Our students had to identify moments in James and the Giant Peach that show routines, such as James's daily chores with his aunts and we later discussed how routines are part of the characters' lives in the story.
As part of the task, the students had to use their imagination to think about how James's routine would be like if he was living with his parents instead, so they could compare both lifestyles.
Brainstorming about James's routine was a class a teacher to class activity in which both teachers used guided questions such as: What time do they wake up? What do they do first? How do they feel about their routine?
The teachers also modelled sentence structures and transitions such as “First,” “Then,” “Next,” “After that,” and “Finally.”
Some techniques used in this literacy approach to language learning, include sequencing words to structure their writing or scaffolding by providing sentence starters:
“In the morning, James usually…”
“After lunch, James always…”
“Before bed, James like to…”.
Fast finishers could write two texts with different routines and then compare routines: how routines differ in both in the actual story and in their imagined scenario, that is the one with his parents.
Both teachers together with our Auxiliar de conversación, Skai Williams gave our students feedback focusing on the use of sequencing words, descriptive language, and creativity in writing.
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