Narrative and Group

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Stone Cold
Lesson 1 Reading strategy focus *Predict *Pass comments

Robert Swindells
Starter/introduction (15 minutes) Introduction to guided reading/key objectives/ establishing ground rules/allocating texts and reading ‘tasters’ Openings, setting: narrative hooks Development (35 minutes) Reading strategies: see starters Group reading: pages 1–6 Group task: effective openings – group card SC1 Plenary (10 minutes) Reflect on reading strategies and which used already

Group reading Year 9
Homework Resources Strategy checkcard

Objectives: R6 Authorial perspective, R13 Evaluate own reading, R18 Prose text, S&L10 Group organisation

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*Ask questions *Speculate *Relate to prior reading *Inference and deduction *Visualisation *Empathy *Reread *Relate to time and place *Interpret patterns *Summarise *Interpret patterns *Interpret patterns *Ask questions *Establish relationship with author *Interpret patterns *Ask questions

Group reading: pages 7–22 Group activity: narrative hooks – group card SC2

What makes an effective narrative hook? Each group shares one example of inference

Narrative hooks sheet

Character, inference and deduction

Group reading: pages 23–38 Group activity: explicit/inferred development of character – group card SC3 Group reading: pages 39–49 Group activity: in-depth exploration of character – group card SC4 Teacher with guided group – guided card SC1 Group reading: pages 50–63 Group activity: mind-mapping of plot and links between characters – group card SC5 Group reading: pages 64–77 Group activity: in pairs, author interrogation – group card SC6

Strategy checkcard Prompts sheet Photocopies of pp.39–44

Structure: mind-mapping, seeing patterns

Identifying and tracking themes Author’s viewpoint and intentions

Two pupils to give feedback on what reading strategy helped most this lesson Refer to SC5

None

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Select one group to demonstrate. What new insights has this given into the book? Refer to SC7. Each group reports on one language feature and its effect Read pages 70–86

Access to the Internet

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Narrative style at word, sentence and text level

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*Hear a voice as Authorial voice. How is read author ‘heard’ in novel? *Ask questions *Interpret patterns *Reread/reinterpret Endings and how they link Group reading: pages 94–100 *Summarise back to the beginning Group activity: endings and resolutions – *Pass judgements group card SC9 Outline expectations for group presentations. Preparation of presentations Group presentations: 10 minutes per text

Group reading: rereading pages 64–70 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 87–94 Group activity: find examples of author’s voice – group card SC8

Photocopies of pp.64–70

Each group to give an None example of a) authorial and b) narrative voice Each group to consider None what is effective about ending in their book Homework: Preparation/rehearsal

Key Stage 3 National Stratagy

NATE

© Crown copyright 2003

Group reading at Key Stage 3

Stone Cold
Lesson 1

Robert Swindells
Group card SC1

Objectives: R4 Versatile reading R12 Independent reading Resources: Strategy check-card As a whole group we have: • established the ground rules for group and guided reading; • looked at effective strategies for reading (starter activity and Strategy check-card). Now you are going to: • read up to page 7. Group task 1. Discuss how you think the author ‘hooks’ or interests the reader, making them want to read on. 2. Be prepared to share your findings in the plenary.

Key Stage 3 National Stratagy

NATE

© Crown copyright 2003

Group reading at Key Stage 3

Stone Cold
Lesson 2

Robert Swindells
Group card SC2

Objectives: R13 Evaluate own reading R18 Prose text Resources: Narrative hooks sheet As a whole group we...
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