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Traditional tale features

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by

Ben Massey

on 19 March 2017

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Transcript of Traditional tale features

The Hunter
By Paul Geraghty
Number yourself and your partner 1 and 2.
Number 1 do the actions and number 2 talk. Then swap.
Choose a conjunction that would work in this sentence:
I wanted some ice-cream, _______ there was none.
Relax Jamina!
Give that brain of yours a good old break!
Are
you
ready
to
LEARN?
Show your classmates:
Today, we're learning to:
1. Use 'ly' to magically transform adjectives into adverbs!
2. Create and add to a story map.
adjectives
adverbs
story map
describe
actions
To update adjectives using 'ly'
To create a story map
To add adverbs and other features
Ext:
Targets
What on the great plains of Kenya is an adjective?
What in granddad's prickly beard is an adverb?
Adjectives
Adverbs
A
surprising
sound
She was
surprisingly
fast.
An
interesting
lesson
Bert spoke
interestingly
.
A
huge
bean
?
A
quick
lunch
?
Can you think of any more?
Let's learn the 'dilemma' paragraph
Useful adverbs:
Happily, fearfully, angrily, quickly, quietly, speedily, stealthily... Can you think of some of your own?
Let's have a listen!
Greens
and
oranges
Challenge:
Discuss a simple silly sentence with your partner.
For example – The dog jumped out of bed.
Add a suitable adverb starter to your sentence and come up with roleplay to remember it.
Add a suitable adverb starter to your sentence and come up with roleplay to remember it.
Extension:
Does the adverb always HAVE to be at the start of a sentence?
Week 2 Session 2
Are
you
ready
to
LEARN?
Show your classmates:
Week 2 Session 3
The fabled Owl of Curiosity (not pictured for copyright reasons) has just barged
rudely
into Chameleons class and announced that she's the best learning characteristic for talking the text!
(She knocked Mr Ledger over!)
Is she right?
Team up with another pair and talk the text so far.

How could you make it even better?
Which are the adverbs?
Calm

quietly

nervous

gently

Extension: explain your answers to your partner.

Jamina, we're worried about you! You need to give that brain a break!
Today, we're learning to:
1. Use noun phrases.
2. Create and add to a story map.
adjectives
noun phrases
story map
describe
description
To use adjectives to create noun phrases
To create a story map
To add noun phrases and other features
Ext:
Targets
But first...
As a class, talk through the story up to the resolution paragraph.
Which sections do you find hard to remember? What could we do to help us remember them?
We are learning to use expanded noun phrases
What on
a dragonfly's gossamer wings
is a noun phrase?
Basically, it's a phrase based around a noun. An adjective and a noun together make a noun phrase.
The hunters
The evil hunters
The group of evil hunters with guns on their shoulders and hate in their hearts
The group of evil hunters
Noun phrases:
Fascinating fact: Phrases don't contain verbs
The group of evil, heartless hunters
In today's 'resolution' paragraph, there is an example of a noun phase:
Terrified, the two friends
Can you alter the adjective and noun phrase and still make it suitable/make sense?
EG – 'Shocked, the petrified pair’
Let's learn the 'resolution' paragraph
Useful noun phrases:
The petrified pair, the terrified friends
Let's have a listen!
Greens
and
oranges
Spot the adjectives:
Annoyed, the crazy monster quickly ran to the spooky house because his orange, pink and bouncy food was in there.
Challenge:
Can you expand one of the noun phrases?
Are
you
ready
to
LEARN?
Show your classmates:
Week 2 Session 4
What did the two friends do in paragraph four? Was this a good idea?
First, we're learning to use apostrophes to write words in their contracted forms!
Pleeeeeeease teacher, give our brains a break!
Today, we're learning to:
1. Use apostrophes to mark singular possession

2. Create and add to a story map.
apostrophe
contraction
replace
missing
join
To use apostrophes to show possession
To create a story map
To use contracted words and other features
Ext:
Targets
Which is the correct contraction:
Should not
Shouldnt'
Shouldnt
Shouldn't
Shudn't
Can not
Can't
Cant'
Ca'nt
Cannot
I will
Ill
Il'l
Ill
Ill'
It is
Its'
I'ts
Itis
It's
We are learning to use possessive apostrophes
Don't panic Fry! It's not as hard as it sounds!
Sometimes, you need to use an apostrophe to tell readers that something
belongs
to someone.
If something
belongs
to one person, the apostrophe goes
BEFORE
the s.
Ask yourself: Who does it
belong
to?
We are learning to use possessive apostrophes
Remember: ask yourself: Who does it
belong
to?
The dogs bone flew.
'
The cats whiskers curled.
'
The lions went for a dance.
It's a trick! Nothing belongs to the lions!
Your turn:
Miss Smiths face was like thunder.
Mrs Sagar devoured Tims bun.
As fast as bullets, the teachers ran out of school.
'
'
We are learning to use possessive apostrophes
Remember: ask yourself: Who does it
belong
to?
Can you make up a sentence about yourself that uses an apostrophe?
Now, back to Jamina
'
s story.

