Gembrealey

Name: MissBrealey

Class:2

Year Group:1

Unit:Traditional stories

Term: Summer1st

WeekBeginning:

31/3/08

ISP targetlinks:

should:Attempt writingfor various purposes, using features of different forms such aslists and instructions.

could: Convey information and ideasin simple non-narrative forms.

Curricular TargetLinks:

Outcomes:

=Childrencan identify the main events in traditional tales, sequencing themin chronological order.

=Children can retell a familiar traditional story in chronologicalorder using story language.

=Children can discuss the appearance, behaviour, characteristics andgoals of characters. =Children can write a profile of a characterusing visual and written text.

=Children can discuss how narratives on audio tape or video arepresented and express an opinion about the differentversions.

Objectives:

1.     Speaking

Tellstories and describe incidents from their own experience in anaudible voice

Retellstories, ordering events using story language

Interpreta text by reading aloud with some variety in pace andemphasis

2.     Listeningand responding

Listenwith sustained concentration, building new stores of words indifferent contexts

Listento tapes or video and express views about how a story orinformation has been presented 3.Group discussion and interaction

Taketurns to speak, listen to others' suggestions and talk about whatthey are going to do

3.     Drama

Explorefamiliar themes and characters through improvisation androle-play

Actout their own and well-known stories, using voices forcharacters

5.Wordrecognition: decoding (reading) and encoding (spelling)

Recogniseand use alternative ways of pronouncing the graphemes alreadytaught

Recogniseand use alternative ways of spelling the graphemes alreadytaught

Identifythe constituent parts of two-syllable and three-syllable words tosupport the application of phonic knowledge and skills

Recogniseautomatically an increasing number of familiar high frequencywords

Applyphonic knowledge and skills as the prime approach to reading andspelling unfamiliar words that are not completely decodable

Readmore challenging texts which can be decoded using their acquiredphonic knowledge and skills, along with automatic recognition ofhigh frequency words

Readand spell phonically decodable two-syllable and three-syllablewords

6.Word structure and spelling

Spellnew words using phonics as the prime approach

Segmentsounds into their constituent phonemes in order to spell themcorrectly

Recogniseand use alternative ways of spelling the graphemes alreadytaught

Useknowledge of common inflections in spelling, such asplurals, -ly,-er

Readand spell phonically decodable two-syllable and three-syllablewords

7.Understanding and interpreting texts

Identifythe main events and characters in stories, and find specificinformation in simple texts

Usesyntax and context when reading for meaning

Makepredictions showing an understanding of ideas, events andcharacters

Recognisethe main elements that shape different texts

8.Engaging with and responding to texts

Selectbooks for personal reading and give reasons for choices

Visualiseand comment on events, characters and ideas, making imaginativelinks to their own experiences

9.Creating and shaping texts

Independentlychoose what to write about, plan and follow it through

Usekey features of narrative in their own writing

Findand use new and interesting words and phrases, including storylanguage

Createshort simple texts on paper and on screen that combine words withimages (and sounds) 10.Text structure and organisation

Writechronological and non-chronological texts using simplestructures

Groupwritten sentences together in chunks of meaning or subject

11.Sentence structure and punctuation

Composeand write simple sentences independently to communicatemeaning

Usecapital letters and full stops when punctuating simplesentences

12.Presentation

Use the space barand keyboard to type their name and simple texts

Overview:

Readand tell a range of traditional stories and fairy tales. Includewell-known stories and some that children will be less familiarwith. Identify basic story elements and represent outlines ofplots. Talk about the reasons for events in stories.

Makecomparisons between stories and identify typical features, forexample beginnings and endings, story language, typicalcharacters.

Childrenuse pictures, puppets or props to help them remember the mainevents and characters as they re-enact stories. Individuals thenretell whole stories for a group of children. Include storylanguage and present events in the correct order.

Lookat particular story characters and identify information in thetext, for example appearance, behaviour, how they speak. Makepredictions about how they will behave in different situations.Demonstrate how to write a character profile. Children select owncharacter and write a simple profile based on evidence from thetext.

Watch/listento a film/tape version of a familiar traditional tale. Comment onhow the story is presented.

Reada version of a familiar traditional tale written as a playscript.Talk about similarities and differences with a written story.Children join in with the script, using voices for differentcharacters.

