PB4L+Texts

Lessons
 * Descriptive Reading and Writing and PB4L Lessons **

Lesson: New vocabulary: caution/yelp/repercussions/stern/exhilarated/rueful/wisdom/undoubtedly Reading: identify the places where you have to inference in the text (who is Spontaneous and who is Trouble) :draw the scene that you imagined in your mind as you read the text Writing: write the descriptive paragraph leading up to the incident or the paragraph that follows.
 * LI: the use of imagery and inference **
 * Discuss the use of idioms: ** Common sense flew out the window/ Throwing caution to the wind/ wisdom of his actions
 * Use of a sensory verb: ** squelched
 * Description of senses: ** what he felt/saw/ heard/touched
 * PB4L : ** actions have consequences
 * After reading activities: **


 * When Spontaneous met Trouble **
 * Common sense flew out the window as the boy picked up the wet sod of earth. It felt deliciously squishy as it squelched between his fingers. Throwing caution to the wind, he let fly and heard the yelp of surprise as his present met its mark. There would be painful repercussions from his older brother and stern glances from Mum but right now, at this instant, he felt exhilarated. Rueful reflection at the wisdom of his actions would undoubtedly follow later. **

Lesson Respect and Mutiny are only described through their actions. Describe how they might both be feeling. Use evidence of their actions in the text to support your statements. Reading: Respect and Mutiny are metaphors-who would these people most likely be? How would the text have been different if real names had been used? Draw the scene that you imagined in your mind as you read the text Writing: write the conversation that Mutiny could have with Respect to resolve this situation so that both sides are happy. Drama: create this scene and then add a positive ending and a negative ending. Give a response to your group about how the endings made you feel. Compare and contrast your two plays-What was similar? What was different? (attitude/tension/tones of voice/stance/negative or positive feelings etc.)
 * LI: the use of metaphor in a text **
 * Description of senses: ** what he felt/saw/ heard/touched
 * New vocabulary: ** resignedly/Mutiny/defiant/muttering/uttered/long-suffering/currently/In the meantime/aware
 * Show me, don’t tell me **
 * PB4L : ** doing the right thing means everyone will be happy
 * After reading activities: **


 * Just do it **
 * Respect looked resignedly at Mutiny. He was not going to do as he had been asked and he stood there with a defiant scowl on his face, hands on hips and muttering under his breath. Respect uttered a long-suffering sigh. When would this young man learn that it would be just easier to pick up his rubbish and place it in the bin? Currently, he was wasting his own time arguing and the beautiful, sunny lunchtime would soon be over. In the meantime, all his mates were racing around the field in a furious game of tag. The young man did not seem to be aware that his own pride was keeping him from the game. Respect hoped that today he might, at last, understand that he was the one missing out on all the fun. **

Reading: What assumptions can you make about this girl before she joined the group and after? : What is the underlying message of this text? Which sentences from the text support your opinion?
 * LI:to understand the main idea of a text ** **Description of senses:** what she felt/saw
 * New vocabulary: ** fluttered/assumed/witty/
 * PB4L : ** the feeling of success and pride you feel when you have stepped out of your comfort zone and participated and contributed to the best of your ability.
 * After reading activities: **

Writing: Write a paragraph about the assembly where the girl receives the Merit Mention. Describe what she does when her name is called out. How is she feeling? What does she do? Where does she look?

(use of positive affirmation, considering others ideas, respectful changes being made-nothing dismissed out of hand)

