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    Week 9

    Uploaded by

    Maria Luisa Cruz Vargas

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    © All Rights Reserved
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    Week 9

    Uploaded by

    Maria Luisa Cruz Vargas
    3 views4 pages

    Copyright

    © © All Rights Reserved

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    Copyright:

    © All Rights Reserved
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    Download as docx, pdf, or txt
    3 views4 pages

    Week 9

    Uploaded by

    Maria Luisa Cruz Vargas

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 4

    Date: Monday Traditional tales Levels: Mixed Year: 2

    6th Nov. 2023


    Topic: Traditional Tales (week 9)
    WALT To become familiar with traditional tales
    To recognise the main features of a traditional tale
    Chn know what a traditional tale is
    WILF Chn can recognise the main features of a traditional tale
    Key Words Traditional tales, chase, wearily, Sigh, kneaded, stove, puffed, grinned, bangles,
    jangling, swift, stared, chuckling
    Starter 10 min Tell pupils that today we are going to start reading Traditional Tales. Explain that a
    activity traditional tale is a story that has been told and re-told for many years, and
    consequently, becomes a story that almost everyone knows. Ask pupils for examples
    of traditional tales that they know (for example, “The Three little pigs”, “Goldilocks
    and the three bears”, “Jack and the Beanstalk”, etc.). Ask them about their favourite
    one and why. Tell pupils that traditional tales have a moral (a message that teaches
    us something).
    Main Activity 30 min Tell the chn that today we are going to read a traditional tale called “The Great
    Chapatti Chase”. Ask them if they know what a “chapatti” is. Display the picture
    of a chapatti (shared folder) and explain to them that it is a type of bread from
    India. Ask them if they have ever eaten a chapatti before. After that, display the
    picture of the cover of the story (shared folder) and ask them to predict what this
    tale is going to be about.

    Introduce the text (Anthology book, p.13-16). At the end of page 14 ask pupils
    what other traditional tale is similar to this story (“The Gingerbread Man”).

    Continue reading and ask comprehension questions in order to check the students’
    understanding:

     How is the Chapatti Man made?


     Which animals has the Chapatti Man met so far?
     What does the Chapatti Man always say?
     Which animals has he met so far?
     Ask students different questions to make predictions about what the next
    events will be.

    Discuss with the class the setting, the characters, problem and solution of “The Great
    Chapatti Chase”.

    CW: Chn will write a different version of the story. In the provided worksheet, they
    will write a story called: The runaway pancake following the pictures and words that
    are provided in the sheet.

    Plenary Ask them what was their favourite part of the story and why.

    Resources Anthology book, picture of the chapatti (shared folder), worksheet


    Date: Tuesday Traditional Tales Levels: Mixed Year: 2
    7th Nov. 2023
    Topic: Traditional Tales (Week 9)
    WALT To become familiar with traditional tales
    To recognise the main features of a traditional tale
    Chn know what a traditional tale is
    WILF Chn can recognise the main features of a traditional tale
    Key Words Traditional tales, chase, wearily, Sigh, kneaded, stove, puffed, grinned, bangles,
    jangling, swift, stared, chuckling
    Starter 10 min Recap on the previous lesson.
    activity Ask them what are Traditional tales? How did we know about them?
    Remind them that traditional stories share same elements as fairy tales, such as the
    use of fantasy and magic, good and bad characters, and repetitive phrases. These
    tales have been passed down orally from generation to generation and are still
    popular in our modern times. Each tale would convey a moral message for the
    listener to consider and understand. Ask them to summarise what they read in the
    previous lesson.
    Main Activity 30 min Continue reading the second part of the story from p. 17 until the end.
    Ask students comprehension questions in order to check their understanding.

    Ask them to share what they think about what happened at the end of the story and if
    they enjoyed this ending or if they would have liked the story to have finished in a
    different way.

    Ask pupils to think of an alternative ending to this story. Let them share their ideas
    and write them on the board. Ask them what could have the chapatti man done to
    escape from the tiger.

    Ask them how they would feel if an animal was running after them.

    CW: Have them write an alternative ending to the story in their CW copybooks and
    illustrate their endings.

    HW: Writing a new ending to the story “The chapatti man” after watching this video
    that the chn will watch at home. (Worksheet provided).
    Cambridge Primary English Learner's Book Unit 4 Story - The Runaway Chapati -
    YouTube

    Plenary Have some chn present their writings to the rest of the class.

    Resources CW copybooks, Anthology books


    SPAG Grammar Levels: Mixed Year: 2
    Topic: Homophones
    WALT To know what are homophones and to use them in sentences
    WILF Chn can use homophones correctly in their writing using the right spelling.

    Key Words Homophones


    Starter 10 min Write the words Write and right on the board. Ask them to red them out loud. Ask:
    activity What do you notice about them? (They have the same pronunciation but different
    spelling).

    Tell them that these words are called homophones. Ask them if they know more
    words that are homophones. Let them give you some examples.

    Explain what homophones using the following video:

    Homophones for Kids | List of Homophones - YouTube

    Main Activity 30 min Distribute the students in groups and give each group a set of cards (with
    homophones). They will have to form pairs of homophones). After that, ask them to
    make some sentences orally with all the pairs of homophones.

    Then, write a word from the cards on the whiteboard and ask some random students
    to come to write the homophones of those words.

    CW: P. 61 (Green book)

    HW: P. 60 (Green book)

    Plenary Ask them if they can add more words to that list of homophones that they learned
    today.
    Resources green book
    Date: Sunday Spelling Levels: Mixed Year: 2
    5th Nov. 2023
    Topic Unit 8
    WALT To understand the spelling words.
    WILF To understand all the meanings of the spelling words.

    Key Words Right, write, meet, meat, hear, here, whole, hole, night, knight, their, there, would,
    wood, mum
    Starter 10 min Spelling test on unit 7
    activity
    Main Activity 30 min Introduce the spelling words in Unit 8 using the provided PPT and explain what are
    homophones. Explain the phonics and alternative words for meanings to the class.
    Guide them to make sentences with each list word in the unit.

    Play a spelling bee game with the students. Students will sit on their desks. Teacher
    will ask them to spell a word (from unit 8). The students that misspells the word will
    sit down back on their chair. The winner will be the last pupil sitting on the desk.

    Play these games on homophones:


    Valentina's Homophone Game - Matching pairs (wordwall.net)

    Homophone practice - Missing word (wordwall.net)

    CW: P.68 (green book)

    HW: P. 59 (green book)

    Plenary Check if the children can pronounce the spelling words properly.

    Resources Spelling Grid Book unit 8 Spelling test copy books green book online games

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