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STELLAR SPECIFIC GUIDELINES

PRIMARY 5 TERM 4: (RETELLING)

A Seriously Twisted Tale

Unit

12

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DRAFT © CPDD/Ministry of Education (2010)

R E S T R I C T E D P R I M A R Y 5 U N I T 1 2 A S E R I O U S L Y T W I S T E D T A L E

Suggested Theme: Twisted Tales Unit Overview

LEARNING OBJECTIVES Comprehension o anticipate text using text type characteristics o read sections of text silently o read sections of text aloud to verify predictions/ responses

o identify key vocabulary o use word identification skills to work out new words

o use comprehension strategies to understand at literal, inferential and

evaluative levels o make simple judgments of characters and

their solutions o identify how the writer made the story interesting o read Class and Group Writing o read self-chosen books for enjoyment Oracy Listening o to respond to texts and questions o for information and instructions from the

teacher, group leaders and classmates o to classmates’ presentations o to assess classmates’ enthusiasm and

performance Speaking o make predictions using titles and visuals o respond to questions about the text o use the target language structures o use metalanguage o contribute ideas for the Class Writing o discuss Group Writing topic with group members o participate in group/pair writing conferences o use performance skills

Writing

o complete learning sheets o answer questions in full sentences o manipulate sentences by adding detail/combining o write coherent and cohesive paragraphs using

simple and complex sentences o use vocabulary, grammar and punctuation correctly o revise, proofread and edit writing pieces o understand how text features and structures suit

various purposes and audiences o present writing in final draft form either in legible handwriting or through computer word processing

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UNIT LEARNING OUTCOMES

In this unit, the pupils will:

a. read independently for pleasure. b. read (aloud and silently) and comprehend a narrative at literal, inferential and evaluative levels. c. use prediction and retelling as comprehension strategies. d. identify the characteristics of a narrative, e.g. characters, setting, plot. e. identify what makes a narrative story interesting, e.g. dialogues, feelings, reflections,

descriptions, sequence of events, making connections, the ending and characterisation. f. revise all metalanguage terms. g. use oracy skills to perform in a play and assess their classmates’ enthusiasm and performance. h. use language structures that are characteristic to narratives in activities and in their writing. i. use direct and/or reported speech, sentence combining and formal versus informal speech for

variety and text cohesion. j. use other characteristics of a play as a model for their writing. k. improve their writing by revising, editing and proofreading. For the pupils’ version of these Learning Outcomes, please refer to RS12.1. At the beginning of the unit, take pupils through RS12.1, telling them that they will be learning the listed skills and strategies.

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KEY Teaching Points

[revision of all metalanguage

Text Type Characteristics: [narrative] Strategies:

o retelling o dash, to signal more information

Vocabulary Word List

o captive, circus performer, deckchair, en suite, fire eating, flying trapeze, impression, intention, knife throwing, lion trainer, night classes, replacement, ringmaster, starring role, tapestry, trapeze costume (sequins, lycra)

o [idiom] o [antonym] o [clipping] o homophone

Performing a Readers’ Theatre o performing skills o listening to assess the speakers’

enthusiasm and performance

LEGEND

[ ] For revision __ For explicit teaching of terms

Grammar o [present perfect] o [present perfect continuous] o [past continuous] o be + about to for future time o modal might to offer a suggestion o punctuation

[ellipsis] [hyphen] for some compounds [colon in play scripts] colon/semi-colon [comma for apposition and

separating clauses] Sentence Manipulation

o changing direct speech to reported speech

o combining sentences with [connectors] of addition and reason

o adding details of where and how to core sentences

Whole Text Study

o formal versus informal speech o Who said it?

Writing Metalanguage

Oracy

Comprehension

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TEACHING RESOURCES

o RS12.1 Learning Outcomes o RS12.2 Narrative Play Text Type Chart o RS12.3a Semantic Web o RS12.3b Vocabulary Exercise o RS12.4 List of Idioms o RS12.5 Antonyms and Synonyms Exercise o RS12.6a Clipping Exercise o RS12.6b Answer Key to RS12.6a o RS12.7a Homophone Exercise o RS12.7b Answer Key to RS12.7a o RS12.8a Chart for Sentences on Tenses and

Types of Sentences o RS12.8b Suggested Responses for RS12.8a o RS12.9a Reader’s Theatre Script: The Bremen

Town Musicians o RS12.9b Suggested Responses for LS12.3 o RS12.10 Picture for Future Tense o RS12.11 Suggested Responses to LS12.5 o RS12.12 Direct Speech to Reported Speech o RS12.13 Whole Text Study: Who said it?

LS 12.1-LS12.7

o RS12.3a - 1 copy per group o RS12.3b - 1 copy per pair o RS12.5 – 1 copy per pupil o RS12.6a – 1 copy per pair o RS12.7a – 1 copy per group o RS12.8a – 1 copy per group o RS12.9a – 1 copy per pupil o RS12.13 – 1 copy per pair

Teacher-made Materials/Resources Resource Sheets

Learning Sheets

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KEY MESSAGES SEL: o Identify one’s emotions, strengths, weaknesses

and values, and understand how these influence one’s actions and behaviours • Recognise that everyone is unique in

his/her own way. Identify one’s talents, skills, likes and dislikes

o Demonstrate ability to dream, aspire and have

a sense of purpose in life and work towards achieving them • Demonstrate a lively curiosity about things

in life

NE: o We must preserve racial and

religious harmony. Though many races, religions, languages and cultures, we pursue one destiny.

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Part 1 (60mins) Sustained Silent Reading (SSR) (10-15 minutes) Unit Learning Outcome (a) Have the pupils choose a book from the Reading Centre and read silently without interruption. Read your own book at the same time. Occasionally, share a story with the class.

