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GUIDED SILENT READING

Hilton Ayrey

Using narrative text

sample eBook

BOOK TWOPart 3 and 4 School Journals 1990-2000

Hilton Ayrey

Copyright © 2001 Handy Resources May be photocopied for use in school of purchase only Guided Silent Reading Book 2 Visit our website at www.handyres.com 2

CONTENTS

About This Resource 3

Story Web : an example 6

Story Flow Chart : an example 7

Story Map : an example 8

SET 4 : Reading Age 9-10 years

4:1 Getting Caught by Prue Hilson School Journal Part 3 Number 3 1994

9

4:2 Little Bro by Manning Skipper School Journal Part 3 Number 2 1995

11

4:3 Fred and His Amazing Night-time Powers by K.E. Anderson School Journal Part 3 Number 2 1996

13

4:4 1+1=Hundreds by R.A. Brockway School Journal Part 4 Number 2 1999

15

4:5 Circus Routine by Diana Noonan School Journal Part 3 Number 3 1996

17

SET 5 : Reading Age 9½-10½ years

5:1 The Pump-house Crocs by K.E. Anderson School Journal Part 3 Number 3 1994

19

5:2 Double Act by Don Long School Journal Part 3 Number 1 1998

21

5:3 Ugly by Prue Hilson School Journal Part 3 Number 3 1996

23

5:4 The Woodwork Teacher by Sarah Reid School Journal Part 4 Number 2 1998

25

5:5 Copycat by Alistair McAlpine School Journal Part 4 Number 3 1995

27

SET 6 : Reading Age 10 - 12 years

6:1 Me and Ted by Mike Carter School Journal Part 3 Number 3 1996

29

6:2 Once Bitten by David Hill School Journal Part 4 Number 3 1994

31

6:3 Chris by Douglas Carian School Journal Part 4 Number 2 1991

33

6:4 Solomon by Heather Marshall School Journal Part 4 Number 2 1994

35

6:5 The Curse of Being Pharaoh by Janice Marriott School Journal Part 3 Number 3 1997

37

GUIDED SILENT READING BOOK 2


“Guided Reading is the heart of the reading programme for early and fluent readers. It gives a teacher and a group of students the opportunity to talk, read, and think their way purposefully through a particular text. The Learner as a Reader. Ministry of Education, Learning Media, Wellington , 1996.

This resource aims to support the busy classroom teacher in this important instructional procedure by providing detailed plans for Guided Silent Reading lessons, and suggestions for implementing them that have been proven by classroom experience and are supported by current research. Exploring Narrative structure as an aid to comprehension. A number of studies have shown that when children are taught about the structure of narrative text, there is a significant improvement in reading comprehension. Understanding how a story works, being able to analyse what makes a text interesting and why, gives the reader a much better understanding of the content. This also helps children to organise and improve their skills in writing and speaking. There is also evidence that suggests attempts to teach vocabulary, decoding, and comprehension skills all in the same lesson is counter productive to learning. Instead, instructional lessons should focus on just one skill at a time. The approach advocated with this resource is to take a series of GSR lessons where the two above considerations are adhered to. Keep it simple and look at unlocking the story structure. For a more comprehensive discourse on this topic, and reference to the research, see the following : “Reading Comprehension : What is it ? How do you teach it ?” by Susan Dymock and Tom Nicholson (1999) NZCER, available from NZCER Distribution Services, PO Box 3237, Wellington. Implementing the Lesson Plans The set of stories that you choose to use from this resource should be based on the instructional reading ages of the children in the group. See Handy Resources : Informal Prose Inventory for a series of tests that determine instructional reading ages based on the three criteria accuracy, retelling, comprehension. Because the focus of the lessons is critical thinking involved in uncovering the structure of the story, it is important that the material is not too difficult. If children are struggling with decoding problems, it will effect their ability to see the “big picture”. You are better to start off at a lower reading level while establishing routines and introducing the format of the lessons (eg. story webs) to ensure that the children experience success. This will also eliminate the need for a lot of incidental teaching and allow you to maintain the momentum and enjoyment of the story.

Unseen material If at all possible, the stories should be unseen before the lesson. This allows you to make the most of predicting, setting purposes for reading, then reading to confirm or reject predictions made. Don’t be too quick to hand out the journals. Reading aloud to the children the first chunk of text, before handing them their copy, can be a very powerful strategy for orientating children into a story and eliminates all that page flicking and random off task behaviour that can take place. Prereading It is very important that children make connections between their own experiences and the concepts and ideas they will be encountering in the story. This raises the motivation of the reader and the readability of the story. Using the Title As part of the prereading discussion, consider the story title. Explain that the title is often chosen by the author as a hook into the story, and may contain clues about the theme or message.

ABOUT THIS RESOURCE

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Story Web and group routines You also need to establish clear routines that discourage children from reading on when they get to the end of the chunk of text you have asked them to read. Working on an individual or group story web as the story proceeds, as suggested in each lesson plan, is an excellent activity for your fast finishers and reinforces the main objective of the lesson. A story web is a graphic representation of the structural elements of the story. See an example on page 6. Looking for the story structure Once the children become familiar with looking for story structure approach, the teacher can step back and become the guide rather than the dominant person in the group. There is no need to prepare a list of searching comprehension questions so that you can check understanding. The questions you ask remain the same for each lesson, and therefore quickly become the questions the children ask themselves. For example : What is the setting ? Who are the characters ? What is the story problem ? What response do the characters have to the problem ? What action do they take to resolve the problem ? What is the outcome ? Story Orientation The first few paragraphs of most stories provide an introduction for the reader to the setting and the main characters. Start with a small chunk of text, set the purpose of looking for clues, and make sure it is very carefully retold and understood. Story Problem Once the setting and characters have been established, the author will usually introduce the story problem or conflict around which the story revolves. Once children are made aware of this ‘formula’ they become very skilful at identifying the problem. Response and Action How do the characters respond to the problem, and what action do they take, are the next steps in uncovering the structure. This is an excellent time for brainstorming, where risk taking is encouraged. Make it very clear that there is no right answer only possibilities.

What could happen next ? What would you do ? If you were the author, how would you finish this story ? Now let’s find out what choices the author made.

Outcome This is usually the time to let the children read to the end of the story to find out the outcome of the action. It is important not to frustrate your readers, especially the more fluent ones, with too many interruptions once they are engaged in the storyline and you are confident that the text is being read with understanding. Themes The final stage is to reflect on the story and develop the skill of identifying the themes or messages that the author may have addressed implicitly or explicitly. This makes the reader aware of how stories come about and will help them shape their own writing.

