyms forsaid
when writing dialogue
Main texts: The Swallows Journey; The Lion and the Bird; The Flat Rabbit
Wednesday
1. Transcribe imagined dialogue for
familiar characters
2. Correctly punctuate direct
speech
1. Imitate the structure of a
familiar story to plan own
compositions
2. Use single-word or short-phrase
notes to capture ideas when
planning stories
1. Revise the meaning and roles of
adjectives and adverbs in writing
2. Make use of strong adjectives,
verbs and adverbs in own writing
Thursday
1. Make predictions as to the
outcome of an unfamiliar tale,
basing conclusions on what has
happened so far
2. Use a simple opening-middle-
ending structure for a short
composition
1. Write a new version of a familiar
story, incorporating innovations of
ones own
2. Develop the habit of rereading
work to check for errors and sense
1. Plan a new ending to a familiar
story
2. Edit down a range of possible
options and make a final selection
Friday
1. Create a profile for a well-known
character
2. Extend sentences with a range
of conjunctions
1. Refine skills of predictions of
outcome of stories shared in class
based on what has been read so
far
2. (Y3) Use a range of qualifying
connectives when writing
1. Write a new ending to a familiar
story
2. Read own work aloud in class