cosmic by frank cottrell boyce - the training space€¦ · day 1 day 5 day 9 day 6 day 7 day 8 day...

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Cosmic by Frank Cottrell Boyce

Publisher: Macmillan Children's Books; New edition edition (26 Mar. 2015)

ISBN-10: 1447265564ISBN-13: 978-1447265566

DAY 1

DAY 5

DAY 9

DAY 6 DAY 7 DAY 8

DAY 10 DAY 11

DAY 13 DAY 14

DAY 12

DAY 2 DAY 3 DAY 4

Lesson

Cosmic Boy by Frank Cottrell Boyce.

Day 1 © Jane Considine 2016

www.thetrainingspace.co.uk

Share the Cosmic PowerPoint that creates intrigued about where Liam is. Discussion. Teacher in role of Liam with the children asking questions. Open ended - free writing time. Describe the fairground scene in detail. Sights, sounds, smells, action etc.

Story Starter: On the horizon was a fairground.......


Experience

https://youtu.be/v86I95J46DA

http://www.thetrainingspace.co.uk/



Reading - up to page 40 (Which is how we ended up near the world-famous waterfront)


Experience


Day 3 - L.O. © Jane Considine 2016

Steps to Success www.thetrainingspace.co.uk

***

Interesting Dialogue Interesting DialogueMini role play of sales man and Liam - Bank of suggestions e.g. what colour does this come in.

Provided Sentence - Straight away the sales man approached us and said "I admire your taste" I thought I should say something grown up…..

Discuss and construct a range of different dialogue suggestions for Liam. Add into the story - make sure these are grown up sounding

H.A. - Alternatives to said.

Choose your favorited three and write them down.

Watch a Porsche advert. Gather a bank of prepositional phrases to start the sentence e.g. in front of them, there in the distance, on closer inspection, next to, besides the, over, behind, over, in front of. Collate an adjective/verb/adverb bank to describe the Porsche e.g. powerful, sleek, smooth, glossy, aerodynamic. Gather temptation phrases - e.g. ripe for the picking, tempting us in, drawing us closer, beckoning to us, easily attainable.

Teacher Models - Provided Text - Which is how we ended up near the world-famous waterfront, looking in the window of the Porsche showroom. Florida said "That would be going too far, wouldn't it? Let's go in and find out" Provided Sentence - Near to the entrance was a Porsche, shiny and glossy, sleek and powerful, tempting us in.

Question QuestionImage of Liam on a PowerPoint - add a thinking bubble, and story tell Liam's interest in fast cars and thrill seeking. Set up paired talk to generate an internal question. Gather a bank of question words e.g. are, will, should, could, would.

Teacher Model - Should we sit inside? I wonder if it’s locked? How fast does it go?

H.A. Deepen the moment

Pupils to construct a complex sentence to begin with a prepositional phrase, a colon and adjectives to describe the Porsche. H.A. - Deepen the moment.

Initiate Model EnablePowerful AdjectivesPowerful Adjectives

Interesting Dialogue


Powerful AdjectivesQuestion

We are learning to write a effective story opening.


© Jane Considine 2016Day 4 - L.O. Write an effective sentence for our story. Steps to Success: www.thetrainingspace.co.uk

***

Pupils to write the passing of the key moment with a lot of detail. Share on your table and decide between you the favorited piece to share with the class.


Short sentences for effect Short sentences for effectIn pairs - one sale man - one Liam - what would Liam be doing, create opposite reactions e.g. He winked, I winced, He smirked, I smiled.

Teacher Models - I smiled. I winced.I stood.

Pupils to include three short effective sentences by Liam as a list of three.

H.A. Alliteration.

Descriptive sentence with ambitious vocab

Show two clips of slow motion from space jam of the final goal.

Teacher Models - Open ended discussion of how the actions is slowed down, focus on small details gathering sounds and words like the clinking of the keys into my hand. And gather their ideas

Descriptive sentence with ambitious vocab

Share a clip from Matilda of Mr Wormwood car salesman in a sales setting. Gather a verb bank suitable for a car sales man e.g. slinked, shuffled, grimaced, gestured, winked.

Teacher Models -He smirked.He winked. He slinked.

Pupils to include three short effective sentences by the sales man as a list of three.

H.A. - Alliteration.

Short sentences for effect

Initiate Model EnableShort sentences for effect

Descriptive sentence with ambitious vocabulary


Short sentences for effect. Short sentences for effect.