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The Activities It is important to remember that the focus of a reading programme should be reading. Many reading programmes involve alot of unimaginative writing - answering comprehension questions or carrying out skills exercises. While this may keep everyone busy, it can send the wrong message about what reading is.

The activities that follow each story in this resource, have been designed to fit into Bloom’s Taxonomy. Each level represents a higher level of thinking skills. The activities therefore present a range of challenges for children with different abilities and learning styles.

Children quickly latch on to the differences in the levels if they have them explained to them, and find the variety of the activities motivating. The activities for each of Bloom’s levels have been carefully selected to ensure that the children have the opportunity to practice the skills involved on several occasions. This continuity greatly increases the likelihood that the children will be able to work independently while other group instruction is taking place.

Teachers can use the activities in a variety of ways ; as a prompt for group discussion, as co-operative activities, or as independent work once the children are familiar with the demands of the task.

The teacher may choose to assign specific activities or allow choice depending on the children’s needs and /or the amount of time available. Another approach could be to set up a work contract with a points target to be met, where higher level activities attract more points than lower level activities.

Bloom’s levels defined Level 1 - Knowledge : Defined as identifying or describing previously located material. The activities chosen revolve around locating or remembering literal information or facts from the text.

Level 2 - Comprehension : Defined as the ability to grasp the meaning of material. The activities chosen involve answering an inferential question (Book 1) and showing understanding of theme by creating a new title (Book 2).

Level 3 - Application : Defined as the ability to use learned material in new and concrete situations. The activities include making posters about information from the story and the childrens own experience, and in some cases, writing letters to story characters.

Level 4 - Analysis : Defined as the breaking down of material into component parts so that its organisational structure may be understood. The activities here include identifying and drawing the story problem or the most important moment in the story (Book 1), and creating story maps and story flow charts (Book 2) to show understanding of the story structure.

Level 5 - Synthesis : Defined as the ability to put parts together to form a new whole. The activities involve designing equipment to solve problems in the story (Book 1 and 2) and showing how changing an event effects the outcome (Book 2).

Level 6 - Evaluation : Defined as the ability to judge the relevance, reliability, truth and accuracy of ideas and information. The activities involve sorting out the good from the bad (Book 1), seeing both sides of an argument and identifying strengths and weaknesses in the story (Book 2).

FOLLOW UP ACTIVITIES : BLOOM’S TAXONOMY

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Set 4:1 LESSON PLAN Getting Caught RA 9 - 10 yrs SJ Part 3 Number 3 1994 by Prue Hilson

SPECIFIC LEARNING OUTCOMES Story Summary Students can…… • Use reading strategies (MSV cues and prediction) to gain meaning. • Identify language features and structure of narrative

text. • Use higher level thinking skills (Bloom’s Taxonomy)

Prue’s friend, who gets into a lot of trouble, talks Prue into skipping school and going shoplifting. Fortunately for Prue they split up and it is her friend who gets caught. Special features: The first sentence suggests what the outcome is going to be.

Lesson sequence Teacher prompts Prereading • Discuss underlying concepts to be

met in the story • Relate concepts to personal

experiences

Discuss peer pressure. What is it ? What can happen as a result of it ? Encourage children to relate experiences they have had. Introduce the title. What clues are there in the title about this story ?

Guided Reading Story orientation

Finding out about • the characters • the setting

Story Problem Identifying the story problem Prue’s friend introduces her to shoplifting Response How does the main character respond to the problem ?

Prue is really worried about what they are doing Action What action does the main character take to solve the problem ? She goes along with her friend but wishes she was back at school Outcome What happens as a result ?

Her friend gets caught. Prue is very glad it wasn’t her. She has learnt her lesson.

Theme(s) What are the themes / messages ? dishonesty , peer pressure

During GSR it is suggested that the children build up a story web (characters, setting, theme, plot) either individually or as a group. See example on page 6.

1. ORIENTATION

Read the first page. Look for information about setting and characters. * Ask pupils to retell what they have read and justify their statements from the text. “Read out the words or sentence that tells you that.” * Summarise and record information about setting and characters on a story web.

2. PROBLEM * What is happening in the illustration on page 61. * What do you think the story problem is going to be about ? Read page 61 to check your predictions. * Retell. Justify from text. State the problem on your story web.

3. RESPONSE – ACTION – OUTCOME * How did Prue feel about what her friend was doing ? (RESPONSE) * What do you think she will do ? What would you do ? (ACTION) * Brainstorm possibilities. Read to the end of the story to find out what does happen. * Retell. Ask pupils to justify their retelling by referring back to text. * Summarise RESPONSE, ACTION, OUTCOME on the story web.

4. THEME(S) * What are the themes or messages in this story ? * Why do you think the author wrote this story ?

Follow up Activities • Clarifying understanding • Developing critical thinking

• Go through the Activities sheet with the children • Brainstorm and discuss ideas, model activities where necessary • Assign activities or allow choice depending on time constraints / needs

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Set 4:1 ACTIVITIES School Journal Part 3 Number 3 1994

KNOWLEDGE – Finding the facts 1. Skim read the story to find all the things the girls shoplifted.

Make a list or illustrate and label.

COMPREHENSION – Reading between the lines

2. Make a list of the themes you have noticed in the story.

APPLICATION – Using what you know from the story

3. Design a poster warning children about shoplifting.

ANALYSIS – Breaking down the story to show how it works 4. Draw a STORY FLOW CHART to show the main events in the story in the

order they happened. Use labels to explain your ideas and show what is happening.

SYNTHESIS – Coming up with new ideas

5. Design a surveillance system for a shop that can detect shoplifters.

6. Change one event in the story and show how the rest of the story is changed (a) on a STORY FLOW CHART or (b) by rewriting the ending.

EVALUATION – Seeing both sides 7. “It wasn’t fair that the girl’s friend was the only one who got caught”

List reasons for agreeing with and disagreeing with this statement.

Story Evaluation - How effective do you think this story is

8. List the strengths and weaknesses of this story. Give it a rating out of 10.

Getting Caught by Prue Hilson

I agree with this statement because........ I disagree with this statement because.....

1. 2.

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Set 4:2 LESSON PLAN Little Bro RA 9 - 10 yrs SJ Part 3 Number 2 1995 by Manning Skipper



Initial problem Billy is up to his usual annoying tricks. His older brother tries everything he can think of to get back the patches that Billy has taken while he is trying to fix his bike tyre. Complication Finally he loses his temper and a window is broken. Billy comes up with a plan so that Dad won’t blame them. Special features: More complex story structure - has a complication.

Lesson sequence Teacher prompts

Prereading • Discuss underlying concepts to be


experiences

Encourage children to talk about how they get on with their younger brothers and sisters, especially when they are annoying. Introduce the title. What clues are there in the title about this story ?

