3051 JTRS sample - Pearson Schools and FE Colleges ... · Guided and group reading is a shared, social activity and it is important that pupils ... Pages 5–7 Guided reading group

9 780582 796645

ISBN 0-582-79664-4

TEACHER’S BOOKLET

L O V E T H A T D O G

Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JEEngland and Associated Companies throughout the World

© Pearson Education Limited 2003The right of Nisha Tank to be identified as the author of this work has been asserted

by her in accordance with the Copyright, Design and Patents Act of 1988.Extracts from Love That Dog © 2001 Sharon Creech

The original edition of Love that Dog is published by Bloomsbury Publishing Plc, London

All rights reserved. No part of this publication may be reproduced, stored in a retrievalsystem, or transmitted in any form or by any means, electronic, mechanical,

photocopying, recording or otherwise without the prior written permission of thePublishers or a licence permitting restricted copying in the United Kingdom issued by

the Copyright Licensing Agency, 90 Tottenham Court Road, London, W1T 4LP

ISBN 0582 796644

First published 2003

Love_That_Dog_TB.qxd 17/6/03 2:23 pm Page 1

Introduction

2

AimThis resource provides materials to support the teachingof framework objectives through guided and groupreading. Guided and group reading is a shared, socialactivity and it is important that pupils are given theopportunity to talk rather than write about theirreading. Emphasis is placed on the promotion anddevelopment of independent reading, and pupils areasked to reflect on and develop new reading strategies.

The lesson outline (pages 3–5)

The lesson outline provides a structure for theorganisation of teaching at a glance. It is intended toprovide you with a flexible framework that can beadjusted to suit your circumstances. Objectives areexplicitly taught and are clearly placed within thecontext of the book, and within the lesson structure. Itis also important to allow pupils to control their ownreading. If they want to read on, then let them. Re-reading sections and revisiting prior reading will alwayshighlight things that were missed on a first reading.

Guided and group work

You will see from the lesson outline that this resourceprovides six opportunities for guided reading. Guidedand group reading facilitates interaction, not justbetween teacher and pupil, but also between pupil andpupil. The focus on objectives enables the teaching andlearning to be pitched high, so that pupils’ learning ischallenged and extended. Guided reading focuses onreading strategies, enabling pupils to develop asindependent learners. The use of small groups allowsfor intervention at the point of learning, which meansthat the teacher can have much more immediate effecton what the pupils are doing. In addition, it allowspupils to see the good models for reading and writingwhich are so crucial to their development asindependent readers and writers.

This resource has six guided sessions, so that everypupil will have the opportunity to work closely with theteacher. Underpinning these sessions are the 12 groupactivities, so that the rest of the class are able to workindependently of the teacher. It is envisaged that eachgroup will consist of no more than six pupils.

Managing group and guided work

It may take time to develop the culture of guided workin the classroom, but it is worth persevering. Thefollowing may help:

• Where possible, create groups from pupils withsimilar reading and confidence skills.

• Make the groups responsible for their ownorganisation.

• Identify time and, if possible, clerical support, formanaging the resources.

• Use additional adult support in the classroom if it isavailable.

• Edit the materials to suit the needs of the pupils.

• Give the groups concrete outcomes.

• Specific roles can be given within the groups,including the role of a timekeeper.

• Organise pupils into ‘study buddies’.

• Peer assessment can be used, as can rewards.

• Make it clear that all pupils are expected tocontribute to the plenary.

Resources

The scheme of work in this booklet does not haveheavy resource implications but ideally resources shouldbe prepared in advance. Group activities could bephotocopied on to coloured card and laminated, sothat each group has an identifiable colour. The mainresources you will need are: the group worksheets,guided session planners, copies of the readingstrategies, copies of the reader, highlighter and markerpens, sugar paper, reading journals and copies ofextracts on OHT and paper for annotation.

Suggested starter activities are at www.longman.co.uk

Reading journals

Whilst the main aim of this resource is to encouragepupils to talk about their reading, reading journalsprovide pupils with the opportunity to reflect, speculateand express their immediate responses to what theyhave read. It is important that they regard the journalas part of a continuing dialogue with the teacher andwith each other, rather than work that is to be marked.The variety of entries could include:

• noting responses

• questions arising

• mind-mapping and other graphic representations(tension graphs, timelines)

• jotting down words and phrases that need clarifying,or that they could ‘steal’ for their own writing

• keeping track of the plot.

Opportunities for using the reading journal arehighlighted in this resource, but it may be worthwhileestablishing routines so pupils know when they areexpected to make an entry.

It would be worth pointing out to pupils that while theapparent audience of Love That Dog is young children,its style, techniques and themes lend themselves verywell to key stage 3 analysis.


Overview of objectives

Year 7

Reading

R6 Active Reading

R7 Identify main ideas

R8 Infer and deduce

R9 Distinguish writer’s views

R12 Character, setting and mood

Writing

Wr2 Planning formats

Wr3 Exploratory writing

Wr19 Reflective writing

Speaking and listening

S&L1 Clarify through talk

S&L5 Put a point of view

S&L11 Range of roles

S&L12 Exploratory talk

S&L14 Modify views

Year 8

Reading

R5 Trace developments

R7 Implied and explicit meaning

R10 Development of key ideas

R13 Interpret a text

R14 Literary conventions

Writing

WR8 Experiment with conventions

WR17 integrate evidence

Speaking and listening

SL10 Hypothesis and speculation

SL11 Building on others

SL12 Varied roles in discussion

The objectives selected here focus on enabling pupils to read as readers to deepenunderstanding and appreciation, but, and to read as writers. Pupils are required toidentify typical features and explore how writers gain impact. This is the point atwhich the bridge between reading and writing is made – when the pupil has theability to step outside the body of a text and look at it as writer. Whilst the majorityof objectives selected reflect the development of reading, this does not imply thatthey should be approached in isolation or taught in a reductive way. The objectiveslisted below encompass the ability to recognise, understand and manipulate theconventions of language and develop the pupils’ ability to use languageimaginatively and flexibly, in the narrative context. Objectives (and pupils!) benefitfrom being explicitly taught and from being identified and deployed in context.Other objectives can also be taught (through starter activities), but it is up to theteacher to decide where the priority lies and to adapt the resource materialsaccording to the need of the pupils.

