Focus for Student Activities: Reading, comprehension and oral speaking using fairy tales

Week 1:
1.

Outcomes
EN3-1A
communicates
effectively for
a variety of
audiences and
purposes using
increasingly
challenging
topics, ideas,
issues and
language
forms and
features

Designing, Selecting and Sequencing Activities

KWL chart
Teacher will introduce the topic of fractured fairy tales
and begin by discussing with students via a KWL chart
what students already know about fairy tales.
Teacher will explain what a classic fairy tale is, what
kind of text type it falls under and briefly go over its
structure (orientation, complication and resolution)
Modelled reading
Teacher will then read a classic fairy tale making sure to
read with expression and fluency to model how an
expert reader should read.
Question students about the way you read and ask
them to write down what made the read-a-loud
entertaining and effective
Explain the important factors one must try to do in
order to read effectively and maintain audience
engagement so they fully understand what you are
doing. E.g. eye contact, body language etc.
Show students another fairy tale from YouTube for the
visual and auditory learners. Make sure the fairy tale
has lots of pictures. Students will write down what the
reading voice had in common with the teachers reading
or what could be improved.

Resources
KWL chart
Whiteboard
Classic fairy tale book
The Complete Hans
Christian Andersen
Fairy Tales or any
physical assortment of
classic fairy tales

YouTube video for

auditory learners
https://www.youtube.c
om/watch?
v=1fsZKWaso9A

Workbooks for
students

Assessment
-Teacher will
assess students
through
observation and
questioning
throughout the
lesson to check
for
understanding of
the qualities that
makes an
effective reader
-Teacher will note
what students
know and do not
know via the
KWL chart
-Teacher will
collect
workbooks to
assess
understanding of
what the reading
voice had in

2.

EN3-5B
discusses how
language is
used to
achieve a
widening
range of
purposes for a
widening
range of
audiences and
contexts

EN3-7C thinks
imaginatively,
creatively,
interpretively
and critically
about

Fractured fairy tale

Students will read through the classic fairy tale Little
Red Riding Hood and then listen to the teacher read out
a fractured fairy tale version of the classic by Roald
Dahl. Students will discuss in groups about what the
difference between the classic and the fractured fairy
tale is.
Teacher will explain what a fractured fairy tale is and
how it is different using a Venn diagram
Language Devices and Vocabulary
Teacher will bring to the forefront the use of direct and
indirect speech, descriptive language, metaphors and
similes. Explaining each briefly with an example on the
whiteboard (can include a PowerPoint for this). Ask
students to brainstorm some examples in mixed reading
groups to produce a mind map of examples from both
the classic fairy tale and fractured fairy tale. E.g teacher

Fairy tales online

http://www.worldoftale
s.com/fairy_tales.html
20 X Revolting
Rhymes by Roald Dahl
Workbooks for
Students

PowerPoint for
Metaphors and
Similes. (see reference
section)
Butchers paper for
Mind Map x 4 6
(depends on class
size)

common with the

teachers reading
or what could be
improved. Thus
students will be
assessed on their
knowledge of
what makes a
good
communicator
-Teacher will
collect student
mind maps to
assess if they
understood the
language device
that was
selected for
them.
-Teacher will
collect word
walls for marking
to assess
understanding of
language devices
and vocabulary
-Teacher will
formative assess

3.

information
and ideas and
identifies
connections
between texts
when
responding to
and composing
texts

will allocate a group to find examples of similes used

throughout or come up with some of their own which
could be used in the story.

EN3-3A Uses
an integrated
range of skills,
strategies and
knowledge to
read, view and
comprehend a
wide range of
texts in
different media
and
technologies

Teacher explains that there are 5 steps that an expert

reader employs when trying to comprehend and read a
text fluently. They are; making predictions, reading the
text, clarifying, questioning and summarising. This
lesson will be focusing on making predictions. Use
Reciprocal Teaching PowerPoint to aid in explaining or
use as background knowledge.

understanding of
a fractured fairy
tale through
informal
formative
assessment

Students will write any interesting language devices in

their word wall book.

