unit 2 strange school stories - content.connect.collins.co.uk

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Unit 2 Strange school stories Unit overview In this unit, learners will read and compare brochures that use persuasive language to inform the reader about two different types of schools. They will answer comprehension questions based on a variety of texts. They will identify and use different types of pronouns and prepositions. They will write a postcard, follow a writing process to make a brochure, and explore the features of both. They will also discuss topics, share opinions and perform a poem.

Learners should be keeping their reading records up to date and sharing their views about the literature they are reading whenever time allows.

Continue to encourage learners to adopt legible writing styles for different purposes.

Reading Writing Listening and speaking

5R01 Skim read to gain an overall sense of text and scan for specific information. 5R04 Read and perform narrative poems. 5Rx2 Extract key points and group and link ideas. 5Rx3 Locate information confidently and efficiently from different sources. 5Ri1 Provide accurate textual reference from more than one point in a story to support answers to questions. 5Rw8 Identify unfamiliar words, explore definitions and use new words in context. 5Rw10 Understand conventions of standard English, e.g. agreement of verbs. 5Rv1 Read and evaluate non-fiction texts for purpose, style, clarity and organisation. 5Rv2 Explore the features of texts which are about events and experiences, e.g. diaries. 5Rv3 Compare writing that informs and persuades. 5Rv4 Note the use of persuasive devices, words and phrases in print and other media. 5Rv6 Read widely and explore the features of different fiction genres.

5Rv7 Consider how a writer expresses their own point of view, e.g. how characters are presented.

5W02 Evaluate own and others’ writing. 5W03 Use dictionaries efficiently and carry out IT spell checks. 5W05 Practise fast, fluent and legible writing styles for different purposes. 5Wa5 Use effective strategies for learning new spellings and misspelt words. 5Wa6 Use a thesaurus to extend vocabulary and choice of words. 5Wa13 Record ideas, reflections and predictions about books, e.g. in a reading log. 5Wa14 Practise proofreading and editing own writing for clarity and correctness. 5Wa15 Review, revise and edit writing in order to improve it, using IT as appropriate. 5Wt1 Map out writing to plan structure, e.g. paragraphs, sections, chapters. 5Wt2 Use pronouns, making clear to what or to whom they refer. 5Wp5 Identify prepositions and use the term. 5Wp8 Spell and make correct use of possessive pronouns, e.g. their, theirs, my, mine. 5Ws4 Use known spellings to work out the spelling of related words. 5Ws5 Use effective spelling strategies for learning new spellings and misspelt words.

5Ws9 Understand ways of creating

5SL3 Talk confidently in extended turns and listen purposefully in a range of contexts, responding to guidance about, and feedback on, the quality of contributions.

5SL4 Begin to adapt non-verbal gestures and vocabulary to suit content and audience.

5SL5 Describe events and convey opinions with increasing clarity and detail.

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opposites, e.g. un–, im– and comparatives, e.g. –er, –est.

5Ws11 Identify word roots and derivations to support spelling and vocabulary, e.g. sign, signal, signature.

Related resources Audio files: A package for Mrs Jewls; Falling asleep in class PCM 5: Exploring advertisements PCM 6: Using a spelling strategy PCM 7: Exploring features Different forms of advertising Examples of mottoes with coats of arms/logos Thesauri A selection of postcards

Week 1 Student’s Book pages 15–19

Workbook pages 8–9

Introducing the unit Before the lesson, collect as many different forms of advertising as possible, for example: pamphlets, brochures, posters, placards, and magazine and newspaper advertisements.

Hold a class discussion to determine learners’ prior knowledge of persuasive texts. Ask: 1. What advertising do you see on the way to

school? (Ideas may include: advertisements on billboards, means of transport, placards, posters, banners, in shop windows, etc.)

2. What types of advertising do you see at school? (Ideas may include: social awareness issues, school play, meetings at school, entertainment offered, extra-curricular clubs and activities, etc.)

3. What types of advertising do you see in newspapers? (Ideas may include: classifieds, job vacancies, businesses, shops, sales, special offers, etc.)

4. What type of advertisements do you see in books? (Ideas may include: advertisements for books written by the same author, other books by the same publisher, etc.)

