Phase 3: Leading to a multimodal text outcome (5-6 days)

Teaching content:

• Shared reading: Read The True Story of Little Red Riding Hood from the presentation, where the humour of the narrative is enhanced by the way in which the images and the words interact. Building on previous sessions, discuss how the characters are depicted. Model finding evidence about the characters from the words, images or sounds. Use the IWB file 'Character comparison chart' to record their ideas. Keep this chart for shared writing.
• Shared reading: Bring up the plain text version of The True Story of Little Red Riding Hood on the IWB. Model identifying how the author shows what the characters are like, building on the work about what characters do and say. Record your findings on the comparison chart.
• Bring up the multimodal version of The True Story of Little Red Riding Hood. Discuss how the sound files, when they are compared to the written text on screen, tell the reader that Little Red Riding Hood is selfish and the Wolf is thoughtful. Repeat the process for the visual text where the images contradict the words on screen. Record the findings on the comparison chart.
• Shared writing: Bring up the presentation template for Little Red Riding Hood and the Vegetarian Wolf, which has only words on the screens. Explain that the class will be making a story like The True Story of Little Red Riding Hood where the words and pictures contradict each other. Select the third screen ('This is the Big Bad Wolf') to model how the images can be made to show a vegetarian wolf. Using the IWB file 'Little Red Riding Hood veg wolf', discuss what kinds of thing a vegetarian wolf would say and do. Add notes to the image of the wolf in preparation for adding sound and completing the whole story in the following sessions.
• Independent work: Select screen 2 of the presentation 'This is Little Red Riding Hood' for children to decide what their new Little Red Riding Hood is like. In pairs or groups children discuss, draw and make notes about their alternative Little Red Riding Hood. Remind them to use the list of characteristics of a bad character to support their choices. The list could be left on the IWB during this independent session.
• Shared reading to writing: Read the whole of the presentation Little Red Riding Hood and the Vegetarian Wolf with children. Using the IWB file 'Little Red Riding Hood veg wolf', and building on the wolf image from the shared work in the previous session, select screens 5 and 6 ('Wilfred Wolf was on the prowl' and 'He was looking for something to eat') to model making decisions about sounds and images that will make the Wolf look kind and friendly. For example, as he is vegetarian he might be making a shopping list of vegetables. Sketch in images for the screens.
• Independent work: In pairs or groups, children decide what sounds can be added to help present the Wolf as friendly and harmless. In feedback, discuss, select and add one of the ideas to the class plan. Children continue for the following screens, drawing and making notes about sound.
• Shared writing: Continue making the multimodal story. Children draw images, or use freeze-framing to act out the images and then take photographs. Emphasise how gesture shows what characters are like. Model adding visual images to the presentation text. Once the images are in place, discuss what the characters are saying or thinking. Model recording sound text and adding it to the presentation. Model making changes so that written, sound and image text work together to show the reader an alternative version of the traditional narrative. Review shared narrative against the original criteria for characters' role reversal. Discuss and evaluate how the sound, image and written text work together.
• Independent work: This will follow the flow of the shared sessions. In pairs or groups, children discuss and then note on their whiteboards or paper plans what each character thinks or says. They take photographs or draw images, import images, record their sound text and add it to the presentation and then complete and evaluate their own texts.

Learning outcomes:

• Children understand that words, images and sounds can convey different elements of a narrative for a reader.
• Children can write a traditional narrative using words, sounds and images to convey information about the main characters.