***

Complex Sentence Noticing

Complex Sentence Touching Complex Sentence TouchingPhotographs of interior and exterior of a Porsche. Gather Touching e.g. stroking gently, feeling temptingly, tapping careful

Sentence: Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

Teacher Models -Florida, who gulped quickly, suddenly went pale. Stroking gently the leather seats, I glanced mischievously at Florida.

To construct a complex sentence that includes an 'ing' verb and a 'ly' adverb.




Photographs of interior and exterior of a Porsche. Gather words for noticing e.g. glaring exciting, looking cautiously, staring intently.

Teacher Models - Staring intently at the silver beast, I knew I needed to drive it.

Complex Sentence Smelling Complex Sentence SmellingPhotographs of interior and exterior of a Porsche, perfume smells e.g. air fresheners. Gather Smelling words e.g. drifting tantalising, wafting.

Teacher Models - Inhaling deeply the fresh citrus valet smell, I grasped the steering wheel.


Initiate Model EnableComplex Sentence Noticing

Complex Sentence - Touching


Complex Sentence - NoticingComplex Sentence - Smelling



***

Complex Sentence Complex SentenceSplit the class - Freeze frame for half in a pose for Liam in the car to show her fear. Other half on post its gather Florida's actions. Swap the sides and repeat for feelings words.

Teachers Models - Semi colon is provided here - I on the other hand. - As Florida gripped the seat tightly terror imprinted on her white face; I on the other hand had my elbow on the open window, excitement running through my veins.

Construct a complex a sentences starting with as, while, or whilst with a actions separated by a comma followed by a feeling for Liam.


Construct a complex a sentences starting with as, while, or whilst with a actions separated by a comma followed by a feeling for Florida


Provided sentence - without even trying the Porsche was out of the showroom. Show You Tube Video Autonomous car driving through heavy city traffic. Share a selection of images of views of the street in a city, children choose three images to include in their description. Objects in the enviroment e.g. school children, traffic lights, buildings, trees, lamposts, sign posts, pedestians. Bank of speed verbs, e.g. sped, flew, rushed, raced, flashed, whizzed.

Punctuation: Brackets, dashes or commas to indicate parenthesis

Teacher Models - The tall traffic lights, the worried pensioners, the busy playground all sped by.

Complex Sentence Complex SentenceSplit the class Freeze frame for half in a pose for Florida in the car to show her fear. Other half on post its gather Florida's actions. Swap the sides and repeat for feelings words.

Teacher Models - As Florida gripped the seat tightly terror imprinted on her white face.

Pupils to choose adjectives before their nouns and a synonym for speed.

Commas in a list

H.A. Add an additional sentence to include a simile.

Initiate Model EnableCommas in a list

Complex Sentence


Commas in a listComplex Sentence




Space Centre visit - gather facts during the visit to include in our space fact file for use in our science lessons.


Experience



***

Pathetic Fallacy

Degrees of Possibility Degree of possibilityProvided sentence - Liam and Florida looked at each other then stared straight ahead…… Generate a bank of adverbs e.g. surely, perhaps, maybe, certainly, obviously, rarely, never, possibly, certainly, definitely, doubtless, sometimes, rarely,


Teacher Models - Perhaps we should turn back. Maybe we'll get away with it.

Write three finale cliff hanger sentences beginning with degree of possibility.


Generate a question beginning with a modal verb matching the character you choose in the pathetic fallacy sentence.


Discuss which character you will focus on - Florida or Liam - Introduce Pathetic Fallacy - a match between feelings and the weather. Frightened person = frightening weather happy person = happy weather, excited person = excited weather. Bank for Florida - ominous clouds, heavens opening, distance thunder, large raindrops. Bank for Liam - shaft of sunlight, the crackle of lightening, the rainbow of opportunities

Teacher Models - Looking out of the narrow Porsche windscreen I saw a colourful rainbow arching across the sky becoming me towards the horizon.

Modal Verbs Modal VerbsImages of Florida and Liam - Create thought bubbles and collect a bank of modal verbs, e.g. would, could, should,might.


Teacher Models - Should I go faster? Liam thought.

To construct a complex sentence that include pathetic fallacy.


Initiate Model EnablePathetic Fallacy

Degree of possibility.


Pathetic FallacyModal Verbs


© Jane Considine 2016Day 9 - L.O. Write an effective sentence for our story. Steps to Success www.thetrainingspace.co.uk

***

Complex Sentence Noticing

Complex Sentence Feelings Complex Sentence Feelings To construct a complex sentence that includes an 'in' verb and a 'lee' adverb.

Gather a bank of actions that reveal feeling, breathing, trembling, sweating, counting, blinking. Gather a bank of adverbs, heavily, nervously, worriedly, anxiously.

