Artefacts Primary

7/25/2019 Artefacts Primary

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Using Artefacts in the Primary Curriculum


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Using Artefacts in the Primary Curriculum

The materials in this resource pack have been written in order to explore ways ofusing artefacts as an exciting stimulus for writing in all curriculum areas. It hasbeen written by six teachers in RBWM, in collaboration with Reading Museum.

There are three units written for Key Stage One and three for Key Stage Two.However, every unit suggests how the chosen artefacts can be used in the otherkey stage.

Each unit has been written using a museum loan box as a stimulus, although it ishoped that teachers will want to apply the ideas in a range of contexts. Forexample, one of the units is based on shoes. Although this was based on a loanbox with specific shoes in it, it would be possible to apply some of the ideas toother collections of shoes or even to other types of clothing.

There is a strong emphasis on writing in each unit but there are also many otherstrategies explored in different curriculum areas. There is also a focus onspeaking and listening, which should help teachers in their implementation ofSpeaking, Listening, learning: working with children in Key Stages 1 and 2.

The length of any session within a unit will depend on you and your pupils. It willbe possible to cover more than one session within an hour lesson or alternativelyto take longer to explore one session over several days. The units are onlysuggestions and it is hoped that teachers will feel free to make them their ownand adapt them to the needs of their pupils.

All materials in this pack have been trialled in the classroom very successfully.

Particular thanks go to the staff at Reading Museum and also to the contributorsto this project:

Sarah Maidlow Woodlands Park PrimaryRosie Ellis Larchfield PrimaryJill Woof Waltham St Lawrence PrimaryMichelle Gregory Oakfield FirstSonia Ludford Knowl Hill CE PrimaryLouise Creed Cookham Dean CE Primary

I hope you and your pupils will enjoy using this pack.

Happy writing!

Jo Heffer(Primary Consultant Literacy)


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Reading Museum Service

Introduction to the RBW&M Literacy Project and Hands-on Learning withReading Museum Service

Reading Museum Service is committed to a full programme of learning servicesand partnerships as a central part of its work. At the heart of the outreach work isthe museum loans service that began in 1911. It was set up as a centrally fundedservice to Berkshire schools but has now adapted to a new climate of unitaryauthorities and delegated budgets. The service currently operates outside oftraditional boundaries and is actively marketing itself as Hands-on Learning.This is an innovative, flexible service that incorporates the use of loans boxesand gallery and classroom sessions, all of which are based on providing accessto accessioned museum objects.

The service has developed a range of partnerships with museums and other

organisations within the region to improve access and learning opportunities.One such partnership has been with the Royal Borough of Windsor &Maidenheads Royal Borough Museum Collection. This partnership has enabledReading Museum Service to develop eight new loans boxes containing RoyalBorough Collections and logos and promotional material from both services. Theobjects remain the property of the Royal Borough of Windsor & Maidenhead, butthe boxes are administered through Readings service. The production of thesepartnership boxes is enabling teachers from the Windsor and Maidenhead districtto have access to local objects for the first time.

Working with museum collections can provide opportunities for pupils to develop

the skills that help them to learn. Handling museum objects providesopportunities to develop imagination, creativity and language skills in speaking,listening, reading and writing which are fundamental to lifelong learning. Thesecan assist in the development of the skills of enquiry and investigation, whichenables us to gather and process information in order to gain knowledge andunderstanding about the world and its inhabitants.

The work undertaken by the teachers in this literacy project underlines thelearning opportunities described above. Each teacher has used one particularloans box as the inspiration for producing lesson plans for use when teaching anumber of subjects, but with an emphasis on literacy. The six schools involved inthe project have been given free membership of the Hands-on Learning servicein return for their contribution towards providing inspirational ways of learningthrough objects that the museum service can share with other users. The literacypack produced by this project will be made available for use by RBW&M schoolsby the Local Education Authority. In addition it will be included on ReadingMuseum Services web site www.readingmuseum.org.uk- for use by allmembers of the service. Teachers will have access to a wonderful resource thatwill provide a range of ideas to support using the loans box of their choice.

Additionally, museum staff will be able to demonstrate to members that museumobjects may be used to support teaching across the whole curriculum.


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Contents

Box M41: Balinese Face Masks

By Sarah Maidlow

Box G140/A: Shoes

By Rosie Ellis

Box PH2/D: New Stone Age

By Jill Woof

Box G75: Decorated Metal Items from Peru

By Louise Creed

Box 144: Classical Balinese Dancers Costume

By Michelle Gregory

Box G98: Natural Resources Leather Samples

By Sonia Ludford


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Box M41 Balinese MasksCross Curricular Links KS1

Literacy! Compare and Contrast! Questioning! Hypothesising! Asking and Answering

Questions (Speaking andListening)

! Description! Writing Instructions

! Writing Poetry! Stories through Drama! Stories from other Cultures

Numeracy! Comparisons! Patterning! Symmetry! 2D and 3D shaped masks

R.E.! Stories from

differentcultures

! Rama and Sita! Different

cultures! Religious

festivals

Art and Design Technology! Exploring natural colours in

artwork! Design and make a moving or

hinged mask! Making 2D and 3D masks! Tiger in a Tropical Storm

(surprised) Henri Rousseaujungle theme

Other! Science Materials! History exploring the history

behind the masks! Geography Location of

Indonesia and Asia


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Box M41 - Balinese MasksCross Curricular Links: KS1 Year 1 Terms 1, 2 and 3

English / Speaking and Listening

! Keywords relating to masks:masks, materials - wood & papier mache,decorative, festivals, ceremony, disguise, acting, dance, design, artefacts,folk tales, colour, shape, pattern

! Discuss the origin and function of the Balinese masks(Frog andMonkey) Balinese Masks were worn in dance dramas performed bymonks in front of the monastery at the year's end, as Christian mysteryplays were once performed outside churches. Balinese masks are usedby their society as a medium through which they may understand and

control supernatural forces in their lives! Explore masks, handle and discuss them

! Children become 'detectives' and find answers to 'key questions'givenby teacher

Key Questions

! How has this mask been made?

! What materials have been used to decorate the mask?What purpose do you think it was made for?

! How does the mask make you feel?

! Children to wear the mask and describe how they might move or speakwhile wearing the mask

! Compare and contrast the masks

! Think of words to describe the masks, shape colour texture expression,etc

! Writing - following and sequencing instructions for making a mask.

! Writing jungle poetry using the masks as a stimulus

! Exploring stories through Drama. Possibilities for hot seating Monkey.

! Listening to stories from different cultures

! Observational findings from artefacts could use Reading MuseumHistorical finding grid here. What can I see? What can I guess? What

would I like to know?

Numeracy (Shape)

! Children to look at symmetrical elements in masks and create masks oftheir own that are symmetrical. To complete symmetrical pictures

! Looking at 2D masks and 3D masks

! Comparing masks

! Patterns, symmetrical patterns


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R.E.

! Looking at masks from other cultures

! The story of Rama and Sita

! Religious festivals

! Monkey and the Water Dragon

! Chinese New Year falls in this term!

Art / Design Technology

! Children design their own mask for a purpose. Give children a criterione.g. relate to folk tales that could be used in Literacy as cross

! Make mask in 3 dimensions. Possibilities to complete this could includepapier mache, junk modelling using parcel tape

! Children are given the opportunity to add detail to their masks through

painting and printing! Looking at the Painting by Henri Rousseau Tiger in a Tropical Storm

(Surprised)

! Exploring natural colours in traditional artwork

! Design and make a hinged or moving mask

! Observational drawings

History/Geography

! Looking at the location of Indonesia and Asia

! Exploring the history behind the masks and reasons for their use

Science

! Materials

ICT

! Use of 2 simple software Infant Toolkit 2 to create symmetrical pictures

! Digital photographs of the children wearing masks to support drama


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Possible Texts:Monkey and the Water Dragon: A Folk Tale from China(Puffin Tales of the WorldSeries) Joanna Troughton (1997)ISBN 0 14038 417 0

A Frog in the BogKarma Wilson (2003) McElderry BooksISBN 0 68984 081 0

Walking Through the JungleJulie Lacome (1995) Walker BooksISBN 0 74453 643 X

Rumble in the JungleGiles Andreae (1998) Orchard BooksISBN 1 86039 660 7

The Story of Rama and SitaJoanna Trough (1975) BlackieISBN 0 21689 895 1


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Introductory SessionSpeaking and Listening ObjectivesGroup Discussion and Interaction to ask and answer questions, make relevantcontributions, offer suggestions and take turns

NLS ObjectivesY1 T1 W12 New words from shared experiences linked to particular topicsY1 T2 W23 To produce extended captions to explain and describe artefactsY1 T2 W24 To write questions as part of an interactive display

! Show the children the two masks, frog and monkey

! Ask the children if they know what they are

! Establish that these items are masks

! Get two children to come up and model the masks for the class to see

Ask the children wearing the masks to describe how they feel

! Are they heavy?! How do they feel wearing them?

