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Week 1 | English Grammar

Day 1| Auxiliary verbs

Day 2 |Am/is/are

Day 3 |Am/is/are Questions

Day 4 |I am doing (present continuous)

Day 5 |Are you doing? (present continuous questions)

Day 6 |I do/work/like (present simple)(present continuous questions)

Week 2 | English Grammar

Day 1 |I don't... (present simple negative)

Day 2 |Do you...? (present simple questions)

Day 3 |I am doing (present continuous) I do (present simple)

Day 4 |I have... and I've got...

Day 5 |Was/were

Day 6 |Worked/got/went etc (past simple)

Week 3 | English Grammar

Day 1 |I didn't... did you...? (past simple negative and questions)

Day 2 |I was doing (past continuous)

Day 3 |I was doing (past continuous) and I did (past simple)

Day 4 |I have done (present perfect 1)

Day 5 |I've just... I've already... I haven't...yet (present perfect 2)

Day 6 |Have you ever...? (present perfect 3)

Week 4| English Grammar

Day 1 |How long have you...? (present perfect 4)

Day 2 |For, since, ago

Day 3 |I have done (present perfect) and I did (past)

Day 4 |Is done, was done (passive 1)

Day 5 |Is being done, has been done (passive 2)

Day 6 |Be/have/do in present and past tenses

Week 5| English Grammar

Day 1 |Regular and irregular verbs

Day 2 |What are you doing tomorrow?

Day 3 |I'm going to...

Day 4 |Will/shall (1)

Day 5 |Will/shall (2)

Day 6 |Might

Week 6| English Grammar

Day 1 |Can and could

Day 2 |Must, mustn't, don't, need to

Day 3 |Should

Day 4 |I have to

Day 5 |Would you like...?

Day 6 |Do this! Don't do that! Let's do that

Week 7| English Grammar

Day 1 |I used to...

Day 2 |There is... There are...

Day 3 |There was/were... There has/have been... There will be...

Day 4 |It...

Day 5 |I am, I don't

Day 6 |Have you? Are you? Don't you? etc

Week 8| English Grammar

Day 1 |Too/either/so am I/neither do I etc

Day 2 |Isn't/haven't/don't etc (negatives)

Day 3 |Do they? Is it? Have you?

Day 4 |Forming questions (who/what/why/where/when/which)

Day 5 |What...? Which...? How...?

Day 6 |How long does it take...?

Week 9| English Grammar

Day 1 |Do you know where...? I don't know what... etc

Day 2 |He/she said that... He/she told me that...

Day 3 |Work/working Go/going Do/doing

Day 4 |I want you to... I told you to...

Day 5 |I went to the shop to...

Day 6 |Go to... Go on... Go for... Go -ing... Get…

Week 10| English Grammar

Day 1 |Get...

Day 2 |Do and make

Day 3 |Have...

Day 4 |I/me He/him They/them etc

Day 5 |My/his/their etc

Day 6 |Whose is this? It's mine/yours/hers etc

Week 11| English Grammar

Day 1 |Myself/yourself/themselves etc

Day 2 |A/an...

Day 3 |Singular & plural

Day 4 |The...

Day 5 |Go to...

Day 6 |This/that/these/those

Week 12| English Grammar

Day 1 |Some & any

Day 2 |All/most/some/any/no/none etc

Day 3 |Adjectives

Day 4 |Adverbs

Day 5 |Imperatives

Day 6 |And but or so because

Week 13| English Grammar

Day 1 |When...

Day 2 |If we go... if you see... etc

Day 3 |If I had... If we went... etc

Day 4 |A person who... A thing that/which (relative clauses 1)

Day 5 |How long have you…?(present perfect 4)

Day 6 |For since ago

 

ENGLISH – STORIES – TRADITIONAL STORIES – KS2


Learning Objective: To understand what a traditional story and what their purpose is.

