Thursday, March 12, 2009
Y2 Traditional stories
Traditional stories
(4 weeks)
Page map
Basic outline
- Overview
- Objectives
- Building on previous learning
Detailed view
Key aspects of learning
Resources required
Basic outline
This is the second of four narrative units in Year 2. The unit has two alternative outcomes. Children can work towards their own written version of a traditional narrative, or create a digital text combining words, images and sounds using presentation software. The unit can be linked to many other curriculum subjects or themes.
Phase 1
Read and compare alternative versions of traditional stories. Discuss opposing characters from the narrative. Discuss and compose dialogue for different characters.
Phase 2
Discuss how characters behave if their roles in a narrative are exchanged. Plan an alternative traditional story. Write a short alternative traditional story using connectives to indicate time and tension.
Phase 3
Discuss how words, sounds and images can convey different information to a reader. Demonstrate how images and sounds can tell a reader a different version of a story. Children create their own digital story, adding dialogue and images to a written narrative.
Overview
• (Reading and response): Read several traditional stories with examples of predictable and patterned language. Children join in and recite familiar words and phrases. Identify examples of formal story language.
• Children prepare and retell familiar stories using appropriate voice for different characters and incorporating some formal story language. Encourage them to sustain the account whilst keeping the listener's interest.
• (Analysis): Compare the themes, settings and characters in several stories. Locate key descriptive words and phrases. Identify sequence of events and compare the plots of different stories. Predict incidents and endings based on experience of traditional tales. Use improvisation and role-play to explore alternatives.
• (Speaking and listening): Watch presentation (live performance/video) of traditional tale(s) from another culture. Discuss how mood and atmosphere were created. Describe characters orally and in writing.
• (Writing): Using a familiar setting from a traditional tale, demonstrate how to structure a new sequence of events and use this as a story plan. Children write own short stories in the style of a traditional tale. Include elements from reading, for example formal story language, typical dialogue. Use past tense consistently and temporal connectives to introduce the different parts of the story.
Objectives
To ensure effective planning of literacy teachers need to ensure they plan for all elements of literacy effectively across the year ensuring that assessment for learning is used to plan and amend teaching. It is essential that core skills such as phonic strategies, spelling, and handwriting are incorporated into these exemplar units to ensure effective learning.
Most children learn to:
1. Speaking
• Tell real and imagined stories using the conventions of familiar story language
2. Listening and responding
• Respond to presentations by describing characters, repeating some highlights and commenting constructively
4. Drama
• Present part of traditional stories, their own stories or work from different parts of the curriculum for members of their own class
5. Word recognition: decoding (reading) and encoding (spelling)
• Read independently and with increasing fluency longer and less familiar texts
• Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns
• Know how to tackle unfamiliar words that are not completely decodable
• Read and spell less common alternative graphemes including trigraphs
• Read high and medium frequency words independently and automatically
6. Word structure and spelling
• Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns including common inflections and use of double letters
• Read and spell less common alternative graphemes including trigraphs
7. Understanding and interpreting texts
• Draw together ideas and information from across a whole text, using simple signposts in the text
• Give some reasons why things happen and or characters change
9. Creating and shaping texts
• Draw on knowledge and experience of texts in deciding and planning what and how to write
• Select from different presentational features to suit particular writing purposes on paper and on screen
10. Text structure and organisation
• Use planning to establish clear sections for writing
11. Sentence structure and punctuation
• Write simple and compound sentences and begin to use subordination in relation to time and reason
12. Presentation
• Word process short narrative and non-narrative texts
Building on previous learning
Check that children can already:
• Recognise speech punctuation.
• Be familiar with the use of time connectives.
• Write in complete sentences with capital letters and full stops.
• Navigate an on-screen text with some confidence.
Detailed view
Overview
This teaching sequence is based on Little Red Riding Hood, and needs:
• a written story: The True Story of Little Red Riding Hood
• an alternative story, Little Red Riding Hood and the Vegetarian Wolf (see resources, below), classroom-generated images.
