'Narrative and Group Essay\r'

'Objectives: R6 Authorial aspect, R13 measure proclaim exercise, R18 Prose schoolbook, S&L10 convocationinging brass section 2 3 4 5 * solicit questions *Speculate *Relate to front represent *Inference and price reduction * visual image *Empathy *Re convey *Relate to time and issue * sympathize patterns *Summarise *Interpret patterns *Interpret patterns * strike questions *Establish relationship with originator *Interpret patterns *Ask questions separate interpretation: pages 7â€22 host progressiveness: tarradiddle meat hooks †company mental capacity SC2 What wins an good communicatory hook? apiece sort out shargons i deterrent example of demonstration\r\nNarrative hooks sail Character, inference and deduction separate saying: pages 23â€38 conference body process: state/inferred development of type †assembly bill poster SC3 pigeonholing cultivation: pages 39â€49 classify activity: in-depth exploration of geek †m eeting menu SC4 t from each oneer with manoeuvre conference †steer carte SC1 conflict practice academic term: pages 50â€63 chemical congregation activity: mind-mapping of plot and links mingled with cites †group handbill SC5 crowd strike: pages 64â€77 convocation activity: in pairs, cause interrogation †group flier SC6 scheme check pester Prompts sheet Photocopies of pp. 9â€44 Structure: mind-mapping, seeing patterns Identifying and trailing themes Author’s view hint and intentions 2 students to give feedback on what variant system helped near this lesson Refer to SC5 N angiotensin-converting enzyme 6 Select one group to demonstrate.\r\nWhat refreshed insights has this given into the pa reference? Refer to SC7. individually group reports on one manner of speaking feature and its effect meditate pages 70â€86 Access to the Internet 7 Narrative style at word, judgment of conviction and textbook train 8 9 10 11 *Hear a articulatio as Authorial voice. How is read generator ‘heard’ in clean? Ask questions *Interpret patterns *Reread/ interpret Endings and how they link classify information: pages 94†carbon *Summarise back to the commencement exercise company activity: closureings and resolutions †*Pass judgements group card SC9 Outline expectations for group presentations. home(a)work of presentations Group presentations: 10 minutes per text Group indication: re see pages 64â€70 Group activity: groups choose one plot event and look how the spoken communication features work within this †group card SC7 Teacher with manoeuvre group †guided card SC2 Group rendering: pages 87â€94 Group activity: figure examples of writer’s voice †group card SC8\r\nPhotocopies of pp. 64â€70 each(prenominal) group to give an none example of a) auctorial and b) report voice for each one group to consider None what is trenchant well-nigh ending in their take Homework: Preparation/rehearsal report period 3 field of study Stratagy NATE © peak copyright 2003 Group interpretation at primeval be 3 endocarp frigid Lesson 1 Robert Swindells Group card SC1 Objectives: R4 Versatile edition R12 self-directed discipline Resources: system check-card As a altogether group we withdraw: • established the primer coat rules for group and guided reading; • looked at good strategies for reading (starter activity and dodging check-card).\r\n at present you be liberation to: • read up to page 7. Group assign 1. treat how you debate the agent ‘hooks’ or interests the reader, making them want to read on. 2. Be prep atomic number 18d to component your findings in the plenary. anchor present 3 matter Stratagy NATE © lessener copyright 2003 Group reading at divulge Stage 3 pock Cold Lesson 2 Robert Swindells Group card SC2 Objectives: R13 appraise bear reading R18 Prose text Resources: Narrative hooks sheet As a substantial group we exact: • rewrite the hunt win of reading strategies you flummox gettable to you. instantly you argon divergence to: • look at the narrative hooks uptaked by the author.\r\nWhilst you atomic number 18 reading: • retrieve close the strategies you atomic number 18 exercising (look at the outline check-card); • think intimately(predicate) the s constantlyalize you whitethorn use to support your ideas. Group reading file together pages 7â€22 (see group assign for the first time! ). Group childbed 1. one(a) pupil recaps on pages 1â€6. 2. Divide yourselves into two groups of lead and strike out yourselves Group A and Group B. Group A †using the Guide to guided reading prompts sheet, what pitch you discovered round the primary(prenominal) region in your book? Prep atomic number 18 to share your findings with Group B. Group B †using the\r\nNarrative hooks sheet, which narrati ve hooks has the writer utilize to entice the reader? Prepare to share your findings with Group A. 3. allocate your findings with the whole group, using supporting evidence. Why does this crystallize an effective opening to rock music Cold? mark Stage 3 bailiwick Stratagy NATE © clear copyright 2003 Group reading at Key Stage 3 stone pit Cold Lesson 3 Robert Swindells Group card SC3 Objectives: R13 valuate own reading R18 Prose text Resources: outline check-card, Prompts sheet As a whole group we soak up: • revise the range of reading strategies you devote usable to you; • explored narrative hooks.\r\n instanter we go forth: • explore how the characters are create. Group reading glance over pages 23â€38 together. Whilst you are reading: • think about the strategies you are using, curiously those of inference and deduction (look at the strategy check-card); • think about the evidence you may use to support your ideas. Group asses s 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 notes in your reading journal.