Moon Dragons

Published by Andersen Press . Authored by Dyan Sheldon. Illustrated by Gary Blythe.

Recommended for: Year 2.

Suggested length of study: 3 - 5 weeks.

When a king discovers that there are still singing moon dragons high up on the mountainside, he offers a room full of gold to anyone who can bring one to him. The beautiful dancing dragons only reveal themselves to Alina, a young peasant girl, but she preserves the secret of their whereabouts, knowing that there are some things far more precious than a room full of gold.

Why choose this book? Lessons and resources Supplementary books

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Why choose this book?

The Moon Dragons has a straightforward narrative following whether Alina will tell the greedy king about the whereabouts of the moon dragons. However, the themes of truth and value make it a book with potential for rich and deep discussion. The illustrations portray characters in detail which make it accessible for all readers to develop their inference making skills.

Text potential

This diagram gives an overview of the potential for teaching offered in this text. If you teach the entire sequence, you will cover these aspects. We advise teachers to produce their own text potential diagrams as this helps them to get to know the books well. Our Getting Started with Take One Book course for new schools has a module about Text Potential.

Links to National Curriculum in England

This sequence focuses on reading comprehension, and does not explicitly teach phonics, although children may well be using phonological knowledge, decoding skills and recognising common exception words during the reading sessions. Children will be encouraged to read with fluency, especially as the text becomes familiar through rereading. At KS1, Take One Book will complement the approach you use for teaching phonics, ensuring your pupils are developing greater depth and understanding of the books they are reading

 

Pupils will be taught to: 

  •  develop pleasure in reading, motivation to read, vocabulary and understanding
  •  listen to, discuss and express views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently 
  • discuss the sequence of events in books and how items of information are related  
  • become increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales  
  • be introduced to non-fiction books that are structured in different ways 
  • recognise simple recurring literary language in stories and poetry 
  • discuss and clarify the meanings of words, linking new meanings to known vocabulary  
  • discuss their favourite words and phrases
  • read with appropriate intonation and fluency to make the meaning clear 
  • understand both the books that they can already read accurately and fluently and those that they listen to 
  • draw on what they already know or on background information and vocabulary provided by the teacher  
  • check that the text makes sense to them as they read, with the teacher correcting inaccurate reading  
  • make inferences on the basis of what is being said and done
  •  answer and ask questions  
  • predict what might happen on the basis of what has been read so far
  • participate in discussion about books, poems and other works that are read to them and those that they can read for themselves
  • take turns and listen to what others say  
  • explain and discuss their understanding

Curriculum connections

  • Art
    • techniques
  • PSHE
    • values

Lessons for this book

Our lessons are organised as meaningful chunks of learning. Most of them will fit a standard 45 minute to 60 minute session. However, some of them are shorter and others will run for a series of linked sessions. It is anticipated that you will not teach all the lessons. Select those that suit the needs of your class and add them to your personalised plans.

Download the full scheme of work

Before Reading

Orientation

Truth and Lies

Exploring the theme of honesty and deception.

Rare Dragon Spotted

Exploring key vocabulary from the story.

Dragon Qualities

Making predictions based on the naming of characters and their associated qualities.

During Reading

First Encounters

I Want a Moon Dragon!

A first read aloud of the beginning of the story.

Required reading: Pages 1-10

Alina: First Impressions

Exploring first impressions of Alina using inference.

Required reading: Pages 1-14

Think Aloud (Moon Dragons)

Using a think aloud to support comprehension monitoring.

Required reading: Pages 1-14

Echo Reading

Reading the ending of the story using echo reading to support fluency.

Required reading: Pages 15-32

Let’s Think About it

Using Book Talk to reveal personal responses to the story.

Required reading: Whole book

Digging Deeper

In the manner of…

Exploring the character of the king focusing on the speech verbs used by the author.

Required reading: Pages 1-10

Exploring the King’s Character

Using Readers Theatre to explore character.

Required reading: Pages 5-7

Role on the Wall: The King

Using role on the wall to develop an understanding of the king’s character and motivation.

Required reading: Pages 1-14

Exploring character: Alina

Exploring character by working in role.

Required reading: 13

Overheard Conversations

Using illustrations to infer what characters might be saying at different points.

Required reading: 13, 14, 21, 22

Exploring Mood: Sighting the Dragons

Using sound to explore mood and atmosphere.

Required reading: Whole book

Visual Language: Colour

Exploring the use of colour in the illustrations.

Required reading: 9-10, 19, 20

After Reading

Review and Reflect

Did You Find the Dragons?

Using Conscience Alley, to explore Alina’s decision to tell a lie.

Required reading: Pages 21-22

Exploring Themes: Truth

Using hotseating to explore a central theme of the story.

Required reading: Whole book

What’s the Big Idea?

Exploring the themes of The Moon Dragons using statements to initiate discussion.

Required reading: Whole book

Supplementary Books

These books are recommended for wider reading and further research to support this teaching sequence. A supplementary pack is available from our bookselling partner, Best Books for Schools. Books can also be purchased individually.

Tell Me a Dragon

Author: Jackie Morris.

The Whales’s Song

Author: Dyan Sheldon. Illustrator: Gary Blythe.

The Giving Tree

Author: Shel Silverstein.

How to Catch a Star

Author: Oliver Jeffers.

Quest

Author: Aaron Becker. Illustrator: Aaron Becker.