YEAR 4: AUTUMN TERM 1: TRADITIONAL TALES (GRIMM’S Brothers)

LO/SC BEGINNING MIDDLE END RESOURCES

Lesson To listen to and discuss a variety of L1 POWERPOINT 1 SLIDES 1 to SLIDES 10 We are going to focus on two of the *Challenge L1 POWERPOINT:
1 stories. *Show images from traditional tales (from stories: children Fairytale images
Grimms) “Rumpelstitskin” SLIDE 14 (Which we orally
To increase familiarity with fairy will return to in the next few weeks) summarise L1 POWERPOINT:
tales and retelling these orally. *Ask if recognise illustrations and story And to start with “Hansel and story to Hansel and Gretel
connected with it. (See notes for story title) Gretel” partner or WITH questions
I can recognise and name some *What do you think the links are between the So what is the story? whole class
traditional/fairy tales. pictures? SLIDE 15 *Potentially
*What stories can you retell? using only
I can listen to and learn the story of *What are similarities and differences between Tell the story of Hansel and Gretel 20/30 words
“Hansel and Gretel”. the stories? using the etc
Introduce the idea of a venn diagram to L1 STORY WITH QUESTIONS
compare two things (Children will return later POWERPOINT
lesson) SLIDE 11 Ask questions to aid understanding
*All of the stories are called “Grimm’s fairy
tales” SLIDE 12
*Who are the Grimm Brothers? SLIDE 13
*They wrote German folk tales/fairy tales about
200 years ago. They were initially wanted them
to be orally retelling stories, but were then
written down. Many of which are stories we
know of today.
*Why do you think stories change through oral
retelling though?
Lesson To choose nouns or pronouns SPAG: L2 NOUNS AND PRONOUNS Recreate story board of Hansel and *Which L2 POWERPOINT:
2 appropriately for clarity and POWERPOINT Gretel words did SPAG INTRO:
cohesion and to avoid repetition. -Encourage writing first then you use to Noun and
L2 POWERPOINT pictures in wrong order illustrations fulfil the Pronouns
To extend the range of sentences Start by showing the children images from the Splitting the story into 8 parts and conjunction
with more than one clause by using story of Hansel and Gretel. how and where. and pronoun L2 POWERPOINT:
a wider range of conjunctions. Show the images in the wrong order. Use a story board sheet to help challenge? Pictures of story
Can you remember this particular part of the organisation. ENGLISH BOOKS in wrong order
I can use nouns and pronouns story?
correctly in my sentences. Roughly where does it go on the story? L2 POWERPOINT:
Pixl
I can use a variety of conjunctions in SPAG: L2 PiXL CONJUNCTIONS POWERPOINT -to Subordinating
my sentences. use in story board conjunctions

Lesson To draw inferences such as
3 characters’ feelings, thoughts and
motives from their actions.
I can compare characters and know
the similarities and differences
between them.
Lesson To use relevant strategies to build
4 vocabulary.
To discuss words and phrases that
capture the reader’s interest and
imagination.
How can we link the different parts of the
sentences in the story together-introduce the L2 Blank
use of conjunctions to extend range of storyboard sheet
sentences with more than one clause.
(Subordinating clauses)
Make sure intentions are clear and expectations
of words to use-conjunctions (when, if,
because, although) and use of nouns and
pronouns
L3 POWERPOINT Different images of Hansel and Create own differences and How do you L3 POWERPOINT:
Gretel similarities-Children draw own Venn think the Images of Hansel
Look at and discuss how perceptions of diagram in book (only use template characters and Gretel
characters can be different for different people for those who may struggle to were feeling
and illustrators get their ideas from how the present their work) at different L3 H&G blank
characters are described in stories. (using the Hansel and Gretel-using whole class points in the Venn diagram-
authors word choices). notes etc story? (Only for those
ENGLISH BOOKS who may need it-
What do we know about Hansel and Gretel? not all)
What sort of things do they have in common?
What are the differences? L3 H&G answers
What were the two characters role in the story? for Venn
Mind map as class about each character
Include events for each or both characters:
Captured by the witch
Pushed the witch in the oven
Abandoned by father and stepmother
Left breadcrumbs to find way home
Forced to help the witch cook
Locked up in a cage
Ate candy off the witch’s house
Lived happily ever after with their father
Left pebbles to find way home
Carried gold coins home
SPAG: L4 Play the antonym and synonym game Children draw own mind map in What are SPAG:
https://www.abcya.com/games/wordtoss_syno book (only use template for those your best SYNONYMS/
nym_antonym who may struggle to present their ideas? ANTONYMS
work) Encourage game on internet
Revisit the idea of the perceptions of characters sharing and
illustrators get from how characters are Mind map that includes specific magpie L4 POWERPOINT
 described in stories. (using the authors word features: words- Images of witch
I can collect words and phrases that choices). Eyes Nose Teeth/Mouth adding to Thesaurus
describe a character. Skin Body Movement own in green Descriptisaurus
One of the things they may use is a thesaurus. Voice Attitude/behaviour pen
I can find words I haven’t used How are these used? Ask the children to find sxDescriptisaurus -help focus on L4 H&G Witch
before. alternatives words for small, quiet, loud, big- word choices for different parts body mind map (Only
basic words that could be up-levelled and made ENGLISH BOOKS for those who
more exciting. Talking about how a thesaurus may need it-not
works all)

