SPaG: Grammar and Punctuation

Day 1 Teaching
Introduce Mysterious Traveller by Mal Peet and Elspeth Graham. Discuss the setting, read the blurb and Authors’ note. The book begins at an exciting moment of the story (even though it is also acting as an introduction). Discuss how tension is built through the language used and by creating mysteries.
Children read the opening section of Mysterious Traveller (see resources). They record questions that the passage raises and then underline the words that build tension.

Day 2 Teaching
Read pages 3-6 of Mysterious Traveller. Compare this to Day 1‘s reading. It is much slower and more descriptive. Discuss how this builds tension in a different way. Reread the paragraph beginning, ‘Issa’s old eyes…’. What can we infer about him from these words?
Children read the copied pages from Mysterious Traveller. They answer the questions from the question sheet (see resources) either formally as a written exercise or through discussion and note-taking.
Differentiation: The questions increase in difficulty – ask slower readers to concentrate on reading and discussing pages 7-10.

Day 3 Teaching
Discuss and list all the ways that writers build images (powerful noun phrases, similes and metaphor, describing small details, including different senses, etc.). Read pages 17, 19 and 20 slowly, asking children to spot words and phrases which build vivid images. Discuss how these have impact.
Children read copied pages as a group, taking turns to read aloud. They underline examples of powerful images: words, phrases or sentences and then select examples to record on the imagery sheet (see resources).
Harder: More able could colour-code their imagery examples.

Day 4 Teaching
Recap on the adventure mystery so far. Predict what might happen next then read the story to the end. Discuss how the mystery about Mariama is solved. What do children think of it? Discuss how to write a book review, displaying and discussing the plan resource.
Children write a book review about Mysterious Traveller or Cloud Tea Monkeys, guided by the plan resource. Remind children to use headings and other organisational devices to structure their writing.
Easier: Give children sentence starters (see resources) to support.