literacy progress units: reading between the lines - session plans

7/30/2019 Literacy Progress Units: Reading Between The Lines - Session Plans

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Session plans

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Try Time: 7 minutes

s In pairs, using Reading J ournal (page 1 ), pup ils should jot their own ideas on

the spider chart.

s Take some ideas from pupils orally.s In pairs, ask pupils the main event or plot of the story based o n the title. After

discussion, ask p upils to write down in their journals (page 3 ) what they think

will happ en.

s Ask selected pupils to explain how they mad e their predictions.

s Ask pupils to read extract 1 from Deep Waterin their Reading Journals

(page 2) with a partner.

2 Reading between the lines Session 1 Cro wn Copyright 2001

Objectives

s To be able to make

predictions based

on clues and

drawing on own

experiences.

s To be able to gather

literal information

from the text.

Key terms

Comprehension: mak ing sense of a

text.

Prediction: guessing, b ased on

information in the text.

Literal: that w hich is stated in the text.

Clues: evidence in the text.

Materials

s Reading Journals (pages 1 and 2)

s Teacher Sheet 1.1 (exemp lar)

s Flipchart and p ens

Remember Time: 3 minutes

s Prediction means guessing based on information presented and experiences

as readers.

s Literal means making sense of the actual wo rds and sentences that the

author has used.

s Tell pup ils that they are going to focus o n prediction b ased on first

impressions and g ather literal information about the c haracter, setting and

plot in this story.

Model Time: 3 minutes

s Write the title, Deep Water, on flipchart or w hiteboard.

s Using the title, predict w hat the book b y Ann Turnbu ll may be about . Give

your first impression of the title and w hat it suggests to you that the b ook m aybe about, eg som eone getting into trouble, perhaps w ith parents or the

po lice. Articulate clearly your reasons for making these connections.

s Explain which c lues and experiences you drew on to m ake your predictions.

s Elicit responses from the pup ils. Do they agree/d isagree? Why? (Pupils may

pick up the w ater reference b y taking it literally.)

Session 1 First impressions

Apply Time: 4 minutes

s Ask pupils to share with a partner their first imp ressions of the m ain character

Jon.

s Draw attention to the clues about the m ain event or plot. Ask them to

com pare how this relates to earlier predictions.


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Notes

s Reading Journals will need to b e cop ied and collated for the class from the

loose sheets at the end of the unit.

s Retain the notes m ade on t he flipchart for the Rememb er section of next

session.

Cro wn Copyright 2001 Reading between the lines Session 1 3

Secure Time: 3 minutes

s Take verbal feedb ack from pup ils. Write a summ ary of informat ion on the

flipc hart, ensuring that it picks up som e of the material in Teacher Sheet 1.1

(annotated version).

s Tell pup ils that next time they are going to focus on what they know abou t this

story and find q uotations in the text to suppo rt their ideas.

Session 1


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Note: A usual schoo l day occ urrence (the bus is late) is made to seem like an

amazing escape from som ething dreadful. The words chosen illustrate how

miserable Jon feels: troub le (5), cross-examining (5), nagg ing (6), bu llying (6),

hated (9), reprieve (15), gangs (17), bu llying (18), b eing always on the outside

of things (18). So do Jon s extreme thoughts about the bus (12), hop ing it had

been hijacked, c aught fire or broken down.


Teacher Sheet 1.1 exemplar

Extract 1

Deep Waterby Ann Turnbull

Chapter 1

The bus was late. Jon hoped it had broken down. Or

caught fire. Or been hijacked. Anything so long as he d idnt

have to go to school this Friday.

Today, if he went in, hed be given his report to take home.

And then the trouble would start: Mum cross-examining him,

nagging, bullying. Hed never hear the end of it.

Hey, Jon! Ryan Jackson crossed the road, grinning. You

off to that posh schoo l?

Jon hated being seen in his school uniform. The black

blazer with its blue and gold badge marked him out as

different: the only one on the Eldon Wood estate who didnt

go to the local schoo l.

Bus is late, he grow led.

Sk ive off, then, suggested Ryan. Say it never came.

Jon considered the possibility. A days reprieve. No, three,

w ith the weekend. Hed thought o f skipp ing school before. It

wasnt just the lessons. It was the other boys the gangs

and the bullying; being always on the outside of things.

Task:Try and Ap ply first imp ressions of main

character Jon and clues to m ain plot o f story.

Why does he

hope this?

Perhaps he hates

school or the

bus journey.

What is happening tod ay?Suggests he may

be tempted not

to go

Suggests Jon

doesnt have a

goo d relationship

with his mo ther.

Jon isnt do ing

well at school.

Is Ryan teasing or bullying?

Jon is d ifferent

doesnt fit in. He

doesn t like this.

wh ere Jon lives

Temp tation to

truant

Jons p roblems are at scho ol, in lessons and break

on the journey to o p erhaps. Serious d ifficulties

(bullying, gangs an o utsider).

Like a prison/d eathsentence

He has been

unhappy for a

while thinks

abou t playing

truant.

M aybe it

happens quite

often.

Extreme ideas indicate

he is desp erate

He looks

forward to

weekends,

counting the

days.


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Objectives

s To use literal

information or clues

given in the text in

order to extract

literal information.

Key terms

Literal: that w hich is stated in the text.

Materials


s Teacher Sheet 2.1 (extract 1 from

Deep Water by Ann Turnbu ll),

enlarged or OHT

s Teacher Sheet 2.2 (chart), enlarged

or OHT


s Retained flipc hart from session 1

s Flipchart and p ens

s Highlighter pens

Remember Time: 1 minute

s Remind p upils of the objectives of session 1 and share the ob jective for this

session.

s Remind p upils of the extract they read last session and their first imp ressions

as listed on the flipchart.


s This session introduces highlighting/ text m arking for the first time. Model

by t hinking aloud as you m ark a section of text, and transfer to the c hart.s Tell pup ils you w ill be looking for and underlining th ings that w e know or

information that we are given the literal.

s Using Teacher Sheet/OHT 2.1 , underline a section of extrac t 1 w hile

com menting on it. For example: I know for sure that the b us w as late it tells

me in line 1. He d oes not want to g o to scho ol this Friday this information is

in paragraph 1. I know it is report d ay because it says here on line etc.

s Record two items of information on the chart (Teacher Sheet/O HT 2.2),

enlarged version or drawn on flipchart or wh iteboard. See exemplar

(Teacher Sheet 2.3 ).

Session 2 Finding literal information

Try Time: 3 minutes

s In pairs pup ils should use extrac t 1 in Reading Journals (page 2 , looked at

last session), and underline things they know o r information that they aregiven, beginning with the two pieces the teacher has identified.

What I know Line number The quotation which tells me this


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s Ask the pupils to use the chart on pag e 3 of their Reading Journals to

write dow n where they found this information, and the quotation which tells

them it.

Session 2


s Share the examp les from the charts, and ensure that most of the points in

Teacher Sheet 2.3 have been noted on the c lass version.

s Pupils should add to or adjust their ow n record.

