Year: 5
Book: THE LOST HAPPY ENDINGS
WEEK 4
Skills to cover this week
•
To discuss the class text and exchange ideas with others respectfully
•
To explore the language of feelings and give reasons for opinions (2d).
•
To can guess suitable answers based on the evidence from the text (2d).
Session 1:
Learning Objective: To analyse the author's use
of language to assess the main character of
the story.
Session 2
Learning Objective: To explore
the language of feelings and give reasons
for opinions
Session 3
GUIDED READING SESSION
We are learning to analyse the author's use of
language to assess the main character of the
story.
We are learning to extract the words
depicting the feelings of protagonist and
antagonist of the story.
We will divide the class according
to the ORB levels and conduct
the reading lessons.
Teachers use prosody to read
the text and discuss
with children what they notice about the use of
words and expression.
Teachers to encourage children to
brainstorm and look for the meaning from
the dictionaries.
Please look at the last slide and
plan accordingly.
SEND: provided with adaptive task sheet. The
answers are provided to reflect.
WHOLE CLASS: provided with a task sheet.
The answers are provided to reflect.
Post the task on teams.
Monday, 5th May 2025
Learning Objective: To analyse the
author's use of language to assess the
main character of the story.
BOOK CLUB
WEEK 4 – LESSON 1
BOOK CLUB
What is the purpose of a book club?
To imitate and internalise the class text in a
variety of ways, through different activities
THINK – PAIR - SHARE
Remember this picture?
Jub releasing the happy endings
into the world.
Why did the happy endings
need to fly?
JUB LIVED IN A TREE
Think...
What might the inside of her home look
like?
Hot
Seat:
JUB
LIVED
IN Jub
A TREE
What questions can you ask Jub about
her home?
E.g. What is the first room at the the top
of your tree house?
How do you get up there?
Read the description
of the twisted, old
woman with your
partner.
3 IN 3
She is portrayed
as a fearful charact
er.
Tell your partner the
details that describe
her as a fearful
character.
Feedback
The Sack Snitch
1. We know this scene well and the
dialogue that took place between the
Witch and Jub
Hot Seat: Birds
1. Note how frantic the birds are. They
were eye-witnesses to the horrific
robbery.
2. What are they feeling?
3. What are they thinking?
4. What are they saying?
5. How could they have helped Jub?
MAIN TASK – IN BOOKS
1. Stick in the picture
2. ‘Why did the happy
endings need to fly?
3. What dialogue was
exchanged between the
birds at the crime scene?
HARD – USE
RESOURCE
SHEET
Plenary
1. Let's share rewritten versions of Jub's situation and
suggestions.
2. Exit Ticket: “What have we learned about how
authors show emotion through description and body
language?”
3. Show mini-whiteboards in the air.
Tuesday, 6th May 2025
Learning Objective: to explore the
language of feelings and give reasons for
opinions.
SOURCE: Visual
SKILL: 2d Infer
BOOK CLUB
WEEK 4 – LESSON 2
SKILL -2D - INFER
WHAT DOES THIS MEAN?
TO MAKE INFERENCES FROM THE TEXT,
EXPLAIN AND JUSTIFY INFERENCES
WITH EVIDENCE FROM THE TEXT.
STARTER
1. When Jub fell to the ground after
the witch stole the sack, how do
you know she was scared?
2. Write 2 examples of
inference questions based on the
Lost Happy Endings.
THINK – PAIR - SHARE
Describe how Jub's body
language tells us what she is
feeling here?
What words of encouragement
are the birds giving to Jub?
Read the description
of Jub’s night alone
with your partner
3 IN 3
How does the
writer make you
feel sorry for her?
Find five details
that make Jub’s night
alone more frightening.
Feedback
FORUM THEATRE
1. Who would like to take
Jub's place?
2. Show/act how you
would change Jub's
situation to make her
feel better?
MAIN TASK – IN BOOKS
1. What words of
encouragement did the
birds give to Jub?
2. Give 2 suggestions how
Jub can change her
situation to feel better?
Plenary
 Any volunteer to share one thing they did to
help change Jub’s situation in the role-play.
 “What clues do authors give us to help us infer
characters’ feelings?”
 Exit ticket: Students write one feeling word
and a quote that supports it.
Date:
Guided Reading Session
WEEK 4 – LESSON 3
Guided Reading
GUIDED READING | 5E
Time to
switch
Free Reading
25 mins
VIPERS
25 mins
Reading (TA)
25 mins
Reading (Ms.
Saima)
25 mins
Week – 2
Extrovert
Introvert
Dormant
Neurotic
Week – 3
Neurotic
Extrovert
Introvert
Dormant
Week – 4
Dormant
Neurotic
Extrovert
Introvert
Week – 5
Introvert
Dormant
Neurotic
Extrovert
V – Vocabulary
I – Inference
P – prediction
E – Explaining
R – Retrieval
S - Summarise
Neurotic
Introvert
Dormant
Hamza
Salaar
Amaya
Amal
Haya
Zeina
Aliza
Charles
Malek
Rozana
Muzammil
Jana
Cristiano
Zimal
Yasna
Extrovert
Aseel
Prisha
Ebehi
Matteo
Prajan
Group 1
Learning Objective
Activity
Teacher-focused guided reading
Reading Skill: to retrieve information from the text.
1. Focus on intonation and fluency.
2. Ask students questions related to
the reading skill.
Group 2
TA-focused guided reading
Reading Skill: to retrieve information from the text.
1. Focus on intonation and fluency.
2. Ask students questions related to
the reading skill
Group 3
Independent Reading
Reading skill: to Summarise the main ideas of a
chapter.
1. Post Reading: Summarise orally
what you ‘ve read by recording a
video summarising the main ideas
of the chapter you read.
2. Post it on Seesaw
Group 4
Reading Comprehension - Free reading
Reading Skill: to retrieve information from the text.
1. Answer the comprehension
questions.
2. Choose a book and read