Year 3 - English
Learning a story to retell it
Oral storytelling
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This pupil-friendly study guide includes a unit summary, clear notes, common mistakes, and quick questions with answers.
Unit Summary
In this unit, pupils retell the fairy tale 'Goldilocks and the Three Bears', learning to sequence events and use precise, descriptive vocabulary to enhance their storytelling. They practise techniques to tell the story with charisma, culminating in an expressive retelling to an audience.
Lesson Summary
You will learn to sequence and retell the fairy tale 'Goldilocks and the Three Bears'.
Key Notes
- Fairy tales are fiction stories about magical and imaginary beings and lands.
- Fairy tales belong to the genre of folklore in which stories are orally shared and passed down over time.
- Stories can be structured in four parts and each part has a different purpose.
- It is important to sequence a story correctly so that it can be enjoyed and understood.
Vocabulary To Learn
- fairy tale: a children's story about magical and imaginary beings and lands
- folklore: a genre in which oral stories are shared and passed down over time
- sequence: following the order in which a series of events happened
- expression: reading with feelings and emotion to bring the story to life
Common Mistakes To Avoid
- Children may have questions around who the 'good' vs 'evil' characters are.
3 Quick Questions (With Answers)
1. Explain this English learning goal in two key points.
Fairy tales are fiction stories about magical and imaginary beings and lands. Fairy tales belong to the genre of folklore in which stories are orally shared and passed down over time.
2. Define this language term and use it in a sentence. 'fairy tale'
a children's story about magical and imaginary beings and lands.
3. Correct this common English misunderstanding.
Mistake: Children may have questions around who the 'good' vs 'evil' characters are. Correction: Goldilocks is the one who breaks into the bears' home and uses their things, therefore she would be considered the 'evil' character. However, ask/discuss whether her behaviour actually constitutes 'evil' and what her motivations might have been.
More Lessons In This Unit
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