ES1 Narrative Fairy Tales Program - DOC by yearfour

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									LFTT Early Stage 1 Planning Guide
Grade: Kinder Text Type: Narrative Length of Unit: Wks 1-6
Teaching Notes English Modules Document
- simple orientation, comp, resolution - encouraged to identify problem and how it was solved - chn joint constructions of re-telling - ensure building the field who, when and where - joining words to sequence events - focus on action verbs in the complication - focus on when where and how words with complication - adjectives to describe characters - calling them where words..position words

Foundation Statement
Students write with an increasing awareness of the nature, purpose and conventions of written language. They produce simple texts that demonstrate an awareness of the basic grammar and punctuation needed. Students know and use letters and sounds of the alphabet to attempt to spell known words and use most lower and upper case letters appropriately to construct sentences.

Students’ Needs Based on Pre Assessment Task

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Full simple sentences Past tense Structure→Ori/Comp/Res Lang. Of Description Lang. Of Time/Sequence When and where words -

Language Feature/Structures Lang. Of Description
   Adjectives: colour, size etc adjectival phrases adverbs of place e.g. in the wood, sat on the chair adverbs of manner e.g. walks slowly up the stair, lay gently on the bed

Language Feature/Structures Lang. of Time/Sequence
- once upon a time - one day - long ago - then..

Text Structure - Aaah: orientation - Oooh: complication - Phew: resolution

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Language Feature/Structures

Language Feature/Structures
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Sentence Structure
Full simple sentences e.g. The porridge was too hot so they went for a walk Past tense e.g. Goldilocks ate the porridge When words Where words

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 Other Grammatical Features

Listening, Talking and Writing Pacing Guide – ES1
Week Text Type Topic Teaching Focus
*Building the topic *Learning about the text type *Guided practice in using the text type *Guided practice in using the text type *Learning about the text type *Learning about the text type *Independent use of the text type *Reflecting on the text type *Building the topic *Learning about the text type *Guided practice in using the text type *Guided practice in using the text type *Learning about the text type *Learning about the text type *Independent use of the text type *Reflecting on the text type

1 Fairy Tales Goldilocks and the three Bears

2 3 Narrative 4

5 6 7 8 9 10

Fairy Tales Hansel and Gretel

Information Report

Term: 3 Outcomes
Talking and Listening
TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics.

Language Features
Language of Description (Adjectives) - big - small - medium sized - brown -fluffy -black -sharp -curly -blonde   

Narrative – GOLDILOCKS AND THE THREE BEARS Learning Experiences
Lesson 1: Building the Knowledge of Topic and Learning about the Text Type
Discuss Bears. What do they eat? Where do they live etc? Read story ‘Goldilocks and the Three Bears’. After complication, ask chn if there is a problem (complication) in the story. Also do this for resolution. Lead a discussion about books or stories they like. Explain that another name for stories is Narrative and that their main purpose is to ENTERTAIN. Discuss Goldilocks now as a Narrative. Goldilocks barrier game. In partners S1 gives a statement about a picture, S2 then covers the picture with a counter and continues until all pictures from the narrative are covered. Repeat with chn changing roles. Discuss parts of a narrative. Aaah! Orientation, Oooh! Complication, Phew! Resolution Read the story again, referring to the special parts of a narrative. Aaah! Orientation, Oooh! Complication, Phew! Resolution Have pictures of each character and have the chn brainstorm words to describe them. Write the describing words around each character (adjectives) on the smart board. Have a sheet with the pictures of the characters on it, Tchr read out a sentence to describe the character, chn give thumbs up or down if statement in correct or incorrect. Triad activity using spinner with pictures of characters. S1 spins and makes statement describing the particular character; S2 and S3 give thumbs up or down.

Weeks:1 T L R W 

Resources
L1: BB Goldilocks
and the Three Bears Barrier game sheets Smart board with Aaah, Oooh, Phew pictures and laminated copies for display

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Lesson 2: Building the Knowledge of Topic L2: BB, Smart

Writing
WES1.10 Produces simple texts that show the emergence of the grammar and punctuation needed to achieve the purpose of the text.

