Primary English Teacher’s Resource 5 Sample by Cambridge International Education

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Cambridge Primary English With everything you need to plan and run your lessons, this teacher’s resource helps you get the most out of the series. You’ll find starter and plenary activities as well as additional lesson ideas, along with learner’s book and workbook answers. There are language support suggestions, along with clearly identified assessment and differentiation ideas to help you meet all your learners’ needs. You’ll also have access to downloadable worksheets with additional differentiation activities and further language development exercises in the accompanying digital resource.

CAMBRIDGE

Primary English

• Audio recordings of all the texts and listening activities in the learner’s books • ‘Common misconceptions’ highlight areas that learners frequently find challenging and show you how to overcome them • The ‘Learning plan’ for each session show you how your lessons link to the Cambridge Primary English curriculum framework • Downloadable tests, with answers, provide ready-made assessment opportunities • The ‘Teaching skills focus’ helps bring active learning into your classroom

Teacher’s Resource 5

For more information on how to access and use your digital resource, please see inside front cover.

resources for the Cambridge Primary English curriculum framework (0058) from 2020

✓ H as passed Cambridge International’s rigorous quality-assurance process

✓ Developed by subject experts ✓ For Cambridge schools worldwide

Cambridge University Press works with Cambridge Assessment International Education and experienced authors to produce high-quality endorsed textbooks and digital resources that support Cambridge teachers and encourage Cambridge learners worldwide. To find out more visit cambridge.org/ cambridge-international

✓ P rovides teacher support as part of a set of

Completely Cambridge

This resource is endorsed by Cambridge Assessment International Education

Sally Burt & Debbie Ridgard

Registered Cambridge International Schools benefit from high-quality programmes, assessments and a wide range of support so that teachers can effectively deliver Cambridge Primary. Visit www.cambridgeinternational.org/primary to find out more.

Second edition

Digital access

Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

We are working with Cambridge Assessment International Education towards endorsement of this title.

Original material ÂŠ Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

We are working with Cambridge Assessment International Education towards endorsement of this title.

Cambridge Primary

English

TEACHERâ&#x20AC;&#x2122;S RESOURCE 5

Sally Burt & Debbie Ridgard

Original material ÂŠ Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

We are working with Cambridge Assessment International Education towards endorsement of this title.

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It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions. Cambridge International copyright material in this publication is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education. Third-party websites and resources referred to in this publication have not been endorsed by Cambridge Assessment International Education.

Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

We are working with Cambridge Assessment International Education towards endorsement of this title.

Contents 05

How to use this series

How to use this Teacher’s Resource

About the authors

About the curriculum framework

About the assessment

Introduction

Approaches to teaching and learning

Setting up for success

Teaching notes 2 Exploring space 3 Reflections

1 There’s a lesson in that

20 57 91

111

5 Tell me how

148

4 Unlock your imagination

181

7 Tell is another way

201

8 Share your views

235

9 Lights, camera, action ...

265

6 A different type of story

Answers to spelling activities

284

Glossary

000

Acknowledgements

000

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Digital resources The following items are available on Cambridge GO. For more information on how to access and use your digital resource, please see inside front cover.

Active learning Assessment for Learning Developing learner language skills Differentiation

Language awareness Metacognition Skills for Life

Improving learning through questioning

Letter for parents – Introducing the Cambridge Primary and Lower Secondary resources

Lesson plan template

Curriculum framework correlation Scheme of work

Diagnostic check and answers

Mid-year test and answers

End-of-year test and answers

Answers to Learner's Book questions

Answers to Workbook questions Glossary

You can download the following resources for each unit:

Differentiated worksheets and answers Language worksheets and answers End-of unit tests and answer

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We are working with Cambridge Assessment International Education towards endorsement of this title. INTRODUCTION

Introduction Welcome to the new edition of our Cambridge Primary English series. Since its launch, the series has been used by teachers and learners in over 100 countries for teaching the Cambridge Primary English curriculum framework. This exciting new edition has been designed by talking to Primary English teachers all over the world. We have worked hard to understand your needs and challenges, and then carefully designed and tested the best ways of meeting them.

As a result of this research, we’ve made some important changes to the series. This Teacher’s Resource has been carefully redesigned to make it easier for you to plan and teach the course. The series now includes digital editions of the Learner's Books and Workbooks. This Teacher’s Resource also offers additional materials available to download from Cambridge GO. (For more information on how to access and use your digital resource, please see inside front cover.)

The series uses the most successful teaching approaches like active learning and metacognition and this Teacher’s Resource gives you full guidance on how to integrate them into your classroom.

Formative assessment opportunities help you to get to know your learners better, with clear learning intentions and success criteria as well as an array of assessment techniques, including advice on self and peer assessment.

Clear, consistent differentiation ensures that all learners are able to progress in the course with tiered activities, differentiated worksheets and advice about supporting learners’ different needs. All our resources include extra language support to enable teaching and learning in English. They help learners build core English skills with vocabulary and grammar support, as well as additional language worksheets.

We hope you enjoy using this course. Eddie Rippeth

Head of Primary and Lower Secondary Publishing, Cambridge University Press

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How to use this series All of the components in the series are designed to work together.

The Learner’s Book is designed for learners to use in class with guidance from the teacher. It offers complete coverage of the curriculum framework. A variety of investigations, activities, questions and images motivate learners and help them to develop the necessary skills. Each unit contains opportunities for formative assessment, differentiation and reflection so you can support your learners’ needs and help them progress.

A digital version of the Learner's Book is included with the print version and available separately. It includes simple tools for learners to use in class or for self-study.

The skills-focused write-in Workbook provides further practice of all the topics in the Learner’s Book and is ideal for use in class or as homework. A three-tier, scaffolded approach to skills development promotes visible progress and enables independent learning, ensuring that every learner is supported. Teachers can assign learners questions from one or more tiers for each exercise, or learners can progress through each of the tiers in the exercise. A digital version of the Workbook is included with the print version.

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The Teacher’s Resource is the foundation of this series and you’ll find everything you need to deliver the course in here, including suggestions for differentiation, formative assessment and language support, teaching ideas, answers, diagnostic check and extra worksheets. Each Teacher’s Resource includes: A print book with detailed teaching notes for each topic

•

Digital Access with all the material from the book in digital form plus editable planning documents, extra guidance, worksheets and more.

•

HOW TO USE THIS SERIES

A letter to parents, explaining the course, is available to download from Cambridge GO (as part of this Teacher's Resource).

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How to use this Teacher’s Resource

This Teacher’s Resource contains both general guidance and teaching notes that help you to deliver the content in our Cambridge Primary English resources. Some of the material is provided as downloadable files, available on Cambridge GO. (For more information about how to access and use your digital resource, please see inside front cover.) See the Contents page for details of all the material available to you, both in this book and through Cambridge GO. CAMBRIDGE PRIMARY ENGLISH 4 TEACHER’S RESOURCE

Teaching notes

1 Story time

This book provides teaching notes for each unit of the Learner’s Book and Workbook. Each set of teaching notes contains the following features to help you deliver the unit.

Unit plan

The Unit plan summarises the topics covered in the unit, including the number of learning hours recommended for the topic, an outline of the learning content and the Cambridge resources that can be used to deliver the topic. Approximate number of learning hours

Outline of learning content

Resources

1.1 What makes a story a story?

Use specialised story vocabulary Talk about and compare stories Summarise and retell a favourite story

Learner’s Book 1.1

Session

Workbook 1.1

The knowledge Learner’s Book 1.2 1.2Background Extend your 0.75feature explains prior Discuss and compare features BACKGROUND KNOWLEDGE knowledge required to access the unit and gives reading range of stories based on personal Workbook 1.2 suggestions for addressing any gaps in your learners’ response • Make sure you can confidently use appropriate prior knowledge. Choose a book for avocabulary partner Worksheets 4.1, 4.9 fiction. and 4.10 to talk about children’s Learners’ prior knowledge can be informally Start a reading log • Stimulate learners’ interest in different fiction assessed through the Getting started feature in the by displaying a range books for Learner’s Book. Learner’s Bookof 1.3 1.3 Read and 0.75 Skim read an extractgenres to establish them to explore. present an extract the main point Workbook 1.3 Discuss the features of the text Present an extract reading aloud The Teaching skills focus feature covers a teaching skill in groups TEACHING SKILLS FOCUS and suggests how to implement it in the unit. Learner’s Book 1.4 1.4 Check your 1 Understand main idea of the In this unit, learners learn to access information understanding extract in a variety of ways.Workbook In the digital 1.4age of online Identify relevantdictionary detail tools and instant information, Worksheet 4.1 Relate the story to personal experience Complete the reading log for the text

Learner’s Book 1.5 1.5 Work with 1 Revise verb tenses 8verbs and tenses Explore and understand Original material © Cambridge University Press 2020. This material is not finaltenses and is subject to further Workbook 1.5 changes prior to publication. in narrative and dialogue

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Reflecting the Learner’s Book, each unit consists of multiple sections. A section covers a learning topic. At the start of each section, the Learning plan table includes the learning objectives, learning intentions and success criteria that are covered in the section. It can be helpful to share learning intentions and success criteria with your learners at the start of a lesson so that they can begin to take responsibility for their own learning

LEARNING PLAN

4Ri.02, 4Ri.03, 4Ri.07, 4Ri.16,

Learning intentions

Success criteria

• Use specialised story vocabulary.

• Learners can use story vocabulary to discuss stories.

Learning objectives

There are often common misconceptions associated with particular learning topics. These are listed, along with suggestions for identifying evidence of the misconceptions in your class and suggestions for how to overcome them. How to identify

How to overcome

Books are always narrated in the third person.

Ask who is doing the narrating.

Point out the language of the narrative allows readers to share Will’s thoughts as it is written in first-person narrative. Encourage them to notice the first-person pronouns (us, my, I ).

Misconception

For each topic, there is a selection of starter ideas, main teaching ideas and plenary ideas. You can pick out individual ideas and mix and match them depending on the needs of your class. The activities include suggestions for how they can be differentiated or used for assessment. Homework ideas are also provided.

Main teaching ideas

Talk about what you enjoy in a book (5 minutes)

1 Write a draft with more details (30 minutes)

Starter idea

Resources: Learner’s Book Starter; independent readers

Learning intentions: Write three-to-four

learners want to read on once they have started a book. It is one thing to select a book based on the cover, or recommendation from a teacher or peers, but it is another to start the book and want to carry on reading it.

Use peer-group review on drafts.

Description: Open by talking about what makes

paragraphs of a fantasy story introduction. Revise and proofread drafts.

Resources: Competition entries from 1.1

9 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

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The Language support feature contains suggestions for how to support learners with English as an additional language. The vocabulary terms and definitions from the Learner’s Book are also collected here.

Learners are working with the same vocabulary set as for the earlier extract, so they should feel confident with the language. Point out that if you are hooked on something like a book, author or television series, it means your attention is caught.

CROSS-CURRICULAR LINKS Geography: Search for images of different settings (e.g. mountainous areas, villages up mountains) and weather conditions (snow, ice, hail, windy or wild conditions, storms). Learners can identify features in the images as a basis for describing a setting.

The Cross-curricular links feature provides suggestions for linking to other subject areas.

LANGUAGE SUPPORT

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Digital resources to download This Teacher’s Resource includes a range of digital materials that you can download from Cambridge GO. (For more information about how to access and use your digital resource, please see inside front cover.) This icon indicates material that is available from Cambridge GO. Helpful documents for planning include:

• • •

Letter for parents – Introducing the Cambridge Primary and Lower Secondary resources: a template letter for parents, introducing the Cambridge Primary English resources. Lesson plan template: a Word document that you can use for planning your lessons. Curriculum framework correlation: a table showing how the Cambridge Primary English resources map to the Cambridge Primary English curriculum framework. Scheme of work: a suggested scheme of work that you can use to plan teaching throughout the year.

•

Each unit includes: •

• •

Differentiated worksheets: these worksheets are provided in variations that cater for different abilities. Worksheets labelled ‘A’ are intended to support less confident learners, while worksheets labelled ‘C’ are designed to challenge more confident learners. Answer sheets are provided. Language worksheets: these worksheets provide language support. Answers sheets are provided. End-of-unit tests: these provide quick checks of the learner’s understanding of the concepts covered in the unit. Answers are provided. Advice on using these tests formatively is given in the Assessment for Learning section of this Teacher's Resource.

Additionally, the Teacher’s Resource includes:

Diagnostic check and answers: a test to use at the beginning of the year to discover the level that learners are working at. The results of this test can inform your planning. • Mid-year test and answers: a test to use after learners have studied half the units in the Learner’s Book. You can use this test to check whether there are areas that you need to go over again. • End-of-year test and answers: a test to use after learners have studied all units in the Learner’s Book. You can use this test to check whether there are areas that you need to go over again, and to help inform your planning for the next year. • Answers to Learner’s Book questions • Answers to Workbook questions • Glossary

•

In addition, you can find more detailed information about teaching approaches. Audio is available for download from Cambridge GO (as part of this Teacher’s Resource and as part of the digital resources for the Learner’s Book and Workbook).

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12 Original material © Cambridge University Press 2020. This material is not final and is subject to further changes prior to publication.