The two stories, The True Story of Little Red Riding Hood and Little Red Riding Hood and the Vegetarian Wolf, reverse the roles of the main characters in order to subvert the traditional tale and create an alternative version. Whereas in the traditional story of Little Red Riding Hood the main character is portrayed as sweet and innocent and the Wolf as mean, hungry and scheming, in these versions the roles are changed so that Little Red Riding Hood becomes devious and the Wolf is kind and polite.
Multimodal texts combine elements of:
• gesture or movement
• images (moving and still)
• sound (spoken words, sound effects and music)
• writing
When composing multimodal texts, children need to be clear about:
• what the words contribute to communicating meaning
• what the images contribute
• what the sound effects or spoken words contribute.
The text is used as a basis for discussing the roles of sound, image, gesture and written text in creating a narrative. It is adapted by using a template/storyboard, or by removing elements of an original presentation. Innovation includes creating a new story based on another traditional tale. A traditional story has been chosen because it is likely to be familiar to the children, so they concentrate on how they tell the story rather than what the story contains.
The audience for the story could be Year 1 or Foundation Stage children in school. The narratives could be stored on the school network for future access by staff and children. The outcome could be a written extended narrative based on an alternative version of a traditional story (phases 1 and 2) or a multimodal extended narrative based on a traditional story (phases 1, 2 and 3).
Phases 1 and 2 make up a 2-week teaching sequence. If you wish, you can follow all three phases as a 3-week or 4-week sequence.
Note: Children working significantly above or below age-related expectations will need differentiated support, which may include tracking forward or back in terms of learning objectives. EAL learners should be expected to work within the overall expectations for their year group.
Phase 1: Reading, capturing ideas, immersion in the text-type (7 days)
Teaching content:
• Shared reading: Compare and contrast a traditional and alternative version of a traditional tale or fairy story. There is usually a 'good' central character and a villain.
• Discuss with children the roles of the characters, and ask: What are the 'good' central characters like? What are 'villains' like? What do they do? What do they say? Is this the same in other stories we have read? Create a class chart of ideas collected. Save the chart to use later for shared writing.
• Independent group work: Working in pairs, one child describes what the central character is like, based on the shared text and the child's own experience. The other child describes what the 'villain' is like. Remind children that they need to use evidence from the text to convince their partner how good or bad their characters really are.
• Follow these discussions by using a drama technique such as hotseating. Add children's further ideas to the whole-class chart under the categories What the character says, What the character does.
• Shared writing: Bring up the plain text version of The True Story of Little Red Riding Hood on an IWB. Use the IWB tools to highlight the dialogue. Use the saved chart from earlier sessions to model creating new dialogue. During discussion, children might work with a partner to try out some different examples for themselves, then draft them onto mini-whiteboards. Selected examples can then be included in the whole-class text.
• Independent work: Children work in four groups. One group works on Little Red Riding Hood's dialogue, another on the Wolf's dialogue, the third on Granny's dialogue and the fourth on the Woodcutter's. The work can be differentiated by the amount of dialogue for each character (Little Red Riding Hood has the most, Granny and the Wolf have about the same and the Woodcutter has the least).
• Shared writing: Bring up the plain text version of The True Story of Little Red Riding Hood on the IWB. Use the IWB tools to highlight time connectives such as eventually, meanwhile, just as, then and when. Building on previous work on connectives, discuss alternative words or phrases that can be used to add more tension to the story. Model replacing some expressions.
• Independent work: In groups or pairs and using word banks of connectives, children take part of the story and replace the connectives with an emphasis on creating tension.
Learning outcomes:
• Children can express ideas about a character using evidence from the text to justify their opinion.
• Children understand that connectives can be used to link ideas and create tension in a narrative.
Phase 2: Planning, writing and re-drafting (7-8 days)
Teaching content:
• Shared reading: Return to one of the traditional stories used earlier and use the 'villain' as a model of how characteristics can be reversed. Using the saved chart of characteristics, discuss how the class can alter what the characters say and do in their reversed roles.
