iPRIMARY ENGLISH Year: 4 Term: 2 Weeks: 11, 12 and 13 Duration: 3 weeks

Unit 4.5: Fiction: Mountain Tales of Norway: The Happiest People of the Hills

About this unit: In this unit, students read a folk tale. They focus on typical plots and features of folk tales, then recall and retell the main events. They use drama to
explore characters and dilemmas. They discuss punctuation, learning how to write dialogue. They plan, edit and write their own folk tales, following a familiar
structure.

Stimulus synopsis: Mountain Tales of Norway: The Happiest People of the Hills
Gudbrand and Marit live in the lush green hills of Norway. When Marit suggests they sell one of their cows, Gudbrand goes to the market but comes back empty-
handed. Will Marit be angry with him, as his neighbour predicts? This amusing story reminds the reader that love and happiness are more important than material
things.

The eBook version of the recommended text is available via a Bug Club subscription on ActiveLearn Primary. Talk to your local Pearson representative for details.

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Comprehension 1 Comprehension 2 Comprehension 3 Comprehension 4 Depth focus 1
Explore features of folk tales Recall and retell main events Map story structure Explore oral retelling Explore dilemma through
drama
Make predictions about the Make inferences and Explore language for
content of a story predictions about the plot storytelling
of a story

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10

Depth focus 2 Sentence grammar 1 Sentence grammar 2 Sentence grammar 3 Short composition 1
Draw inferences about a Use adjectives to describe Punctuate direct speech Identify and use conjunctions Plan and write descriptive
character’s thoughts and and specify character features sentences to create
feelings alternative settings

Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15

Short composition 2 Long composition 1 Long composition 2 Long composition 3 Long composition 4
Improvise, rehearse and draft Write a folk tale: plan and Write a folk tale: plan and Write a folk tale: draft a folk Write a folk tale: evaluate, edit
dialogue discuss a folk tale draft an opening and an tale and present a folk tale
introduction to the main
characters
Year 4 Unit 5: Mountain Tales of Norway: The Happiest People of the Hills Lesson 1
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Explore features of folk Students can use knowledge of other folk tale, features, predict R4.3C: With some guidance, make predictions based on clear
tales stories they know to suggest features evidence in a text.
of folk tales.
R4.3D: Begin to form and explain preferences about types of
Make predictions about
stories.
the content of a story Students are able to share their
experiences and discuss their ideas
and understanding.
Teaching Summary
 Look at the cover of The Happiest People of the Hills. Ask: What type of story do you think this will be?
 Discuss the typical features of a folk tale [a story that was originally told orally, using storytelling language; a story with a moral or a lesson; characters often
face difficulties that must be overcome]. Add these features to the Learning Wall. Can students think of any other examples of folk tales? [For example: The
Pied Piper] Do they have any favourites? What do they like about folk tales? Why? Put their ideas on the Learning Wall.
 Show students the book. Ask them what they know about Norway. Find it together on a map. Read the first chapter aloud to the class.
 Talk Partners make predictions about what might happen next.
Main Activity
Core: In pairs, students orally retell Chapter 1 of The Happiest People of the Hills, focusing on linking the events and adding detail. They then predict what might
happen in the story.

Support: In pairs, students orally retell Chapter 1 of The Happiest People of the Hills. If possible, display the illustrations in Chapter 1 with the text covered, to
give students visual prompts for support. Encourage them to add details by displaying the following words as prompts (checking that students are clear about the
meanings first): steep; meadows; wooden; fjords; quarrelled; milking; silver. Also make sure that the names of the main characters – Gudbrand and Marit – are
clearly displayed. Students then predict what might happen in the story. Add the word prompts to the Learning Wall.

Extend: In pairs, students orally retell Chapter 1 of The Happiest People of the Hills. They try to elaborate on setting, characters and plot. They then predict what
might happen in the story.
Plenary
Ask for volunteer pairs to share their predictions with the class. Discuss their predictions as a class and record them on the Learning Wall.
Additional Activity
Look on the internet for pictures of rural Norway, showing the hills and fjords. Is this a place students would like to visit?
Workbook Activity
Students write what they have learnt about the features of folk tales.
Resources
Physical Resources Photocopiable Resources
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Map showing Norway
Pictures of rural Norway
Paper or sticky notes for the Learning Wall
Year 4 Unit 5: Mountain Tales of Norway: The Happiest People of the Hills Lesson 2
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Recall and retell main Students have already heard the first plot, moral SL4.1A: Follow detailed oral instructions on tasks close to
events chapter of the story. their experience.
SL4.2C: Participate in discussions, building on contributions of
Make inferences and Students may be familiar with other
previous speakers.
predictions about the folk tales.
plot of a story
Teaching Summary
 Use Babble Gabble to retell the first chapter of The Happiest People of the Hills.
 Read to the end of the story together. Ask: Did anything surprise you?
 Explain that the plot of a story is what happens in it. Discuss and define the typical plots found in folk tales. Ask: Does this story have a typical plot for a folk
tale?
 Recap what the moral of a story is. Then discuss what the moral of this story could be. Ask: Why were they the happiest people on the mountain?
Main Activity
Core: In pairs, students come up with a list of things that make this a typical folk tale and create a Mind Map. They then discuss what the moral of this story
might be.

