Y1: SpringTerm Fiction 1: Traditional Tales Main texts: Dragon Dinosaur, The House that Jack Built, Anancy and Mr Dry-Bone

Wk 1 / Monday / Tuesday / Wednesday / Thursday / Friday
Whole class teaching / Tell chn that today we will listen to a story. Explain that for thousands of years, as long as there have been humans on earth, people have been telling stories! Before writing, before building, when people lived in caves, they told stories. Tell chn today’s story is from China and has been told for hundreds of years. Listen to oral story Dragon Dinosaur: story with chn, what was it about? Where did it start? Who first saw the dinosaur? Who saved them from the dinosaur? What was your favourite bit of the story? Ask questions allowing chn to retell parts and share opinions.Spoken Lang 1/ Comprehension 1 / Ask chn to remind you what yesterday’s story was about? How does it start? Who is the 1stto see the dinosaur? Who does he tell? Why? What does the mayor do? What does the brave solider do? What animals do they get to fight the dinosaur? List animals on f/c: lion, tiger, elephant. As you write ask chn to help you spell words using initial sounds then emphasising the ‘er’ in tiger, and ‘ant’ at end of elephant. Discuss what happens to each of the animals? If we had a dinosaur attack the school what animal might the Head teacher call to come to help us? Which animal do chn think is the fiercest in the world? Discuss ideas sayingthat they will be writing a sentence about the animal they choose to save our school from a dinosaur! Write a sample sentence on board composing it with class’s support, e.g. Great white shark is very fierce with rows of razor sharp teeth and killer instinct. Emphasise the capital letter and full stop to mark the beginning and end of the sentence.
Composition 1/Transcription 1 / Ask chn was Dragon dinosaura story from a book?How does the storyteller keep us interested without showing us pictures from a book? Listen to the story again. What words does the story-teller use to first describe the dinosaur?What is it like? What does the storyteller do to make the story exciting or to describe things? Discuss and share ideas, show the storyteller moving his arms, changing his voice, e.g. roaring, whispering, etc. What is it like compared to reading a book? Which do chn prefer?
Comprehension 2 / Discuss what you mean by traditional stories. These are old stories that have been passed on by storytellers over the years. Some traditional tales are in books, some remain oral stories (stories that are told). Explain all cultures have traditional tales, some are religious, some have morals, sometimes the same stories with variations appear in several countries. Ask chn to name some traditional tales – try to include religious stories and stories from other cultures: story of Diwali, Noah’s ark, The 3 Pigs, Sleeping Beauty, Stone Soup, Aladdin, etc. Make a class list of tales named. Have a pile of traditional tales in books for chn to look at and share. Tell chn they will choose their favourite tale. Model writing a sentence: My favourite story is Little Red Riding-hood because I like the part where the wolf dresses up as the grandma. Show chn how this is a long sentence, starting with capital letter, ending with a full stop. You have used the word ‘because’ to explain whythis is your favourite story. Ask chn to say similar sentences which use ‘because’ to explain why. Composition 2/Grammar 1 / Show chn The House that Jack Built by Jenny Stow. Say that this is a very old story that is told in many countries – there are diff versions of the same story. Showpictures discuss where the story cld be set? Ask chn to give reasons, i.e. the banana trees, the palms, etc. Turn to back page, read blurb – it is set in the Caribbean but the writing is based on the old English rhyme. Read it to chn ensuring they can see the pictures. Stop on page where the ‘maiden all forlorn’ is introduced.What does forlorn mean? Discuss, and say it means, sad, lonely, unwanted. Stop on next page. How does the maiden look now? How has the artist shownshe is happy? Look at the eyes. Flick back through the book pointing out that on every page where there is writing there is one full stop. This means each page is a sentence. Show one of the last pages. This is a very long sentence. Point to commas and show these break it up, allowing the reader to pause for breath. Read it through as if it had no commas, then read it properly to emphasise the point. Grammar 1/Transcription2
Objectives / Dimension / Resources
Spoken Lang / Listen/respond appropriately
Articulate and justify answers and opinions
Give well-structured descriptions / 1.Monday: Assessing and discussing a familiar story
Chn choose their favourite part of the story. They work in pairs and should each tell their partners which bit they liked best and why? Encourage chn to listen as well as talk! After their discussion, they can draw this part of the story giving their picture a title, e.g. ‘The dragon scaring the dinosaur’ or ‘The lion running away’, etc. provide some key words from the story on the board – dinosaur, dragon, mayor, soldier, lion, tiger, elephant.
