Her red shawl, and the tree.
ELEANOR FARJEON
Read the “uncompleted” paragraph below.
I Remember
It was in the spring that I left home and set off on my journey.
At the end of the lane I stopped.
Taking a deep breath, I looked back ____________
(Write about 50 words).
This excerpt from your journal tells of what you:
Heard
Thought
Remembered
Felt
Saw
Use the IDEAS BLOCK to write down your sensitive perceptions.
IDEAS BLOCK |
I Remember |
saw: |
heard: |
felt: |
remembered |
thought: |
Activity 5:
Using own ideas to write a paragraph
[lo 4.3, 4.4.1]
Assessment
LO 3 |
Reading and ViewingThe learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts |
We know this when the learner: |
|
3.8 shows some understanding of how reference books work:
|
LO 4 |
WritingThe learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes |
We know this when the learner: |
4.2 writes for social purposes; |
4.3 writes for personal reflection; |
|
LO 6 |
Language Structure and useThe learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts. |
We know this when the learner: |
6.8 uses some language to talk about language (meta-language– terms such as pronunciation); |
6.9 expands vocabulary (e.g. by working with word families: happy, unhappy, happiness, unhappiness, happily). |
Memorandum
ACTIVITY 1:
Have another good look at dictionaries. Test them by calling out a word to see who finds the word first. Let them read out the explanation of the words. Ensure that EVERY learner possesses a GOOD dictionary and that they are used! Daily! Suggest that they ask their parents to buy them a good dictionary for their next birthday – it is something they can keep for the rest of their lives! Give them a few words which have different meanings according to the context so that they understand HOW to use a dictionary!
ACTIVITY 2:
This can also be a time test. Now see if they can do it in their head! Not easy!
- Let them work out other questions using the same words e.g. ‘ dough’ is slang for …..? A very old-fashioned word for someone who is mentally unstable is ‘lunatic’. Where does this word come from and why is it old-fashioned?
- It is interesting for them to know that the word ‘ bankrupt’ really means ‘ to break the bench’, an early form of showing that someone trading outside a temple was no longer in business! Let them each find THREE other words and then tell the class what they have discovered. Let them feel how exciting a dictionary can be. This can, of course, lead on to a discussion about encyclopaedias, the value of the internet etc.
ACTIVITY 3:
Explain how knowledge of prefixes and suffixes helps with spelling! Give them a short spelling test (This can be done at the start of EVERY lesson! The results can be placed on a graph. They enjoy watching their progress).
ACTIVITY 4:
Explain that slang is vibrant, immediate, youthful, fun BUT it is limited – therefore it is considered non-acceptable. At some stage they have to move beyond slang and improve their vocabulary. They should already be keeping an A-Z book for storing the magnificent world of words! If not – encourage them or even insist. It is really in their own interests as words make up language and they knee-halter themselves by limiting their vocabulary!
ACTIVITY 5:
Journalling is an important therapy! Explain about being sense-sitive. Read out, store, display and frame the best, even just a phrase!
ACTIVITY 6:
Go over the assessment chart with them. Help them to edit and encourage, motivate, stimulate and PRAISE!