Preview Cambridge Primary English Teacher's Resource Book 5 by Cambridge International Education

CAMBRIDGE PRIMARY

English

TeacherĂ s Resource

Sally Burt and Debbie Ridgard

University Printing House, Cambridge cb2 8bs, United Kingdom Cambridge University Press is part of the University of Cambridge. It furthers the Universityâ&#x20AC;&#x2122;s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. Information on this title: education.cambridge.org ÂŠ Cambridge University Press 2015 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2015 Printed in Poland by Opolgraf A catalogue record for this publication is available from the British Library 978-1-107-63830-3 Paperback with CD-ROM Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but the publishers do not guarantee the accuracy of such information thereafter. Cover artwork: Bill Bolton Learning objectives from the Cambridge Primary English 0844 curriculum framework, for use from 2011, are reproduced by permission of Cambridge International Examinations. notice to teachers The photocopy masters in this publication may be photocopied or distributed electronically free of charge for classroom use within the school or institution that purchased the publication. Worksheets and copies of them remain in the copyright of Cambridge University Press, and such copies may not be distributed or used in any way outside the purchasing institution.

Contents Introduction

Stage 5 Curriculum correlation

Unit 1 There’s a lesson in that

Unit 2 Exploring space

Unit 3 Reflections

Unit 4 Myths and legends forever

Unit 5 Tell me how …

Unit 6 A different type of story

Unit 7 A box of delights

Unit 8 Share your views

104

Unit 9 Let’s perform

116

Photocopy masters (PCMs)

124

Learner’s Book 5 index

162

Spelling lists

163

Spelling activity answers

165

Contents 3

The Cambridge Primary English series The Cambridge Primary English series is a six-level, First Language English course covering and following the Cambridge Primary English curriculum framework from Cambridge International Examinations. The Cambridge Primary English course is intended to lead into the Cambridge Secondary 1 curriculum by giving learners the skills and knowledge to confidently access the secondary curriculum. The full series consists of a suite of Learner’s Books, Teacher’s Resource (Book and CD-ROM) and write-in Activity Books for each of the six levels. Although the series is designed to be used as a suite, the Learner’s Book provides independent and coherent coverage of the curriculum framework.

Each unit provides an opportunity for progression through reading as a reader, reading as a writer and writing, so that learners can experience the journey to becoming literate, with the emphasis shifting from learning to read towards reading to learn. The text extracts selected for the course serve as language input and springboards for teaching and learning grammar and punctuation, phonics, spelling and the development of listening, speaking, reading and writing skills. However, texts should always be supplemented with local literature and non-fiction texts local to your region to add depth and context to the range of skills learners encounter through the Learner’s Book.

Learner’s Books

Spelling

The Stage 5 Learner’s Book is the fifth of six in the Cambridge Primary English series. Each Learner’s Book contains nine units, two long units and one shorter unit per ten-week term. Each long unit contains 12 teaching sessions and has been designed to be delivered over four weeks, with three lessons per week. The shorter units are intended to be delivered over two weeks with six teaching sessions in each. Since learners work at different speeds, some double sessions have been included to allow for differentiation of pace. The units per term may be taught in any order with progression being built in per term rather than unit by unit to add flexibility to the programme and to allow for more cross-curricular matching.

Main units In Stage 5 each unit contains a range of text types and genres included as extracts around a unifying theme. The texts have been carefully selected to include an appropriate balance of fiction, non-fiction, and poetry and plays, as well as to reflect the interests and diverse cultural backgrounds of the learners. Each lesson contains a selection of activities aimed at enabling the learners to acquire specific knowledge or skills across a wide range of text opportunities. Lessons incorporate both whole-class teaching led by the teacher, and small group or individual work so that learners can practise and apply their learning, with regular checks to self-assess their progress. The course aims for an approach that encourages learners to actively explore, investigate, understand, use and develop their knowledge of English and in particular their reading, writing, listening and speaking skills through the use of regular, guided group and paired work, independent group work and individual work. Discussion with a talk partner or in a small group forms an important part of the course, helping learners become more articulate and confident in expressing their opinions; it is also an important part of the embedding process and discovering that others do not always take the same approach or share opinions.

Cambridge Primary English Stage 5 Teacher’s Resource

The Learner’s Book contains three spelling spreads at the back of the book. These spelling spreads contain specific spelling rules and activities linked to the units across the three terms to be used at the teacher’s discretion. Some spelling activities may also appear in the units and the Teacher’s Resource notes will also indicate spelling opportunities. Ideally, at least one formal spelling session per week should be planned using either the spelling spreads or the spelling lists in the Teacher’s Resource that are provided for reinforcement of common spelling patterns and letter strings. Vocabulary development is closely linked to spelling but a spelling programme does not on its own guarantee vocabulary development. Each unit therefore introduces a set of words which will be used during the unit and would therefore be useful for the pupils to learn. Certain words are glossed in the chapters to clarify meaning immediately but at other times learners are encouraged to self-help by using dictionaries, thesauruses, whether print or ICT-based, and further to reflect on the shades of meaning inherent in the contextual use of the word. Understanding that words can have multiple meanings or even multiple shades of meaning is important in many aspects of reading and writing, from advertising to poetry; in addition to which, the excitement of words and their power is a lifelong gift.

Features Each unit contains specific language input in the form of Language focus boxes to support teacher-led instruction emanating from text-based examples. These boxes allow learners to reference the input in their own time and internalise it as they work through the activities that provide opportunities to practise their skills. The language input is progressive and covers the curriculum framework over the year. Did you know? boxes draw learners’ attention to interesting facts or cross-curricular links to add depth to the learning environment and to make cross-curricular links where appropriate. The Tip box provides handy tips and reminders to guide the learners and to ask questions that challenge their thinking and interest.

The Duck mascot provides reminders and gives examples for learners to follow. Icons indicate when an activity involves discussion, writing, reading or paired/group work. While the icons are indicators of the mode of work envisaged, it is always at the teacher’s discretion to approach the activity from a different perspective, especially when implementing a differentiation strategy in the classroom. have a discussion do some reading do some writing role play, read out loud or do an oral activity do a spelling activity Throughout the course, the learners are encouraged to keep a reading log. This log is meant to track as much of the reading that they do as possible, and not just for a reading scheme or independent reader books. The reading log is intended to include both fiction and non-fiction and any reading learners may do at home or when out and about – you can encourage them to include in their logs, advertisements, posters, newspapers and magazines, leaflets and even invitations. When they look back over a year, learners will realise the rich variety of media in which they engaged in reading and the process of keeping the log will help make them active rather than passive readers as they move from ‘learning to read’ towards ‘reading to learn’ and appreciate. The Learner’s Book reminds learners at strategic moments to complete their reading logs with specific comments to help them reflect on the reading that they have done in the Learner’s Book; however, the log should be encouraged as a habit (not as a chore), so the process must be quick and easy rather than a laboured activity. Throughout the Learner’s Book learners encounter selfreflection How did I do? questions on particular activities. These self-assessment moments are designed to be specific to the activity rather than general questions. Similar questions could be written on the board by the teacher for activities which do not have the self-check element. The aim is to encourage learners to reflect on their progress and identify areas for themselves in which they are either achieving satisfactorily or wish to improve upon. This Teacher’s Resource and CD-ROM contains a series of specific photocopy masters aimed at slightly more formal assessment of learners against a series of success criteria identified for the activity. These are explained in more detail below. At the end of the Learner’s Book, you will find a ‘Toolkit’ (a series of resources) for use by the learners. These include a range of reference and learning tools such as an editing checklist and a self-evaluation tool for reading aloud. These resources can be used throughout the programme and can be referenced by the teacher or the learners where appropriate. There are also tools and tips to guide group work, presentation skills and silent reading to support the teaching, the learning and the assessment process.

Activity Books The Activity Book accompanying each Learner’s Book includes supplementary and extension material mirroring and based on the content of the Learner’s Book so as to support: • the independent learning part of the teaching • the ‘practise and apply’ parts of some sessions • some personalisation activities • reinforcement of concepts introduced in the Learner’s Book • space for quiet focused work. The Activity Book content is not tied page by page to the Learner’s Book content, rather it follows the Learner’s Book unit by unit, so that each unit follows the same unifying theme. At times, the Activity Books include smaller extracts of texts included in the Learner’s Book if they are focused on in such a way that merits repeating the extract in the Activity Book. The Activity Book aims to cater for learners with a wide range of learning styles, which means they include a wide range of activities from somewhat mechanical (drill can still be an important learning tool for reinforcement and modelling) to a more open and creative approach, allowing for personalisation and differentiation. Tasks in the Activity Book are also intended to provide some familiarisation with the task types learners will encounter in the Progression Tests. The Activity Books are designed to be flexible and should be used in which ever way it suits the teacher and the class the best. In some cases it may be appropriate to use the Activity Books as class homework tasks or to allow certain learners to reinforce concepts at their own pace. Similarly a number of the activities can be used to extend learners, allowing them more freedom of expression and creative space and to provide extension where the different pace of learners needs to be catered for. The answer keys to activities, where appropriate, are provided per unit following the notes on Learner’s Book activities.

