What do they have in common? Students are then to recall details from their visit to Harrogate Theatre where they watched the tale Aladdin.

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1 Scheme of Work: Roald Dahl s Revolting Rhymes KS3: Key stage 3 criteria E1: Functional Skills Entry Level 1 E2: Functional Skills Entry Level 2 E3: Functional Skills Entry Level 3 Details of lesson Criteria Week 1 Writing assessment Assessment Starter: Students will be shown a range of images of fairy tale characters on the board. What do they have in common? Students are then to recall details from their visit to Harrogate Theatre where they watched the tale Aladdin. What happened in the story? How is this similar to other stories you know? (good and evil characters, plot including problem to resolve and happy ending) Main: Students are to complete a written assessment based on the following question: KS3: Recall specific points of interest. E1: Make contributions to be understood. E2: Construct compound sentences using common conjunctions. E3: Use basic grammar including appropriate verb tense and subjectverb agreement. 1

2 Reading assessment Write about your favourite fairy tale. What happened in the story? Who were your favourite characters and why? Differentiated: Students who are learning to write should complete this task orally with their responses noted verbatim. Students completing the task this way should be encouraged to use full sentences when speaking. Starter: Students are to recall as many details as possible about Roald Dahl. We will note these on the board and in books. Main: Students are to work as independently as possible to find specific details about Roald Dahl from a range of texts. This includes newspaper articles and online sources. This task will be differentiated for all learners. Those who are able to write their answers down will do so on the sheet provided. Other students will be provided with a highlighter pen to show their answers. Plenary: Students will go through their answers. KS3: Retrieve information from nonfiction texts. E1: Understand short texts on familiar topics and experiences. E2: Read and understand simple instructions and directions. E3: Read and understand texts in different formats using strategies /techniques appropriate to the task. 2

3 Week 2 LO: Retell a familiar traditional story in chronological order using story language. Cinderella Starter: What does the word moral mean? Why do all fairy tales have a moral in them? Who is this for? Roald Dahl wrote books for children. Children Students will write this definition into their books. Main: Students will be shown a slide of Cinderella and asked what they can recall of the original story. Students will be given a set of pictures to sort into chronological order. They will stick into their books. Differentiated: students who require additional support will be asked to explain what is happening in each scene. This will be scribed verbatim into their books as evidence of understanding. Students who are able will be KS3: Use the organisational features of non-fiction texts, including captions, illustrations, contents, index and chapters, to find information E1: Understand short texts on familiar topics and experiences E2: Understand the main events in chronological texts E3: Read and understand texts in different formats using strategies/techniques appropriate to the task 3

4 LO: Identify basic story elements and summarise the plot using 'beginningmiddle-end'. asked to label each scene. (Resource: Cinderella sequencing sheet) Extension: Students are to write a full sentence for each of the pictures using time connectives and conjunctions. Students need to check their work for accuracy including: spelling, capital letters and full stops. Plenary: Students will be asked what they think the moral of the story is. Starter: Students are to recall details of the story Cinderella. What is the moral of the story? Main: Students will listen to a reading of Roald Dahl s version the tale: Cinderella from Revolting Rhymes. Students will be asked what Roald Dahl has changed? (humour) How is this effective? Who does it appeal to? Reading comprehension: students will complete a set of questions about this version of the tale. KS3: Use knowledge of sequence and story language when they are retelling stories and predicting events E1: Understand the main points of short explanations E2: Make appropriate contributions that are clearly understood; E3: Use organisational features to locate information 4

5 Week 3 LO: recognise syllables in poetry Extension: Spot the difference activity. Students will reflect on differences between the traditional tale and Roald Dahl s version. Plenary: We will go through answers together. Questions will be differentiated to ensure all learners take part. Students who have written in full sentences will be asked to share them with the class. Jack and the Beanstalk Starter: What are syllables? (word sounds eg. 2 in wa/ter 3 in el/eph/ant) Students will be given some words to count the syllables. These will be written into their books. Main: Students will listen to the audio version of Jack and the Beanstalk. There are 8 syllables in each line finished with rhyming KS3: Focus on the main points of discussion E1: Read and understand simple, regular words and sentences. E2: Read and understand high frequency words and words with common spelling patterns. E3: Read and understand texts in different formats using strategies/techniques appropriate to 5

