oral language scheme

December

Theme – History Activity MenuWeek 1 Week 2 Week 3

Day 1Story

Talk and Discussion

★ Introduce: Evan the Energetic Evaluator

★ Evaluate and rate! Based on At the Cinema

★ Academy Awards! Based on At the Cinema

★ Introduce the topic ‘Ancient Egypt’

★ Introduce the topic ‘Ancient Rome’

★ Questioning: Thick and thin questions

★ Reflection: Double-entry journal

★ Group 1:Make a television commercial

Day 2Play and Games

★ Introductory game: Grab a fact

★ Game: Tomb robber

★ Mantle of the expert: Archaeologists in Egypt

★ Warm-up game: Gladiators

★ Game: In the city of Rome

★ Still images: What’s my status?

★ Group 2:New information poster

Day 3Improvisational Drama

★ Warm-up game: Ancient Greek gallery

★ Two-column chart: Based on Two-column chart: Based on TFeena’s Second Book of Facts

★ Mime and improvisation: Scene from Ancient Greece

★ Forum theatre

★ Game: Pass it on

★ Game: Egg timer objects

★ Still images and improvisation: Human slide show

★ Group 3:Plan a Roman town

Day 4Poetry and Rhyme

★ Poem: This Morning is Our History Test

★ Sticky Notes

★ Poem: History Lesson: Part Two – The Romans

★ Read for fun: Vikings Don’t Wear Pants

★ Group 4:Create a radio show

Day 5Other Ideas

★ Read and Discuss: You Wouldn’t Want to be a Pyramid Builder: A Hazardous Job You’d Rather Not Have

★ Telephone conversation: Telephone conversation: TPyramid builder to Agony Aunt

★ Take the pyramid challengeTake the pyramid challengeT

★ Visual Arts: Make a Greek mask

★ Read and discuss: Who Were the Vikings?

★ Game: Viking and you

★ Decision making strategy: Decision alley

★ Museum of the future

★ Group 5:Make a model of a Viking longhouse

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Oral Language Development Scheme D December

Week 1: Day 1 ★ Talk and Discussion Theme: History

1. Introduce: Evan, the Energetic Evaluator ★ Explain to the children that good readers make judgements about what they

are reading. If reading a fiction book, they judge or evaluate the characters, the events, the plot or the author’s style of writing. They evaluate whether or not they find the book interesting, whether they would like to read other books like it, whether the content was too difficult or not for them, etc.

★ In both fiction and non-fiction books, they judge or evaluate which pieces of information or ideas are important in helping them understand what they are reading, which ideas in the text they agree or disagree with, which ideas are not important, whether or not arguments made in the text are credible, what was the author’s purpose in writing the particular text, etc.

★ Display PCMs 22 and 23. Explain that Evan, the Energetic Evaluator is another of the ‘Castle Characters’. He carries a clipboard with him at all times and after reading, jots down his judgements, arguments, criticisms, preferences, recommendations and ratings. No wonder he is called Evan, the EnergeticEvaluator!

★ Model how to evaluate by reading aloud from At the Cinema. Pause several times to think-aloud and share your thinking. For example, you might say: I am going to read from page 35 to the end of the story and judge or evaluate Feena’s character.Feena’s character.Feena’s character

★ Read pages 35 to 37 aloud and then share your thinking, e.g. I like the way that Feena’s feelings are portrayed in the story because she comes across as a real person with real feelings. In real life, people get cross and upset with other people and I think it makes Feena’s character more believable when she shows a range of emotions. I liked the way she came back to her friends at the end of the story – I think she realises what good friends she has.

Objectives: Develop comprehension strategies - recalling details and events, assimilating facts, retelling stories [B(R)3.4] / Focus on the subject under discussion and sustain a conversation on it [B(OL)2.4] / Listen to stories, descriptions, instructions and directions and respond to them.[B(OL)1.2] / Initiate discussions, respond to the initiatives of others, and have practice in taking turns [B(OL)2.5] / Respond to characters and events in a story [B(R) 4.6].

Lesson Menu1. Introduce: Evan, the Energetic Evaluator 5 Mins2. Evaluate and rate! Based on At the Cinema 30 Mins3. Academy awards! Based on At the Cinema 20 Mins4. Introduce the topic ‘Ancient Egypt’ 30 Mins

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2. Evaluate and rate! - Based on At the Cinema ★ Write each of the following on separate index cards: illustrations, characters’ actions, story

events/ideas, characters’ feelings, problem and resolution, author’s style.

★ Divide the children into six groups. Ask one child from each group to pull a card from the bag. Have each group work together to evaluate the story At the Cinema according to the card picked from the bag.

★ Have each group give a rating out of 10. Remind them to provide reasons for the rating.

Example: Our group had to evaluate the problem and resolution. At first we thought that Feena was a little too cranky with her friends but then we decided that sometimes when you get into a bad mood it can be hard to snap out of it and even little things annoy you. We liked the resolution in the story – we thought that Feena should have gone back to sit with her friends and we liked the way the boy who sprayed his drink wasn’t allowed watch the rest of the film. We gave the problem and resolution a score of 9 out of 10. We deducted one mark because we felt that the other children who had misbehaved should have been removed from the cinema too.

★ Have each group share with the class.

3. Academy awards! - Based on At the Cinema ★ Give each child a copy of PCM 24. Have the children decide on an award for

the story, e.g. Best Character; Best Supporting Character; Best line from the story; Best illustration; Best Character in a non-speaking role; Best Costume; Best Facial Expression; Best Scene; etc.

★ Ask the children to fill in PCM 22 and provide reasons why the character / scene / illustration, etc. won the award.

Variation: Have the children act out the story and then decide on nominees and winners for various awards.

Follow-up

★ Hold a red-carpet awards ceremony, with guest appearances by famous people (children in role) to announce the nominees in each category and the winner of each award. Have the children choose music to accompany the announcing of each award.

★ Display the PCMs on a notice board.

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4. Introduce the topic ‘Ancient Egypt’ ★ Have the children reflect on the strategy ‘evaluating’. Ask questions such as:

How did evalating or making judgements as you read help you to understand the story better? Is is difficult to judge or evaluate? Is it just while reading that we evaluate or do we do it all the time? (Ask the children to provide examples of evaluate or do we do it all the time? (Ask the children to provide examples of evaluate or do we do it all the time?times they evaluate, e.g. when watching a film, when choosing a new item of clothing, when eating a new food, when deciding how to categorise items, etc.)

★ Give each child a copy of PCM 25. Read the words on the page. Have the children work in pairs to discuss and evaluate each word and talk about what they think it means.

