session - cambo · web viewjack and the beanstalk (film) explore sound elements in a film show...

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Fiction Unit 2.2 A Twist in the TaleAbout this unit:In this unit, the children explore a range of fiction. They read the interactive eBook and watch a film, listening and responding to the stories then contrasting traditional and non-traditional tales. They discuss characters and key fairy-story features, learning how to make predictions. They plan, edit and write their own versions of a traditional tale, with roles reversed.

Texts in this unit: Don't Read This Book!, Maximus and the Beanstalk and Jack and the Beanstalk (film)

Stimulus synopsis for each text:

Don’t Read This Book!The King is about to star in a brand new story but – wait a minute! What's this? The story has disappeared! You'd better go and do something else instead… What? You're still here? Well, then you'll see the King frantically galloping through Storyland to piece together the fragments of his story, with some very unlikely interventions (and help) and some very familiar faces doing some very unfamiliar things. And look out for the pea. He’s the real star of this show!

Maximus and the BeanstalkMaximus is a good boy and he always helps his parents. Everyone is very happy, until one day a huge beanstalk crashes through their cottage! But that’s not Maximus’s biggest problem, oh no! Something keeps stealing his favourite things, but no one believes him. There’s only one thing for it – Maximus must take a trip down the creepy beanstalk and solve the mystery himself…

Jack and the Beanstalk (film)A modern-day twist on the traditional tale. Ever since the giant building appeared in Jack’s neighbourhood, people are mysteriously going missing. When a hungry Jack wakes up to find a beanstalk outside his bedroom window, he climbs to the top of the building in search of food …

Recommended RouteThis recommended route is a varied learning pathway through the lessons available, which ensures full coverage of the curriculum objectives for the year group within a given number of weeks. It will typically progress from comprehension to composition, with grammar and depth focus lessons scheduled where relevant. The learning objectives for each lesson are listed in the lesson plans below, and national curriculum coverage can be viewed in The National Curriculum for England Correlation Chart Year 2, The National Curriculum for Wales Correlation Chart Year 2, The National Literacy and Numeracy Framework Correlation Chart Year 2 (Wales), The Curriculum for Excellence Correlation Chart P3 (Scotland) and The Northern Ireland Curriculum Correlation Chart Year 3.

Day 1 Day 2 Day 3 Day 4 Day 5Comprehension 1: Don’t Read This Book! (1)Make predictions

Discuss key fairy-story features

Comprehension 2: Don’t Read This Book! (2)Make predictions


Depth focus 1:Exploring character:Don’t Read This Book!Explore characters within a story

Short composition 1 (Day 1)Ask and answer questions in conversation

Short composition 1 (Day 2)Write statements, questions, exclamations and commands

Use appropriate expression

Day 6 Day 7 Day 8 Day 9 Day 10Comprehension 3: Jack and the Beanstalk (film) (1)Recap traditional version of Jack and the Beanstalk

Comprehension 4: Jack and the Beanstalk (film) (2)Discuss good and bad characteristics of fairy-tale characters

Sentence grammar 1: Subordination (when, if, because):Maximus and the

Short composition 2 (Day 1)Use subordination when retelling stories orally

Short composition 2 (Day 2)Continue with stories using subordination to

Pearson is not responsible for the quality, accuracy or fitness for purpose of the materials contained in the Word files once edited. To revert to the original Word files, re-download them from ActiveLearn.

https://www.activelearnprimary.co.uk/resource/497538







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Focus on similarities and differences between the film shown and the traditional tale

BeanstalkExplore subordination

Write one sentence using subordination to link events together

link events together

Rehearse sentences orally before writing them down

Day 11 Day 12 Day 13 Day 14 Day 15Depth focus 2:Sounds elements in a film: Jack and the Beanstalk (film)

Depth focus 3:Sequencing: Jack and the Beanstalk (film)

Comprehension 5: Maximus and the Beanstalk (1)Make predictions

Comprehension 6: Maximus and the Beanstalk (2)Talk about characters

Depth focus 4: Exploring characters’ thoughts and feelings:Maximus and the Beanstalk

Day 16 Day 17 Day 18 Day 19 Day 20

Long composition (Day 1)Discuss character and characteristics

Discuss role reversal

Long composition (Day 2)Develop story ideas

Long composition (Day 3)Write story openings

Rehearse sentences orally

Long composition (Day 4)Edit and improve story openings and continue with stories

Long composition (Day 5)Use subordination to link sentences / events

Recommended Grammar LessonsThese short, discrete grammar lessons can be taught at any point in the recommended route, either spread between the lessons or taught in one session as a group. All of the units across a year group contain grammar lessons that, between them, cover the curriculum requirements for the year group.

Grammar Lesson 1 Grammar Lesson 2 Grammar Lesson 3 Grammar Lesson 4 Grammar Lesson 5Revise full stops, question marks and exclamation marks to delineate sentence boundaries, and the term punctuation

Use sentences involving subordination, using ‘when’, ‘if’, ‘because’

Compose complex sentences orally

Rehearse key grammatical patterns

Understand and use grammatical terminology: verb, tense

Recognise common irregular past tenses; recognising Standard English versions

Introduce word classes: adjectives

Link adjectives to nouns

Understand and use terminology: nouns, verbs and adjectives

Revise the word classes covered so far, and use grammatical knowledge creatively

Lesson BankIf you would prefer to develop your own route through the material, the lessons detailed below, alongside additional lessons, are available in the lesson bank for the unit. This lesson bank contains all available lessons for the unit, including comprehension lessons, composition activities (both long and short), and depth focus and sentence grammar lessons where relevant. If you are planning a thematic curriculum, or using Wordsmith alongside other resources, you can select appropriate lessons from the lesson bank for your own planning.