Ask the other children to describe what they look like

! What colours are they?

! What shape?

! What animals are they?

! What are their facial expressions telling us?

Put the children into A/B partners and give them the following questions todiscuss:

! Who might have worn the mask?

! Why might they have worn the mask?

! What do they think it was made out of?

! How might the person behind the mask speak when wearing the mask?

! How are they feeling?

You could either display the questions for the children, or give them on cards todiscuss together as on PCM1.

Allow five to ten minutes for the children to discuss the questions before bringingthem back together as a class.

Write their answers on to board and discuss in more detail asking the children togive reasons for their answers. Display their ideas clearly in order to help themwhen thinking more about the mask in the next part.You might like to tell the children here some facts about the masks and thatBalinese Masks were worn in dance dramas performed at the end of each yearoutside churches. Balinese masks are used by their people as a way of tellingstories.

Using PCM2, ask the children to draw a picture of one of the masks and write afew things that they know about the mask from discussion, and then to thinkabout three things they would like to find out more about the masks.


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PCM1

Who might have worn the mask?

Why might they have worn the mask?

What is made out of?

How might the character speak?

How are they feeling?


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What I know about the mask

PCM2

Balinese __________ Mask


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Session 2Jungle PoetryNLS ObjectivesY1 T1 T6 To create rhymes with predictable and repeating patternsY1 T2 T13 To substitute and extend patterns from reading through languageplay

! Reintroduce the masks to the children and recap on the things theyalready know about the masks

! Ask the children to think about ways of describing how the monkey andthe frog might move or sounds they might make

! Give suggestions such as swinging, scratching, chattering, and screechingfor the Monkey to enable the children to generate their own ideas for Frog.

Adjectives you might have could be: hopping, croaking, splashing andjumping

Show the children a picture of the jungle (PCM 3). Tell the children to look at thepictures while you play jungle music quietly in the background to create moodand to enable the children to imagine they are in the jungle.(If you have access to Dance Notes from the Tops Dance Course, these have ahuge range of suitable pieces of music, for example: Volume 2 Urban Jungleand Volume 4 Hey Ho).

Ask the children what animals they might see or hear in the jungle. Allow a fewminutes for this. Create a brainstorm of their ideas on the board.

In small mixed groups ask the children to create their own words that they canthink of.

Shared ReadingGather the children back as a class and read the example poem PCM 4.

Shared WritingThrough teacher scribe, highlight the structure to the children through recreatinga new class poem by using the words that were originally collected as a class.Explain to the children that they will be using the words they have gathered

together as a group to write their own poems.Read the last line of the poem and explain that the final line is different andconcludes the poem. The children can either reuse All around us, Animals orcreate their own final lines.They might choose living in the jungle, Animals or Id love to live with the

Animals for example.

Guided or Independent WritingUsing the words that they collected as a group, the children can create their own

jungle poetry.


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The childrens poems should not be too lengthy. Ask the children to focus on thewords they choose rather than the quantity of writing.

PlenaryGather the children together as a class. Ask for volunteers to read aloud theirpoems. While they are reading, play the jungle music quietly again in thebackground and ask the children to think about what they can see.Share ideas.

Round up the session by reading Rumble in the Junglefor enjoyment.


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PCM 3


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AnimalsAnimals munchingAnimals crunchingAnimals nibblingBiting and huntingAnimals hopping

Animals jumpingAnimals runningChasing and dancingAnimals chatteringAnimals squawking

Animals chirpingRoaring and gruntingAnimals swingingAnimals splashingAnimals playing

Hiding and fightingAnimals soaringAnimals fluttering

Animals flyingSwooping and gliding

Animals livingAnimals growing

All around usAnimals dying

PCM 4


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Session 3 Drama / Art / MusicObjectivesNLS YR1 T1 W12 New words from reading and shared experiences linked toparticular topicS&L Y1 T1 Explore themes through improvisation and role-play.

ART 1a, 5a, 5b

Tell the children that they are going on a journey to the jungle. Have any of thechildren ever been to the jungle before?

What do they think you might need to pack? (You might like to have a backpackready with items that you might take for extra stimuli).Children should give ideas such as:Binoculars, water, camera, food, jumper, rain mac (tropical rainstorms), teddy,

boots, torch etc.

Tell the children that they will be coming along too so to make sure that theyhave their bags packed ready (Mime).

Children to pretend that they have travelled to the jungle and that they have justarrived. What do they think they might see? (Elements from session 2 will comeout here).

On an OHP place a coloured OHT of Henri Rousseaus Tiger in a TropicalStorm (Surprised) (PCM 5). On top of the picture place a plain piece of paper

with circles cut out but still in place.Tell the children that it is dark and that the need to get their torches out to be ableto see what is happening in the jungle.When a child shines their torch into the jungle, remove one of the circles toenable a piece of the picture to project through on to the white board. Ask thechildren to discuss what they can see. Are there any patterns or shapes that giveclues to what they can see?

As more and more children beam torches on to the board slowly each circle canbe removed from the paper to reveal more of the jungle for discussion.The children may now have predicted some of the things happening in the jungleor can guess what they think they can see.

Remove paper completely. Discuss their findings.

Tell the children about the painting and ask the children why they think HenriRousseau added Surprised into the title.

Finally, explain to the children that they are going to recreate the painting as aclass.With the children sitting on the carpet ask the children at the front to wave theirarms and bodies like the grasses swaying. Ask some children to create tall


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strong creaking trees. Some children can be the animals in the jungle and tocreate sounds they might make. Some children can use musical instruments tocreate the sound of the thunder and rain.Select 2 children to hold the Frog and Monkey Masks and another to pretend tobe the Tiger. Place all the elements in the picture and play the Jungle Musicfrom session 2 quietly in the background.

Take a photograph of the scene and display alongside the original painting byHenri Rousseau.

In response to the session allow the children to draw a jungle scene of their own.

Conclude the session read Walking though the Jungleby Julie Lacome


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PCM 5


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Session 4 Instruction Writing / ArtObjectivesNLS Y1 T1 T6 T7 T13 T15Music 1a, 1c

Art 3a

IntroductionShow the children a ready-made mask as shown on PCM 6. Ask the children todiscuss how they think that it was made. Ask the children if they can tell youwhat resources they would need to make one.

Shared ReadingEnlarge instructions on PCM 6 and display on board. Establish that these areinstructions that tell us how to make the mask.

Discuss with the children what they notice about the instructions; pictures, lay outetc.

Ask the children why they think that the instructions are numbered.Read through the instructions. Re-read together.

Discuss the language used specifically highlighting adjectives.

cut colour fold punch slot attach

Ask the children if they can give other suitable words that they could use insteadof these.

Having read through the instructions, ask the children to make a list of resourcesthat they would need.

template scissors card glue colours string hole punch

Put the children into small mixed ability groups at the tables with the resourcesready for them.

Ask the children to re-read the instructions aloud.

Children can make the mask following the instructions and with appropriatesupport.

Once the masks are finished, put the children into A/B partners to tell each otherhow they made their masks. Allow them to discuss what parts they liked best,what elements they found tricky and what they would have liked to turn outbetter. The children will be evaluating their work.


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There are several ways to move this on if desired and depending on the ability ofthe children:

! The children can sequence the instructions, having had first handexperience in making the masks and going through each stage carefully.

! The children can write instructions for making the mask in their own way.

! The children can write a resources list to attach with the instructions forwhen other children might use them

Once the childrens masks are complete and dry, put the children into groups of5. Allow the children to sing and act out the rhyme 5 green speckled frogs. Thechildren can act out their performance to the rest of the class.


