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Year 6: Spring 1The Selfish Giantby Oscar Wilde

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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

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Session 1Reading focus

Ask questions to improve understanding

Predict from details stated and implied

Provide reasoned justifications for views

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Predict - 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.

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Predict

Does this image help answer any of our questions?

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Predict

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

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Your 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.

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Session 2Mastery focus

Distinguish between the language of speech and writing

Recognise vocabulary and structures for formal speech and writing

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Predict

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What is special about the garden? Why do the children love playing in the giant’s garden?

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How 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

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e.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

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Session 3Mastery focus

Distinguish between the language of speech and writing

Recognise vocabulary and structures for formal speech and writing

Use passive verbs

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Giants

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.

 

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What 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’

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Why 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

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Changing 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

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Your 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.

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Session 4Mastery focus

Recognise vocabulary and structures for formal speech and writing, including subjunctive forms

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What 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?

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If I were a GiantWhat would you do if you were a giant?

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Modelling 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.

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Your 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…’).

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Session 5 Mastery focus

Recognise vocabulary and structures for formal speech and writing, including subjunctive forms

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The 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?

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The 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?

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Modelling personification of the weatherLive model writing a description of a type of weather using personification.

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Your 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.

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Session 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

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Semi-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’.

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Modelling a persuasive letterLive model writing a letter in role as the giant to Spring and how to apply formal language features.

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Your 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.

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Session 7 Mastery focus

Recognise vocabulary and structures for formal speech and writing – expanded noun phrases

Use semi-colons to mark boundaries between independent clauses

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“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

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Add a verbWhere could a verb be added?

e.g. an elegant bluebird was singing tunefully on top of the cherry tree

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Use 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.

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Your task

Write a setting description using expanded noun phrases and adverbial phrases to describe all that they can see in the garden.

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Session 8 Mastery focus

Use semi-colons to mark boundaries between independent clauses

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How 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

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Giant 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

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Role on the wall

Outside: literal descriptions from the text about the giant

Inside

: inferred personality traits

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Your 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.

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Session 9 Mastery focus

Distinguish between the language of speech and writing

Use passive verbs

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Create 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

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5Ws plan

Who?

Where?

What?

When?Why?

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Live model writing the opening to a newspaper report to give pupils the sense of the formal style needed.Modelling a newspaper report

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Your task

Write your own newspaper report about the missing boy.

Distinguish between the language of speech and writing

Use passive verbs

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Session 10 Mastery focus

Use passive verbs

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Language 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’

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Personification‘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?

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Changing active to passive

Spring opened up the petals of the blossom

The petals were opened up by Spring.

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Your 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.

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Session 11

Investigate a model text

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Thinking 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?

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Main 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.

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Your 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.

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Emotion 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

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Session 12

Note and develop initial ideas, drawing on reading and research

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Planning 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.

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Your 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.

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Session 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

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Modelling 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

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Your 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

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Session 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

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Modelling 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

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Your 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

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Session 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

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Modelling 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

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Your 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

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Session 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

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Modelling 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

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Your 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

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Session 17

Propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

Proof-read for spelling and punctuation errors

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Evaluate 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

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Evaluate 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?

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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 Download Presentation

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