Development Pairs: Using The Lady of the Lake sheet (3.3), read aloud the description of Arthur seeing the Lady of the Lake and Excalibur for the first time. Experiment with reading it to make the story draw the listener in what are the most exciting or mysterious moments? How can you read this story so that – you make anybody hearing you want to listen? class: hear one or two children read the story aloud with expression. Discuss what they have done with their voices to make it expressive. Teacher: reading the description very expressively. Then using PPT Slide 10, explain how what we can do through pictures and images on the screen, or through the voice in storytelling, can only be done in writing by the choices we make. Showing the Morpurgo extract about the Lady of the Lake, (PPT Slide 11), invite children to visualise the scene, and especially to try to visualise the enchanted sword rising from the lake. What words and phrases help them visualise? Individual: SILENCE using the Enchanted Objects worksheet (3.2) and your notes and sketches, write a short description in your Magpie book of your mythical beast, visualising your beast, and trying to write in words a description that your reader will be able to see. play Teacher reads aloud some of the descriptions of objects or Conclusion Whole class: Who/What am I? beasts and asks the class to see if they can name the object/beast. Is the description helping them to visualise the object/beast? Assessment Use the paired reading aloud to assess understanding of how punctuation can guide how a text is read. Support Challenge In the reading aloud task, check that readers In the reading aloud task, encourage able readers to observe the sentence boundaries in how they read. consider how the commas guide the ways they might read the text. LESSON 3 Learning To understand how subject verb inversion alters the emphasis in a sentence Objectives Introduction class: show the image of Merlin and Gaius at the table (PPT Slide 13) and ask them to look at it for 10 seconds. Then ask what they can remember from the picture, trying to draw out as much detail as possible. Then show PPT Slide 14, zooming in on different aspects of the image: elicit detail about each of the images. How can you describe scenes in writing to draw attention to different parts of the scene?
Development Pairs: Using The Lady of the Lake sheet (3.3), read aloud the description of Arthur seeing the Lady of the Lake and Excalibur for the first time. Experiment with reading it to make the story draw the listener in – what are the most exciting or mysterious moments? How can you read this story so that you make anybody hearing you want to listen? class: hear one or two children read the story aloud with expression. Discuss what they have done with their voices to make it expressive. Teacher: reading the description very expressively. Then using PPT Slide 10, explain how what we can do through pictures and images on the screen, or through the voice in storytelling, can only be done in writing by the choices we make. Showing the Morpurgo extract about the Lady of the Lake, (PPT Slide 11), invite children to visualise the scene, and especially to try to visualise the enchanted sword rising from the lake. What words and phrases help them visualise? Individual: SILENCE using the Enchanted Objects worksheet (3.2) and your notes and sketches, write a short description in your Magpie book of your mythical beast, visualising your beast, and trying to write in words a description that your reader will be able to see. Conclusion Whole class: play Who/What am I? Teacher reads aloud some of the descriptions of objects or beasts and asks the class to see if they can name the object/beast. Is the description helping them to visualise the object/beast? Assessment Use the paired reading aloud to assess understanding of how punctuation can guide how a text is read. Support In the reading aloud task, check that readers observe the sentence boundaries in how they read. Challenge In the reading aloud task, encourage able readers to consider how the commas guide the ways they might read the text. LESSON 3 Learning Objectives To understand how subject verb inversion alters the emphasis in a sentence Introduction class: show the image of Merlin and Gaius at the table (PPT Slide 13) and ask them to look at it for 10 seconds. Then ask what they can remember from the picture, trying to draw out as much detail as possible. Then show PPT Slide 14, zooming in on different aspects of the image: elicit detail about each of the images. How can you describe scenes in writing to draw attention to different parts of the scene?
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