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ENGLISH

STAGE: THREE CLASS: TERM:

DURATION OF PROGRAM: UNIT TITLE: MISERY GUTS: MORRIS GLEITZMAN

CONTENT STRANDS UNIT DESCRIPTION

WRITING

READING

TALKING AND LISTENING

This unit is based on the book, “Misery Guts” by Morris Gleiztman.The students will have the book read to them during shared reading. The tasks in all content strands will relate to the text. The students will jointly construct and then independently construct a written description, recount and response.The reading tasks are aimed at developing the students’ reading skills, and deepening their understanding of the text, by having the students participate in collaborative reading and by examining specific events and settings. The students will engage in talking and listening tasks that will develop their listening and oral presentation skills and their understanding of oral narratives, discussions and expositions. This unit is 33 pages and includes some worksheets

TALKING AND LISTENING OUTCOMES

READING OUTCOMES WRITING OUTCOMES VALUES AND ATTITUDES OUTCOMES

TS 3.1

TS 3.2

TS 3.4

RS 3.5

RS 3.6

RS 3.7

WS 3.9WS 3.10WS 3.11WS 3.12WS 3.13WS3.14

V1V2V3V4V5V6V7V8

ã Primary Programs Plus 2001- 2006 1

ENGLISH ORGANISATION

This is an example of a way in which the English program may be organised. There are many different ways, and teachers need to find a way that suits them and meets the needs of the students.

English is conducted over four sessions each week, each session being approximately 1 hour and 45 minutes long.

SESSION 1WRITING

SESSION 2WRITING

SESSION 3READING

SESSION 4TALKING AND LISTENING

This session will focus on text types. Each text type is focused on for three weeks. In this period the teacher will model writing the text type to the students, the students will write a draft, edit and then publish their work.

In this session the students will focus on the class handwriting and spelling program. It is intended that teachers devise their own programs in this area, however spelling and handwriting are a part of the process of writing and need to be focused on while the students are learning about the different text types.

This session will focus on reading. Most tasks will need to be focused on for two weeks. It is intended that the teacher models the task to the students and then the students complete a published copy of the task. Collaborative reading will only need one session, while journal writing will often only require 15 minutes at the beginning of a reading session

This session will focus on talking and listening. Most tasks will need to be focused on for two weeks. In this time it is intended that the teacher models the task to the students and then the students prepare for the task and then participate in the talking and listening task.

The session may follow the following format

1 Silent reading (Teacher listen to individual students read)

2 Shared reading3 Input: text types4 Students work on task5 Sharing of work



2 Shared reading3 Input: Handwriting/ spelling4 Students work on task5 Sharing of work


1 Shared reading2 Students reflect in reading

journal or Reader’s Circle

3 Peer Group reading OR4 Input: Reading task5 Students work on task6 Sharing of work



2 Shared reading3 Input: Talking & listening

task4 Students work on task5 Sharing of work


ENGLISH

SESSION: ONE, TWO AND THREE STRAND: WRITING TEXT TYPE: DESCRIPTION

OUTCOMES INDICATORS MODELLING LEARNING EXPERIENCE

WS3.9

WS3.10

The students may, for example:· State the purpose of a description· Identify the general structure of a

description· Contribute to the joint construction of a

description· Organise information effectively using

paragraphs· Reread work when writing to check

meaning and ensure effective sequencing

· Plan a description by discussing ideas with others

· Use a planning sheet to develop the content of a description

· Write a more detailed description· Use different drafting techniques· Proofread their own and others’ texts

using a checklist· Position readers through the use of topic

sentences· Create illustrations that are relevant to the

description· Create banks of words to use in a

description· Use a range of adverbs and adjectives in

writing and discuss the effect that they have.

In the next 3 sessions, the students will write a description about being truly miserable.

Discuss with the students what a description is.Discuss with the students that the most basic purpose of a description is to tell someone about the characteristics of someone, something or some way of feeling.

Ask students to suggest places where you may find written descriptions. Explain that descriptions are often found as a part of another text and don’t often stand-alone.