Teacher’s Resource The teachers’ guidance notes in the Teacher’s Resource follow the pattern of the Learner’s Book providing support for the teacher across each of the nine units, six long and three short. The notes cover material for three lessons per week (30–45 minutes per lesson) based on the Learner’s Book content and include answer keys. The unit by unit notes list what the teacher will need at the beginning of each session together with the primary learning objectives and outcomes for the session. Thereafter, it provides background and suggestions for how to approach the activities in the Learner’s Book and, when necessary, includes supplemental information and structuring. Each session assumes a mix of whole-class teaching followed by group work (guided or independent), as well as a healthy mix of pair and/

Introduction

or individual work, following the review, teach, practise, and apply cycle. The Teacher’s Resource provides opportunities and suggest strategies for differentiated learning throughout as well as opportunities for both formal and informal assessment. A summary of the curriculum framework coverage is provided in the grid on pages 8–11. The speaking and listening element of the curriculum framework is covered in part through specific activities but also through ongoing activities throughout the course. While the speaking and listening activities are not formally assessed opportunities for informal assessment are suggested in the Teacher’s Resource. Three to four additional activities are provided in the form of photocopy masters (PCMs) for each unit with accompanying notes. Some PCMs focus on specific assessment opportunities of writing activities in relation to success criteria. The aim is for these PCMs to be part of the activity and to engage the learners in developing their own appropriate success criteria so that they are aware from the outset what is being looked for and how they will be assessed. As a result, the PCMs include self-reflection from the learners on their progress as well as a review by the teacher. The remaining PCMs provide opportunities for consolidation, extension or differentiation for certain of the activities in the Learner’s Book. Because success criteria are considered to be a vital part of learners becoming independently engaged in their learning process, certain generic PCMs have been included to allow teachers to develop success criteria for a wide range of other activities throughout the Learner’s Book. In recognition of this, where appropriate, session notes contain suggestions for possible success criteria that can be negotiated with the learners to allow them some input into where they will focus their efforts and how activities are assessed. However, success criteria are not just about assessment; they are about providing goals for learners to aspire to in their personal learning journeys. Some PCMs are ‘generic’ and can be used with any unit, others are specific to particular units or activities. The table accompanying the PCMs clarifies which are generic and which are specific to particular units (see page 124). An index to the Language focus boxes in the Learner’s Book is provided on page 162 as a photocopiable resource for use with learners. Each unit is supplemented with suggestions on how to use the Activity Book, with answer keys to these activities following the notes and answer keys to the Learner’s Book. The CD-ROM at the back of this Teacher’s Resource includes PDFs of the Teacher’s Resource content for printing and reference.

Cambridge Primary English Stage 5 Teacher’s Resource

Teaching phonics, spelling and vocabulary Spelling spreads Spelling and vocabulary is an integral part of an English programme. A teacher who is disciplined about focusing on spelling at the right moment and in the right context is well on the way to having better spellers with an increased vocabulary. As mentioned, pages 143–148 of the Learner’s Book have three spelling spreads, one for every three units, providing a selection of rules and spelling activities linked to the units. The spreads are placed at the back of the book to give the teacher flexibility on when and how to do specific spelling teaching and practice – whether as a class activity or as a differentiated work opportunity. In addition, the Teacher’s Resource notes for each unit make suggestions for when and how to approach specific spelling and word knowledge activities, providing the opportunity to work with the words and rules in context. The activities aim to reinforce a particular spelling rule or pattern and address some of the basic reasons why children struggle to spell: • the language itself being confusing – quay sounding like key; present being a noun or a verb • pronunciation – sounding the words incorrectly • confusing words that look similar – weak visual perception • ignorance of root words or how to break down syllables and parts of words. By actively focusing the learners’ attention on activities and useful rules in the context of the lesson, this course aims to improve the average spelling age in your classroom. A spelling programme should take into account the following: • Acquiring a new word is a process: the word is recognised, spelling is learned, meaning and use are understood and the word is used in context. • A learner’s ability to spell grows through practice and analysis. Working with words and working out how and why letters are placed together, helps learners understand, internalise and apply the rules to other words and in other contexts. • A learner’s ability to spell requires them to recognise the sounds that make up a word and translate them into the written form. Spelling progresses when there is an understanding of the association between the sounds and the symbols. By Stage 5, ‘sight’ words (words acquired by sight and not by rules, e.g. the Dolch sight list) should have been acquired, although frequent reminders and displays are still valuable. Although the spelling spreads are designed primarily to be teacher-mediated, there is no reason why learners should not be encouraged to refer to them independently if they feel the need to do so and know where to find the spelling support they want.

Spelling lists The spelling lists on pages 163–164 of this Teacher’s Resource are a supplement to the spelling spreads at the back of the Learner’s Book. Notes on how to use the spelling lists are also provided on page 163.

Teaching spelling in the classroom Many approaches to how spelling should be taught in the classroom have been developed and continue to be developed. It is difficult to be too rigid about this; much depends on teacher commitment and the emphasis on spelling in the school as a whole. It is also dependent on the level of the class and how many learners are operating with English as their first language or as the primary language spoken in the home. Ideally, spelling should be addressed on a daily basis and in the context of the lesson. Embedded throughout the notes are Spelling links, these are intended to suggest opportunities at which the indicated spelling areas can be looked at in greater detail. A time should be set aside regularly for specific spelling activities, e.g. to focus on a word, analyse it, group it with other words with the same spelling pattern and then add it to a spelling dictionary or index book. None of this need take up a lot of time but it does require a teacher to be constantly on the look-out for opportunities to look at spelling. If possible, a formal spelling lesson should take place once a week where rules are taught and learners are given a chance to practise the rule and use it. The formal lesson should focus on a specific sound or rule the teacher feels is relevant to the class and the context.

A suggested spelling session format • SAY the word and SEE the word. Introduce words both orally and visually so the learners see each word and hear the sound simultaneously to develop auditory perception. Use flashcards, words appearing on a screen or written on the board. • PLAY with the word. Learners write it in the air or on their desk with a finger, mime it to a partner, write it on a slate or paper and hold it up, do visual memory activities with a partner: look at a word, close eyes and spell it. These activities provide immediate feedback and develop visual memory. Clap the sounds to demonstrate how the word is broken into syllables. Let the learners find their own associations to help them remember words, e.g. ear in hear or ache in headache. • ANALYSE the word. Spelling rules can be helpful here to explain how words are built up, why letters move, how sounds change from one word to another and how patterns fit into words. • USE the word – make up sentences. Activities are provided in the Learner’s Book but you can add to these by playing spelling games. Younger learners enjoy spelling Snap or Bingo!; older learners might enjoy a spelling challenge/ladder or a competition that involves winners.

• LEARN the word. Learners commit the word to memory while writing it out in a word book or personal spelling notebook. Tests or assessments need not be repetitive weekly activities but learners do need an incentive to internalise the spelling of words and to see they are making progress.

Practical ideas for the classroom Words and spellings need to be highlighted and enriched at every opportunity in the classroom. • Encourage personal word books or cards: include words covered in spelling sessions and ones learners look up in the dictionary. Suggest learners develop a bank of words they would like to use (especially powerful, descriptive or unusual words); these could be noted at the back of the word book or set of cards. Word meanings can also be included. Some learners may benefit by using colours or underlining/ highlighting to identify tricky bits or root words. • Create a classroom display of aspirational words or themed words around a topic (any learning area). • Include plenty of spelling resources – dictionaries, thesauruses, etc. • Set up spelling buddies as a first line of check if a dictionary or thesaurus does not help. • Play word games such as word dominoes, or phonic pairs on a set of cards as a memory game. • Highlight and discuss word origins and have a merit system for anyone with interesting words or word information to share. • Display lists of words with similar sounds or letter patterns (either at the start, middle or end) – write the words large in the handwriting taught at the school (joined up if appropriate) to stimulate visual and kinaesthetic knowledge. • Have an interactive word list of interesting words, or words that match a spelling rule or word pattern being focused on. Add to it when anyone comes across a relevant word. • Consider an alphabet of vowel sounds and consonant sounds as a display or frieze around the walls. • If handwriting lessons are timetabled, add word patterns and sounds into those sessions. • Research free web resources to create your own crosswords and word searches linked to vocabulary in themes and spelling rules you are working on. Finally, a note on handwriting practice. This series encourages best practice in handwriting but does not teach it explicitly. We recommend using the Cambridge Penpals for Handwriting series alongside Cambridge Primary English. Spelling may be a challenge but it does not have to be dull. Spelling can be fun if you make it that way! We hope you enjoy teaching the course and that it will help your learners to feel confident about responding to and using English in a variety of ways. Sally Burt and Debbie Ridgard

Introduction

Stage 5 Curriculum correlation Cambridge Primary English 0844 curriculum, for use from 2011. Unit 1

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Phonics, spelling and vocabulary 5PSV1 Investigate the spelling of word-final unstressed vowels, e.g. the unstressed ‘er’ at the end of butter and unstressed ‘ee’ at the end of city.

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5PSV2 Recognise a range of less common letter strings in words which may be pronounced differently.

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5PSV3 Spell and make correct use of possessive pronouns, e.g. their, theirs, my, mine.

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5PSV4 Identify ‘silent’ vowels in polysyllabic words, e.g. library, interest. 5PSV5 Use effective strategies for learning new spellings and misspelt words.

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5PSV6 Learn spelling rules for words ending in e and y, e.g. take/taking, try/tries.

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5PSV7 Know rules for doubling consonants and investigate patterns in the use of single and double consonants, e.g. full/ful.

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5PSV8 Investigate spelling patterns for pluralisation, e.g. s, es, y/ies, f/ves. 5PSV9 Extend earlier work on prefixes and suffixes, recognising that different spelling rules apply for suffixes which begin with vowels and those that begin with consonants.

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5PSV10 Investigate ways of creating opposites, e.g. un, im and comparatives, e.g. er, est.

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5PSV11 Revise grammatical homophones, e.g. they’re, their, there.

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5PSV12 Use dictionaries efficiently and carry out ICT spell checks.

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5PSV13 Identify unfamiliar words, explore definitions and use new words in context.

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5PSV14 Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue.

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5PSV15 Use a thesaurus to extend vocabulary and choice of words.

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5PSV16 Collect synonyms and opposites and investigate shades of meaning.

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5PSV17 Use known spellings to work out the spelling of related words.

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5PSV18 Identify word roots and derivations to support spelling and vocabulary, e.g. sign, signal, signature.

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5PSV19 Investigate the origin and appropriate use of idiomatic phrases.

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Grammar and punctuation: Reading 5GPr1 Learn how dialogue is set out and punctuated.

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5GPr2 Identify prepositions and use the term. 5GPr3 Understand conventions of Standard English, e.g. agreement of verbs.

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5GPr4 Understand the difference between direct and reported speech.

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5GPr5 Investigate clauses within sentences and how they are connected.

