Narrative and Group Essay

Objectives R6 auctorial perspective, R13 approximate proclaim interlingual rendition, R18 Prose schoolbook, S&L10 radical organisation 2 3 4 5 *Ask questions *Speculate *Relate to prior culture *Inference and deduction *Visualisation *Empathy *Reread *Relate to fourth dimension and coif *Interpret patterns *Summarise *Interpret patterns *Interpret patterns *Ask questions *Establish family with occasion *Interpret patterns *Ask questions theme witnessing pages 722 separate act chronicle meat hooks chemical ag theme broadside SC2 What makes an sound taradiddle hook? Each assort sh bes one example of illationNarrative hooks sheet Character, educeence and deduction radical schooling pages 2338 sort outing activity explicit/inferred development of percentage convocation card SC3 assemblage development pages 3949 group activity in-depth exploration of character group card SC4 Teacher with control group direct card SC1 mathematical group variant pages 5063 assort activity mind-mapping of plot and links amidst characters group card SC5 Group narration pages 6477 Group activity in pairs, author interrogation group card SC6 system checkcard Prompts sheet Photocopies of pp. 944 Structure mind-mapping, seeing patterns Identifying and tracking themes Authors vantage point and intentions Two pupils to give feedback on what variation strategy helped most this lesson uphold to SC5 no(prenominal) 6 Select one group to demonstrate.What new insights has this disposed into the book? Refer to SC7. Each group reports on one words feature and its effect in whollyege pages 7086 Access to the cyberspace 7 Narrative style at word, sentence and textbook take aim 8 9 10 11 *Hear a role as Authorial voice. How is read author heard in smart? Ask questions *Interpret patterns *Reread/reinterpret Endings and how they link Group education pages 94100 *Summarise back to the beginning Group activity results and resolutions *Pass judge ments group card SC9 Outline expectations for group presentations. Preparation of presentations Group presentations 10 minutes per text Group rendition re schooling pages 6470 Group activity groups choose one plot event and search how the language features work within this group card SC7 Teacher with guided group guided card SC2 Group indication pages 8794 Group activity find examples of authors voice group card SC8Photocopies of pp. 6470 Each group to give an None example of a) authorial and b) narrative voice Each group to turn over None what is potent well-nigh ending in their book prep Preparation/rehearsal pro put demo 3 topic Stratagy NATE cover right of runner publication 2003 Group yarn at mainstay make up 3 oppose common cold Lesson 1 Robert Swindells Group card SC1 Objectives R4 Versatile exercise R12 self-employed person reading Resources dodging check-card As a whole group we catch established the ground rules for group and guided reading wayed at effective strategies for reading (starter activity and Strategy check-card).at once you are press release to read up to page 7. Group t collect 1. hold forth how you judge the author hooks or interests the contributor, making them want to read on. 2. Be prepared to component part your findings in the plenary. nominate full point 3 internal Stratagy NATE Cr ingest right of get-go publication 2003 Group reading at samara Stage 3 sway frigid Lesson 2 Robert Swindells Group card SC2 Objectives R13 rate own reading R18 Prose text Resources Narrative hooks sheet As a whole group we leave revised the guide of reading strategies you expect available to you. straight you are going to compute at the narrative hooks used by the author.Whilst you are reading bet nigh the strategies you are using (look at the Strategy check-card) say close the read you may use to instigate your inclinations. Group reading drive in concert pages 722 (see group t charter first ) . Group task 1. One pupil recaps on pages 16. 2. Divide yourselves into ii groups of troika and label yourselves Group A and Group B. Group A using the Guide to guided reading prompts sheet, what engage you ascertained about the main character in your book? Prepare to share your findings with Group B. Group B using theNarrative hooks sheet, which narrative hooks has the writer used to entice the reader? Prepare to share your findings with Group A. 3. Share your findings with the whole group, using supporting evidence. Why does this make an effective opening to Stone refrigerating? Key Stage 3 subject field Stratagy NATE vertex copyright 2003 Group reading at Key Stage 3 Stone chilliness Lesson 3 Robert Swindells Group card SC3 Objectives R13 respect own reading R18 Prose text Resources Strategy check-card, Prompts sheet As a whole group we contribute revised the range of reading strategies you have available to you explored narrative hooks. instanter we go forth expl ore how the characters are developing. Group reading exhibit pages 2338 to requireher. Whilst you are reading think about the strategies you are using, especially those of inference and deduction (look at the Strategy check-card) think about the evidence you may use to support your ideas. Group task In pairs, using the Prompts sheet on Character, what have you discovered about the main character(s) in the book? What is explicitly stated and what is inferred? Be prepared to give evidence and jot down nones in your reading journal. neckties character Evidence Explicit/Inferred Shelters character Evidence Explicit/Inferred Share your findings around the group and give examples that you did not have. How effective is Robert Swindells development of his main characters? What techniques does he use? Key Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Robert Swindells Group card SC4 Objectives R13 Evaluate own reading R18 Prose te xt Resources Photocopies of pp. 944, highlighter pens As a whole group we have revised the range of reading strategies you have available to you explored narrative hooks explored the developing relationships between character and go into. Now you are going to explore the characterisation in more depth. Group reading film pages 3949 together. Group task 1. In discussion, recap on what we have learned about Link so far. 2. Give out photocopies of pp. 3944 and set off pens. Working in pairs, agree responsibility for spotlight one of the quest areas. What is learned about i. unters and predators (how plurality perceive the habitationless)? ii. pain and problems (physical pain and psychogenic strain)? iii. partnership and poverty (what Link is learning from spice, proof that things are acquiring worse and worse)? 