Y1/2: Springterm Fiction1b: Traditional Tales Main Texts:The Three Little Wolves and The

Y1/2: SpringTerm Fiction1B: Traditional Tales Main texts:The Three Little Wolves and the Big Bad Pig/The True Story of the Three Little Pigs

Wk 1 / Monday / Tuesday / Wednesday / Thursday / Friday
Whole class teaching / Show chn a book or images of traditional tales (see resources).Do they recognise the characters? Explainhow well known (and often very old) stories have been handed down by parents to chn who then tell the stories to their own children. These are traditional tales. People often learnt or knew the stories by heart. Ask chn which are their favourites and make a vertical list together using bullet points (orsee resources). Ask who knows the story of The 3 Little Pigs. Have a go at telling it together, there are lots of slightly different versions. People get very attached to ‘their version’. Then read a version of the story together that you like (or see plan resources). Encourage chn to notice and join in with repetitions. Comprehension 1/ Spoken language1/Word reading 1 / Today chn start to learn the 3 Little Pigs by heart.But first, who can remember the ‘chorus’ of the story learnt yesterday?To learn to tell the story it needs to be simple and repetitive. Model how to edit by condensing the plan resourceof The 3 Little Pigs used yesterday with the children,discussing which parts to cut out and change until you are all happy with it. Then begin to learn it together using actions to help you all rememberit (for more details of learning stories by heart as a basis for writing see The Bumper Book of Stories – Storytelling into writing Key Stage 1 by Pie Corbett – which includes a simple version of 3 Little Pigs). Spoken language 2 / Revisit story telling language used in yesterday’s plenary and read through the words together asking chn how they could be usedto make longer sentences. Explain how to join 2 simple sentences using and, but and or, e.g. The first pig built his house of straw butthe wolf blew the house down. Write a couple of their ideas/your examples on the flip chart modelling correct punctuation. Then demonstrate how to use when, ifand becausetowrite sentences with subordinate clauses, e.g.The first little pigs ran to his brother’s house because he was scared. Can you add any more useful words to the list? Grammar 1 / Model how to make a picture story map which tells your Three Little Pigs story in pictures with some vocabulary to support story learning process (see resources for an example + pictures that can also be used). Eventually chn will need to have access to a copy or display story map to help them remember and tell the story.Consolidate the re-telling of the story– can everyone say it now?
Comprehension 2 / Explain how authors often take the idea of a traditional story and then change things round and mix things up a bit. Can chn think of examples? Show chnThe 3 Little Wolves and the Big Bad Pig. Read the blurb and the title page. See if chn can predict what this story might be about. Read the story enjoying the pictures and the humour. Talk in simple terms about how stereotypes have been turned on their heads. Brainstorm some alternative ideas of your own.
The 3 Little Ducks and the Big Bad Fox.
The 3 Little Elephants and the Big Bad Mouse.
The 3 Little fish and the Big Bad Shark.
Chn spend a few minutes talking in 3s about ideas for stories to tell along these lines.
Spoken language 3/Composition 1
Objectives / Dimension / Resources
Spoken language / Pupils should be taught to:
a. listen and respond appropriately to adults and their peers / 1.Monday: Telling a simple story including repetition
Working in pairs chn tell each other the story of the 3 little pigs. Give them a card with the ‘chorus’ to read out loud in unison (see resources).See Comprehension 1. / Card with ‘chorus’ of 3 Little Pigs (see resources)
Pupils should be taught to:
h. speak audibly and fluently with an increasing command of Standard English
i participate in discussions, presentations, performances, role play, improvisations and debates
j. gain, maintain and monitor the interest of the listener(s) / 2. Tuesday: Learning a story by heart and retell it in a clear voice
Really work on getting this story by heart. Stand in a circle and say it several times. Concentrate on different bits. As chn get more confident withdraw your voice and just help when they get stuck. Talk about performing a story, using expression, clear voices, gestures, etc. Maybe you can introduce one or two sound effects. Try telling it with one group starting then different groups taking over. Talk about how important it is to listen to other people and for everyone to contribute.
Plenary:If possible,perform the story to another class or in assembly. / Simple story of 3 Little Pigs to learn (edited plan resource)
3. Friday: Planning and telling an alternative version of The 3 Little Pigs
Easy -Use the fingers puppets of the 3 Little Pigs to tell the story they have learnt by heart (see resources).
Medium/Hard - Chn work in 3s to make up an alternative version verbally and then retell it to another group (see Composition 1). / Finger Puppets (see resources)
Large piece of paper
Comprehension / Y1/Y2c. becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
Y1d. recognising and joining in with predictable phrases
Y2e. recognising simple recurring literary language in stories and poetry / 1.Monday: Group reading – The Three Little Pigs
After having a go at telling the story in pairs (see Spoken language 1), chn read a version of the 3 Little pigs appropriate to their reading ability (see resources for one version).Chn read story together in a group focussing again on the repeating language.
Chn who struggle to read should use The Three Little Monsters Hamilton Group Reader and work with an adult in a group of 6.