Retelling (45-50 minutes) Unit Learning Outcomes (b), (c), (d) , (e) Setting a Purpose and Context It is important to set the context, especially if the topic is unfamiliar to the pupils or the title does not lend itself to prediction. However, this does not mean that you should pre-teach every new word. Instead, show them some related pictures or discuss beforehand a key point that will give them a clue as to the text content (without giving it away completely). For example, in this unit, you could show them some picture books of Three Little Pigs and The Frog Prince, and have them recall the stories and characters to stimulate discussion. If necessary, introduce only 1 or 2 words that are crucial to understanding the text and would be totally unfamiliar to your pupils. Set the purpose by telling the pupils that they will be making predictions about a story to help them start thinking about what they are going to read. Prediction (5-10 minutes) Projecting the first slide of the PowerPoint® e-file, show pupils the title only. If the title alone does not encourage prediction, show them the illustration. If the illustration does not provide clues either, you may need to read them the first few sentences of the first paragraph. Then, tell the pupils to predict what the text will be about and to quickly write one or two sentences about it. You may need to guide them with questions, e.g.

Who are some of the familiar characters you see in the illustrations? What do you think this tale (story) is about? Why do you think the tale is seriously twisted? How different is this tale from the original story? How are the characters related?

Have the pupils share some of their predictions and indicate whether or not they are “warm” and on the right track or “cool” and straying from the story. Have the pupils predict and write down some words or phrases they might expect to appear in the text. Then, in their groups of 4-5, have each pupil read out their sentences and words/phrases to the others. After each pupil reads his/her responses, at least one other group member should make an oral comment with each member commenting on at least one of the others. Reading (5-10 minutes) Before reading, discuss the narrative play text type chart (R.S.12.2 with the bottom part covered) to help pupils anticipate and comprehend the text. Put up this chart in the classroom as one of the text types to learn this year. Distribute copies of the text to the pupils and have them read through silently so they will be able to retell the story in their own words later. Tell them they can read it through more than once if they need to but they

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should not try to memorise the text. Remind them that when you understand a text, it is easier to retell it than when you have tried to memorise it. Explain that they will be retelling the text for a purpose, e.g. to relate and write about the story to a younger sibling who has not read it. (The younger sibling could possibly not know the stories of Three Little Pigs and The Frog Prince.) After reading, uncover the bottom part of RS12.2 and point out to pupils that this particular narrative/play is similar to a fairy tale and has the following additional characteristics:

• a variety of tenses – past , present and future • begins with once upon a time and ends with happily ever after • has a handsome prince, a beautiful princess, a fire-breathing dragon, and a frog with

references to the Three Little Pigs and The Frog Prince • something that comes in threes – in this case the Three Little Pigs • a play format with direct speech marked with the character speaking followed by a colon

and stage directions for the characters in ( ) Retelling (10 minutes) Tell the pupils to turn the text over on their desks and write out their retelling of it (in a narrative form) on a sheet of paper as quickly as they can. Stress that they are not to look back at the text at any time. Also, remind them of the purpose you specified before their silent reading and tell them not to worry about spelling or neatness as long as others can read it. (Refer to RS7.3 if pupils still require the template for predicting and retelling.) Sharing and Comparing (10 minutes) In pairs, have the pupils share their retellings with each other and compare them with the text. Provide them with the following questions to ask their partners:

What have you missed out or added to the text? Why did you leave it out/add it? Was there anything in my retelling that I got mixed up or left out that changed the writer’s meaning? What words or phrases are different from those used by the writer but have the same meanings? If you could borrow part of my retelling, which part would you take? Why?

Note: These questions could be shown on a visualiser or copied by the pupils into their notebooks for future reference. Conclusion (5-10 minutes) Conclude with one of the following activities:

• Highlight the comprehension strategy/ies suggested for the unit and have the pupils scan the text for examples of it, e.g. have the pupils recall the characteristics of this narrative play and how the problem progressively led to the solution.

• Have the pupils discuss how the writer twisted this fairy tale and suggest other ways the writer could have done this.

• Have the pupils discuss the role of the Storyteller and how the script would be different without him. • Have the pupils discuss how the Storyteller says, “Oh sure, Lilith, the beautiful princess, is taken

captive by a small green frog.” (Line 39-40) Help pupils understand that the Storyteller is being sarcastic and that is why it is humorous.

• Have the pupils relate the story to the SEL/NE messages. If time remains, have a few pupils read aloud their favourite parts of the text and tell why they chose them.

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Part 2 (60 minutes) Sustained Silent Reading (SSR) (10-15 minutes) Unit Learning Outcome (a) Have the pupils choose a book from the Reading Centre and read silently without interruption. Read your own book at the same time. Occasionally, share a story with the class.

Follow-up Activities (10-15 minutes per activity) Unit Learning Outcomes (f), (g), (h) Choose appropriate activities for your class from the following suggestions.

VOCABULARY

1. circus performer, fire eating, flying trapeze, knife throwing, lion trainer, ringmaster, starring role, trapeze costume (sequins, lycra) plus

captive, deckchair, en suite, impression, intention, night classes, replacement, tapestry

Oral Communication/Reading • Ensure that all pupils have a copy of the text, A Seriously Twisted Tale. Have pupils scan

through the text and highlight all the vocabulary words that are related to a circus. • Distribute RS12.3a to pupils. Have them work in small groups to create a semantic web based

on a circus theme. • When the pupils have completed their work, have a few groups share their semantic webs

using a visualiser. Have the other pupils give comments on each presentation. • Have the groups put up their finished work and let the class do a Gallery Walk and vote for the

best Semantic Web. • Have pupils scan through the text again, this time have them highlight the following sentences

and underline the vocabulary words: Lilith is lounging on a deckchair. (line 2) Where am I going to find an evil, fire-breathing dragon replacement at this stage. (lines 35-36) Lilith, the beautiful princess, is taken captive by a small green frog. (lines 39-40) All you have to do is give a good impression of a scary, fire-breathing dragon. (lines 51-52) I was going to let him move into the castle and have his own room – with an en suite. (lines 65-66) The truth is, I’ve no intention of being part of this fairy tale. (lines 71-72) You mean you don’t want to marry me and live in a castle, wear a crown, do tapestry, arrange flowers? (lines 75-76) We’ve been taking night classes in knife throwing and fire eating… (lines 82-83)

• Have pupils discuss the meanings of the underlined word(s). • Distribute RS12.3b to pupils. Have pupils work in pairs on the exercise. • Have one or two pairs share their answers with the class when they have finished.