Notes


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Extract 1


Chapter 1


caught fire. Or been hijacked. Anything so long as he

didn t have to go to schoo l this Friday.


And then the trouble would start: Mum cross-examining

him, nagg ing, bullying. Hed never hear the end of it.










w ith the weekend. Hed thought of skipping school before.

It wasnt just the lessons. It was the o ther boys the gangs



Teacher Sheet/OHT 2.1

1

5

10

15


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Task:

Complete grid w ith what I know, line reference and supportive quotation.

What I know Line The quotation which tellsnumber me this



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1

5

10

15

Extract 1


Chapter 1


caught fire. Or been hijacked. Anything so long as he d idnt

have to go to school this Friday.

Today, if he went in, hed b e given his report to take hom e.












w ith the w eekend. Hed thought o f skipp ing school before. It



Task:

Com plete grid w ith what I know, line reference and sup port ive quo tation.

What I know Line number The quotation which tells me this

The bus is not on time 1 The bus was late

Its Friday 3 this Friday

Jon gets his report today 4 He ll be given his report

Jon does not like 9 Jon hated being seen in his uniform his uniform

J on is the o nly lo cal b oy w ho 1 1 marked him o ut as d ifferent : t he o nly o ne o n t he goes to a different school Eldon Wood estate w ho d idnt go to the local

school

Jon had thought ab out truanting 15 and 16 He d thought of skip ping sc hool b efore

There is bullying at Jons school 18 It was the other boys the gangs and the

bullying

Task:Highlight things w e know for certain.

underlined = things we know for certain



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Objectives

s To be able to search

for evidence in the

text that supports or

indicates something

further and leads to

inferences.

Key terms

Inference: interpretation which goes

beyond the literal information given.

Deduction: understanding based o n

the evidence in the text.

Materials


s Teacher Sheet/ OHT 2 .1 (from last

session)

s Teacher Sheet 3 .1 (one set of

statement cards, cut up)



Deep Water by Ann Turnbu ll),

enlarged or OHT


s Highlighter pens

s

Flipchart and p ens


s Remind the p upils about the need to look for clues and information in the

text.

s Tell pup ils they are go ing to read between the lines. They will use the text and

clues in it to d educ e what the w riter is trying to tell us, beyond the p urely

factual information. They will infer meaning. They will check the text for

evidence to support inferences.


s Using the cards from Teacher Sheet 3.1, o ffer a statement on a card suc h as

Jon is unhappy at schoo l and m odel searching for evidence from the text

that suppo rts this statement.

s Annotate extract 1 (Teacher Sheet/ OHT 2.1 ) again, highlighting phrases to

show any evidence that indicates that this statement is true. The text does

not ac tually use this statement but the author indicates this to us if we read

betw een the lines. Articulate as you go. (See exemp lar, Teacher Sheet 3.2.)

s Remind the p upils to be aware that som e inferences may be challenged as

we gain more information in a text. Things m ay not be exactly as they seemas the story progresses.

Try Time: 5 minutes

s Using the remainder of the cards, pup ils in pairs should choose a statement

from the following:

Jon is unhappy at hom e.

Jons mother hits him w hen she is cross.

Ryan is not Jons friend.

Jo n is not doing very well at school.

s Ask the p upils to search the text in their Reading Jo urnals (page 2 ) for

evidence that sup ports or indicates that the statement might be true, and to

underline it.

Session 3 Inference and deduction


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s Read extract 2 (Teacher Sheet/OHT 3.3 ) aloud to the class.

s Ask p upils to underline on their ow n copies (Reading Journal, page 4) things

they ded uce o r know for sure (or literal informat ion) and to highlight any part

of the text that leads them to b elieve or infer something further, annotating it

to exp lain w hat it leads them to infer.


s Using Teacher Sheet/O HT 3.3, take pup il feedbac k and annotate or mark

text acc ordingly, praising go od exp lanations and filtering obviously wrong

responses. (See exem plar, Teacher Sheet 3.4.)

s Remind p upils that as we read on further in a text, we m ay gain more

information that m ay cont radict or change initial inferences. For example, in

extract 2 we learn that Ryan is Jons friend w hereas previously we m ay have

inferred that he was no t.

s Ask pup ils to add to their own annotated extracts.

Session 3

Notes

s During the activity use the opp ortunity to discuss with pairs why they have

mad e particular cho ices and help pup ils where necessary.

s Remind pup ils that som e inferences need to be c onfirmed b y furtherinformation, for examp le, Jons mo ther bullies and nags Jon, but it is not

proven that she h its him. We may initially assume (infer) that Ryan is not Jons

friend, but later evidence show s that w e wo uld be w rong.


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Teacher Sheet 3.1 statement cardsone set

Jon is unhappy at home.

Jons mother hits him

when she is cross.

Ryan is not Jons friend.

Jon is not doing very wellat school.


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Task:To annotate evidence that sugg ests

that Jon is unhappy at scho ol.

1

5

10

15

Extract 1


Chapter 1

The bus was late. Jon hoped it had broken dow n. Orcaught fire. Or been hijacked. Anything so long as he d idnt

have to go to schoo l this Friday.




Hey, Jon! Ryan Jackson crossed the road , grinning. You

off to that posh school?




go to the local school.

B us is late, he grow led.


Jon considered the possibility. A days reprieve. No, three,w ith the weekend. Hed thought o f skipp ing school before. It




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Extract 2


Ill come with you, said Ryan. I hate Fridays. We get old

Freezerbags for maths. We could go over the canal. You

know Gaz? Fell in last week. Nearly drowned

Jon laughed. Across the road he saw fields, woods, the g lint

of water.

If only he dared But Mum would find out. And her anger

would be terrifying.

You could forge a note, Ryan said. They never look at

those notes.

Jon thought they would at the Thomas Crawford School. It

was the sort of schoo l where they kept a check on you. Butthe bus w asnt com ing. If it doesnt com e, he thought, itll be

all right. I can go w ith Ryan. It won t be m y fault.

This uniform, he said. Id have to change

Lets go to your house, then. Ryan w alked to the kerb and

stood there, grinning. You com ing? Or are you scared?

Jon d idnt want to look so ft. Ryan w as his only friend.

Im com ing, he said.

They darted across the road and on to the footpath that led

to the estate. Jon heard a familiar sound and looked back .

The school bus.

If he ran, now, he could be across the road and back at the

stop in time. He thought of the boys who made every

morning a misery on that bus: Simon Ray and Stefan

Coltswood.

He follow ed Ryan.




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Extract 2


Ill come with you, said Ryan. I hate Fridays. We get old

Freezerbags for maths. We could go over the canal. You

know Gaz? Fell in last week. Nearly drowned

Jon laughed. Across the road he saw fields, w oods, the glint

of water.

If only he dared But Mum would find out. And her anger

would be terrifying.

You could forge a note, Ryan said. They never look at

those notes.

Jon thought they would at the Thomas Crawford School. It

was the sort of schoo l where they kept a check on you. But

the bus w asnt com ing. If it doesnt com e, he thought, itll be

all right. I can go w ith Ryan. It won t be my fault.

