Literacy Year 1/2: Spring A – Weeks 1-3 Narrative: Unit 2B Traditional Tales
/ Objectives /Text/Speaking/Listening
/ Word/Sentence / Independent group activities / Outcomes /These plans run alongside a structured synthetic phonics programme. Hamilton Code-Breakers, which fits all the Rose criteria - available from the English section of the Hamilton website.
Week 1 Monday
/ Main focus: Begin to understand features of traditional tales.1&2/1. Sequence events & tell imagined stories using conventions of story language.
1&2/7. Identify main events & characters in stories, using simple signposts in the text.
1&2/7. Explore how particular words are used & the effect of repeated words & phrases. / Read Tiger Child retold by Joanna Troughton. Discuss what happened in the story. Write ‘Traditional Tale’ on f/c. Explain that Tiger Child is a traditional tale from India. Read paragraph on page opposite title page. Being a traditional tale means that it has been TOLD rather than written down – it has parts that repeat to make it easier for people to remember the story. On f/c write features of traditional tales:
· About animals that think and speak like people
· Some parts that repeat
· Things often happen in threes
· Often a moral or an explanation
· Often uses familiar settings-the wood/forest, jungle, village
All these settings would have been familiar to people in the ’olden days’ because many more people made their livings from the land. Mention some English Traditional Tales: Little Red Riding Hood; Billy Goats Gruff. Discuss with chn the ‘moral ‘to these stories. What is the moral of the Tiger Child? (Don’t dawdle when carrying out an errand-you will forget what to do). Explain that some traditional tales are explanations as well as having a moral. What does Tiger Child explain? (Cats as pets). /
Easy
Provide pictures and sentences, (see resources), for chn to sequence story. Chn retell story to each other. TD / Medium/HardProvide chn with sentences, (see resources) for chn to sequence and retell story to each other. / Children can:
1. Recognise some features of traditional tales.
2. Retell a story in sequence.
Plenary
Choose different chn to retell story to the class. Point out that there are four people who give/do things to the Tiger Child and not three as in most traditional tales.Week 1 Tuesday
/ Main focus: Act out a dialogue.1&2/4. Present part of traditional/well known stories.
1&2/4. Explore familiar themes & adopt approp. roles in small groups.
1&2/7. Make predictions & give reasons why events & characters change. / Re-read all/part of Tiger Child… Point at the features of traditional tales that were identified yesterday. We are going to add to these as we study more tales. One thing we can add is that Traditional Tales often involve a younger son/child doing something on their own and meeting dangers, (add this to the list of features). Look at the page where the Tiger is looking through the window at the Tiger Child sleeping in front of the fire. Then look at the last page. How does the Uncle Tiger look? (Angry!) What do chn think he said to his sister when he went back to tell her what happened? Brainstorm ideas. / Easy
Work in small groups to act out a favourite part of the story. Chn think carefully about movements and emotions of their character. / Medium/Hard
Chn work in pairs. One becomes Uncle Tiger and the other child becomes the mother of Tiger Child. They must imagine and act out the conversation between the Uncle and Tiger Child’s mother when he returns from seeing Tiger Child sleeping in front of the fire in the village. Praise good rehearsing and discussions. TD where needed / Children can:
Easy
1. Act out a scene from a familiar story.
Medium/Hard
2. Talk about events in stories. 3. Role-play characters from a story and describe their feelings/actions.
Plenary
Choose pairs/small groups to act out their conversations and short plays.
Week 1 Wednesday
/ Main focus: Write dialogue in play script form.1&2/9. Convey info & ideas/maintain consistency in writing non-narrative (speech).
1&2/11. Write simple/ compound sentences to communicate meaning.
1&2/12. Write legibly, with letters correctly formed and orientated. / Tell chn there are several ways to write a conversation or dialogue. Draw a character from Tiger Child and a speech bubble. What could the character be saying? Model writing speech in the bubble. Explain how we don’t need to put ‘said the Tiger Child’ as the speech bubble shows us who is saying it.
