Teachers notes
Introduction
Art, craft and design involves children in learning to use all of their senses,
their observation skills, memory, feelings and imagination, as well as
expressing their responses in two and three-dimensional creations. ( page 14
Creative Development, in the foundation Phase Framework for Children’s
learning for 3 to 7 years olds in Wales. Welsh Assembly Government)
Background information about William Brown
He had a unique sensibility. His art, while naïve in style, reflected a
personality which was, in certain respects, troubled and curiously childlike.
His colours were unusually vivid; his brushwork loose, immediate and
expressive. His work comprised a fantastic - yet sophisticated - blend of visual
imagery derived from his travels, mythology, poetry, folklore and folk-art. It
displayed remarkable playfulness as well as surreal humour, seeming to affirm
an enjoyment of life while, paradoxically, having a melancholic feel about it.
Brown's imagery was eclectic, drawing freely upon places and cultures
familiar to him. Polar bears, moose and wolves evoked the tundra, icy wastes
and coniferous forests of his native Canada. Loup-Garou, a werewolf, was "a
nagging reminder of the animal in the human, powerful, cunning and
unsophisticated". A popular motif was derived from the ancient Welsh new
year custom of the Mari Lwyd (grey mare), in one version of which a man
dressed in a white sheet and a horse's skull with two other travellers engage in
a battle of wits before being granted entrance to a local hostelry - the ritual is
still played out at Llangynwyd, mid-Glamorgan, where Brown's studio was
located in an old church. He visited Galicia, Morocco and Tunisia, and aspects
of Berber culture became absorbed into his visual vocabulary.
Loup - Garou is a wolf. We can see him in Maesteg, South Wales
William Brown came from Canada.
Canada is a big country, has anyone been to Canada?
Some lakes in Canada are as big as the sea.
William Brown was born near one of the lakes.
The lake is so big it has ships sailing on it.
The cold wind blows the snow across the lake.
The storms make the waves angry.
In the forest lives a moose. Does anyone know what type of animal a moose is?
In the night the moon shows us the moose.
Can you see the moose in the snow?
Can you feel the cold?
‘I can feel someone watching me, watching me, watching me,’ thinks the
moose. ‘Peek-a-boo, moose’ whispers the wolf.
Other works by William Brown – enmauve, Hannibalumbrella, chimo,
marirobyn, ring of bears. www.welshgroup.co.uk
Let’s look at Loup - Garou
The work of William Brown
Activity 1
Let’s look at the painting of the Wolf, see what the children say
about this painting.
Draw their own friendly or FRIGHTENING WOLF
Look at stories of wolves. Images and books of wolves
Role play – Red Riding Hood
Creative development – Movement – how does the wolf move and
actions
Other stories NURSERY Rhymes
Activity 2
Loup – Garou is painted by William Brown in his studio. William Brown was
a big man.
He painted a big picture on a big canvas.
He used big brushes and bright colours from big bottles. He used special
paints called acrylics. Some of his pictures were as big as a door and some
were as big as your bedroom wall. He liked painting other animals.
William Brown knows that his great grandfather came from Scotland. He
went to Canada to live. His name was Mr McClure. Families in Scotland have
special patterns called tartan.
William Brown paints the McClure tartan on his wolf.
Questions about the painting
Can you see the black and red stripes on his yellow body?
See Loup Garou has a white heart with painted dots and a bright eye that sees