★ Ask the children in each group to work together to decide which words are related to the topic ‘Ancient Egypt’. Ask them to circle words that they think are unrelated to the topic.

★ Have them brainstorm other words that might appear in a text about ancient Egypt and write them in the spaces at the bottom of the PCM.

★ Read and discuss page 26 of Feena’s Second Book of Facts. Ask the children to notice which words from the PCM were mentioned in the text. Invite children to complete the sentence frame ‘First I thought the word ‘First I thought the word meant , but now I know that...’ , but now I know that...’

★ Have the children check their list and make corrections if necessary based on their new knowledge.

★ Invite the children to talk about the words at the bottom of their PCM and talk about whether or not they appeared in the text. If any of their written words did not appear in the text, ask them to say why they think this is so.

★ Ask the children to make a glossary of new terms from the text by writing definitions in their own words.

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Week 1: Day 2 ★ Play and Games Theme: History

1. Introductory Game: Grab a fact ★ Ask the children to stand in a circle and listen careful as you read a short passage about the

pyramids in Egypt.The Egyptians were ruled by powerful kings called Pharaohs. Some of these kings were buried in huge tombs or monuments called pyramids that often took up to 20 years to build. The pyramids were built on the banks of the River Nile in Egypt. They were built mainly by thousands of farmers who couldn’t farm for a few months of the year when the land was flooded by the River Nile. They were paid for their work in food and clothing. There was a burial chamber inside each pyramid where the mummy of the Pharaoh was put along with his treasures to make sure he had a good afterlife. Tomb robbers often broke into the pyramids to steal the Pharaoh’s treasures.

★ When you have finished reading, ask a child to ‘grab a fact’ and walk to the centre of the circle to announce it to the class. After Child A has recited his/her chosen fact, another child (Child B) walks to the centre of the circle. Child A returns to the space of Child B.

★ After Child B has announced his/her chosen fact, s/he waits until a third child (Child C) enters the circle and then Child B returns to Child C’s place, and so on.

2. Game: Tomb robbers ★ Ask the children to walk around the room and pretend to pass an imaginary coin, one of

the Pharaoh’s treasures, to each other.

★ As the children are moving around the room, secretly pass a coin to one child. After a few more passes, explain that there is now a real coin being passed around the room.

★ Choose a detective to find the ‘tomb robber.’ This person walks around the room observing as the children continue to pass both imaginary coins and the real coin.

★ When the detective thinks s/he knows who has the coin s/he shouts out ‘Tomb Robber!’ Then everybody must freeze and hold out their hands with closed fists.

★ The detective is allowed ask 3/ 4 people if they are the tomb robber. Each person must answer ‘No, I’m not the tomb robber’ even if s/he is holding the coin.

★ After questioning 3/4 people, the detective must accuse one person who then opens his/her hands. A new detective is then chosen and the game is repeated.

Objectives: Develop comprehension strategies - recalling details and events, assimilating facts, retelling stories [B(R)3.4] / Listen to stories, descriptions, instructions and directions and respond to them.[B(OL)1.2] / Focus on the subject under discussion and sustain a conversation on it [B(OL)2.4] / Become increasingly explicit in relation to people, places, times, processes and events by adding elaborate detail to what he/she describes and narrates [B(OL)2.3].

Lesson Menu1. Introductory game: Grab a fact 10 Mins2. Game: Tomb robber 10 Mins3. Mantle of the expert: Archaeologists in Egypt Special Project

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3. Mantle of the expert

★ Tell the children that they will be role-playing archaeologists. Ask them to talk about what they Tell the children that they will be role-playing archaeologists. Ask them to talk about what they Tknow about archaeologists. Clarify that an archaeologist is someone who tries to figure out how ancient people lived by studying things that they left behind.

★ Explain that the archaeologists that the children will be role-playing work for a company called ‘The Big Dig’. Read out an email that has just come in to the company office.

★ Dear Archaeologists,We have a problem. A local farmer, when digging in his field on the banks of the Nile, found We have a problem. A local farmer, when digging in his field on the banks of the Nile, found Wa golden mask. The neighbouring field has been sold to a large construction company that has planning permission to build a massive shopping centre. We think that you should come and investigate immediately because there could be more artifacts or buried treasure in this area. If the shopping centre goes ahead, then any other artifacts that are in the ground will be destroyed. Let us know your plans and how soon you can get here.

Anku,Egyptian Artifacts Department

★ Display a map of Egypt. Mark the area where the golden mask was found.

★ Brainstorm all the things that must be done before embarking on the trip to Egypt, e.g. check passports, link up with television crew who will make a documentary on the project, get maps and aerial photographs of the area where the golden mask was found, get permission to conduct a dig in the area, get an order stopping the construction company from beginning the shopping centre development, research the area surrounding where the golden mask was found, etc.

★ Make a list of the tasks on chart paper, e.g.

★ Check passports

★ Design a company logo

★ Write letter asking for permission to excavate the site

★ Look up maps and aerial photographs of the site

★ Apply to stop the construction company from proceeding with its shopping centre

★ Choose somebody to fly out to interview the farmer who discovered the golden mask

★ Organise a team to search the surrounding area for other clues

★ Meet with Television Crew: Camera person, narrator, researchers

★ Meet with newspaper reporter and photographer

★ Set up an office area where emails, relevant articles, travel tickets/information, etc. may be pinned on a notice board [Staff photographs and job roles may be displayed on the walls.]

★ Select the tools that will be needed for the excavation

Mantle of the Expert is an inquiry-based drama approach where children create a fictional world and take on roles as experts with responsibility for running an enterprise or business in that fictional world.

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After start of excavation

★ Make a large grid to document where each artifact is found

★ Create artifacts discovered by the team of archaeologists

★ Choose a team to clean up artifacts, examine them and identify their age and use

★ Have a team of analysts record what can be inferred about life in ancient Egypt from the artifacts found

★ Assign the children to various task groups according to preferences. Assign some children roles as archaeologists and others as cartographers, researchers, members of television crew, newspaper reporters, etc.

★ Set objectives and a structure for each task.

★ Have the children keep a writing journal /diary to document the excavation of the site in Egypt. Use the Internet to check daily temperatures, weather conditions, typical food, etc. in Egypt and have the children use this information as part of the journal entry.

★ Have ‘live’ reports from the television crew, giving updates from the excavation site. Ask the newspaper reporters to read their firsthand accounts and pin these articles onto the notice board in the office.

Follow-up Activities

★ Invite an archaeologist to the classroom and have the children interview him/her.

