This is a 4 week unit of work that is based around Neil Gaiman's 'The Wolves in the Walls' book. This is a challenging text, as it covers the issue of nightmares but it really engages the boys in my class. Neil Gaiman has a fantastic story telling ability (he also wrote Coraline). The end piece is designed to be a descriptive nightmare where the child experienced it learns what to do in their life after they wake up. This unit of work is targeted best at Year 4 - 6 pupils. I have included all the resources you need to start teaching this tomorrow. Below are all the learning objectives and resources included for the unit:• To write a letter to a character in a book• To create a fantasy world• To select and retrieve key information• To discuss philosophical ideas• To find the meaning of words• To find the key features descriptive writing • To write sentences using conjunctions• To find near synonyms• To write produce internally coherent paragraphs• To write sentences with embedded clauses• To write about all 5 senses• To use a fronted adverbial to explain how, when or where something took place• To write expanded noun phrases• To plan my writing by discussing and recording ideas• To plan and organise my ideas to effectively support my writing• To revise, edit evaluate and improve my writing• To revise, edit evaluate and improve my writing• To create illustrations for a piece of writing• To read my story to another pupilResources Include:• 1 - Postcard from Lucy• 3 - Animals in Dreams • 3 - Animals in Dreams Reading Comprehension • 4 - Philosophical Questions• 5 – Wolves Word Mat• 6 - Key Features of Descriptive Writing• 8 – Shades of meaning• 10 - Embedded clauses• 11 - 5 Senses• 11 - Fantasy Pictures• 12 - Fronted Adverbials WT• 13 - Monk & Monkey Photos• 14 – Storyboard• 16 - Success CriteriaThis unit of work uses the 3 stage planning process of:Stimulate and generate = This usually starts with a hook to interest the class where the class realise who they are going to write for so they have a clear purpose and audience. Acticitives can include reading excellent model texts, drama or researching more about the author or the content of the book.Capture, sift and sort = This is the part of the unit where pupils look at key features, practise skills they will need in order to complete the final piece or new learning for objectives they have not learnt yet.Create, refine, evaluate = This is where you bring all you have learnt together and plan the final piece before you write it and then edit it to improve the piece. This can include self, peer or teacher led reviewing.