Writing Have pupils complete LS12.1. Tell pupils, “We are learning to understand new words and use them in context.”

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2. [Idioms] Oral Communication/Reading

• Ensure that all pupils have a copy of the text, A Seriously Twisted Tale. • Ask pupils what they understand from the title. Inform pupils that the words a twisted tale is an

idiom (which means a story that is not quite right). • Have pupils scan through the text and highlight the following sentences:

The princess was about to marry the handsome knight Sir Colin, and everyone was looking forward to the wedding. (lines 6-7) You’re having me on! (line 26) So the dragon’s pulled out? (line 32) I want to be in the limelight, the hero, the… (lines 92-93)

• Have pupils underline the idioms in the sentences and discuss the meanings, e.g., looking forward to means thinking about something pleasant happening in the future you’re having me on means you’re joking/playing with me pulled out means decided not to do something in the limelight means being a star or the centre of attraction

Activity: Making a book of idioms

• Have pupils brainstorm/recall from previous units as many idioms as possible and list them on the board.

• Have them discuss the real meaning of each idiom and talk about how funny it would look if they were to interpret figurative language literally.

• Inform pupils they will be making an idiom book where they write the real meaning, e.g., You’re driving me up the wall which means you are making me crazy, and illustrate the literal meaning. • Distribute an A4-size paper and RS12.4 to each pair of pupils. Have them choose an idiom

from the list on the board or RS12.4 (projected on the screen). Have them write its meaning and illustrate the literal meaning.

• Have pupils share their pictures with the class. • Collect and collate the pupils’ work into a class book.

3. [Antonyms] Oral Communication/Reading

• Ensure that every pupil has a copy of the text. • Have pupils recall what antonyms and synonyms are and give some examples. • Ask pupils if they know the antonyms for onstage (line 14) and multitalented (line 116). • Tell pupils that the antonyms of some words can be formed by using the prefixes on- and off-,

multi- and un-. e.g., safe – unsafe, monolingual – multilingual, etc. • Distribute RS12.5 to pupils. Inform them that they have to replace the underlined adjectives with

either a synonym or an antonym. • When the pupils have finished, have 2 or 3 of them share their answers using a visualiser. • Have the other pupils compare their answers and list other possible answers from them on the

board.

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4. [Clipping] Oral Communication/Reading

• Ensure that all pupils have a copy of the text. • Write the word doc on the board. Ask if anyone knows the full word for it. (doctor)

Ask pupils: What do we call it when we shorten a word? (clipping) • Have pupils recall other words that are clipped from previous units and list them on the board. (e.g.,

photo - photograph, vet - veterinarian, phone - telephone, condo - condominium, etc.) • Distribute RS12.6a to each pair and have them write out the full words for the words that have

been clipped. • When pupils have completed their work, put RS12.6b on a visualiser and have them check their

answers. 5. Homophones Oral Communication/Reading

• Ensure that all pupils have a copy of the text • Write the words tail and tale on the board. • Have pupils say the words aloud and state their meanings. • Have one or two pupils give simple sentences using the words tail and tale. • Inform pupils that the words tail and tale are called homophones (words with different spelling but

sounding the same). • Have pupils discuss the double meaning to seriously twisted tail/tale that makes the story quite fun.

(referring to the dragon’s tail and the story/tale) • Have pupils get into groups of four. Give RS12.7a to each group. • Have pupils scan through the text to look for and write down the homophones of the words in the

list. Writing Have pupils complete LS12.2. Tell pupils, “We are learning to use homophones in context.” 1. Time/Tense/Aspect: [present perfect]; [present perfect continuous]; [past continuous]

GRAMMAR

Oral Communication/Reading • Have pupils sit in groups of four. Give a copy of RS12.8a to each group. • Revise all the metalanguage terms for Grammar in the left column and have pupils give some

examples orally. • Inform pupils they have to find and write sentences from the text in the relevant columns on the

right, e.g.,

Simple present You’re not a dragon. Simple past She lived in a large castle on a hill. Past continuous etc.

Inform pupils that if there are any tenses they cannot find in the text, they can make up a sentence as long as it is relevant to the storyline of the play.

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• When the groups have finished, have one or two of them share their sentences using the visualiser.

• Distribute a copy of RS12.9a to each pupil and have them read the script silently before completing LS12.3. Remind pupils that if there are any tenses they cannot find in RS12.9a, they can make up their own sentence as long as it is relevant to the storyline of the play.

Writing Have pupils complete LS12.3. Tell pupils, “We are learning to identify sentences of different tenses and structures/types.” 2. be + about to for future time Oral Communication/Reading

• Refer pupils to the sentence (lines 6-7 of the text): The princess was about to marry the handsome knight Sir Colin, and everyone was looking forward to the wedding • Ask pupils what they understand from the sentence. • Inform them that the words, was about to, refer to the future time and can used to talk about an

action which is expected to happen in the immediate or near future. Activity: What are they about to do?

• Display the picture (RS12.10) and challenge the pupils to say what the characters are about to do, e.g., Bob is about to get into the water.

Rob and Tim are about to be scolded by their mother for fighting. • List all the sentences contributed by the pupils on a butcher paper to be put up for display and

future reference. 3. Modal: might to offer a suggestion Oral Communication/Reading

• Have pupils recall the following sentence from Unit 6, When I Grow Up. I might try out for the Olympics when I grow up. Ask pupils what the modal might in the sentence means. (possibility) • Inform pupils that the modal might can also be used to offer suggestions politely, e.g., You might like to read other twisted tales. • Refer pupils to the text, A Seriously Twisted Tale. Have them highlight the sentence in lines 35-36:

Storyteller: Where am I going to find an evil, fire-breathing dragon replacement at this stage? Have pupils take on the role of Lilith or Sir Colin and offer some suggestions to the Storyteller, e.g.,

Lilith: We might ask the frog since he is green. Sir Colin: We might just get married right now without the dragon.

• Refer pupils to lines 96-97: Sir Colin: And what happens to me after you’ve all gone to the circus? Have the pupils take on the roles of the other characters and offer some suggestions to Sir Colin using the modal might. • Have pupils practise offering suggestions using might for another situation such as planning to put

up a class play for A seriously Twisted Tale. • List the suggestions on a butcher paper and put up for display.