Support: In pairs, students discuss what the moral of this story might be. Why were Gudbrand and Marit the happiest people on the mountain? Ask students to
look back through the whole story and list all the points that they feel answer the question. They should look carefully at how the couple feel at the beginning and
the end of the story. Has anything changed, despite what has happened in between? What is Marit’s attitude to events?

Extend: In pairs, students discuss how the story is typical of a folk tale and what the moral of this story might be. Can they think of other folk tales with similar
morals?
Plenary
Record students’ ideas about typical folk tale plots and the moral of this story on the Learning Wall.
Workbook Activity
Students write a description of what they might see, smell, touch, hear and taste if they visited Marit and Gudbrand’s farm in Norway.
Resources
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Paper or sticky notes for the Learning Wall
Year 4 Unit 5: Mountain Tales of Norway: The Happiest People of the Hills Lesson 3
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Map story structure Students have already read The features, story structure, R4.2A: Recall significant events and pieces of information from
Happiest People of the Hills. story map, resolution texts, and explain why they are important.
R4.2B: Retell three or more main events from a story or
Students are able to share their
sequence in the correct order.
experiences and discuss their ideas,
understanding and preferences.
Teaching Summary
 Revisit the typical features of folk tales on the Learning Wall.
 Discuss the story structure of folk tales, such as The Happiest People of the Hills, including problem(s) and resolution(s) as well as beginning, middle and end.
 Reread The Happiest People of the Hills and model mapping its structure in a story map, using PCM 4.5.1 as a guide. Map the first three or four parts only and
let students continue in the Main Activity.
Main Activity
Core: Students map the structure of The Happiest People of the Hills, using simple pictures and notes.

Support: In pairs, students identify the main events in The Happiest People of the Hills and write each one on a sticky note. They arrange them in order, identify
the ‘problems’ and discuss how each is solved. They could check their ideas against PCM 4.5.1 once they feel they have the main events in place. If students
need more support, the sections on PCM 4.5.1 could be cut out, mixed up and given to small groups to order and discuss.

Extend: Students map the structure of The Happiest People of the Hills, using simple pictures and notes. If they finish this quickly, they can discuss the story with
a partner, adding details to each stage of the story.
Plenary
Students share their story maps with the class, who can add any details they may have forgotten to their own story maps. Put a large master copy of the story
map on the Learning Wall.
Workbook Activity
Students summarise the story of The Happiest People of the Hills, using the story mountain writing frame.
Resources
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Mountain Tales of Norway: The Happiest People of the Hills PCM 4.5.1
Sticky notes
Flip chart paper and pens
Year 4 Unit 5: Mountain Tales of Norway: The Happiest People of the Hills Lesson 4
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Explore oral retelling Students have already read The oral story R4.2A: Recall significant events and pieces of information from
Happiest People of the Hills. texts, and explain why they are important.
Explore language for
R4.2B: Retell three or more main events from a story or
storytelling
sequence in the correct order.
Teaching Summary
 Use Babble Gabble to recall the story of The Happiest People of the Hills.
 Revisit the story map made in the previous lesson, showing the key events in the story with simple pictures and notes.
 Talk Partners retell the story orally. If necessary, remind students of the style of storytelling language, for example ‘Early one summer’s morning …’, ‘He
hadn’t gone far when …’, etc.
Main Activity
Core and Support: In pairs, students retell the story of The Happiest People of the Hills, using the story map to prompt them. Students who need more support
can work in groups of three. Be at hand to prompt and help with vocabulary where needed.