everything
Wheres his mouth? Do you think he is he smiling?
What else can you see?
CAN YOU SEE THE TREES?
Activity 3
This is William Brown’s favourite bear.
It has a big, fat, yellow body.
It has red and black stripes making a tartan pattern.
It has a white heart with black outline.
Look at its eye.
Is the bear fierce or friendly?
The bear is called McClure’s bear and we know why, don’t we?
Let’s create your own bear and create your own patterns
MAKE UP A COLLECTION OF SOFT BEARS.
Use a these bears to draw from
Make the drawings large and then create designs on their bears.
They might do this in groups or pairs to create their large painting
William Brown remembers the animals he saw in Canada. He painted a
moose. He paints wolves and he painted lots of bears,
A white bear with grey blobs and a pink heart, two fluffy ears and eyes that
look like shiny buttons,
A bright blue bear with dark blue blobs and a pink heart and eyes that shine
in the dark,
A black bear with large pink heart,
A blue bear with blobs of cream and long black toe- nails and of course, a
heart.
Can you find Canada on our World map?
Can you find Maesteg, South Wales on our map of Wales?
Activity 4
Let’s write a letter to William Brown, to ask him.
GET CHILDREN TO DISCUSS WHAT THE ANSWER MIGHT BE
I can’t wait to hear the answer, get children to come up with their ideas and
thoughts
Activity 5
Let’s design a painted heart for your mousse or other animal
How big will it be?
What colours will you use?
What materials might we use?
Lots of experiments here with materials, colours, how we apply these etc
Use mark making to experiment on sheets of paper before doing final heart.
Use paintbrushes in different ways – variety of sizes of brushes, e.g household
Objects to put paint on and transfer onto pare – corrugated card etc use
powder paints, are far better to use , and mixing colours is fun
wax crayons
shiny papers, tissue paper, etc
You will need to demonstrate skills and what you want them to do and
challenge to find other methods
Do not use templates CHILDREN MUST BE ALLOWED TO CUT OWN OUT
AND DRAW OWN SHAPES
Activity 6
Extension Activity
Use ideas on the video clip – rather limiting, USE REAL MATERIALS AND
PAINTS ETC
I know these words
Paint, bright colours, patterns, tartan,
experiment
Studio - a room where an artist works
Canvas – a strong cloth, stretched over wooden frame
Acrylics – thick paint that artists can mix with water
Tartan – a special Scottish pattern
Outline – a line around a shape
Other activities
Can you design your own tartan pattern or, one for your friend.
Construction, block play.
 Children could use construction blocks to create and build
their own large wolves or home for the wolf to live in
 Use large cardboard boxes to create the home or Large, soft
play PE shapes to create the home for the wolf
 Movement of these animals
Mathematical development
 Using the moose work to observe patterns
 Shapes used to create wolves teeth- triangle
PSE, Well being and cultural diversity
 Investigating different food from a variety of different religions
and cultures in Canada
 Healthy life styles – 5 a day.
 Taste Canadian food
Welsh language development
 develop welsh vocabulary relating to animal names and place
in Canada
 experiencing traditions in Canada
Physical development
 drawings become more sophisticated and moves into larger
work
Creative development
 using different musical instruments, to create music and
sounds for their own wolves
 Listen to different forms of music, songs from Canada. What
emotions or ideas do they create?
 Sounds of these animals