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Make a FrogMaskInstructions:

1. Cut out the template of the mask.

2. Cut out the circles marked x. These are for you tosee through.

3. Carefully cut the two slits A and B.

4. Cut out the second template. This is the nose.

5. Colour the two mask parts.

6. Fold along the dotted lines then slot the nose to theface through slits A and B.

7. Fold flaps A and B downwards and stick to the backof the face.

7. Punch out the holes marked Z. Attach elastic bandsor string to each of the holes to hold the mask in placeon your head.

PCM 6


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PCM 7


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PCM 8


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Session 5Maths ShapeObjectivesNumeracy Ma3 2d

Ask the children to look closely at the patterns on the mask. Discuss thesymmetrical patterning (ensuring symmetry has already been explored innumeracy).

For symmetrical pictures for the children to colour or complete, you can use PCM9 and 10.

Ask the children to finish the incomplete pictures of the mask ensuring that theyare symmetrical. This activity can be differentiated by asking the children to

colour both sides, just one side, or through drawing the missing half.

AlternativeAsk the children to create their own symmetrical mask with given template (e.g.round piece of paper or a paper plate).

ICT linksIf you have access to the software Infant Toolkit 2 by 2 Simple there is aprogram that is excellent for the children to use to create symmetrical pictures.This can be used for the children to create symmetrical faces or mask designs.


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PCM 9


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PCM 10


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Session 6 S&LNumber /Art

Read the story Frog in the Bogby Karma Wilson.Re-read the story and ask the children to join in.

Complete the art activity on PCM 11 using paper plates to create the frog.

Cut out the bugs from the story on PCM 12.

The children can retell the story using the frog plate and bugs by slipping thebugs into the frogs tummy pouch as he eats them.


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Frog Pouch

Resources:1 paper platesGreen paintGreen, black, white and pink cardScissorsGlue

Instructions:! Paint the paper plates green

! Cut one paper plate in half and attach it to thewhole plate to form a pouch

! Cut out legs and eyes in green card using template.Attach to the paper plate using glue

! Using black and white circles of different sizes,make the eyes and stick in place

! Cut a long tongue and use scissors to curl. Stick inplace

! Allow to dry

PCM 11


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PCM 12


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Suggestions for Extensions for KS2

! Persuasive writing. To write a letter from Monkey to the Water Dragongiving reasons for the release of Tripitaka.

! Monkey By Wu Cheng en - Traditional Chinese Folk Tale within the sameadventures as Monkey and the Water Dragon. Teachers notes andLiteracy activities found at:www.penguinreaders.com/downloads/0582501865.pdf

! Creative Writing

Suggested way in for creative writingPut the children into 2 groups. Give each group a mask (Group 1 Monkey, Group2 Frog) ensuring that the groups do not see each others masks.

Ask the children to look closely at the mask and to discuss as many physicalfeatures about the mask as possible.Colour, shape, texture, pattern, weight, materials used, any specific details, size.

Tell the children that after a short discussion with their groups the will bepartnering up with a member of the opposite group to describe the masks.

After a short period of group discussion, allow the children some quiet thinkingtime to gather their thoughts and rehearse their description in their minds.

Ask each member of the group 1 to find a partner from group 2. In turn thechildren will describe their masks in as much detail as possible to each other.

Once the children have shared their descriptions, allow the children to look at themasks. Were the masks as their partner had described? What details wouldhave made their image of the mask clearer? What surprised them? Who do theythink might have worn the mask and for what purpose?

Have a short group discussion about the mask at their table.

Once the children have discussed the mask, in smaller groups give the childreneither PCM 13 or PCM 14 depending on the mask that they have at their table.

Give the children a dice with the words:

who what where when why how

on each face

The children take it in turns to roll the dice and each time give a suggestedanswer to the question rolled. The children can be as imaginative and creativeas possible.


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For Example:

What(has been found)?An ancient spiritual mask

Where(has it been found)?It was found in the remains of an old burial site on the edge of a dark wood

Who(did it belong to)?The emperor of the palace

Where(is this palace)?Across the other side of the woods

How(did it get there)?It was stolen by the dragon

Why(was it stolen)?Because he held it for bargaining with the Emperor

This can go on as long as required. You will see that the children can interpretthe question how they want and follow and add details as their story unfolds.If the children roll the same question time and again, they must expand anddevelop an idea related to the question or take the story in another direction, thusmoving the story on.

The children jot their answers on to their sheet for recording their thoughts.

Allow further quiet thinking time for the children to gather their thoughts andrehearse their stories in their minds. Ask the children to tell another member ofthe group their story. You might find at this stage the childrens stories are notyet complete or have elements they need to further develop.

If you would like to develop this further, the children can be allowed to write theirstories.

Either

! Allow planning time for the children to consider their story using theplanning method of their choice.

Or

! Allow the children to write their story from the plans in their mind and thenredraft the story at a later time.


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Who

How

Why

When

Where

What

PCM 13


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Who

How

Why

When

Where

What

PCM 14


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Box G140/A ShoesCross Curricular Links KS1

Literacy! Questioning! Describing! Writing character descriptions! Writing an alphabetically

ordered text!

Stories through drama! Stories from other cultures

Art and Design Technology! Observational drawing! Explore and compare work of

artists from different countries! Printing

Numeracy! Comparing! Measuring

Science! Materials! Variation

R.E.! Stories from different cultures! Celebrations from different

cultures

Other!

Geography - location of thedifferent countries! History - explore the history of

shoe manufacturing! ICT - finding information about

different countries! Music - listening to music from

around the world


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Box G140/A Shoes from around the worldLearning ObjectivesSpeaking and Listening KS1 (with reference to Y2 T2)

English/Speaking and Listening

! Handle the shoes, describe them

! Think about who might wear them, when, why, where

! Create a character description based upon the shoes and upon speakingand learning activities

! Create a poster/passport that describes the character who wears the shoe

! Create story around what might have happened to the character

! Read traditional stories from different countries with particular reference tostories from countries reflecting the origins of the shoes. (Netherlands,

India, China, France, Finland, Singapore, Turkey and Africa)! Read The Elves and the Shoemaker

! Use drama to explore character and setting

! Explore moods/settings through listening to music from the differentcountries

! Produce an alphabetically ordered text, based on the different origins ofeach item of footwear, describing it in detail, describing the traditions ofthe country of origin

Science

! Look at the shoes and discuss the different materials that they are made

of! Discuss how the use of the shoe might be influenced by the material that it

is made from fit for purpose

! Investigate what materials would be best for specific purpose walkingshoe, for example

Geography/History

! Discuss the origins of each item of footwear. Look at maps to see wherethe countries are located

! Explore the traditions of each of the countries

! Examine where own shoes were made. Look at history of shoe

manufacturing in this country. Question where most shoes are made nowand why?

Mathematics

! Order and compare shoes in terms of size and mass

! Measure length and mass

Art and Design

! Observational drawings

! Explore work of artists from the different countries compare


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! Weaving

! Printing using the textures on the bottom of different types of shoes

! Look at Shoes by Van Gogh. Try to recreate

Music

! Listen to music from different countries

! Listen to different instruments used

! Create own music to reflect the culture of the country

RE

! Stories from different cultures

! Celebrations from different countries

ICT! CD ROMs and Internet to find information about different countries

Suggestions for Key Stage 2 activities

(seeY4T3)

! Stories from other cultures develop character and setting

! Persuasive writing adverts for the different shoes


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Box G140/A Shoes Footsteps around the worldLearning Objectives S&L Y2 T2 and Y1 T2

! Speaking to tell real and imagined stories using the conventions offamiliar story language

! Drama to act out own and well-known stories, using different voices forcharacters

! NLS Y2 T2 text level T6 to identify and describe characters, expressingown views and using words and phrases from texts

! NLS Y2 T2 text level T7 to prepare and retell stories individually andthrough role-play in groups, using dialogue and narrative from text

Session 1Whole classUse a selection of the shoes, depending upon the size of the class.Put the shoes into a suitcase or overnight bag. Play some suitably mysteriousworld music.

Explain that the suitcase was found in the classroom and that they are going tobe detectives to try and discover whom the case might belong to.

Get children to say what they think might be in the suitcase.

Open the case and bring out the shoes.

Paired workPut the children into A/B pairs and tell them they are going to look carefully at theshoes. They need to think of answers to the following questions:

! Whowould wear the shoe?

! When would they wear it?

! Why would they wear it?

! Where would they wear it?

Display questions as prompts for children (provided as PCM 1).