Why do stories have endings?
How do traditional tales usually end?
Let's learn the conclusion
Let's have a listen!
Greens
and
oranges
On your whiteboard write the
contracted
form of these words:

Can not
Should not
I am
I will
Challenge:
Choose one or more contractions and write a silly sentence.
Are
you
ready
to
LEARN?
Show your classmates:
Week 3 Session 3
Can we remember the Hunter in full? Let’s practice…
First, we'll see what you remember about contractions.
There was once a brain. It had a break. The End.
Today, we're learning to:
1. Use powerful verbs

2. Write an introduction
verb
doing
present
past
tense
To use powerful verbs
To plan and write an introduction
To re-read, edit and improve our work
Ext:
Targets
Which is the correct contraction:
Can not
can't
can'nt
cant'
ca'nt
Challenge:
Can you use the correct contracted form in a silly sentence?
walked said ran looked
These verbs are perfect engines for any sentence.
Is he right?
Pick one verb from the list with your Talking Partners and come up with more powerful alternatives.
(Teacher/TA to scribe onto ‘verb-bank’ cards/posters.)
Writing our own versions of The Hunter
Wait a sec Johnson... What's a paragraph?
Let's write a new paragraph every day!
Introduction
| Build-up |Dilemma | Resolution | Conclusion
Let's innovate!
Well, let's keep the storyline and the setting.
What should we change?
Let's change:
The characters
The animal
How they escape
And obviously the word and sentence features!
Title:
I am learning to use powerful verbs
First:
Use post-its to update the key features in your plan.
Shared writing
(TA scribing ideas)
Next:
Write an utterly awesome introduction.
Last:
Read EVERY SENTENCE back to yourself. Then
green
,
orange
and
polish
.
Let's have a read!
Which are the
verbs
in this list?

and
incredibly
sniff
pencil
green
carefully
walk
(GPS assessment in sessions 1 & 2)
Are
you
ready
to
LEARN?
Show your classmates:
Week 3 Session 4
Practice the build-up. How quickly can you and your partner say it?
How many verbs are in this sentence?
Astonishingly, the small, furry cat was sleeping in the day because it was awake all night hunting for food.
Oh dear sir! Where's your brain?!
Today, we're learning to:
1. Vary openers to sentences

2. Write a build-up
adverb
super
sentence
starter
comma
To use different sentence openers
To plan and write a build-up
To re-read, edit and improve our work
Ext:
Targets
It went for a break! AAAAAAAAARGH!
Can you add a sentence starter?
_________________, she went for a walk with her grandfather.
These could even be followed by a second adverbial to show where something happened! Imagine!
Let's innovate!
What are you going to add/change when you write your paragraph?
Can you give your fabulous teacher some
greens
and
oranges
?
Shared writing
(Scribe for WW.)
_________________, she found a sad baby elephant.
_________________, the elephant and Jamina went to find the rest of its herd.
_________________, Jamina’s mother and a herd of elephants were standing over them.
Introduction
|
Build-up
|Dilemma | Resolution | Conclusion
One morning, _________________, she went for a walk with her grandfather.
suddenly, _________________, she found a baby elephant.
(Scribing ideas)
Title:
I am learning to vary sentence openers.
First:
Think about what you want to write.
Next:
Write an utterly awesome build-up.
Last:
Read EVERY SENTENCE back to yourself. Then
green
,
orange
and
polish
.
Let's have a read!
In groups of 3. Choose an adverbial starter and create a silly sentence.

As time went on,

Heart beating fast,

Full of excitement,

Calmly and quickly,
Fred?
Yes Stan.
What happens in a build-up?
Jamina pretended to hunt an elephant and heard a sad sound. She followed it and got lost in the jungle. Suddenly, she found a sad baby elephant trying to wake its mother, who had been killed by hunters.
Character played a game.
Character heard something.
Character followed.
Character got lost.
Character found something sad.
Character played a game.
Character heard something.
Character followed.
Character got lost.
Character found something sad.
Are
you
ready
to
LEARN?
Show your classmates:
Week 3 Session 5
Did you change the time connective ‘suddenly’ in your story? What did you use instead?
Quickly tell your partner the story of the Hunter. Use time connectives for each stage.
Challenge: Can you use a different time connective each time?
Hey Mister, have you found your brain yet?
Today, we're learning to:
1. Consistently use present tense versus past tense.

2. Write a dilemma.
past
future
...ed
present
...ing
To use the past tense
To plan and write a dilemma
To re-read, edit and improve our work
Ext:
Targets
Errrrrrrmmmmmmmmm...
Past tense
Past tense
Future tense
Happened
before
Happening
now
Will
happen
I ran
I talked
I was going
I run
I talk
I am going
I will run
I will talk
I will go
What's wrong with these sentences?
I went to the park tomorrow.
These could even be followed by a second adverbial to show where something happened! Imagine!
Let's innovate!
Shared writing
I am jumping at playtime yesterday.
Jamina will go to help the elephant, who was lost and alone.
I is going to the zoo.
Introduction
|
Build-up
|
Dilemma
| Resolution | Conclusion
One morning, _________________, she went for a walk with her grandfather.
suddenly, _________________, she found a baby elephant.
(Scribing ideas)
Fred?
What is it now Stan?
What happens in our dilemma?
After a while, the elephant and Jamina went to find the rest of its herd. They followed the zebras to the river, but they heard hunters approaching.
Start with a time connective.
Characters went on a mission.
They arrived somewhere.
They heard/saw something scary.
Start with a time connective.
Characters went on a mission.
They arrived somewhere
They heard/saw something scary.
What are you going to add/change when you write your paragraph?
Can you give your inspirational teacher some
greens
and
oranges
?
Title:
I am learning to write in the past tense.
First:
Think about what you want to write.
Next:
Write an utterly awesome dilemma.
Last:
Read EVERY SENTENCE back to yourself. Then
green
,
orange
and
polish
.
Let's have a read!
Miss Bunker was tired.
Miss Ahmed is furious.
Mrs Haley will be happy when it’s the weekend.

Where are the verbs?
Verbs are ‘states of being’ as well as action words. These verbs are all versions of the verb: to be.
After a while, the elephant and Jamina went to find the rest of its herd. They followed the zebras to the river, but they heard hunters approaching.
Start with a time connective.
Characters went on a mission.
They arrived somewhere.
They heard/saw something scary.
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