Suggest that there is a general structure that can be identified in a lot of descriptions, but that variations also occur. Descriptions usually include:· An introduction about what you are describing· Characteristics of what you are describing. E.g.

what it looks like, how it behaviours,Suggest that descriptions have some common grammatical patterns such as:Verbs

· Relating e.g. Joe is miserable· Thing and feeling E.g. I thought it would make me

feel better· Action E.g. She clapped her hands

Nouns· Particular nouns E.g. The child was distraught

Discuss the purpose of a description

Discuss the structure of a description

Discuss the grammatical patterns found in descriptions


ENGLISH



WS3.10

WS3.11

WS3.13

The students may, for example:

· Use different verbs such as thinking, action etc

· Use complex noun groups · Write using correct punctuation· Self edit writing, correcting spelling and

punctuation errors

· Spell most words accurately· Use effective strategies for spelling

unknown words· Recognise misspelt words in writing and

correct using a range of sources

· Edit the writing of others’, providing specific information about the structure and sequencing of the text.

· Analyse own writing in terms of structure and sequencing

· Detailed noun groups E.g. Red weepy eyes· Different types of adjectives

Put an example of a description on the OHP. (An example can be found in The N.S.W Board Of Studies English K-6 Modules on pg. 360) With the students identify the structure and grammatical patterns.

Jointly construct a description with the students, focusing on the structure, grammatical patterns and using precise vocabulary.

After reading chapters 2 and 3, discuss with the students the meaning of "misery guts". List the characteristics of a person who has the "misery guts".

Discuss Keith's attempts to help his parents get over their misery guts. Discuss the method he used. Was it good or not? Ask the students what they would have done if they were in Keith's position.

Discuss a time when the students have had the "misery guts". Ask the students to include information such as, when, why, what they did, how they felt, what happened for them to get over it.

Put a planning sheet on the OHP. (See appendix) Jointly construct a description with the students, focusing on the structure and grammatical patterns.

Identify the structure and grammatical patterns in a description

Joint construction of a description

Discuss concept of “misery guts”

Plan description


ENGLISH



WS 3.14


· Discuss how descriptions are structured to engage the reader’s interest

· Analyse their use of adjectival and adverbial clauses in adding information to the description

Ask the students to write a description of a time when they felt really miserable.

Encourage the students to:· Use a planning sheet· Write a draft· Self edit· Conference with a peer/ edit· Conference with a teacher· Publish

Discuss the ways that the students can publish their work. Encourage them to be creative.

Write, edit and conference a description

Publish a description


ENGLISH

SESSION: FOUR, FIVE AND SIX STRAND: WRITING TEXT TYPE: RECOUNT


WS3.9


· Identify the different forms that recounts can take

· State the purpose of a recount· Identify the general structure of a recount· Contribute to the joint construction of a

recount· Organise information effectively using



· Plan recount by discussing ideas with others

· Use planning sheet to develop a logical sequence of events

· Write a complex and well sequenced recount

· Write a recount in the form of a letter, including all the relevant elements

· Refer to the text to obtain relevant details· Use different drafting techniques· Proofread their own and others’ texts

using a checklist

In the next 3 sessions, the students will pretend that they are Keith and will write a recount in the form of a letter, telling a friend at home about the move.

Discuss with the students what a recount is.Discuss with the students that the most basic purpose of a recount is to tell someone about something that has happened.Ask students to suggest places where you may find written recounts.

Suggest that there is a general structure that can be identified in a recount, but that variations also occur. Recounts usually include:· An orientation describing, who, where and when· A record of the events in the order that they

happened· Personal comments throughout the events· A conclusion

Suggest that recounts have some common grammatical patterns such as:

· Action verbs · Nouns · Past tense· Adverbs and adjectives· Times connectives which sequence the events in

order

Discuss the structure of a recount

Discuss the grammatical patterns found in recounts


ENGLISH



WS3.10

WS3.11

WS3.12

The students may for example:

· Create banks of words relevant to the topic of the recount

· Use a range of adverbs and adjectives in writing and discuss the effect that they have.

· Use connectives to join clauses through time

· Use complex noun groups · Use precise vocabulary· Write using correct punctuation· Self edit writing, correcting spelling and

punctuation errors



corrects using a range of sources

· Select appropriate graphics to support their text

Put an example of a recount on the OHP. (An example can be found in The N.S.W Board Of Studies English K-6 Modules on pg. 292) With the students identify the structure and grammatical patterns.

