Christophe’s Story Fiction 1 Stimulus synopsis: Christophe’s Story



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Christophe’s Story Fiction 4.1


Stimulus synopsis: Christophe’s Story

Christophe has a story inside him – and this story wants to be told. But with a new country, a new school and a new language to cope with, Christophe can’t find the right words. He wants to tell the whole school why he had to leave Rwanda, why he has a scar made by a bullet from a soldier’s gun and what happened to his baby brother, but has he got the courage to be a storyteller? Christophe must find a way to break through all these barriers, so he can share his story with everyone.


About this unit:

The children start with a reminder about using multi-clause sentences and using conjunctions, adverbs and prepositions. They then listen to Christophe’s Story, responding to questions that stretch their comprehension and questioning skills. They use discussion, drama and role play to understand more about the characters. They look at the author’s use of language: her choice of memorable words and phrases. Children draw on their understanding conjunctions, adverbs and prepositions to express time and cause to tell their own oral recounts, and then turn these into written recounts. Children use a letter as a model to write their own, applying their ability to write multi-clause sentences. Children repeat the same task for a book blurb, if required. In the main writing task, children write their own stories, drawing on their own personal experiences and a shared model text. 


Recommended route:


Day 1

Day 2

Day 3

Day 4


Day 5

Comprehension: Chapter 1

Ask questions about a text
Inference and prediction


Comprehension: Chapter 2

Recall and summarise ideas
Ask questions about and draw inferences from a text

Depth focus: Exploring character: Jeremy

(Ch 2)

Draw inference about character and motives


Comprehension: Chapters 3 and 4

Recall and summarise events
Oral retellings

Short composition: Day 1, Planning and writing

Write a letter using another one as a model.
Use sentences with more than one clause

Day 6

Day 7

Day 8

Day 9

Day 10

Short composition: Day 2, Reviewing and editing

Evaluate and edit work based on feedback

Comprehension: Chapter 5

Draw inferences from a text


Depth focus: looking at language

Discuss words and phrases

Sentence grammar 1

Identify and use apostrophes for possession

Sentence grammar 2

Identify and use conjunctions expressing time and cause

Day 11

Day 12

Day 13

Day 14




Sentence grammar 3

Understand how written language differs from spoken language
Use sentences with more than one clause

Long composition: Day 1, Planning and writing

Write personal stories – planning and discussion

Long composition: Day 2, Planning and writing

Writing, including oral rehearsal

Long composition: Day 3, Reviewing and editing

Evaluate own and others’ writing





Recommended grammar activities:


Collective nouns

Time/cause conjunctions

Multi-clause sentences

Comprehension


Session

Main focus

Teaching summary

Activity description

Comprehension:

Chapter 1




Ask questions about a text
Inference and prediction


  • Show the front cover and page 10 of Christophe’s Story. Model asking questions about the story. What clues about the book can I get from the cover? Why is the boy (am I sure it is a boy?) pointing at something?

  • Read pages 10-11. How is Christophe feeling? Has Christophe been to this school before?

  • Continue reading and discussing to the end of Chapter 1 (‘The First Day of School’).

  • Discuss what children know about asylum seekers and refugees. Explain that Christophe and his family are refugees from Rwanda.

The children work in pairs to discuss answers to questions raised in the shared session. Talk Partners think of three further questions they would like answers to as they read on.

Objectives: 56.1 listen to and discuss wide range of text types; 57.3 draw inferences and make predictions; 59 discuss books that are read to them and those they read themselves; 57.2 ask questions to improve understanding


Photocopiables: N/A

Digital resources: eBook of Christophe’s Story


Session

Main focus

Teaching summary

Activity description

Comprehension:

Chapter 2




Recall and summarise ideas
Ask questions about and draw inferences from a text


  • Talk Partners recap the story to the end of Chapter 1. The children discuss the fight.

  • Read Chapter 2 (‘The Scar’) to halfway down page 27. Discuss why the other children were smiling at Christophe. Explain what Hutu and Tutsi mean. (Use ‘Information on Rwanda’ (F AR 4.1.1) for your reference.)

  • Read to the end of Chapter 2. Briefly explain about the war in Rwanda. The children respond to the story, discussing Christophe’s scar.

The children work in pairs to discuss answers to questions raised in the shared session. Talk Partners think of three further questions they would like answers to as they read on.


