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© Jane Considine 2016

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Teacher Sequence

The True Story of the 3 Little Pigs by Jon Scieszka

Experience Day 1 Day 2 Day 3 Day 4

Day 5 Day 6 Day 7 Day 8

Day 9 Day 12Day 11Day 10

XXXXXX XXXDay 13

http://www.thetrainingspace.co.uk/

L.O. © Jane Considine 2016


Teaching in role as Goldilocks. Pupils hot seat Goldilocks asking key questions to find out what

happened on the day she broke into the house. Key words: Claiming innocence, vandalism,

squatting.


Experience

To write effective sentences for an alternative version of the story.


L.O.

Steps to Success:



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Adjectives

Pupils to include 3 powerful

negative adjectives to describe

the wolf.

HA - Deepen the moment

Adjectives

Add a picture of the wolf from

the book to their books.

Teacher in role as kind wolf

talking to the class about their

personallity, delivertaly using

words like caring, thoughtful,

clumsy, helpful, kind,

intelligent, considerate.

Teacher Models - This wolf is

kind, considerate and caring.

Adjectives

Pupils to include 3 powerful

positive adjectives to describe

the wolf.


Adjectives Adjectives

Share an angry fierce image of

the Big Bad Wolf. Gather a

bank of adjectives to describe

him e.g. fierce, evil, angry,

violent, nasty, mean.

Teacher Model - Big bad

wolves are normally fierce,

angry and violent.

Adjectives

Initiate Model EnableTime/Place Adverbials Time/Place Adverbials

Pupils choose their favorite

time/place story opener and bring

the wolf to the story.

Teacher as story teller and

dramatic music (Thomas

Newman) Share a range of

story starters that place the

action in time. E.g. Once upon a

time, long long ago, in a far

away land, as time went on,

many moons ago, in time way

back.

Sentence: Expressing time, place and

cause using conjunctions, adverbs, or

prepositions

Teacher Model - Once upon a

fairytale time there was a wolf.


Time/Place Adverbials

Adjectives


Time/Place Adverbials

Adjectives



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Steps to Success:



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Tasting

Pupils to choose three flavours

appropriate for their cake type

and use them in the sentence.


Conjunctions

Pupils in role as wolf in the

kitchen. Gather ideas from their

acting about what they are

actually doing. E.g. put a bowl

on the side, gather the

ingredients, started to weigh,

put the over on, put his apron

on.

Teacher Models - The wolf put

a bowl on the side, but he had

run out of sugar.

Conjunctions

Pupils start the sentence with the

busy actions of the wolf in the

kitchen and to include a conjunction.

HA - Deepen the moment.

Tasting Tasting

Provide three images of cakes, the

chocolate fudge cake, lemon cake,

strawberry squiggle cake. Chocolate

cake words: sticky sweet sauce,

chocolate chips, toffee flavoured

chunks. Strawberry squiggle cake

words: strawberry delight, ice cream

balls, vanilla sprinkles. Lemon cake

words: Popping candy, zesty chunks,

citrus blasts. Pupils choose cake and

sort words to fit.



prepositions

Teacher Models - She wanted a

Lemon rocket cake because she

loved the taste of popping

candy, zesty chunks and citrus

blasts.

Conjunctions

Initiate Model EnableFeelings Feelings

Pupils to choose an alternative for

loved and include the precise

verb in their sentence.

Share Synonyms for love and

order them in a shade 'o'

metre. E.g. desired, adored,

longed for, yearned for, craved,

had a fondness for, loved. Place

the words on the shade o

metre.

Teacher Model - The wolf's

grandma had a fondness for

cakes.


Feelings

Conjunction


Feelings

Tasting



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Steps to Success:



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Complex Sentence

Pupils to insert alternative 'ing' word

to start of the sentence and after the

comma build a main clause starting

with the wolf.

Repetition for effect

Gather a bank of smaller action

words e.g. he looked at, he

crepted towards, he stared

beyond, he touched the

handle, he pushed, he turned,

through the door.

Teacher Model - He arrived at

the door. He looked at the

door. He touched the door. He

pushed the door.


Pupils to include short effect

sentences that repeat the with the

ending the door. Provided sentence

to end the group: He pushed the

door.

xxx

Complex Sentence Complex Sentence

Show the image of the pig

walking towards the straw

house. Gather a bank of

alternative words for walking

e.g. stomping, striding, hiking,

ambling, meandering, strolling,

Teacher Models - Strolling

down the road, the wolf saw

the straw house in the distance.


