The Paper Bag Princess

Teaching Grammar in Context: Stage 1 The Paper Bag Princess

Philosophy Rationale Evaluation

The teaching and learning experiences in this By year one, students have been exposed to a Due to time constraints (final year tests and concert program cater to a range of learning styles and number of ‘traditional’ fairy tales. Many of these practises), I was unable to implement the entire abilities. texts depict the female, or Princess, as ‘weak’ and program. vain. She is often in need of being rescued and then The unit: married off to a handsome Prince where they live I managed to complete teaching and learning happily ever after. experiences up to lesson six. recognises that students bring a range of understandings and experiences about ‘traditional’ The Paper Bag Princess challenges these Students responded quickly to identifying adjectives fairy tales. perceptions. Instead, students are presented with a and nouns. The work samples were effective in strong, independent and intelligent heroine. The consolidating this knowledge. expects students to be ‘active’ learners, assuming male is presented as ‘vain’, weak, lacking ownership of the text and learning experiences. intelligence and motivation. Following, lesson six I can see that an additional lesson will need to take place on ‘thinking’ and provides clear learning expectations. Students are The role reversals of the Prince and Princess ‘saying’ verbs. Students did not possess a good aware of projected learning experiences, goals and prompts students to compare, contrast, comment, knowledge base for these concepts. I intend making outcomes. analyse and reflect on the text. They become quite a ‘saying’ or ‘thinking’ verb vine. passionate about characters, character decisions and provides opportunities to reflect on learning outcomes for characters.  Type ‘saying’ and ‘thinking’ verbs, from experiences. This enables students to identify and the text, onto a piece of paper. Add more appreciate their progress. The Paper Bag Princess effectively demonstrates a ‘saying’ and ‘thinking’ verbs and blank range of grammatical and punctuation conventions. boxes. (Students can identify more encourages students to learn from each other, the I can depend on this text to teach grammar and ‘saying’ and ‘thinking’ verbs in the blank text and the teacher. maintain students’ interest and motivation to learn! boxes.) ______(I have used this text in a range of school settings)  Students categorise the verbs according to: ‘saying’ verb or ‘thinking’ verb. Class Profile  This can be completed as a cut and paste activity or made into a ‘vine’ mobile.  Twenty-five students.  Six students receive support, out of class, in literacy  Of these students, two speak languages other than English. One of these students has receptive and expressive language difficulties as well as an auditory processing difficulty.  Five students speak a language other than English at home. (Four of these students are proficient on both languages)  Three students are performing at a stage two level in English and other K.L.As. Teaching Grammar in Context Focus: Nouns, Verbs and Adjectives Unit Outline Teaching and Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5: Lesson 6: Learning Introduce text and Review text Consolidation of Introduction of Consolidation of Introduction of Experiences expected learning Introduce adjectives. adjectives. nouns. nouns and verbs. outcomes for the adjectives. unit. Outcome(s) TS 1.1, TS 1.3, TS 1.1, TS.1.1, TS 1.2 TS 1.1, TS 1.1, TS 1.2 TS 1.1, TS 1.2 RS 1.5, RS 1.6, RS 1.7 RS 1.5, RS 1.6, RS RS 1.5, RS 1.6, RS RS 1.5, RS 1.6, RS RS 1.5, RS 1.6, RS RS 1.5, RS 1.6, 1.7, 1.7, RS 1.8, 1.7, RS 1.8, WS 1.10 1.7, RS 1.8, 1.7, RS 1.8, RS 1.8, WS 1.10 WS 1.14 WS 1.10, WS 1.14. WS 1.10, WS 1.14. WS 1.10. Organisation Whole class. Whole class, Pairs, Whole class, Pairs, Whole class. Whole class, Pairs, Whole class Individual. Small group Small group. MI/Bloom Matrix Remember: Word, Remember: Word; Remember: Self, Remember: Self, Remember: Self, Remember: Self, People. Self, People. People. People. People. People. Evaluate: Word. Analyse: Word. Apply: People. Analyse: Word. Apply: People. Understand: Body, Understand: Word. Understand: Word Understand: Word. Understand: Word. Understand: Word. People, Word. Analyse: Word. Teaching and Lesson 7: Lesson 8: Lesson 9: Lesson 10: Lessons 11, 12, 13 Lesson 14: Learning Consolidation of Consolidation of Consolidation of Consolidation of Consolidation of Unit Evaluation Experiences verbs. adjectives, nouns adjectives, verbs and adjectives, nouns nouns, verbs and and verbs. nouns. and verbs through a adjectives through cloze activity. the construction of a (Test) story map. Outcome(s) TS 1.1, TS 1.2, TS 1.1, TS 1.2, TS 1.1, TS 1.2, TS 1.1, TS 1.4 TS 1.1, TS 1.2, TS 1.3, TS 1.1, TS 1.2, RS 1.5, RS 1.7, RS RS 1.5, RS 1.7, RS RS 1.5, RS 1.7, RS RS 1.5, RS 1.6, RS TS 1.4, RS 1.6, RS 1.8, RS 1.5, RS 1.6, RS 1.7, RS 1.8, 1.8, 1.8. 1.8, 1.8 WS 1.10, WS 1.11, WS 1.9, WS 1.1.4 WS 1.9, WS 1.10, WS WS 1.10, WS 1.14. WS 1.9, WS 1.10, WS 1.11, WS 1.12, WS 1.14. 1.1.4 WS 1.12, WS 1.13, WS 1.14. Organisation Whole class, Small Whole class, Large Whole class. Whole class, Small Whole class, Pairs. Whole class, group. group. group, Individual. Individual. MI/Bloom Matrix Remember: Self, Remember: Word, Remember: Space and Understand: Word, Create: Word, Space Evaluate: Word, Word, People. Self, Space and Vision, People, Word. Body. and Vision. People, Self. Apply: People. Vision, People. Understand: People, Remember: Word, Remember: Self, Remember: Self, Understand: Word, Understand: Word, Word. Self, People. People. People. Logic and Maths. Logic and Maths, Analyse: People, Analyse: Word. Apply: People. Apply: Self. People. Word. Apply: Music. Understand: Word. Apply: People. Evaluate: Word. Evaluate: People. The Paper Bag Princess : An English unit for Stage 1 students Consolidation of Adjectives, Verbs and Nouns Suggested Teaching and Learning Supported Games Complementary Texts Experiences for More Able Students Is it an Adjective, Verb or Noun? The Frog who would be King Diary Entry Written by Kate Walker. Students compose their own diary entry assuming Select a variety of adjectives, verbs and nouns from the role of one of the characters. the text. Princess Smartypants For example: Record words on white card. For a challenging Written by Babette Cole. activity, do not encase these words in their visual Tuesday 19th November code. ______Use these words as flash cards, asking students to I am furious! A green and nasty dragon attacked my identify them as adjectives, verbs or nouns. Suggested Teaching and Learning castle. He took handsome Prince Ronald! He burnt my Experiences Following This Program clothes, jewellery and castle. I am alone and wearing a Where do I belong? dirty, paper bag! I don’t care. I am so worried about Prince Ronald. I’ll show that greedy dragon. I’ll make Construct a plot tree. him show-off and get so tired that he won’t be able to Select a variety of adjectives, verbs and nouns from move. Then, I can save Prince Ronald. He’ll be so happy. the text. Construct a fairy tale. Elizabeth. Record words on white card. For a challenging activity, do not encase these words in their visual Assume the character of Princess Elizabeth. Letter code. Construct a reward or advertisement for the return of Students compose a letter. They can assume the role Provide each student with one card. Prince Ronald. of Princess Elizabeth writing to her Prince. They Select three students to identify their word as an can also assume the role of Princess Elizabeth adjective, verb or noun. Critique the text. Offer opinions and make writing to the dragon to plead for the release of Place these students at strategic points in the room. judgments on characters, character decisions and Prince Ronald. Students could assume the role of Ask students to locate the group in which they actions. Prince Ronald writing to Princess Elizabeth. belong. Encourage students to justify why they belong in each group. Readers Theatre Re-write text as a play and perform as Readers This activity could be broken down to exclusively Theatre verbs. Am I an action verb, feeling verb, thinking Construct an acrostic poem on the dragon. verb or saying verb? Jigsaw cloze Construct a book review. Cut up and jumble words from a page. Ask students Go Fish to encase each word in a blue zigzag, red rectangle Construct an advertisement to sell the book. Present or orange oval. Students must arrange each word to Students use a magnetic ‘fishing line’ or catch verbs, in an oral or written presentation. Video record complete proper sentences. Display the page, in the nouns or adjectives. presentations. text, that students composed. Perhaps, additional words could be added for another challenge. Snap