Objectives: 56.1 listen to and discuss wide range of text types; 57.3 draw inferences and make predictions; 57.4 identify and summarise main ideas

Photocopiables: F AR 4.1.1, F PCM 4.1.1


Digital resources: eBook of Christophe’s Story


Session

Main focus

Teaching summary

Activity description

Comprehension:

Chapters 3 and 4





Recall and summarise events
Oral retellings


  • Play Just a Minute and ask the children to recap the story so far.

  • Read the first paragraph of Chapter 3 (‘Miss Finch Gets it Wrong’). How do you think Christophe feels now?

  • Read to the end of page 47. Why was Christophe angry that Miss Finch had written his story?

  • Read Chapter 4 (‘Christophe’s Story’) to half way down page 55. Explain that ‘Kubohoza’ means to help set you free.

  • Continue reading to the end of page 67. What does this mean? Is Babi really there?

  • Read to the end of Chapter 4. How is Christophe feeling now? How does he feel about telling his story? What does Christophe do when telling the story? (actions, changes in voice) Annotate ‘Christophe’s Story’ (F ITP 4.1.1) or the eBook.

The children use ‘Story sequencing’ (F PCM 4.1.2) to structure the story. Then the children rehearse oral retellings of Christophe’s story, practising with a partner and using ‘Planning my story’ (F PCM 4.1.3) for support.

Objectives: 56.1 listen to and discuss wide range of text types; 57.3 draw inferences and make predictions; 57.4 identify and summarise main ideas

Photocopiables: F PCM 4.1.2, F PCM 4.1.3

Digital resources: eBook of Christophe’s Story, F ITP 4.1.1


Session

Main focus

Teaching summary

Activity description

Comprehension:

Chapter 5




Draw inferences from a text

  • Talk Partners recap Chapter 4. How do you think Christophe feels at the end of the chapter? Take responses. (E.g. sad about Babi.) What words or phrases make you think that? Write these on the board.

  • Read Chapter 5 (‘The Story is Told Again’). How does Christophe feel about telling his story the whole school? How do you know? What does Miss Finch suggest?

  • Conscience Alley: Christophe walks down the middle of the classroom as the children tell him why he should or should not let Miss Finch write his story down.

The children draw a stick man of Christophe and surround the stick man with Christophe’s feelings, using evidence from the whole text.

Objectives: 57.3 draw inferences and make predictions


Photocopiables: N/A

Digital resources: eBook of Christophe’s Story




Depth focus


Session

Main focus

Teaching summary

Activity description

Exploring character: Jeremy (Chapter 2)


Draw inference about character and motives


  • Discuss Jeremy. Use ‘Collecting evidence’ (F ITP 4.1.2) to note evidence from the text.

  • The children create a picture of Jeremy using ‘Photo-fit activity’ (F ITP 4.1.3) and discuss their opinion of him.

  • The children discuss Jeremy’s point of view using evidence from the text. What do you think Jeremy thinks of Christophe? Why do you think he behaves the way he does?

In small groups, the children create a drama piece from Jeremy’s point of view based on pages 10–27. Focus on creating an alternative to Christophe hitting Jeremy. Groups present their dramas and discuss different endings.


Objectives: 57.3 draw inferences and make predictions

Photocopiables: N/A

Digital resources: eBook of Christophe’s Story, F ITP 4.1.2, F ITP 4.1.3


Session

Main focus

Teaching summary

Activity description

Exploring character: Character Journey Map


Draw inference about character

  • Talk Partners discuss what they would ask Christophe, Mama or Papa if they met them at the end of the story.

  • Discuss how characters change throughout the story. Model how to map a character journey using ‘Papa’s character journey’ (F ITP 4.1.4), dragging emotion words to events in the story.

  • Discuss why Papa’s feelings changed.

Pairs work together to complete a character journey for Christophe. Complete ‘Character journey’ (F PCM 4.1.4).

Objectives: 57.3 draw inferences and make predictions; 57.1 check that text makes sense and is in context

Photocopiables: F PCM 4.1.4

Digital resources: eBook of Christophe’s Story, F ITP 4.1.4

Session

Main focus

Teaching summary

Activity description

Looking at language

Discuss words and phrases


  • Reread each of these phrases in the eBook: ‘Christophe’s heart did a somersault.’ (page 22);‘… as if someone had stuck a piece of purple-brown playdoh on Christophe’s body …’ (page 34);‘… see cloud’s in Mama’s face …’ (page 62);‘… choked-up river …’ (page 70).

  • Discuss what the words tell us about how the characters are feeling.

  • Talk Partners search the text for examples of other words that capture their imaginations and share with class.

