Rama and The Demon King Jessica Souhami

1 Objectives Use role play to show how behaviour can be interpreted from different viewpoints Whole class shared session Introduce the story Rama and the Demon King by Jessica Souhami. Ask the children if they know anything about the story and where they think the story might be from (assessing prior knowledge). Show them the cover and ask them to discuss with a partner what the story may be about. Read the first two pages to the children and then ask them to get into groups of five and role play the opening of the story. They should try and show the feelings and emotions of all the characters as they do this. Watch one or two performances. 2 To use punctuation correctly in speech. To understand how to set out a conversation correctly. Remind the children of the work they did yesterday and look at the pictures with the speech bubbles on. Tell them that today we are learning about how to use speech in writing and ask what they know about using speech marks. Put some examples on the whiteboard and ask the children where the speech marks should go. Eg Dad shouted, that was a great goal, when he was watching a football match. Lucy asked, where is my jumper? Then show them how to set out speech when having a conversation, ie starting a new line each time someone speaks. Look at other punctuation that may be needed in speech too, ie commas, question marks and exclamation marks. Agree a set of rules and scribe on large sheet of paper for display.

Stories from Other Cultures

Spring 2010
Success Criteria I can think about how different characters in a story may feel.

Guided and Independent Activities Give the children a copy of the picture on page 2. Ask the children to draw speech bubbles around the characters to show what they might be saying to each other.

The children work through the differentiated speechmark sheets from the Teach Editing books. LA supported by TA MA supported by teacher HA work independently. Chn check their work carefully afterwards. Ask chn to think of other words to use instead of said (there are some on the sheets) and make a class list.

I understand how to use speech marks. I can set out a conversation correctly in my writing.

Tell the children that in this session they are going to write the conversation between the king and queen from the speech bubble work they did previously, with the emphasis on correct layout and punctuation. Explain that speech should show a mixture of speech and action to make it interesting. If it just one speech after another it gets quite boring. (Demonstrate this!) Ask chn what kinds of actions could be included in the conversation between the characters in the picture (eg pointing his finger, frowning, smiling wickedly etc) Demonstrate, with help from chn, one way to begin writing the conversation, using actions and interesting words instead of said.

Chn write out their speech bubble conversations as speech. LA to work with TA on classroom pc and produce a group piece of writing. MA work independently HA to be supported by teacher to use powerful language and a range of punctuation (see level 4 APP statements AF6) Chn share work with a talking partner and write a comment referring back to success criteria.

I can usually use speech marks correctly, sometimes using other speech punctuation such as commas. (L4) I can sometimes use speech marks in my writing (L3)

4a

4b

Choose and combine words, images and other features for particular effects Show imagination through the language used. Clarify meaning by using varied sentence structures.

Continue to read the story. Read the description from the book of the ten headed demon Ravana. Discuss ideas about what the demon may look like, referring back to language in the text. After chn have sketched their ideas, show teachers version on flipchart. Write a sentence and explain the different elements of the sentence noun or pronoun, verb, adjective. Ask chn to write a simple sentence using these elements on their whiteboards. Eg Ravana has ten frightening heads. Discuss how this sentence could be made more interesting. Suggest that the sentence starts with Ten frightening heads Can the chn finish off the sentence? Then suggest that they add an adverbial phrase to the beginning of the sentence. Explain that an adverbial phrase is a few words which explain where, when or how something happens. In this case, an adverbial phrase could explain where the

Chn draw a quick sketch of what they think Ravana might have looked like (in literacy books)

I can write simple sentences and begin to add detail to expand them. (L3) I can use adjectives to make my writing more interesting (L3) I can use some words for effect. (L3) I can vary the length, topic or structure of my sentences for good effect (L4) I can develop some of the ideas in my writing

Chn write a powerful description of their own monster sketch using the techniques practised in the lesson. They could write on alternate lines to leave space for editing. Chn to work independently for APP assessment. SR class to work from target sheets. This may need to be completed in the next session.

heads are eg On top of his massive, muscular shoulders or it could explain how eg With evil, glaring eyes.... Can chn think of any other examples? With help from the chn, make a list of things to remember when writing description make sure sentence has a noun, verb and adjective, try changing the word order, try starting with an adverbial phrase. 5 Develop and refine ideas in writing using planning and problemsolving strategies Chn given time to complete work from previous session. Show a (bad) example of a piece of descriptive writing composed by teacher on IWB. Discuss with chn what is bad about it. How could it be made better? Demonstrate how to edit and improve, basing changes on list made in previous session. Chn to work with a similar ability partner to edit and improve work. LA chn may need some support with this task. Changes to be made with a coloured pencil. Work to be marked. SR to assess with target sheets.

using detail eg adverbial and expanded noun phrases (L4) I am more careful in choosing words that have an effect on the reader (L4)

This work could be copied out in next session with drawing of Ravana for topic book???

Story map Role play of story Rewrite story from point of view of one of the characters.