Mince Spies Unit
English • 10 • 25 students • Created with AI following Aligned with National Curriculum for England
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Teaching Instructions
PowerPoint Slide Layout: Mince Spies – 2-Week Fiction Unit Slide 1 – Title Slide
Title: Mince Spies – 2-Week Fiction Writing Unit Subtitle: Year 2/3 – Mainstream Additional Info:
Talk4Writing (Imitation → Innovation → Invention)
LLC Framework & CfW Progression PS1/2/3
Alan Peat Sentence Progression
Star-Level Differentiation 1★ / 2★ / 3★
Slide 2 – Unit Overview
Title: Unit Overview Content (bullet points):
Week 1: Imitation Phase – Learning the text
Week 2: Innovation Phase – Writing and presenting
Core text: Mince Spies by Mark Sperring
Key skills: Story mapping, sequencing, descriptive writing, dialogue, planning, editing
Differentiation: Star system 1★, 2★, 3★
Integration: Reading response, LLC progression, Alan Peat sentence types
Slide 3 – Week 1 Learning Intentions
Title: Week 1 – Imitation Phase Content:
LI1: I can join in with Mince Spies and understand the story structure
LI2: I can orally retell using story maps and actions
LI3: I can explore character feelings and vocabulary
LI4: I can write simple sentences using Alan Peat structures
Slide 4 – Week 1 Lesson Overview Table
Title: Week 1 – Lesson Breakdown Table (6 columns):
Lesson Learning Intention Success Criteria Activity Outline What Goes in Books Differentiation (★) Lesson 1 Introduce story & build excitement I can listen & predict Read aloud, discuss clues, show props Reading response sheet, prediction sentence, vocab box 1★ picture-based, 2★ written prediction, 3★ detailed vocab Lesson 2 Explore structure using story maps I can sequence events Class story map, pupils make own maps Glued story maps, sequencing arrows, favourite part sentence 1★ picture map, 2★ labelled, 3★ structured boxed map Lesson 3 Oral retelling with actions I can retell main events Talk4Writing actions, pair retelling Short write: “First the spies…” 1★ stem sentences, 2★ 3–4 sentences, 3★ time connectives & openers Lesson 4 Character feelings I can describe how character feels Hot-seating, guided questions, vocab sort Emotion bubbles, PS3 add who/which details 1★ picture-based, 2★ sentence labels, 3★ detailed sentences Lesson 5 Sentence skills I can write sentences using taught structure Mini-lesson Alan Peat sentences Model example + 2–4 sentences 1★ BOYS, 2★ 2A, 3★ 3-Ed/ISPACE Lesson 6 Full oral retelling & assessment I can retell whole story Class retelling, iPad recording Self-assessment, paragraph retelling 1★ scaffolded, 2★ independent, 3★ extended sentences Slide 5 – Week 2 Learning Intentions
Title: Week 2 – Innovation Phase Content:
LI1: I can innovate on Mince Spies by changing characters, setting, or problem
LI2: I can plan using boxed-up structure
LI3: I can write independently using varied sentence types
LI4: I can publish and present a finished story
Slide 6 – Week 2 Lesson Overview Table Lesson Learning Intention Success Criteria Activity Outline What Goes in Books Differentiation (★) Lesson 7 Plan innovation using boxing-up I can plan opening, build-up, problem, resolution, ending Model boxed-up plan, pupils select new villain/setting/mission Completed plan, vocab bank 1★ 1 change, 2★ 2 changes, 3★ dialogue & twist Lesson 8 Write opening I can write opening based on plan Shared write modelling Opening paragraph 1★ stem sentences, 2★ full paragraph, 3★ expanded noun phrases Lesson 9 Write build-up & problem I can show problem progression Guided writing groups Section 2 & 3 of story, idea bubbles 1★ simple sentences, 2★ expanded detail, 3★ Alan Peat sentences Lesson 10 Write resolution & ending I can resolve problem and finish story Model endings, independent writing, editing stations Completed draft, edited sentences 1★ simple resolution, 2★ detailed, 3★ twist & paragraphing Lesson 11 Final draft / publish I can publish neat version Rewrite neatly, add illustration Final published story & illustration 1★ basic, 2★ full paragraphing, 3★ detailed dialogue & description Lesson 12 Present & evaluate I can reflect on learning Story showcase, peer comments, self-evaluation Self-evaluation sheet, peer comment slip 1★ scaffolded, 2★ independent, 3★ extended reflection Slide 7 – Key Tools & Approaches
Talk4Writing: Imitate → Innovate → Invention
Story maps / picture maps / boxed-up planning
Alan Peat sentence progression
Star-level differentiation (1★ / 2★ / 3★)
Reading response tasks
Vocabulary banks & visual prompts
Oral rehearsal, drama, and actions
Slide 8 – Assessment & Progression
PS1 / 1★: Oral retelling, sequencing with pictures, simple sentences
PS2 / 2★: Structured narrative, expanded noun phrases, connectives
PS3 / 3★: Independent innovation, dialogue, paragraphing, variety in sentences
Self and peer assessment at end of each week
Unit Overview
A captivating 2-week fiction writing unit based around Mince Spies by Mark Sperring. Utilising the Talk4Writing framework (Imitation → Innovation → Invention), this unit will embed key English skills for Year 2/3 pupils in line with the National Curriculum for England. The unit targets skills in story mapping, sequencing, descriptive writing, dialogue, planning, and editing with clear star-level differentiation to support all learners.