     

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board with character pictures, sheets with characters, spinners

Lesson 3: Learning about the Text Type and Guided Practice in using the Text Type  Read the story to the class to revisit the structure using Aaah! , Oooh! , Phew!  Have the scenes on the smart board and as a class sequence them. Tchr reads condensed
version of Goldilocks, as chn hear the scene they raise their hand to volunteer sequencing. Only one child moves at a time. As reading the condensed version, tchr places emphasis on the describing words. Teacher re-tells condensed story and the chn sequence the story by numbering each picture and then pasting into writing books Using the pictures, act out the story taking turns/rotating for each scene.

L3: BB, scenes on
smart board, sheets with scenes

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Modifications

Where to from here?

Term: 3 Outcomes Talking and Listening
TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics.

Language Features
Language of Description (Adjectives) - curly - blonde - pink - stripy - spotted - black - shiny - long - hot - cold - soft - hard 

Narrative– GOLDILOCKS AND THE THREE BEARS Learning Experiences
Lesson 4: Guided Practice in using the Text Type Learning about the Text Type
Donut game: chn recall the story of Goldilocks and the Three Bears. Chn say a sentence about the story to their partner starting with outside circle. Chn move around swapping partners till they’ve said everything they know from the story Jigsaw activity. In pairs chn are given a jigsaw puzzle. Chn are to take the pieces out and place face down. Begin game with S1 picking up a piece to add. As they add the piece they must use a describing word (adjective) with a naming word (noun) to describe what they think their piece is. E.g. ‘I think this is Daddy bears white face’ or ‘I think this is the broken leg of the brown chair’ or ‘This is baby bears small bowl’. S2 does the same then rotation continues until the jigsaw is finished. Describing ball game. Each group of 3 has a big picture of Goldilocks. S1 rolls the ball to S2 and that person must say a sentence to describe Goldilocks; S3 gives thumbs up or thumbs down if sentence is correct or incorrect. Continue until each child has had a roll, has said a sentence and given the thumbs up.

Weeks:2 T L R W    

Resources
L4: BB Goldilocks
and the Three Bears Jigsaw puzzles – photocopy pages from BB, minimise A3 to A4 then cut into puzzles. Approx 10, depends on class size Balls, pictures of Goldilocks

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Reading
RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics.

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Lesson 5: Learning about the Text Type
   Using the smart board, tchr writes the adjectives that the chn brainstorm, the describing words they have learnt to date. Children given sheet with pictures of the porridge and the beds on it. Tchr reads out script and chn colour the correct picture. E.g. Daddy Bears porridge was too hot, colour Daddy Bears bowl red. Mummy Bears bowl was too cold, colour Mummy Bears bowl blue. Baby Bears porridge was just right, colour it yellow. Do the same with the beds. In pairs chn repeat the activity this time placing a counter on the correct picture Chn are given the nouns, i.e. bowls, bed and have them match to pictures. Repeat for adjectives, i.e. hot, cold, just right

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L5: Smart board, sheets with pictures of porridge and bowls, counters

Writing
WES1.10 Produces simple texts that show the emergence of the grammar and punctuation needed to achieve the purpose of the text.

 

 



Modifications

Where to from here?

Term: 3 Outcomes Talking and Listening
TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics.

