Y2: Spring Fiction Plan 3A: Traditional tales from other cultures Main texts: Hansel and Gretel and Baba Yaga

Wk 1 / Monday / Tuesday / Wednesday / Thursday / Friday
Whole class teaching / Show chn Hansel & Gretel by Anthony Browne. Read it, pausing to show the pictures. Give chn time to comment. Ask questions to prompt – What do they think of the father in the story? What would they use to leave a trail? How did Gretel fool the witch? At the end, talk about the story. What do they like about it? Which was their best part? Who was their favourite character? Use a large piece of sugar paper and display on board or in centre of circle for chn to see. With chn’s help /suggestions, create a simple story map of Hansel & Gretel. Encourage chn to suggest/draw pictures to re-tell story. Ask prompting questions – What happened next? What could we draw to represent that part? Comprehension 1 / Remind chn of Hansel & Gretel. Explain that this story has many diff versions. Show chn a diff version (e.g. Ladybird) and compare with Anthony Browne version - What looks the same? Are any elements of story visible on the cover? Read the book, encouraging chn to join in with familiar parts, e.g. What might Hansel say here? Return to the story map and compare the two versions. Do they follow the same path? Look at names Hansel & Gretel. What is the same about both words? -el ending. Explain that most words ending with the sound ‘l’ are spelt -le. Write on the board: bottle, middle, barrel and towel using two colours so the -le or -el are highlighted in diff colours. Read words from the word list (see resources). On their mini w/bs chn listen to the word and attempt to write it with correct ending. Encourage chn to write both versions, e.g. trouble and troubel to see which one looks right. Discuss the correct answers.
Word Reading/Transcription 1 / Begin the day by listening to Hamilton oral story of Baba Yaga (see resources). When finished ask chn – What did you enjoy about the story? Are there any similarities to Hansel and Gretel? Tease out the fact that both stories are about chn and witches! On a large piece of paper and with chn’s help create a story map about story events. When completed, read through the story map again, stop at diff points and ask diff chn to carry on the story. Choose chn to hold up story maps on Baba Yaga and the Hansel and Gretel one. Discuss the similarities and differences.
Comprehension 2 / Show chn two stories about Baba Yaga (see book list) Yesterday we listened to an oral story about Baba Yaga and today we will read about her. Read Baba Yaga and the Stolen Baby. Ask – How is it different from the story yesterday? What is the same? Which did they prefer? Return to page Baba Yaga was asleep inside. Discuss what strategies we could use to read this page, e.g. using the pictures, sounding out phonemes and blending. Model reading, using some of these strategies and ask chn to join in. Top group to read with expression and fluency. Chn also use punctuation to guide their reading.
Comprehension 3 / Word 2 / Write pairs of simple sentences on f/c:
1. She ran across the field.
2. There she saw a fish lying on the bank.
1. Elena wanted to hurry on.
2. She was sorry for the fish.
1. Soon she came to a stony bank.
2. She saw a field mouse trying to move a fallen rock.
1. Elena could not run very fast.
2. Her brother was too heavy.
Read each pair of sentences together. Explain that these short sentences are joined to form one longer sentence in the book using joining words, e.g. and, but, because (conjunctions). Put chn in mixed ability pairs & ask them to have a go at adding joining words to each pair to make one long sentence. Allow 5 min then take suggestions. Model: She ran across the field and there she saw a fish lying on the bank. Experiment with diff conjunctions to see which ones fit well in the sentence.
Grammar 1
Objectives / Dimension / Resources
Comprehension / Understand the books they can already read accurately by:
c. making inferences on the basis of what is being said and done
d. answering and asking questions
Participate in discussion about books / 1. Monday: Group drama
Put chn in ability related groups. Give each group some props, e.g. pebbles, bread, etc. Chn discuss the roles they will take within the group. They use props to re-tell the story of Hansel and Gretel. Encourage chn to remember and repeat lines from the story.