In pairs or groups, the children create short phrases to describe how someone might feel in each of the situations on ‘How would you feel?’ (F ITP 4.1.5).

Objectives: 56.7 discuss words/phrases that capture reader’s interest; 59 discuss books that are read to them and those they read themselves

Photocopiables: N/A

Digital resources: eBook of Christophe’s Story, F ITP 4.1.5


Sentence grammar


Session

Main focus

Teaching summary

Activity description

Sentence grammar 1

Identify and use apostrophes for possession



  • Using ‘Whose are they?’ (F ITP 4.1.6), discuss whose friends these boys are (Christophe’s friends) and label the picture. Highlight the apostrophe.

  • Remind the children where the apostrophe sits if the noun is singular (before the ‘s’) and if the noun is plural (after the ‘s’).

  • Talk Partners write a sentence using an apostrophe for the second picture.

  • The children add apostrophes to the sentences on ‘Apostrophes’ (F ITP 4.1.7).

The children complete ‘Apostrophes’ (F PCM 4.1.5) putting in the missing apostrophes and writing their own sentences showing apostrophes for possession.

Objectives: 73.2 use possessive apostrophe with singular and plural nouns

Photocopiables: F PCM 4.1.5

Digital resources: eBook of Christophe’s Story, F ITP 4.1.6, F ITP 4.1.7

Session

Main focus

Teaching summary

Activity description

Sentence grammar 2


Identify and use conjunctions expressing time and cause

  • Read ‘Greedy Sebgugugu’ (F ITP 4.1.8). Highlight time conjunctions (E.g. ‘one day’, ‘day in day out’, ‘now’, ‘the next moment’, etc.).


  • Recap the definition of conjunctions. (Words that link a word or phrase to some other part of the sentence.)

  • Do a quick sort of conjunctions that express time and cause using ‘Time or cause?’ (F ITP 4.1.9). Remind the children that conjunctions can appear in different places in sentences.

  • Ask some children for oral recounts of what they did the night before. Together, turn these oral recounts into written sentences using conjunctions that express time and cause.

The children write three sentences using conjunctions that express time and three sentences using conjunctions that express cause.

Objectives: 72.1 use a wider range of conjunctions; 74 use and understand the grammatical terminology in Appendix 2

Photocopiables: N/A

Digital resources: eBook of Christophe’s Story, F ITP 4.1.8, F ITP 4.1.9

Session

Main focus

Teaching summary

Activity description

Sentence grammar 3


Understand how written language differs from spoken language
Use sentences with more than one clause

  • Reread Christophe’s spoken passage on ‘Conjunctions in action!’ (F ITP 4.1.10). Note how short sentences and present tense make the scene immediate.


  • Imagine Christophe had written a more formal account. Read the second passage on F ITP 4.1.10. Note the past tense and use of conjunctions that express time (E.g. ‘then’, ‘while’) cause (E.g. ‘despite’, ‘because’, ‘so that’), subordinate clause (E.g. ‘with terrifying white faces’).

  • Talk Partners describe their journeys to school. Ask one pair to share with the class. Together turn oral journeys into written language using a range of clauses and conjunctions, adverbs and prepositions to express time and cause.

The children rewrite passage from (F PCM 4.1.6) remembering to include conjunctions and some sentences with more than one clause.

Objectives: 72.5 use conjunctions, adverbs and prepositions; 74 use and understand the grammatical terminology in Appendix 2

Photocopiables: F PCM 4.1.6

Digital resources: eBook of Christophe’s Story, F ITP 4.1.10


Composition tasks
Short composition 1


Session

Main focus

Teaching summary

Activity description

Day 1:

Planning and writing



Write a letter using another one as a model.
Use sentences with more than one clause


  • Talk Partners share three things that have happened in the story with another pair.

  • Discuss why Christophe had to move. Briefly imagine what it would be like to be forced to move. Talk Partners list feelings. Explain that during WWII, children were evacuated.

  • Read ‘Friend or Foe’ (F ITP 4.1.11). Talk Partners list similarities and differences between a refugee and an evacuee. Introduce the task of writing a letter from Christophe to David in role to explore Christophe’s feelings about moving to the UK. Agree success criteria.

The children work independently to write a letter from Christophe to David. Encourage oral rehearsal before committing to paper.