Epilogue Students receive a pile of cards containing Students compose an addendum to the narrative. adjectives, verbs and nouns from the text. The Predict outcomes for characters beyond the end of words may or may not have the visual coloured the narrative. code. Students say “snap” when they find a matching pair. Adverbs For example: beautiful / yellow (adjectives), watched / closed (verbs). The player who has the most pairs wins the game.

The Paper Bag Princess : An English unit for Stage 1 students Introduction of the Unit Outcomes Indicators English Learning Experience 1

 TS 1.1 TS 1.1 Duration: 45 Minutes Communicates with an increasing range of people  Asks questions to seek clarification for a variety of purposes on both familiar and  Listens to a range of different picture books  Inform the class of the projected teaching and introduced topics in spontaneous and structured read aloud, in different languages learning experiences. classroom activities.  Uses a comment or question to expand on an  Identify some outcomes for the unit. idea in a discussion  Ask students to identify fairy tales that contain  TS 1.3  Expresses a point of view about the texts read, a Princess or Prince. For example, Cinderella, Recognises a range of purposes and audiences for heard or viewed Sleeping Beauty, Snow White and the Seven spoken language and considers how own talking and  Listens attentively and converses with others to Dwarfs. listening are adjusted in different situations. share ideas or give information  Commence a discussion on the characterisation  Listens to and show respect for the contribution of these Princes and Princesses.  RS 1.5 of another in group and class discussions.  Share understandings or opinions about the Reads a wider range of texts on less familiar topics appearance, character and attitude of these with increasing independence and understanding, TS 1.3 Princesses and Princes. making connections between own knowledge and  Recognises different oral text types such as  Introduce the narrative. Discuss the title and experience and information in texts. conversation illustration on the front cover. (Students  Talks about the structure of some text types. predict content and make judgments on the  RS 1.6 depiction of the girl.) Draws on an increasing range of skills and strategies RS 1.5  Invite students to compare and contrast this when reading and comprehending texts.  Interprets story illustrations princess with other princesses.  Draws on own knowledge to interpret  Read text  RS 1.7 characters in stories  Encourage students to share and justify their Understands that texts are constructed by people and  Participates in class/group brainstorming opinions and/or comments on events, identifies ways in which texts differ according to activities to categorise ideas and facts following characters and character decisions. their purpose, audience and subject matter. the reading of texts.  Discuss the characterisation of the Prince, Princess and Dragon. RS 1.6  Predicts what text is about from cover to title

RS1.7  Makes inferences and expresses an opinion about character’s actions, qualities, characteristics and motives in texts read or viewed and speculates on own behaviour in a similar situation.

Evaluation: Student participation. Teacher observation and interaction. The Paper Bag Princess : An English unit for Stage 1 students Introduction of Adjectives Outcomes Indicators English Learning Experience 2