This uniform, he said. Id have to change

Lets go to your house, then. Ryan w alked to the kerb and

stood there, grinning. You com ing? Or are you scared?

Jon d idn t w ant to look so ft. Ryan w as his only friend.

Im coming, he said.

They darted across the road and on to the footpath that led

to the estate. Jon heard a familiar sound and looked back .

The school bus.

If he ran, now, he could be across the road and back at the

stop in time. He thought of the boys who made every

morning a misery on that bus: Simon Ray and Stefan

Coltswood.

He follow ed Ryan.

Task:M ark literal (things w e know for sure) and p arts of

the text that lead us to infer or ded uce.

underlined = literal

dotted line = infer/deduce

They will prob ably

go to the

canal/river.temptation

Jon is afraid

of his mo ther.

Jon needs an excuse

for his behaviour:

someone or

something to blame.

Ryan knows how t o

persuad e his friend.

Jon is bullied

on the bus too.

10

15

20

25

1

He is a loner.



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s Offer the follow ing plot summ ary: Mark returns to school to collect his

science book.

s Ask w hat clues are in the text extract that m ake pup ils think that there is mo re

to the plot than this. Pupils should highlight w ords, phrases and ac tions that

help to build a bigger picture.

s During the activity use the opp ortunity to discuss with pairs why they have

mad e particular choices and help individuals where necessary.

Try Time: 4 minutes

s Pupils, in pairs, should continue to think aloud about the text on page 5

of their Reading Journals, talking about ho w they pick up clues and what

they mean for them.

s Listen in to selected p airs.


Objectives

s To be able to pick

up a variety of clues

and explain their

relevance to the text

as a whole.

Key terms

Evidence: clues in the text.

Genre: text type.

Materials

s Reading Journals (page 5 )

s Teacher Sheet 4 .1 (extract 3, The

History Lesson ), enlarged or OHT


s Highlighter pens


s Remind the p upils that when w e read w e are always picking up a range of

clues, like pieces in a jigsaw p uzzle, in order to build a bigger or com plete

picture.

s The readers ow n experiences and know ledge help to make sense of what is

read.

s Tell pup ils that w e will use extracts from d ifferent texts and put this into

practice. We are going to concentrate on finding w ords, phrases and actions

in a text in order to b uild a p icture in our m inds.


s Use Teacher Sheet/OHT 4 .1 and Reading Journals, page 5. C onduct a think

aloud, leading the pup ils to follow your reading and pick up clues from the

text. (The extract is written in the style of the ghost stories the pup ils may befamiliar with. The type of sto ry is not d iscussed w ith the pup ils at this stage.)

s Read half-way through (down to black cape).

Session 4 Picking up clues


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s Help pup ils to articulate responses to this text extract. Also refer by w ay of

conc lusion to the key q uestions:

What sor t o f text is it? (genre)

Ho w do you know?

Using the c lues we have here, can you pred ict what m igh t happen later?

Does this s to ry remind you o f any other texts? (bo ok s, films, etc.)

s See exemplar (Teacher Sheet 4.2).

Notes

Session 4


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Extract 3

The school corridor seemed much longer than usual now

that it was deserted. M ark shuddered. He hated b eing in the

school when everyone else had left. Still, he had to get his

science book . Mr Cross wouldnt be p repared to listen to yet

another excuse if his hom ework was late.

Mark turned left along the corrido r that led to h is form room .

Trying to ignore his heart, which seemed to be pounding in

his ears, he passed the row s of lockers.

What? he gasped as he heard a locker door bang shut. He

spun round to see other lockers flying opening and crashing

shut, as if a frenzied student was desperately searching for

something. But there was no one there. Mark w as alone in

the corrido r. He shut his eyes.

As suddenly as it had b egun the noise stopped and all was

still. Frozen to the spot, Mark opened his eyes and tried to

calm his breathing. This is what fear does to you, he

thought. How stupid to imagine frightening things like that

just because he wasn t used to being alone in the school.

The thought of old Crotchety Cross and the non-existent

homework helped him to p ull himself together and make his

feet move towards the c lassroom .

As soon as he walked in, he realised he wasnt alone. A

figure was sitting at his form teachers desk, but it wasn t Mr

Lakes. He seemed to be wearing a black cape.


Teacher Sheet/OHT 4.11 of 2


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Teacher Sheet/OHT 4.12 of 2


Extract 3 continued

Oh, sorry. I just need to get m y science book, M ark started

to say, when the man got to his feet and turned tow ards him.

The cape was one of those gowns that he had seen the

teachers wear at Prize Giving. But before he had time to

think how strange this was, Mark saw his face.

His skin was chalky white, as if he had hardly ever been

outside. Dark circles seemed to replace his eyes, yet he

appeared to be sm iling.

Mark uttered a strangled cry and backed away as the

terrifying figure reached out towards him. He realised in

horror that he w as trying to speak.

Ive been w aiting for you, he said.


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Extract 3

The school corridor seemed much longer than usual now

that it was deserted. Mark shuddered. He hated b eing in the

school when everyone else had left. Still, he had to get his

science book. M r Cross wouldnt b e prepared to listen to yet

another excuse if his hom ework was late.

Mark turned left along the corrido r that led to his form room .

Trying to ignore his heart, which seemed to be pounding in

his ears, he passed the row s of lockers.

What? he gasped as he heard a locker door bang shut. He

spun round to see other lockers flying opening and crashing

shut, as if a frenzied student was desperately searching for

something. But there was no one there. Mark was alone in

the corridor. He shut h is eyes.

As suddenly as it had b egun the noise stopped and all was

still. Frozen to the spot, Mark opened his eyes and tried to

calm his breathing. This is what fear does to you, he

thought. How stupid to imagine frightening things like that

just because he wasn t used to being alone in the school.

The thought of old Crotchety Cross and the non-existent

homework helped him to pull himself together and make his

feet move towards the c lassroom .

As soon as he walked in, he realised he wasnt alone. A

figure was sitting at his form teachers desk, but it wasn t Mr

Lakes. He seemed to be wearing a black cape.


Teacher Sheet 4.2 exemplar1 of 2

Why? Som ething

to be scared of?

Physical reactions

to fear

Reader questions

if this is true.

Reader might

think Dont

go there!Oh no!

Setting

something

different abou t

a familiar place

Terrifying, bu t

is it real or

imagined?

Talking to h imself

attempting to

make h imself feel

better

Back to the

norm al situation

of boy and

homework


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Teacher Sheet 4.2 exemplar2 of 2

Extract 3 continued

Oh, so rry. I just need to get m y science book , M ark started

to say, when the m an got to his feet and turned towards him.

The cape was one of those gowns that he had seen the

teachers wear at Prize Giving. But before he had time to

think how strange this was, Mark saw his face.

His skin was chalky white, as if he had hardly ever been

outside. Dark circles seemed to replace his eyes, yet he

appeared to be sm iling.

Mark uttered a strangled cry and backed away as the

terrifying figure reached out towards him. He realised in

horror that he was trying to speak.

