Day Learning Objective/ Vocabulary:

Teaching input/ Activity

group activities/ differentiation

success criteria/ plenary/ AfL

Learning Objective/ Vocabulary:

Teaching input/ Activity

group activities/ differentiation

success criteria/ plenary/ AfL

1 LO: I can recall a story. 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/ Review Check mindmaps against Steps for Success.

LO: I can recall a story. 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/ Review 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

2 LO: 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

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/ Review 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)

LO: I can answer comprehension questions effectively. Context: Jeff Young’s Hansel and Gretel story beginning Vocabulary: retrieve deduce opinion writer/ author

Teaching and Learning Read through the different questions as a class. What methods could you use to answer these questions well? Discuss… Activity Can you answer comprehension questions about Jeff Young’s beginning to Hansel and Gretel?

Must: Answer at least 10 marks Should: Answer at least 15 marks Could: Answer all questions. Challenge: Can you create extra comprehension questions and prepare the answers which use the words ‘why’ and ‘how’?

Success Criteria a) Read each question carefully. b) Refer to the text when you think about your answer. c) Write your answer, then check it. Does it answer the question? Plenary/ Review Check your answers and methods, editing and improving your answers in a different colour.

the start of Hansel and Gretel for The Unity Theatre’s winter show. 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.

3 LO: 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/ Review Share your ideas with others and add to your list.

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

4 LO: 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/ Review Share your ideas with others and add to your list.

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

5 LO: 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-

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:

Success Criteria a) Listen carefully. b) Make notes. c) Think clearly. Plenary/ Review What have we learned by analyzing the Hansel and Gretel advertising?

LO: 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

Success Criteria a) The advert is under 30 seconds. b) Write in proper sentences. c) Use powerful vocabulary. Plenary/ Review Share adverts. What went well? What could you improve and how?

venues/unity-theatre/details/59-hansel_and_gretel.html (website) Activity Discuss the following questions:

How are you persuaded to see Hansel and Gretel? Challenge: Why are we examining the Unity’s advertising?

Challenge: Imperative sentences