Jon scieszka timeline template

  • Story map template free

    • Jon Scieszka is an author of children's books. He has written books such as The Stinky Cheese Man and Other Fairly Stupid Tales, The True Story of the Three Little Pigs, and The Math Curse. Use this digital flip book to organize information about his life and books. Students use teacher selected resources for research and then use this digital template to organize their information. Created using Google Slides so distributing the template to students is a breeze.

    Includes 6 student pages.

    Page 1 - Bio, Early Life, Family, Quote

    Page 2 - Timeline

    Page 3 - Books and Awards

    Page 4 - Book Talk

    Page 5 - Interesting Facts

    Page 6 - Research and Sources

    Check out the preview for samples of various digital flip book biographies.

    *Note this product only contains the flip book for Jon Scieszka.*

    If you would like additional author studies, check out the Author Study Digital Bundle. For the price of four individual author studies, you get a set including 24 author studies!

    Traditional tales – Best KS1 and KS2 planning and resources

    PrimaryEnglish

    From the Brothers Grimm to the happily-ever-after Disneyfied versions, traditional tales have stood the test of time. Help pupils rewrite their own takes with these ideas…

    by Teachwire
    Classroom expertise and free resources for teachers

    What are traditional tales and how should you teach them in KS1 and KS2? We explain everything you need to know and direct you to the best activities, lesson plans, books and resources…

    What are traditional tales?

    Traditional tales, sometimes called folk tales or fairy tales, are a narrative handed down orally from one generation to another within a culture.

    These stories often feature fantastical elements, magical creatures and moral lessons. Examples include stories like:

    The apparently simple story lines of traditional tales generally hide a lot of subtext. Indeed, the plots may be rather dark.

    Does the curriculum mention traditional tales?

    Yes, in Year 1 and Year 2, pupils need to become familiar with traditional stories and how to retell them. They should learn about the particular characteristics of traditional tales.

    In Year 5 and Year 6, pupils should increase their familiarity with traditional tales, both from our literary heritage and from other cultures and traditions.

    Where to start with traditional tales

    Using traditional tales retold in a modern format to help children understand stereotypes and challenge their perceptions.

    Start by encouraging your class to think about traditional tales as a genre. Here are some questions to ask:

    • What do pupils think are the main/required ingredients of traditional tales?
    • How many such stories can they name?
    • When and where did they first hear them?
    • How are traditional tales passed from one generation to the next?
    • Why do we end up with different versions of the same story?

    Plot lines and vocabulary

    Discuss the plot lines children would expect to find in tradi

    Timeline of Children's Literature 1485-2013

  • 1. TIMELINE OF CHILDREN’S LITERATURE 1485-2013 Heysha Díaz Meléndez 09.17.13

  • 2. "The more that you read, the more things you will know. The more you learn, the more places you'll go." — Dr. Seuss, I Can Read With My Eyes Shut! "I have always imagined that paradise will be a kind of library." — Jorge Luis Borges

  • 3. Late 15th century – 17th century  1484 William Caxton prints Subtyl Historyes and Fables of Esop  1485 Sir Thomas Malory Le Morte D’arthur  1563 John Foxe Actes and Monumentes, popularly known as the Book of Martyrs. Used for over three centuries as a source in many books for Protestant children, including the New- England Primer.  1601 John Weever An Agnus Dei (A Lamb of God), an abridged New Testament in rhymed couplets; a very early example of the miniature books known as Thumb Bibles.

  • 4. Late 15th century – 17th century  1659 Visible World, the first English translation of Johann Amos Comenius's Orbis Sensualium Pictus, an educational compendium with a pictorial alphabet arranged according to sounds.  1660 Thomas White A Little Book for Little Children. Set out Puritan ideals for children; published as part of his Manual for Parents.  1668 Jean de La Fontaine's Fables choisies, mises en vers (Selected Fables, Set in Verse); first translated into English in 1734. Original and Modern versions of the collection

  • 5. Late 15th century – 17th century  1678 John Bunyan The Pilgrim's Progress  1697 Charles Perrault Histoires ou contes du temps passé (Stories or Tales of Past Times). Often considered the first major collection of fairy tales for children. The book was first published in English in 1729; many of the tales were separately published as chapbooks and later as picture books for children. The collection was sometimes given the title "Tales of Mother Goose."

  • 6. 18th century  1719 Daniel Defoe Robinson Crusoe  1726 Jonat

    • Once Upon a Time Rethought: Writing Fractured Fairy Tales

    Story mapping activities, also called story grammars, are a technique for using graphic representations to explore elements of a reading working toward increased comprehension. As Margaret Foley warns in her "The (Un)Making of a Reader," however, teachers must guard against allowing story mapping to become a "self-monitoring system for story reading which inhibits [students'] potential to explore a diverse range of personal responses" (510). Pointing to Foucault, Foley explains that when story mapping becomes an unyielding framework that all must follow, we lose the opportunity to engage students with texts authentically.

    In this activity, students use online story mapping to analyze fairy tales, as well as to gather and organize ideas for rewriting a fairy tale. Story mapping is part of a reading process that also includes reflection and personal rethinking of the text elements as well as part of the writing process that allows students to extend and engage the features of the stories that they explore and write. In this way, students can explore the benefits of story mapping without losing the opportunity to read and respond to texts personally.

    Further Reading

  • Story map example with answer