We are working with Cambridge Assessment International Education towards endorsement of this title. ABOUT THE AUTHORS

About the authors Kathrine Hume Kathrine Hume has been involved in primary school education in the UK for 40 years, as both a teacher and headteacher. Her experience has been in mainstream and special education, within rural and inner-city schools. As a headteacher, much of her work involved encouraging and developing trainee and recently qualified teachers.

Kathrine joined Cambridge University Press as an author following her retirement as a headteacher.

Sarah Lindsay

Sarah Lindsay started her educational career as a primary school teacher in the UK. She then moved into authoring educational material, fulltime, for primary-school aged children; this she has done for the last 20 years, writing for the home and international markets. For twelve years she has been a school governor.

Among the many projects she has been involved with she is a lead author in the Cambridge Grammar and Writing Skills series.

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We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE PRIMARY ENGLISH 5â&#x20AC;&#x201A; TEACHER'S RESOURCE

About the framework The information in this section is based on the Cambridge Primary English curriculum framework (0058) from 2020. You should always refer to the appropriate curriculum framework document for the year of your learners' examination to confirm the details and for more information. Visit www.cambridgeinternational.org/primary to find out more.

The Cambridge Primary English curriculum from 2020 has been designed to help learners to become confident communicators. They will learn to apply reading, writing, speaking and listening skills in everyday situations, as well as developing a broad vocabulary and an understanding of grammar and language. Through this curriculum, learners will develop evaluation skills, learn to appreciate texts from different cultures and learn to write for different audiences and purposes. The Cambridge Primary English curriculum framework is split into three strands: reading, writing and speaking and listening. For more information, visit the Cambridge Assessment International Education website. A curriculum framework correlation document (mapping the Cambridge Primary English resources to the learning objectives) and scheme of work are available to download from Cambridge GO (as part of this Teacher's Resource).

About the assessment

Information concerning the assessment of the Cambridge International Primary English curriculum framework is available on the Cambridge Assessment International Education website: www.cambridgeassessment.org

This set of resources supports teachers and learners of the framework for Cambridge Primary English and has been endorsed by Cambridge International for this purpose in preparing learners as they progress with the framework ahead of any assessment of the framework that your school may choose to enter.

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We are working with Cambridge Assessment International Education towards endorsement of this title. APPROACHES TO TEACHING AND LEARNING

Approaches to teaching and learning Active learning

The following are the teaching approaches underpinning our course content and how we understand and define them.

Active learning is a teaching approach that places learner learning at its centre. It focuses on how learners learn, not just on what they learn. We, as teachers, need to encourage learners to ‘think hard’, rather than passively receive information. Active learning encourages learners to take responsibility for their learning and supports them in becoming independent and confident learners in school and beyond.

Assessment for Learning

Assessment for Learning (AfL) is a teaching approach that generates feedback which can be used to improve learners’ performance. Learners become more involved in the learning process and, from this, gain confidence in what they are expected to learn and to what standard. We, as teachers, gain insights into a learner’s level of understanding of a particular concept or topic, which helps to inform how we support their progression.

Differentiation

Differentiation is usually presented as a teaching approach where teachers think of learners as individuals and learning as a personalised process. Whilst precise definitions can vary, typically the core aim of differentiation is viewed as ensuring that all learners, no matter their ability, interest or context, make progress towards their learning intentions. It is about using different approaches and appreciating the differences in learners to help them make progress. Teachers therefore need to be responsive, and willing and able to adapt their teaching to meet the needs of their learners.

Language awareness For all learners, regardless of whether they are learning through their first language or an additional language, language is a vehicle for learning. It is through language that learners access the learning intentions of the lesson and communicate their ideas. It is our responsibility, as teachers, to ensure that language doesn’t present a barrier to learning.

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Metacognition Metacognition describes the processes involved when learners plan, monitor, evaluate and make changes to their own learning behaviours. These processes help learners to think about their own learning more explicitly and ensure that they are able to meet a learning goal that they have identified themselves or that we, as teachers, have set.

Skills for Life

How do we prepare learners to succeed in a fast-changing world? To collaborate with people from around the globe? To create innovation as technology increasingly takes over routine work? To use advanced thinking skills in the face of more complex challenges? To show resilience in the face of constant change? At Cambridge, we are responding to educators who have asked for a way to understand how all these different approaches to life skills and competencies relate to their teaching. We have grouped these skills into six main Areas of Competency that can be incorporated into teaching, and have examined the different stages of the learning journey and how these competencies vary across each stage. These six key areas are:

Creativity – finding new ways of doing things, and solutions to problems Collaboration – the ability to work well with others Communication – speaking and presenting confidently and participating effectively in meetings Critical thinking – evaluating what is heard or read, and linking ideas constructively Learning to learn – developing the skills to learn more effectively Social responsibilities – contributing to social groups, and being able to talk to and work with people from other cultures.

• • • • • •

Cambridge learner and teacher attributes This course helps develop the following Cambridge learner and teacher attributes. Cambridge teachers

Confident in working with information and ideas – their own and those of others.

Confident in teaching their subject and engaging each learner in learning.

Responsible for themselves, responsive to and respectful of others.

Cambridge learners

Reflective as learners, developing their ability Reflective as learners themselves, developing to learn. their practice. Innovative and equipped for new and future challenges.

Innovative and equipped for new and future challenges.

Engaged intellectually and socially, ready to make a difference.

Engaged intellectually, professionally and socially, ready to make a difference.

Reproduced from Developing the Cambridge learner attributes with permission from Cambridge Assessment International Education. More information about these approaches to teaching and learning is available to download from Cambridge GO (as part of this Teacher's Resource).

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We are working with Cambridge Assessment International Education towards endorsement of this title. SETTING UP FOR SUCCESS

Setting up for success Our aim is to support better learning in the classroom with resources that allow for increased learner autonomy while supporting teachers to facilitate learner learning. Through an active learning approach of enquiry-led tasks, open-ended questions and opportunities to externalise thinking in a variety of ways, learners will develop analysis, evaluation and problem-solving skills. Some ideas to consider to encourage an active learning environment are as follows: Set up seating to make group work easy.

•

Create classroom routines to help learners to transition between different types of activity efficiently, e.g. move from pair work to listening to the teacher to independent work.

•

Source mini-whiteboards, which allow you to get feedback from all learners rapidly.

•

Start a portfolio for each learner, keeping key pieces of work to show progress at parent–teacher days.

•

Have a display area with learner work and vocab flashcards.

•

Planning for active learning

We recommend the following approach to planning:

1 Planning learning intentions and success criteria: these are the most important feature of the lesson. Teachers and learners need to know where they are going in order to plan a route to get there.

2 Introducing the lesson: include a ‘hook’ or starter to engage learners using imaginative strategies. This should be an activity where all learners are active from the start of the lesson. 3 Managing activities: during the lesson, try to: give clear instructions, with modelling and written support; coordinate logical and orderly transitions between activities; make sure that learning is active and all learners are engaged ; create opportunities for discussion around key concepts.

4 Assessment for Learning and differentiation: use a wide range of Assessment for Learning techniques and adapt activities to a wide range of abilities. Address misconceptions at appropriate points and give meaningful oral and written feedback which learners can act on.

5 Plenary and reflection: at the end of each activity and at the end of each lesson, try to: ask learners to reflect on what they have learnt compared to the beginning of the lesson; build on and extend this learning. To help planning using this approach, a blank Lesson plan template is available to download from Cambridge GO (as part of this Teacher's Resource). We offer a range of Professional Development support to help you teach Cambridge Primary Mathematics with confidence and skill. For details, visit cambridge.org/education

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1 There’s a lesson in that Unit plan Approximate number of learning minutes

Outline of learning content

1.1 Read a story by Aesop

Read a fable Discuss the story Explore features of fables

Resources

Session

Learner’s Book Session 1.1 Workbook Session 1.1 Worksheet 5.1

Worksheet 5.2

1.3 Story features

1.4 What about my point of view?

1.5 Proverbs tell a tale

1.6 A twist in the traditional tale

Worksheet 5.5

Check understanding Explore descriptive verbs Learn about modal verbs

Learner’s Book Session 1.2

Explore animal stereotypes Discuss story structure Develop ideas about characters

Learner’s Book Session 1.3

Explore narrative voice Tell a story from a different point of view Work with pronouns

Learner’s Book Session 1.4

Explore proverbs Discuss literal and figurative language Design a cartoon strip

Learner’s Book Session 1.5

Explore a modern version of a fable Make notes of the main points of the story Present a summary of the story

Learner’s Book Session 1.6

1.2 Check your understanding

Worksheet 5.4

Workbook Session 1.2

Workbook Session 1.3

Workbook Session 1.4 Language worksheet 1A

Workbook Session 1.5 Worksheet 5.9

Workbook Session 1.6 Worksheet 5.2 Reading log

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Session

Approximate number of learning minutes

Outline of learning content

Resources

1.7 It’s all about dialogue

Punctuate direct speech Extend a conversation Do a dramatic reading

Learner’s Book Session 1.7

Differentiate between literal and figurative language Interpret figurative expressions Explore alliteration

Learner’s Book Session 1.8

1.10 Test your knowledge

Workbook Session 1.8 Language worksheet 1B

Compare fact and opinion Prepare and deliver a group presentation Discuss each other’s presentations

Learner’s Book Session 1.9

Skim read a story to get the main idea Write a paragraph analysing the features of the story

Learner’s Book Session 1.10

Plan a story retelling Write a first draft Edit and improve own story

Learner’s Book Sessions 1.11 and 1.12

1.11 and 1.12 Retell a fable

Differentiated worksheets

1.9 Hold a discussion forum

1.8 Figurative language is all around

Workbook Session 1.7

Workbook Session 1.9 Worksheet 5.10

Workbook Session 1.10 Worksheet 5.11

Workbook Sessions 1.11 and 1.12 Worksheet 5.3 Worksheet 5.4 Worksheet 5.5 Worksheet 5.12

Cross-unit resources Diagnostic check

Learner’s Book Check your progress Learner's Book project

Unit 1 Differentiation worksheet pack Language worksheet 1A Language worksheet 1B Unit 1 test

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Cambridge Reading Adventures Four Clever Brothers by Lynne Rickards (CRA 1 Pathfinders) – a story set as a play and similar to a fable

BACKGROUND KNOWLEDGE

TEACHING SKILLS FOCUS

•

Resource the classroom with books, especially collections of fables, and organise regular visits to the school library. Encourage learners to read from anthologies and collections of fables to identify features and compare stories. Use independent readers to encourage learners’ active learning about their preferences and reading ability alongside the unit reading of fables. Challenge them to think deeply when talking about what they enjoy – types of characters, genres, humour, animals, etc. Hold active discussions about fables and other books to increase their confidence at using specialised ‘story’ vocabulary to compare and contrast genres. Use a range of strategies to encourage reluctant readers to discuss their reading and guide them towards stories they may enjoy. Fables are often very short and so ideal for reluctant readers.

•

Set up book clubs or reading groups within the class. These can be differentiated or mixed ability – both benefit learners’ active learning. Suggest learners read aloud to each other extracts or fables they have enjoyed to practise reading aloud for meaning. Consider myths, legends and folktales for learners to explore, discuss and compare with fables to extend their range. Remind them that it is fine not to like a book, story or genre, but they should be able to express what they did not like so it can inform future choice. Encourage learners to set up their own reading logs (Worksheet 5.2) to record what they have read and also their responses to their books. Encourage them to comment on their books and stories, and compare them. They can also write book reviews (Worksheet 5.1). Reflect at the end of the unit on whether the learners have grown in confidence and increased their skills in talking about fables and their features as well as managing their independent reading. Consider how you can maintain this momentum throughout the year.

Active learning The teacher is a critical element in learners’ development through support, guidance, encouragement and extension. However, of equal value is the learners’ own active learning. This unit offers opportunities for learners to learn by doing and exploring and, at times, by initially failing. •

Many tales such as fairy stories have been collected by people whose name is now associated with them (e.g. the Grimm brothers, Hans Christian Andersen and Charles Perrault) but they did not necessarily write them all. While many fables, especially Aesop’s, contain animal characters with human characteristics, some also contain people and inanimate objects or even plants and trees as characters.

Aesop was an ancient Greek storyteller who lived round 620–564 BCE. Not much is known about his life, but evidence suggests he was a slave who, by his cleverness, acquired freedom and became an adviser to kings and city-states. Aesop’s collection of numerous fables is famous the world over. There are so many that it is unlikely he wrote them all. Aesop may have retold and adapted fables he had heard before, which could explain why similar fables often appear in other storytelling traditions around the world.

•

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1.1 Read a story by Aesop LEARNING PLAN Learning objectives

Learning intentions

Success criteria

5Rv.01, 4Rv.03, 5Rs.02, 5Ri.01, 5Ri.02, 5Ri.03, 5Ri.06, 5Ri.07, 5Ri.13, 5Ri.14, 5Ri.15, 5Ri.16, 5Ra.02, 5Wc.04, 5Wc.06, 5SLm.02, 5SLm.03, 5SLs.01, 5SLg.02, 5SLg.03, 5SLp.01

• Read a fable

• Learners can read and recognise a fable.

• Explore features of fables

• Learners can discuss the story. • Learners can talk about the features of a fable.

