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Also try to add a little humour where possible, ensuring that the children are aware that it's not real - you're just pretending! "Paul"), making sure that this is not the name of someone in the class.Before the lesson, put a chair in an empty space in the classroom.
For the purposes of the lesson, pretend that this space is where "Paul" normally sits. They will probably look at you as though you are mad, but continually ask them where "Paul" is today.
Tell them that he normally sits in his space (point to the empty chair) and that he was there yesterday, but he isn't there today. Hopefully someone will make up a reason why "Paul" isn't in today. Continue like this for a while, with the children explaining where he is.
Ideally it should occur daily for 50 to 60 minutes.
Mini-lessons are short and focussed of approximately 10 minutes.
When these are made, you could post them around the school. Discuss the main characters (Supermoo, Calf Crypton, the BOTS, Miss Pimple's class), and ask the children to produce a new adventure for a series of new Supermoo books.
A missing person poster template can be found below. This could be in the form of a story, or a storyboard with accompanying pictures.Argue with them, saying that you have heard differently. Finally, say that as Paul is missing, we will have to make some missing person posters, explaining who Paul is (with a picture so others can identify him!), where he was last seen and who to contact if he is found.Remind the children of the story and read chapter 15 - a description of the Chocolate Room.Ask the children who have read the story if they can think of any of the other rooms in the factory.In the back of many books, there are often adverts for other stories.Why not get the children to choose one of these adverts, and write a story based on the description of the story in the advert.Let each child take the mascot (and a book in which to write) home for a few days at a time.While they are looking after the mascot, they should write a short story in the book outlining what the mascot has done during its stay with them. When the mascot returns to school, spend some time discussing what it has done and where it has been. A good way of asking children to use their descriptive writing skills is to ask them to invent a new animal.While the processes of writing are an integral component of any effective teaching approach to writing, the principles underpinning writing workshop draw heavily on the work of Donald Graves, motivated by an emphasis on ‘writing as a process’, and where individual interest and choice are fundamental to students becoming independent writers.The writing workshop is designed to offer a simple and predictable learning environment.