3


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1–4

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2.1

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airs

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pup

ilsgu

ess

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ill h

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xt.

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mew

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jour

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.

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pils

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pils

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Impl

ied

and

expl

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Inte

rpre

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text

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ject

ives

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ok a

t th

ew

riter

’s cr

aft

•H

ow a

re k

eyid

eas

deve

lope

d?

•C

hart

Jac

k’s

thou

ghts

and

feel

ings

•U

se e

vide

nce

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ace

the

deve

lopm

ent

ofth

emes

– J

ack’

sgr

owin

gco

nfide

nce

as a

writ

er

•In

fere

nce

and

impl

icat

ion:

the

char

acte

r w

ene

ver

mee

t –

Mis

sSt

retc

hber

ry

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ing

qu

esti

on

s•

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dev

ise

ques

tions

the

y w

ant

to a

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f th

e te

xte.

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hy is

Jac

kfe

elin

g lik

e th

is?

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es o

f m

ean

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ashi

ng li

ne o

nem

otio

ns:

clas

sfo

rms

tw

o lin

es.

Each

line

com

men

tson

and

rev

ises

the

oppo

site

line

7.

1

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din

g jo

urn

alen

trie

s•

In p

airs

, pu

pils

rea

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ch o

ther

ext

ract

sfr

om r

eadi

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ren

ce a

nd

imp

licat

ion

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pai

rs,

pupi

ls li

stw

ords

to

desc

ribe

Mis

s St

retc

hber

ry.

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irs jo

in t

o fo

urs

toju

stify

poi

nts

of v

iew

.

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ed r

ead

ing

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ad p

ages

46–

48.

•A

naly

se t

ext

feat

ures

8.

1

Usi

ng

gra

ph

ic o

rgan

iser

s•

Mod

el a

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otio

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aph

7.2

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ead

ing

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ry 2

4 en

try.

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ctiv

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m

ind-

map

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cha

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f M

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Stre

tchb

erry

.

Pag

es 4

9–72

•Re

ad p

ages

49–

72 in

pai

rs.

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adin

g jo

urna

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ry f

ocus

ing

onth

e de

ath

of S

ky a

nd it

s im

pact

on J

ack.

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ow h

as t

he w

riter

cre

ated

suc

ha

poig

nant

eff

ect?

•

Use

que

stio

ns o

n pa

ge 1

16 a

spr

ompt

s.

8.2

Pag

es 4

2–85

•In

depe

nden

t re

adin

g: p

ages

42–4

4.•

Inde

pend

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task

: em

otio

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aph.

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uide

d re

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oup

(5):

deve

lopm

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of J

ack’

s em

otio

ns7.

3

Pag

es 2

5–45

•G

roup

tas

k: p

airs

tra

cede

velo

pmen

t of

Jac

k’s

confi

denc

ean

d en

thus

iasm

for

poe

try

•G

uide

d re

adin

g gr

oup

(4):

conn

ectio

ns b

etw

een

Jack

’sco

nfide

nce

as a

writ

er a

nd h

ispo

etic

al a

ppre

ciat

ion

6.3

6.2

Pag

es 5

–19

•G

roup

tas

k: a

ctiv

ities

on

page

113

•G

uide

d re

adin

g gr

oup

(3):

refin

ing

first

impr

essi

ons

of M

iss

Stre

tchb

erry

5.

2

5.1

Plen

ary

Pupi

ls r

evie

w q

uest

ions

aske

d at

sta

rt o

f le

sson

–w

hat

deve

lopm

ents

hav

eth

ere

been

?

Plen

ary

Smal

l gro

up d

iscu

ssio

n:pu

pils

exp

lain

the

ir gr

aph

entr

ies.

Plen

ary

Pairs

com

pare

flow

cha

rts

and

swap

with

ano

ther

pair.

Ho

mew

ork

Read

ing

jour

nal e

ntry

.

Plen

ary

List

five

wor

ds a

bout

Mis

sSt

retc

hber

ry o

n bo

ard/

OH

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pils

hol

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ards

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cus

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ter/

Intr

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ee w

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cher

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elo

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ent

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ary

and

Ho

mew

ork


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se e

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ack

them

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with

ina

text

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to in

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,ex

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ibe

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din

g p

oet

ry•

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airs

, pu

pils

tak

etu

rns

to r

ead

to e

ach

othe

r th

e po

ems

Mis

s St

retc

hber

ryus

es in

Jac

k’s

clas

s.

Iden

tify

ing

gen

re•

In p

airs

, pu

pils

iden

tify

genr

e of

sam

ples

of

text

:di

ary,

poe

try

orno

vel?

•

Who

le c

lass

fee

dba

ck t

o ju

stify

deci

sion

s.11.1

Usi

ng

co

nn

ecti

ves

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pils

cre

ate

thre

ese

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ces

abou

t th

est

ory

so f

ar.

