NLS planning: Sea woman
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Class 5 Term 2 | Text: 'Sea Woman' in Favourite Irish Tale by Soinbhe Lally
Homework To write sea woman poems using the writing frame (T10) | Spelling patterns Top Middle Bottom | sea woman descendant empathy submarine marine aqueous mermaid sub aqua depend |
Lesson 1
Learning objectives | Whole Class Shared text work | Whole Class Word/Sentc work |
• Oral/written story telling (T1)
• To identify/consolidate spelling patterns linked to verbs - spelling conventions, word ending with short vowel, eg, sit/sitting (W4)
• To understand consistence of tense and subject (S2) | • Read the story of the Sea woman. Stop at appropriate points to raise issues/questions, such as magic cap/potato pit/ she could not speak | • To identify the verbs in the test. Make a list of those ending in ‘ing’ and ‘ed’. Discuss spelling patterns in terms of when you double consonant (sit/sitting) and ‘d’ and ‘ed’ endings (ceased/screamed)
• What evidence is there to say she is/is not a mermaid? |
 | Independent work | Guided Group Reading/writing (Y3/4) Plenary (Y5/6) |
• Class discussion on moral issues/key questions:
Was it right the man trapped her?
Do you think he loved her?
Her mixed feelings to stay with children/return to the sea
Why didn’t she look back?
Why didn’t they eat fish again? | • To explore the children’s feelings about the story (PSHE link)
• To relate to children’s own feelings of happy/sad times in their lives |
Lesson 2
Learning objectives | Whole Class Shared text work | Whole Class Word/Sentc work |
• Adjectives/antonyms (W10)
• To identify pictures in the text (T1)
• To identify the point of view from which the story is told and how it affects readers’ responses (Term 3 T2; T1 patterns of relationships etc.) | • Reread the story but this time the children, not the teacher, read it, with emphasis on appropriate expressions and the use of punctuation | • To consolidate ‘adjectives’ - brainstorm adjectives that describe the emotions of sea woman to assist in mood graph
(Extension for higher group: dad; children) |
 | Independent work | Guided Group Reading/writing (Y3/4) Plenary (Y5/6) |
• To devise mood graphs (see attached writing frame)
• Reflecting on the previous day’s discussion, ask the children to empathise with sea woman’s mood | • Children to read out their mood graphs, encouraging children to reflect on personal emotions/bad language, especially the boys) |
Lesson 3
Learning objectives | Whole Class Shared text work | Whole Class Word/Sentc work |
• Children to write clear sentences (S6, S7) that express a child’s point of view (W12), using metaphorical expressions/everyday life
• Poetry writing - structure of a poem/review editing T12, T13) | • Read ‘emotions; poems to stimulate feelings: ‘Who’s been sleeping in my porridge’ by Colin McNaughton
‘The bogey man’ by Jack Prelutsky | • Dependent theory. Explain what we are looking for in poems ‘I need you like ...’
‘... a mother needs a child’, ‘... a boat needs a lake’ etc.
Think of examples.
Discuss in class |
I need you like a dog needs a cat like a man needs a hat like a tree needs a leaf like an Indian needs a chief I need you I need you like water needs a boat like a child needs a coat like a pen needs a nib like a mother needs a kid I need you | Independent work | Guided Group Reading/writing (Y3/4) Plenary (Y5/6) |
• ‘I need you work’ - see attached writing frame
• Children to write about the importance of ‘needing’ someone/thing, linking the need to people/tangible objects | • Children to read out their poems to the class as an audience |
Lesson 4 (* indicates opportunties for Speaking & Listening)
Learning objectives | Whole Class Shared text work | | 
|
No direct NLS strand
• Drama work/empathy
(Term 3, T 2; term 2 T3)
and speaking and listening skills | Using objects/pictures as stimuli for drama
• Children in groups recreate in ‘freeze frame’ various scenes of the story, paying special attention to facial expressions |
Whole Class Word/Sentc work | | Guided Group Reading/writing (Y3/4) Plenary (Y5/6) |
• Thought tapping from the freeze frame. Teacher to tap one of the children and ask a key question and children answer in role, eg,
(Child) ‘How did it feel when you saw your mum run to the sea?’
(Sea woman) ‘Are you sad at leaving your children?’
(Dad) ‘Why did you trick your wife?’ | | • To summarise the drama lesson and as a class discuss how each character felt in the story * |