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Storytelling - The Three Little Pigs

Objectives

To participate in discussions, presentations, performances, role play, improvisations and debates.

To say out loud what they are going to write about.

Resources

Laptop, PC or tablet | Mini whiteboard and pen | Writing pencils

📄 Sound Flashcards Set 8 | 📄 Blank Flashcards | 📄 The Three Little Pigs Storybook | 📄 Letter Formation Ideas | Set 8 Sound Flashcards and Actions

Vocabulary

Words in bold can be found in the 📄 Year 1 English Glossary

story | narrative | traditional tale | question | interview

Today's Lesson

Introduction

Watch this lesson's introductory video with your student.

What to Get Ready

Write the words from 'Blend to Read' (below) on 📄 blank flashcards.

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

Show your student the flashcard ‘oor’. This group of letters makes the sound ‘or’ as in ‘door’.

Phonics - Blend to Read

poor (2) | floor (3) | doorway (4) | moors (3)

Phonics - Split to Spell

door (2) | floors (4) | poorly (4) | moorland (6)

Phonics - Extra Support

Show your student how to blend to read/split to spell the first word in each activity.

Phonics - Extra Challenge

Challenge your student to write the words without Sound Beds to help them.

Phonics - Apply

Write this caption on the mini whiteboard: the moorland pony felt poorly. Then ask your student to read the caption.

Reading - Read

Read the last lesson’s choice from Big Cat Books. Ask your student to read ‘like a storyteller’, making the reading sound smooth and interesting. Tell them to read at a good pace, not too fast and not too slow.

Now choose a new book from Big Cat Books to read together.

Reading & Writing - Introduction

Have a go at taking it in turns to tell the story of The Three Little Pigs from memory. For example, you start the story and then ask your student to say the next bit before they hand back to you. Use 📄 The Three Little Pigs Storybook to help you.

Reading & Writing - Main Activity

Explain to your student what an interview is (when someone asks another person some questions and listens to their answers).

Tell them that they are going to interview one of the characters from. Together, decide on who that will be (First Pig, Second Pig, Third Pig or Wolf).

When you have decided, explain that you will be the character that you have both chosen (for example, Third Pig) and your student will be the interviewer. You can also make time to swap roles so that your student has the opportunity to be a character.

Firstly, they will need to have some questions to ask you (whilst you are in role as a character).

Ask your student:

What do you want to find out from this character?
Where was this character when the wolf appeared? Or when the houses blew down?
How do you think this character will answer these questions? (Happily? Firmly? Confidently?)

Together, talk about what sort of things your student wants to find out from this character.

For example, if you have chosen Third Pig, they may want to find out if they were afraid when their brothers ran through the door, or if they were unsure of the plan to put the boiling water underneath the wolf.

Then, encourage your student to write some questions, helping them if necessary. Encourage them to use their imaginations when thinking about what to ask.

For example:

Questions for Third Pig

Have you been chased by this wolf before?
How did you know the wolf was going to come down the chimney?
Have you tried the boiling water plan with other scary creatures?
What made you come up with the boiling water plan? Had you read about it on the internet? Had you heard that it had worked for a friend who also had a wolf coming down the chimney?

When your student has finished writing the questions, ask them to read them aloud to check that they make sense and to make sure they can read them aloud ready for the interview.

Then take a break and come back into the room as the character. Ask your student to be ready with their interview questions. Remind your student to ask the questions clearly and slowly, so that the character can hear them properly. They will also have to make sure they listen carefully and look at the character whilst doing so.

Try and stay in role throughout the interview and answer the questions as if you are the character.

When you have finished, together talk about the answers.

Ask:

Were there any answers that surprised you?
Are there any questions you wished you had asked, but didn’t?

Reading & Writing - What to Notice

While they are doing this activity, remember to praise your student for the skills they are using.

For example:

‘You are a brilliant interviewer – you spoke very clearly and listened carefully to the answers.’

‘The questions you have written are really good – I am interested to hear how the character will answer them.’

Handwriting and Spelling

Children’s handwriting develops at different times. Have a close look at your student's recent writing. Are there letter shapes that they still need to work on? If there are, please continue to choose one or two letters a day this step to focus on.

You may find your student needs to practise letter shapes they find tricky many times before they feel confident.

Remember to use the 📄 Letter Formation Ideas resource.

This lesson, please can you encourage your student to have fun with rhymes and words. For example, today ask them to think of as many words as they can that sound like (rhyme) ‘pig’ (for example: jig, wig, swig).