Ive been w aiting for you, he said.

Reader has time

to think about this.

Old-fashioned

from the past. Aghost perhaps?

Tension builds

what will happen?

Normal

conversation

within strange

events

Scary d escription

Perhaps the

reader is

frightened too.

M any questions suggested for

M ark and the reader:

s Who is the man?

s Why is he in Marks classroom ?

s Why is he so pale?

s How does he know M ark?

s Why is he waiting for Mark and

what do es he want with him?

The marked aspec ts sugg est the genre of the text is horror. The reader can gu ess from

this part of the story what m ay happen later. The man m ay be a ghost w ho needs

Marks help in some way in order to rest in peace. Perhaps he w as a teacher who w asunkind to his pup ils, or w ho has evidence that can so lve a mystery.


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Try Time: 5 minutes

s In pairs, and using the text in their Reading Jo urnals (page 6 ), pup ils shou ld

highlight evidence from the text that indicates where the story is set.

s Discuss findings, including the c lues that lead us to believe that the sto ry is

set in the USA (sidewalk, apartm ent bu ilding).

Objectives


out evidence related

to setting.

Key terms

Clues: evidence in the text.

Setting: where the story happens.

Reference: referring to the w ords in

the text to sup port ideas and

comments.

Materials



The Eighteenth Emergencyby

Betsy B yars), enlarged o r OHT



s Remind pup ils that w hen we read, som e information can b e gathered q uickly

and easily; other information can be gathered through c lues that indicate

som ething mo re and lead us to infer.


s Using Teacher Sheet/OHT 5 .1, read extract 4 from The Eighteenth

Emergency(Betsy B yars) to the pup ils.

s While the text is being read, ask the pup ils to c onsider where the story is set.

The text is set in the USA.

s Ensure pupils know how you know this.

Session 5 Settings


s Individually pupils com plete the grid in Reading Jo urnals (page 7 ) and w rite

the answ ers in full sentences.


s Using exemp lar (Teacher Sheet 5 .2) and making notes on flipchart, ensure

pup ils have adequate answers

s Remind p upils that different authors introduc e a setting in different ways. For

example, some use d escription and b uild up , others launch w ith statements.

If time perm its revisit previous extracts to reinforce this.

Notes


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Extract 4

The Eighteenth Emergencyby Betsy Byars

The pigeons flew out of the alley in one long sw oop and settled on the awning o f

the grocery store. A dog ran out of the alley with a torn Cracker Jack box in his

mouth. Then came the boy.

The boy was running hard and fast. He stopped at the sidewalk, looked both

ways, saw that the street was deserted and kept going. The dog caught the boys

fear, and he started runn ing w ith him.

The two of them ran together for a block. The dogs legs were so short he

appeared to be on w heels. His Cracker Jack b ox w as hitting the sidew alk. He kep t

glancing at the boy because he didnt know why they were running. The boy knew.

He did not even notice the dog beside him or the trail of spilled Cracker Jacks

behind.

Suddenly the boy slowed down, went up some steps and entered an apartment

building. The dog stopped. He sensed that the danger had passed, but he stood

for a moment at the bottom of the steps. Then he went back to eat the Cracker

Jacks scattered on the sidew alk and to snarl at the pigeons who had flown dow n

to get some.

Inside the building the boy was still running.


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Task:Highlight evidence o f setting.

Extract 4

The Eighteenth Emergencyby B etsy Byars

The pigeons flew out of the alley in one long swoop and

settled on the awning o f the grocery store. A dog ran out of

the alley with a torn Cracker Jack box in his mouth. Then

came the boy.

The boy was running hard and fast. He stopped at the

sidewalk, looked both ways, saw that the street was

deserted and kept going. The dog caught the boys fear,

and he started running w ith him.

The two of them ran together for a block. The dogs legs

were so short he appeared to be on wheels. His Cracker

Jack box was hitting the sidewalk. He kept g lancing at the

boy because he didnt know why they were running. The

boy knew. He did not even notice the dog b eside him or the

trail of spilled C racker Jacks behind.

Suddenly the boy slowed down, w ent up some steps and

entered an apartment building. The dog stopped. Hesensed that the danger had passed, but he stood for a

moment at the bottom of the steps. Then he went back to

eat the Cracker Jacks scattered on the sidewalk and to

snarl at the pigeons who had flow n dow n to get some.

Inside the building the boy was still running.

Setting

Alley tow n/c ity

Store tow n/city

Sidewalk USA

for pavement

Street tow n/city

Block USA

town/city

Apartment

USA for flat

Scene changes to

inside building


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s Individually pup ils comp lete the table on page 9 o f their Reading Jou rnals.

s Pupils should note the follow ing:

The boy w as running hard and fast.

The dog c aught the boys fear

He did not even notice the dog b eside him and/or

the trail of spilled Cracker Jacks behind.

Inside the b uilding the b oy w as still running.


s Take pup il feedbac k and ensure pup ils explain their selection to make clear

how these quot ations indicate the boy is afraid.

Try Time: 5 minutes

s Using page 8 of Reading Jou rnals in pairs, tell pup ils to locate evidenc e and

references in the text w hich show that the boy is afraid, circling the relevant

parts of the text.

Notes

Objectives


out evidence related

to characters.

Key terms

Characters: people in the story.

Materials


s Teacher Sheet/ OHT 5.1 (from

previous session)


s Remind pupils that we need to sup port our ideas with evidence from the text.


s Reread extract 4 (The Eighteenth Emergencyby B etsy Byars) on Teacher

Sheet/OHT 5.1. Ask pupils to consider how the boy is feeling.

s Take pup il feedbac k and ensure some relevant com ment ab out fear is made.

s Using the text, highlight the first examp le and articulate why you think this

tells us how he feels.

Session 6 Characters


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Try Time: 2 minutes

s Pupils fill in the sp ider diagram on p age 11 o f their Reading Jou rnals, with the

characteristics that the writer has used to describe Prowlpuss.


Objectives

s To be able to read

across a text in

order to pick up

clues.

Key terms

Characteristics: typical behaviour

or features.

Interpretation: meaning made by

a reader.

Compare: ident ify similarities and

differences.

Contrast: identify differences.

Portrait: a desc ription of a character,

in words.

Materials

s Reading Journals (pages 10 and

11 )


Prowlpussby Gina Wilson),

enlarged or OHT


s Highlighter pens

s Pencils or pens

s Flipchart and p en


s Point out that w hen we read we do no t necessarily gain the information or

details w e need all at once. So metimes w e need to pick up clues from

different places in the text so that w e can make greater sense of that text.

s Tell pup ils that w e are going to co ntinue to pick up c lues but w e will focus

mo re on reading different parts of the text and investigate how a writer

presents a particular character.


s

Read extract 5 , Prowlpuss(Teacher Sheet/ OHT 7.1 ), aloud to the group .Pupils follow, using the text in their Reading Journals, page 10 .

s As the text is being read, the p upils should listen for any characteristics that

relate to Prow lpuss and highlight parts of the text that tell us what he is like

rather than what he is no tlike.

s Confirm that the pupils have highlighted the co rrect parts of the text b y taking

feedbac k and d evelop ing class mod el. (See exemp lar, Teacher Sheet 7.2 .)