• Independent work: Children change the characteristics of the 'good' character either by drawing and adding speech bubbles or by working in role.
• Shared writing: Using the IWB, model story-boarding by drawing four key episodes from the story (one from the beginning, two from the middle and one from the ending). Taking the characters from shared reading, emphasise how facial expression, posture and gesture indicate what they are like, for example frowning or hands-on-hips showing anger, drooped body posture showing unhappiness. Remind the class that the characters have reversed roles from the original traditional tale.
• Independent work: In pairs, children repeat work from the shared session, independently creating their own story boards to represent their view of the story.
• Shared writing: Use the class story board to model how to develop a written story from the separate episodes depicted. Emphasise the creation of character.
• Independent work: Using their story boards, children write their own stories.
• Shared writing: Building on work on connectives, model using time connectives to create tension in the narrative. Ask children to identify in their own stories connectives that can be replaced to make the story better.
• Independent work: Children concentrate on replacing connectives to improve their stories.
• Share stories to evaluate and reflect on character depiction and creating tension in a story.
• This is the end of the teaching sequence for the writing-only outcome.
Learning outcome:
• Children can write a simple traditional story using a range of connectives to link ideas and build tension for the reader.
Phase 3: Leading to a multimodal text outcome (5-6 days)
Teaching content:
• Shared reading: Read The True Story of Little Red Riding Hood from the presentation, where the humour of the narrative is enhanced by the way in which the images and the words interact. Building on previous sessions, discuss how the characters are depicted. Model finding evidence about the characters from the words, images or sounds. Develop a 'Character comparison chart' to record their ideas. Keep this chart for shared writing.
• Shared reading: Bring up the plain text version of The True Story of Little Red Riding Hood on the IWB. Model identifying how the author shows what the characters are like, building on the work about what characters do and say. Record your findings on the comparison chart.
• Bring up the multimodal version of The True Story of Little Red Riding Hood. Discuss how the sound files, when they are compared to the written text on screen, tell the reader that Little Red Riding Hood is selfish and the Wolf is thoughtful. Repeat the process for the visual text where the images contradict the words on screen. Record the findings on the comparison chart.
• Shared writing: Bring up the presentation template for Little Red Riding Hood and the Vegetarian Wolf, which has only words on the screens. Explain that the class will be making a story like The True Story of Little Red Riding Hood where the words and pictures contradict each other. Select the third screen ('This is the Big Bad Wolf') to model how the images can be made to show a vegetarian wolf. Using the alternative story 'Little Red Riding Hood veg wolf', discuss what kinds of thing a vegetarian wolf would say and do. Add notes to the image of the wolf in preparation for adding sound and completing the whole story in the following sessions.
• Independent work: Select image 2 of the presentation 'This is Little Red Riding Hood' for children to decide what their new Little Red Riding Hood is like. In pairs or groups children discuss, draw and make notes about their alternative Little Red Riding Hood. Remind them to use the list of characteristics of a bad character to support their choices. The list could be left on the IWB during this independent session.
• Shared reading to writing: Read the whole of the presentation Little Red Riding Hood and the Vegetarian Wolf with children. Using the story 'Little Red Riding Hood veg wolf', and building on the wolf image from the shared work in the previous session, model making decisions about sounds and images that will make the Wolf look kind and friendly. For example, as he is vegetarian he might be making a shopping list of vegetables. Sketch in images.
• Independent work: In pairs or groups, children decide what sounds can be added to help present the Wolf as friendly and harmless. In feedback, discuss, select and add one of the ideas to the class plan. Children continue for the following screens, drawing and making notes about sound.
• Shared writing: Continue making the multimodal story. Children draw images, or use freeze-framing to act out the images and then take photographs. Emphasise how gesture shows what characters are like. Model adding visual images to the presentation text. Once the images are in place, discuss what the characters are saying or thinking. Model recording sound text and adding it to the presentation. Model making changes so that written, sound and image text work together to show the reader an alternative version of the traditional narrative. Review shared narrative against the original criteria for characters' role reversal. Discuss and evaluate how the sound, image and written text work together.