5. What type of advertisements do you see in magazines? (Ideas may include: competitions, events, products, etc.)

6. What types of advertising do you see on social media and online? (Ideas may include: cookies, blogs, invites to like businesses on Facebook, sponsored stories, promotional posts, videos, etc.)

7. Why do you think people advertise things? (Ideas may include: to persuade, raise awareness, inform, educate, promote, market, etc.)

Show the class the advertisements you collected. Show them one at a time and, for each one, ask: 1. What type of advertisement is it? 2. What is its purpose? 3. How does it try to persuade you?

Student’s Book page 15 Speaking Explain to the class that they are going to be evaluating and comparing different types of persuasive texts.

Have learners focus on the pictures and, independently, try to match each picture with the correct word. Invite learners to call out the word that matches a picture.

Answers 1 A brochure; B billboard; C flyer; D classified; E advertisement

Read and discuss the information about persuasive language in the grammar box. Show learners a few of the advertisements you collected before this lesson. Invite

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learners to identify the adjectives and adverbs used in the advertisements.

Read the discussion questions in activity 2 to the class. Make sure that learners understand the questions. Have learners divide into their groups and appoint a spokesperson for their group. Recap the rules for group work on Teacher’s Book page 18. Ask learners why these rules are important. They should recognise that the rules encourage respectful and fair behaviour. Have learners talk about the discussion questions. Circulate and supervise while the groups are discussing the questions. Listen to discussions and assist where needed. Assess whether or not learners are able to convey their opinions with clarity and detail. Hold a group feedback session in which the spokesperson of each group shares their group’s responses with the rest of the class.

Answers 2 The following answers can be used as a guideline, but learners should have a variety of other points to add to the discussion. a Where would you find text like this? Billboard – on the side of the road Flyer – in a shop or restaurant, given out on the side of the road or in a shopping mall Brochure – at a school, travel agent or shop Classified advertisement – in a newspaper or magazine b What is the purpose of each kind of text? Billboard – to advertise a product or service to road users Flyer – to advertise a restaurant or business, to make people want to go to a restaurant or business Brochure – to advertise a school or business Classified advertisement – to advertise something that you want to sell c What is the same about them? They all advertise things for sale, businesses or services. d What is different? They are found in different places, for example a billboard is on the side of the road while a classified advertisement is found in a newspaper. e What kind of language does each text

use? Persuasive language. f How does this kind of language help it to

fulfil its purpose? Persuasive language helps to convince us to buy something, do something or to believe something.

Extension and support Adjectives should be fresh in learners’

minds as they revised them in Unit 1, but you may need to revise adverbs before learners can identify them. Adverbs are words that tell us more about verbs. They may also modify the verb.

Give a copy of PCM 5 to each pair of learners. Ask learners to identify the adjectives and adverbs used in each advertisement and to discuss the purpose of each advertisement. Hold a group feedback session in which the spokesperson of each group shares their group’s responses with the rest of the class.

Answers to PCM 5 Adjectives: 1 crystal, clear, luminous, lighting, drastic, special, attentive 2 acoustic, brand new, unused, unopened, undamaged, original 3 most popular, magical 4 illegal, pop Adverbs: 1 now, immediately, quickly 2 today The purpose of advertisement 1 is to persuade us to make further enquiries about what sound equipment is on offer. The purpose of advertisement 2 is to persuade us to buy a guitar. The purpose of advertisement 3 is to encourage us to go to a show. The purpose of advertisement 4 is to make us believe that it is wrong to download music illegally.

Workbook page 8 Writing Introduce Workbook Writing activity 1 on page 8. Mark the activity to assess whether or not the learner can identify adjectives and recognise persuasive language.

Answers 1 a Adjectives: famous, delicious, melted,

roasty-toasty, mouth-watering, tastebud b The adjectives make the reader want to

eat pizza, or any other suitable response. c To convince the reader to buy a product d Persuasive language

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Student’s Book page 16 Reading and speaking Invite learners to tell the class what made them choose to attend their school. Responses may include: It is the only school in my suburb. It is the closest school. It is the best school in the area. My parents attended the school.

Ask learners which factors will influence their choice of senior school. Responses may include: the subjects offered the facilities available the traditions of the school where my friends go.