List of songs:
Wolves in Canada
Wolves Need a Bigger Gene Pool Than We Thought
Old Growth Forests Critical to Survival of Coastal Wolves
Eastern Wolf
Study Shows Wolves' Importance to Ecosystems
Power vs Dignity:
The Wolf in Alaska & the Yukon
Wolves in Yukon Territory
Gray Wolves in British Columbia Rain Forests May Be Unique
Wolves in British Columbia
Wolves in Alberta
Canada's Rain Forest Wolves a Link to Past
The Canadian Wolves
A Tale of Two Countries
The Explorers
Opportunity South of the Border
Mackenzie Wolf
Additional Resources
BOOKS
For Children of All Ages:
Amazing Wolves, Dogs, and Foxes by Mary Ling (Knopf,1991)
The Eyes of Grey Wolf by Jonathan London (Chronicle Books, 1993)
The Three Little Wolves and the Big Bad Pig by Eugene Trivizas (Margaret M.
McElderry
Books, 1993)
Walk with a Wolf by Janni Howker (Candlewick Press, 1997)
Wild, Wild Wolves by Joyce Milton (Random House Books for Young Readers, 1992)
The Wolf & the Dog: First Friend to Best Friend (Defenders of Wildlife, 2007)
The Wolves by Brian J. Heinz (Dial Books for Young Readers, 1996)
Wolves (A New True Book) by Emilie U. Lepthien (Childrens Press, 1991)
Wolves for Kids by Tom Wolpert (Northword Press, 1990) Parent/teacher questions at
the end of
the book.
Wolves in Yellowstone by Randy Houk (Humane Society of the United States, 1995)
A narrative
poem about the Yellowstone wolves, evocative and beautifully illustrated.
Zoobooks Series: Wolves by Wildlife Education Ltd (Wildlife Education Ltd., 1989).
You can
order this booklet through their website at www.zoobooks.com.
For Upper Elementary and Middle School, High School and Beyond:
The Arctic Wolf: Ten Years With the Pack by L. David Mech, (Voyageur Press, 1997)
Gray Wolf, Red Wolf by Dorothy H. Patent (Houghton Mifflin, 1990.)
Hungry for Home: A Wolf Odyssey by ‘Asta Bowen (Simon and Schuster, 1997.)
Julie of the Wolves by Jean Craighead-George (HarperTrophy Books, 1972.)
The Journey of the Red Wolf by Roland Smith (Cobblehill Books,1996)
Kingdom of Wolves by Scott Barry (Putnam’s Sons, 1979)
The Moon of the Gray Wolves by Jean Craighead-George (Harper Collins
Children’s Books, 1969)
Never Cry Wolf by Farley Mowat (Dell Co., 1963) An interesting natural
history study. Much of the biology in the book is in dispute, but this work
represents one of the first books written drawing public attention to the plight
of the wolf.
The Return of the Wolf by Steve Grooms (Northword Press, 1993)
Snowflake Come Home by John Gregling (Woodsong Graphics, 1992)
Trail of the Wolf by R.D. Lawrence (Firefly Books, 1997)
The Way of the Wolf by L. David Mech (Voyageur Press, 1991)
The Wolf by Abigail Frost (Marshall, 1990)
Wolf by Maureen Greeley (Metro Books, 1996)
The Wolf Almanac: A Celebration of Wolves and Their World by Robert H. Busch
(The Lyons Press, 1995)
The Wolf: Ghost Hunter by Daniel Leboeuf (Firefly Books, 1996)
Wolf Songs: The Classic Collection of Writing About Wolves edited by Robert
Busch (Sierra Club Books, 1994)
Wolf Tales: Native American Children’s Stories edited by Mary Powell (Ancient
City Press, 1992)
The Wolf, the Woman, the Wilderness: A True Story of Returning Home by
Teresa Tsimmu Martino (Newsage Press, 1997)
Wolves by Nancy Gibson (Voyageur Press, 1996)
Wolves by R. D. Lawrence (Sierra Club Juveniles, 1990)
Wolves and their Relatives by Erik D. Stoops and Dagmar Fertl (Sterling
Publishing, 1997)
Wolves: A Portrait of the Animal World by Leonard Lee Rue (Todtri
Productions, Ltd, 1994)
Wolves: A Wildlife Handbook by Kim Long (Johnson Books, 1996)
For Adults And Serious Students of Wolves:
Arctic Wild by Lois Crisler (Harper and Row, 1958.)
