The Giraffe And The Pelly And Me (and The Monkey!)

The Giraffe and the Pellyand me (and the Monkey!)beak is full of ?Reassembling andretelling the storyHe kept his beakfirmly closed andshook his head atthe ellyme.pdf

The Giraffe and the Pelly and me (and the Monkey!)We are working on the following activities and welcome your input.Text and illustration cards. This is now complete and has been tried out inthe classroom.Sweets pairs game - matching names and illustrationsItems and characters connect four game.Time line activity events sequence.Who sang it activity - matching songlines to g/giraffepellyme.pdfLast update in preparation for 2019 NATE conference. 3rd June 2019COLLABORATIVE LEARNING PROJECTProject Director: Stuart ScottSupporting a cooperative network of teaching professionals throughout the European Union to develop and disseminate accessible teaching materials in all subject areas and for all ages.17, Barford Street, Islington, London N1 0QB UK Phone: 0044 (0)20 7226 8885 Fax: 0044 (0)20 7704 1350Website: http://www.collaborativelearning.orgBRIEF SUMMARY OF BASIC PRINCIPLES BEHIND OUR TEACHING ACTIVITIES:The project is a teacher network, and a non-profit making educational trust. Our main aim is to develop and disseminate classroom tested examples of effective group strategies across all phases and subjects. We hope they will inspire you to use similar strategies in other topics and curriculumareas. We run teacher workshops, swapshops and conferences throughout the European Union. The project publishes a catalogue of activities plus lists in selected subject areas, and a newsletter available by post or internet: “PAPERCLIP’.*These activities were influenced by current thinking about the role of language in learning. They are designed to help children learn through talk and active learning in small groups. They work best in mixed classes where children in need of language or learning support are integrated. They arewell suited for the development of speaking and listening . They provide teachers opportunities for spoken language and other assessment.*They support differentiation by placing a high value on what children can offer to each other on a particular topic, and also give children the chance to respect each other’s views and formulate shared opinions which they can disseminate to peers. By helping them to take ideas and abstractconcepts and move them about physically they help to develop thinking skills.*They give children the opportunity to participate in their own words and language in their own time without pressure. Many activities can be tried out in mother tongue and afterwards in English. A growing number of activities are available in more than one language, not translated, but mixed, sothat you may need more than one language to complete the activity.*They encourage study skills in context, and should therefore be used with a range of appropriate information books which are preferably within reach in the classroom.*They are generally adaptable over a wide age range because children can bring their own knowledge to an activity and refer to books at an appropriate level. The activities work like catalysts.*All project activities were planned and developed by teachers working together, and the main reason they are disseminated is to encourage teachers to work effectively with each other inside and outside the classroom. They have made it possible for mainstream and language and learning support teachers to share an equal role in curriculum delivery. They should be adapted to local conditions. In order to help us keep pace with curriculum changes, please send any new or revised activities back to the project, so that we can add them to our lists of affepellyme.pdf

GIRAFFE AND THE PELLY AND ME - TEXT and ILLUSTRATIONCARDSQuentin Blake put about the same amount of energy into this book as Roald Dahl and as aresult there is a drawing on nearly every page. We have produced a set of matching text andillustration cards and divided them into six parts.The principle of this transformation activity is to help children gain ownership of the storyand feel confident about telling it to the rest of the class. Our idea here is for the classto divide into six groups. Each group takes a different set of twelve cards (A,B etc.: youmight find it easier to print these in different colours to help to keep them in order). Eachgroup matches drawings and text into pairs. The next task is to arrange them in order totell the story. The first card of each set is marked. The pictures contain clues to help theprocess. If the children know the story well they will be able to do this without referring tothe book, but if each group have maybe two or three books between them they can skim andscan and check the order of the events. Then we thought each group could plan to tell theirpart of the story to the rest of the class in a way where everyone participates. So, as in ourother transformation activities, children move from reading to discussing to presenting withlots of opportunities for ellyme.pdf

ATHE GRUBBERA queer old emptywooden house standingall by itself on the sideof the road.ATHE GRUBBERAAAAIt looked as though somemadman was ripping outthe whole inside of thehouse.The door was fantastic. Itwas twice as high as theother one had been and itlooked ridiculous.Part One starts epellyme.pdf

AAThen a HEAD appeared atan open windowI stared at the head. Thehead stared back at me withbig round dark eyes.AOh, how I wishFor a big fat fish.I'm as hungry as ever could be!A dish of fish is my only wish.How far are we from the sea?AAThe Monkey stood on thewindow sill and did a jigglylittle dance. He was so skinnyhe seemed to be made out offurry bits of wire.slideAslideAYou'll never see a beak so fineI don't care where you go:There's magic in this beak ofmineHop in and don't say lyme.pdfAI watched in amazementas the top half of thepelican's beak began to slidesmoothly backwards into hishead until the whole thingwas almost out of sight.ASo I slide it awayFor the rest of the day!Even so, I'm still able to speak!And wherever I've flownIt has always been knownAs the Pelican's Patented Beak.

