Y1: Summerterm Fiction1: Fairy Stories/ Traditional Tales Main Texts: Cinderella/Snow

Y1: Summerterm Fiction1: Fairy Stories/ Traditional Tales Main texts: Cinderella/Snow White/Billy Goats Gruff

Wk 1 / Monday / Tuesday / Wednesday / Thursday / Friday
Whole class teaching / To set the scene, show chn ‘The Work Song’ from the 1950s Disney film Cinderella: do chn already know aboutCinderella story? Talk in pairs. Make a quick ‘mind map’ of the characters and events in the story. This will reveal that chn know slightly different versions of the story. Explain that this is often the case with Fairy stories and traditional tales as they have been passed on by oral telling rather than written. Can chn think of any other fairy tales? List these on the f/c and discuss similarities briefly: Which stories have a wolf in? Which feature a character with magical powers? Emphasise that traditional tales exist in all cultures, e.g.TheAnansi stories which originated in West Africa.Comprehension 1 / Remind chn that we are looking at traditional tale Cinderella. Can chn remember how to spell her name?Then show them
Did chn notice how the story started? ‘Once upon a time...’. Show that the book version began in the same way. Explain that fairy tales around the world often begin and end with the same phrase. Do chn know how these stories end? ‘And they all lived happily ever after’. Write these phrases on the f/c asking for chn’s help in sounding out / talking about which graphemes to use. Ask chn to write down the traditional opening phrase on w/bs, focussing on good letter formation and spaces between words. On your own w/b, write a jumbled/ misspelled version of the phrase and show chn. Can they spot where you have made mistakes? Transcription 1/ Grammar 1/ Spoken language 1 / Show another version of the story with text on IWB at is a great interactive version where chn can add pictures to match the story. Read through the story together, encouraging chn to join in with repeated phrases, predict what will happen next, or say which characters will feature in the next part of the story. Ask chn to describe how the setting has changed, and use lots of ‘book talk’.Model sounding out polysyllabic words, using contextual cues & spotting HF (high frequency) words. When you reach page of the interactive story ‘...and lived at the palace happily ever after’ appears, ask ‘What happens now?’ Chn will assume this is the ending! Read the final page, and ask chn to mime the wicked sisters doing some of the housework!
Comprehension 2: Group Reading / Tell the chn that today we are going to look at yet another version of Cinderella story today. Revisit the idea that fairy tales vary slightly because they are oral tales. Chn watch this oral re-telling at any differences chn have spotted between this and their book versions, e.g. which animals turn into the coachman, which object turns into the coach, how/when the fairy-godmother appears…etc.Which versions do the children prefer, and why?Tellchn that today they are going to plan an oral re-telling of the story to present to the class tomorrow. They will need to think of which version they want to use, and think of some great story language which will make their stories more exciting to listen to! Model drawing a story map of events, and writing some ‘Wow’ words they would like to use, as well as the traditional opener and ending. Composition 1 / Tell chn that today we are going to work on our group retelling of the Cinderella story. It would be good to have organized for groups of chn from another class to be the ‘audience’. Start by telling chn that you are going to have a go at telling the beginning of the story. Use the story map you started yesterday to model following the story, but relate it in a very flat, monotone manner, your head looking around the room rather than keeping eye contact with the chn. They will probably stop you and comment on your poor delivery! What’s wrong? Have I got the story in the wrong order? Why have you stopped me? Use this to focus on good story telling skills, looking at the audience, using expression in your voice, and maybe using gestures with your hands too. The chn will need to decide who is acting out the story, and who is narrating before they begin working on their performances.
Spoken language 2
Objectives / Dimension / Resources
Spoken language / Pupils should be taught to:
b. ask relevant questions to extend understanding and knowledge
i. participate in discussions/ role play/ performance
g. use spoken language to develop understanding
j. gain, maintain and monitor the interest of the listener / 1. Tuesday: Creating freeze-frames and re-telling Cinderella
Chn work in groups of 4 or 5 to produce freeze frames from the Cinderella story, using the plan resource if preferred. Support their work through pausing throughout the session to feedback on facial expressions which reflect the feelings of the characters at that point (misery, surprise, jealousy, etc.)and to ask other chn to guess what part of the story is being portrayed. How do you know? Take photographs as you move around the groups.
Plenary:Gather together to ‘re-tell’ the story, using appropriate groups in their freeze frames to illustrate that part of the story. Invite chn to join in with opening and ending phrases, reciting by heart. / Freeze frame scenes (see resources)
Cinderella books for reference
Spoken language / f. maintain attention and participate actively
h. speak audibly and fluently with an increasing command of English
i. participate in performances
l. select and use appropriate registers / 2. Friday: Perform own oral versions of Cinderella
Groups of chn perform their oral versions of Cinderella to each other or to another class or (best of all) to some parents. Remind chn how they need to use good clear voices, they need to speak slowly, and they need to make sure that their audience is listening and enjoying it! .