Initiate Model EnableInner Thoughts Inner Thoughts

Pupils to decide the inner

thoughts of the wolf and

include in their story.

Show the image wolf in the

kitchen again. Gather words on

a thought bubble in the

classroom. Generate a bank of

inner thoughts e.g. I need to

ask for some sugar, what

should I do? I know where

there might be some sugar.

Teacher Model - "I know where

there might be some sugar"

the wolf thought.


Inner Thoughts



Inner Thoughts

Complex Sentence



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Steps to Success:



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Gather a bank of size words to

turn into comparatives and

superlatives e.g. big, bigger,

biggest. Large, larger, largest.

Loud, louder loudest, strong,

stronger, strongest

Teacher Model - He sneezed a

big sneeze. He sneezed a

bigger sneeze. He sneezed the

biggest sneeze!

Comparatives/Superlatives Comparatives/Superlatives Pupils

to include comparatives and

superlatives in their short sentences

and end with and exclamation mark.





prepositions

Teacher Models - Peering

around the door, the wolf

stepped inside.

Onomatopoeia Onomatopoeia

Complex Sentence

Pupils to use and 'ing' word at the

start of the sentence. Main clause to

start with 'The wolf'.


Onomatopoeia

Children to choose three

sneezing noises and objects

falling noises.


Complex Sentence

Onomatopoeia


Comparatives/Superlatives

Complex Sentence

Initiate Model Enable

Teacher Models - He sneezed,

Huff! Puff! Snuff! Things fell,

Crash! Bang! Bash!



prepositions

Show the wolf sneezing picture,

in the 1st little pigs kitchen.

Gather a bank of

onomatopoeic words for the

sounds on sneeze and objects

falling down. E.g. crunch, crack,

clash, bang, bash. Atishoo,

wallop, huff, puff.

Show the image of the wolf

stepping into the house. Gather

a bank of alternative words for

looking e.g. gazing, staring,

peeking, peering, glaring,

peeping.

Comparatives/Superlatives

Complex Sentence


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Steps to Success:



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Simile

The True Story of the 3 Little Pigs by Jon ScieszkaTo write effective sentences for an alternative version of the story.

Onomatopoeia

Onomatopoeia Onomatopoeia Onomatopoeia

Pupils to pick three crashing

onomatopoeic words with an

exclamation mark at the end of each

one.

Gather a bank of collapsing

onomatopoeia words. Thud,

pow, kapow, crash, bang, clash,

crash.

Inner Thought


Simile Simile Simile

Pupils to construct a yellow

simile using the colour

thesaurus.

Show the picture of the wolf

and the 1st dead pig. Share a

yellow colour thesaurus with

the pupils.

Teacher Models - Thud! Crash!

Bang! The house fell down.

HA - Deepen the moment,

Teacher Model - Provided

opening: The dust was yellow

like… The dust

was yellow like melted butter in

the pan.

H.A. Deepen the moment.

Inner thought Inner thought Inner thought

Include a inner thought for the wolf

and use inverted commas to show

these thoughts

Share image of wolf

considering if he should eat the

pig. Set a conscience alley for

pupils to share their inner

thoughts for the wolf, a

positive and negative side.

Gather the ideas on thought

bubbles.

Punctuation: Introduction to inverted

commas to punctuate direct speech

Teacher Model - The wolf thought "It's

such a shame for that poor pig" but

then the thought the wolf thought

"What a waste if I don't eat him".

PROVIDED ending to this lesson: The

wolf ate the first pig.



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Steps to Success:



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Simile


Time adverbs/adverbials

Time adverbs/adverbials Time adverbs/adverbials Time adverbs/adverbials

Pupils to start with an adverb or

adverbial phrase and consider a

precise verb for walked.

Show a picture of the stick

house. Gather a list of words

and phrases that move the

story on e.g. next, soon, after

that, a few hours later, later

that day.

Adjectives in final position


Simile Simile Simile

Pupils use the simile started and

compare the stick house to

objects that are brown.

Share the image of the stick house

and a brown colour thesaurus.

Gather favorite brown objects.

Provide the opening to the simile:

The house was as brown as.

Talk to children about as and like

both been simile constructions.



prepositions

Teacher Model - Later that day,

the wolf strolled down to the

second pigs house.

HA. Deepen the moment

Teacher Model - The house

was as brown as caramel

treacle dripping off ice cream.