Session 7 Reading across a text


s Take one of the statem ents from the abo ve diagram and on whiteboard or

flipchart model a mini-brainstorm o f initial thoug hts, words, phrases and

interpretations that add further meaning. For examp le: A racer, a chaser

fast, sprinter, probab ly chases m ice, birds and other cats and dog s, fearless.

s Ask pup ils in pairs to take two statements from their diagram and on their

sheets add further thoughts and interpretations that help t o m ake the

statement mean more to them.


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s Explain that the writer has described Prow lpuss by con trasting him with

other cats . Ask the pup ils why they think the w riter has done th is (because

contrasting, ie saying what som ething is no tlike, also helps a reader

imag ine it).

s Explain the following task . The pup ils w ill need to read extract 5 again and

write a short, one-paragraph portrait of Prow lpuss in their own w ords.

s Hear some of these if time permits.

Notes

s Pupils desc riptive paragraphs will need to be individually responded to.

s Prowlpussis a story written as a poem, published as a p icture boo k.

Session 7


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Extract 5

Prowlpussby Gina Wilson

Prowlpuss

is cunning

and w ily

and sly,

A kingsize cat

w ith one ear

and one eye

Hes not a lap cat

a cudd le-up-

for-a-chat cat,

No, hes not!

Hes not a sit-in-the-window-

and-stare cat.

Hes an I-WAS-

THERE! cat.

Watch out!

Prow lpuss about!

Hes not a stay-at-home cat,No, hes not!

Hes not a sit-on-the-mat-

and-lick-yourself-dow n cat.

Hes an out-on- the-tow n cat,

A racer, a c haser,

A You re a disgrace -er!

A Dont show your face-er!

Hes not a throat-so ft-as-s ilk cat,

A saucer-o f-m ilk cat. No , hes not!

Hes a fat cat, a rat cat,

A What on earth was that? cat.


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Task:Und erline/highlight w hat Prow lpuss is like

and explain what th is tells us about him .

Extract 5

Prowlpussby Gina Wilson

Prowlpuss

is cunningand w ily

and sly,

A kingsize cat

w ith one ear

and one eye

Hes not a lap cata cudd le-up-

for-a-chat cat,

No, hes not!

Hes not a sit-in-

the-window-

and-stare cat.

Hes an I-WAS-

THERE! cat.

Watch out!

Prow lpuss about!

Hes not a stay-at-home cat,

No, hes not!

Hes not a sit-on-the-mat-

and-lick-yourself-dow n cat.

Hes an out-on-the-tow n cat,A racer, a chaser,

A You re a disgrace -er!

A Dont show your face-er!

Hes not a throat-so ft-as-s ilk cat,

A saucer-o f-m ilk cat. No , hes not!

Hes a fat cat, a rat cat,

A What on earth was that? cat.

Like a fox, or perhap s abig, bad wolf. Not to b e

trusted. Dangerous?

Not attractive injured in

fights perhaps.

Always in the thick of things

planning next escapade/adventure.

Always wh ere the trouble is.

Like a teenager rebellious, stays o ut at night.

Fast, chases mice/cats/d ogs perhaps.

Causes trouble.

Not po pular with humans.

Fat cat like rich bu sinessman,catc hes rats but also is a rat,

a trouble maker

noisy, night adventures

disturbs peoplecauses anxiety


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Try Time: 3 minutes

s In pairs, pup ils should read on and underline or h ighlight in their Reading

Journals (pages 12 and 13) significant wo rds and phrases that desc ribe the

journey taken b y Jon and Ryan.


Objectives

s To be able to select

information from the

text in order to form

a mental image.

s To be able to draw a

map based on what

they have read.

Key terms

Visual image: mental picture.

Sequence: a succession of events.

Synopsis: summary.

Materials

s Reading Journals (pages 12 14)

s Teacher Sheets 8.1 and 8.3

(extracts 6 and 7 from Deep Water

by Ann Turnbu ll), enlarged or OHT

s Teacher Sheets 8.2 and 8.4

(exemplars)

s Teacher Sheet 8 .5 (partly

com pleted map), enlarged or OHT

s Highlighter pens

s Pencils for drawing


s Developing visual images w hile we read helps us to relate our ow n

experiences to the text and helps us to have greater understand ing of what

we have read.

s Tell pup ils that w e are going to use information in the text to form a m ental

picture. We are going to return to a text that they have used before and read

on .

s Remind p upils of the story, Deep Water, last used in session 3, b y providing

a quick synopsis through questioning pupils.

s

Introduce the word synopsisand w rite on the w hiteboard: Give a quicksynopsis (summ ary) of how Jon and Ryan decide to p lay truant.


s Using an enlarged o r OHT version of Teacher Sheet 8.1 , read aloud extract 6

from Deep Water(Ann Turnbull).

s Explain that the next extract traces the route that the b oys take from hom e to

the river. This helps t he reader to visualise the ir journey.

s Cont inue reading aloud to t he beginning of extract 7 and (on enlarged version

or OHT if possible) highlight significant w ords and phrases that d escribe the

journey taken b y Jon and Ryan inc lud ing crossed the estate, through theunderpass.

s Show a partly com pleted m ap (Teacher Sheet 8.5 ), enlarged o r OHT, that

begins to plot the route and som e of the features that Jon and Ryan pass on

their journey.

Session 8 Visualisation


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s Check the m aps against the text . Have all the relevant places been included

in the correct seq uence? Take feedback to develop class model.

Notes

Session 8


s Check that p upils have the same information by sharing a previously

highlighted enlarged text and explaining the sequence.

s Once the list is in place, pupils in pairs should co ntinue to p lot on the p artly-

comp leted map (page 14 in their Reading Jou rnals), the sequence and the

places that the boys pass, in order to illustrate the route from the Eldon Wood

Estate to the river.

s Remind the pup ils that in order to c omp lete this task they need to select the

information from the text and form a m ental image in their heads b efore

draw ing a map , in order to make sure the sequenc e (order) of events is

comp letely c lear.


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Extract 6


He sneaked into the empty house the back way, just in case any neighbours werewatching. Not that the neighbours were likely to say anything to his mum; she

didnt spend much time with them. He put his school clothes away and got

dressed in jeans and sweatshirt. Catching sight of himself in the mirror he felt

scared. Supp ose Mum found out? What could he say? That hed thought he must

have missed the bus? Yes, that would do.

Ryan was waiting outside.

They crossed the estate and w ent out through an und erpass that led to the canal

tow path . No one was around . It was early: still only ten past eight.

Your mumd have a fit if she could see you, said Ryan.

Jon knew it was true. Not only because he was playing truant but b ecause he was

with Ryan. He tried to look unconcerned.

What about yours? he asked.

She doesnt care.

On the canal two swans were sw imming around a half-sunken sup ermarket trolley.

They hissed and lifted their wings as the boys came near.

