Reevy Hill Primary School

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Writing

Pig Heart Boy

 

Lesson 1
Learning Objective: To identify and discuss themes in longer texts, focusing on character ?feelings and experiences.
 I Can:
- Comment on character feelings and actions at different points in the story.
- Use role-play to show how characters feelings change throughout the story.

 

Starter:

Look at the extract from Chapter 3 below.
Choose 3 words or phrases from this part of Chapter 3, that you think best shows how Mum, Dad and Cameron are feeling.
Can you justify why you have chosen these particular words in your own words?

Activity 1:


Choose 3 or 4 words from the word bank that best describes how the characters are feeling during this chapter. 
What would the characters' actions be?

Word bank:

Activity 2:

Look at the 3 quotes from the text. 
Highlight the words that best show how the characters are feeling. 

What would their body look like?
What would their face look like?

 

Label each quote with the action.

 

Example:

Lesson 2
Learning Objective: to show awareness of the writers' craft by commenting on use of language and grammatical features.
 
I Can:
- comment on the use of figurative language. 
- choose appropriate similes for the text type. 

 

 

Starter:

                            What is figurative language?

 

 

Literal and figurative language | English

Here are some examples of figurative language that you will have heard of before.

Activity 1:
Look at chapter 3, page 2.

 

Cameron says, 
"This one seemed to be a new track on an old CD."


What do you think Cameron means by this? 
What is he trying to tell you as the reader?
How do the words 'old' and 'new'  in this sentence create impact?

 

Activity 2:

 

What does the quote,

"Now it was Dad's turn to hit the roof and pass right through it."

tell you about how Dad is feeling?

 

How does it impact you as a reader?


 

Activity 3:

 

Watch the video below to remind yourself what a simile is.

 

Can you add a simile to these sentences?


 1. Shutting the door quietly behind me, I tiptoed like a _________________________ and went through the hall to the living-room door. 

2. I recognized that tone of voice. It burnt like a _________________________ I winced, aware of how my dad would react to it. I wasn’t wrong.

3. ‘What d’you mean “deform”?’ Now it was Dad’s turn to hit the roof and pass right through it like a _______________________________________.

4. A slap, like the _________________________, made me flinch as if Mum had slapped me instead of Dad. 

5. Silence echoed throughout the house like a _________________________.

Lesson 3
Learning Objective: To integrate dialogue to convey character and advance the action. 
I Can:
- Use inverted commas accurately for dialogue
- Add an action after dialogue using a comma 

 

Starter:

In chapter 3, mum and dad are arguing about whether they should consider if Cameron should have a heart transplant using a pig's heart. 

Make a list of the points that both mum and dad make in the argument.

 

 

Activity 1:

Watch the video of Mr Smith recapping inverted commas. 

Use the key words to label the sentence below.

Activity 2:

Write the speech using the advance action for each event in the chapter. 

Here is an example:

 

Complete the speech and advanced action.

Lesson 4 - spelling 

 

Here are this weeks spelling. 

Choose some activities from the spelling menu to help you practise.

 

Lesson 5
Learning objective: to identify and discuss the conventions of different text types.
I can:
- identify and label the features of a script.
- begin to use "show not tell" using the conventions of a play script. 

 

Starter:

Watch the video about writing a play script. 

 

Activity 1:

Here is a play script. 

 

 

Label the features 

 

If you can not print the play script (PDF below), you could list the feature with the example from the play script underneath. ​​​​​​

 

Input:

Here is an example of how to use "Show not tell"

 

This is also talked about in the above video

 

Here is an example:

 

Rather than:
Susan: I’m scared.


It would be more interesting to write:
Susan: (whispering) I don’t think we should go in there… we don’t know what we might find
.

 

What would mum say in this example?

Remember to put her actions in the brackets. 

 

Activity 2:

 

Have a go at writing the script for these characters "showing" not "telling" ho they are feeling. 

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