Professional Documents
Culture Documents
Year 2 Fairy Tale Unit
Year 2 Fairy Tale Unit
Year 2 Fairy Tale Unit
Assignment Two
The English curriculum is built around the three interrelated strands of language, literature and literacy. Teaching and learning programs should balance and
integrate all three strands. Together, the strands focus on developing students' knowledge, understanding and skills in listening, reading, viewing, speaking,
writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as
needed.
In Year 2, students communicate with peers, teachers, students from other classes and community members.
Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary
purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and
digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models
for constructing their own work.
The range of literary texts for Pre-primary to Year 10 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait
Islander Peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and
about Asia.
Literary texts that support and extend Year 2 students as independent readers involve sequences of events that span several pages and present unusual
happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other
areas of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-
frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that
support and extend the printed text.
Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.
Lesson One These code is carried out In this lesson, Diagnostic Introduction: Little Red Riding
through the unit students will be Assessment: - Teacher dressed up as a Little Red Riding Hood Hood Dress Up
Familiarising able to: o “What text type do you think I am from? (Narrative Fairy Tale)
Language: Anecdotal Notes - Inform students
(Building Understand that different Objective 1 Objective 1: o Lesson objective: Explore fairy tales and their purposes.
Awareness of types of texts have Recall their Ability to recall o Success criteria: Record your knowledge of fairy tales at the end of the
Text type and identifiable text structures previous previous lesson using an iPad.
structure) and language features that knowledge of fairy knowledge on fairy - Fairy Tale Games to recall knowledge from year 1 (ACELA1453) Names of fairy
help the text serve its tales through tale. o Celebrity Heads tale characters
purpose (ACELA1463) games Students are given a fairy tale character
‘Yes’ or ‘no’ questions asked until they guess their character
Literacy: Objective 2 Formative o Charades
Create short imaginative, Collaboratively Assessment: Act out your favourite fairy tale character
informative and persuasive explore different Class will try and guess their chosen character
texts using growing narrative texts Anecdotal Notes
knowledge of text structures Objective 2: Body:
and language features for Objective 3 Extension students - Classroom posters are observed and class work together to create new posters Poster paper &
familiar and some less Discuss the three and students who to introduce narratives Coloured pencils
familiar audiences, selecting narrative topics need support o Poster 1 – What is a narrative? What does it tell us?
print and multimodal that were recorded o Poster 2 – Types of narratives Children’s
elements appropriate to the explored, using the o Poster 3 – What needs to be included in a narrative? literature
audience and purpose recording function Fist of Five - Students split into pairs/ small groups (Stronger students mixed with students (Narratives)
(ACELY1671) on the iPad Objective 2: who need support to assist in reading and looking at texts)
Student - Students explore the books (narratives) given to their group Text: First
confidence - Class reading of the book Little Red Riding Hood Readers - Little
monitored o Students listen and think about the structure and components of the text Red Riding Hood
being read. (Illustrated by
Checklist - Class read next text (Fractured Fairy Tale) ‘Little Red Riding Hoodie’ Dubravka
Objective 3: - Explain fractured narrative Kolanovic)
Student
understanding Conclusion: Text: Little Red
tracked through - Students will be split up in 6 groups Riding Hoodie
the recordings of o Each group will be given one of the above poster topics and will speak into (Kel Richards)
the groups in the the iPad about what they can recall.
closure activity. o Each student will be encouraged to provide an answer/discussion iPad (x6)
o (If there is more time, each group can talk about all three poster topics to
enable the teacher to gain more information on individual student learning).
Lesson Two Literature: In this lesson, Formative Introduction: Text: First
Create events and students will be Assessment: - Recall prior knowledge: revisit the posters and fractured narratives Readers - The
Analysing characters using different able to: o Extension students talk to the class about their poster Gingerbread
media that develop key Checklist - Inform students Man (Illustrated
(Discovering events and characters from Objective 1 Objective 1 o Lesson objective: Order and label a fairy tale. by Alessandra
& Building literary texts (ACELT1593) Order a narrative Correct knowledge o Success criteria: Correctly order and label a fairy tale. Psacharopulo)
knowledge of in the correct and ordering of - Read book: The Gingerbread Man - Students asked to think about structure.
text structure structure Children also shown fractured version (The Lamington Man) Text: The
structure) - Watch video: Short Story Elements Lamington Man
Objective 2 Exit Slip (Kel Richards &
Label the Structure Objective 2 Body: Glen Singleton)
of a narrative and Developed - Class discussion: Structure of a narrative. Refer to parts of the book when
highlight the knowledge of the discussing the following: Video:
components of three sections and o Orientation (Who, when, where?) Beginning https://www.yo
each part their components o Complication Middle utube.com/watc
o Resolution Ending h?v=VDmhl-
o Key questions: SU5Yk&t=14s
Where do we find the orientation? (Beginning)
What is included in the orientation? (Who – characters, when – time,
and where – place/setting)
Where do we find the complication? (Middle)
What can we include in the complication? (What happened? What went
wrong? Who was involved?