Information

Traditional stories refer to the tales that have been passed down from the oral storytelling traditions of many cultures. These can include – myths, legends, fairy tales and fables. Passed down through generations they usually embody moral messages and lessons to be learned or explain something unknown.

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Examples & Explanations

  • The Tortoise and the Hare
    • This is a fable and carries a lesson that being slow and steady can help you be successful more than rushing into things.
  • Cinderella
    • This is a fairytale and carries a moral lesson that no matter how badly people treat you, you should always be kind.
  • Arthur and the Knights of the Round Table
    • This is a myth/legend no one knows if it is actually true but it explains the unification of old England.

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Information

Traditional stories had expectable story structures and repetitive language. They had these to make them memorable for the story teller and listener. Traditional stories were important because there were a way of sharing kinship, wisdom and experience of previous generations and cultures. They passed on vital knowledge about everyday life. They were often told for the benefit of children, to have them learn about important life lessons in a more exciting way. For example the story of Little Red Riding Hood explains how going through the forest alone can be dangerous.

 

Traditional Stories also depict spiritual beliefs and cultural traditions, giving people simple reasons to behave in certain ways. The stories influence behaviour and although different storytellers might change the details the core message or moral did not change over time.

Definitions

Fairy tale: A fairy tale is a short story normally featuring some kind of magic and fantasy characters such as fairies, dwarves, giants and witches. The shared understanding is that fairy tales are not real they are purely fictional stories designed to entertain. They usually end happily, often with a wedding. Popular ones include: Snow White and the Seven Dwarves and Cinderella.

Fable: These are fictional stories usually involving animals as the main characters. They are normally very short and to the point. They carry a moral message for the listener, things like: slow and steady wins the race: try, try and try again. The most famous collection is of “Aesop’s Fables”.

Myth/Legend: These are stories that some people regarded at some time to be true and factual explanations for things. They often try to explain things that people didn’t understand e.g how the sun crosses the sky everyday. They later came to be accepted just as stories.

Activity 1


Below are some examples of traditional stories: fairy tales, fables, myths and legends. Try and work out which fall under which category and fill in the table below.

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Question 1: What is a traditional story?

Activity 2


Choose an example of a fairy tale, a fable and a myth/legend that you know and write a summary of it using the headings below to help you. If you don’t know any, use the internet or a library to help you research. An example is given below to help you.

EXAMPLE:

Title: Pandora’s Box

Type of traditional story: Myth/Legend

Date of Origin: Before 700BC in Greece

Summary: Pandora’s box tells the story of a young women who is given a box but told not to open it. Eventually she gets curious and opens it. Lots of evil and dangerous things fly out of it, sickness, disease and plague. She tries to stop it but can’t. Everyone is upset but one thing remains inside the box: hope.

Message/Lesson: The message of this story is that even though there are lots of bad things in the world and that we sometimes do bad things, there is always hope for us to change and become and do better. This myth was also to explain why there are bad things in the world – because Pandora opened a box that contained all the bad things and they escaped.

ONE

Title: 

Type of traditional story: 

Date of Origin: 

TWO

Title: 

Type of traditional story: 

Date of Origin: 

THREE

Title: 

Type of traditional story: 

Date of Origin: 

 

 

Activity 3


In traditional stories there are normally clearly defined “rights” and “wrongs”, “good characters” and “bad characters”. If you think about it this is something that continues into all stories that we read and hear today.

 

a. Choose a story that you particularly like. In what way is it similar to the traditional stories mentioned above? Think about: the structure, the characters, the message and morals of it.

Activity 3


Using all the information and guidance given above and with the internet and other books have a go at constructing your own traditional story. Remember it should be repetitive, contain clearly defined right and wrongs, deliver a moral message or lesson. Choose if it is going to be a fairy tale (magical) a fable (moral driven) or a myth/legend (explaining something unknown). Plan it before you write.

 

Plan

  • Title:
  • Type:
  • Moral/Lesson:
  • Characters:
  • Plot:

 

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“Failure is success
if we learn from it.” – Malcolm Forbes

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