(2 weeks) / LITERACY WEEKLYPLAN
NC/NLS/NNS/MEDIUM TERM PLAN LEARNING OBJECTIVES:
to investigate different versions of the same story in print or on film, identifying similarities and differences; recognise how stories change over timeand differences of culture and place that are expressed in stories
TEXTS
Cinderella
The Blue Fish
Mufaro’s Beautiful Daughters
Cinderlad / RESOURCES
Objects to retell story: charcoal, invitation, handkerchief, fairy, pumpkin, dress, clock, shoe, wedding balloon.
Sheet to draw storyboard
Worksheet with questions about ‘The Blue Fish’ / VOCABULARY
Traditional
Oral / Homework
Tell the story of Cinderella to someone else, e.g. younger sibling.
UNIT OUTCOME: To write a modern version of Cinderella
Lesson One / LEARNING INTENTION / We Are Learning To summarise a story
RECAP / INTRODUCTION / TEACHER MODELLING AND INPUT / SET TASK / SUCCESS CRITERIA / PLENARY
Q What fairy tales do you know of? / WALTretell a story
Context:We are going to listen to the traditional version of Cinderella and draw a story board to help us to retell the story. / Tell story of Cinderella, using objects to mark significant events. / Story board - draw object to show each main event & write sentence to accompany. / Must
Draw an object to represent each main event.
Should
Write a sentence to summarise each event.
Could
Summarise each event using a succinct sentence. / Look at examples of story board.
Q How can you use your story board to help you to tell the story to someone else?
NOTES FOR FUTURE PLANNING
Lesson Two / LEARNING INTENTION / We Are Learning Toretell a story
RECAP / INTRODUCTION / TEACHER MODELLING AND INPUT / SET TASK / SUCCESS CRITERIA / PLENARY
Q What are the main events in the Cinderella story? / WALT retell a story / Show success criteria for retelling a story:
- Include all main events in order
- Give descriptive detail to help the listener to imagine the scene
- Add details that tell the listener more about the characters and their feelings
- Listen carefully to your partner & help them out if they are stuck
- Tell your partner what was good about their retelling
Use story board to retell story, including all main events in order.
Should
Use story board to retell story, giving descriptive details.
Could
Retell story from memory, embellishing and extending main events. / Retell the story as a class – could try one sentence per child – see if they can give enough detail to make it last 30 sentences.
Q What helped to make the story interesting to listen to?
Q Was everyone’s version exactly the same? Why not?
NOTES FOR FUTURE PLANNING
Lesson Three / LEARNING INTENTION / We Are Learning To summarise a story
RECAP / INTRODUCTION / TEACHER MODELLING AND INPUT / SET TASK / SUCCESS CRITERIA / PLENARY
Q Why does a story change when people retell it? / WALT summarise a story / Set the scene for the story by describing setting of south Africa
Read / tell ‘The Blue Fish’
Q What did you like about the story? What did you dislike?
Begin story map, plotting main events / Continue story map, adding main events / Must
Draw the main locations where the story takes place and add some events
Should
Draw all locations where the story takes place and add the main events
Could
Add main events with more detail to support retelling / Retell the story as a class, using story maps
NOTES FOR FUTURE PLANNING
Lesson Four / LEARNING INTENTION / We Are Learning Tocompare two stories
RECAP / INTRODUCTION / TEACHER MODELLING AND INPUT / SET TASK / SUCCESS CRITERIA / PLENARY
Q What happened in ‘The Blue Fish’? / WALT compare stories / Discuss the similarities and differences between ‘The Blue Fish’ and ‘Cinderella’. / Complete comparison chart, using story board & story map to help.
Write paragraph about similarities & paragraph about differences. / Must
Compare basic features such as characters & events
Should
Compare events & symbols
Could
Compare underlying themes / Go over main similarities and differences.
Discuss underlying theme of cruelty.
