Week 1

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Lesson 1: Introduction and Predictions

WALT:
We are learning to make predictions and discuss first impressions based on the front cover and blurb of Viking at School.

Northern Ireland Curriculum Reference:

• English Level 3-4 Talking and Listening: Respond to others’ ideas and evidence (NIEA)
• Reading for Meaning: Develop awareness of text structure and features (Level 3)

Success Criteria:

• I can observe details on the book cover and blurb.
• I can predict what the story might be about.
• I can listen and respond respectfully to others’ ideas.

Activities:

• Hands-on: Students examine the book cover & blurb in small groups; discuss what they think will happen.
• Whole class: Share predictions and create a mind map of ideas.
• Teacher models using evidence from the cover to justify predictions.

Differentiation:

• Support: Provide sentence starters for making predictions (e.g., "I think... because...")
• Challenge: Encourage some learners to predict story themes beyond the obvious (characters’ feelings, setting).

Extension:

• Create their own imaginative alternative book cover based on their predictions.

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Lesson 2: Vocabulary Exploration and Word Detective

WALT:
We are learning to identify and understand challenging vocabulary in the first two chapters of the book.

Northern Ireland Curriculum Reference:

• Reading for Meaning: Choose words and phrases for effect (Level 3-4)
• Language Development: Build vocabulary, including specific and technical words

Success Criteria:

• I can find and write down new or difficult words.
• I can use context clues to work out meanings.
• I can use dictionaries or digital tools to check meanings.

Activities:

• Read aloud the first two chapters.
• Each group becomes a "word detective," recording unfamiliar words on sticky notes.
• Use context and discussion to infer meanings.
• Share and clarify as a class with teacher support.

Differentiation:

• Support: Use visual dictionaries and picture cues for tough words.
• Challenge: Have some learners find synonyms/antonyms or use the words in original sentences.

Extension:

• Write a short diary entry as their favourite character using at least 5 new vocabulary words.

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Lesson 3: Character Study: Yuk and His World

WALT:
We are learning to describe characters using evidence from the text.

Northern Ireland Curriculum Reference:

• Reading for Meaning: Identify main ideas and characters
• Writing: Use description to develop characters

Success Criteria:

• I can find evidence about Yuk’s personality and actions.
• I can write detailed descriptions using adjectives and examples.

Activities:

• Group role play: Act out Yuk’s behaviours and emotions in scenes.
• Create “Character Profile” posters with traits, quotes, and pictures.
• Share posters with class using clear explanations.

Differentiation:

• Support: Provide sentence frames for describing characters.
• Challenge: Compare Yuk to another character they know from a different book.

Extension:

• Write a letter from Yuk to a friend explaining how he feels about school.

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Lesson 4: Narrative Structure – Beginning, Middle, and End

WALT:
We are learning to identify the structure of a story and sequence events.

Northern Ireland Curriculum Reference:

• Reading for Meaning: Understand and explain text sequence
• Writing: Plan and organise writing logically

Success Criteria:

• I can list main events in order.
• I can explain what happens at the beginning, middle, and end.

Activities:

• Sequence cards activity: Arrange scenes from Viking at School in order.
• Storyboarding: Groups create comic-strip style sequences on paper plates or flip cards.
• Whole class discussion on why sequence matters.

Differentiation:

• Support: Use pictorial prompts.
• Challenge: Predict possible alternative endings or additional scenes.

Extension:

• Rewrite a scene from a different character’s viewpoint.

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Lesson 5: Theme Exploration – Friendship and Belonging

WALT:
We are learning to explore themes and make personal connections to the story.

Northern Ireland Curriculum Reference:

• Talking and Listening: Express views and ask questions about texts linked to personal feelings
• Personal Development: Understand emotions and social skills

Success Criteria:

• I can identify the theme of friendship in the story.
• I can give examples of how characters show belonging or exclusion.
• I can relate the story to my own school experiences.

Activities:

• Role play: Practice conversations showing kindness or exclusion.
• Circle time discussion on what friendship means.
• Create a "Friendship Charter" as a class linked to the themes.

Differentiation:

• Support: Visual emotion cards and sentence stems for discussion.
• Challenge: Write a short poem or rap about friendship inspired by Yuk’s story.

Extension:

• Design a poster campaign promoting inclusion and kindness at school.

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Week 2

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Lesson 6: Comprehension - Asking and Answering Questions

WALT:
We are learning to ask and answer questions to enhance understanding of the text.

