Fiction

English Year 1 Summer Traditional Tales and Fables

Fairy Tales

Explore Cinderella, Snow White and the Billy Goats Gruff. Tell new versions inspired by Snow White in New York by Fiona French. Study adjectives and punctuation.

We recommend that you start with the core unit, the heart of this English block of study. This introduces key textual material and sets the tone for any further units you wish to teach. These can be selected on the basis of the needs of your class – look at the green icons to identify the unit’s particular focus: SPAG, Composition or Comprehension. Whichever units you choose, we suggest teaching them in order, as there is a built-in progression indicated by the numbering.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of the associated documents.

Core
Unit 1 Core: Explore a range of fairy tales and their features; focus on Cinderella
(suggested as 4 days)

Objectives

Spoken Language
-- Listen and respond appropriately to adults and peers.
-- Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
-- Give well-structured descriptions.
-- Develop understanding through exploring ideas.
-- Use spoken language to develop understanding through exploring ideas.

Word Reading
-- Re-read books to build up their fluency and confidence in word reading.

Comprehension
-- Participate in discussion about what is read, taking turns and listening to what others say.

 


-- Become very familiar with stories and consider their particular characteristics.
-- Explain clearly their understanding of what is read to them
-- Link what they hear read to their own experiences.
-- Draw on what they already know or on vocabulary provided by the teacher.

Transcription
None for this unit

Composition
None for this unit

Grammar
None for this unit

You Will Need

Texts
A version of Cinderella, e.g. Cinderella: Ladybird First Favourite Tales by Allie Busby
A range of traditional fairy tale books

Teaching and Group Activities for Understanding

Day 1 Teaching
Display a range of familiar fairy tale stories. Say that a fairy tale is an exciting story, set in a magical location, with a hero and a villain and characters that have magical powers. Select a fairy tale and read it. Identify the setting and characters and discuss the plot.
Activity
Children work in mixed ability teams, with each team having an adult to read aloud a range of fairy tale stories. After each story the children identify setting, the characters, special objects, and familiar phrases. They record their ideas on sticky-notes.

Day 2 Teaching
Display and read a traditional version of Cinderella. Identify the characters and setting. Orally sequence the story, adding appropriate actions to each section. Repeat and rehearse the oral retelling, until the children are confident.
Activity
Children work in ability pairs to sequence the story correctly. They orally compare and contrast the traditional version of Cinderella to any others they are familiar with.

Day 3 Teaching
Orally retell Cinderella. Identify each character, their personality and their role in the story. Invite a group of children to act out the beginning of the story. Freeze-frame at various intervals and discuss how each character is feeling and how emotions affect behaviour.
Activity
Children work in groups, with each group being assigned a different part of Cinderella. They explore how to role-play that section of the story effectively. Support the children to freeze-frame the role-play and discuss the emotions and behaviour of specific characters.

Day 4 Teaching
Watch an animated version of Cinderella. Orally sequence the story. Say the children will draw a story-map to remember it. Draw a series of sequenced pictures and write significant words/phrases to represent the fairy tale. Use the story-map to retell the story.
Activity
Children work in ability pairs to complete a story-map of Cinderella. They draw sequenced pictures and write significant words/phrases to recall the story. They use the story-map to retell the fairy tale correctly.

SPAG
Unit 2 SPAG: Adjectives to describe the settings and characters: Snow White
(suggested as 3 days)

Objectives

Spoken Language
None for this unit

Word Reading
None for this unit

Comprehension
-- Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics.
-- Explain clearly their understanding of what is read to them.
-- Draw on what they already know or on vocabulary provided by the teacher.

 

Transcription
None for this unit

Composition
-- Compose a sentence orally before writing it.
-- Re-read what they have written.

Grammar
-- Use the grammatical terminology in English Appendix 2 [adjectives]

You Will Need

Texts
A traditional version of Snow White, e.g. Snow White and the Seven Dwarfs by Tanya Maiboroda

Teaching and Group Activities for Understanding

Day 1 Teaching
Display and read a traditional version of Snow White. Identify the settings within the story. List the settings from additional fairy tales. Select one setting and generate a range of appropriate adjectives to describe it. Build ideas into correctly punctuated sentences.
Activity
Display a range of fairy tale settings. Children work in mixed ability groups. They discuss and write a range of adjectives appropriate for each setting. Children orally compose descriptive phrases, and then write correctly punctuated descriptive sentences.

