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Storytelling - The Three Little Pigs

Objectives

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

To gain, maintain and monitor the interest of the listener(s).

Resources

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

Vocabulary

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

Today's Lesson

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 ‘our’. Tell your student that as well as being a word ‘our’ (as in this is our house) this group of letters can make the sound ‘or*’*as in ‘four’.

Phonics - Blend to Read

four (2) | court (3) | course (3) | touring (4)

Phonics - Split to Spell

pouring (4) | your (2) | yourself (6) | mourn (3)

Phonics - Extra Support

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

Phonics - Extra Challenge

mournful (6) | courtroom (6)

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

Phonics - Apply

Write this caption on the mini whiteboard: your holiday was a tour of four countries. Then ask your student to read the caption.

Reading - Read

Read yesterday’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 - Introduction

Ask your student:

Is there anything about the story of The Three Little Pigs that you would change?

Would you change the ending?

Reading - Main Activity

Remind your student of the acting out of the story and the interviewing of characters that has happened in the last few sessions.

Explain that these things were based on a version of The Three Little Pigs that tell what it was like if you were one of the pigs.

Explain that, in this version, the Wolf is the baddy. He is the character who comes and wants to eat the pigs.

Ask:

Why don’t we know what the Wolf thinks or feels in the story?
How could we write the story so that we get to know the character of the Wolf?

Watch the video together and enjoy it.

Ask:

What do you think of this version?
How is it the same as the normal version? How is it different?
Do you think it is better? Worse? Funny? Sad?

Then write this sentence for your student to see:

I am the Wolf and I am the friendliest creature you will ever meet.

Ask:

Do you believe that sentence? Why? Why not?
What if the Wolf didn’t mean to blow down the houses? What if he had a different story to tell?

Then, do some ‘Hot Seating’ of the Wolf. That means, you pretend to by the Wolf and have your student ask you questions. Encourage them to ask these questions:

What were you doing in the woods that day? (Going for a walk to see my poorly Granny. She had a bad cough and cold.)
Why did you want to get into the pigs’ houses? (I needed some medicine for my poorly Granny.)
Why did you blow down the pigs’ houses? (I think I caught her cold and I couldn’t stop sneezing.)
How did you feel when the pigs ran away? (I felt so sad because I am very friendly yet misunderstood.)

What to Notice

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

For example:

‘It is interesting to think about the story through the eyes of the Wolf. You are doing a great job of imagining what the Wolf may have done, said and thought.’

Handwriting and Spelling

Today, challenge your student to think of words that mean ‘bad’, like the wolf is ‘bad’. These are synonyms (words that have the same meaning).

For example: mean, horrible, wicked.

Write a list using their best handwriting.

Citations

[1] www.youtube.com