Spelling listThe spelling list linked below contains all the spellings children will come across in this unit. They are linked to the spelling requirements for the National Curriculum for England Programme of Study for the year group. This list can be used to issue spellings to children on a weekly basis.F AR 2.2.1 Spelling List: A Twist in the TaleYou can also view the complete spelling list for Year 2.





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Teaching StrategiesThroughout the lesson plans, key teaching techniques such as ‘Babble Gabble’ appear in green. For a definition of each of these techniques, consult the Wordsmith Glossary of Teaching Strategies, which outlines what each technique involves and how it can be used.

Grammar AssessmentAt the end of each term, once all four units have been covered for the year group, children’s individual knowledge of the grammar concepts taught during the unit can be assessed using the printable grammar progress check and mark scheme.

About the Grammar Progress Checks Grammar Progress Check: Year 2, Spring Term Grammar Progress Check Answers: Year 2, Spring Term

You can record children’s attainment on the Grammar Progress Checks using the editable Class Record.







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Day 1: Comprehension

Session Main focus Teaching summary Activity descriptionComprehension 1:Don't Read This Book! (1)

Make predictions


Share props relating to familiar traditional stories. For each item, identify the story together.

Display the eBook of Don’t Read This Book! and look at the cover. Ask: Shall we read it?

As you read, address the author’s comments directly to the children. At page 10 ask: What does the King want? What does the story writer need?

Pause at page 19. Talk Partners make predictions. Continue reading, enjoying links to familiar stories.

Following group work and discussion, introduce ‘Talk about it’ (F ITP 2.2.1). Explain key story features and make notes.

Ask: Why do you think the author says ‘Don’t read this book’ to you? (A little joke.)

Small, mixed-ability groups discuss fairy-story ingredients, using ‘Story ingredients’ (F PCM 2.2.1) as a prompt. Do you recognise any of these characters, events or settings from other stories you know? The children then come back together and share ideas as a class.

Objectives: Become increasingly familiar with a wider range of stories; Make predictions; Participate in discussions and listen to othersSpoken language: Speculate, hypothesise, imagine and explore ideas; Consider and evaluate different viewpointsPhotocopiables: F PCM 2.2.1Digital resources: eBook of Don't Read This Book! , F ITP 2.2.1


Session Main focus Teaching summary Activity descriptionComprehension 2:Don't Read this Book! (2)

Identify traditional fairy stories within a non-traditional tale

Play Just a Minute to recap the story. Then reread the eBook of Don’t Read This Book!, discussing the pictures and encouraging close observation. What do you notice here? What is the King doing? As you read, copy the gestures and actions shown.

Identify details from traditional stories and visual links with the story-writing theme (e.g. quill, letters, scrolls).

Talk Partners explore the picture details on pages 28–29. They write questions to make the reader look closely. They then swap questions with another pair and answer each other’s. Come back together as a class and share examples. Challenge the children to identify details relating to The Princess and the Pea.







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Talk Partners trace the narrative of the little workmen on each spread: What are they doing? Why?

Display pages 28-29. Where is the pea? Who is wearing a crown?

Objectives: Become increasingly familiar with a wider range of stories; Draw on what they already know/background information/information provided by teacher; Explain clearly their understanding of what is read to themSpoken language: Ask relevant questions; Build their vocabulary; Articulate and justify answers; Give well-structured descriptions, explanations and narrativesPhotocopiables: n/aDigital resources: eBook of Don't Read This Book!

Day 3: Depth focus 1

Session Main focus Teaching summary Activity descriptionDepth focus 1: Exploring character:Don't Read This Book!

Explore characters within a story

Display the eBook of Don’t Read This Book! and look at the cover. Let’s focus on the King.

Read the story, with the children joining in with the King’s words. Encourage expressive voices, conveyed by the print size, punctuation and pictures.

Discuss the King’s words, facial expressions and gestures. Invite the children to copy his posture or movements. What does this tell us? (E.g. status, self-image.)

Talk Partners discuss their opinions of the King. Share the opinions, asking for reasons based on evidence in the book.

Display ‘King target board’ (F ITP 2.2.3) and invite the children to drag appropriate words onto the target.

Core: In pairs, the children write sentences describing the King, using words from ‘King target board’ (F ITP 2.2.3). Talk Partners then discuss the children’s word choices and reasons.

Support: In pairs, the children draw and label a picture of the King.

Extend: In pairs, the children write sentences describing the King. Talk Partners then discuss the children’s word choices and reasons.

Display the children’s sentences and pictures on the Learning Wall.

Objectives: Make inferences; Participate in discussions and listen to others; Explain clearly their understanding of what is read to themSpoken language: Give well-structured descriptions, explanations and narratives; Select and use appropriate registersPhotocopiables: n/aDigital resources: eBook of Don't Read This Book! F ITP 2.2.3

Day 4: Short composition 1







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Session Main focus Teaching summary Activity descriptionDay 1 Ask and answer

questions in conversation

Explain that some parts of a story are words the narrator says and others are words (or dialogue) that characters speak. Look at pages 8–9 and 10–11 of Don't Read this Book!. Who is speaking?

After the children have completed Activity 1, show ‘Writing dialogue’ (F ITP 2.2.7). Model orally rehearsing and writing dialogue for the Princess politely requesting shelter and the King’s response. Talk Partners try out the exchange.

Display and read pages 30–31 from the eBook. Note that there is no dialogue. Where could we add dialogue? Complete Activity 2.

Ask volunteers to say sentences that the Princess and the Queen might say. Model writing the sentences, including questions. Complete Activity 3.

