Literacy Unit Summary Plan

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Literacy Unit Summary Plan



Year Group/s: Foundation, One and Two

Narrative Unit

Traditional Tales


Week Beginning:

Children create a narrative using a multimodal text


In order that children make effective progress in core skills across the year, it is important that these Strands are planned for in every unit:

Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1

Strand 6 – Word Structure and Spelling at KS2.

Strand 11 – Sentence Structure and Punctuation at both key stages.
These are in addition to the Objectives listed below.
Foundation Stage:
Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems.
1. Speaking
  • Year 1 - Tell stories and describe incidents from their own experience in an audible voice.

  • Year 1 - Retell stories, ordering events using story language.

  • Year 2 - Speak with clarity and use appropriate intonation when reading and reciting texts.

  • Year 2 - Tell real and imagined stories using the conventions of familiar story language.

2. Listening and responding

  • Year 1 - Listen with sustained concentration, building new stores of words in different contexts.

4. Drama

  • Year 1 - Explore familiar themes and characters through improvisation and role-play.

  • Year 2 - Adopt appropriate roles in small or large groups and consider alternative courses of action.

7. Understanding and interpreting texts

  • Year 1 - Identify the main events and characters in stories, and find specific information in simple texts.

  • Year 1 - Use syntax and context when reading for meaning.

  • Year 2 - Draw together ideas and information from across a whole text, using simple signposts in the text.

  • Year 2 - Give some reasons for why things happen or why characters change.

8. Engaging with and responding to texts

  • Year 1 - Select books for personal reading and give reasons for choices.

  • Year 1 - Visualise and comment on events, characters and ideas, making imaginative links to own experiences.

  • Year 2 - Read whole books on their own, choosing and justifying selections.

  • Year 2 - Engage with books through exploring and enacting interpretations.

  • Year 2 - Explain their reactions to texts, commenting on important aspects.

9. Creating and shaping texts

  • Year 1 - Independently choose what to write about, plan and follow it through.

  • Year 1 - Use key features of narrative in their own writing.

  • Year 1 - Create short simple texts on paper and on screen that combine words with images (and sounds).

  • Year 2 - Draw on knowledge and experience of texts in deciding and planning what and how to write.

  • Year 2 - Sustain form in narrative, including use of person and time.

10. Text structure and organisation

  • Year 1 - Write chronological and non-chronological texts using simple structures.

  • Year 2 - Use planning to establish clear sections for writing.

  • Year 2 - Use appropriate language to make sections hang together.

Overview (4 weeks or 2 x 2 weeks)
This unit draws on the following teaching sequences:

  • Foundation Stage: Overview of learning 4 (listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems.

  • Year 1: Narrative unit 3 traditional and fairytales.

  • Year 2: Narrative unit 2 traditional stories.

Phase 1 - reading comprehension and reading analysis (5-7 days)

  • 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.

  • Year 1 and Year 2 - Demonstrate how to write a character profile. Involve children in suggesting ideas from the text and further information based on hot-seating and role-play. Children select their own character and create a simple profile using pictures, labels and captions. Encourage them to include words and sentences from the text.

  • Foundation Stage children could design a wanted poster for a 'villain'.

  • 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:
Foundation Stage

  • Do the children understand the elements of traditional stories?

  • Do Foundation Stage children understand the idea of good and bad characters?

Year 1

  • Children identify basic story elements and summarise the plot using 'beginning-middle-end'.

  • Children compare stories and draw out typical features: beginnings and endings, story language, characters and plots.

  • Children identify information in text about appearance and behaviour of characters.

  • Write character profiles using pictures, words and captions, based on evidence from text and additional information from role-play.

Year 2

  • Children read and compare alternative versions of traditional stories.

  • Children discuss opposing characters from the narrative considering behaviour and characteristics, making reference to the text.

  • Children discuss and compose dialogue for different characters.

The following resources are to support the learning and teaching of Literacy

  • Digital camera and PC upload software.

  • Selection of story boxes, puppets, etc.

  • Developing early writing, (Ref: 0055/2001) Year 1 unit 4: Where's my teddy?

  • Aspects of narrative: stories with familiar settings  

  • Learning to learn: key aspects of learning across the primary curriculum, (Ref: 0526-2004) from

  • Learning and teaching in the primary years  

  • Writing flier 1 - Improving writing and 2 - Writing narrative, (Ref: 0532/2001)

Phase 2 (5-7 days)

  • Select a traditional tale that children are familiar with (from Phase 1) that they can explore through video.
  • Watch or listen to a video or audio version of the same traditional tale. Comment on how the story is presented and how interest or excitement is created, for example the use of music, sound effects, voices for different characters. Make a list of the similarities and differences with the written text and other versions of the story that they know. Encourage children to say what they liked or disliked about it in comparison with other versions.

  • Provide further stories on tape or DVD for children to listen to or watch independently or in small groups during the rest of the unit. Prepare a simple response sheet for them to record what they liked or disliked in the taped version.

  • Independent work: Using their own story-boards, children write their own stories. Ensure sequence is coherent and extend vocabulary use to create mood and effect.

  • Share stories to evaluate and reflect on character depiction and creating tension in a story.

Phase 2 Learning outcomes
Foundation Stage

  • Can children discuss the differences between the telling of a story through a book and on a film?

  • Can they begin to tell a story using story language?

Year 1

  • Children can discuss how narratives on audio tape or video are presented and express an opinion about the different versions.

  • Children can write their own version of a traditional story, using a series of complete sentences organised into chronological order.

Year 2

    • Children can write a simple traditional story using a range of connectives to link ideas and build tension for the reader.

    • Children understand that words, images and sounds can convey different elements of a narrative for a reader.

Phase 3 Leading to a multimodal text outcome (5-6 days)

  • Bring up the multimodal version of The True Story of Little Red Riding Hood. Discuss how the sound files, when they are compared with 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.

  • 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.

  • 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.

  • Alternatively, photo story can be used. In shared writing, children plan a new version of Little Red Riding Hood, e.g. she meets someone else on her way through the woods. Once it is written, it is broken down into four or five scenes (link with earlier story-boarding). Digital photos are taken of each scene (which can be role-played by the children or use made of small world characters).

  • Each group can then write the 'story' for each page.

Phase 3 Learning outcomes
Foundation Stage

  • Can children innovate on a known story and begin to make up their own?

Year 1 and 2

  • Children can write a traditional narrative using words, sounds and images to convey information about the main characters.

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