![]() ‘and all the suitors backed out of the room so fast they jammed in the doorway’ Here are some examples that could be shared before reading the text as prior knowledge, shared while using the text to aid inference, or shared after reading the text as discussion points. This text is extremely rich in ambitious vocabulary and is a wonderful book to use to help pupils acquire new language to incorporate into their own writing. In this edition, the tale is told with elegance and humour. Orchard Books.Ī magical retelling of this classic story. Record the interview and then model how to write up questions and answers.īeauty and the Beast , Ursula Jones and Sarah Gibb. What questions would they ask? Create a bank of questions for the interview – What was your plan? Did you think you would be successful? Were there any pitfalls? What is your next venture? What will you do with Santa now that you have caught him? Teachers could choose a colleague to dress up and be interviewed. Pupils could imagine that Santa has been caught and they are about to interview the successful person who caught him. Pupils may like to change the title and apply their knowledge in another context, for example, ‘How to catch The Tooth Fairy, How to catch a ghost, How to catch Santa’s elf’ or ‘How to catch an Angel?’ After reading the book, pupils could plan their own ‘masterplan’ for ‘how to catch Santa.’ Using ideas from the book, other books and films, pupils could create a military precision guide for catching Santa. The title of the book could be a writing task in itself. Teachers could challenge pupils to write a very greedy letter to Santa using all of the letters of the alphabet – I would like an animal that moves, a bouncing ball, a circus tent, a dragon, an eagle, etc… Teachers could extend the task by asking pupils to identify the writer of the letter, Gran’s Letter to Santa, A Doctor’s letter to Santa etc… If the class are reading a class novel, perhaps pupils could write letters to Santa from the characters in their book? Teachers could share letters with pupils and ask them to highlight the use of ‘a, an, the’ before nouns. Y3 – Teaching ‘a’ and ‘an’ (consonant and vowel)Īt the beginning of the book there are some letters to Santa from different characters. Teachers could also teach subordinating conjunctions to begin questions, for example, If you could sleep in any country, where would you choose? Because you are so famous, do you ever get star-struck? When you are really tired, what do you do to relax? Providing children with less obvious ways to start questions, (can, do,) may encourage more creative questions. Within the text there are many questions, including a double page spread ( How do you squeeze down chimneys? Do elves ever sneak a ride in your sleigh? Do you really eat cookies at everyone’s home?) Teachers can discuss what a question is and how we can create grammatically accurate questions. ![]() Y2 – Functions of a sentence: How to write questions Share the whole text with pupils, and ask them to hunt for other words in italics and discuss the reason again.įocus on this sentence : ‘But you might only catch a glimpse of him.’ What does ‘glimpse’ actually mean? What other words do we know for ‘look’? Display the words ‘peek, stare, glower, gawp, glare, peep’ and ‘gaze’. Read the sentences so that pupils can hear the emphasis on these words. And that’s when you can try to catch a Santa. Discuss with pupils why two words are in italics. These are the opening lines in the book: After waiting for days and days and days, it’s finally Christmas Eve. Y2 – Focussing on language and what it really means How to Catch Santa , Jean Reagan & Lee Wildish. Grammar, Punctuation and Spelling activities
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