Guided Reading Story orientation Finding out about characters - Billy and his older brother setting - at home

Initial Problem Identifying the story problem Billy was being really annoying

Response How does the main character respond to the problem ?

Older brother gets really angry with Billy

Action What action does the main character take to solve the problem ? He did everything he could to try and get the bike tyre patches back. Outcome What happens as a result ?

Older brother loses his temper. Complication - New Problem A window gets broken. Response Older brother started to panic about what his dad would do. Tries to bribe Billy not to tell on him.

Action Billy comes up with a plan. They try it out.

Outcome They get away with it but Billy is still an annoying pest Theme(s) What are the themes / messages ? family relationships, self control taking responsibility for actions

During GSR it is suggested that the children build up a story web (characters, setting, theme, plot) either individually or as a group. See example on page 6. 1. ORIENTATION

Read the first paragraph. Look for information about setting, characters and the problem. * Ask pupils to retell what they have read and justify their statements from the text. “Read out the words or sentence that tells you that “ * Summarise and record information about setting and characters.

2. INITIAL PROBLEM * State the problem and add it to the story web. 3. RESPONSE – ACTION * What was the boy’s response to Billy ? How was he feeling ? * What action might he take ? What would you do ? * Brainstorm possibilities. Read pages 40, 41, 42, 43 to find out what does happen. * Retell. Ask pupils to justify their retelling by referring back to text. * Summarise RESPONSE and ACTION on the story web. 4. OUTCOME

* What is the OUTCOME ? A window is broken. Record on story web. 5. COMPLICATION - The broken window * The author has introduced a complication or a new problem to the story. * How do you think this will change what happens next ? * Brainstorm possibilities. Read pages 44 and 45 to find out how the boys react (RESPONSE) and what they do about it (ACTION). * Retell. Justify ideas from the text. * Summarise RESPONSE, ACTION on story web. 6. OUTCOME * What do you think of Billy’s plan - Strengths / Weaknesses * Brainstorm possible outcomes. Read to the end of the story to find out how it all works out. * Retell. Justify ideas from the text. Record OUTCOME on story web. 7. THEME(S) * What are the themes or messages in this story ?

* Why do you think the author wrote this story ?



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KNOWLEDGE – Finding the facts 1. List all the things the boy did to try and get his bicycle tyre patches back.

COMPREHENSION – Reading between the lines 2. Make a list of the themes you have noticed in the story.


3. Make a poster giving advice about how to get along with younger brothers or sisters. Use the information in the story and your own experience.

4. Draw a comic strip (2 or 3 frames) to show how you would have got the

patches back.

ANALYSIS – Breaking down the story to show how it works 5. Draw a STORY MAP of the setting in the story showing all the features that are mentioned and label them. If there are several settings, show how they are connected.


6. Design a trap to catch Little Bro. Use labels to explain how it works.


EVALUATION – Seeing both sides 8. “The two boys in this story did the right thing”

List reasons for agreeing with and disagreeing with this statement



Little Bro by Manning Skipper

I agree with this statement because........ I disagree with this statement because.....

1. 2.

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Set 4:3 LESSON PLAN Fred and His Amazing Night-time Powers RA 9 - 10 yrs SJ Part 3 Number 2 1996 by K.E. Anderson



It is time for the school camp and no-one is too keen about having Fred in their cabin because of his blindness. However he turns out to be a real asset when it comes to playing games in the dark and raiding the girls’ cabin later at night. Special features: The story is a little more complex having two episodes.




experiences

Discuss experiences pupils have had on school camps, the good things, the not so good things, games in the dark, raids, what it’s like in the tent or cabin after lights out. Introduce the title. What clues are there in the title about this story ?



Story Problem Identifying the story problem Fred is blind Response How do the characters respond to the problem ?

The boys aren’t sure about having him in their cabin on camp.

Action What action does the main character take to solve the problem ? Fred proves his usefulness. Outcome What happens as a result ?

Everyone is impressed. Second Episode PROBLEM - Fred wants to raid the girls RESPONSE - It’s too dark. Boys want to chicken out. ACTION - Fred takes over OUTCOME - They get the teachers cabin Theme(s) What are the themes / messages ? accepting people with disabilities co-operation


1. ORIENTATION

Read the first 2 paragraphs and find out how the preparation for camp is going. Discuss. Read pages 2 and 3 and look for additional clues about characters and setting. * Ask pupils to retell what they have read and justify their statements from the text. “Read out the words or sentence that tells you that. “ * Summarise and record information about setting and characters on a story web. Read to the group the first 3 paragraphs on page 4 down to “We’ll take Fred.”

2. PROBLEM * Draw attention to the title. * What information has there been in the story about Fred ? * What is different about Fred ?

(Pupils may be able to infer that he is blind) * State the PROBLEM on the story web. 3. RESPONSE – ACTION – OUTCOME

* How do the other children respond to Fred’s disability ? * Now that Fred is in their group, how will it effect everybody ? * Brainstorm possibilities. Read pages 4, 5, 6 and 7 down to “.....Fred on our team.” * Retell. Justify from text. Summarise RESPONSE , ACTION , OUTCOME.

4. SECOND EPISODE * Later that night a plan is hatched by the boys.

Read to the end of the story and find out how Fred’s powers help.

* Retell. Justify from text. * Summarise as PROBLEM, RESPONSE, ACTION, OUTCOME. * How did it work out with Fred in their cabin ?

5. THEME(S) * What are the themes or messages in this story ?




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KNOWLEDGE – Finding the facts 1. Write a list or draw pictures of all the things the children weren’t allowed to

take on camp.


2. Give a reason why you think each item was banned from camp. 3. List all the evidence you can find that tells you that Fred is blind.


4. Draw a comic strip (2 or 3 frames) showing a prank you could play on the girls if you were on this camp.

(If you are a girl, a prank you could play on the boys)

ANALYSIS – Breaking down the story to show how it works

5. Draw a STORY MAP of the setting in the story showing all the features that

are mentioned and label them. If there are several settings, show how they are connected.


6. Design an early warning system that would protect you from midnight raids while you are on camp.

Use labels to explain how it works. 7. Change one event in the story and show how the rest of the story is changed

(a) on a STORY FLOW CHART or (b) by rewriting the ending.

EVALUATION – Seeing both sides 8. “Fred should be sent home” List reasons for agreeing with and disagreeing with this statement



Fred and His Amazing Night-time Powers

I agree with this statement because..... I disagree with this statement because......

1. 2.