The Company of Wolves by Peter Steinhart (Vintage Books, 1996)
Dance of the Wolves by Roger Peters (Ballantine, 1986)
The Great American Wolf by Bruce Hampton (Henry Holt & Company, 1997)
In Praise of Wolves by R. D. Lawrence (Henry Holt &Co., 1986)
The Last Wolf by Gary Enright (Insight, 1992)
The Loop by Nicholas Evans (Delacort Press, 1998)
Meant To Be Wild by Jean DeBlieu (Fulcrum, 1996)
The New Wolves: The Return of the Mexican Wolf To the American
Southwest by Rick Bass (The Lyons Press, 1998)
The Ninemile Wolves by Rick Bass (Clark City Press, 1992)
Of Wolves and Men by Barry Lopez (Charles Scribner & Sons, 1978)
The Return of the Wolf to Yellowstone by Thomas McNamee (Henry Holt &
Company, 1997)
Secret Go the Wolves by R. D. Lawrence (Curley Publications, 1991)
The Soul of the Wolf by Michael W. Fox (Little, Brown and Co., 1980)
Tales of the Wolf compiled by Denise Casey and Tim W. Clark (Homestead
Publishing, 1996)
The Wild Canids by Michael W. Fox (Van Nostrand Reinhold, 1975)
Wolf Country: Eleven Years Tracking the Algonquin Wolves by John and Mary
Theberge
(McClelland & Stewart, 1998)
Wolf: Spirit of the Wild: A Celebration of Wolves in Word and Image edited by Diana
Landau (Walking Stick Press, 1993)
The Wolf: The Ecology and Behavior of an Endangered Species by L. David Mech
(University of Minnesota Press, 1970)
Wolf Wars: The Remarkable Inside Story of the Restoration of Wolves to Yellowstone
by
Hank Fischer (Falcon Press Publishing Co., Inc., 1995)
Wolves by Candace Savage (Sierra Club Books, 1989)
The Wolves of Denali by L. David Mech, Layne G. Adams, Thomas J. Meier, John
W. Burch, Bruce W. Dale (University of Minnesota Press, 1998)
The Wolves of Isle Royale: A Broken Balance by Rolf O. Peterson (Willow Creek
Press,
1995)
The Wolves of Minong by D. Allen (Houghton Mifflin Co., 1979)
The Wolves of Mt. McKinley by Adolph Murie (University of Washington Press,
1995)
Wolves of the Rocky Mountains from Jasper to Yellowstone by Dick Dekker
(Hancock House Publishers, 1997)
The Yellowstone Wolves: The First Year by Gary Ferguson (Falcon Press, 1996)
Resource and Activity Books for Teachers and Parents:
Beyond Little Red Riding Hood: A Resource Directory for Teaching About Wolves
developed by the Timber Wolf Alliance. Call 1-715-682-1490. An excellent source of
information
about where to obtain teaching materials.
Discovering Wolves: Journey Into the Wild World by Nancy Field and Corliss
Karasov the
Timber Wolf Alliance. Activities designed to exercise critical thinking skills.
Available through The
International Wolf Center. Call 1-800-ELY-WOLF.
The Mexican Wolf by Carol Cochran. A variety of educational materials from the
Arizona-Sonoran
Desert Museum. Call 520-883-1380.
Timber Wolf Alliance Wolf Pack. Available from the Timber Wolf Alliance. Call 715-682-1490.
A Unit About Wolves developed by Jo Ellen Moore, Joy Evans and Leslie Tryon.
Reproducible
materials for Grades 3-6.. Available through the International Wolf Center. Call 1800-ELY-WOLF.
Wolf Pup’s First Year. For preschoolers and kindergarteners. Available from the Wild
Canid
Survival and Research Center. Call 314-938-5900.
Wolves: Elementary Curriculum Guide produced b Wolf Haven
International. Text
and activities providing an introduction to wolves, their importance in nature and their
survival needs;
an excellent resource for elementary and middle school teachers. Available
for
$5.00 from Wolf Haven. Call 1-800-448-WOLF.
The Wonder of Wolves: A Story and Activities developed by Sandra Chisolm
Robinson, Denver
Museum of Natural History. A collection of activities for children and adults.
Available through the