Activity 1Core: Talk Partners read ‘The Princess and the Pea’ (F PCM 2.2.9) and use highlighters to identify the dialogue.

Support: The children act out the scene on ‘The Princess and the Pea’ (F PCM 2.2.9), making up some dialogue.

Extend: Talk Partners read ‘The Princess and the Pea’ (F PCM 2.2.9) and then write ideas for dialogue on sticky notes or in speech bubbles.

Activity 2Mixed-abilty groups Role Play the conversation between the King, Queen and Princess.

Activity 3Mixed-abilty groups write sentences for the Princess, King and Queen, including questions.

Objectives: Plan/say out loud what they are going to write about; Encapsulate what they want to say, sentence by sentence; Learn how to use both familiar and new punctuation correctly (Appendix 2)Spoken language: Participate actively in conversations; Consider and evaluate different viewpointsPhotocopiables: F PCM 2.2.9Digital resources: eBook of Don't Read this Book! , F ITP 2.2.7


Session Main focus Teaching summary Activity descriptionDay 2 Write

statements, questions, exclamations and commands

Discuss the title: Don't Read This Book! What sort of sentence is this? (A command.)

How can we tell? Discuss how this is a ‘bossy’ book.

Reread the eBook to the end of page 7, with children stopping you when they hear a bossy

Core: The children use ‘I’m the Boss 2’ (F PCM 2.2.17) to write statements, questions, exclamations and commands. Provide models of the appropriate punctuation and examples of each sentence type for them to refer to, if needed.











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Use appropriate expression

command. Point out statements, exclamations and

questions. How should I say this? Continue reading, with the children identifying

statements, questions, exclamations and commands as you read.

Read some sentences inappropriately for the children to correct your expression. Encourage them to demonstrate more appropriate expression!

Support: The children think of ideas for statements, questions, exclamations and commands. An adult scribes them, or assists the children as they write their own sentences.

Extend: The children use ‘I’m the Boss’ (F PCM 2.2.10) to write statements, questions, exclamations and commands.

Come back together as a class to share examples of the children’s sentences. Encourage the children to have fun reading their sentences with appropriate expression. Talk Partners then think of and write responses to each other’s sentences, using more statements, questions, exclamations and commands.

Objectives: Learn how to use both familiar and new punctuation correctly (Appendix 2); Learn how to use sentences with different forms: statement, question, exclamation, commandSpoken language: Gain the interest of the listener; Select and use appropriate registersPhotocopiables: F PCM 2.2.10, F PCM 2.2.17Digital resources: eBook of Don't Read this Book!


Session Main focus Teaching summary Activity descriptionComprehension 3:Jack and the Beanstalk (film) (1)

Recap traditional version of Jack and the Beanstalk

Focus on differences and similarities between the film shown and the traditional tale

Explain that the children are going to watch a film of a familiar story, Jack and the Beanstalk.

Encourage the children to describe characters, settings and events in the traditional version. Write notes on ‘Talk about it’ (F ITP 2.2.1).

Show ‘Jack and the Beanstalk (film)’ (F ITP 2.2.13 and F ITP 2.2.14). Pause at key points (e.g. after mum throws the beans out; the ‘hero Jack’ episode) for Talk Partners to identify similarities to and differences from the traditional story.

Take feedback. Add notes to F ITP 2.2.1.

Core: Talk Partners make notes about the film, using ‘Talk about it’ (F PCM 2.2.2).

Support: Talk Partners make notes about the characters in the film, using ‘Talk about it 2’ (F PCM 2.2.13).

Extend: Talk Partners make notes about the film, using ‘Talk about it’ (F PCM 2.2.2) and being sure to include all of the main aspects of the story.

Rearrange the class into small, mixed-ability
















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Discuss similarities and differences between the film and the traditional story.

groups. The children discuss which parts of the film they liked most and why. Play the film again, pausing at the children’s favourite parts.

Objectives: Become increasingly familiar with a wider range of stories; Draw on what they already know/background information/information provided by teacher; Participate in discussions and listen to othersSpoken language: Articulate and justify answers; Participate actively in conversationsPhotocopiables: F PCM 2.2.2, F PCM 2.2.13Digital resources: F ITP 2.2.1, F ITP 2.2.13, F ITP 2.2.14


Session Main focus Teaching summary Activity descriptionComprehension 4:Jack and the Beanstalk (film) (2)

Discuss good and bad characteristics of fairy-tale characters

Discuss traditional good and bad characters. Talk Partners discuss the Giant and Jack. Add

ideas to create Roles on the Wall for ‘good Jack’ and ‘bad Giant’.

Show the first part of the film (F ITP 2.2.13), as far as Jack’s trip round the world. Talk Partners discuss Jack’s ‘good’ and ‘questionable’ actions and the Giant’s ‘bad’ actions and words. Note ideas on the Roles on the Wall, adding speech bubbles.

Watch to the end of the film, adding to the Roles on the Wall.

Show the Giant looking mean (e.g. 6min 14s). Invite comments on his appearance, expression and posture, and on the use of close-ups.

Display ‘Character sort’ (F ITP 2.2.2) and ask the children to decide which word belongs with which character.

Talk Partners discuss characters’ good and bad qualities.

Core: The children use ‘Wanted poster’ (F PCM 2.2.3) to describe the Giant.

Support: The children use ‘Wanted poster 2’ (F PCM 2.2.14) to describe the Giant.