- Core Text: Mince Spies by Mark Sperring
- Key Skills: Story mapping, sequencing, descriptive vocabulary, dialogue, planning, editing
- Curriculum Links: National Curriculum English programmes of study (Years 2 and 3) – Writing: narrative structure, sentence-level grammar, composition and transcription
- Frameworks: Talk4Writing (Pie Corbett), Alan Peat sentence types, CfW (Curriculum for Wales) literacy progression PS1/2/3 adapted
- Differentiation: 1★ / 2★ / 3★ (from basic sentence support to extended writing with dialogue and paragraphing)
- Class Size: 25 pupils
- Lesson Length: 10 minutes (each session focused and fast-paced for maximum engagement)
Week 1 – Imitation Phase: Learning the Story
Learning Intentions
- LI1: I can join in with Mince Spies and understand the story structure.
- LI2: I can orally retell using story maps and actions.
- LI3: I can explore character feelings and descriptive vocabulary.
- LI4: I can write simple sentences using Alan Peat sentence structures.
Curriculum Links
- Writing – Composition: Pupils write narratives about personal experiences and those of others (NC Year 2)
- SPaG – Sentence Structure: Write sentences with different forms, e.g., statements, questions (Year 2)
- Reading: Develop pleasure in reading, motivation, vocabulary and understanding (Year 2-3)
Week 1 Lesson Breakdown
| Lesson | Learning Intention | Success Criteria | Activity Outline | Writing Outcome | Differentiation (★) |
|---|---|---|---|---|---|
| 1 | Introduce story & build excitement | I can listen & predict | Read aloud Mince Spies, discuss clues, use props for immersion | Reading response sheet: prediction | 1★ Picture-based prediction 2★ Written sentence prediction 3★ Detailed vocabulary box and reasoning |
| 2 | Explore structure using story maps | I can sequence events | Co-create class story map, pupils create personalised maps | Glue in story maps + sequencing arrows + favourite part sentence | 1★ Picture map 2★ Labelled with captions 3★ Detailed boxed story map with sentence starters |
| 3 | Oral retelling with actions | I can retell main events orally | Talk4Writing oral rehearsal with accompanying actions, paired retell | Short write “First the spies…” | 1★ Sentence stems to complete 2★ 3–4 sentences writing 3★ Use of time connectives & sentence openers |
| 4 | Character feelings | I can describe how characters feel | Hot seating for roleplay, guided questions, vocabulary sort | Emotion bubbles + PS3-style descriptive sentences | 1★ Emotion pictures with words 2★ Labelled sentences 3★ Extended sentences with who/which clauses |
| 5 | Sentence skills | I can write sentences using Alan Peat structures | Mini lesson on sentence types (BOYS, 2A, 3-Ed, ISPACE) | Model example + pupil sentences | 1★ BOYS sentence frames 2★ 2A sentences 3★ Compound, complex sentences using ISPACE principles |
| 6 | Full oral retelling & assessment | I can orally retell the whole story | Class retelling with iPad recording for playback and assessment | Self-assessment and paragraph retelling | 1★ Scaffolded prompts 2★ Independent narrative 3★ Extended oral retelling with intonation |
Week 2 – Innovation Phase: Writing and Presenting
Learning Intentions
- LI1: I can innovate on Mince Spies by changing characters, setting or problem.