International Wolf Center. Call 1-800-ELY-WOLF.
VIDEOS
Wild Wolves with David Attenborough. Running time, 60 minutes.
Available from PBS Video. Call 1-800-645-4727.
White Wolf. Running time, 60 minutes. Wild arctic wolves on Ellesmere Island.
Available from National Geographic Video. Call 1-800-437-5521.
Following the Tundra Wolf (narrated by Robert Redford). Running time, 45 minutes.
Available
from the International Wolf Center. Call 1-800-ELY-WOLF.
Red Wolf. Running time, 13 minutes. Available from Churchill Media. Call
1-800334-7830.
WEBSITES
Defenders of Wildlife
www.defenders.org
A must for those interested in wolf recovery and wildlife issues. Links to oither sites
including
Defenders' own Kids' Planet.
Environmental Education Link on the Internet
eelink.net/
Fact sheets, some with photographs, of endangered and threatened animals. A
clickable map of the
United States allows “surfers” to locate endangered animals by region.
The International Wolf Center
www.wolf.org
A great resource for students and teachers, this site includes access to telemetry data
that allows
students to track radio-collared wolves. Its site also includes a search engine of over
1,600 scientific
articles about wolves.
Kids Corner, U.S. Fish and Wildlife Service
www.fws.gov/endangered/kids/index.html
Extensive list of materials, information, games and activities to help teachers and
students learn more
about endangered and threatened species.
Kids' Planet, Defenders of Wildlife
www.kidsplanet.org
Fact sheets, games and much more--including a Teacher's Table .
The Maine Wolf Coalition
home.acadia.net/mainewolf/
Informative site of an organization dedicated to wolf recovery in Maine.
National Geographic Geoguide to Wolves
www.nationalgeographic.com/resources/ngo/education/geoguide/wolves/index.ht
ml
Classroom ideas and family activities for different grades.
National Wildlife Federation
www.nwf.org
Information on wolves and other endangered species, related happenings in
government, tips on what
people can do to help.
National Zoo Home Page
nationalzoo.si.edu
Animals, plants, people, movies and more.
Nova Online: Wild Wolves
www.pbs.org/wgbh/nova/wolves/
Note to Teachers: Go to the Teachers’ Guide under the selections menu. It contains a
Relocation
Challenge Activity which is EXCELLENT for teaching problem solving and critical
thinking.
Predator Project: Saving a Place for America’s Predators
www.keystoneconservation.us/
Information on Montana organization's four conservation campaigns.
Timber Wolf Information Network
www.timberwolfinformation.org/
Classroom activities, kids' section, multimedia gallery and more.
Wolf Awareness Inc. Presents the Gray Wolf Web
www.empath.on.ca/clupus/
The site to search for answers to the questions raised in Lesson 19. Hands Across the
Border: Using
teh internet for Research.
Wolf Education and Research Center
www.wolfcenter.org
Wolf behavior and biology, links, current news. NOTE: The photographs on this web
site can not be
used without the permission of Jim Dutcher.
Wolf Park
www.wolfpark.org/
Website of publication covering wolf recovery, research, organizations and relevant
legislation.
Wolf Song of Alaska
www.wolfsongalaska.org
Information on wolves, poems, folklore, article :"Red Wolf – A Natural History."
Other useful information to support this unit can be found on Squidoo, authored by
Evelyn Saenz.
We are grateful to Evelyn Saenz for allowing us to link to this work.
Go to:
http://www.squidoo.com/graywolves
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Many of the core elements of Come Alive Stories are also central to the renewed Primary
Framework. These include:

