Group 3: Roald Dahl Scheme of work

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1 Group 3: Roald Dahl Scheme of work Week Lesson Functional skills criteria Week 1: Roald Dahl Students will complete a functional skills reading assessment for Entry level 2-Entry level Student assessment Reading material will be read out to the class who will then independently answer the questions. Students can use highlighters to show where they have found their answers and are encouraged to write these out in full sentences. One student will be provided with an E1 assessment to complete with tutor guidance. One student will be allowed a tutor scribe if required. 2. An introduction to James and the Giant Peach Students will be given a background to Roald Dahl and his inspiration for James and The Giant Peach. E1: Use written words and phrases to present information;

2 Students will listen to the recording of an interview with RD and asked to recall information from this. Students will be asked which genre they think this story belongs to. (Fantasy) E2: Sequence writing logically and clearly; E3: Use written words and phrases to record and present information; 3. Setting the scene Students are to look at quote and short descriptions of the main characters and discuss what kind of a character they think they are. Students will then be presented with pictures of the characters and asked to use adjectives to describe their appearance. 1:1 support for one student. Three students encouraged to write a full sentence describing each of the characters. Students will be shown a picture of Aunt Spiker and Aunt Sponge s house and asked to describe what they can see. Would you want to live there? What do you think it is like inside? What does this picture tell us about Aunt Spiker and Sponge s personalities? Who do you think the story s main character is? (James) E1: Use written words and phrases to present information; E2: Sequence writing logically and clearly;

3 Activity E3: Use written words and phrases to record and present information Students will read chapter 1 and complete the worksheet evaluating the 2 different scenes. Students are to look for words in the text which describe a pleasant setting and an unpleasant setting. One student is to draw and label a nice house and a spooky house. Tutors can use the text and support Alex in finding positive and negative adjectives. Worksheet provided. Extension Highlight the words in the passage that describe things (adjectives) Worksheet 3 4. Nouns, verbs and adjectives Students will be reminded of previous work on grammar: A noun is a person, place or thing. A verb is a doing word. An adjective is a describing word. We will complete word work on the board and discuss practical items in the classroom to support their learning. For example: The smooth table. (smooth adjective) E1: Use written words and phrases to present information; E2: Construct compound sentences using common conjunctions; E3: Use basic grammar including appropriate verb tense and subject verb agreement;

4 (table- noun) Students will then complete the first section of their James and the Giant Peach worksheet (Colourful words) which allows them to colour code each type of word. We will then feedback answers. Group reading Chapter 2 onwards. Students are asked to identify a noun and an adjective from this chapter. Week 2: Grammar 5. Apostrophes Students will be shown some examples of words shortened with the use of an apostrophe. For example, I am I m Did not didn t We will go through this as a class on the board and each give an example of this verbally. Activity Students are to write down the list from the pp and convert these to the shortened version. Students will then complete a James and the Giant Peach worksheet on apostrophes. E1: Spell correctly some personal or very familiar words. E2: Spell correctly all high frequency words and words with common spelling patterns. E3: Check work for accuracy, including spelling.

5 Class reading chapter Alphabetical order Starter: students are to write the alphabet in order. Extension available: write both upper and lower case letters We will now collectively recite this as a class. Students will be asked to locate specific letters in relation to others. For example: Which letter comes after G Which letter is before W Students will be provided with a worksheet to complete which involves putting words into alphabetical order. Group reading chapter 5. E1: Read and understand simple, regular words and sentences; E2: Use knowledge of alphabetical order to locate information. E3: Sequence writing logically and clearly; 7. Reading comprehension Reading comprehension. Students are to read chapter 6 and answer the questions. We will discuss the answers as a class. E1:Read and understand simple, regular words and sentences;

6 Read a range of words from the book and complete a word search containing these words as reinforcement. E2:Read and understand high frequency words and words with common spelling patterns; E3: Obtain specific information through detailed reading; 8. Capital Letters Starter Students are to write their full name in capital letters on the board. Is this correct way of writing your name? What kind of words use capital letters? Names, places, acronyms Circle capital letters and write familiar words in capitals with tutor support. E1: Spell correctly some personal or very familiar words. E2: spell correctly all high frequency words and words with common spelling patterns. E3: Check work for accuracy, including spelling.

7 Week 3: Grammar 9. Pronouns Students will be introduced to pronouns. A starter activity worksheet on pronouns is given to students to complete. He She The A differentiated worksheet is available that allows students to practice writing out pronouns and using them in sentences. Extension Students who require additional work can complete the speech marks exercise. Add the missing speech marks into the sentences in your worksheet. We will continue reading James and the Giant Peach and discuss progress in the story. E1: Spell correctly some personal or very familiar words. E2: spell correctly all high frequency words and words with common spelling patterns. E3: Check work for accuracy, including spelling. 10. Words to use instead of said This lesson allows students to practice ambitious vocabulary within their writing. We will discuss how the use of word gives the reader a better idea of characters feelings and how this can convey meaning. We will practise speaking in different tones and look for words to use that describe this. Students are to create a mind map of these words and use in future writing exercises. E1:Respond appropriately to comments and requests; E2: Express simply feelings or opinions and understand those expressed by others; E3: Use techniques to clarify and confirm understanding;