Writing Have pupils complete LS12.4. Tell pupils, “We are learning to make suggestions using the modal might.”

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4. Punctuation: [ellipsis], [hyphen], [colon in play scripts], colon/semi-colon, [comma for apposition and separating clauses] Oral Communication/Reading

• Ensure that all pupils have a copy of the text, A Seriously Twisted Tale. • Have them sit in groups of four and assign each group a section of the text, e.g., Group 1 (lines 1-

23), Group 2 (lines 24-43), etc. • Have each group scan through their sections and pick out 5 types of punctuation they can find and

state why that punctuation mark is used, e.g., question mark – for questions full stop – for statements and abbreviations exclamation mark – for surprise, emphasis quotation marks – for when someone is talking in print apostrophe – for possession or ownership capital letters – for abbreviations, titles and places

• Have pupils highlight the use of the following punctuation marks in the phrases/sentences below: ellipsis – We’ve been taking night classes in knife throwing and fire-eating… (lines 82-83) hyphen – fire-breathing dragon (line 19) colon/semi-colon – It’s like this: the dragon hasn’t actually got a twisted tail. (lines 61-62) comma for apposition – Lilith, the beautiful princess, (line 39) comma for separating clauses – Once there was a faithful and trusted storyteller, who thought he had the right story.

• Point out the use of the colon after characters’ names and brackets ( ) for stage instructions in play scripts.

• Have pupils give reasons why the punctuation marks are necessary.

Writing Have pupils complete LS12.5. Tell pupils, “We are learning to identify different types of punctuation marks.” Performing a Readers’ Theatre

ORACY

• Performing skills In their writing groups, have pupils perform the play they rewrote (see Writing Process Cycle, Part 4) as Readers’ Theatre. Note: The individual writing has been waived in favour of spending more time for this performance.

• Listening to assess the speakers’ enthusiasm and performance Have pupils suggest some tips for presenting, e.g. eye contact, loud, clear voice, reading to represent how the character would sound, interesting retelling, etc. As each group is presenting, have the class listen also to assess the speakers’ enthusiasm for the topic. Discuss this at the end of each presentation. These websites provide some tips on Readers’ Theatre scripting, staging and reading:

o http://www.aaronshep.com/rt/Tips.html o http://www.readinga-z.com/guided/theater.html o http://www.readingonline.org/electronic/elec_index.asp?HREF=carrick/index.html

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http://www.aaronshep.com/rt/Tips.html

http://www.readinga-z.com/guided/theater.html

http://www.readingonline.org/electronic/elec_index.asp?HREF=carrick/index.html



Sentence Manipulation (20-25 minutes) Unit Learning Outcome (i) 1. Changing direct speech into reported speech

• Have the pupils explain what is meant by direct speech and reported speech. • Remind pupils that in reported speech, there is a change in tenses from present to past. Tell them that

when we are reporting the words spoken by another person, we must change the appropriate pronouns in the reported statement. For example:

Direct Speech Reported Speech

“I’m afraid we’ve got a bit of a problem with the evil, fire-breathing dragon,” said the frog.

The frog said that he was afraid they had got a bit of a problem with the evil, fire-breathing dragon. .

• Put RS12.12 on a visualiser and have pupils practise changing the sentences into reported speech.

Writing Have pupils complete LS12.6. Tell pupils, “We are learning to change direct speech to reported speech.” 2. Combining sentences (deleting repetitive words and using connectors to combine short sentences into longer ones)

• Have pupils recall what connectors are and how they are used in sentences. • Have them call out the connectors they learnt during the year and list them on the board. (e.g., and, so, because, as, however, or, so that, unless, but, until, since, when, either…or, neither…nor, both…and, etc.) • Have pupils make sentences for each of the connectors.

Writing Have pupils complete LS12.7. Tell pupils, “We are learning to use connectors to combine sentences and make sentences of our own.”

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Whole Text Study (20-25 minutes) Unit Learning Outcome (i) 1. Formal versus informal speech

Have pupils pick out some of the informal expressions in the text and discuss: • why they work in this context • how they would have to be changed if it were a formal situation, e.g.,

Informal: The doc said it’s his tail. Seriously twisted, apparently. Formal: The doctor said it is his tail. It has been seriously twisted. Informal: Oi! Where’s the dragon? Formal: Excuse me, could you please tell me where the dragon is? Informal: Forget it, buster. (Line 43) Formal: I will not kiss the frog.

2. Who said it?

In pairs, have pupils read portions of direct speech that are characteristic of the different characters, either in how they are said or the content (RS12.13). Have them work out who said it and justify their choices. For example,

• something by the frog would have a rebbit in it • something about being bored with the whole thing could come from Lilith • something about coming in to escape the wolf would come from a pig • something that shows impatience with the whole thing could come from Sir Colin

Have pupils also write possible dialogues for the characters. Note: This activity would also give pupils some preparation for their Group Writing and actually taking the different parts in their performance of the rewritten play (refer to Writing Process Cycle and Oracy).

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WRITING PROCESS CYCLE (45-50 minutes) Unit Learning Outcomes (h), (i), (j), (k) Prewriting Activity Have pupils recall what makes a narrative a play script and write these features on the board. Discuss the reasons for and give examples of these features. Encourage pupils to ask questions and justify the reasons for the characteristics of narratives in general and this particular play, e.g.

What makes a text a story? What is the format of a play script? What is its purpose? How is it performed? How does it begin? How does the writer make the script interesting to the audience? How are details for actions provided? What tenses are used?

Remind pupils that because the play is made up of conversations/dialogues, contractions are acceptable because they are present in informal speech. Refer pupils to the text features listed in RS12.2. Have pupils read the script, A Seriously Twisted Tale, again. Tell them that they will be rewriting the play in their own words to simplify and shorten it for actual performance (see Oracy). Guide them by suggesting they do a story map first. Ask them: Where does the story take place? Who are the characters in your story? What happens in the story? What is the problem and how is the problem solved?

How does the story end?

