Entering the Enchanted Wood

Overview

This is lesson 1 of 6 in Journeys Up the Faraway Tree. Students encounter the opening of the story and a selected film opening, then compare how written and visual texts introduce Joe, Bessie, Franny and the Magic Faraway Tree.

Learning intentions

• WALT identify setting, characters and key events in a story opening.
• WALT make predictions using evidence from written and visual texts.
• WALT compare how different texts introduce characters and an important place.
• WALT listen, build on ideas and explain our thinking clearly.

Success criteria

• I can name the setting, main characters and an important early event.
• I can make a prediction and support it with evidence.
• I can identify one similarity and one difference between the story and film opening.
• I can contribute respectfully to a pair or group discussion.

Curriculum links

• Understand, respond to and enjoy a range of literary and visual texts.
• Identify and discuss ideas, characters, settings, events and text features.
• Use evidence from texts to explain interpretations and make connections.
• Participate in collaborative conversations, listening, questioning and building on others’ ideas.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook and predictions Open with the hook image and prediction question: “Would you enter a wood if you knew it was enchanted?” Display a striking image of a huge tree with a doorway or cloud-filled branches. Students make a quick prediction with a partner: What might be inside, and what could go wrong? Take three or four responses.

2. 5–12 minutes – First encounter with the written opening Explain that students will meet four characters and an unusual setting through a story opening. Read a suitably selected, school-approved extract from The Enchanted Wood aloud, or provide copies for shared reading. Pause to clarify unfamiliar words and ask students to notice who is introduced, where the action begins and what seems unusual. Return to the story-opening focus questions.

3. 12–19 minutes – Notice and record In pairs, students discuss and record initial ideas on the story and film comparison worksheet. They note the setting, Joe, Bessie, Franny, the Magic Faraway Tree and one key event or discovery from the extract. Model the difference between a detail (“The children are together”) and an inference (“They may be excited because they explore a new place”).

4. 19–27 minutes – View the film opening Tell students to watch for choices made through images, sound, movement and acting. Show a short, school-approved film or adaptation opening that introduces the same characters or setting. Before viewing, display the film-viewing prompts. Students jot or sketch two details they notice; pause once for a brief turn-and-talk if needed.

5. 27–37 minutes – Compare and discuss Place students in groups of four and assign roles using the Group Role Cards. Groups compare the written and visual openings, completing the comparison section of the story and film comparison worksheet. Prompt them to use evidence: “In the story…”, “In the film…”, “Both texts…”, and “This makes me think…”. Invite groups to share one similarity and one difference. Record useful ideas under written text and visual text.

6. 37–43 minutes – Prediction circle Display the prediction and evidence prompts. Individually, students write one prediction about what the children may discover next and one reason based on the opening. They share with a partner, who asks, “What evidence helped you think that?”

7. 43–45 minutes – Plenary and formative check Students complete the final reflection on the story and film comparison worksheet: one setting detail, one character idea and one comparison. Ask two students to share how their prediction changed after viewing the film. Collect worksheets to guide lesson 2.

Resources

• A school-approved extract from The Enchanted Wood or teacher read-aloud copy.
• A short, school-approved film or adaptation opening.
• Device, projector, speakers and reliable access to the selected media.
• the Entering the Enchanted Wood teaching deck.
• the story and film comparison worksheet.
• the Group Role Cards.
• Pens or pencils and highlighters.
• Four group tables or clearly identified discussion areas.

Assessment

• Listen for students identifying text details, making inferences and using evidence during pair and group talk.
• Check worksheets for accurate identification of setting, characters and key events, plus a valid similarity, difference and prediction.
• Note students who need support distinguishing what a text shows from what they infer.

Differentiation

• Provide the extract in accessible sections, pre-teach enchanted, adventure, setting and prediction, and allow students to draw before writing.
• Give sentence frames: “The setting is…”, “I predict… because…”, “Both texts…”, and “One difference is…”.
• Pair multilingual learners or students needing support with a patient peer; allow oral responses, labelled sketches or speech-to-text.
• Extend confident readers by asking them to explain how sound, camera distance, word choice or description shapes the audience’s expectations.