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Cambridge Primary English Stage 5 Teacher’s Resource

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Grammar and punctuation: Writing 5GPw1 Begin to use the comma to separate clauses within sentences and clarify meaning in complex sentences.

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5GPw2 Use apostrophes for both possession and shortened forms.

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5GPw3 Begin to set out dialogue appropriately, using a range of punctuation.

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5GPw4 Use an increasing range of subordinating connectives. 5GPw5 Explore ways of combining simple sentences and reordering clauses to make compound and complex sentences.

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5GPw6 Use pronouns, making clear to what or to whom they refer.

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5GPw7 Practise proofreading and editing own writing for clarity and correctness.

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Reading: Fiction & poetry 5Rf1 Read widely and explore the features of different fiction genres.

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5Rf2 Provide accurate textual reference from more than one point in a story to support answers to questions.

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5Rf3 Compare the structure of different stories.

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5Rf4 Comment on a writer’s use of language and explain reasons for writer’s choices.

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5Rf5 Begin to interpret imagery and techniques, e.g. metaphor, personification, simile, adding to understanding beyond the literal.

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5Rf6 Discuss metaphorical expressions and figures of speech.

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5Rf7 Identify the point of view from which a story is told.

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5Rf8 Consider how a writer expresses their own point of view, e.g. how characters are presented. 5Rf9 Read and identify characteristics of myths, legends and fables.

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5Rf10 Compare and evaluate the print and film versions of a novel or play.

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5Rf11 Compare dialogue and dramatic conventions in film narrative.

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5Rf12 Read and perform narrative poems.

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5Rf13 Read poems by significant poets and compare style, forms and themes.

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Reading: Non-fiction 5RNF1 Look for information in non-fiction texts to build on what is already known.

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5RNF2 Locate information confidently and efficiently from different sources.

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5RNF3 Skim read to gain an overall sense of a text and scan for specific information.

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5RNF4 Develop note-taking to extract key points and to group and link ideas.

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5RNF5 Note the use of persuasive devices, words and phrases in print and other media.

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5RNF6 Explore the features of texts which are about events and experiences, e.g. diaries.

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5RNF7 Understand the use of impersonal style in explanatory texts.

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5RNF8 Read and evaluate non-fiction texts for purpose, style, clarity and organisation.

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5RNF9 Compare writing that informs and persuades.

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Writing: Fiction 5Wf1 Map out writing to plan structure, e.g. paragraphs, sections, chapters.

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5Wf2 Write new scenes or characters into a story, or write from another viewpoint.

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5Wf3 Write own versions of legends, myths and fables, using structures from reading.

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5Wf4 Choose words and phrases carefully to convey feeling and atmosphere.

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5Wf5 Maintain a consistent viewpoint when writing.

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5Wf6 Begin to attempt to establish links between paragraphs using adverbials.

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5Wf7 Write a play script, including production notes to guide performance. 5Wf8 Use imagery and figurative language to evoke imaginative response.

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Writing: Non-fiction 5WNF1 Record ideas, reflections and predictions about books, e.g. in a reading log.

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5WNF2 Draft and write letters for real purposes.

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5WNF3 Use a more specialised vocabulary to match the topic.

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5WNF4 Write non-chronological reports and explanations.

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5WNF5 Write a commentary on an issue, setting out and justifying a personal view.

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5WNF6 Make notes for different purposes, using simple abbreviations and writing ‘in your own words’.

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5WNF7 Understand the use of notes in writing ‘in your own words’.

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5S&L1 Shape and organise ideas clearly when speaking to aid listener.

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5S&L2 Prepare and present an argument to persuade others to adopt a point of view.

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5S&L3 Talk confidently in extended turns and listen purposefully in a range of contexts.

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5S&L4 Begin to adapt non-verbal gestures and vocabulary to suit content and audience.

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5WNF8 Evaluate own and others’ writing.

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Writing: Presentation 5WP1 Review, revise and edit writing in order to improve it, using ICT as appropriate. Speaking and listening

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Cambridge Primary English Stage 5 Teacher’s Resource

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5S&L5 Describe events and convey opinions with increasing clarity and detail.

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5S&L6 Recall and discuss important features of a talk, possibly contributing new ideas.

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5S&L7 Ask questions to develop ideas and extend understanding.

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5S&L8 Report back to a group, using notes to present findings about a topic studied. Evaluate what is heard and give reasons for agreement or disagreement.

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5S&L9 Take different roles and responsibilities within a group.

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5S&L10 Convey ideas about characters in drama through deliberate choice of speech, gesture and movement.

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5S&L11 Begin to discuss how and why language choices vary in different situations.

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Unit 9

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Introduction 11

There’s a lesson in that

Unit overview This four-week unit introduces fables as a story genre, with character/animal stereotypes and a lesson to be learned. Learners will read and compare different versions of one of Aesop’s fables and test their knowledge with another fable from India. They focus on the dialogue, characterisation and point-of-view of the storyteller, while seeing how a writer chooses words carefully for effect. Since learners work at different speeds, one double session has been allocated in this unit to allow for differentiation of pace.

Aims and objectives By the end of this unit, learners will be able to: • identify the features of a standard fable • explore the role of dialogue in characterisation • identify the narrative person and the point-of-view the story is told from • practise dramatic reading skills • explain ideas confidently using textual evidence.

Skills development During the course of this unit, learners will: • revise general punctuation and learn direct speech conventions • develop inference skills through proverbs and figurative language • extend understanding of role of verbs in dialogue • use figurative language appropriately in prose • compare and contrast texts.

Prior learning This unit assumes that learners already: • understand standard story structure • are familiar with a range of different story genres • know essential parts of speech • are familiar with basic punctuation conventions • have an idea of the difference between narrative and dialogue.

Unit 1 There’s a lesson in that

Session 1: Read a story by Aesop Learner’s Book pages: 6–8 Activity Book pages: 4–6

Nice to have: a selection of Aesop’s fables and a range of fables from other parts of the world, particularly those that are indigenous to or well-known in your region. ICT opportunity: there are many online sites to find different versions of fables, including Aesop’s. http:// www.aesopfables.com/ ; http://www.worldoftales.com/ fables.html; http://www.longlongtimeago.com/llta_ fables.html

Learning objectives Learning intentions • to summarise the main idea • to identify the characteristics of fables • to develop strategies for unfamiliar words • to practise reading aloud skills. Learning outcomes Learners can: • demonstrate they understand the main idea • identify the fable formula • read aloud with accurate pronunciation and understanding.

Read a story by Aesop

• Before reading the fable, discuss who Aesop was and whether it is likely that he wrote all of the many fables attributed to him. Explain that in the oral storytelling tradition, there often is not just one single author. Aesop may have retold and adapted fables he had heard before. Many tales such as fairy stories have been collected by people whose name is now associated with them, (the Grimm brothers, Hans Christian Andersen, Charles Perrault) but they did not necessarily write them all. • Allow a few minutes for the learners to skim over the story by themselves to get the main idea. Ask questions to keep them on track: who are the main characters? What happens? What is the setting? What is the main point of the story? • Remind learners to try to work out the meaning of unfamiliar words before checking in the dictionary. Previous work on prefixes, suffixes and root words needs constant revision. Consider a ‘word of the day’ to keep word attack strategies in mind, including knowledge of word origins learners have built up. • Before the 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 did Ant feel? How would you respond if somebody teased you about being too responsible? How was Grasshopper feeling at the end? • Allow time for learners to practise their paragraphs if you want to assess the reading aloud; encourage peer feedback on pace, clarity of expression and characterisation. Remind them to follow the

punctuation – exclamation and question marks, and where dialogue starts and stops. • Listen to one or two volunteer groups with the class. Answers: 1–2 Learners’ own answers.

Discuss your response

• Support learners in formalising their predictions. Use your discretion about whether you want them to write the answers. • Question 4 should promote good discussion in the class. It may well have been Grasshopper’s fault that he was not prepared for winter but it was not in his nature to be a hard worker like Ant. Questions such as: do you think Ant was lazy? Do you think Ant was kind? should provoke personal responses as learners will have sympathy with one of the characters. Link to the duck question about who they would prefer as a friend. Answers: Possible answers: 1 Ant prepares for winter; Grasshopper does not. Ant is warm and well fed when winter comes; Grasshopper is cold and hungry. 2 Ant and Grasshopper. Ant is hard-working and responsible by preparing for winter. Grasshopper is laid-back and keen to have fun in the good weather with little thought for the future. 3 Grasshopper learned that he should have prepared for winter rather than just having fun. 4 Learners’ own answers. Ant seems a better person yet does little to help Grasshopper when he is in need.

Formalise fable knowledge

• Check learners know and can recognise fable features. • Ask questions to ensure learners identify that fables are short, often with animal characters displaying human characteristics; the main point of the story is usually a moral lesson that one of the characters learns. Fables (especially Aesop’s) are often set in nature or a rural setting and the context can be translated into other aspects of life. Some learners might struggle to understand that the literal lesson learned can be inferred into other contexts. Help them to make inferences. • Ask guided questions about the Grasshopper’s literal lesson learned (that he would go hungry in winter if he did not collect food when it was available). Ask how this could apply to them – perhaps link it to learning schoolwork for tests – is it too late once the test has arrived if there has been no preparation? Ask them what will happen if they just thought about (but didn’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 fables (Fox and Crow, and The Lion and the Mouse are featured in Stage 4). Include fables from around the world. Check learners can identify fable features as well as the moral lesson. 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. Session 1 Read a story by Aesop

• Encourage learners to self-reflect on their learning.

Learner’s Book page: 9

Answers: Possible answers: 1 Learners’ own answers; 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. 2 Learners’ own answers.