LANGUAGE SUPPORT

• Discuss the story

Previously, learners should have encountered fables in Stage 3 but they may need to be reminded of the specific language associated with fables when describing their features. Key words are provided in boxes.

While some vocabulary is glossed to support some learners, encourage them to identify unfamiliar words using a range of strategies, e.g. breaking down the words or using context to understand them before looking them up in a dictionary.

Common misconception Misconception

How to overcome

Learners should remember the essential features of fables from prior learning. They often remember animal characters. Talk about fables they know. Read one or two with animal characters to remind them.

Read a wider range of fables to the learners, including ones without animals. Reading fables from around the world – often classified as folk tales, traditional tales or even fairy tales will help focus on the lesson learnt rather than the animal characters.

Fables must have animal characters.

How to identify

Starter idea

Talk about fables (5 minutes)

Resources: Learner’s Book Session 1.1, background knowledge or copies of The Fox and the Crow, The Tortoise and the Hare and The Lion and the Mouse

Description: Encourage learners’ recall of the fable genre. Ask them to justify their classification of fiction or non-fiction. Use questioning to find out how much they remember of the features of a fable.

Find out if any learners know the fables. Allow them to express ideas on what they might be about. Choose one of the fables to read to the learners. Ask if they know or can remember any other fables.

Main teaching ideas 1 The Ant and the Grasshopper by Aesop (20 minutes) Learning intentions: •

To skim read to identify the main idea

•

To read for meaning using expression

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We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE Resources: Learner’s Book Session 1.1 Activity 1, The Ant and the Grasshopper, wordbooks Allow learners to skim read the story to get the main idea. Ask questions to keep them on track: Who are the main characters? What happens? What’s the setting? What’s the main point? Remind learners to try to work out unfamiliar words before checking in the dictionary as in the Reading tip. Consider a ‘word of the day’ to keep word attack strategies in mind, including knowledge of word origins learners have built up. Use Activities 1–3 in the Workbook to practise breaking down words.

Learning intentions: •

To extract the main points from the text

•

To group and link ideas about characters

Resources: Learner’s Book Session 1.1 Activity 2, The Ant and the Grasshopper, Worksheet 5.2 Description: Use your discretion about whether you want learners to write the answers. Question d should promote good discussion in the class. Remind learners to listen carefully to each others ideas and model taking turns in discussion by inviting different learners to express themselves and build on what each other say rather than just repeat. It may well have been Grasshopper’s fault that he was unprepared for winter, but it was not in his nature to be a hard worker like Ant. Questions such as: Do you think Grasshopper was lazy? Do you think Ant was kind? should provoke personal responses.

Before learners begin group work for the first time, revise some of the rules for good cooperative group work. Remind learners that they need to show consideration for other views by listening to them and respecting that everybody can have their own opinion which may be different to their own. In addition, if they want to know more about what someone is saying, encourage them to ask relevant questions etc. Taking turns is also important, especially when building on each other's ideas. Group work throughout the year can be used to develop these skills, on occasion emphasising one or other skill in particular so that good group work etiquette becomes embedded.

2 Discuss the story (20 minutes)

Ask guided questions about the Grasshopper’s literal lesson learnt (that he would go hungry in winter if he didn’t collect food when it was available). Ask how this could apply to learners – perhaps link it to learning schoolwork for tests – is it too late once the test has arrived if there has been no preparation? Ask: What will happen if you just think about (but don’t actually prepare) a birthday gift or card for someone – is it too late once the birthday has already arrived?

Before groups read the story aloud, discuss how to bring out characterisation and meaning. Ask: What mood is Ant/Grasshopper in? How do you know that? How does Ant feel? How would you respond if somebody teased you about being too responsible? How does Grasshopper feel at the end?

Allow learners to practise their paragraphs if you want to assess their reading aloud; encourage peer feedback on pace, clarity of expression and characterisation. Remind them to follow the punctuation and where dialogue starts and stops.

Listen to one or two volunteer groups with the class. Answers: Learners’ own answers.

Differentiation ideas: Organise learners into mixedability groups to read the story aloud, allowing less confident readers to focus on the shorter paragraphs.

Read some other simple Aesop’s fables (Fox and Crow, and The Scorpion and the Frog are featured in Stage 4). Include fables from around the world. Check learners can identify fable features as well as the moral of the story. Note that not all fables have animal characters; many Chinese fables have humans or inanimate objects – for example The Magic Paintbrush and The Two Pots. Use the pictures in the Learner's Book of the Two Pots, the Ant and the Dove and the Fox and the Grapes to stimulate discussion. Encourage learners to self-reflect on their learning. Talk through the fact file points, modelling how to use the keywords. Remind learners to give their opinion on whether a story is a good way to teach a lesson when they complete their reading logs (Worksheet 5.2).

Suggest some groups read the dialogue and the narrator in parts rather than by paragraph.

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Possible answers: a Ant prepares for winter; Grasshopper does not. Ant is warm and well fed when winter comes; Grasshopper is cold and hungry. b Ant and Grasshopper. Ant is hard-working and responsible by preparing for winter. Grasshopper is relaxed and keen to have fun in the good weather with little thought for the future.

Share ideas as a class to embed the features of the genre and any possible variations. Assessment ideas: Assess learners’ understanding by asking for evidence from the story to back up their assertions.

CROSS-CURRICULAR LINKS History: Make links to the ancient Greeks and the importance of storytelling in the absence of widespread ability to read and write.

c Grasshopper learnt that he should have prepared for winter rather than just having fun.

e Learners’ own answers.

f Learners’ own answers; learners should identify that fables are short, characters are often animals with human characteristics; the main point is a moral lesson; we can learn a lesson also. g–h Learners’ own answers.

Homework ideas

d Learners’ own answers; Ant seems a better person yet does little to help Grasshopper when he is in need.

Learners can ask at home for any fables local to the region to bring back to share with the class. Invite learners to read out their notes and paragraphs and then discuss as a class whether you agree that the story is a fable. Share any fables learners bring back to school.

Assessment ideas: Assess learners’ understanding and knowledge of fable features by monitoring their discussion on the story.

Learners can do Activities 4 and 5 in the Workbook. Encourage them to ask people at home to help them decide on a story to write about.

Formally assess their knowledge by asking them to write the fable fact file in their notebooks.

Differentiation ideas: Allow some learners to talk through the fact file but ask others to write out the fact file formally recording their ideas.

Plenary idea

Is it a fable? (5 minutes)

Resources: A new fable to read to the class

Description: Read your chosen fable to the class and ask learners to jot down notes on why it can or cannot be classified as a fable based on their knowledge of fable features.

Answers for Workbook 1

One Two syllable syllables

Three syllables

Four syllables

ant

enormous

industrious

baffled

corn

chirrup

grasshopper liberally

flies

fathom

melody

teased

guffawed sustenance

2 stopping meadow glorious character

understand difficult provision gathering continued wistfully lethargic important

3–5 Learners’ own answers.

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1.2 Check your understanding LEARNING PLAN Learning objectives

Learning intentions

Success criteria

5Rv.05, 5Rg.05, 5Ri.06, 5Ri.07, 5Ri.09, 5Ri.10, 5Ri.11, 5Ri.13, 5Ri.14, 5Ri.15, 5Ri.17, 5Ra.02, 5Wv.02, 5Wg.05, 5SLm.01, 5SLm.03, 5SLs.01, 5SLg.02, 5SLg.03, 5SLg.04

• Check understanding

• Learners can discuss their understanding of the text.

• Learn about modal verbs

• Learners can identify and choose descriptive verbs. • Learners can identify and use modal verbs appropriately.

LANGUAGE SUPPORT

• Explore descriptive verbs

Modal verbs are different from regular verbs as they have no infinitive form and do not require subject–verb agreement because they have no number. It is unnecessary to discuss all the features that define modal verbs; rather focus on learners’ ability to identify and use them appropriately.

The vocabulary will be familiar from the previous session. Modal verbs express how likely something is to happen, permission, ability or obligation. Experiment with the verbs to find out whether learners naturally understand the implications of the different verbs, especially in relation to possibility; for example I could expresses something different to I will or I shall.

Common misconception

How to identify

How to overcome

Modal verbs have tenses.

Invite learners to try to form the past and future tenses using modal verbs.

Modal verbs do not change in form to make different tenses. The past tense is created by using a modal verb + have + –ed form (or past participle) of the verb that follows. Demonstrate with a few verbs and then discuss how expressing possibility encompasses the future.

Misconception

Starter idea Must or may (5 minutes) Resources: Learner’s Book Session 1.2 Description: Allow time for learners to invent a suitable sentence and discuss the difference in meaning by swapping must for may.

Discuss the difference between permission and obligation, and invite learners to share which verb expresses which. Volunteers can do the same with could and should, and explain the difference in meaning.

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Learners will learn more explicitly about modal verbs later in the session, but this activity taps into their existing knowledge of modals.

2 Verbs can tell you about characters (10 minutes) Learning intentions:

Main teaching ideas

•

To explore shades of meaning

1 Discuss the questions and write the answers (15 minutes)

•

To infer meaning from words

Learning intentions: •

To explore explicit and implicit meaning

•

To locate information in a text to answer questions

Description: Remind learners that plenty of verbs can do the job but a good writer chooses the best verb for the job for maximum impact. It is also more economical to use a descriptive verb rather than an ordinary verb plus adverb or adverbial phrase, for example snapped Ant / said Ant crossly / said Ant in a cross way.

Resources: Learner’s Book Session 1.2 Activity 1, The Ant and the Grasshopper (Learner's Book Session 1.1 Activity 1)

Resources: Learner’s Book Session 1.2 Activity 2

Description: Partners discuss the questions before writing answers in their notebooks. The discussion should underline the value of sound-boarding ideas and getting stimulus from another person’s point of view, even if different. Remind learners that discussing the questions does not mean they have to answer in exactly the same way. They can express a different opinion.

Suggest learners role play the answers to question a in pairs – with a few volunteers for the class. They may need to use a dictionary for some words. The third meaning of fathom is worth discussing. It is a more figurative than the other two in that fathom implies depth and fathoming something out implies thinking deeply.

Answers:

Possible answers:

Learners must find text examples to back up their ideas – their ideas alone are not enough.

Remind learners that while narrative is usually past tense, dialogue can be a mixture of tenses because it reflects the words spoken at the time. In this case, the dialogue is mostly present tense.

a For working so hard when she could be enjoying the day

b When summer is over, food will be hard to find; Ant is reminding Grasshopper to prepare for this.

Learners’ own answers.

b Possible verbs: snapped, toiling (continued on her industrious way)

d Being cold and hungry in the winter and seeing that the ants have provisions while he has none

d Verb: to work out or understand something by thinking about it deeply

c The way she speaks (tone): As it happens … you know! snapped; what she does: if anything toiling just a little harder (just to show Grasshopper); shakes head and rolls eyes

c bustled, lugging, scurry, gathering, never stopping, busied by, continued on her industrious way, toiling – all indicate that the Ant was a hard worker and responsible/reliable, and did what she had to do even if she would rather have been doing something else

e Accept any thoughtful answer. The question encourages learners to question the story and whether Ant behaves acceptably. Differentiation ideas: Mixed-ability pairings for discussion would be beneficial since learners answer the questions on their own. Allow some learners to answer in note form.

e Past tense – many examples could be given, e.g. was bouncing, bustled, was lugging, watched, found f Present tense – many examples could be given, e.g. Take it easy, are working, is Differentiation ideas: Allow learners to work in pairs to discuss their answers before writing in their books. Support specific pairs

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and share their discussions, contributing where appropriate.

3 Work with modal verbs (15 minutes) Learning intention: To explore and use modal verbs Resources: Learner’s Book Session 1.2 Activity 3 Description: Read through the Language focus box and find out if any of the listed verbs are unfamiliar. Invite learners to invent sentences using one or more of the listed verbs. Begin with one or two of your own.

Plenary idea Shall I or shan’t I? (5 minutes) Resources: Cards with different modal verbs on them. Description: Organise learners into groups and give each group a set of modal cards. They place them face down on the table and in turn, they turn over a card and invent a sentence using the modal verb on the card. Everyone else in the group must try to say whether it expresses possibility, obligation, permission or ability.

Discuss that modal verbs can say more than how likely something is to happen (I might … I will … I could … I may … I would …); they can also express obligation (I ought to … I should … I must …), permission (I may …) and ability (I can … I could …).

Informally assess learners’ understanding of modal verbs and how to use them to inform later work.

When you are confident that learners can recognise the base form of modal verbs, demonstrate how to put each one into a negative form, with and without a contraction.

Invite volunteers to share their sentences.

Assessment ideas: Groups can assess each other’s ability to invent sensible sentences using modal verbs.

CROSS-CURRICULAR LINKS

Science: Link to making predictions in science, for example suggesting what might happen before doing an experiment.

In question c, remind learners the modal verb must fit the context of the pairs of sentences. Answers: a might (possible), will (definite)

shouldn’t, oughtn’t, can’t, mustn’t

must, couldn’t, can, may or will, can’t.

Differentiation ideas: Ask learners to write sentences of their own using modal verbs and to give the purpose of each modal verb in the sentence (possibility, obligation, permission or ability).

Homework ideas Learners can do the Workbook activities on modal verbs in Session 1.2. Go through the answers the next day in class, inviting learners to share their answers with the class.