• Independent work: This will follow the flow of the shared sessions. In pairs or groups, children discuss and then note on their whiteboards or paper plans what each character thinks or says. They take photographs or draw images, import images, record their sound text and add it to the presentation and then complete and evaluate their own texts.
Learning outcomes:
• Children understand that words, images and sounds can convey different elements of a narrative for a reader.
• Children can write a traditional narrative using words, sounds and images to convey information about the main characters.
Key aspects of learning
Problem solving
Children will respond to a task using trial and error and consider a range of possible solutions.
Creative thinking
Children will generate imaginative ideas to make connections and see relationships between different modes of communication. Children will experiment with different modes of communication to respond to different points of view.
Evaluation
Children will discuss success criteria for their written and oral work, give feedback to others and judge the effectiveness of their own writing and speaking.
Social skills
When working collaboratively children will learn about listening to and respecting other people's ideas and taking on different roles within a group.
Communication
Children will recognise communication in different modes. They will work collaboratively to discuss, plan and create a traditional tale.
Resources
• Writing flier 1
• Writing flier 2
• Storytelling
• Alternative tale (below)
The True Story of Little Red Riding Hood.
This is the true story of Little Red Riding Hood and the Big Bad Wolf.
Once upon a time there was a little girl called Little Red Riding Hood who lived at the edge of the forest. She always wore red. Red cloaks, red dresses and red shoes. She wouldn’t wear any other colour.
Living nearby was a Big Bad Wolf. It was lonely being a big bad wolf. People were always running away from him. He only had two real friends.
Little Red Riding Hood didn’t like being told what to do. When her Mum asked her to take a basket of food to her Granny, she said: ‘Do I have to?’ But she went anyway.
As Little Red Riding Hood trudged through the forest she could smell the delicious food that Mum had put in the basket. ‘This food smells nice,’ she thought.
Eventually she couldn’t resist the temptation. When she reached the clearing Little Red Riding Hood stopped and opened the basket. ‘These are nice,’ she said as bit into the first cake. After eating several cakes she fell fast asleep.
Meanwhile the wolf was watching Little Red Riding Hood. He saw the note that Little Red Riding Hood’s Mum had written for Granny and decided to take action.
Wolves can run faster than little girls, especially when little girls are full of cake. So Big Bad Wolf picked up the basket and raced off to Granny’s house.
When Wolf arrived at Granny’s house he listened carefully to find out if she was on her own. Had Little Red Riding Hood arrived before him? He knocked on the door and called out: ‘Hello Granny! It’s me: Big Bad Wolf!’
Granny had just made a fresh pot of tea and put out the Wolf’s favourite biscuits. ‘Some tea, dearie?’ she asked. ‘Would you like a biscuit, too?’ They sat down together and he told her all about Little Red Riding Hood and the basket of food.
Just as he had finished telling the story, who should burst in but Little Red Riding Hood! Granny was angry that Little Red Riding Hood had eaten all the cakes that her Mum had made. ‘What a big appetite you must have,’ scolded Granny. Then Little Red Riding Hood didn’t like being found out and said crossly: ‘So what, you’ve got very big teeth and a big nose!’
When he heard this the Wolf was horrified. ‘Don’t be rude to Granny!’ he exclaimed.
Just then the Woodcutter called by to check Granny was well. He had overheard what Little Red Riding Hood had said.
He was shocked and said: ‘How rude you’ve been!’
The Wolf agreed. ‘Yes, she has!’
Little Red Riding Hood ran out, slamming the door behind her.
It was cold and dark outside. Little Red Riding Hood peered longingly through the window. She was sorry for how she had behaved.
Granny saw how sad Little Red Riding Hood looked and brought her back inside. They shared the cakes and the Wolf now had three friends.
And … they all lived happily ever after.