L4 POWERPOINT Different images of the witch

What words can you think of to describe the
witch?
Break down into different features you can
describe
Lesson To discuss writing similar to that SPAG L5 REVISION OF SIMILES and Ask the children to read through the Experiment L5 POWERPOINT
5 which they are planning to write in METAPHORS-watch: extract again, identifying elements with some of Different images
order to understand and learn from https://www.bbc.co.uk/bitesize/topics/zfkk7ty/ that their own of witch and
its structure, vocabulary and articles/zmmpscw help to describe the witch. word choices example of
grammar. CHECK LINK *Create a key on own copy of to write description
Both cartoon about similes and metaphors description single Individual copies
I can recognise different features of And the use of description of loch ness monster - Adjectives (cruel, gnarled) sentences. of witch
a character description. video-show how the author would embellish - Similes (like ancient tree bark; like a description
what they see. Crab claw; like blood)
I can recognise that word and So today we are going to look at an example of - Other comparisons with unpleasant Video link about
grammar choices are important a witch description to help us write a character things (worse than a wolf, red as similes and
when writing eg similes and description blood) metaphors
metaphors - Physical description and about her
L5 POWERPOINT Different images of witch and character
example of description ENGLISH BOOKS
Revisit the images of the witch
Look at how a description can be built up from
word choices by reading a witch description.
Hansel and Gretel live with their parents by
the side of a
forest. They live a happy life, with everything
they could
want. Until… one fine and sunny day, all that
changed. Something wicked came out of the
forest, and she wasn’t a wolf. She was far worse
 than the worst wolf ever could be. She was a
witch, a warty old witch, with gnarled skin like
ancient tree bark, a nose like a crab claw, and
her eyes glowed red, red as blood. Like all
witches she was horribly cruel. Her greatest
pleasure was to use her evil powers, all her
wicked spells and enchantments, to cause as
much grief as she possibly could.
Lesson To compose and rehearse sentences SPAG L6 SENTENCE STARTERS Chosen adjectives Write character description of the Pink pen edit SPAG L6
6 building a varied and rich vocabulary to modify nouns witch to check and SENTENCE
and an increasing range of sentence improve STARTERS Chosen
starters. L6 POWERPOINT What makes a successful BIG WRITE BOOKS writing. adjectives to
character description? modify nouns
I can write a character description, What would you include? Go through
using words collected from a success L6 POWERPOINT
thesaurus. Model writing the start of a character criteria CHARACTER
description making sure to refer to the word SUCCESS
I can use a variety of sentence bank. Give CRITERIA
starters, rather than just relying on opportunity
pronouns. (Add Spice) What happens when you finish your work? read aloud L6 ADD SPICE
Reminding the children what pink pen edit own work SHEETS IN
means LEARNING PACKS
Lesson To be able to ask relevant questions SPAG L7 REVISION OF PUNCTUATION- Write questions that you would ask Share L7 POWERPOINT
7 to extend understanding, knowledge Focus question marks as an expectation in this characters from Hansel and Gretel: - questions- open and closed
and improve understanding of a lesson: https://www.youtube.com/watch? to get their side of the story? are they questions
text. v=InAy8VUfA8g open/closed
(watch video/song) (Will use these to help with a ? Edit and
I can ask open questions to find out recount/witness statement) check
more about characters in the story. L7 POWERPOINT: WHAT ARE OPEN AND ENGLISH BOOKS punctuation
CLOSED QUESTIONS?
Lesson To be able to ask relevant questions DRAMA: ROLE PLAY AND HOT SEATING In pairs the children to take the role Reporting
8 to extend understanding, knowledge ANSWERING QUESTIONS of the character and the other ask back what
and improve understanding of a the questions-and make notes about you found
text. An adult from class be a character from story the answers. out.
To give well-structured explanations and ask the children ask questions and then
and narratives for different demonstrate possible answers Try and be different characters there
purposes, including for expressing and find out what they experienced.
feelings. ENGLISH BOOKS

