Mastery focus Distinguish between the language of speech and writing brRecognise vocabulary and structures for formal speech and writing including subjunctive formsbrUse passive verbsbrUse semicolons to mark boundaries between independent clauses ID: 831712
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Slide1
Year 6: Spring 1The Selfish Giantby Oscar Wilde
Slide2Mastery focus
Distinguish between the language of speech and writing Recognise vocabulary and structures for formal speech and writing, including subjunctive forms
Use passive verbs
Use semi-colons to mark boundaries between independent clauses
Slide3Session 1Reading focus
Ask questions to improve understanding
Predict from details stated and implied
Provide reasoned justifications for views
Slide4Predict - What genre is this text?
It was a large and lovely garden with soft green grass. He was dressed in grey, and his breath was like ice.
It sounded so sweet to his ears that he thought it must be the King’s musicians passing by.
He took a great axe and knocked down the wall.
So, he built a high wall all round it, and put up a noticeboard.
Slide5Predict
Does this image help answer any of our questions?
Slide6Predict
Can you work out some of the key themes using the image?
Time of year and setting
Era
Main characters:
Who are they? What are they doing there? Are they responsible for the notice?
Emotions of the characters
Slide7Your taskIt was a large and lovely garden with soft green grass.
He was dressed in grey, and his breath was like ice.It sounded so sweet to his ears that he thought it must be the King’s musicians passing by. He took a great axe and knocked down the wall.
So, he built a high wall all round it, and put up a noticeboard.
Write a short description of the scene and a prediction of this text. Remember to refer back to the sentences from the start of the session.
Slide8Session 2Mastery focus
Distinguish between the language of speech and writing
Recognise vocabulary and structures for formal speech and writing
Slide9Predict
Slide10What is special about the garden? Why do the children love playing in the giant’s garden?
Slide11How does the author describe the garden?Formal descriptions and language
soft green grassdelicate blossoms of pink and pearl
twelve peach trees that in springtime broke out into delicate blossoms
Slide12e.g. This is the garden where delicate peach trees blossom and the flowers shine out from the grass like stars in the night sky.
1. Use the image to write your own expanded noun phrases but keeping a formal style and precise language.
2. Select your favourite noun phrases to use in a line for a classic poem: This is the garden where…
Your task
Slide13Session 3Mastery focus
Distinguish between the language of speech and writing
Recognise vocabulary and structures for formal speech and writing
Use passive verbs
Slide14Giants
What do we know about giants?
What type of stories do giants appear in?
What are their typical characteristics?
Make a list of ideas in your notebook.
Slide15What is this giant like?How do we know?
‘he determined to return to his own castle’‘for his conversation was limited’‘I will allow nobody to play in it but myself’
Slide16Why did the giant forbid the children from entering the garden?
What had the children done? scattered their toys everywherethey left dominoes and counters out
they climbed the trees
they annoyed the animals
Slide17Changing active to passiveThe dominoes were left everywhere.
The toys were scattered by the children.
Doing the action (subject)
Action
Being acted upon (object)
The children
scattered
the toys
The children
left
the dominoes everywhere
The children
climbed
the trees
Slide18Your taske.g.
After returning to my castle after seven years, I was disgusted to find several beastly children playing in my garden. They had made such a terrible mess and their toys were scattered everywhere.
Write a monologue from the giant’s point of view to explain why he did not want the children to play in the garden.
Use formal language and passive voice.
Slide19Session 4Mastery focus
Recognise vocabulary and structures for formal speech and writing, including subjunctive forms
Slide20What clues are there that a giant is taller than others? How does the author make it clear that they are not a giant? What kind of giant does the author wish to be?
Slide21If I were a GiantWhat would you do if you were a giant?
Slide22Modelling the subjunctiveLive model a letter opening from the children to the giant to persuade him to let the children back into the garden.
Use formal tone and subjunctive.
Slide23Your task
Write a note to the giant in the Selfish Giant story to persuade him to let the children back into the garden.
Use formal tone and subjunctive (‘if I were…’).
Slide24Session 5 Mastery focus
Recognise vocabulary and structures for formal speech and writing, including subjunctive forms
Slide25The weather
Does weather usually begin with a capital letter? Why does the author use capitals here? How does the author describe the weather?
What type of person is Hail?
Slide26The weather
Consider a weather type as a person.Would it be male or female?What would it wear?
What would it say and how?
What would it do?
Slide27Modelling personification of the weatherLive model writing a description of a type of weather using personification.
Slide28Your task
Choose a weather type or a season (choose one that would fit with winter e.g. thunder, rain, wind, cold, ice, snow, hail…) and use personification to write about that weather.
