Year 2, Sequence 2
Traditional tales
Sequence 2
Traditional tales
Approximate duration: Three weeksBig Picture
Through this teaching sequence, children explore different versions of a traditional tale. By the end of the sequence, they will have written a new version of the tale for other children to enjoy.
Phase 1: Enjoy and immerse
Children become familiar with the structure, setting and characters of two versions of a traditional tale.
Phase 2: Capture and organise
Children are supported in developing ideas for a new version of the traditional tale with different characters and setting.
Phase 3: Collaborate and compose
Children undertake supported writing sessions to develop their own narrative writing.
Phase 4: Write independently
Children write, edit and read aloud their own versions of the traditional tale.
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Year 2, Sequence 2
Traditional tales
Main source text
Treasure House Anthology Sequence 2 text. The Great Chapatti Chase, Penny Dolan, ISBN 978-0-007-59121-3
Extra source texts
The Runaway Dinner, Allan Ahlberg, ISBN 978-1-406-30549-4, spread 4
Background knowledge
Traditional tales have some of the same elements as fairy tales, such as the use of fantasy and magic, good and bad characters, and repetitive phrases. Over the centuries, these tales have been passed down orally from generation to generation and are still popular in our modern times. Eachtale would have elements of everyday life and culture that would be familiar to the listener and would also convey, by example, a moral message for the listener to consider and understand. Some traditional tale plots have been adapted and retold all over the world. For example, the main source text, The Great Chapatti Chase, is an Indian version of the well-known European traditional tale ‘The Gingerbread Man’.
Spoken outcome
To perform, through storytelling, a written traditional tale to an audience
Writing outcome
To rewrite a different version of a familiar traditional tale
Prior knowledge
Check children’s experience, knowledge and understanding of:
· the different genre elements of traditional tales
· the story of ‘The Gingerbread Man’ for comparisons
· how traditional tales were orally passed down from the very distant past.
Diagnostic assessment options
Before starting the unit, you may wish to conduct an initial diagnostic assessment of children’s knowledge and understanding.
Ideas for initial diagnostic assessment options include:
· reviewing children’s writing for accurate sentence composition and the correct use of sentence punctuation with respect to capital letters, exclamation marks and apostrophes
· speaking and listening activities where children respond using exclamation sentences and join sentences with ‘and’, ‘but’ and ‘or’
· reviewing children’s writing to check that they can spell words that start with ‘kn’ and ‘gn’
· speaking and listening activities to check that children can identify the /n/ sound spelt ‘kn’ and ‘gn’.
Cross-curricular links
KS1 Art and design
· Use drawing, painting and sculpture to develop and share their ideas, experiences and imagination.
KS1 Geography – Geographical skills and fieldwork
· Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage.
Treasure House links
· Treasure House, Year 2, Comprehension Unit 2: Traditional tale: ‘Jamil’s Clever Cat’
· Treasure House, Year 2, Composition Unit 3: Traditional tale: ‘The Fox and the Crow’
· Treasure House, Year 2, Vocabulary Unit 5: Using suffixes in adjectives
· Treasure House, Year 2, Grammar Unit 1:
Co-ordinating conjunctions
· Treasure House, Year 2, Grammar Unit 6: Sentence types: exclamations
· Treasure House, Year 2, Punctuation Unit 2: Apostrophes for omission
· Treasure House, Year 2, Spelling Unit 4: Words beginning with kn- and gn-
· Treasure House, Year 2, Spelling Unit 26: Apostrophes for contractions
Resources
Props and percussion instruments for drama and storytelling activities (optional); a map of the world; pictures of chapattis; word cards for ‘or’, ‘but’ and ‘and’; paper for story map making; story of ‘The Gingerbread Man’ (optional)
Source texts – see Anthologies; Story map 2; Making -er and
-est words; Traditional-story planner; Proofreading sheet – My writing checklist; Proofreading sheet – My writing checklist (blank)
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Year 2, Sequence 2
Traditional tales
Phase 1: Enjoy and immerse
In Phase 1, children look at the illustrations and listen to the main source text, The Great Chapatti Chase, being read aloud. Over several sessions, children have opportunities to discuss the story through comprehension and discussion activities as well as exploring characters and story structure through drama, storytelling, writing and analysis of the text. Phase 1 also covers the vocabulary, grammar and punctuation focus on using capital letters for demarcating sentences and to denote proper nouns, and includes work on adding ‘-er’ and ‘-est’ to adjectives.