★ Talk about what further missions the archaeologists from the company ‘The Big Dig’ might undertake. [See Other Ideas on pages 10 and 11 for more on Ancient Egypt.]

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Week 1: Day 3 ★ Improvisational Drama Theme: History

1. Warm-up game: Ancient Greek gallery ★ Use Google Images to show the children photographs of ancient Greek statues.

★ Ask the children to find a space and make the shape of a Greek statue in a museum. Choose a child to be the night watchperson whose job it is to patrol the museum gallery at night.

★ As the night watchperson patrols the gallery, it is the job of the statues to make flamboyant movements without being seen by the watchperson. If caught making a movement, the ‘statue’ loses a life. (Each ‘statue’ has three lives before it is out.)

2. Two-column chart ★ Two-column chart: Based on Two-column chart: Based on T Feena’s Second Book of Facts

★ Give each child an A4 page and have him/her draw a line down the middle. As page 27 of Feena’s Second Book of Facts is read and discussed have the children write the question in the left hand column and jot notes that help answer that question in the right hand column. [See example below.]

Objectives: Listen to stories, descriptions, instructions and directions and respond to them.[B(OL)1.2] / Develop comprehension strategies - recalling details and events, assimilating facts, retelling stories [B(R)3.4] / Engage in real and imaginary situations involving language use [B(OL)3.5] / Express in mime various emotions and reactions, and interpret the emotions and reactions of others [B(OL)1.6].

Lesson Menu1. Warm-up game: Ancient Greek gallery 5 Mins 2. Two-column chart: Based on Feena’s Second Book of Facts 20 Mins3. Mime and improvisation: Scene from Ancient Greece 30 Mins4. Forum theatre 20 Mins

Two-column chart

What were homes like in ancient Greece?

made from stone, clay, brick 2/3 rooms courtyardBigger houses – kitchen / men’s dining area / sitting area for women

What clothes did the people wear?

tunicscloakslinen (summer) / woollen (winter)

What food did the people eat? did the people eat? cheesegoat’s milkgrapes (wine) / olives / figs fish

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3. Mime and improvisation: Scene from ancient Greece ★ Divide the children into groups. Ask them to create a still life tableau from ancient Greece

which will then be brought to life with the words ‘And action!’

★ Encourage the children to reflect what they have learned about ancient Greece in the dialogue of the improvisation. For example, the scene might take place at a meal in the courtyard of an Ancient Greek home. One of the characters might say ‘Could you pass me the bowl of olives, please?’ or ‘I much prefer my linen tunic - this woollen one is so heavy, hot and itchy!’

★ Award points to each group for every reference to the text.

4. Forum theatre ★ Show the children images of Greek amphitheatres using pictures, books or Google Images.

Recreate an amphitheatre by having the children sit in a circle. Invite two children to stand on the ‘stage’ in the centre of the circle.

★ Ask them to imagine that they are two characters, a brother and a sister living in ancient Greece. The sister is cross because her brother has ordered her to make a meal for him. She is tired of working in the kitchen and doing household duties and would love to get the chance to go to school like her brother. The child playing the part of the sister begins the improvisation with the words: No! I’m not doing it! I’m sick of slaving in the kitchen all day!

★ The improvisation can be stopped at any time by a child sitting in the circle who has advice to offer to either character. The characters may choose to take or ignore the advice offered from the floor. Variation: A child from the floor replaces one of the characters and tries out a different approach.

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Week 1: Day 4 ★ Poetry and Rhyme Theme: History

1. Poem: This Morning is Our History Test

2. Sticky Notes: Ancient Greece

Objectives: Listen to, read, learn and recite a varied and appropriate repertoire of rhymes and poems [B(OL)4.4] / Continue to listen to and enjoy stories and poems being read aloud [B(R)4.1] / Give a description, recount a narrative or describe a process, and answer questions about it [B(OL)3.1].

Lesson Menu1. Poem: This Morning is Our History Test 20 mins2. Sticky Notes 10 mins

This Morning is Our History Test

This morning is our history test. I’ve pinned my notes inside my vest. Inside my coat I wrote my notes, including dates and famous quotes. I’ve written more upon my hand that only I can understand, and in my socks and sleeves I stowed my scribbled notes in secret code.

I’ve written down so many names of winners of Olympic games,of buildings, people, places too, from Tennessee to Timbuktu. I even copied down a piece on ancient Rome and ancient Greece, plus everything from Shakespeare’s plays to who invented mayonnaise.

I came to school so well prepared. I wasn’t nervous, wasn’t scared. But here it is, the history test. I look inside my coat and vest to get the dates and famous quotes and find I cannot read my notes. So much for Shakespeare, Greece and Rome. I left my glasses back at home.

Kenn Nesbitt

Talk and Discussion

★ Read the title of the poem and have the children predict words that might appear in the poem. Make a list.

★ Read the poem and invite the children to share their connections, wonderings and responses to it.

★ Circle any words on the list of predicted words that appeared in the poem. Ask the children to say why they think other words on the list did not appear in the poem.

★ Discuss the poet’s approach to the history test. Conduct a poll in the class asking the children to say whether they agree or not with the poet’s method of preparation for the test.

★ Discuss how the poet might be feeling after he realises that he has left his glasses at home. Have the children role-play the scenario that happens when the teacher is returning the poet’s history test to him.

★ Distribute sticky notes to the children and have them write notes on each one that could help them prepare for a test on ancient Greece. [See samples below.]

Athens- famous

for schools,

buildings,

drama, poetry,

theatrestheatres

First Olympic

Games held in

Greece

Girls in Athens

not allowed to

go to school. Boys

started school

at 7. Learned to

read, write and

do Maths.read, write and

do Maths.

Theatres outside

Plays written

in rhyme

All the actors men

Masks worn

Plays : Tragedies

or Comedies: Tragedies

or Comedies

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Week 1: Day 5 ★ Other Ideas Theme: History

1. Read and discuss: You Wouldn’t Want to Be a Pyramid Builder!: A Hazardous Job You’d Rather Not Have

★ Read: You Wouldn’t Want to Be a Pyramid Builder!: A Hazardous Job You’d Rather Not Have by Jacqueline Morley ISBN: 978-0531163962 Publisher: Children’s Press

★ You (the reader) are an Egyptian peasant who farms for your wealthy landlord. You (the reader) are an Egyptian peasant who farms for your wealthy landlord. YDuring the wet season you are ordered to help build the pharaoh’s tomb. As a pyramid builder you will get an insider’s look at what it took to build these massive monuments, such as excavating stone blocks, hauling stones to the site and setting them, masonry work, painting and sculpting. After reading this book there will be no doubt in your mind that this is definitely a hazardous job you’d rather not have.