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in t

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ente

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t/so

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en.

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in t

hem

diff

eren

tly,

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g m

ore

soph

istic

ated

conn

ectiv

es.

Usi

ng

qu

ota

tio

ns

•C

ard

sort

: pu

tqu

otat

ions

into

chro

nolo

gica

l ord

er9.

1

Lan

gu

age

of

spec

ula

tio

nan

d e

valu

atio

n•

Cho

ose

one

poem

to

read

alou

d.•

Dis

cuss

lang

uage

of

hypo

thes

is a

nd s

pecu

latio

n

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odel

tw

o se

nten

ces

abou

t th

e po

em.

12.1

Feat

ure

s o

f g

enre

s•

Mod

el e

ntry

for

‘di

ary’

11.2

Dis

cuss

ing

key

th

emes

•Re

view

key

the

mes

usi

ngpa

ge 1

18.

Shar

ed r

ead

ing

/wri

tin

g•

Read

alo

ud p

ages

73–

86.

•In

trod

uce

writ

ing

task

and

fram

e 9.

2

Poem

s•

In g

roup

s of

thr

ee,

two

pupi

lsdi

scus

s a

poem

and

the

thi

rdno

tes

dow

n sp

ecul

ativ

ela

ngua

ge/m

odal

ver

bs.

•Sw

ap r

oles

so

thre

e po

ems

are

disc

usse

d an

d ea

ch h

as b

een

the

obse

rver

.

Wh

ole

tex

t•

In p

airs

, pu

pils

com

plet

e ge

nre

grid

•

Con

tinue

with

ent

ries

in r

eadi

ngjo

urna

ls.

11.3

Wh

ole

tex

t•

Gro

up t

ask:

act

iviti

es o

n pa

ge11

8 •

Gui

ded

read

ing

grou

p (6

): ho

wJa

ck’s

writ

ing

refle

cts

poet

s’te

chni

ques

10

.2

10.1

Pag

es 7

3–86

•G

roup

tas

k: c

ompl

ete

writ

ten

task

tra

cing

Jac

k’s

deve

lopm

ent

as a

writ

er.

•So

me

pupi

ls m

ay u

se w

ritin

gfr

ame.

Plen

ary

Four

pup

ils f

eed

back

the

irob

serv

atio

ns a

bout

the

type

of

spec

ulat

ive

lang

uage

the

y ha

vere

cord

ed d

urin

g gr

oup

wor

k.

Ho

mew

ork

Fini

sh r

eadi

ng jo

urna

ls.

Plen

ary

Pupi

ls r

eflec

t on

how

the

ype

rson

ally

defi

ne t

he t

ext

and

give

rea

sons

.Re

adin

g jo

urna

l: so

me

pupi

ls s

hare

ent

ries

with

clas

s; o

ther

pup

ilsco

mm

ent.

Plen

ary

One

mem

ber

of e

ach

grou

p pr

esen

ts o

ne k

eyth

eme

to r

est

of g

roup

.

Plen

ary

Two

pupi

ls s

how

how

the

yha

ve u

sed

quot

atio

ns a

sev

iden

ce.

Less

on

fo

cus

Star

ter/

Intr

od

uct

ion

(see

ww

w.lo

ng

man

.co

.uk)

Shar

ed/T

each

er e

xpo

siti

on

D

evel

op

men

t Pl

enar

y an

d H

om

ewo

rk


7

Starter worksheet1.1

© Pearson Education Limited 2003. This may be reproduced for class use solely within the purchaser’s school or college.

Technique Definition Example

Genre Expressing an opinion I’m knackered!

Free verse Closely connected words thatbegin with the same sound

I went ...My journey was ...

Formal language Written from a personal viewpoint or perspective Freedom, equality

Informal language Comparing something withsomething else using like or as

I think …In my opinion …

Viewpoint Standard English Crash ... smash ... shattered

First-person narrative Words that sound like their meaning Big, black, bulging bags

Themes Repeating for effectMy street is on the edge of a city

Values Colloquial, conversationallanguage Novel, play, poem

Emotive language Subject of a piece of writing I feel exhausted.

Simile Different types of writing Friendship, love, war

Metaphor A belief or concernabout what ought to be

Horrible ... dreadful ...terrible

Alliteration Poetry without patternof rhyme or rhythm She was an angel

Repetition Language that expressesor arouses strong feelings As yellow as a buttercup

Onomatopoeia Writing about something as ifit really were something else The best, best, best …

Cut out the jumbled definitions and examples and match them to thecorresponding writing technique.

✁


© Pearson Education Limited 2003. This may be reproduced for class use solely within the purchaser’s school or college.8

Teacher reference sheet 1.2

Completed first impressions grid.

First impressions

Title•Suggests it is about someone who

loves their dog and wants you tolove the dog too

•Implies strong emotions•Connotations of warmth, love,

strong emotions

Design and colour•Yellow cover – primary colour –

aimed at young market •Connotations of yellow – warmth,

happiness, optimism

Typeface•Title – imperative/command•Author’s name

Image•Illustrations of dog – affectionate,

endearing – like personal sketchesof a pet

Descriptions and reviews•Emphasise originality•Reinforce messages about warmth,

love•Give hints – we don’t yet know the

significance of the dog

Evidence

•Use of imperative urges reader to feelstrongly towards the dog

•‘Love’•Colour red

•Yellow

•Bold typeface, upper case, red•More informal, handwritten like a

signature

•Sketches of dog

•Various reviews – Independent onSunday, Guardian, Daily Telegraph,Financial Times


Guided session planner

Teaching objective• R13 Read a substantial text, revising and refining interpretation of subject matter,

style and technique.

