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language
demands will
there be?
What listening
tasks will there
be?
What written
text types will
there be?
* Class discussiondifferences
between narrative
and informative
text
* Pairs share
findings-how they
classified a text
*Oral predictions
about Piggybook
* Listening to the
teacher read
extracts of a few
classroom texts
and Piggybook
* Listening to
peers how they
classified a text
* Listening to
teacher & class
discussion ideasstructure of a well
known narrative
Three Little Pigs
* Extracts of
classroom texts
(for analysis)
* Piggybook
* Written
classification of
texts
* An outline of
Three Little Pigs
(characters,
setting, events,
resolution)
* recall
Piggybook
* Class discussionsetting,
characters,
events, resolution
of Piggybook
* Pairs retell
Piggybook to
class
* Class discussionstructure of a
narrative
* Listening to the
teacher read
Piggybook
*Listening to class
discussionsetting,
characters,
events, resolution
of Piggybook
* Listening to
peers retelling
Piggybook
* Listening to
* Piggybook
* Students
narrative plans
* Written retelling
of Piggybook
* structure of a
narrative
* Students
narrative plans
What aspects of
grammar will
the students be
expected to
use?
* past tense
* Sequence of
events
* verbs to refer to
events
* past tense to
describe events of
Piggybook
* Connectives to
sequence events
What specific
vocabulary does
the topic require
students to
know?
narrative
informative
classify
characters
setting
events
resolution
orientation
complication
sequence of
events
resolution
* Sharing of
students
narrative plans
* Teacher and
class recall
Piggybook
* Class discussionstructure of
Piggybook
* Class discussionverbs in
Piggybook
* Teacher and
students read the
first two pages of
Piggybook
* Students read
the orientation of
their own
narratives
peers narrative
plans
* Listening to
class discussionstructure of
Piggybook and
verbs/variations of
the verb in
Piggybook
* Listening to the
teacher/students
read the first 2
pages of
Piggybook
* Listening to
peers orientations
of narratives
* Piggybook
* Students
orientation of their
own narrative
* different types of
verbs
* Class orientation
of a narrative
* Students
orientation for
their narratives
* different types of
verbs (doing,
thinking, relating
and saying)
left
demanded
took
eaten
enjoyed
became
squealed
snuffled
mended
grunted
greet
* Students identify
characters in
Piggybook and
adjectives to
describe these
characters
* Students read
the complication
and sequence of
events of their
own narratives
* Listening to a
partner reading a
character profile
* listening to
peers narratives
so far
* Character profile
* Students
complication and
sequence of
events of their
own narrative
* adjectives to
describe
characters
* tense
(past/present/futur
e)
important
horrible
grumpy
messy
selfish
hard-working
lazy
neat
* Students present
an oral book
report on
Piggybook
* Class discussionsuggest the ways
to resolve
complications for
students
narratives
* Listening to the
teacher explain
strategies for an
oral book report
* Listening to
peers presenting
oral book reports
* Listening to
peers narratives
* nouns and
pronouns to
identify characters
* tense
(past/present/futur
e)
He/she/they
** Vocabulary
list from Days 3
and 4
* Teacher and
students read
Piggybook
* students read
their own
narrative to a
partner
* Students discuss
and plan for a
dramatic group
performance of
Piggybook
* Listening to
peers narratives
* Listening to
peers in planning
a dramatic
performance of
Piggybook
* Piggybook
* Students own
narratives
* Narrative draft
for stage 1
students
* tense
(past/present/futur
e)
* Students identify
similarities and
differences
between The
Little Refugee and
Piggybook
* Answer
questions about
The Little
* Listening to the
teacher read The
Little Refugee
* Listening to
similarities and
differences
between The
Little Refugee and
Piggybook
* The Little
Refugee
* Students
narrative for stage
1 students
* tense
(past/present/futur
e)
* textual
meanings
*
*
*
*
*
*
*
*
*
orientation
complication
sequence of
events
resolution
faraway
crowded
stank
crammed
dangled
tossed
afford
miserable
precious
Refugee
* Teacher and
students read
sections of the
text to answer
questions
* Small group
discussion-textual
and visual
meanings in The
Little Refugee
* Listening to
peers responses
to questions about
The Little
Refugee
* Listening to
sections of The
Little Refugee
* Listening to
group members
discussing the
textual and visual
meanings in The
Little Refugee
* Listening to the
teacher explaining
ways to solve
writing issues
* Read Piggybook
with the teacher
* Identify
connectives used
in Piggybook
* Pairs share work
with the class
use of connectives
* Students read
their narratives to
their partner
* Listening to the
teacher and
themselves read
Piggybook
* Listening to the
teacher explain
connectives
* Listening and
watching the
teacher editing
narratives
* Listening to a
partners narrative
* Piggybook
* Students own
narratives
* link sentences
with correct
connectives
* Editing students
own narratives
* connectives
*
*
*
*
*
*
*
*
*
and
before
after
then
when
because
although
however
so
* Small group
discussionidentify as many
clauses in
Piggybook
* students and
teacher describe
layout and
publishing ideas
* Students read
their narratives
with fluency and
expressions
* Group
performance of
Piggybook
* Listening to the
teacher read
Piggybook
* listening to the
teacher describing
clauses
* Listening to
findings of other
groups-clauses in
Piggybook
* listening to the
teacher/students
describing layout
and publishing
ideas
* Listening to a
partner read
his/her narrative
with fluency and
expressions
* Group
performance of
Piggybook
* Piggybook
* Classroom
picture books
* Students own
narratives
* Underlining noun
and verb in
clauses
* illustrating for
students
narratives
* Clause
* noun
* verb
* Listening to the
teacher read The
True Story of the
Three Little Pigs
with fluency and
expressions
* Students
reflectionsnarratives
* Past tense to
describe what
students have
learnt
*
*
*
*
*
*
left
demanded
took
eaten
enjoyed
became
squealed
snuffled
mended
grunted
greet
diet
huffed
snuffed
honour
porker
sackful
* Students read
their own
narrative to a
partner with
fluency and
expressions
* Students read
their narratives to
Stage 1 students
* Students recap
what they learned
about narratives
* Students share
their reflections
with the class
* Group
performance of
Piggybook
* listening to a
partner reading
his/her narrative
for stage 1
students
* Listening to
recap of
narratives
* Listening to the
teacher explain
how to write
reflections
* Listening to
peers reflectionsunderstanding of
narratives learned
in the unit
* Group
performance of
Piggybook
reflections
* jazzed up
* loan