Class Writing

Help the pupils to get started on the writing task which they will complete in their individual groups. Have pupils rewrite the speaking parts (dialogues for the characters), stage directions/thoughts/feelings to simplify the play, bearing in mind that the story will be performed. Record the pupils’ contributions to the text on newsprint paper or the computer, guiding them towards correct responses as much as possible. Highlight the play format while recording. Encourage pupils to be creative by adding in their own ideas, even when these ideas stray from those in the prewriting activity. Stop at a point in the story where pupils are more familiar with the format and text features and should be able to continue on their own.

Reading the Class Writing

Read the Class Writing with the pupils, pointing to the words fluidly as you read and encouraging them to read along with you. Then, go through the relevant items of the editing checklist and make the appropriate changes. Add your own suggestions to those made by the pupils as long as they do not alter the basic

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ideas in the CW. If there is not enough time to complete the editing process, it can be carried over to the beginning of the next lesson.

Editing Checklist:

• Are there any ideas you want to add/delete? • What would make this more interesting? • Are the ideas in the best order? • Can we expand any of the sentences? • Can we combine any of the sentences? • Are there any misspelled words? • Is the grammar correct?

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Writing Process Cycle (45-50 mins) Unit Learning Outcomes (h), (i), (j), (k) Rereading Class Writing

Reread the Class Writing with the pupils and continue the editing process from the previous lesson if necessary. Ask pupils what parts they liked the best/least in their CW and why. Discuss ways in which they could improve the parts they liked the least if appropriate. Group Writing (Mixed-ability groups) Explain to the class that they are going to continue writing the play in their own words using the text and their Class Writing as models. Pupils could take the role of one or two characters in the play, depending on the size of each group. Tell pupils to do the rewriting based on their Retelling responses (see Retelling, Part 1) with added dialogue. Suggest to pupils that they can also change the setting and/or ending.

Remind pupils that they must put in stage directions, directions for specific characters, speaker’s feelings or thoughts at suitable parts of the script and dialogues for each character. Tell them that they can refer to the “Who said it?” activity in Whole Text Study.

Encourage the pupils to use the target structure(s) but suggest they can use other structures as well. Tell them to write a rough draft first, getting their ideas on paper. Then they can go back and edit their writing as a group, before reading it to you. Have the group leaders collect the materials they will need. Move from group to group, providing encouragement and assistance as needed and focusing on the unit goals. Help pupils work out the spelling of words using the letters and sounds whenever possible and guide them towards correct structures and sentence manipulation techniques to improve on their writing. Have pupils refer to the words in the Class Writing, current word lists displayed around the room, the text for the current and previous units as well as their dictionaries. If the groups need more time, they may continue writing the following day. Groups that complete their writing could also write notices of the performance of this play or for the proposed “circus”. Rereading Group Writing

As the groups finish writing, have them read their writing with you in their group and help them edit where appropriate. Display each group’s writing so other groups can read them.

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Part 6 (60 minutes) Sustained Silent Reading (SSR) (10-15 minutes) Unit Learning Outcome (a) Have the pupils choose a book from the Reading Centre and read silently without interruption. Read your own book at the same time. Occasionally, share a story with the class. Writing Process Cycle (45-50 minutes) Individual Writing The individual writing for this unit is waived in favour of spending more time under performance in Oracy (see Part 2).

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Part 7 (60 Minutes) Differentiated Instruction Schedule Differentiated Instruction (DI) activities for your ability groups at each progress level to provide further support for lower progress learners, review and reinforce learning for the average learners and extend/challenge the high progress learners. DI can be structured within this time period with a rotation of activities similar to the Learning Centre model in the Lower Primary. Alternatively, DI can comprise the withdrawal of small groups, pairs or individual pupils for specific instruction during or at the end of each STELLAR component, e.g. Comprehension which includes SR, KWL or Retelling; Oracy or Listening and Speaking; or Writing which includes Grammar, Sentence Manipulation, Whole Text Study and the Writing Process Cycle. DI activities can be related to a whole-class activity or a learning need specific to a group, pair or individual pupil. The activities should be meaningful, challenging and appropriate for the age/progress level of the target pupils. Computers can be used as tools to help in any of these activities. The objectives and expected outcomes for each activity should be clearly stated and discussed with the pupils. School-based Curriculum (if applicable) Choose appropriate exercises and activities from existing school-based curriculum and teacher-produced resources to reinforce language development to cater to your pupils’ learning needs, for example, text types, vocabulary and strategies for comprehension; oracy skills; grammar, sentence manipulation and whole text study for writing.

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RESOURCE SHEET RS12.1 We are learning to: a) read independently for pleasure.

b) read (aloud and silently) and comprehend a narrative at literal, inferential and

evaluative levels.

c) make and confirm predictions as we read and retell a story.

d) identify the characteristics of a narrative, e.g. characters, setting, plot.

e) identify what makes a story interesting.

f) identify all metalanguage terms.

g) respond orally to a story.

h) use new words and language structures from the story in our writing.

i) use a variety of sentence types.

j) use a play as a model for writing.

k) improve our writing by revising, editing and proofreading.

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RESOURCE SHEET RS12.2 Narrative Play Text Type Chart Narratives in general have:

• a setting • characters (vivid description through description from the storyteller,

from what they say in direct speech as well as in the stage directions ( ) , e.g. frantic knocking, yawning (from boredom), sobbing, pushing the storyteller aside, etc.