stories with predictable and patterned language, which opportunities for children to join in

the development of story language through play and tactile involvement

using role play to explore imaginative ideas as a basis for creating poems and stories

a cross-curricular approach, including ICT.
Come Alive Stories support integrated planning in literacy by:

allowing teachers to incorporate speaking, listening, reading and writing in an extended
unit of work

integrating ICT

offering meaningful routes into other subject areas

providing opportunities to address learning objectives across the twelve literacy strands,
within a cohesive unit.
This document gives suggestions for how to get the most out of the Come Alive Stories
range across different age groups. It links the activities to the planning guidance in the
electronic version of the renewed Primary Framework for the Foundation Stage and Key
Stage 1.
The final page in this document shows how each title in the Come Alive Stories range links
to other areas of the curriculum.
For detailed information on how each title in the series can be used to meet the learning
objectives across the twelve literacy strands and other curriculum guidance documents,
download the Links to curriculum guidance tables from our website.
Written for Foundation Stage, can be adapted for
Foundation Stage
For the Foundation Stage, the online Primary Framework provides 16 examples of
overviews of learning for literacy, with suggestions and ideas for the classroom. These can
be located by clicking on Foundation Stage under ‘Primary Framework for literacy and
mathematics’, then selecting Communication, Language and Literacy in the panel on the left.
Planning will appear under this, and clicking on it lists the 16 Overviews of learning.
The 16 Overviews of learning are listed in the table below. For those highlighted in purple,
Come Alive Stories can be used to support other work. For those highlighted in yellow,
Come Alive Stories can form a major component, as summarised on the next page.
Overview of
learning
What we want children to learn
(Development matters)
1
Enjoy listening to and using spoken and written language, and readily turn to it in their
play and learning.
2
Speak clearly and audibly with confidence and control and show awareness of the
listener.
3
Extend their vocabulary, exploring the meanings and sounds of new words.
4
Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems
and make up their own stories, songs, rhymes and poems.
5
Sustain attentive listening, responding to what they have heard by relevant comments,
questions or actions.
6
Interact with others, negotiating plans and activities and taking turns in conversation.
7
Use talk to organise, sequence and clarify thinking, ideas, feelings and events.
8
Use language to imagine and recreate roles and experiences.
9
Link sounds to letters, naming and sounding the letters of the alphabet.
10
Hear and say sounds in words in the order in which they occur.
11
Explore and experiment with sounds, words and texts.
12
Read a range of familiar and common words and simple sentences independently.
13
Attempt writing for different purposes, using features of different forms such as lists,
stories and instructions.
14
Show an understanding of the elements of stories, such as main character, sequence of
events, and openings, and how information can be found in non-fiction texts to answer
questions about where, who, why and how.
15
Retell narratives in the correct sequence, drawing on language patterns of stories.
16
Write their own names and other things such as labels and captions and begin to form
simple sentences, sometimes using punctuation.
Overview of learning 4: Listen with enjoyment, and respond to stories, songs and other
music, rhymes and poems and make up their own stories, songs, rhymes and poems.

Enjoy shared reading and listening to the story using the spoken, sung and animated
versions on the audio CD and CD-ROM.

Sing the song together, adding the actions suggested in the resource pack.

Discuss the story together, using the storyline cards or the story pictures on the CDROM.

Allow the children to retell the story and make up stories of their own, using a variety of
components from the resource. These can include the wooden characters, props
suggested in the resource pack, the Tell it yourself section on the CD-ROM, or the
character and setting images from the Teacher resources folder on the CD-ROM
imported into interactive whiteboard software, such as 2Simple.
Overview of learning 8: Use language to imagine and recreate roles and experiences.

Discuss the characters and settings in the stories, using the storyline cards, ideas in the
resource pack or the writing frames provided in the Teacher resources folder on the CDROM.

Encourage children to role play characters from the story, using the Tell it yourself
section on the CD-ROM or ideas suggested in the resource pack.

Allow the children to explore characters through small-world play with the wooden
characters.
Overview of learning 14: Show an understanding of the elements of stories, such as main
character, sequence of events, and openings, and how information can be found in nonfiction texts to answer questions about where, who, why and how.

Use the five storyline cards or the story pictures on the CD-ROM to discuss how the story
begins, what happens next, and how it finishes.

Discuss the characters and their actions using the five storyline cards or the story
pictures on the CD-ROM.

Use the interactive non-fiction pages on the CD-ROM to find information, either as a
group or individually.
Overview of learning 15: Retell narratives in the correct sequence, drawing on language
patterns of stories.

Allow children to retell and rearrange the story on a storyboard, using the storyline cards
or by printing off the pictures of the characters and settings from the Teacher resources
folder on the CD-ROM.

Use the wooden characters or ideas for role play and small world play in the resource
pack to allow children to tell and retell the story.