Plenary:Look at and read the list of Useful story words (see resources).Try and spot some examples of the words in one of the stories chn read. Ask chn in the Three Little Monsters group what was different about their version? Where did each monster make a house? / Copies of The Three Little Monsters Hamilton Group Reader
Copies of a version of the 3 Little pigs (see resources)
Useful story words (see resources)
Develop pleasure in reading by:
Y1/2c. becoming very (and increasingly) familiar with key stories, fairy stories and traditional tales
Y1d. recognising and joining in with predictable phrases / 2.Thursday: Group reading/role play – Script of The Three Little Pigs
Easy/Medium -Have a go at acting out/ improvising/ playing the story of The Three Little Pigs.
Medium/Hard -Give chn copies of the Three Little Pigs playscript in groups of 8 (see resources).Chn agree roles and read out playscript noticing the layout.
Plenary:Pick out examples of particularly expressive reading (fierce wolves and frightened pigs, etc!)and ask volunteers to repeat to the class. / Playscript of The 3 Little Pigs(see resources)
Word reading
Transcription / Y1/Y2 Pupils should be taught to:
a. apply phonic knowledge
Y1b. respond speedily with the correct sound to graphemes
Y2b. read accurately by blending the sounds in words / 1.Monday: Group reading – The Three Little Pigs
Chn read a version of the 3 Little pigs appropriate to their reading ability (see resources for one version).Chn read story together in a group focussing again on the repeating language (See Comprehension 1). / Copies of a version of the 3 Little pigs (see resources)
Grammar / Y1 Develop their understanding by:
b. joining words and joining clauses using and
Y2 Learn how to use:
d. subordination (using when, if, that, or because) and co-ordination (using or, and, orbut) / 1. Wednesday: Using conjunctions to join simple sentences and add subordinate clauses
Easy -Cut out the simple sentences and use or, and or but to join them to make 3 longer sentences. If time they copy one or more carefully into their books(see resources).
Medium-Using the same resource as Easy group chn copy first half of sentence, add a conjunction and then finish the sentence using ideas on resource sheet or make up an ending of their own.
Hard -Chn use conjunctions when, if and because to finish the sentences on plan resource or make up their own with the theme of The 3 Little Pigs.
Plenary: Watch this version of the story what do chn think? While chn watch teacher jots down useful story phrases to discuss with chn when story is finished. / Simple sentences to join and sentences to complete (see resources)
Composition / Y1 Write sentences by:
a. saying out loud what they are going to write about
b. composing a sentence orally before writing it
Y2 Consider their writing by:
a. planning or saying out loud what they are going to write about
b. writing down ideas and/or key words, including new vocabulary / 1. Friday: Planning a story to tell based on The 3 Little Pigs
Easy -Use the fingers puppets of the 3 Little Pigs to tell the story they have learnt by heart (see resources).
Hard/Medium - Chn have a go at planning an alternative story based on the structure of the 3 Little pigs. They work together to produce a story map. The quality of the drawings are not important and should be quick sketches or jottings to help them remember their story. They practise telling their story (see Spoken language 3).
Plenary:Chn tell their story to another 3 and listen to theirs. Easy groups join a 3 to listen to the ‘new’ story. Emphasise how authors always ‘borrow’ other people’s ideas and then build on them. / Finger Puppets (see resources)
Large piece of paper
Wk 2 / Monday / Tuesday / Wednesday / Thursday / Friday
Whole class teaching / Remind chn about The 3 Little Wolves and the Big Bad Pigstory.Flick through the pages and recall what happened and the wolf’s arguments. Then return to the list you all made of alternative versions of the 3 Little Pigs together (wk 1 Fri). Talk about how we can use the structure of a story we know by heart to help us tell/write a new one. Tell the story you learnt last week in the exactly the same way but substitute ducklings for pigs and fox for wolf (or your own ideas). You could also agree to change the materials of the houses if you want to. Discuss ideas, perhaps reeds, mud and stones or paper, card and plywood or ice cream, gingerbread, toffee – the possibilities are endless! Then show chn your preferred story-planning format and/or remind them about story maps (see resources).
Composition 3 / Spelling - write these words on the flip chart catch, fetch, kitchen, match, hutch.
Underline the -tch in each word, explain that if this sound comes after a single vowel letter is usually spelt -tch (exceptions – much, such, rich, which (Appx 1 piii).
Characters - model how to make a character study using the ducklings(see resources). Write adjectives round the picture (about appearance and character) and then at the bottom write 2 descriptive sentences together using your words and correct punctuation (also use conjunctions and, but, or). Explain/model to Med/Hard groups how to use question marks and/or exclamation marks as appropriate.
Grammar 2 / Look at examples of story maps/ other plans that chn made on Mon Wk 2. Look at the way one event leads to another. Can chn tell their story using their plan? Give chn a few minutes to practise then ask volunteers to tell part of their story.
Then read through list of conjunctions (see resources).Remindchn how they help us to write longer sentences (chn do not need to use term conjunction at this stage – see glossary p73). Remind chn/model how to count out each word in their sentence on their fingers before they start writing. Remind them to make sure they use a capital letter,full stop, question mark, etc.Then they plan their next sentence. They remember to sound out the words carefully using their phonic knowledge.For ‘Hard’ group, model how to have a go at spelling words they don’t know by trying them 3 times on scrap paper. They tick the one they think ‘looks best’ and use it in writing.