Plenary: Chose some groups to give a two minute presentation of a part of their drama that they are most pleased with. / Large piece of sugar paper
Props for chn e.g. pebbles, bread
Hansel & Gretel by Anthony Browne
Develop pleasure in reading by:
c. becoming increasingly familiar with range of stories
e. recognising simple recurring literary language in stories
Explain and discuss their understanding of books / 2. Wednesday: Re-telling story
One group work with adult to make role-play area with sweets and biscuits for the witches’ house, discussing words to describe the house as they go. Put rest of class in mixed ability groups. Each group sits in a circle and re-tells the story taking it in turns to continue. Place a copy of story map in the middle to help chn keep to the plot. Model activity first with selection of chn and establish rules e.g. listening to other chn, taking turns, speaking clearly, making it interesting, adding actions etc.
Plenary: Choose chn who performed well in their groups to re-tell the story as a new group. Discuss why they were effective story tellers. / Hamilton Oral story of Baba Yaga (see website list below to purchase CD & resources for paper copy)
Resources to make role-play area, e.g. paper, paint, etc.
Understand the stories they can already read accurately by:
b. Checking the book makes sense to them as they read and correcting inaccurate reading
Develop pleasure in reading, motivation to read and understanding by:
f. discussing favourite words and phrases / 3. Thursday: Group reading
Put chn in ability related groups to engage in group reading and give out copies of Baba Yaga (Oxford Reading Tree). Re-visit strategies for reading and make a class list, e.g. use pictures, sounds out and blend words, chunking, etc. Top chn look for descriptive language that has been used, e.g. muttered, raging, terribly, etc. Each group to make a list of interesting words they find. Lower group: Some chn can read Why Not Me (Hamilton Group Reader) with adult.
Plenary: Create a ‘wow’ word bank of all of the interesting words the chn have found while reading their books Ask group reading Why Not Me to describe the story to the rest of the class. Which was the animal or creature they felt most sorry for? / Baba Yaga and the Stolen Baby
Copies of Baba Yaga (Oxford Reading Tree)
Sheet to record wow language and words (see resources)
Why Not Me? Hamilton Group reader
Word Reading
Transcription / Spell by:
a. segmenting words into phonemes and representing these by graphemes, spelling correctly
Apply spelling rules and guidelines / 1. Tuesday: Spelling
Provide sheets of -le and -el words for chn (see resources). Explain that the words on the sheets have missing letters and the chn will have to fill in the gaps! Show chn one of the words and write on w/b, e.g. app__. Model how to read the word: What sound does it begin with? Which sound is next? Blend together to get ‘app’. Ask chn to write down the ending that they think would ‘fit’ on the end to make the word ‘apple’ Chn check with a partner and discuss their answers. Model filling in the sheet with the correct ending. Middle and top groups complete sheet without pictures and sort words into two lists. Top group add their own -el and -le words to the lists.
Plenary: Divide w/b in half with -le and -el at the top. Choose chn to add words to correct column. / Hansel and Gretel, Ladybird Tales version
-le and -el spelling list (see resources)
Two levels of sheets: -el and -le endings (see resources)
Table for chn to sort and add words (see resources)
Pupils should be taught to:
b. read accurately by blending the sounds in words that contain the graphemes taught so far
g. read aloud books, sounding out unfamiliar words accurately, automatically and without undue hesitation / 2. Thursday: Group reading
Before chn start to read the text, remind each group to recap the different strategies they might need to use if they come across a word that is unfamiliar to them. Encourage fluent and expressive reading to engage the rest of the group.
Plenary: See Comprehension / Baba Yaga (Oxford Reading Tree)
Grammar / Develop their understanding of the concepts set out in Appendix 2 by:
b. learning how to use:
co-ordination (using or, and or but) / 1. Friday: Joining words
Chn use conjunctions (joining words) to join sentences. Chn complete exercises with ‘and’ and ‘but’ on the theme of Baba Yaga. Let them listen to the oral story (at least the beginning) first. Ask more able chn to write their own pairs of simple sentences for a partner to join.