• a plot or problem/solution • an ending

This narrative/play is similar to a fairy tale and has the characteristics above plus:

• a variety of tenses: past , present and future • begins with once upon a time and ends with happily ever after • has a handsome prince, a beautiful princess, a fire-breathing dragon,

a frog and three little pigs with references to the tales of The Three Little Pigs and The Frog Prince

• something that comes in threes – in this case the Three Little Pigs • a play format with direct speech marked with the character speaking

followed by a colon and stage directions for the characters in ( )

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Semantic Web Create a Semantic Web on a circus theme using the words in the box and others you can think of: flying trapeze ringmaster lion trainer circus performer trapeze costume knife throwing fire eating starring role sequins lycra

RESOURCE SHEET RS12.3a

Circus

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RESOURCE SHEET RS12.3b

Vocabulary Exercise Read the following sentences and write the words in bold next to their meanings below. • Lilith is lounging on a deckchair. • Where am I going to find an evil, fire-breathing dragon replacement at this stage? • Lilith, the beautiful princess, is taken captive by a small green frog. • All you have to do is give a good impression of a scary, fire-breathing dragon. • I was going to let him move into the castle and have his own room – with an en

suite. • The truth is, I’ve no intention of being part of this fairy tale. • You mean you don’t want to marry me and live in a castle, wear a crown, do

tapestry, arrange flowers? • We’ve been taking night classes in knife throwing and fire eating…

1. kept as a prisoner ___________________ 2. lessons at night ___________________ 3. light folding chair ___________________ 4. imitation of behaviour ___________________ 5. a set of rooms, e.g., a bedroom with a bathroom ___________________ 6. plan ___________________ 7. embroidery or needlework on canvas ___________________ 8. one who takes the place of another ___________________

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RESOURCE SHEET RS12.4List of Idioms

Idioms from previous units to have a feeling (Unit 2) to come in (Unit 2) take for granted (Unit 4) no wonder (Unit 4) to give someone a hard time (Unit 6) to act smart (Unit 6) footballers carry their brains in their boots (Unit 7) at your fingertips (Unit 11) Other examples to have the world at your feet to be on top of the world to be in a pickle to feel blue in one ear and out the other that's a piece of cake give me a hand to be under the weather to break a leg you're pulling my leg to pass the buck to get cold feet to blow your top to hit the ceiling to be on your high horse to knock someone off their feet to give someone the cold shoulder to talk a mile a minute there is money burning a hole in my pocket to hit the jackpot

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Write an antonym for each of the underlined words in the boxes provided.

Once upon a time, there was a beautiful princess and a handsome frog and a

very talented and handsome dragon and three multitalented and handsome pigs and

a slightly confused but very handsome prince and a faithful and trusted storyteller, who

thought he had the right story until all of the characters in the story decided to join the

RESOURCE SHEET RS12.5

9.

7. 6.

4.

1. 2.

3. 5.

8.

circus instead of doing what they were supposed to.

But it didn’t matter because they all lived happily ever after!10.

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RESOURCE SHEET RS12.6a Clipping: Give the long form of the following words.

specs

pram

prom

photo

gym

limo

math

dorm

fridge

exam

flu

auto

burger

zoo

ad

bike

varsity

lab

memo

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Answer Key to RS12.6a

Clipped Word Long Form specs spectacles pram perambulator prom promenade photo photograph gym gymnasium limo limousine math mathematics dorm dormitory fridge refrigerator exam examination flu influenza auto automobile burger hamburger zoo zoological garden ad advertisement bike bicycle varsity university lab laboratory memo memorandum


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RESOURCE SHEET RS12.7aHomophones Find the homophones of the following words from the text, A Seriously Twisted Tale and write them in the boxes.

night

mane

fined

no

herd

roll

write

deer

maid

sea

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RESOURCE SHEET RS12.7bAnswer Key to RS12.7a

night

knight (Sir Colin the knight)

mane

main (main characters - line 22)

fined

find (where am I going to find - line - 35)

no

know (that’s all I know - line 29)

herd

heard (frantic knocking is heard offstage - line 44)

roll

role (take on a more demanding role line 54)

write

right (I can’t be married right now. - line 59)

deer

dear (Dear, I think we need to talk. - line 61)

maid

made (made a deal - line 64)

sea

see (see you - line 90)

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Chart for Sentences Find and write a sentence for each of the tenses and sentence type stated. Tense/Sentence Type

Sentence

Simple Present

Simple Past

Present Continuous

Past Continuous

Present Perfect

Past Perfect

Present Perfect Continuous

Past Perfect Continuous

Future

Conditional

Passive Voice

Simple Sentence

Compound Sentence

Complex Sentence


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RESOURCE SHEET RS12.8b Suggested Responses forRS12.8a (Accept other correct responses from pupils.) Tense/Sentence Type

Sentence

Simple Present

A small green frog hops onstage. (line14)

Simple Past

She lived in a large castle on a hill. (line 4)

Present Continuous

Someone’s trying to get into the castle. (lines 45-46)

Past Continuous

Everyone was looking forward to the wedding. (line 7)

Present Perfect

I’ve always dreamed of the flying trapeze! (line 74)

Past Perfect

Princess Lilith had been carried off by an evil, fire-breathing dragon. (lines 8-9)


We’ve been taking night classes in knife throwing and fire-eating… (lines 82-83)


We had been taking night classes in knife throwing and fire-eating. (not from text)

Future

I will join the circus! (line 104)

Conditional

If he faked a twisted tail and didn’t turn up today, I was going to let him move into the castle. (lines 64-66)

Passive Voice

Lilith, the beautiful princess, is taken captive by a small green frog. (lines 39-40) We’re being chased by the big bad wolf. (lines 47-48)

Simple Sentence

You’re not a dragon. (line 17)

Compound Sentence

It was very hard to heat in the winter, but it had great views. (lines 5)

Complex Sentence

Would someone please hold this crown while I change into my trapeze costume? (lines 124-125)

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Adapted from a Reader’s Theatre script by Lisa Blau: The Bremen Town Musicians Characters: Reader, Donkey, Dog, Cat and Rooster Reader: Once upon a time, a donkey worked long and hard for his master. As the

years went by, the donkey grew old and weak. One day, the donkey heard his master say that he was going to get rid of him. When the donkey heard this, he said…

Donkey: I will run away to the town of Bremen. I have a strong voice. I will become a fine singer.

Reader: So the donkey left the farm and headed down the road to Bremen. By and by, the donkey met an old dog.

Donkey: Good morning, Dog! How are you this fine day?

Dog: I am old and weak. My master wants to get rid of me. I don’t know what to do.

Donkey: Why not come with me to the town of Bremen? Together we can be fine musicians.

Reader: So the dog and the donkey headed down the road. By and by, they met a cat.

Dog: Hello, Cat! How are you this fine day?

Cat: I am getting old and weak. My master wants to get rid of me so I’ve run away.