Extend: In pairs, students retell the story of The Happiest People of the Hills, using the story map to prompt them. They should try to use storytelling language.
Plenary
Pairs of students take turns to retell each stage of the story to the whole class. Use Thought Tracking to explore what the characters are thinking at different
stages of the story.
Additional Activity
Use Hot-seating to explore what different characters are thinking and feeling at each stage of the story.
Workbook Activity
Students examine and describe the consequences of two key events in the story.
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Class story map from Lesson 3
Year 4 Unit 5: Mountain Tales of Norway: The Happiest People of the Hills Lesson 5
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Explore dilemma Students have already read The for, against, dilemma SL4.2C: Participate in discussions, building on contributions of
through drama Happiest People of the Hills. previous speakers.
SL4.2D: Perform as a character in a short dramatic scene.
Teaching Summary
 Recap the story of The Happiest People of the Hills, using the story map.
 Use Conscience Alley to explore Gudbrand’s dilemma each time he meets someone on the road. One student is Gudbrand, and one group of students argue
why he should swap the animal he has got at each stage of the story and the other group of students argue why he should keep the animal he already has.
Discuss what Gudbrand should do. Do the students all agree?
Main Activity
Core: In pairs, students explore the multiple reasons why Gudbrand should swap the cow (for) and why he should keep it and walk away from each person he
meets on the road (against). Each partner then selects one favourite reason from each category.

Support: In pairs, students choose two reasons why Gudbrand should swap the cow (for) and two reasons why he should keep it (against). Each partner
rehearses one reason from each category. If necessary, write all the animals or things that are presented to Gudbrand in each stage of the story, as prompts.
Students can choose one to discuss, for example swapping the cow for a horse.

Extend: In pairs, students explore the multiple reasons why Gudbrand should swap the cow (for) and why he should keep it (against), including possible
consequences. Each partner then takes a turn at persuading Gudbrand (the other partner) to take his/her view.
Plenary
Take a vote to see who thinks Gudbrand should swap the cow (for) and who thinks he should keep the cow and take it home (against).
Additional Activity
Start creating a Role on the Wall for the character of Gudbrand.
Extended Writing Activity
Put students in pairs and ask them to choose two animals from the story that they personally would like to own and keep. They discuss the reasons why and then
write two descriptions, explaining the reasons. Each student writes one description, then swaps with their partner for peer-checking, making sure that all the points
they discussed together are included and adding any new points.

This activity could then be extended into a class discussion or debate, with different students making the case for the most interesting or useful animal.
Workbook Activity
Students imagine that they are Gudbrand and describe what they would have done once they reached the inn, giving reasons.
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Class story map from Lesson 3
Year 4 Unit 5: Mountain Tales of Norway: The Happiest People of the Hills Lesson 6
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Draw inferences about a Students have already read The thoughts, feelings, R4.3B: Infer characters’ motives from information given in a
character’s thoughts Happiest People of the Hills. character text.
and feelings
Teaching Summary
 Explain that students are going to explore how Gudbrand’s thoughts and feelings change throughout the story.
 Revisit the story map created in Lesson 3, showing the stages in the plot of The Happiest People of the Hills.
 Talk Partners discuss what Gudbrand heard, thought and felt at each stage of the story and make notes.
 Use Modelled Writing to turn the notes into ‘super sentences’ (sentences with expanded noun phrases and/or more than one clause, for example: The happy,
excited farmer walked briskly to market because he couldn’t wait to sell his cow. He could hear the cheerful birds singing and the water gurgling in the stream
as he made his way through the hills.) about what Gudbrand sees/hears/thinks during the first stage of the story.
 Continue through the story, asking students to contribute to writing the super sentences about what Gudbrand sees/hears/feels at various stages.
Main Activity
Core: Independently or in pairs, students make notes on their own story maps to describe what Gudbrand thinks and feels. They then use these to write ‘super
sentences’. Students should aim to write at least five ‘super sentences’.

Support: In pairs, students annotate their own story maps with words or phrases to describe what Gudbrand thinks and feels at each stage of the story. They
then use these to write ‘super sentences’. Depending on how much support they need, students could focus on and annotate just two or three parts of the story,
then write their ‘super sentences’ around those parts.