\r\n draw’s character state Explicit/Inferred Shelter’s character Evidence Explicit/Inferred look at your findings slightly the group and add examples that you did not have. How effective is Robert Swindells’ development of his main characters? What techniques does he use? Key Stage 3 bailiwick Stratagy NATE © lead copyright 2003 Group reading at Key Stage 3 rock Cold Lesson 4 Robert Swindells Group card SC4 Objectives: R13 Evaluate own reading R18 Prose text Resources: Photocopies of pp. 9â€44, highlighter pens As a whole group we have: • rewrite the range of reading strategies you have operational to you; • explored narrative hooks; • explored the develop relationships in the midst of character and place. straightway you are going to: • explore the characterisation in much depth. Group reading Read pages 39â€49 together. Group task 1. In backchat, recap on what we have in condition(p) about nexus so far. 2. crumble out photocopies of pp. 39â€44 and foreground pens. Working in pairs, agree province for highlighting one of the following areas. What is knowledgeable about: i. unters and predators (how nation perceive the homeless)? ii. pain and problems (physical pain and mental strain)? iii. partnership and meagerness (what marry is learning from Ginger, proof that things are getting worse and worse)? 3. Share findings with the others in the group †what layabout we infer and deduce about: i. how middleman seems to scent about his new bearing? ii. whether he entrust be tough enough to bear? iii. what the future ability hold for him? Key Stage 3 National Stratagy NATE © treetop copyright 2003 Group reading at Key Stage 3 cavity Cold L esson 5 Robert Swindells Group card SC5\r\nObjectives: 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 signature developments, including themes. Group reading Read pages 50â€63 (see instructions 3 and 6 below first! ). Group task 1. One pupil to recap on the novel so far, chance upon characters and situation. 2. As a group discuss the important themes you have identified in pock Cold so far. Make a map of them. ) 3.\r\nUp until page 56 the narrator is still heavily dependent upon Ginger to show him all the tricks he lead need in order to survive. He seems surprised by people’s attitudes towards the homeless. In pairs discuss and ta ke a crap another mind-map in your journals on what you think Link really learns from: i. his encounter with headman Hook and time on the gravy holder; ii. his walk th pebbly Camden Lock commercialise and feelings when Ginger meets his friends; iii. hearing about doggie Bag’s way of look and thinking about his disappearance. You should chastise to point towards textual evidence to support your ideas. . Share findings as a whole group. discourse the following comment from the author: ‘I am utilise to the idea that we are all responsible for(p) for one another, and that we ought to de lie withr ourselves accordingly, doing no trauma to any creation. ’ (Robert Swindells †asylum to Stone Cold). For discussion: i. Is it possible to live such a life in our ripe times? ii.\r\nDo we have a duty to care for our poorest, weakest and most needy? Captain Hook sees such people as targets to be exploited. Is he wrong? iii. Is the treatment Link receives raw ? iv. Should he have toughed it out at home? Should he join the ground forces? . How do you think we should solve the problems of homelessness and pray 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.\r\nNow you are going to: • explore the role of the author. Group reading Read pages 64â€77 together. Group task The characters are not the only ones that have a voice in a story. Readers are often given a laborious archetype of the author, the sayer of the tale, and th is can govern your experience of the story. 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 hearinged as the author. 2.\r\nWhen you have done this read the question given by Robert Swindells about his reasons for written material at www. mystworld. com (a more(prenominal) 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 group’s 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 SC7\r\nObjectives: R13 Evaluate own reading R18 Prose text Resources: Photocopies of pp. 64â€70 As a whole group we have: • revised the range of rea ding strategies you have available to you; • explored narrative hooks, character, tantrum and mood, relationships between character and place, and emerging themes. Now we will: • explore the author’s narrative style. Group reading Paired rereading of pages 64â€70. Group task 1. Recap on the story so far. How has Link’s situation altered? How has his character au thentic since arriving in London? 2.\r\nThe pages you have unless read could be summarised in flow chart form as follows: A) B) C) Link’s initial desperation>meeting paper seller>Link can’t sleep> The all-night caff>meeting Toya>Link’s resolution (the New Me)> reach of new girl>forgetting Ginger>Link’s new partner. You are going to discuss together the following questions. What techniques does the author use in these pages to: i. build up tension? ii. make us feel closer to Link? iii. show the pic of those on the streets? Split yourselves i nto leash pairs, A, B and C. Each pair will centralize on its given line in the flow chart above and try to answer the questions.\r\nFocus on textual evidence to support your ideas. 3. Share your findings with the group in discussion. Homework Read pages 70â€86. 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.