Teaching and Learning Sequence

Block: Stories from other cultures

Text:Why Frog and snake cant be friends
Year group: 1-3
Curricular Target:

Key learning Outcome

Create their own story following the blueprint of the core text. Audience for the stories will be the other class to share at a story
telling afternoon.

All children must Most children should Some children could

To be able to tell their own story using a Follow the blueprint of Frog and Snake Make choices about the form for
map/props , puppets etc. Use different characters who would traditionally be their story telling.
predator and prey Use language patterns from the core
Create vocabulary and made up words text.
Use a variety of sentence openings. Develop the use of speech
appropriately in their stories.
Teaching Ind learning opps Guided learning Learning
(I can / I know / I understand)

Familiarisation/ Immersion in text/Analysis Explore the balance

Know the story of Frog and snake very well.
Learning and mapping their between speech and
Read the text and discuss (BOOK TALK). Likes narrative in the core text.
section of the story or the Understand different ways of of starting
dislikes/puzzles and patterns. Talk about other stories we
whole story. (story telling sentences.
know like this. With lower ability create a
area with a story telling
Introduce them to the outcome for the sequence and stress chair) story map of the setting for
Can talk about the differences and similarities
to then the choices they will have. Puppets/small world the story to enable them to
between the characters.
animals (perhaps in the re-tell and play the story.
Writer talk: starting to look at what the writer intended:
sand) Link to the story
looking at the message and sections of the textwhy did he
map.
do it like that?
Research animal profiles
Learning and telling: map the story as a whole with the whole (give them a frame)
class. In groups learn a section of the story and map that. Copy some of the
Tell the story as a class to the other class. illustrations from the text
and some other styles of
Explore the characters: drama and role play the differences
art in the creative area for
how would they speak/move/persuade.
children to explore.
Hot seat the characters at different points in the story to Mask making linked with
 animals.
explore their feelings.
Look in the text and find clues about the characters. What
are the characters strengths and weaknesses?
Play with the made up words: make sure they understand
how those words are made up and then play with this based
on images of other animals. Warming up the word (oral) get
them to brainstorm loads of words and try different
combinations (make two columns with and /or in the middle).
Explore synonyms.
Look at the verbs for how the animals move: explore with
other animals. Draw attention to the fact that this is a
narrative and therefore written in the past tense.
Language features: similes and alliteration.
Sentence openings: subject/person, time (when) connectives,
bossy verbs, where connectives. Sorting
activity/investigation and talk about the variety and impact.

Look at sentences where connectives are used within

sentences, lists.

Independent research into

Capturing Ideas
animal choices. Developing the story map
Explore a range of possible animal characters and choose and refinements. Have made a story map for their own story
a pair who suit the story. Use pictures of lots of different Mapping their story in story Lower ability may need and can tell parts of it orally.
animals. Sort into predator and prey and then choose from area. support to play their story.
there. Could also sort into different habitats. Creating a floor map to play Have selected the form for their outcome.
the story. Could focus on sentence
For chosen character develop: openings
Strength and weakness In creative areacreate an
illustration for your animal (s). Most able: orally rehearse
How they move based on the abstract style of using speech in parts of
the book or Aztec patterns. their story.
How they sound
What is their habitat
What will their made up name be?

Start to map their own story: model where the key parts of the
story may need to be changed from Frog and Snake. Refine
story map
Tell some of the changed part of their map to refine language
and ensure they are confident.
Oral rehearsal of sentences with different openings linked to
their story. (have openings on cards and get them to tell a
sentence with that opening linked to their story)
Explore different forms the story could be presented in and get
children to select.
Children write and publish their Guided support at different
Shared Writing
stories independently stages of the writing with a
Model the clear focus. (use of
Producing illustrations/props connectives, layout and
o opening and the warning part of the story etc. punctuation of speech)
based on the structure of Frog and snake:
model moving from plan to text
o meeting part including the speech and the
thing that links them together.
o challenging section
o varying sentence openings (could use
childrens work)
o drawing story to a conclusion