Brenden is Teaching


NameUnit 2 traditional tales
Description2 weeks planned with week 3 skeleton plan
File 159_Narrative Unit 2 Year 2 Autumn 2007 b.doc
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Unit of work:Narrative Unit 2 Traditional Tales


Target: Use ofconnectives


Resources: RedRiding Hood by Stan Cullimore The Three Little Pigs Resources forRenewed Framework RRH zip file

TheTrue Story of the 3 Little pigs

VariousTraditional Tales to read in story time






Whole class shared reading and writing

Whole class phonics, spelling, vocab and grammar



Day 1


AfL: Check speechmarks





(ai)(ay) (ae)

Readpassage to chn. Ask to identify sound of the week.

Remind chn of workcovered on ay earlier in term.

Tellthe children that they are going to be reading traditional fairytales for the next 3 weeks. Read RRH. Ask them to share views witha partner about what the story will be like. Is there usually amain character? Will the characters be similar/ Bring the classtogether and read Red Riding hood. Confirm that a trad tale usuallyhas a good central character and a villain. Who is the goodcharter and who is the villain?


Askthe children to think about RRH and BBW and list the ways in whichRRH is the good character and the BBW is the villain. Thechildren need to examine what the two characters say anddo.

      Recognise somefeatures of a trad tale.


Share ideas.Create a class chart of the general characteristic, actions andspeech of the good central character and the villain. Save foranother lesson

Day 2







Askchn to listen out for the focus sound, putting up thumbs.(ai)

Display poem onIWB highlight words containing the sounds we are focusing on thisweek.

Giveout a copy one between two and ask them to carry on highlightingthe words with the /e/ sound.

Gothrough words identifying which letters stand for the focusphoneme.

Drawcolumns on IWB and record words into correct columns.

Phonic activity ayai ae a







Day 3






Playrepeat game using this weeks sound and some from last halfterm.

Practise spellingHFW. Look for the tricky parts of each word.

Hotseating: Explain the term hot seating. Demo technique by takingthe role of Granma and answering questions from Marmaduke/Mildred.Emphasis that you are answering? s as if you are Granma and notyourself.

Partners: One takethe role of RRH and the other the BBW and take a turn in the hotseat as the other person questions them about what the said and didin the story.

Activity:Ask the chn tocomplete What I hear and use it to decide how good or how much ofa villain the character they questioned seemed. The chn should thenfeed back this information through their partners.

Showchart from Monday. Consider if there is anything needs to be added.Highlight any words in the text the chn may have overlooked. Addany ideas.



Pretend to beGranny (perhaps dress up!). Be very upset and talk to the chn aboutthe wolfs actions. Ask the chn to pretend to be the BBW and writea letter saying sorry to Granma.

Shared write:model letter to Granny from BBW.

Bigwrite warm up activities: 15 minutes

10mins to plan letter to Granny




Children writeletters. Star targets on tables. Help chn quietly.

Reminders throughlesson every 10 minutes about openers/vocab/connectives/punctuation





reasons for whyNNW acted like he did

1stperson/past tense

Day 5







Copyspelling lists from board. Underline phonemes for this weekssounds.


ReadThe Three Little pigs. Encourage chn to join in with parts theyknow. Discuss the story. Compare this story to the features of tradtales. It has repeating parts, it uses animals that speak. It hasthings in threes. It uses a familiar country setting. Notice theBBW and three little pigs. Identify central good characters and thevillain.

Drawchns attention to the dialogue in the book. Suggest it could beimproved by thinking what the TLP could be saying to one anotherand to the BBW.

Divide class intofour groups: 1st LP, 2nd LP, 3rdLP and theBBW. Within groups discuss their characters role in this story andthe way he/she speaks.

Askeach group of chn to examine what their character says. Work with apartner and share more ideas for dialogue for their characters,speaking to o each other to see if it sounds right.



Write the newdialogue in the speech bubbles




Onlyuse dialogue inside speech bubbles


Listen as chn fromdifferent groups speak their words to each another. Do the chnthink the words suit the characters? Put the class into pairs ofdifferent characters so they can try out their dialogue to eachother in role.

Day 6



(ai) (ay)(ae)

Readpassage to chn. Ask to identify sound of the week.

Remind chn of workcovered on ay earlier in term.

ReadRRH.Llist connectives as story is read. Remind the chn of aconnectives function: to make a link between the sentence that hasgone before and the one coming next. Examine how the connectives inthe book fulfil this function.

UseIWB activity RRH Put in different connectives.



T:Use p/c wksheet toput in different connectives (can they use more than 1)


L:Simplified sheetand adult support.


Canuse a range of connectives to link ideas and build tension for thereader.

Discussalternatives such as: soon; in the end; after awhile; straightaway;later.

Addto the C and O windows

Day 7



Readthe three little pigs again. Remind chn of dialogue they came upwith on Friday. Imagine that it is turned into a scene in a play.They need to write the dialogue so the actor knows what to say.Show the chn play script layout (Oxford Reading Tree) & describehow we can write our scene this way. We just write what eachcharacter says in order. Point out we may give the actors a hint asto how to say the dialogue e.g. BBW (angrily) Little pig little piglet me come in!


TA :write a playscript. Remind chn to give instructions as how theywant their scripts to be read.

MA:keep dialogue between 2 characters. Teacher support


LA:use pictures from the book with speech bubbles and record theconversation between the 3rd little pig and the wolf.(LSA support)

Write a simplescript

Reada simple script aloud effectively.

Day 8



Read: The ThreeBilly Goats Gruff

Spotthe features of traditional tales.

Notice that allthe verbs are in the past tense. Is that the same for all thestories we have read so far?



Change sentenceswritten in present tense to the past tense

T:Mixture of regular and irregular verbs to change


L:practise adding ed to verbs in sentences



Canspell past tense of verbs correctly.

Usewhiteboards to check.


Day 9


Phonics andHFW

Re-read the storyof The Three Billy Goats Gruff.





Planstory from Trolls point of view.


Write the story ofthe three Billy goats Gruff from the point of view of theTroll


story: 4parts

povof troll


tradstory language used

Day 10




Spellings from theboard.

Readthe True story of the three little pigs by Jan Scieska. As you readpoint out the features of the book, how it is written as if thewolf is talking, references to modern setting such as newspapers,TV, police etc. Discuss this alternative story with chn. Point outtat it could not have been written if it were not for the fact thatthe Trad Tale exists and is very well known! Begin to discuss howthis version is similar and yet different to theoriginal.

Explain that wewill write a conversation that happens between Mr. Wolf and thepigs mum when she comes to visit him in jail. What might she say?What would he say?

Model writing ashort dialogue on the IWB. Lay out dialogue as

Read conversationsin partners to class.

Day 11



Introduce sound ofthe week.

airare ear (focus on air)


Discuss the storyas in previous lessons. Ask the chn what makes a good traditionaltale Discuss in talking partners and feedback to class. Write upand display in class. Use at the end of the week for successcriteria.


willplan this week based on what has gone on in previous twoweeks!!!!!!!


Day 12






Day 13



Model writing1st part of the story on the IWB.



Traditional talewith roles reversed


Day 14





Traditional talewith roles reversed






Day 15



Readthrough story to a partner to see if what they have written makessense. Check for missing words and correct any mistakes.




readto reception children

Fillin marking sheet against the criteria for what makes a goodtraditional tale.


Discuss whetherreception chn enjoyed their stories.