Focus• Pages 1–4

• Techniques the writer uses to develop the character of Jack.

Introduction to textExplain objective and task set. Recap on key terms under heading ‘Techniques’(page 110).

Pupils to identify techniques and their effect.

Strategy checkAsk pupils to explain strategies of text marking.

Independent reading and related task Pupils work in pairs to identify one of the following sets of techniques. Theytext mark evidence for:

• narrative voice, who the reader is addressing and point of view expressed

• vocabulary choices, imagery, alliteration

• sentence or line length, punctuation and repetition.

Return to text: developing responseIdentify use of first person. What is the effect?

Where is the reader addressed directly? What is the effect?

Who is the boy speaking to? What is the effect of the person not replying?

Why is the past tense used?

Can you find examples of alliteration and the use of onomatopoeia? What isthe effect?

How might the length of the lines reflect the boy’s feelings?

What do the question marks suggest?

Why have italics been used?

ReviewAsk pupils: How do the techniques used by the writer give us clues about thecharacter of Jack?

Pupils summarise ideas in discussion, drawing on evidence. Pupils note ideasand then return to home groups to feed back.

Teaching group

Guided group

Evaluation

9

2.1


Teacher reference sheetKey ideas or themes in the text – aspects of pages 1–4 to explore:

Subject matter• About a boy who is a reluctant and under-confident writer of poetry

• Gendered viewpoint towards writing poetry – boy sees it as girls’ domain

• Emergent theme of satire of poetic techniques

Style• Mixture of informal recount and free verse

• Expresses thoughts and feelings

• Narrative voice appears stubborn and resistant: note negative phrases such as don’t want, can’t, don’t understand

• Informal, conversational tone

• Immediately engages reader

Techniques• First person

• Direct address to the reader

• Past tense

• Dialogue with the teacher (whose replies are never given) moves the plot along

• Short line length on pages 1 and 2 reflects the boy’s frustration and ‘block’ with writing

• Question marks suggest the doubt and insecurity of the narrator

• Italics distinguish between the free verse and the writer’s own poetry writing

• Use of alliteration in the poem: splattered, speeding

• Use of onomatopoeia: splattered.

10

2.2


© Pearson Education Limited 2003. This may be reproduced for class use solely within the purchaser’s school or college. 11


Reading journal guidelinesKeeping track of the plot

Visualising characters, setting and action

Character development – noting questions about characters

Mind-mapping, graphic representations, e.g. graphs, timelines

Commenting on themes, ideas and values

Noting responses and opinions

Noting questions to ask your teacher or find answers to

Jotting down words and phrases that need clarifying, or that

you can ‘steal’ for your own writing

Commenting on style and techniques you notice


Teacher reference sheet

12

3.2

Reading journal entry

Coverage• Page references

Subject matter• What is the text about?

• Comment on themes, ideas and values

• Give evidence

Style• How does the writer express their ideas?

• Refer to vocabulary choices

• Comment on patterns in the language

• Say what the effect on the reader is

Technique• What techniques does the writer use?

• Look for techniques like use of imagery, repetition, line length, alliteration

• How is the reader addressed?

• What is the viewpoint expressed?

• Say what the effect is

Overall comments• What do you think will happen next?

• Can you relate to the character?

• Look below the surface to speculate on what is really going on

• Express an opinion on what you have just read.



OCTOBER 10

What do you mean—Why does so much depend upon a blue car?

You didn’t say beforethat I had to tell why.

The wheelbarrow guyDidn’t tell why.

OCTOBER 17

What was up withthe snowy woods poemyou read today?

Why doesn’t the person just keep going if he’s got so many miles to go before he sleeps?

And why do I have to tell more about the blue carsplattered with mudspeeding down the road?

I don’t want to write about that blue carthat had miles to gobefore it slept,so many miles to goin such a hurry.

Diary format

• Gives a chronologicalstructure to the narrative

• Provides a framework forthemes, plot and characterto develop

Informal tone

• Reflects Jack’s ongoingdialogue with his teacher

• Mirrors the informalconventions of the diarygenre

• Again, encourages intimacywith the narrator

• Makes the character seemreal

Use of first person

• Direct address to the readerencourages a certainintimacy with the narrator

• Give the reader an insightinto Jack’s thoughts andfeelings

• Adds persuasive emphasisto the narrator’s views andemotions

• Gives credence to thenarrator’s thoughts andfeelings

• Note the use of thenegative reinforces initialimpression that thecharacter is struggling withthe reading and writing ofpoetry

Short line length

• Mirrors the features ofspoken language: simplephrases and sentencestructure

• Free verse suggests thefluidity of conversation

• Invites intimacy andinformality with the reader

Use of questions

• Reinforces satire of poetictechniques

• Suggests that the characteris full of self-doubt and ispuzzled and confused

Repetition of key images

• The striking and detailedimage of the blue car isrepeated

• Use of italics emphasises thedepth of feeling associatedwith this image

• Repetition of why in italicsstresses Jack’s reluctance toelaborate on this image

• Our curiosity is arousedabout the significance ofthe blue car

Pages 5–74.1

13






• Building on first impressions of Jack

• Writer’s techniques to establish character.

Introduction to textExplain objective and task set. Recap on the list of techniques that pupils willbe asked to identify (page 112). Clarify terms with pupils. Tell pupils that theywill be looking for the effect of these techniques on the reader. Recap on theirfirst impressions of Jack.