Composition 4/ Grammar 3 / Explain to chn that as well as to start a sentence, we always use capital letters for names. Write a list of names of fairy tale characters on the flip chart and ask chn to write them again on whiteboards adding capital letters (or see resources).
Then read some of the stories written so far looking for good use of descriptive language and conjunctions.
Composition 5/Transcription 2 / There are two sides to every story! Show chn the cover of The True Story of the 3 Little Pigsby Jon Scieszkaand read the blurb and reviews on the inside cover. Has anyone read this? What is it about? The Wolf is trying to make a persuasive argument that he is not so bad after all and it has all been a misunderstanding. Read the story to chn enjoying the illustrations and the humour.What other true stories could there be in the same style that Jon Sciesza (or they) could write! Brainstorm some ideas,e.g. The true story of the Ugly sisters, The true story of the troll (Billy Goats Gruff), the true story of the witch (Sleeping beauty/ Rapunzel), etc.
Explainhow stars 1-5 are often used to review books and other things (see resources).
Spoken language 4
Objectives / Dimension / Resources
Spoken language / Pupils should be taught to:
d. articulate and justify answers, arguments and opinions
k. consider and evaluate different viewpoints, attending to and building on the contributions of others / 4. Friday: Reading, browsing and evaluating books together
Gather together as many fairytale and alternative fairytale books as you can for chn to enjoy browsing and reading in groups or pairs. They choose 3 books to rate colouring in 1-5 stars (see resources). Encourage them to think of a reason why they have given a particular rating; especially for the ones they give a low score.
Plenary:Chn discuss their choices with the class and reasons as to why they gave their particular rating.WatchThe True Story of the 3 Little Pigs mins). / Rating card with stars for book choices (see resources)
Transcription / Y1b. begin to form lower-case letters in the correct direction, starting and finishing in the right place
Y2b. start using some of the diagonal and horizontal strokes needed to join letters / 3. Thursday: Using careful handwriting
When writing alternative stories, remind chn to use careful handwriting, joining their letters where appropriate (see Composition 2). / None
Grammar / Y1 Develop their understanding of concepts by:
c. beginning to punctuate sentences
Y2 Learn how to use:
b. expanded noun phrases to describe and specify / 2. Tuesday:Using full stops, capital letters and exclamation marks
Easy -Write a descriptive sentence under the picture of the ducklings using words from intro for support. Remind chn to usea capital letter and full stop.
Medium -Write adjectives and adjectival phrases round the Cunning Fox. Then write threeor more descriptive sentences.
Hard -As for Medium but chn write a short paragraph. They also write a sentence that uses a question or exclamation mark.
Plenary:Share work and focus on punctuation. / None
Y1 Develop their understanding by:
b. joining words and clauses using and
Y2 Learn how to use:
d. subordination (using when, if, that or because) and co-ordination (using or, and or but) / 3. Wednesday:Using conjunctions and punctuation when writing an alternative story to The Three Little Pigs
Easy - Chn write correctly punctuated sentences when writing their story.
Medium/Hard - Chnbegin to write or begin to write their newversion. Remind chn to write some longer sentences using conjunctions and to use punctuation (see Composition 3). / Story Editing Checklist(see resources)
Composition / Y1 Write sentences by:
a. saying out loud what they are going to write about
Y2 Consider their writing by:
a. planning or saying out loud what they are going to write about
b. writing down ideas and/or key words, including new vocabulary / 3. Monday: Planning an alternative story to The Three Little Pigs
Easy -With support, chn decide which alternative animals they will use in their new version of The Three Little Pigs. They make a story map or plan of their ideas based on the structure they have learned (as explained on Thurs Wk 1).
Medium/Hard -As for Easy group but working independently.
Plenary:Chn tell a partner their story from their plan and listen in return. / None
Y1 – c. sequencing sentences to form short narratives
Y2 - c. encapsulating what they want to say, sentence by sentence / 4. Wednesday:Writing an alternative story to The Three Little Pigs
Easy - Chn use plans to write a sentence or sentences for their new version of The Three Little Pigs.
Medium/Hard - Chnbegin to write or begin to write their newversion. Remind chn to try and write some longer sentences using conjunctions. They could add dialogue & detail to make their story interesting to the reader.Remind them to re read their work and use careful and neat handwriting. They may need more time to finish their story.
Plenary:Chn discuss snags so far. / Story Editing Checklist(see resources)
Y1 – d. re-reading what they have written to check that it makes sense
Y2 - Make simple additions, revisions and corrections to their own writing by:
a. evaluating their writing with the teacher and other pupils / 5. Thursday: Finishing and illustrating their story
Easy -With support, chn finish and illustrate their story.
Medium/Hard -Chn continue with their story and finish it. They check for capital letters and full stops etc and then illustrate it. All chn think about careful handwriting.
Plenary: Have a quick look at plan resourceStory Editing Checklist. Did chn remember to do some/most of the things on the list? / Story Editing Checklist(see resources)

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