Tell the students that the recount that they are going to write will be in the form of a letter. Discuss the elements of a letter with the students. Ask the students to suggest the type of letter that they would be sending to a friend E.g. Business or personal. Suggest that a personal letter needs to include:· Date· Address of recipient· The title of the recipient· Address of sender· Greeting E.g. Dear, How are you· The main body· Closing E.g. Lots of love, Your friend

Put a planning sheet on the OHP. (See appendix) Jointly construct a recount with the students, focusing on the structure and grammatical patterns. Put this into letter format. Discuss with the students how to find a letter template on the computer.

Ask the students to pretend that they are Keith. Ask them to write a letter to one of the people he left behind in England telling about the move.

Identify the structure and grammatical patterns in a recount.

Discuss the elements of a letter

Joint construction of a letter


ENGLISH



WS3.13

WS3.14


· Edit the writing of others’, providing specific information about the structure and sequencing of the text.

· Analyse own writing in terms of structure and sequencing

· Analyse their own writing ensuring accuracy of the subject matter

· Discuss how recounts are structured to position the reader

· Analyse their use of adjectival and adverbial clauses in developing the subject matter

· Control subject, verb and pronoun agreement

Encourage the students to:· Use the planning sheet· Write a draft· Self edit· Conference with a peer/ edit· Conference with a teacher· Publish


Write, edit and conference a recount.

Publish the recount


ENGLISH

SESSION: SEVEN, EIGHT AND NINE STRAND: WRITING TEXT TYPE: RESPONSE


WS3.9

WS3.10

The students may, for example:· State the purpose of a response· Identify the general structure of a

response· Contribute to the joint construction of a

response· Organise information effectively using



· Plan a response by discussing ideas with others

· Use planning sheet to develop a logical sequence of events

· Write a complex and well sequenced response

· Write a response in the form of a review of the text of a play

· Use different drafting techniques· Proofread their own and others’ texts

using a checklist· Create banks of words relevant to the

topic of the recount · Use a range of adverbs and adjectives in

writing and discuss the effect that they have.

In the next 3 sessions, the students will write a review of the text, “Misery Guts”

Discuss with the students what a response is. Suggest that a response may be personal or that it may be in the form of a review. Tell the students that they are going to write a review of the text, “Misery Guts”

Discuss with the students that the most basic purpose of a response is to summarise and analyse a literary text.Ask students to suggest places where you may find written responses.

Suggest that there is a general structure that can be identified in a review, but that variations also occur. Reviews usually include:· Background information such as the title, author,

and brief synopsis· Description of main characters, their relationships

and some events that occur throughout the text· An evaluation where the writer providers their

opinions and a judgement about the text

Suggest that responses have some common grammatical patterns such as:

· All types of verbs· Nouns groups which describing setting and

characters

Discuss the purpose of a response

Discuss the structure of a response

Discuss the grammatical patterns in a response


ENGLISH

SESSION: SEVEN, EIGHT AND NINE STRAND: WRITING TEXT TYPE: RESPONSE


WS3.10

WS3.11

WS3.13

WS3.14


· Use connectives to join clauses through time

· Use complex noun groups · Use persuasive language when

expressing their opinion about the text· Write using correct punctuation· Self edit writing, correcting spelling and

punctuation errors



corrects using a range of sources

· Edit their own and the writing of others’, providing specific information about the structure and sequencing of the text.

· Analyse their own writing ensuring accuracy of the subject matter

· Discuss how reviews are structured to convince the reader of a certain point of view

· Present tense· Persuasive language when writer is making a

judgement· Time connectives which sequence the events in

order

Put an example of a review on the OHP. With the students identify the structure and grammatical patterns.

Put a planning sheet on the OHP. (See appendix) Jointly construct a review with the students, focusing on the structure and grammatical patterns.

Ask the students to write their review of the text.

Encourage the students to:· Use the planning sheet· Write a draft· Self edit· Conference with a peer/ edit· Conference with a teacher· Publish


Identify the structure and grammatical patterns in a response.

Joint construction of a response

Write, edit and conference a review

Publish a review


ENGLISH

SESSION: STRAND: WRITING TEXT TYPE:


W S3.11



unknown words· Recognise misspelt words in writing

and corrects using a range of sources· Use a dictionary appropriately to look

up definitions and check spelling· Use a thesaurus appropriately to

locate synonyms· Use their knowledge of base words to

create new words

SPELLING

At the beginning of the term devise a list of fifty spelling words based upon the work done in each KLA. Every fortnight ask the students to create their own spelling list choosing ten words form the class list and five words that have been misspelt in their draft writing book.