NOTES FOR FUTURE PLANNING
Lesson Five / LEARNING INTENTION / We Are Learning To answer questions about a story
RECAP / INTRODUCTION / TEACHER MODELLING AND INPUT / SET TASK / SUCCESS CRITERIA / PLENARY
Q What were the similarities between ‘Cinderella’ and ‘The Blue Fish’? / WALT answer questions about a story / Ask children to list questions that they would like to ask the storyteller about what happened.
Demonstrate how to answer question by referring to details in the story. / Give children questions to answer about story (see list in magazine article). Children answer in full sentences. / Must
Answer questions
Should
Answer questions in a full sentence.
Could
Give detail from the text. / Go through answers and supporting evidence from text. Discuss answers that needed more than a simple sentence.
NOTES FOR FUTURE PLANNING
Lesson Six / LEARNING INTENTION / We Are Learning To compare stories
RECAP / INTRODUCTION / TEACHER MODELLING AND INPUT / SET TASK / SUCCESS CRITERIA / PLENARY
Q What have we found that is the same about the stories we have read? / WALT compare stories / Locate Ireland on a map.
Read ‘Cinderlad and the Glass Hill’ / Add information to story comparison grid.
Create glyphs (see worksheet) for the four stories we have read. / Must
Add basic information to comparison grid.
Should
Create glyphs for the four stories.
Could
Use the glyphs to talk about the similarities and differences between the stories. / Q What is the same about all the stories we have read?
NOTES FOR FUTURE PLANNING
Lesson Seven / LEARNING INTENTION / We Are Learning To compare characters in a story
RECAP / INTRODUCTION / TEACHER MODELLING AND INPUT / SET TASK / SUCCESS CRITERIA / PLENARY
Q How was ‘Cinderlad’ similar to the other stories we read? How was it different? / WALT compare characters in a story / Locate Zimbabwe on a map. Describe landscape.
Read ‘Mufaro’s Beautiful Daughters’ / Fill in ‘Tree of Kindness’ worksheet, comparing the two sisters.
Add information to story comparison grid.
Draw a map of the journey for each sister. / Must
Fill in worksheet.
Should
Draw map for one of the sisters.
Could
Draw map for each sister, showing differences. / Q How were the sisters’ journeys the same? How were they different?
NOTES FOR FUTURE PLANNING
Lesson Eight / LEARNING INTENTION / We Are Learning To plan a story
RECAP / INTRODUCTION / TEACHER MODELLING AND INPUT / SET TASK / SUCCESS CRITERIA / PLENARY
Q What are the common elements of the Cinderella story plot? / WALT plan a story / Q Which parts of the story need to stay the same?
Which parts can we change?
Model planning own version of Cinderella story. / Use worksheet to plan own version of the Cinderella story. / Must
Change characters.
Should
Change elements of plot.
Could
Change several elements in an interesting way. / Listen to a few examples of plot outline.
NOTES FOR FUTURE PLANNING
Lesson Nine / LEARNING INTENTION / We Are Learning To write our own version of a story
RECAP / INTRODUCTION / TEACHER MODELLING AND INPUT / SET TASK / SUCCESS CRITERIA / PLENARY
Q What does a Cinderella story need? / WALT write our own version of a story. / Remind children about VCOP. Model writing super sentences. / Write own version of Cinderella, using plan from yesterday, to be shared with Year 3. / Must
Write a simple story based on Cinderella.
Should
Write a story based on Cinderella, with some differences in plot and/or characters.
Could
Use elements from the stories read to create own version. / Listen to openings of a few stories.
NOTES FOR FUTURE PLANNING
Lesson Ten / LEARNING INTENTION / We Are Learning To write our own version of a story
RECAP / INTRODUCTION / TEACHER MODELLING AND INPUT / SET TASK / SUCCESS CRITERIA / PLENARY
Q What does a Cinderella story need? / WALT write our own version of a story. / Remind children about VCOP. Improve sentences using VCOP (on whiteboards). / Continue own version of Cinderella. / Must
Write a simple story based on Cinderella.
Should
Write a story based on Cinderella, with some differences in plot and/or characters.
Could
Use elements from the stories read to create own version. / Listen to endings of a few stories.
NOTES FOR FUTURE PLANNING