Extend: The children think of and write five reasons to give Jack a ‘Good Child of the Year’ award, using ‘Good Child of the Year’ (F PCM 2.2.15)

Objectives: Become increasingly familiar with a wider range of stories; Recognise simple recurring language in stories and poetry; Make inferencesSpoken language: Listen and respond appropriately; Consider and evaluate different viewpointsPhotocopiables: F PCM 2.2.3, F PCM 2.2.14, F PCM 2.2.15Digital resources: F ITP 2.2.2, F ITP 2.2.13




















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Day 8: Sentence grammar

Session Main focus Teaching summary Activity descriptionSentence grammar 1:Subordination (when, if, because): Maximus and the Beanstalk

Explore subordination

Read page 4 of Maximus and the Beanstalk: ‘Max was about to take a bite when …’ Explain that the word ‘when’ connects two parts of the sentence. Say ‘I was walking to school this morning when …’ and ask the children to complete the sentence orally.

Read page 14. Can you spot the word that links the two events together? Point out that ‘when’ can come at the beginning of a sentence.

Read page 16. Can you spot another of these words? (If.)

Say ‘Jack’s mum made him work for the giants because she was angry with him.’ Can you spot the word that links the events? (Because.)

Ask the children to say sentences using ‘when’, ‘if’ and ‘because’.

Core: Talk Partners complete ‘Using When, If and Because’ (F PCM 2.2.8), discussing their choices and writing one sentence.

Support: Talk Partners cut out and match the two parts of each sentence on ‘Using When, If and Because’ (F PCM 2.2.8).

Extend: Talk Partners write their own sentences using ‘when’, ‘if’ and ‘because’.

Objectives: Learn how to use subordination and co-ordination; Learn the grammar of word structure in Appendix 2Spoken language: Consider and evaluate different viewpointsPhotocopiables: F PCM 2.2.8Digital resources: eBook of Maximus and the Beanstalk


Session Main focus Teaching summary Activity descriptionDay 1 Use

subordination when retelling stories orally

Write one sentence using

Display and read ‘Newspaper article’ (F ITP 2.2.8), and explain that the storyteller has forgotten his stories.

Display ‘What’s the story?’ (F ITP 2.2.9) and read each story opening. Luckily, the storyteller did write the story openings. Can you work out which story this is from?

Core: In groups, the children retell a story (Jack and the Beanstalk, Little Red Riding Hood or The Gingerbread Man). Can they use the words when, if and because in their retellings? The children each write one sentence they used in the retelling that includes one of these words.









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subordination to link events together

We are going to tell and write the stories for the King.

Write the words ‘when’, ‘if’ and ‘because’ on the board and demonstrate orally telling part of one story, using these words to link events together. (E.g. Little Red Riding Hood went to visit Granny because she was poorly.)

Support: In groups, the children retell a story (Jack and the Beanstalk, Little Red Riding Hood or The Gingerbread Man). Can they use the words when, if and because in their retellings? An adult scribes or assists the children with writing a sentence they used in the retelling that includes one of these words.

Extend: In groups, the children retell a story (Jack and the Beanstalk, Little Red Riding Hood or The Gingerbread Man). Can they use the words when, if and because in their retellings? The children then write three sentences, using the words when, if and because.

Come back together as a class to share the children’s sentences.

Objectives: Write narratives about personal experiences and those of others; Write down ideas and/or key words, including new vocabulary Spoken language: Speak audibly and fluently using Standard English; Participate in discussions, presentations, performances, role play, improvisations and debatesPhotocopiables: n/aDigital resources: F ITP 2.2.8, F ITP 2.2.9


Session Main focus Teaching summary Activity descriptionDay 2 Continue with

stories using subordination to link events together

Rehearse sentences orally before writing them down

Write the words ‘when’, ‘if’ and ‘because’ on the board.

Orally retell one of the stories from the previous session, using these words to link events together. The children raise their hands when they hear one of these words.

Core: The children write their stories retelling Jack and the Beanstalk, Little Red Riding Hood or The Gingerbread Man. Encourage them to say their sentences orally before writing them down.

Support: The children each draw pictures of the beginning, middle and end of their story and then write one sentence about each part.

Extend: The children write their stories, using ‘when’, ‘if’ and ‘because’ in their sentences.




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Come back together as a class so volunteers can read their stories aloud. The children check and evaluate their writing.

Objectives: Consider what they are going to write before beginning; Plan/say out loud what they are going to write about; Encapsulate what they want to say, sentence by sentenceSpoken language: Speak audibly and fluently using Standard English; Select and use appropriate registersPhotocopiables: n/aDigital resources: n/a

Day 11: Depth focus

Session Main focus Teaching summary Activity descriptionDepth focus 2:Sound elements in a film:Jack and the Beanstalk (film)

Explore sound elements in a film

Show ‘Jack and the Beanstalk (film)’ (F ITP 2.2.13 and F ITP 2.2.14). Ask the children to listen carefully for the sounds used and think about what sound adds.

Turn off the screen and play a short clip for the children to listen to only.

Establish the main sound elements: voice, sound effects and music. What sounds did you hear? What did they tell us? Play the same piece of soundtrack again and ask the children to picture the events in their heads.

Show ‘Sound effects’ (F ITP 2.2.4). What is this sound? When is it used?

Independently, the children add ideas for sound effects and dialogue to the script on ‘Sound track’ (F PCM 2.2.6).

Objectives: Listen to and discuss a wide range of text types; Become increasingly familiar with a wider range of stories; Draw on what they already know/background information/information provided by teacherSpoken language: Listen and respond appropriatelyPhotocopiables: F PCM 2.2.6Digital resources: F ITP 2.2.4, F ITP 2.2.13, F ITP 2.2.14

Day 12: Depth focus

Session Main focus Teaching summary Activity description











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Depth focus 3:Sequencing:Jack and the Beanstalk (film)

Explore sequencing

Show ‘Jack and the Beanstalk (film)’ (F ITP 2.2.13 and F ITP 2.2.14). The children join in with familiar parts of the narration, dialogue and sound effects.

