Immerse: Whirly Twirly Me

Lessons

1: Immerse Learning Objective: Can I write a prediction about this story?

Ready

Jump In

Jump In

Questions:

• What are these objects? Let's name them.
• Where do you think they might have come from?
• Who might they belong to?
• How do you think they might relate to each other?
• How do you think they might be linked to our story?
• Do they remind you of any stories you know?

Teach

Steady

Teach

Vehicle Text Illustration.

Let's look at the illustration of the girl looking in the mirror.

How do you think the girl is feeling? What makes you think that? Why might she be looking in the mirror? What do you notice about her expression? What do you think she might be thinking? Have you ever felt like the girl in the picture? What happened?

Teach

Drama Opportunity: Matching Emotions

Get into small groups.Take a copy of the Emotion Faces resource. Discuss the different expressions and how you think the girl is feeling. Then - match the faces with the emotion words. Now - use a mirror to recreate one of the facial expressions - can the rest of the group guess which one it is?

Teach

Teach

Make Predictions.

Can I verbally predict to a partner what this story could be about?

Write

Write

Can I write a prediction about this story?

I think that .... I predict that ....

Write

Sentence Snake Time

I will model a sentence.

Write

Sentence Snake Time

Now you will make your sentence.

Write

Review

Can I write a prediction about this story?

• 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 use roleplay to explore a character?

Ready

Jump In

Sentence Snake Time

I will model a sentence.

Write

Sentence Snake Time

Now you will make your sentence.

Write

Steady

Teach

Let's look at the title and front cover of our story. How do they link to your predictions from last lesson?

Let's look at vocabulary from the Vehicle Text.

Teach

Let's read the beginning of our story and share the illustrations.

*Read up to page 'here she is leaving school (page beginning with 'I say, "But I'm not just angry..."')

Can you use facial expressions to show how the girl feels throughout the story?

Teach

Drama Opportunity: Hot-Seating.

In groups, let's act as the girl and interviewers asking questions about how she feels.

Model Questions

How did you feel when your sister finished all the cereal? How did you feel when Calum took your red pencil? Why do you think Mrs Gill told you not to get angry? What made you angry when your friends were playing a new game? Is there anything you could do to make your day better?

Teach

Vehicle Text

Let's recap on the start of the story, then read to the end.

How did the girl feel at the end of the story? How did her mum make her understand her emotions and feel better? The girl wasn't just angry was she? What else had she been feeling?

Teach

Write: Story Sentences

Can I write a simple sentence explaining something that happened in the story?

Can you use 'and' to join two ideas together?

Teach

Review

Can I write a story sentence?

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

Review

3: Immerse Learning Objective: Can I understand and use the vocabulary in the Example Text?

Ready

Jump In

Sentence Snake Time

I will model a sentence.

Write

Sentence Snake Time

Now you will make your sentence.

Write

Steady

Teach

Let's read the Vehicle Text again.

Teach

Now - let's read the Example Text

Story Friends will help us retell and understand the Example Text.

Teach

One day, Yasmin woke up and felt like an unhappy whirlwind! Her body was buzzing with energy and her thoughts were twirling too fast. She could not understand why she felt so unsettled and unhappy. It was like a storm inside her. She wanted it to stop, but she didn’t know how. With a flip and snap and a flop! Nothing felt right, this feeling wouldn’t stop.

Teach

As the day went on, things kept going wrong. She spilled her breakfast, she tripped over her toys and she untied her hair bobbles. She was so frustrated! Her heart raced faster and her cheeks got hotter! Even at school, the day got worse. Yasmin wanted to join in the new game but she didn’t know how to play it. Her anger grew bigger and bigger and bigger! With a flip and a snap and a flop! Nothing felt right, this feeling wouldn’t stop.

Teach

When Yasmin got home, the storm inside was too big to hold in. She was so upset and she didn’t know what to do. She stomped up the stairs and kicked her shoes across the room. She felt like thunder and lightning! She flopped onto the bed with a loud thud and then began to cry. With a flip and a snap and a flop! Nothing felt right, this feeling wouldn’t stop.

Teach

At bedtime, Yasmin’s mum noticed how sad she was and asked her to explain. Yasmin talked about the whirling feeling inside her and her mum listened carefully. They took deep breaths together and Yasmin felt calmer. The storm inside her started to unfold. Her mum hugged her and told her it was okay to feel this way sometimes. With a twirl and a whirl and a spin! Everything felt right, she felt calmer within.

Teach

Let's look at vocabulary from the Example Text.

Teach

Can you put some of these words into verbal sentences of your own?

Teach

Narrative Building Block Questions.

Let's answer some questions about the text.

Teach

Review

Can I understand and use the vocabulary in 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 feelings poem?

Ready

Jump In

Sentence Snake Time

I will model a sentence.

Write

Sentence Snake Time

Now you will make your sentence.

Write

Steady

Teach

Let's read the Example Text again. Let's share our thoughts about the main character and her feelings.

Teach

Drama Opportunity: Step Inside.

Let's look at the illustration from the Vehicle Text of the breakfast table with all the cereal gone. Imagine stepping inside the picture. What do you notice about the girl's facial expressions and body movements? Imagine how you would feel if you were there. Repeat with other illustrations e.g. Calum taking the girl's red pencil. The children playing the new game. Lola not wanting to play with the girl.

*Let's add some words and phrases to the flipchart.

Teach

I am going to model writing a feelings poem.

Can you see verbs and adjectives with the prefix un-, verbs with the suffixes -ing and -ed, and capital letters, full stops and exclamation marks?

Teach

Write

Can I write a feelings poem based on an illustration?

Write

Use the word bank to help you with ideas.

Write

Review

Can I write a feelings poem?

• Read what you have written out loud.
• Does it make sense? What changes do you need to make?
• Have I used verbs and adjectives with the prefix un-, verbs with the suffixes -ing and -ed and capital letters, full stops and exclamation marks?

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

Review