Date: Monday Fiction Levels: Mixed Year: 2
14th Oct.2024
Topic: Fairy tales ( week 6)
WALT To demonstrate familiarity with the fairy tale “Rapunzel”
To Identify the fairy tale elements of “Rapunzel”
To describe a character
WILF Pupils can describe, orally or in writing, the setting, characters, facts, events and
magical elements in “Rapunzel”.
Key Words Enchanted, demanded, gleefully, wandered, clinging, tumble down, amazed,
pleasantly
Starter 10 min Show the pupils the image of a tower (Rapunzel’s tower) from the DC, without
activity mentioning that it is Rapunzel’s. Ask them if they have ever seen it before. Ask
students to describe the tower using as many adjectives as they can. Once they have
given as many adjectives as possible ask them to close their eyes and imagine that
they are inside the tower. Ask them to imagine how they feel, what they see inside,
etc. Ask them to guess which story we are going to read today. Tell them that today
we are going to read the story of Rapunzel and mention that the story takes place in
that tower. Remind them that the setting is where the story happens.
Main Activity 30 min Show the picture of a rapunzel (Shared folder) and ask to identify what it is (a
special kind of lettuce). Explain that today we are going to read Rapunzel which is a
Fairy tale. Tell the children that today we will also revise the main elements of a
fairy tale. Show pupils the chart of fairy tales elements (shared) and go briefly
through it. Explain that we will go back to it again later at the end of the lesson.
Teacher and students will read Rapunzel (Anthology book pages 6-9). Every now
and then ask comprehension questions in order to check students’ understanding. For
example:
Why was the gardener scared to go into the garden?
Why did the witch want to keep Rapunzel?
Why did the witch put Rapunzel in the tower?
Did Rapunzel like living in the tower? Why?
What did the witch do when she wanted to climb the tower?
After that, go back to the chart of elements of a fairy tale and discuss it with the
children according to what they have read. Discuss each element with them (royal
characters, what are the magical elements, good and evil characters, etc.)
Activity:
Show pupils a picture of a good and a bad character (the princess and the witch-
shared folder). Set them into groups and give each group a set of cards with
adjectives and a picture of the witch and Rapunzel. Have each group place each
adjective under the right character.
CW: After this, have pupils write a description of Rapunzel in their CW copybooks
using as many adjectives as possible.
Plenary Ask the children about the main elements of a fairy tale.
Resources Anthology book pages 6-9, CW copybooks, pictures of Rapunzel and the witch.
Date: Tuesday 15th November 2024 Fiction
Topic: Fairy tales
WALT To demonstrate familiarity with the fairy tale “Rapunzel”
To Identify the fairy tale elements of “Rapunzel”
To Identify fairy tales as a type of fiction
WILF Chn. can describe, orally or in writing, the setting, characters, facts, events and
magical elements in “Rapunzel”.
Chn can understand the story and answer comprehension questions
Key Words Suspiciously, puzzled, sparkle, screeched, stumbled, horrified, healed
Starter 10 min Tell pupils that today we are going to do an activity called “Hot seating Rapunzel”
activity (This activity can be done in pairs). One pupil will pretend to be Rapunzel and the
other one asks questions such as: What did you think of the witch? Were you nervous
about leaving the tower? Where did you hide the rope from the witch? Teacher and
co-teacher will walk around the groups to check their work.
Main Activity 30 min Recap over the fairy tales elements of “Rapunzel”. Ask pupils who were the evil
and the good characters in this fairy tale.
Ask them what they think about the setting of the story. Would they like to change
the setting? Ask several random pupils which setting would they like the story to be
in. Ask them also to describe the setting that they chose. For example: I would like it
to be a cottage. The cottage would be colourful, small, and cosy, it would have 5
windows and a large door, etc. Encourage them to imagine a different setting using
interesting adjectives.
Tell them that today we are going to read the other half of “Rapunzel” (Anthology
book p. 10-12). As you read, stop every now and then in order to check pupils’
understanding. Ask them:
Why did Rapunzel want the witch to leave every morning?
Why was the witch puzzled?
Why did the witch get mad at Rapunzel?
What did the witch do to Rapunzel’s hair?
What did the prince hear in the forest?
What happened when Rapunzel’s tears fell on the prince’s eyes?
CW: Worksheet on reading comprehension questions about “Rapunzel” (must be
stuck in the CW copybooks). Encourage students to answer in full sentences
(differentiated).
HW: Character portrait worksheet
Plenary In groups, pupils will think of an alternative setting for “Rapunzel” instead of the
tower. Provide each group with a mini whiteboard and ask them to draw and describe
their new setting. Have them present their settings to the rest of the class.
Resources Anthology book, CW copybooks, mini whiteboards, reading comprehension
worksheet (differentiated)
Date: Day may vary SPAG Levels: Mixed Year: 2
according to schedule
Topic: SPAG
WALT To double the consonant before adding the suffix ‘er’, ‘est’, ‘ing’ and ‘y’
WILF Chn can add –er, –est, -ing and –y doubling the consonant.
Key Words Comparative adjectives, superlatives, comparing
Starter 10 min Show pupils the 2 provided ppts (DC) and explain how we double the last consonant
activity when adding suffixes to words that have one syllable.
Main Activity 30 min Go through this video: Doubling the Final Consonant | Spelling Rules | EasyTeaching
- YouTube
Play these online games:
ed ing suffix double consonant - Quiz ([Link])
Double consonant work - Find the match ([Link])
CW: P. 46 (green book)
HW: Worksheet (-er and –est)
Plenary Go over answers as a class
Resources PPT, Worksheets, game cards
Date: Sunday Spelling Levels: Mixed Year: 2
13th Oct 2024
Topic Unit 5
WALT To drop the ‘y’ and replace it with ‘i’ then to add ‘est’ or ‘er’
WILF Chn can spell the new words by dropping the ‘y’ and replacing it with ‘i’ then to add
‘est’ or ‘er’
Key Words Luckier, happier, angrier, prettier, tinier, laziest, heaviest, easiest, funniest, luckiest,
school, name, seen, push, water
Starter 10 min Children will do the spelling test on unit 4
activity
Show them a PPT to explain how to drop the ‘y’ and replace it with ‘i’ when adding
–er and –est.
Go through the meaning of the words and ask the children to put the words into
sentences orally.
Main Activity 30 min Display the following video:
[Link]
Play the following game with the class in which they are going to click on the word
that is misspelt (this way they have to pay attention to check if the ‘y’ has been
replaced with ‘i’.
add -er or -est - Whack-a-mole ([Link])
CW: Worksheet (-er and –est)
HW: P41 (Green book)
Plenary Recap over the rules
Resources Spelling copybooks, spelling grid unit 6, video, online games and green book