Whole classReport back what they think. Scribe their answers.

What else would they like to know about the shoes?

Tell the children that a shoemaker made the shoes for different people. Showthem the pictures of some of the characters.


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Paired WorkPairs discuss the questions that they would like to ask the shoemaker to find outwhy the shoes came to be in the suitcase.

! Who did he make them for?

! Why were they made?

! Where were they going?

! When were they made?

Hot seatingHot seat someone in the role of the shoemaker and get children to ask thequestions. Scribe some of the answers to who the shoes were made for.

Role PlayIn pairs, children take on the role of the shoemaker and the customer and role-play the conversation that might take place between them the shoemaker hasto try and find out what happened to the shoes and why they ended up in thesuitcase. Encourage children to think about how their characters might befeeling, what they might say, what they might be thinking, body language, etc.

Feedback to the class.

PlenaryDraw together some of the ideas that the children have had about the characters.


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Who?

When?

Where?

Why?

PCM 1


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Session 2Learning objectives

! NLS Y2 T2 Text Level 14 to write character profiles, e.g. simpledescriptions, posters, passports, using key words and phrases thatdescribe or are spoken by characters in the text.

Shared writingRemind children of work done in last session where they looked at who the shoesmight have been made for. Look at the list of suggestions and pictures.Choose one of the characters to look at in more detail.

! Which shoe do you think the character will wear?

! Why do you think they will wear that one?

Explain that they are going to develop a description of the character from thework that they did in the previous session.

Paired workUse enlarged version of PCM 2 and ask the children to work in pairs withwhiteboards to answer the following questions:

! What is the character feeling?

! What is the character saying?

! What is the character thinking?

! How does the character act?

! What does the character look like?

Whole classCollect ideas and scribe them onto the enlarged PCM.Look for ways in which they could improve some of the words that they haveused, for example by using more powerful adjectives to describe their feelings.

Guided/Independent workChildren choose their character and using PCM 2, fill in their character plan.

PlenaryAsk some of the children to read out their character descriptions from their sheet.


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Session 3Learning objectives

! NLS Year 2 Term 2 Text Level 14 to write character profiles, e.g. simpledescriptions, posters, passports, using key words and phrases thatdescribe or are spoken by characters in the text.

Shared writingRemind children of work done in previous session on character descriptions.Read through the description produced in the shared writing session. Explainthat they are going to produce a Wanted poster to describe the character andhow they lost their shoe.

Show PCM 3 with outline of Wanted poster (enlarged to A3, or displayed onOHT or interactive whiteboard).

Explain that first of all they are going to need to have the physical description ofthe character. They will need to think whether they are male or female; how oldthey are; colour of hair; colour of eyes; a description of the clothes that they werelast seen in.

Explain that they could add in extra detail by describing how the character actsand what they say (refer back to PCM 2, completed in the previous session).

Paired workPairs use whiteboards to write their character description.Select pairs to feedback their descriptions to the class.Scribe some of the contributions on to the Wanted poster.

Independent/Guided writingChildren fill in the description of their character on PCM 3.

PlenaryAsk some children to read out their descriptions. Other children close their eyesand see if they can visualise the character. Have they included enough detail?

What else might we need to know? Where might we find the character?

Display the Wanted posters, together with the collection of shoes.


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PCM 2

Character description


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PCM 3

Description


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Session 4Cross-curricular link with Art printing and collageLearning objectivesArt Key Stage 1

! To investigate the possibilities of a range of materials and processes.

! To try out tools and techniques and apply these to materials andprocesses.

! To review what they and others have done and say what they think andfeel about it

! To identify what they might change in their current work or to develop intheir future work.

ResourcesA collection of footwear of different types with as many different patterns on thesoles as possible, large pieces of paper, poster paint (or printing ink), rollers,trays for putting paint in.

ActivitiesDisplay the collection of footwear. Look carefully at the soles and talk about thedifferent patterns that they can see. Explain that they are going to see whatdifferent patterns the items make by printing using paint or printing ink.

Demonstrate how to put paint into a paint tray and to spread it out using a roller.Show the children how to put the shoe into the paint so that the whole of the solegets covered in paint. Print the pattern from the sole onto a large sheet of paper.Encourage children to make each pattern separately. They could think about useof colour what happens if they mix the colours? How can they make thepattern fainter/clearer?

Children then complete individual work.

An alternative would be to lay some large sheets of paper on the floor (outside indry weather) and let the children walk into some paint and then walk across thepaper to see what patterns they could make.

PlenaryGather children together at the end of the session and look at some of thepatterns that they have made. Ask them to evaluate each others work by askingthe following questions:

! What do you like about xs work?

! What do you think they have done well?

! What do you think they could have done differently?

These questions can also be asked of the child who produced the work.

Follow-up workChildren could be asked to write about their piece of work, saying how they madeit, why they chose that particular piece of work and what they like about whatthey have done.

The patterns could be put on display with the Wanted posters.


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Ideas for further sessions

! Develop a story about the character where they go, what they do, etc.

! Create an alphabetical book about the shoes the different countries thatthey come from, etc.

Possible textsThe Elves and the Shoemaker any retelling

Cinderella any retelling

How Nanita Learned to Make Flan Campbell GeeslinISBN 0 6898 1546 8 (available from Amazon)

The Shoemaker Extraordinaire Steve LightISBN 0 8109 4236 4 (available from Amazon)

Winkys Wonderful World of Shoes Marjorie Edmonson WelkerISBN 1 5521 2903 9 (available from Amazon)

Music resourcesA World Instrumental Collection Various Artists (Putumayo CD available fromAmazon)

International Music Series Introduction

World Percussion

Art ResourcesShoes - Vincent Van GoghMetropolitan Museum of Art, New Yorkwww.metmuseum.org


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Box PH2/D New Stone Age (Neolithic) ArtefactsCross Curricular Links KS1

Literacy!

Descriptive writing! Create story/character! Asking and answering

questions (S&L)! Share versions of a traditional

story! Tell stories from memory

(S&L)! Dramatise stories! Write instructions

Science! Comparing materials! Investigating durability of materials! Changes in materials

R.E./Citizenship! Recycling materials! Discuss moral

messages in stories! Environmental

protection

Numeracy! Weighing

using nonstandardmeasures

Art and Design Technology! Cave painting using chalks

and charcoal! Texture in art - using materials! Neolithic art - simple clay

models! Design and make a recipe for

Stone Soup

Other! History - traditions and culture

Neolithic period! Geography - the features of a

settlement


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Box PH2/D New Stone Age (Neolithic) artefactsY2 T1This unit will cover two weeks work.Week one: storytelling objectives.Week two: writing Instructions.

ContextThe artefacts box will have been introduced and used in the history topic EarlyMan.Technology Topic:Food and Healthy EatingScience:Materials and Changing MaterialsLiteracy:A stone can be used to support the telling of the traditional tale StoneSoup. A scraper can be used to prompt verbs used in recipes.

PurposeTo produce a class book containing versions of the traditional story and a recipefor vegetable soup.

Week 1Stone Soupby Tony RossStone Soup - Traditional Stories: GinnAll Aboard(Stage 4)

TargetTo use a known story structure for own re-telling, constructing a series ofsimple sentences.Pupil Target:

I can write a story using a sequence of sentences.Outcome: Roleplay and retelling of Stone Soup.

ObjectivesT 03 to be aware of the difference between spoken and written language

through comparing oral recounts with text; make use of formal storyelements in re-telling

T 04 to understand time and sequential relationships in stories,i.e. what happened when

T 05 to identify and discuss reasons for events in stories, linked to plot


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Session 1IntroductionThis session focuses on the objectives of re-telling the story using sentences andstory language:

! Read the Traditional version of Stone Soup

QuestionsCharacters:who is the most important character? What do we know aboutthem?Setting:where does the story take place?Significant events:What is the story about? What happens? What is thesequence of events in the story?

!

Organize the class into groups. Give each group a set of story cards. (seePCM 1) enlarge if necessary

! Children read the story cards in order as a guided read (or independentreading)

! Explain that they are going to re-tell the story using props, one person canbe the narrator. Allow time for children to organize themselves into roles

! Use LSA and /or parent support to help if children are new to this

PlenaryChoose one group to act out their story. The audience is given the task ofthinking about 3 positive and 1 negative aspects of the performance.


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Stone Soup

One day, a soldier came to town.

