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:

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2

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4 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.

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.

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.

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

1 There’s a lesson in that

Unit plan

Session

1.1 Read a story by Aesop

Approximate number of learning minutes

1

1.2 Check your understanding 1

1.3 Story features 1

1.4 What about my point of view? 1

1.5 Proverbs tell a tale 1

1.6 A twist in the traditional tale 1 Outline of learning content Resources

Read a fable Discuss the story Explore features of fables

Check understanding Explore descriptive verbs Learn about modal verbs

Explore animal stereotypes Discuss story structure Develop ideas about characters Explore narrative voice Tell a story from a different point of view Work with pronouns Explore proverbs Discuss literal and figurative language Design a cartoon strip 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 1.1

Workbook Session 1.1

Worksheet 5.1

Worksheet 5.2

Worksheet 5.4

Worksheet 5.5

Learner’s Book Session 1.2

Workbook Session 1.2

Learner’s Book Session 1.3

Workbook Session 1.3

Learner’s Book Session 1.4

Workbook Session 1.4

Language worksheet 1A

Learner’s Book Session 1.5

Workbook Session 1.5

Worksheet 5.9

Learner’s Book Session 1.6

Workbook Session 1.6

Worksheet 5.2 Reading log

Session

1.7 It’s all about dialogue Approximate number of learning minutes

1

1.8 Figurative language is all around

1.9 Hold a discussion forum 1

1

1.10 Test your knowledge

1.11 and 1.12 Retell a fable 1

2 Outline of learning content

Punctuate direct speech Extend a conversation Do a dramatic reading

Differentiate between literal and figurative language Interpret figurative expressions Explore alliteration Compare fact and opinion Prepare and deliver a group presentation Discuss each other’s presentations Skim read a story to get the main idea Write a paragraph analysing the features of the story Plan a story retelling Write a first draft Edit and improve own story

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 Resources

Learner’s Book Session 1.7

Workbook Session 1.7

Differentiated worksheets

Learner’s Book Session 1.8

Workbook Session 1.8

Language worksheet 1B

Learner’s Book Session 1.9

Workbook Session 1.9

Worksheet 5.10

Learner’s Book Session 1.10

Workbook Session 1.10

Worksheet 5.11

Learner’s Book Sessions 1.11 and 1.12

Workbook Sessions 1.11 and 1.12

Worksheet 5.3

Worksheet 5.4

Worksheet 5.5

Worksheet 5.12

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

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. 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.

TEACHING SKILLS FOCUS

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. • 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.

1.1 Read a story by Aesop

LEARNING PLAN

Learning objectives 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 Learning intentions Read a fable

Discuss the story

Explore features of fables Success criteria

Learners can read and recognise a fable.

Learners can discuss the story.

Learners can talk about the features of a fable.

LANGUAGE SUPPORT

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. 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.

Common misconception

Misconception Fables must have animal characters. How to identify 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. How to overcome

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.

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

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. 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. 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. Suggest some groups read the dialogue and the narrator in parts rather than by paragraph. 2 Discuss the story (20 minutes)

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. 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? 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).

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. c Grasshopper learnt that he should have prepared for winter rather than just having fun. d Learners’ own answers; Ant seems a better person yet does little to help Grasshopper when he is in need. 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.

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

Homework ideas

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. 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.

Answers for Workbook

1 One Two Three Four syllable syllables syllables syllables ant baffled enormous industrious corn chirrup grasshopper liberally flies fathom melody teased guffawed sustenance

2 stopping meadow glorious character understand provision continued lethargic

3–5 Learners’ own answers. difficult gathering wistfully important

1.2 Check your understanding

LEARNING PLAN

Learning objectives 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 Learning intentions

Check understanding

Explore descriptive verbs Learn about modal verbs Success criteria

Learners can discuss their understanding of the text.

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

LANGUAGE SUPPORT

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. 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.

Common misconception

Misconception Modal verbs have tenses. How to identify Invite learners to try to form the past and future tenses using modal verbs. How to overcome

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.

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.

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

Main teaching ideas

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

Learning intentions:

• To explore explicit and implicit meaning • To locate information in a text to answer questions Resources: Learner’s Book Session 1.2 Activity 1, The Ant and the Grasshopper (Learner's Book Session 1.1 Activity 1) 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. Learners must find text examples to back up their ideas – their ideas alone are not enough.

Answers:

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

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. 2 Verbs can tell you about characters (10 minutes)

Learning intentions:

• To explore shades of meaning • To infer meaning from words Resources: Learner’s Book Session 1.2 Activity 2 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. 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. 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.

Possible answers:

a Learners’ own answers. b Possible verbs: snapped, toiling (continued on her industrious way) 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 d Verb: to work out or understand something by thinking about it deeply 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

3

and share their discussions, contributing where appropriate.

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. 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 …). 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. In question c, remind learners the modal verb must fit the context of the pairs of sentences.

Answers:

a might (possible), will (definite) b shouldn’t, oughtn’t, can’t, mustn’t c 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). 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. Informally assess learners’ understanding of modal verbs and how to use them to inform later work.