I can ask open questions to story

 characters to help me understand
their opinions and feelings.

I can answer open questions in role

as the characters in the story.
Lesson To understand the present perfect SPAG L9 POWERPOINT first and third person In pairs/groups read the different Look at the L9 POWERPOINT
9 form of verbs in contrast to the past L9 POWERPOINT Reminder of past tense witness statements forest ranger first third person
tense. (within discuss these aspects of SPAG) statement L9 POWERPOINT
To discuss and understand Give the children time to complete independent Ask the children to spot some of the again and Past tense
writing similar to which they are activities (English books) grammar already discussed in pick out the L9 Past tense
planning to write to learn from its lessons and previous. features that ACTIVITY
structure, vocabulary and grammar Look at the start of L9 POWERPOINT Writing a are on the L9OWERPOINT
witness statement (SLIDES 1 TO 7) Read the Can the children recognise some of adult help Writing a witness
I can change present tense to past statement and discuss the aspects discussed so far? sheet-apply statement
tense words and vice versa. ENGLISH BOOKS this to a L9 DIFFERENT
different one WITNESS
I can understand the features of a the children STATEMENTS
witness statements (recount). have L9 ADULT GUIDE
TO HELP WITH
FEATURES
Lesson To use fronted adverbials (adverbials SPAG L10 POWERPOINT Adverbials of time PLANNING and writing the opening Children L10
10 of time) (Including commas) Witness statement (recount) share their POWERPOINT
paragraph answering the 5 Ws ideas and REARRANGE
I can understand what an adverbial Focus on the 5 ws section-the opening part that questions only check that SENTENCES-
of time is and how it can be used. explains ENGLISH BOOKS each other ADVERBIALS
has 5ws.
I can plan the 5ws of a witness
statement/recount
Lesson To understand how to organise Remind the children what a witness statement SPAG L11 paragraph writing-spend time L11 planning of
11 paragraphs around a theme will be/recount of what others saw-finish plans going through this to help with the next lesson-print witness SHEET
Planning the rest of the witness statement slide 17 for pair work
I can understand how a paragraph is ENGLISH BOOKS
structured.
Lesson To compose sentences and organise L12 Revisit poster of witness statement with the Writing the witness statement L12 Features
12 paragraphs features BIG WRITE BOOKS poster of witness
statement
I can use my ideas to write in
sentences and then organise them
into paragraphs.
Lesson Give an extra day for WRITING? Read aloud share and edit L13 success
 13 Success criteria-witness statement criteria WITNESS
BIG WRITE BOOKS STATEMENT
Lesson To be able to propose changes to Before pink pen editing witness L14 independent editing exercise Children to L14
14 grammar statement/recount use some closed exercises Closed exercise: Children complete revisit their POWERPOINT
To be able to proof-read for spelling to help children understand how to pink pen their own version and look through witness SECRETERIAL
and punctuation errors edit. together statement/re EDITING
L14 POWERPOINT SECRETERIAL EDITING ENGLISH BOOKS count with
I can recognise why it is important to pink pen edit L14 independent
edit my work after I have written. skills editing exercise