Y1 as appropriate leave to write own speech bubbles.
Chn imagine that the scene they rehearsed yesterday is turned into a short scene on TV. They need to write the dialogue so that the actors know what to say. Show chn play script layout & describe how we can write our scene this way. We just write what each character says in order. Point out that we may want to give the actors a hint how to say something. We do this by putting a word in brackets, e.g. Uncle Tiger: (loudly) You don’t realise where he is? / Easy/Medium
Chn use pictures and 2/4 speech bubbles, (plan resources) to record conversation between Uncle and Tiger Child’s mother. Practise reading their dialogue with a partner. / Medium/Hard
Provide play script paper (plan resources). Rehearse how to use this to write a conversation between Uncle and Tiger Child’s mother. Chn write own version. Remind chn to give instructions as to how they want their scripts to be read. Chn share conversations with a partner and take turns to be the different parts. TD / Children can:
Easy/Medium
1. Write simple dialogue in a speech bubble.
Medium/Hard
2. Write a simple script.
3. Read a simple script aloud effectively.
Plenary
Each pair shares their dialogue. Make positive comments on how the chn used their voice to show the characters emotions.
Week 1 Thursday
/ Main focus: Write in role.1&2/6. Spell new words with increasing accuracy & confidence, drawing on word recognition & knowledge of word structure, spelling patterns & using phonics as the prime approach.
1&2/9. Draw on knowledge
& experience of texts in deciding and planning what and how to write. / Look again at Tiger Child. Imagine what he thinks when he has become used to being a cat, not a tiger cub. Do chn think he might be sorry? Would he want to go back and live in the jungle with raw food and no fire to sleep by? Discuss how he might feel… share chn’s ideas. / Explain that chn are going to be writing a note from Tiger Cub to his mother. How might Tiger Cub feel after a few days? Will Tiger Cub want to apologise? Remind chn about features of note writing, how notes start, complete sentences & who it is from. Model writing a brief note & talk about using spelling knowledge of sounds, spelling patterns to spell words. / Easy
Chn work as a group to brainstorm ideas for what Tiger Cub will say in his note. They each help the teacher to write a part of the note. Remind chn they are pretending to be a tiger cub.
TD to scribe / Medium
Chn work with a partner to brainstorm ideas for what Tiger Cub will say in his note. They each take turns to write part of the note. / Hard
Chn work with a partner to discuss how Tiger Cub might feel and what they are going to include in their note. Chn write their notes remembering that they are pretending to be Tiger Cub. / Children can:
1. Describe the Tiger Cub’s feelings through role-play writing.
2. Use correct format for writing a note.
3. Use a range of strategies to spell words.
Plenary
Hot-seat ether yourself or a child as Mother Tiger and respond as chn read their notes aloud.
Week 1 Friday
/ Main focus: Retell a traditional story.1&2/1. Tell real & imagined stories, ordering events & using the conventions of familiar story language.
1&2/8. Visualise & comment on events, characters & important aspects of a text. / Read How Rabbit Stole the Fire retold by Joanna Troughton. Discuss what happens in the story. Look back at our features of traditional tales. Rehearse these. Does this story fit the pattern? It is about animals that speak, it has repeating parts, it uses familiar settings (the forest and the forest animals), and it gives an explanation for how we got fire on Earth. Explain that this is a traditional tale from North America - read the paragraph on the bottom of the page opposite the start of the story. / Easy/Medium/Hard
Chn work in groups to create some simple props/pictures to help them retell the story in order. Discuss how the props and pictures can help them. Let the chn be creative in how they retell the story. TD where needed / Children can:
1. Talk about some patterns in traditional tales.
2. Sequence and retell a traditional tale.
Plenary
Sit in a circle and retell the story in turn, each child saying one sentence as the story is retold.