Strategy checkEstablish a relationship with the narrator. Think about the narrator. What isrevealed about him by what he says?

Ask questions: Why has the author written the text in this way? What is thesignificance of the details that the author includes? Do they suggest new ideasabout the narrator or reinforce existing impressions?

Independent reading and related task Pupils read pages 5–19 independently. Teacher to join smaller groups todeepen understanding of techniques through questioning.

Return to text: developing responseDiscuss the following:

What is the effect of using a diary format?

How does the use of the first person help to build up a relationship with thereader? How does it help us to understand Jack’s thoughts and feelings?

Identify the use of an informal tone. Why is it appropriate to use an informaltone? How does it help to build a relationship with the reader?

Why are certain words and phrases in brackets?

Why are italics used?

Why do you think the image of the blue car is repeated? What is thesignificance of introducing the idea of the pet?

How does the short line length reflect Jack’s thoughts and feelings? Giveexamples.

ReviewAsk pupils to re-read the journal entry on their first impressions of Jack. Posethe question: Can you add to these first impressions? Take feedback. Askpupils to summarise techniques that the writer uses to establish character.Encourage pupils to give examples of the techniques.

14

4.2

Teaching group

Guided group

Evaluation



Group worksheet5.1

Review your interpretation of Miss Stretchberry’s character,referring to evidence from the text.

Statement Agree/Disagree

How this is implied






• Refining and justifying first impressions of Miss Stretchberry.

Introduction to textExplain objective and task set. Ask pupils to share ideas on their firstimpressions of Miss Stretchberry.

Strategy checkAsk pupils to remember/explain/illustrate: re-reading the text for informationand evidence. Pass comment: Share your opinion of how the character of MissStretchberry is presented to the reader.

Independent reading and related task Pupils read pages 5–19 independently. Pupils are reminded to re-read to findevidence that supports their judgement on each statement. Teacher to joinsmaller groups to prompt process of reading for evidence with questioning ofthe text.

Return to text: developing responsePupils to share and discuss evidence to support their statements. Encouragepupils to take a lead in the discussion. Teacher to pose the question: Have anyof your initial judgements changed?

ReviewAsk pupils to evaluate what sort of teacher Miss Stretchberry is. Offervocabulary/phrase prompts to encourage discussion:

• Supportive

• Encouraging

• Understanding

• Wants to help her pupils make progress

• Interested in her pupils

Pose the question: Is she a good teacher?

Give reasons for your response.

16

5.2

Teaching group

Guided group

Evaluation



Pages 25–276.1

And

that

’s w

here

we

saw

the

y ello

wdo

gst

andi

ng a

gain

st th

e ca

gew

ith h

is p

aws

cur l

edar

ound

the

wir

ean

d hi

s lo

ng r

edto

ngue

hang

ing

out

and

his

big

blac

key

eslo

okin

g a

little

sad

and

his

long

tail

wag

-wag

-wag

ging

as if

he

wer

e sa

ying

Me

me

me!

Cho

ose

me!

And

we

did.

We

chos

e hi

m.

And

in th

e ca

r he

put

his

hea

dag

ains

t my

ches

tan

d w

r app

edhi

s pa

ws

arou

nd m

y ar

mas

if h

e w

ere

sayi

ngT

hank

you

than

k yo

u th

ank

you.

And

the

othe

r do

gsin

the

cage

sge

t kill

ed d

ead

if n

obod

y ch

oose

s th

em.

verb

sug

gest

ste

nder

ness

JAN

UA

RY

24

We

wer

e go

ing

for

a dr

ive

and

my

fath

er s

aid

We

won

’t b

e go

ne lo

ng––

You

com

e to

oan

d so

I w

ent

and

we

drov

e an

d dr

ove

until

we

stop

ped

at a

re

d br

ick

build

ing

with

a s

ign

in b

lue

lette

rsA

NIM

AL

PR

OT

EC

TIO

N S

HE

LTE

R.

And

insi

de w

e w

alke

d do

wn

a lo

ng c

emen

t pat

hpa

st c

ages

with

all

kind

s of

do

gsbi

g an

d sm

all

fat a

nd s

kinn

yso

me

of th

em

hidi

ng in

the

corn

erbu

t mos

t of

them

bar k

-bar

k-ba

rkin

gan

dju

mpi

ng u

pag

ains

t the

wir

e ca

geas

we

wal

ked

past

as if

they

wer

e sa

ying

Me!

Me!

Cho

ose

me!

I’m

the

best

one

!

Lack

of

punc

tuat

ion

refle

cts

his

need

to

tell

stor

y sw

iftly

give

n its

ow

nlin

e –

dogs

are

of c

entr

alim

port

ance

toJa

ck

Jack

beg

ins

tore

coun

t on

eof

the

mos

tim

port

ant

even

ts o

f hi

s lif

e

use

of o

nom

atop

oeia

add

sde

tail

and

crea

tes

sens

e of

poig

nanc

y

use

of v

erbs

sho

ws

dogs

’de

sper

atio

n fo

r hu

man

cont

act

17

Jack

isse

nsiti

ve t

o th

edo

g’s

sadn

ess

two

lines

give

nth

eir

own

para

grap

hfo

r ef

fect

a cl

ose

bond

ises

tabl

ishe

dfr

om t

he s

tart

child

’ssi

mpl

istic

bla

ckan

d w

hite

vie

w

use

of it

alic

s is

inte

rest

ing

–Ja

ck’s

inte

rpre

tatio

nof

dog

s’th

ough

ts

writ

ing

is v

ery

sim

ple

but

adje

ctiv

es o

fco

lour

add

vibr

ancy



Trac

e th

e d

evel

op

men

t in

th

e te

xt o

f:

•Ja

ck’s

incr

easi

ng

co

nfi

den

ce a

s a

wri

ter

•Ja

ck’s

gro

win

g e

nth

usi

asm

fo

r p

oet

ry.