But Ryan wasnt interested in swans. There was a pipe across the canal and he

showed Jon how he could balance along it, arms spread, wobb ling.

This is where Gaz fell in, he said .

Jon took a turn. It was d ifficult. He had to c limb over a fan of spikes to get on to the

pipe and, once there, up and balancing on the curve, the sight o f the water below

made him unsteady. Ryan began d rumming on the pipe, sending vibrations dow nits length .

Dont! Jon reached the spikes on the far side and clambered to safety. Race you

to the bridge!

Continued




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Task:track the bo ys journey in order to finish sketch map

Extract 6


He sneaked into the empty house the back way, just in case any neighbours werewatching. Not that the neighbours were likely to say anything to his mum; she

didnt spend much time with them. He put his school clothes away and got

dressed in jeans and sweatshirt. Catching sight of himself in the mirror he felt

scared. Supp ose Mum found out? What could he say? That hed thought he must

have missed the bus? Yes, that would do.

Ryan was waiting outside.

They crossed the estate and w ent out through an und erpass that led to the canal

tow path . No one was around . It was early: still only ten past eight.

Your mumd have a fit if she could see you, said Ryan.

Jon knew it was true. Not only because he was playing truant but b ecause he was

with Ryan. He tried to look unconcerned.

What about yours? he asked.

She doesnt care.

On the canal two sw ans were sw imm ing around a half-sunken supermarket trolley.

They hissed and lifted their wings as the boys came near.

But Ryan wasnt interested in swans. There was a p ipe across the canal and he

showed Jon how he could balance along it, arms spread, wobb ling.

This is where Gaz fell in, he said .

Jon took a turn. It was d ifficult. He had to c limb over a fan of spikes to get on to the

pipe and, once there, up and b alancing on the curve, the sight of the water below

made him unsteady. Ryan began d rumming on the pipe, sending vibrations dow nits length .

Dont! Jon reached the sp ikes on the far side and clambered to safety. Race you

to the bridge!

Continued


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Extract 7


They left the canal and walked across fields to the Sum merlees estate. There wasa wooded area on the far side where a rope swing hung over a ravine. They took

turns to sw ing out over the drop, tw isting and laughing. Then they found a den that

someone had made nearby and took it over. It was good having the place to

themselves.

At eleven oc lock Jon said, Im starving.

They went to the fish and chip shop on the estate, bought chips and coke and

walked back eating

A field path took them into woodland w ith d rifts of bluebells. It w as two m iles to

the river. They met a w oman walking a dog, but no one else. Ryan chatted: about

his dogs, his mum s boyfriend w hod let him have a go on his motorbike, his mates

at school Gaz, Jamie, Sandeep, Baggsey. Jon remembered the names from

junior sc hool, but hed lost touc h w ith most of them ; only Ryan had stayed friend s.

They came out on the river bank.

The river was high, lapp ing at the footpath which ran alongside back garden gates

and fences.

Its under water further up, said Ryan.

He led the w ay.

Jon threw a stick into the w ater and watched the current snatch it. If you fell in, he

thought, youd b e done for.




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Task:Tracking the journey, continued.

Extract 7


They left the canal and walked across fields to the Summerlees estate. There wasa wooded area on the far side where a rope swing hung over a ravine. They took

turns to sw ing out over the drop, tw isting and laughing. Then they found a den that

someone had made nearby and took it over. It was good having the place to

themselves.

At eleven oc lock Jon said, Im starving.

They went to the fish and chip shop on the estate, bought chips and coke and

walked back eating

A field path took them into wood land with drifts of bluebells. It was two m iles to

the river. They met a w oman walking a dog, b ut no one else. Ryan chatted: about

his dogs, his mum s boyfriend w hod let him have a go on his motorbike, his mates

at school Gaz, Jamie, Sandeep, Baggsey. Jon remembered the names from

junior sc hool, but hed lost touc h w ith most of them ; only Ryan had stayed friend s.

They came out on the river bank.

The river was high, lapp ing at the footpath which ran alongside back garden gates

and fences.

Its under water further up, said Ryan.

He led the w ay.

Jon threw a stick into the w ater and watched the current snatch it. If you fell in, he

thought, youd b e done for.


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Read the text carefully again. Complete the sketch map to showthe boys journey from home to the river.




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s Pupils individually choo se three points they find m ost effective, and annotate

their journals to say why.


s Using the ideas they noted dow n, ask p upils to explain to the c lass w hy they

found p articular wo rds or phrases effective.

s Using the information they already have, and w ithout reading on in the text,

ask pup ils to predict the next scene or image.

s Ask pup ils how they were able to d o this.

s Reinforce that being able to visualise involves com bining the information in

the text and our ow n experiences and imagination.

s Tell pup ils that in the next session w e are going to co ntinue to use our

experience and imagination in order to p redict the next scenes and images.

Notes

Try Time: 5 minutes

s In pairs, ask pup ils to read extract 8 (page 1 5 in their Reading Journals),

a paragraph each in turn, and say w hat they see in their heads w hen they

read it. They should underline relevant w ords and phrases.


Objectives

s To be able to use

the details in the

text and personal

experiences to

visualise the setting

and action.

Key terms

Visual image: mental picture.

Materials

s Reading Journals (page 15)


Deep Waterby Ann Turnbu ll),

enlarged or OHT



s When w e read parts of a text w e create visual images. These help us to gain

greater understanding w hen w e read.


s Using enlarged o r OHT of Teacher Sheet 9.1 , read the first paragraph o f

extract 8 from Deep Water(Ann Turnbull) and ask p upils what they see in

their heads when they read this.

s Draw attention to the ways particular words and phrases add to the mental

picture.

s Underline and annotate specific w ords to demo nstrate, using the first tw o

paragraphs . (See exemplar, Teacher Sheet 9.2.)

Session 9 Using visual images


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Session 9


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Extract 8


Jon watched the broad brown sweep of the river ahead, the drowned trees andbroken branches caught in the flood.

The current pulled at the boat. It was getting stronger. The banks slid by faster and

faster and the water was choppy. Jon noticed small eddies and whirlpools. He felt

a flicker of anxiety.

Try and land, he said. Over there. See that tree lying in the water? We might be

able to climb along the trunk to the shore.

Ryan attempted to turn the boat, but the current pulled him off-course and hemissed the place Jon had seen. A small whirlpool caught them, turning them

slowly, helplessly. For a moment they found themselves facing upstream and

drifting backwards. Jon began to feel afraid; they had no control. They were like

that tw ig hed dropp ed into the water.

We must stop, he said. We must.

They were closer to the shore now, b ut the banks had b ecom e wood ed c liffs rising

straight up out o f the water, w ith rocks around their base. Jon noticed white water

ahead. Cross-currents tugged at the boat, half-turning it, then letting it go.

Its getting rough, Ryan said.

Jon noticed the fear in his friends voice and that scared him; Ryan was never

afraid.

Just ahead of them now he saw the undulating b rown surface of the river broken

by white foam. Suddenly he understood: rocks! He saw the black deadly tip of one

breaking the surface.

Ryan! he yelled. Rocks! Rocks up ahead ! Turn away, quick !




