Show () and consider the ‘Story Ending’ questions about how the narrative might end. Objectives: Consider how authors develop characters/setting when writing narratives; Assess effectiveness of own and writing others’ Spoken language: Articulate and justify answers; Consider and evaluate different viewpoints Photocopiables: Digital resources: , Day 6: Comprehension Session Main focus Teaching summary Activity description Comprehension 3: Discuss first In small groups, the children reread the poem and Read Top Board by Michael Rosen (pages 7- Top Board impressions of then () or 9). Think-Pair-Share initial responses to the complete ‘Question Prompts 1’ ‘Question (Michael Rosen) the poem and () as appropriate. Remind the children poem. Discuss the feelings of the boy. Have Prompts 2’ share related to find evidence from the poem to support their you had any similar scary experiences? experiences answers. Share answers with the whole class. Reread the poem. Talk about different ways we understand a poem and model strategies. Model For example, reading the lines (finding information information): How many weeks had Michael retrieval, been learning to swim?; reading between the inference and lines (inference): paint is peeling off the ‘The deduction What does this line suggest Michael ceiling’ – reading beyond the lines is doing?; (deduction): How will Michael react to the at the end? teacher’s instruction Objectives: Draw inferences; Predict from details stated and implied Spoken language: Articulate and justify answers Photocopiables: , Digital resources: Day 7: Depth focus Session Main focus Teaching summary Activity description Depth focus 2: Explore the use In small groups, the children create their own Watch Michael performance of Top Rosen’s Top Board of language in performances of Top Board (pages 7-9). Remind Board (). What words and phrases does he
Show ‘Story Ending’ () and consider the questions about how the narrative might end. Objectives: Consider how authors develop characters/setting when writing narratives; Assess effectiveness of own and others’ writing Spoken language: Articulate and justify answers; Consider and evaluate different viewpoints Photocopiables: Digital resources: , Day 6: Comprehension Session Main focus Teaching summary Activity description Comprehension 3: Top Board (Michael Rosen) Discuss first impressions of the poem and share related experiences Model information retrieval, inference and deduction Read Top Board by Michael Rosen (pages 7- 9). Think-Pair-Share initial responses to the poem. Discuss the feelings of the boy. Have you had any similar scary experiences? Reread the poem. Talk about different ways we understand a poem and model strategies. For example, reading the lines (finding information): How many weeks had Michael been learning to swim?; reading between the lines (inference): ‘The paint is peeling off the ceiling’ – What does this line suggest Michael is doing?; reading beyond the lines (deduction): How will Michael react to the teacher’s instruction at the end? In small groups, the children reread the poem and then complete ‘Question Prompts 1’ () or ‘Question Prompts 2’ () as appropriate. Remind the children to find evidence from the poem to support their answers. Share answers with the whole class. Objectives: Draw inferences; Predict from details stated and implied Spoken language: Articulate and justify answers Photocopiables: , Digital resources: Day 7: Depth focus Session Main focus Teaching summary Activity description Depth focus 2: Top Board Explore the use of language in Watch Michael Rosen’s performance of Top Board (). What words and phrases does he In small groups, the children create their own performances of Top Board (pages 7-9). Remind
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