Term+1+Weeks+2-5

TS2.3 || Brainstorm what humour is and where we see it - Encourage students to think about what they find funny ||  || Students were able to come up with a variety of things that they found funny in a variety of genres || TS2.2 RS2.5 || Teacher to model read "Don't let the Pigeon Drive the Bus" Discuss what students thought was funny. In pairs, students share what they consider to be funny in the text and why. Students to report back to the class. What they found funny and why. ||  || Modeled a very animated pigeon - over emphasising moods. Very effective! Kids loved the HUGE Bold page! || RS2.7 || Look at direct speech and relate to the "speech bubbles" Discuss the Punctuation for direct speech. Look at the fact that it looks like a 66 and a 99. Ask students if they know what the punctuation marks are called. (speech marks/quotation marks) Students to place quotation marks in the correct places. Students to complete worksheet changing direct speech into indirect speech. ||  || Some students remembered the 66 / 99 analogy, others had better metalanguage and were able to refer to speech marks and some also managed "quotation" marks. IWB activity worked, but there was some challenge when students moved to the independent activity. || TS2.4 RS2.8 WS2.10 || Teacher to model read the book, asking students to read pages. Discuss why different pages get read in different ways. (focus on font, bold etc) Students to put the punctuation into the sentences (IWB) Teacher to revise what each punctuation mark is called and it's purpose. Students to complete the "Don't forget the punctuation" worksheet. ||  || Students loved putting on the pigeon voice :) Generally good understanding of each punctuation mark and it's purpose || TS2.2 || Students to watch the animation of don't let the pigeon drive the bus. Students to record the voice of the pigeon on smart recorder. ||   || Very engaged DID not get to record voices on IWB due to whiteboard malfunction. (did it verbally instead) || TS2.1 || Students learn how to draw the pigeon. Discuss changing moods of the character - ie changing eye position, changing colour of the character etc ||   || Again, very engaged!! || WS2.10 WS2.13 || Innovation on text: Students watch the "Don't let the pigeon be the principal" video. Then students will be encouraged to do a "Don't let the be the/do the . ||   || In hindsight, would only change the job. Changing the animal created additional problems (all students were able to draw the pigeon) || WS2.9 WS2.10 WS2.13 || Students brainstorm animal and jobs. Then create a group title. Students to brainstorm different tasks that the animal can do in that task ...ie "I will collect all the flowers!!" ||  || Animal drawings aside, students were able to come up with a variety of jobs :) || WS2.10 WS2.13 || Each student will create a page with the speech bubble that relates to their character doing a task. ||  || Generally students handled this well - except for the above mentioned issues with drawing different characters. ||
 * **Outcome** || **Activity** ||  || **Evaluation** ||
 * TS2.1
 * TS2.1
 * RS2.6
 * TS2.3
 * RS2.7
 * RS2.7
 * WS2.9
 * TS2.1
 * WS2.9

__Resources:__

[|Don't Let the Pigeon Drive the Bus notebook]

__Return to:__ 