6 LO: Use conjunctions and time connectives in writing. couplets. Students are to find rhyming words for a given list. Plenary: Listen to a section of the poem. Each student is to guess the rhyme of the second line. Starter: Students are to recall a line from the poem. Main: Students are to think of creating their own version of the tale: Jack and the Beanstalk. Students will be given a structured worksheet (A Sequel) to jot down ideas for their story. Students are then to create their sequel to Jack and the Beanstalk. Students will be encouraged to check their story with a teacher/tutor to ensure their sentences make sense before writing them down. Students should think about the order of events and using time connective such as: Once upon a time, later that day, the following day, in the end Differentiated: Students needing extra support are to work through the Jack and the Beanstalk workbook. This has activities that the task. KS3: Use correct tenses in writing. E1: Spell correctly some personal or very familiar words E2: Use written words and phrases to record and present information E3: Sequence writing logically and clearly 6

7 Week 4 LO: Write in a logical sequence/retell a story support grouping letters, ordering the story and writing short sentences. Tutors should encourage students to work as independently as possible during this task. Plenary: Goldilocks and the Three Bears Starter: Students are to complete the ordering exercise with pictures from the story. How do you feel about Goldilocks? Students are to watch the YouTube clip of Revolting Rhymes: Goldilocks and the Three Bears. Students are to make notes of the crimes Goldilocks commits. KS3: Use correct tenses in writing. E1: Spell correctly some personal or very familiar words E2: Use written words and phrases to record and present information E3: Sequence writing logically and clearly KS3: Use correct tenses in writing. E1: Spell correctly some personal or very familiar words E2: Use written words and phrases to record and present information E3: Sequence writing logically and clearly 7

8 Main: Students are to complete a witness statement to the crimes. They will have to retell the story from perspective or either one of the bears or Goldilocks at the times of: morning, at the cottage and their reactions. Students are to use connectives, adjectives and adverbs in their writing. Students who need help with this task are to complete verbally and encouraged to speak in full sentences. Their responses will be recorded verbatim. LO: Take part in a debate Plenary: Starter: Students will re-read the story. Then complete worksheet: Guilty or not guilty as the basis for speaking and listening activity. Main: Students are to debate Goldilocks crimes. Crime 1: breaking and entering someone s house Crime 2: Stealing a bowl of porridge. Crime 3: Breaking Baby Bear s precious chair KS3: Organise what you say. E1: Respond appropriately to comments and requests E2: Ask and respond to straightforward questions. E3: Use techniques to clarify and confirm understanding. 8

9 Week 5 LO: Ask relevant questions Crime 4: Ruining the bedsheets Little Red Riding Hood Starter: Students are to read and watch the poem: Little Red Riding Hood and the Wolf. Main: Students are to order the story with sentence starters provided and a copy of the poem to cut up and stick lines underneath. Students are to answer the questions relating to the text. A differentiated work booklet is provided for those who require it. Extension task: students are to think of a set of questions to ask Red Riding Hood about her eventful day. Ask a partner the question and reply accordingly. KS3: Organise what you say. E1: Respond appropriately to comments and requests E2: Ask and respond to straightforward questions. E3: Use techniques to clarify and confirm understanding. Plenary: Students are to share a question they 9

10 LO: Write the ending for a story. Week 6 would ask Little Red Riding Hood. Starter: Students are to think about and discuss how Roald Dahl makes his stories so entertaining for the reader. Notes will be written into books. Main: Students will be given a starter of a story (Vivid events worksheet) and asked to continue writing it. This task can be completed as a verbal exercise and students story written down or recorded. Students should aim to use conjunctions, connectives, adverbs and adjectives in their writing. Plenary: Students are to share their stories with the class. Review of topic KS3: Use conjunctions in sentences. E1: Construct simple sentences using full stops E2: Construct compound sentences using common conjunctions E3: Check work for accuracy, including spelling LO: Review a poem Starter: Students are to discuss their favourite KS3: Evaluate the author s use of 10

11 LO: Write, review and improve writing. Revolting Rhyme poem. Main: Students will write up the worksheet: Showcasing Revolting Rhymes. This allows students to evaluate their chosen rhyme. Plenary: Share work with class explaining their point of view in full sentences. Starter: Students are to look back at their initial piece of written work (writing assessment) and look at the feedback. Students should have at least 3 targets to meet that will improve their work. Main: Using their feedback as guidance students will then be asked to re-write their work and amend as necessary. This is highly differentiated task that will be individualised for each student. Plenary: language. E1: Respond appropriately to comments and requests E2: Communicate information so that the meaning is clear E3: Use techniques to clarify and confirm understanding KS3: Write, review and improve writing. E1: Use written words and phrases to present information E2: Punctuate correctly, using upper and lower case, full stops and question marks. E3: Use basic grammar including appropriate verb tense and subject verb agreement 11