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1 The symbols and design of this planner are the sole copyright of Jane Considine and not to be distributed, share or used in any other form or context other than this planner without prior written permission. Please contact us by

2 Teacher Sequence Experience Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 XXX XXX XXX

3 To write effective sentences for an alternative version of the story. L.O. Experience 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.

4 * Time/Place Adverbials * Adjectives * Adjectives 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. The True Story of the 3 Little Pigs by Jon Scieszka Time/Place Adverbials Time/Place Adverbials Teacher Model - Once upon a fairytale time there was a wolf. Time/Place Adverbials Pupils choose their favorite time/place story opener and bring the wolf to the story. 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. Adjectives Teacher Model - Big bad wolves are normally fierce, angry and violent. Adjectives Pupils to include 3 powerful negative adjectives to describe the wolf. 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. Adjectives Teacher Models - This wolf is kind, considerate and caring. Adjectives Pupils to include 3 powerful positive adjectives to describe the wolf.

5 * Feelings * Tasting * Conjunction Feelings 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. The True Story of the 3 Little Pigs by Jon Scieszka Feelings Teacher Model - The wolf's grandma had a fondness for cakes. Feelings Pupils to choose an alternative for loved and include the precise verb in their sentence. 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. Tasting Teacher Models - She wanted a Lemon rocket cake because she loved the taste of popping candy, zesty chunks and citrus blasts. 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. Conjunctions 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.

6 * Inner Thoughts * Complex Sentence * Repetition for effect Inner Thoughts 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. Inner Thoughts Teacher Model - "I know where there might be some sugar" the wolf thought. Inner Thoughts Pupils to decide the inner thoughts of the wolf and include in their story. 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, Complex Sentence Teacher Models - Strolling down the road, the wolf saw the straw house in the distance. 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. Repetition for effect Teacher Model - He arrived at the door. He looked at the door. He touched the door. He pushed the door. Repetition for effect 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

7 * Complex Sentence * Onomatopoeia * Comparatives/Superlatives Complex Sentence Teacher Models - Peering around the door, the wolf stepped inside. Complex Sentence Complex Sentence 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. Pupils to use and 'ing' word at the start of the sentence. Main clause to start with 'The wolf'. Onomatopoeia 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. Onomatopoeia Teacher Models - He sneezed, Huff! Puff! Snuff! Things fell, Crash! Bang! Bash! Onomatopoeia Children to choose three sneezing noises and objects falling noises. Comparatives/Superlatives 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 Comparatives/Superlatives Teacher Model - He sneezed a big sneeze. He sneezed a bigger sneeze. He sneezed the biggest sneeze! Comparatives/Superlatives Pupils to include comparatives and superlatives in their short sentences and end with and exclamation mark.

8 * Onomatopoeia * Simile * Inner Thought Onomatopoeia Onomatopoeia Onomatopoeia Gather a bank of collapsing onomatopoeia words. Thud, pow, kapow, crash, bang, clash, crash. Teacher Models - Thud! Crash! Bang! The house fell down. Pupils to pick three crashing onomatopoeic words with an exclamation mark at the end of each one., Simile Simile Simile Show the picture of the wolf and the 1st dead pig. Share a yellow colour thesaurus with the pupils. Teacher Model - Provided Pupils to construct a yellow simile using the colour thesaurus. H.A. Deepen the moment. opening: The dust was yellow like The dust was yellow like melted butter in the pan. Inner thought Inner thought Inner thought 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 Include a inner thought for the wolf commas to punctuate direct speech and use inverted commas to show these thoughts 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.

9 * Time adverbs/adverbials * Simile * Adjectives in final position Time adverbs/adverbials Time adverbs/adverbials Time adverbs/adverbials 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. Teacher Model - Later that day, the wolf strolled down to the second pigs house. Pupils to start with an adverb or adverbial phrase and consider a precise verb for walked. HA. Deepen the moment Simile Simile Simile 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. Teacher Model - The house was as brown as caramel treacle dripping off ice cream. Pupils use the simile started and compare the stick house to objects that are brown. Adjectives in final position Adjectives in final position Adjectives 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. Teacher Model - The pig saw a tail in the window, brown, scruffy and spiky. Pupils choose their favorite adjectives and put in final position.