(4 weeks)
Page map
Basic outline
- Overview
- Objectives
- Building on previous learning
Detailed view
Key aspects of learning
Resources required
Basic outline
This is the second of four narrative units in Year 2. The unit has two alternative outcomes. Children can work towards their own written version of a traditional narrative, or create a digital text combining words, images and sounds using presentation software. The unit can be linked to many other curriculum subjects or themes.
Phase 1
Read and compare alternative versions of traditional stories. Discuss opposing characters from the narrative. Discuss and compose dialogue for different characters.
Phase 2
Discuss how characters behave if their roles in a narrative are exchanged. Plan an alternative traditional story. Write a short alternative traditional story using connectives to indicate time and tension.
Phase 3
Discuss how words, sounds and images can convey different information to a reader. Demonstrate how images and sounds can tell a reader a different version of a story. Children create their own digital story, adding dialogue and images to a written narrative.
Overview
• (Reading and response): Read several traditional stories with examples of predictable and patterned language. Children join in and recite familiar words and phrases. Identify examples of formal story language.
• Children prepare and retell familiar stories using appropriate voice for different characters and incorporating some formal story language. Encourage them to sustain the account whilst keeping the listener's interest.
• (Analysis): Compare the themes, settings and characters in several stories. Locate key descriptive words and phrases. Identify sequence of events and compare the plots of different stories. Predict incidents and endings based on experience of traditional tales. Use improvisation and role-play to explore alternatives.
• (Speaking and listening): Watch presentation (live performance/video) of traditional tale(s) from another culture. Discuss how mood and atmosphere were created. Describe characters orally and in writing.
• (Writing): Using a familiar setting from a traditional tale, demonstrate how to structure a new sequence of events and use this as a story plan. Children write own short stories in the style of a traditional tale. Include elements from reading, for example formal story language, typical dialogue. Use past tense consistently and temporal connectives to introduce the different parts of the story.
Objectives
To ensure effective planning of literacy teachers need to ensure they plan for all elements of literacy effectively across the year ensuring that assessment for learning is used to plan and amend teaching. It is essential that core skills such as phonic strategies, spelling, and handwriting are incorporated into these exemplar units to ensure effective learning.
Most children learn to:
1. Speaking
• Tell real and imagined stories using the conventions of familiar story language
2. Listening and responding
• Respond to presentations by describing characters, repeating some highlights and commenting constructively
4. Drama
• Present part of traditional stories, their own stories or work from different parts of the curriculum for members of their own class
5. Word recognition: decoding (reading) and encoding (spelling)
• Read independently and with increasing fluency longer and less familiar texts
• Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns
• Know how to tackle unfamiliar words that are not completely decodable
• Read and spell less common alternative graphemes including trigraphs
• Read high and medium frequency words independently and automatically
6. Word structure and spelling
• Spell with increasing accuracy and confidence, drawing on word recognition and knowledge of word structure, and spelling patterns including common inflections and use of double letters
• Read and spell less common alternative graphemes including trigraphs
7. Understanding and interpreting texts
• Draw together ideas and information from across a whole text, using simple signposts in the text
• Give some reasons why things happen and or characters change
9. Creating and shaping texts
• Draw on knowledge and experience of texts in deciding and planning what and how to write
• Select from different presentational features to suit particular writing purposes on paper and on screen
10. Text structure and organisation
• Use planning to establish clear sections for writing
11. Sentence structure and punctuation
• Write simple and compound sentences and begin to use subordination in relation to time and reason
12. Presentation
• Word process short narrative and non-narrative texts
Building on previous learning
Check that children can already:
• Recognise speech punctuation.
• Be familiar with the use of time connectives.
• Write in complete sentences with capital letters and full stops.
• Navigate an on-screen text with some confidence.
Detailed view
Overview
This teaching sequence is based on Little Red Riding Hood, and needs:
• a written story: The True Story of Little Red Riding Hood
• an alternative story, Little Red Riding Hood and the Vegetarian Wolf (see resources, below), classroom-generated images.