Plenary: Chn sit in a circle with their pictures. Ask chn to each share which part was their favourite and explain their answers – why they liked that part best? What was so good about it? Encourage chn to give answers in complete sentences, e.g. ‘I liked the part where the soldier ran away as he was supposed to be the bravest soldier but he wasn’t.’ OR ‘I loved the bit where the little girl has an idea that saves the town as the mayor & the grown-ups didn’t think of it.’ / Colouring pens/pencils
Literacy books or plain paper.
List of relevant words from the story: lion, tiger, elephant, mayor, soldier, dinosaur…
Comprehension / Develop pleasure in reading by: c. becoming very familiar with traditional tales
d. Recognising predictable phrases in traditional tales
c. Link what they read to their own experiences
Participate in discussion
Explain clearly their understanding of what has been read / 2. Wednesday: Favourite story Chn work in mixed ability groups of 4-5. First chn find their favourite book or decide which their very favourite story is - it might be a story they have heard or a book or a film. They write the name of the story or the book or film title (they can copy it). They then tell their group about their favourite story and say why they like it so much. Can they say what happens? Who are the main characters?
Plenary: Sit chn in a circle and play game ‘I went to market’ but say ‘I went to the library and I read…’ Each child says their favourite story; if it is a story they have heard not from a book, they say ‘I heard’ instead of ‘I read’. Each child has to try to remember all the stories that have been said before. E.g. I went to the library and I read ‘The Gruffalo’, I went to the library and I read The Gruffalo and I heard Cinderella, etc. / Wide collection of books for chn to choose favourites, familiar story titles listed on board including traditional tales, religious tales that chn may have heard but not have seen in a book
Word reading
Transcription / Handwriting
Pupils should be taught to: a. sit correctly at a table
b. begin to form lower-case letters in the correct direction
c. form capital letters / 1. Tuesday: Use correctly formed handwriting Remind chn to think carefully about how they form the different letters before they write their sentences, remembering that they need capitals to begin a sentence. If appropriate rehearse the formation of some letters that chn have been forming incorrectly. Ensure chn are sitting correctly. / None
Pupils should be taught to:
e. read words containing taught GPCs
f. read other words of more than one syllable that contain taught GPCs
i. re-read books to build up fluency & confidence in word reading / 2. Friday: Sequence story events from a familiar traditional tale
Chn sequence events in the story using the worksheet to cut out the 5 pictures and stick them in order of when they occurred in the story. Each picture has a sentence which the chn read focusing on decoding the words with rhyming pattern and looking at similarities in spellings in rhyming words.
Plenary: Can chn say which characters come into the story in the correct order? First the rat, then the cat, then the dog, then the cow, then the maiden, then the man… etc. Use book to check order. / Worksheet: sequencing sheet cut and stick (see resources)
Grammar / Develop their understanding of the concepts set out in Appendix 2 by:
a. leaving spaces between words
c. beginning to punctuate sentences using a capital letter and a full stop,question mark or exclamation mark / 1. Thursday/Friday: Write a well punctuated sentence, perhaps using an exclamation mark
Tell chn they will write a long sentence explaining their choice for their favourite traditional tale. Chn can base their sentence on the one modelled – they can copy parts, exchanging the story title for their own (which can be copied from a book or the class list of traditional tales). Their sentences should say WHY they have chosen that particular story. They should do this using the word because. Help chn to spell this word handing out keyword cards. Chn should ensure their long sentence starts with a capital letter and ends with a full stop. With some chn, show them how they can use an exclamation mark if appropriate.
Plenary: Choose some of the chn to read their sentences out for the class discussing the interesting and well explained reasons for choosing their story. Encourage chn to discuss and share ideas regarding which stories they like and why, really explaining their reasons. / Traditional tale books
Class list of traditional tales on board
Model sentence or sentence with blanks to complete, e.g. My favourite story is … because… (see resources)
Composition / a. Say out loud what they are going to write
b. Compose a sentence first
d. Re-read what they have written to check it makes sense / 1. Tuesday: Write an extended sentence and punctuate it correctly
Chn choose the fiercest animal they can think of and describe it, making it sound as wild scary as possible. Share ideas descriptions so chn have some modelled sentences to work from. Remind chn it does not have to be big! Some of the most deadly creatures in the world are tiny, e.g. red back spider, scorpion, cobra, etc. (Refer chn to TV show deadly 60!) Chn choose their animal then say their sentence describing how fierce their animal is. They write their sentence. Tell chn a sentence must begin with a capital letter end with a full stop. When chn have written their sentence they should read it, check it makes sense and check for capital letter/ full stop. They may then draw their animal.
