(#2) (#2) (#2) (#2) !!!!!!!!!!!! Resources & lesson PlansResources & lesson PlansResources & lesson PlansResources & lesson Plans

Created by Ali Harwood

Learning Objective: I can recall a story

Context: Context: mindmap

Vocabulary: fairy tale, adjective, adverb, feelings/ emotions, simile

Teaching and Learning: What do you know about Hansel and Gretel? 1. Who are the characters? 2. What happens? 3. When does the action take place? 4. Where does the story happen? 5. How do the characters act and react and why?

Activity: Class to attempt a mindmap with these different categories. They could use annotated drawings or a map, too. Must: Use adjectives (e.g. dark, scary, immense, kind) Should: Use adverbs (e.g. sneakily, hungrily, carefully, regretfully) Could: Use feelings and emotions words (e.g. scared, angry, fearful, relieved) Challenge: Use similes (e.g. as poor as a church mouse) Success Criteria:

a) Think for yourself. b) Discuss your ideas with others. c) Make your mindmap clear.

Plenary/Feedback: Check mindmaps against Steps for Success.

Lesson #1Lesson #1Lesson #1Lesson #1

Learning Objective: I can recall a story.

Context: Context: mindmap

Vocabulary: Edit, improve

Teaching and Learning: Read story of Hansel and Gretel as a class together (the Grimm version).

Activity: Edit existing ideas and improve your mindmap by adding extra ideas in a different colour. Must: Add at least one idea for each section. Should: Add 2+ ideas for each section. Could: Add 3+ ideas for each section. Challenge: Add 4+ ideas for each section. Success Criteria:

a) Read and listen carefully. b) Annotate your mindmap clearly. c) Keep a positive mental attitude (PMA!)

Plenary/Feedback: Check mindmaps against Success Criteria Share Hansel and Gretel Unity launch – interview with Jeff Young (writer) and Ann Farrar (director)- http://www.youtube.com/watch?v=C7JeCiCEHEU&feature=player_embedded

Lesson #2Lesson #2Lesson #2Lesson #2

Learning Objective: I can discuss different versions of the same story.

Vocabulary: Version, in common, different, annotate

Teaching and Learning: Watch video: Developing the story: Playwright Jeff Young talks about his work developing a new and original take on a classic tale and the ways he builds up to the final script. (3 min 25sec) http://www.youtube.com/watch?v=GRFo6snJQzg&feature=player_embedded Read through Jeff Young’s version of the start of Hansel and Gretel for The Unity Theatre’s winter show (see Comprehension exercise with Jeff Young). Discuss what it has in common with the brothers Grimm original. How is it different?

Activity: Discuss the similarities and differences between Jeff Young’s version and the brothers Grimm version. Must: By outcome Should: By outcome Could: By outcome Challenge: By outcome Success Criteria:

a) Listen carefully. b) Annotate the text if it helps. c) Discuss ideas with others.

Plenary/Feedback: Can you think of any other examples of different versions of the same story? Why do authors write different version of stories? How do they do it? (Give examples)

Lesson #3Lesson #3Lesson #3Lesson #3

Learning Objective: I can describe a setting. Context: Witch’s cottage

Vocabulary: Noun, adjective, preposition, simile, metaphor, personification

Teaching and Learning: Discuss LO and Vocabulary. Read an extract from the Grimm version (1812) ‘when they approached the little house they saw that it was built of bread and covered with

cakes, but that the windows were of clear sugar.’

Activity: As groups or as a class, make a list of words and phrases to describe the witch’s cottage. Must: 5 different nouns (e.g. chimney, window sill) Should: 10 different adjectives (e.g. creamy, gorgeous, dainty, sticky, cylindrical) Could: 5 different prepositions (e.g. between, on top of) Challenge: Can you think of examples of similes, metaphors or personification? Success Criteria:

a) Write in detail. b) Work collaboratively. c) Use a thesaurus or dictionary if you get stuck.

Plenary/Feedback: Share your ideas with others and add to your list.

Lesson #4Lesson #4Lesson #4Lesson #4

Learning Objective: I can describe a setting. Context: Witch’s cottage

Vocabulary: sentence, tense, noun, adjective, preposition, simile, metaphor, personification

Teaching and Learning: Discuss LO and Vocabulary. Teacher models using list of words and phrases to describe the witch’s cottage.