Answers for Workbook 1

Use the Workbook for additional practice. Assessment ideas: Use the learners’ answers in Activity 1 to assess their ability to use evidence from the text to support their answers.

2 3

could, should. Could implies a possibility that Grasshopper would listen to Ant whereas should implies obligation in that Grasshopper would do well to listen to Ant. a mustn’t b won’t c wouldn’t d couldn’t e shan’t a can’t b will c could d might e could would

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1.3 Story features LEARNING PLAN Learning objectives

Learning intentions

Success criteria

5Ri.03, 5Ri.10, 5Ri.11, 5Ri.12, 5Ri.13, 5Ri.14, 5Ri.15, 5Ri.17, 5Wc.03, 5Wc.04, 5Wc.06, 5Wp.01, 5Wp.04, 5SLm.04, 5SLm.05, 5SLp.02

• Explore animal stereotypes

• Learners can recognise and discuss animal stereotypes.

• Discuss story structure

• Learners can identify the story stage issue/problem in a fable.

• Develop ideas about characters

LANGUAGE SUPPORT

• Learners can talk about character development.

Anthropomorphism relates to living beings such as animals. It is not important for learners to remember the term, but it is interesting for them to see the origins of the word. Learners do a role play where you will need to encourage them to use formal and informal language appropriate to each character – with informal language being more associated with Grasshopper and more formal language associated with Ant. Word choice as well as expression will convey ideas about the characters.

The vocabulary is based on learners’ work in previous sessions. In this session, they look at synonyms that express the personalities of the different characters and make inferences about them. Anthropomorphism is often confused with personification. Both mean attributing human characteristics to non-human things. Personification relates to inanimate objects being given human characteristics, for example the sun, a pot or even a tree (although living).

Main teaching ideas

Becoming human (5 minutes)

1 Animal stereotypes (20 minutes)

Starter idea

Resources: Learner’s Book Session 1.3, etymological dictionary online Description: If available, show an etymological dictionary entry on the board for anthropomorphism, showing how the two ancient Greek words (anthropos and morphe) came together. Invite learners to suggest ways Ant and Grasshopper have been made ‘human’ in the fable. Begin with an example of your own, such as talking, having opinions about each other or giving advice. Discuss whether animals have opinions of each other and think, or whether they act on instinct only.

Learning intentions: •

To explore animal stereotypes

•

To differentiate between fact and opinion

Resources: Learner’s Book Session 1.3 Activity 1, reference books and photographs containing information about ants and grasshoppers Description: Stories and films often rely on animal stereotypes where certain character traits can be ‘taken for granted’. This is useful in short fables where there is little space for character development. Have learners come across any of the animals in the photos in films and stories? Do they conform to the stereotypes?

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Ask if they have come across animal characters in any other films, especially animated ones. Discuss the characters and whether they could be regarded as stereotypical. Discuss how the dialogue matches expectations about stereotypical characters (e.g. industrious Ant; carefree, vague Grasshopper). Remind learners of the difference between fact and opinion before deciding which facts belong to which characters and giving their opinions on whether they match the characters in the fable.

Learning intention: To explore the features of the fable genre Resources: Learner’s Book Session 1.3 Activity 2, The Ant and the Grasshopper (Learner's Book Session 1.1 Activity 1) Description: While fables have standard features, they also follow the standard story ‘recipe’: introduction, problem/issue/complication, climax, resolution and conclusion. The stories are short, so the action moves rapidly through the phases, with the focus on the issue because that is how the lesson is presented to the reader. The problem is about the need to prepare to survive the winter. Only Ant takes action to resolve the problem. The lesson is learnt through the consequences of Grasshopper’s inaction.

The paragraphs do not have to be perfectly composed. If appropriate, write the start of a topic sentence on the board: Ant/Grasshopper acts like a human when she/he … Model how the learners can use evidence from the text. For example: Ant is very hardworking which is shown by her working even when it would be more fun for her to relax in the good weather.

2 The issue in the fable (5 minutes)

Remind learners to write legibly if using a pen or allow them to type it on the computer.

Answers: a (Discussion) Grasshopper did not prepare for winter, not considering he might starve or die of cold.

Possible answers: a Ideas: rat – untrustworthy, crafty; bull – angry, strong, short-tempered; hare – boastful, careless, fast; dolphin – intelligent, caring; monkey – trickster, taking nothing seriously; sheep – good natured, dim; bee – busy, industrious; tortoise – slow, steady, clever.

Take time to discuss with learners what we can infer as a general life lesson from the fable’s lesson.

b She talks; she has feelings; she reacts to Grasshopper’s teasing; she’s busy; she shows off by working harder and longer than before. c He talks; he consciously does no work; he’s just enjoying the day; he teases Ant; he sings and dances; he realises he didn’t do the right thing.

d A is Grasshopper; B is Ant; Grasshoppers rarely survive winter, which matches them not storing food. Ants can live for more than one year, which means it is likely they store food (and so must work hard).

e Open answers but must include examples from the text. Differentiation ideas: Allow learners to make notes rather than to write out a full paragraph. Encourage learners to edit and improve their paragraphs focusing on descriptive words and verbs.

b Only Ant did something for herself. That is how the lesson was learnt – Grasshopper realised too late that he should have prepared; Ant did no more than warn him – she did not help him. c Doing no work can be a problem. The fable teaches us to look ahead and do things at the right time. Differentiation ideas: Organise mixed-ability groups for the discussion to allow learners to support each other. Many learners may be stronger at speaking than writing.

3 Ant’s and Grasshopper’s approach to life (20 minutes) Learning intentions: •

To make inferences about characters from the text

•

To make predictions based on textual clues

•

To role play a conversation between the characters

Resources: Learner’s Book Session 1.3 Activity 3, The Ant and the Grasshopper (Learner's Book Session 1.1 Activity 1)

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Description: Learners may find it difficult to see Grasshopper as a ‘good’ person. The story seems to imply he deserved his fate because he failed to prepare. However, not everyone has the same approach to life.

Class role play

e Learners’ own paragraphs expressing a personal response. Differentiation ideas: Use questioning in groups to reinforce and extend understanding of the link between how a character appears in a story and how the writer has deliberately chosen to portray the character. Encourage some groups to suggest further words using a thesaurus or draw up a character sketch or mind map with key words extending to lists of synonyms. Assessment ideas: Informally assess learners’ role plays for how they convey ideas about characters in drama through deliberate choice of speech, gesture and movement. Check whether they adapt nonverbal gestures and vocabulary to suit content and audience.

Grasshopper is relaxed and makes the most of his time. Ant may work hard but she does not think much about others – for example, she is judgmental of Grasshopper without considering helping him. In some versions of the fable, she turns Grasshopper away when he asks for help, which seems both unkind and uncharitable even though Grasshopper was foolish. He was not criminal or bad, he just had different talents and priorities. Being tolerant of others is an important life lesson the story can also teach.

Remind learners to listen carefully to each other’s views before deciding whether they agree or how much they agree. They can try to persuade each other to change their minds if there is time to allow more persuasive discussion.

Plenary idea

Who would you spend time with? (5 minutes)

Description: Ask which character the class prefers and why.

Discuss the adjectives in the boxes. Use simple questions about Ant and Grasshopper’s choices: What makes you see Grasshopper as irresponsible? What does Ant do that is practical?

Give pairs time to practise their role play, drawing on what they know of the characters. The questions in d help them decide what to say.

Leave time at the end for quiet reflection and for learners to write a paragraph on how they would have reacted, showing their empathetic or personal response.

Spelling link: Comment on compound adjectives and how the hyphens show how two or three words are joined to create a single unit.

Answers: a Learners’ own answers; likely to include: Ant looks ahead, plans for the future and works hard; Grasshopper enjoys the good things in life in the present.

Ask questions to challenge learners’ views, encouraging them to respond in a reasoned way based on the text. For example: If you were in trouble, which character would be more likely to help? Would you want to spend time with someone who won’t last the winter? Which character is more of a role model? Assessment ideas: Encourage learners to reflect on and assess their views and whether they have used evidence from the text to support their views or whether they are just ideas based on feelings only.

CROSS-CURRICULAR LINKS Life sciences: Have reference books available on ants and grasshoppers and their lifecycles.

b Learners’ own answers.

c Ant: practical, hard-working, dull, sensible, prudent, bossy, serious, worthy, unkind, downto-earth. Grasshopper: optimistic, happy-golucky, fun-loving, chirpy, irresponsible, cheerful, cheery, feckless; thoughtless could be applied to both. Learners may feel some are not applicable to either. Reasons should be given.

Homework ideas Learners can complete Activities 1–3 in Session 1.3 of the Workbook. Go through the activities in class the next day and find out how many words learners knew already and how many they had to look up in a dictionary.

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Answers for Workbook 1–2 sleep

laugh

smile

cry

bound, dart, dash, flee, jog, lope, race, scuttle, sprint, stampede

catnap, doze, drowse, hibernate, kip, nap, rest, slumber, snooze

cackle, chortle, chuckle, giggle, guffaw, hoot, snicker, snigger, titter

beam, grimace, grin, simper, smirk, sneer

bawl, blub, howl, snivel, sob, wail, weep, whimper

Possible antonym

Possible Possible Possible antonym antonym antonym

dawdle, plod

wake

cry

run

3 Possible answers: Ant: sensible – silly; serious – light-hearted/funny; busy – idle; bossy – meek; practical – impractical Grasshopper: thoughtless – thoughtful; carefree – careworn; optimistic – pessimistic; irresponsible – responsible; cheerful – gloomy 4 Learners’ own sentences describing Ant's and Grasshopper's personalities. Look for evidence from the text in their answers.

frown

laugh

LEARNING PLAN

1.4 What about my point of view? Learning objectives

Learning intentions

Success criteria

5Rg.04, 5Rg.06, 5Rs.02, 5Ri.17, 5Ra.02, 5Ra.04, 5Wg.06, 5Wc.03, 5Wc.04, 5SLm.04, 5SLp.02

• Explore narrative voice

• Learners can talk about point of view and who is telling a story. • Learners can use personal and possessive pronouns accurately. • Learners can retell a story from another point of view.

• Work with pronouns

• Tell a story from another point of view

LANGUAGE SUPPORT

Possessive pronouns and possessive adjectives are commonly confused, with possessive adjectives often being regarded as pronouns. However, pronouns stand in for nouns and therefore, if a word like my, our, his, her, its or their appears in front of the noun it modifies, it is acting as an adjective. Point out to learners that personal pronouns change depending on whether they are the subject

or object in the sentence – doing the action or having the action done to them. Asking learners to recount, for example, what they did at the weekend. This will help them see they naturally use I or we as the subject pronouns, and him, her, it, you and them as object pronouns.

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Common misconception Misconception

How to identify

How to overcome

Possessive adjectives and pronouns are the same thing.

Ask learners whether the noun appears with the word they think is a possessive pronoun. If it does, ask if it is giving more information about a noun. If so, it must be an adjective.

Practice and familiarity will help learners overcome confusion. Activity 2 provides practice. Activate learners' awareness by regularly doing spot quizzes on possessive pronouns/adjectives.

Starter idea Resources: Learner’s Book Session 1.4

Pronouns help create flow (5 minutes)

Narrative indicates who is telling the story because it identifies who says what. The actual words spoken do not change according to who is telling the story, but he/she said and I said change.

Description: Invite a learner to read out the sentences with Ant repeated a number of times.

Invite another learner to say the sentence again making it flow better. Notice how many Ants (apart from the first one) they replace with pronouns. Keep going until they are all replaced.

Answers: a outside narrator – third person b

narrative (no I/we said, etc.)

c third/he; first/I; third/She; first/We; third/they

Discuss whether it is necessary to keep Ant at the beginning of the second sentence. Explain that sometimes a noun needs to be repeated to avoid ambiguity. For example, if the sentences contained another female character, it could be confusing as to whom she refers to.

Although first-person narrative also contains pronouns common in third-person narrative, the reverse is not true (apart from dialogue).

Main teaching ideas

1 First- or third-person narrator (10 minutes)

Learning intention: To identify point of view and narrative person in a story

Differentiation idea: Spend time with learners who are not differentiating between first and third person. If necessary, make time outside class.

2 Use possessive pronouns and adjectives (10 minutes) Learning intention: To explore pronouns and possessive pronouns Resources: Learner’s Book 1.4 Activity 2 Description: This activity differentiates between possessive adjectives and pronouns. Both are relevant to first and third person.

Description: Some learners find first- and thirdperson narrative difficult to grasp, so it needs to be constantly reinforced. Redo the activity with one learner telling another what they did to answer the questions and then that one reporting it to a third person. It helps illustrate how first and third person work.

A possessive adjective is followed by the noun it modifies whereas a possessive pronoun replaces a noun or noun phrase/clause.

Resources: Learner’s Book 1.4 Activity 1, The Ant and The Grasshopper (Learner's Book Session 1.1 Activity 1)

Use the speech bubbles in the Language focus box as a stimulus for discussion and encourage a pair to discuss them in front of the class. Remind learners to the rules of respectful listening and taking turns.