Plenary: Use this to feedback on how their performances went, what was difficult, which bits their audience enjoyed most, and so on. Celebrate how well they have learned the story, and become great story tellers! / None
Comprehension / Develop pleasure in reading by:
a. listening to and discussing a wide range of traditional tales
c. becoming very familiar with key stories, fairy stories, traditional tales
Understand the stories they read by:
b. checking that the text makes sense as they read
Participate in discussion about what is read to them / 1.Monday: Understanding what a traditional tale is and discussing different examples
Use this initial session to work with groups of chn to ascertain what traditional tales they know.
Rotate chn around the following activities:
Activity 1:Have a selection of tales from around the world available forchn to look at and discuss together.
Activity 2:Chn with knowledge of some fairy tales can act out one of the stories suggested in the main teaching session. Have props/ dressing up clothes/ puppets available.
Activity 3:Read a version of the Cinderella story, and discuss the story, especially the characters. Chncanthen draw and label Cinderella. Point out that her name begins with a soft ‘C’ phoneme.
Plenary: If time, showan edited highlights version at (10 minutes). Did chn spot any differences between this version, and the one read earlier? / Lots of traditional tales from around the world
Dressing up clothes/ props/ puppets
Develop pleasure in reading by:
c. becoming very familiar with key stories, fairy stories, traditional tales
d. joining in with predictable phrases
Understand the books they read by:
a. drawing on what they already know to make sense of the story
b. discussing the significance of events / 2. Wednesday:Read a different version of the story of Cinderella /Sequence the story of Cinderella
Medium/Hard: Put chn in ability groups for Group Reading. Use simple versions of Cinderella, such as the Ladybird one. For HA groups, you may use a text such as the one produced by Scholastic as a guided reading text.If time, somechncan write their own short sequence of simple sentences.
Easy:Using the plan resources,chn read and sequence sentences (give LA picture cues version) to retell the story of Cinderella.
Plenary: In pairs, chn check each other’s sequencing, and take turns to read each sentence aloud. It would be a good idea to model this first, making a deliberate mistake and inviting chn to politely correct you! / Differentiated versions of Cinderella (see resources) Simple versions of Cinderella for chn to read
Access to internet
Trans-cription / Handwriting
Pupils should be taught to:
c. form capital letters
b. begin to form lower case letters in the correct direction / 1.Tuesday: (See main teaching session) Read and write fairy-tale starts and endings
Chn write phrases ‘Once upon a time...’ and ‘...and they all lived happily ever after’ on w/bs, ensuring that there are clear spaces between words, a capital letter to begin and a full stop to end a sentence. They need to use good letter formation. In writing the title, or the main character’s name (Cinderella) they need to remember to use a capital letter for a name. It is possible also to show how ellipses may be used, e.g. after ‘Once upon a time...’. / Whiteboards

Grammar / Develop their understanding of concepts in Appendix 2 by:
a. leaving spaces between words
b. punctuating sentences using a capital letter and a full stop
d. using a capital letter for names
Composition / Write sentences by:
a.saying out loud what you are going to write about
c. sequencing sentences to form a narrative
d. re-reading notes to check for sense / 1. Thursday: Prepare an oral re-telling of Cinderella
Chn work in small groups to agree a version of the story then plan their retelling of Cinderella. They should make their own large story maps (as a group) including writing some of the key language they want to use. Use mini plenaries to highlight good vocabulary and the different versions of the story.
Plenary:Watch part of the oral re-telling again and discuss how the story-teller looks at the people he is talking to, how he speaks clearly and not too fast! / Large sheets of paper
Marker pens
For Plenary: Access to internet
Wk 2 / Monday / Tuesday / Wednesday / Thursday / Friday
Whole class teaching / Tell chn that this week we will be learning about another well-known traditional tale: Snow White. Do chn know the story? Read your version of the story and discuss briefly. Are there any similarities to Cinderella? Poor/ ill-treated girl/lost mother/villain/princeetc.What about the opening and ending to the stories? ‘Once upon a time...’ Explain that this is another very old story, and the story has changed as it has been passed on through the ages.On the f/c, write characters from the story under the headings: Heroes/ villains or if you prefer Goodies/ Baddies. What adjectives would you use to describe Snow White? Support chn in providing ambitious vocabulary choices, and ask for help in sounding out writing the words suggested. Read back the words together.
