‘The Macedonian recipes are very diverse. Thanks to the enormous number of ingredients that are found in this country. In Macedonian cusine we use everything, from fruits, vegetables and dairy products to the various types of meats. The originality of the Macedonian dishes is assured by the development of the cooking techniques and by the use of the local ingredients. The Macedonian cuisine contains recipes for each course of a meal: appetizers, soups, meat dishes, salads, vegetarian dishes, desserts and snacks.’
Step 2: clarify any unknown words –
diverse – Showing a great deal of variety; very different.
enormous – Very large in size, quantity, or extent
ingredients – Any of the foods or substances that are combined to make a particular dish.
cusine – a style of cooking characterized by distinctive ingredients, techniques and dishes
Step 3: (this is what not to do) replace any unknown words with my new understandings. If you do this you have not changed everything you have read into your own words –
‘The Macedonian recipes are very different. Thanks to the very large number of the foods or substances that are combined to make a particular dish that are found in this country. In Macedonian style of cooking characterized by distinctive ingredients, techniques and dishes we use everything, from fruits, vegetables and dairy products to the various types of meats. The originality of the Macedonian dishes is assured by the development of the cooking techniques and by the use of the local ingredients. The Macedonian cuisine contains recipes for each course of a meal: appetizers, soups, meat dishes, salads, vegetarian dishes, desserts and snacks.
Step 3: (this is what you should do) write down some key points you remember from what you read (imagine you are telling someone what you read) –
big variety of foods
lots of different imgedients
many different recipes
Step 4: turn these main points into your own flowing paragraph, this is now in your own words –
The are a big variety of foods in Macedonia that you can make with lots of different ingredients which you can use to make lots of different recipes.
Work in pairs and choose a double page opening to complete the following response activities.
Analyze a picture and share your thinking about:
what you noticed
the effect the picture has on the viewer/story
how the illustrator achieved the effects
Next pretend you are a ‘fly on the wall’. Examine the facial expressions shown in the book and imagine what the frogs or other characters are thinking or saying to one another. Record the conversation or the thinking in an interesting way, e.g. using speech/thought bubbles in a comic strip
For the last two weeks of term we will be working on writing a short story that demonstrates all the skills and understandings we have worked on this term. We will be spending a full hour on each stage of crafting the story. Below I’ve listed the steps plus an example of the elements to include. It is also an example of planning for writing. We will spend a whole lesson on developing our plans before starting to write.
(1) The Beginning
Eric is a woodcutter
Tall, handsome, dark hair, deep brown eyes
Kind man, looks after his dad
Lives in a forest – light twinkling through trees, birds twittering, leaves rustling
(2) The Build Up
Villagers hear noises at night
Some trees have been burnt down
Ways to describe feelings – the hairs stood up on the back of Eric’s neck and a cold bead of sweat trickled down his back
(3) The Problem
Night time – Eric sleeping
Suddenly hears shouting
Rushes outside – sees a dragon swooping off
King is upset/sad – Princess Isabelle has been taken
A reward (her hand in marriage) is offered to whoever rescues her
(4) The Resolution
Eric takes father’s sword
Dragon’s lair is up a steep narrow path, prickly bushes