Unit 1: Fairy tale: ‘Jack and the Beanstalk’ Overview English curriculum objectives
Treasure House resources
• Become increasingly familiar with and retell a wider range of stories, fairy stories and traditional tales • Recognise simple recurring literary language in stories and poetry • Make inferences on the basis of what is being said and done • Predict what might happen on the basis of what has been read so far • Discuss and clarify the meanings of words, linking new meanings to known vocabulary • Draw on what they already know or on background information and vocabulary provided by the teacher • Participate in discussions about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
• Comprehension Skills Pupil Book 2, Unit 1, pages 4–5 • Collins Connect Treasure House Comprehension Year 2, Unit 1 • Photocopiable Unit 1, Resource 1: Story steps, page 65 • Photocopiable Unit 1, Resource 2: Jack’s chores, page 66
Additional resources • Dictionaries or the internet (optional) • Jack and the Beanstalk by Vivian French, whole text (optional) • Story re-enactment props, such as a hat, an apron, a bag of pegs (optional)
Introduction Teaching overview Encourage children to monitor what they have read, checking that the words they decode fit in with what else they have read and that those words make sense in the context of what they already know about the topic. Explain the meanings of new words to children within the context of what they are reading and encourage them to use morphology to work out unknown words. Talk about cause and effect in a text and ‘think aloud’ to model to children what skilled readers do. Use comprehension sessions as an opportunity to increase children’s vocabulary and awareness of grammar so that they continue to understand the differences between spoken and written language.
Introduce the extract Ask the children if they know the story of Jack and the Beanstalk (it is likely that some will) and then ask
them to help you remember the story. Scribe notes about what happens in the story on the board as children suggest them to you. Tell the children that in this lesson they will focus on one small extract from the story. Then they will answer questions about the extract. Remind them that sometimes the answers to the questions will be clearly written in the extract, but that sometimes they may need to think a little harder and use their own ideas, supported by the text. Ask the children to read the extract individually or in pairs. Ask them to note down any words they don’t understand. Discuss unknown or unusual vocabulary before setting children to work answering the questions in the Pupil Book. Try to avoid discussing the content of the extract until after the children have answered the questions in the Pupil Book.
Pupil practice Get started Children copy the sentences and complete them using words from the story. You might like to model the first example on the board. Answers 1. Jack’s mother took in other people’s washing to make a little money. [2 marks] 2. As she got older she found this harder and harder. [2 marks]
Pupil Book pages 4–5 3. At last there was no money left at all. [2 marks] 4. Jack had to take poor Daisy to market and sell her. [2 marks]
Try these Assist children if they ask for help with vocabulary, first discussing what they think the words might mean.
22
237744_Y2_TG_P022_064.indd 22
22/06/17 3:47 pm
Unit 1: Fairy tale: ‘Jack and the Beanstalk’
Suggested answers: 1. He was singing ‘Dee-dah diddle-di-dee’. [1 mark] 2. She told him to sell Daisy because they didn’t have any money left. [1 mark] 3. She had tears in her eyes because she didn’t want to sell Daisy. [2 marks] 4. Daisy is a cow. [Pupils should grasp that Daisy is an animal because, although she has a name, she is not a person as people cannot be sold. Contextual knowledge could lead them to conclude that Daisy is a cow.] [2 marks]
Now try these Open-ended questions: 1. Answers could mention Jack being no help to his mother, being clumsy, being forgetful or liking to sing. For example: Jack is clumsy. [3 marks] 2. The picture should include Jack leading Daisy down a path towards a market. The sentence should be a reasonable suggestion of what he is thinking, for example: I wish we didn’t have to sell Daisy. [3 marks]
Support, embed & challenge Support
Challenge
Use Unit 1 Resource 1: Story steps to support children in paying closer attention to the text extract, by carefully reading and then ordering the sentences. Cut out the sentences and ask children to organise them according to the story. (Answers The correct order is as the sentences are presented prior to being cut out.)
Read the whole story of Jack and the Beanstalk by Vivian French. Provide groups with props (optional) and ask them to create their own retellings of the story. They could act out the whole story or just a scene. Ask the children to talk in pairs about what has happened in the story, and then to make a comic strip of the story using speech bubbles and captions. Prompt them to add an extra picture to show what happens next.
Embed Use Unit 1 Resource 2: Jack’s chores to prompt children to think further about the character of Jack. Ask the children to imagine Jack’s mother is fed up with his lazy, clumsy behaviour and wants him to be more helpful. Ask children to design a timetable of housework chores for Jack. (Answers Any chores appropriate to the story setting could be suggested.)
Homework / Additional activities What happens next? Ask children either to write the next part of the Jack and the Beanstalk story or to write their own short stories about a lazy child like Jack.
Collins Connect: Unit 1 Ask the children to complete Unit 1 (see Teach → Year 2 → Comprehension → Unit 1).
