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Discuss any difficult vocabulary.
2. Look at Susan’s last sentence. Discuss what would happen when they take Lisa home.
Then ask the children to consider: Do they think Lisa will find her parents? What could have happened to them? Remind them that they would naturally want to find her.
Stress that their suggestions must be reasonable and realistic.
Their answers could be evaluated for LO 5, as well as LO 2.
If the answer is completely unrealistic, and doesn’t take any known factors into account, it would be rated 1.
If they take into account that Lisa has only been missing for two days and that her parents could have landed elsewhere and are now looking for her - that would be rated 3.
To be rated 5, they would have to have thought of radio contact and that a generalised search would already be in progress.
The children must listen to each other’s answers and comment on the likelihood of any of the solutions.
Depending on your time, the stories may be read out aloud to the class or allow learners to swap stories and read each other’s silently.
Encourage the children to find out about early writing in different civilisations. Let them tell the class what they have found out or make a small poster about their findings. Some children could also copy out examples of hieroglyphics or cuneiform for display purposes.
Leaving a note or sending a letter is very easy nowadays because most people can read or write. But this was not always so.
The first kind of paper was used in Egypt about 4000 years ago. This was called papyrus and was made from reeds. Before this people used to scratch on stones or slate. The cavemen even used the walls of their caves. Of course, they didn’t write on the walls. They didn’t know how to write!
The first kind of writing was pictures. Then they used pictures to be a symbol for words. So a picture of an eye could mean, “ I see.” The Egyptians used this writing. Their writing is called Hieroglyphics.
Many people in ancient times used a writing called Cuneiform where shapes were used as words.
Much later the Greeks began to make shapes, which were letters. They joined letters to spell out words like we do today.
Our own letters, which we call the alphabet, come from the Romans.
But still very few people could read and write. A scribe had to write for them. A scribe would also write out books. These were written on parchment, which is very thick paper. Paper and books were very expensive so that only a few people could afford them.
For many years books were written by hand. It took a long time to copy one book. Then a machine called a printing press was invented. It was easy to make more books. More people could afford them and they could learn to read.
Nowadays books are printed by machine and most people are able to read and write.
| LO 2.2 | LO 3.5.4 |
LO 4.7.2
| LO 4.7.2 |
Learning Outcome 2: SPEAKING : The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.
Assessment Standard 2.2: We know this when the learner uses language imaginatively for fun and fantasy.
Learning Outcome 3: READING AND VIEWING : The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.
Assessment Standard 3.5: We know this when the learner reads for information and enjoyment:
3.5.4 reads a variety of texts for enjoyment such as magazines, comics, non-fiction books.
Learning Outcome 4: WRITING : The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.
Assessment Standard 4.7: We know this when the learner writes with increasing legibility:
4.7.2 forms letters clearly and easily.
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