 TS 1.1 TS 1.1 Duration: 45 Minutes Communicates with an increasing range of people  Asks questions to seek clarification for a variety of purposes on both familiar and  Uses a comment or question to expand on an idea in  Inform students of the outcomes for the lesson introduced topics in spontaneous and structured a discussion  Read page six. Ensure post it notes cover the classroom activities.  Expresses a point of view about the texts read, heard adjectives (beautiful, expensive). or viewed  Ask students to identify the correct word that  Listens attentively and converses with others to share completes each sentence. Peel away post it note to  RS 1.5 ideas or give information Reads a wider range of texts on less familiar topics confirm correct adjective.  Listens to and show respect for the contribution of  Inform students that these words are called with increasing independence and understanding, another in group and class discussions. adjectives. Adjectives are describing words. making connections between own knowledge and  Invite students to identify and explain the purpose of RS 1.5 experience and information in texts. adjectives. Inform students that adjectives provide  Interprets story illustrations more detail about a word. Mention that these words  RS 1.6  Draws on own knowledge to interpret characters in are called nouns. Draws on an increasing range of skills and strategies stories  Ask students to identify other adjectives that when reading and comprehending texts.  Participates in class/group brainstorming activities to complement the text. categorise ideas and facts following the reading of  Record these adjectives on the post it note. texts.  RS 1.7  Read page ten. Ensure post it notes cover the adjectives (paper, paper) Ask students to identify the Understands that texts are constructed by people and RS 1.6 identifies ways in which texts differ according to correct adjective in the sentence. Peel away post it  Interprets pictorial procedures note to confirm answer. Ask students to identify their purpose, audience and subject matter.  Attempts to self-correct when meaning is disrupted other adjectives. Record these on the post it note. while reading  Read page fourteen. Ensure post it notes cover the  RS 1.8  Maintains continuity on understanding when adjectives (smartest, fiercest). Ask students to Identifies the text structure and basic grammatical meaning is disrupted identify the correct adjective in the sentence. Peel features of a limited range of text types.  Identifies a sentence in printed texts away post it note to confirm answer. Ask students to  Draws on knowledge of letter-sound relationships identify other adjectives. Record on the post it note. when trying to read unknown words  WS 1.10  Provide students with the written cloze activity. (For Produces texts using the basic grammatical features  Responds to punctuation when reading aloud more able students, see alternate activity) and punctuation conventions of the text type. (Appendix 1(a) and 1(b)) RS1.7  Review answers.  Makes inferences and expresses an opinion about  Introduce the visual code for identifying adjectives. character’s actions, qualities, characteristics and (Orange oval) motives in texts read or viewed.  Identify other adjectives that would change the meaning of the text. For example, ‘Elizabeth was a RS 1.8 hairy princess.’ Play with adjectives in making  Identifies adjectives and understands that their humorous changes to the text. function is to describe  Record these new adjectives on a sheet of white cardboard. Encase in an orange oval. WS 1.10 Uses adjectives to provide more information about nouns. Evaluation: Student participation. Teacher observation and interaction. Work sample.

The Paper Bag Princess : An English unit for Stage 1 students Consolidation of Adjectives Outcomes Indicators English Learning Experience 3

 TS 1.1 TS 1.1  Duration: 45 Minutes. Communicates with an increasing range of people  Asks questions to seek clarification for a variety of purposes on both familiar and  Uses a comment or question to expand on an idea in a discussion  Review teaching and learning experiences from introduced topics in spontaneous and structured  Listens attentively and converses with others to share ideas the previous lesson. classroom activities. or give information  Inform students of the outcomes for this lesson.  Listens to and show respect for the contribution of another  Review the purpose, content and structure of a  TS 1.2 in group and class discussions. TS 1.2 blurb. Interacts in more extended ways with less teacher  Experiments with varying voice, tone, volume and pace  Invite students to provide a succinct, oral retell intervention, makes increasingly confident oral  As a speaker, makes eye contact, if culturally appropriate of the text. Encourage students to use presentations and generally listens attentively. with audience. adjectives to enhance meaning. RS 1.5  Display the blurb on the back cover of The  RS 1.5  Interprets story illustrations  Draws on own knowledge to interpret characters in stories Paper Bag Princess. Reads a wider range of texts on less familiar topics  Participates in class/group brainstorming activities to  Ask students to identify the adjectives. with increasing independence and understanding, categorise ideas and facts following the reading of texts.  Provide students with the edited blurb. (See making connections between own knowledge and RS 1.6 Appendix 2). Inform students that the blank experience and information in texts.  Attempts to self-correct when meaning is disrupted while reading rectangles are used for additional adjectives.  Maintains continuity on understanding when meaning is Initially, they must identify adjectives that  RS 1.6 disrupted complement the text. Additional adjectives are Draws on an increasing range of skills and strategies  Identifies a sentence in printed texts pasted on top. when reading and comprehending texts.  Draws on knowledge of letter-sound relationships when trying to read unknown words  Review results.  Responds to punctuation when reading aloud  Select two scribes to record these words  RS 1.7 RS1.7 (beautiful, rich, resourceful, paper) on the Understands that texts are constructed by people and  Makes inferences and expresses an opinion about white/black board. Encase in an orange oval. identifies ways in which texts differ according to character’s actions, qualities, characteristics and motives in their purpose, audience and subject matter. texts read or viewed.  Ask students to share other adjectives that RS 1.8 would complement the text. Ensure scribes  Identifies adjectives and understands that their function is to record these words and encase in an orange  RS 1.8 describe Identifies the text structure and basic grammatical  Identifies noun groups in texts and discusses the effect of oval. features of a limited range of text types. their use in comparison to using a noun only  Point to the words that mean the same as  Identifies words that name people, places and things and ‘beautiful’. Inform the class that these are knows that these are called nouns. synonyms. Synonyms are words that have the  WS 1.10 WS 1.10 same meaning. Produces texts using the basic grammatical features  Uses adjectives to provide more information about nouns. and punctuation conventions of the text type. WS 1.14  Ask students to identify the synonyms for  Distinguishes between naming words and doing words ‘resourceful’ and ‘rich’. Ask scribes to add  WS 1.14  Talks about how adjectives describe nouns these synonyms to the ‘adjective bank’. Identifies the structure of own literary and factual  Talks about different kinds of nouns in a story  Students could also play with the adjectives in texts and names a limited range of grammatical altering the meaning of the text. features and conventions of written language. Evaluation: Student participation. Teacher observation and interaction. Work samples. The Paper Bag Princess : An English unit for Stage 1 students Introduction of Nouns Outcomes Indicators English Learning Experience 4