3. Share findings with the others in the group what can we infer and gain about i. how Link seems to feel about his new life-time? ii. whether he willing be t oughie enough to survive? iii. what the future capacity hold for him? Key Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 5 Robert Swindells Group card SC5Objectives R13 Evaluate own reading R18 Prose text Resources None As a whole group we have revised the range of reading strategies you have available to you explored narrative hooks explored the developing relationships between character and place begun to explore themes and how the characters contribute towards them. Now you are going to continue to trace developments, including themes. Group reading Read pages 5063 (see instructions 3 and 6 below first ). Group task 1. One pupil to recap on the romance so far, key characters and situation. 2. As a group discuss the aboriginal themes you have identified in Stone Cold so far. suck in a map of them. ) 3.Up until page 56 the narrator is simmer down heavily reliant upon Ginger to show him all the tricks he will need in ord er to survive. He seems surprised by mints attitudes towards the homeless. In pairs discuss and make another(prenominal) mind-map in your journals on what you think Link really learns from i. his encounter with Captain Hook and time on the boat ii. his walk thbumpy Camden Lock market and feelings when Ginger meets his friends iii. hearing about Doggy Bags way of life and thinking about his disappearance. You should try to point towards textual evidence to support your ideas. . Share findings as a whole group. Discuss the future(a) chin-wagging from the author I am dedicated to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no terms to any being. (Robert Swindells psychiatric hospital to Stone Cold). For discussion i. Is it possible to live such a life in our modern times? ii.Do we have a job to care for our poorest, weakest and most needy? Captain Hook sees such people as locates to be exploited. Is he wrong? iii. Is the treatment Link receives unfair? iv. Should he have toughed it out at home? Should he centre the army? . How do you think we should solve the problems of homelessness and begging on the streets of Britain? Key Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 6 Robert Swindells Group card SC6 Objectives R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources Access to the Internet As a whole group we have revised the range of reading strategies you have available to you explored narrative hooks explored the developing relationships between character and place explored themes and how the characters contribute towards them.Now you are going to explore the role of the author. Group reading Read pages 6477 together. Group task The characters are not the unless ones that have a voice in a tier. Readers are a great deal given a strong impression of the author, the teller of the tale, and this can fi x your experience of the allegory. 1. In pairs, write down five questions that you would like to ask Robert Swindells about Stone Cold and his ideas in the book. One member of the group should take on the role of the author and be interviewed as the author. 2.When you have done this read the interview given by Robert Swindells about his reasons for piece of music at www. mystworld. com (a more detailed one can be found at www. achuka. co. uk). List the similarities and differences in your ideas about Robert Swindells with those presented in the interview. How close was your groups impression of the author given in Stone Cold to that given in the interview? Key Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Robert Swindells Group card SC7Objectives R13 Evaluate own reading R18 Prose text Resources Photocopies of pp. 6470 As a whole group we have revised the range of reading strategies you have available to you explored narrat ive hooks, character, mount and mood, relationships between character and place, and emerging themes. Now we will explore the authors narrative style. Group reading Paired rereading of pages 6470. Group task 1. Recap on the story so far. How has Links situation altered? How has his character veritable since arriving in capital of the United Kingdom? 2.The pages you have just read could be summarised in flow chart form as follows A) B) C) Links sign desperationmeeting paper sellerLink cant sleep The all-night caffmeeting ToyaLinks resolution (the New Me) arriver of new girlforgetting GingerLinks new partner. You are going to discuss together the following questions. What techniques does the author use in these pages to i. build up concentrate on? ii. make us feel closer to Link? iii. show the exposure of those on the streets? Split yourselves into three pairs, A, B and C. Each pair will focus on its given line in the flow chart above and try to answer the questions.Focus on textual evidence to support your ideas. 3. Share your findings with the group in discussion. Homework Read pages 7086. Key Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 8 Robert Swindells Group card SC8 Objectives R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources None As a whole group we have revised the range of reading strategies you have available to you explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes.Now we will look at authorial voice I am dedicated to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no harm to any being. (Robert Swindells Introduction to Stone Cold) Group reading Read together pages 8794. Group task Sometimes adults tell children scary stories in order to stop them doing something, i. e. the more frightened the children are, the less likely they are to go into the woods, or play by the river. In Stone Cold, Robert Swindells shows us the brutal reality of life on the streets.To make things worse, his homeless youngsters are being stalked by a serial killer. If the book is to succeed, his scoundrel must be realistic and disturbing. 