Grand+Monstre+Vert

//(scroll to bottom to download this as a word document and for more resources) // × O4.2 listen for specific words & phrases (in a story) × L4.2 Follow a short familiar text, listening & reading at the same time & then read parts of the text aloud × KAL: extend recognition of word classes; apply whole word knowledge to decode text; recognise the main word classes × LLS: use gesture or mime to show they understand; use context & previous knowledge to determine meaning & pronunciation; analyse & compare English with the language being studied; play games to help remember;
 * Suggested teaching sequence for KS2 Va-t’en Grand Monstre Vert! (Go Away Big Green Monster) - ****Ed Emberley **
 * KS2 Framework objectives: **
 * Pre-reading: **
 * Ask the children if they know or can remember any colours in French? Write them on the board as they tell you them.
 * Introduce the parts of the face – **//les cheveux, le nez, les yeux, les oreilles, la bouche, les dents.//** Use actions &/or pictures or an interactive whiteboard. Ask KS2 children to repeat the words as you say them & to point to the part of face mentioned.
 * Play Simon Says ( **//Jacques a dit//** ) in French, reminding the children that when you say the **//touchez//** & the bodypart in French, they point, but if you do not say ‘Jacques a dit’ first then they shouldn’t. Have a practice.
 * Tell the children you are going to teach them a very ‘rude’ phrase now in French – how to say ‘go away!’ & encourage them to repeat ‘ **//va-t’en//**! ’ after you. Explain they must try to mean it with their faces when they say it & ask them to think about how it might make you feel if someone said that to you.
 * Reading the book: **
 * Show the children the cover of the book & ask them what they think the title is? Who is the author? What do they think the story will be about?
 * Tell the children that as you read the story you want them to listen out for the parts of the face. When they hear one they recognise they should silently point to that part of their face.
 * <span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Alternatively; if the children think they know the words for the parts of the face really well already, practise saying & then ask the children to listen out for the phrase ‘ **//Va-t’en!//** ’ & encourage them to join in when they hear this phrase.
 * <span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Read the book.
 * <span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Read the book.


 * <span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">After reading the book: **
 * <span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Talk about the meaning of the book: What happened? What do they think the (rather complicated) last sentence means? <//and never come back …unless I want you to//>
 * <span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Sometimes the narrator did not use the words ‘ **//Va-t’en’//** for go away, but uses other phrases instead. Can any of the children remember or find these words?
 * <span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Look at the order of some of the words in the sentences – ‘**//les yeux jaunes’ ‘le nez bleu’//** . Is this the same order as in English? What do they think the rule is? Encourage the children to use words like ‘adjective’ & ‘noun’ to reinforce their literacy work. If you write a sentence & cut it up, can the children re-order it? In groups, can the children sort words from the book into nouns & adjectives?
 * **<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Extension activities: **<span style="font-family: "Arial","sans-serif"; font-size: 13.33px;"> Play some of the flashgames in the pack or leave them with the school to play later or put on their vle.
 * <span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Ask the children what happens to the word ‘**//jaune//**’ (yellow) when it is describing more than one of something as in ‘ **//les yeux jaunes’//** ? Does this happen to other colours? Find all the colours in the text & look to see if any have changed spelling. If the children are struggling stick to s/pl examples but remember to come back to look at f/m agreement at a later date. (It might be sensible to avoid **//marron//** & **//orange//** until a future lesson when you can explain they are an exception to the rule & always singular).
 * <span style="font-family: "Arial","sans-serif"; font-size: 13.33px;">Practise parts of the body & colours with some of the games & worksheets (bingo, beetle drive, pairs/memory) included in the pack &/or leave them with the classteacher.
 * See what Fairfield School did by using the book as a basis for a topic of work on https://frenchatfairfieldbury.wikispaces.com/Grand+Monstre+Vert
 * See the PowerPoint that Jennie Wilson made with her year 5/6 class in Devon using the book as a starting point at []