Provide the students with a spelling task sheet. Tasks on this sheet may include:· Looking up definitions in the dictionary, · Using some words in sentences,· Finding synonyms for words · Creating a find-a-word

Model each task on the sheet to the students. Have the students complete 5 tasks related to their list words. Tell the students that they must do one compulsory task, learn their list words and say them to the teacher.

Each fortnight, the students create a new spelling list and complete a different set of tasks. Some students, who misspell common words, should be encouraged to create their own list of 15 words directly from their draft-writing book.

Create individual spelling list

Spelling tasks


ENGLISH

SESSION: STRAND: WRITING TEXT TYPE:


W S3.12


· Write using the correct grip· Maintain correct posture when writing· Write fluently, forming letters of an

appropriate size and slope, with appropriate spacing

· Publish text using word processor· Use font, borders and layout to create

particular effects· Select appropriate graphics to

accompany their text

HANDWRITING

NB: The outcomes and indicators listed on this page are relevant to all writing tasks the students complete during the unit.

Have the students complete a handwriting activity once a fortnight.

Model the handwriting task, emphasising the following:· Correct posture while writing,· Correct grip,· The correct formation of letters,· Appropriate slope and spacing

Provide the students with the opportunity to use Word Processors to publish their writing. Discuss computer terminology and model the use of the computer.

Handwriting


ENGLISH

SESSION: STRAND: READING TEXT TYPE:


R S3.5

R S3.6


1 Comment upon and offers interpretations for complex literary texts

2 Identify the main events in a complex narrative

3 Identify and discuss themes in literary texts

4 Discuss character development in complex literary texts

5 Identify and discuss the setting and how it contributes to a literary text

6 Uses different strategies when reading difficult texts eg rereading

7 Predicts the kind of words that may be used in a text based on the content and meaning

8 Uses different strategies to work out new words such as word origins

9 Decode unknown words in a text using word identification strategies

NB: The following activities take place for the duration of the term.

TASK: Individual Oral reading

Have the students select a book or part of a book to read aloud to the teacher. (It is often good to have the students read the book they are currently reading. Ask them to retell what has happened in the story so far.)Have the student read the book to the teacher. Instruct the student to use picture clues, initial sounds and context clues when he/she approaches an unknown word. Ask the students to describe what they have read.

TASK: Shared Reading

Discuss the features of the book prior to reading - cover, title, author, illustrator etc. Ask students to predict content.Read the book to students, allowing them to interact and ask questions. Ask questions, which may focus the students’ attention on character development, plot development, themes and issues, dealt with in the text, and their personal opinions of the story.

Oral Reading

Shared Reading


ENGLISH



R S3.5

R S3.6


· Read more complex novels and information texts

· Read more technical and abstract texts· Predict what a text will be about or what

information they will find out· Interpret and discuss the content of

complex information texts· Interpret and discuss the themes, ideas

and issues in complex novels

· Use different strategies when reading difficult texts eg rereading

· Make substitutions which maintain meaning

· Predict the kind of words that may be used in a text based on the content and meaning

· Use different strategies to work out new words such as word origins

· Use pause and pitch appropriately for emphasis when reading

Peer Group Reading (Could be conducted 3 or 4 times a term)

Divide the students into reading groups of approximately 5 or 6. The groups need to be of mixed ability. Peer tutoring in small group reading is of fundamental importance; therefore each group needs a range of readers from those who need support to those who are extremely good. Provide the students with copies of the text. (The text could be taken from the class novel, or it could be related to a unit in another KLA E.g. a text related to a Science unit on Astronomy)

Each student in the group has a particular role. The roles are as follows:· The organiser: Divides and allocates the text so that

each student in the group has a passage to read. This student may also help other readers

· The controller: Ensures that each student has an opportunity to speak and that only one person speaks at a time.

· The decoder: Asks if anyone has a problem word in the paragraph. This person leads the group in working out the problem word.

· The encourager: Encourage the group· The recorder: Records the things that the group has

learnt.