Possessive adjectives are also indicative of narrative person, particularly the use of my/our in the narrative. Notes: 1 Point out that his remains the same whether a pronoun or possessive adjective (my, your, his, her, our, their). 2 Point out that its does not have an apostrophe (although it seems as if it should) unlike the possessive form of nouns. If it did, it would be confused with the contraction it’s.

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Answers: a her, her; ours; Your; theirs; my

Assessment ideas: Do informal assessment on whether learners understand the difference between first- and third-person narrative with the related pronouns.

b its; our; mine; their; yours Differentiation idea: Ask learners to write out a short first-person paragraph about what they did at the weekend and then rewrite it in third-person narrative.

3 Discuss a change in perspective (20 minutes) Learning intention: To explore viewpoint in stories

•

I used first-person narrative to tell the story.

•

I spoke clearly and with expression appropriate to my character.

Plenary idea Is that what you think? (5 minutes)

Description: Discuss the two perspectives in the (to clarify that the images are part of question 3 - not clear in LB): of the characters with speech bubbles and ask learners to identify the difference. Technically, the pronouns are different but more importantly, learners acquire information about what the characters are thinking and feeling, especially about each other. Ant tells readers directly what she sees. As learners take one or other point of view, they should notice that they have to change the pronouns and add in some comment from their character to reflect their feelings or reaction. The advantage of first-person narrative is that the reader gets inside the character’s head. The disadvantage is that they may get a biased perspective – an interesting topic for discussion across the curriculum (e.g. sources in history). Learners should be familiar with the fable by now and can enjoy elaborating to include their own reflections. Model an example: I was so irritated by him just lazing there … Ask volunteers to tell the story from each perspective. Make it a light-hearted session and encourage exaggerated expression of Ant’s and Grasshopper’s feelings about each other. ICT opportunity: Consider recording or filming learners telling the story from one of the characters’ perspectives.

Formally assess their stories. Negotiate success criteria, for example:

Resources: Scenario: As grasshopper is shivering and starving, he falls into a pile of leaves and discovers a hidden stash of food. He gobbles some up and starts singing and dancing around. Ant comes out of the anthill asking what is happening. When grasshopper tells what happened, she is outraged by his luck, believing he didn’t deserve it because he’d done nothing all summer. Description: Explain the scenario or write it on the board.

Ask partners to tell each other the scenario from one or the other character’s point of view. Encourage them to express their character’s feelings and what they think they would say when telling somebody else about what had happened.

Answers: Learners’ own answers.

Differentiation ideas: Learners can write out the story from one of the characters’ points of view in their notebooks. Use Language worksheet 1A Skills development for more practice at writing a story from a different perspective.

Invite pairs to share their points of view with the class. Assessment ideas: Ask partners to give each other feedback on their point of view, and say whether it was in character as well as from a first-person point of view.

CROSS-CURRICULAR LINKS History: Use different sources to look at events from different perspectives or whether they are biased or unbiased.

Homework ideas Learners can do the Workbook activities in Session 1.4. Go through the answers to Activity 2 in class and invite volunteers to share what they wrote for Activities 1 and 3. Encourage learners to ask more than one person in their family or at home to describe the same event as each other and compare the different perspectives.

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Answers for Workbook 1 2

Learners’ own answers to interpret the scenario. a W hen I get up my mum makes me eat breakfast. She says we should all eat healthily before school because good food gives us brain power! a M rs Sisulu wakes her family every morning and prepares a healthy breakfast for them. She thinks they need breakfast because it will give them brain food.

3 4

Learners’ own answers. Note his appears in more than one column.

Personal pronouns

Possessive pronouns

Possessive adjectives

he her

its

hers

ours

she

mine

their they

theirs

your

our you

his

yours

LEARNING PLAN

1.5 Proverbs tell a tale Learning objectives

Learning intentions

Success criteria

5Rv.06, 5Rv.07, 5Ri.06, 5Ri.09, 5Ri.11, 5Ra.02, 5Wg.02, 5Wc.04, 5Wc.06, 5Wp.03, 5SLm.03, 5SLs.01, 5SLg.02, 5SLg.03, 5SLg.04

• Explore proverbs

• Learners can interpret proverbs in different contexts.

• Discuss literal and figurative language

• Practise using apostrophes

• Design a cartoon strip

• Learners can infer a wider meaning from proverbs beyond the literal. • Learners can use apostrophes accurately.

• Learners can design a cartoon strip.

LANGUAGE SUPPORT

Proverbs and idioms are often confused. Proverbs can be easily understood using the dictionary meaning of words. Proverbs are considered figurative only in that they are a figurative way of teaching the lesson they

contain. We infer the application of the lesson to our lives. Idiomatic sayings usually cannot be understood from the dictionary meaning of the words.

Common misconception Misconception

How to identify

How to overcome

Idioms and proverbs are the same thing.

Ask learners what different proverbs and idioms mean. The proverbs should be easily understood whereas the idioms may need to be learnt.

Link proverbs clearly to a message or lesson. Show how idiomatic language adds colour and interest to writing but does not teach a lesson. Use the listening activity as practice with proverbs.

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Starter ideas Listen about proverbs (5 minutes) Resources: Learner’s Book Session 1.5, Audio track 00 for the listening activity, selection of well-known proverbs Description: Explain to learners that you will play an audio track about proverbs (track XX). Briefly explain what a proverb is, using an example appropriate to your learners/region. Ask learners to read the questions before listening so they know what to listen for.

The first saying is a fairly literal proverb and so easy to understand. The second requires more inference. Discuss its literal meaning and why all that glitters may not actually be gold. Now discuss what learners can infer as a general lesson in their own lives, for example not everything that looks expensive is valuable. Learners get into groups and discuss the proverbs, all of which are quite easy to understand literally. Remind learners to respect the rules of group discussion - listening to each other, taking turns and respecting each other's point of view even if it differs from theirs. Ask volunteers to explain the proverbs’ meaning in their own words.

Learners can write the answers in note form before sharing ideas as a class.

Description: Open by asking several learners to perform a task such as handing out books demonstrating that many hands make light work. Similarly, ask five to six learners to perform a task that should only be performed by one or two demonstrating that too many cooks spoil the broth.

Discuss how the proverbs’ lessons might apply to their own lives. Audioscript: track xx

Follow up by checking the class remembers the difference between literal and figurative. Volunteers discuss what making hay while the sun shines means literally and what could happen if the hay was not made while the sun was shining. Support learners to infer the lesson figuratively to identify the proverb. The aim is to build their inference skills.

Speaker 1: Proverbs are short wise sayings that teach us life lessons. Many of these sayings have been around for hundreds of years. They are just as relevant today as when they were first said because the lesson is universal in meaning; we can all learn something from it. Many fables can be summarised in a proverb - the lesson the fable teaches is the lesson in the proverb.

Proverbs may be easier for learners at this stage than idiomatic expressions because the literal meaning of a proverb is usually accessible. The challenge is inferring the meaning in other contexts. Idiomatic expressions may not be so discernible literally and the context for using them may need to be explained and learnt, especially for some learners.

Many hands make light work. Two wrongs don't make a right. All that glitters is not gold. A leopard cannot change its spots.

Answers: a Do things when you have the opportunity, in case there isn’t another chance. Not everything that looks expensive is valuable. Beauty does not exist in itself; we create it by appreciating something.

Speaker 2: The lesson in some proverbs is easy to understand and apply to our own lives, but in others it is harder. For example, one good turn deserves another is easy to understand as a life lesson. Out of the frying pan into the fire, is more difficult and we have to infer the lesson. Can you tell what it is? It means going from one bad situation into another even worse one. Try decoding these proverbs for yourselves:

Main teaching ideas 1 Discuss proverbs (15 minutes) Learning intention: To discuss proverbs as a figurative method of teaching a lesson Resources: Learner’s Book Session 1.5 Activity 1, a selection of proverbs common in your region

Learners’ own interpretations.

c Never put off until tomorrow what you can do today. Differentiation idea: Ensure learners are in mixed-ability groups for discussion so that they can support each other, unencumbered by a writing task.

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2 Explain the apostrophe (5 minutes) Learning intention: To use apostrophes accurately Resources: Learner’s Book Session 1.5 Activity 2, The Ant and the Grasshopper extract (Session 1.1 Activity 1) Description: Revise the purposes of apostrophes by inviting volunteers to explain the ways they are used giving examples on the board. Ask learners to jot down answers for questions b and c before going through them as a class.

Answers: a For contractions and to show possession; learners’ own examples

If you have any suitable newspaper cartoon strips, share them and discuss their purposes: humour, life lesson, thought-provoking incidents, etc. Point out the cartoon strip features: the story cut down to its essentials and told partly through pictures and partly through the dialogue, often making a point with humour. Give each group two or three pieces of A4 paper. (Learners can fold them in half lengthways and then into three widthways giving two rows of three frames.) They can use the top row to plan their idea and then develop the ideas in the row below. The drawings should be simple line drawings. Provide groups with Worksheet 5.9 Design a cartoon strip to help with their planning and execution. Let learners cut up the paper into individual frames to share the workload (many hands make light work) and agree roles. Display the cartoon strips on the classroom wall.

Contraction, possession, contraction

c possession; contraction; contraction; possession

d Learners’ own sentences - one for each purpose.

Answers: a–d Learners’ own cartoon strips.

Differentiation ideas: Learners should stay in their mixed-ability groups. If any learners struggle with three frames, consider allowing four to six frames. If any group wishes, allow them to take the cartoon home to finish off the detail. Assessment ideas: Use the Workbook Activities 1 and 2 to assess the learners’ knowledge of proverbs and their ability to infer meaning. Informally assess the learners on how to use an apostrophe accurately, in case further work is required. For the cartoon, negotiate appropriate success criteria at the outset. Here are some suggestions: • We chose a proverb that we understood.

Differentiation ideas: Prepare cards with examples of apostrophes used in the two different ways. Give learners more practice by getting them to sort the cards into two piles according to purpose.

3 Design a cartoon strip to illustrate a proverb (20 minutes)

Learning intention: To illustrate a proverb in a cartoon strip, inferring meaning in different contexts

Resources: Learner’s Book Session 1.5 Activity 3, cartoon strips from newspapers and magazines, A4 plain paper, Worksheet 5.9 Design a cartoon strip

Description: Allow 5–10 minutes to discuss possible scenarios to illustrate a proverb. Remind learners to respect each other's ideas and to take turns. For example, learners have a test to prepare for but watch TV instead of learning all week; then they run out of time because they get a lot of homework on the last day.

Sketch an example on the board. For example, in frame 1, a child saying Oh no! I’ve forgotten my colouring pencils!; in frame 2, another child offers to lend some; in frame 3, the child who borrowed the coloured pencils helping the other with homework, with the caption: Thanks – I’ve been stuck on that problem for ages.

•

We discussed ways the lesson could be learnt in real life.

•

We planned the scene and dialogue frame by frame.

Plenary idea A friend in need (5 minutes) Description: Organise learners into pairs and ask them to think of a scenario to demonstrate the proverb A friend in need is a friend indeed.

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Now ask them to role play their scenarios, using any props that are to hand. Invite pairs to do their role plays in front of the class.

Answers for Workbook 1

Assessment ideas: Encourage the class to give feedback and comment on the role plays, both on how well they were done and on whether they demonstrated the proverb.

Homework ideas

Doing something over and over again is how to learn to do something well.

Look before you leap.

Think carefully before you do or say something.

A stitch in time saves nine.

Making a little effort now will save a lot of effort later.

Learners can do the Workbook activities in Session 1.5 on proverbs. Go through the answers to Activities 1 and 2 together in class. Invite learners who have brought back proverbs and traditional sayings to share them and challenge the rest of the class to explain the lessons to be learnt.

Practice makes perfect.

All great things start small.

It’s no use crying over spilt milk.

It’s no good worrying about something that has already happened.

Out of sight, out of mind.

It is easy to forget something if you can’t see it.

Great oaks from little acorns grow.

2 3

a eggs, b worm, c eating, d feather, e cake Learners’ own research.

1.6 A twist in the traditional tale LEARNING PLAN

Learning intentions

Success criteria

5Rv.01, 4Rv.03, 5Ri.02, 5Ri.03, 5Ri.06, 5Ri.07, 5Ri.09, 5Ri.10, 5Ri.11, 5Ri.13, 5Ri.14, 5Ri.15, 5Ri.17, 5Ra.02, 5Wc.01, 5Wc.02, 5Wc.06, 5Wp.02, 5SLm.01, 5SLm.02, 5SLm.03, 5SLg.01, 5SLp.03, 5SLr.01

• Explore a modern version of a fable

• Learners can read and discuss a modern version of a fable.

• Make notes of the story’s main points

• Learners can make notes of the story’s main points.

• Present a summary of the story

• Learners can do a group presentation summarising the fable.

Learning objectives

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LANGUAGE SUPPORT Some learners may need support with the vocabulary beyond the glossed or key words. Encourage learners to add words to their wordbooks, especially ones they would like to use again. The rich learning text uses powerful verbs and figurative language, including idioms and alliteration.

Starter ideas Is there more than one version? (5 minutes)

Geoffrey who appears milder and gentler than in the first version. Auntie Anthea may initially seem reassuring and comfortable even if she is not! The pictures in the Learner’s Book will help the characterisation with Geoffrey looking trusting and dreamy. The pictures of Anthea look comforting at first glance but perhaps there is a hint of menace in her catching the escaping insects. Remind learners of the fact file in Session 1.3 and suggest that what ants like to eat could be a concern for Geoffrey.