Objectives: Engage with a wide variety of text - picture books, poetry, stories, informational material [B(R)4.3] / Use information technology to increase motivation to read and to enhance reading development [B(R)3.8] / Engage in real and imaginary situations involving language use [B(OL)3.5] / Respond to characters and events in a story - talk and discussion, writing, drama, visual arts [B(R)4.6] / Explore different attitudes and feelings by imagining what it would be like to be certain characters [B(R)4.7].

Lesson Menu1. Read and discuss: : You Wouldn’t Want to Be a Pyramid Builder!:

A Hazardous Job You’d Rather Not Have 35 Mins2. Telephone conversation: Pyramid builder to Agony Aunt 40 Mins3. Take the pyramid challenge 20 Mins4. Visual Arts: Make a Greek mask 45 Mins

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2. Telephone conversation: Pyramid builder to Agony Aunt ★ Divide the children into pairs. Have one child role-play the part of a local Egyptian farmer

who has been recruited by the Pharaoh as part of a huge team of labourers to help build an enormous pyramid. Because the farmer’s farm has been flooded by the River Nile, he has no other means of getting food for his family, so he has to work for the Pharaoh.

★ Have the other child role-play an Agony Aunt that the farmer rings to ask for advice.

★ Ask the children to brainstorm the complaints of the farmer first and then think of solutions or advice that the Agony Aunt might offer.

3. Take the pyramid challenge ★ Have the children journey back in time to ancient Egypt to take the pyramid

challenge and see if they have what it takes to become a pyramid builder.

★ BBC- History- Ancient History in depth: Pyramid Challenge www.bbc.co.uk/.../egyptians/launch_gms_pyramid_builder.sht

Follow up

★ Have the children make their own pyramid by drawing a square and four triangles or by using the pyramid template on PCM 26.

4. Visual Arts: Make a Greek mask ★ Masks were used by actors in Greek theatres to depict characters and emotions. Have the

children make a mask for a Greek tragedy or comedy. [www.activityvillage.co.uk/make_a_greek_mask.htm]

Complaints of the farmer Advice from Agony Aunt

Stones very heavy Make the path slippery with water or mud, then the stones will slide along more easily.

Continuous cough caused by choking dust

Cover your mouth with a handkerchief.

Bruises and cuts caused by rough stones

The Aloe Vera plant that grows in the desert has healing properties and can be used to soothe cuts and bruises.

Have to be continually on watch-out for scorpions

Carry a good luck charm in the shape of the goddess Serket who protects against scorpion bites.

Eyes sore from dust, heat and flies Wear make-up called Kohl (made from soot and galena). Kohl protects the eyes from the heat and dust. It also has disinfectant properties and acts as a deterrent to flies!

Food rations very small Sit near some of the Pharaoh’s officials. They get bigger rations and might share!

Nothing to do during breaks Play board games like Senet and Mehen (the Snake Game)

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Week 2: Day 1 ★ Talk and Discussion Theme: History

1. Introduce: Ancient Rome ★ Divide the children into pairs and give each pair a copy of PCM 27. Ask the

children to cut out the words on the PCM and sort them according to whether or not they were things that were around in the time of the ancient Egyptians, Greeks, Romans and Vikings.

★ Allow time for the children to discuss the words and make their selections. They may be surprised to find that all of the items below are not recent inventions!

★ Have them then sort the items according to which ancient people they think first used them. Encourage them to provide reasons for their selections, e.g. We know that the Vikings travelled from Norway, Sweden and Denmark by boat so a compass would be very useful for them.

Objectives: Develop comprehension strategies - recalling details and events, assimilating facts, retelling stories [B(R)3.4] / Ask questions that will satisfy his/her curiosity and wonder - what? why? when? where? who? how? what if? [B(OL)3.6]/ Express a more formal response by giving a considered personal opinion of a book in oral or in written form [B(R)3.7].

Lesson Menu1. Introduce the topic: Ancient Rome 25 Mins2. Questioning: Thick and thin questions 30 Mins3. Reflection: Double-entry journal 20 Mins

Ancient Egyptians Ancient Greeks

• high heeled shoes• pen (made from reeds) • make-up

• map• thermometer• alarm clock• automatic doors (steam operated)• vending machine (operated by dropping coin)• showers

Ancient Romans Vikings

• sandals• fast setting cement• scissors• bikini• stylus• central heating• toilets

• comb• magnetic compass

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2. Questioning: Thick and thin questions* [Harvey & Goudvis, 2007] ★ Read the introduction to Ancient Rome on page 28 of Feena’s Second Book of

Facts. Model how to ask ‘thick’ and ‘thin’ questions based on what you have read.

★ Remind the children that a ‘thin’ question is sometimes one with a yes or noanswer. It is a question where the answer can be found directly in the text and does not require a long, involved answer. ‘Thick’ questions are ones where more than a one or two- word answer is required. They often begin with Why? I wonder? How come? The answers to ‘thick’ questions are not always found in the text and often further research and discussion is required before they can be answered.

★ What did the ancient Romans write on?What did the ancient Romans write on?W is an example of a thin question whereas the hat did the ancient Romans write on? is an example of a thin question whereas the hat did the ancient Romans write on?following is an example of a thick question: In ancient Rome, why was it considered more important for boys to go to school than girls?

★ Read page 28 aloud. After reading the answer to each question on the page, have the children turn to a partner and ask one thin question and one thick question based on the excerpt just heard.

★ Ask various pairs to share their questions with the class. Write each question on a chart under the appropriate heading, Thin questions or Thick questions. Thick questions. Thick

*Strategies that Work Teaching Comprehension for Understanding and Engagement, Stephanie Harvey, Anne Goudvis

3. Reflection: Double-entry journal ★ Have the children respond to the text that has just been read by dividing a page of their

writing journal in half vertically.

★ On the left hand side of the page, ask them to write a direct quote from the text. Then on the right hand side of the page, ask them to write a comment/reflection regarding the quotation. [See sample Double-entry journal below.]

Double-entry journal

Direct quotation Comment /reflection

Not many rich girls went to school. I wonder why the parents of rich girls did not want them Not many rich girls went to school. I wonder why the parents of rich girls did not want them to go to school the same as boys. Maybe the girls were taught different things, like sewing and cooking.

The stylus was a sharp metal pen that the Romans used for writing.

I never knew that the Romans used a stylus. I thought the the stylus was invented for the Nintendo!

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Week 2: Day 2 ★ Play and Games Theme: History

1. Warm-up game: Gladiators ★ Use Google Images to show the children images of Roman gladiators with swords and

shields.