Assign roles


ENGLISH



R S3.6

R S3.8


· Decode unknown words in a text using word identification strategies

· Use a dictionary and thesaurus effectively· Identify and summarise the most

important information in a text

· Identify the structure of different types of texts

Before the reading· Ask the students to revise what has happened so

far and predict what will happen next (when using part of a novel)

· Have the students brainstorm what they know about the topic (when using a factual text)

· Ask the students to predict what will happen (novel) or what they will find out about the topic (factual text)

Read the first section.During the reading, the decoder asks:

· Were there any words that were hard to understand? What can we do about them? The decoder may suggest:

· Read to the end of the sentence and then come back

· Substitute a word which makes sense· Sound out the word· Someone else in the group helps· Ask teacher as last resort

Pre reading discussion

Individual reading

Solve problem words or words that they didn’t understand


ENGLISH



R S3.7


· Discuss differences in interpretations · Justify own interpretation of a text

referring to text details and personal experience as evidence

At the end of the paragraph the decoder asks: 1 Were there any words that people didn’t

understand?2 Re read the sentence with the word and think of

another word which may make sense there3 Look up the meaning in a dictionary4 Look up a thesaurus

Repeat this for each section of the text.

After the reading, ask the group members to consider:5 What happened? (Novel) What was the most

important information (Factual text)6 What did we learn? Have each student record this.

The Recorder writes down the group’s responses and shares with the whole class

Post reading discussion


ENGLISH



R S3.5

R S3.6

R S3.7

The students may for example:1 Comment upon and offers

interpretations for complex literary texts

2 Identify the main events in a complex narrative

3 Identify and discuss themes in literary texts

4 Discuss character development in complex literary texts

5 Identify and discuss the setting and how it contributes to a literary text

6 Uses different strategies when reading difficult texts eg rereading

7 Predicts the kind of words that may be used in a text based on the content and meaning

8 Uses different strategies to work out new words such as word origins

9 Decode unknown words in a text using word identification strategies

10 Discuss differences in interpretations of a text

11 Justify own interpretation of a text referring to text details and personal experience as evidence

12 Discuss motives and feelings of literary characters

Reader’ s CircleStudents could be divided into ability-based groups and be allocated a text appropriate to their level.Have the students analyse the cover of the book and predict what the text might be about. Have the students record and display this on large paper.

Negotiate with the student how much of the text is to be read before the next session. Eg 2-3 chaptersHave the students record as they read such things as:

1 What they liked about the story eg characters, events etc

2 What they didn’t like3 Anything that they didn’t understand Eg parts of

the story, or why certain characters behaved in a certain way

4 Patterns Eg in the text, illustrations, events etc Have the group meet again and discuss what they read and any issues that they wanted to discuss. Record all the students’ responses under the categories listed above. With the students analyse this information and try to make connections. Focus the students’ attention on character development; plot development and theme development and the techniques that the author uses to create the story.

Negotiate with the students how much text to read before the next session and repeat the process

Reader’s circle


ENGLISH

SESSION: AFTER SHARED READING STRAND: READING TEXT TYPE: RESPONSE


RS3.5

RS3.7

The students may for example:· Offer interpretations for complex literary

texts· Identify the main events in a complex

narrative· Identify and discuss themes in literary

texts· Discuss character development in

complex literary texts· Identify and discuss the setting and how it

contributes to a literary text· Discuss differences in interpretations of a

text and explain possible reasons· Justify own interpretation of a text


· Discuss motives and feelings of literary characters

· Discuss their feeling of empathy with characters in literary texts

· Discuss how writers direct the readers’ sympathies to particular characters

· Identify and discuss point of view · Consider the events in a literary text from

different characters point of view· Identify ways in which point of view is

created

After the reading of Misery Guts, the students reflect in their reading journal about the events in the story. (This may be done once a week for 10 minutes prior to a reading session)

Give students the sheet outlining journal questions and ideas. (See appendix) Read through these with the students.

Encourage the students:· To reflect on a deeper meaning in the story other

than retelling the events.· To record their own interpretations of the characters

and events. · Relate the characters and events to their daily lives· To question parts of the text that they didn’t

understand· To question the actions or thoughts of the

characters that they didn’t understand.

Provide the students with a time after journal writing where they are able to share their thoughts and ideas with others in the class.