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Task:Visualising the sc ene and action.

Extract 8


Jon w atched the b road brown sweep o f the river ahead, the

drowned trees and b roken branches caught in the flood .

The current pulled at the boat. It was getting stronger. The

banks slid by faster and faster and the water was choppy.

Jon noticed small eddies and whirlpools. He felt a flicker of

anxiety.

Try and land, he said. Over there. See that tree lying in the

water? We might be able to climb along the trunk to the

shore.

Ryan attempted to turn the boat, but the current pulled him

off-course and he missed the place Jon had seen. A small

whirlpool caught them, turning them slow ly, helplessly. For a

moment they found them selves facing upstream and drifting

backwards. Jon began to feel afraid; they had no control.

They were like that tw ig hed dropped into the w ater.

We must stop, he said. We must.

They were closer to the shore now, but the banks had

become wooded c liffs rising straight up out o f the water, w ith

rocks around their base. Jon noticed white water ahead.

Cross-currents tugged at the boat, half-turning it, then letting

it go .

Its getting rough, Ryan said.

Jon noticed the fear in his friends voice and that scared him;

Ryan w as never afraid.

Just ahead of them now he saw the undulating brown

surface of the river broken by white foam. Suddenly he

understood: rocks! He saw the black deadly tip of one

breaking the surface.

Ryan! he yelled. Rocks! Rocks up ahead! Turn away, quick !

Personification of

trees w ill this/could this happen

to peop le?

Tension increases

with increased

speed of water

and boat.

Hope: tentative

language: try,

might.

Whirlpool is the

acto r in the

sentence.

Out of control

* extract 7 Desperate, can

only say it, not

do it.

M ore dangerous

environment,

can t land safely.

As if water is alive

and p laying w ith

them

Key moment

Ryan has always

seemed co ol and

unflappable, no t

afraid o f anything.

deadly causes

death


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Objectives

s To be able to predict

by using clues in the

text.

Key terms

Prediction: guessing w hat may

happen.

Retrospection: looking b ack.

Fiction hooks: clues to what

happens next.

Materials


s Teacher Sheet/OHT 9.1


s At this point recap on the aim o f the unit, Inference and deduct ion. Ask the

pup ils why they think inference and deduc tion are so impo rtant when reading

a text.

s Tell them w e are going to c onsider what will happ en next and how they know

that.

s Introduce the term prediction.


s Refer back to extract 8 from Deep Waterby Ann Turnb ull (Teacher

Sheet/OHT 9.1 and page 15 in Reading Jou rnals) in order to remind the

pup ils where we last left the charac ters.

s Point out that w hat writers make happ en next in a text links w ith what has

been w ritten before. Good writers provide us w ith clues to help us predict or

guess.

s Remind pupils that these clues are often called fict ion hooks .

s Use extract 8 and share one key phrase or clue that helps p rediction.

s Then, from extract 8, ask p upils why they think the writer has used the

phrase: Jon felt a flicker of anxiety.

Session 10 Looking forward and looking back


s Ask pup ils, in pairs, to p redict w hat may happ en next, based o n previous

information.

s Pupils should explain why they have mad e particular choices. Check t heir

reasoning through discussion.

Try Time: 3 minutes

s Ask pupils to underline on page 15 of their Reading Journals as many clues

(fiction hooks) as they can, wo rking in pairs.

s Pairs share their clues with another pair.


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s Lead a discussion that considers the next stage in the story and d raws on

pup ils earlier predictions du ring the Try section. Ask what they think is most

likely to happ en next.

s Remind the pup ils of the title of this text Deep Water and ask the pup ils to

explain why they think this title was c hosen.

s Ask p upils to suggest som e alternative titles and give an explanation of their

suggestion.

s Point out that o ften we can predict easily, based on a range of clues dropped

by an author. When we get to know a character from a text w e expect them

to ac t in a particular way.

Session 10

Notes


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Objectives

s To be able to use

clues and genre to

predict a possible

ending to a short

story.

Key terms

Plausible: Believable.

Predict: anticipate.

Genre: text type.

Materials



Boo!by K evin Cross ley-Ho lland

from the short sto ry collection

Short!), enlarged or OHT


s Highlighter pen


s Remind pupils that som etimes writers surprise us by offering an unexpec ted

but plausible (believable) event in a text.

s Tell pup ils that w e are going to co nsider how clues in the text and the genre

can help us to p redict.


s Read an enlarged or OHT version of extract 9 , Boo!(Kevin Crossley-Holland),

keeping the final paragraph covered. Then ask pup ils what t ype of text or

genre they think it is.

s Encourage the pup ils to select c lues in the text that link to g enre, such as, girl

on her own.

Session 11 Predicting possible endings

Try Time: 5 minutes

s Encourage p upils to select and highlight on the enlarged version, parts of the

text that p rovide c lues about a possible ending to th is short story. (See

exemp lar, Teacher Sheet 11.2 .)


s Pupils should predict and write a possible ending to this story on page 16 of

their Reading Journals.


s Ask pupils to share their predicted end ings and give reasons why they chose

their particular ending.

s Read the authors ending by revealing it on Teacher Sheet/ OHT 11 .1. Thats

goo d, said a little voice. No w w ere safely locked in for the night.

s Remind p upils that, althoug h the ending may have been surprising, it was

plausible and that there were many clues that suggested an ending such as

this. These clues w ere linked to the sto ry type (genre).


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Notes

Session 11


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Extract 9a

Boo!by Kevin Crossley-Holland

She didnt like it at all when her father had to go down toLondon and, for the first time, she had to sleep alone in the

old house.

She went up to her bedroom early. She turned the key and

locked the door. She latched the windows and drew the

curtains. She peered inside her wardrobe, and pulled open

the bottom drawer of her chest-of-drawers; she got down on

her knees and looked und er the bed.

She undressed; she put on her nightdress.

She pulled back the heavy linen cover and climbed into bed.

Not to read but to try and sleep she wanted to sleep as

soon as she could. She reached out and turned off the lamp .

Thats good , said a little voice. Now were safely locked in

for the night.

* Do not reveal the ending (last paragraph) to the pupils until directed to do soin the session plan.


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Extract 9a

Boo!by Kevin Crossley-Holland

She didnt like it at all when her father had to go down toLond on and, for the first time, she had to sleep alone in the

old house.

She went up to her bedroom early. She turned the key and

locked the door. She latched the windows and drew the

curtains. She peered inside her wardrobe, and pulled open

the bottom drawer of her chest-of-d rawers; she got dow n on

her knees and looked und er the bed.

She undressed; she p ut on her nightd ress.

She pulled b ack the heavy linen cover and climb ed into bed.

Not to read but to try and sleep she wanted to sleep as

soon as she could. She reached out and turned off the lamp .

Thats good , said a little voice. Now were safely locked in

for the night.

* Do not reveal the ending (last paragraph) to the p upils until directed to do soin the session plan.

