Midge part 3 - 01  (Page 2/2)

Tomorrow I will prowl around the neighbourhood and try and find a safer place for us all to stay.”

“But Granddad,” said Midge, “we were so happy here at school. We found so much to eat! Can’t we stay?”

“No, Midge, it is getting too dangerous. We have to move! Last night Ron Rat was caught and the night before I saw the owl with a baby rabbit in its talons. No arguments. We have to move!

• What is your opinion? Should they stay or should they go?

1. Read and plan your letter.

Midge is very upset. He does not want to leave you. He wrote to you and told you that Granddad said they had to move away.

• Now you must write to Midge.

1. Tell him how you feel.

2. Suggest some plans that you and your friends have thought of.

3. Invite him home for a farewell weekend. Tell him about the exciting things you will do; the interesting places you could show him and the fun the two of you would have.

4. Draw a picture at the end of your letter to show Midge what you are planning.

• You can plan your letter like this.

1. Your feelings.

2. Your plans.

3. Your weekend.

4. Your picture.

Dear Midge

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Write the dialogues between you and your mother. You have to convince her that Midge must spend a weekend with you at home.

Assessment

Learning Outcome 1: LISTENING : The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.

Assessment Standard 1.2: We know this when the learner demonstrates appropriate listening behaviour by showing respect for the speaker, taking turns to speak, asking questions for clarification, and summarising or commenting on what has been heard;

Assessment Standard 1.4: We know this when the learner listens with enjoyment to stories, poems, songs and other oral texts and shows understanding:

Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.3: We know this when the learner creates and tells stories with a beginning, middle and ending, which uses descriptive language, avoid repetition and have elements of plot and characterisation;

Learning Outcome 3: READING AND VIEWING : The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment Standard 3.2: We know this when the learner makes meaning of written text:

3.2.1 comments on a story or poem the learner has read, and demonstrates understanding by answering questions;

Assessment Standard 3.3: We know this when the learner reads texts alone, and uses a variety of strategies to make meaning:

3.3.1 reads a printed text fluently and with understanding;

Learning Outcome 4: WRITING : The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.1: We know this when the learner uses pre-writing strategies to initiate writing:

4.1.1 uses various pre-writing strategies to gather information and choose a topic (e.g. brainstorming, free writing, talking with friends, visual images);

4.1.2 begins to plan writing;

Assessment Standard 4.2: We know this when the learner drafts a piece of writing for different purposes:

4.2.2 writes a selection of short texts for different purposes;

Assessment Standard 4.6: We know this when the learner uses appropriate grammatical structures and writing conventions:

4.6.2 uses punctuation appropriately (capital letters, full stops, question marks, commas, apostrophes, exclamation marks);

Assessment Standard 4.7: We know this when the learner writes legibly:

4.7.1 writes with ease and increasing speed as a result of frequent practice.

Learning Outcome 6: LANGUAGE STRUCTURE AND USE : The learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts.

Assessment Standard 6.2: We know this when the learner works with words:

6.2.1 uses some spelling rules to spell correctly;

Assessment Standard 6.5: We know this when the learner develops critical language awareness:

6.5.1 explores the way the class uses slang, with whom and for what purpose.