I can make changes to spelling and

punctuation.
Lesson To choose appropriate adjectives to
15 modify a noun.
To use commas correctly within the
context of expanded noun phrases.
I can use a determiner and a comma
in my ideas.
I can choose connected adjectives to
describe features of the house
(noun).
L15 POWERPOINT TO SORT ADJECTIVES NOUNS If your house could be made of Magpie ideas L15
DTERMINERS correct use of commas WITHIN anything what would you use? and share POWERPOINT
AN EXPANDED NOUN PHRASE Planning ideas in phrases with two best phrases Sort adjectives
song-anchor grammar revision of a determiner or three adjectives and a noun-why nouns
(article), adjective and noun is it a phrase and not a sentence? determiners
https://www.youtube.com/watch? L15 outline of
v=UFJP1FNUEVY Don’t forget to include senses house if needed
L15 correct use of commas WITHIN AN Thesaurus
EXPANDED NOUN PHRASE Using thesaurus to extend
https://www.youtube.com/watch? vocabulary choices
v=WhEoRVNJfDs
Children to sketch own house shape
Model descriptive sentences EXTENDING THE (use outline only for those who need
NOUN support)
write expanded noun phrases inside
Does it make sense? ENGLISH BOOKS
Do the adjectives all complement each other?
“the cute, small and sugary house”
Rather than “the small, large and tense house”