★ Ask the children to get into teams of four. Have each child rest one hand on his/her back with the palm facing outwards. This is the ‘shield’. The other hand is held out in front, with the index finger pointing. This is the ‘sword’.

★ Each child tries to stab their team mates’ ‘shield’ with his/her ‘sword’. A point is awarded for each strike. (This must be done in a non - aggressive manner).

★ The child from each team with the most points at the end of the session is the winner.

Variation: Have a gladiator competition. Start with two ‘gladiators’. The ‘gladiator’ who scores the first strike remains in the Colosseum and another challenger enters the arena. If neither gladiator has managed a strike after the allotted time (30 seconds) then two new gladiators are chosen.

Objectives: Listen to stories, descriptions, instructions and directions and respond to them.[B(OL)1.2] / Become increasingly explicit in relation to people, places, times, processes and events by adding elaborate detail to what he/she describes and narrates [B(OL)2.3] / Express in mime various emotions and reactions, and interpret the emotions and reactions of others [B(OL)1.6].

Lesson Menu1. Warm-up game: Gladiators 5 Mins2. Game: In the city of Rome 20 Mins3. Still images: What’s my status? 15 Mins

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2. Game: In the city of Rome ★ Discuss the types of home ancient Romans had.

★ Have the children sit in a circle. Give a starting sentence and have one child in the circle repeat the sentence and add to it using the word and. For example, the starting sentence could be In the city of Rome there is a house. The chosen child then says In the city of Rome there is a house and in that house there is a dining room.

★ The next child in the circle repeats what has been said by the first child and adds another sentence, e.g. In the city of Rome there is a house and in that house there is a dining room. In the middle of the dining room a woman is putting a dish of vegetables on a table.

★ The game continues around the circle with each child repeating what has been said before and adding his/her sentence. The object of the game is to describe the scene and not necessarily to have anything dramatic happen. The scene is described in the present tense.

★ To keep children who have contributed still involved use the ‘Count back...’ rule. After a child has finished speaking, instead of the child beside him/her continuing, call out ‘Count back 5’. The child five places back from the child who has just spoken then continues the description.

★ Encourage the children to use their senses as they describe the scene and think of smells, textures, colours, climate, etc. as they describe.

3. Still images: What’s my status? ★ Divide the children into groups of 4/5/6. Have each group create a still image (tableau) from

ancient Rome where some characters have a higher status than others, e.g. master and slave/servant.

★ Have each group display its still image for the class. Ask the children to guess which characters have a high status and which ones have a low status. Discuss how each group achieved this, e.g. body position , facial expressions, eye-contact, distance characters stand from each other, placement of characters, i.e. on same level, higher, lower, etc.

Houses in ancient Rome

Poor people Wealthy people

• Poor people lived in apartment type buildings (flats) with no courtyards

• Whole family lived in one room

• No running water

• No toilets (used public toilets)

• Some apartments made of wood

• Cooked food in crowded conditions

• Front door leading to courtyard (atrium)

• Sometimes mosaics on floor/paintings on walls

• Courtyard sometimes had roof with hole in centre to let light in

• Houses made of brick with roof tiles

• Bedrooms, office, kitchen, dining room (with dining couches), toilet, private bath, garden

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Week 2: Day 3 ★ Improvisational Drama Theme: History

1. Game: Pass it on ★ Choose or adapt three or four sentences from the text on Vikings, page 29 of

Feena’s Second Book of Facts, e.g.

★ The Vikings came from Norway, Sweden and Denmark.

★ They travelled in long, narrow boats called longships.

★ They lived in large rectangular houses called longhouses.

★ Write each sentence on a sentence strip and place it face down on the table.

★ Have the children sit in a circle. Whisper the first sentence to one child in the circle. Ask him/her to whisper the sentence to the child on his/her left.

★ The sentence is passed all the way around the circle until it arrives back to the child on the right of the original child.

★ This child then stands up and calls out the sentence that s/he has just heard.

★ Give the sentence strip to the original child to call out. Both sentences are then compared to see how the original sentence has changed,if at all..

★ Repeat, using the other sentences.

2. Game: Egg timer objects ★ Divide the class into groups of six. Call out the name of an object, e.g. window. Have the

children in each group work together to form the object using their bodies. Use an egg-timer to limit the time allowed for the formation of the object.

★ Call out the names of the following and have the children form them within the time limit: a rectangle, fire, a saucepan, smoke, a cow, a roof

★ Now read the description of a Viking longhouse on page 29 of Feena’s Second Book of Factsand have the children work together to create a longhouse based on the description, using their bodies.

★ Have each group display its longhouse for the class.

★ Tap one child from each group and ask him/her to speak aloud in role.Tap one child from each group and ask him/her to speak aloud in role.T

★ Model speaking aloud as a particular object/animal/person first to show the children what to do. For example, if speaking as a ‘cow’ in the longhouse you might say: I live at this end of the longhouse. It’s very crowded and noisy in here. It’s also quite dark because there are no windows. I can’t wait to get outside. It gets very smoky in here too because there is no chimney. There’s just a hole in the roof to let the smoke from the fire out.

Objectives: Listen to stories, descriptions, instructions and directions and respond to them.[B(OL)1.2] / Engage in real and imaginary situations involving language use [B(OL)3.5] / Express in mime various emotions and reactions, and interpret the emotions and reactions of others [B(OL)1.6].

Lesson Menu1. Game : Pass it on 10 Mins2. Game: Egg timer objects 20 Mins3. Still images and improvisation: Human slide show 30 Mins

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★ If speaking as a saucepan in the longhouse you might say: I’ve been in this longhouse for years. I sit on this fire everyday listening to loud, noisy Vikings demanding food. Then they shout and complain about the food that has been cooked in me. It’s not my fault that the food smells smoky. Everything in here smells – the smell of smoke is overpowering and the smell from those animals at the end of the room is vile!

3. Still images and improvisation: Human slide show ★ Divide the children into groups of 4/5/6. Ask each group to prepare a slide show

presentation on the Vikings. However, instead of using slides, the children in the group will create the slides using still images (tableaux) as the presenter (child in role) talks about each one.