Teacher Model - Sweating heavily at the helm, I knew adrenalin would get me though this.


Complex Sentence Action Complex Sentence Action To construct a complex sentence that includes an 'in' verb and a 'lee' adverb.

Mini re-enactment of Liam's first actions e.g. turning, sitting, touching, reaching, stretching, bending. Gather 'lee' words - boldly, suddenly, frantically, dramatically, cautiously.

Teacher Models - Reaching urgently towards the dashboard, I pulled the lever towards me.


Initiate Model EnableComplex Sentence Noticing

Gather a bank of noticing words for Rockets e.g. staring, glaring, peeking, glaring. Gather a bank of rocket technical words e.g. levers, dashboard, lights, dials. Gather a bank of adverbs e.g. glaring exciting, looking cautiously, staring intently.

Teacher Models - The button said "do not push", Florida said "do not push", I pushed. This is where it all started, I dragged Florida into the capsule.



To construct a complex sentence that includes an 'in' verb and a 'lee' adverb.

Complex Sentence NoticingComplex Sentence ActionComplex Sentence Noticing


© Jane Considine 2016


***

Modal Verbs

Complex Sentence

Complex Sentences


Modal VerbsCommas in a list/feelings

Initiate Model EnableModal Verbs Build three modal verb

questions that represent Liam's thoughts.

Paired talk - a quick gathering of modal verbs, could, would, didn't, wouldn't couldn't. Choose your three favourites to push into the question


Teacher Models- Should I go through with this? Could this rocket actually fly? Would anyone miss us?

H.A. Make one a contracted form.

Commas in a list/feelings Commas in a list/feelings Choose three feeling words to start the sentence and use commas in a list.

Share a picture of Florida on the white board and gather a feelings bank for her emotions. E.g. nervously, trepidations,scared, anxious, frightened,petrified, dread. Choose threefavourite words.

Punctuation: Use of commas to clarify meaning or avoid ambiguity

Teacher models - Nervous, worried, afraid, Florida froze to the spot.


Complex Sentence Build a complex sentence with a repeated structure to reflex Florida's feelings using if, if, if, then.

Discuss plan and re-enact three different actions as Florida to try and stop the rocket from taking off e.g. press this button, pull this switch, pull out this wire,

Teacher Models - If I press this button, If I pull out this wire, If I stamp on this lever then I won't go into space, thought Florida


Day 10 - L.O. Write an effective sentence for our story. Steps to Success:




Play encounters of the third kind and watch the lift off in Apollo 13. Re-enact the lift of the Rocket, the sounds, the sights and the effects on the body. Gather these into word banks. A range of video clips with a fantastic grid for the children to gather suitable words during the clips as they watch.


Experience



***

Short effective Sentences for external parts

Complex Sentence

Complex Sentence


Short effective Sentences for external partsshort effective Sentences for internal parts

Initiate Model EnableShort effective Sentences for external par Insert three short sentences

that are subject and verb and written in the past tense.

Provide a countdown from 10-1, Relevant terminally bank, e.g. smoke, fire, flames, lights, windows, launch pad, crowds, engines. Bank of past tense verbs e.g. ignited, vibrated, exploded, rumbled, roared, billowed.

Teacher Models - Smoke billowed, engines roared, flames ignited.

H.A. Deepen the moment.

short effective Sentences for internal part short effective Sentences for internal part Insert three short sentences that are subject and verb and written in the past tense.

Gather a bank of internal parts e.g. injector seat, console,levers, lights, buttons, dials.Gather a bank on movementwords e.g. wobbled, rattled,trembled, shuddered.

Teacher Models - Dials vibrated, seats shuddered, windows rattled.


Complex Sentence Pupils to generate a bank of relative clauses to drop into their sentence to make it a complex sentence.

Provide Sentence - I glanced at Florida and smiled reassuringly. Gather a bank of noticing words e.g. glanced, peeked, flagged,stared. Use a mini drama to gathera bank of relative clauses e.g. whowas blinking back the tears, whowas clinging onto her seat, whowas biting her nails

Teacher Models - I glanced at Florida and smiled reassuringly.




***

Adjective used after the noun

Complex Sentence

Complex Sentence


Adjectives used after the nounPersonification

Initiate Model Enable Adjective used after the noun Children to choose best

adjectives and place at the end of the sentence.

Gather adjective word bank - show children star images e.g. bright, twinkling, sparkling, celestial, beautiful, magical.

Teacher Models - The stars hung in the sky - twinkling, magical.