 TS 1.1 TS 1.1 Duration: 45 Minutes Communicates with an increasing range of people  Asks questions to seek clarification for a variety of purposes on both familiar and  Uses a comment or question to expand on an idea in a discussion  Reflect on yesterday’s learning experience introduced topics in spontaneous and structured  Listens attentively and converses with others to share ideas  Inform students of expected learning outcomes. classroom activities. or give information  Turn through the illustrations and point to  Listens to and show respect for the contribution of another objects or people. Ask students to identify in group and class discussions.  RS 1.5 these objects or people. Reads a wider range of texts on less familiar topics RS 1.5  Inform the students that these words are called with increasing independence and understanding,  Interprets story illustrations nouns. “Nouns name someone or something.” making connections between own knowledge and  Draws on own knowledge to interpret characters in stories  Inform the students that the names of people experience and information in texts.  Participates in class/group brainstorming activities to categorise ideas and facts following the reading of texts. and places are called Proper Nouns. Ask students to identify proper nouns in the text.  RS 1.6 RS 1.6  Ask students to identify the purpose and use of Draws on an increasing range of skills and strategies  Attempts to self-correct when meaning is disrupted while nouns. Inform students that nouns are critical when reading and comprehending texts. reading  Maintains continuity on understanding when meaning is features of a sentence. They provide the basic disrupted information in a sentence.  RS 1.7  Identifies a sentence in printed texts  Read page six. Ensure post it notes cover some Understands that texts are constructed by people and  Draws on knowledge of letter-sound relationships when nouns. Ask students to identify the correct identifies ways in which texts differ according to trying to read unknown words  Responds to punctuation when reading aloud noun to complete the sentences. Peel away their purpose, audience and subject matter. post-it notes to confirm correct word. RS1.7  Examine the illustration on page nine. Ask  RS 1.8  Makes inferences and expresses an opinion about students to identify nouns. For example, Identifies the text structure and basic grammatical character’s actions, qualities, characteristics and motives in dragon, girl, bricks, smoke. features of a limited range of text types. texts read or viewed.  Select two scribes to record nouns on the RS 1.8 white/black board. Introduce the visual code  WS 1.10  Identifies adjectives and understands that their function is to for identifying nouns. (Red rectangle) Produces texts using the basic grammatical features describe and punctuation conventions of the text type.  Identifies noun groups in texts and discusses the effect of  Progress through some illustrations and printed their use in comparison to using a noun only text, identifying nouns. Ensure post it notes  Identifies words that name people, places and things and  cover nouns. Peel away to confirm WS 1.14 knows that these are called nouns. Identifies the structure of own literary and factual understandings. texts and names a limited range of grammatical WS 1.10  Review the bank of nouns recorded on the features and conventions of written language.  Uses adjectives to provide more information about nouns. white/black board.

WS 1.14  Distinguishes between naming words and doing words  Talks about how adjectives describe nouns  Talks about different kinds of nouns in a story

Evaluation: Student participation. Teacher observation and interaction. Whole class work sample. The Paper Bag Princess : An English unit for Stage 1 students Consolidation of Nouns and Adjectives Outcomes Indicators English Learning Experience 5

 TS 1.1 TS 1.1 Duration: 45 Minutes Communicates with an increasing range of people  Asks questions to seek clarification for a variety of purposes on both familiar and  Uses a comment or question to expand on an idea in a discussion  Reflect on yesterday’s learning experience introduced topics in spontaneous and structured  Listens attentively and converses with others to share ideas  Inform students of expected learning outcomes. classroom activities. or give information  Using nouns (on red paper) and adjectives (on  Listens to and show respect for the contribution of another orange paper) jointly construct some interesting  TS 1.2 in group and class discussions. TS 1.2 sentences that are loosely based on the text. Interacts in more extended ways with less teacher  Follows instructions on how to complete an activity  Ensure that the adjectives are cut out in an oval intervention, makes increasingly confident oral  Initiates topic in group discussion shape and nouns are cut out as rectangles. presentations and generally listens attentively.  Uses turn-taking and other behaviours related to discussions  Provide students with a sheet of red paper that  Speaks clearly and conveys meaning to peers. contains thirty six nouns. Provide students with  RS 1.5 RS 1.5  Interprets story illustrations a sheet of orange paper that contains thirty six Reads a wider range of texts on less familiar topics  Draws on own knowledge to interpret characters in stories adjectives. Each coloured piece of paper also with increasing independence and understanding,  Participates in class/group brainstorming activities to contains blank rectangles. Students can identify making connections between own knowledge and categorise ideas and facts following the reading of texts. other nouns or adjectives to apply in their experience and information in texts. RS 1.6  Attempts to self-correct when meaning is disrupted while writing. They may also refer to the display reading board to identify other adjectives or nouns.  RS 1.6  Maintains continuity on understanding when meaning is (See Appendices 3 and 4) Draws on an increasing range of skills and strategies disrupted  Work with a partner to create interesting when reading and comprehending texts.  Identifies a sentence in printed texts  Draws on knowledge of letter-sound relationships when sentences using these nouns and adjectives. trying to read unknown words The sentences must be loosely based on the text  RS 1.7  Responds to punctuation when reading aloud  Share sentences with a small group of peers. Understands that texts are constructed by people and RS1.7 Select the most interesting or humorous identifies ways in which texts differ according to  Makes inferences and expresses an opinion about sentence to share with the whole class. their purpose, audience and subject matter. character’s actions, qualities, characteristics and motives in texts read or viewed.  Discuss the organisation of these sentences. RS 1.8  RS 1.8  Identifies adjectives and understands that their function is to Identifies the text structure and basic grammatical describe features of a limited range of text types.  Identifies noun groups in texts and discusses the effect of their use in comparison to using a noun only  Identifies words that name people, places and things and  WS 1.10 knows that these are called nouns. Produces texts using the basic grammatical features WS 1.10 and punctuation conventions of the text type.  Uses adjectives to provide more information about nouns. WS 1.14  WS 1.14  Distinguishes between naming words and doing words Identifies the structure of own literary and factual  Talks about how adjectives describe nouns  Talks about different kinds of nouns in a story texts and names a limited range of grammatical features and conventions of written language.