Plenary: Tell the chn because the dinosaur that is attacking our school is even BIGGER than a T Rex, it is a spinosaurous, which were known for being vicious predators! This means the head teacher has decided to send several animals to try and get it. Ask a few chn to share their work showing their amazing description, choosing with the class which 5 animals may be able to take down a spinosaurous together? / If possible provide animal books or dictionaries so chn can check the spelling of their chosen animal
Pupils should be taught to:Write sentences by:
a. saying out loud what they are going to write about / 2. Thursday: Write sentences
Chn write sentences explaining their choice for favourite traditional tale – see Grammar 1. / See Grammar 1
Wk 2 / Monday / Tuesday / Wednesday / Thursday / Friday
Whole class teaching / Read The House That Jack Built. Go back to the penultimate page from the story. Ask chn to help you make a list of the rhyming words on the page, encouraging them to help spell these. Point out that they all end ‘orn’. This is what makes them rhyme. Ask chn to generate more words rhyming with corn. Look at page again and ask chn to read the first word of each line, This, That, That , … etc. Tell chn these words: ‘This’ and ‘That’ are called pronouns –words that can be used instead of other words. In each line ‘that’ refers to the subject of the previous sentence, i.e. This is the farmer sowing his corn, that kept the cock that crowed in the morn. ‘That’ refers to the farmer. Read on asking chn what that in each line refers to. Ask chn to sound out ‘this’ and ‘that’ and then remind them that ‘the’ is a tricky word! We just have to remember ‘t’ ‘h’ ‘e’ spells the!
Word Reading/Transcription 3 / Show chnbook Anancy and Mr Dry Bone. Explain this is a traditional tale from West Africa. Many African countries and the Islands of the Caribbean have a great tradition of story telling so there are many versions. Read story to chn asking questions, e.g. Why do you think Miss Louise wants to marry someone who can make her laugh? What you think of Mr Dry-Bone’s magic tricks?Are we impressed? Should Miss Lousie marry him? Why is Anancy borrowing so many things from the animals?Will this help him marry Miss Louise? Is it a happy ending? What is the message of the story? Discuss how lots of traditional tales have a message or moral. This one is that laughter and happiness is more important than wealth! Often it is the moral or the message of the story that holds it together when it is told and retold through generations or diff cultures or countries.
Spoken Lang 2/Comprehension 3 / Ask class to list characters in Anancy and Mr Dry-Bone. Write on f/c (do not use capital letters) miss louise, anancy, mr dry-bone. Say you have made a mistake! Read first two pages of story pointing carefully to names – what have I done wrong? Names should always begin with a capital letter. Ask a child to come and correct the names on the f/c pointing out that as Dry-Bone has a hyphen, so both parts Dry and Bone begin with a capital letter. Explain that names of people & places ALWAYS begin with a capital letter; they are what we call proper nouns. Nouns are naming words and proper nouns are the names of people and places. Ask chn to think of e.g.s of proper nouns. They write these on the f/c. Have they used a capital letter? Encourage use of familiar and less familiar names, e.g. countries, cities, etc. Explain to chn they will be writing their own story about a beautiful woman or man who has two people that want to marry them, they will marry the one who makes them laugh! Allow chn to share their ideas for stories focussing particularly on the 3 characters and their names. Grammar 2 / Show Anancy and Mr Dry-Bone.Ask chn for the author? Open the book and read information about the author on inside cover. She is an author and artist. Read story again this time focussing carefully on the illustrations. Look at the opening spread, how has the artist made this pattern? Discuss ideas. Look at page showing Mr Dry-Bone’s house – what colours has she used? Is it completely symmetrical? Continue reading, asking chn to spot colours used in the illustrations. Discuss how the art work is in black and white but there are some parts (Miss Louise’s head scarf) which are colour. Explain to chn how the silhouettes are used. Ask chn to identify background colours.Do these colours give you the feel of a hot or a cold country? How? Explain to chn we will be making silhouette pictures on black paper by cutting and sticking on a painted background.
Composition 3 / Ask the class to tell you the story of Anancy and Mr Dry-Bone. Look at pictures in the book to help them, asking different chn to tell different parts. Make a list on the board of what Anancy borrows from each of the animals, e.g. jogging suit from the tiger, hunting hat from the dog, shoes from the alligator, butterfly bow-tie from the monkey, feathers for the hunting hat from the parrot. Discuss what funny things the person in their stories will borrow from animals to wear! How about an elephant trunk scarf, or frog feet earrings, bird feather suit, fish scale shoes, etc. Help chn to share ideas, explaining they need two or three ideas for their story. Note some ideas on f/c that some chn could copy.