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Title Twisted fairy Tales Duration of lesson 50 Mins Class Size 27

Topic and Focus Imaginative Writing Year Level 5

Learning Intentions/Objectives: Students will be able to;
- Recreate a classic fairy tale
- Create an imaginative recount of a fairy tale
Key Vocabulary List:
Fairy tales, recount, imaginative
Curriculum: Victorian Curriculum
Level Content Content Descriptions Elaborations

- Understand that the starting point of a - Observing how writers use

sentence gives prominence to the message in the beginning of a
the text and allows for prediction of how the sentence to signal to the
text will unfold reader how the text is
- Understand how the grammatical category of developing
possessives is signaled through apostrophes - Learning that in Standard
and how to use apostrophes with common and Australian English regular
proper nouns plural nouns ending in s
- Understand the use of vocabulary to express form the possessive by
greater precision of meaning, and know that adding just the apostrophe
5 English Writing
words can have different meanings in different - Moving from general, all-
contexts purpose words, for
- Recognise and write less familiar words that example cut to more
share common letter patterns but have specific words, for example
different pronunciations slice, dice, fillet,
- Plan, draft and publish imaginative, informative segment
and persuasive print and multimodal texts,
choosing text structures, language features, - Spelling words that share
images and sound appropriate to purpose and common letter patterns
audience but have different
- Reread and edit own and others work using pronunciations, for
agreed criteria for text structures and language example the 'ou' in
features 'journey', 'your', 'tour',
- Develop a handwriting style that is becoming 'sour'
legible, fluent and automatic - Using paragraphs to
- Use a range of software including word present and sequence a
processing programs to construct, edit and text
publish select, edit and place visual, print and
audio elements - Editing for flow and sense,
organisation of ideas and
choice of language,
revising and trying new
approaches if an element is
not having the desired
- Using handwriting with
increasing fluency and
legibility appropriate to a
wide range of writing
- Writing letters in print and
by email, composing with
increasing fluency,
accuracy and legibility and
understanding of what the
audience may want to hear
Assessment Strategies:
Observation - Monitor students progress during the lesson and correct work afterwards
Resources and Materials:
Laptop, YouTube video three little pigs, whiteboard
ICT Considerations:
Ensure that;
The school internet is working
The YouTube video is loaded and ready to go
The short movie is visible for the students to see
The video is age appropriate
Stage of Student Action /Tasks Time Differentiated Teacher Action
lesson Learning

Introduction Students are seated on the 15 Mins - Before the lesson Ensure that the YouTube video of fixed three
floor little pigs is loaded
- Have the learning intention written on the board
- Begin the lesson By stating the learning intention to the students
that this lesson their goal is To plan their twisted fairy tale story
- Ask the students what is involved in a classic fairy tale e.g. happily
ever after, romance
- Play the video of the modern three little pigs
- After the video ask the students what was different/same in that
- Did they prefer this version? Was it funnier? Did it work?
- Begin brainstorming some ideas of other fairy tales you could change
- E.g. Cinderella = Manderella, telling the story of the three little pigs
from the wolfs perspective,
- Write an example on the board of some ideas on how to change the
story of Cinderella, or beauty and the beast
Body of lesson Students move to their 25 Mins - Ask the students if they know what they have to do
tables - Remind them that they only have to complete their plans in this
- Ask the students if they have any questions about what is expected
from them
- Send them off the begin their plans
Conclusion Students remain at their 5 Mins - Circulate the classroom and assist any students that may need help
tables with some ideas
- Give the students hints as the lesson is going on, refer their attention
back to the whiteboard and the list of ideas they created
- Early finishes - Can start their introductions
Closure Students remain at their 5 Mins - Leave enough time for sharing so that the students that need some
tables help with ideas can hear some from their peers
- Begin packing up and move onto next lesson
Post lesson Reflection:

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