I can make soup with that stone, saidthe soldier.

Everybody laughed.

The soldier put his stone in his pot.

He put the pot on the fire.

He put some water in the pot.The soldier had some soup.

PCM 1


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A boy gave him some carrots.The soldier put them in the soup.The soldier had some soup.

Mmm, he said. Its good.But if you gave me some of your onions,it would be very good!

A girl gave him some onions.

The soldier put them in the soup.The soldier had some soup.

Mmm, he said. Its good.But if you gave me some of yourpotatoes, it would be very good!

PCM 1


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A boy gave him some potatoes.The soldier put them in the soup.The soldier had some soup.Mmmmmm! he said. Its VERY VERYgood!

Come and buy some stone soup! heshouted.Everybody wanted some stone soup!

PCM 1


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Session 2IntroductionThis session is based on word gathering: adjectives.You will need a range of vegetables.

Talk for writing

! Establish names of vegetables, whether children have ever tasted them.Which do they like most? Least?

! AB talk pairs choose one vegetable each to think about (without tellingyour partner which one you have chosen). Think of words to describe it-how does it taste, what is it like to touch, what does it smell like, what doesit look like

! Describe your vegetable to your partner; can they guess which one youchose?

Gather children back to the carpet. Show them a range of stones. Ask children toimagine their own stone, a magical stone. On the outside it looks like just anordinary stone, but inside it is made of many layers. Each layer is different. Theoutside layer is as hard as a (use vegetables ..eg. as hard as a potatoPCM 2)

The 2ndlayer is as soft as a..The 3rdlayer is as green as aThe 4the layer is as round as a The 5thlayer is as straight as a..The 6thlayer is as curved as a ..The 7

thlayer is as spiky as a .

The 8thlayer is as shiny as a The 9thlayer is as speckled as a The 10thlayer is the oldest of all and that is where the magic begins.

You could continue with more layers, use it as differentiation.

Plenary

Children read some of their descriptions.Then the teacher begins to tell part of the story.When the magic stone is put into water the layers begin to tell their secrets. Thesmell of cooking makes people hungry, as the smell wafts (drifts, spreads) whichword shall we use? Anyone who smells the gentle scent wants to add to thepot.


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Practice pointA more open task suited the most able children. They used similes in a widervariety of contexts and gave the stone magical properties.E.g. As blue as the sea, as rough as sand, as small as an ant. It was magicalbecause..

Session 3IntroductionUse stone, vegetables and a pot.Teacher tells the traditional story with own embellishment.Explain as you go along the reason s for your word choice.

E.g. Ill begin with words that show the reader this is a story from the past, atraditional storyOnce upon a timeor long ago in a distant land.

Introduce the character..there lived a soldier..a young handsome soldier. Hewas on his way home from a battle..explain that in those days he would haveto walk and he felt very hungry etc.

Continue the story without explanations. Ask the children what they noticed. Did itmake the story more interesting?

Supported composition - whole classLook at the writing checklist rules.

! Does my sentence make sense?

! Have I given enough information?! Have I used interesting words?

! Is my sentence written in the past tense?

! Is my sentence punctuated properly?

! Is my spelling as goods as it can be?

Group work guided writingGive basic sentences from the story as an outline for children to improve. (PCM3)Provide word list of previous days word collection - adjectives that describe food;words using the 5 senses.

PlenaryAsk children to read their revised versions. Can any children suggest alternativewords at any point, which would strengthen the writing?Praise childrens editing skills and explain they are learning how to review theirown work to make it better.

Ask...what makes a good story?


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The 1st

layer is as smooth as a

The 2nd

layer is as soft as a

The 3rd

layer is as green a

The 4th

layer is as round as a

The 5th

layer is as straight as a

The 6th

layer is as curved as a

The 7th

layer is as spiky as a

PCM 2


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The 8th

layer is as shiny as a

The 9th

layer is as speckled as a

The 10th

layer is the oldest of alland that is where the magicbegins.

PCM 2


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Stone SoupOne day, a soldier came to town.

I can make soup with that stone, said thesoldier.

Everybody laughed.

_________________________________

The soldier put his stone in his pot.____________________________________________________________________

He put the pot on the fire.

__________________________________He put some water in the pot.

PCM 3


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__________________________________The soldier had some soup.

_________________________________

A boy gave him some carrots.

_______________________________

The soldier put them in the soup.

____________________________________________________________________

The soldier had some soup._____________________________________________________________________________________________________________________________

PCM 3


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Mmm, he said. Its good.

But if you gave me some of your onions, itwould be very good!

_________________________________

A girl gave him some onions.___________________________________________________________________


The soldier had some soup.

PCM 3


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Mmm, he said. Its good.

But if you gave me some of your potatoes,it would be verygood!

A boy gave him some potatoes.


The soldier had some soup.

PCM 3


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Mmmmmm! he said. Its VERY VERY

good!

Come and buy some stone soup! he

shouted.Everybody wanted some stone soup!

PCM 3


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Session 4IntroductionExplain that the author Tony Ross has taken the original story Stone Soupandchanged it.Read the Tony Ross version.Can the children find the differences?

Group workThe group enjoys a guided read of the Tony Ross version and discussion of thetext. Noticing the words, which tell the reader how the wolf speaks e.g. snarled,howled.Group work with an LSA guided writing. Take the best sentences fromyesterdays work and put them together to make a new story.

Group practice their story telling techniques. Read their story to partner usingintonation, expression and embellishment. Work towards a telling rather than areading (more able children).

PlenarySuggest that we ask the other classes if we can perform our versions of StoneSoup.

Ask one child from LSA group to read their story and one of the rehearsal group-can they tell it?

Ask..have we achieved our aim? What is a good story? Have we written really

good stories based on Stone Soup?

Session 5IntroductionUse the ICT suite for children to type their version of Stone Soup to be includedin the class book Stone Soup.Suggest and model on the interactive whiteboard the possibility of editing. Thechildren can then add to and improve their story during word processing.

Additional activities could include:

! Extended writing: Imagine magic stone, what would it look like? What is itshistory? Where was it found? Who owns it? How did you get it? What areits magical properties?

! Hot seating e.g. answering questions in role as the soldier in the traditionaltale

! Discussion about the main point of the story is the stone special?


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Year Two Term 1Writing Instructions

This unit follows the previous weeks work based on the traditional tale StoneSoup.Target: Begin to show some characteristics of instructional texts, incorporatingappropriate language.Pupil Target: I can write instructions, which have a goal at the beginningfollowed by a series of steps. I can use proper language for my instructions.Outcome:A recipe to be included in the class book Stone Soup.

ObjectivesT 13 to read simple written instructions in the classroom, simple recipes, plans,

instructions for constructing something

T 14 to note key structural features, e.g. clear statement of purpose at start,sequential steps set out in a list, direct language

T 15 to write simple instructions e.g. a recipe

T 16 to use models from reading to organise instructions sequentially, e.g.listing points in order, each point depending on the previous one,numbering

T 17 to use diagrams in instructions, e.g. drawing and labelling diagrams as

part of a set of instructions

T 18 to use appropriate register in writing instructions, i.e. direct, impersonal,building on texts read

Context and PurposeMake links with the contents of the artefacts box by contrasting and comparingvarious aspects of Stone Age life e.g. hunter-gatherer, farming, the developmentof knives and other tools.


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Session 1Show the flint axe and pass round the class. Ask the children, if they were toprepare a meal with this tool, what actions could the axe be used for? Model afew e.g. cutting, scraping.

Talk for writingAB Partner talk.Before you share your ideas with your partner, imagine you have some food toprepare and this axe is to prepare it with. Close your eyes to see the food in frontof you.

! What food is it?

! A wild animal?

! Berries and nuts?

Think of the verbs, action words, which show the way this tool can be used.(Stabbing, scraping, cutting, tearing, sharpening, marking, twisting, separating,slicing, etc)

Ask the children to share their verbs with a partner.Teacher then makes a list on the board.Prepare the text from the book Horrible Histories The Savage Stone Agepage20 Foul Food (ISBN 0-590-65889-1)Instructions for preparing a meal, Stone Age fashion.

Shared reading for whole class.

Group workGuided reading of text. Underline all of the verbs.LSA support weaker readers (can simplify text).Talk in group about the use of verbswhere do they mostly appear?Extension task: begin to think about using the verbs gathered on the board intheir own Stone Age Recipe.