Extend: In pairs, students use a thesaurus to find the best words to describe Gudbrand’s feelings during the different stages of the story and make notes on their
own story maps. They then use these to write ‘super sentences’.
Plenary
Use Two Stars and a Wish to get students to review one another’s ideas. Put some of the best sentences on the Learning Wall.
Workbook Activity
Students choose three words to describe Gudbrand and explain why they chose those words.
Resources
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Class story map from Lesson 3
Students’ story maps from Lesson 3
Paper or sticky notes for the Learning Wall
Year 4 Unit 5: Mountain Tales of Norway: The Happiest People of the Hills Lesson 7
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Use adjectives to Students have read The Happiest describe, adjective, SL4.2A: With support, give a logically connected description.
describe and specify People of the Hills. expanded noun phrase,
SL4.2C: Participate in discussions, building on contributions of
character features character
previous speakers.
Students are able to share and
discuss their opinions.

Students are familiar with the term

‘adjective’.
Teaching Summary
 Write up a range of adjectives, such as ‘kind’, ‘happy’, ‘peaceful’, ‘clever’, ‘disappointed’, ‘surprised’, ‘trusting’, ‘relieved’, ‘astonished’. Ask students to pick
which ones describe Gudbrand, Marit or the neighbour.
 Ask students to volunteer their own adjectives and expanded noun phrases to describe the three characters. Add their ideas to the Learning Wall.
Main Activity
Core: In groups, students discuss how well each adjective you have written describes each of the three characters. Encourage students to discuss each choice
and to support their answers with reference to the story. Independently, they add the best, most suitable words to some of their own adjectives and write
sentences that include expanded noun phrases. Model the activity first, starting with the adjective kind (from the first stage of the Teaching Summary). [For
example: The calm, kind farmer walked to the market.]

Support: Make sure that students are clear about the meanings of the words you have written (especially peaceful, disappointed, trusting, relieved, astonished).
Then, in small groups, students discuss how well each adjective in your list describes each of the three characters. Encourage students to discuss each choice
and to support their answers with reference to the story. Independently, students use the best words to create expanded noun phrases [For example: The kind
farmer] and then compare their phrases with their group. They then choose two noun phrases to develop into a sentence (a different sentence for each noun
phrase).

Extend: In groups, students discuss how well each adjective you have written describes each of the three characters. They then use a thesaurus to find
alternative/more ambitious words to add to the best words and use these to write sentences that include expanded noun phrases [For example: The optimistic
farmer walked to the market with one of his docile cows at his side.]
Plenary
Ask students to share their ideas and put their descriptions on the Learning Wall under the name of each character.
Additional Activity
Start creating a Role on the Wall for the characters of Marit and the neighbour.
Workbook Activity
Students write synonyms for the adjective happy, then write two sentences using one of their synonyms in each sentence.
Resources
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Paper or sticky notes for the Learning Wall
Year 4 Unit 5: Mountain Tales of Norway: The Happiest People of the Hills Lesson 8
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Punctuate direct speech Students have already read The features, direct speech, W4.6C: Use inverted commas in sentences where the speaker
Happiest People of the Hills. dialogue, speech marks is identified at the end of the sentence.

Students have learnt how to

punctuate direct speech.
Teaching Summary
 Read pages 14–15 of The Happiest People of the Hills. Ask students: Can you highlight the features of direct speech?
 Reinforce the idea that speech is separate from narrated text and using speech marks allows it to ‘stand out’.
 Take on the role of the narrator and choose two good readers to read the parts of Gudbrand and the neighbour. Tap the relevant child when it is time for them
to read dialogue. Students should follow the narrative in their books.
 Ask students to close their books. Write up the following sentences and ask students to punctuate the direct speech.
o that’s a fine cow said the woman just the sort of cow I want
o my dear cried Marit as he came in through the door
o nobody wanted to buy the cow said Gudbrand
o a horse to ride she exclaimed
o I’m afraid not he told her I traded the goose for a cockerel
o you brought yourself home and that’s all I want she said
Main Activity
Core: Independently or in pairs, students punctuate the sentences of dialogue you have written up from the story.

Support: In pairs, students punctuate the sentences of dialogue you have written up from the story by first highlighting the spoken words in each sentence, then
adding speech marks. They then add capital letters and other punctuation. Model the activity with the first sentence – you could invite a confident student up to
create the model and have other students comment, correct or give advice.