Personification Personification Build a personification sentence that includes feelings and human actions for the moon.

Share a powerful image of the moon - feelings e.g. lonely, sad, melancholy, isolated. Gather a bank of human attributes, e.g. breathes, ashamed, trapped, depressed, peaceful, beaming.

Teacher Models - The lonely moon winked as the rocket passed by.


Complex Sentence Build a complex sentence with a subordinating clause that begins with an 'ing' word.

Bank of actions words to do with comets, e.g. zooming, whizzing, racing, flashing. Bank of adjectives to descibe the comet e.g. bright, dazzeling, multicoloured, flaming.

Teacher Models - Flashing passed the window and illuminous comet lit up our path.




***

Adverbial Phrases

Question

Question


Adverbial PhrasesAlliteration

Initiate Model EnableAdverbial Phrases Add in an adverbial phrase at

the beginning of the sentence and then include an embedded relative clause to include Jupiter

Gather a bank of cohesive adverbial phrases e.g. far into the gloom, towards the end of the solar system, in the distance. Bank of relative clause e.g. cold and volatile, raging wildly


Teacher Models - In the distance, Jupiter rotated gracefully.


Alliteration Alliteration Build a group of three alliterative short sentences for three different planets.

A bank of alliterative adjectives related to Venus, Neptune and Mercury e.g. victorious. A bank of alliterative verbs for Venus, Neptune and Mercury, e.g. veered, ventured, vanished

Teacher Models - Victorious Venus veered, notorious Neptune, majestic Mercury moved.


Question Pupils generate a rhetorical question to move the option on.

Gather a bank of question words e.g. where, why, when, what and generate a rhetorical question to move the actions on

Teacher Model - Where were we heading?





Look at a clip about Saturn, gather language of Saturn. Creative vocabulary.


Experience



***

Cohesive Devices

Preposition - zoom in sentence


Cohesive DevicesAdverbial Phrase - Zoom out Sentence Preposition - zoom in sentence

Initiate Model EnableCohesive Devices Choose a cohesive adverbial

phrase and use rocket actions to land to rocket on Saturn.

Bank of cohesion devices to move the story on e.g. in a blink of an eye, all of a sudden, without warning, without realising. Gather Rocket movements, shuddered, slid, jolted.

Text: Devices to build cohesion within a paragraph

Teacher Models - Without warning the rocket shuddered and manoeuvred into position for a safe landing on Saturn.


Adverbial Phrase - Zoom out Sentence Adverbial Phrase - Zoom out Sentence Start the sentence with a zooming out adverbial phrase and describe what you see.

From the window of the rocket gather a bank of wide angle view words e.g. in the distance, all around us, surrounding us, on the horizon, enveloping, far away. Saturn words e.g. the orange glow, the arch of the rings, the yellow illuminating shine, the jagged rocks, the mountains.

Text: Linking ideas across paragraphs using adverbials of time, place and number or tense choices

Teacher Models - In the distance the yellow arch of the rings shimmered and shone.


Preposition - zoom in sentence Start a sentence with a preposition and use ambitious vocabulary to describe a close up view

From the window of the rocket gather a bank of close up prepositions e.g. adjoining, near to, adjacent to, by.

Text: Linking ideas across paragraphs using adverbials of time, place and number or tense choices

Teacher Models - Next to the deep craters where pools of golden dust, glinting in the darkness.




***

Dramatic Dialogue

Group of three actions

Group of three actions


Dramatic DialogueDirect Speech

Initiate Model EnableDramatic Dialogue Provide a three sentence

emergency warning from the tanoy.

Work in pairs to provide a three sentence emergency warning from the tanoy.

Teacher Models - "WARNING! THIS IS THE HEAD OF NASA. THERE HAS BEEN A BREACH OF NATIONAL SECURITY. RETURN TO EARTH IMMEDIATELY."

Direct Speech Direct Speech Children construct realistic dialogue between the two friends correctly using inverted commas and full speak punctuation.

In role as pairs, one Liam, one Florida, Florida talks first, what does she say? Gather alternatives or adverbs to add to said e.g. nervously, frustrated, aggressively.

Teacher Models - "Did you hear that? I knew we would be in trouble." Florida said angrily.


Group of three actions Pupils build a sentence including a phrase to follow without and three actions.

Generate a bank of phrases to follow without e.g. without eye contact, without even looking at Florida, without flinching. Generate three actions of Liam before heading home

Teacher Models - Without speaking, Liam sighed, adjusted the controls and turned the rocket around.





Look at a clip of Mars - gather language for Mars - creative vocabulary.