23
237744_Y2_TG_P022_064.indd 23
22/06/17 3:47 pm
Unit 2: Traditional tale: ‘Jamil’s Clever Cat’ Overview English curriculum objectives
Treasure House resources
• Become increasingly familiar with and retell a wider range of stories, fairy stories and traditional tales • Recognise simple recurring literary language in stories and poetry • Make inferences on the basis of what is being said and done • Predict what might happen on the basis of what has been read so far • Discuss and clarify the meanings of words, linking new meanings to known vocabulary • Draw on what they already know or on background information and vocabulary provided by the teacher • Participate in discussions about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
• Comprehension Skills Pupil Book 2, Unit 2, pages 6–7 • Collins Connect Treasure House Comprehension Year 2, Unit 2 • Photocopiable Unit 2, Resource 1: Key facts, page 67 • Photocopiable Unit 2, Resource 2: What happens next? page 68
Additional resources • Dictionaries and library books or the internet • Jamil’s Clever Cat by Fiona French with Nick Newby, whole text (optional) • Story re-enactment props, such as a tunic, a waistcoat, a sari, a cat mask (optional)
Introduction Teaching overview Encourage children to monitor what they have read, checking that the words they decode fit in with what else they have read and that those words make sense in the context of what they already know about the topic. Explain the meanings of new words to children within the context of what they are reading and encourage them to use morphology to work out unknown words. Talk about cause and effect in a text and ‘think aloud’ to model to children what skilled readers do. Use comprehension sessions as an opportunity to increase children’s vocabulary and awareness of grammar so that they continue to understand the differences between spoken and written language.
Introduce the extract Ask the children if any of them have a cat as a pet. Ask them to describe what, typically, cats are like:
Pupil practice Get started Children copy the sentences and complete them using words from the story. You might like to model the first example on the board.
‘How do they behave?’ ‘How do they look?’ ‘What do they like to eat?’ Write the children’s ideas on the board. Tell the children that in this lesson they will focus on an extract from a traditional tale about a cat that helps his owner. Then they will answer questions about the extract. Remind them that sometimes the answers to the questions will be clearly written in the extract, but that sometimes they may need to think a little harder and use their own ideas, supported by the text. Ask the children to read the extract individually or in pairs. Ask them to note down any words they do not understand. Discuss unknown or unusual vocabulary before setting children to work answering the questions in the Pupil Book. Try to avoid discussing the content of the extract until after the children have answered the questions in the Pupil Book.
Pupil Book pages 6–7 Answers 1. Jamil the weaver lived on the poor side of town. [2 marks] 2. He had a cat called Sardul. [1 mark] 3. Sardul wove material for his master to make into tunics and saris. [2 marks]
24
237744_Y2_TG_P022_064.indd 24
22/06/17 3:47 pm
Unit 2: Traditional tale: ‘Jamil’s Clever Cat’
Try these
Now try these
Assist children if they ask for help with vocabulary, first discussing what they think the words might mean. Suggested answers: 1. He wove material (for his master). [1 mark] 2. He made it into tunics and saris. [1 mark] 3. He wanted to marry the princess because he was poor / he worked too hard / he was lonely. [2 marks] 4. He was lucky because Sardul was clever and helpful. [2 marks]
Open-ended questions: 1. Reasonable ideas for a plan should be consistent with Sardul asking for ‘the best waistcoat and the most beautiful sari we have made’ and the outcome of Jamil marrying ‘the princess who lives in the palace’ and/or Jamil and Sardul not having to work their ‘fingers and paws to the bone’. [3 marks] 2. The picture should include Jamil and Sardul meeting the princess, possibly with the best waistcoat and most beautiful sari they have made. The sentence should be a reasonable suggestion of what the princess is thinking, for example: Who is this poor man? / What beautiful clothes! [3 marks]
Support, embed & challenge Support
Embed
Use Unit 2 Resource 1: Key facts to support children in extracting the key facts from the story. They could record their answers using sentences and/or pictures with labels. (Suggested answers Who is the story about? Jamil (the weaver) and Sardul (the cat) Where does the story happen? On the poor side of town When does Sardul weave the material? Each night What is the problem? Jamil and Sardul have to work their fingers to the bone / Jamil wants to marry the princess How will the problem be fixed? Jamil could marry the princess / Sardul will use the best waistcoat and most beautiful sari)
Use Unit 2 Resource 2: What happens next? to encourage the children to predict what will happen later in the story. You could read the whole story afterwards to compare children’s predictions with the actual events. (Answers Any predictions appropriate to the story could be suggested.)
Challenge Support children to research how saris are made, using the internet or library books. The children could then create a poster or short presentation to show the class. Ask groups of three to act out the story. Prompt them to add an extra scene to show what happens next. Ask: ‘How will Sardul’s plan work?’ ‘Will Jamil meet the princess?’
Homework / Additional activities The most beautiful sari Ask children to design and draw their own sari fabric patterns that would be intricate and beautiful enough to please a princess.
Collins Connect: Unit 2 Ask the children to complete Unit 2 (see Teach → Year 2 → Comprehension → Unit 2).