Language Features
Language of Description (Adjectives) - curly - blonde - pink - stripy - spotted - black - shiny - long - hot - cold - soft - hard  

Narrative - GOLDILOCKS AND THE THREE BEARS Learning Experiences
Lesson 6: Learning about the Text Type and Independent Use of Text Type
Read Goldilocks and the three Bears Tchr says descriptive sentences about Goldilocks. The chn use the thumbs up or thumbs down technique to respond. Tchr models the use of 2 describing words now.  Provide cards with nouns, adjectives, verbs. Tchr models how to make string sentences. Write these on smart board  Chn make sentences on 3 different levels - chn make sentences independently then write these into their books and draw a picture - chn are given an envelope with a limited number of cards in it e.g. 1 verb and 2 adjectives and 1 noun. Chn order cards and write the sentence in their books - chn are given a sheet that has some information on it e.g. Goldilocks has ______ ______ (curly hair - then a have hair picture next to the sentence to prompt). Chn can draw a picture about the sentence As a whole class revise sentences using the smart board e.g. underline adjectives, circle nouns

Weeks:3 T L R

W
L6:

Resources

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Noun/adjective/verb cards Worksheets Envelopes with cards

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L7:
Noun/adjective/verb cards Worksheets Envelopes with cards

Writing
WES1.10 Produces simple texts that show the emergence of the grammar and punctuation needed to achieve the purpose of the text.

Lesson 7: Learning about the Text Type and Independent Use of Text Type
   Read Goldilocks and the three Bears Read the modelled text from the previous lesson Students make sentences again using different adjectives. Students given different sheets/envelopes depending on their level

  

Lesson 8: Reflecting on the Text Type
    Read Goldilocks and the three Bears In mixed ability groups, re-create the story with each group representing a scene Tchr allocates each group with a scene. Chn work together to draw their allocated scene As a class, sequence the scenes to create our class big book

L8:
A3 paper, pencils,

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

Modifications

Where to from here?

Term: 3 Outcomes
Talking and Listening TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics. Reading RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. Writing WES1.10 Produces simple texts that show the emergence of the grammar and punctuation needed to achieve the purpose of the text.

Language Features
Language of Description (adjectives) - small - long - blonde - pink - green - big - scary -ugly

Narrative – Hansel and Gretel Learning Experiences
Lesson 1: Building the Knowledge of Topic and Learning about the Text Type
    Discuss forests. Discuss witches. Discuss houses. Read story ‘Hansel and Gretel’. After complication, ask chn if there is a problem (complication) in the story. Also do this for resolution. Revise over stories having another name, Narrative and that their main purpose is to ENTERTAIN. Discuss Hansel and Gretel as a Narrative. Hansel and Gretel barrier game. In partners S1 gives a statement about a picture, S2 then covers the picture with a counter and continues until all pictures from the narrative are covered. Repeat with chn changing roles. Revisit parts of a narrative. Aaah! Orientation, Oooh! Complication, Phew! Resolution Read the story again, referring to the special parts of a narrative. Aaah! Orientation, Oooh! Complication, Phew! Resolution Have pictures of each character and have the chn brainstorm words to describe them. Write the describing words around each character (adjectives) on the smart board. Have a sheet with the pictures of the characters and the witches house on it, tchr reads out a sentence to describe the character/house, chn give thumbs up or down if statement in correct or incorrect. Triad activity using spinner with pictures of character/house. S1 spins and makes statement describing the particular character; S2 and S3 give thumbs up or down.

Weeks: 4 T L R W 

Resources
L1: BB Hansel
and Gretel Barrier game sheets Smart board with Aaah, Oooh, Phew pictures and laminated copies for display

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  

Lesson 2: Building the Knowledge of Topic

   

L2: BB, Smart

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Language of Time/Sequence - once upon a time - then - after that - one day -long ago

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board with character pictures, sheets with characters, spinners



L3: BB, scenes on

Lesson 3: Learning about the Text Type and Guided Practice in using the Text Type  Read the story to the class to revisit the structure using Aaah! , Oooh! , Phew!  Have the scenes on the smart board and as a class sequence them. Tchr reads
condensed version of Hansel and Gretel, as chn hear the scene they raise their hand to volunteer sequencing. Only one child moves at a time. As reading the condensed version of the story place emphasis on the time/sequence words. Teacher re-tells condensed story and the chn sequence the story by numbering each picture and then pasting into writing books. Using the pictures, in pairs chn act out and narrate the story taking turns/rotating for each scene. Encourage chn to use time/sequence words e.g. once upon a time, then after that when narrating their acting

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smart board, sheets with scenes

 

  



Modifications

Where to from here?

