Narrative and Group Essay

Objectives R6 Authorial persuasion, R13 Evaluate own rendition, R18 Prose text, S&L10 crowd organisation 2 3 4 5 *Ask questions *Speculate *Relate to prior ingesting *Inference and take offence * visualisation *Empathy *Reread *Relate to time and place *Interpret patterns *Summarise *Interpret patterns *Interpret patterns *Ask questions * set relationship with informant *Interpret patterns *Ask questions stem construe pages 722 convention bodily process news report hooks stem circular SC2 What learns an effective floor hook? Each company shares one and only(a)ness example of inferenceNarrative hooks sheet Character, inference and proof conference narration pages 2338 multitude activity explicit/inferred development of piece assort bank none SC3 classify narration pages 3949 concourse activity in-depth exploration of mention classify card SC4 t each(prenominal)er with manoeuvre group guided card SC1 multitude exercise pages 5063 meeting activi ty mind-mapping of maculation and links amidst characters group card SC5 Group interpretation pages 6477 Group activity in pairs, author interrogation group card SC6 system checkcard Prompts sheet Photocopies of pp. 944 coordinate mind-mapping, seeing patterns Identifying and tracking themes Authors viewpoint and intentions Two disciples to give feedback on what knowledge system helped most this lesson Refer to SC5 None 6 Select one group to demonstrate.What new insights has this given into the rule obtain? Refer to SC7. Each group reports on one manner of speaking feature and its effect ingest pages 7086 Access to the Internet 7 Narrative style at word, sentence and text take 8 9 10 11 *Hear a component part as Authorial voice. How is read author heard in novel? Ask questions *Interpret patterns *Reread/reinterpret Endings and how they link Group recitation pages 94100 *Summarise back to the beginning Group activity endings and resolutions *Pass judgements group c ard SC9 Outline expectations for group presentations. Preparation of presentations Group presentations 10 minutes per text Group interpret rereading pages 6470 Group activity groups choose one plot event and explore how the language features work within this group card SC7 Teacher with guided group guided card SC2 Group reading 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) communicative voice Each group to consider None what is effective nearly ending in their rule book Homework Preparation/rehearsal diagnose branch 3 National Stratagy NATE diadem secure 2003 Group reading at mark Stage 3 pock Cold Lesson 1 Robert Swindells Group card SC1 Objectives R4 Versatile reading R12 Independent reading Resources dodge check-card As a totally group we watch established the ground rules for group and guided reading looked at effective strategies for reading (starter act ivity and Strategy check-card).Now you are liberation to read up to page 7. Group parturiency 1. discourse how you entail the author hooks or inte time outs the reader, making them want to read on. 2. Be prepared to share your findings in the plenary. mark Stage 3 National Stratagy NATE Crown secure 2003 Group reading at Key Stage 3 pock Cold Lesson 2 Robert Swindells Group card SC2 Objectives R13 Evaluate own reading R18 Prose text Resources Narrative hooks sheet As a exclusively group we assimilate revise the range of reading strategies you have available to you. Now you are red to look at the narrative hooks wasting diseased by the author.Whilst you are reading think about the strategies you are using (look at the Strategy check-card) think about the evidence you may use to support your ideas. Group reading enjoin together pages 722 (see group assign first ). Group task 1. One pupil revaluations on pages 16. 2. Divide yourselves into two groups of third and l abel yourselves Group A and Group B. Group A using the Guide to guided reading prompts sheet, what have you discovered 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. consider your findings with the whole group, using supporting evidence. Why does this get under ones skin an effective opening to orchestra pit Cold? Key Stage 3 National Stratagy NATE Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 3 Robert Swindells Group card SC3 Objectives R13 Evaluate own reading R18 Prose text Resources Strategy check-card, Prompts sheet As a whole group we have revised the range of reading strategies you have available to you explored narrative hooks.Now we allow explore how the characters are growth. Group reading Read pages 2338 together. 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 notes in your reading journal. tie-ups character Evidence straightforward/Inferred Shelters character Evidence Explicit/Inferred package your findings around 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 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 text Resources Photocopies of pp. 944, highlighter pens As a whole group we have revised the range of reading strategies yo u have available to you explored narrative hooks explored the developing relationships between character and place. Now you are freeing to explore the characterisation in much depth. Group reading Read pages 3949 together. Group task 1. In treatment, recap on what we have learned about Link so far. 2. march on out photocopies of pp. 3944 and highlighting pens. Working in pairs, agree responsibility for highlighting one of the following areas. What is learned about i. unters and predators (how people perceive the positionless)? ii. pain and problems (physical pain and mental strain)? iii. partnership and poorness (what Link is learning from Ginger, proof that things are getting worse and worse)? 3. Share findings with the others in the group what great deal we infer and deduce about i. how Link seems to feel about his new emotional state? ii. whether he will be tough enough to survive? iii. what the future might hold for him? Key Stage 3 National Stratagy NATE Crown copy right 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 story so far, profound characters and situation. 2. As a group discuss the central themes you have identified in Stone Cold so far. Make a map of them. ) 3.Up until page 56 the narrator is salve heavily reliant upon Ginger to show him all the tricks he will need in revision to survive. He seems surprised by peoples attitudes towards the homeless. In pairs discuss and make another mind-map in y our journals on what you think Link really learns from i. his encounter with Captain Hook and time on the gravy boat ii. his walk through 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 following comment from the author I am utilise to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no ruin to any being. (Robert Swindells presentment to Stone Cold). For discussion i. Is it possible to live much(prenominal) a life in our modern generation? ii.Do 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 unfair? iv. Should he have toughed it out at home? Should he join the army? . How do you thi nk we should solve the problems of homelessness and beggary 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 only ones that have a voice in a story. Readers are often given a strong impression of the author, the fibber of the tale, and this heap influence your experience of the story. 1. In pairs, write down five questions that you would like to ask Robert Swindells about Stone Cold an d 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 typography 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 narrative hooks, character, lay and mood, relationships between character and place, and emerging themes. Now we will explore the authors narrativ e 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 certain since arriving in London? 2.The pages you have just read could be summarised in flow chart form as follows A) B) C) Links initial desperationmeeting paper sellerLink cant sleep The all-night caffmeeting ToyaLinks resolution (the New Me) Arrival 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 tension? ii. make us feel closer to Link? iii. show the vulnerability of those on the streets? Split yourselves into three pairs, A, B and C. Each pair will centering 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 copyrig ht 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 credibly they are to go into the woods, or play by the river. In Stone Cold, Robert Swindells shows us the brutal humans of life on the streets.To make things worse, his homeless yo ungsters are being stalked by a back-to-back killer. If the book is to succeed, 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. Discuss 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 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 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, relations hips 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 unanswered by the story so far. Compile a list of three things youd like to know and three things youd like to happen by the end of the story. nature 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 let Gail go discharge 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 dispatch the streets? Has he got a future of any kind? ii. Was the author making a point when paternity 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 t he 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 head 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. scanning for, identifying and summarising specific points made by the author. feign 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 highlighting 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 learn ed 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 played at night Partnership Links 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.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? check up on reading strategies used in this session and, if they are charge 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 R eturn 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 the skills of inference and deduction on a section of the Daily Routine Orders chapters, presentation 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 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 questioning to pupils).Ask pupils to focus on textual evidence to support their findings. Why has the author chosen to remove a major(ip) 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, listing 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