Discuss journal questions

Write in a reading journal


ENGLISH

SESSION: ONE AND TWO STRAND: READING TEXT TYPE: RESPONSE


RS3.5

RS3.7


· Identify and discuss themes in a text· Discuss character development in

complex literary texts· Identify different character traits· Identify and discuss the setting and how it


text· Explains possible reasons for differing

interpretations of characters in a text· Justify own interpretation of a character





· Identify and discuss point · Consider the events in a literary text from


created

After reading the first chapter, discuss who the miserable people in the story are. I.E

· Mr. Naylor, · Mitch Wilson, · Owen the milkman · Keith's father.

Discuss possible reasons why these people are miserable.

Tell the students that they are going to create a mug sheet for one of the miserable characters in the story.

Discuss the elements of the mug sheet e.g. that they need to include name, alias (made up nickname to suit them), age, address, description, special features, major goals in life, unusual or interesting habits.

Have the students choose one character in the text to create a mug sheet for.

Identify miserable people in the text

Discuss elements of mug sheet

Create mug sheet


ENGLISH

SESSION: THREE STRAND: READING TEXT TYPE:


RS3.6


· Use different strategies when reading difficult texts eg rereading

· Predict the kind of words that may be used in a text based on the content and meaning

· Use different strategies to work out new words such as word origins

· Identify and locate key words in a text· Decode unknown words in a text using

word identification strategies· Select the main idea from competing

information· Draw inferences from textual clues

Discuss with the students the possible process involved in completing a comprehension passage.

Suggest that the students read the passage first and then read the questions.

Encourage the students to underline the key words in the questions. Model doing this.

Encourage the students to then match the key words in the questions to those in the text.

Model recording the answer.

Students complete a teacher prepared comprehension sheet. (Comprehension sheets could be developed to cater for the different levels within the class.)

Encourage the students once they have finished to go back and read the text and the questions and then their answers to each question. Encourage the students to focus on ensuring that their answers make sense and that their spelling is correct

Discuss process of completing a comprehension task

Complete comprehension questions


ENGLISH

SESSION: FOUR AND FIVE STRAND: READING TEXT TYPE: RESPONSE


RS3.5

RS3.7

The students may for example:· Identify the main events in a complex

narrative· Identify and discuss themes in a text· Discuss character development in



text· Explain possible reasons for differing








created

In this session the students will compare and contrast two different characters in the story

With the students create a list of all the characters in the story.

Take two characters as an example. Ask the students to help you list a number of criteria by which you could compare two characters. These may include comparing by:

· Personality· Appearance· The things that they say· Actions· Beliefs· Likes & Dislikes

Ask the students to choose two different characters for their own task. Encourage the students to use parts of the text or quotes to back up what they think.

Students could record this task in chart form or prose.

Encourage the students to be creative in their published work.

Create list of characters

List criteria by which to compare

Compare and contrast two characters.


ENGLISH

SESSION: SIX AND SEVEN STRAND: READING TEXT TYPE: DESCRIPTION


RS3.5

RS3.7

The students may for example:· Identify the main events in a complex

narrative· Identify and discuss themes in a text· Discuss character development in



text· Explain possible reasons for differing








created

In this session, the students will create an illustration that shows the differences in Keith's new and old homes.

After reading chapters 10 & 11, the description of the setting, discuss the following questions.

· What was Keith's new home like? · What was the shop like? · How did both his new home and the shop compare

with what he left behind? · What were the most striking differences? · What did Keith like and dislike? · What were the people like? · How did they compare with the friends he left

behind?

Students use the issues from the discussion to create an illustration of Keith's old and new home.

Suggest that the students use quotes from the text to support their interpretation of his two homes. Encourage the students to record these on the illustration.

Discussion of Keith’s homes

Create illustration

Locate quotes to support illustration


ENGLISH

SESSION: ONE AND TWO STRAND: TALKING & LISTENING TEXT TYPE: RESPONSE


TS3.1

TS3.2

The students may, for example:· Discuss their opinions on particular literary

issues such as themes and characterisation

· Express and justify their opinion effectively offering supporting evidence

· Present an opinion linking ideas effectively

· Listen to the ideas and opinions of others· Recognise when an opinion is being

offered· Ask appropriate open ended questions· Engage in group discussion with greater

students autonomy· Ask questions to clarify others’ point of

view· Predict likely questions and prepare

answers· Speak clearly using an appropriate pace,

volume and intonation· Use strategies such as gesture, facial

expression and tone of the voice to engage the listeners

In this session, the students will become a character from the story in the "Hot seat", when Keith paints the Fish and Chip shop E.g. Keith, Keith's mother, or Keith's father.