Who?

character

young and

female

the protec tive figure

something to worry

about/b e scared of

new experience

history,

haunted?

not used hom e, but the old housesecurity measures,

rational

checking for what?

irrational

old-fashioned , unfam iliar not d uvet or blanket

to escape

the fear

darkness brings


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Objectives

s To be able to predict

how a particular

character will act,

based on previous

information or

knowledge.

Key terms

Prediction: guessing on the basis of

know n evidence.

Reaction: response.

Characteristics: typical behaviour and

qualities.

Materials


s Three large sheets of p aper

s Marker pens


s Remind pupils that prediction helps us to make c onnections to our ow n

experiences and other texts that we know well. We can predict the likelihood

of events based on clues and information in the text.

s Tell the pupils that we will consider how we think a particular character will

act, based on p revious information and know ledge.


s Suggest that w e can predict how the Big B ad Wolf w ill act in a traditional

story, based o n experience and knowledge of this character in a range of

traditional tales. The B ig Bad Wolf is likely to have the following

characteristics: be bigger than his prey, bad , cunn ing, sly, play tricks , etc.

s Elicit responses from the pup ils in answer to the follow ing question. If faced

with unprotected p igs will the Big Bad Wo lf:(a) eat them ?

(b) play with them?

(c) ignore them and go ab out his bus iness?

s Ask the pup ils why they mad e a particular choice.

Session 12 Predicting a characters actions

Try Time: 5 minutes

s Pupils, in pairs, should b rainstorm on a large sheet of p aper the likely

characteristics of Batman or another superhero that they know.


s Ask pupils to refer to their Reading Journals and p redict how their chosen

character would be likely to react in the situation ou tlined there on p age 17.


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Session 12


s Lead a discussion by encouraging the pupils to choose a different character

from a boo k they are currently reading (for pleasure or study) or a television

programme.

s Ask p upils to outline a particular event or situation and explain how their

character might respond .

s Remind the pupils of the need to pick up clues from the text and from the

characteristics of particular characters in order to make predictions. Point out

that som etimes w riters surprise us b y adding unexpected reactions by the

character or an unpredicted situation or event.

s Ask p upils to offer examples of this.

Notes


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Objectives

s To be able to use

visual and textual

clues in order to

step into the shoes

of a character and

consider how they

may be fee ling and

thinking.

Key terms

Empathise: identify w ith someone

elses feelings .

Hot seating: sitting som eone as a

character and asking questions of

them . They reply as the character, not

as themselves.

Materials

s Reading Journals (pages 18 and

19 )

s Teacher Sheet 13.1 (illustration

from Virtual Friendby Mary

Hoffman), enlarged o r OHT

s Teacher Sheet 13.2 (extract 1 0

from Virtual Friendby Mary

Hoffman), enlarged o r OHT



s Explain that em pathy is like stepping into som eone elses shoes in order to

gain greater insight into or und erstanding of a character or a situation.

s Explain that imagining how c haracters might feel can help us understand

mo re easily what w e are reading.

s Tell pup ils that w e are going to exp lore some feelings associated w ith

experiences. To do this we are going to try to imagine what it is like to be a

particular character in a text.


s Show an OHT or enlarged version of Teacher Sheet 13 .1, a picture from

Virtual Friend(Mary Ho ffman), and share some key aspects of the p icture

such as: large, impo sing school; small boy; high wall; pupils playing in the

playground to gether, but the boy stand ing alone outside the w alls of the

scho ol; the boys sad, miserable expression.

s Ask pupils to share their initial thoug hts abo ut how the boy might be feeling

and w hy. Ask p upils to think of som e questions to ask the boy if they were to

meet him.

s Pretend to be the boy B en in the hot seat, and get p upils to ask him

questions in order to find out mo re about how he might be feeling.

Session 13 Empathy

Try Time: 5 minutes

s In pairs, pup ils should read extract 10 on page 19 of their Reading Journals,

from Virtual Friend(Mary Ho ffman), and d iscuss how Ben is feeling at this

point.

s Ask pup ils to add a thought b ubble to the p icture of Ben, co nveying his

feelings.


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Notes


s Ask the pup ils to c onsider what will happen to Ben. How might the story turn

out?

s Remind p upils that we can use a range of information presented in a text in

order to gain a greater understanding and em pathy w ith a particular

character.

Session 13


s Use enlarged or OH T version o f extract 10 (Teacher Sheet 1 3.2) in order to

elicit from the pup ils which parts of the text enabled them to empathise with

or step into Bens shoes. (See exemplar, Teacher Sheet 1 3.3.)

s Highlight these parts of the text as pup ils ment ion them, or if not, draw them

out yourself.


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Extract 10

Virtual Friendby Mary Hoffman

Chapter 1

Ben Silver was bored. He was bored because he hadnothing to do. And he had nothing to do b ecause he had no

one to do anything with. He had no friends. Not because

there was anything w rong w ith Ben. It just wasn t fair.

The only reason he had no friends was that his father had

moved w ith him to a new tow n when he got a new job. And a

new town meant a new school. And it wasnt even a new

term. School had been back for three weeks and Ben had

missed the scrimmage of the first few days. Thats when

everyone finds classrooms, loos, their own special bit of the

playground and their ow n special group of peop le like them.

So Ben w as lonely at school. And at w eekends he was lonely

at home too. He w as an only child.

Just as well, Dad often said, sighing, his eyes filling with

tears. Bens Dad was quite soppy. But he had a reason to

be. Bens Mum had died two years ago and he and Dad had

both been a bit likely to burst into tears for a long time. ButBen w as getting over it better than Dad.


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Extract 10

Virtual Friendby M ary Hoffman

Chapter 1

Ben Silver was bored. He was bored because he had

nothing to do. And he had nothing to do b ecause he had no

one to do anything with. He had no friends. Not because

there was anything w rong w ith Ben. It just wasnt fair.

The only reason he had no friends was that his father had

moved w ith him to a new tow n when he got a new job. And a

new town meant a new school. And it wasnt even a new

term. School had been back for three weeks and Ben had

missed the scrimmage of the first few days. Thats when

everyone finds classrooms, loos, their own special bit of the

playground and their ow n spec ial group of peop le like them.

So Ben w as lonely at school. And at w eekends he was lonely

at home too. He w as an only child.

Just as well, Dad often said, sighing, his eyes filling withtears. Bens Dad was quite soppy. But he had a reason to

be. Bens Mum had d ied tw o years ago and he and Dad had

both been a bit likely to burst into tears for a long time. But

Ben w as getting over it better than Dad.

Task:What m akes us empathise with Ben?

Our understanding of

Bens situation

increases as we read

the extract w e feel

mo re and m ore sorry

for him: our thoughts

are of him and his

difficult situation.

Can ident ify

with this

feeling.

More serious

than just being

bored.

Unfamiliar

surroundings.

Nothing is Bens

fault just

circumstance.

Orientation time

makes it harder

for Ben to fit in.

Very alone .

Changes in life,

environment

hard to cope with.

How m ight Ben

have felt then?

How m ight he

feel now ?

Dad cant b e a support for Ben,

harder for Ben to recover.


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literacy progress units: reading between the lines - session plans

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