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Unit 1: Personal stories (1) Overview English curriculum objectives

Treasure House resources

• Reading: Year 2 pupils should be taught to develop understanding of what they read by becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales. • Writing: Year 2 pupils should be taught to develop positive attitudes towards and stamina for writing by writing narratives about personal experiences and those of others (real and fictional).

• Composition Skills Pupil Book 2, Unit 1, pages 4–5 • Collins Connect Treasure House Composition Year 2, Unit 1 • Photocopiable Unit 1, Resource 1: What does Brown Bear do next? page 65 • Photocopiable Unit 1, Resource 2: What happens next? page 66

Building towards Children will plan and write their own continuation of a narrative.

Additional resources • Other stories where something or someone is lost, for example Lost and Found by Oliver Jeffers and/or the film of this book

Introduction Teaching overview

Introduce the concept

In this unit children learn about writing stories, using their own experiences or those of others. The unit focuses on reading and completing a story based on a personal feeling of loss, attempting to understand and then capture the main character’s feelings. It provides opportunities to discuss the theme of loss and to complete a story about a bear who loses his sense of smell. Children can be challenged at the end to write their own story about losing something or being lost.

Ask the children to share if they have ever lost anything. Ask: ‘What happened?’, ‘Was it found?’ Discuss with the children any stories or films they know about something or someone being lost. They might know the book and film Lost and Found by Oliver Jeffers. Read the story opening on Pupil Book page 4. Ask: ‘What is Brown Bear’s problem? How can he hunt without his sense of smell?’

Pupil practice Get started The children draw and label pictures of the things that Brown Bear remembers smelling.

Try these Children complete sentences to show an understanding of the story. Ask the children to picture Brown Bear walking through the forest and imagine how he is feeling before completing the sentences. Accept appropriate answers.

Now try these The children to carry out activities 1 and 2 to help them understand and engage with the situation at the

Pupil Book pages 4–5 end of the extract. Next, ask the children to discuss activity 3 with a partner, sharing different ideas before planning and writing the end of the story. The story should show Brown Bear’s sadness at his loss and then go on to describe what happens next, bringing the story to a resolution. Finally, in activity 4, ask those children who will benefit from a challenge to plan a new story on the theme of loss. Remind the children that it does not have to be about a bear – it could be about another animal or a small child. Accept correctly demarcated sentences. You may wish to use the activities and photocopiables in Support and Embed to give differentiated support with these activities.

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Unit 1: Personal stories (1)

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Unit 1 Resource 1: What does Brown Bear do next? provides a storyboard template for children who need additional support to use to draw four key events to complete the story. Encourage the children to use the two boxes for Now try these activities 1 and 2, and the second two boxes to finish the story. When they have finished, ask the children to use their storyboard to tell their story ending to their partner.

Tell the children to use Unit 1 Resource 2: What happens next? to capture their ideas for the rest of the story, using the first two boxes for Now try these activities 1 and 2 and the last two boxes to complete the story, writing a caption for each picture. Ask them to use their completed storyboard to tell their story ending to a partner, using and expanding the sentences they wrote.

Challenge Ask these children to write their own story on the theme of ‘lost’; it may be personal or inspired by a story or film.

Homework / Additional activities Getting lost Ask the children to write a few sentences about a time when they or a friend were lost. They have been talking and writing about losing something but now they consider if they or a friend have ever been lost.

Collins Connect: Unit 1 Ask the children to complete Unit 1 (see Teach → Year 2 → Composition → Unit 1).

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Unit 2: Fairy tales Overview English curriculum objectives

Treasure House resources

• Composition Skills Pupil Book 2, Unit 2, pages 6–7 • Collins Connect Treasure House Composition Year 2, Unit 2 • Photocopiable Unit 2, Resource 1: My story map, page 67 • Photocopiable Unit 2, Resource 2: Fairy tale ending, page 68

Building towards Children will plan and write their own story about the main character.

Additional resources • Film clip showing the character Puss in Boots • Books or websites that include the fairy tale ‘Puss in Boots’

Introduction Teaching overview In this unit children read, listen to and retell the classic fairy tale ‘Puss in Boots’. The unit focuses on developing an understanding of the characters in the fairy tale. It provides opportunities to discuss these characters and why they act as they do. After writing their version of the end of the fairy tale, the children are challenged to consider a new story for the main character.

Introduce the concept

Discuss the differences between a pet cat and the Puss in Boots character in the fairy tale. What do the children think this tells us about fairy tales? Ask the children to tell you what they know about Puss in Boots. If they are not familiar with the story, tell a simple version of the story to them (ensuring that the version you tell fits with the activities in the Pupil Book). Afterwards, work together to create a pictorial story map of the tale on the board. Read the story opener on Pupil Book page 6 together.