Evaluation: Student participation. Teacher observation and interaction. Work samples. The Paper Bag Princess : An English unit for Stage 1 students Introduction of Verbs Outcomes Indicators English Learning Experience 6

 TS 1.1 TS 1.1 Duration: 45 Minutes Communicates with an increasing range of people  Asks questions to seek clarification for a variety of purposes on both familiar and  Uses a comment or question to expand on an idea in a  Identify learning outcomes for the lesson. discussion introduced topics in spontaneous and structured  Reflect on yesterday’s learning experience. classroom activities.  Listens attentively and converses with others to share ideas or give information Share favourite sentences.  Listens to and show respect for the contribution of  Use post it notes to cover verbs on page 20.  TS 1.2 another in group and class discussions. Interacts in more extended ways with less teacher ‘Elizabeth ______very softly, “Hey, dragon.” The dragon intervention, makes increasingly confident oral TS 1.2 didn’t _____ at all. She _____ up the dragon’s ear and put presentations and generally listens attentively.  Speaks clearly and conveys meaning to peers her head inside. She ____ as loud as she could, “Hey  Expresses a personal point of view and listens to the dragon!” The dragon was so ____ he didn’t even move.’  RS 1.5 viewpoint of others. Reads a wider range of texts on less familiar topics  Ask students to identify words that match the with increasing independence and understanding, RS 1.5 meaning of the text. Peel away post-it notes to making connections between own knowledge and  Participates in class/group brainstorming activities to confirm verbs. categorise ideas and facts following the reading of experience and information in texts.  Inform the students that the missing words are texts. called verbs. Verbs are action or doing words.  RS 1.6 RS 1.6  Ask students to identify the purpose and use of Draws on an increasing range of skills and strategies  Attempts to self-correct when meaning is disrupted verbs. Inform students that verbs tell us how when reading and comprehending texts. while reading something is achieved. They can be recorded as  Maintains continuity on understanding when meaning past tense, present tense or future tense.  RS 1.7 is disrupted  Ask students to identify other verbs that Understands that texts are constructed by people and  Identifies a sentence in printed texts complement each sentence. Record verbs on identifies ways in which texts differ according to  Draws on knowledge of letter-sound relationships the post it note. their purpose, audience and subject matter. when trying to read unknown words  Inform the class, that there are four types of  Responds to punctuation when reading aloud verbs: action verbs, thinking verbs, saying verbs and feeling verbs. Invite students to  RS 1.8 RS1.7 contribute more verbs. Arrange in the correct Identifies the text structure and basic grammatical  Makes inferences and expresses an opinion about features of a limited range of text types. character’s actions, qualities, characteristics and category. motives in texts read or viewed and speculates on  Select a student to ‘freeze frame’ an ‘action’  WS 1.10 own behaviour in a similar situation. verb. Ask the class to guess the action. Produces texts using the basic grammatical features  Select a student to ‘freeze frame’ a ‘feeling’ and punctuation conventions of the text type. RS 1.8 verb. Ask the class to guess the action.  Identifies doing, thinking, feeling and saying verbs in  Introduce the visual code for identifying verbs. a narrative (Blue zigzag)  Identifies action words and knows these are called verbs.

WS 1.10  Uses different types of verbs (action, thinking, saying and feeling) Evaluation: Student participation. Teacher observation and interaction. Performance. The Paper Bag Princess : An English unit for Stage 1 students Consolidation of Verbs Outcomes Indicators English Learning Experience 7

 TS 1.1 TS 1.1 Duration: 45 Minutes Communicates with an increasing range of people  Asks questions to seek clarification for a variety of purposes on both familiar and  Listens to a range of different picture books read aloud, in different languages  Reflect on yesterday’s learning experience. introduced topics in spontaneous and structured  Uses a comment or question to expand on an idea in a  Identify learning outcomes for the lesson. classroom activities. discussion  Display an A3, enlarged copy of page 21. Ask  Expresses a point of view about the texts read, heard students to identify actions, feelings or thoughts  TS 1.2 or viewed from the illustration. Interacts in more extended ways with less teacher  Listens attentively and converses with others to share  Identify these words as action, feeling or ideas or give information intervention, makes increasingly confident oral thinking verbs. Record these verbs around the presentations and generally listens attentively.  Listens to and show respect for the contribution of another in group and class discussions. illustration. Encase each verb in a blue zigzag.  Display an A3, enlarged copy of the text that  RS 1.5 TS 1.2 complements the illustration. (Page twenty) Reads a wider range of texts on less familiar topics  Speaks clearly and conveys meaning to peers  Read a paragraph at a time, exaggerating the with increasing independence and understanding,  Listens and contributes to class discussions verbs. Following each paragraph, ask students making connections between own knowledge and  Rephrases statements to increase their clarity. to identify the verbs. Encase in a blue zigzag. experience and information in texts. Ask students to categorise these verbs according RS 1.5 to: action verbs; thinking verbs; feeling verbs or  Interprets story illustrations  RS 1.7 saying verbs. Add to list from the previous  Draws on own knowledge to interpret characters in Understands that texts are constructed by people and lesson. identifies ways in which texts differ according to stories  Display an A3 enlarged copy of page twenty- their purpose, audience and subject matter.  Participates in class/group brainstorming activities to categorise ideas and facts following the reading of five. Ask students to identify actions, feelings texts. or thoughts from the illustration.  RS 1.8  Record these verbs around the illustration. Identifies the text structure and basic grammatical RS1.7 Encase in a blue zigzag. Point to one of these features of a limited range of text types.  Makes inferences and expresses an opinion about verbs and ask students to identify the verb as an character’s actions, qualities, characteristics and action verb, feeling verb, thinking verb or  WS 1.10 motives in texts read or viewed and speculates on saying verb. Produces texts using the basic grammatical features own behaviour in a similar situation.  Display an A3, enlarged copy of the text that and punctuation conventions of the text type. RS 1.8 complements the illustration. (Page twenty-  Identifies adjectives and understands that their five.) function is to describe  Read a paragraph at a time, exaggerating the  Identifies words that name people, places and things verbs. Following each paragraph, ask students and knows that these are called nouns to identify the verbs. Encase in a blue zigzag.  Identifies doing, thinking, feeling and saying verbs in Ask students to categorise these verbs according a narrative. to: action verbs; thinking verbs; feeling verbs or WS 1.10 saying verbs. Add to list from the previous  Uses adjectives to provide more information about lesson. nouns. (These activities could be conducted in small groups. Groups can be divided into: action verbs, thinking verbs, feeling verbs or saying verbs.) Evaluation: Student participation. Teacher observation and interaction. Whole class s work sample. The Paper Bag Princess : An English unit for Stage 1 students Consolidation of Adjectives, Nouns and Verbs Outcomes Indicators English Learning Experience 8