PlenaryDiscuss the use of verbs. What do they notice about the position in thesentence?

Would they call this text an instruction text? Why? What do you think is specialabout an instructional text?


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Session 2Talk for writingExplain that the task is to look at recipes and think about which layout andpresentation makes the recipe clear.Provide a wide range of recipe books for children to explore at their tables.

! Children return to carpet. Teacher asks what they have noticed.Show the criteria for clear instructions as a shared text (PCM 4)

! Carry out some vegetable preparation, asking the children to name youractions e.g. chop, slice, grate. Have word cards to support this

! Place on each table a selection of vegetables (PCM 5), verb and utensilcards (PCM 6)

! Children organise the cards, pictures etc on their table onto a large pieceof sugar paper as if they are designing a recipe page. The children candecide the quantities and type of vegetables themselves

PlenaryRead some of the recipes and look at the different ways of organising the pages.Which are the clearest?


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PurposeTo describe (or instruct) how somethingis done through a series of steps

Structure

!A goal - what is to be achieved?

! Materials/equipment needed

! Sequenced steps to achieve the goal

! Often diagrams or illustrations

Features

! Written using the imperativee.g. a verb begins the sentence

! Steps are in chronological ordere.g. first, next

! Use of bullet points or numbers

!

Short, clear sentences

PCM 4


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Ingredients

Water Celery

Salt Sweet corn

Pepper Broccoli

Potatoes Tomatoes

Onions Leeks

Carrots Mushrooms

Parsnips Courgettes

Red pepper Green pepper

Green beans Cabbage

PCM 5


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Utensils

KnifeChopping board

Bowl

Method

Cut GrateSlice CrushChop Peel

Put AddBoil WashHeat Simmer

PCM 6


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Session 3Organise the class to make vegetable soup, using the recipes that were written inthe previous session.

Session 4From the previous days work, look at recipes and discuss making the soup.

Writing taskImagine you are the cook. You have to invent a new recipe for Stone Soup.What do you have to remember when writing instructions?

! Recap the basics and show criteria

! Children compose their own recipe and write full instructions

! Differentiate the task using guided writing and LSA support

! Suggest the use of diagrams and pictures to help make their instructionsclear

PlenaryRead some of the instructions, look at the presentation, layout and decide onclarity.

! Which recipes do we want to put into the Class Book?

! Do we need to redraft or edit before putting them into the book?

!

Reflect on the process, recap the story writing and instructional skills thechildren have achieved


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Dreadful DinnersTaken from the book Horrible Histories- The SavageStone AgePage 20.Tasty Tips for hungry house - husbands and wearywives.

You Will Need

! dead animals enough to feed the family

! a stone knife

! a flint to strike a light and wood for a fire

Method

! Catch a bird or animal. (Handy hint: hang around beasts of prey like lions.Wait until theyve eaten their fill and take whats left- but make sure theydont make a snack of you!)

! Light the fire and build it up to a good blaze. (Handy hint: once youve gota fire going it is a good idea to try and keep it going until you need itagain.)

! Throw the dead animal on to the fire and scorch it until the fur (or feathers)burns off and the skin is crisp

! Pull the animal off the fire, slit it open, take out the guts and throw themaway

! Tear off flesh and share it round the family. The meat will still be raw andbloody but dont worry, that makes it all the tastier

! Serve with fresh water


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Science AT1Choose some materials to test. Use both natural and manmade materials.Make simple comparisons between durability of different materials.

! Find out about the uses of a variety of materials, and how these arechosen for specific uses on the basis of their simple properties

! Raise questions to plan an investigation looking at how to test the strengthof material for Ugs trousers

! Think of how to measure results

! How will we make it a fair test?

! Think about what might happen before deciding what to do

! Review work and explain to others what they have done


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Book references

Stone Sou pMonica Hughes & Alison ForsytheGinn (1996)ISBN 0 6022 6732 3

Stone Sou pTony RossCollins Picture Lions (1995)ISBN: 0 00 664568 2

St ig of the DumpClive KingPuffin (1963)ISBN 0 1403 0196 8

The Savage Stone Ag e(Horrible Histories Series) Terry DearyScholastic (1999)ISBN 0 5906 5889 1

UG Boy Genius of the Stone AgeRaymond BriggsPicture Lions (2002)ISBN 0 3758 1611 9


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Box G75 Decorated metal items from PeruCross Curricular Links KS2

Literacy! Descriptive writing! Create story/character! Hypothesising! Asking and Answering

Questions (Speaking andListening)

! Persuasive argument

Music! Respond to mood of music from Peru

(S&L)

Geography! Comparing different countries! Peru - its land and people

R.E./Citizenship! Discuss moral

dilemmas

Art and Design Technology! Make drawings from oral

descriptions! Look at Peruvian art! Abstract work based on the

sun! Observational drawings

Other! History - traditions and culture from Peru

and the Incas! IT- using the Internet for research


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Session 1Learning Objectives: To use precise, descriptive language and encouragecareful description.

Yellow Pencil GameObjective: To encourage children to take note of small details in order to

create visual images.Resources: A yellow pencil crayon for each group

Working in small groups of about five, each group is given a yellow pencilcrayon and are asked to write a description of it. The pencils are then mixedtogether and the descriptions are read out. The children fit the description tothe pencil. This can be adapted to the class ability by having the same brandor several brands of pencils.

Blind Drawing

Objective:To ask relevant questions to clarify, extend and follow up ideas.To use a broad vocabulary that enables ideas to be clearly communicated.Resources:an artefact for each group in a bag. Drawing pencils and paper.

One member of the group has the artefact in a bag, hidden from the othermembers. He/she describes their object and the others have to draw it(unseen). They can ask questions to clarify.To make it more challenging, the child describing it can only feel the object,not look at it. Alternatively, the one with the object can only answer yes orno, so the children drawing the objects have to ask questions!The object is then shown and the drawings compared.

Mystery ObjectObjective: To select and use relevant information in order to builddescription.Resources: Mystery object chart (PCM 1)

The children are encouraged to really look at the object, rather then guessingor just saying, I dont know what it is. Using one of the artefacts, the childrencomplete the chart. This is then used to make a brief report, which aspokesperson from the group uses to inform the rest of the class. Othergroups can then contribute if they think of anything else.

The class is then told exactly what the objects are and how they were used.(A shawl is useful here as the children have difficulty picturing how the largepins can secure the material).

(A Teachers Guide to Learning From ObjectsEnglish Heritage)


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Mystery Object

What we know What we think possible What the evidence is

PCM 1


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Session 2Learning ObjectiveY6 T17 to write non-chronological reports linked to other subjects.

(Two sessions at least, depending on how much research you want thechildren to do.)

Research PeruPossible sites: www.virtualperu.net

Focus points

! Where is Peru?

! Landscape, climate etc.

! Historical and cultural background

! The people - their food, jobs, homes, family structure

Children work in groups to prepare a brief report.

The ArtefactsLooking at the artefacts, discuss how, why, when they could have been used.The Merlin Technique (Steve Bowkitt)

! Focusing on the paper holder, get the children to imagine that it is to bealtered in some way, e.g. enlarged, reduced, or stretched. What wouldit look like then? Would its use be different?

! The children may have thought that this was a dagger. Talk about it asif it was, but was bigger or sharper or older. Encourage the children tothink about the possibilities


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Using music(John Fowler)

Suggested musicPeruvian and Bolivian Music Musiques Du Perou Et De Bolivie Illiaque.

Whilst listening to the music, ask the children to try to imagine what they cansmell, hear, see or feel. Paper is divided as below and the boxes are filled in.

Smell Hear

See Feel

Working with partners, the girds are compared. These are combined toproduce a class grid.


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Session 3Learning ObjectivesTo use a rangeof oral techniques to present persuasive argument. (Speaking,Listening, LearningY6 T1)

! Recall work done on persuasive talk from Year 5! Provide a model of persuasive talk, e.g. Martin Luther Kings I have a

dream speech. Discuss and list the features which make the speecheffective www.webcorp.com/civilrights/mlkfr.htm

! Discuss effective persuasive phrases and start a list, e.g. you mustrealise that....., It is obvious that....., How can you.....

