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Week 2 Plan

This document outlines a two-week teaching plan focusing on the fairy tale Little Red Riding Hood. In week 2, activities include reading the story aloud, predicting the ending, discussing the moral, writing letters, critiquing fluency, retelling through freeze frames, and comparing to Roald Dahl's version. Students work individually, in pairs, and groups. Formative assessments include anecdotal notes, workbooks, presentations, and class discussions to gauge comprehension and engagement with themes.

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120 views

Week 2 Plan

This document outlines a two-week teaching plan focusing on the fairy tale Little Red Riding Hood. In week 2, activities include reading the story aloud, predicting the ending, discussing the moral, writing letters, critiquing fluency, retelling through freeze frames, and comparing to Roald Dahl's version. Students work individually, in pairs, and groups. Formative assessments include anecdotal notes, workbooks, presentations, and class discussions to gauge comprehension and engagement with themes.

Uploaded by

api-298897642
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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EDLA 519: Teaching plan outline for 2 weeks

S00164161

Focus for Student Activities: Fairy Tales and their Morals


Week 2: Little Red Riding Hood

1.

Outcomes
EN2-1A
EN2-4A
EN2-2A

2.

EN2-1A
EN2-4A
EN2-2A

3.

EN2-4A

Designing, Selecting and Sequencing Activities


T introduces the next fairy tale to look at is Little Red Riding Hood. T asks if any
Ss are familiar with the story.
Before reading T asks Ss to point out any unknown words during reading,
creating a Little Red Riding Hood word wall. T models reading of Little Red Riding
Hood (Part 1). Making note to the Ss of the appropriate expression used.
After the reading T asks Ss to predict what they think will happen in the next and
final part of the story.
T instructs Ss to write a letter to the author, with a suggestion of how they think
the story should end. T reminds Ss about the structure of a letter.
Before reading T asks Ss to point out any unknown words during reading, adding
to the Word wall.
T models reading, continuing with Little Red Riding Hood (Part 2).
T asks Ss what the moral of the story is. Class discussion about the morals
involved, e.g. listening to your parents.
T instructs Ss to write a letter to Little Red Riding Hood on why it is important to
listen and obey your parents. T encourages Ss to give examples from their daily
life in the letter.
T asks Ss to share some of their responses with class.
T introduces that the lesson will focus on reading fluently with appropriate
expression, T reviews this.
In pairs, Ss will record their partner reading a section of the text using an Ipad.
Ss will watch the recording and constructively critique the reading and note
improvements to be made (in their workbooks). Ss will then record themselves
again and should notice improvements in their reading.
Ss share the Ipad in their pair but each student records their reading.

Resources
- Little Red Riding
Hood (Favourite
fairy tales p117- 121)
- Class chart on Fairy
Tales
- English workbooks
- Little Red Riding
Hood word wall.
- Little Red Riding
Hood (Favourite
fairy tales p122-126)
- Class chart on Fairy
Tales
- English workbooks
- Little Red Riding
Hood word wall.
- Little Red Riding
Hood
- Classroom Ipads
- English workbooks

Assessment
- T makes notes
from class
discussion to gauge
prior knowledge
from Ss.
- T collects Ss
workbooks to mark
writing, making
anecdotal notes.
- T makes notes
from class
discussion to gauge
prior knowledge
from Ss.
- T collects Ss
workbooks to mark
writing, making
anecdotal notes
- T observes Ss
reading in pairs,
offering suggestions
when needed.

EDLA 519: Teaching plan outline for 2 weeks


4.

EN2-1A
EN2-4A

5.

EN2-1A
EN2-4A
EN2-2A

T explains that in small groups Ss will retell the story of Little Red Riding Hood
using freeze frames. Ss are to summarise the story into a short script, for the
narrator to read and the other members to hold positions in the freeze
frames. T split Ss up into groups of 4. Ss given 15 mins to practise and then all
groups present to the class.
T goes through class rules about appropriate behaviour for presenting, including
respecting those who are out the front. After each group presents Ss are asked
to comment on one thing they liked in the presentation, noting also the
differences between each performance.
T introduces Ss to the book Revolting Rhymes, by Roald Dahl, a collection of
short stories. T reads aloud Little Red Riding Hood and the Wolf, demonstrating
and making note of appropriate expression. Before reading T asks Ss to point
out any unknown words during reading, adding to the word wall.
T displays Think Link Chart on the board, and explains the three columns (I
noticed I wonder This reminds me of). Ss are to fill out the Think Link Chart
in their books whilst they read the story again themselves. T models a sentence
for each column before Ss begin.
Once all Ss have read through the story again and completed the chart, there is
a class discussion of Ss responses. T acknowledges if several Ss had similar
responses, writing responses up on the board. Discuss if the morals are different
in this version of the fairy tale, T asks Ss what they think the meaning of the
poem is.

S00164161
- Little Red Riding
Hood
- English workbooks

- T observes and
notes how well Ss
work in their
groups.
- T makes notes on
the presentations
and gives feedback.

- Revolting Rhymes,
by Roald Dahl.
- IWB, with Think
Link chart
- English workbooks
- Little Red Riding
Hood word wall

- T makes notes
from class
discussion.
-T observes Ss
responses
regarding the
morals in this
poem.
- T collects Ss
workbooks to mark
writing, making
anecdotal notes.

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