Word reading/Transcription 2 / Show chn a ‘Have you seen...?’ poster, such as the Sirius Black one from Harry Potter. Explain what these posters are for. (Chn may have seen ‘Missing/lost’ signs for pets, etc.) Talk about importance of including a good description of the person’s physical appearance, details of a reward, etc. Tell chn that we will make a ‘Missing poster’ about Snow White, to usewhen she disappeared from the palace. As shared writing, using an enlarged version of the resource, compose a poster together, using lots of good adjectives. Talk to the chn about the fact that Snow White is rather unsuspicious and trusting. We know that she let the wicked stepmother into the dwarves’ house! Today you are going to make a poster to warn her about her wicked stepmother!Composition2 / Tell chn that today we willread a different version of Snow White. Show cover of Snow White in New York. What can you already see is different?Talk with chn about how the author has changed the setting – in a city – and the time in which the story happened (the 1920s). Readthe story and discuss the other ways in which it differs, writing these on f/c. There are 7 jazzmen instead of 7 dwarves. Snow White was taken ‘downtown’ instead of to the forest/ she was poisoned with a cherry, instead of an apple.Tell chn that this book won a prize when it came out – why do chn think this is? Paired and class discussion. Focus on the illustrations, and how they, alongside the text, make us feel about the characters and events. Show how the final illustration tells us what happened to the wicked stepmother! Which version do chn prefer? Why?
Comprehension3 / Composition 3 / Show chn the words ‘and’ and ‘but’ on flashcards. Say that these are called ‘conjunctions’ - they are very common and useful words! We will re-readSW in NY story again. Tell chn that they should put up their hand whenever they hear ‘and’ or ‘but’. Discuss how these are often used to join two shorter sentences. Write up the sentence ‘Her mother was dead and for a while she lived happily with her father’. Can chn spot the conjunction? What two sentences did the author join together? Point out that there are some sentences in the book which begin with ‘And’ or ‘But’. This is okay, but not to be done too often! On f/c write the sentences: ‘But one day she read something that made her very jealous’. ‘And she plotted to...’ How could we form one long sentence? Focus on changing capital letters/ punctuation. Grammar2 / Tell chn that today we are going to invent our own variation on Snow White.Explain that in our version, the story will be set in our own city/ town/ village, and in the modern day! Talk about the fact that the main characters will be the same (SW, stepmother, father).We will not use real people for these characters! Recap on the traditional opening, and then compose the first part (shared writing) set in your location. This may feature some known people for the dwarves’ equivalent if you wish! Model how to make this the beginnings of a story map and talk through what might happen next with partners.Spoken l 3 /Composition4
Objectives / Dimension / Resources
Spoken language / Pupils should be taught to:
a.listen and respond appropriately to adults and peers
f. maintain attention and participate actively in collaborative conversation
j. gain, maintain and monitor the attention of the listener / 3. Friday: Produce an oral story of Snow White set in modern times in our own location
Chn work in pairs or individually to use story maps to help them to tell an oralstory of‘Snow White in (Anytown)’. They draw on the opening part you have already planned together.Encourage them to tell the story as they go and discuss ideas, and listening carefully to each other’s contributions!
Plenary: Allow a good amount of time for chn to tell their own versions of the story using their story maps.
Focus praise on good collaborative and speaking/ listening skills as well as for their imaginations! / See Composition 4
Comprehension / Understand the books they read by:
c. discussing events in a book
Develop pleasure in reading by:
b. being encouraged to link what they read or hear read to own experiences
c. becomingveryfamiliar with traditional tales / 3. Wednesday: Give reasons for opinions about a story or about characters
Easy/Medium: Using colour-photocopied pages from the book, ask chn to choose their favourite illustration and talk about how the image helps to tell the story and describe the characters.
Medium/Hard:Chn use photocopiesto cut out a favourite picture and write about why they have chosen it. They should give at least three reasons.
Plenary: Invite selected chn to talk about their chosen illustration. Use this to reinforce discussion about differences between this and the original version. / Colour photocopies of pictures from Snow White in New York
Word reading
Transcription / Word reading:read words containing taught GPCs
read other words of more than one syllable that contain taught GPCs
Spelling
b. using the prefix un-
Write from memory simple sentences dictated by the teacher / 2.Monday:Writing adjectives or phrases to describe a character
Have the hero/ villain list visible and write several adjectives orphrases which describe one of the characters. Include one or two words with the un- prefix if possible. Read the words carefully together, and ask if chn can guess which character is being described? Then ask chn to do the same individually, again aiming to write at least one word with the prefix un-. When finished, chn read their descriptions to a partner – who is being described? How did you know? Then ask chn to write short descriptions for a favourite character. Support chn who struggle.