Slide29Session 6Mastery focus
Distinguish between the language of speech and writing
Recognise vocabulary and structures for formal speech and writing, including subjunctive forms
Use semi-colons to mark boundaries between independent clauses
Slide30Semi-colons‘It was really only a little linnet singing outside his window,
but it was so long since he had heard a bird…’‘It was really only a little linnet singing outside his window
;
it was so long since he had heard a bird…’
‘North wind ceased roaring, and a delicious perfume came to him from the open casement’.‘North wind ceased roaring; a delicious perfume came to him from the open casement’.
Slide31Modelling a persuasive letterLive model writing a letter in role as the giant to Spring and how to apply formal language features.
Slide32Your task
Write a letter to Spring to persuade her to pay a visit to the garden in role as the giant.
Use sentences linked with a semi-colon.
Continue to use a formal style and choose appropriate language.
Challenge:
Write Spring’s reply to the giant to explain why she hasn’t visited yet – apply the formal language.
Slide33Session 7 Mastery focus
Recognise vocabulary and structures for formal speech and writing – expanded noun phrases
Use semi-colons to mark boundaries between independent clauses
Slide34“I believe the Spring has come at last,” said the Giant and he jumped out of bed and looked out.What did he see?
Write a noun phrase in your notebook to describe something he saw. e.g. an elegant bluebird on the top of the cherry tree
Slide35Add a verbWhere could a verb be added?
e.g. an elegant bluebird was singing tunefully on top of the cherry tree
Slide36Use a semi colon Add further detail to your description.
e.g. An elegant bluebird was singing tunefully on top of the cherry tree; his voice reached every corner of the garden.
Slide37Your task
Write a setting description using expanded noun phrases and adverbial phrases to describe all that they can see in the garden.
Slide38Session 8 Mastery focus
Use semi-colons to mark boundaries between independent clauses
Slide39How does the giant change through the story?When he arrived he saw the children playing in the garden.‘What are you doing here?’ he cried in a very gruff voice, and the children ran away.
‘My own garden is my own garden,’ said the Giant; ‘anyone can understand that, and I will allow nobody to play in it but myself.’ - page 6
And the giant’s heart melted as he looked out. ‘How selfish I have been!’ he said; ‘now I know why the Spring would not come here. I will put that poor little boy on the top of the tree, and then I will knock down the wall, and my garden shall be the children’s playground for ever and ever.’ He really was very sorry for what he had done.
- page 19
Slide40Giant comparisonMake a list of antonyms to describe the giant at the start and end of the story. Use a dictionary and thesaurus.
Start Giant
End giant
Selfish
Unkind
Uncaring
Thoughtless
Unselfish
Kind
Caring
Thoughtful
Slide41Role on the wall
Outside: literal descriptions from the text about the giant
Inside
: inferred personality traits
Slide42Your task
Write a paragraph to contrast the beginning and end giant. Use a semi-colon in the place of but/however to contrast statements.
e.g.
In the beginning of the story the giant selfishly locked the children out of the garden
;
he soon began to regret his decision.
Slide43Session 9 Mastery focus
Distinguish between the language of speech and writing
Use passive verbs
Slide44Create a newspaper headline about the missing boyRemember to do the following:Use no more than 7 wordsMake it concise
Make it catchy Summarise the event
Newspaper Headlines
Slide455Ws plan
Who?
Where?
What?
When?Why?
Slide46Live model writing the opening to a newspaper report to give pupils the sense of the formal style needed.Modelling a newspaper report
Slide47Your task
Write your own newspaper report about the missing boy.
Distinguish between the language of speech and writing
Use passive verbs
Slide48Session 10 Mastery focus
Use passive verbs
Slide49Language choicesFormal language in the text
- ‘merely’ - ‘rubbed his eyes in wonder’ Precise noun phrases
– ‘in the farthest corner of the garden’
- ‘silver fruit hung down from them’
- ‘the flowers were resting’
Slide50Personification‘He did not hate the Winter now, for he knew that it was merely the Spring asleep’.
What would Spring do to wake up the garden?
Slide51Changing active to passive
Spring opened up the petals of the blossom
The petals were opened up by Spring.
Slide52Your task
e.g.The garden
was awoken
by Spring.
Tiptoeing around with delicate footsteps, Spring sprinkled droplets of water at the foot of the tree in the farthest corner.
Write a paragraph using personification and passive voice to describe what happened to the tree in the corner of the garden.
Slide53Session 11
Investigate a model text
Slide54Thinking about the story
Can you find any links to other stories? Who is this boy? What other evidence can you find? What are the main themes in this story?
Is there a moral?
Slide55Main events
Children play happily in the gardenGiant returns and children are forbidden to enter
Garden is in winter; Spring refuses to visit
Children creep back in and Spring arrives
The giant helps the little boy. Giant and children play together.The little boy is gone, and the giant feels sad.The tree blossoms in white because the boy is back
The giant dies and goes to the garden of paradise with the boy.