Day 2 Teaching
Display and read a traditional version of Snow White. Say that the characters in fairy tales are often either heroes or villains. Identify and list the villains in a range of familiar fairy tales. Select one villain and draw them. Add descriptive labels to the illustration.
Activity
Children work independently. They select a villain from a fairy tale story, draw them and write a range of descriptive labels around the illustration, to describe them accurately.

Day 3 Teaching
Identify a range of fairy tale characters. Say the children will invent a new character. Display a variety of story settings. Invent characters who might live in each setting. Select one character and develop descriptive sentences to describe their appearance and personality.
Activity
Children work in mixed ability pairs. They discuss a range of potential new fairy tale characters, before selecting their favourite. They draw the new character and then build sentences orally to describe them using lots of adjectives. Children record some of these.

Comprehension
Unit 3 Comprehension: Explore different versions of Snow White
(suggested as 4 days)

Objectives

Spoken Language
-- Articulate and justify answers, arguments and opinions.
-- Give well-structured descriptions.
-- Use spoken language to develop understanding through imagining and exploring ideas.
-- Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.
-- Participate in discussions.
-- Listen and respond appropriately to adults and peers.
-- Gain, maintain and monitor the attention of the listener.

Word Reading
-- Apply phonic knowledge and skills as the route to decode words.
-- Read common exception words.
-- Read other words of more than one syllable that contain taught GPCs.

 

Comprehension
-- Participate in discussion about what is read to them, taking turns and listening to others.
-- Become very familiar with stories and consider their particular characteristics.
-- Explain clearly their understanding of what is read to them.
-- Draw on what they already know.

Transcription
None for this unit

Composition
-- Compose a sentence orally before writing it.
-- Sequence sentences.
-- Discuss what they have written with the teacher or other pupils.
-- Read aloud their writing clearly enough to be heard by their peers and the teacher.

Grammar
None for this unit

Teaching and Group Activities for Understanding

Day 1 Teaching
Remind children of a traditional version of Snow White. Watch part of an oral retelling of Snow White. Compare and contrast the two versions. Identify why Snow White is in danger from her stepmother. Compose a letter to give Snow White suitable advice to keep safe.
Activity
Children work in mixed ability pairs, each with a letter writing template. They discuss a range of advice to give Snow White, to help keep her safe. They select their favourite idea and compose a brief letter to Snow White.

Day 2 Teaching
Display a red ribbon, a comb and an apple. Consider why these items are significant to the story of Snow White. Remind the children what happened during the retelling of Snow White, from Day 1. Listen to the remaining part of the oral retelling of Snow White.
Activity
Children work in mixed ability groups of three, with a set of discussion questions. They use the questions to facilitate a discussion about the oral retelling of Snow White. Children share their thoughts and ideas and listen to others with respect.

Day 3 Teaching
Display the front cover of Snow White in New York. Predict how it will be similar/different to the oral version. Read the story aloud. Identify similarities and differences between the story and the oral version. Children discuss which is their favourite version of Snow White.
Activity
Children work in mixed ability pairs, each with a set of statements about the oral version of Snow White and Snow White in New York. They cut out, read and discuss each statement and then sort them into groups and then sequence them.

Day 4 Teaching
Tell the children they will plan their own version of Snow White, set in their home location and in the modern day. Say that while some characters will be familiar, others will be new. Discuss the beginning of the story, model drawing a story map.
Activity
Children work in pairs or independently, each with a sheet of A3 paper. Children use the beginning of the story, created in the Input, to start their story-map, and then make adaptations to compose the rest. They use the story-map to tell their new versions.

SPAG
Unit 4 SPAG: Sentence punctuation; Billy Goats Gruff
(suggested as 3 days)

Objectives

Spoken Language
None for this unit

Word Reading
None for this unit

Comprehension
-- Participate in discussion about what is read to them, taking turns and listening to others.

Transcription
None for this unit

Composition
-- Compose a sentence orally before writing it.

 


-- Re-read writing to check that it makes sense.
-- Sequence sentences to form short narratives.
-- Read aloud their writing clearly enough to be heard by their peers and the teacher.

Grammar
-- Leave spaces between words.
-- Punctuate sentences using a capital letter and a full stop, exclamation mark or question mark.
-- Use the grammatical terminology in Appendix 2.