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. 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.

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

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

1.3 Story features

LEARNING PLAN

Learning objectives 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 Learning intentions

Explore animal stereotypes

Discuss story structure

Develop ideas about characters Success criteria

Learners can recognise and discuss animal stereotypes. Learners can identify the story stage issue/problem in a fable.

Learners can talk about character development.

LANGUAGE SUPPORT

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).

Starter idea

Becoming human (5 minutes) 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. 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.

Main teaching ideas

1 Animal stereotypes (20 minutes)

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?

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

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. 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. 2

3 The issue in the fable (5 minutes) 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. Take time to discuss with learners what we can infer as a general life lesson from the fable’s lesson.

Answers:

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

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)

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. 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. 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. 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.

d e

Class role play 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.

Plenary idea

Who would you spend time with? (5 minutes) Description: Ask which character the class prefers and why. 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.

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.

Answers for Workbook

1–2 run sleep laugh smile cry bound, catnap, cackle, beam, bawl, dart, doze, chortle, grimace, blub, dash, flee, drowse, chuckle, grin, howl, jog, lope, hibernate, giggle, simper, snivel, race, kip, nap, guffaw, smirk, sob, scuttle, rest, hoot, sneer wail, sprint, slumber, snicker, weep, stampede snooze snigger, whimper titter Possible Possible Possible Possible Possible antonym antonym antonym antonym antonym

dawdle, plod wake cry frown laugh 3

4 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 Learners’ own sentences describing Ant's and Grasshopper's personalities. Look for evidence from the text in their answers.

1.4 What about my point of view?

LEARNING PLAN

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

Explore narrative voice

Work with pronouns

Tell a story from another point of view Success criteria

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.

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.

Common misconception

Misconception Possessive adjectives and pronouns are the same thing. How to identify 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. How to overcome

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

Pronouns help create flow (5 minutes) Resources: Learner’s Book Session 1.4 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. 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.

Main teaching ideas

1 First- or third-person narrator (10 minutes) Learning intention: To identify point of view and narrative person in a story Resources: Learner’s Book 1.4 Activity 1, The Ant and The Grasshopper (Learner's Book Session 1.1 Activity 1) 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. 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. 2

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

Answers:

a outside narrator – third person b narrative (no I/we said, etc.) c third/he; first/I; third/She; first/We; third/they

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

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

3

Answers:

a her, her; ours; Your; theirs; my 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. Discuss a change in perspective (20 minutes) Learning intention: To explore viewpoint in stories 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.

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. Assessment ideas: Do informal assessment on whether learners understand the difference between first- and third-person narrative with the related pronouns. Formally assess their stories. Negotiate success criteria, for example: • 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) 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. 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.

Answers for Workbook

1 2 Learners’ own answers to interpret the scenario. a When 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 Mrs 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

he her I it our ours she their they we you Possessive pronouns hers his mine theirs yours Possessive adjectives

its his my your

1.5 Proverbs tell a tale

LEARNING PLAN

Learning objectives 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 Learning intentions

Explore proverbs

Discuss literal and figurative language

Practise using apostrophes

Design a cartoon strip Success criteria

Learners can interpret proverbs in different contexts. 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 Idioms and proverbs are the same thing. How to identify Ask learners what different proverbs and idioms mean. The proverbs should be easily understood whereas the idioms may need to be learnt. How to overcome

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.

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. Learners can write the answers in note form before sharing ideas as a class. Discuss how the proverbs’ lessons might apply to their own lives.

Audioscript: track xx

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

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 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. 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. 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. 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.

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. b 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.

2

3 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 b Contraction, possession, contraction c possession; contraction; contraction; possession d Learners’ own sentences - one for each purpose.

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.

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. 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.

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. • 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.

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.

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

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.

Answers for Workbook

1

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

Look before you leap.

A stitch in time saves nine.

Great oaks from little acorns grow.

It’s no use crying over spilt milk. Think carefully before you do or say something.

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

All great things start small.

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.

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 objectives 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 Learning intentions

Explore a modern version of a fable

Make notes of the story’s main points Present a summary of the story Success criteria

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

Learners can make notes of the story’s main points. Learners can do a group presentation summarising the fable.

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) 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) 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. 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?

Main teaching ideas

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

Learning intentions:

• To take notes to compare stories in an organised way • To make predictions about the modern retelling 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 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.

2

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

Answers:

a Auntie Anthea – Ant; Gentle Geoffrey –

Grasshopper; by the alphabetical link b Learners’ own answers. c Third-person narrator d Learners’ own reading and answers.

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

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

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. 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. 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. 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. 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, 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.

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.

Plenary idea

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? 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.

1.7 It’s all about dialogue

LEARNING PLAN

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

Punctuate direct speech

Extend a conversation

Do a dramatic reading Success criteria

Learners can punctuate direct speech accurately. Learners can write dialogue to extend a conversation.

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

LANGUAGE SUPPORT

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. 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.

Common misconception

Misconception Direct and reported speech are the same. How to identify 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. How to overcome

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.