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Set 4:4 LESSON PLAN 1+1=Hundreds RA 9 - 10 yrs SJ Part 4 Number 2 1999 by R.A. Brockway



Jack discovers that one of his pet mice is definitely not a male as he was lead to believe when he bought them. His parents weren’t happy about having them in the first place, so he puts into action his disaster plan to make sure he can keep them. Special Features : Clearly stated problem early on in story




experiences

Discuss experiences with wanting pets and parents reactions. What is their point of view ? If they are negative about you having pets, why ? Introduce the title. What clues are there in the title about this story ?


Finding out about the characters - Jack, mice, mum and dad the setting - at home, school, the pet shop

Story Problem Identifying the story problem One of Jack’s pet mice is pregnant. Response How does the character respond to the problem ?

Jack is determined to keep his pets no matter what. Action What action does the main character take to solve the problem ? Jack has a disaster plan to solve the problem. Outcome What happens as a result ?

Jack manages to solve all his problems and keep his pet mice.

Theme(s) What are the themes / messages ? responsibility problem solving life’s surprises


1. ORIENTATION

Read the first paragraph to the pupils before handing out journals. * What clues are there about the story so far ? * Who is Yeltsin ? Why is it a disaster ? Read page 39 down to DISASTER PLAN. Look for more clues.

* Ask pupils to retell what they have read and justify their statements from the text. “Read out the words or sentence that tells you that. “ * Summarise and record information about setting and characters on a story web. 2. PROBLEM

* State the problem and add it to the story web.

3. RESPONSE – ACTION – OUTCOME * How does Jack feel about his disaster ? * Discuss Jack’s action plan / disaster plan. * If this was your story, what would happen next ? * Allow pupils to brainstorm alternative outcomes. Read the rest of page 39 and page 40 to find out how Jack gets on with item number one on his Disaster Plan. * Retell. Justify ideas from text. Add to story web. Read to the end of the story to find out how Jack gets on with the other items on his Disaster Plan. * Retell. Justify ideas from text. * Summarise RESPONSE ,ACTION and OUTCOME on the story web.




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Set 4:4 ACTIVITIES

School Journal Part 4 Number 2 1999

KNOWLEDGE – Finding the facts 1. Make a list of all the characters mentioned in the story and what part they

had to play. e.g. Melissa - bought one of the baby mice.


2. Why did Jack’s parents not want him to keep mice.



4. Make up a poster with the following title “WARNING : Everything you need to know before taking on mice as pets”

Include on the poster all the information in the story about what pet mice need and all the problems you might encounter.


order they happened. Use labels to explain your ideas and show what is happening.


6. Design a really cool mouse cage with lots of interesting features to keep your mouse happy and occupied.

7. Change one event in the story and show how the rest of the story is changed


EVALUATION – Seeing both sides 8. “ Mice make great pets”




1+1=Hundreds by R.A. Brockway


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Set 4:5 LESSON PLAN Circus Routine RA 9 - 10 yrs SJ Part 3 Number 3 1996 by Diana Noonan



When the circus comes to town the children in the story have to earn their ticket money. They live right next door to the showgrounds and Dad gets them to collect all the elephant droppings for his garden compost which is very embarrassing for the kids. Special features : This story includes a second episode in the narrative structure.




experiences

Discuss getting embarrassed by the things your parents do. Relate own experiences. Encourage the children to share theirs. Explain that this story is about some children who get embarrassed by their dad Introduce the title. What clues are there in the title about this story ?



Story Problem Identifying the story problem

The children have to collect elephant droppings for dad before they can go to the circus.

Response How do the characters respond to the problem ?

They were very embarrassed. Action What action do the characters take to solve the problem ?

They worked out a routine to cover up what they were doing in case someone from school spotted them. Outcome What happens as a result ?

They got to go to the circus Second Episode At the circus Dad couldn’t resist going

after more elephant droppings. They exit before their friends find out.

Theme(s) What are the themes / messages ? working for a reward being embarrassed, problem solving


1. ORIENTATION

Read the first page. Look for information about setting and characters. * Ask pupils to retell what they have read and justify their statements from the text. “Read out the words or sentence that tells you that “ * Summarise and record information about setting and characters on story web.

2. PROBLEM * What do you think the children are embarrassed about ? * Brainstorm ideas. Emphasise no risk taking. No right or wrong answers. Read page 47. Look for more clues. * Retell. Add extra information to story web. * Discuss difficult vocab (minuscule, pachyderm plague). * What is the problem ? * Look at the illustrations on page 48 and 49. Discuss what is happening. Read pages 48 and 49 to confirm predictions. * Retell. Justify from text. Summarise PROBLEM and add to story web.

3. RESPONSE – ACTION * What was the children’s response to the problem ? * What did they do about it ? * Summarise RESPONSE and ACTION on the story web

4. OUTCOME * The children have completed their side of the bargain and got their tickets for the circus. * Summarise OUTCOME on story web.

5. SECOND EPISODE * The story is not yet over. There is another episode which involves a PROBLEM – RESPONSE–ACTION–OUTCOME

Read to the end of the story and look for the above. * Retell. Justify from text. Add to story web. 6. THEME(S) * What are the themes or messages in this story ? * Why do you think the author wrote this story ?



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KNOWLEDGE – Finding the facts 1. List all the characters mentioned in the story and say who they were.

COMPREHENSION – Reading between the lines 2. Why did Dad want the giant popcorn containers ?



4. Imagine you had unlimited access to elephant droppings to sell as garden fertilizer.

Make up a poster and a bumper sticker as part of your advertising campaign.

ANALYSIS – Breaking down the story to show how it works 5. Draw a STORY MAP of the setting in the story showing all the features that are mentioned and label them.

If there are several settings, show how they are connected.


6. Design an elephant pooper scooper which would mean that the kids in this story were saved the embarrassment of having to do it.

Use labels to explain how it works.

EVALUATION – Seeing both sides

7. “Dad shouldn’t have made the kids collect the elephant droppings”




Circus Routine

by Diana Noonan

I agree with this statement because..... I disagree with this statement

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Set 5:1 LESSON PLAN The Pump-house Crocs RA 9½ - 10½ yrs SJ Part 3 Number 3 1994 by K.E. Anderson



Mr Allen the school caretaker, has the kids on about the strange noises that come from the swimming pool pump-house. His story is that he is hiding hungry, flesh eating crocodiles in there. The children aren’t so sure. Special features : The narrative structure is not very evident in this story, but it has been included because it provides the opportunity for inferential comprehension.




experiences

What do you know about crocodiles ? Where have you seen them ? How are they usually used in the movies ? (to scare). How do you feel about them ? Introduce the title. What clues are there in the title about this story ?