 TS 1.1 TS 1.1 Duration: 45 Minutes  Asks questions to seek clarification Communicates with an increasing range of people  Listens to a range of different picture books read aloud, in for a variety of purposes on both familiar and different languages  Reflect on yesterday’s learning experience. introduced topics in spontaneous and structured  Uses a comment or question to expand on an idea in a  Identify learning outcomes for the lesson. classroom activities. discussion  Expresses a point of view about the texts read, heard or  Using nouns (on red paper), adjectives (on viewed orange paper) and verbs (on blue paper) jointly  TS 1.2  Listens attentively and converses with others to share ideas construct some interesting sentences that are Interacts in more extended ways with less teacher or give information loosely based on the text. (See Appendices 3,4 intervention, makes increasingly confident oral  Listens to and show respect for the contribution of another and 5) in group and class discussions. presentations and generally listens attentively.  Ensure that verbs are cut out in a zigzag TS 1.2 manner, adjectives are cut out in an oval shape  RS 1.5  Speaks clearly and conveys meaning to peers and nouns are cut out as rectangles. Reads a wider range of texts on less familiar topics  Listens and contributes to class discussions  Provide students with thirty six verbs, thirty six  Rephrases statements to increase their clarity. with increasing independence and understanding, nouns and thirty six adjectives. The adjectives making connections between own knowledge and RS 1.5 and nouns remain unchanged from lesson five.) experience and information in texts.  Interprets story illustrations Ensure each word is recorded on blue, red or  Draws on own knowledge to interpret characters in stories orange paper.  RS 1.7  Participates in class/group brainstorming activities to categorise ideas and facts following the reading of texts.  Students work with a partner, using these Understands that texts are constructed by people and words, to create interesting sentences that are identifies ways in which texts differ according to RS1.7 loosely based on the text. Each coloured sheet their purpose, audience and subject matter.  Makes inferences and expresses an opinion about contains blank rectangles that allow students to character’s actions, qualities, characteristics and motives in identify other adjectives, verbs or nouns.  RS 1.8 texts read or viewed and speculates on own behaviour in a  Share sentences with a small group of peers. Identifies the text structure and basic grammatical similar situation. Select the most interesting or humorous features of a limited range of text types. RS 1.8 sentence to share with the whole class.  Identifies adjectives and understands that their function is to  Discuss the organisation of these sentences.  WS 1.10 describe Produces texts using the basic grammatical features  Identifies words that name people, places and things and knows that these are called nouns and punctuation conventions of the text type.  Identifies doing, thinking, feeling and saying verbs in a narrative.  WS 1.14 Identifies the structure of own literary and factual WS 1.10  Uses adjectives to provide more information about nouns. texts and names a limited range of grammatical features and conventions of written language. WS 1.14  Distinguishes between naming words and doing words  Talks about how adjectives describe nouns  Talks about different kinds of nouns in a story  Identifies different types of verbs. Evaluation: Student participation. Teacher observation and interaction. Work samples. Teaching Grammar in Context: Stage 1 Consolidation of Adjectives, Verbs and Nouns Outcomes Indicators English Learning Experience 9

 TS 1.1 TS 1.1 Duration: 45 Minutes Communicates with an increasing range of people for a  Asks questions to seek clarification variety of purposes on both familiar and introduced topics  Listens to a range of different picture books read aloud, in  Reflect on yesterday’s learning experience. in spontaneous and structured classroom activities. different languages  Identify learning outcomes for the lesson.  Uses a comment or question to expand on an idea in a discussion  Use three sheets of cardboard to record the names of  TS 1.2 the characters. Mount on white/black board. Interacts in more extended ways with less teacher  Expresses a point of view about the texts read, heard or viewed  Ask students to identify nouns, adjectives and verbs intervention, makes increasingly confident oral  Listens attentively and converses with others to share ideas that reflect the representation of each character. presentations and generally listens attentively. or give information Ensure either a blue zigzag, red rectangle or orange  Listens to and show respect for the contribution of another oval encases each word.  RS 1.5 in group and class discussions. Reads a wider range of texts on less familiar topics with TS 1.2 This may be recorded as a semantic web for display. increasing independence and understanding, making  Speaks clearly and conveys meaning to peers Additionally, it can be recorded in table format. connections between own knowledge and experience and  Listens and contributes to class discussions information in texts.  Rephrases statements to increase their clarity. RS 1.5 For example:  Interprets story illustrations  RS 1.7 Dragon Princess Prince Understands that texts are constructed by people and  Draws on own knowledge to interpret characters in stories  Participates in class/group brainstorming activities to identifies ways in which texts differ according to their categorise ideas and facts following the reading of texts. Confident Clever Rude purpose, audience and subject matter. RS1.7 Exhausted Kind Nasty  Makes inferences and expresses an opinion about Frightening Dirty Sporty  RS 1.8 character’s actions, qualities, characteristics and motives in ‘Show-off’ Strong Lazy Identifies the text structure and basic grammatical features texts read or viewed and speculates on own behaviour in a of a limited range of text types. similar situation. Jumping Brave Neat RS 1.8 Spotted Paper bag Tennis racquet  WS 1.9  Identifies adjectives and understands that their funtction is handkerchief Plans, reviews and produces a small range of simple to describe Flying Running Waiting literary or factual texts for a variety of purposes on  Identifies words that name people, places and things and Puffing Chase Toad knows that these are called nouns familiar topics for unknown readers. (Semantic web)  Identifies doing, thinking, feeling and saying verbs in a  Discuss the characterisation of the Princess as the narrative.  WS 1.10 WS 1.9 strong, clever, hero. Compare characterisation of Produces texts using the basic grammatical features and  Uses a framework to make notes, e.g. semantic web. princesses in Sleeping Beauty, Cinderella and other punctuation conventions of the text type. . (Semantic WS 1.10 traditional narratives. Explore the similarities in web)  Uses adjectives to provide more information about nouns setting and attitudes to initial appearances.  Uses different types of verbs.  Discuss the role-reversal in The Paper Bag Princess.  WS 1.14 WS 1.14 Ask students to identify the ‘moral’ of the story. Identifies the structure of own literary and factual texts  Distinguishes between naming words and doing words and names a limited range of grammatical features and  Talks about how adjectives describe nouns conventions of written language.  Talks about different kinds of nouns in a story  Identifies different types of verbs.