Ask learners to look at the pictures on Student’s Book page 16 and identify which type of literature they are. Learners should recognise that they are brochures with persuasive language.

Read the instruction for activity 1 and then revise how to skim for information.

To skim means to read quickly for general meaning. You skim-read material to find out about the topic, the main idea, and structure of a text. You can do this by: reading the headings, subheadings and

key words looking at the format of the text looking at the pictures and reading the

captions.

Give learners time to skim the brochures independently and then ask: 1. How are the brochures set out? 2. Which brochure is more attractive? Why? 3. What do the pictures tell you about the

schools? 4. Are the schools being advertised similar or

different? Learners should substantiate their choice with valid reasons. Don’t go into too much detail here as learners discuss this question in more detail during a paired discussion.

Have learners take turns to read the information on the brochures to their partner. Circulate and listen to learners reading. Assist with the pronunciation of words where needed.

Read the discussion questions in activity 2 aloud and make sure that learners understand them. Have learners discuss the questions in pairs. Circulate and supervise while learners

are discussing the questions. Listen to discussions and assist where needed. Assess whether or not learners are able to convey their opinions with clarity and detail. Hold a class feedback session in which learners are invited to share their answers with the rest of the class.

Answers 2 The following points can be used as guidelines during the discussion. a Child-centered College: embraces the

development of a well-rounded child; focus on sport, small classes, more flexible to allow learners to progress at their own pace; Rodham Academy: focused on academic and sporting achievements, stricter, career-focused curriculum

b Both brochures advertise the school and include pictures, a school motto, contact details and the head teacher’s name

c Rodham Academy asks for a reference from the child’s previous school; Child-centered College gives more of an idea of their ethos than their facilities.

d Any answer that is supported with reasons from the brochure is acceptable.

e Any answer that is supported with reasons from the brochure is acceptable.

Workbook page 9 Writing Introduce Workbook Writing activity 2 on page 9. Read the activity aloud to the class and make sure they understand what to do. Discuss school mottoes. Ask:

1. What is our school motto?

2. What does it mean?

3. How does it reflect the values of the school?

4 What other school mottoes do you know?

A school motto is a phrase or statement that reflects the values, principles, goals, ideals or priorities of a school. Mottoes are often written in Latin.

Have learners complete the activity independently. Encourage them to be inventive and original. Give each learner time to share their school names and mottoes with the rest of the class.

Extension and support If possible, let learners use IT to research

mottoes of educational institutions. Have them share the mottoes and meanings with the rest of the class and talk about

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whether or not it is a motto that reflects their school.

Tell learners that mottoes are usually accompanied by a coat of arms or relevant logo. Show the class examples of mottoes with coats of arms and logos, or let them search on the internet for examples. Ask learners to design a logo and write a motto that reflects the values of their family, classroom or sports team. Display the mottoes and invite learners to explain the meaning of their motto and why they chose it.

Student’s Book page 18 Comprehension Read the information on the brochures and the questions out loud to the class, then have learners read the information on the brochures and questions independently. Ask learners to identify words they do not understand. Write these words on the board. Have learners use their dictionary or IT to look up the meanings of the words. Discuss the meaning of each word and write it on the board. At the end of the lesson, make sure that learners record any words and meanings they didn’t know in their personal dictionaries. Make sure that learners understand the questions before they work independently to answer the comprehension questions in their notebooks. Mark the answers and record relevant assessment information.

Answers Always allow learners their own variations in the answers, as long as the sense of the answer is correct, and the language used is correct. The following answers can be used as a guideline. Brochure 1 a well-rounded, complete, fulfilled b the consonant ‘c’. c nurtured, encouraged d The focus is to have happy and healthy

learners. e someone who is interested in art or

sports; someone who learns at their own pace.

Brochure 2 a spacious, excellent, sports, full b excellence/excellent – emphasizes that

the school values achievements, academic and sporting excellence

c The school values academic excellence so they want to sound impressive. The school is aiming to impress important parents.

d The main focus of the school is to have hard-working learners who achieve excellence in academics and sport.

e a person who is good at both academic work and sport

Student’s Book pages 18–19 Vocabulary and grammar Invite a learner to remind the class about the function of an adjective. Read the adjectives aloud together as a class. Have learners complete Activities 1, 2 and 3 independently. Hold a class discussion to talk about the correct answers and share sentences.