Groupsof children select a story and retell it using puppets. Use this asbasis for a written version of the story. Children retell atraditional tale in their own words using a series of sentences tosequence events. Support children in organising the sentences intothree sections: beginning, middle and end.

PriorLearning:

Checkthat children can already:

Re-enacta story with events in the right order.

Usewords and phrases or patterns from texts read when writing theirown stories.

Writein complete sentences with capital letters and full stops.

PriorLearning:

checkthe children can:

re-enacta story with events in the right order.

usewords and phrases or patterns from texts read when writingstories.

writein complete sentences with capital letters and full stops.

Phase 1 approx____ days

Read and tell aselection of familiar and less familiar traditional tales. Identifybasic story elements and summarise the plot using'beginning-middle-end'.

Phase 1: LearningOutcomes:

children canidentify the main events in traditional tales, sequencing them inchronological order.

AssessmentStrategies:

Identify the mainevents in a traditional tale and sequence events using the headingsBeginning, Middle, End (teacher observation,self-assessment).

Resources:

Little Red HenPowerPoint

paperplates

storyboards

playdough

farmanimals

Phase 2 approx_____ days

Compare storiesand draw out typical features: beginnings and endings, storylanguage, characters and plots. Re-enact using pictures, puppets orprops. Individuals retell stories for the group using storylanguage and organising events in sequence.

Phase 2: LearningOutcomes:

children canretell a familiar story in chronological order using storylanguage.

AssessmentStrategies:

Retell atraditional tale in their own words for a group of children; speakaudibly and include some story language (teacher observation,feedback from other children).

Phase 3 approx_____ days

Focus onparticular characters from stories read. Identify information intext about appearance, behaviour, goals and characteristics.Explore motives and behaviour using hotseating and role-play. Writecharacter profiles using pictures, words and captions, based onevidence from text and additional information fromrole-play.

Phase 3: LearningOutcomes:

Children candiscuss the appearance, behaviour, characteristics and goals ofcharacters. Children can write a profile of a character usingvisual and written text.

AssessmentStrategies:

Describe thebehaviour, appearance and characteristics of a particular characterin talk, pictures and written captions (teacher observation,marking).

Phase 4 approx_____ days

Select a storywith versions in written text, audio tape or video and playscript.Read the story and identify basic elements. Listen to the audio orvideo version and make comparisons. Comment on how interest andexcitement are created.

Phase 4: LearningOutcomes:

Children candiscuss how narratives on CD and DVD are presented and express anopinion about the different versions.

AssessmentStrategies:

Listenattentively to a story on audio tape or video and talk about how ithas been presented (questioning as part of group and classdiscussion).

Phase 5 approx_____ days

Read the samestory as a playscript. Make comparisons with the written version,for example regarding the role of the narrator. Reread withchildren joining in, using features of the playscript and adaptingvoices for different characters. Explore the way that charactersare presented. Children retell the story using puppets.

Phase 5: LearningOutcomes:

Children can saywhat a playscript is for and can identify some ways in which itdiffers from a story text. Children can read a simple playscriptaloud using appropriate expression.

AssessmentStrategies:

Read a playscript,adapting voice for different characters (feedback from group,teacher observation).

Phase 6 approx_____ days

Retellthe story orally using pictures as prompts. Demonstrate how to planmaking brief notes of main events and organising into'beginning-middle-end'. Demonstrate how to write the story in yourown words, referring to the plan and asking children to contributeideas. Children plan and write their own version of anothertraditional tale, sequencing events and using completesentences.

Phase 6: LearningOutcomes:

Children canwrite their own version of a traditional story, using a series ofcomplete sentences organized into chronological order.

AssessmentStrategies:

Write their ownversion of a traditional story with events organised intobeginning, middle and end, using complete sentences (marking, peerassessment, self-assessment).

Key SessionObjective(s)

Success Criteria

Whole Class SharedSession

Guided and IndependentActivities each day

Plenary

Days - Immersion andcomprehension of text

Ican retell a story using puppets

Children can take on character roles.

Tell the children the story of The Little RedHen. Discuss the story and point out that it is a traditionalstory- discuss features.

Guided:

RED: recreate scene from story using playdoughand farm animals.

BLUE: make puppets of the characters and reenactthe story.

GREEN: Use simple sentences and pictures tocreate a story board.

Ask yellow group o share with the rest of theclass the speech bubbles they have written in the sequence of thestory.