Evaluation: Student participation. Teacher observation and interaction. Whole class work sample. The Paper Bag Princess : An English unit for Stage 1 students Consolidation of Adjectives, Verbs and Nouns Outcomes Indicators English Learning Experience 10

 WS 1.14 WS 1.10 Identifies the structure of own literary and factual  Uses adjectives to provide more information about nouns. texts and names a limited range of grammatical features and conventions of written language. WS 1.14  Distinguishes between naming words and doing words  Talks about how adjectives describe nouns  Talks about different kinds of nouns in a story  Identifies different types of verbs. Evaluation: Student participation. Teacher observation and interaction. Student work samples (test) Teaching Grammar in Context: Stage 1 Consolidation of Adjectives, Verbs and Nouns Outcomes Indicators English Learning Experience 11

 TS 1.1 TS 1.1 Duration: 45 Minutes Communicates with an increasing range of people  Asks questions to seek clarification for a variety of purposes on both familiar and  Uses a comment or question to expand on an idea in a  Review the purpose and use of adjectives, verbs discussion introduced topics in spontaneous and structured  Listens attentively and converses with others to share ideas and nouns. classroom activities. or give information  Briefly review the display board that contains  Listens to and show respect for the contribution of another adjectives relevant to the Princess, Prince and  TS 1.2 in group and class discussions. dragon. Discuss nouns and verbs that reflect these characters. Interacts in more extended ways with less teacher TS 1.2 intervention, makes increasingly confident oral  Speaks clearly and conveys meaning to peers  Turn through the pages of the text to revise presentations and generally listens attentively.  Listens and contributes to class discussions sequence of events.  Rephrases statements to increase their clarity.  Display A3, enlarged copies of the illustrations.  RS 1.5 Arrange in order, on the black/white board. RS 1.5 Briefly identify and record some adjectives, Reads a wider range of texts on less familiar topics  Speculates on the behaviour of characters in stories with increasing independence and understanding, nouns and verbs around the illustration. Ensure making connections between own knowledge and RS 1.6 each word is encased in their visual code. experience and information in texts.  Attempts to self correct when meaning is disrupted while  Inform students that they are going to construct reading a story map.  Maintains continuity in understanding when meaning is  RS 1.6 disrupted  Discuss the structure, organisation and content Draws on an increasing range of skills and strategies  Identifies a sentence in printed texts of story map. Display story maps completed when reading and comprehending texts.  Identifies a clause in printed texts during the year. These include written and/or  Recognizes nouns and noun groups and pronouns in printed pictorial story maps. texts  Identify a framework for organising the story  RS 1.8  Identifies noun-pronoun, subject-verb links in written texts Identifies the text structure and basic grammatical  Responds to punctuation when reading aloud map. Record on white/black board for features of a limited range of text types.  Draws on knowledge of letter-sound relationships when reference. trying to read unknown words.  Identify expectations for the story map. It  WS 1.10 needs to contain written information and RS 1.8 complementary pictorial data. Suggest speech Produces texts using the basic grammatical features  Identifies adjectives and understands that their function is to and punctuation conventions of the text type. describe bubbles, thought bubbles, boxed in text,  Identifies words that name people, places and things and commentary on text etc. knows that these are called nouns  WS 1.14  Organise students into mixed ability pairings.  Identifies doing, thinking, feeling and saying verbs in a Revise expectations regarding group work Identifies the structure of own literary and factual narrative. texts and names a limited range of grammatical (cooperation, respect, kindness etc) features and conventions of written language. WS 1.10  Provide students with the opportunity to discuss  Uses adjectives to provide more information about nouns. and plan their story map.  Students report back to the whole class. Share WS 1.14  Distinguishes between naming words and doing words ideas and suggest ways to improve plan.  Talks about how adjectives describe nouns  Complete draft of story map.  Talks about different kinds of nouns in a story  Identifies different types of verbs. Evaluation: Student participation. Teacher observation and interaction. Student work samples. The Paper Bag Princess : An English unit for Stage 1 students Consolidation of Adjectives, Verbs and Nouns Outcomes Indicators English Learning Experience 12

 TS 1.1 TS 1.1 Duration: 50 Minutes Communicates with an increasing range of people  Asks questions to seek clarification for a variety of purposes on both familiar and  Uses a comment or question to expand on an idea in a  Reflect on yesterday’s learning experience. discussion  introduced topics in spontaneous and structured  Listens attentively and converses with others to share ideas Identify and discuss first drafts. Identify some classroom activities. or give information adjectives, nouns or verbs in the story maps.  Listens to and show respect for the contribution of another Identify and discuss expected progress for the  TS 1.2 in group and class discussions. next forty five minutes.  Display A3, enlarged copies of the illustrations Interacts in more extended ways with less teacher TS 1.2 intervention, makes increasingly confident oral  Speaks clearly and conveys meaning to peers on the black/white board. Sequence these presentations and generally listens attentively.  Listens and contributes to class discussions pictures. Briefly refer to adjectives, nouns and  Rephrases statements to increase their clarity. verbs recorded around the illustration.  RS 1.5  Inform students that the story map will need to RS 1.5 be half complete by the end of the lesson. Reads a wider range of texts on less familiar topics  Speculates on the behaviour of characters in stories with increasing independence and understanding,  Students can select an A3 sheet of paper or a making connections between own knowledge and RS 1.6 piece of white cardboard for their story map. experience and information in texts.  Attempts to self correct when meaning is disrupted while  Conference with students who require reading additional support.  Maintains continuity in understanding when meaning is  RS 1.6 disrupted  During the last ten minutes of the lesson, select Draws on an increasing range of skills and strategies  Identifies a sentence in printed texts some partners to discuss the development of when reading and comprehending texts.  Identifies a clause in printed texts their story map. Share observations and  Recognizes nouns and noun groups and pronouns in printed comments about the story map. Encourage texts students to suggest ideas for improving these  RS 1.8  Identifies noun-pronoun, subject-verb links in written texts Identifies the text structure and basic grammatical  Responds to punctuation when reading aloud story maps. features of a limited range of text types.  Draws on knowledge of letter-sound relationships when trying to read unknown words.