Record your reading

• Encourage learners to include their personal response to the story in their logs and how they think they could learn from it – maybe using a concrete example from their lives. Differentiation: • Consider mixed-ability reading groups for readers to support each other. If necessary, work with a small group of particularly weak readers to check they understand the words and how to pronounce them and maybe give feedback on their reading expression. • Encourage some learners to summarise the story’s main idea in their notebooks in a single sentence and to share them with the class to get examples for others to model. Assessment opportunities • Make informal notes on how well the learners read aloud as this will form a baseline set of notes for the beginning of the year. Comment particularly on diction and expression. Activity Book A Remind learners how to break a word into syllables. Saying the syllables very deliberately can help with spelling. B Taking notice of blocks of letters in words can help pronunciation and letter pattern recall for spelling. C Remind learners to check meanings of unfamiliar words in the dictionary. D Encourage learners to choose a fable local to their region. Failing that, they should choose a fable they know well. Ensure the story they have chosen is a fable. The emphasis is on the storytelling. Answers: A 1 syllable

2 syllables

3 syllables

4 syllables

corn

fathom

enormous

industrious

flies

chirrup

sustenance

liberally

teased

baffled

melody

ant

guffawed

grasshopper

B stopping understand difficult meadow provision gathering glorious continued wistfully character lethargic important C – E Learners’ own answers.

Session 2: Check your understanding

Unit 1 There’s a lesson in that

Activity Book pages: 6–7

You will need: notebooks.

Learning objectives Learning intentions • to check understanding of the story and its message • to infer characterisation and mood from writing, e.g. verb use • to revise tenses of narrative and dialogue • to revise apostrophes and exclamation marks, and identify the role of speech marks. Learning outcomes Learners can: • demonstrate understanding of story plot and lesson • infer character traits and mood from e.g. verbs • differentiate past and present tense • understand purpose of exclamation marks and apostrophes (in context) • recognise the role of speech marks.

A Discuss and write answers to questions • Talk 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 the class that discussing the questions does not mean they have to answer in exactly the same way. Learners must find examples from the text to back up their ideas – their ideas alone are no longer sufficient. • Mixed-ability pairings for discussion would be beneficial since learners answer the questions on their own. Answers: 1 For working so hard when she could be enjoying the day 2 When summer’s over, food will be hard to find; Ant is reminding Grasshopper to prepare 3 The way she speaks (tone): As it happens … you know! snapped; what she does: if anything toiling just a little longer and just a little harder (just to show Grasshopper) 4 Experiencing being cold and hungry in the winter and seeing that the ants have provisions while he has none 5 Accept any thoughtful answer. The question encourages learners to question the story and whether Ant behaves acceptably.

Verbs can tell you about characters

• 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 e.g. snapped Ant/said Ant in a cross way.

• Suggest learners role play the answers to question 1 in pairs – with a few volunteers for the class. They may need to use a dictionary for some words. • The third meaning of fathom is worth discussing. It is a more figurative than the other two in that fathom implies depth and fathoming something out implies thinking deeply. Answers: Possible answers: 1 Learners’ own answers. 2 Possible verbs: snapped, toiling (continued on her industrious way) 3 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 4 Verb: to work out or understand something by thinking about it deeply 5 Past tense – many examples could be given, e.g. was bouncing, bustled, was lugging, watched, found 6 Present tense – many examples could be given, e.g. Take it easy, I fail, are working, is

C Punctuation is necessary in any story • This session is to remind learners to be on the lookout for punctuation and to remember what it signifies. Consider this as primarily a discussion activity rather than a written one. Answers: 1 Exclamation marks appear in Grasshopper’s first dialogue for a command (Take it easy there!) and to add emphasis (The day is long!). Ant’s exclamation mark emphasises how she speaks and her disapproval (summer won’t last forever you know!). In the final paragraph, the exclamation mark emphasises Grasshopper’s depth of feeling (How foolish I have been!). 2 Dialogue is inside speech marks, with a new line for each new speaker. 3 a possession; b contraction of will not; c contraction of did not; d possession

Differentiation: • Pair less able readers with more able readers as talk partners to help ensure they understand the story properly. • Allow for some learners not to answer Activity A in full sentences, if appropriate. • Revise punctuation marks with selected groups. Assessment opportunities • Use Activity A to assess learners’ comprehension skills early in the year. • Use Activity B as an early baseline indication of how well learners are able to answer applied comprehension questions, both in understanding and the accuracy of their sentences when articulating answers.

Activity Book A–B Check that the learners remember the difference between synonyms and antonyms and explain that the words in the bank contain several synonyms for each verb. They will have to use a thesaurus or a dictionary to find an antonym if they don’t already know one. C Encourage learners to think how they would act for each synonym to help them assess intensity. D If they struggle to include all the synonyms in one sentence, allow more than one sentence to be written. E Make sure that learners do not muddle synonyms and words with multiple meanings. In this case, only one word has a meaning to fit each context. Answers: A Antonyms answers may vary – possible answers: run v.

dash scuttle race flee lope dart jog bound sprint stampede antonym: stand/stop

sleep v.

drowse doze kip hibernate slumber nap snooze catnap rest antonym: awaken/wake up

laugh v.

giggle titter chuckle hoot snigger cackle chortle guffaw snicker antonym: cry

smile v.

beam smirk sneer grimace grin simper antonym: frown

cry v.

sob howl bawl wail blub snivel whimper weep antonym: laugh

C–D Learners’ own answers. E 1 eye; 2 raise; 3 ruler

Session 3: Story features Learner’s Book pages: 10–11 Activity Book page: 8

You will need: notebooks. Spelling link: compound adjectives.

Learning objectives Learning intentions • to introduce stereotypes • to consider how writers express their own point-ofview in how characters are presented • to compare fables and standard story structure • to evoke personal responses to the characters and their actions. Learning outcomes Learners can: • begin to recognise familiar animal stereotypes • appreciate how and why animals are presented with human characteristics • empathise with characters • recognise standard story structure in fables.

Session 3 Story features

Animal stereotypes

• 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 films and stories? Do they conform to the stereotypes? • Discuss how the dialogue matches expectations about stereotypical characters (e.g. industrious Ant; carefree, unfocused Grasshopper). • Discuss how the characters act as humans (sometimes referred to as anthropomorphism). Distinguish from personification, which ascribes human characteristics to inanimate things, whereas animals are living. • The paragraphs do not have to be immaculately composed. If appropriate to your class, 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 a very hardworking person which is shown by her working even when it would be more fun for her to relax. Answers: Possible answers: 1 Ideas: elephant – wise, intelligent; fox – sly, cunning; snake – cold blooded (uncaring), untrustworthy, sneaky; lion – proud, strong; hyena – untrustworthy, low-life; donkey – hard working, dim; wolf – cruel, savage, clever; rabbit – careless, lively, nervous. 2 She talks; she has feelings; she reacts to Grasshopper’s teasing; she is busy; she shows off by working harder and longer than before. 3 He talks; he consciously does no work; he’s just enjoying the day; he teases the ant; he sings and dances; he realises he did not do the right thing. 4 Open answers but must include examples from the text. 5 a A is Grasshopper; B is Ant; b Grasshoppers rarely survive winter, which fits in with them not storing food. Ants can live more than one year, which means it is likely they store food (and so must work hard).

The issue in the fable

• While fables have particular 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 as that is how the lesson is presented to the reader. Answers: 1 (Discussion) Grasshopper did not prepare for winter, not realising he might starve or die of cold. 2 Neither did anything. That is how the lesson was learned – Grasshopper realised too late that he should have prepared and Ant did no more than warn him. 3 Doing no work can be a problem. The fable teaches us to look ahead and do things at the right time but we can also step in to help others without necessarily judging whether they deserve it in our point-of-view.

Unit 1 There’s a lesson in that

Different approaches to life

• Learners may find it difficult to see Grasshopper as a good person. The story seems to imply that he deserved his fate since he failed to prepare. However, not everyone has the same approach to life. Grasshopper is relaxed and makes the most of what time he has (similar to real life – he is unlikely to last the winter anyway, so why prepare?). Ant may work hard but she does not think much about others – for example, she is judgemental of Grasshopper without even 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 had been 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. • Discuss the adjectives in the box. Use simple questions about their 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 4 help them decide what to say. • Leave 10–15 minutes 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. There are more activities on compound adjectives in the Spelling section on page 143 of the Learner’s Book. Answers: 1 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 2 Learners’ own answers. 3 Ant: practical, hard-working, dull, sensible, prudent, bossy, serious, worthy, unkind, down-to-earth. Grasshopper: optimistic happy-go-lucky, fun-loving, chirpy, irresponsible, cheerful, cheery and feckless thoughtless could be applied to both. Learners may feel some are not applicable to either. Reasons should be given. 4 Class role play. 5 Learners’ own answers.

Differentiation: • Use questioning in groups and with the class 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 into synonym paths.

Assessment opportunities • Convey ideas about characters in drama through deliberate choice of speech, gesture and movement. • Begin to adapt non-verbal gestures and vocabulary to suit content and audience.

tell the third group member what the first speaker did. It helps illustrate how the different ‘persons’ work. Use the speech bubbles in the Language focus box as a stimulus for discussion and encourage a pair to do the same in front of the class. 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 will also contain pronouns common in third person narrative, it does not reverse. (NB: dialogue is excluded.) Check in with various talk partners while they discuss and encourage general feedback to the class. If necessary, work through question 3 as a class to confirm the skill.

• •

Activity Book A Rather than just finding an antonym, learners must apply their understanding of antonyms to give Ant and Grasshopper new personalities. Point out that some antonyms are formed by adding suffixes or prefixes. Remind learners that adjectives provide more information about nouns. B Remind them to use their antonyms when they write the sentence.

•

Answers:

Answers: A 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 B Learners’ own answers.

Session 4: What about my point-of-view? Learner’s Book pages: 11–14 Activity Book page: 9

ICT opportunity: consider recording or videoing learners telling the story from the perspective of one of the characters.

Learning objectives Learning intentions • to explain first and third person narrative • to understand the role of personal pronouns in narrative perspective • to differentiate between possessive adjectives and pronouns • to tell a story from a different narrative perspective. Learning outcomes Learners can: • recognise features of first and third person • understand and use personal pronouns correctly and consistently • use possessive pronouns and adjectives correctly • tell the story to each other from a different point-of-view.