KQwho are the main characters? What features make it a traditionalstory?

Independent:

YELLOW: choose a character and write theirrepeating phrase from the story into a speech bubble.

PURPLE: handwriting.

KQ

which character did the little Hen ask first?Which one did she ask next? What did that character say?

Support

Emag to support DAndre, Agostino, Richard andZedan.

TAto support target children.

Ican develop and write a story plan.

Children write a story board with events inchronological order.

Ask the children to briefly recap and outlinethe story that was told yesterday. Show the children the storyboard and model sequencing events from the story and writing simplesentences to show the events.

Encourage children to help you to segment wordsand remind you of full stops and capital letters.

Guided:

RED: Handwriting practise

BLUE: talk with the children and identify therepeating phrases from the characters and use guided writing towrite this as a speech bubble.

Invite children from purple group to share theirwork with the rest of the class. Encourage peer assessment of thework.

KQ

what happened first? Which animals did she askto help her?

Independent:

GREEN: Use playdough and farm animals torecreate scene and act out story.

YELLOW: make paper plate puppets and reenact thestory.

PURPLE: Use complete sentences to create a storyboard.

KQ

What do you like best? How do you think it couldbe improved? Are all of the events of the story in the rightorder?

Support

Emag to support DAndre, Agostino, Richard andZedan.

TAto support target children.

Ican explore a familiar story

Children can use moral of the story to talkabout meaning.

Use a mirror in a box and explain that insidethe box is the best gift you can ever give. What do you think itcould be? Show the children the mirror inside and help children toexplore how we can give the gift of ourselves, e.g. by smiling,offering help, and being a good friend. Discuss one of thecharacters from the story and use the childrens ideas to modelwriting a profile for that character.

Guided:

RED: GW- Create a profile for the mouse.

BLUE: GW- create a profile for the sheep

GREEN: GW- create a profile for the hen.

Invite the children back to the carpet andencourage children to share what they have written about theircharacter.

KQWhat do you think the present could be? What gift could the animalshave given the hen? How do you think the hen felt when none of theother animals would help her? How do you think you could be morehelpful?

Independent:

YELLOW: In pairs, create a profile for thedog.

PURPLE: complete sentences

KQ

does it describe the character well? Do we needanymore information? How could it be improved?

Support

Emag to support DAndre, Agostino, Richard andZedan.

TAto support target children.

Ican retell a familiar traditional tale

Children can identify the main events insequential order.

Read the story of The 3 Little Pigs, using theslideshow on the IWB. Encourage children to join in with repetitivephrases. Identify features of traditional story. Discuss thestory- happy or sad? Discuss the character of the wolf- use talkpartners to come up with words to describe the wolf. Identify thatthe wolf is an unkind character and share a completed wantedposter with the children. Encourage children to think of ideas towrite down on the wanted poster in bullet points (ISP). Modeldoing this.

Guided:

GREEN & YELLOW: supported writing- to work todesign a wanted poster for the wolf.

Bring the children back to the carpet andencourage children to discuss the story of the 3 Little Pigs thatthey are familiar with. How is it different to the one we havelooked at today? Which one is your favourite? Invite a couple ofchildren to share with the rest of the class the wanted poster theyhave designed.

KQwhy didnt the other ducklings like him? What makes it a happystory in the end? What happened at the beginning of the story? Whathappened in the middle?

Independent:

RED & BLUE- to work in mixed pairs to cut uppictures from the story and discuss sequencing them in the rightorder.

PURPLE: work in pairs to design a wantedposter.

KQ

How is this story different? Which one do youprefer?

Support TA to support target children.

Days - Text analysis andgathering content

Ican compare familiar traditional tales.

Children can identify simple differences betweendifferent versions of the story.

Invite children to help you to recap the storyfrom yesterday and explain that Traditional stories often getchanged slightly (like we have previously seen with differentversions of LRRH). Read a new version of the 3 Little Pigs andencourage children to discuss and feedback how the storiescompare. Ask the children to help remind you of the sequence ofthe story and use their ideas to model writing a simple version ofthe story.

Guided:

GREEN & YELLOW: Supported in writing a simpleversion of the story as modeled.

Invite children back to the carpet and ask theBLUE and RED groups to show the rest of the class theirproduction. Encourage peer assessment.

KQwhat happens to the wolf? How are the 2 stories different?