Northern Ireland Curriculum Reference:

• Reading: Develop comprehension skills by asking and answering questions (Level 3-4)

Success Criteria:

• I can ask relevant questions about the story.
• I can answer questions with evidence from the text.
• I can explain my answers clearly.

Activities:

• In pairs, students write comprehension questions on strips of paper.
• Swap and answer questions using the book.
• Teacher models how to justify answers with evidence.

Differentiation:

• Support: Provide question starters (who, what, why, how).
• Challenge: Formulate higher order questions (e.g., infer, predict, evaluate).

Extension:

• Create a quiz for the class using their original questions.

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Lesson 7: Writing Dialogue Inspired by Viking at School

WALT:
We are learning to write effective dialogue between characters.

Northern Ireland Curriculum Reference:

• Writing: Use dialogue to convey character and advance the story (Level 3-4)
• Spelling, Punctuation & Grammar (SPaG): Use speech marks correctly

Success Criteria:

• I can write two characters’ conversation using speech marks.
• I can show clear feeling or action in the dialogue.
• I use punctuation correctly in speech.

Activities:

• Analyse sample dialogue from the book.
• Model writing a short dialogue with correct speech marks.
• Write dialogues in pairs based on scenes or original ideas.

Differentiation:

• Support: Provide dialogue sentence starters and punctuation reminders.
• Challenge: Write longer dialogue including action and description.

Extension:

• Perform their dialogue to the class using voices and expressions.

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Lesson 8: Creative Response – Designing a Viking School

WALT:
We are learning to apply creative and descriptive skills by designing our own Viking school.

Northern Ireland Curriculum Reference:

• Writing: Plan, draft and write descriptive text
• Skills for Life and Work: Use imagination and creativity in responses

Success Criteria:

• I can imagine different aspects of a Viking school.
• I can describe buildings and activities clearly.
• I can use detailed vocabulary and labelled drawings.

Activities:

• Brainstorm what a Viking school might look like, based on book and research.
• Draw and label their Viking school including classrooms, playground, and meals.
• Write a description or a tour guide script.

Differentiation:

• Support: Sentence starters and word banks about Vikings and school.
• Challenge: Include a diary entry from a Viking pupil at their school.

Extension:

• Build a 3D model or diorama of the Viking school using recycled materials.

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Lesson 9: Comparing Past and Present Schools

WALT:
We are learning to compare and contrast schools today and in Viking times.

Northern Ireland Curriculum Reference:

• Language Development: Make comparisons and contrasts
• Thinking Skills and Personal Capabilities: Reflect on differences and similarities

Success Criteria:

• I can list features of Viking schools and modern schools.
• I can explain similarities and differences.
• I can present my ideas clearly.

Activities:

• Teacher-led exploration & class discussion about school life in Viking times vs today.
• Create Venn diagrams in pairs or groups.
• Share findings in class presentations or posters.

Differentiation:

• Support: Provide fact cards about Viking and modern schools.
• Challenge: Suggest reasons why schools have changed over time.

Extension:

• Conduct short research on another historical period’s school and compare it too.

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Lesson 10: Reflection and Story Extension

WALT:
We are learning to reflect on the story and create our own story ending or sequel.

Northern Ireland Curriculum Reference:

• Writing: Develop imaginative stories building on known texts
• Talking and Listening: Express and listen to ideas and opinions

Success Criteria:

• I can reflect on the story’s ending.
• I can write my own ending or next chapter.
• I can share my ideas confidently with the class.

Activities:

• Whole class discussion about the ending and what might happen next.
• Planning and drafting an extended ending or sequel in writing books.
• Optional oral storytelling of their new ending.

Differentiation:

• Support: Use story maps and word banks to support writing.
• Challenge: Incorporate dialogue and descriptions from this lesson’s learning.

Extension:

• Illustrate their ending and compile a class book of Viking stories.

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Notes for the Teacher:

• Use hands-on activities like role play, artwork, and group discussion to engage kinaesthetic learners and encourage active participation.
• Integrate use of digital tools where available for vocabulary games or research to enrich learning.
• Celebrate student creativity and expression throughout to boost confidence and ownership of learning.
• All lessons incorporate Speaking & Listening, Reading, Writing, and Cross-Curricular Thinking Skills competencies directly from Northern Ireland’s Curriculum Levels 3–4 for Years 5–6.
• Offer regular formative feedback against success criteria in peer and teacher interactions.

This plan ensures engaging, thematic, and curriculum-aligned English lessons centred on Viking at School by Jeremy Strong, fostering literacy and critical thinking through creative, hands-on learning.