Donkey: Why not come with us to the town of Bremen? We are going to be musicians there.

Reader: So the cat, the dog, and the donkey headed down the road. By and by, they met a rooster.

Cat: Hello, Rooster! How are you this fine day?

Rooster: I am old and weak. My mistress has decided to make me into chicken soup. I am running away from home.

Donkey: Why not come with us to the town of Bremen? We are going to be musicians there.

Reader: So the rooster, the cat, the dog and the donkey headed down the road. The animals walked all day but they did not reach the town of Bremen.


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Donkey: Come, my friends. Let’s rest under this big tree for the night.

Reader: The rooster flew up into the tree to get a look around. Suddenly, he called out…

Rooster: We are in luck my friends! I see a light. Perhaps there is a house for us to sleep in.

Reader: The animals followed the rooster to the light where they found a little house. The donkey peeked in the window. The donkey saw a band of robbers inside the little house. The robbers were so busy counting their money that they did not see the donkey.

Donkey: My friends, we must think of a way to frighten those robbers away.

Reader: It wasn’t long before the animals had hatched a good plan. The donkey stood on his hind legs. The dog climbed on the donkey’s shoulders. The cat climbed onto the dog’s back. The rooster perched on top of the cat. And then the animals called out…

Donkey: Hee haw! Hee haw!

Dog: Woof! Woof! Woof!

Cat: Meow! Meow! Meow!

Rooster: Cock-a-doodle-doo! Cock-a-doodle-doo!

Reader: The noise scared the robbers so much, they dashed out of the little house and ran away as fast as they could.

Donkey: What good luck! Now we have a cozy house and tasty food.

Reader: The animals never went to the town of Bremen. They lived happily ever after in the tiny house in the woods.

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Suggested Responses for LS12.3 Chart for sentences Tense Sentence Simple present My master wants to get rid of me. Simple past By and by, the donkey met an old dog. Present continuous I am getting old and weak. Past continuous One day, the donkey heard his master say that he was going to

get rid of him. Present perfect My master has decided to make me into chicken soup. Past perfect It wasn’t long before the animals had hatched a good plan. Present Perfect Continuous

The donkey has been working very hard. (self-constructed sentence)


The robbers had been hiding in the house. (self-constructed sentence)

Future I will run away to the town of Bremen. Conditional If the rooster did not run away, his mistress would make him into

chicken soup. (self-constructed sentence)

Sentence Structure Sentence Passive The animals were all ill-treated by their masters.(self-constructed

sentence) Simple sentence I have a strong voice. Compound sentence The animals walked all day but they did not reach the town of

Bremen. Complex sentence The animals followed the rooster to the light where they found a

little house.

Note to teacher: Accept other examples if the sentences are correct.

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RESOURCE SHEET RS12.10What are they about to do?

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RESOURCE SHEET RS12.11 Suggested Responses for LS12.5

1. What are you doing here?

question mark

2. The handsome knight Sir Colin must do the decent thing.

capital letters

3. You’re not a dragon. apostrophe for contraction

4. Princess Lilith had been carried off by an evil, fire-breathing dragon.

hyphen for compound words

5. That’s fine by me – but I’m not kissing him. dash for separating part of sentence

6. Help! Help! exclamation mark

7. It’s like this: the dragon hasn’t actually got a twisted tail.

colon

8.

(She yawns.) brackets for stage instructions

9. We’ve been taking night classes in knife throwing and fire eating…

ellipsis

10. Once there was a faithful and trusted storyteller, who thought he had the right story.

comma for separating clauses

11. Lilith, the beautiful princess, is taken captive by a small green frog.

commas for apposition

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RESOURCE SHEET RS12.12 Direct Speech to Reported Speech

1. The Storyteller told the frog, “You’re not a dragon.”

2. Lilith said, “I’m not kissing the frog.”

3. “We’re being chased by the big bad wolf,” said the three little pigs.

4. “Dragons are supposed to live in caves,” yelled Sir Colin. 5. The dragon announced, “I’m resigning my post as the evil dragon.”

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Speech Who said it?

1. Er, excuse me. Anyone here, rebbit, missing a dragon? Rebbit.

2. Help! Help! We’re being chased by the big bad wolf.

3. Look, I’ve had just enough of all this. If there’s no fire-breathing dragon, then there’s no reason why Lilith and I can’t be married right now.

4. I don’t want to be a princess any more, and I don’t want to get married.

5. I’m sick of being the bad guy all the time.

6. That only leaves me. I’m all on my own.

7. (Yawns.) Can’t we just get this over with?

8. Strange you should ask. It’s been a hobby of mine for a few years.

9. And three multitalented and handsome …

10. Where am I going to find an evil, fire-breathing dragon replacement at this stage?

11. That’s fine by me – but I’m not kissing him.

12. You mean you don’t want to marry me and live in a castle, wear a crown, do tapestry, arrange flowers?

13.

Frog

14.

Lilith

15.

Sir Colin

16.

Dragon

17.

Pig

18.

Storyteller

RESOURCE SHEET RS12.13

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Name: _____________________ LEARNING SHEET LS12.1 Class:_____________ Date:___________________ A) Fill in the blanks with the correct answer from the box.

flying trapeze fire eating starring role lion trainer circus performers trapeze costumes ringmaster knife throwing sequins lycra

Jack was excited. It was the day of the circus! Jack loved the circus – all the

animals and the 1) ____________________________. It was so much fun!

At seven o’clock, Jack and his parents arrived at the huge red and white striped tent

called the ‘Big Top’.

The 2) ____________________________ shouted with his huge booming voice,

“Good evening, ladies and gentlemen!”

Then the lights went up to the top of the tent and Jack saw a man and a woman,

dressed in sparkly 3) ____________________________ sewn with

4) _________________________ and 5) ____________________________, balancing

on a huge swing. They were performing the 6) ____________________________ act.

They flew through the air. “Ooooo!” shouted the people every time they flew. It was

very, very exciting.

Next, a door opened and five lions entered the ring, all looking huge, fierce and

dangerous. The man in the middle was the 7) ____________________________.