Independent:

RED & BLUE: these two groups are to be mixed upto make finger puppets of the characters and then use them tore-enact the story.

PURPLE: Work in pairs to write a simple versionof the story as modeled.

KQ

What did you like? What do you think could beimproved?

Support

TAto support target children.

Children can discuss the appearance, behaviour,characteristics and goals of characters.

Begin by asking the children to remind you whatsort of stories they have been looking at. Introduce the new storyof The Gingerbread Man. Discuss the characters and the reasons whythey think the Gingerbread Man ran away. Ask the children to talkin pairs and identify the repeated phrases from the story andfeedback to the class.

Guided:

BLUE: use the IWB to play the story related CVCrhyming game.

RED: handwriting in books.

GREEN: Work with the children, asking them torecall all of the characters that the Gingerbread Man ran awayfrom. Can they remember them in the right order? Model writing asentence, e.g I ran past the cow. Allow each child to choose theirown sentence and support their writing.

Hot-seat children and interview them incharacter as the Gingerbread Man.

KQ

Why do you think the gingerbread man decided torun away? What might have happened if he carried on running anddidnt get a lift off the fox?

Independent:

YELLOW&PURPLE: To write on an outline ofthe gingerbread man using bullet points to write a list to showwhat sort of character he is.

KQ

What questions could we ask about how why he ranaway, how he way feeling, where he was planning on going.

Support

EMAG to support DAndre, Agostino, Zedan andRichard. TA to support target children.

Towrite a complete sentence to match a photo.

Ican write a complete sentence, using capital letters and full stopsappropriately.

Ask the children to remind you of what they didyesterday afternoon (make gingerbread men)- why did we do this? Howdid we do it? What did we need to remember? Show the children someof the photos of themselves that we taken while they were baking.Choose one of the pictures and ask what is happening in thepicture? What could we write about- ask children to work in talkpartners to discuss a sentence they could write to match thepicture- feedback and choose one of the pictures. Model writing thesentence, asking the children for help with sounding outwords.

RED: Supported writing- to write a sentence tomatch a picture of themselves baking.

BLUE: As red group

ask the children to return to the carpet andshare some of the sentences they have written. Encourage peerassessment.

KQ

what does it begin with? What is the next soundyou can hear?

YELLOW, GREEN, PURPLE: independent writing- towrite 1/ 2 sentences to match the picture of themselvesbaking.

KQ

what did you like best? How do you think theycould improve it?

Support

EMAG to support DAndre, Agostino, Richard andZedan. TA to support target children.

tobe able to write for different purposes (ISP)

Touse features of non-fiction writing to write instructions.

Ask children to remind you of the features of aninstruction text and explain that they are going to write someinstructions for how to make gingerbread men so that other childrencan have a go.

Re-cap with the children how they made thegingerbread men. What did they do first?

model writing the instructions simply on theboard, reminding them there is only room for 5 instructions!

guided: red, blue, green.

independent: yellow& purple: to writeinstructions as modeled using the given format (differentiated forability): remind the children that this is their rough work.

Share the different sets of instructions withthe children- is there any important instructions they missedout?

tobe able to write for different purposes (ISP)

Touse features of non-fiction writing to write instructions.

remind the children of the writing they didyesterday, pick a good example of the childrens writing to shareand show how they have not included pronouns and there is the useof imperative (bossy verbs) at the beginning of their sentences.How can you improve your writing? Give the children their work backon the carpet and ask them to work with a friend and see if thereis anything they need to change or improve- supported by adults.Feedback on improvements.

encourage children to share their finishedwriting with the rest of the class.

KQ

How could you improve it? Have you usedimperative verbs? Have you used pronouns?

Independent:

KQ

Support

EMAG to support DAndre, Agostino, Richard andZedan.

TAto support target children.

Day - Planning, oral rehearsal andwriting

children can write their own versions of atraditional story.

Discuss the Gingerbread Man story with the classand ask if it was a happy or sad ending? Do traditional storiesusually have a sad ending? How do they usually end what is thephrase that is sometimes used? How can we make this story have ahappy ending? Allow children time to work with a talk partner anddiscuss ideas to change the ending of the story. Feedback ideas anduse one of the ideas to model writing a plan for the story, usingkey words and phrases.

Guided:

RED, BLUE, GREEN: supported writing to changethe ending of the story and plan for their writing.

Bring the children back to the carpet and askthem to share with the rest of the class what they have written intheir plan.