Extension and support Encourage struggling learners to use a dictionary or a thesaurus (either online or printed) to help complete the activities accurately.

Answers 1 1, e 2, g 3, c 4, b 5, h 6, f 7, d 8, a

2 Sentences will vary – here are some examples: Matthew has a complete set of building blocks, there is not one block missing. Chloe’s mom says she is special because there is nobody else like her. Andrea is doing lots of exercise because she wants to be healthy. Tazme is a successful businessman because he has ten factories. Rosa has a spacious house with many rooms. Kanya achieved excellent results and came first in her class. Naledi has a rigorous studying timetable that she always follows. Nelson goes to Eaton, a prestigious university. 3 Our terrible school has tiny fields and ugly buildings. It is an old school, and is equipped with ancient facilities. The teachers are all very stupid and they hate children, and are unwilling to help them. The atmosphere is tense and, because of this, we achieve awful results.

Have learners learn how to spell the adjectives for a spelling test.

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Extension and support Introduce learners to a strategy for learning new spelling. Hand out a copy of PCM 6 to each learner. Explain the strategy: 1. Copy the word ‘complete’ (this is the first

adjective in the Student’s Book Vocabulary and grammar activity 1, on page 18) into the Copy column. Check that you have spelt it correctly.

2. Say the word. Use expression and rhythm. If you know how to pronounce the word correctly place a tick in the Say column, next to the word. If you do not know how to pronounce the word put a cross in the Say column and get someone to teach you how to pronounce it.

3. Trace over the word in the Copy column, saying the letters out loud.

4. Cover the word and write it in the Test column.

5. Mark the word. Tick the word if you spelt it correctly. Write it in the ‘Correct’ column if you spelt it incorrectly.

6. Copy difficult words into the table a number of times.

After learning how to spell the first three adjectives a learner’s table may look like this:

Copy Say Test Correct

complete complete

Special special

healthy Healthy healthy

Workbook page 9 Vocabulary

Introduce Workbook Vocabulary activity 1 on page 9. Read the instructions. Write a different root word on the board to illustrate the activity, for example, ‘hand’. Invite learners to suggest words and phrases that include hand. Write the examples on the board around hand. Examples may include:

Depending on time, have learners complete the activity in class or for homework. Allocate time for learners to share their words and phrases with the rest of the class.

Weekly review Use this rubric to help you to assess learners’ progress as they work through the activities.

Level Reading Writing Listening and speaking

Needs support to compare writing that informs and persuades.

Needs support and constant encouragement to keep up a weekly reading record.

Lacks the confidence to convey opinions with clarity and detail.

Is developing the skills needed to compare writing that informs and persuades.

Keeps an accurate reading record when encouraged.

Conveys opinions with increasing clarity and detail.

Confidently and independently compares writing that informs and persuades.

Independently keeps an accurate reading record.

Confidently conveys opinions with clarity and detail.

handsome

handful

backhand

handcuff

Lend a hand

Show of hands

His hands are tied

On the other hand

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Week 2 Student’s Book pages 19–23 Workbook page 12

Student’s Book page 19 Vocabulary and grammar Read and explain the information about prepositions in the grammar box. Ask each learner to say a sentence that includes a preposition. Ask each learner to identify a preposition in another learner’s sentence. They must use the word ‘preposition’ when identifying it. For example:

Learner 1 says: “I am sitting on a chair.”

Learner 2 says: “On is the preposition.”

Encourage peer correction. Assess if learners can identify prepositions and use the term.

Extension and support Use the prepositions in sentences about learners. Have learners respond to the sentences. Examples: 1. Jan's school bag is on her head. (Jan puts

her school bag on her head.) 2. James is running towards Matthew. (James

runs towards Matthew.) 3. Diana is snoring during this activity. (Diana

snores.) Invite learners to say more sentences.

Introduce Vocabulary and grammar activity 4, in the Student’s Book. Have learners work independently and write the correct answers in their notebooks. When everyone has finished the activity discuss the answers as a class. Let learners mark their own work so they can learn from their mistakes.

Answers 4 a into b across c to d between e in front of; across f into; in; at g on

Workbook page 10 Grammar Introduce Workbook Grammar activity 1, on page 10. Have learners complete the activity independently. Mark the activity to assess whether or not learners can use prepositions accurately.