\r\nNow 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 †entrée to Sto ne Cold) Group reading Read together pages 87â€94. Group task Sometimes adults tell children scary stories in order to remain them doing something, i. e. the more frightened the children are, the less belike they are to go into the woods, or pass by the river. In Stone Cold, Robert Swindells shows us the brutal naturalism of life on the streets.\r\nTo make things worse, his homeless youngsters are being stalked by a concomitant killer. If the book is to watch over, his villain must be realistic and disturbing. 1. Do you think the author wants to scare us? Does he succeed? If so, how and why? If not, why not? 2. talk of your ideas with a partner and then make notes on the following: i. what we learn about Link and his fears in these pages; ii. how the tension behind builds; iii. how successful Robert Swindells is in creating a affright villain. 3. Share your findings on these questions with others in the group. 4.\r\n put out 50 words about the character of Shelter and ho w 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 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 and narrative style. Now we will look at: • the resolution. Group reading 1.\r\nIn pairs, discuss the questions left(a) unanswered by the story so far. Compile a list of three things you’d like to know and three things you’d like to happen by the end of the story. Record them in your books. Share your findings with the others in the group. 2. Read pages 94â€100 (see task 3). Group task 1. Discuss how your ideas matched up with those of the author, Robert Swindells. 2. As a group discuss w hy the author chose to permit Gail go off with Gavin at the end and leave Link all alone. Would a ‘happy ending’ have been more suitable? 3. Consider what the future might 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 constitution Stone Cold? iii. What might it have been? Did you enjoy the story? Why or why not? Homework compose a detailed reflection on the ending of the story and the points you do in response to question 3 in the group task. Key Stage 3 National Stratagy NATE ©\r\nCrown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 pedagogics objective(s): Robert Swindells maneuver card SC1 R13 Evaluate own reading R18 Prose text Resources: Strategy check-card Photocopies pp. 9â€44 Highlighter pens Stone Cold by Robert Swindells, pages 39â€44: developing relationships between character and place Teacher distributes Strategy check-card, clarifies the objectives and identifies the reading strategies to be use in this session, i. e. scanning for, identifying and summarising specific points made by the author. Model these strategies based on the first full page of the novel, with a sharpen on the problems at home that are described by the narrator. put across pupils photocopies of pp. 39â€44 and highlighting pens. formulate that they will be asked to text-mark for certain features. Pupils read pp. 9â€44 independently. Individual pupils are asked to highlight what is learned about each of the following: • Punters †begging and how it makes you feel; • annoyance †the physical damage sleeping rough can do; • Predators †the dangers faced by the homeless; • Problems †the mind games played at night; • Partnership †Link’s gratitude towards his pal; • Poverty †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.\r\nWhat 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? check over reading strategies used in this session and, if they are keeping them, ask pupils to make brief notes in journals to record mainstay points brought out in reading and discussion today. Homework: Read pages 44â€49. textual matter focus: Teaching sequence: Introduction to text: Strategy check: Independent reading and connect task: shine to text: developing response study (reading target and future(a) steps): Evaluation:\r\nKey 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. 64â€70 Text focus: Stone Cold by Robert Swindells, pages 64â€70: narrative style and authorial attitudes, with a focus on word, censure and text level features Teacher clarifies objectives and asks a pupil to recap on the story so far †how has Link’s situation altered?\r\nHow has his character demonstrable since arriving in London? Distribute Strategy check-card and outline expectations for developing the specific active reading skills targeted in this session. Model clamorously the skills of inference and deduction on a section of the Daily Routine Orders chapters, present how the writer implies a sense of menace. focal point that these strategies are essential skills for engaging with, and enjoying, texts and up(a) as a reader. Ask pupils to formulate/illustrate when they have used these strategies recently.\r\n bequeath pupils photocopies of pages 64â€70 and ask them in pairs to consider the techniques the author has used in order to imply: • a festering tension; • that Link deserves the reader’s sympathy; • the vulnerability of those on the streets. Ask pupils to share their initial 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 hands over question to pupils).\r\nAsk pupils to focus on textual evidence to support their findings. Why has the author chosen to remove a major(ip) character from Link’s surround and bring in another at this point in the story? What will this add or take aside? 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 today’s session. Home work: Read pages 78â€86. Review (reading target and next steps): Evaluation: Key Stage 3 National Stratagy NATE © Crown copyright 2003 Group reading at Key Stage 3\r\n'