Watch a clip from a film showing the character of Puss in Boots.

Pupil practice Get started The children add the missing words from the fairy tale to the spaces in the sentences. Answers 1. Once upon a time, there was a windmill on top of a hill. [1 mark] 2. I n the windmill there lived an old man and his three sons. [2 marks] 3. T he eldest son was given the windmill. [1 mark] 4. The second son was given a donkey. [1 mark] 5. The youngest son was given a cat. [1 mark]

Try these

Pupil Book pages 6–7 together. Leave the story map from the starter on the board to support the children. Accept any ideas that are appropriate.

Now try these Children will use their imaginations to create their own story that continues from the opener on Pupil Book page 6. Ask the children to carry out activities 1, 2 and 3 to create the characters of the boy and Puss. Tell them to plan, rehearse, then storyboard with speech bubbles or write their new tale. You may wish to use the activities and photocopiables in Support and Embed to give differentiated support with these activities.

Children complete the sentences to create the rest of the story, working in pairs remembering the fairy tale

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Unit 2: Fairy tales

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Reread the story opener on Pupil Book page 6 to these children and ask them carry out Now try these activities 1 to 3. When they are ready to move onto activity 4, ask them to discuss in pairs what might happen next. Encourage the children to change the story, but celebrate any attempts at storytelling, even if it remains close to the original. Tell them to capture their story in five pictures using Unit 2 Resource 1: My story map. Ask them to write a speech bubble for two of the pictures. Encourage them to tell their story to a partner.

Ask the children to draw a storyboard (Unit 2 Resource 2: Fairy tale ending) using their ideas for how the story continues (Now try these activity 4) and ends, and consider the words they will use as they tell it.

Challenge Using books or the internet, these children should research the fairy tale ‘Puss in Boots’ and retell the story in their own words.

Homework / Additional activities Magical cats Ask the children to write their own fairy story about a magical cat.

Collins Connect: Unit 2 Ask the children to complete Unit 2 (see Teach → Year 2 → Composition → Unit 2).

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Unit 3: Traditional tales (1) Overview English curriculum objectives

Treasure House resources

• Composition Skills Pupil Book 2, Unit 3, pages 8–9 • Collins Connect Treasure House Composition Year 2, Unit 3 • Photocopiable Unit 3, Resource 1: Hungry animals, page 69 • Photocopiable Unit 3, Resource 2: Animal thieves, page 70

Building towards Children will plan and write their own animal fable.

Additional resources • Books and websites containing more fables, including Aesop’s

Introduction Teaching overview

Introduce the concept

In this unit children learn about traditional tales and fables and write their own version. The unit focuses on understanding the main character in the tale and the reasons for his/her actions. It provides opportunities to discuss fables and the moral lessons they teach.

Ask: ‘Have you have ever heard of Aesop’s fables?’ Read a short fable to them and discuss how a fable always has a moral. This may need some explanation. Explain that this extract comes from one of Aesop’s fables and is only part of the story. Read the extract together. Ask: ‘Do you know what a crow is?’, ‘Have you seen one in a garden or park?’

Pupil practice

Pupil Book pages 8–9

Get started

Now try these

The children add the missing words to the sentences, using their own ideas. Check that the words are appropriate.

The children use activities 1, 2 and 3 to continue their own version of ‘The Fox and the Crow’. Ask the children to consider the genre (fable), the title and the crow’s behaviour when deciding how to continue the story. Activity 4: Children use their knowledge of fables to write another story about an animal that takes some food. It might be helpful here to read the original fable in its entirety if this has not been done before. It may provide them with ideas. You may wish to use the activities and photocopiables in Support and Embed to give differentiated support with these activities.

Try these Children answer the questions then use their answers to create their own (verbal if appropriate) story opening for ‘The Fox and the Crow’. Accept any ideas that are appropriate to the tale. They should use the illustration at the top of page 8 for ideas.

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Unit 3: Traditional tales (1)

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Share a version of the full story of ‘The Fox and the Crow’ with these children. Allow them to focus on retelling this fable rather than creating their own version for Now try these activities 1, 2 and 3. When moving on to activity 4, Unit 3 Resource 1: Hungry animals provides structure for those needing additional support to tell their story.

Ask the children to use Unit 3 Resource 2: Animal thieves to create a storyboard for their new story (Now try these activity 4) and consider the words they will use as they tell it.

Challenge Ask the children to find more Aesop’s fables on the internet. Ask them to learn one and tell it to the rest of the class, explaining why they like it.

Homework / Additional activities Traditional tale Ask the children to write a short summary of another traditional tale that they like.

Collins Connect: Unit 3 Ask the children to complete Unit 3 (see Teach → Year 2 → Composition → Unit 3).

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