SPELLING AND VOCABULARY: Read High Frequency words on sight
GRAMMAR AND PUNCTUATION: Revise Knowledge of Capitalization.
COMPREHENSION AND COMPOSITION: Use story structure to write all alphabetical story.
ORGANIZATION 1 HOUR
INTRODUCTION:
Shared reading of the rhyme “Monday's child”
WHOLE CLASS SKILL-WORK:
look at the spellings of the days of the week
DIFERENTIATE GROUP ACTIVITIES:
Use dictionaries to find words , beginning with k, q, x, z…
Guided reading of Catherine Storr's version of “Monday's child”
Learn to spell the days of the week
CONCLUSION
look at the spelling of the days of the week again
2. Ask group 2 to read Catherine Storr's version.
RESOURCES:
Photocopiable pages of “Monday's Child” 1 and 2, dictionaries and other reference books. Writing materials.
INTRODUCTION AND WHOLE CLASS SKILL WORKS.
Display an enlarged version of “Monday's child” and read it with the children. You will need to explain some of the vocabulary and, in particular, you may need to discuss the usage of the following.
-fair of face
full of grace
full of woe
Sabbath
Bonny and blithe and good and gay
One way to illustrate what the words mean is to ask a child who was born on each day to come to the front and show them how to pose in a way which relects their supposed attributes.
Help children to learn how to spell the days of the week, show them that all the days end with “day” so it is only the first part what they will need to learn. You may need to focus upon “Wednesday” because it is not pronounced in quite the same way as it is spelled. Encourage the children to break it up and tell them that if they of it at Wed-nes-day and say it that way in their heads when they need to spell it they should get it right. They should, of course, say it in the conventional way for everyday usage.
DIFFERENTIATED GROUP ACTIVITIES
Ask them to use dictionaries and reference books to look for words which begin with “k”, “q”, “x” and “z”. The children could also be asked to find words which begin with other letters for which there are few words in the High frequency list, or they could be encouraged to look for words which would help them to write their own version of “Monday's Child” in a later lesson.
Give each child a copy of Catherine Storr's version. Discuss with them the differences between it and the original version and explain the vocabulary to them.
Give each child the photocopiable copy of the traditional rhyme, and ask them how to spell the days of the week. Encourage them to work in pairs. Ask the children to copy the rhyme in their best handwriting display. Tell them that they should begin new lines in the same places as in the rhyme and show them how to continue, with an indent, onto the next line when they run out of space.
CONCLUSION.
Look again at the spelling of the days of the week and hold an informal test. Ask group 2 to read the alternative version of the poem aloud and ask the children which they prefer and why.