Answers 1 Louis walked up the stairs and knocked on the door. The teacher said, “Come in!” He stepped over a learner lying on the floor, measuring the floor tile with a ruler. Behind the student, he could see the whole class lying on the floor, doing the same thing. There were also two children hanging on ropes, measuring the walls. “What on earth is going on?” Louis asked. “We are just picking up clues, and getting the hang of things,” the teacher answered.

Student’s Book page 19 Writing Show the class a variety of postcards. Talk about the features and layout: photographs, short message, caption for photograph, stamp, and address. Read the instructions. Make sure that learners know that their information should be based on what they read in the brochures. Have learners cut out and design their own postcard on which they complete the activity. Tell them to write the information before they decorate the postcard. Tell learners to use appropriate handwriting for the purpose. Circulate while learners are working and reading the information. Give constructive advice and guidance.

When the postcards are finished give learners time to read their postcard to their partner or group, and then display them.

Workbook page 11 Grammar Introduce Workbook Grammar activity 2. Have learners complete the table independently and then share and compare their notes with their partner or group.

Student’s Book page 20 Listening and writing Explain to the class that they are going to listen to an extract from a book called Sideways Stories from Wayside School, which introduces a school that is different to normal schools. Tell learners to listen for two different types of ‘stories/storeys’ mentioned in the extract. Also, ask them to try to picture the school as they listen. Play the recording, or read the text to the class.

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Before they listen to the extract a second time, tell learners that they are going to be drawing a picture of the school so they need to focus on the description of the school.

Discuss the difference between a storey and a story. By the end of the discussion learners should understand that a storey is a level of a building, while a story is a tale about events.

Have learners work individually to draw a picture of Wayside School and label the school building, the storeys and the playground. When the pictures are complete have learners compare their pictures in small groups. They should identify similarities and differences.

Read/play the extract again. The learners should listen and assess whether or not their drawing is accurate. Have learners write an assessment sentence under their picture which explains how they think they did in the listening activity. These are examples of assessment sentences: 1. I listened carefully and drew an accurate

drawing of Wayside School. 2. I didn’t listen carefully to all the details so I

left things off my drawing. Look at the pictures and read the assessment comments to assess if learners are able to listen purposefully.

Student’s Book pages 20–22Listening and reading Show the class some of the pictures of Wayside School that learners drew. Hold a short class discussion to talk about possible advantages and disadvantages of attending Wayside School. For example, if our class was on the thirtieth floor we will have to get to school very early to make sure we get to class on time.

Tell the class that they are going to listen to the first story in the book Sideways Stories from Wayside School. Ask learners to write down words they do not understand as they listen. Play the recording, or read the story to the class slowly and with expression, as you need to keep their attention throughout the lengthy reading.

Have learners call out the words they did not understand in the text. Write these words on the board. Have learners use their dictionary or IT to look up the meanings of the words. Either the whole class can look up the same word or you can divide the class into groups and each group can look up a different word and meaning. Discuss the meaning of each word and write it on the board. At the end of the lesson make sure that learners record any words and meanings they didn’t know in their personal dictionaries.

Have learners read the story again in their groups. Encourage all group members to read a part of the story out loud to their group. Stronger readers can read longer sections than weaker readers, but all learners should try to read with fluency and expression. Circulate and assess some of the learners’ reading ability.

Student’s Book page 23 Speaking Have learners talk about the discussion questions in activity 1. Circulate and listen to the discussions, and assist where needed. After the group discussion invite learners to share their answers with the rest of the class. Encourage learners to listen to one another carefully, ask appropriate questions and make constructive comments.

Introduce activity 2. Learners can do this activity for homework if there is not time in class. Mark the activity in class at the beginning of the next lesson.

Introduction This book contains thirty stories about the children and teachers at Wayside School. But before we get to them, there is something you ought to know so that you don’t get confused.

Wayside School was accidentally built sideways.

It was supposed to be only one storey high, with thirty classrooms all in a row. Instead it is thirty stories high, with one classroom on each story. The builder said he was very sorry.

The children at Wayside like having a sideways school. They have an extra-large playground.