 WS 1.10 RS 1.8 Produces texts using the basic grammatical features  Identifies adjectives and understands that their function is to and punctuation conventions of the text type. describe  Identifies words that name people, places and things and knows that these are called nouns  WS 1.14  Identifies doing, thinking, feeling and saying verbs in a Identifies the structure of own literary and factual narrative. texts and names a limited range of grammatical features and conventions of written language. WS 1.10  Uses adjectives to provide more information about nouns.

WS 1.14  Distinguishes between naming words and doing words  Talks about how adjectives describe nouns  Talks about different kinds of nouns in a story  Identifies different types of verbs. Evaluation: Student participation. Teacher observation and interaction. Work samples. The Paper Bag Princess : An English unit for Stage 1 students Consolidation of Adjectives, Verbs and Nouns Outcomes Indicators English Learning Experience 13 (Oral presentations will mean additional time is  TS 1.1 TS 1.1 necessary.) Communicates with an increasing range of people  Asks questions to seek clarification for a variety of purposes on both familiar and  Uses a comment or question to expand on an idea in a discussion Duration: 50 Minutes introduced topics in spontaneous and structured  Listens attentively and converses with others to share ideas classroom activities. or give information  Reflect on yesterday’s learning experience.  Listens to and show respect for the contribution of another  Inform students that story maps need to be in group and class discussions.  TS 1.2 complete by the end of the lesson. Interacts in more extended ways with less teacher TS 1.2  Students will be required to present their story intervention, makes increasingly confident oral  Speaks clearly and conveys meaning to peers map to the class. This will take place, at varied presentations and generally listens attentively.  Listens and contributes to class discussions times, during the week(s). Inform students that  Rephrases statements to increase their clarity. they will be assessed on their oral presentation,  RS 1.5 RS 1.5 organisation of story map, spelling, sentence Reads a wider range of texts on less familiar topics  Speculates on the behaviour of characters in stories construction and ability to work as a team. with increasing independence and understanding, making connections between own knowledge and RS 1.6 experience and information in texts.  Attempts to self correct when meaning is disrupted while reading  Maintains continuity in understanding when meaning is  RS 1.6 disrupted Draws on an increasing range of skills and strategies  Identifies a sentence in printed texts when reading and comprehending texts.  Identifies a clause in printed texts  Recognizes nouns and noun groups and pronouns in printed texts  RS 1.8  Identifies noun-pronoun, subject-verb links in written texts Identifies the text structure and basic grammatical  Responds to punctuation when reading aloud features of a limited range of text types.  Draws on knowledge of letter-sound relationships when trying to read unknown words.

 WS 1.10 RS 1.8 Produces texts using the basic grammatical features  Identifies adjectives and understands that their function is to and punctuation conventions of the text type. describe  Identifies words that name people, places and things and knows that these are called nouns  WS 1.14  Identifies doing, thinking, feeling and saying verbs in a Identifies the structure of own literary and factual narrative. texts and names a limited range of grammatical features and conventions of written language. WS.10  Uses adjectives to provide more information about nouns.

WS 1.14  Distinguishes between naming words and doing words  Talks about how adjectives describe nouns  Identifies different types of verbs Evaluation: Student participation. Teacher observation and interaction. Student work samples. Name: ______

Choose the correct adjective to complete these sentences.

Elizabeth was a ______princess. She lived in a ______,

castle. She wore a ______, ______dress and

______crown. Elizabeth wore ______shoes. She loved

a ______Prince. His name was Ronald.

large pink long gold shiny handsome beautiful

APPENDIX 1 (a) Name: ______

Choose an adjective to complete these sentences.

The dragon lived in an ______, ______cave. He had

______skin and ______scales. His teeth were

______and very ______! Desmond liked to

______horses. He thought he was very ______.

He had a ______and ______breath that could burn up to ten forests!

APPENDIX 1 (b)

Name: ______

Blurb from The Paper Bag Princess

Princess Elizabeth was beautiful and rich.

She was going to marry Prince Ronald until a dragon destroyed her castle and took the Prince.

Elizabeth was a resourceful girl and, left with nothing but a paper bag to wear, she set out to find him.

APPENDIX 2 pretty clever wealthy dirty torn attractive smart creative gorgeous bright imaginative

APPENDIX 2 Adjectives

Adjectives are ‘describing’ words.

pretty beautiful long golden bright polished red green pink grey tall large handsome dirty smelly tiny brown dry spotted paper silk sharp orange fat long black dark ferocious silly tangled old clever creative one fifty ugly hundred smartest fiercest

APPENDIX 3 Nouns

Nouns name someone or something.

castle dragon Princess Elizabeth Prince Ronald clothes bag shoes crown hair medallion horses’ forest castle throne path door cave bones teeth claws smoke fire world room sky sport tennis jumper tights meatball ashes dress necklace wings

APPENDIX 4 Verbs

Verbs are ‘doing’ words. They can be split into four groups: ‘Action’ verbs, ‘Feeling’ verbs, ‘Saying” verbs and ‘Thinking’ verbs.

lived married smashed laughed carried chased burnt followed held eaten slammed grabbed shouted breathed flew jumped tired slept lifted opened whispered surprised destroyed wore dressed found snored waved smiled thought planned decided felt said went

APPENDIX 5

Name: ______Elizabeth ______the knocker and ______on the door again.

The ______stuck his nose out of the ______and said,

“Go away. I love to ______princesses, but I have already eaten a whole ______today. I am a very ______dragon. Come back tomorrow.”

“Wait”, ______Elizabeth. “Is it true that you are the

______and ______dragon in the whole world?” “Yes,” said the dragon. dragon grabbed eat busy shouted smartest banged door fiercest castle

APPENDIX 6 Name:______My favourite character The Paper Bag Princess in the narrative was I enjoyed working with ______During this unit of work, I learnt ______I liked this character because ______We worked well together because ___

What is a noun? ______To make this unit more interesting, I would ____ My favourite activity What is an adjective? was ______

What is a verb? I preferred this ______activity because ______

APPENDIX 7