Experience




Reflect and Celebrate Reflect on aspects of their stories and read them as a complete piece. Choose favourite pieces to display and write up.



2016/17JaneConsidine

Cosmic by Frank Cottrell BoyceTeacher Models

Day 1 Experience DayShare the Cosmic PowerPoint that creates intrigued about where Liam is. Discussion. Teacher in role of Liam with the children asking questions.Open ended - free writing time. Describe the fairground scene in detail. Sights, sounds, smells, action etc.Story Starter: On the horizon was a fairground.......https://youtu.be/v86I95J46DA

Day 2 Experience DayReading - up to page 40 (Which is how we ended up near the world-famous waterfront)

Day 31. Provided Text - Which is how we ended up near the world-famous waterfront,

looking in the window of the Porsche showroom. Florida said "That would be goingtoo far, wouldn't it? Let's go in and find out" Provided Sentence - Near to theentrance was a Porsche, shiny and glossy, sleek and powerful, tempting us in.

2. Should we sit inside? I wonder if it’s locked? How fast does it go?3. Straight away the sales man approached us and said "I admire your taste" I thought

I should say something grown up…..

Day 41. He smirked. He winked. He slinked.2. I smiled. I winced. I stood.3. Open ended discussion of how the actions is slowed down, focus on small details

gathering sounds and words like the clinking of the keys into my hand. And gathertheir ideas.

Day 51. Staring intently at the silver beast, I knew I needed to drive it.2. Inhaling deeply the fresh citrus valet smell, I grasped the steering wheel.3. Florida, who gulped quickly, suddenly went pale. Stroking gently the leather seats, I

glanced mischievously at Florida.

Day 61. The tall traffic lights, the worried pensioners, the busy playground all sped by.2. As Florida gripped the seat tightly terror imprinted on her white face.3. Semi colon is provided here - I on the other hand. - As Florida gripped the seat

tightly terror imprinted on her white face; I on the other hand had my elbow on theopen window, excitement running through my veins.

Day 7 Experience DaySpace Centre visit - gather facts during the visit to include in our space fact file for use in our science lessons.

Day 8 1. Looking out of the narrow Porsche windscreen I saw a colourful rainbow arching

across the sky becoming me towards the horizon.2. Should I go faster? Liam thought.3. Perhaps we should turn back. Maybe we'll get away with it.

2016/17JaneConsidine

Day 9 1. The button said "do not push", Florida said "do not push", I pushed. This is where it all started, I dragged Florida into the capsule.2. Reaching urgently towards the dashboard, I pulled the lever towards me.3. Sweating heavily at the helm, I knew adrenalin would get me though this.

Day 101. Should I go through with this? Could this rocket actually fly? Would anyone miss us?2. Nervous, worried, afraid, Florida froze to the spot.3. If I press this button, If I pull out this wire, If I stamp on this lever then I won't go into space, thought Florida.

Day 11 Experience DayPlay encounters of the third kind and watch the lift off in Apollo 13. Re-enact the lift of the Rocket, the sounds, the sights and the effects on the body. Gather these into word banks. A range of video clips with a fantastic grid for the children to gather suitable words during the clips as they watch.

Day 121. Smoke billowed, engines roared, flames ignited.2. Dials vibrated, seats shuddered, windows rattled.3. I glanced at Florida and smiled reassuringly.

Day 131. The stars hung in the sky - twinkling, magical.2. The lonely moon winked as the rocket passed by.3. Flashing passed the window and luminous comet lit up our path.

Day 141. In the distance, Jupiter rotated gracefully. 2. Victorious Venus veered, notorious Neptune, majestic Mercury moved.3. Where were we heading?

Day 15 Experience DayLook at a clip about Saturn, gather language of Saturn. Creative vocabulary.

Day 161. Without warning the rocket shuddered and maneuvered into position for a safe landing on Saturn.2. In the distance the yellow arch of the rings shimmered and shone.3. Next to the deep craters where pools of golden dust, glinting in the darkness.

Day 171. "WARNING! THIS IS THE HEAD OF NASA. THERE HAS BEEN A BREACH OF NATIONAL SECURITY. RETURN TO EARTH IMMEDIATELY."2. "Did you hear that? I knew we would be in trouble." Florida said angrily.3. Without speaking, Liam sighed, adjusted the controls and turned the rocket around.

Day 18 Experience DayLook at a clip of Mars - gather language for Mars - creative vocabulary.

cosmic by frank cottrell boyce - the training space€¦ · day 1 day 5 day 9 day 6 day 7 day 8 day...

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