•

First or third person narrator

• Some learners find it difficult to grasp first and third person narrative, so it needs to be constantly reinforced. Try this activity to help them: in groups of three, one learner tells another something they did, for example at the weekend, and then that learner must

1 outside narrator – third person. 2 narrative (no I/we said etc.) 3 a third/he; b first/I; c third/She; d first/We; e third/they.

B Use possessive pronouns and adjectives • This activity differentiates between possessive adjectives and pronouns, which can be easily confused at this stage. 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 in the narrative. Encourage the learners to articulate this by asking which possessive adjectives they used the most when relating to a partner about what they did (my, our). 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) based on the possessive form of nouns because if it did, it would be confused with the contraction it’s. Answers: 1 a her, her; b ours; c your; d theirs; e my. 2 a its; b our; c mine; d their; e yours.

Discuss a change in perspective

• Discuss the two perspectives in the cartoons and ask the class to identify the difference. Technically there is a difference in pronouns but more importantly, learners acquire information about what the different characters are thinking and feeling. Ant is telling the readers directly what she sees. • As learners take one or other point-of-view, they should notice that they will have to change the pronouns and add in some comment from their character to reflect their feelings or reaction. The real advantage of first person narrative is that the reader gets inside the story. The disadvantage is that they may get a biased Session 4 What about my point-of-view?

perspective – an interesting topic for discussion across the curriculum (e.g sources in history). • Learners should be familiar with the story by now and can enjoy elaborating to include reflections. Model an example, e.g. 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. Consider recording the storytellers to create a story tape. Differentiation: • Spend time with any learners who are not differentiating between first and third person. If necessary, make time outside class. They need confident understanding of first and third person, before going on to second person and omniscient third person at a later stage. Assessment opportunities • No formal assessment opportunities. Informal assessment should be done on whether learners understand the difference between first and third person narrative. Activity Book A If this activity is done in class, encourage pairs to talk and discuss the action in the picture before writing their sentences. Encourage them to try out speaking in the role of Ant or Grasshopper and then as an outsider. B Remind learners that personal pronouns can be both the subject (the doer of the action) and object (having the action done to them) but that the subject and object (personal pronouns) are not interchangeable. Ensure that learners understand that they need to use the subject (personal pronouns) I and we when writing in the first person, and the object pronouns me and us in third person narrative. C Differentiate between narrative and dialogue – dialogue does not follow the same first and third person narrative rules. Answers: A Learners’ own answers. B Possible answers: 1 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! 2 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. C Learners’ own paragraph in first person.

Session 5: Proverbs tell a tale Learner’s Book pages: 14–15 Activity Book page: 10

You will need: a selection of proverbs; A4 blank paper.

Unit 1 There’s a lesson in that

Nice to have: newspaper cartoon strips; images of proverbs from the internet (images illustrating many proverbs are readily accessible from a simple internet search and can be displayed during a discussion or to promote discussion); PCM 9.

Learning objectives Learning intentions • to introduce proverbs to go with fables • to differentiate between literal and figurative meaning • to infer meaning into different contexts • to illustrate a proverb in a cartoon strip. Learning outcomes Learners can: • understand and offer various sayings/proverbs they know • demonstrate understanding of both literal and figurative meanings • understand that the lesson is not just learned in the one literal context but that it has wider application • produce a cartoon strip of a scenario illustrating the proverb.

Discuss proverbs

• This session looks at proverbs: what they are and how we learn from them. It is often easier to learn a lesson through a tale or a proverb and infer into other contexts rather than a specific rule in isolation. • Open the discussion by asking several learners to perform a task such as handing out books and pointing out that ‘many hands make light work’. Similarly, ask 5–6 learners to perform a task that should only be performed by one or two and point out that ‘too many cooks spoil the broth’. The first saying is a fairly literal proverb and so easy to understand. The second proverb requires more inference so discuss its literal meaning and why too many cooks might actually spoil the broth (i.e. they all add their own view of what will make it taste nice) and then discuss what they can infer as a general lesson in their own lives, for example – what happens in group work if there are too many ideas and nobody taking charge. A similar proverb in meaning could be ‘Too many chiefs, too few Indians’, which applies to any situation with too many people trying to be in charge and no-one doing the actual task. • Learners get into groups and discuss the proverbs, all of which are quite easy to understand literally. Ask volunteers to explain what the proverbs mean in their own words. • Follow up by checking that 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 quite accessible. The challenge is inferring the meaning into other contexts. Idiomatic expressions may not be so discernible literally and the context for using it will need to be explained and learned. • Both ‘Never put off to tomorrow what you can do today’ and ‘Make hay while the sun shines’ will fit this version of The Ant and the Grasshopper fable. Later, learners will discuss alternative endings and how the fable would need to change to illustrate the proverb: ‘A friend in need is a friend indeed’. Answers: 1 Do things when you have the opportunity, in case there isn’t another chance. Someone who helps when you are in real difficulty is a good friend. Behave in the way you would like people to behave to you. 2 Learners’ own answers. 3 Never put off until tomorrow what you can do today.

B Design a cartoon strip to illustrate a proverb • Allow 10 minutes for discussion about possible scenarios to illustrate a proverb, e.g. 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 a quick example on the board – e.g. a child in frame 1 saying Oh no! I’ve lost my bus fare money!; another child offers to lend the bus fare in frame 2; the child who borrowed the money helping the other child with homework, with the caption: Thanks – I’ve been stuck on that maths problem for ages. • If you have any suitable cartoon strips cut out from a newspaper, share them around and discuss the various purposes: humour, life lesson, thoughtprovoking incidents, etc. Point out the cartoon strip features: the story is cut down to its essentials and is told partly through pictures and partly through what the characters say, often making a point with humour. • Give each group two to three pieces of A4 paper. (Learners can fold it 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 point is to show that a lesson can be taught through many scenarios. The drawings should be simple line drawings. Point out the brief narrative text at the top of frame 1 in the example. • 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: Learners’ own answers.

Differentiation: • 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 opportunities • Use Activity B to assess possessive adjectives and pronouns. • Check that learners can infer meaning from proverbs in the context of their own lives by discussing the cartoons as they develop. • Negotiate appropriate success criteria with the learners at the outset of this activity. Here are some suggestions: We chose a proverb that we understood. We discussed ways the lesson could be learned in real life. We planned the scene and dialogue frame by frame. We each completed one of the frames. Activity Book A Recap proverbs, explaining that although we don’t have to understand the message of the proverbs literally, we can apply the life lesson in the wisdom of the proverbs in our own lives in other contexts. B Some of the proverbs may be unfamiliar; consider substituting more familiar ones in your region. Have a list of common proverbs in use in your region on the wall. Answers: A Look before you leap

Think carefully before you do or say something.

A stitch in time saves nine.

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

Great oaks from little acorns grow.

All great things start small.

It is no use crying over spilt milk.

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

Out of sight, out of mind.

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

B 1 eggs; 2 worm; 3 eating; 4 feather; 5 cake C Learners’ own research.

Session 6: A twist in the traditional tale Learner’s Book pages: 15–18 Activity Book page: 11

Nice to have: other versions of this fable possibly with different characters, regional versions of the same story and other fables that teach a similar lesson.

Session 6 A twist in the traditional tale

A very 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).

Learning objectives Learning intentions • to take notes to compare stories in an organised way • to organise ideas clearly for listeners • to talk confidently in extended turns, listen purposefully and ask questions • to convey opinions backed by evidence • to develop group-work skills. Learning outcomes Learners can: • identify similarities and differences between fable versions • give group presentations on the fables covering set criteria • listen to each other and ask questions to extend understanding • work sensibly in a group dividing work fairly.

A Explore a modern version of the fable • The characters in this version of the Ant and Grasshopper fable have names which make them appear more human. Learners should easily tell which is which by the alphabetical link and alliteration. The characterisation gives a different spin to Geoffrey who appears more mild and gentle than in the first version. Auntie Anthea may initially seem reassuring and comfortable even if she is not! • The pictures on page 16 of the Learner’s Book will help the characterisation with Geoffrey looking trusting and dreamy. The pictures of Ant look comforting at first glance but perhaps there is a hint of menace in Auntie Anthea nabbing the escaping insects. Remind learners of the fact file on page 10 and thus what ants like to eat could be a concern for Geoffrey. Answers: 1 Auntie Anthea – Ant; Gentle Geoffrey – Grasshopper. 2 Learners’ own answers.

B Explore a modern version of the fable • While they read the new version of the fable together, encourage learners to notice the differences and similarities and see how it matches their earlier predictions. Ask who the narrator is early on and point it out as a similarity – third person narrator.

Unit 1 There’s a lesson in that

Answers: 1 Third person narrator 2 Possible answers: Similarities

Differences

Third person narrative

The characters have different names.

An ant and a grasshopper

Gently Geoffrey does not tease/speak to Auntie Anthea.

Ant prepares for winter and Grasshopper does not.

Auntie Anthea enjoys Geoffrey’s music.

Grasshopper gets cold and hungry; Ant is warm and well fed.

Auntie Anthea thinks of eating Geoffrey because he will be so weak. Anthea takes Geoffrey to her house. Geoffrey changes Anthea’s mind about eating him when he sings for her. They spend the winter together each doing what they are good at.

Prepare a group presentation

• This session prepares for the more formal forum presentation later in the unit. The presentation is aimed at hearing learners’ personal response to the story. Groups of three or four would be most suitable – enough to have to divide the questions and presentation elements, promoting group work. • Encourage the groups to appoint an organiser or coordinator while reminding them that this does not mean bossing others about. Group work can be very frustrating for learners when it can appear that some just mess around but get the benefit of others’ hard work. Encourage groups to have a discussion at the start explaining how they will work together and by making commitments to the group. You could consider a chart of group-work rules that you negotiate with your 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 in a class discussion. The lesson can be viewed in different ways – e.g. one good turn deserves another. In the end, Anthea does Geoffrey a good turn although she intended a very 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 and, for example, all just worked on the necessities of life. Geoffrey is a creative if not a very practical type and creative people are very 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 making progress towards their presentations. They can use notes

and everyone should say something. Suggest each group prepares a couple of questions they could ask other groups as well. 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-reflection on their presentations. Answers: 1–2 Learners’ own answers.