Story Problem Identifying the story problem Mr Allen says there are crocodiles in the swimming pool pump-house. Response How do the characters respond to the problem ?

The kids don’t really believe him. Action What action do the characters in the story take to solve the problem ?

The kids keep asking questions to try and find out the truth.

Outcome What happens as a result ?

Mr Allen goes into the shed and turns off the pump. Are there crocodiles in there ?

Theme(s) What are the themes / messages ? adults relating to children teasing


Read the first paragraph to the pupils before handing out the journals. * What clues are there about the setting, the characters and the problem ? * What might this story be about ? Encourage brainstorming. Read page 22 for further information. * Ask pupils to retell what they have read and justify their statements from the text. “Read out the words or sentence that tells you that “ * Summarise and record information about setting and characters on a

story web. 1. PROBLEM

* State the problem and add it to the story web.

2. RESPONSE – ACTION * How do the kids respond to Mr Allen’s story about the croc’s ? * What do you think they will do to find out the truth ? * Do you think there are crocodiles in the pump-house ? Read the rest of the story. Look carefully for clues to support your ideas about what is really going on. (Teachers may want to break this down into smaller chunks if pupils are having difficulty with making inferences) * Retell. Work through the events in sequence. Ask pupils to justify their retelling by referring back to text. *Summarise RESPONSE and ACTION on the story web.

3. OUTCOME * There is no stated outcome. It is left for the reader to infer the ending.




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KNOWLEDGE – Finding the facts 1. List all the facts you can find about Mr Allen. Who is he? What is he like ?

COMPREHENSION – Reading between the lines 2. What do you think was in Mr Allen’s bucket ? 3. Who do you think Mrs Telfer was ? Why did Mr Allen want the children to get her rather than the principal ? 4. Think of a new title for the story which gives a good clue about the main theme.


5. Write 3 or more questions you could ask Mr Allen that might help you find out what is really going on in the pumphouse.




7. Design a suit that you could wear to protect you from crocodiles. Use labels and descriptions to explain your interesting ideas. 8. Write your own ending to the story. Draw an illustration to show what is

inside the pump-house.

EVALUATION – Seeing both sides 9. “Mr Allen is a good caretaker” List reasons for agreeing with and disagreeing with this statement



The Pump-house Crocs by K.E. Anderson


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Set 5:2 LESSON PLAN Double Act RA 9½ - 10½ yrs SJ Part 3 Number 1 1998 by Don Long



Jake’s friend Marama has a disgusting trick. She can swallow slaters and cough them up again. Jake was sure it was a trick and watched very closely but couldn’t work it out. One day he sees a magician and suddenly it all becomes clear. He practises himself and he and Marama become a double act.




experiences

Discuss magic tricks - how do they work ? (sleight of hand) Encourage children to share their experiences and ideas about how tricks work. Introduce the title. What clues are there in the title about this story ?



Story Problem Identifying the story problem Marama can swallow slaters and cough them up again Response How does the character respond to the problem ?

Jake doesn’t believe she is actually swallowing them Action What action does the main character take to solve the problem ? Jake watches very carefully but still can’t figure it out. Then one day watching a magician, he understands how it’s done.


Jake comes up with a trick of his own and he and Marama agree to work together.

Theme(s) What are the themes / messages ? problem solving not giving up


1. ORIENTATION

Read the first paragraph. Look for information about setting, characters and the problem * Ask pupils to retell what they have read and justify their statements from the text. “Read out the words or sentence that tells you that “ * Summarise and record information about setting and characters on a story web.

2. PROBLEM * State the problem and add it to the story web.

3. RESPONSE – ACTION * What was Jake’s response to Marama’s trick ? * How did he feel about it ? * What action might he take ? What would you do ? * Brainstorm possibilities. Read pages 10, 11 and 12 to find out how Jake gets on. * Retell. Ask pupils to justify their retelling by referring back to text. * Summarise RESPONSE and ACTION on the story web.

4. OUTCOME * Now that Jake has a trick of his own what will be the outcome of the story ? * Will he expose Marama as a fraud ? * Brainstorm other possibilities. Read to the end of the story to confirm or reject your predictions. * Retell. Justify ideas from the text. * Summarise OUTCOME on story web.




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KNOWLEDGE – Finding the facts 1. Describe how the swallowing trick was done, or show it by drawing a series

of diagrams.

COMPREHENSION – Reading between the lines 2. What was it that convinced Jake that Marama’s swallowing act was a trick?

3. Think of a new title for the story which gives a good clue about the main theme.


4. Make up a poster advertising Jake and Marama’s double Act.

ANALYSIS – Breaking down the story to show how it works 5. Draw a STORY FLOW CHART to show the main events in the story in the order

they happened. Use labels to explain your ideas and show what is happening.


6. Make up your own trick, something really gross and revolting. Describe what it is you plan to do.

Draw pictures or diagrams to explain how it works. 7. Change one event in the story and show how the rest of the story is changed


EVALUATION – Seeing both sides 8. “Jake and Marama shouldn’t be allowed to take money for their act” List reasons for agreeing with and disagreeing with this statement



Double Act by Don Long


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Set 5:3 LESSON PLAN Ugly RA 9½ - 10½ yrs SJ Part 3 Number 3 1996 by Prue Hilson



Toby and his sister are staying with their Grandma and break a precious vase. They glue it back together but are dreading the moment when Grandma finds out. In the night an earthquake solves their problem. Special Features : Not in time sequence. Starts half way through the story problem then goes back to the beginning.




experiences

Ask pupils to think about a time they did something wrong at home and were too afraid to admit it ? How did they feel inside ? What happened in the end ? Introduce the title. What clues are there in the title about this story ?



Story Problem Identifying the story problem The girl broke her Grandma’s precious vase Response How does the character respond to the problem ?

She was very upset wanted to catch the ferry back home. Action What action does the main character take to solve the problem ? She agrees to Toby’s plan to glue it back together. Outcome What happens as a result ?

Still feels guilty. Wants to tell her Gran.

An earthquake breaks the vase a second time.

Two surprises - gran thought it was ugly

- she guessed they had broken it Theme(s) What are the themes / messages ? not taking responsibility for actions dishonesty, guilt, memories valued


1. ORIENTATION

Read the first page.Look for information about setting and characters. * Ask pupils to retell what they have read and justify their statements from the text. “Read out the words or sentence that tells you that “ * Summarise and record information about setting and characters on a story web.

2. PROBLEM * What do you think the disaster was ? Brainstorm possibilities. Read to the end of page 33 to find out. * Retell. Summarise problem on the story web.

3. RESPONSE – ACTION * How did the girl and her brother respond to the problem ? * How did they feel about it? What did they decide to do ?