1. Do you think the author wants to scare away us? Does he succeed? If so, how and why? If not, why not? 2. Discuss your ideas with a partner and because make notes on the following i. what we learn about Link and his fears in these pages ii. how the tension slowly builds iii. how successful Robert Swindells is in creating a frightening villain. 3. Share your findings on these questions with others in the group. 4.Write 50 words about the character of Shelter and how you feel about him. Key Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 9 Robert Swindells Group card SC9 Objectives R6 Authorial perspective R13 Evaluate own reading R18 Prose text Re sources None As a whole group we have revised the range of reading strategies you have available to you explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes and narrative style. Now we will look at the resolution. Group reading 1.In pairs, discuss the questions left nonreciprocal by the story so far. Compile a list of three things youd like to know and three things youd like to materialize by the end of the story. Record them in your books. Share your findings with the others in the group. 2. Read pages 94100 (see task 3). Group task 1. Discuss how your ideas matched up with those of the author, Robert Swindells. 2. As a group discuss why the author chose to allow Gail go off with Gavin at the end and leave Link all alone. Would a happy ending have been more suitable? 3. contract what the future cleverness hold for Link. . Will he ever get off the streets? Has he got a future of any kind? ii. Was the author making a point when writing Stone Cold? iii. What might it have been? Did you enjoy the story? Why or why not? Homework Write a detailed reflection on the ending of the story and the points you made in response to question 3 in the group task. Key Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Teaching objective(s) Robert Swindells maneuver card SC1 R13 Evaluate own reading R18 Prose text Resources Strategy check-card Photocopies pp. 944 Highlighter pens Stone Cold by Robert Swindells, pages 3944 developing relationships between character and place Teacher distributes Strategy check-card, clarifies the objectives and identifies the reading strategies to be used in this session, i. e. see for, identifying and summarising specific points made by the author. Model these strategies based on the first full page of the novel, with a focus on the problems at home that are described by the narrator. Give pupils photocopies of pp. 3944 and hi ghlighting pens. Explain that they will be asked to text-mark for certain features. Pupils read pp. 944 independently. Individual pupils are asked to highlight what is learned about each of the following Punters begging and how it makes you feel Pain the physical damage sleeping rough can do Predators the dangers faced by the homeless Problems the mind games play at night Partnership Links gratitude towards his pal impoverishment proof that Link is plunging lower and lower. Ask each pupil to share their findings with the rest of the group and then ask the group to comment on the skilful way the writer uses the voice of Link to alert us to the reality of life on the streets in modern Britain.What are we meant to infer and deduce about the future Link now faces? I. e. is he tough enough to survive the life he describes so vividly? examine reading strategies used in this session and, if they are keeping them, ask pupils to make brief notes in journals to record key points brought out in reading and discussion today. Homework Read pages 4449. Text focus Teaching sequence Introduction to text Strategy check Independent reading and related task Return to text developing response Review (reading target and next steps) EvaluationKey Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Teaching objective(s) Robert Swindells Guided card SC2 R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources Strategy check-card Photocopies pp. 6470 Text focus Stone Cold by Robert Swindells, pages 6470 narrative style and authorial attitudes, with a focus on word, sentence and text level features Teacher clarifies objectives and asks a pupil to recap on the story so far how has Links situation altered?How has his character developed since arriving in London? Distribute Strategy check-card and outline expectations for developing the specific active reading skills targeted in this session. Model aloud th e skills of inference and deduction on a section of the Daily Routine Orders chapters, showing how the writer implies a sense of menace. Stress that these strategies are essential skills for engaging with, and enjoying, texts and improving as a reader. Ask pupils to explain/illustrate when they have used these strategies recently.Give pupils photocopies of pages 6470 and ask them in pairs to consider the techniques the author has used in order to imply a growing tension that Link deserves the readers sympathy the vulnerability of those on the streets. Ask pupils to share their sign thoughts on key features at word, sentence and text level and then text-mark onto the sheets the evidence supporting their ideas. Teaching sequence Introduction to text Strategy check Independent reading and related task Return to text developing response Whole-group discussion (teacher leads at first and then give over questioning to pupils).Ask pupils to focus on textual evidence to support their findings. Why has the author chosen to remove a study character from Links environment and bring in another at this point in the story? What will this add or take away? Focus on inference and deduction and where the story may move next. Ask pupils to update their journals, if they are keeping them, list their discoveries and speculations resulting from todays session. Homework Read pages 7886. Review (reading target and next steps) Evaluation Key Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3