★ The presenter will hold a remote control (object) which s/he will press to signal the changing of slides. This will be the cue for the children to get into position as quickly as possible for the next slide. Sample Slides

★ Vikings preparing to leave their homes in Norway/Sweden/Denmark

★ Vikings in longship moving through rough seas

★ Vikings in longship making its way up a shallow river

★ Vikings raiding a town on the banks of the river

★ Vikings back in own land. In longhouse examining treasures stolen from people in the town

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Week 2: Day 4 ★ Poetry and Rhyme Theme: History

1. Poem: History Lesson: Part Two – The Romans

2. Read for fun: Vikings Don’t Wear Pants

Objectives: Listen to, read, learn and recite a varied and appropriate repertoire of rhymes and poems [B(OL)4.4.] / Experience an abundance of oral language activity when preparing a writing task [B(W)2.1] / Write in a variety of genres: stories diaries poetry charts lists captions cards [B(W)3.1]

Lesson Menu1. Poem: History Lesson: Part Two- The Romans 30 Mins2. Poem: Vikings Don’t Wear Pants 10 Mins

History Lesson: Part Two – The Romans

All over their Empire the Romans built impressive buildingssuch as forts, villas and monuments. In big cities they constructed huge Amphitheatres

Where great games and spectacles were held. The best known of these are the Roman Games with contests, often to the death, between animals, between men and between women combatants.

It was in one of these amphitheatres That Miranda, the wife of Emperor Tiberius Tempus,accidentally fell from her balcony into the arena and was attacked and eaten by a tiger.

The tiger was told off and sent to bed. Everyone agreed it was bad he ate her, and now the Emperor was sad he ate her, and poor old Miranda was mad he ate her, But the tiger said she was tasty and he was GLADIATOR!

John Rice

Talk and Discussion

★ Read the title of the poem and have the children make predictions about whether or not the poem will be a serious one.

★ Read the poem and invite the children to share their connections, wonderings and responses to it.

★ Talk about the ending of the Talk about the ending of the Tpoem and the use of the word GLADIATOR! (Glad he ate her!) Discuss the poet’s use of internal rhyme in the last verse (i.e. bad/sad/mad/glad) to create the punch line of the poem.

★ Ask the children to choose three words from the poem and ask a question using each word, e.g. What was so impressive about Roman buildings?

★ Have the children draw a comic strip to illustrate the poem.

Vikings Don’t Wear Pants

Vikings wear tough chain mail, With noseguards quite advanced, And metal goggles for their eyes But Vikings don’t wear pants.

Some Vikings wear silk shirts to work And, given half a chance, A lovely brooch to clasp their cloaks But Vikings don’t wear pants.

Some Vikings did wear underclothes, Their legs they might enhance, But boxer shorts or Y-Fronts? No! Vikings don’t wear pants.

So when you meet a Viking And he swears and raves and rants, Is he a wimp or is he tough? Check! Is he wearing pants?

Roger Stevens /Celia Warren

Viking FunProject the poem. Have the children write it in their Poetry copy and illustrate it.

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Week 2: Day 5 ★ Other Ideas Theme: History

1. Read and discuss: Who were the Vikings? ★ Read Who were the Vikings by Jane Chisholm

ISBN: 978-0746052587 Publisher: Usborne Publishing Ltd

★ Answers questions about the everyday life of the Vikings, including clothing, homes, religion, medical care, food, entertainment, ships, shops and towns, government, warfare, and the travels of the Northmen in Asia and the North Atlantic.

2. Game: Viking and you ★ Divide the children into pairs. Ask one child to be a Viking.

★ Ask the ‘Viking’ to imagine s/he has just found an everyday object but doesn’t know what it is used for. The ‘Viking’ must describe its shape, size, colour, texture, weight, etc. to his/her partner without mentioning the name of the object.

★ The ‘Viking’s’ partner may only ask questions that can be answered with yes or no.

★ After ten questions the Viking’s partner must guess the object. Pairs then swap.

3. Decision making strategy: Conscience alley ★ Invite ten children to form two equal lines, facing each other, a few metres apart.

★ Invite a child to take the role of a Viking and walk slowly between the two lines.

★ Have the children on one side of the ‘Viking’ try to persuade him/her that plundering and stealing from people’s homes is a not a good thing to do. (Examples: It’s wrong to take things that don’t belong to you. Imagine how you would feel if somebody ransacked your house.) Have the children on the other side advise the ‘Viking’ that what s/he is doing is great. (Examples: Think of all the lovely jewellery you’ll have. You’ll be one of the richest Vikings in the longhouse.)

Objectives: Respond to characters and events in a story - talk and discussion, writing, drama, visual arts [B(R)4.6] / Explore different attitudes and feelings by imagining what it would be like to be certain characters [B(R)4.7] / Give a description, recount a narrative or describe a process, and answer questions about it [B(OL)3.1] / Become increasingly explicit in relation to people, places, times, processes and events by adding elaborate detail to what he/she describes and narrates [B(OL)2.3] / Engage in real and imaginary situations involving language use B(OL)3.5].

Lesson Menu1. Read and discuss: Who were the Vikings? 30 Mins2. Game: Viking and you 15 Mins3. Decision Making strategy: Decision alley 30 Mins4. Museum of the future 20 Mins

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★ After listening to the advice from both sets of children, the ‘Viking’ must decide whether or not s/he will continue plundering and stealing or not, based on the advice s/he has received. The Viking may also give his/her own reasons for making a particular decision. Other Examples:

★ An Egyptian farm labourer who is helping to build a pyramid is trying to decide if he will skive off work for a few hours.

★ A tomb robber is wondering if he should break into the newest pyramid in the desert before somebody else beats him to it.

★ A Greek slave is wondering if he should try to escape from his master

★ A Roman girl wants to see what school is like for the boys and is wondering if she should disguise herself as a boy and sneak in.

4. Museum of the future ★ Remind the children of the list of items invented by ancient peoples still in use today.

(See page 108)

★ Divide the children into groups. Have them choose three items that are used daily in our lives. Then ask them to imagine jumping into a time-travelling machine to travel to the future.

★ Ask the children to find out how these items have changed and how the people of the future are using them.

Old name: Hairbrush Old name: Suitcase Old name: Car

What it did: Was used to brush hair

What it did: Was used to pack clothes and belongings for holidays

What it did: Was used to travel from one place to another on roads

How it works in the future:

You brush your wet hair once through with it and it automatically dries your hair in two seconds.


You still pack your clothes in it. When it is full, you press a button and it shrinks in size so you have a small, neat suitcase for travelling.


You sit into it and type in the address of where you want to go. Propellers slide out on top of the roof and the car moves like a helicopter to the address typed in.

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Week 3: Day 1–5 ★ Group Work Theme: History

Group 1: Make a television commercial ★ Ask the children to make a television commercial promoting one of the

following as a holiday package: Ancient Egypt, Ancient Greece, Ancient Rome or a cruise on a Viking longship. Encourage them to use the information gleaned from information books/encyclopaedias/websites, etc. in the commercial.