 LI**:to understand the use adjectives and adverbs in a descriptive text** **Description of senses:** what he felt/saw Reading: What is the theme of this text? This is a text about negative comments on Face-book. How could you change the adjectives and adverbs and some of the other words so that the text becomes positive.
 * The Really Cool Group **
 * She could feel the inner glow as her heart fluttered excitedly. There was nothing like praise to make you feel warm and fuzzy inside. She hadn’t really wanted to be in that group but her name had been drawn out of the hat so there had been no choice. She hadn’t really known these kids before, hadn’t really wanted to and had always assumed that they were nerdy and boring. How wrong she had been. They were funny and witty and they had a good time by being nice about others, not gossiping like she and her mates often did. No, this group of kids was all right. They hadn’t used put downs or made her feel dumb. In fact, they had listened to her ideas, added theirs and the group had come up with a great inquiry presentation. **
 * And now the glow-their work had been sent to the Principal for a Principal’s Award and she actually felt proud-it wasn’t so bad achieving after all. **
 * All she had to do now was stand tall with the others when her Principal’s Merit Mention was read out at the next assembly. She hoped she wouldn’t let herself down. **
 * PB4L : ** the use of technology-its pitfalls and its positives/bullying
 * Adjectives: ** great/ racing/ offending/ anxious/ destructive/ mean/ vicious /sly/ nasty/ spiteful/ mis-spelt/ swear
 * Adverbs: ** hesitantly/ warily/ exactly
 * Interesting verbs: ** beeped/ switched/ turned/ flipped/ closed down/ headed off
 * After reading activities: **

Writing: Not everyone is able to ignore nasty people. Write a paragraph of advice for a friend who is being bullied on the internet. What would you advise the person to do?

Read the following paragraphs and make decisions about their character-use as many adjectives as you can to describe them.
 * LI : to look at how the reader makes assumptions from a character’s description or behaviour portrayal. **

Discuss in groups-how many of the same adjectives do you have? Make a class list from the groups-similarities/differences? Discussion about assumptions and perspective –who would you always believe? Read Model 2.How have your descriptors changed?


 * Models: **
 * 1)Who cares what she says **
 * The computer beeped as he hesitantly switched it on. He had been told not to go on Face-book again, but the temptation had been too great. **
 * His heart was racing as he turned to the offending page, How anxious he felt as he read the destructive comments-this girl was mean and vicious but sly too, as no names were ever mentioned just nasty insinuations made. He knew he shouldn’t look but the spiteful gossip had made him think that the target could be him. Warily he flipped to the page and began reading, and then began laughing . ‘OMG’- it was hard to understand by the txt words, the mis-spelt words and the swear words just who exactly this was being written about. **
 * He flipped out of Facebook, closed down his computer and headed off to practice. There were so many more important things to be doing…. **


 * Positive: **
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">He cares what she says **
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">The computer beeped as he eagerly switched it on. He had been told to go on Face-book again and the waiting was finally over. **
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">His heart was racing as he turned to the girl’s page. How excited he felt as he read the friendly comments-this girl was kind and caring and popular too. No names were mentioned just nice comments about how she liked her new class. He knew he shouldn’t hope but the bantering gossip had made him think that she might ‘like’ him. Hurriedly he flipped to the page and began reading, and then began laughing. ‘OMG’- it was easy to understand by the txt words, positive words just who exactly this was being written about. **
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">He flipped out of Facebook, closed down his computer and raced off to practice. There were so many more important things to be doing and she was his dance partner. **
 * <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">How cool this production was going to be! **


 * LI: to have an understanding of perspective **


 * PB4L: ** The reasons why we are at school


 * Group Writing: ** write a “Do they know?” from a student’s perspective


 * <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Do they know? **
 * <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">I set out for school each day filled with optimism and hope. Will they like my carefully planned lessons? Will they know that I spent hours of holiday time in my classroom and the resource room and with other teachers planning for this term? How can they know that I must meet the demands of the curriculum and the school and the National Standards? Will they understand that I want to enjoy our time together and that I want them to have fun inquiring about things they are interested in and discussing how to best find out what they want to know? Will they understand that I need to make sure they can do their basic facts and spell the essential list? Do they know that when I come into the classroom each day and wish them a cheery good morning that I am genuinely happy to be there? Do they know I am happy to mark at lunchtime because I have meetings after school? Do they know that I work at night updating the wiki and planning? **
 * <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Do they know that I bleed inside when they are terribly unhappy? **
 * <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Do they understand when I urge them on, urge them to do their best? Do they believe me when I say they are doing well or when I say I know they are capable of better? **
 * <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">For they are our future and it is a privilege to guide them and be part of their lives even though it is for just a brief time. **
 * <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">This is not just a job but instead, it is a vocation, a calling, a source of satisfaction and pride. **
 * <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Do they know, do they understand? Should they know? Should they care? **