Making predictions
Begin by showing students a YouTube video of a football
player scoring a goal (HIDE THE TITLE). Find another
video of that same person kicking another goal but
pause it before he makes the kick. Question students
what they think will happen. Then ask why, based on
what reasoning.
Read a fractured fairy tale The Three Little Wolves and
The Big Bad Pig by Eugene Trivizas and Helen Oxenbury.
Read the beginning of the book and allow students to

Reciprocal Teaching
PowerPoint as
background
knowledge
Youtube video of
football players
https://www.youtube.c
om/watch?
v=oRZFvSPJBzU
The Three Little
Wolves and The Big
Bad Pig by Eugene
Trivizas and Helen
Oxenbury
Workbook for students

-monitor reading
skills and fluency
throughout
-Teacher will
assess students
ability to predict
what is going to
happen based on
past experience
and knowledge
of the original
fairy tale.
Therefore
readings skills
will be assessed
-Formative
assessment
through
observation and
questioning of
students in why
they chose that

come up with the complications through prediction.

Then continue reading and ask students to read some of
their complications to see if they had something
different. Continue this process for the resolution.

prediction, what
led them to
believe this
would be the
outcome.

Explain predicting helps them make connections

between new information and what they already know

4.

EN3-3A Uses
an integrated
range of skills,
strategies and
knowledge to
read, view and
comprehend a
wide range of
texts in
different media
and
technologies

Any words or phases of interest or difficulty should be

recorded on students personal word wall
Clarifying words
Student workbook
Teacher will begin lesson by instructing students on the
clarifying step of the reading process. This step involves
being able to comprehend the meaning of the words
being read and what to do when students come across
a word they do not understand.
Ask students to discuss what other importance this
process has when reading. i.e helps students to read
fluently and improves vocabulary (think pair share)
The teacher will then model the steps involved in the
process performing a think-a loud of what is going on
through the mind of an expert reader in this situation.
Use the word mantle in Cinderella fairy tale from the
resource website to model the following steps on the
whiteboard
These words will be identified using the reader fix-it

Print 30x copies of the

Cinderella story for
students to annotate
http://www.worldoftale
s.com/fairy_tales.html
Smartbaord

-Teacher will
assess students
ability to read
and annotate
language devices
through
collection of
work in addition
to their
explanation and
implementation
of the fix-it
strategies being
employed to aid
in their fluency
- Word wall will
be collected for
teacher to be

strategies
1.re-reading
2.read forwards to look for meaning
3. read backwards to look for meaning.
4. see if the word appears elsewhere in the text
5. Identify grammatical function of the word or root
word
6. Look at the pictures
7. Substitute words and see if the paragraph makes
sense.

5.

EN3-4A draws
on appropriate
strategies to
accurately
spell familiar
and unfamiliar
words when
composing
texts

EN3-3A Uses
an integrated
range of skills,

Students will then be given a copy of the Cinderella

fairy tale and will read through underlining difficult
words (adding these to their word wall) for which they
need to apply these steps to by fully annotating the
sheet for descriptive language, metaphors and similes.
Add these to word wall
Word wall Spelling List
Create a Spelling list from students word wall. Each
student will have a different spelling list so this should
be done in pairs so students can test each other on
spelling these words. Next to the spelt word students
must also explain what the word means.
Students may also like to write down why they believe
the author has used these words and in what way e.g
scalding was used in a simile as scalding hot as the
sun
Explain to students that this is to ensure that they have

able to see
progression of
words being
added (increase
in vocabulary)

Student workbook and

word wall
YouTube video of
Revolting Rhymes
Goldilocks and the
three bears
https://www.youtube.c
om/watch?
v=BO2Ivw2SBQ&list=PL30A61B689
93BE774

-Teacher will
collect and
record students
spelling quiz
based on their
word wall with
their definitions.

--Teacher will
question
students based
off the video

strategies and
knowledge to
read, view and
comprehend a
wide range of
texts in
different media
and
technologies

been understanding and building up a vocabulary that

can be used to create their own short story

20 X Revolting
Rhymes by Roald Dahl

Summarising and comprehension

Teacher will show a video of a fairy tale from Roald
Dahls Revolting Rhymes and ask students to summarise
then main plot in a few sentences. Students will then
spend the remainder of the lesson answering
comprehension questions based on the reading and be
provided books to help them re-read sections.

30x Comprehension
worksheet (See
resources)

focusing on
summarisation.
Will also collect
and mark the
worksheet
handed out to
gauge students
reading and
comprehension
skills