★ Remind the children that the commercial or advertisement needs to persuade people to book the particular holiday by making it sound interesting and exciting. Display Poster 7 (Set D) and talk about the photographs.

★ Have the children brainstorm attractions to include in the commercial, e.g.

Objectives: Become increasingly explicit in relation to people, places, times, processes and events by adding elaborate detail to what he/she describes and narrates [B(OL)2.3]; Focus on the subject under discussion and sustain a conversation on it [B(OL)2.4]; Engage in real and imaginary situations involving language use [B(OL)3.5]

Lesson Menu (Groups rotate each day)Group 1: Make a television commercial 30 Mins + Sharing timeGroup 2: New information poster 30 Mins + Sharing timeGroup 3: Make a model of a Viking longhouse 30 Mins + Sharing timeGroup 4: Plan a Roman town 30 Mins + Sharing timeGroup 5: Create a radio show 30 Mins + Sharing time

Ancient Egypt Ancient Greece

• Visit to the site of a pyramid that is under construction• Help carve the Sphinx’s head• Tour of a pyramid already built • Visit to the burial chamber• Camel ride around the pyramid• Visit to Pharaoh’s palace and have photographs taken with Pharaoh and his wives and queen • Experience traditional ancient Egyptian food• Boat trip on the Nile• Have face made up with Egyptian make-up (Kohl)

• Visit to the Olympic stadium• Tour of Athens• Visit to the Acropolis (upper city)• Tour of a Greek house• Visit to an amphitheatre• Tickets to a Greek comedy/tragedy• Tour of the workshop of a Greek sculptor• Help make a Greek vase from clay• Choose a design for a Greek vase• Eat an open air meal in the courtyard of a Greek house• Have hair styled like Greek woman/man

Ancient Rome Cruise on a Viking longship

• Tickets to a gladiator fight in the Colesseum• Bathe in public baths• Visit to Circus Maximus (race track) to see a chariot race• Tour of homes of lower class and upper class Romans• Visit to the Forum (open area, often the marketplace) to watch a play • Visit to Emperor’s palace

• Dress in Viking clothes• Take turn rowing longship with wooden oar• Help put up the square woollen sail• Fold down the mast• Watch stars and use compass to plot course• Steer boat using steering oar• Eat dried meat and fish• Sleep on deck• Sail up shallow river• Stop off at settlements/towns on river banks to raid

and steal

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★ Have the children rehearse the commercial several times before performing it for the rest of the class.

Group 2: New information poster ★ Display Poster 8 (Set D) as a model of an information poster on the Vikings. Talk about the poster and discuss various ways of presenting information, e.g. photographs, drawings, captions, speech bubbles, text boxes, etc.

★ Have the children in the group work together to create a poster for one of the following: Ancient Egypt, Ancient Greece, Ancient Rome or the Vikings.

★ Remind the children to include relevant information gleaned from non-fiction texts, picture books, websites, etc. They must present their poster to the class at the end of the session and answer questions from the class.

Group 3: Plan a Roman town ★ Explain to the children that the Romans built their towns to a plan. They liked

things to be organised and orderly. Streets were laid out in a grid or criss-cross pattern.

★ Give each child a copy of PCM 28.

★ Have the children work in pairs to plan a Roman town. Ask them to place each of the buildings on the map and provide a rationale for their choice of location. Remind them to consider things like the number of people that might be visiting each building. For example, the amphitheatre will have a big number of people visiting it so it should be placed in a position where people have easy access to it.

Group 4: Create a radio show ★ Using some of the information that they have learned about ancient Egypt,

ask the group to make a short radio programme which should include the following:

★ An interview with somebody from the time, e.g. a pyramid builder, a Pharaoh, a slave, an ancient Egyptian girl/boy

★ An advertisement for a product /object, e.g. Kohl eye make-up / vase

★ A jingle for the radio station that will be sung between the interview and the advertisement.

★ Have the children write a list of questions, choose a talk show host and interviewee and rehearse the interview.

★ Create an advert for their chosen product / object. Remind the children that the purpose of an advertisement is to persuade people to buy the advertised product so they must make the product sound appealing.

★ Compose a name for the radio station and a short catchy phrase that can be chanted or sung, e.g. Tune in to Radio Sunray, Keeping you in touch all day!

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Group 5: Make a model of a Viking longhouse ★ Have the children work in pairs to make a model of a Viking longhouse using

materials such as cardboard, strips of strong wallpaper that can be woven to make wattle walls, drinking straws, ice pop sticks, grass, straw, etc.

★ A rectangular shoe box could form the basic structure of the longhouse.

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Month: December ★ Theme – History Assessment page (1 of 2)

Pupil Name: _________________________________________ Class: _______________________

Teacher Name: _______________________________________ Date: _______________________

Objective: Develop comprehension strategies - recalling details and events, assimilating facts, retelling stories [B(R)3.4].

Contexts: Story; Talk and Discussion; Improvisational Drama Based on: Evan the Energetic Evaluator; Evaluate and rate!

Academy awards! Grab a fact! Mantle of the expert; Two-column chart; Sticky Notes; Ancient Rome; Questioning; Double-entry journal

Learning Outcomes The child can: 3or 7 Notes 1. Evaluate characters, events, illustrations, etc.

2. Give reasons for his/her evaluations

3. Use background knowledge to help him/her understand new information

4. Recall information

5. Differentiate between ‘thick’ and ‘thin’ questions

6. Complete a sentence frame

Objective: Become increasingly explicit in relation to people, places, times, processes and events by adding elaborate detail to what he/she describes and narrates [B(OL)2.3]

Contexts: Talk and Discussion ; Play and GamesBased on: Mantle of the expert; In the City of Rome;

Evaluate and Rate! Academy Awards!

Learning Outcomes The child can: 3or 7 Notes 1. Provide sufficient detail

2. Use specific vocabulary

3. Recall information

4. Empathise with a character

5. Use complex sentences

6. Use word options to show precision

Objective: Focus on the subject under discussion and sustain a conversation on it [B(OL)2.4].

Context: Talk and Discussion; Play and GamesBased on: Mantle of the expert; Evaluate and rate! Academy

awards; Feena’s Second Book of Facts

Learning Outcomes The child can: 3or 7 Notes 1. Express opinions

2. Solicit the opinions of others and ask for clarifications if necessary

3. Ask open-ended questions

4. Use reasoning and background knowledge to examine arguments

5. Describe in his/her own words new information gained from a non-fiction text

Objective: Listen to stories, descriptions, instructions and directions and respond to them.[B(OL)1.2].