Record your reading

• Encourage learners to note how this version of the fable differs from the first version and which one they preferred. Differentiation: • If some learners are reticent about speaking in front of the whole class, you could organise to hear one or two groups yourself. This would also mean you could select particular learners for some of the presentation groups and then focus more attention on them while preparing. Assessment opportunities • In speaking and listening skills, learners need to shape and organise ideas clearly for listeners, talking confidently in extended turns and describing events and conveying opinions with increasing clarity and detail. • It is a good opportunity to 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. Their group-work skills can also be assessed and you can note learners who take over, those who do not contribute, learners who are obstructive, etc. and introduce strategies in other areas as well to develop these aspects. Activity Book A Talk through the activity (if necessary) before learners make a start, adding suggestions of your own for the beginning and end of the story (e.g. as in Aesop, the mother can’t change her walk, and realises she has to accept what she can’t change). Accept learners’ own ideas for the story and moral but encourage them to keep their plot idea simple and to the point. Encourage illustrations to highlight key action or moments in the fable. Allow partners to swap stories for editing purposes. Answers: A Learners’ own answers.

Session 7: It’s all about dialogue Learner’s Book pages: 18–19

Learning objectives Learning intentions • to formalise knowledge of how to punctuate direct speech • to extend the dialogue in the story, punctuated correctly • to choose descriptive verbs to add impact and add to characterisation • to perform a dramatic reading exploring character through speech, gesture and content. Learning outcomes Learners can: • competently punctuate direct speech • use verbs to add to characterisation through dialogue • present a dramatic reading, conveying characterisation engagingly.

A Learn about punctuating direct speech • Learners have encountered speech marks in dialogue in previous stages but they need to formalise dialogue punctuation and how it works beyond the speech marks themselves. The Language focus box visually indicates the key elements of punctuating dialogue. • Share examples on paper or on the board 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 ‘ring-fence’ the words actually spoken. Plays also give a clear indication of who says what, only interrupted by stage directions in italics. More will be done on play and film scripts in later units. • 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 identify 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 even if they say only one word? • Question 2 is an example of someone carrying on speaking and continuing the sentence after the speaker is identified. Write on the board “Auntie Anthea, you are the best,” said Geoffrey. “Why are you here?” and ask what is different about the two constructions and punctuation. • Learners should have a go at writing the dialogue sentences on their own before swapping with a talk partner. This will help them know what they can do. Challenge learners to think of alternative verbs to said, answered, replied, etc.

Activity Book pages: 12–13

Nice to have: examples of dialogue in other formats, e.g. cartoon strips and play or film scripts.

Session 7 It’s all about dialogue

Answers: 1 a Learners’ own choice of examples of dialogue from the text; yes, it follows the rules b Learners’ own answers. 2 Discussion point. 3 Geoffrey (exclaimed), “But you eat insects!” “You shouldn’t believe everything you hear!” (retorted) Anthea. “Why else would you want me to come to your house?” (challenged) Geoffrey. Anthea (smirked), “Well the pantry is nice and warm … ”

Extend the story

• Spend 5–10 minutes encouraging the class to have fun, role playing ideas for additional conversation. They then decide on the dialogue and write it out, properly punctuated. • Learners can swap with a partner to check the punctuation is in the correct place. Encourage them to focus by underlining the words that indicate who is speaking and how – said, replied, etc. If possible, discuss other descriptive verbs, using a thesaurus, or change the verbs to said together with a descriptive adverb as an extension. Answers:

the sentence ends as the speech marks close. This is a consolidation exercise for learners who need practise with direct speech. B Sentence end punctuation for the words spoken is always inside the speech marks. C Remind learners to start a new line when a new character starts to speak. Answers: A 1 “You can’t see where you are going,” laughed Mother Crab. 2 Baby Crab asked, “Will you teach me to walk straight?” 3 “I am better than Starfish who can’t walk at all!” protested Baby Crab. 4 Baby Crab poked Starfish and demanded, “How do you move around?” 5 “Oh dear!” cried Mother Crab. “How will I manage to teach you?” B “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.” C Learners’ own answers.

Session 8: Figurative language

1–2 Learners’ own answers.

Learner’s Book pages: 20–21

You will need: a selection of figurative sayings/speech examples, especially ones common in your region. Spelling link: spelling pages: ant or ent

Do a dramatic reading

• The pairs must read the dialogue between Anthea and Geoffrey, ignoring the narrative parts and adding their own dialogue at the end. • Remind learners to interpret the characters through the way they speak the dialogue and by using gesture and expression. Discuss 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. Model it yourself if no one is able to do so. Encourage exaggeration in the role play. Answers: 1–2 Learners’ own answers.

Differentiation: • Those who easily grasp the punctuation of dialogue can add as much as they like, focusing on detail and dialogue in character. Assessment opportunities • Use the activities as a whole to assess learners’ grasp of dialogue punctuation, both the ability to recognise it and write it. • Use the role play to assess confidence in reading aloud and ability to interpret how a writer presents a character. Activity Book A Revise the key rules of direct speech. Focus on the punctuation before the closing speech marks. There is always some punctuation but never a full stop unless 22

Unit 1 There’s a lesson in that

Activity Book pages: 13–14

Learning objectives Learning intentions • to develop appreciation of figurative language in everyday language • to encourage learners to look for meaning beyond the literal • to revise and explore effect of alliteration in prose. Learning outcomes Learners can: • interpret the figurative or idiomatic expressions • identify and enjoy the effects of alliteration in prose as well as poetry.

Everyday figures of speech

• The learners will have been building up their knowledge of figurative language through poetry and discussion of idioms in previous stages. This session extends their understanding of figurative speech and its importance in everyday language. • Talk about any unfamiliar expressions with the class. ‘Read between the lines’ can lead into a fruitful discussion on inferring meaning. Inferring meaning can come from choice of words (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) but that we use the expressions differently in everyday

language. After using their expressions in a sentence, encourage learners to share in a small group. • Some learners may need some help choosing a figurative expression to illustrate. Provide some suggestions on the board or for individuals, for example: to be on a roll, to get your hands dirty, extend a hand of friendship, lock horns with someone, butter someone up, cry your eyes out, laugh your head off, keep an eye on someone. Answers: 1 a unwell; tell a secret; ask for special consideration or a favour; work out a meaning that hasn’t been said explicitly; postpone an appointment or agreed event; taking notice and being alert; a setback that means starting again from the beginning. b get caught in poor weather; tip over a container of beans; benefit from a piece of luck; decipher a hidden meaning between lines of print; get a credit note for a ticket to a sports match that has been postponed because of rain; keeps possession of the ball in a game of football; go back to the starting square in a game. c 2–3 Learners’ own answers. 4 a Summer had been an explosive time; his head was actually in the clouds; cold or chilly. b Summer had been a lot of fun; dreaming and not noticing the world around; that does not sound very enjoyable. 5 Literally it would mean the Grasshopper had an actual song stuck in his throat; figuratively it means he was unable to sing anymore because he was so cold and miserable and singing seemed the wrong thing to do. 6 Both literally and figuratively. He really 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.

Alliteration

• 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 themselves. Alliteration adds emphasis, making the words more memorable, having a greater impact. Discuss familiar advertising slogans and jingles that use alliteration. • In this story, alliteration is used to make the dialogue more colourful. The names are alliterative (point out that it is the sound that is important here and not the letter, so Gentle Godfrey would not work like Gentle Geoffrey) • Point out that a number of words contain the letter pattern ant in them and challenge learners to find as many ant words as they can. (e.g. pantry). Who uses the ant words in the story?

Spelling link Take the opportunity to explore ant and ent words using the activities in the Spelling section on page 143 of the Learner’s Book. Can learners think of other examples?

Answers: 1 a Learners’ own answers. Possible answers: Auntie Anthea sounds cosy, but she is threatening; Gentle Geoffrey is indeed gentle. b Learners’ own answers. 2 Learners’ own answers. 3 a Any three from: tasty treat, delicious difference, leap at the likelihood, grazed on a grasshopper, bit of a bite. b Learners’ own answers. 4 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: • Suggest easy expressions for certain learners to illustrate such as ‘crying your eyes out’ or ‘lending a hand’. Talk groups through what it would look like literally before discussing what it means in everyday language, so that learners have an idea of pictures to draw. Assessment opportunities • Use questions 4 to 6 in Activity A to check learners’ understanding of figurative language. They could write answers in their notebooks after discussion as a record of their responses. Activity Book A Remind learners that idioms are examples of figurative language that we use in everyday speech; they cannot be understood literally. We have to learn the meaning if we do not know it. Idioms are a type of figure of speech. Discuss the literal meanings of the expressions, and help learners distinguish these from their figurative meanings. Learners may need support in recognising that leaf refers to a clean new page in a book and will probably need the origins of mad as a hatter explained (i.e. mercury was involved in the manufacture of felt, causing dementia from mercury poisoning in those who used the felt to make hats). Ask if anyone has heard of the Mad Hatter’s tea party in Lewis Carroll’s Alice in Wonderland and discuss whether the hatter was given the name Mad Hatter in part because of the idiom. Encourage learners to bring in local expressions/ idioms (together with the meaning to challenge the class). D Alliteration is also a figure of speech – all figures of speech help express meaning through images and association rather than literal description. The sound of the alliteration is part of the effect rather than the meaning of the words. Remind learners that sound (and therefore alliteration) can be created by a number of spelling patterns and letter groupings.

Session 8 Figurative language 23

Answers: A 1 leaf; 2 out; 3 chip; 4 medicine; 5 mad B Learners’ own pictures. C 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 D neat rhyme psalm knave writhe circle knight rail see knee wrought simper knock wriggle sizzle none rummage cycle nail rugged somersault

p k

Session 9: Hold a discussion forum Learner’s Book pages: 21–22 Activity Book page: 15

You will need: space for the discussion forums, e.g. circles of chairs or chairs out at the front. Nice to have: a recording device to record the presentations (and the discussions); PCM 10.