Extend: Independently, students punctuate the sentences of dialogue you have written up from the story. In pairs, they orally rehearse and write dialogue
between Gudbrand and the other people he meets on the road, using correctly punctuated direct speech.
Plenary
Check the punctuation of the sentences together, referring to the book. More able students can share their ideas for dialogue between Gudbrand and the other
people he meets on the road.
Additional Activity
Ask students to work in pairs to write speech bubbles for the characters. They can then swap their speech bubbles with another pair and change them into direct
speech.
Workbook Activity
Students write about the rules of direct speech. It may be helpful if they are given some guiding questions (one for each text box on the page). For example:
 What do you put at the beginning and end of direct speech? [speech marks or inverted commas]
 When do you put a comma at the end of direct speech? [when a full stop, question mark or exclamation mark is not needed]
 When do you use a capital letter in direct speech? [at the beginning of a new sentence]
 What verbs can you use instead of ‘said’ to describe how a character speaks? Give some examples. [For example: shout, whisper, laughed, explained, etc.]
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Year 4 Unit 5: Mountain Tales of Norway: The Happiest People of the Hills Lesson 9
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Identify and use Students have already read The conjunction, main clause, W4.5A: Say and then write compound and complex sentences
conjunctions Happiest People of the Hills. subordinate clause using the conjunctions ‘and’, ‘but’, ‘or’, ‘so’ and ‘because’.

Students are familiar with the term

‘conjunction’.
Teaching Summary
 Write up the following single-clause sentences and ask students to suggest a conjunction to join the sentences:
o Gudbrand and Marit lived in a farmhouse in the hills. They were very happy.
 Discuss how conjunctions can be used to link main and subordinate clauses in sentences. Give examples of conjunctions and elicit further ones from students.
[For example: and, but, or, so, when, if, unless, because, as, yet, for, nor, before] Remind students that conjunctions can appear at the beginning or end of
sentences as well as in the middle. Put these examples up on the Learning Wall.
 Ask students to read Chapter 2 of The Happiest People of the Hills and find the conjunctions.
Main Activity
Core: Independently or in pairs, students read Chapter 2 and find the conjunctions used to join clauses in the story.

Support: In pairs, students read the first four pages of Chapter 2 and look for the conjunctions that the writer has used to join clauses together. Make it clear that
they are looking for words that specifically join clauses of a sentence, and that a clause is a part of a sentence that contains a verb and subject. Model the activity
first with the use of ‘and’ on page 7. Highlight the two uses of ‘and’ in the first sentence, pointing out (or eliciting) that the word acts as a conjunction only in the
first instance (i.e. in ‘and it was a very long walk’, not in ‘and into the market place’).

Extend: Independently, students read Chapter 2 and find the conjunctions used to join clauses in the story. They then check with a partner and continue working
together to write their own sentences describing Gudbrand’s journey, using the conjunctions they have already found and at least two other conjunctions.
Plenary
Go through the chapter together and check which words are conjunctions.
Workbook Activity
Students choose the correct conjunctions (from a word bank) to complete gapped sentences about the story.
Resources
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Paper or sticky notes for the Learning Wall
Year 4 Unit 5: Mountain Tales of Norway: The Happiest People of the Hills Lesson 10
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Plan and write Students have already read The setting, description, senses, W4.3A: Organise writing so that ideas are sequenced or
descriptive sentences Happiest People of the Hills. atmosphere, mood, simile grouped.
to create alternative
W4.3B: Write short stories (of around 200 words) that include
settings Students already have experience of
brief descriptions of characters or settings.
writing about different settings.
Teaching Summary
 Revisit Chapter 1 of The Happiest People of the Hills. Tell students that they are going to write their own description of a different setting for this story. Use
Think-Pair-Share to get students to brainstorm alternative settings, for example a city, a desert, a rainforest, a beach.
 Discuss the importance of using detailed description to paint a picture for the reader and to create atmosphere and mood. Encourage the use of senses (sight,
sound, smell) to help to create effective images.
 Students write an alternative setting for the opening to the story.
Main Activity
Core: Independently, students plan and write a description of an alternative setting for the opening to the story, in as much detail as possible. They should use
powerful words and phrases and rehearse sentences orally before they write. Each student then reads their description to a partner, who uses Two Stars and a
Wish to feed back. Use guiding questions to help students structure their descriptions.
 What kind of setting is it? [city, rainforest, etc.]
 What does it look like? What are the most outstanding features?
 Where do Gudbrand and Marit live? Describe their home.
 What do they do every morning?

Support: Independently, students briefly draw and label their own opening scene. They then write a description of it, using the guiding questions in Core to help
them and including as much detail as possible. In pairs, they then share their descriptions and use Two Stars and a Wish to feed back to each other.

