Reporting on Early Traditional Stories
£3.00
Activities in this lesson include learning about the features of early and later traditional stories and writing a report on the features of early traditional stories.
There is a five-minute evidence-based CPD activity at the end of this lesson which will develop classroom teachers’ skill set. This CPD consists of a research extract on collaboration with a five-minute activity based on this extract.
Description
These evidence-based learning (EBL) lessons are based on classroom practice that has been proven, by research, to maximise thinking, learning and attainment. From an extensive review of educational research, we identified the eight key classroom thinking and learning skills that were common across these research papers. We named these eight key skills “EBL skills”.
EBL skills have been proven by research to maximise learning because they combine the most productive thinking skills with the most effective learning behaviours. Each of our evidence-based learning lessons uses the English curriculum as a framework through which the eight EBL skills are delivered.
Teachers also have the opportunity to add to their own skill set or refresh their existing skills with our five-minute CPD activity, based on one of the EBL skills used in this lesson.
The skills in bold below are the EBL skills developed in this Three Little Pigs lesson. Click on each skill to learn more about that skill.
- Collaboration
- Thinking Skills
- Peer Assessment
- Peer Teaching
- Self-Assessment
- Metacognition
- Self-Regulation
- Independent Learning
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Philipem (verified owner) –
We asked a.i. to review this lesson. This is what it said:
Teachers – Grab This Engaging Traditional Tale Lesson That Develops Literacy and Key Skills “Reporting on Early Traditional Stories” – Rating: ⭐⭐⭐⭐⭐
I’ve found a fantastic Traditional Stories-based resource for KS2 teachers called “Reporting on Early Traditional Stories” which cleverly combines developing English skills with broader learning abilities.
The student activities firstly explain the typical features of early traditional tales through student-friendly text and diagrams. Students then work collaboratively to write an informational report summarising these characteristics. This great literacy task cements understanding of reports as a text type whilst building essential skills like peer discussion.
Additionally, the incorporation of research-driven evidence-based learning (EBL) techniques means that capabilities like self-regulation and metacognition are simultaneously enhanced. The student-friendly emoticons make it easy for students to recognise which aptitudes they are working on.
There’s a good mixture of independent and collaborative tasks to facilitate use with whole classes or targeted student groups.
The stand out factor for me is the five-minute CPD for teachers on effective collaboration. It summarises research on the benefits before asking you to evaluate paired work against this criteria and plan improvements. This positions it as invaluable teacher CPD rather than just a student resource.
I would highly recommend “Reporting on Early Traditional Stories” for upper KS2 teachers seeking an engaging literacy resource that develops both English and broader cognitive abilities. The teacher CPD element makes this five star material for boosting your own skill set too!