Jack watched as he put his head in the biggest lion’s mouth. “Ooooo!” shouted the

people in horror and amazement.

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After the lions came the 8) ____________________________ act. Although the

knife thrower had the 9) ____________________________, everyone had their eyes on

the beautiful girl with him. She was very brave and did not even flinch when the knives

were thrown at her.

Finally, the most exciting act of the evening came on. It was the

10) ____________________________ act. Two men held lighted torches and waved

them about before putting them into their mouths. Then they blew out the flames of fire.

Everyone applauded and the circus performance came to an end.

B) Choose any 3 of the following words from the box and make a sentence for each of them.

captive deckchair en suite impression intention night classes replacement tapestry

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

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Name: _____________________ LEARNING SHEET LS12.2

Class:_____________ Date:___________________ A) Choose the correct answer from the brackets and fill in the blanks. 1. The _____________ admitted that she had ______________ a mistake. (maid – made) 2. Her ______________ in the play was to _______________ out the red carpet for the king. (roll – role) 3. The brave _____________ went out late at ________________ to look for the princess. (knight – night) 4. Make sure you _____________ the _____________ answers in the blanks. (right – write)

5. Oh __________! Why are there so many _____________ in the park? (dear – deer) B) Make a sentence for each of the following pairs of homophones: mane - main right – write heard – herd ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

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Name: _____________________ LEARNING SHEET LS12.3 Class:_____________ Date:___________________ Read the script on RS12.9a. Find and write sentences from the text into the chart below. If there are any tenses you cannot find in RS12.9a, make up a sentence that is relevant to the storyline of the play. Tense Sentence Simple present

Simple past

Present continuous

Past continuous

Present perfect

Past perfect



Future

Conditional

Sentence Structure Sentence Passive

Simple sentence

Compound sentence

Complex sentence

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Name: _____________________ LEARNING SHEET LS12.4 Class:_____________ Date:___________________ Write a suggestion using the modal might for each of the situations below. 1. Susan: I am putting on a lot of weight lately. Mary: ______________________________________________________________ ___________________________________________________________________ 2. Bobby: My father wants me to stop going to school. Mark: ______________________________________________________________ ___________________________________________________________________ 3. Timmy: My teacher gives us too much homework Mother: _____________________________________________________________ ___________________________________________________________________ 4. Jane: I have a cold and fever. Siti: ________________________________________________________________ ___________________________________________________________________ 5. Aziz: I oversleep and often go late to school. David: ______________________________________________________________ ___________________________________________________________________ 6. Shakila: My neighbours are very noisy at night and I can’t sleep. Betty: ______________________________________________________________ ___________________________________________________________________

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Name: _____________________ LEARNING SHEET LS12.5 Class:_____________ Date:___________________ What do you call the punctuation marks that are in bold in the following sentences? Choose the correct answer from the box and write it in the column on the right. The first one has been done for you. apostrophe for contraction exclamation mark commas for apposition question mark brackets for stage instructions capital letters dash for separating part of sentence hyphen for compound words ellipsis comma for separating clauses colon 1. What are you doing here?

question mark

2. The handsome knight Sir Colin must do the decent thing.

3. You’re not a dragon.

4. Princess Lilith had been carried off by an evil, fire-breathing dragon.

5. That’s fine by me – but I’m not kissing him.

6. Help! Help!

7. It’s like this: the dragon hasn’t actually got a twisted tail.

8.

(She yawns.)

9. We’ve been taking night classes in knife throwing and fire eating…

10. Once there was a faithful and trusted storyteller, who thought he had the right story.

11. Lilith, the beautiful princess, is taken captive by a small green frog.

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Name: _____________________ LEARNING SHEET LS12.6 Class:_____________ Date:___________________ Rewrite the sentences by changing the direct speech to reported speech. 1. The Storyteller said, “Lilith, the beautiful princess, is taken captive by a small green frog.” ______________________________________________________________________ ______________________________________________________________________ 2. Lilith whispered, “Someone’s trying to get into the castle.” ______________________________________________________________________ ______________________________________________________________________ 3. “I think I’m ready to take on a more demanding role,” said the little pig. ______________________________________________________________________ ______________________________________________________________________ 4. The frog said, “I’ve always wanted to be a circus clown.” ______________________________________________________________________ ______________________________________________________________________ 5. Sir Colin told the dragon, “I can’t tell you how pleased I am to see you.” ______________________________________________________________________ ______________________________________________________________________ 6. The dragon grumbled, “I’m sick of being the bad guy all the time.” ______________________________________________________________________ ______________________________________________________________________

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LEARNING SHEET LS12.7Name: _____________________ Class:_____________ Date:___________________ A) Combine each pair of sentences with the connector in the brackets. 1. The cat is mine. The dog is Garry’s. (but) ______________________________________________________________________ ______________________________________________________________________ 2. I bought some flowers. I put them in a vase. (and) ______________________________________________________________________ ______________________________________________________________________ 3. You can have rice. You can have noodles. (or) ______________________________________________________________________ ______________________________________________________________________ 4. Tom read that book many times. It was very interesting. (because) ______________________________________________________________________ ______________________________________________________________________ 5. Her grandmother was very ill. They sent her to hospital. (so) ______________________________________________________________________ ______________________________________________________________________ 6. The sun was rising. I woke up this morning. (as) ______________________________________________________________________ ______________________________________________________________________ 7. The doctor will tell you what to do. You go for surgery. (when) ______________________________________________________________________ ______________________________________________________________________

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8. Susan will travel around the world. She goes to university next year. (before) ______________________________________________________________________ ______________________________________________________________________ 9. Fanny is not going to market. Lily is not going either. (neither…nor) ______________________________________________________________________ ______________________________________________________________________ 10. Tim likes soccer. Jane likes soccer. (both…and) ______________________________________________________________________ ______________________________________________________________________ B) Complete the following sentences. 11. You will not be able to pass your examination unless ________________________ ___________________________________________________________________ 12. I shall wait for you until _______________________________________________ ___________________________________________________________________ C) Make sentences of your own using the connectors given. 13. _________________________________________________________ however _________________________________________________________________ 14. ________________________________________________________ therefore _________________________________________________________________

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