Objectives: 67.1 discuss writing similar to that which they are planning to write; 67.2 discuss and record ideas; 68.1 use rich vocabulary, oral rehearsal and increase range of sentence structures

Photocopiables: N/A

Digital resources: eBook of Christophe’s Story, F ITP 4.1.11

Session

Main focus

Teaching summary

Activity description

Day 2:

Reviewing and editing


Evaluate and edit work based on feedback

  • Talk Partners refer to the success criteria to asses each other’s work. Encourage them to comment on use of vocabulary and sentence structures.

The children work independently to complete their writing. Pairs assess their work using shared success criteria. Use ‘David’s questions’ (F PCM 4.1.7) for support if needed.

Objectives: 57.1 check that text makes sense and is in context; 67.1 discuss writing similar to that which they are planning to write; 67.2 discuss and record ideas; 71 read aloud own writing

Photocopiables: F PCM 4.1.7

Digital resources: eBook of Christophe’s Story


Short composition 2


Session

Main focus

Teaching summary

Activity description

Day 1


Write a blurb, using another one as a model

  • Introduce the idea of a ‘blurb’ (the information on the back of a book that says what happens in the story). Show some blurbs from other books in the classroom. Point out that the blurb doesn’t give the whole plot away. Give the children a word limit for their blurb to focus their writing.


  • Show ‘Book reviews’ (F ITP 4.1.12). Point out the varied sentence structures. What is the effect of starting the first sentence of The Boy in the Big Black Box with ‘Something’? (mysterious, makes you want to read on) What’s unique about the last sentence of The Boy in the Big Black Box? (it doesn’t have a main verb)

  • Invite pupils to read aloud their Christophe’s Story blurb to the whole class. Then compare their versions with the actual Christophe’s Story blurb.

The children write a blurb for Christophe’s Story. Discuss what was most important about this story. Then write a blurb following the style of the examples shown.

Objectives: 57.1 check that text makes sense and is in context; 67.1 discuss writing similar to that which they are planning to write; 67.2 discuss and record ideas; 71 read aloud own writing

Photocopiables: N/A

Digital resources: eBook of Christophe’s Story, F ITP 4.1.12


Long composition


Session

Main focus

Teaching summary

Activity description

Day 1:

Planning and writing




Write personal stories –

planning and discussion




  • Remind the children that Miss Finch says ‘You’ve all got stories inside you!” (page 67) Ask the children to suggest ideas for their own story based on something that has happened to them, e.g. first day of school, falling out with a friend.

  • Show ‘Mind map’ (F ITP 4.1.13) to model writing, and talk through the main events. Transfer the data from the mind map to ‘Story plan’ (F ITP 4.1.14) with the children’s help.

The children write their own mind maps. Share these with the group. Use ‘Mind map’ (F PCM 4.1.8) if needed.
The children write their own story plans using ‘Story plan’ (F PCM 4.1.9).


Objectives: 67.1 discuss writing similar to that which they are planning to write; 67.2 discuss and record ideas

Photocopiables: F PCM 4.1.8, F PCM 4.1.9

Digital resources: eBook of Christophe’s Story, F ITP 4.1.13, F ITP 4.1.14

Session

Main focus

Teaching summary

Activity description

Day 2:

Planning and writing


Writing, including oral rehearsal

The children write their personal stories. Encourage them to rehearse sentences orally before committing to paper, especially if they are using fronted adverbials.

The children write their own personal narratives.

Objectives: 68.1 use rich vocabulary, oral rehearsal and increase range of sentence structures; 68.2 organise paragraphs around a theme in narratives

Photocopiables: F PCM 4.1.9

Digital resources: eBook of Christophe’s Story, F ITP 4.1.13, F ITP 4.1.14

Session

Main focus

Teaching summary

Activity description

Day 3:

Reviewing and editing




Evaluate own and others’ writing

  • Use a child’s writing to show how to give feedback on overall structure and paragraphs, making positive comments and suggesting improvements. Focus on the structure of the text and how they have followed the story plan areas.

  • Give the children time to redraft their writing in light of the feedback, if necessary.
  • Show ‘Marking ladder’ (F ITP 4.1.15). Ask the children to mark their own pieces of work according to the ladder using ‘Marking ladder’ (F PCM 4.1.10).


Talk Partners refer to the success criteria to asses each other’s work. Remind them to comment on the overall structure and use of paragraphs.


Objectives: 69.1 assess own and other's writing; 69.2 propose changes to improve consistency

Photocopiables: F PCM 4.1.10

Digital resources: eBook of Christophe’s Story, F ITP 4.1.14, F ITP 4.1.15







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