Resources: Learner’s Book Session 1.6, different versions of fables – especially ones that differ slightly around the world, for example The Fox and the Raven (China) and The Fox and the Crow (Aesop)

Encourage use of dictionaries. Encourage learners to use a range of strategies to decode unfamiliar words before looking them up. Focus on word choice and how the writer is using words to express character and detail.

Description: Read the different versions of the fable you have chosen. Invite learners to note the differences. Explore how there is often no ‘right’ version because it is not always clear who wrote the story as it was told for generations in the oral tradition.

Encourage groups to explore different methods of notetaking, such as tables, mind maps or other tools. If necessary model some examples of note taking on the board, for example show how a mid map could be used or bulleted points. Show how a table might be suitable for listing similarities and differences.

Invite learners to come up with other examples of different versions of stories – for example book and film versions. How do the films change the original story? Is it still the same story?

Remind groups to use the visual and word clues to predict how the story might be different.

Main teaching ideas

1 Explore a modern version of the fable (20 minutes) Learning intentions:

Answers: a Auntie Anthea – Ant; Gentle Geoffrey – Grasshopper; by the alphabetical link

To take notes to compare stories in an organised way

Learners’ own answers.

•

To make predictions about the modern retelling

Third-person narrator

Learners’ own reading and answers.

•

Resources: Learner’s Book Session 1.6 Activity 1, other versions of this fable possibly with different characters, regional versions of the same story and other fables that teach a similar lesson. An enjoyable version called ‘Greasy Griff and Lady Antonia’ is in Yucky Ducky – Ten Funny, Fiendish, Sad and Silly, Nice and Nasty Tales by David Henry Wilson (Macmillan, 1990; ISBN: 978-0330310444); Description: The characters in this version of the Ant and Grasshopper fable have names that make them more human. Learners should easily see this by the alphabetical link and alliteration. The characterisation gives a different spin to

Differentiation idea: Provide some learners with a comparison table containing some writtenin clues to help them identify similarities and differences.

2 Prepare a group presentation (20 minutes) Learning intention: To use notes and questions to prepare a group presentation Resources: Learner’s Book Session 1.6 Activity 2, notes made in Activity 1

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We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE Description: This session prepares for the more formal forum presentation later in the unit and is looking for learners’ personal response to the story. Groups of three or four would be most suitable – enough to divide the questions and presentation elements, promoting groupwork. Encourage groups to appoint an organiser or coordinator, while reminding them that this does not mean bossing others about. Groupwork can be frustrating for learners when some just mess around but they will get the benefit of others’ hard work.

Assessment ideas: Assess learners shaping and organising ideas clearly for listeners, talking confidently in extended turns and describing events and conveying opinions with increasing clarity and detail. Assess how confident they are at presenting in groups, especially as they will engage in a forum discussion later. They can be assessed individually and as a group – note learners who take over, those who do not contribute, those who are obstructive, etc. and introduce strategies to develop positive aspects.

Encourage groups to discuss how they will work together, making commitments to the group. Consider a chart of groupwork rules you negotiate with the class.

organise to hear one or two groups yourself. You could select particular learners for some of the presentation groups and focus more attention on them while preparing.

You may need to discuss with the class (as a whole) the different lesson this fable teaches. You can either wait to find out what learners think in their presentations and then discuss the lesson or pre-empt it by asking before they give their presentations.

How else could it end? (5 minutes) Resources: Learner’s Book Session Activity 1, Auntie Anthea and Gentle Geoffrey Description: Invite learners to suggest alternative endings for the fable. This fable had a happy ending – can they think of other happy endings or possibly an unhappy ending?

The lesson can be viewed in different ways – for example one good turn deserves another. Anthea does Geoffrey a good turn although she intended a bad one to begin with. Another angle would be that people have different talents and the world would be a dull place if we were all the same. Geoffrey is creative if not practical, and creative people are important even if it is harder to quantify their value when faced with hunger and cold. Anthea realises she can get more than personal enjoyment from Geoffrey – she can show him off and share his talent with friends.

Plenary idea

Give time updates to keep groups on track. They can use notes, and everyone should say something. Suggest each group prepares two or three questions to ask other groups. If there is time, each group can present to the class; otherwise divide the class into two or three groups to present to each other. Encourage self- and peer reflection on their presentations.

Encourage learners to note how this version of the fable differs from the first version and which one they preferred in their reading logs (Worksheet 5.2). Answers: a–d Learners’ own answers. Differentiation ideas: If some learners are reticent about speaking in front of the whole class,

This should be a fun activity so do not reject any ideas. Build on some of the learners’ suggestions yourself to show how to do this. Encourage them to think of a proverb that fits their tale with the new ending. Assessment ideas: Informally assess learners’ ability to use clues and character development in predicting a new ending.

CROSS-CURRICULAR LINKS Science: Provide information on ants and grasshoppers.

Homework ideas Learners can do the Workbook activities for Session 1.6 based on an Aesop’s fable. Share the answers as a class the next day and enjoy the different versions the learners invent.

Answers for Workbook Learners’ own answers.

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1.7 It’s all about dialogue LEARNING PLAN Learning objectives

Learning intentions

Success criteria

5Rg.01, 5Ri.10, 5Ri.11, 5Ww.09, 5Wv.02, 5Wg.03, 5Wc.03, 5SLm.04, 5SLp.01, 5SLp.02

• Punctuate direct speech

• Learners can punctuate direct speech accurately.

• Extend a conversation • Do a dramatic reading

• Learners can write dialogue to extend a conversation.

LANGUAGE SUPPORT

• Learners can do a dramatic reading of their dialogue with a partner.

Remind learners that dialogue does not have to be entirely correct standard English. It can contain invented words and expressions, informal language and idiomatic language. Explain that authentic characters sound real – as if that really is how they would speak and act, so they must imagine the characters talking before writing.

The underlying vocabulary for the unit is familiar from previous sessions. This session focuses on interesting verbs – synonyms to replace said, and creating authentic characters through word choice, accent and expression in the dialogue.

Common misconception

How to identify

How to overcome

Direct and reported speech are the same.

Keep the focus on the words actually spoken. Keep asking if the character actually said those words or whether someone is reporting what they said.

Use the direct speech activities beginning with the speech bubbles in Activity 1 to show exactly what words are said. Use the Workbook for additional practice.

Misconception

Starter ideas

More interesting than said (5 minutes)

and what the speaker is doing, for example laughed and grinned.

Resources: Learner’s Book Session 1.7, thesauruses

Share the verbs and discuss adverbs that could accompany said to achieve a similar effect.

Description: Write said in the middle of the board. Now invent some dialogue using said over and over to demonstrate how dull it can be.

Main teaching ideas

Invite learners in pairs to brainstorm alternatives. Remind them that verbs reflect how the words are said

1 Punctuating direct speech (20 minutes) Learning intention: To formalise how to punctuate direct speech accurately

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Resources: Learner’s Book Session 1.7, Activity 1, Auntie Anthea and Gentle Geoffrey (Session 1.6 Activity 1) Description: Learners have learnt about speech marks in dialogue in previous stages, but they need to formalise dialogue punctuation and how it works beyond the speech marks. Go through the Language focus box which visually indicates the key elements of punctuating dialogue.

2 Extend the story (15 minutes) Learning intentions: •

To add a new scene using dialogue

•

To punctuate dialogue accurately

Resources: Learner’s Book Session 1.7 Activity 2, Auntie Anthea and Gentle Geoffrey (Session 1.6 Activity 1) Description: Spend 5–10 minutes encouraging the class to have fun, role playing ideas for additional conversation. Learners then decide on the dialogue and write it out, properly punctuated.

Share examples of other dialogue formats and discuss how they show who is speaking and where the speaking starts and stops. Cartoon strips or comic books are useful for illustrating how speech marks identify the words actually spoken.

Use Differentiation worksheets 1A–C to provide more practice at punctuating direct speech.

Learners use the text to confirm the rules they find in the Language focus box. Allow 5–10 minutes for learners to identify the dialogue in the text and some of the more complex elements that will come up below. Ask questions to guide their exploration, for example: What happens if a person carries on speaking after the he/she said? Do you start a new line?

Learners can swap with a partner to check the punctuation is correct. Encourage them to underline the words that indicate who is speaking and how – said, replied. Encourage them to find descriptive verbs, using a thesaurus, or change the verbs to said with a descriptive adverb. Encourage learners to identify spellings they want to check and to use a variety of strategies and spelling rules before checking correctness in a dictionary.

Answers: a Learners’ own choice of examples of dialogue from the text; yes, it follows the rules.

Answers: a Learners’ own dialogue.

b Learners’ own answers. Discussion point focusing on the sentence continuing after the speaker is identified.

Differentiation idea: Those who easily grasp the punctuation of dialogue can add as much as they like, focusing on detail and dialogue in character.

Learners should write the dialogue sentences on their own. Then suggest they swap with a partner for feedback. Challenge learners to think of alternative verbs to said, answered, replied, etc.

Possible answers:

3 Do a dramatic reading (10 minutes) Learning intention: To convey ideas about character through dialogue, expression and body language

“Why wouldn’t I want to invite you into my house?” (retorted) Anthea.

Resources: Learner’s Book Session Session 1.7 Activity 3, Auntie Anthea and Gentle Geoffrey (Session 1.6, Activity 1) learners’ dialogue from Activity 2

Geoffrey (enquired), “Why would you help me?”

“Do you really want to help me, or do you want me for another reason?” (challenged) Geoffrey. Anthea (smirked), “Now, what on earth could that be?”

Description: Pairs read the dialogue between Anthea and Geoffrey, ignoring any narrative parts, adding their own dialogue onto the end.

Differentiation ideas: Work with small groups to talk through the punctuation and alternatives to said before learners write out the speech bubbles as dialogue.

Remind learners to interpret the characters through how they speak and by using gesture and expression. Model how to perform the stuttering from the cold (Geoffrey stutters over his words because he is so cold – “A … A … Auntie Anthea”).

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Invite volunteers to try. Encourage exaggeration in the role play. Answers: a–b Learners’ own role plays.

Assessment ideas: Informally assess what they have inferred about character from the dialogue. Ask targeted questions to elicit reasons for their ideas.

Homework ideas

Differentiation idea: Encourage learners to learn the dialogue to focus more on the dramatic reading and role play. Assessment ideas: Use Activity 3 in the Workbook to assess learners’ ability to write and punctuate dialogue.

Learners can do the dialogue punctuation practice in the Workbook in Session 1.7. Go through the answers to Activities 1 and 2 in class and use 3 as a more formal assessment of how well they have grasped direct speech punctuation.

Answers for Workbook

What does the dialogue tell you? (5 minutes)

a “ You can’t see where you are going,” laughed Mother Crab. b Baby Crab asked, “Will you teach me to walk straight?” c “I am better than Starfish who can’t walk at all!” protested Baby Crab. d Baby Crab poked Starfish and demanded, “How do you move around?” e “Oh dear!” cried Mother Crab. “How will I manage to teach you?” 2 “I don’t need to walk,” smiled Starfish. “Why not?” asked Baby Crab. Starfish wriggled and giggled, saying, “I don’t need to go anywhere so I wait for the waves to take me.” 3 Learners’ own dialogue.

Plenary idea

Resources: Learner’s Book Session 1.7 Activity 1, Auntie Anthea and Gentle Geoffrey (Session 1.6, Activity 1)

Description: Now that learners have focused on the dialogue, both in the extract and in writing their own, ask what the dialogue reveals about the two characters.

Write Anthea and Geoffrey in two columns on the board and give learners a few moments to skim over the extract to think of adjectives to describe the characters based on what and how they say things.

Point out that writers use dialogue to reveal character in writing as well as the narrative.

1.8 Figurative language is all around LEARNING PLAN

Learning intentions

Success criteria

5Rv.02, 5Rv.05, 5Rv.06, 5Rv.07, 5Ri.13, 5Wv.04, 5SLm.03, 5SLs.01, 5SLg.02, 5SLg.03, 5SLg.04, 5SLr.02

• Differentiate between literal and figurative language

• Learners can tell the difference between literal and figurative language.

Learning objectives

• Interpret figurative expressions • Explore alliteration

• Learners can interpret figurative expressions. • Learners can identify and appreciate the effect of alliteration.

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LANGUAGE SUPPORT Figurative language can be challenging for some learners – especially idiomatic language because they have to learn meaning. Spend extra time on the idiomatic language, explaining the meaning carefully. Show that some idioms need to be learnt – both their meaning and when to use the expressions.

Starter ideas

but that we use the expressions differently in everyday language. Some learners may need some help choosing a figurative expression to illustrate. Provide suggestions on the board or for individuals, for example: be on a roll, get your hands dirty, extend a hand of friendship, lock horns with someone, butter someone up, cry your eyes out, laugh your head off and keep an eye on someone.

Literal or figurative? (5 minutes)

Figurative language such as idioms should not appear in standard English but may appear in dialogue. Look for figurative expressions commonly used in your region. Encourage learners to suggest contexts to use them.