Discuss the features of a hot seat. · The person in the hot seat is a particular character · The other students are journalists interviewing the

character about why they behaved in a certain way or why they said particular things.

Discuss what is important about the asking of the questions· They must be open-ended. The questions cannot

elicit a “yes” or “no” response.· Questions must make the person in the hot seat

reveal something about themselves.Model the writing of some questions that a journalist may ask.

Ask the students to write some questions for each of the characters to be in the hot seat. When the students have finished, conduct the Hot Seat in groups.

Talk to the students about effective listening. Suggest that they listen carefully to the persons' response, because in responding they may have answered one of their questions.

Discuss the features of a Hot Seat

Discuss appropriate questioning

Write questions for Hot Seat

Conduct Hot Seat


ENGLISH

SESSION: THREE AND FOUR STRAND: TALKING & LISTENING TEXT TYPE: NARRATIVE


TS3.1

TS3.2

TS3.4


· Produce spoken texts such as oral narratives

· Provide detailed descriptions of characters and settings

· Use notes appropriately during storytelling· Rehearse and tell a story to others using

strategies to engage the listener· Speak clearly using an appropriate pace,



· Recognise and use the organisational structure of an oral narrative

In this session the students will create an oral epilogue for "Misery Guts"

Discuss with the students what an epilogue is. Suggest that it is an added section to the end of the story that describes outcomes beyond what happened. An epilogue must continue in the way the narrator wrote the original story e.g. how the narrator told the story, if the story is told from a particular point of view.

Discuss the art of story telling. Bring the students’ attention to information such as:· The difference between story telling and reading· The importance of the story teller being present· The importance of body language, facial expression

and voice· The improvised nature of story telling· The interactions between story teller and listener

Ask the students to go and plan their story, and create prompts for themselves, whether they are in the form of a picture, a diagram or notes.

Encourage the students to practice their story from their notes.

Discuss what an epilogue is

Group discussion about the elements of Story telling

Prepare oral story

Perform epilogues


ENGLISH

SESSION: FIVE AND SIX STRAND: TALKING & LISTENING TEXT TYPE: RESPONSE


TS3.1

TS3.2

TS3.4


· Participate in readers’ theatre· Produces sound effects appropriate for

the situation· Speak clearly using an appropriate pace,



· Recognise and use the organisational structure of an oral narrative

Students dramatise the novel in the form of a Reader's theatre. Have the scripts already prepared for the students.

Divide the students into groups. Give each group a different script for the Reader’s Theatre.

Ask the students to volunteer for different parts, and allocate them.

Ask each group to decide upon appropriate sound effects.

Groups rehearse the scripts paying particular attention to the way their voice and movements can be used to enhance the reading.

Rehearse and perform a Reader's Theatre


ENGLISH

SESSION: SEVEN AND EIGHT STRAND: TALKING & LISTENING TEXT TYPE: DISCUSSION


TS3.1

TS3.2

TS3.4

The students may, for example:· Participate in a polarised debate· Discuss their opinions on particular literary

issues such as themes and characterisation


· Present an opinion linking ideas effectively

· Listen to the ideas and opinions of others· Attempt to persuade others to another

point of view, providing supporting evidence

· Engage in group discussion with greater student autonomy

· Ask questions to clarify others’ point of view

· Clarify comments by rephrasing· Express ideas and opinions without

dominating the group discussion· Speak clearly using an appropriate pace,



· Recognise and use the organisational structure of an exposition

The students in this session will participate in a Polarised debate on the topic: Moving to another country is an easy thing to do.

Revise with the students what a polarised debate is.

· Students sit in a horseshoe shape.· Those who agree with the topic sit on the right,

those who disagree with the topic sit on the left and those who are undecided sit across the top.

· A speaker who agrees with the statement begins the debate and is the followed by a speaker who disagrees. A person who is yet to decide goes next.

· Students change positions in the horseshoe as the debate progresses and they modify their views.

Give the students some time to write some notes in support and against the statement to help them clarify their opinion.

