TERM 2
Day 1 Day 2
1 Cold task: Tell me a story
2 Imitation-
Begin learning Three Billy Goats Gruff actions
and story.
3 Reading as a reader-
Noticing key words- writing these down and
adding them to our word wall.
Comprehension- Read Three Billy Goats Fluff.
Make comparisons between original and
fractured fairy tale. Use Venn Diagram.
4 Box it up- characters, setting, beginning,
complication, resolution, ending.
Add onto piece of paper interesting words from
the text and key sentences.
5 Invention
Talk 4 Writing
Day 3
Imitation- during rotations
Bridge building contest on blocks mat- who can
build a strong bridge for the billy goats to cross
over? Would a troll live under your bridge?
Mat session- continue learning actions for story,
gradually handing over the story to the kids.
Structure learning- characters and setting
Reading as a writer-
Analysing sentence structure- segmenting them,
revising and apply missing punctuation marks.
Innovation-
Rotation station- puppets and encourage
students to innovate the story. Class discussion
during fruit time.
Innovate story on Box it up poster. Change story
map to reflect the changes. Act out the new
story to children.
Narrative & Report
Day 4
Requirements- beginning, complication,
resolution at basic level
Imitation- Role play
Separate kids into 2 groups. Act out the story in
the playground using masks.
Continue learning actions, passing the story over
to the children.
Structure- recognise beginning, complication,
resolution
Reading as a writer-
What are the key connectives in the story? First,
next, then Modelled and mirrored writing
sentences using these connectives.
Innovation-
Shared acting of new story with students.
Students share their own innovations with their
partner and act it out to the class.
Activity- students create their own story map
with innovated parts.
Hook: build a bridge outside and pretend to be
a troll- not letting others cross.
Ask children to predict what our new story
might be about.
Reading as a reader-
Turn the story into a big book. Place this on the
book shelf in reading corner for kids to read.
Structure- story sequencing with pictures and
simple sentences underneath.
Reading as a writer-
Analysing the sentences in the story. Modelling
and children mirroring key sentences needed for
innovating and inventing a story.
Children have a chance to re-enact the story
again, focussing on important sentences and
words used in the story.
Innovation-
Modelled writing of new innovated story to
class. Highlight important parts of the story
(refer to story mountain and key words learnt so
far).
Students continue their innovated story map.
Extension students to go onto writing their
innovated story in simple sentences.
6 Formal student self assessment of hot task and Cold task Hook Imitation
learning intentions.

7 Imitation Reading as a reader Reading as a reader

8 Reading as a reader Reading as a writer Reading as a writer Reading as a writer

9 Innovate Innovate Innovate Invent

10 Invent Invent Invent Invent