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Y2: Spring Fiction: Traditional TalesUnit 1Core: Story-telling Baba Yaga and Hansel and GretelTeacher NotesPreparation:The focus of this unit is on story-telling, so do prepare to tell the story of Baba Yaga on Day 1 and Day 2, and of Hansel and Gretel on Day 4. Scripts are provided in the resources. These are for preparation and not to be read aloud. Your telling will be most effective if you just read the scripts through beforehand and then use the Prompts as you tell the story. Children are taught Story-Mapping through this unit, so do think about how you will map the story on Day 1, especially the types of symbols and pictures that you might use. As well as story-mapping, children are given opportunity to ‘play’ with the stories, through drawing and role-play. This is an important part of them becoming really familiar with these two stories and will be a good foundation for their learning in other units in this block. Notes for teaching:KEEP the children’s story-maps of Hansel and Gretel. These are needed for Unit 3 where children compare versions of the different stories. Essential websites: HYPERLINK "" Russian animation of a Baba Yaga story (from 3:15 to 4:28) from Story of Baba Yaga told by Wilf Merttens from German song about Hansel and Gretel from SCROLL DOWN FOR TEACHING AND ACTIVITIES Y2: Spring Fiction: Traditional TalesUnit 1 Day 1Baba Yaga and the Black Geese - 1TeachingDisplay In the Sky (see resources). What sort of birds are these? (Geese). Where might you see them? What would you think if three of them appeared in the sky now?Explain that for the children in today’s story, seeing three black geese was the start of something terrible happening. Tell the first part of the story of Baba Yaga and the Black Geese (see resources and Teacher’s Notes). Stop just before Olga finds Baba Yaga’s house. Display Character Outline (see resources) and ask children what words they would use to describe Olga. Write some of these around the outline. Why do you say that about her? Ask children to say what they think will happen next in the story. Will Olga discover Baba Yaga’s house? What might happen to her then?Explain that children are going to talk about these and other questions with a partner. Discuss your expectations for good partner work, e.g. taking turns, speaking clearly, looking at your partner, listening carefully.Activity: Discussing the storyObjectives: Spoken Language Articulate and justify answers, arguments and opinions; Maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments Comprehension Listen to, discuss and express views about a wide range of stories at a level beyond that at which they can read independently; Predict what might happen on the basis of what has been read so far; Make inferences on the basis of what is being said and done.You will need: Talking Points (see resources) Children work with a partner.ActivityChildren work with a partner to read and discuss the questions on Talking Points. Listen in to them as they do, highlighting good examples of partner work to the rest of the class. Children write sentence answers to some or all of the questions. When they are finished, they draw a picture of part of the story so far. Challenge/Support – Different children can be asked to write different numbers of sentences. The questions are colour-coded, so you can ask a group of children to write answers just for one or two colours. Plenary: Look together at some of the pictures that children have drawn and sort them into chronological order on the board or carpet.Now work together to create a story-map of the story so far, using simple sketches, arrows and key phrases. Use questions to prompt children as you do this e.g. What happened after that? What did she do next? Who did she meet then?OutcomesI can discuss a story that I have heard told. I can work with others to remember the main events of a story. Y2: Spring Fiction: Traditional TalesUnit 1 Day 2Baba Yaga and the Black Geese - 2TeachingLook together at your story-map from Day 1 and remember the first part of the story of Baba Yaga and the Black Geese. Where did we leave Olga? What did we think was going to happen to her? Let’s see what happens. Tell the second part of the story (see resources and Teacher’s Notes).When you have finished the story, display Book Talk Questions (see resources) and ask children to talk with a partner about the four questions. Take time to hear and discuss some of their ideas and responses.Work together to make a brief list of what happens in the second part of the story. Explain that children are going to make story-maps to help them remember the story. Activity: Making story-maps of the second part of the storyObjectives: Comprehension Become increasingly familiar with and retell a wider range of stories, fairy stories and traditional tales; Discuss the sequence of events in books and how items of information are related; Make inferences on the basis of what is being said and done. You will need: Displayed copy of your class list of events and story map from Day 1.Children work individually and with a partner. ActivityChildren make their own story-maps of the second part of the Baba Yaga story. They talk with a partner as they do this and refer to your class list of events. Encourage children to think about the events that they include and the symbols and pictures that they use to map to the story. Share good examples as they work. Children share and talk about their map with their partner and try to notice anything that they have left out that they might want to include. When they are finished, children can continue their pictures from Day 1. They could act out some of the