- LI2: I can plan using boxed-up narrative structure.
- LI3: I can write independently using varied sentence types.
- LI4: I can publish and present a finished story.
Curriculum Links
- Writing – Composition: Plan, draft, evaluate and edit narratives with appropriate structure (Year 3)
- SPaG – Grammar & Punctuation: Use of conjunctions, adverbs, and varied sentence types (Year 3)
- Speaking & Listening: Present stories and engage in discussions (Years 2-3)
Week 2 Lesson Breakdown
| Lesson | Learning Intention | Success Criteria | Activity Outline | Writing Outcome | Differentiation (★) |
|---|---|---|---|---|---|
| 7 | Plan innovation using boxing-up | I can plan opening, build-up, problem, resolution, ending | Model boxed-up plan, pupils select new villain/setting/mission | Completed boxed-up plan + vocab bank | 1★ Plan with 1 change 2★ 2 changes to character or setting 3★ Include dialogue & plot twist |
| 8 | Write opening | I can write opening based on plan | Shared writing modelling recounting part of story | Opening paragraph | 1★ Sentence stems 2★ Full paragraph writing 3★ Include expanded noun phrases |
| 9 | Write build-up & problem | I can show progression of the problem | Guided writing groups to develop middle section | Sections 2 & 3 drafts + idea bubbles | 1★ Simple sentences 2★ Expanded detail sentences 3★ Use of Alan Peat complex sentences |
| 10 | Write resolution & ending | I can resolve problem and finish story | Model endings, independent writing, peer editing stations | Completed draft + edited sentences | 1★ Simple resolution sentences 2★ More detailed ending 3★ Twist ending & paragraphing |
| 11 | Final draft & publish | I can publish neat story | Rewrite neat version, add illustration | Neatly published story + illustration | 1★ Basic paragraphing 2★ Full paragraph structure 3★ Dialogue & detailed description |
| 12 | Present & evaluate | I can reflect on my learning | Story showcase, peer comments, self-evaluation | Self-assessment + peer feedback | 1★ Scaffolded reflection 2★ Independent evaluation 3★ Extended, thoughtful reflection |
Key Tools & Approaches
- Talk4Writing Approach: Imitate → Innovate → Invention model builds confidence and creativity.
- Visual Story Maps & Boxing-Up: Aid sequencing and story structure understanding.
- Alan Peat Sentence Progression: Builds from simple to complex sentence structures, improving grammar and style.
- Star-Level Differentiation: Provides tailored support for all abilities, promoting progress for every pupil.
- Reading Response & Vocabulary Banks: Develop comprehension and expressive language.
- Oral Rehearsal & Drama: Encourages speaking skills, memory retention, and engagement with text.
Assessment & Progression
Aligned with the National Curriculum for England and linked to CfW PS1/2/3 literacy progression frameworks:
| Progression Stage | Key Outcomes |
|---|---|
| PS1 / 1★ | Oral retelling, sequencing with picture prompts, simple sentence writing. |
| PS2 / 2★ | Structured narrative with expanded vocabulary, use of connectives, sentence variety. |
| PS3 / 3★ | Independent innovative writing including dialogue, paragraphing, and sophisticated sentence forms. |
Frequent self-assessment and peer feedback activities empower learners to reflect on their progress and set targets, endorsing national curriculum aims of developing independence and confidence in writing and speaking.
Wow Factor for Teachers
- Integrated technology: Use of iPads for recording oral retelling encourages speaking confidence and digital literacy.
- Creative hot-seating drama: Make character exploration dynamic and personal, deepening understanding of feelings and motivations.
- Star-level stretch: Tailored scaffolds within the same classroom maximise progress for all ability levels seamlessly.
- Multi-sensory learning: Combining talk, visual story maps, drama, writing, and peer collaboration caters to various learning styles.
- Curriculum coherence: Seamlessly weaves reading, writing, speaking & listening with grammar and vocabulary — hitting all statutory requirements and beyond for engaging, effective learning.
This detailed, curriculum-aligned unit will provide an enriching and manageable framework for teachers to deliver a high-impact 10-minute daily lesson sequence with measurable outcomes that inspire pupils, reflect the UK educational context, and harness cutting-edge pedagogical approaches.
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