Adjectives in final position Adjectives in final position Adjectives in final position.

Pupils choose their favorite

adjectives and put in final

position.

Show the picture with the wolf

walking passed the window

(just his tail) Gather a bank of

adjectives for his tail e.g.

scraggy, brown, spikey, matted,

smelling, stinky.



prepositions

Teacher Model - The pig saw a

tail in the window, brown,

scruffy and spiky.



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Steps to Success:



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Adverbs


Questions

Questions Questions Questions

Pupils to choose their favorite

question.

Show a picture of the house

and the big sneeze. Gather a

bank of question words and

other words that start

questions e.g. how, what, why,

if, can, do.

Conjunctions


Adverbs Adverbs Adverbs

Pupils to descide the most effective

adverb and decide the position of it

in the sentence.

Show image of the sneeze.

Gather a bank of how adverbs

e.g. loudly, heavily, violently,

dramtically, wildly, suddenly.

Teacher Model - Can you guess

what happened next?


Teacher Model - The wolf

sneezed heavily. Or…. The wolf

heavily sneezed.


Conjunctions Conjunctions Conjunctions

Use a causal conjunction and

kill off the pig at the end.

Talk to children about four

conjunctions that indicate

cause and effect e.g. so,

therefore, then, as a result of. Teacher Model - Remove the full

stop from previous sentence and

start with a causal conjunction

and explain what happened the

pig. -The wolf sneezed heavily

then the pig crashed in the mud

and died.



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Steps to Success:



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Precise Verb


Adjectives

Adjectives Adjectives Adjectives

Include their favorite adjective

into the story, maximum of

three.

Children to eat bacon or quorn

alternative - taste test and

generate descriptive words for

bacons taste and apearence

e.g. pink, salty, crunchy, tasty,

meaty, chewy, fatty, crispy,

reddish.

Dialogue


Precise Verb Precise Verb Precise Verb

Children to choose a precise

verb and alternative ending.

Put eat on a shade o metre and

gather synomyns for eat,

gobbled, chewed, scoffed,

stuffed, swallowed.



prepositions


looked at the meaty, fatty, pink

pig.



swallowed the pig whole.


Dialogue Dialogue Dialogue

Pupils to include relevant

dialogue for the wolf to ask

the pig.

Show the image of the brick

house. Provided sentence: At

the brick house the wolf said….

Pupils reenact knocking on the

door, what does he say? E.g.

Let me in, can you help me, I

need sugar, I only want a cup

of sugar.

Punctuation: Introduction to inverted

commas to punctuate direct speech

Teacher Model - At the brick

house the wolf said "Let me in

please, I need a cup of sugar"



L.O.

Steps to Success:



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Feelings


Adjectives/tense

Adjectives/tense Adjectives/tense Adjectives/Tense

Pupils to use the correct tense form

for singular or plural and includes

two adjectives for each item.

Stick the picture of the evil pig

in their books. Gather a bank of

negative adjectives for eyes e.g.

angry, evil, dark, glaring,

staring. Bank of words for

eyebrows e.g. dark, shadowy,

angry, arched, black, grey.

Dialogue


Feelings Feelings Feelings

Pupils to add in an alternative

to nervous.

Show the image of the wolf

looking at the pig in the

window. Gather banks of

synomyns for nervous e.g.

worried, frightened, anxious,

scared, on edge, timid, shy.



prepositions

Text: Use of the present perfect form

of verbs instead of the simple past

Teacher Model - His eyes were

evil and dark, his frown was

angry and arched.


Teacher Models - The angry

pig made the wolf feel timid.


Dialogue Dialogue Dialogue

Pupils to add their own

negative dialogue for the pigs

angry reply.

Provided Sentence: The wolf asked

"please can I have a cup of sugar

for my grannys cake" The angry

pig said….. Gather a

bank of angry replies e.g. go away

you stupid walk, get lost, you have

never helped me, go to the shop

tomorrow and get your own sugar.



prepositions

Teacher Model - The angry pug

said "Go away you stupid wolf,

I am busy".



L.O.

Steps to Success:



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Precise Nouns/Repetition for effect


Degree of meaning

Degrees of meaning Degree of meaning Degree of meaning

Pupils to include short effective

sentences with the intensity of anger

increasing.

Provide a bank of synomyns for

angry and grade the in order of

intensity e.g. irate, furious,

angry, enrage, livid, cross.