Starter ideas

More interesting than said (5 minutes) Resources: Learner’s Book Session 1.7, thesauruses 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. Invite learners in pairs to brainstorm alternatives. Remind them that verbs reflect how the words are said and what the speaker is doing, for example laughed and grinned. Share the verbs and discuss adverbs that could accompany said to achieve a similar effect.

Main teaching ideas

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

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. 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. 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 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.

Answers:

a Learners’ own choice of examples of dialogue from the text; yes, it follows the rules. b Learners’ own answers. Discussion point focusing on the sentence continuing after the speaker is identified. c Possible answers: Geoffrey (enquired), “Why would you help me?” “Why wouldn’t I want to invite you into my house?” (retorted) Anthea. “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?”

Differentiation ideas: Work with small groups to talk through the punctuation and alternatives to said before learners write out the speech bubbles as dialogue. 2

3

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

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. 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 dialogue.

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

Do a dramatic reading (10 minutes) Learning intention: To convey ideas about character through dialogue, expression and body language 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 Description: Pairs read the dialogue between Anthea and Geoffrey, ignoring any narrative parts, adding their own dialogue onto the end. 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”).

Invite volunteers to try. Encourage exaggeration in the role play.

Answers:

a–b Learners’ own role plays.

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.

Plenary idea

What does the dialogue tell you? (5 minutes) 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. Assessment ideas: Informally assess what they have inferred about character from the dialogue. Ask targeted questions to elicit reasons for their ideas.

Homework ideas

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

1

2

3 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?” “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.” Learners’ own dialogue.

1.8 Figurative language is all around

LEARNING PLAN

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

Differentiate between literal and figurative language

Interpret figurative expressions Explore alliteration Success criteria

Learners can tell the difference between literal and figurative language.

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

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

Literal or figurative? (5 minutes) 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.

Main teaching ideas

1 Everyday figures of speech (30 minutes) 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) 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.

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.

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 • 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. 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.

2

e

f

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. 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.

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

Alliteration (10 minutes) Learning intention: To explore figurative language and its effect 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.

b c

d

• 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. 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. 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.

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. 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 2 3 a leaf b out c chip d medicine e mad Learners’ own pictures 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

4 t z s w t t n o n e a a e l c y c k z e t p e h e r i i r n h s k n t l u h e k g a n t w i c m p y i l o v c r r r m k n m c l e e o w i a k x k e i o a u s c g v y l r a i l g d d e g g u r n z e h s i z z l e c e s u t l u a s r e m o s 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

1.9 Hold a discussion forum

LEARNING PLAN

Learning objectives 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 Learning intentions

Compare fact and opinion

Prepare and deliver a group presentation

Discuss each other’s presentations Success criteria

Learners can differentiate between fact and opinion. 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.

Common misconception

Misconception A discussion forum is the same as a debate. How to identify 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. How to overcome

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.

Starter idea

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

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. 2

Provide Worksheet 5.10 Hold a discussion forum to help groups with their planning. Leave the groups alone as far as possible, only supporting those needing particular attention.

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? Some groups could include both fable versions in their presentations.

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’?

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.

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. 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.

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 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 Learning intentions

Skim read a story to get the main idea

Analyse the features of the story Write a paragraph analysing the story Success criteria

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

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

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

LANGUAGE SUPPORT

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

Starter ideas

Story structure (10 minutes) Resources: Learner’s Book Session 1.10, independent readers Description: This activity revises standard story structure which learners have encountered in previous stages. 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

1 Read a story from the Philippines (15 minutes) 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. 2 Analyse the story using headings (25 minutes)

Learning intentions:

• 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: 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:

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.

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.

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. 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. 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.

Plenary idea

What do you think? (5 minutes) Resources: Learner’s Book Session 1.10 Activity 2, learners’ paragraphs Description: Invite learners to read out their paragraphs analysing whether the story was a fable. Try to invite learners with different opinions. Go through individual fable characteristics, volunteered by the class, and see if they fit. 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.

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.

Answers for Workbook

1

2 3 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. Learners’ own answers. Learners’ own answers.

1.11 and 1.12 Retell a fable

LEARNING PLAN

Learning objectives 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 Learning intentions

Plan a story retelling

Write a first draft

Edit and improve my story Success criteria

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

Learners can write a first draft based on their notes.

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

LANGUAGE SUPPORT

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). 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.

Common misconception

Misconception Editing and proofreading means correcting mistakes. How to identify 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. How to overcome

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.

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 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. 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.

Main teaching ideas

1 Plan your fable (30 minutes) Learning intention: To plan a retelling of a fable 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 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 2

verbs to describe actions that also bring out characters. 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.

Answers:

Learners’ own answers planning and notes.

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.

Write your fable from your plan (35 minutes)

Learning intentions:

• To write a final draft • To edit and improve writing 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.

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. 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.

Answers:

Learners’ own answers fable retellings and illustrations.

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.

Plenary idea

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.

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.

Answers for Workbook

1

2

3 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 murmured, b yawned, c wept [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