Programmes of study: Year 2· Comprehension: Become increasingly familiar with and retell a wider range of stories, fairy tales and traditional tales.
· Comprehension: Recognise simple recurring literary language in stories and poetry.
· Comprehension: Make inferences on the basis of what is being said and done.
· Comprehension: Predict what might happen on the basis of what has been read so far.
· Vocabulary, grammar and punctuation: Learn how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular).
· Vocabulary, grammar and punctuation: Use the suffixes ‘-er’ and ‘-est’ in adjectives and use ‘-ly’ in Standard English to turn adjectives into adverbs.
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Year 2, Sequence 2
Traditional tales
Sparking interest
Display the front cover of the main source text, The Great Chapatti Chase, to children. Check that they understand what the word ‘chapatti’ means. Encourage them to share any of their own experiences of eating chapattis. Ask them where they think the story is set. Link this to countries that traditionally use chapattis as everyday food. Confirm that the story is from India. Compare the position of India with the UK on a world map / globe. Highlight that the story is a traditional tale.
Introduce the sequence by explaining the Big Picture: children will be looking at the tale to help them write their own version.
Reading and discussing
Introduce the text. Read up to page 27 to children and then lead a discussion to check their understanding of the story.
Discuss the following with children.
· What other traditional tale is similar to this story? (‘The Gingerbread Man’)
· How is the Chapatti Man made?
· What animals does he meet along the way? Are they animals we would see in the UK?
· What does the Chapatti Man always say?
· What problem does the Chapatti Man have? (getting across the river)
· Why would the Chapatti Man be scared of water?
· What do you think happened to the Chapatti Man at the end of the story?
Drama and storytelling
Use a range of activities to reinforce children’s understanding of the main story. Select the activities that suit your class using mixed-ability groupings.
· Storytelling: Become a storyteller. Children should accompany your performance, either by using props for sound effects or by taking the roles of the characters.
· Character voices: Put children into groups of eight. Give them each a character from the story. Use pages 30–31 to discuss the different vocal responses to the Chapatti Man. Let them practise these responses in the right order with one child playing the Chapatti Man.
· Freeze-framing key moments: Arrange children into tableaux of each scene from the story. Use thought-tracking, asking each child in the freeze-frame what their character is thinking at that particular moment.
· Class performance: Using ideas from the other drama and storytelling activities, encourage children to put on a class or group performance of the tale about the Chapatti Man.
Incidental writing
Short writing activities enhance children’s understanding of the story and help to inform the teaching focuses in the collaborative composition phase. Children could:
· collect different verbs that illustrate ways of talking, for example, ‘mewed’, ‘yelped’ and ‘bleated’
· think of simple alliterative descriptions for each animal character and the Chapatti Man, for example, ‘lazy lump’, ‘fancy face’ and ‘giddy goat’
· collect verbs that illustrate movement, for example, ‘rolled’, ‘trotted’, ‘chased’ and ‘swam’, and use them to label a scene from the story
· write simple instructions to make a chapatti
· draw and label pictures of animals that live in India and write captions for them
· choose one of the characters that chased the Chapatti Man and write what they think happened to him.
Analysis
Show children Story map 2. Using the story, encourage them to help you fill in information about the setting, the characters, the beginning of the story, the different parts of the chase, Chapatti Man’s problem and the ending of the story. Ask children what the two recurring phrases are and record them on the sheet. Reinforce the sequence of the tale by encouraging children to draw their own story maps with labels. Display all the story maps for children to see.
