Fairy Tale Discovery

Overview

This 60-minute lesson introduces Year 2 students to the enchanting world of fairy tales. Through listening, discussion, and group activities, pupils will explore key elements common to fairy tales such as characters, settings, and themes. This lesson lays the foundation for a creative, performance-focused unit, "Fairy Tale Performance Adventure," encouraging imagination, oral communication, and teamwork.

National Curriculum Links

Drama National Curriculum (England) KS1 - Years 1-2

Use voice, facial expressions, and body language appropriately to express character and narrative.
Remember and follow simple storylines when acting.
Listen and respond to the contributions of others in group work.
Communicate ideas and feelings through role play and drama.

English National Curriculum (Years 1-2) - Comprehension

Develop pleasure in reading, motivation to read, vocabulary and understanding by listening to and discussing a range of stories.
Discuss the sequence of events in books and how items of information are related.

Learning Objectives

By the end of the lesson, pupils will be able to:

Identify and describe common elements of fairy tales (characters, settings, themes).
Listen attentively to a classic fairy tale and recall key components.
Express ideas about the story through group discussion and drama activities.
Begin to use voice and gesture to convey meaning linked to the story.

Resources Needed

Age-appropriate illustrated copy of “Little Red Riding Hood” or a similar classic fairy tale.
Large paper or whiteboard for mind mapping key fairy tale elements.
Character masks or simple props (optional).
Space arranged for group circle time and small group work.
Sticky notes or coloured cards.

Lesson Structure

1. Welcome and Engagement (5 minutes)

Gather pupils in a circle to create a focused and supportive environment.
Briefly introduce the unit: “We’re going on a Fairy Tale Performance Adventure! Today, we’ll find out what makes fairy tales so special.”
Ask simple questions to activate prior knowledge:
“Can anyone tell me what a fairy tale is?”
“What stories do you know that might be fairy tales?”

2. Introduction to Fairy Tales (10 minutes)

Use a large paper or board to begin a mind map titled “Fairy Tales.”
Prompt students to suggest ideas, guiding them towards these elements:
- Characters: heroes, villains, fairies, animals that talk
- Settings: magical forests, castles, faraway places
- Themes: good vs. evil, helping others, adventures
Write down pupils’ contributions and add prompts or examples as needed.

3. Story Time – Listening and Identification (15 minutes)

Read “Little Red Riding Hood” with expression and clear articulation.
Pause occasionally to ask predictive and reflective questions to engage students:
“What do you think will happen next?”
“Where is the story taking place?”
“Who do you think is the hero here?”
After reading, ask pupils to help you fill in a simple chart on the board with the story’s:
- Main characters
- Setting
- Problem or conflict (theme)
Highlight how these elements fit into the fairy tale structure.

4. Drama Activity – Exploring Characters (15 minutes)

Divide the class into small groups of 5-6 pupils.
Assign or let each group choose one character from the story (e.g., Little Red Riding Hood, the Wolf, Grandmother).
Encourage pupils to create a freeze frame (still image) showing their character in an important moment from the story.
As they work, encourage use of body, facial expression, and voice to portray feelings or traits.
Each group presents their freeze frame; group and class reflect briefly on what each character might be thinking or feeling.

5. Group Reflection and Recap (10 minutes)

Bring the class back together and recap the key elements discussed: characters, setting, theme.
Ask pupils:
“What did you like about the story?”
“What did you notice about the characters when you acted them out?”
Place sticky notes around the mind map with pupils’ favourite words or ideas from the lesson.
Emphasise how these elements will help them create their own fairy tale performances in upcoming lessons.

6. Plenary – Exit Ticket (5 minutes)

Each pupil writes or draws one fairy tale element they learned today on a card or sticky note.
Collect and read a few out loud to consolidate understanding.
Briefly preview Lesson 2, connecting excitement for creating and performing.

Assessment Opportunities

Formative assessment through observation during whole class discussions and group freeze frames.
Check understanding via pupils' contributions to mind map and exit tickets.
Listen for use of vocabulary related to characters, settings, and themes during discussions.
Assess pupils’ ability to stay in role, respond to prompts, and use gestures and facial expressions appropriately during drama activity.

Differentiation

Support: Provide visual aids and character prompts for pupils who may struggle with verbal expression. Pair EAL learners with buddies.
Challenge: Invite more able pupils to add descriptive words or suggest alternative actions for characters in freeze frames. Encourage them to ask “why” questions about story choices.

Cross-Curricular Links

English: Developing speaking and listening skills, vocabulary development linked to storytelling.
PSHE: Encourages empathy by exploring character emotions and motivations.
Art: Opportunity to design simple props or costumes in future lessons.

Teacher Reflection Notes

Did pupils engage actively with the mind mapping and drama?
How effectively did students use voice and body to portray characters?
Were pupils able to identify key fairy tale elements?
Note any pupils who may require additional support for oral language and plan interventions or use small group work to scaffold.

This lesson sets the stage for an imaginative and collaborative journey through fairy tales culminating in performance, ensuring clear links to the statutory aims of the National Curriculum while nurturing creativity and confidence in young learners.

Teaching Instructions