All Gone! PCM. Book Band Orange. RR Level 15, 16. Genre Play: Humorous.
Length 16 pages (420 words). Letters and Sounds Phase 5. NC Level 1A.
All Gone! Book Band Orange RR Level 15, 16 Genre Play: Humorous Length 16 pages (420 words) Letters and Sounds Phase 5
NC Level 1A APP Level 1, High Phonics Bug Up to Unit 27 High-frequency words don’t, I’ll, I’m
Summary Customers order food from the waitress in a café, where everything costs one pound. They sit down but then each one has to go back to the counter to collect something. While they are away, an old lady eats their food. The customers all complain to the waitress and eventually she walks out. Curr. Ref. Objectives
APP Assessment Focus
R9
Reading explore and begin to understand how texts are structured in a range of genres
AF4 (Level 1) • some awareness of meaning of simple text features
T&L 7
Speaking and Listening take part in a range of drama activities to support activity based learning across the curriculum
AF1 (Level 1) • show some awareness of the listener by making changes to language and non-verbal features
W3
Writing talk about and plan what they are going to write
AF6 (Level 1) • mostly grammatically accurate clauses • some awareness of use of full stops and capital letters
PCM
Session 1: Reading & Speaking and Listening Before Reading Reading plays Check children can recall the features of a play and how to read a play script. Look for examples of these features in the play you are reading. Scenes: look at the pictures to identify where the play takes place. Scene setting: find sentences that introduce scenes, e.g. page 4. Characters: find the list of characters and decide who will play each part. (Note that the character with the most speeches is at the top or left of page 2, and the others are laid out in descending order.) Lines: identify which character is speaking and what is to be read out loud. Stage directions: find a short sentence to describe what someone is doing, e.g. page 7. • Read the title and blurb and look carefully at the illustration on pages 4–5. Ask children whether they have been to a café. Talk about how the café in the story works (queue, order, pay, sit down and eat). • Explain that if these customers forget something, like salt for their chips, they have to go back to the counter to collect it. Ask them to look out for a character in the play who doesn’t know how this café works. • Check that children can read and understand particular words: waitress, customer. • Remind children to apply their phonic knowledge and skills as they decode words when they are reading the play.
During First Reading • Explain that you will read the scene setters and stage directions out loud this time. • Read the play together, with each child reading the line for their character out loud when it is their turn, whilst the others follow in their own books. Main question: How do you know what each character is doing? (Reading AF4) • Pause at the end of page 7 and talk about the Old Lady’s actions. Ask children to predict what will happen next.
After First Reading (collecting evidence for Reading AF4) • Ask children to share their predictions about what would happen after page 7. • Focus on the stage directions. Ask children to find examples of stage directions that help them work out what each character is doing. Talk about other clues, e.g. in the dialogue and pictures. • Ask each child to track their character’s actions using the instructions and illustrations, e.g. Jason: queued, bought soup, went to a table, went back for a spoon.
During Second Reading • Remind children to read the scene setters and stage directions in their heads this time. • Set up a counter, tables and chairs and challenge children to move around the space using the information in the play about their character’s actions. Main question: What difference does adding actions make to the play? (Speaking and Listening AF1)
After Second Reading (collecting evidence for Speaking and Listening AF1) • Talk about the experience of adding actions to the play and how easy it was to use the stage directions. • Explain that, if there were an audience, acting it out would make the play more fun to watch and easier to understand.
Session 2: Writing Main focus: Writing sentences in the first person to re-tell a story from one character’s point of view. (Writing AF6)
Before Writing • Begin by speaking in role as the Old Lady, later that day. Begin to re-tell the story from her point of view, e.g. I went to the café and the food was on the tables just waiting for me! Ask the child who read that part to finish the story. • Challenge children to take on their character’s role and to tell the story orally from their point of view. • Talk about the fact that they each have a different perspective on the events.
During Writing (collecting evidence for Writing AF6) • Ask children to write their character’s account on the PCM, using at least four complete sentences. • Remind them to rehearse their sentences orally before they write, using the first person to make it sound as though the character is telling their story.
After Writing • Ask pairs to listen to each other’s accounts, checking that events are ordered correctly and writing is in the first person.
Extension: Ideas for Performance • Children could create a café area like the one in the play and find or make simple props to use, e.g. cups, plates, food. • They could practise acting out the play, improving their timing so that the food disappears whilst each character is at the counter. • Children could perform the play for the rest of the class.
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