Week 7
Introduction/ Explicit Teaching (15 mins)
Read a book – The Koala Who Could.
Identify the pebble, rock and boulder problem within.
Lesson 1 - EEKK (elbow to elbow, knee to knee) to get students brainstorming together about
31/8/20 what they consider the problems.
50 mins
Student focus work (30 mins)
Order pebble, rock, boulder story Write the problems and identify which illustration
accompanies it.
- Get students to complete ‘The Rule of Thumb’ to determine whether students
understand, are halfway there or are still very confused.
- To gain student attention use ‘Hokus Pokus’
Task card:
Resolution
AC: Discuss features of plot, character and setting in different types of literature and
explore some features of characters in different texts.
LI: We are learning to write tightening tensions in a Narrative.
SC: Write a tightening tension using pebble, rock and boulder problems and incorporate
character feelings.
Introduction/ Explicit Teaching (15 mins)
Lesson 2 Read a book – The Three Billy Goats Gruff.
1/9/20 - Giggle box story.
50 mins
Identify the pebble, rock, boulder within
- Record on the board but rub off before work.
- Pebble: No grass to eat
Rock: The Billy goats crossing the bridge and the troll stopping them.
Boulder: The great billy goat gruff charged at the Troll.
- EEKK (elbow to elbow, knee to knee) to get students brainstorming together about what
an alternate boulder problem could be.
- Get students to complete ‘The Rule of Thumb’ to determine whether students know the
pebble, rock and boulder problems in the story.
Student focus work (25 mins)
Students will create an alternate boulder problem to the story when I change the rock
problem.
What would happen if there was no bridge to cross.
Talk to a person on the floor what could happen.
Brainstorm some examples.
Write sentence starter
- The boulder problem is…
- Set timer on smartbaord so students can track how much time they have.
- Use tambourine to gain student attention.
Challenge:
If students finish, their challenge is to create another boulder problem.
Introduction/ Explicit Teaching (15 mins)
Read a book – Cinderella
https://www.youtube.com/watch?v=hD2l1TFWIUc
Identify the pebble, rock, boulder within
Record on the board but rub off before work.
Lesson 3 - Pebble: Living with her stepmother and step sisters. The stepmother had made Cinderella
complete chores all night.
2/9/20
Rock: Ripped the dress and broke her necklace.
50 mins Boulder: Clock struck midnight and Cinderella left her glass slipper at the ball
- EEKK (elbow to elbow, knee to knee) to get students brainstorming together about what
an alternate boulder problem could be.
- Get students to complete ‘The Rule of Thumb’ to determine whether students
understand, are halfway there or are still very confused.
Student focus work (25 mins)
Students will create an alternate boulder problem to the story when I change the rock
problem.
What would happen if Cinderella’s Fairy god mother didn’t appear.
Brainstorm some examples.
Write sentence starter
- The boulder problem is…
- Set timer on smartbaord so students can track how much time they have.
- To gain student attention use ‘Hokus Pokus’
Introduction/ Explicit Teaching (10 mins)
Lesson 4
Look back on what a pebble, rock and boulder problem and brainstorm some topics.
3/9/20
Write the layout students need to write
50 mins
Name, date
Don’t rush take your time. Try and make them descriptive and include character feelings.
Remember capital letters, full stops and finger spaces.
Re-read once finished.
- Get students to complete ‘The Rule of Thumb’ to determine whether students
understand what the assessment task involves or not.
Student focus work (30 mins)
Create their own pebble rock boulder problem – individual assessment.
- Set timer on smartbaord so students can track how much time they have.
If students finish can draw a picture or read quietly.