Learning objectives Learning intentions • to practise the discussion forum format • to develop confidence in speaking in front of groups and putting forward ideas • to develop group-work skills • to demonstrate knowledge of fables • to explore alternative endings to known stories. Learning outcomes Learners can: • prepare and give a presentation on one of the fables • contribute to the presentation • come up with a different ending and explain the lesson • speak confidently and answer questions.

Unit 1 There’s a lesson in that

Discuss alternative endings

• The aim is to discuss alternative endings for the fable. Learners have experienced two versions of the fable, but there is no ‘right’ version and they can have fun creating their own for an oral storytelling. • If possible, prepare the class for the discussion forum by telling them about it in advance so learners have time to think about it overnight or for a few days. • Suggest that the groups elect a chair and a scribe to take note of what the group thinks and a decisionmaker who can decide if there is disagreement. They will have to decide who will do what in the presentation. Allow about half the lesson for discussion and note-making and half for presentations. Groups should make notes on what to say for each topic when presenting. Encourage note cards rather than speeches. • Leave the groups alone as far as possible, supporting one or two groups needing particular attention. • For the presentations, if possible, use more than one venue or a hall for simultaneous presentations – 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: why did you choose this version? What made you think of that ending? Do you think the Ant or the Grasshopper is the better ‘person’? Draw out moral issues, for example, Anthea may have eventually 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 is 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: • Do not pressurise unconfident 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 opportunities • 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 appropriate success criteria with learners at the outset of the activity. Here are some suggestions: We elected a group chair to manage the discussion. We discussed all the topics and came to agreement on each point. 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. Activity Book A Discuss why it is helpful to decide what you might want to say before a discussion and to have reasons (facts) to back up your opinion. Point out that thinking about questions that could be asked is a good way to work out what you think. If you don’t have an answer ready, the other side might, and it might sway the discussion in a way you don’t want. B Remind learners to include points both for and against each topic. Answers: A–B Learners’ own answers.

Session 10: Test your knowledge Learner’s Book pages: 22–23 Activity Book pages: 16–17

You will need: notebooks. Nice to have: other fables from other parts of the world; example sites: http://www.worldoftales.com/fables.html; http://www.longlongtimeago.com/llta_fables.html

Learning objectives Learning intentions • to demonstrate individual understanding of fable features in a different context • to analyse a story, making notes under set headings • to identify a fable by its key features identified in a text • to summarise an opinion using evidence from various parts of the text. Learning outcomes Learners can: • work through the activity alone • make notes in a table or mind map • write a paragraph explaining whether the story is a fable using evidence from text.

Read a story from India independently

• 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 for the main point rather than reading closely. In the next activity, they will be scanning for detail to make notes. • They should know what to look out for by this time but you may feel it appropriate to revise the key features of a fiction story at this point as well as recapping on the key features of a fable. Answers: 1–2 Learners’ own answers.

Summarise the story

• 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 also 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: Three fish lived in a pond. One was named Plan Ahead, another was Think Fast, and the third was named Wait and See. One day they heard a fisherman say that he was going to cast his net in their pond the next day. • Encourage a strong topic sentence giving an opinion on whether or not it is a fable and using evidence to back up that opinion, e.g. The story can be considered a fable because … • Point out how connectives can be useful for joining or linking sentences, especially when expressing an opinion, for example therefore, because, since, although, so that. Learners will do more on connectives for persuasion in later units. • Encourage self-reflection and focus on learners who did not recognise the fable features. Answers: 1 Learners’ own answers.

Differentiation: • As this is work to be done alone, you can discreetly check how learners are doing by asking individual questions. Support learners where necessary by reading the story together in a support group and helping them 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 another group to provide a model. Assessment opportunities • Use both Activity A and B as a written record of how well learners can make notes and identify key words and phrases; how well they understand the key features of a fable; and how well they write their paragraph – topic sentence followed by supporting details from several points in the text to back up their opinion.

Session 10 Test your knowledge

Activity Book A Encourage learners to view paragraphs as mini stories in themselves with a clear beginning, middle and end. A strict frame is used to encourage the paragraph format. B The topic sentence is provided. All learners have to do is decide on their view. Using the coloured pencils will help them identify the different roles of the sentences in the paragraph. Answers: A–B Learners’ own views expressed in a paragraph. Must include evidence from the text linked to fable features.

Sessions 11 and 12: Retelling a fable Learner’s Book page: 23 Activity Book pages: 17–18

You will need: A4 paper or notebooks. Nice to have: PCMs 3, 11 and 12.

Learning objectives Learning intentions • to demonstrate knowledge of fable features in own writing • to use dialogue to develop characterisation • to edit and revise work carefully, with and without ICT tools • to write a final revised version with the changes/ adaptations. Learning outcomes Learners can: • retell a fable changing a key aspect • include dialogue in the retelling, appropriately punctuated • produce a final version, both self-edited and incorporating feedback from a partner • illustrate their final version, emphasising changes from the original.

Plan your fable

• Planning is very important. Learners need to think the story all the way through before writing. The technique of starting and just rambling on until they finish is not a successful long-term strategy for wellconstructed writing. • Learners can choose to retell either fable or select another one they know, perhaps a tale familiar in your region, but something must change – the characters, the setting and scenario, the ending or potentially the lesson. An easy retelling would be the fish fable with different animal characters in another potentially difficult situation.

Unit 1 There’s a lesson in that

• Learners should plan to incorporate techniques they have learned over the unit such as familiar animal character stereotypes; interesting dialogue to suit and bring out different characters; figurative language, including alliteration (perhaps in the names); verbs to describe action that also bring out the characters. The narrative should demonstrate key features of a fable and a lesson must be learned. Finally, the learners must choose a narrative perspective (encourage first person for strong enough writers). • Encourage learners to use A4 for their ideas in draft or to use PCM 12 Rewrite a fable to take them through the planning process and into the writing of the fable. Swapping their planning with a partner will provide early feedback on their ideas and potentially help strugglers. If the plan is clear, learners can summarise orally the story their partner has planned. Plans can be changed; learners must make any changes that will help their story. Answers: 1–5 Learners’ own answers.

Write the fable from your plan

• Set aside a block of quiet time for learners to get on with writing in silence. This will help them develop a habit of getting on with a task without distractions which will also be 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. While editing, they must both check the mechanics using the editing checklist at the back of the book and seek to improve the quality of their word choice and the sentence variety. • Their illustration should focus on the aspect of the fable they have changed. Answers: 1–3 Learners’ own answers.

Read the fables aloud

• Encourage learners to share, enjoy and be proud of the stories they have created. Differentiation: • More able 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. • Suggest that more able writers in a group think about how they could make one of their fables into a play (learners will cover play scripts in a later unit). Ask them to act out the fable like a dramatic reading, then discuss what parts would be important for actors to 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 opportunities • You can use PCM 3 Writing assessment to negotiate success criteria with the learners at the outset of this activity. Here are some suggestions: 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. Activity Book A The editing focus is on checking spelling. Many of the words have been spelled phonetically. Encourage learners to underline all words they think are spelled incorrectly first and then to try to correct them on their own and only then to use a dictionary. Consider asking learners to swap their editing to check each other’s work before consulting a dictionary if time permits. If learners have access to a computer, they can type out their corrected version and use the ICT spellcheck feature to double-check their editing skills. Rather than editing for errors, the second aspect of reviewing work is choosing words carefully. Reviewing words to check that they are precise and add interest should become a habit for learners but the habit needs to be developed.

B This activity encourages learners to think about using powerful verbs to replace an ordinary verb and perhaps an adverb. C Verb tenses are also an important aspect of editing. At this stage, narrative verbs should be consistently in the same tense – usually the past tense for stories. Remind learners that tenses in dialogue can be different because dialogue/direct speech records the words actually said. Answers: A 1 One day, threa [three] sheeps [sheep] were grayzing [grazing] in the feeld [field]. Won [One] was corled [called] Cosy, won[one] wos [was] named Sheer and the last was Yummy. “wot [What] do you wont [want] to be when you gro [grow] up?” Cosy aksed [asked] Sheer. “A wooly [woolly] jumper!” larfed [laughed] Sheer bounceing [bouncing] up and down. “Me two [too]!”shoutted [shouted] Cosy. And then they both starred [stared] at Yummy. B Learners’ own answers. Possible answers: murmured; yawned; wept C [search] searched; [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

Sessions 11 and 12 Retelling a fable

Exploring space

Unit overview In this four-week unit, learners explore a topic by reading different types of ‘recounts’. They begin by ordering events on a timeline and using the information to write a paragraph. They revise simple sentences and adverbial phrases of time. They read a detailed biography and other mini biographies to learn about significant people and events in the history of space. They answer questions to gain an understanding of the text and identify key features. They practise using adverbial phrases and clauses and writing in the past tense before planning and writing a biography in the past tense. They read an interview: learn how to write ‘good’ questions and role play an interview. They explore modern journal writing and write an imaginary ‘blog’ from space. Since learners work at different speeds, three double sessions have been allocated in this unit to allow for differentiation of pace.

Aims and objectives By the end of this unit, learners will be able to: • know and use key features of biographies and journals • find information from various sources • use the correct tense in their own writing • use ‘good’ questions in an interview to extract information.

Skills development During the course of this unit, learners will: • order events on a timeline • write simple sentences with adverbs of time • use topic sentences to link paragraphs • write good questions • role play an interview • plan and write a biography and a journal.

Prior learning This unit assumes that learners can already: • identify facts and opinions • use key words to summarise and make notes • write sentences in the past, present and future tense • link sentences using connectives.

Unit 2 Exploring space

Session 1: What is ‘out there’? Learner’s Book pages: 24–26 Activity Book pages: 19–21

You will need: notebooks; stationery; poster paper. Nice to have: posters, pictures, magazines and books about space. ICT opportunity: use the internet to find examples of timelines that may be of interest to the learners. Spelling link: root words.