Start with the least angry to the

most angry.

Complex Sentence


Precise Nouns/repetition Precise Nouns/repetition Precise Nouns/repetition

Pupils include three precise

nouns in a repeted structure.

Gather a list of people in the

area e.g. neighbours, children,

teachers, reporters,

shopkeepers, nurses. Gather an

alternative for scence e.g.

hubbub, scence, noise, riot,

commotion, ruckuss, drama,

racket.

Teacher Model - The wolf was

cross. The wolf was angry. The

wolf was livid.


Teacher Models - The wolf

caused a commotion, the

neighbours came. The wolf

caused a scene, the reporters

came. The wolf caused a riot,

the Police came.


Complex Sentence Complex Sentence Complex Sentence

Pupils to start with provided although

subordinating clause and add in their

own main clause.

Show image of a wolf in handcuffs (not

in the book) Generate ideas for a

main clause that shows the wolfs

feelings and what he might do next e.g

the wolf was angry, the wolf

complained to the police, the wolf felt

wronged/hard done by, the wolf felt it

was unfair, the wolf was going to get

his own back.



prepositions

Teacher Models - Provide -

Although he knew he was

wrong…..

Although he knew he was wrong,

the wolf complained to the police.



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Steps to Success:



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Precise Verb

Precise Verb Precise Verb Precise Verb

Pupils to include a precise verb

for 'got' an finish with a because

subordinationg clause.

Show image of a police car and play a

siren. Gather a bank of precise verbs

for 'pushed' e.g. bungled, thrown,

yanked, shoved.

Gather a bank of because endings e.g.

he had broken the law, he had

commited a crime, he had eaten one

to many pigs, he wasn't truthful, he

had broken into the houses, he had

caused damage.

Metaphor


Repetition for effect Repetition for effect Repetition for effect

Pupils to include a precise

sound verb together with an

appropiate adverb.

Replay the siren noise. Gather a

bank of words for the sirens

e.g. Loudly, angrily, wildly,

dramatically, howling,

bellowing, screeching,

screaming.

Teacher Model - The wolf was

shoved into the police car

because he had commited a

crime.


Teacher Model - The sirens

were shreiking. The sirens were

shreiking loudly. The sirens

where shreiking very loudly

indeed.


Metaphor Metaphor Metaphor Pupils

to include a trapped comparision

adding two adjectives and a

comparision and more information.

Show image of a wolf in jail and

discuss the concept of trapped,

gather banks or people or animals

trapped e.g. an insect in a web, a

mouse in a trap, tiger in a cage,

fish in a tank, diver in a shipwreck,

skeleton in a coffin, bird in a cage,

explorer in a collapsed cave.

Teacher Model - Provided -

The wolf is………………………. The

wolf is a decaying skelton in a

rotten coffin underground.



L.O.

Steps to Success:



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Conjunction/although



Repetition for effect Repetition for effect Repetition for effect

Pupils to use a repeated

structure to build a dramatic

ending.

Collect all the bad things the

wolf has done e.g. been

abusive, eaten the pigs, lied to

the police, argued.

Provided structure: If only

(insert bad thing). If only (insert

bad thing). If only (insert bad

thing).

Alliteration


Conjunction/although Conjunction/although Conjunction/although

Pupils to add a negative

clause and a wolf feeling

clause after the 'although'

Show final jail picture. Gather a

bank of clauses about what has

happened e.g. he was put

behind bars, he was thrown in

jail, he was locked up for ten

years. Gather a bank of

the wolfs personal feelings e.g.

it was unfair, he thought he

was framed, It was innocent

Teacher Model - If only he hadn't

eaten the first pig. If only he hadn't

lost his temper. If only he hadn't

argued with the Police, then he

wouldn't be in jail.

HA Deepen the moment,

Teacher Model - He was locked

up for ten years although he

thought he was innocent


Alliteration Alliteration Alliteration

Pupils to finish with two

exclamations that include an

alliterative ending for slob and

wolf.

Gather a bank of alliteration

words to go with wolf, e.g.

worried, wicked, wayward,

worthless weasley, shameful,

sinful, scandalous, sly, slick,

slovenly.

Teacher Model - What a

shameful, scandalous slob!

What a wicked, worthless wolf.



Documents

The symbols and design of this planner are the sole ...€¦ · Provide three images of cakes, the chocolate fudge cake, lemon cake, strawberry squiggle cake. ... Set a conscience