The children and teachers described in this book all go to class on the top floor. So there are thirty stories from the thirtieth storey of Wayside School.

It has been said that these stories are strange and silly. That is probably true. However, when I told stories about you to the children at Wayside, they thought you were strange and silly. That is probably also true.

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Answers 2 yard – grounds garbage – rubbish recess – break time horn – hooter elevator – lift truck – lorry

Student’s Book page 23 Comprehension Invite learners to help you recap the story A package for Mrs Jewls.

Tell learners to scan the extract to find the information that will help them answer the comprehension questions accurately. Explain that you don't need to read all the information when scanning. Your eyes move quickly over the text to find only the specific details you need.

Make sure that learners understand the comprehension questions before they work independently to answer them in their notebooks. Remind learners to answer in full sentences and to use punctuation correctly.

Mark the answers and record relevant assessment information.

Answers a There were bits of paper and pencils in the yard because the children in Mrs Jewls’ class were throwing paper and pencils out of the window in order to learn about gravity.

b It was Louis’ job to pass out the balls during break time. c The delivery man gave Louis the package because he pretended that he was Mrs Jewls. d Mrs Jewls’ classroom was on the 30th storey. e Louis wanted to get some mushrooms from Miss Mush on the way back down the stairs. f Miss Zarves was the teacher of the class on the 19th storey. g Mrs Jewls held a spelling bee competition and the winner could open the door. h Learner’s own opinion – some possible examples would be that Louis felt frustrated, tired, angry, irritated. i Todd did not want the computer because the more quickly they learned, the more work they would have to do. j Mrs Jewls finally taught the children about gravity by pushing the computer out of the window.

Workbook page 12 Grammar Have learners complete Workbook Grammar activity 3, on page 12, for homework.

Answers 3 a Louis thought for a minute. He didn’t want the man disturbing the children. b He told the man he was Mrs Jewls. He took the package. It weighed a lot.


Level Reading Writing Listening and speaking

Needs support to scan a fiction text for specific information.

Needs support to identify and use prepositions.

Is beginning to listen purposefully.

Is capable of scanning a fiction text for specific information.

Is developing the skills needed to identify and use prepositions.

Listens purposefully most of the time.

Accurately scans a fiction text for specific information.

Confidently and independently identifies and uses prepositions.

Always listens purposefully.

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Week 3 Student’s Book pages 24–28 Workbook pages 12–14

Student’s Book pages 24–25 Writing Introduce the activity. Read and discuss the information about brochures in detail. Have learners look at the two brochures on Student’s Book pages 16–17 again and identify each part of the brochure mentioned in the information box.

Extension and support Use PCM 7 as part of the introduction to writing. Discuss the labels in detail. This should help learners to structure their brochures correctly. Have learners follow Steps 1 and 2 to plan their brochure in rough. While they are planning their brochure write the following questions on the board: 1. Does it have a front cover, a middle and a

back cover? 2. Does it have bold, eye-catching graphics? 3. Does it have an effective tag line? 4. Is the information accurate, informative and

persuasive? 5. Are there contact details? 6. Are the pictures/photographs relevant? 7. Will it persuade you to go to Wayside

School? 8. Is the spelling accurate? 9. Are the sentences properly constructed and

punctuated? When learners have planned their pamphlet in rough, draw their attention to the questions on the board before they assess their own and their partner’s brochure and move on to Step 3. Circulate during the editing process, give assistance where it is needed and assess the editing process. When learners can answer ‘yes’ to all the questions on the board, have them design their brochure for display purposes. Encourage them to use writing styles that are suitable for a brochure. They may have to finish the brochure at home. Read the brochures, give constructive criticism and then display them. Give learners time to read each other’s brochures.

Student’s Book page 26 Grammar Thinking deeper Read the question and have learners think about what is wrong with the passage. The more able learners should be able to identify that personal pronouns are needed to make the passage less repetitive. Have learners take turns to correct the passage verbally, in pairs.

Answers Louis held the box in his arms. He was tired. He had to give the box to Mrs Jewls. She was on the 30th storey. It was a long climb. He couldn’t wait to hand the box to her.