10 * Questions * Adverbs * Conjunctions Questions Questions Questions 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. Teacher Model - Can you guess what happened next? Pupils to choose their favorite question. Adverbs Adverbs Adverbs Show image of the sneeze. Gather a bank of how adverbs e.g. loudly, heavily, violently, dramtically, wildly, suddenly. Teacher Model - The wolf sneezed heavily. Or. The wolf heavily sneezed. Pupils to descide the most effective adverb and decide the position of it in the sentence. Conjunctions Conjunctions Conjunctions 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. Use a causal conjunction and kill off the pig at the end.

11 * Adjectives * Precise Verb * Dialogue Adjectives Adjectives Adjectives 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. Teacher Model - The wolf looked at the meaty, fatty, pink pig. Include their favorite adjective into the story, maximum of three. Precise Verb Precise Verb Precise Verb Put eat on a shade o metre and gather synomyns for eat, gobbled, chewed, scoffed, stuffed, swallowed. Teacher Model - The wolf Children to choose a precise verb and alternative ending. swallowed the pig whole. Dialogue Dialogue Dialogue 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" Pupils to include relevant dialogue for the wolf to ask the pig.

12 * Adjectives/tense * Feelings * Dialogue Adjectives/tense Adjectives/tense Adjectives/Tense 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. 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. Pupils to use the correct tense form for singular or plural and includes two adjectives for each item. Feelings Feelings Feelings 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. Teacher Models - The angry pig made the wolf feel timid. Pupils to add in an alternative to nervous. Dialogue Dialogue Dialogue 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. Teacher Model - The angry pug said "Go away you stupid wolf, I am busy". Pupils to add their own negative dialogue for the pigs angry reply.

13 * Degree of meaning * Precise Nouns/Repetition for effect * Complex Sentence Degrees of meaning Degree of meaning Degree of meaning 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. Teacher Model - The wolf was cross. The wolf was angry. The wolf was livid. Pupils to include short effective sentences with the intensity of anger increasing. Precise Nouns/repetition Precise Nouns/repetition Precise Nouns/repetition 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 Models - The wolf caused a commotion, the neighbours came. The wolf caused a scene, the reporters came. The wolf caused a riot, Pupils include three precise nouns in a repeted structure. the Police came. Complex Sentence Complex Sentence Complex Sentence 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 Teacher Models - Provide - the wolf was angry, the wolf Although he knew he was 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. wrong.. Although he knew he was wrong, the wolf complained to the police. Pupils to start with provided although subordinating clause and add in their own main clause.

14 * Precise Verb * Repetition for effect * Metaphor Precise Verb Precise Verb Precise Verb 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. Teacher Model - The wolf was shoved into the police car because he had commited a crime. Pupils to include a precise verb for 'got' an finish with a because subordinationg clause. Repetition for effect Repetition for effect Repetition for effect 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 sirens were shreiking. The sirens were shreiking loudly. The sirens Pupils to include a precise sound verb together with an appropiate adverb. where shreiking very loudly indeed. Metaphor Metaphor Metaphor Pupils 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 Teacher Model - Provided - to include a trapped comparision adding two adjectives and a comparision and more information. mouse in a trap, tiger in a cage, The wolf is. The fish in a tank, diver in a shipwreck, wolf is a decaying skelton in a skeleton in a coffin, bird in a cage, rotten coffin underground. explorer in a collapsed cave.

15 * Repetition for effect * Conjunction/although * Alliteration Repetition for effect Repetition for effect Repetition for effect 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). 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. Pupils to use a repeated structure to build a dramatic ending. HA Deepen the moment, Conjunction/although Conjunction/although Conjunction/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 Teacher Model - He was locked up for ten years although he Pupils to add a negative clause and a wolf feeling clause after the 'although' years. Gather a bank of thought he was innocent the wolfs personal feelings e.g. it was unfair, he thought he was framed, It was innocent Alliteration Alliteration Alliteration 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. Pupils to finish with two exclamations that include an alliterative ending for slob and