Students use these notes in the debate. Encourage the students to keep a log of their opinions when changing positions.

Discuss polarised debate

Reflect upon and record their opinions on the topic

Polarised debate


ENGLISH

SESSION: NINE AND TEN STRAND: TALKING & LISTENING TEXT TYPE: DISCUSSION


TS3.1

TS3.2


· Discuss their opinions on particular literary issues such as themes and characterisation


· Listen to the ideas and opinions of others· Present an opinion linking ideas

effectively· Attempt to persuade others to another

point of view, providing supporting evidence

· Recognise when an opinion is being offered

· Engage in group discussion with greater student autonomy

· Ask questions to clarify others’ point of view

· Express ideas and opinions without dominating the group discussion

· Speak clearly using an appropriate pace, volume and intonation

· Use strategies such as gesture, facial expression and tone of the voice to engage the listeners

In this session the students will discuss aspects of the text, “Misery Guts”. This activity will be conducted in small groups.Group leader, leads this discussion by asking the questions and then letting the students take over from there. Questions may include:· Why do you think the book is called Misery Guts?· What parts did you like the best? Why?· What parts didn’t you like? Why?· Are there any parts of the story that confused you or

that you didn’t understand?· Which character did you like the best? Why?· Which characters didn’t you like? Why?· Which character do you think developed or changed

the most? Why?· Have you ever felt like any of the characters in the

story?· Who was telling the story? Whose point of view was

the story from? · Where did the story take place? Were the settings

appropriate?· What is the author really trying to say in the book?

Ask the students to back up their responses to the questions with evidence found in the text. Encourage the students to:

· Seek clarification if needed· Respond to other peoples views appropriately

Group discussion of text


ENGLISH

POSSIBLE ASSESSMENT STRATEGIES

WRITING READING TALKING & LISTENING

1 Outcomes checklist2 Analyse writing sample3 Anecdotal records noted during different

stages of writing process4 Student self assessment5 Standardised testing E.g. Basic Skills test

1 Outcomes checklist2 Collect and analyse a reading task3 Anecdotal notes during oral Reading4 Anecdotal records5 Students self assessment6 Standardised testing E.g. Basic Skills Test7 Teacher prepared comprehension

1 Outcomes checklist2 Tape oral tape and analyse3 Anecdotal records4 Student self assessment

5RESOURCES WEB LINKS EVALUATION

6 Multiple copies of Misery Guts· Overhead Projector· Description Planning sheet (OHP

transparency and I per student)· Example of a description· Recount planning sheet (OHP

transparency and I per student)· Example of a recount in letter from· Response planning sheet (OHP

transparency and I per student)· Example of a review· Teacher developed comprehension sheets

based on text· Journal question sheet· Multiple copies of Teacher prepared

Reader’s Theatre

http://www.morrisgleitzman.com/


APPENDIX


DESCRIPTION PLANNING SHEET

SUBJECT / CLASSIFICATION

DESCRIPTION: (APPEARANCE) DESCRIPTION (OTHER)

DESCRIPTION: (FEELINGS) DESCRIPTION (OTHER)

DESCRIPTION (ACTIONS) DESCRIPTION (OTHER)


RECOUNT PLANNING SHEET

ORIENTATION

WHEN

WHO

WHERE

SEQUENCE OF EVENTS

·

·

·

·

·

·

RE-ORIENTATION OR CONCLUSION

·

·


RESPONSE PLANNING SHEET

INTRODUCTION: (Book details: E.g. Title, Author, Illustrator, Publishing company, Publishing Date)

DESCRIPTION: PLOT DESCRIPTION: CHARACTERS

DESCRIPTION: SETTING DESCRIPTION: STYLE

JUDGEMENT:


JOURNAL WRITING

Reflect upon some of these questions when writing in your journal.

· What happened in the part of the text that you just read?

· What characters were involved? How did their characters develop?

· What characters did you sympathise with? Why?

· Did the setting change? How?

· What themes or issues were developed in this part of the text?

· How did you feel as you read this part of the text?

· Did anything happen in this part of the text that you can relate to your life?

· What part of the text did you enjoy / not enjoy?

· Was there a change in the way the story was told? E.g. a change in point of view? What effect did this have?

· Is there anything that puzzled you in the text that you read?


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