Sentence construction and punctuation
2
variety of sentence structure
Speaking
2
Develop
recount
| Lesson starters have been suspended for the week to allow pupils to work on an extended paired and small group activity.
• Listen to Siobhán Parkinson’s tape of Chapter 11, “Gerard’s Tale” - contact IiS.
1. What parallels are there between the Tale and Gerard’s own experiences?
2. What makes this a good story?
e.g. limited number of characters;
a main event that triggers the rest of the story
mainly narrative with little dialogue (a la Roald Dahl)
it is short.
• Group Task: In groups prepare to tell ‘Beverley’s Tale’.
• Recap on the previous three lessons when pupils have been writing about Beverley’s character and direct pupils to consider how aspects of Beverley’s background and character will be reflected in the oral tale to be prepared. Using the board or flipchart, agree some of her key characteristics.
• Refer also to lesson 7 when pupils considered that telling stories in many cultures often helps the story teller to reflect on and understand their own experiences.
• Explain to pupils that initially this is a paired oral activity. Remind pupils of any agreed routines and expectations that exist within the class in relation to speaking and listening activities.
• Using Shared Writing strategies, model to the class possible ways of organising their time in pairs to ensure that by the end of lesson 10, Beverley’s story is complete.
• Give out the first sentence of “Beverley’s Tale” from P.133: “Once there was a beautiful young girl with long legs and wonderful long golden hair, ‘ Beverley began....”.
• In pairs, use the planning sheet to draft initial ideas. | • Taking responses from pupils, the teacher models some initial pupil-generated ideas on aspects of Beverley’s character, on to the board or to paper.
Homework • Think about how Beverley, as we know her from the novel, will fit into your tale. |