Grammar: Revision of capitalisation for proper nouns
On a board, write the following: ‘Run, run as fast as you can! You can’t catch me, I’m Chapatti Man!’ Ask children where the phrase comes from (The Great Chapatti Chase). Highlight the name ‘Chapatti Man’. Ask them why the two words start with capital letters. Discuss that this is the chapatti’s name and that proper names start with capital letters. Encourage children to write out proper names for each of the other characters in the book, for example, ‘Charlie Cat’ or ‘Ellie Elephant’.
Phonics and spellingWrite the word ‘fast’ on the board. Suggest that the running cat in The Great Chapatti Chase was fast but the dog was faster. Write a word sum to add ‘-er’ to ‘fast’: ‘fast+ -er =faster’. Ask children who the fastest runner was (Chapatti Man). Write another word sum to add ‘-est’ to ‘fast’: ‘fast+est = fastest’. Write out sentences using the words. Underline the suffuxes ‘-er’ and ‘-est’ and discuss how we can add these to the end of adjectives to make a comparison. Put children into pairs and give them the Making -er and -est words cards. Have children use the cards to make ‘-er’ and ‘-est’ words and then compose sentences using the words they have made.
Review of the Big Picture
At the end of this phase, discuss with children what they have learnt so far about the story and the main characters. Remind them that this is all working towards writing their own stories.
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Year 2, Sequence 2
Traditional tales
Phase 2: Capture and organise
During Phase 2, children start to develop ideas about the new content needed to create a retelling of a traditional tale similar to the structure of The Great Chapatti Chase and ‘The Gingerbread Man’. Working collaboratively, children decide on a new setting, a different escaping food character and five different characters wanting to eat it. Phase 2 also includes work on spelling the /n/ sound ‘kn’ or ‘gn’.
Programmes of study: Year 2· Comprehension: Discuss and clarify the meanings of words, linking new meanings to known vocabulary.
· Comprehension: Draw on what they already know or on background information and vocabulary provided by the teacher.
· Comprehension: Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say.
· Composition: Plan or say out loud what they are going to write about.
· Composition: Write down ideas and/or key words, including new vocabulary.
· Spelling: The /n/ sound spelt ‘kn’ and (less often) ‘gn’ at the beginning of words.
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Year 2, Sequence 2
Traditional tales
Introduction
Remind children of the Big Picture. Using Story map 2 and the children’s story maps created in Phase 1, remind children of the characters and story structure of The Great Chapatti Chase. Make the links again with ‘The Gingerbread Man’.
Tell children they are going to work together as a class to plan and write their own version of the traditional tale using a different setting, a new main character and four new chasing characters.
Discussing ideas
As a class, discuss and make decisions about creating a class story. Record children’s ideas for future reference. Use the extra source text, The Runaway Dinner, as an example of other foods used in a similar chase tale. Use food images for inspiration and ideas.
Discuss the following with children.
· Where will the story be set? (for example, the Arctic)
· When will the story be set?
· How is the setting linked to the edible main character?
· What sort of food will the main character be? How will this be linked to the setting? (for example, Inuit bannock bread)
· What four characters will chase the main character? (for example, an Inuit baker, an Arctic fox, a moose and a polar bear)
· What will the main problem, obstacle or dilemma be for the edible main character?
· Which character will try to trick the main character? How will they try to trick them?
· How will the story end? Will the trick be successful or will the ‘food’ get away?
Drama and storytelling
Use a range of activities to allow children to explore suggestions for their new traditional tale.
· Hot-seating: This activity can be done in pairs, small groups or as a class, with different children representing the characters. Questions could include:
First chasing character: ‘How did you feel when the ‘food’ ran away?’ ‘What do you think happened to it?’ ‘What did you say when you saw it go?’
Food: ‘Why did you run away?’ ‘Why did you tease the chasers?’ ‘Where were you going?’ ‘How did you plan to escape?’
· Exploring the ending: In small groups, let children work together to decide on the ending of the tale and enact it for the rest of the class. Work with children to decide on the best choice.