Where do we find the resolution? (Ending)
What can we include in the Resolution? (How did the problem get
solved? Jumbled
- Ordering a narrative activity narrative
o Narrative cut up into sections, and students will correctly re-order the Scissors
narrative (See appendix 1 for example) Glue
Extension More complex narratives
Support More simple narratives & pair student with extension
student
o Once ordered, students label the orientation, complication and the Pencil
resolution, and highlight the components of each part Red Pencil
Label orientation Highlight characters, time and setting Highlighters
Label complication Highlight what happened and who was involved
Label resolution Highlight how the problem got solved
Conclusion:
- Confer with peers to refine their characters for their second draft
- Students and teacher: Brainstorm tricky words and add to fairy tale word wall
Lesson Six In this lesson, Formative By this lesson, students have a plan and draft of their characters. Text: First
students will be Assessment: Readers - The
GRRM: able to: Introduction: Ugly Duckling
Modelled/ Checklist - Key questions (Illustrated by
Shared/ Plan and draft their Objective 1 o What is a setting? Livia Coloji)
Guided fractured fairy tale Knowledge of o What makes a good setting? (Descriptive language, planning)
orientation based existing fairy tale - Drama task: Freeze frames – making scenes of fairy tales with bodies
Writing off of a fairy tale of orientations has - Read: The Ugly Duckling
Process: their choice. shaped their new
Plan orientation. Apply Body:
Draf Use descriptive their - Modelled writing: Planning and drafting a fractured orientation Teacher script
Confer language when understanding of o Teacher refers back to ‘The Ugly Ducking’ for support
planning and text structure. o Refer to visual cues on how to plan an orientation
Creating drafting their Break down the setting using text
Orientation orientation. Objective 2 o Think-aloud’s used throughout session
(When & Knowledge and “I am going to call my character ‘The Shining Swan’. Because I want my
Where) use of descriptive story to reflect the fairy tale I have chosen, I am going to base my story
language is on that.”
appropriate. Apply “Lets change the setting to a large park”
their Shared Writing: draft sentences from planning
understanding of - Main task introduced to students (Guided writing)
language o Students use chosen text to plan the orientation in a fractured format Planning Sheet
conventions and o Students given template to write events of the original orientation, then
features. create their own orientation (See appendix 3)
o ICT alternative (Extension and support): Student
Work samples http://www.readwritethink.org/files/resources/interactives/storymap/ notebooks
collected - Students: Draft sentences from their planning
Conclusion:
- Students discuss their ideas with their peers. Peer feedback is given.
- Students and teacher: Brainstorm tricky words and add to fairy tale word wall
Lesson Seven Literature: In this lesson, Formative By this lesson, students have a plan and draft of their orientation.
Create events and students will be Assessment: Text: First
GRRM: characters using different able to: Introduction: Readers - The
Modelled/ media that develop key Checklist - ‘Buzz’ type game played: Go around the room and say a word or phrase to do Emperor’s New
Shared/ events and characters from Write a Objective 1 with fairy tales (eg. Names of characters, books, structure etc.) Clothes
Guided literary texts (ACELT1593) continuation of the Continuation is - Text read to class: The Emperor’s new clothes (Deborah
climax of ‘The written with a o Teacher stops at “But the two tailors played a trick” Allwright)
Writing Emperor’s new knowledge of the o Question: What part of the fairy tale is this? (Problem)
Process: clothes’ structure and Text: Three Billy
Plan elements of a fairy Body: Goats Gruff by
Draf Plan and draft a tale. - Students will write a continuation of the problem/climax for 10 minutes. Nick Page
Confer problem for their - Students share their ideas (conferring)
fractured narrative Objective 2 - Modelled Writing: Planning a fractured problem Teacher script
Problem is o Teacher refers to ‘Three Billy Goats Gruff’’ for support
Problem Use descriptive efficiently planned o Refer to visual cues on how to plan a problem
Writing language when according to the Break down the problem using text – identify problem
planning and correct structure. o Think-aloud’s used throughout session
drafting their Descriptive “If the goats couldn’t get over the bridge, I am going to create a story
orientation. language is where the frogs couldn’t get over the pond. Do you see the
evident. connection?”
- Guided writing: Plan sentences for draft
Objective 3 - Shared Writing: draft sentences from planning
Knowledge and - Main activity: Students plan a problem for their story
use of descriptive o Students given a copy of their chosen fairy tale Wanted poster
language is o A wanted poster activity can help students to plan (See Appendix 4)
appropriate. Apply o ICT alternative (Extension and support):
their http://www.readwritethink.org/files/resources/interactives/storymap/
understanding of - Students draft sentences based on their planning
language
conventions and Conclusion:
features. - Students discuss their ideas with their peers. Peer feedback is given.