Lesson To compose sentences with an
16 increasing range of sentence
structures that includes prepositions.
I understand what a preposition is
and a prepositional phrase.
I can write a description using
L16 prepositions (scroll down to the BBC teach Write setting/HOUSE description of a Read aloud L16 Preposition
clip at the bottom of the web page) gingerbread/treat house that Hansel own work clip L16 Images of
https://www.twinkl.co.uk/teaching-wiki/prepos and Gretel will visit. gingerbread
ition houses
Using sentences with prepositions
which include expanded noun
phrases and commas in correct place
eg
 prepositions and expanded noun
phrases.
Lesson To assess the effectiveness of their
17 own and others’ writing and
suggesting improvements.
I can read my description aloud and
take on board what others might
suggest as improvements.
I can use the method of T.A.G. to
review my learning partner’s work.
Lesson To participate in roleplay and
18 improvisations
I can create a dialogue between two
characters.
“Behind the round, lollipop door, a
large, sugary mouse was eating the
cheese.”
The shiny, red candy cane was inside
the flower pot.
ENGLISH BOOKS
L16 GINGERBREAD IMAGES powerpoint
Show images of a variety of “gingerbread
houses” from stories of Hansel and Gretel.
Read some descriptions to match
Model description of a setting starting
sentences with prepositions which include
expanded noun phrases and commas in correct
place eg
“Behind the door, a large, sugary mouse was
eating the cheese.”
L17 POWERPOINT EDIT TO IMPROVE Children use the TAG Sheet for peer Share what’s L17
Read through a house description (either a review, then swap back and focus on been POWERPOINT
child’s from class or a pre-written one) and ask TAG sheet for their edit of own “TAG”ged EDIT TO
children how it could be improved. Editing and writing-focusing on an element to and give IMPROVE
the effectiveness of word choices. re-write and change to improve. sentences L17 TAG
Discuss the idea of positive and constructive If children/learning partners can’t before and GUIDANCE AND
feedback help then adult to suggest which after! SHEET FOR PEER
INTRODUCE THE idea of TAG-see adult part to change. ENGLISH BOOKS Thesaurus
guidance. Give the children a TAG sheet to write
on for peer work
L18 POSTER FEATURES OF A FAIRY TALE Pretend to be one of the characters L18 POSTER OF
What do we know so far about a fairy tale? and play the role for that character. FEATURES FOR
What are the parts that are included that make WORKING WALL
up the story? Once completed write what is said L18 SPEECH
What would you say the features of a fairy tale by peer in speech bubble. BUBBLE
are? Emphasise CL and FS ? ! Characters-
ENGLISH BOOKS possibly use for
Michael Rosen talking about features of a fairy whole class or
tale? (Traditional) (8 mins) SEND or
https://www.youtube.com/watch? organisational
v=b9UpmYwvLOYOver the next week we are help
going to have a go at writing an alternative fairy
 tale based on Hansel and Gretel. (Two
characters going somewhere together and
discover something-then something happens
either for the good or the bad)
Lesson To use and punctuate direct speech. L19 SPAG: Dialogue POWERPOINT Rewrite now without the character Encourage L19 DIALOGUE-
19 As part of the preparation, we are going to be pictures but using punctuation to read out SYNONYM SHEET
I can create a dialogue between two learning about dialogue today. What is the show dialogue. Using colour for loud to check FOR SAID
characters. dialogue within a story? MCGrammar different parts-or at least whether L19 correct use of
https://www.youtube.com/watch? punctuation. their writing speech dialogue
I can use correct punctuation in v=BHyHMfjh1us Alternative SAID word mat makes sense.
direct speech. Discuss ways to convey character through Improving the reporting clause
dialogue. ENGLISH BOOKS
What they say
How they say it – verbs instead of said eg
bellowed, whispered, sang, sneered
How they say it – adverbs – angrily, timidly,
defiantly, laughingly
Voice description - adjectives eg cold, bitter,
warm, gentle, musical, rough, hostile
Actions as they talk – pushed, wagged a finger,
wept, thumped the table, picked up a child,
washed the dishes, raised a sword
Lesson To discuss writing similar to that L20 FEATURES OF AN ALTERNATIVE VERSION How is the alternative version Discuss what L20 alternative
20 which planning to write. Looking at an alternative version of Hansel and structured? would write story
Gretel (Sci fi-twist in tale version) What are the features of this one? if completed POWERPOINT
I can recognise which parts of the Read and discuss together which parts (Twist in a tale) alternative. with questions
alternative story and the traditional represent the traditional story. How does it compare with original?– L20 alternative
story are similar and which parts are Two characters going somewhere together and L20 POWERPOINT Planning an (Nothing in features POSTER
different. discover something-then something happens alternative SLIDES 1 to 4 books-talk L20 POWERPOINT
either for the good or the bad. SEE DIFFERENCES AND SIMILARITIES lesson) Planning an
SLIDES alternative
Lesson To organise plan into parts that L21 POWERPOINT Planning an alternative Remind notes not whole story. Share your L21 PLANNING
21 represent paragraphs around a SLIDES 5 to 8 1. Main characters ideas so far sheet
theme. MODEL PLANNING SHEET 2. Settings L21 POWERPOINT
Plan own version of Hansel and Gretel-set in the 3. Event Planning an
I can write notes and sort them into future (Sci Fi) 4. Meeting another character alternative