BBveryexpensivecarBBPart Two startshereI climbed into the bigorange beak and with aswoosh of wings the Pelicancarried me back to his perchon the window sill.BA chauffeur in a blue andgold uniform got out of aRolls Royce. He was carryingan envelope in one glovedhand.BThe chauffeur looked up andsaw us. He saw the Giraffe,the Pelly, the Monkey andme all staring down at himfrom g/giraffepellyme.pdf677 windows

BThe chauffeur unfoldedthe letter and began toread, "Dear Sirs, I saw yournotice as I drove by thismorning. I have been lookingfor a decent window cleanerfor the last fifty years."B The Monkey jumped offthe window sill on to theGiraffe's back. The Pelicanwith me in his beak flewacross and perched on thevery top of the Giraffe'shead.It was like a palace! It wasbigger than an palace! "Justlook at those windows!" criedthe Monkey.Bthegardenerangry dukecherriesBcherriesBB Six hundred and seventyseven windows!"Get me those great bigblack juicy ones right at thevery top!""I can't reach them, YourGrace," the gardener raffepellyme.pdfB"Pick them Billy!" the Pelicanwhispered. "Pick them quicklyand put them in my beak!"B"Some damnable monster isstealing my best cherries!Be off with you Sir, Go away!Those are my cherries notyours!"

CCcherriesC"You asked usto come andsee you,"CCPart Threestarts hereC"Your cherries, yourGrace!" I said, as I leanedover the edge of thePelican's beak and offereda handful to the Duke.CC"You asked us to comeand see you," the Giraffesaid. "We've come toclean your windows."C"Who says?"C"You iraffepellyme.pdf"I liked the way youpicked those cherries forme," he said. "Could youalso pick my apples in theautumn?"

CThe Pelican held hisgreat beak under thetap until it was full ofwater.C "Who says we can't reachthe top windows? theGiraffe called back."I do," the Duke saidfirmly,"and I'm not havingany of you risking your sillynecks around here."C "Show him, Giraffe. Go onand show him what you cando with your magical neck."The next moment the neckbegan to grow longer andlonger and higher and higherand higher!CCC"Whisper"CThe giraffe was beginning tosing a little song:My neck can stretch terribly highMuch higher than eagles can fly.If I ventured to showJust how high it would go.You'd lose sight of my head in epellyme.pdfC The speed with whichthe team worked wasastonishing. As soon as onewindow was done the Giraffemoved the Monkey over tothe next one and the Pelicanfollowed.C The Giraffe came up veryclose to the Duke andwhispered. "There is a manin one of the bedrooms onthe third floor. He's got apistol!

DAs the Pelican he flewhe turned himselfupside down and tippedthe window cleaningwater out of his beak.Shake!Shake!DDDThe Pelican flew in the openwindow and five seconds laterflew out again with his greatorange beak firmly closed. Helanded on the lawn beside theDuke."My jewels!"Part Four affepellyme.pdfbeak is full of ?the lawnbottom of the drawingDDDHe kept his beak firmlyclosed and shook his headat the Duke.BIG VOICEtop of the drawingDD

DDThe Pelican shook hishead from side to sideso fast that the beakbecame a blur.D"My jewels! Someone'sstolen my jewels!"My diamonds are over the ocean,My diamonds are over the seaBring back, bring backOh bring back my diamonds to me!DDDShe began to sing:DEveryone joined in thechorus:Bring back, bring backOh bring back my diamonds to lyme.pdfDThe Pelican openedhis gigantic beak andimmediately the policemenpounced upon the burglar.D"Where are my diamonds?""Here they are!" cried theChief of Police, fishing greathandfuls of jewellery fromthe burglar's pockets.

Part Five startshere"Look," cried the Monkey."That rotten burglar hasmade a hole in poor Pelly'sbeak."Ea holeEtears ofdelightEan invitationEE"I hereby invite the Giraffe,the Pelican and the Monkeyto live on my estate for therest of their lives."Tinkle giraffepellyme.pdfE"Look over there. You will seethe only plantation of TinkleTinkle trees in the entirecountry."The Giraffe gave a gaspof astonishment and tearsdropped down.Ewalnutsriveroverhere

She was burying her headin the pink and purpleflowers that blossomedon the tops of the treesaround her.EEThe Monkey took off likean arrow and a few secondslater he was high in thebranches of the walnuttree cracking the nuts andguzzling what was inside."Yes"E"That is the river Hamp,"cried the Duke. "The finestsalmon river in the whole ofEurope."EEsalmonEEA few moment later hewas in the air again, andhe had a gigantic salmon inhis ellyme.pdfEE"Yes," I murmurednervously, " I do have aspecial little wish.""We'll make The Grubberinto the most wonderfulsweetshop in the world! Andyou my boy will own it! "

FFFPart Six startshereThen the builders andcarpenters moved in andrebuilt the whole of theinside so it had three floorsagain.F7 epellyme.pdfFFThen the sweets and chocsand toffees and fudges andnougats began pouring in tofill the shelves of the sweetshop.FFFstuck!I remember especially theGiant Wangdoodles fromAustralia every one witha giant red strawberryhidden inside.

Electric Fizzcocklersthat made your hair standstraight up on end.Willie Wonka Rainbow Dropssuck them and you can spitin seven different colours.Hot!Hot!Hot!FStickjaw for talkativeparents.Mint Jujubes that give theboy next door green teethfor a month.The television cameras andthe newspaper reporters wereall there and the old Dukehimself stood out in the roadwith my friends the Giraffeand the Pelly and the Monkey.FFFF"It's wonderful!"FFThe moment theDuke popped one of theminto his mouth, thick blacksmoke came gushing out ofthe old boy's ffepellyme.pdfF"It's wonderful," cried theGiraffe as a cascade oflovely liquid flavours pouredall the way down her longlong throat.FAfter he had put a Pishlet inhis beak and chewed it fora while, he suddenly startedsinging like a nightingale.