The two stories, The True Story of Little Red Riding Hood and Little Red Riding Hood and the Vegetarian Wolf, reverse the roles of the main characters in order to subvert the traditional tale and create an alternative version. Whereas in the traditional story of Little Red Riding Hood the main character is portrayed as sweet and innocent and the Wolf as mean, hungry and scheming, in these versions the roles are changed so that Little Red Riding Hood becomes devious and the Wolf is kind and polite.
Multimodal texts combine elements of:
• gesture or movement
• images (moving and still)
• sound (spoken words, sound effects and music)
• writing
When composing multimodal texts, children need to be clear about:
• what the words contribute to communicating meaning
• what the images contribute
• what the sound effects or spoken words contribute.
The text is used as a basis for discussing the roles of sound, image, gesture and written text in creating a narrative. It is adapted by using a template/storyboard, or by removing elements of an original presentation. Innovation includes creating a new story based on another traditional tale. A traditional story has been chosen because it is likely to be familiar to the children, so they concentrate on how they tell the story rather than what the story contains.
The audience for the story could be Year 1 or Foundation Stage children in school. The narratives could be stored on the school network for future access by staff and children. The outcome could be a written extended narrative based on an alternative version of a traditional story (phases 1 and 2) or a multimodal extended narrative based on a traditional story (phases 1, 2 and 3).
Phases 1 and 2 make up a 2-week teaching sequence. If you wish, you can follow all three phases as a 3-week or 4-week sequence.
Note: Children working significantly above or below age-related expectations will need differentiated support, which may include tracking forward or back in terms of learning objectives. EAL learners should be expected to work within the overall expectations for their year group.
Phase 1: Reading, capturing ideas, immersion in the text-type (7 days)
Teaching content:
• Shared reading: Compare and contrast a traditional and alternative version of a traditional tale or fairy story. There is usually a 'good' central character and a villain.
• Discuss with children the roles of the characters, and ask: What are the 'good' central characters like? What are 'villains' like? What do they do? What do they say? Is this the same in other stories we have read? Create a class chart of ideas collected. Save the chart to use later for shared writing.
• Independent group work: Working in pairs, one child describes what the central character is like, based on the shared text and the child's own experience. The other child describes what the 'villain' is like. Remind children that they need to use evidence from the text to convince their partner how good or bad their characters really are.
• Follow these discussions by using a drama technique such as hotseating. Add children's further ideas to the whole-class chart under the categories What the character says, What the character does.
• Shared writing: Bring up the plain text version of The True Story of Little Red Riding Hood on an IWB. Use the IWB tools to highlight the dialogue. Use the saved chart from earlier sessions to model creating new dialogue. During discussion, children might work with a partner to try out some different examples for themselves, then draft them onto mini-whiteboards. Selected examples can then be included in the whole-class text.
• Independent work: Children work in four groups. One group works on Little Red Riding Hood's dialogue, another on the Wolf's dialogue, the third on Granny's dialogue and the fourth on the Woodcutter's. The work can be differentiated by the amount of dialogue for each character (Little Red Riding Hood has the most, Granny and the Wolf have about the same and the Woodcutter has the least).
• Shared writing: Bring up the plain text version of The True Story of Little Red Riding Hood on the IWB. Use the IWB tools to highlight time connectives such as eventually, meanwhile, just as, then and when. Building on previous work on connectives, discuss alternative words or phrases that can be used to add more tension to the story. Model replacing some expressions.
• Independent work: In groups or pairs and using word banks of connectives, children take part of the story and replace the connectives with an emphasis on creating tension.
Learning outcomes:
• Children can express ideas about a character using evidence from the text to justify their opinion.
• Children understand that connectives can be used to link ideas and create tension in a narrative.
Phase 2: Planning, writing and re-drafting (7-8 days)
Teaching content:
• Shared reading: Return to one of the traditional stories used earlier and use the 'villain' as a model of how characteristics can be reversed. Using the saved chart of characteristics, discuss how the class can alter what the characters say and do in their reversed roles.