25
237744_Y2_TG_P022_064.indd 25
22/06/17 3:47 pm
Unit 3: Contemporary tale: ‘Tom’s Sausage Lion’ Overview English curriculum objectives
Treasure House resources
• Become increasingly familiar with and retell a wider range of stories, fairy stories and traditional tales • Recognise simple recurring literary language in stories and poetry • Make inferences on the basis of what is being said and done • Predict what might happen on the basis of what has been read so far • Discuss and clarify the meanings of words, linking new meanings to known vocabulary • Draw on what they already know or on background information and vocabulary provided by the teacher • Participate in discussions about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
• Comprehension Skills Pupil Book 2, Unit 3, pages 8–9 • Collins Connect Treasure House Comprehension Year 2, Unit 3 • Photocopiable Unit 3, Resource 1: How did Tom feel? page 69 • Photocopiable Unit 3, Resource 2: I saw a lion! page 70
Additional resources • Dictionaries or the internet (optional) • Tom’s Sausage Lion by Michael Morpurgo, whole text (optional) • Story re-enactment props, such as a lion mask, pretend sausages, logs (optional)
Introduction Teaching overview Encourage children to monitor what they have read, checking that the words they decode fit in with what else they have read and that those words make sense in the context of what they already know about the topic. Explain the meanings of new words to children within the context of what they are reading and encourage them to use morphology to work out unknown words. Talk about cause and effect in a text and ‘think aloud’ to model to children what skilled readers do. Use comprehension sessions as an opportunity to increase children’s vocabulary and awareness of grammar so that they continue to understand the differences between spoken and written language.
Introduce the extract Tell the children the title of the story, Tom’s Sausage Lion, and ask them to suggest what they think the
Pupil practice Get started Children copy the sentences and complete them using words from the story. You might like to model the first example on the board. Answers 1. It was Christmas Eve when Tom first saw the lion. [2 marks]
story might be about. What might a ‘sausage lion’ be? Ask them if they have heard of the author, Michael Morpurgo, and whether they know any of his other books. Tell the children that in this lesson they will focus on a short extract from the story. Then they will answer questions about the extract. Remind them that sometimes the answers to the questions will be clearly written in the extract, but that sometimes they may need to think a little harder and use their own ideas, supported by the text. Ask the children to read the extract individually or in pairs. Ask them to note down any words they do not understand. Discuss unknown or unusual vocabulary before setting children to work answering the questions in the Pupil Book. Try to avoid discussing the content of the extract until after the children have answered the questions in the Pupil Book.
Pupil Book pages 8–9 2. His mother had sent him out to fetch the logs. [2 marks] 3. There was a lion padding through the orchard with a string of sausages hanging from its mouth. [2 marks]
26
237744_Y2_TG_P022_064.indd 26
22/06/17 3:47 pm
Unit 3: Contemporary tale: ‘Tom’s Sausage Lion’
Try these
Now try these
Assist children if they ask for help with vocabulary, first discussing what they think the words might mean. Suggested answers: 1. It was Christmas Eve. [1 mark] 2. He had gone out to fetch the logs. [1 mark] 3. They wouldn’t go out to look because they didn’t think Tom had seen a real lion. / They wouldn’t go out to look because they didn’t think Tom was telling the truth. [2 marks] 4. He shouted because his father and mother wouldn’t listen to him. / He shouted because his father and mother didn’t think the lion was real. [2 marks]
Open-ended questions: 1. Answers should express an opinion and give a reason based on the extract and/or the children’s own experiences. For example: Yes, because Tom saw it and he is sure. / No, because lions do not live in orchards. [3 marks] 2. The picture should include Tom seeing the lion with a string of sausages in its mouth, possibly in the orchard. The sentence should be a reasonable suggestion of what Tom is thinking, for example: Oh no! A lion! / Why is there a lion in the orchard? [3 marks]
Support, embed & challenge Support
Challenge
Use Unit 3 Resource 1: How did Tom feel? to support children in thinking about how Tom may have felt when his parents didn’t believe him. Discuss the meanings of the words, looking them up in a dictionary if preferred. Then ask children to colour the boxes of the words they think are relevant to Tom. (Answers Children should colour the words ‘cross’, ‘disappointed’, ‘sad’, ‘embarrassed’, ‘annoyed’, ‘frustrated’ and ‘deflated’.)
Discuss why Tom wasn’t believed when he tried to tell his parents about the lion. Ask the children to tell their own stories about a character that isn’t believed. Ask the children to talk in pairs about what has happened in the story and then to make a comic strip of the story using speech bubbles and captions. Prompt them to add an extra picture to show what they think Tom should do next.
Embed Use Unit 3 Resource 2: I saw a lion! to prompt children to retell the events of the story. Ask them to use the template to create their own newspaper articles reporting that a lion has been spotted in the local area. The children could imagine their own additional details or you could read further parts of the story. (Answers Articles should include the facts given in the extract.)
Homework / Additional activities Dear Tom… Ask children to write a short letter to Tom, giving him advice about what he should do. The children could consider whether Tom should try to convince his parents and how he could persuade people he is telling the truth.
Collins Connect: Unit 3 Ask the children to complete Unit 3 (see Teach → Year 2 → Comprehension → Unit 3).
27
237744_Y2_TG_P022_064.indd 27
22/06/17 3:47 pm