Jack

’s in

crea

sin

g c

on

fid

ence

Jack

’s g

row

ing

en

thu

sias

m f

or

po

etry

Group worksheet 6.2



Teaching objective• R5 Trace the development of themes, values or ideas in texts.


• Development and connection between Jack’s confidence as a writer and hisgrowing poetical appreciation.

Introduction to textExplain objective and task set. Pupils will be looking for connections betweenJack’s growing confidence as a writer of poetry and his growing enthusiasm asa reader of poetry.

Strategy checkText marking: finding the main ideas.

Sequencing: organising ideas into chronological order.

Ask questions of the text: introduce inference.

Interpret patterns: think about how events are linked.

Teacher to model and clarify strategies for pupils.

Independent reading and related task Pupils to read pages 25–45. Half the group will be responsible for notingevidence of Jack’s growing confidence, the other half will note evidence ofJack’s growing enthusiasm for poetry.

Return to text: developing responsePupils to give their evidence chronologically, in small bite sizes of pages. Pupilsto combine evidence to look for patterns and links and interpret these.Encourage pupils to identify the strategies they have used.

Teacher to contribute to the discussion but to encourage increasingindependence from the pupils in leading the discussion.

ReviewTeacher to pose the questions:

• Why do you think Jack’s confidence as a writer develops?

• Why does Jack like the poems that he reads?

Recap on ‘identify patterns’ and ‘inference’.

Teaching group

Guided group

Evaluation

19

6.3



Starter worksheet 7.1

happy

hopeful

expectant

thrilled

pleased

excited

optimistic

positive

inspired

depressed

frustrated

worried

fearful

anxious

nervous

pessimistic

negative

unhappy

Form two washing lines. Comment on and revise the opposite line.✁



Teacher reference sheet7.2

Emotion graph model for Jack (pages 42–85).

0

ecstatic

14March

4April

Date

Jack’semotion



Teaching objective• R5 Trace the development of themes, values or ideas in texts.


• Development of Jack’s emotions from his first reading of Dean Myers’ poem to hismeeting with the poet.

Introduction to textExplain objective and task set. Explain that pupils will be tracing andinterpreting Jack’s emotions.

Strategy checkAsk pupils to remember and explain when they have used strategies of:

Text marking: reading to find specific information.

Sequencing: organising ideas into chronological order.

Ask questions of the text: introduce inference.

Recap on these strategies.

Independent reading and related task Pupils to read pages 42–85, identifying key words that suggest feelings oremotions. They text mark or use post-it notes to record feelings. Teacher workswith smaller groups to facilitate identifying evidence and discussion of feelingsinferred by the text.

Return to text: developing responsePupils to give their evidence chronologically, in small bite sizes of pages.Teacher facilities discussion on inference of feelings and emotions, encouragingpupils to articulate how they interpreted language to make meaning. Pupilscollaborate with each other to complete an emotion graph.

ReviewFocus on use of inference. Recap on where pupils have used this strategy.

Teacher poses the question: Why is Dean Myers’ visit so important to Jack?

22

7.3

Teaching group

Guided group

Evaluation



Pages 46–488.1

And

whe

n us

kid

sw

ere

play

ing

outs

ide

kick

ing

the

ball

he’d

cha

se a

fter

itan

d pu

sh it

with

his

nos

epu

sh p

ush

push

and

getti

ng s

lobb

eral

l ove

r th

e ba

llbu

t no

one

care

dbe

caus

e he

was

suc

ha

funn

ydo

gth

at d

og S

kyth

at s

trag

gly

fur r

ysm

iling

dog

Sky.

And

I’d

cal

l him

ever

y m

orni

ngev

ery

even

ing

He y

ther

e,Sk

y!

MA

RC

H 2

2

My

yello

w d

ogf o

llow

edm

e ev

eryw

here

ever

y w

hich

way

I tu

r ned

he w

as th

ere

wag

ging

his

tail

and

slob

ber

com

ing

out

of h

is m

outh

whe

n he

was

sm

iling

at m

eal

l the

tim

eas

if h

e w

assa

ying

than

k y o

uth

ank

you

than

k yo

ufo

r ch

oosi

ng m

ean

d ju

mpi

ng u

pon

me

his

sha g

gyst

ragg

ly p

aws

on m

y ch

est

like

he w

as tr

ying

to h

ugth

e in

side

s ri

ght o

ut o

f m

e.

Voic

e of

the

dog

– sh

ows

the

imag

inat

ion

ofth

e na

rrat

or a

ndal

low

s th

e bo

y to

inte

rpre

t th

edo

g’s

feel

ings

:st

ress

es t

hat

this

dog

was

mor

eth

an a

pet

Emph

asis

es t

hese

nse

ofow

ners

hip

and

clos

enes

s of

the

rela

tions

hip

23

The

thre

eco

nsec

utiv

ew

ords

on

sing

lelin

es s

ugge

st a

pow

erfu

l and

over

ridin

gm

emor

y. T

hey

are

load

ed w

ithem

otio

n. T

hesh

ort

lines

brin

gth

e de

scrip

tion

toan

abr

upt

end,

emph

asis

ed b

yth

e fu

ll st

op.