Slide56Your task
Children play happily in the gardenGiant returns and children are forbidden to enter
Garden is in winter; Spring refuses to visit
Children creep back in and Spring arrives
The giant helps the little boy. Giant and children play together.The little boy is gone, and the giant feels sad.
The tree blossoms in white because the boy is back
The giant dies and goes to the garden of paradise with the boy.
Create an emotion graph, plotting the emotions of the giant in one colour and the children in another colour for each of the main events of the story.
Slide57Emotion graph for the giant and the children
Children play happily in the garden
Giant returns.
Children forbidden
Garden is in winter. Spring refuses to visit
Children creep back in and Spring arrives
Giant helps the little boy. Giant and children play
Little boy is gone
Boy returns,
tree blossom in white
Giant dies and goes to the garden of paradise with the boy
Slide58Session 12
Note and develop initial ideas, drawing on reading and research
Slide59Planning a retellingLive model making notes on the key events and adding some suitable vocabulary to the plan for the beginning and build-up sections of the plan.
Slide60Your task
Create your own story plan to write a retelling of The Selfish Giant either in 3rd or 1st person (from the viewpoint of the giant or one of the children introduced at the beginning) using vocabulary appropriate to formal writing.
Slide61Session 13 Mastery focus
Distinguish between the language of speech and writing
Recognise vocabulary and structures for formal speech and writing, including subjunctive forms
Use passive verbs
Use semi-colons to mark boundaries between independent clauses
Slide62Modelling the opening paragraph from the planLive model from the plan
Distinguish between the language of speech and writing
Recognise vocabulary and structures for formal speech and writing, including subjunctive forms
Use passive verbs
Use semi-colons to mark boundaries between independent clauses
Slide63Your task
Write your beginning to The Selfish Giant story.
Distinguish between the language of speech and writing
Recognise vocabulary and structures for formal speech and writing, including subjunctive forms
Use passive verbs
Use semi-colons to mark boundaries between independent clauses
Slide64Session 14Mastery focus
Distinguish between the language of speech and writing
Recognise vocabulary and structures for formal speech and writing, including subjunctive forms
Use passive verbs
Use semi-colons to mark boundaries between independent clauses
Slide65Modelling the first paragraph of the build up from the planLive model from the plan
Distinguish between the language of speech and writing
Recognise vocabulary and structures for formal speech and writing, including subjunctive forms
Use passive verbs
Use semi-colons to mark boundaries between independent clauses
Slide66Your task
Write the build up of The Selfish Giant story.
Distinguish between the language of speech and writing
Recognise vocabulary and structures for formal speech and writing, including subjunctive forms
Use passive verbs
Use semi-colons to mark boundaries between independent clauses
Slide67Session 15 Mastery focus
Distinguish between the language of speech and writing
Recognise vocabulary and structures for formal speech and writing, including subjunctive forms
Use passive verbs
Use semi-colons to mark boundaries between independent clauses
Slide68Modelling the first paragraph of the problem from the planLive model from the plan
Distinguish between the language of speech and writing
Recognise vocabulary and structures for formal speech and writing, including subjunctive forms
Use passive verbs
Use semi-colons to mark boundaries between independent clauses
Slide69Your task
Write the problem for The Selfish Giant story.
Distinguish between the language of speech and writing
Recognise vocabulary and structures for formal speech and writing, including subjunctive forms
Use passive verbs
Use semi-colons to mark boundaries between independent clauses
Slide70Session 16 Mastery focus
Distinguish between the language of speech and writing
Recognise vocabulary and structures for formal speech and writing, including subjunctive forms
Use passive verbs
Use semi-colons to mark boundaries between independent clauses
Slide71Modelling the first paragraph of the resolution from the planLive model from the plan
Distinguish between the language of speech and writing
Recognise vocabulary and structures for formal speech and writing, including subjunctive forms
Use passive verbs
Use semi-colons to mark boundaries between independent clauses
Slide72Your task
Write the resolution and ending of The Selfish Giant story.
Distinguish between the language of speech and writing
Recognise vocabulary and structures for formal speech and writing, including subjunctive forms
Use passive verbs
Use semi-colons to mark boundaries between independent clauses
Slide73Session 17
Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
Proof-read for spelling and punctuation errors
Slide74Evaluate and editRead slowly through your story.
Check for:Spelling errorsAccurate sentence punctuationThat what you have written makes sense
Any elements of your writing you could improve
Slide75Evaluate and editRead through your story again to look for the Mastery keys.
Have you used - formal language appropriate to classic narrative? - passive voice or subjunctive to give an air of formality?
- semi-colons to join clauses?