Resources: Learner’s Book Session 1.8, photographs and drawings of grasshoppers Description: This activity revises the difference between literal and figurative language. Learners will have worked with figurative language in earlier stages, but it is important to refresh their knowledge. Allow time for discussion, encouraging examples. Share ideas, building definitions on the board.

Use photographs and drawings to stimulate learners, giving literal and figurative descriptions.

Answers: a • Figurative meanings: tell a secret; get something exactly right; keep quiet about something; tease someone; in the same situation; don’t rush into something, think first; happening very rarely; work out a meaning that hasn’t been said explicitly

Main teaching ideas

1 Everyday figures of speech (30 minutes)

• Literal meanings: let a cat escape out of a bag; hit a nail on the top with a hammer; take hold of your tongue; have someone pull on your leg; several people all in a boat together; keep hold of several horses; it only happens when there is a blue moon (second full moon in a month); read what is in the gaps between lines of text.

• Uses in everyday speech: Learners’ own answers.

Learning intention: To explore figurative language and its effect Resources: Learner’s Book Session 1.8 Activity 1, figurative expressions from your region

Description: Learners will have built up their knowledge of figurative language through poetry and discussion of figurative language in previous stages. This session extends their understanding of figurative speech and its importance in everyday language.

Remind learners again of good manners in discussion as they do a lot of group discussion in this session. Talk about unfamiliar expressions with the class. The expression read between the lines can lead to a fruitful discussion on inferring meaning. Meaning can be inferred from word choice (literal or figurative), layout, context or tone/expression and body language. Show that the expressions have a literal meaning (often associated with the origins of the expression)

b–c Learners’ own answers. d

• Literal meanings: Summer had been an explosive time; his head was actually in the clouds; that does not sound cold or chilly; ants will take a big step forward.

• Figurative meanings: Summer had been a lot of fun; dreaming and not noticing the world around; that does not sound very enjoyable; ants are doing something new and good.

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e Literally it would mean the Grasshopper had an actual song stuck in his throat; figuratively, it means he was unable to sing any more because he was so cold and miserable and he just couldn’t get the words of the song to come out. f Both literally and figuratively. He is literally planning to sing in exchange for being fed; figuratively, it means entertaining someone or doing what they want in return for some sort of payment – in this case, food and shelter.

Use Language worksheet 1B Vocabulary development for more practice on figurative expressions.

2 Alliteration (10 minutes)

• Learners’ own answers for other names.

Learners’ own answers.

• Any three from: tasty treat, delicious difference, grazed on a grasshopper, bit of a bite.

• Learners’ own answers.

d Possible answers: cleaning collecting; chirruping/ cheerful; scrubbing/storing; sing/supper softly/ strength; whistling/wind warm/well-fed/winter; little/liven; diet/daily; frosty/fields; hauled/home; licking/lips; cook clean/company. Differentiation idea: Challenge learners to find words to alliterate with Gentle Geoffrey that do not begin with a G.

Differentiation ideas: Suggest easy expressions for certain learners to illustrate such as crying your eyes out or lending a hand. Talk groups through what the expression would look like literally before discussing what it means in everyday language, so learners have an idea of pictures to draw.

Plenary idea

What about our school? (5 minutes) Description: Write the name of the school on the board and challenge the learners to come up with words to alliterate with the school name – if the name is more than one word, choose the main word.

Learning intention: To explore figurative language and its effect

Assessment ideas: Use questions d–f in Activity 1 to check learners’ understanding of figurative language. They could write answers in their notebooks after discussion as a record of their responses.

Resources: Learner’s Book Session 1.8 Activity 2, Auntie Anthea and Gentle Geoffrey (Session 1.6 Activity 1)

Description: Although alliteration is not figurative in the sense of images, it is a figure of speech because it creates an effect that goes beyond the meaning of the words. Alliteration adds emphasis and makes words more memorable, having a greater impact. Discuss familiar advertising slogans that use alliteration.

In this story, alliteration is used to make the dialogue more colourful. The names are alliterative (point out that the sound is important and not the letter, so Gentle Godfrey wouldn’t work).

Point out that some words contain the letter pattern ant in them and challenge learners to find as many ant words as they can (e.g. pantry). Ask who uses the ant words in the story. Answers: a • Learners’ own answers. Possible answers: Auntie Anthea sounds cosy, but she is threatening; Gentle Geoffrey is indeed gentle.

Out of their ideas, try to find a word or words that give the school a character of sorts, for example Illustrious International School. Assessment ideas: Encourage learners to review each other’s suggestions and suggest further alliterating words or synonyms to extend the alliteration.

Homework ideas Learners can do the Workbook activities for Session 1.8. Go through Activities 1 and 4 together and invite learners to share answers from Activities 2 and 3.

Answers for Workbook 1 a leaf b out c chip d medicine e mad 2 Learners’ own pictures 3 Possible answers: start again afresh; feeling out of place; someone who is very like their parent; someone receiving the same unpleasant treatment that they have given to someone else; crazy

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t a e n w r o u g h t

z e h t i r w s d s l

s l e l c r i c d i u

w c r u m m a g e z a

t y i h p k k v g z s

t c i e y n x y g l r

n k r k i m k l u e e

o z n g l c e r r c m

n e h a o l i a n e o

e t s n v e o i z s s

a p k t c e a l e u w

night

race

sigh

neat

rhyme

psalm

knave

writhe

circle

knight

rail

see

knee

wrought

simper

knock

wriggle

sizzle

none

rummage

cycle

nail

rugged

somersault

LEARNING PLAN

1.9 Hold a discussion forum Learning objectives

Learning intentions

Success criteria

5Ri.07, 5Ri.10, 5Ri.11, 5Ri.13, 5Ri.14, 5Ra.02, 5Wc.02, 5Wc.03, 5Wc.06, 5Wp.02, 5SLm.02, 5SLm.03, 5SLm.04, 5SLm.05, 5SLs.01, 5SLg.02, 5SLg.03, 5SLg.04, 5SLp.03, 5SLr.01

• Compare fact and opinion

• Learners can differentiate between fact and opinion.

• Prepare and deliver a group presentation

• Discuss each other’s presentations

• Learners can work in a group to prepare and deliver a presentation.

• Learners can listen to and respond to other groups’ presentations.

LANGUAGE SUPPORT

Learners will be familiar with the vocabulary associated with the two texts when they prepare their presentations. Talk about how a discussion forum works. It is not like a debate because no one wins or loses, and no motion is debated.

The forum is an opportunity for learners to give their opinions and ideas, and for others to respond to them and build a discussion around them. Point out that the word forum has Latin origins, originally meaning ‘what is out of doors’. In those days, a discussion forum was likely to have been held in a public place with the opportunity for people to gather around and listen.

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Common misconception Misconception

How to identify

How to overcome

A discussion forum is the same as a debate.

Ask learners what they think a discussion forum and a debate are. Find out if they have seen any TV debates, for example, with politicians. They may also have watched discussion forums discussing, for example a sports event, with the panel giving their ideas and opinions.

Emphasise that a discussion forum, while incorporating discussion on a topic, does not have teams of people for and against a particular statement. Choose a recent event in your region. Ask learners’ opinions on what they think about it and show how a discussion forum is built up.

Difference between fact and opinion (5 minutes) Resources: Learner’s Book Session 1.9

Provide Worksheet 5.10 Hold a discussion forum to help groups with their planning.

Starter idea

Description: This quick activity reminds learners about the difference between a fact and an opinion. A fact is a verifiable statement and an opinion is based on an idea that cannot be proved, although it can be backed up by evidence.

Answers: Learners’ own answers.

Differentiation ideas: Work with selected groups and take them through the criteria for the presentation, asking questions to guide them. For example: How else could the fable have ended? Could Grasshopper have asked for help?

Spend time listening to learners’ suggestions for facts and opinions on Auntie Anthea and Gentle Geoffrey. On the board draw two columns for Facts and Opinions to note down their ideas.

Leave the groups alone as far as possible, only supporting those needing particular attention.

Main teaching ideas

1 Discuss different endings (30 minutes)

Learning intention: To prepare a group presentation

Resources: Learner’s Book Session 1.9 Activity 1, The Ant and the Grasshopper (Session 1.1 Activity 1), Auntie Anthea and Gentle Geoffrey (Session 1.6 Activity 1), Worksheet 5.10 Hold a discussion forum Description: The aim is to discuss alternative fable endings. Learners have experienced two versions of the fable, but there’s no ‘right’ version. They can have fun creating their own for an oral story telling. If possible, prepare the class for the discussion forum by telling them about it in advance so they have time to think about it overnight or for a few days. Suggest groups elect a chair and a scribe to note what the group thinks and a decision-maker to decide if there is disagreement. They will have to assign roles in the presentation. Allow about half the lesson for discussion and notemaking, and half for presentations. Encourage note cards rather than written speeches.

Some groups could include both fable versions in their presentations.

2 Give your presentation (20 minutes) Learning intentions: •

To deliver a group presentation

•

To discuss each other’s presentations

Resources: Learner’s Book Session 1.9 Activity 2, notes learners have made for their presentations in Activity 1 Description: For the presentations, if possible, use more than one venue or a hall for simultaneous presentations so that groups can present to other groups rather than the whole class. The length of the presentations is not specified as it depends on your class and the groups. Each person should speak at least once, so the presentations may be at least 3–4 minutes long. Model asking questions at the end to start the discussion and show how to build on each other's ideas, stimulated by the questions: Why did you choose this version? What made you think of that ending? Do you think Ant or Grasshopper is the better ‘person’?

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Draw out moral issues, for example: Anthea may have done Geoffrey a good turn by giving him food and shelter, but does it count if that’s not what she intended in the first place? In the original version, Ant did nothing to help Grasshopper. Is it acceptable for people to stand by and see others suffering even if it’s their own fault? Why didn’t Grasshopper ask for help? Was he too proud or ashamed? Should we only help if people ask? Should Ant have offered? Answers: Learners’ own answers.

Each person took part in the presentation.

Plenary idea Tell me the story (5 minutes) Description: Now the learners have discussed alternative endings for the two fables, invite a learner from each group to retell the fable including their new ending. Choose learners who have given presentations on different fables to retell the story, if possible. Assessment ideas: Assess learners’ ability to retell a story with new scenes or endings, in keeping with the basic features of the text type. Ask what lesson is learnt at the end and if learners know any suitable proverbs.

Differentiation ideas: Do not pressurise shy speakers. Try to integrate them into confident groups and negotiate a small role for them. They should still present as this is part of acquiring literacy skills. If one group does a more extended presentation, consider allowing another class to hear it or to have it at an assembly or other appropriate forum. Assessment ideas: The discussion forum allows a wide range of speaking and listening topics to be assessed early in the year – as well as any understanding of content and inference. Negotiate success criteria with learners at the outset or use Worksheet 5.10 Hold a discussion forum. Here are some suggestions: We elected a group chair to manage the discussion. We discussed all the topics. We listened to each person’s ideas before making decisions.

We came up with an alternative ending and lesson for the fable.

Homework ideas

Learners can work through the Workbook activities for Session 1.9, preparing notes and ideas for a different discussion forum. In class, invite learners to share the questions they asked themselves and the notes they made on the topics. At the end, invite learners to read out their paragraphs of their opening comment for the discussion forum. Suggest learners share the topics at home and even hold their own home discussion forum.

Answers for Workbook Learners’ own answers.

1.10 Test your knowledge LEARNING PLAN

Learning objectives

Learning intentions

Success criteria

5Rs.02, 5Ri.03, 5Ri.07, 5Ri.13, 5Ri.14, 5Ri.15, 5Ri.16, 5Ww.09, 5Wv.05, 5Ws.02, 5Wc.02, 5Wc.06, 5Wp.02, 5Wp.04, 5Wp.05, 5SLm.03

• Skim read a story to get the main idea

• Learners can skim read a story to establish the main idea.

• Analyse the features of the story

• Learners can discuss the different story stages and features of the fable.

• Write a paragraph analysing the story

• Learners can write a paragraph giving their opinion backed by reasons.

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LANGUAGE SUPPORT The language in the fable is simple and should not pose problems for any learners.

Starter ideas

2 Analyse the story using headings (25 minutes)

Story structure (10 minutes) Resources: Learner’s Book Session 1.10, independent readers

Encourage pairs to discuss the different story stages and use a story they know to illustrate them. They could use their independent readers as well.

Share the ideas as a class and build a story structure diagram on the board – like a story mountain – incorporating the main story stages so learners are comfortable and familiar with the terminology.

Main teaching ideas

•

To analyse a story

•

To write an opinion paragraph

Resources: Learner’s Book Session 1.10 Activity 2, The Man with the Coconuts from Activity 1

Description: This activity revises standard story structure which learners have encountered in previous stages.

Learning intentions:

One day a man who had been to gather his coconuts loaded his horse heavily with the fruit. On the way home, he met a boy whom he asked how long it would take to reach the house.

1 Read a story from the Philippines (15 minutes)

Description: Learners are likely to be familiar with making notes under headings for non-fiction texts, but this is also appropriate for any note-taking activity. They can use a mind map with the headings as arms if they prefer. Remind learners to use key words rather than whole sentences. Use the first few sentences and show how to identify the key words:

Learning intention: To summarise the main point of a story

Resources: Learner’s Book Session 1.10 Activity 1, The Man with the Coconuts

Description: Learners should work alone so you can assess individual learning about fables, and thus what may need revising before writing their own fables.