Extend: Challenge students to see who can create the most atmospheric setting. Independently, students visualise their settings and write their descriptions,
using powerful words and phrases and at least one simile. In small groups, students read their descriptions aloud in turn. As one is reading, the others listen and
make a gesture (for example, raising a hand) when they hear an interesting powerful word or phrase or a simile. They then use Two Stars and a Wish to feed
back to each other.
Plenary
Read a selection of descriptions together as a whole class and discuss what is effective about these descriptions.
Extended Writing Activity
Students write a synopsis of a folk tale from their own country or culture. Brainstorm ideas first, then allow students to choose one that interests them. They
should write a summary of the story, explaining the moral or message contained within and also mention where, when and how they first heard the tale (i.e. Did
they hear it as a very young child? Who read them the story? Where? How did it make them feel?). Monitor and circulate as students are writing, giving support
with vocabulary and use of language as needed.
If the class has written about a range of different stories, ask students to read them aloud at the end, without mentioning the title. Then ask the rest of the class to
identify which folk tale is being described.
Workbook Activity
Students draw a detailed picture of the alternative setting they have chosen for their version of The Happiest People of the Hills and add labels to explain the
features.
Note: This activity is similar to the first part of the Support activity above; to differentiate, this Workbook activity should be informed by the descriptions produced in
class and be as detailed as possible. The Support activity is designed to be a rough sketch to stimulate ideas for the description.
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Year 4 Unit 5: Mountain Tales of Norway: The Happiest People of the Hills Lesson 11
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Improvise, rehearse and Students have already read The dialogue, role play, SL4.2D: Perform as a character in a short dramatic scene.
draft dialogue Happiest People of the Hills. improvise
W4.6C: Use inverted commas in sentences where the speaker
is identified at the end of the sentence.
Students have some experience of
improvisation.
Teaching Summary
 Revisit pages 14–15 of The Happiest People of the Hills, looking at the dialogue between Gudbrand and his neighbour.
 Select two confident students to Role Play Gudbrand and the neighbour, improvising some new appropriate dialogue.
 Use Modelled Writing to note down some of their sentences, reminding students of work done previously on punctuating speech.
Main Activity
Core: Talk Partners improvise dialogue between Gudbrand and the neighbour, orally rehearsing and then drafting the dialogue. Ask students to draft Gudbrand’s
reply to the neighbour’s question at the top of page 14, ‘How did you do at the market?’. They should then construct a dialogue, where the neighbour responds
two or three times as Gudbrand continues to relate the whole story, ending with him being left with nothing after eating the dinner in the inn. For example:
‘How did you do at the market?’ asked his neighbour.
‘Well, I took my cow, but no one wanted to buy her,’ replied Gudbrand.
‘Oh no!’ exclaimed the neighbour. ‘So did you bring her all the way home again?’
‘No, on my way home I swapped her for a horse!’ and so on.
Students should only improvise dialogue for this part of the story; the rest of the dialogue on pages 14–15 will then follow on naturally after this.

Support: Students complete PCM 4.5.2 in pairs, punctuating the new dialogue first, then continuing to draft it together. Allow students to write as much dialogue
themselves as they can manage – either a few more lines from Gudbrand, listing the rest of the animal swaps and ending with him revealing that he has nothing
to take home, or a longer exchange with the neighbour responding at different points.

Extend: Talk Partners improvise and draft new dialogue between Gudbrand and the neighbour, as per the instructions in Core. They then add the rest of the
dialogue from pages 14–15 and perform the dialogue, with one student taking the part of Gudbrand and the other, the neighbour.