Using the Peruvian objects to teach the concept of persuasive argument

! Introduce the problem. A group of travellers in the depths of the rain

forests of Peru find a remote village. In the middle of the village, inpride of place, is a dagger. The travellers recognise this as a priceless,ancient piece of Inca treasure. They offer the Villagers a huge amountof money to take the dagger back to a museum in London. Thechildren have to take the role of the villagers. One group wants to sellthe treasure to finance a better life style for the village. (E.g. new watersupply, medical unit, a school). The other group to argue that thedagger belonged to their ancestors and has great spiritual powersessential to the well-being of the village

! Arrange children in groups of four, two on each side, to prepare a talk

that will last about one minute. Their task is to persuade the villageelders

! After about 15 minutes ask for volunteers to present some of theirideas so far. Ask the others to identify different persuasive techniquesused

! Discuss the importance of an effective opening and conclusion of thetalk

! Children have a further 5-10 minutes rehearsal time

Class spilt into half! Ask each group to present their arguments. The other children will

take the role of the villager elders. After each talk, the elders willdiscuss which pair put across the most effective argument

Plenary

! Children identify any phrases from the list of effective persuasivephrases that they have heard in the group arguments

! Volunteers highlight any argument or part of an argument that theyhave heard, which they think is particularly good and why

! Finally, what did the Elders decide?


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Creative WritingLearning Objectives Y6 T1To devise and plan characters effectively

Resources

Paper holder, dice, profile chart (PCM 2)

! Set the scene that the paper holder is an extremely old dagger, andhas special powers relating back to the Incas

! Ask the children to devise their main character by using a personalityprofile chart; the roll of the die determines how strong a particular traitwill be (Steve Bowkett)

! Children plan and write a story in which the character they have justcreated from the chart finds the special dagger. The profile shouldinfluence the actions of the character


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Character Profile

Tall 1________2_______3________4________5_______6

Strong 1________2_______3________4________5_______6

Smart 1________2_______3________4________5_______6

Wealth 1________2_______3________4________5_______6

Powerful 1________2_______3________4________5_______6

Attractive 1________2_______3________4________5_______6

Popular 1________2_______3________4________5_______6

Confident 1________2_______3________4________5_______6

Intelligent 1________2_______3________4________5_______6

Selfish 1________2_______3________4________5_______6

Cunning 1________2_______3________4________5_______6

Evil 1________2_______3________4________5_______6

PCM 2


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Box G 144 Classical Bali Dancers CostumeCross Curricular Links KS2

Literacy! Descriptive writing! Create story/character! Hypothesising! Asking and Answering Questions

(Speaking and Listening)! Share stories from Eastern cultures! Tell stories from memory (S&L)! Dramatise stories! Write alternative endings to stories! Persuasive writing/advertising! Haiku poetry

Music/Dance! Respond to mood of Eastern

music (S&L)! Create dance sequences! Create own music to

accompany storytelling! Examine photograph of

dancers from Box

Numeracy! Symmetrical pattern

R.E./Citizenship! Look at place of

costume in

ceremonies! Discuss moral

messages instories

! Invite visitor fromEastern culturelink to Communityor Arts' Centre

Art and Design Technology! Make observational drawing! Design alternative costume! Make jewelled accessories! Look at costume in Eastern

paintings

Other! History traditions and culture

from Asian regions! Geography Location of

Indonesia/Bali! Food from regions


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Box G 144 Classical Bali Dancers CostumeCross Curricular Links KS2 (with particular reference to Year 4 Term 3)

English/Speaking & Listening

! Description of costume S&L extend to written and focus on powerful

adjectives! Discussion relating to who might wear it and when - ask questions.

! Imagine occasion when it might be worn

! Create story line/character around the costume

! Share stories from Eastern cultures - compare common themes

! Hot seat children as characters in stories - dramatise story

! Write alternative endings from stories arising

! Listen/respond to CD of Eastern music to create settings for stories

! Write persuasively to place advertisement/poster for Bali Costume orperformance of dance in a theatre where this would be worn

!

Write Haiku poem relating to costume - encourage precision oflanguage

Music/Dance

! Putamayo CD Music from Tealands

! Listen for instruments used and discuss mood of pieces

! Create dance sequences to music extracts- graceful hand movementswould be a feature (examine the enclosed photograph of dancers)

! Create own percussion music for others to move to - (Indian bells,chimes etc)

Art/Design! Make observational drawing of child dressed in costume or of detailed

parts of costume

! Design alternative costume

! Create costume designs for characters in the stories read

! Make jewelled accessories to add to costume

Geography/History

! Look at where Asia is on world map

! Find Bali/Indonesia

! Look at neighbouring countries! Look at food from regions

! Look at traditions and culture of this region


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RE/Citizenship

! Identify religions of region - look at ceremonies

! Discuss moral/messages in traditional stories from this culture

! Compare/contrast messages in British tales

! Forge links with Asian Community or Arts Centres/parents who may

have experience of Eastern Culture - invite experts in especially thoserelating to Eastern Dance, story telling or customs

! Compare dance costumes from other cultures

ICT

! Use search engines to research area of Bali/Indonesian culture

! Use tape recorder to tape own musical sequences

! Take digital photos of detailed parts of costume - label these

Suggestions for Key Stage 1 activities(See Year 2 Term 2)

! Describe character and write character profiles

! Prepare and retell stories, oral or written

! Role play using dialogue - respond to others presentations

! Draw a character who might wear the costume


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Box G 144 Bali Dancers Costume Full of Eastern PromiseResource TextThe Orchard Book of Magical Tales, retold by Margaret MayoThe Prince and the Magic Carpet, adapted from Indian Fairy Tales by Maive

S.H.Stokes 1879ISBN 1 85213 383 X (first published 1993)Resource MusicPutamayo CD Music from the Tea lands (available from Amazon)

Target GroupYear 4 Term 3 NLS/Term 2

Introductory Lesson:Learning Objectives: S&L Year 4 Term 2:

! Speaking: to respond appropriately to the contributions of others in thelight of alternative viewpoints

NLS Year 4 Term 3: text level! To read stories from other cultures, by focusing on, e.g. differences in

place, time, customs, relationships; to identify and discuss recurringthemes where appropriate

Show the contents of the box: artistically displayed, draped or hung, placed onhanger or held by children.

Talk Partners:

Put the children into A/B pairs and tell them that they are going to lookcarefully at the costume and consider the following questions relating to it:

! Who might wear the costume?

! When might it be worn?

! Has it any special significance/ importance?

! What are the reasons for the answers given?(e.g., if the children say it is worn by a rich person, why do they thinkthis?)

Display these questions to keep focused.Allow 5 minutes only.

Report back:Ask class if there are any other things they would like to know about thiscostume.Ask the class if this costume was part of a story (again display questions)

! Where would the story be set?

! What might be the theme?

! Who might be the characters?Allow 5-minute Talk Partner work.Report back (A reporting Bs ideas and vice versa).


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Balinese Dancers Costume


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Use the following pre-prepared word/ phrase cards.Ask the pairs to join with another to make fours and sort them intoagree/disagree lists for a likely or possible story based on this costume.Appoint a Leader or Chair to organise group and report back with reasons for

choice.

Aeroplane flight JungleMagic carpet Birthday PartyCottage WeddingPalace Busy street in LondonSchool Evil demonsTreasures WishesShopkeeper JewelsFar Eastern Land TempleOgre Policeman

Space station Princess

These appear as cards (PCM 1) to photocopy and cut up on the next page.

! Allow a few minutes for the task and allow time for Leaders to reportback

! Tell the children that you are going to read part of a story set in anotherland

! Introduce text, play music quietly to create mood

! Before listening, ask children to identify themes that occur in otherstories that they have read or heard. Tell them they will have to retellthis first part of the story, so remind about listening carefully. (The titleraja may need to be explained)

! Read as far as page 87 (And the horse galloped off)

! Ask the class to predict the next part of the story

! Collect five maybes from the class and ask child or TA to make noteof them

! Ask the children to report back on the themes identified and compareviewpoints

! Tell the children to remember all they have heard and together list thekey points of the story. Teacher scribes these on board

! Which of the list words/phrases have appeared in the storyalready?! Remind the class they will need to retell the story so far at the start of

the next lesson

PlenaryCompare similar themes in British Fairy stories. Discuss the significance ofthree of these.