Remind learners how to skim read for the main point rather than reading closely. In the next activity, they scan for detail to make notes.

Encourage multi-clause sentences to summarise the main point of the story, using connectives to show consequence, for example because. Share ideas as a class at the end.

Answers: a–b Learners’ own answers and summary sentences. Differentiation idea: Allow learners to read the story together, discuss the main point and come up with a joint summary sentence.

Encourage a strong topic sentence giving an opinion on whether or not it is a fable and using evidence to back up that opinion, for example The story can be considered a fable because … Point out how connectives are useful for joining or linking sentences, especially when expressing an opinion, for example therefore, because, since, although and so that. Learners will do more on connectives in later units. Remind learners to use their wordbook as a resource to expand their vocabulary and choose interesting or aspirational words. When they check their and their partner's work for spelling errors, encourage learners to focus on strategies for checking and correction such as breaking the words down into smaller parts, looking for word roots and remembering spelling rules. Use the Workbook activities for additional practice on identifying and analysing fable features. Encourage self-assessment and focus on learners who did not recognise the fable features.

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You could also provide Worksheet 5.11 Find a fable and allow learners to choose a fable to read out and then analyse in terms of story structure. Answers: Learners’ own answers notes and summary paragraphs. Differentiation ideas: As this work is done alone, discreetly check how learners are doing by asking individual questions. Support learners where necessary by reading the story in a support group and helping them find key words and make notes.

Some learners may think that if the main character is not an animal, it is not a fable. Remind them that fables can have different characters – even non-living objects or things – and therefore, while common, animal characters are not a conclusive fable feature. Assessment ideas: Assess whether learners have expressed an opinion backed up by reasons using evidence from the text.

CROSS-CURRICULAR LINKS Geography: Use books on the Philippines, maps to locate the Philippines, books containing information on coconuts as a crop.

Encourage faster workers to share their notes or mind maps with others in a group and explain their ideas. The same can be done once they have written their paragraphs, sharing them with a group to provide a model.

Go through individual fable characteristics, volunteered by the class, and see if they fit.

Plenary idea

Homework ideas

Learners can do the Workbook activities for Session 1.10. The activities provide practice on fable features and writing an opinion paragraph. Go through the answers to Activities 1 and 2 in class and invite volunteers to read out their paragraphs from the filled-in frame.

Assessment ideas: Use Activities 1 and 2 as a written record of learners’ skills at note taking and identifying key words and phrases; how well they understand the key features of a fable; and how well they write their paragraph. They should write a topic sentence followed by supporting details from several points in the text to back up their opinion.

What do you think? (5 minutes)

Resources: Learner’s Book Session 1.10 Activity 2, learners’ paragraphs

1 It is a fable because it is short, has an animal character with human characteristics that learns a lesson and it can teach us a life lesson as well. 2 Learners’ own answers. 3 Learners’ own answers.

Description: Invite learners to read out their paragraphs analysing whether the story was a fable. Try to invite learners with different opinions.

Answers for Workbook

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1.11 and 1.12 Retell a fable LEARNING PLAN Learning objectives

Learning intentions

Success criteria

5Ri.03, 5Ri.07, 5Ri.16, 5Ww.09, 5Ww.10, 5Wv.02, 5Wv.04, 5Wv.05, 5Wg.03, 5Ws.01, 5Wc.01, 5Wc.02, 5Wc.03, 5Wp.02, 5Wp.04, 5Wp.05, 5SLm.01, 5SLm.03, 5SLr.01

• Plan a story retelling

• Learners can use planning tools to help them plan a fable retelling.

• Write a first draft • Edit and improve my story

• Learners can write a first draft based on their notes.

LANGUAGE SUPPORT

• Learners can use feedback and other tools to help them edit and improve their fable.

Encourage learners to use their wordbooks where they have noted down significant words or words they would like to use again. Maintain a focus on good spelling, reminding learners of familiar rules, prefixes and suffixes as well as ways to make vowel sounds.

In these joint sessions, learners have the opportunity to use some of the new vocabulary they have encountered in the various stories. Encourage learners to include figurative language and idiomatic expressions in their writing. Support some learners by working with them to suggest ideas for simple figurative comparisons (similes).

Common misconception

How to identify

How to overcome

Editing and proofreading means correcting mistakes.

While identifying and correcting mistakes is important (e.g. for spellings), editing and improving drafts is much more than that. Ask learners what sort of things they do when editing (link to any success criteria). Make a list on the board and add suggestions of your own if necessary.

Encourage learners to focus on success criteria or criteria for the writing task. They can also use the editing checklists in the Learner’s Book or Worksheets 5.4 and 5.5 which give different insights into editing.

Misconception

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Starter ideas Planning and editing a story (5 minutes) Resources: Learner’s Book Sessions 1.11 and 1.12, The Ant and the Grasshopper from Learner’s Book Session 1.1, The Man with the Coconuts from Learner’s Book Session 1.10, Review, edit and revise checklist from the Toolkit in the Learner’s Book, Worksheet 5.4 Editor’s checklist, Worksheet 5.5 My editing success checklist

The narrative should demonstrate a fable’s key features and a lesson must be learnt. Finally, learners must choose a narrative perspective (encourage first person for strong writers). Encourage learners to use A4 paper for their ideas in draft or to use Worksheet 5.12 Rewrite a fable to take them through the planning process. Swapping planning with a partner provides early feedback on their ideas and helps those who struggle. If the plan is clear, learners can orally summarise the story their partner has planned.

Description: Before learners start planning and writing/ retelling a fable, brainstorm ways of planning and note-taking. Learners will be familiar with mind maps, tables and other planning diagrams from previous stages, but it is good to refresh ideas. Model how to use some techniques by making notes on one of the stories from the unit on the board in preparation for planning to retell it.

verbs to describe actions that also bring out characters.

Differentiation ideas: Support selected learners and help them to work out how to adapt the story, for example by using a simple setting or animal change. They can easily incorporate figurative language by thinking of names for their characters and then alliterating with an adjective.

2 Write your fable from your plan (35 minutes)

Share their ideas to on how to edit and improve stories, including using the Review, edit and revise checklist from the Toolkit in the Learner’s Book, Worksheet 5.4 Editor’s checklist, Worksheet 5.5 My editing success checklist, online spelling and grammar checkers, dictionaries, thesauruses and each other.

Answers: Learners’ own answers planning and notes.

Main teaching ideas

1 Plan your fable (30 minutes)

Learning intentions: •

To write a final draft

Resources: Learner’s Book1.11 and 1.12 Activity 1, The Ant and the Grasshopper from Learner’s Book Session 1.1, The Man with the Coconuts from Learner’s Book Session 1.10, Worksheet 5.12 Rewrite a fable

•

To edit and improve writing

Learning intention: To plan a retelling of a fable

Description: Learners need to think the story through before writing. The ‘starting/rambling on until finished’ technique is not a successful longterm strategy for well-constructed writing.

Learners can choose to retell either fable or select another they know, perhaps a tale familiar in your region, but something must change – the characters, the setting and scenario, the ending or even the lesson. An easy retelling would be the Man with the Coconuts carrying something different or with a different animal so that there is a different problem about how to do it. Learners should plan to incorporate techniques they have learnt over the unit such as animal character stereotypes; interesting dialogue to suit and bring out characters; figurative language, including alliteration (perhaps in the names); and powerful

Resources: Learner’s Book Sessions 1.11 and 1.12 Activity 2, Plans from previous session, Review, edit and revise checklist from the Toolkit in the Learner’s Book, Worksheet 5.4 Editor’s checklist, Worksheet 5.5 My editing success checklist Description: These sessions take place over more than one lesson to allow for differentiation in the pace at which learners work. If possible, however, planning should be finished by the end of the first session. Some learners may start writing in the first session. This will give them more time for editing and improvement. Set aside a block of quiet time for learners to write in silence. This helps develop the habit of getting on with a task without distractions. It is also a useful technique for taking tests. Learners should edit their own work only once they have finished – never as they go along. If they edit as they go, they will lose their thought process.

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We are working with Cambridge Assessment International Education towards endorsement of this title. 1 THERE‘S A LESSON IN THAT

Encourage a rigorous editing process, based on a partner’s feedback as well as own use of other editing tools. While, they must check the mechanics using the Review, edit and revise checklist from the Toolkit in the Learner’s Book, Worksheet 5.4 Editor’s checklist or Worksheet 5.5 My editing success checklist. They must then improve the quality of their word choice and sentence variety, and check for accurate direct speech punctuation. Their illustration should focus on the aspect of the fable they have changed.

Our anthology (10 minutes) Resources: Learner’s Book Sessions 1.11 and 1.12 Activity 1, anthology of learners’ stories Description: Organise time for learners to share and read their fables to each other. Volunteers can read their fables to the class or be organised into smaller groups to read their fables. Remind them to read accurately and with expression, particularly the dialogue. It is important to have an opportunity to enjoy and celebrate learners’ efforts. Assessment ideas: Informally assess learners’ reading aloud as well as their fable retellings. Encourage feedback from peers either in class or in the group, with a focus on what they liked as well as possibilities for improvement.

Try to bind learners’ stories with a proper cover, perhaps designed by one or more learners, to create a class anthology to be enjoyed in class or shared with other classes.

Plenary idea

Answers: Learners’ own answers fable retellings and illustrations.

Homework ideas

Learners can do the Workbook activities for Sessions 1.11 and 1.12. The activities focus on editing skills. Where possible, allow learners to swap Workbooks to compare answers and check where there is disagreement using dictionaries.

Differentiation ideas: Confident writers could be encouraged to include a twist in the tale or subvert some aspect of the traditional story. This is difficult to do well but worth trying out.

Some writers in a group could think about how they could make one of their fables into a play (learners cover play scripts in a later unit). Ask them to act out the fable like a dramatic reading, then discuss what parts actors would say and what could be given as background instructions. A laid-out play script is not necessary as learners can elaborate on any dialogue as they read it out.

Assessment ideas: Use Worksheet 5.3 Writing assessment to negotiate success criteria with the learners at the outset of this activity, for example:

• I maintained a consistent narrative perspective (first or third person).

• I used familiar fable character stereotypes.

• I wrote entertaining dialogue to bring the characters to life.

• I included figurative language or alliteration.

• I wrote at least five or six paragraphs (not including dialogue).

• I reviewed/edited my work carefully including feedback I was given.

Answers for Workbook 1 One day, threa [three] sheeps [sheep] were grayzing [grazing] in the feeld [field]. Won [One] was corled [called] Cosy, won [one] wos [was] named Sheer and the last was Yummy. “Wot [What] do you wont [want] to be when you gro [grow] up?” Cosy aksed [asked] Sheer. “A wooly [woolly] jumper!” larfed [laughed] Sheer bounceing [bouncing] up and down. “Me two [too]!”shoutted [shouted] Cosy. And then they both starred [stared] at Yummy. Learners’ own answers. Possible answers: a 2 murmured, b yawned, c wept 3 [be] was; [sit] sat; [notice] noticed; [hold] held; [think] thought; [hit] hit; [stand] stood; [say] said; [be] was; [open] opened; [give] gave; [fall] fell; [plop] plopped; [regret] regretted

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We are working with Cambridge Assessment International Education towards endorsement of this title. CAMBRIDGE PRIMARY ENGLISH 5 TEACHER’S RESOURCE

CHECK YOUR PROGRESS Answers 1 Three of: short, often animal or non-human characters with human characteristics, one character learns a lesson, we can also learn a wider lesson from the story. 2 a should; b could; c must 3 Learners’ own answers. Too many cooks spoil the broth.

When too many people try to lead, it’s confusing and gives bad results.

Birds of a feather flock together.

People like to spend time with others who are similar to them.

Don’t put all your eggs in one basket.

Have a backup plan. Don’t risk all your time, money or effort on one plan.

PROJECTS

5 a “Please help me load these coconuts,” begged the old man. b She said crossly, “Stop doing that!” (Exclamation mark not essential – can be a full stop.) c “Give it to me,” she snapped, “because it’s mine!” (Exclamation is not essential – can be a full stop.)

These projects develop learners’ active learning skills.

Individually, learners focus on summarising a fable they have researched. You can assess their capacity to identify the key points relating to plot, character and setting, as well as identifying the lesson. Discuss with some learners how the lesson could apply in their own lives if they find this difficult.

In pairs, learners also research but they apply their research in a role play. You can assess the appropriateness of the fable they have chosen as well as their presentation skills. Encourage them to translate narrative into dialogue to tell

the story. Other learners can give feedback and suggestions for improvement. They can also try to identify the lesson. In groups, learners take a broader research topic which will require them to assign roles. Focus on the different sources for their research and ensure suitable internet sites are available to them. Discuss what comprises a multimedia presentation and encourage groups to choose different aspects of multimedia to incorporate. They do not have to use everything in their presentations. Evaluate their presentations not only on their groupwork skills but also on how well they have chosen a suitable presentation format.

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Primary English Teacher’s Resource 5 Sample

Articles inside

Setting up for success

Answers to spelling activities

How to use this Teacher’s Resource

Approaches to teaching and learning

How to use this series

Introduction

About the authors