Baba Yaga story in a small group, or could use small-world equipment to make a scene from the Baba Yaga story. Plenary: Come back to your Character Outline of Olga from Day 1. What other words and sentences could we add to describe Olga now? What do you think Sergei would say about his sister?Watch a little of a Russian animation of a Baba Yaga story (from 3:15 to 4:28) Do children know what language this is in? Explain that Baba Yaga is a traditional tale from Russia. Show where Russia is on a world-map or globe. Baba Yaga is a traditional tale that has been told for hundreds of years and there are many different versions. OutcomesI can make a story-map based on a story that I have heard. I can talk about a character from a story.Y2: Spring Fiction: Traditional TalesUnit 1 Day 3Story-telling ‘Baba Yaga and the Black Geese’TeachingAsk children to share their story-map from Day 2 with a partner, talking about what they have drawn and written. Explain that we are going to use our story-maps to tell the story of Baba Yaga. Ask children to watch the video of a story-teller, Wilf Merttens, telling a version of the story. Ask them to try to notice what he does to make the story interesting. Watch the first five minutes of the video: did Wilf Merttens do to make the story interesting? Make a list of Tips for Storytelling together, thinking about how Wilf stands, where he looks, how he keeps his voice clear, how he uses actions, how he sometimes repeats things, how he uses different voices and how he describes the characters. Model using your story-map from Day 1 to tell the first part of the story. Ask children to suggest how you could start the story, what you should say first and how you can make your telling interesting. Activity: Practising telling the story of Baba YagaObjectives: Spoken Language Participate in performances; Gain, maintain and monitor the interest of the listeners; Speak audibly and fluently. Comprehension Become increasingly familiar with and retell a wider range of stories, fairy stories and traditional tales.You will need: Displayed copy of your Tips for Storytelling.Children work with a partner ActivityChildren use their story-maps from Day 2 to practise telling the second part of the story. Listen in as they do, sharing good examples of story-telling techniques with the whole class e.g. “Yannis is remembering to stand really tall when he starts telling the story…”Children share their performance with their partner, who gives feedback, referring to your class Tips for Storytelling. They then work with another pair of children and take it in turns to tell their story to one another. Plenary: Ask some volunteer children to re-tell part of the story to the rest of the class. Ask other children to notice what they are doing that helps them to tell the story well. Watch the rest of the video of Wilf Mertten’s re-telling together. Notice that this is a slightly different version of the story. Which parts were different to the story we know? (e.g. the helicopters, the order of the animals, the ending) Explain that because Baba Yaga is a traditional tale, it often gets changed and new versions get made. Which version do you prefer? Why? OutcomesI can re-tell a story from a story-map.I can use story-telling techniques to keep my audience interested. Y2: Spring Fiction: Traditional TalesUnit 1 Day 4Hansel and GretelTeachingDisplay a blank Character Outline (see resources) and ask children to think about words and phrases that would describe Baba Yaga, writing these on the outline. Explain that you’re going to tell children another story with a witch in. Ask them to listen carefully, even if they know the story, so that they’re ready to think and talk about it. Tell the story of Hansel and Gretel (see resources and Teacher’s Note).When you have told the story, display Book Talk Questions (see resources) and ask children to talk with their partner about the four questions. Hear some of their ideas and responses together. Watch a video of a German song about Hansel and Gretel song. What language is this in? Explain that Hansel and Gretel is another traditional tale, coming from Germany. Find Germany on a map or globe. Activity: Making story-maps of Hansel and Gretel Objectives: Comprehension Become increasingly familiar with and retell a wider range of stories, fairy stories and traditional tales; Participate in discussion about books, poems and other works that are read to them, taking turns and listening to what others say. You will need: Displayed copies of story-maps from Days 1 and 3Children work with a partner and in a small group.ActivityChildren work with a partner to make a story-map of Hansel and Gretel. They decide the main events and use pictures, words and symbols to show these. They practise telling the story, using their story-map.When they are finished, children can work in small groups of 3 or 4 to act out parts of the story. Plenary: Display a new blank Character Outline and ask children to think about words and phrases that would describe the witch in Hansel and Gretel. Note these on the outline and then compare with the outline you made for Baba Yaga. Notice some of the similarities between these two characters. What else is similar between the two stories? (e.g. there are two children, they are caught by a witch, they cleverly escape). Do you know any other stories that are similar? Explain some of the work that we shall be doing with traditional tales. Keep the children’s story-maps for Unit 3. OutcomesI can map and tell a story that I have heard. I can talk about similarities between different traditional tales. 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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