• Independent work: Children change the characteristics of the 'good' character either by drawing and adding speech bubbles or by working in role.
• Shared writing: Using the IWB, model story-boarding by drawing four key episodes from the story (one from the beginning, two from the middle and one from the ending). Taking the characters from shared reading, emphasise how facial expression, posture and gesture indicate what they are like, for example frowning or hands-on-hips showing anger, drooped body posture showing unhappiness. Remind the class that the characters have reversed roles from the original traditional tale.
• Independent work: In pairs, children repeat work from the shared session, independently creating their own story boards to represent their view of the story.
• Shared writing: Use the class story board to model how to develop a written story from the separate episodes depicted. Emphasise the creation of character.
• Independent work: Using their story boards, children write their own stories.
• Shared writing: Building on work on connectives, model using time connectives to create tension in the narrative. Ask children to identify in their own stories connectives that can be replaced to make the story better.
• Independent work: Children concentrate on replacing connectives to improve their stories.
• Share stories to evaluate and reflect on character depiction and creating tension in a story.
• This is the end of the teaching sequence for the writing-only outcome.
Learning outcome:
• Children can write a simple traditional story using a range of connectives to link ideas and build tension for the reader.
Phase 3: Leading to a multimodal text outcome (5-6 days)
Teaching content:
• Shared reading: Read The True Story of Little Red Riding Hood from the presentation, where the humour of the narrative is enhanced by the way in which the images and the words interact. Building on previous sessions, discuss how the characters are depicted. Model finding evidence about the characters from the words, images or sounds. Develop a 'Character comparison chart' to record their ideas. Keep this chart for shared writing.
• Shared reading: Bring up the plain text version of The True Story of Little Red Riding Hood on the IWB. Model identifying how the author shows what the characters are like, building on the work about what characters do and say. Record your findings on the comparison chart.
• Bring up the multimodal version of The True Story of Little Red Riding Hood. Discuss how the sound files, when they are compared to the written text on screen, tell the reader that Little Red Riding Hood is selfish and the Wolf is thoughtful. Repeat the process for the visual text where the images contradict the words on screen. Record the findings on the comparison chart.
• Shared writing: Bring up the presentation template for Little Red Riding Hood and the Vegetarian Wolf, which has only words on the screens. Explain that the class will be making a story like The True Story of Little Red Riding Hood where the words and pictures contradict each other. Select the third screen ('This is the Big Bad Wolf') to model how the images can be made to show a vegetarian wolf. Using the alternative story 'Little Red Riding Hood veg wolf', discuss what kinds of thing a vegetarian wolf would say and do. Add notes to the image of the wolf in preparation for adding sound and completing the whole story in the following sessions.
• Independent work: Select image 2 of the presentation 'This is Little Red Riding Hood' for children to decide what their new Little Red Riding Hood is like. In pairs or groups children discuss, draw and make notes about their alternative Little Red Riding Hood. Remind them to use the list of characteristics of a bad character to support their choices. The list could be left on the IWB during this independent session.
• Shared reading to writing: Read the whole of the presentation Little Red Riding Hood and the Vegetarian Wolf with children. Using the story 'Little Red Riding Hood veg wolf', and building on the wolf image from the shared work in the previous session, model making decisions about sounds and images that will make the Wolf look kind and friendly. For example, as he is vegetarian he might be making a shopping list of vegetables. Sketch in images.
• Independent work: In pairs or groups, children decide what sounds can be added to help present the Wolf as friendly and harmless. In feedback, discuss, select and add one of the ideas to the class plan. Children continue for the following screens, drawing and making notes about sound.
• Shared writing: Continue making the multimodal story. Children draw images, or use freeze-framing to act out the images and then take photographs. Emphasise how gesture shows what characters are like. Model adding visual images to the presentation text. Once the images are in place, discuss what the characters are saying or thinking. Model recording sound text and adding it to the presentation. Model making changes so that written, sound and image text work together to show the reader an alternative version of the traditional narrative. Review shared narrative against the original criteria for characters' role reversal. Discuss and evaluate how the sound, image and written text work together.