This

allo

ws

the

read

erto

spe

cula

te t

hat

the

dog,

also

, met

a su

dden

end

Verb

s su

gges

tvi

talit

y an

d en

ergy

of t

he d

og

Adj

ectiv

es a

dd a

tac

tile

or s

enso

ryas

pect

to

the

desc

riptio

n of

the

dog

The

dog

take

s on

hum

an q

ualit

ies:

desc

riptio

ns s

ugge

st t

he w

arm

th o

fth

ere

latio

nshi

p

Italic

s ar

e us

ed t

o em

phas

ise

impo

rtan

t fe

elin

gs a

nd id

eas



8.2Pages 68–72M

AY

14

(I ty

ped

this

up

mys

elf.)

MY

SK

Y

We

wer

e ou

tsid

ein

the

stre

etm

e an

d so

me

othe

r ki

dski

ckin

g th

e ba

llbe

fore

din

ner

and

Sky

was

c has

ing

chas

ing

chas

ing

with

his

fee

t goi

ng

ever

y w

hich

way

and

his

tail

wag

-wag

-wag

ging

and

his

mou

thsl

ob-s

lob-

slob

beri

ngan

d he

was

al

l ove

r th

e pl

ace

smili

ng a

nd w

aggi

ngan

d sl

obbe

ring

and

mak

ing

us la

ugh

and

my

dad

cam

e w

alki

ng u

p th

e st

reet

he w

as w

ay d

own

ther

ene

ar th

e en

dI

coul

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maf

ter

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ot o

ff th

e bu

s

Emph

asis

on

the

activ

e,en

erge

ticna

ture

of

the

dog

befo

reth

e ac

cide

nt:

cont

rast

with

afte

r th

eac

cide

nt

Repe

titio

n of

the

desc

riptio

nof

the

car

build

s up

to

acl

imax

and

he w

as w

alk-

wal

k-w

alki

ngan

d I

saw

him

wav

ean

d he

cal

led

out

“Hey

ther

e,so

n!”

and

so I

did

n’t s

eeth

e ca

rco

min

g fr

om th

e ot

her

way

until

som

eone

els

e––

one

of th

e bi

g ki

ds––

calle

d ou

t“C

ar!”

and

I tu

rned

aro

und

and

saw

abl

ue c

ar b

lue

car

spla

ttere

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ith m

udsp

eedi

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own

the

road

And

I s

aw S

kygo

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afte

r th

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llw

ag-w

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aggi

nghi

s ta

il an

d I

calle

d hi

m“S

ky!

Sky!

”an

d he

turn

ed h

ishe

ad

but i

t was

too

late

beca

use

the

blue

car

blu

e ca

rsp

latte

red

with

mud

hit S

kyth

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ud th

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Ono

mat

opoe

icde

scrip

tion

ofth

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tual

runn

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over

of

Sky

appe

als

toou

r se

nses

and

emph

asis

es t

hegr

otes

quen

ess

of t

he a

ccid

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titio

n an

dus

e of

ital

ics

stre

sses

the

horr

or

The

emph

asis

on e

ach

wor

d,ac

hiev

ed b

ypl

acin

g on

lyon

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ord

ona

line,

lend

s a

heav

y an

dde

liber

ate

pace

to

the

end

of t

hede

scrip

tion.

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ilds

up t

oth

e te

rrib

letr

uth

of t

hecl

imax

of

the

dog’

s de

ath

Last

wor

dem

phas

ises

the

final

ity a

ndth

e tr

aged

y of

the

situ

atio

n

and

kept

on

goin

gin

suc

h a

hurr

yso

fas

t so

man

y m

iles

to g

oit

coul

dn’t

eve

n st

opan

d Sk

yw

as ju

st th

ere

in th

e ro

adly

ing

on h

is s

ide

with

his

legs

ben

t fun

nyan

d hi

s si

de h

eavi

ngan

d he

look

ed u

p at

me

and

I sa

id“S

ky!

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and

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.

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ed in

apa

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ay:

verb

sem

phas

ise

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all

life

has,

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rally

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t of

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;co

ntra

st w

ithbe

fore

the

acci

dent

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car

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ed a

sou

t of

con

trol

.It

mirr

ors

the

fact

tha

t Ja

ckis

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elpl

ess

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oker

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est

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grad

ual e

bbin

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ay o

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om t

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og.

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ityof

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riptio

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min

ds u

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atJa

ck is

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oung

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essin

gso

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awfu

l


Sort the quotation cards into chronological order.



I don’t want to writeabout that blue car

I don’t want to

That was the best bestBEST poem

My brain was pop-pop-popping when I looked

at those poems.

Thank you a hundredmillion times

Yes, you can type upwhat I wrote

I said I love that dog

Can’t I make up a pet –a different one?

But I hope it doesn’t make people

feel too sad

Brain’s empty.

Maybe you could put my name on it.

Me me me! Choose me!And we did.

✁



Group worksheet 9.2

Paragraph five• Draw your ideas together.

• Make some links between Jack’s development as a writer and how his enthusiasmfor poetry grows.

• Discuss the influence of Miss Stretchberry and Dean Myers.

Use the writing frame to help you plan an account of how Jackdevelops as a writer.

Paragraph four• Select three examples of Jack’s increasing confidence as a writer of poetry. Give

evidence, e.g. quotations.

• Explain why his confidence grows. Discuss the influence of Miss Stretchberry.