Give Talk Partners a mystery envelope containing one event from ‘Ordering events’ (F PCM 2.2.7). Ask them to discuss which part of the film it comes from. What happens immediately before and after this?

The children work in mixed-ability groups to draw pictures and write captions for one of the events. They Jigsaw to share their work and create a storyboard.Display ‘Picture storyboard’ (F ITP 2.2.6). Invite the children to sequence the images, explaining their decisions. Can they say what happened between events?

Objectives: Write for different purposesSpoken language: Listen and respond appropriately; Give well-structured descriptions, explanations and narrativesPhotocopiables: F PCM 2.2.7Digital resources: F ITP 2.2.6, F ITP 2.2.13, F ITP 2.2.14


Session Main focus Teaching summary Activity descriptionComprehension 5:Maximus and the Beanstalk (1)

Make predictions Introduce the title: Maximus and the Beanstalk. Invite predictions about possible links with Jack and the Beanstalk.

Read the eBook to the end of page 11. Discuss how the story is different from Jack and the Beanstalk. Draw out understanding of the role reversal. What is a Tiny? What is he doing? Who is good? Who is bad? Pairs discuss and feed back.

Discuss the story, using ‘Talk about it’ (F ITP 2.2.1).

Pairs make predictions. Read to the end of page 21. What might

happen now? How might it end?

Core: Talk Partners discuss, draw and write predictions about what might happen next and the ending of the story, using ‘Predictions’ (F PCM 2.2.4).

Support: Talk Partners discuss, draw and write predictions about what might happen next, using ‘Predictions 2’ (F PCM 2.2.16).

Extend: The children write the next part of the story, possibly including the ending. Come back together as a class and read to the end of the story. Display the children’s predictions and discuss some of the ideas and reasons behind them. What is the most important difference between this story and the usual one? (E.g. The character reversal)

Objectives: Make inferences; Answer and ask questions; Make predictions

















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Spoken language: Speculate, hypothesise, imagine and explore ideasPhotocopiables: F PCM 2.2.4, F PCM 2.2.16Digital resources: eBook of Maximus and the Beanstalk , F ITP 2.2.1


Session Main focus Teaching summary Activity descriptionComprehension 6:Maximus and the Beanstalk (2)

Talk about characters

Explain that you want the children to think about the main characters. Talk Partners share what they know about Maximus and Jack.

Take feedback. Speakers justify their comments and opinions.

Reread Maximus and the Beanstalk, stopping to discuss what the pictures, actions and dialogue tell us about the characters.

Talk Partners share opinions on what the characters do and say, referring to the text and pictures.

Reread the dialogue, encouraging the children to use appropriate voices. How might Maximus say this? Why?

Core: The children discuss the characters of Maximus and Jack, recording their ideas on ‘Character ratings’ (F PCM 2.2.5)

Support: The children write statements or words to create a Role on the Wall for Maximus or Jack.

Extend: The children discuss the characters of Maximus and Jack, recording their ideas on ‘Character ratings’ (F PCM 2.2.5) and using evidence from the story to justify their opinions.

Come back together as a class to share and discuss the children’s character ratings, statements and key words. How are the characters different from those in Jack and the Beanstalk?

Objectives: Make inferences; Participate in discussions and listen to others; Explain clearly their understanding of what is read to themSpoken language: Articulate and justify answers; Consider and evaluate different viewpointsPhotocopiables: F PCM 2.2.5Digital resources: eBook of Maximus and the Beanstalk










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Day 15: Depth focus

Session Main focus Teaching summary Activity descriptionDepth focus 4:Exploring characters’ thoughts and feelings:Maximus and the Beanstalk

Explore characters’ thoughts and feelings

Let’s explore the characters’ thoughts, feelings and motives.

Display and read ‘Character quiz’ (F ITP 2.2.5). Volunteers answer in role as Maximus and Jack.

Reread pages 10-11 of Maximus and the Beanstalk. Focus on facial expressions and body language. Add thought bubbles. What is he thinking/feeling?

Talk Partners generate questions to ask the characters. As Teacher in Role, pretend to be Maximus. Use a puppet for Jack. Model asking and answering questions, using appropriate voices and evidence from the story.

Hot-Seating: The children take the hot seat to ask Maximus and Jack about their thoughts, feelings and motives regarding the event (Jack taking Maximus’s penny).

Core: Small groups read pages 14–15 of the story. They devise questions and then take turns Hot Seating to answer as Maximus or Jack.

Support: Small groups read page 17 of the story They devise questions and then take turns Hot Seating to answer as Maximus or Jack.

Extend: Small groups read pages 22–24 of the story They devise questions and then take turns Hot Seating to answer as Maximus or Jack.

Come back together as a class to discuss the Hot Seating. How well do you think you answered in role? Was it easy or hard? Why? What have we learned about the characters?

Objectives: Make inferences; Participate in discussions and listen to others; Explain clearly their understanding of what is read to themSpoken language: Ask relevant questions; Participate actively in conversations; Speculate, hypothesise, imagine and explore ideasPhotocopiables: n/aDigital resources: eBook of Maximus and the Beanstalk , F ITP 2.2.5

Day 16: Long composition

Session Main focus Teaching summary Activity descriptionDay 1 Discuss

character and characteristics

Discuss role reversal

Introduce the task of writing a version of Jack and the Beanstalk with the ‘goodie’ / ‘baddie’ roles reversed. The audience could be either children in another class or the King from Don’t Read This Book!.

Display ‘Character sort’ (F ITP 2.2.2) again. Demonstrate moving the words to reverse the roles.

