Imaginative retell/recount
WALT: For you to retell the 'Lighthouse' story in order using lots of detail. Please include adjectives to enhance your retell and remember which areas from the rubric you need to imporve on from our last writing peice.
WILF: You need to persevere and show self motivation so you can improve your work. I would like you to edit and improve your work with out prompting from teacher.
WILF: You need to persevere and show self motivation so you can improve your work. I would like you to edit and improve your work with out prompting from teacher.
Learning Sequence
STEP ONE
Watch the film up the point where the candle goes out. Discuss the setting and the title, what do you think is going to happen?
Make predictions about the content.
Brainstorm language to describe the setting, think about nouns, adjectives and adverbs. [Record on Resource Sheet A- see button below ( see word banks)
Watch the remainder of the film. When the Lighthouse keeper breaks the lamp, pause and discuss possible outcomes.
Tell the children that they are going to carry out some hot seating, asking the lighthouse keeper some questions. The children think about the things they would ask the lighthouse keeper about the events of that night.
Record questions on resource sheet A- see button below
Make predictions about the content.
Brainstorm language to describe the setting, think about nouns, adjectives and adverbs. [Record on Resource Sheet A- see button below ( see word banks)
Watch the remainder of the film. When the Lighthouse keeper breaks the lamp, pause and discuss possible outcomes.
Tell the children that they are going to carry out some hot seating, asking the lighthouse keeper some questions. The children think about the things they would ask the lighthouse keeper about the events of that night.
Record questions on resource sheet A- see button below
STEP TWO
Model hot-seating by becoming the lighthouse keeper or choose a pupil to be the lighthouse keeper. Children can record some answers to help them remember key points. GRAMMAR Next, collect nouns relating to the story, e.g. sea, candle, lamp etc Model example; ‘Sea,’ add an adjective, then a verb, then a prepositional phrase, then an adverb to end up with, ‘The sapphire blue sea crashed violently against the sharp, rugged rocks. Complete Hand Retell template for planning |
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STEP THREE
Remind the children of the Hand Retell. Give them 20 – 30 minutes to write a short story based on ‘The Lighthouse.’ Focus on quality, not quantity.
To check for descriptive language ask the children to write down the most descriptive sentence in their story. Copy it down onto the ‘Competition entry form’ [resource sheet B]
Pin these to a display board. Each child has a sticker to vote for their favourite sentence. Share the sentences with the most stickers.
To check for descriptive language ask the children to write down the most descriptive sentence in their story. Copy it down onto the ‘Competition entry form’ [resource sheet B]
Pin these to a display board. Each child has a sticker to vote for their favourite sentence. Share the sentences with the most stickers.
Word Bank Ideas
Shuffling paper, heart pounding, feel stressed, anxious, burden of the problem, misty clouds, as dark as night drift across the sky, rough weather, eerie night, small village, the light of the sky, beam of light, working like clockwork, cheers, feeling fed-up, missing out on the fun, gust of wind, knocks light, WOOSH, SCREECH, stumble, trip, beacon of light, lamp, thump-thump, breathless, peering, rushed, honk of the horn, panic, smashed, thundering towards the shore, helpless, relief, companionship, teamwork, solve the problem, ships halted, safety, catastrophic consequences, immense globe, determined, sweating, dripping, shattered into pieces.
What was the problem in the story?
What was some of the emotions that the light house keeper would have been feeling?
What was the problem in the story?
What was some of the emotions that the light house keeper would have been feeling?