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Y1 Autumn Fiction: Familiar Settings: Family StoriesUnit 1Core: Characters, settings and problems in stories Teacher NotesNotes for Teaching:For Unit 1 Day 1, familiarise yourself, in advance, with the story Five Minutes’ Peace by Jill Murphy.For Unit 1 Day 2, print the illustration sheet for the activity, noting the problems depicted in each. Either supply children with scissors to cut out the illustrations or provide pre-cut, depending on needs of your class. For Unit 1 Day 3, you will model drawing a story map for children – look at the example story map in resources prior to this session for ideas.Essential texts:Five Minutes’ Peace Jill MurphySCROLL DOWN FOR TEACHING AND ACTIVITIESY1 Autumn Fiction: Familiar Settings: Family StoriesUnit 1 Day 1Characters in storiesTeaching Introduce Five Minutes’ Peace. Read title, author, blurb. Do children know this or any other stories about the Large Family? Who are the characters? Look at the front cover – Mrs Large, Lester, Laura, the little one (Luke) (subsequent books include Mr Large and a fourth child). Share the book, enjoying the illustrations and humour. Ask children to remind you of the characters – draw and label them on the flip chart. Explain: I need to use a capital letter for the beginning of names. If children told a story about their family, who would be in it (the characters)? Encourage children to tell a partner who is in their family.Activity: Identify family members and write names with capital lettersObjectives: Spoken language Listen and respond appropriately to adults and peers; Maintain attention and participate actively in collaborative conversationsComprehension Listen to and discuss stories; Link what they read or hear read to their own experiencesGrammar Use a capital letter for names of peopleYou will need: Five Minutes’ Peace by Jill Murphy Children work individuallyActivityAll: Children draw their family – this can be any variant of family including extended members and pets if they wish. Children then label each member using a capital letter for the initial letter of all namesHarder: Children write a sentence about something they like to do as a family.Plenary Ask children to bring their drawings onto the carpet and tell a friend about the people they have drawn. Ask questions such as Who is the oldest/youngest member of the family? Who is the noisiest/messiest/funniest?OutcomesI can identify characters in a story.I can relate stories to my own experiences.I can use a capital letter for people’s names.Y1 Autumn Fiction: Familiar Settings: Family StoriesUnit 1 Day 2Settings and problems in storiesTeaching Show children Five Minutes’ Peace and ask: Why is the book called this? Does Mrs Large get her five minutes?Reread, emphasising the different ways in which the children stop Mrs Large having her five minutes of peace.Encourage children to join in with the predictable lines. Do children ever have adults saying similar things to them?!Activity: Sequence and discuss key events in a storyObjectives: Spoken language Use spoken language to develop understanding; Participate in discussionsComprehension Listen to and discuss stories; Link what they read or hear read to their own experiences; Recognise and join in with predictable phrases; Discuss the significance of the title and eventsYou will need: Five Minutes’ Peace by Jill Murphy; illustrations from Five Minutes’ Peace (see resources); scissors if not providing the illustrations pre-cutChildren work in small groups ActivityAll: In small groups children look at, discuss and sequence the illustrations from Five Minutes Peace (see resources). What is the problem in each picture?Can children say a sentence to explain what the problem is for Mrs Large?Harder: Children choose a picture. They build a descriptive sentence then record it. Children could stick the corresponding picture in their books with their writing. More able could choose another picture and repeat.Plenary Show the illustrations in the order they appear in the story. Discuss the problem in each picture. Can children think of rules to help out Mrs Large? OutcomesI can sequence a story.I can identify problem events in a story.Y1 Autumn Fiction: Familiar Settings: Family StoriesUnit 1 Day 3Retelling a familiar storyTeaching Reread Five Minutes’ Peace. We know the story quite well now. Could we tell it to someone else? A good way to remind us of the story (the plot) is to draw a story map. Model drawing a map (see resources for example) emphasising language which charts the progression (At the beginning…In the end…etc) and the different settings (kitchen, bathroom). Ask children to help you remember what happens as you draw.Activity: Retell a story and represent as a story mapObjectives: Spoken language Give well-structured descriptions; Speak audibly and fluentlyComprehension Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristicsYou will need: Five Minutes’ Peace by Jill Murphy; story map example (see resources); paper for drawing the story maps on (A3 is a good size)Children work in pairs and small groupsActivityMost: Display your story map. Children use the map to retell the story with a partner. Tell children that you are about to hide your map so that they can try drawing their own! Children work in small groups to draw story map. If children find this difficult, display modelled map with parts covered with post-its?/paper shapes to support.Easy: Work in a small group to retell the story, practising putting each event into a sentence. You could use the pictures from Day 2 to support.Plenary Share story maps – has everyone drawn the same events? What about the same settings? Children retell the story from another group’s story map? OutcomesI can retell a story.I can recall and draw key events from a story.I can identify and draw key settings from a story. The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectively referred to as the ‘Links’) have been checked by Hamilton Trust (being the operating name of the registered charity, William Rowan Hamilton Trust) and to the best of Hamilton Trust’s knowledge, are correct and accurate at the time of publication. Notwithstanding the foregoing or any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have?removed such Links, changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and liability for any loss or damage arising from the use of any Links. ................
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