Core: Talk Partners discuss and make notes of dialogue and at least one action for Bad Jack, using ‘Bad Jack’ (F PCM 2.2.11).

Support: The children draw a picture of Bad Jack and write a sentence he could be saying in a speech bubble.








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Show ‘Friendly giant’ (F ITP 2.2.10). Remind the children how facial expressions can reflect character. Invite them to make a friendly-looking giant.

Talk Partners try out some dialogue for the friendly giant and discuss what he might do. Share ideas and add them to the boxes on F ITP 2.2.10.

Extend: Talk Partners discuss and make notes of actions and dialogue for Bad Jack, using ‘Bad Jack’ (F PCM 2.2.11).

Come back together as a class and discuss the Role on the Wall. Share ideas, focusing on the fact that both action and dialogue show what the character is like.

Objectives: Write for different purposes; Write down ideas and/or key words, including new vocabularySpoken language: Participate actively in conversations; Consider and evaluate different viewpointsPhotocopiables: F PCM 2.2.11Digital resources: F ITP 2.2.2, F ITP 2.2.10, F ITP 2.2.13, F ITP 2.2.14


Session Main focus Teaching summary Activity descriptionDay 2 Develop story

ideas Recall the role-reversal idea. Display ‘Storyboard plan’ (F ITP 2.2.11) and

read the first box. Explain that all the events need changing to fit the new characters.

Referring to the second picture, Talk Partners discuss how Bad Jack might get the beans. Praise suggestions showing Jack as bad.

Role Play one idea to see how it works. Those watching suggest what the characters might say/do and how they might react. Freeze Frame and photograph the scene. Note ideas on F ITP 2.2.11.

Repeat for the next two storyboard pictures.

Core: Pairs or groups develop ideas for Jack’s visits to the giant, using ‘Storyboard plan’ (F PCM 2.2.12).

Support: Pairs or groups Role Play each of Jack’s visits to the giant and, using ‘Storyboard plan’ (F PCM 2.2.12), write down what Jack saw on each visit (e.g. coins, egg, hen, harp). They include adjectives if appropriate.

Extend: Pairs or groups develop ideas for Jack’s visits to the giant, including dialogue and actions, using ‘Storyboard plan’ (F PCM 2.2.12).

Come back together as a class to discuss the effect the changes have had on the story. Why/ how must we change the story’s ending? Think-Pair-Share possible endings, asking the children to explain why each is a good ending.

Objectives: Write for different purposes; Write down ideas and/or key words, including new vocabularySpoken language: Listen and respond appropriately; Consider and evaluate different viewpoints


















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Photocopiables: F PCM 2.2.12Digital resources: F ITP 2.2.11, F ITP 2.2.13, F ITP 2.2.14


Session Main focus Teaching summary Activity descriptionDay 3 Write story

opening

Rehearse sentences orally

Display the Role on the Wall and ‘Storyboard plan’ (F ITP 2.2.11).

Demonstrate composing the story opening. Compose each sentence orally, trying out possible words to decide which fits the character best. Involve the children in selecting words from the Role on the Wall, e.g. Jack was a ... boy.

Point out how you link ideas in multi-clause sentences. Talk Partners suggest how these sentences might continue.

Include a line of dialogue to show Jack’s character, e.g. ‘I want a new bike and I want it now!’

Reread, checking sense and punctuation.

Core: Individuals or pairs write a few sentences as their story openings, referring to their copies of ‘Storyboard plan’ (F ITP 2.2.11), using words from the Role on the Wall and making careful word choices.

Support: Individuals or pairs write one or two sentences as their story openings, referring to their copies of ‘Storyboard plan’ (F ITP 2.2.11), and the Role on the Wall. Provide more vocabulary to assist them if appropriate.

Extend: Individuals or pairs write their story openings independently, making careful word choices and using dialogue to show Jack as a bad character. They may refer to their copies of ‘Storyboard plan’ (F ITP 2.2.11) and the Role on the Wall.

Objectives: Plan/say out loud what they are going to write about; Encapsulate what they want to say, sentence by sentence; Learn how to use both familiar and new punctuation correctly (Appendix 2)Spoken language: Listen and respond appropriately; Speak audibly and fluently using Standard EnglishPhotocopiables: n/aDigital resources: F ITP 2.2.11, F ITP 2.2.13, F ITP 2.2.14













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Session Main focus Teaching summary Activity descriptionDay 4 Edit and improve

story openings and continue with stories

Explain that the children are going to look at how they can improve their writing. Show ‘Sentence improver’ (F ITP 2.2.12). Read the text, exaggerating the jumpy effect of the sentences.

Combine the first two sentences using ‘and’. Read and compare the versions.

Repeat, making multi-clause sentences using ‘and’ or ‘but’. Talk Partners do this orally and then make changes on F ITP 2.2.12.

Recap Screen 3 of ‘Storyboard plan’ (F ITP 2.2.11). The children Babble Gabble this scene using multi-clause sentences. Demonstrate composing sentences for this part, reinforcing multi-clause sentences and role reversals.

Independently, the children try to improve their sentences from the previous session. They continue writing their stories, using their completed copies of 'Storyboard plan' (F PCM 2.2.12). At the end of the session, ask a volunteer to read their story so far. Listeners raise their hands if they hear a multi-clause sentence.

Objectives: Encapsulate what they want to say, sentence by sentence; Evaluate their writing with the teacher and other pupils; Learn how to use subordination and co-ordinationSpoken language: Give well-structured descriptions, explanations and narratives; Consider and evaluate different viewpointsPhotocopiables: F PCM 2.2.12Digital resources: F ITP 2.2.11, F ITP 2.2.12, F ITP 2.2.13, F ITP 2.2.14


Session Main focus Teaching summary Activity descriptionDay 5 Conclude stories

Use subordination to link sentences / events

Explain the importance of rereading as we write to check everything links well.