KQ

how can we change the story so that it has ahappy ending?

Independent:

YELLOW AND PURPLE: To work in mixed abilitypairs to write a plan for a new ending for the story.

KQ

How is your story going to end? Is it a happyending? What key words have you included?

Support

EMAG to support DAndre, Agostino, Richard andZedan.

TAto support target children.

Display the class notes for the plan fromyesterday and ask the children to help you to think how you coulduse this to continue the story from the given opening sentence.What can we write next?

guided:

red & blue: guided to use the notes and keywords to write a different ending to the story.

Bring the children back to the carpet and invitepair of children to read their story to the rest of theclass.

KQ

how can we use the keywords we have and put theminto a sentence to end our story?

independent:

green, yellow and purple: to work in pairs towrite a new ending to the original story.

KQ

What do you like about their story? What wasyour favourite part? What do you think needs to be improved?

Support

TAto support target children.

Ican attempt to read

familiar phrases in a story.

Ican compare a different version of a story.

Children use knowledge of repeated phrases tohelp them read the story.

children can express an opinion about the bookand DVD version of a story.

Read were going on a bear hunt to the childrenand talk about settings and events. What did the children likeabout the story? Story? Was there anything they disliked? How didit make them feel? Show n the IWB Were going on a bear hunt theDVD extract- look at the characters shown and compare theirappearances. Do the children think they are from one family? Whomight the adult be? Why is the baby being carried? Display extract2- showing the characters about to cross the river. Invite thechildren to discuss the rhythm and repetition of words and to helpread them aloud.

Guided:

RED: Use tissue paper to create water liliescollage (spray water on tissue paper to leave colour print on topof black and white water picture.)

BLUE: Play bear hunt board game.

GREEN: work as a group to think of words todescribe the mud in the story.

Bring the children back together and invitechildren from each group to share what they have been doing.

KQwhat did you like about the story? How are the book and the dvddifferent/similar?

Independent:

YELLOW: work in pairs to think of words todescribe the water in the story

PURPLE: work independently to think of words todescribe the grass in the story.

KQ

What words can you think of? How could we putthose words into a sentence?

Support

EMAG to support DAndre, Agostino, Zedan andRichard. TA to support target children.

Ican attempt to read

familiar phrases in a story.

Ican compare a different version of a story.

Children use knowledge of repeated phrases tohelp them read the story.

children can express an opinion about the bookand DVD version of a story

Re-read Were going on a bear Hunt and ask thechildren to recall their explorations into characters, settings andevents. Explain that they are going to see a DVD of the story tosee what is the same and what is different. Play the video clip tothe children and then ask what they liked or disliked about it. Howwas it different from the book version? Which version do youprefer? Consider the background music with the children, thecharacter voices and sound effects- did these effects create moreexcitement?

Guided:

RED: Play bear hunt board game.

BLUE: Use tissue paper to create water liliescollage (spray water on tissue paper to leave colour print on topof black and white water picture.)

Bring the children back to the carpet and invitechildren to share with the rest of the class what sentence theyhave written.

encourage peer assessment

KQ

How are the book/DVD same/different? Whichversion did you prefer? Why?

Independent:

GREEN, YELLOW, PURPLE: use some of the wordsfrom yesterdays work to make a sentence.

KQ

Which words describe the mud/water/grass?

What do you like about the sentence? How do youthink it could be improved?

Support

TAto support target children.

Ican attempt to read

familiar phrases in a story.

Ican compare a different version of a story.

Children use knowledge of repeated phrases tohelp them read the story.

children can express an opinion about the bookand DVD version of a story.

Invite children to recall the results of theircomparisons between the book and the DVD version, reminding thechildren that they were based on the same story.

share with the children some of the words thatsome of the groups used to describe the mud/grass/water and modelusing the words to write an interesting sentence.

Guided:

RED: Children are to feel mud and use theexperience to think of words to describe it- TA to act as scribe,encouraging children to sound out the words with you.

GREEN: Use tissue paper to create water liliescollage (spray water on tissue paper to leave colour print on topof black and white water picture.)

KQ

Independent:

YELLOW: : Play bear hunt board game

BLUE: work in pairs to describe the grass in thestory.

PURPLE: Children are to discuss in the groupwhich their favourite was- DVD or book version of the story- heymust give a reason. If time allows, children are to write asentence to express their views.

KQ

Support