/ Objectives /
Text/Speaking/Listening
/ Word/Sentence / Independent group activities / Outcomes /These plans run alongside a structured synthetic phonics programme. Hamilton Code-Breakers, which fits all the Rose criteria - available from the English section of the Hamilton website.
Week 2 Monday
/ Main focus: Write in role.1&2/4. Explore familiar themes & present part of trad. stories for other chn thro role-play.
1&2/6. Spell new words with increasing accuracy & confidence.
1&2/9. Draw on knowledge & experience of texts in deciding and planning what & how to write. / Re-read all or part of How Rabbit Stole the Fire and remind chn of characters. Who is the main character? Rabbit-the Trickster! What does it mean to describe Rabbit as a trickster? He tricks people/he is clever/he is cunning…? What animal in English stories is sometimes like this? (Fox or sometimes Wolf.) / Explain that today chn will write a letter from Rabbit to the Fire People apologising for stealing their fire. Was he pleased to have tricked the Sky People? Suppose he was worried that they came after him! Discuss reasons Rabbit could give for stealing the fire. Model writing a letter. Remind chn of ways to spell tricky words. / Easy
With a partner discuss what Rabbit might say in his letter to the Sky People. Together type an email sounding out any difficult words. Use the space bar on the keyboard to ensure their email is readable. / Medium/Hard
Chn work in small groups of 2 or 3 to discuss what Rabbit might say in his letter to the Sky People. Each child writes their own letter. Remind chn how to lay out a letter, how we start it, and how we can sound out different words to spell them. They should check that they have left spaces between words. TD where needed / Children can:
Easy
1. Type an email in character. Leave spaces in between typed words.
Medium/Hard
2. Write a letter in role using appropriate format.
Plenary
Read a funny letter (see resources) from Rabbit to the Sky People. How is Rabbit really tricksy in this?
Week 2 Tuesday
/ Main focus: Compare traditional Tales.1&2/3. Take turns to speak & listen to each other’s suggestions, views & preferences.
1&2/7. Identify main events & characters in stories, using simple signposts in the text. / Read The Three Little Pigs (Ian Beck) to chn. Encourage chn to join in with the parts they know. Discuss the story. Compare this story to features of traditional tales. It has repeating parts, it uses animals that speak. It has things in threes; it uses a familiar country setting. Discuss with chn the moral of the story. Build your house with stronger materials? Do not answer the door to a stranger? What do chn think? /
Easy/Medium/Hard
Chn think about and look at copies of traditional tales they have read so far – Tiger Child, How Rabbit Stole the Fire and Three Little Pigs. Which one do they like best? Put chn in mixed ability groups of 3/4 according to which story they preferred. They discuss why they think their preferred tale is the best traditional tale. Encourage chn to come up with reasons! TD as required
/ Children can:1. Talk about a favourite traditional tale.
2. Give reasons for preferences.
3. Listen to other viewpoints.
PlenaryDiscuss stories, encourage chn to give reasons for preferences. Take a class vote on the best story so far.
Week 2 Wednesday
/ Main focus: Act out a traditional tale.1&2/2. Listen & respond to presentations by describing characters & commenting constructively on presentations.
1&2/4. Explore familiar themes & characters & adopt approp. roles in groups.
2/4. Consider how mood & atmosphere are created.
1/4. Discuss why they like a performance. / Read The Three Little Pigs. If this were a play, how many parts are there? How many actors would we need? Make a list on the f/c: Mother Pig, Three Baby Pigs, Man carrying straw etc. There are 8 parts in all. Discuss which parts have a lot to say and which are smaller parts. Discuss how each spoken part can be made more effective by adding expression to voices and actions/mimes to accompany what is said. /
Easy/Medium/Hard
Chn work in mixed ability groups of 8 and allocate parts to each person so that they can act out the story of The Three Little Pigs. Encourage chn to speak expressively and use actions to compliment their drama. TD where needed(Additional adult help would be useful here) / Children can:
1. Participate in acting out a familiar story.
2. Consider their role & use appropriate expressions & gestures.