8 We will read the next chapter in the story. Students are to make a note of any words used instead of said and add to their mind map. 11. Create a story board Students are to create a story board from one of the key scenes we have read. This involves the skills of ordering a section of story and writing full sentences to describe each picture. Students can choose their own scene. E1: Construct simple sentences using full stops; E2: Construct compound sentences using common conjunctions; E3: Sequence writing logically and clearly; 12. New vocabulary Students will be given a dictionary and will be asked to find the meaning of 5 words each from the story. Tutors can support students with this task. Students must write the meaning underneath the word and stick into their books. E1: Construct simple sentences using full stops; E2: Construct compound sentences using common conjunctions;

9 Students will be given the opportunity to share their new vocabulary with the class and make notes of new interesting words. We will think of how we could use the words in a sentence. E3: Sequence writing logically and clearly; Students will be given a set of words and pictures and asked to cut them up and order into to the correct sequence. This is a differentiated task designed for E1 students but would also act as a reinforcement for other students. Continue with class reading. Week 4: Reading and writing 13. Newspaper article/interview Starter: Students are to pretend there has been a strange event at school and imagine the reaction. What would happen if something strange happened at Lighthouse school? What would you say when you went home? Who else may be interested in your story? Students are to write a newspaper article on the arrival of a giant peach in Aunt Spiker and Sponge s garden. Describe what you saw and what people said about the strange event! E1: Respond appropriately to comments and requests; E2: Use written words and phrases to present information; E3: Plan, draft and organise writing. Or speaking and listening: E1:Respond appropriately to comments and requests;

10 Alternatively students can be interviewed by a tutor who will scribe the conversation. Students will be asked questions about the giant peach (pretend to have been there) and what they think about this. This will support students speaking and listening skills. E2: Ask and respond to straightforward questions; E3: Give own point of view and respond appropriately to others point of view; Class reading This lesson will concentrate on reading and speaking and listening skills. Students will take turns to read the next section of the text. We will be concentrating on key events of the story and pausing for questions throughout. E1: Understand the main points of short explanations; E2: Follow the gist of discussions. E3: Follow the main points of discussions; 16. Acrostic poem/ rhyming poetry Students should be familiar with all characters and are to create an acrostic poem for one or more of the characters. Students need to think carefully about the words they choose they should be about the character s personality. Students can choose from: James Aunt Sponge Aunt Spiker E1: Use written words and phrases to present information; E2: Use written words and phrases to record and present information;

11 Centipede Old Green Grasshopper Earthworm Glow worm Silkworm Ladybird E3:Sequence writing logically and clearly; We will complete an example together on the board with students contributions. Extension task Roald Dahl includes many songs and rhymes in his story. Can students think of a poem about James and the Giant Peach that rhymes at the end of every other line? Week 5: Reading/speaking and listening skills 17. Class reading 18. Class reading Students are to continue reading the book which we must finish this week. Students will be encouraged to read along and answer questions throughout. E1: Understand the main points of short explanations; E2: Follow the gist of discussions. E3: Follow the main points of discussions;

12 19. New vocabulary Students are to look back at some of the pages we have read and use a dictionary to find the meanings. These will be added to the new vocabulary previous noted in their books. The new vocabulary will be listed on the board. Students are to construct sentences of our own using the new words. If the book isn t complete students will continue to read until the end of the book in preparation for their book review. E1: Construct simple sentences using full stops; E2: Construct compound sentences using common conjunctions; E3: Sequence writing logically and clearly; 20. Book review Students are to write a book review. They must include the following: What was the book about? Who were the main characters? Did you like the book and why? Draw a picture of your favourite scene. E1: Respond appropriately to comments and requests; E2: Use written words and phrases to record and present information; E3: Use basic grammar including appropriate verb tense and subject verb agreement; Check work for accuracy, including spelling.

13 Week 6: Analysing the film and stage versions of James and the Giant Peach Watch and review the movie. Students will discuss why many of Roald Dahl s books have been made into plays and films. Students will be given the opportunity to watch the film version of the story. Students will be asked to make notes and respond to the following questions: Does the film version and characters look as you imagined? Why is it important to use lots of description in your writing? What did you think of the setting for the film? What aspects of the film were surprising? Students will be given the chance to ask any questions about the story and any feelings they have towards characters and the plot? E1: Make contributions to be understood; E2: Express simply feelings or opinions and understand those expressed by others; E3: Make relevant contributions, allowing for and responding to others input. 22. Film review Students will write a review of the film. Which do they prefer? Why? Any criticisms of the film/book? E1: Construct simple sentences using full stops;

14 Why did this storyline make a good script? Students can complete this as a speaking and listening exercise which tutors can transcribe. We will read out reviews and give the story a mark out of 5. E2: Construct compound sentences using common conjunctions; E3: Sequence writing logically and clearly; There will be James and the Giant Peach arts and craft activities for the last day of term students will be required to follow written instructions to complete these. Peaches will be available for students to eat. E1: Make contributions to be understood; E2: Express simply feelings or opinions and understand those expressed by others; E3: Make relevant contributions, allowing for and responding to others input.

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