Establish which part of the story the children are writing today, using ‘Storyboard plan’ (F ITP 2.2.11). Demonstrate composing sentences for this part of the story.

Write the words ‘when’, ‘if’ and ‘because’ on the board, reinforcing the use of these words and maintaining character roles. Model rereading to check and improve the writing.

In pairs and using their completed copies of 'Storyboard plan' (F PCM 2.2.12), the children Babble Gabble and then compose today’s part of the story, rehearsing their sentences orally. At the end of the session, read out samples of children’s work, commenting on correct use of ‘when’, ‘if’ and ‘because’ to link events and sentences, and effective endings that fit the character reversal.















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Objectives: Plan/say out loud what they are going to write about; Reread what they have written to check that it makes sense; Learn how to use subordination and co-ordinationSpoken language: Give well-structured descriptions, explanations and narratives; Consider and evaluate different viewpointsPhotocopiables: F PCM 2.2.11, F PCM 2.2.12Digital resources: F ITP 2.2.11, F ITP 2.2.13, F ITP 2.2.14







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Grammar lessons

Grammar Lesson 1: Y2 Full stops, question and exclamation marks

Main focus Teaching summary Activity descriptionRevise full stops, question marks and exclamation marks to delineate sentence boundaries, and the term punctuation

Show ‘Riddle-me-ree’ (G ITP 2.1.1) and read the riddles with the children. When they give the correct answer, click the text of each verse to highlight the punctuation mark.

Remind the children that these are the only three punctuation marks that can finish a sentence. Ensure they remember the terminology (full stop, question mark, exclamation mark).

Can you remember how we show the beginning of a sentence? (Note that in a poem, the first word of every new line often begins with a capital letter.)

Practise and perform: In groups, the children use the PCM (G PCM 2.1.1) to create a performance of one of the three riddles. Allow the children time to learn the riddle and to practise reading with appropriate expression. The performance could be for another class or given at assembly.

Objectives: Develop their understanding of the concepts set out in Appendix 2; Learn how to use both familiar and new punctuation correctly (Appendix 2)Photocopiables: G PCM 2.1.1Digital resources: G ITP 2.1.1, Pilot’s Licence 2.1Further Activities:Activity 1: Ask the children to choose poems or favourite short passages to read to the class. Explain that punctuation helps you to read aloud with expression. Provide copies of the children’s chosen poems/passages on which they can mark all punctuation in colour, to draw attention to it. Give time for the children to practise their reading, then stage class presentations.Activity 2: The children make full stops, question marks and exclamation marks out of different materials (e.g. modelling clay, silver foil, wool, wire, papier mache, etc.) for display as a class collage on the Learning Wall. When outdoors with the children, get them to collect pebbles, leaves, sticks, etc. to make full stops, question and exclamation marks. Activity 3: Reading follow-up: The best ways to improve children’s understanding of punctuation are:- Read aloud to the children every day so that, as well as enjoying and being enriched by hearing stories, they are regularly exposed to the rhythms and patterns of written language. - Ensure the children have frequent and regular opportunities to read aloud (to adults, other children, into voice recorders, etc.). This is the key way to encourage reading with fluency and expression, and involves responding to punctuation.Use the quiz (Pilot’s Licence 2.1) to reinforce children's knowledge of the terminology and content of the lesson.









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Grammar Lesson 2: Y2 Saying sentences

Main focus Teaching summary Activity descriptionUse sentences involving subordination, using ‘when’, ‘if’, ‘because’

Compose complex sentences orally

Rehearse key grammatical patterns

The activity, Saying sentences, was introduced in Year 1. The technique (‘Our sentence today is…’) can be used as a short opener whenever you are working with a group. It provides an opportunity to use the word ‘sentence’ in context and for children to generate their own grammatically correct sentences using a variety of constructions. Opportunities to compose sentences and to say them out loud are: very helpful for tuning children’s ears to

grammatical patterns (as well as their own sentence, they hear those of the rest of the group)

quicker, more inclusive and more effective than written exercises

children are also freed from concern about spelling and handwriting, and can concentrate exclusively on ‘sentence composition’.

Use the ‘Saying sentences’ activity in Lesson Y1_01 – Introducing sentences.

Show ‘Saying sentences’ (G ITP 2.1.2). Use each screen (summer, autumn, winter, spring) as a stimulus for saying sentences.

Top tip: ‘When’, ‘if’ and ‘because’ are subordinating conjunctions. Children do not need to know this terminology at this stage.

Saying sentences: Explain that the first screen on G ITP 2.1.2 is about summertime and allow the children Think Time to compose a sentence about summertime including the word ‘because’, e.g. Summertime is fun because … or Sometimes I don’t like summer because …The children can choose to describe something in the picture, or from their own experience (e.g. birthdays or other celebrations).

Take feedback, allowing the children to share their sentences. If the children produce a grammatically incorrect sentence, respond positively to the meaning, then say the sentence back to them correctly.

Repeat this activity with the spring, autumn and winter screens on G ITP 2.1.2. You may wish to cover these on other occasions. See Further Activity 1 for ‘when’ and ‘if’.