Create a class book of the story, or a retelling of it, using the pictures or writing frames
from the Teacher resources folder on the CD-ROM.
Key Stage 1
For Key Stage 1, the online Primary Framework gives planning guidance for literacy split into
three blocks (narrative, non-fiction and poetry), with a number of units each and a suggested
number of weeks for each unit. To locate this, click on Literacy under ‘Primary Framework
for literacy and mathematics’, then select Planning in the panel on the left. Go to Year 1 or
Year 2 and then click on Narrative, Non-fiction or Poetry to see that section and a table with
the relevant units highlighted. Further information for each unit can be found by selecting it in
the panel on the left.
The units for narrative, non-fiction and poetry for years 1 and 2 are listed in the tables below.
For the units highlighted in purple, Come Alive Stories can be used to support other work.
For those highlighted in yellow, Come Alive Stories can form a major component, as
summarised after each table.
Year 1
Narrative
14 weeks
UNIT 1
Stories with familiar
settings
Nonfiction
15 weeks
UNIT 1
Labels, lists and
captions
Poetry
6 weeks
UNIT 1
Using the senses
UNIT 2
Stories from a range
of cultures; stories
with predictable and
patterned language
UNIT 2
Instructions
UNIT 3
Traditional and fairy
tales
UNIT 3
Recount,
dictionary
UNIT 2
Pattern and rhyme
UNIT 4
Information
texts
UNIT 4
Stories about fantasy
worlds
UNIT 5
Recount (fact
and fiction)
UNIT 3
Poems on a theme
Narrative, Unit 2: Stories from a range of cultures; stories with predictable and patterned
language

Listen to the story on the audio CD or the animated version on the CD-ROM. Read the
story together using the storyline cards or the Read the story section on the CD-ROM,
with children joining in on the repeating refrains and predicting rhyming words. Use the
Find the rhyme writing frame in the Teacher resources folder on the CD-ROM for written
consolidation.

Use the story as a model for writing, with children imitating the rhythmic and rhyming
patterns of the story. Children can create their own middle section to the story, using the
first and last verses and pictures from the story on the storyline cards or CD-ROM.
Narrative, Unit 3: Traditional and fairy tales

Listen to the story on the audio CD, or the animated version on the CD-ROM. Read the
story together using the storyline cards or the Read the story section on the CD-ROM,
where the five pictures emphasise beginning, middle and end. Use the storyline cards or
the What happened next? section on the CD-ROM for sequencing activities.

Look at story language using the large storyline cards, the audio CD, the Read the story
section on the CD-ROM or the Words for writing and other writing frames from the
Teacher resources folder on the CD-ROM.

Discuss characters using the ideas in the resource pack or the character profiles and
other writing frames and character pictures from the Teacher resources folder on the CDROM.

Individuals and groups can re-enact the story using the ideas in the resource pack, the
wooden characters, the Tell it yourself section on the CD-ROM, or the character and
setting images in the Teacher resources folder on the CD-ROM imported into interactive
whiteboard software, such as 2Simple. Use the storyline cards as prompts for oral
retellings.

Use the audio CD or the CD-ROM to compare the story and song and discuss how they
are presented.

Encourage children to write their own versions of the story, for example writing captions
under the five story pictures, using ideas and pictures from the resource pack or the
writing frames and pictures in the Teacher resources folder on the CD-ROM.
Non-fiction, Unit 4: Information texts

Use the interactive non-fiction pages on the CD-ROM for independent or group research
on topics linked to the story. (See below under Cross-curricular planning for the nonfiction topics covered in each title.)

Write non-chronological reports based on the information found on the CD-ROM.
Poetry, Unit 2: Pattern and rhyme

Read the story using the storyline cards or the Read the story section on the CD-ROM,
or listen to it on the audio CD or CD-ROM.

Use the text on the storyline cards or the Read the story section on the CD-ROM to
discuss how the story is laid out, noting the repeating refrain. Children can predict the
rhyme orally or using the Find the rhyme writing frame in the Teacher resources folder on
the CD-ROM.

Children recite the story, adding the actions, character rhythms and sound effects
suggested in the resource pack. Perform the sung version using the song or its musical
accompaniment on the audio CD, or the CD-ROM.