Contexts: Story/Talk and Discussion; Play and GamesBased on: Tomb robbers; Mantle of the expert; Ancient

Greek gallery; Gladiators; In the city of Rome; Pass it on; Egg timer objects

Learning Outcomes The child can: 3or 7 Notes 1. Listen to instructions/directions

2. Signal comprehension by his/her actions

3. Collaborate with peers to solve problems

4. Cooperate with peers to complete a task120


Month: December ★ Theme – History Assessment page (2 of 2)

Pupil Name: _________________________________________ Class: _______________________

Teacher Name: _______________________________________ Date: _______________________

Objective: Give a description, recount a narrative or describe a process, and answer questions about it [B(OL)3.1].

Context: Talk and Discussion; Play and Games; Improvisational Drama

Based on: Mantle of the expert; Feena’s Second Book of Facts; At the Cinema; Grab a fact

Learning Outcomes The child can: 3or 7 Notes 1. Talk about what s/he thinks or experiences

2. Give extended descriptions of objects, events, people and concepts

3. Describe feelings

4. Talk about information gained from books

5. Recall facts heard during Shared Reading

Objective: Engage in real and imaginary situations involving language use [B(OL)3.5].

Context: Play and Games; Improvisational DramaBased on: Mantle of the expert; Scene from Ancient Greece;

Forum theatre; Human slide show;

Learning Outcomes The child can: 3or 7 Notes 1. Label feelings

2. Work with others in a group to role-play an agreed scenario

3. Suggest solutions to problems

4. Devise dialogue and engage in role

5. Listen to and follow instructions

Objective: Express in mime various emotions and reactions, and interpret the emotions and reactions of others [B(OL)1.6].

Contexts: Improvisational DramaBased on: Scene from Ancient Greece; What’s my status?

Human slide show;

Learning Outcomes The child can: 3or 7 Notes 1. Work with others to show a chain of events through mime

2. Hold a ‘frozen moment’ (tableau)

3. Verbalise the thoughts of a character

4. Describe what is happening in a mime performed by another child

Objective: Listen to, read, learn and recite a varied and appropriate repertoire of rhymes and poems [B(OL)4.4].

Contexts: Poetry and RhymeBased on: This Morning is Our History Test; History Lesson:

Part Two- The Romans; Vikings Don’t Wear Pants;

Learning Outcomes The child can: 3or 7 Notes 1. Make predictions

2. Use context clues to identify unknown words

3. Make inferences based on clues in the poem

4. Understand and produce synonyms

5. Visualise and describe ‘mind pictures’

6. Share connections

7. Respond to a poem by drawing/writing

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Month: November ★ Theme – How People live Home/School Links

History

Did you know that the houses of some ancient Romans had central heating and even toilets! These are some of the interesting facts that your child learned this month while exploring the theme ‘History’. Ask your child to talk about some of the games / mimes / improvisations (acting without a script)/role-plays and discussions that s/he took part in as part of this exploration. Topics such as ‘Ancient Egypt’ ‘Ancient Greece’, and ‘The Vikings’ were researched and discussed. Some of the learning experiences included role-playing a pyramid builder, being part of a team of archaeologists commissioned to excavate a site in Egypt and building a Viking longhouse. Encourage your child’s interest in these topics by borrowing related books from the library or by helping your child find answers on the Internet to questions s/he might have, e.g. ‘How were the pyramids built?’ ‘Why did the Vikings settle in lands away from their homeland?’

Sphinx

It sits there silent in the sand, Created by an unknown hand, Swathed in sculpted mystery, Time turns into history. The mighty Sphinx,Carved mass of stone, Waiting, watching, All alone. What do you know? What have you seen? Of pharaohs passing with their queens, Of caravans with silk and gold, On route to fabled cities, old. Of battles lost, And battles won, As time unfolds beneath the sun. Who carved your face? Who traced your eye? And set you there Against the sky?The mighty Sphinx , Carved mass of stone, Waiting, watching Sits alone, Gazing into history, Holding fast to mystery, With majestic dignity,Silent through eternity.

Susan Altman / Susan Lechner

Fast Fun Activities

★ The Sphinx is a statue in Egypt with the head of a human and the body of a lion. With your child, look up pictures of the Sphinx online and read about its history.

★ Read the poem with your child. Invite him/her to give his/her opinions, connections, wonderings about the poem. Talk about what you think about the poem, what you visualise and imagine when you read a particular line.

★ Discuss word meanings and brainstorm synonyms for various words in the poem, e.g. Swathed [wrapped, shrouded]; majestic [royal, grand]. Provide choices, e.g. Do you think fabled cities are ones that are mythical or ones that actually existed? / Does eternitymean time without end or the present?

Reading

The purpose of reading is to understand the words on the page. You can help your child read with understanding by showing him/her how to use strategies that will help him/her to process the words and ideas.

One such strategy is called ‘Making Connections’. This is when we connect ideas from the words we are reading to what we already know.Encourage your child to use his/her prior knowledge and make connections to things s/he already knows by asking questions such as:

• What do you already knowabout this topic?

• Have you read about this anywhere else?

• Does this remind you of anything that has happened to you?

• Is this story similar to any other story that you’ve read?

• Howare the characters alike? / Have you ever felt like this?

• Does this remind you of anything you have heard on the newsor seen in a newspaper?

Making connections helps your child to understand the text and to relate to what s/he is reading.

When reading aloud to your child, stop every now and again and model making a connection to something you have just read.

Skilled readers make connections to their own personal experience, to other stories/books they have read or to events or issues in the world.

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Oral Language Development Scheme D: Photocopiable Master (PCM) 22

Evan, the Energetic Evaluator


Evan, the Energetic Evaluator

Are there any ideas that I agree/disagree with?

What should I remember?

What are the main ideas?

What is not important?

What message does the author want me to get?

Is the text interesting/boring/too difficult/too easy?

What do I like/dislike about this text?

How would I rate the author’s style?

Do I like the way the text is organised?

Would I recommend this book/story/text to a friend? Why?


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Pyramid Template

Make your own pyramid out of paper


Inventions

high heeled shoes

thermometer sandals

vending machine

pen stylus

shoe laces toaster make-up

automatic doors

map rocket

toilets fridge alarm clock

laptopfast setting

cementmagnetic compass

scissors telephone showers

combcentral heating

bikini


Plan a Roman Town

Forum (Town square) Amphitheatre

Market stalls Town Hall

Law courts Temple

Bath House Block of flats

Restaurant North Gate

oral language scheme

Documents

fact game

gladiators game

egypt warmup game

feenas character

games introductory game

future group

energetic evaluator

topic ancient egypt