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Aeroplane flight Jungle

Magic carpet Birthday party

Cottage Wedding

Palace

Busy street in

London

School Evil demons

Treasures Wishes

Shopkeeper Jewels

Far eastern land Temple

Ogre Policeman

Space station Princess

PCM 1


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Lesson 2Learning ObjectivesNLS Y4 T3 (as in introductory lesson)S&L Year 4 Term 3

Speaking

To tell stories using voice effectively.

S&L Year 3 Term 3 group discussion and interactionTo use the language of possibility to investigate and reflect on feelings,behaviour or relationships (e.g. of characters in a story).

NLS Year 4 Term 2 Writing compositionTo write own examples of descriptive, expressive language, based on thoseread - link with adjectives and similes.

! Have the key words/events from Day 1 written up on the board

! Include picture clues or real items of a bag, stick, rope and old carpetas prompts!

! Play the Putamayo music and give children time to reflect upon thestory so far and the place it is set (costume still displayed)

! Allow some quiet thinking time and tell the class that in a few momentsthey will take turns to retell the story so far, or as much as they canrecall, in a very short time-emphasise attention to detail

! Point to the clues that are displayed. (See Speaking and Listeningposter on Listening: Babble gabble activity)

Talk PartnersOne child begins and the partner listens, on the signal Change! the listenercontinues with the tale.At the end of this reflect on the accuracy or otherwise of the telling.

! Which parts were hardest to recall?

! Which details were easy?

! Did any partner elaborate or add detail to enhance the telling?Tell the children that they will now hear the rest of the story.To encourage active listening, ask the children to make pictures in their headas they listen.

Ask different groups to listen out for the following:! similes used or effective adjectives

! powerful verbs

! recurring themes that occur in other stories they have heard or read-especially the place of numbers like 3 or 6!

If appropriate, and the children do not find it a distraction, play the musicwhilst reading the story. Make the reading dramatic and pause at keymoments. (This should take 10 minutes)Ask the class for their reactions to the story.

!

Did the story end as they imagined?! Does it remind them of other stories they have read?


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Take group feedbackSimiles:soft and silent as a cat, quick as lightning, like a thief in the night.Adjectives: smooth and steady, shimmering, golden, slender, silvery,handsome, generous, fearsome, beautiful, magnificent, splendid,

happy and content, peaceful

Verbs:fluttered, floated, shone, gazed, pleaded, bounding, roaring,bellowing, twirled, coiled, trooped, jingling, laden.

Remind the class that there are two more similes at the start of the story:radiant as the moon, warm and gentle as the evening sun.

Class activityAsk the children to think about the relationships in the story and consider the

behaviour of the characters.

Discuss the following questions:

! What was the effect on the princes parents of him sending his horsehome?

! Was there anything else he could have done?(It states at the start of the story that he was their golden treasure)

! Why did the raja not agree to the prince and princess getting married?

! Why did the princess want to marry the prince straight away?

! Why did the capture of the ogre change the rajas mind?

!

Are there any ideas/themes in this Indian folk tale that occur in Britishfolk tales? (Think about the greed of the 3 demons - was the princeequally greedy?)

Shared writing activityExplain to the children that you are going to take some key moments from thestory and use some expressive language to write a small part of the story inyour own words. Invite the class to help you.Use the following bald statements:

! The prince flew to a city on the magic carpet

! He waited outside the palace to see the princess! He asked the bag to give him a silk shawl for her

! He asked the bag for a golden necklace

! He took it to the princess whilst she slept

! He asked the bag for a ring

! He placed it on her finger and she awoke


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Begin to model the first part of the improvement, explaining the reasons foryour choices as you go.You might begin:

As the carpet began to float gentlydownwards, (I am using an adverb hereto show how the carpet is flying) the prince saw a magnificent city beneathhim. (I imagine it to be a magnificent place as it has a palace in it).

He knew he had to find the palace where Princess Maya lived.He saw a dazzlingbuilding with domes and towers that glittered and sparkledin the sunlight. (I am imagining a beautiful Indian palace).

The prince waited outside the palace that evening, his heart beating wildlywith excitement, at the thought of seeing the beautiful princess. (I have used

an adverbial clause to show how the prince might be feeling).

He could not believe his eyes when he saw her come to sit upon the palaceroof at sunset.Her beauty lit up the sky. (I am using a short sentence for impact anddrama. I have also begun a new line to make this stand out to thereader).She was dressed in a scarlet, silken sari, which shimmered as she moved. (Ihave used scarlet instead of red to suggest richness of colour, also usedalliteration to make more expressive).

Diamonds as bright as the stars and white moons of pearlscircled herhead in a band of bright gold. (Here I have used figurative language to helpthe reader see the image - simile and metaphor).

The prince was stunned! (Another short sentence for maximum impact).

Paired activitySupply thesauriUsing small whiteboards, and working collaboratively, tell the class that youwant them to try and write the next part of the story, where the prince asks the

bag to give him a shawl of silk to match Princess Mayas sari. Then add howhe takes it to her whilst she is asleep.Remind the children that you are looking for expressive, figurative languagethat helps the reader to form pictures in their head.Less able children should work in a small group with an LSA who will scribetheir joint ideas, which they will supply collaboratively.

Plenary/assessment opportunityHave the children used similes, expressive language and powerful adjectives?


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Class Activities


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Lesson 3Learning ObjectivesS&L Year 4 Term 1Speaking

! To use and reflect on some ground rules for dialogue (active listening,

reporting back)NLS Year 4 Term 3 Writing Composition:

! To write an alternative ending for a known story and discuss how thiswould change the readers view of the characters and events of theoriginal story

(Also to build upon previous lessons learning - including expressive languagebased on the story read).

Introductory activityExplain to the children that though the story is full of description about theprincess and the magic of the bag, very little is said about the appearance of the

carpet. Ask the class to close their eyes and imagine that they are the Princeabout to unroll the magic carpet. Remind them that it is a carpet from India, andtherefore may have special designs on it, or be made from special material.

Ask them to imagine handling it and looking at it as it unrolls before them.Ask them to feel it under their hands and consider the following questions:

! Does it feel heavy or light?

! Does it appear to be new or old? Are parts worn? (we are told it isancient)

! Are the colours bright or faded?

! Has it got a fringe or is it plain?

! What colours, designs or patterns are on it?

! Is it the same all over?

! What is the texture like? Rough or smooth?

! Is there anything about it that tells you it is no ordinary carpet?

Talk PartnersTake it in turns to describe the carpet to a partner.Emphasise that listening has to be focused as the children will be reporting ontheir partners description and not their own!The partner may ask questions in order to clarify details.

Allow a few minutes for partners to describe their carpet, and then allow somechecking time to recap. For example, child A might say: Now let me checkthis through, your carpet is/has. etc.Report back to the class, ask those who do this, is there anything that theirpartner has missed out from the description. (It will be impractical to hear alldescriptions so choose children that you have not had reporting back before).


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Class activityDiscuss the way that the story ends.

! Is this the usual way for stories of this type to end?

! Which other stories end this way?

Ask the children what else could have happened at the end.

Suggestions/ prompts might include:

! The three demons return in anger for their stolen items

! The ogre escapes from his bonds

! The princess does not like the prince despite his gifts to her!

! The raja does not allow the prince and princess to marry

! The parrot reappears as a source of further help

! The princes parents do not accept the princess Maya as their sons bride

!

The prince is imprisoned for being a thief! The bag and the carpet are used differently than in the original story

! The prince returns the goods to the three demons and befriends them

Ask the children how these would change the readers view of the characters orthe events in the story.

! Would their sympathy be with a different character?

! How would the change effect relationships in the story?

Writing Tasks (differentiated)More able children

Rewrite your own version of the story called The Prince and the Flying Carpet.It will have the same characters as the story you know.However, you can change their behaviour and the events that happen to them.Think about which things you will keep the same and which you will change.Remember that this is set in India.What effective adjectives and expressive language will you use to create anexotic setting for this tale of magic?

Middle ability groupThink about the ending of the story.How could it be different?

Continue your own ending using the following part of the story as your startingpoint.Now when the princes horse had returned to the royal stables without arider, his mother and father had been certain that their son was dead.

Remember to try and use some exciting adjectives and similes.Think how your ending will change the readers view of characters and events.(This group could be given a list of effective language/ adjectives/similes toinclude somewhere in their version of the story-these could include:


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as white as a sheet tears of sadnesscackling laughter roars of angerlittle by little shining like diamondsgazed enviously lightning flashedglittering eyes never again

whispering voices breathing heavilysighing l

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