Paragraph three• Select three examples of how Jack’s attitude towards poetry changes. Give


• Explain why his attitude changes. Discuss the influence of Dean Myers.

Paragraph two• Describe Jack’s attitude to the first few poems he encounters with Miss

Stretchberry. Give evidence, e.g. quotations.

• Suggest some reasons for this attitude.

Paragraph one• Describe Jack’s attitude to writing poetry at the start of the narrative. Give


• Suggest some reasons for this attitude.

IntroductionIntroduce the main themes and the character



Group worksheet10.1

Explore the following themes in the book.

Friendship Loss and grief

Poetry Self belief/self-confidence



Teaching objective• R13 Read a substantial text revising and refining interpretation of subject matter,


Focus• Whole text

• Identify how the techniques used by the poets are reflected in Jack’s writing.

Introduction to textExplain objective and task set. Specify that pupils will be looking for evidenceof the influence and transference of poetic techniques into Jack’s own writing.

Strategy checkExplain that pupils will be using the strategy of reading backwards andforwards. Ask them to recall when and how they have used this strategy inprevious lessons. Teacher recaps with group on aspects of style and techniquethat they could comment on. Teacher makes sure that key terms areunderstood.

Independent reading and related task Pupils work in pairs to read backwards and forwards to identify the influenceof poetic techniques. They should be encouraged to articulate the techniquesused. Teacher works with individual pairs to direct them to relevant areas ofthe text.

Return to text: developing responsePupils share ideas. They are encouraged to use appropriate terms to articulatepoints on style and techniques.

Teacher asks question prompts such as:

• Which poems appeal to Jack?

• How has this poet influenced Jack’s writing?

• Have you found examples of…?

• What techniques has the poet used?

• How has Jack used these techniques in his poetry?

ReviewPose the question:

• Have other writers influenced you in your writing?

• Have they given you ideas for your writing?

• Have they influenced the techniques you use?

• Reading journal entry.

28

10.2

Teaching group

Guided group

Evaluation




Cut out and sort the cards according to their genre: diary,poetry or novel?

I disappeared on the night before my twelfth birthday. July 28 1988.Only now can I at last tell the whole extraordinary story, the true story.

Thursday March 26th

Pandora and Nigel have split up! It’s all around the school. This is the bestnews I have had for ages.

The moon is sixpence,a pillar of salt ora shoal of herring.But on such a night,

wild as the wet wind,larger than lifeshe casts a long line over the slippery sea.

October 21 1589

I am the most miserable person in the whole world. I hate Queen Elizabeth.I could be flogged for saying that, but at present I do not care.

The reader is probably asking:why would anyone go to CampGreen Lake?

Most campers weren’t given achoice. Camp Green Lake is acamp for bad boys.

Tell me, O octopus, I begsIs those things arms, or is they legs?

I marvel at thee, Octopus;If I were thee, I’d call me us

The first of the beast’s roars almost tore the flesh from his bones. Thesecond, a nerve-splitting bellow that crashed inside the brain, very nearlymade him give in before he’d even begun his challenge.

When we meetin the midnight hourcountry girlI will bring you nightflowers

coloured like your eyesin the moonlightin the midnight hour

Saturday 21st May 1842

Something terrible has happened.I can scarcely bring myself to write

the words. I AM TO START AT THEMILL ON MONDAY. I can’t believeit, I just can’t.

✁


Teacher reference sheet

30

11.2

Identifying key features of three genres: diary, poetry and novel The point to notice is that the features are often not ‘fixed’ to a specific text type and that, therefore, theboundaries between different text types can be fluid.

General features of informal recount, i.e. diary writing• Writing to entertain and reflect

• Ideas often organised chronologically

• First person

• Past tense

• Active voice

• Variety of sentence structure

• Sophisticated use of punctuation for effect, e.g. dashes and brackets

• Dialogue used to forward plot

General features of poetry• Writing to entertain

• Ideas can be organised thematically

• Patterns of imagery

• Figurative language

• Use of powerful verbs, adverbs and adjectives

• Emotive language

• Free verse

• Use of rhyme and rhythm

• Punctuation used to clarify meaning

General features of a novel• Writing to entertain

• Effective opening

• Good plot

• Satisfying ending

• Character/s and setting that a reader can imagine

• First or third person narrative

• Paragraph breaks

• Variety of sentence structure

• Use of stylistic devices

• Figurative language

• Use of powerful verbs, adverbs and adjectives

• Punctuation used to clarify meaning.



Group worksheet11.3Li

st t

he

key

feat

ure

s o

f ea

ch o

f th

e th

ree

gen

res

on

th

is g

enre

gri

d.

Ref

er t

o p

age

119

of

the

bo

ok

for

gu

idan

ce.

Feat

ure

s

Dia

ry

Poet

ry

No

vel


32

Group worksheet 12.1


Discuss and evaluate the poems used by Miss Stretchberry.

1 Using talk to speculate and discuss hypotheses

Use speculative verbs: Use adverbs: Use modal verbs:

• I think… • probably • can

• This suggests… • possibly • may

• I wonder… • maybe • might

• I guess… • perhaps

• I suppose…

2 Using talk to evaluate

Offer statements of Use comparative Use verbs that show a opinion, judgement, adjectives: value judgement:likes, dislikes:

• better • like

• In my opinion… • best • dislike

• It seems… • more than • prefer

• I think… • less • would rather

• I prefer… • least

• I would rather… • worse


Documents

3051 JTRS sample - Pearson Schools and FE Colleges ... · Guided and group reading is a shared, social activity and it is important that pupils ... Pages 5–7 Guided reading group