Activity: Write a description of the witch’s cottage. Must: 5 different nouns (e.g. chimney, window sill) Should: 10 different adjectives (e.g. creamy, gorgeous, dainty, sticky, cylindrical) Could: 5 different prepositions (e.g. between, on top of) Challenge: Can you think of examples of similes, metaphors or personification? Success Criteria:

a) Write in proper sentences. b) Write in the past tense. c) Use different sentence lengths..

Plenary/Feedback: Share setting descriptions with each other. What went well? What could you improve and how?

Lesson #5Lesson #5Lesson #5Lesson #5

Learning Objective: I can describe a character. Context: Witch/ Bird

Vocabulary: noun, adjective, preposition, simile, metaphor, personification, conjunction

Teaching and Learning: Discuss LO and Vocabulary. Share descriptions of different characters…

‘Suddenly the door opened, and a woman as old as the hills, who supported herself on crutches, came creeping out.’

Grimm, 1812

‘…a bird sweeps down from the night and pecks at the sleeping children.’ Jeff Young, 2012

Activity: As groups or as a class, make a list of words and phrases to describe either the witch or the bird. Must: 5 different nouns (e.g. iris, feather, nostril) Should: 10 different adjectives (e.g. charcoal, grotesque, massive, rough, oval-shaped) Could: 5 different prepositions (e.g. under, next to) Challenge: Can you think of examples of similes, metaphors or personification? Success Criteria:

a) Write in detail. b) Work collaboratively. c) Use a thesaurus or dictionary if you get stuck.

Plenary/Feedback: Share your ideas with others and add to your list.

Lesson #6Lesson #6Lesson #6Lesson #6

Learning Objective: I can describe a character using a range of different conjunctions. Context: Witch/ Bird

Vocabulary: sentence, tense, noun, adjective, preposition, simile, metaphor, personification, conjunction

Teaching and Learning: Discuss LO and Vocabulary. Teacher models using list of words and phrases to describe the witch or bird, using different conjunctions.

Activity: Write a description of the witch or the bird. Must: and, so, but, or Should: REASON: because, as, when, where, which, if, since Could: BUT: although, whereas, while, whilst Challenge: TIME: when, while, before, after, since, until PLACE: where, wherever PURPOSE: in order to, so as to CONDITIONAL: if, unless, as long as Success Criteria:

a) Use a variety of conjunctions correctly. b) Write in the past tense. c) Write in detail.

Plenary/Feedback: Share character descriptions with each other. What went well? What could you improve and how?

Lesson #7Lesson #7Lesson #7Lesson #7

Learning Objective: I can analyse a poster. Context: Hansel and Gretel

Vocabulary: title, information, alliteration, rhyme, pun

Teaching and Learning: Look at Hansel and Gretel poster or website information… Discuss what an advert is trying to do. http://www.hanselandgretelliverpool.co.uk/for-teachers/ (poster) http://www.unitytheatreliverpool.co.uk/whats-on/other-venues/unity-theatre/details/59-hansel_and_gretel.html (website)

Activity: Discuss the following questions: Must: Who is the audience for Hansel and Gretel?

Who is involved in putting on Hansel and Gretel? What devices and language are used to advertise the play?

Should: When is Hansel and Gretel happening?

Where is Hansel and Gretel happening? Could: How are you persuaded to see Hansel and Gretel? Challenge: Why are we examining the Unity’s advertising? Success Criteria:

a) Listen carefully. b) Make notes. c) Think clearly.

Plenary/Feedback: What have we learned by analyzing the Hansel and Gretel advertising?

Lesson #8Lesson #8Lesson #8Lesson #8

Learning Objective: I can write a radio advertisement

Vocabulary: title, information, alliteration, rhyme, pun, quote, persuasion, rhetorical question, imperative

Teaching and Learning: Discuss what is needed in a radio advertisement.

Activity: Can you write an advert that promotes the Unity’s Hansel and Gretel show? Must: Who should come?

What is it? When is it? Where is it? Why should people come? How much does it cost?

Should: Persuasive language/ rhetorical question Could: Alliteration/ rhyme/ pun Challenge: Imperative sentences Success Criteria:

a) The advert is under 30 seconds. b) Write in proper sentences. c) Use powerful vocabulary.

Plenary/Feedback: Share adverts. What went well? What could you improve and how?

Lesson #Lesson #Lesson #Lesson #9999