4. OUTCOME * What do you think will be the OUTCOME ? * Brainstorm possibilities. Read to the end of the story to confirm or reject your predictions. * Retell. Justify ideas from the text. * Summarise RESPONSE – ACTION * Discuss the way the author changed the sequence of events to hook the reader into the story.




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KNOWLEDGE – Finding the facts 1. List the main characters in the story and all the

facts you can find about them. Use character webs.

COMPREHENSION – Reading between the lines 2. What clues are there in the story that suggest Grandma knew that the vase had been broken before the earthquake. 3. Make a list of any themes you have noticed in the story.

Think of a new title for the story which gives a good clue about the main theme.


4. Use the information in the story to make a poster about what to do in an

earthquake.

ANALYSIS – Breaking down the story to show how it works 5. Draw a STORY FLOW CHART to show the main events in the story in the order z they happened.

Use labels to explain your ideas and show what is happening.

SYNTHESIS – Coming up with new ideas 6. Design a really ugly ornament that you could give your teacher as a Christmas

present, which she/he would feel obliged to keep forever. 7. Change one event in the story and show how the rest of the story is changed



8. “ You should always keep a gift even if you don’t like it”




Ugly by Prue Hilson


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Set 5:4 LESSON PLAN The Woodwork Teacher RA 9½ - 10½ yrs SJ Part 4 Number 2 1998 by Sarah Reid



Sylvia thinks she knows exactly what she is in for on her first day of technology studies, but the woodwork teacher Mr Horrell has a few surprises in store for her when he starts to demonstrate the dangers in his room. It is only later that she discovers that he has a wooden leg and this is an annual trick he plays on the new kids. Special Features : A surprise ending




experiences

Discuss the dangers of working with sharp hand tools and power tools. Encourage children to share personal experiences. Introduce the title. What clues are there in the title about this story ?



Story Problem Identifying the story problem New technology teacher is very scary. Response How do the characters respond to the problem ?

Some of the class turned pale. Sylvia felt sick and shaky Action What action do the main characters take to solve the problem ? Sylvia pretended she was fine although she was quite shaken by what had happened.


They realised it was a joke that Mr Horrell played on every new class. Theme(s) What are the themes / messages ? safety, teacher pupil relationships


1. ORIENTATION

Read the first page and look for information about the setting and characters. * Ask pupils to retell what they have read and justify their statements from the text. “Read out the words or sentence that tell you that “ * Summarise and record information about setting and characters on a story web.

2. PROBLEM - What is the problem ? * Can the pupils identify the problem from the information so far ? Read page 41 and 42 for more information * Retell. Justify statements from the text. * Establish problem and record on story web. * Summarise additional information about characters / setting.

3. RESPONSE – ACTION * How did Slyvia and the other girls respond to the teacher ? * What do you think they were thinking ? What would you be thinking ? * What could they do ? What action could they take ? * Brainstorm possibilities.

4. OUTCOME Read to the end of the story to find out what happens. * Retell. Justify ideas from the text. * Summarise RESPONSE, ACTION, OUTCOME and add to story web.




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KNOWLEDGE – Finding the facts

1. List the main characters in the story and all the



2. Why did Mr. Horrell behave the way he did for the first lesson ? 3. Make a list any themes you have noticed in the story. Think of a new title for the story which gives a good clue about the main theme.


4. Make a poster “Safety in the Woodwork Room” describing all the dangers in Mr Horrell’s woodwork classroom and how to avoid them.




6. Design some new, advanced power tools that would make life much easier

for pupils in the woodwork room. 7. Change one event in the story and show how the rest of the story is changed


EVALUATION – Seeing both sides 8. “Mr Horrell’s lesson was successful” List reasons for agreeing with and disagreeing with this statement



The Woodwork Teacher by Sarah Reid


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Set 5:5 LESSON PLAN Copycat RA 9½ - 10½ yrs SJ Part 4 Number 3 1995 by Alistair McAlpine



The author and her friend Jackie are right into playing interactive computer games. One day they come across a game that is more than they bargained for. Jackie gets deleted -disappears- and her friend must find a way to get her back before she gets deleted too. Special Features : Complicated concepts about computers




experiences

Discuss the future developments of computer games. What are some of the possibilities with virtual reality ? What might be some of the dangers ? Introduce the title. What clues are there in the title about this story ?



Story Problem Identifying the story problem The computer game was more than they bargained for. Jackie got deleted. Response How does the character respond to the problem ?

She was freaked out. Action What action does the main character take to solve the problem ? Ran back home. Needed time to stop and think up a solution.


She worked out how to get Jackie back and escaped the game.

Theme(s) What are the themes / messages ? stepping into the unknown problem solving


1. ORIENTATION

Read the first 2 paragraphs.Look for information about setting and characters. * Ask pupils to retell what they have read and justify their statements from the text. “Read out the words or sentence that tells you that “ * Summarise and record information about setting and characters on a

story web. 1. PROBLEM

Read to the end of page 23 and see if you can work out what the problem might be. * Retell. Justify statements from the text. * Summarise additional information about characters / setting. * Brainstorm what might happen next ? Read page 24 carefully. Make sure you understand exactly what is happening. * Retell. Summarise the PROBLEM on the story web.

2. RESPONSE – ACTION * How did the girl in the story respond when her friend was deleted ? * How did she feel ? What will she do to get Jackie back ? * Brainstorm possibilities.

3. OUTCOME Read to the end of the story to confirm or reject your predictions. * Retell. Justify ideas from the text. * Summarise RESPONSE, ACTION, OUTCOME and add to story web.




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KNOWLEDGE – Finding the facts 1. Describe how the girls accessed “Copycat”.

COMPREHENSION – Reading between the lines 2. Do you think the girls will play Copycat again? Give reasons.

3. Make a list any themes you have noticed in the story.



4. Make up a poster advertising the COPYCAT game.




6. Design your own interactive, virtual reality game like Copycat.

Explain how it works.


EVALUATION – Seeing both sides 8. “Computer games are dangerous”





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Set 6:1 LESSON PLAN Me and Ted RA 10-12 yrs SJ Part 3 Number 3 1996 by Mike Carter



Susan and Ted are test pilots, flying an experimental plane which suddenly goes out of control and begins to plummet to the earth. Will they try to get it back under control or eject. Special Features : The description of flying The surprise ending.




experiences

Discuss personal experience flying. This story is about a test pilot. What is a test pilot ? What are the dangers ? Introduce the title. What clues are there in the title about this story ?