Learning objectives Learning intentions • to read for meaning • to order information correctly • to use own words to relay information. Learning outcomes Learners can: • read and understand information about space • understand new words in context • ask questions and discuss answers • order information correctly • summarise using key words and phrases • describe something in their own words.

A Read information and discuss questions • Read through the information together and discuss new vocabulary, giving learners the opportunity to understand the words in context. See the Spelling link below. • Discuss the questions as a class, and allow the discussion to lead into sharing ideas and knowledge. This is a good opportunity for learners to demonstrate general knowledge. • Talk about what they have learned from this information and what they would like to find out about space. Ask learners to write some questions down in their notebooks or on a poster. The poster can be displayed so everyone can see which questions are answered later on. Answers: 1 a Learners’ own answers. b The launch of Sputnik 1 in 1957 (Answers may vary; explore reasons). c Greece; Poland; Denmark; Italy; England; USA; Russia (formerly the USSR). d–e Learners’ own answers.

B A timeline is a summary of events in sequence • In their notebooks, learners should order the events correctly, using key words only and including dates, names and a few other words that will remind them of what happened and when it happened.

• Using their timeline as a prompt, learners explain to a partner some of the events in the history of space exploration. Answers: 1 Possible answers: 129 BCE Hipparchus 1543 Copernicus’ theory 1576 Brahe’s observatory Early 1600s first telescopes 1609 Galileo’s telescope 1613 Galileo confirmed Copernicus’ theory 1704 Newton’s reflector telescope 1946 Spitzer proposed telescope in space 1957 Sputnik 1 1961 Gagarin in space 1963 Tereshkova in space 1969 Armstrong and Aldrin on Moon 2000 Crew on ISS 2011 ISS completed 2 Learners’ own answers.

Work out meanings from context

• Focus on the highlighted words and abbreviations in the text. Model how to use the context to work out meanings, then let learners attempt to infer meanings from the context for themselves. Let them compare ideas and then check their definitions in a dictionary. • Read aloud the abbreviations and point out how they are pronounced: in some cases as a single word (e.g. NASA) and sometimes one initial at a time (e.g. USSR). Discuss possible meanings for the abbreviations, using context clues for ideas. Introduce and explain the term acronym. Do learners know any other common abbreviations or acronyms? Answers: 1 astronomer – a scientist who studies objects in space; naked eye – viewing something without the use of devices such as glasses or a telescope; observatory – a building with scientific equipment used to view things in space; magnification – how much bigger something looks with the use of a device; artificial – not natural or man-made. 2 USSR - Union of Soviet Socialist Republics (abbreviated to Soviet Union); NASA – National Aeronautics and Space Administration; ISS - International Space Station; BCE – Before the Common Era (the same era as BC or Before Christ, but expressed in non-religious terms).

Spelling link Still focusing on the highlighted words in the text, explore word families and point out similar root spelling patterns of related words. There are more activities on root words in the Spelling section on page 144 of the Learner’s Book. Differentiation: • Some learners will be able to order the events independently; others will need assistance. Group those learners together and guide them through the activity while the others get on with it on their own. They should use the dates as clues. • As an extension activity, some learners can research further events to add to their timelines, or find other Session 1 What is ‘out there’?

examples of timelines. The education pages of the NASA website may be useful, e.g. http://spaceplace. nasa.gov. • Further vocabulary activities on abbreviations and words in context are provided in the Activity Book. Assessment opportunities • Informally observe how much learners know their general knowledge. • Assess their timeline according to negotiated success criteria, for example: Were they able to sequence the information correctly? Did they include important information like the date and names of people? Did they use key words to summarise the information? • Could the learners express themselves clearly when using their timeline to describe the history of space exploration? Activity Book A The crossword activity will help to build and reinforce new vocabulary. Learners use a dictionary to check spellings. B Ask learners to add abbreviations that they use on a daily basis. C More than two events can occur in a sentence and learners can order them into first, second and third place. D Encourage learners to practise summarising information using key words consisting mainly of important nouns, verbs and adjectives. Discuss how the timeline provided is different from a linear timeline. E Learners can do a personal timeline as homework. Provide poster paper or let them create or use something unique, e.g. a cereal box or mobile! Answers: A 1

C 2

R 3

W 6 8

E 7

T J

O R

L 11

A S

R 10

A S

A S T

T E

U T

s/c BCE ISS ETA ESA USSR ELS km/hr

National Aeronautics and Space Administration spacecraft before the common era International Space Station estimated time of arrival European Space Agency Union of Soviet Socialist Republics Earth landing system kilometres per hour

Unit 2 Exploring space

Session 2: Building sentences Learner’s Book pages: 27–28 Activity Book pages: 22–23

You will need: notebooks and stationery. Nice to have: other reading books/magazines for the learners to use to find examples of simple sentences and adverbs of time.

Learning objectives Learning intentions • to revise the structure of a sentence • to join sentences • to change a sentence by adding adverbs. Learning outcomes Learners can: • describe a simple sentence • identify the subject of a simple sentence • combine sentences • use adverbs of time in a sentence • write sentences in their own words.

NASA

C 1 A crater on the Moon is named after Valentina Tereshkova who was the first woman in space. 2 Yuri Gagarin became the first person to enter space and to orbit the Earth. 3 Copernicus claimed that the Earth moved around the Sun when people believed that the Sun moved around the Earth. 4 Galileo proved Copernicus’s theory correct with the telescope that he developed. 5 The first artificial satellite was launched four years before the first human was sent into space. 6 Neil Armstrong became famous because he was the first person to walk on the Moon. 7 Astronauts have been able to live in space for short periods since the development of various space stations. 8 Timothy Peak, who was chosen to be part of the 2015 crew, will head into space when his training is complete. D Possible answers: • Copernicus’s claim • Galileo proved Copernicus’s theory correct • The first artificial satellite launched • Yuri Gagarin orbited the Earth • Valentina Tereshkova, first woman in space • Neil Armstrong walked on the Moon • space stations developed • Timothy Peak chosen to be part of the 2015 crew E Learners’ own answers.

Revise sentences

• Go through the basic features of a sentence and revise the different types of sentences: statements – state something questions – ask something commands – give an instruction. • Write some simple sentences on the board to demonstrate (e.g. Gagarin went into space in 1961; Tycho Brahe built an observatory). Involve learners in checking that you have begun with a capital letter

and ended with appropriate punctuation. To identify the subject of a simple sentence, first invite learners to underline the action (went; built) and then ask and answer who or what is doing the action (Gagarin; Brahe). • Explain that learners should find the conjunction that works best in the context of the given sentences. Answers: 1 a b c d 2 a b c d

Spectacle-makers invented the first telescopes. (Who?) The Earth moves around the Sun. (What?) Isaac Newton designed a reflector telescope. (Who?) The first person to walk on the Moon was Neil Armstrong. (Who?) Possible answers: Early astronomers observed the stars and the Moon. Copernicus made a major discovery but nobody believed him. Galileo developed the telescope although he did not invent it. Astronauts can work in space or on the ground.

Use adverbs and adverbial phrases to improve sentences • Emphasise that adverbs and adverbial phrases add detail to a sentence and improve it. Although there are many different types of adverbs (place, manner, degree), this activity will only focus on adverbs of time. • Learners write five sentences about space exploration using adverbs and adverbial phrases to sequence the events. The adverbs and adverbial phrases can occur at the beginning, in the middle or at the end of the sentences. Learners can practise this further by completing Activities C and D in the Activity Book. Answers: 1 Most of the adverbs of time are dates e.g. In 1543 or In 1609, etc. 2 Possible answers: Astronomers observed the skies long before the invention of the telescope. Eventually Galileo developed the first space telescope. Astronomers were able to observe craters on the Moon for the first time. Many years later, scientists put a telescope in space. In 1969 the first people walked on the Moon.

Differentiation: • More able learners could write more than five sentences. The sentences should flow in the correct chronological sequence. For further extension, learners could use their sentences to write a short paragraph. Further activities can be done in the Activity Book. • Let learners look for examples in books or magazines of simple and compound sentences and adverbs of time. Assessment opportunities • Assess learners’ ability to find the subject of a sentence. • Assess their ability to join sentences.

• Assess their ability to write sentences using adverbial phrases of time. Activity Book A Model asking who or what is doing the action to identify the subject of the sentence: who or what orbits the Sun? B Discuss how two simple sentences join to form a compound sentence. Point out that often the subject is replaced with a pronoun. C Remind learners that adverbs add meaning to the verb. They modify the verb (or the adjective). They tell us how (manner), when (time) or where (place) the action takes place. D An adverbial phrase is a group of words without a verb. It indicates when the action happened. Adverbs and adverbial phrases of time are useful in timelines, biographies and journals. Learners could experiment with placing the adverbial phrase in different positions in their sentences. You may need to point out that sometimes the subject of a sentence is not just the noun but the noun phrase – the group of words describing the noun. There are three sentences in the question that have a noun phrase as the subject of the sentence. Answers: A 1 subject: The Earth; verb: orbits 2 subject: The Earth; verb: spins 3 subject: The Earth’s rocky surface; verb: is covered 4 subject: A third part of the Earth; verb: appears 5 subject: An atmosphere of gases; verb: surrounds B Possible answers: • In 24 hours the Earth spins around once on its own axis and orbits the Sun once a year at a speed of nearly 3000 metres per second. • While two-thirds of the Earth’s rocky surface is covered by water, a third of the Earth appears above the water as dry land. C

D 1 2 3 4 5

1 Before take-off

When?

time

2 with great skill

How?

manner

3 from Earth

Where?

place

4 successfully

How?

manner

5 Two months later

When?

time

Possible answers: The rocket blasted off at noon. He captained the crew for many months. They returned to Earth right on schedule. Later that week, the capsule touched down. After the mission, the crew celebrated.

Sessions 3 and 4: Comparing biographies Learner’s Book pages: 29–30 Activity Book pages: 24–26

You will need: notebooks; stationery; dictionaries. Nice to have: other examples of biographies and autobiographies; PCM 13. Sessions 3 and 4 Comparing biographies