Week: 1 of 5 Unit: N3 Traditional and Fairy Week Beginning: Monday 11th January 2009

Stories.
Class: 2J Year: 2 Weekly Outcomes: To know what a traditional and fairy story is. To be able to discuss characters,
Teacher: R James setting and plot. To work in role. To question story characters. To write a riddle about a story
character.
Texts: A range of traditional and fairy tales. Resources: IWB / Sheets all in T & F stories folder.

Lesson Whole Class Shared Independent Task Plenary Guided group

Objectives Reading / Writing (differentiated to meet Chn to self assess (With Class
the needs of all groups) (traffic lights) against Teacher)
success criteria
Mon I can recognise Look at a range of printed book covers, e.g. Jack and the In mixed ability groups children Refer back to the class Guided Reading
features of beanstalk, the Little Mermaid, The little red hen, investigate different Traditional brainstorm. Add any session with
11th
Traditional Tales. new ideas or knowledge
Goldilocks, Stone Soup etc. What type of stories do chn think Tales and their features. Children Group 1 and 2.
these are? What do they have in common? What do chn know / record ideas about the story on a chn have discovered EA to hear
Give some reasons from investigating
why things happen think they are about? Discuss the terms Traditional And Fairy large sheet of sugar paper. independent
Traditional Tales
or characters Stories – what does this mean to chn? Create a mind map / Then complete table: readers.
SC:
change class brainstorm of elements of Traditional Tales. *Characters?
1.Have you Identified
*Characters *Setting?
characters?
Explain their *Settings *What goes wrong?
2.Have you identified
reactions to texts, *Language *How is it solved? settings?
commenting on *Plots (One HA child to scribe on sheet for 3. Have you identified
important aspects group). what goes wrong?
Tues I can use pictures What story are we going to be looking at today? Give clues, Chn choose from 4 activities to help Show the children the EA to support across
as a stimulus for ‘We enjoy a bit of exercise.’ ‘I just can’t get comfortable’. ‘I’m them retell the story. beginning of the story all groups, focusing on
12th
telling a fairy story. developing vocabulary,
not too sure about this food’. ‘The door to the house is open!’ without any
‘Who’s that sleeping in MY bed?’ How many clues do chn need 1) Make stick puppets of the punctuation. Read it use of language.
I can retell a story before they guess it? Can they give some clues to another characters, work in a group and ask children what Particular support EAL
in a variety of ways, chn.
story for the rest of the class to guess? / with a partner to retell they think is wrong.
using ‘story
the story. Discuss reasons for
language’. * When Krishna is in
View the Goldilocks and the Three Bears picture PowerPoint. 2) Create a story map of the using a full stop and
ask him to share one
Highlight that there are no words on this PP to tell the story, so setting of the story, make when we need to use a
Tell real and imagined of the traditional
stories using the chn will have to do it themselves. Label themselves A and B with characters to add on and capital letter. Add
tales in Tamil with
conventions of familiar
their talking partner, take turns to tell the part of the story retell. full stops and capital the Tamil speaking
story language.
that would go with each slide. 3) Complete a simple written letters to the chn. Any common
retell of the story. paragraph. (Target phrases used – e.g.
Adopt appropriate roles
4) Play ‘Goldilocks Board link). once upon a time?
in small or large groups Choose a few chn to repeat this to whole class.
and consider Game’. (CT SUPPORTED). Happily ever after?
alternative courses of Etc.
action
Wed I can ask suitable Recap work from yesterday. Who do chn think is the LA – Work in pairs. Discuss and HA share their task HA – Discuss how G.
questions to find can be viewed in two
13th good character(s) and bad ones in Goldilocks? (Remind record on WBs 2 or 3 questions and explain what
out what a
chn of heroes and villains vocab from last year. for any or all of the Three they have done. ways – good or
character is like.
naughty! Use large
Bears. When complete and
I can think of picture of G. split
Tell chn they are going to meet Goldilocks, what would checked copy own Question(s) Success Criteria –
things that a down the middle,
character would say they like to ask her? into books. Take turns to be the thumbs up – do chn speech bubbles on
/ think. Partner talk, come up with a question and record on WBs. bear and answer 2 / 3 of the think they have a one side – her
questions in character. Move good understanding pretending to be
Work effectively in
Teacher in Role, chn to hotseat Goldilocks using their onto next child. (EA SUPPORT) of the characters in good – Thought
groups by ensuring
Qs. Goldilocks? bubbles on other-
that each group
member takes a MA – As MA independently. what she is really
turn challenging, like. Discuss
Did she respond as they expected? What do they think
supporting and sentences – VCOP.
moving on of her now?
Thur I can give suitable Who am I? Read chn a riddle clue for a certain HA – chn to write their own Share a selection of LA – Guided
14th clues in a riddle. character e.g. I love to throw big parties, I live in the riddles for traditional or fairy riddles. Can chn writing of a Who
palace, I fell in love with a girl who left her shoe story characters. Orally think of any ways to am I riddle. Use
I can use question
behind, Who am I? Chn give their ideas – reveal rehearse each clue before improve other WBs before
marks correctly in
my riddle. answer (Use PP) Tell chn that this time they have to recording – ask a partner if they people’s riddles? recording in books.
SECRETLY write their answer on a WB. I am proud and think it is a good clue – can they Have they heard
Explore how wicked, I think I am beautiful, I tried to get rid of improve it? any really good
particular words are my pretty step daughter, Who am I? Chn show their clues? Really tricky
used, including answers and reveal answer. MA - chn to write their own riddles?
words and
expressions with
Partner talk – rehearse own Who am I? Riddle. Share riddles for traditional or fairy
similar meanings some examples – discuss what makes a good clue. Show story characters. Orally Linked to Success
the three little pigs riddle – is this one very easy? Why? rehearse each clue, then write criteria – chn put
Use question marks, Encourage chn to use challenging clues as in the first on a WB, check through with work in the Traffic
and use commas to ones. Would the second one be better or worse if final partner and / or EA. Record in lights boxes.
separate items in a
list clue was I tried to get rid of Snow White? books. (EA SUPPORTED)
Fri I can present my Recap work from yesterday. Discuss how display wall is Chn complete display copies of Work together to Support all.
15th work appropriately developing so far. Tell chn they are going to do a neat riddles then choose how to do decide how to
for display.
Write legibly, using
copy of (one of) their riddles to go on display along with their picture and complete that. create and put up
upper and lower a picture (pastel, crayon, pencil, felt-tip or paint) of the the display.
case letters character they are describing, so people have to try and
appropriately within
match them up.
words, and
observing correct
spacing within and
 between words
Mon
Tues
Wed
Thurs
Fri