Answers to PCM 4.5.2

‘Well, I took my cow, but no one wanted to buy her,’ replied Gudbrand.
‘Oh no!’ exclaimed the neighbour. ‘So did you bring her all the way home again?’
‘No, on my way home I swapped her for a horse!’ laughed Gudbrand. ‘Then I swapped the horse for a goat.’
‘Good – now you have a goat to take home to Marit,’ smiled the neighbour.
‘No! Then I swapped the goat for a sheep,’ said Gudbrand.
Plenary
Share some of students’ dialogues with the whole class. Use Two Stars and a Wish to feed back.
Additional Activity
Students play Word Tennis in pairs, using word association to describe one of the characters.
Workbook Activity
Students answer three comprehension questions about the exchange between Gudbrand and the neighbour in Chapters 3 and 4.
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Mountain Tales of Norway: The Happiest People of the Hills PCM 4.5.2
Year 4 Unit 5: Mountain Tales of Norway: The Happiest People of the Hills Lesson 12
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Write a folk tale: plan Students have already read The audience, purpose W4.3A: Organise writing so that ideas are sequenced or
and discuss a folk tale Happiest People of the Hills. grouped.
R4.2A: Recall significant events and pieces of information from
texts and explain why they are important.
R4.2B: Retell three or more main events from a story or
sequence in the correct order.
Teaching Summary
 Remind students of previous work they have done on story structure in this unit.
 Explain that they will plan and write their own folk tales, following one of two options. The first option is to follow the basic plot of The Happiest People of the
Hills but use their own characters and settings. For example, they might choose a brother and sister who live by the sea and who catch a lot of fish. One of
them could take some of the fish to market and swap them for other things on the way home. The second option is to work with a folk tale of their own choice
(perhaps one that is more related to their own country or culture) and make adjustments to the setting and characters. (If they have done the Extended Writing
Activity in Lesson 10, they could use the same story here.)
 Discuss audience and purpose. Ask: Who might you be writing for? Why? [For example: to entertain their class] Recap the settings students have already
described.
 Talk Partners discuss ideas for different characters and animals in their own folk tale.
Main Activity
Core: Students choose an option and generate ideas for their own settings and characters, including descriptive words and phrases. Talk Partners discuss their
ideas. If appropriate, students then refer back to their descriptions of settings and story maps for The Happiest People of the Hills and write a story map for their
new idea. They could think about changing the ending of the story. Alternatively, they work on a story map of their own choice of folk tale. Students use the story
map template on PCM 4.5.3 to help them plan their stories.

Support: According to their chosen option, each student looks back at the ideas discussed previously for settings and chooses a new setting for their story. They
then choose new characters and animals. Referring back to their original story map, students draw a new one to plan their story, working in pairs if they wish.
They use the story map template and guiding questions on PCM 4.5.4 to help them plan their stories.

Extend: Students develop ideas for a folk tale with unexpected characters or more complex situations. They note down useful descriptive words and phrases and
create a new story map, with their own settings and characters, using the story map template on PCM 4.5.3 to help them. Talk Partners share their plans and use
questioning to develop each other’s ideas further.
Plenary
Ask volunteers to show their story plans to the whole class. Use Two Stars and a Wish to evaluate.
Workbook Activity
Students write a description of the setting for their own folk tale, as discussed in the lesson, imagining what they can smell, touch, hear and see.
Resources
Physical Resources Photocopiable Resources
Mountain Tales of Norway: The Happiest People of the Hills PCM 4.5.3
Class story map from Lesson 6 PCM 4.5.4
Students’ story maps from Lesson 6
Students’ descriptions of settings from Lesson 10
Year 4 Unit 5: Mountain Tales of Norway: The Happiest People of the Hills Lesson 13
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Write a folk tale: plan Students have already read The opening, setting, character W4.3B: Write short stories (of around 200 words) that include
and draft an opening Happiest People of the Hills. brief descriptions of characters or settings.
and an introduction to
the main characters Students have experience of Hot-
seating.
Teaching Summary
 Revisit the features of folk tales (storytelling language; a moral or a lesson; characters often face difficulties).
 Model composing an opening for a new folk tale, describing the setting and characters. Emphasise the use of expanded noun phrases, powerful verbs and
multi-clause sentences (sentences with more than one clause) to create flow and variety in writing.
 Rehearse sentences orally, involving students in suggesting ideas and making decisions.
 Repeat, modelling the next stage, i.e. the problem and the introduction to the main character (the character with the role of Gudbrand). Use Hot-seating to
generate questions about the character. [For example: Where have you come from? What is the problem you have to solve?]
 Draw attention to paragraphing and use of time connectives. [For example: Several hours later, the exhausted fisherman arrived ...]
Main Activity
Core: In pairs, students use Hot-seating to ask questions about the main character they have chosen. They then write the opening sections of their folk tales.
They can use their story maps from Lesson 12 and work on the Learning Wall to help them to include details about their settings and characters.

Support: In pairs, students orally rehearse the opening sections and build-ups of the new folk tales they have planned, using time connectives and some
descriptive phrases. They then start writing their folk tales, referring to their story maps from Lesson 12 and work on the Learning Wall. Make sure that the model
for opening lines (mentioned in Teaching Summary, bullet point 2) is clearly displayed and be at hand to help with vocabulary and sentence structuring as needed.

