Immerse: Jack and BB

Lessons

1: Immerse Learning Objective: Can I record predictions about a text?

Ready

Jump In

lunar landings illustrations

lunar landings illustrations

What things can you see?What do these tell us? Where have you ever seen places like this before?Who might live here? Why do you think that? Who might the suitcase belong to? Why is there a tin can inside? What could be inside the can? What could our story be about?

Teach

Steady

Teach

Let's look at some illustrations from our Vehicle Text:

The traffic scene

(page beginning 'All day long, traffic sped overhead').

The illustration of a boy with a dog, under a tunnel with a mysterious man holding a case

(opposite the page starting with 'On his way to the shops...')

Teach

Questions for discussion:

What can you see in these illustrations? Where do you think this could be? What makes you think that? What do you notice about the fast food van? Who do you think owns it? Who might the mysterious man be? Do you think he is trustworthy? Why? What do you think is in the suitcase? How might these pictures be linked to the objects and scenes in our classroom?

Write

Can I write a prediction about this story?

I predict that the story will be about a/an .... because ....... I predict that the text will be....

Write

I will model a sentence.

Make a Sentence

Now you will make your sentence.

Make a Sentence

Review

Can I record predictions about a text?

• Read what you have written out loud.
• Does it make sense? What changes do you need to make?
• Use the sentence checker and, line by line, edit for improvement.

Review

2: Immerse Learning Objective: Can I understand the Vehicle Text and vocabulary included?

Ready

Make a Sentence

I will model a sentence.

Make a Sentence

Now you will make your sentence.

Make a Sentence

Steady

Teach

Vehicle Text

Let's read the first three pages of the Vehicle Text.

Read up to the page beginning with 'All day long traffic sped overhead.'

How does this story link to the objects and images we have looked at in class? Does this story match your predictions ? Do you have any new ideas about what might happen in this story?

Vehicle Text

Let's read the next two pages

Up to the page where Jack's mum threw the can of beans out of the window and sent Jack to bed (beginning with the line 'You did what?' shouted his mum) What are your predictions now? Does this remind you of any other stories you have read?

Teach

Vehicle Text

Now let's look at the front cover of the book and read the blurb.

Why do you think the author has written 'GIANT' in capital letters? How does the blurb change your mind about your initial predictions? How do you think this story will be different from the original?

Read one more page of the Vehicle text.

(Read up to the page beginning with the line 'early the next morning, Jack woke up to find his room bathed in a curious green light', then read to the bottom of the page finishing 'After hurridly eating a breakfast of the best beans Jack had ever tasted, he crept outside'.)

Let's look at vocabulary from the Vehicle Text.

Teach

Teach

Grammar in Context: Using Alliteration.

Look at the illustration of the beanstalk (opposite the page beginning 'Early the next morning'). What objects can you see in the illustration? Can you describe them using adjectives? Can use use alliteration in your decription of the beanstalk?

Teach

Write: Vehicle Text Vocabulary Sentences.

Can I write sentences using vocabulary from the Vehicle Text? Can I use alliteration?

Write

Review

Can I write sentences using vocabulary from the Vehicle Text?

• Read what you have written out loud.
• Does it make sense? What changes do you need to make?
• Have I used alliteration ?

• Use the sentence checker and, line by line, edit for improvement.

Review

3: Immerse Learning Objective: Can I understand the Example Text and its vocabulary? (WAGOLL)

Ready

Make a Sentence

I will model a sentence.

Make a Sentence

Now you will make your sentence.

Make a Sentence

Steady

Teach

We are going to re-read the Vehicle Text.

Read from the start to the end of the page where the beanstalk first appears

(page beginning 'Early the next morning, Jack woke up to find...')

What do you think of the characters? How is the start of this story different from the traditional tale of Jack and Beanstalk?

We have recieved a letter!

Teach

With a note attached...

Teach

Who could this big letter be from? What makes you think that? What clues do you have?

Let's read this Example Text.

Teach

Questions.

Do you trust the giant? Why or why not? Would you want to be the giant's friend? Why or why not? What do you think Jack should do?

We are now going to be writing our own letter to Jack to help him decide what to do.

Teach

Let's look at vocabulary from the Example Text.

Teach

Teach

Write: Example Text Vocabulary Sentences.

Can I write sentences using vocabulary from the Example Text?

Write

Review

Can I write sentences using vocabulary from the Example Text?

• Read what you have written out loud.
• Does it make sense? What changes do you need to make?

• Use the sentence checker and, line by line, edit for improvement.

Review

4: Immerse Learning Objective: Can I write a Persuasive Note to Jack? (Incidental Write 1)

Ready

Make a Sentence

I will model a sentence.

Make a Sentence

Now you will make your sentence.

Make a Sentence

Steady

Teach

Let's re-read the Example Text, looking in particular at the first paragraph.

Teach

Drama Opportunity: Walk the Beanstalk.

Prep: set out benches with mats underneath.

lunar landings illustrations

Imagine that you are Jack standing at the bottom of the beanstalk. Now imagine looking up the benastalk. What can you see above you? What colours and shapes can you see? What are the things above you doing? What might be at the very top? What sounds can you hear coming from above you?

Teach

Drama Opportunity: Walk the Beanstalk.

Now act out climbing up the beanstalk like Jack and Bella. Climb up on to the benches and look down. Imagine what you might see from the top...

lunar landings illustrations

What can you see below you? What colours and shapes can you see? What are the things below you doing? Can you see the bottom? What sounds can you hear coming from below you? Do things look their normal size? How does it feel up here?

Teach

Write: A Note to Jack (Incidental Write 1).

I am going to model writing a note to Jack.

(at the time when he is looking UP the beanstalk)

Can you see correct use of compound nouns? Can you see the use of subordinating conjunctions, adjectives with suffixes - ful and -less and quesion marks?

Write

Incidental Write 1.

Write a note to Jack. Focus on the things that he would see as he climbs up the beanstalk. Use the word bank to help you.

Write

Review

Can I write a note to Jack?

• Read what you have written out loud.

Have you used compound nouns correctly? Have you used subordinating conjunctions, adjectives with the suffixes -ful and -less and question marks?

Review