Guided Reading Story orientation Finding out about the characters - Susan, Ted, Mum the setting - test plane, the car

Story Problem Identifying the story problem The plane spins out of control. Response How does the character respond to the problem ? The pilot knew what she had to do. Ted just sat there.

Action What action does the main character take to solve the problem ? Tries to get plane under control and convince Ted to eject. Outcome What happens as a result ? They ejected each other.....it was just a fantasy.

Theme(s) What are the themes / messages ?

dreams, bravery, caring , loyalty

During GSR it is suggested that the children build up a story web (characters, setting, theme, plot) either individually or as a group. See example on page 6. . 1. ORIENTATION

Read the first 2 pages and look for information about the setting and characters. * Ask pupils to Retell and justify their statements from the text. * Summarise and record information about setting and characters on a story web.

2. PROBLEM * What is the problem ? * Summarise and record on story web.

3. RESPONSE – ACTION * How will the pilot and Ted react ? * What will they do ? * Brainstorm possibilities. Read pages 4 and 5 to check predictions. * Ask children to retell events in sequence. Justify their ideas from the text. * Summarise RESPONSE and ACTION and add to story web.

4. OUTCOME * What will happen as a result of what they did ? * Brainstorm possibilities. Read to the end of the story to confirm or reject your predictions. * Retell. Justify ideas from the text. * Summarise OUTCOME and add to story web.




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COMPREHENSION – Reading between the lines 2. Why do you think Susan daydreamed about being a test pilot ? 3. Make a list any themes you have noticed in the story. Think of a new title for the story which gives a good clue about the main theme.


4. Use the information in the story to write a letter applying for a job as a test pilot.

Describe the skills you have and explain why you want the job.


order that they happened. Use labels to explain your ideas and show what is happening.


6. Design a fool-proof, fully automated, luxury space craft for Susan’s next trip to Mars. Include labels to explain the special features.

7. Write a different ending to this story. Perhaps it is not a fantasy at all !

EVALUATION – Seeing both sides 8. “Daydreaming is healthy” List reasons for agreeing with and disagreeing with this statement



Me and Ted by Mike Carter


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Set 6:2 LESSON PLAN Once Bitten RA 10-12 yrs SJ Part 4 Number 3 1994 by David Hill



The boy in the story visits a coffee bar for a milkshake and something to eat. He ends up sitting at a table with a fearsome looking bikie, who he mistakenly thinks eats his muesli bar. Special Features : The description of the bikie ; the surprise twist at the end of the story




experiences

Encourage children to share situations where they felt scared or bullied. * What did they do ? * Would they do anything differently if it happened again ? Introduce the title. What clues are there in the title about this story ?


Finding out about the characters - boy and bikie the setting - coffe bar, bus stop


The boy thinks the bikie is eating his muesli bar Response How does the character respond to the problem ?

The boy is scared then gets angry. Action What action does the character take to solve the problem ?

He stands up to the bikie - takes a bite of his muesli bar and doughnut then walks out.


He feels great until he finds his own muesli bar in his pocket.

Theme(s) What are the themes / messages ? standing up for rights, courage stereotyping people


Read the first 2 paragraphs and look for information about the setting and the characters. * Why is the boy thinking he might never go there again ? * Brainstorm possibilities (There is a hint of the problem to come) Read the rest of page 43, pages 44 and 45. * Look for more information / clues. * Retell. Ask pupils to justify ideas from text. * Summarise and record information about characters and setting on a story web.

2. PROBLEM * What is the problem ? Brainstorm possibilities. Read out the problem at the top of page 46.

3. RESPONSE – ACTION * How will the boy respond to what the bikie has done ? * What will he do about it ? * Brainstorm possibilities. Read pages 46 and 47 to check predictions. * Retell what happened. Ask pupils to justify their ideas from text. * Summarise PROBLEM, RESPONSE, ACTION and add to story web.

4. OUTCOME * What will happen as a result of what the boy did ? * Brainstorm possibilities Read to the end of the story to check predictions. * Summarise OUTCOME and add to the story web.

5. THEME(S) * What are the themes or messages in this story ?




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KNOWLEDGE – Finding the facts 1. List the main characters in the story and all the facts you can find about them. Use character webs.


2. Why do you think the boy thought the bikie was eating his muesli bar ? 3. Make a list any themes you have noticed in the story.



4. Write a letter of apology to the bikie explaining what happened.

ANALYSIS – Breaking down the story to show how it works

5. Draw a STORY FLOW CHART to show the main events in the story in the order they happened. Use labels to explain your ideas and show what is happening.


6. List all the bikie’s tattoos and make up a reason why he got each one of them. Create some cool tattoos that could be added to the bikie’s collection.



EVALUATION – Seeing both sides 8. “Tattoos are a great fashion accessory” List reasons for agreeing with and disagreeing with this statement



Once Bitten by David Hill


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Set 6:3 LESSON PLAN Chris RA 10-12 yrs SJ Part 4 Number 2 1991 by Douglas Carian



Chris ignores her coach’s instructions and gets the tactics all wrong in her 400 metre race at her club meeting. Her coach gives her another chance and this time she shows that she understands what it means to be a controlled athlete. Special Features : Insight into running tactics. Specialised athletics language.




experiences

Discuss children’s experiences in distance running, or what they might have learnt from watching these sorts of races during the Olympics etc. How are these races different from sprints ? Introduce the title. What clues are there in the title about this story ?

Guided Reading Story orientation Finding out about the characters - Chris, coach, other runners

the setting - club athletics track


Chris is not following the advice of her running coach. Response How does the character respond to the problem ? She is sorry. Really wants to do the right thing. Action What action does the character take to solve the problem ?

She has another chance to get it right. Outcome What happens as a result ? The coach was pleased. Said she was a controlled athlete.

Theme(s) What are the themes / messages ? discipline, self control following instructions


Read the first 2 paragraphs to the group before handing out the journals. * What is the setting ? * What is the story likely to be about ? Chn silently read the rest of the page and page 28 down to “...trying to avoid Bruce Benton, her coach.....” looking for further information about the characters and the setting. * Retell. Ask pupils to justify their retelling from the text. * Summarise and record information about setting and characters on a story web.

2. PROBLEM * What do you think the problem might be? * Brainstorm possibilities. Read the rest of page 28 and 29 down to “...and the sooner the better” to check predictions. * Go back over this section and summarise the main events as a group. * Establish the PROBLEM. Add to story web.

3. RESPONSE – ACTION * How will Chris respond to what her coach has to say ? * What will she do about it ? Brainstorm possibilities. Read pages 29, 30 down to “Ruth, then Jenny went past, working hard” * Retell what happened. * Summarise RESPONSE and ACTION and add to story web.