Extend: Using their story maps from Lesson 12, students write the opening sections of their folk tales, drawing in the reader with descriptive details about their
settings and characters, and their characters’ feelings and reactions. Remind them to use powerful words and phrases, including similes.
Plenary
Ask volunteers to read their story openings aloud to the rest of the class. Encourage constructive feedback from the other students.
Workbook Activity
Students examine the use of adjectives in a text from The Happiest People of the Hills. Then they rewrite the text using different adjectives.
Resources
Physical Resources Photocopiable Resources
Mountain Tales of Norway: The Happiest People of the Hills n/a
Students’ story maps from Lesson 12
Year 4 Unit 5: Mountain Tales of Norway: The Happiest People of the Hills Lesson 14
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Write a folk tale: draft a Students have already read The W4.3B: Writing: Composition – write short stories (of around
folk tale Happiest People of the Hills. 200 words) that include brief descriptions of characters or
settings.
Students have experience of Freeze
Frame and Thought Track.
Teaching Summary
 Discuss the features included in students’ own folk tales so far.
 In pairs, students Freeze Frame and Thought Track key events in their own folk tales.
 Use Modelled Writing to complete the next part of the story, i.e. the main character’s journey to and from the market. Recap earlier work on sentence
grammar.
 Discuss how students’ folk tales might end. Ask if they want to write a different ending to The Happiest People of the Hills.
Main Activity
Core: Using their story maps and work on the Learning Wall, students finish their first draft of their folk tales.

Support: Students orally rehearse and then write the first draft of their folk tales, using their story maps and work on the Learning Wall to help them. Monitor and
circulate, helping with vocabulary and sentence structuring as needed.

Extend: Students write the first draft of their folk tales, using their story maps and work on the Learning Wall to help them. Challenge students to use at least
three ‘super sentences’ to describe the events, and one example of direct speech to show what their main character is like.
Plenary
Ask students to share their writing with a partner, who then uses Two Stars and a Wish to feed back.
Workbook Activity
Students reflect on their partner’s folk tale (reviewed in the Plenary session), describing what they liked about the piece and what they would change.
Resources
Physical Resources Photocopiable Resources
Mountain Tales of Norway: The Happiest People of the Hills n/a
Students’ story maps from Lesson 12
Students’ folk tale openings from Lesson 13
Year 4 Unit 5: Mountain Tales of Norway: The Happiest People of the Hills Lesson 15
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Write a folk tale: Students have already read The evaluate, edit, audience, W4.3D: Reread own writing, improving it at paragraph level.
evaluate, edit and Happiest People of the Hills. purpose
present a folk tale
Students have experience of editing
their own work.
Teaching Summary
 Explain the meaning of ‘evaluate’ and tell students they are going to evaluate their stories, then edit them and present them in different ways.
 Remind students of the audience and purpose of their stories.
 Discuss how students might like to present their stories, for example in an illustrated class book with a cover and blurb, either handwritten or on a computer, or
perhaps individual books.
Main Activity
Core: Students evaluate their work using the following questions: Can you name one thing you have done really well? Can you suggest one thing you would like
to improve? How will you do this? Talk Partners share their evaluations before preparing their final versions of their folk tales, ready for ‘publication’.

Support: Students evaluate their writing against three key success criteria, as appropriate to their skills (having a clear beginning, middle, end; using time
adverbials to link events; using adjectives to describe characters). They make additions or changes to their folk tales in response.

Extend: In small groups, students select their own success criteria. They use these to evaluate their own and each other’s work, making improvements.
Plenary
Ask volunteers to read their folk tales aloud to the rest of the class. Encourage constructive feedback from the other students.
Additional Activity
Display all of the finished stories on the classroom walls and have students do a Gallery Walk activity, to read each other’s stories (this will enable more students
to see different story examples). Ask students to look out for the most exciting story ending, then conduct feedback to find out which stories students liked the
most and why.
Extended Writing Activity
Ask students to write a description of a favourite character from a story. It can be a character from the stories they have read in this unit or other stories that they
know, or it could be a character from a film or video game. Students should describe the character and why they are drawn to them. Ask them to answer the
following questions in their descriptions.
 What is your character’s name and which story do they appear in?
 What are they like? What do they look like?
 Why do you like this character? What qualities appeal to you?
 What does the character do in the story that tells you something about them? (For example, Do they help someone?)
Students could display their descriptions in the classroom, along with a picture of their character. Alternatively, you could ask some volunteers to read out their
descriptions without saying the name or story title for the rest of the class to guess who it is.
Workbook Activity
Students reflect on the story The Happiest People of the Hills, explaining why they would or would not recommend it to a friend.
Resources
Physical Resources Photocopiable Resources
Mountain Tales of Norway: The Happiest People of the Hills n/a
Students’ draft folk tales from Lesson 14