2 Learners have to work on a variety of sentence types, simple, complex and compound in their writing.


3 Learners need to use dialogue format as on page 44 of the LB.


4 Learners read dialogues with a partner to iron out problems.


5 Learners edit their work with the use of the checklist in the toolbox on page 252 of the LB.


6 Learners have to write out the dialogue neatly. 7 Learners share dialogues in groups and do peer assessment by providing constructive feedback. They select the best one from the group to share with the class.


Extension


In groups perform the best dialogue for the class (LB p. 54)


Key focus: Extension; perform the best dialogue


The best dialogue is selected by the learners. The pair whose dialogue is selected then performs this in front of the class. If there is more than one dialogue that is of note, then have these learners perform this too.


Help learners to understand why the best ones are


the best. Is it because of the tension created or the interesting dialogue itself? Commend all learners who have tried very hard.


Practise word origins (LB p. 55) Key focus: Vocabulary


Suggested answers


1 Bibliophobia: books Octophobia: the number eight Phasmophobia: ghosts Ablutophobia: bathing


Independent reading


Place all the dialogues in a flip file in the reading corner. Encourage learners to read everyone else’s work. You could also provide a classical drama or two in the reading corner. Select something that learners will find entertaining and engaging. Learners could spend time in the reading corner in the course of this cycle when they have completed their other work.


Reflects on stories read independently


Learners work individually or in their groups. Spelling


Learners add the spelling words to their personal dictionaries if they haven’t done so already. Give them the words to learn for homework. Hold a small spelling test and record their progress.


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