Read and explain the information about personal pronouns in the grammar box. Explain that we use pronouns in place of nouns so we don't have to say the noun again and again, as in the ‘Thinking deeper’ passage. Ask each learner to say a sentence that includes too many of the same noun and then invite another learner to improve the sentence using personal pronouns. Ask the learner who made up the sentence to say to what or to whom the personal pronouns refer. For example:

Learner 1: Mrs Jewls threw Mrs Jewls’ computer out of Mrs Jewls’ classroom window.

Learner 2: Mrs Jewls threw her computer out of her classroom window.

Learner 1: ‘Her’ refers to Mrs Jewls.

Encourage peer correction. Assess if learners can use personal pronouns, making clear to what or to whom they refer.

Extension and support Have learners identify pronouns in the story from Sideways stories from Wayside School. Invite learners to say to what or to whom the pronoun refers and then to determine whether it is a subject pronoun or an object pronoun.

Introduce Grammar Activities 1 and 2. Have learners work independently and write the correct answers in their notebooks. Circulate and offer assistance to learners who are struggling. When everyone has finished the activity discuss the answers as a class. Let learners mark their own work so they can learn from their mistakes.

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Answers 1a them b we c he; he d him e them f me, I g they; their h You; you 2 Mrs Jewls was teaching the class about mammals. “All mammals have hair,” she said. Bebe raised her hand. “Is my father a mammal?” she asked.

“Yes, all people are mammals,” Mrs Jewls said. “But he doesn’t have any hair,” said Bebe. “He is bald!” They all laughed. Read and explain the information about possessive pronouns in the grammar box and then have learners complete Grammar Activities 3 and 4 independently. When everyone has finished the activities discuss the answers as a class. Let learners mark their own work so they can learn from their mistakes.

Answers 3

Workbook page 12 Grammar

Introduce Workbook Grammar activities 4, 5, 6 and 7, on pages 12–13, and make sure that learners understand what to do. Discuss the information about possessive pronouns in detail. Have learners complete the activities independently. Mark the activities to assess whether or not learners can use pronouns effectively. Work with learners who are struggling in small groups.

Answers 4 Jabu looked at the two pairs of shoes. “Which pair is yours and which is mine?” he asked. “I don’t know,” Lucia replied. “These are my shoes,” Jordan said, picking them up. “You two can fight about the others.” Lucia looked at him. He avoided her eyes and ran off. 5 Yours – Possessive pronoun Mine – Possessive pronoun He – Personal Pronoun I – Personal Pronoun Them – Personal Pronoun You – Personal Pronoun Him – Personal Pronoun 6 my, his, her, our, your, their 7 I want my lunch, the baby cried He stole my jersey, the boy just lied

They want their turn, the team replied We want our break, the teachers sighed

Student’s Book page 28 Listening and speaking Tell the class that they are going to practise saying and performing a poem in groups so they can present it to the rest of the class. Read and discuss the instructions. Encourage learners to use expression, gestures, props and costumes, and to involve all their group members equally.

Divide learners into groups and have them read the poem aloud together before they carry out the other instructions.

Workbook page 15 Listening and speaking Workbook Listening and speaking activity 1 on page 14 can be used to assist learners to plan effectively.

Student’s Book page 28 Listening and speaking Allow learners plenty of time to organise and practise their performance. Circulate and guide learners as they practise. Ensure that every group member is involved and that words are pronounced correctly.

I have a computer. It is my computer. The computer is mine.

He has a dog. It is his dog. The dog is his.

She has a new bike. It is her bike. The bike is hers.

We have a house. It is our house. The house is ours.

You have good shoes. They are your shoes. The shoes are yours.

They have a kitten. It is their kitten. The kitten is theirs.

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The groups should spend a lesson preparing and practising. They gather props and costumes for homework and then take turns presenting the poem in the next lesson.

As learners perform, assess their ability to adapt non-verbal gestures to suit the content and audience. After each presentation, give constructive comments and encourage constructive peer assessment.


Level Writing Listening and speaking

Needs support to use and spell pronouns correctly.

Is beginning to use non-verbal gestures.

Is developing the skills needed to use and spell pronouns correctly.

Is beginning to adapt non-verbal gestures to suit content and audience.

Spells and uses pronouns correctly. Confidently adapts non-verbal gestures to suit

content and audience.

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unit 2 strange school stories - content.connect.collins.co.uk

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