Plenary: Put some funny short sentences on the board. Can chn use joining words to make even sillier sentences? Model one and then choose chn to demonstrate their own. / Conjunction sheet – (see resources)
Also Baba Yaga oral story (Hamilton – see resources)
Wk 2 / Monday / Tuesday / Wednesday / Thursday / Friday
Whole class teaching / Explain to chn that this week they will be writing their very own witch stories! They will use the structure of the stories read last week to help. Introduce the idea of using ‘story- pegs’ to do this. Choose a child to hold up the Hansel and Gretel (Anthony Browne version) story map from last week. Ask other chn to re-tell the story using the map for guidance. As they do note the story pegs on the board:
1. Story settings described and the chn’s circumstances.
2. The witch is described.
3. Chn get captured by the witch.
4. The rescue…
Model how to re-tell the story of Hansel and Gretel using the story pegs. Keep chn involved by asking questions: What did the witch look like? How were the chn rescued?
Comprehension 4 / Remind chn of Story-pegs we set up yesterday: 1. Story setting is described and the circumstances,
2. The witch is described,
3. Chn get captured by the witch,
4. The rescue…
Explain that we are going to make up our own story using the Story-pegs. The story structure is the same but we can change certain parts. Model a new story by telling it orally to chn using the pegs, e.g. 1. Two chn are living happily with their parents and pets. 2. A pet-snatching witch is described. 3. The witch snatches the pets away. 4. The chn have to rescue them. Use description to model good language and use conjunctions to make longer sentences. Be sure to point to the different ‘pegs’ when telling the new story so chn follow the structure.
Composition 1, Transcription 3 / Begin by modelling how to use the story pegs to create a brand new witch story discussed by chn yesterday. Model good ‘story language’, e.g. once upon a time, one day long ago. Use resources provided to show chn diff beginnings that can be used. Use this opportunity to re-visit the grammar work from last Fri and show chn how time connectives are used to help the story structure, e.g. after, next, then, etc. Hold up each of the time connective cards (see resources) and in pairs ask chn to write a sentence starting with these connectives, e.g. When the children wandered through the forest, After the witch had locked the door… Also remind chn how we can write longer sentences using words like ‘and’, ‘because’, ‘but’, and ‘so’. Ask chn to look back over their time connective sentences and see if they can expand them using joining words. Feedback and share good sentences.
Composition 2, Grammar 2 / Look back over the endings in the different versions of Baba Yaga and Hansel and Gretel and read to the chn. Explain that they are all happy endings where the chn/babies return to the place they left in the beginning. Ask chn to think about how their stories will end and encourage them to think about their endings in detail rather than just saying ‘They went home and had tea’ or ‘They lived happily ever after.’ In talk partners they tell their partner the end of their stories. If they haven’t included enough detail or rushed through then their partner must say ‘tell me more’. Model this process with a confident child and pretend to skip through the ending.
Composition 3 / Now all of our stories have been finished we need to read them through ourselves to make sure they make sense. Model how we can READ their story OUT LOUD to a partner to discover any mistakes. As we read it, missing words, or the lack of sentence punctuation becomes obvious. That way, we can correct all our mistakes and make our stories perfect! Chn try this with their stories and a partner. (Lower group to read through their stories with an adult in a group)
Composition 4
Objectives / Dimension / Resources
Comprehension / Develop pleasure in reading and motivation to read by:
c. becoming increasingly familiar with range of stories
e. recognising simple recurring literary language in stories / 4. Monday: Re-telling story using story-pegs
Position the story-pegs on a washing line (see resources) so chn can see them. Put chn into mixed ability pairs. Chn choose either story, e.g. Baba Yaga or Hansel and Gretel and re-tell using the story- pegs.
Plenary: Hold up each of the story pegs. Choose chn to tell the part of either story that fits with that particular peg, e.g. witch description – chn describe either Hansel and Gretel witch or Baba Yaga. / Story map from last week