• Independent work: This will follow the flow of the shared sessions. In pairs or groups, children discuss and then note on their whiteboards or paper plans what each character thinks or says. They take photographs or draw images, import images, record their sound text and add it to the presentation and then complete and evaluate their own texts.
Learning outcomes:
• Children understand that words, images and sounds can convey different elements of a narrative for a reader.
• Children can write a traditional narrative using words, sounds and images to convey information about the main characters.
Key aspects of learning
Problem solving
Children will respond to a task using trial and error and consider a range of possible solutions.
Creative thinking
Children will generate imaginative ideas to make connections and see relationships between different modes of communication. Children will experiment with different modes of communication to respond to different points of view.
Evaluation
Children will discuss success criteria for their written and oral work, give feedback to others and judge the effectiveness of their own writing and speaking.
Social skills
When working collaboratively children will learn about listening to and respecting other people's ideas and taking on different roles within a group.
Communication
Children will recognise communication in different modes. They will work collaboratively to discuss, plan and create a traditional tale.
Resources
• Writing flier 1
• Writing flier 2
• Storytelling
• Alternative tale (below)
The True Story of Little Red Riding Hood.
This is the true story of Little Red Riding Hood and the Big Bad Wolf.
Once upon a time there was a little girl called Little Red Riding Hood who lived at the edge of the forest. She always wore red. Red cloaks, red dresses and red shoes. She wouldn’t wear any other colour.
Living nearby was a Big Bad Wolf. It was lonely being a big bad wolf. People were always running away from him. He only had two real friends.
Little Red Riding Hood didn’t like being told what to do. When her Mum asked her to take a basket of food to her Granny, she said: ‘Do I have to?’ But she went anyway.
As Little Red Riding Hood trudged through the forest she could smell the delicious food that Mum had put in the basket. ‘This food smells nice,’ she thought.
Eventually she couldn’t resist the temptation. When she reached the clearing Little Red Riding Hood stopped and opened the basket. ‘These are nice,’ she said as bit into the first cake. After eating several cakes she fell fast asleep.
Meanwhile the wolf was watching Little Red Riding Hood. He saw the note that Little Red Riding Hood’s Mum had written for Granny and decided to take action.
Wolves can run faster than little girls, especially when little girls are full of cake. So Big Bad Wolf picked up the basket and raced off to Granny’s house.
When Wolf arrived at Granny’s house he listened carefully to find out if she was on her own. Had Little Red Riding Hood arrived before him? He knocked on the door and called out: ‘Hello Granny! It’s me: Big Bad Wolf!’
Granny had just made a fresh pot of tea and put out the Wolf’s favourite biscuits. ‘Some tea, dearie?’ she asked. ‘Would you like a biscuit, too?’ They sat down together and he told her all about Little Red Riding Hood and the basket of food.
Just as he had finished telling the story, who should burst in but Little Red Riding Hood! Granny was angry that Little Red Riding Hood had eaten all the cakes that her Mum had made. ‘What a big appetite you must have,’ scolded Granny. Then Little Red Riding Hood didn’t like being found out and said crossly: ‘So what, you’ve got very big teeth and a big nose!’
When he heard this the Wolf was horrified. ‘Don’t be rude to Granny!’ he exclaimed.
Just then the Woodcutter called by to check Granny was well. He had overheard what Little Red Riding Hood had said.
He was shocked and said: ‘How rude you’ve been!’
The Wolf agreed. ‘Yes, she has!’
Little Red Riding Hood ran out, slamming the door behind her.
It was cold and dark outside. Little Red Riding Hood peered longingly through the window. She was sorry for how she had behaved.
Granny saw how sad Little Red Riding Hood looked and brought her back inside. They shared the cakes and the Wolf now had three friends.
And … they all lived happily ever after.
# posted by whynotshare @ 6:07 PM 