You Will Need

Texts
A traditional version of The Three Billy Goats Gruff, e.g. The Three Billy Goats Gruff: Ladybird First Favourite Tales by Irene Yates

Teaching and Group Activities for Understanding

Day 1 Teaching
Read a traditional version of the Three Billy Goats Gruff. Say that a caption provides readers with additional information about a picture. Display and sequence the pictures from the story. Discuss each picture and write a sentence underneath the appropriate pictures.
Activity
Children work in mixed ability groups of 5/6. Give each group a set of pictures from The Three Billy Goats Gruff. Each child selects a picture and orally prepares a sentence to summarise it. They use correct punctuation to write their ideas, as a caption.

Day 2 Teaching
Orally sequence The Three Billy Goats Gruff. Select a picture from the story. Note the speech bubble. Discuss what is happening in the picture and what the characters may say; compose a range of different sentence types. Record some inside the speech bubbles.
Activity
Children work independently, with their favourite picture from the story. They orally prepare a range of suitable sentences and use correct punctuation to write their best ideas inside each speech bubble.

Day 3 Teaching
Display a picture of the Troll on the bridge, meeting the first goat. Discuss why the Troll is so cross. Generate a range of ideas. Say the goats should have asked his permission to cross the bridge. Pretend to be the goats and compose a punctuated letter to the Troll.
Activity
Children work in mixed ability pairs. They orally compose a letter, from the goats to the Troll, asking permission to cross the bridge and then explaining why they want to cross it. Help the children to use a range of different sentence types. They use correct punctuation.

Composition
Unit 5 Composition: Write a new version of The Three Billy Goats Gruff
(suggested as 4 days)

Objectives

Spoken Language
-- Maintain attention and participate actively in collaborative conversations.

Word Reading
None for this unit

Comprehension
None for this unit

Transcription
-- Begin to form lower-case letters in the correct direction.
--Form capital letters.

Composition
-- Say out loud what they are going to write about.

 


-- Compose a sentence orally before writing.
-- Sequence sentences to form short narratives.
-- Re-read what they have written to check it makes sense.
-- Read aloud their writing clearly enough to be heard by their peers and the teacher.

Grammar
-- Punctuate sentences using a capital letter, full stop and a question mark.
-- Leave spaces between words.
-- Use the grammatical terminology in English Appendix 2 [adjectives].

You Will Need

Texts
A traditional version of The Three Billy Goats Gruff, e.g. The Three Billy Goats Gruff: Ladybird First Favourite Tales by Irene Yates

Group Readers
Billy Dogs Gruff by Ruth Merttens

Teaching and Group Activities for Understanding

Day 1 Teaching
Recap a traditional version of The Three Billy Goats Gruff. Share Billy Dogs Gruff. Notice what is the same/different to the original version. Tell the children they will plan an alternative version of the traditional story. Display the planning template and discuss.
Activity
Children work in mixed ability groups of 4, with a planning template. They use role-play to compose an alternative version, changing the characters and setting, but following a similar plot pattern. They record their best ideas on the planning template.

Day 2 Teaching
Display the planning template, from Day 1. Use the plan to remind the children of the story. Orally compose a range of descriptive sentences, suitable for the beginning. Use correct punctuation to write the best ideas. Re-read the writing and edit it, if necessary.
Activity
Children work independently, with a blank storybook and their completed planning template. Children focus on the beginning and compose a range of descriptive sentences, which they write in the storybook.

Day 3 Teaching
Display and read the beginning of the story, written during the Input of Day 2. Notice the correct punctuation. Use the planning template to compose a range of descriptive sentences, suitable for the middle of the story. Re-read the writing and edit it, if necessary.
Activity
Children work independently with their storybook and completed planning template. Today, children focus on the middle and compose a range of descriptive sentences, which they write in the storybook.

Day 4 Teaching
Display and read the beginning and middle of the story. Check that it makes sense and that it flows appropriately. Use the planning template to compose a range of descriptive sentences, suitable for the end of the story. Re-read the whole story and edit it, if necessary.
Activity
Children work independently, with their storybook and completed planning template. Children focus on the end and compose a range of descriptive sentences, which they write in the storybook. Re-read the whole story and edit, if necessary.

Group Readers

Billy Dogs Gruff

This is a really simple, easily decoded text telling a traditional tale with a nice twist.  The crocodile (Croc) in the river is at least as scary as the original Troll and children will read this story again and again.

You can purchase printed copies of this Group Reader from Hamilton Education