- Students and teacher: Brainstorm tricky words and add to fairy tale word wall
Work samples
collected
Lesson Eight In this lesson, Formative By this lesson, students have a plan and draft of their problem. Text: First
students will be Assessment: Readers - The
Modelled/ able to: Introduction: Elves and the
Shared/ Checklist - Read: The Elves and the Shoemaker Shoemaker
Guided/ Plan and draft a Objective 1 - Teacher stops at “How can we help the elves?” (Illustrated by
resolution for their Problem is - Students given 5 minutes to discuss a resolution to this problem Gail Yerrill)
Resolution fractured fairy tale. efficiently planned o 5 Minutes to share responses
according to the Text: First
Use descriptive correct structure. Body: Readers - Jack
language when Apply their - Modelled Writing: Planning and Drafting a fractured problem and the
planning and understanding of o Teacher refers to ‘Jack and the Beanstalk’ and ‘Jacko and the Beanstalk’ for Beanstalk
drafting their text structure. support. (Illustrated by
orientation. o Refer to visual cues on how to plan a resolution Gavin Scott)
Objective 2 Break down the resolution using text – identify events
Knowledge and o Think-aloud’s used throughout session to model resolution planning Text: Jacko and
use of descriptive - Guided writing: Plan sentences for draft the Beanstalk
language is - Shared Writing: draft sentences from planning By Kel Richards
appropriate. Apply - Main activity: Students plan a resolution for their story through a drawing
their o Students given a copy of their chosen fairy tale Teacher script
understanding of o ICT alternative (Extension and support):
language http://www.readwritethink.org/files/resources/interactives/storymap/
conventions and - Students draft sentences based on their plan/drawing
features.
Conclusion: A3 paper
Work samples - Students discuss their ideas with their peers. Peer feedback is given.
collected - Students and teacher: Brainstorm tricky words and add to fairy tale word wall Coloured pencils
Lesson Nine Literature: In this lesson, Formative By this lesson, students have a plan and draft of their resolution. All fairy tale
Create events and students will be Assessment: texts available
Guided/ characters using different able to: Introduction: for students to
Independent media that develop key Checklist - Students finalise their play for 10 minutes. reference
events and characters from Collaborate with Objective 1 - Plays were practiced during drama
literary texts (ACELT1593) peers to produce a Students - Teacher: Guides the expectations and outline of the play Fairy Tale Scripts
play. collaborate and
work effectively Body: Props
Implement their with each other - Reader’s Theatre
knowledge of fairy o Students conduct class plays from fairy tale scripts. Students will form
tales into their Objective 2 groups based on fairy tale chosen. (All ‘Rapunzel’s’ together etc.)
play. Knowledge and Puppets/props made previously in design & technologies class
use of structure o Develops structure knowledge before creating their second draft
and descriptive o Students in groups determined by how many characters per script
language is o Present in front of peers
effective and Extension – Challenge student to perform without script
appropriate Support – Carry script
Conclusion:
- Time will be given to confer with peers about the fairy tale
- Students and teacher: Brainstorm tricky words and add to fairy tale word wall
Lesson Ten Literature: In this lesson, Formative Introduction: Kahoot Quiz
Create events and students will be Assessment: - Kahoot quiz to recap the unit
Modelled/ characters using different able to: - Key questions
Shared/ media that develop key Checklist o What is a narrative?
Guided/ events and characters from Piece together Objective 1 o What is the structure of a fairy tale?
literary texts (ACELT1593) their drafts to form Students o What might I see in a fairy tale?
Putting their one second draft. effectively order o What words do I need to use when I am describing someone or something?
story Re-read and edit text for their drafts to
together spelling, sentence-boundary Confer with peers create their second Body:
punctuation and text to make necessary draft - Teacher modelled: Piecing drafts together Teacher written
structure (ACELY1672) changes and edits. - Teacher and student shared: Shared discussion to edit the draft draf/script
Objective 2 - Guided: Students put drafts together to create second draft with teacher
Make accurate and guidance
necessary changes - Students: Confer with peers to gain peer feedback on fractured fairy tale in
to their writing. discussion circle setting (Outside circle rotates around the inside circle –
Structure, students talk to many other peers)
language - Students: refine their ideas through editing.
conventions and
features are Conclusion:
evident. - In the next lessons, students will work independently to complete their fractured
fairy tales. These narratives will be published using an accordion book. Work
Work samples samples will be collected once finished. A rubric will be used to assess the final
collected fractured fairy tales.
Summative
Assessment:
Kahoot quiz used
to show student
progress over the
unit
Appendices
Original Characters What does the setting look like? What happens before the problem?
Good Evil
Your Characters What have you changed? What have you changed?
Good Evil
Appendix 4: Wanted Poster Example