English Weekly Plan

Focus: Stories from other cultures

Class: Opal

Teacher: J. Maure

Year Group: 3/4

Week Beginning: 2.2.15

Text: Tiddalik

Monday

Key vocabulary:
Opening, build-up, setting, characters,
problem, resolution, ending, adjective, time
connective, Aboriginal

Learning Objective
and Steps to
Success
LO
I can retell.

S2S
Work neatly.
Use WOW words.
Only write down
words you
understand (dont
just choose from a
thesaurus).
Check your
spelling.

Spelling pattern/words:
MA/HA Year 3/4 List: build consider
LA HFW: look Mr.

Teacher Modelling
Watch the video of the story of Tiddalik.
https://www.youtube.com/watch?v=0y3Ta5xcKV4
Talk about Aboriginal stories, and how they are
passed down through aural tradition. Explain that
this story probably describes the Water-Holding
Frog of Australia (Cyclorana platycephala), which
has developed the survival strategy of absorbing
water into its body and sealing it in so that it can
endure prolonged drought by deserting the world
and burrowing underground.
Talk To Your Partner: Create some actions to go
along with this story, to help you remember it.

Handwriting joins:
Penpals Unit 1- Lesson 2

H/A
Level:

M/A
Level:

L/A
Level:

Plenary

Work in a group to
brainstorm some
words that describe
TiddalikHis
actions, his
appearance, his
behaviour, etc.

Work in a group to
brainstorm some
words that describe
TiddalikHis
actions, his
appearance, his
behaviour, etc.

Work in a group to
brainstorm some
words that describe
TiddalikHis
actions, his
appearance, his
behaviour, etc.

Students can share

their best words and
stick their
brainstorms to the
Learning Wall.

Do this on A3 paper
to be displayed on
Learning Wall

Do this on A3 paper
to be displayed on
Learning Wall

Do this on A3 paper
to be displayed on
Learning Wall
Support from
Teacher.

Model brainstorming a few words to describe

Tiddalik.

Role of additional adult

WC 1-1 Daniyaal
AT 1-1 Lucy
ET Support LA partners during TTYP time and
creating actions.

Role of additional adult

WC Support MA students with their brainstorming & encourage
proper presentation.
AT 1-1 Lucy
ET Support HA students with their brainstorming & encourage
proper presentation.

Role of additional
adult
Support LA in
sharing their words
with the class.

Tuesday

Learning Objective
and Steps to
Success
LO
I can identify parts
of the story.

Thursday

Wed

S2S
Create a key and
identify the
following features of
the story:
Opening
Setting
Characters
Build-Up
Problem
Resolution
Ending
Adjectives
Adverbs
Time connectives

Teacher Modelling
Review story from yesterday. What was it about?
What do we think of Tiddalik?
Review parts of a story and parts of speech from
last week. Ex) Characters, setting/ adjectives,
adverbs
Model finding specific parts of the Tiddalik story.
Students have done this before and should be able
to lead the discussion.

Role of additional adult

WC 1-1 Daniyaal
AT 1-1 Lucy
ET participate in conversation and encourage
students to do the same

H/A
Level:

M/A
Level:

L/A
Level:

Create a key and

identify the following
features of the story:
Opening
Setting
Characters
Build-Up
Problem
Resolution
Ending
Adjectives
Adverbs
Time connectives

Create a key and

identify the following
features of the story:
Opening
Setting
Characters
Build-Up
Problem
Resolution
Ending
Adjectives
Adverbs
Time connectives

Create a key and

identify the following
features of the story:
Opening
Setting
Characters
Problem
Resolution
Ending
Adjectives
Time connectives

Support from
Teacher
Role of additional adult
WC Support MA students and encourage proper presentation
AT 1-1 Lucy
ET Support LA students and encourage proper presentation

Plenary
Students will share
their findings with
the class, and
exchange ideas to
add to their own
learning.

Role of additional
adult
Support LA in
sharing their work
with the class.

Work neatly!
No English lesson on Wednesday
Learning Objective
and Steps to
Success
LO
I can retell.

S2S
Use small images
to represent words.
Add time
connectives and
adjectives.
Work neatly.

Teacher Modelling
Recap the story of Tiddalik. Rewatch the video to
refresh our memories.
Model how to make a story map. Students have
done this before and should be able to lead
discussion.
Emphasize using small images to represent each
word, rather than whole events in the story.

H/A
Level:
Independently
create a story map
for Tiddalik.
Include adjectives
and time
connectives

M/A
Level:
Independently
create a story map
for Tiddalik.
Include adjectives
and time
connectives.

L/A
Level:
As a group, create a
story map on A3
paper. Add time
connectives and
adjectives if time
when finished.

Plenary
Share story maps
with the class.
3 stars and a wish.

Scaffolded map plan

on A3.

Role of additional adult

WC 1-1 Daniyaal

Role of additional adult

WC Support MA students and encourage proper presentation

Role of additional
adult

Friday

LO
I can retell.

S2S
Use the wordbank
from yesterday to
help with your
planning.
Look at your
story-writing
checklist to
ensure you have
included all the
features.

AT 1-1 Lucy
ET Talk to LA students about the video, what they
remember, etc.

AT 1-1 Lucy
ET Support LA and help them generate ideas. Assist with spelling,
but encourage them to draw it on their own.

Support LA students
sharing ideas.

Model creating a story mountain based on the

Tiddalik video and text. Work on Opening together,
describing characters and location of the story. Work
on Build-Up with LA and MA, but let HA get started
on their own.
Let them work one bit at a time, and then add to
the class mountain.

Working
independently from
Build-Up point on
story mountain.

Add to class
mountain using
ideas from students
own mountains.

Role of additional adult

WC 1-1 Daniyaal

Role of additional adult

WC Support MA students
AT 1-1 Lucy
ET Support Harvey , Daniyaal, and Gabby. Harvey to use
Aplhasmart or iPad. Daniyaal and Gabby can draw, adding words
to describe.

Stay with teacher for

more modelling
before working
independently.

Stay with teacher for

more modelling
before working
independently.

Role of additional
adult
Support LA students
sharing ideas.