Term: 3 Outcomes
Talking and Listening TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics. Reading RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics. Writing WES1.10 Produces simple texts that show the emergence of the grammar and punctuation needed to achieve the purpose of the text.

Language Features
Language of Time/Sequence - after that - then - before

Narrative – Hansel and Gretel Learning Experiences
Lesson 4: Guided Practice in using the Text Type and Learning about the Text Type
 Donut game: chn recall the story of Hansel and Gretel. Chn say a sentence about the story to their partner starting with outside circle. Chn move around swapping partners till they’ve said everything they know from the story Jigsaw activity. In pairs chn are given a jigsaw puzzle. Chn are to take the pieces out and place face down. Begin game with S1 picking up a piece to add. As they add the piece they must use a time/sequence word to explain or predict what they are doing or what the scene is E.g. ‘After I place this piece we will be able to see..’ or ‘after that the Dad walked away’ or ‘then the witch…’ or ‘before I put my piece down’ . S2 does the same then rotation continues until the jigsaw is finished.

Weeks: 5 T L R W  

Resources
L4: BB Hansel and
Gretel Jigsaw puzzles – photocopy pages from BB, minimise A3 to A4 then cut into puzzles. Approx 10, depends on class size



 

Lesson 5: Learning about the Text Type
     Using the smart board, tchr writes the time/sequence words that the chn brainstorm. Children given sheet with pictures of the scenes from inside the witch’s house on it. Tchr reads out the script from the narrative and chn use thumbs up/thumbs down to respond when they hear a time/sequence word Repeat activity with tchr reading out the script and chn circle a picture if a time/sequence word is used In pairs chn repeat the activity, this time children write the time/sequence word under the picture. Tchr has words modelled on smart board

     
L5: Smart board, sheets with pictures of scenes from inside the witches house

Modifications

Where to from here?

Term: 3 Outcomes Talking and Listening
TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics.

Language Features
Language of Description (adjectives) - small - long - blonde - pink - green - big - scary -ugly

Narrative – Hansel and Gretel Learning Experiences
Lesson 6: Learning about the Text Type and Independent Use of Text Type
Read Hansel and Gretel Tchr uses time/sequence words from Hansel and Gretel. The chn use the thumbs up or thumbs down technique to respond  Provide cards with nouns, adjectives, verbs. Tchr models how to make string sentences. Write these on smart board  Chn make sentences on 3 different levels - chn make sentences independently then write these into their books and draw a picture - chn are given an envelope with a limited number of cards in it e.g. 1 time/sequence word, 2 nouns and adjectives. Chn order cards and write the sentence in their books - chn are given a sheet that has some information on it e.g. O____ d_____ they set off into the woods (one day). Chn can draw a picture about the sentence As a whole class revise sentences using the smart board e.g. underline time/sequence words, circle nouns, colour adjectives yellow.  

Weeks:6 T L R

W
L6:

Resources



Noun/adjective/verb cards Worksheets Envelopes with cards

 

Reading
RES1.5 Demonstrates developing reading skills to read short, predictable written texts on familiar topics.

L7:
Noun/adjective/verb cards

Writing
WES1.10 Produces simple texts that show the emergence of the grammar and punctuation needed to achieve the purpose of the text.

Language of Time/Sequence - once upon a time - then - after that - one day -long ago

Lesson 7: Learning about the Text Type and Independent Use of Text Type
   Read Hansel and Gretel Read the modelled text from the previous lesson Students make sentences again using different adjectives. Students given different sheets/envelopes depending on their level

  

Worksheets Envelopes with cards

Lesson 8: Reflecting on the Text Type
    Re-read the narrative. In mixed ability groups, re-create the story with each group representing a scene Tchr allocates each group with a scene. Chn work together to draw their allocated scene As a class, sequence the scenes to create our class big book

L8:
A3 paper, pencils,





Modifications

Where to from here?


								
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