4.OUTCOME * What will happen as a result of what she did ? * Brainstorm possibilities Read to the end of the story to check predictions. * Summarise OUTCOME and add to the story web. 5. THEME(S)

* What are the themes or messages in this story ? * Why do you think the author wrote this story ?



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COMPREHENSION – Reading between the lines 2. Write a sentence explaining why you think the author wrote this story. 3. Make a list any themes you have noticed in the story.



4. Using the information from the story, make up a two week training programme for the 400 metres.




6. Design starting blocks and / or running shoes that would give Chris a “technological” advantage over her competitors.



8. “Coming first is the most important thing”

List reasons for agreeing with, and disagreeing with this statement



Chris by Douglas Carian


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Set 6:4 LESSON PLAN Solomon RA 10 - 12 yrs SJ Part 4 Number 2 1994 by Heather Marshall



A 12 year old girl finds out that her younger sister is braver than she is when it comes to protecting a stray cat from a group of bored kids. Special Features : Strong theme about peer pressure




experiences

Think of a time when you knew what the right thing to do was but were too afraid to do it. Encourage children to share personal experiences. Explain that there is a cul-de-sac in the story and it is important for them to know what a cul-de-sac is. Brainstrom ideas. Explain if necessary. Introduce the title. What clues are there in the title about this story ?

Guided Reading Story orientation Finding out about the characters - Cathy, Andy, Alice, Paul, the mob, Solomon

the setting - cul-de-sac Story Problem Identifying the story problem The kids are bored and pick on Solomon the stray cat. Response How does the character respond to the problem ?

Cathy is very uncomfortable about what is happening.

Action What action does the main character take to solve the problem ? She does nothing but her little sister Alice charges in to rescue Solomon. Outcome What happens as a result ?

Solomon escapes. Cathy feels bad that she did nothing because she was too scared of what the others would think of her, especially Paul.

Theme(s) What are the themes / messages ? peer pressure, boredom


1. ORIENTATION

Read the first page. Look for clues about setting and characters. * Ask pupils to retell what they have read and justify their statements from the text. “Read out the words or sentence that tells you that “ * Summarise and record information about setting and characters on a story web.

2. PROBLEM * “For several weeks it’s great. “ What does this sentence suggest ? * Brainstorm what might happen to change things Read page 27 to find out what changes ? Why ? * Retell. Justify from text. * State the problem and add it to the story web.

3. RESPONSE – ACTION –OUTCOME * It sounds as if Paul is not going to let Solomon go. * How does Cathy feel about this ? (RESPONSE) * What would you do in this situation ? What will Cathy do ? (ACTION) * Brainstorm possibilities. Justify ideas based on what you know about Cathy. Read pages to the end of the story to find out how it turns out. * Retell. Ask pupils to justify their retelling by referring back to text. * Summarise RESPONSE, ACTION , OUTCOME on the story web. 4. THEME(S) * What are the themes or messages in this story ?




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KNOWLEDGE – Finding the facts 1. List the main characters in the story and all the facts you can find about them. Use character webs.

COMPREHENSION – Reading between the lines 2. Why did Cathy just walk away when she knew that Solomon would probably be killed ? 3. Make a list of the themes you have noticed in the story. Think of a new title for the story which gives a good clue about the main theme.


4. Make a poster encouraging children to “do the right thing” and not be worried about what others think about them.




6. Redesign the cul-de-sac so that it is a great place for the kids in the neighbourhood to hang out, and they won’t want to go down to the mall. Include labels to explain your ideas.



EVALUATION – Seeing both sides 8. “It was easy for Alice to be a hero” List reasons for agreeing with and disagreeing with this statement



Solomon

by Heather Marshall


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Set 6:5 LESSON PLAN The Curse of Being Pharaoh RA 10 - 12 yrs SJ Part 3 Number 3 1997 by Janice Marriott



Peter is the class know-it-all and bully. Mr Martin the new trainee teacher doesn’t handle him quite the same way as the usual teacher and Peter gets more and more obnoxious. Finally Karen the quiet kid at the back of the class takes matters into her own hands and comes up with a solution that transforms Peter. Special feature : The author uses the outcome at the beginning of the story as a “hook”.




experiences

Discuss pupils who behave badly in class and show off. (no names allowed). How do they behave ? Why do they behave like that ? Discuss the title of this story. Discuss / clarify the Pharoahs and curses ?

Guided Reading Story orientation Finding out about the characters -Peter, Mr Martin, Karen the setting - the classroom

Story Problem Identifying the story problem. Peter is a pain Response How does the character respond to the problem ?

The rest of the class are fed up with him.

Action What action does the main character take to solve the problem ? Karen finally does something about it and wraps him up as a mummy.


Peter is transformed ! Theme(s) What are the themes / messages ? showing off bullying revenge consequences of behaviour


1. ORIENTATION Read out the first paragraph before handing out journals. * Notice the different story structure. The author gives you the outcome at the beginning. * What effect does this have on you as the reader ? * Discuss the idea of a “hook” - a technique author’s use to grab the readers attention, in this case reversing the normal sequence. Read to the end of page 3. Look for more clues about the setting and the characters. * Ask pupils to retell what they have read and justify their statements from the text. Summarise and record information on story web.

2. PROBLEM – RESPONSE * What is the story problem ? * How do the other children feel about the problem ? (RESPONSE) * Summarise and add to the story web. Read pages 4 and 5 and look for developments. * Retell. Justify from the text. * Summarise new information on story web including words describing Karen

3. ACTION * What is going to happen that will bring about the transformation (OUTCOME) mentioned at the beginning of the story ? * Brainstorm possibilities based on clues in the text sofar. Read to the end of the story to check your predictions. * Retell. Justify from text. Summarise ACTION and OUTCOME on story web.




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COMPREHENSION – Reading between the lines 2. Make a list of the themes you have noticed in the story. Write a sentence explaining why you think the author wrote this story.

3. Think of a new title for the story which gives a good clue about the main theme.


4. Imagine you are Peter. Make a poster titled “ Everything that I know about Egypt.”

5. Write a letter to the next trainee teacher due to arrive in this class, warning

them about Peter.




7. Design a device that would remove Peter from the classroom whenever he became unbearable.


8. ” It’s good to have someone in the class who knows everything.” List reasons for agreeing with, and disagreeing with this statement



The Curse of Being Pharaoh by Janice Marriott

I agree with this statement because..... I disagree with this statement because....

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Documents

Hilton Ayrey sample eBook - static.shop033.comstatic.shop033.com/UserFiles/4309-Files/file/Sample ebooks/GSR2... · Hilton Ayrey Using narrative text sample eBook BOOK TWO ... This