a plan to help me write an Two characters going somewhere together and 5. Repetitive SLIDES 5 to 8
alternative version. discover something-then something happens language/phrases
either for the good or the bad. 6. Twist at end
Planning sheet ENGLISH BOOKS
Lesson To organise paragraphs around a L22 SPAG: REVISION OF WHAT WE HAVE Alternative version (Sci-Fi version) Sharing and L22 revision
22 theme LEARNT SO FAR THIS YEAR BIG WRITE BOOKS reading materials of SPAG
To write a narrative that creates Model writing the start by setting the scene aloud so far
settings, characters and plot Model writing using own plan
Use plan to set the scene and intro some of the
I can write my alternative story in characters
paragraphs.
I can develop the characters, settings
and plot of my story.
Lesson To propose changes to grammar and L23 REVIEW FEATURES OF ALTERNATIVE- Alternative version (Sci-Fi version) Sharing and L23 SUCCESS
23 vocabulary to improve consistency, Children see how far their story fits reading CRITERIA (poss
including the accurate use of Re-read from start and then write about second Success criteria for alternative story aloud make smaller?)
pronouns in sentences house – use description/action to move the BIG WRITE BOOKS
story along.
I can review my writing against the
success criteria.
I can read aloud my writing and work
out which parts need to be edited.
Lesson RUMPELSILTSKIN L24 POWERPOINT OF CHARACTER DESCRIPTION Draw figure from description given Show L24 PLAIN PAPER
24 To drawing inferences such as slide 2 Compare what is similar and interpretatio L24 WRITTEN
characters’ feelings, thoughts and Start by not showing the characters-but read different about the children’s ns of the CHARACTER
motives and justifying inferences the description. Remind the children how it pictures. written DESCRIPTION
with evidence. helps the reader. Shows how although the description description
Another Fairy Tale mentioned in our class novel is clear we all have our own
I can read a passage from a book and is Rumpelstiltskin. interpretation
share my interpretation of the Does anyone know the story? What happened?
character. Who can recall it or summarise it?
Lesson To use non-narrative material, and L25 POWERPOINT WANTED POSTER IDEA WITH Design a “wanted” poster to find L25 SLIDES
25 simple organisational devices [for SUGGESTED SUB-HEADINGS slides 3 to 6 Rumpelstiltskin-plain paper but no POWERPOINT
example, headings and sub- If you wanted to describe someone or template WITH
headings. something, sometimes people would group Making sure using subheadings and SUGGESTED
their ideas into subheadings. descriptive detail/adjectives SUBHEADINGS
I can used subheadings to create a If I wanted to design a wanted poster for Thesaurus
wanted poster. Rumpelstiltskin what sort of subheadings would
I can use adjectives to describe a you choose, what ideas or detail would you put
character. next to each of them
Lesson To discuss and understand L26 LETTER APPEARED ON DESK OVERNIGHT- Remind about skills learnt: Read some L26 LETTER-
26 writing similar to which they are MYSTERY WRITER  How to lay out a letter formal PREPARED LEFT
planning to write to learn from its Look over and read the letter “Rumpelstiltskin’s  How to vary sentence length letters aloud ON DESK FROM
structure, vocabulary and grammar rambling letter” saying sorry for his angry  How to organise paragraphs so children RUMPELSTILTSKI
 temper and tricking the Miller’s daughter around a theme can hear the N
I can recall the main features of a Focus on the very long sentences using ‘and’ language and L26 POWERPOINT
letter. repetitively. Look at letter writing and planning tone formal letter-
I understand why different types of What do notice about them? L26 POWERPOINT formal letter- HEADINGS Slides
letters may be written. What can you improve? Slides 7 to end 7 to end
I understand the layout of a letter is
different to a narrative or poem. Model good example of letter from using
varying sentence lengths.
Children to change some sentences to make
shorter.
Show ‘This Sentence Has Five Words’
https://www.youtube.com/watch?
v=k7ccnFw84cQ
Lesson To organise plan into parts that L27 HOW TO WRITE A LETTER powerpoint Planning letter template L27 PLANNING
27 represent paragraphs around a What could we reply? How can we organise it? What is the theme of each Remind who TEMPLATE OF
theme. What have we learnt this half term about paragraph? writing to. LETTER
paragraphs? Who are you and why are you What person L27 HOW TO
I can use a planning template to help Model lay out a letter. Look at letter writing and writing are they WRITE A LETTER
me plan clear paragraphs for a letter planning What has happened that has upset writing in- POWERPOINT
reply L27 POWERPOINT formal letter-Slides 7 to end you first/third? L27 POWERPOINT
What you think Rumpelstiltskin formal letter-
I can make sure each paragraph plan Formal letter as we haven’t met Rumpelstiltskin should do to mend his ways HEADINGS Slides
is one distinct theme but we have heard of him and his threat to the Conclusion about how you want to 7 to end
Miller’s daughter find out what will happen
Lesson To organise paragraphs around a L28 SPAG careful and complete sentence work Children write their own reply to Read aloud L28 SUCCESS
28 theme Rumpelstiltskin. and edit CRITERIA
To write a narrative that creates L28 SUCCESS CRITERIA-slide 8 How to help mend his wicked ways? letter
settings, characters and plot

I can write a reply letter with

succinct sentences.
I can group my ideas into paragraphs
that about the same subject or
theme