Objectives: Sentences with different forms: statement, question, exclamation, command; Subordination and co-ordinationPhotocopiables: N/ADigital resources: G ITP 2.1.2, Pilot’s Licence 2.2Further Activities:Activity 1: Saying sentences: Use this activity regularly to help the children compose sentences using the conjunctions ‘because’, ‘when’ and ‘if’, e.g.My favourite place/story/TV programme is … because …;










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When I get home from school, the first thing I do is … When it rains, I …; If I had a million pounds, I would … When it’s sunny, I …When I grow up, I …If I could have a superpower, I would choose …If I could have any pet I liked, I’d choose a … (adding, at a later date ... because ...).Use the quiz (Pilot’s Licence 2.2) to reinforce children's knowledge of the terminology and content of the lesson.

Grammar Lesson 3: Y2 Irregular past tenses

Main focus Teaching summary Activity descriptionUnderstand and use grammatical terminology: verb, tense

Recognise common irregular past tenses; recognising Standard English versions

Show ‘Birdbrain: irregular past tenses’ (G ITP 2.2.1). Appoint two good readers to read the picture story as a play. Relate the picture story to the children’s experience of younger brothers and sisters (and their own experience when they were younger).

Help the children see that the words the baby parrot is misusing are all verbs where the past tense doesn’t follow the rule. (See regular and irregular verbs.) Explain that he knows how to make a regular past tense, but he’s over-applying the rule. It is important to learn the exceptions to this rule.

Discuss and decide: Show ‘Past and present’ (G ITP 2.2.2). Discuss what the past tense of ‘think’ might be and add this to the ITP. Repeat this with ‘write’. Talk Partners discuss the remaining irregular verbs and write down the past tenses of these (using ‘Irregular past tenses’ (G PCM 2.2.1) if required). Take feedback from the children and establish the correct Standard English forms.

Objectives: Develop their understanding of the concepts set out in Appendix 2; Use present and past tensesPhotocopiables: G PCM 2.2.1Digital resources: G ITP 2.2.1, G ITP 2.2.2, G ITP 1.2.4, Pilot’s Licence 2.9Further Activities:Activity 1: Return to 'Add an ending song’ (G ITP 1.2.4) and listen to the song. Use this to practise regular and irregular past tenses.Activity 2: Ask the children to collect further examples of irregular past tenses that they notice in daily life. Add these to the Learning Wall.Use the quiz (Pilot’s Licence 2.9) to reinforce children's knowledge of the terminology and content of the lesson.

Grammar Lesson 4: Y2 Adjectives















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Main focus Teaching summary Activity descriptionIntroduce word classes: adjectives

Link adjectives to nouns

Show the first picture on ‘Add an adjective’ (G ITP 2.2.3). Establish that it’s a kitten, and that the word ‘kitten’ is a noun. Explain that words that tell us more about nouns are called adjectives.

Click the audio button to hear the adjective jingle.

Add an adjective: Give an example of an adjective to describe the kitten (e.g. ‘fluffy’) and add it to G ITP 2.2.3 around the picture. Can you think of any more adjectives to add to the picture?

Try to get at least six more, but when invention flags, move on to the next picture. Repeat the activity with all three pictures.

Objectives: Develop their understanding of the concepts set out in Appendix 2Photocopiables: N/ADigital resources: G ITP 2.2.3, Pilot’s Licence 2.10Further Activities:Activity 1: Get creative: Ask the children to choose an adjective to depict as a calligram, e.g. ‘shiny’, ‘wobbly’. The idea of a calligram is to write the word in a way that conveys its meaning, using shape, colour, texture, and so on.Activity 2: The Headteacher’s Cat: In this game, the children volunteer adjectives for each letter of the alphabet. Start it off with, e.g. The head teacher’s cat is an angry cat, and ask the class to chant that sentence with you. As each adjective is added, they chant the whole list, e.g. The head teacher’s cat is an angry, beautiful, clever, dopey, energetic cat. The next time you play, start a new list, beginning at the point in the alphabet where you left off.Activity 3:Nouns and adjectives: To help the children make the link between nouns and adjectives, ask them to return to their Noun Alphabet list (see Y2_04 Introducing nouns) and think up an adjective for each item.Use the quiz (Pilot’s Licence 2.10) to reinforce children's knowledge of the terminology and content of the lesson.

Grammar Lesson 5: Y2 Nouns, verbs and adjectives

Main focus Teaching summary Activity descriptionUnderstand and use terminology: nouns, verbs and adjectives

Revise the word classes covered so far, and use grammatical knowledge creatively

Show ‘Words at work’ (G ITP 2.2.4). Can you remember what nouns, verbs and adjectives are? Click on the audio icons to hear the noun, verb and adjective jingles.

Read the short poem beside the picture of the hunting cat on G ITP 2.2.4. Help them to find one noun, three adjectives and two verbs in the short poem beside the hunting cat in the picture.

Words at work: Show the snooty cat on Screen 2. Explain that the class is going to choose nouns, verbs and adjectives to write a short descriptive poem about the snooty cat. As the children choose a noun for the first line (e.g. ‘cat’ or ‘Miss Posh’), add this to G ITP 2.2.4. Encourage the children to add three good adjectives to describe the cat, then two good verbs for what it’s doing. (They could try to mime the sort of behaviour they would expect from the cat.) Finish, either by repeating the noun from line 1, or by thinking of another noun.













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Objectives: Develop their understanding of the concepts set out in Appendix 2Photocopiables: G PCM 2.2.2Digital resources: G ITP 2.2.4, Pilot’s Licence 2.11Further Activities:Activity 1: The children use ‘Words at work’ (G PCM 2.2.2) to write their own poems, using the same technique. Give them a choice of subjects, e.g. cat, dragon, snake, superhero, racing car. Use the quiz (Pilot’s Licence 2.11) to reinforce children's knowledge of the terminology and content of the lesson.







session - cambo · web viewjack and the beanstalk (film) explore sound elements in a film show...

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