Use the story as a starting point to add extra characters or verses, to change what
happens, or to use couplets from the story as the beginning of a different story. Draw the
children’s ideas together in shared composition, using the pictures and writing frames
from the Teacher resources folder on the CD-ROM, or use these for individual work.
Year 2
Narrative
14 weeks
UNIT 1
Stories with familiar
settings
UNIT 2
Traditional stories
UNIT 3
Different stories by
the same author
UNIT 4
Extended stories;
significant authors
Nonfiction
15 weeks
UNIT 1
Instructions
UNIT 2
Explanations
UNIT 3
Information texts
UNIT 4
Non-chronological
reports
Poetry
6 weeks
UNIT 1
Patterns on the page
UNIT 2
Really looking
UNIT 3
Silly stuff
Narrative, Unit 2: Traditional stories

Listen to the story on the audio CD and watch the animated version on the CD-ROM.
Read the story together using the storyline cards or the Read the story section on the
CD-ROM, with children joining in on the repeating refrains and predicting rhyming words.
Listen to the song on the audio CD or CD-ROM. Discuss the different presentations and
their effect.

Use ideas in the resource pack and writing frames in the Teacher resources folder on the
CD-ROM for discussion of characters and role play.

Children can write their own version of the story or a new story using the structure of the
story, perhaps with five pictures of their own. Use the pictures from the resource pack or
the Teacher resources folder on the CD-ROM to allow children to create a digital version
of the story. The images can also be imported into interactive whiteboard software, such
as 2Simple, for creating narratives on screen.

Compare several stories from the Come Alive Stories range.
Poetry, Unit 1: Patterns on the page

Read the story together using the storyline cards or the Read the story section on the
CD-ROM, with children joining in on the repeating refrains and predicting rhyming words.
Use the Find the rhyme writing frame from the Teacher resources folder on the CD-ROM
to reinforce rhyming patterns.

Use the structure and patterns of the story as a model for shared or individual poetry
writing. You could replace phrases from the story, or add extra verses (The Gingerbread
Man CD-ROM provides a writing frame and interactive activity specifically for this).

Create digital texts with images imported in from the Teacher resources folder on the
CD-ROM.

Encourage children to use adventurous vocabulary in their own work, using words in the
story and the Words for writing -writing frame to support this.
Cross-curricular planning with Come Alive Stories
The activities in Come Alive Stories support a connected and creative literacy curriculum.
The references below show how each of the stories can be used as a springboard for
learning in other relevant curriculum areas.
References in brackets relate to the QCA study units that the stories could be used to
support. (Music unit 1: Ongoing skills applies to all stories.)
The Billy Goats Gruff
Music: rhythm and pitch (Music unit 4: Feeling the rhythm)
Movement: moving to the rhythm; moving in character
Maths: sizes; number
Related non-fiction: goats, bridges and meadows
The Three Little Pigs
Music: identifying instruments; using instruments to create sound effects
Science, Design and Technology: exploring houses, using different methods and materials for
building (Science unit 1c: Sorting and using materials, D&T unit 1d: Homes)
Maths: counting; threes
Related non-fiction: pigs, wolves and houses
Goldilocks and the Three Bears
Music: pitch; home-made instruments
History: comparing kitchens in the past and present (History unit 2: What were homes like long
ago?)
Design and Technology: making instruments, porridge and bowls
Related non-fiction: bears, homes long ago and chairs
Little Red Riding Hood
Music: instruments; identifying melodies for each character
PSHCE: considering actions and motives
Movement: Little Red Riding Hood circle dance
Geography: Little Red Riding Hood map; route planning; story maps (Geography unit 3: An
island home)
Related non-fiction: wolves, forests and ears, eyes and teeth
Jack and the Beanstalk
Music: pitch; creative ‘mood’ music (Music unit 5: Taking off – exploring pitch)
Movement: moving in character
Science: plants; growing (Science unit 1b: Growing plants)
Related non-fiction: beans, giants and growing
The Gingerbread Man
Music: instruments; rhythms (Music unit 4: Feeling the rhythm)
Maths: counting; ordinal numbers
Science: materials (Science 2d: Grouping and changing materials)
Related non-fiction: gingerbread, farm animals and rivers