Noah Barleywater Runs Away by John Boyne, illustrated by Oliver Jeffers

Transcription

1 Nah Barleywater Runs Away by Jhn Byne, illustrated by Oliver Jeffers A heart warming fairy- tale in which an ld man and a yung by share their stries and in ding s illuminate ne anther s lives and help each ther cme t terms with the challenges that cme with life and death. Cncepts f hpe, brken prmises, fear and resilience are sensitively and cleverly explred thrughut, with the help f an interesting and ften humrus array f characters such as, the talking, eternally hungry dnkey and his pininated daschund sidekick. The stry s interplay between reality and fantasy inspired by features cmmn in the Eurpean fairy- tale traditin takes the reader n a jurney that helps them better understand the deep seated anxieties f the main characters and creates a sense f hpe fr their futures. Althugh handled with exceptinal sensitivity aspects f the stryline maybe upsetting fr sme pupil s and will require a level f emtinal maturity t enable the children t fully engage. It is therefre advised that the teacher reads the bk in the first instance t determine whether it is apprpriate their pupil s Overall learning aims f this teaching sequence. T enjy a stry and discuss its layers f meaning. T explre themes and key mments in the plt thrugh rle- play and writing in rle. T develp reader respnse by explring interpretatins f themes, plts and characters actins and mtivatins thrugh discussin and debate. T study features cmmn within the Eurpean fairy- tale traditin and use this as a basis t write their wn stries. T use the bk as a stimulus t write acrss multiple genres f writing frm anther character s pint f view. This teaching sequence is designed fr a Year 3 r Year 4 class. Overview f this teaching sequence. This teaching sequence is apprximately 4 weeks lng if spread ut ver sessins. Prir t starting the sequence it is advisable t create a class jurnal t allw yu t capture the discussins and cllabrative wrk that will feature as an integral part f the wrk. Jhn Byne was inspired by the features cmmn in the Eurpean fairy- tale traditin and drew n these when writing the bk. The teaching sequence will prvide the children with the pprtunity t explre this t help infrm their understanding f the deeper meanings f the bk as well as influencing their wn apprach t writing. The anxieties, pain and challenges experienced by the tw key characters will allw children t explre character develpment, emtinal respnse and changes f setting in narrative fictin. The use f metaphr as well as, quality f the language, structure and style f bk prvides an exemplary mdel t develp children s appreciatin f a gd bk and inspire them t be effective strytellers themselves. Natinal Curriculum 2014 Reading: (Wrd reading / Cmprehensin) Increase familiarity with a range f bks; Identify themes and cnventins; Prepare play scripts t read alud; Shw understanding thrugh intnatin, tne, vlume and actin; Discuss wrds and phrases that capture readers interest and imaginatin; Draw inferences abut characters feelings, thughts, mtives and actins justifying inference with evidence; Predict what might happen frm details stated and implied. Writing: (Transcriptin / Cmpsitin) Plan writing by discussing writing similar t that which they are planning t write, learning frm its structure, vcabulary and grammar. Draft and write by cmpsing and rehearsing sentences rally; In narrative create settings, characters and plt; Develp creative and imaginative writing by adpting, creating and sustaining a range f rles. Speaking and Listening: Participate actively in cllabrative cnversatins; Use spken language t develp understanding thrugh speculating, hypthesising, imagining and explring ideas; Select and use apprpriate registers fr effective cmmunicatin. The Centre fr Literacy in Primary Educatin. Yu may use this teaching sequence freely in yur schl but it cannt be cmmercially published r reprduced r used fr anything ther than educatinal purpses withut the express permissin f CLPE.

2 Participate in discussins, presentatins, perfrmances, rle play/imprvisatins and debates; Gain, maintain and mnitr the interest f the listener(s); Cnsider and evaluate different viewpints, attending t and building n the cntributins f thers. Crss Curricular Links The crss- curricular learning pprtunities utlined belw detail ways in which the study f this bk can be deepened and enhanced t make the learning experience mre meaningful, engaging and memrable. Art and Design: Trees Trees have a particular significance in the bk in terms f their beauty and the underpinning symblism and metaphrical relevance. A study f artistic representatins f trees wuld deepen and cmpliment the study f trees in ther parts f the curriculum. Sme f ways in which this culd explred are suggested belw: Visit a lcal park r frest with the children and encurage them t sketch trees. Cllect branches and lse fliage t take back t class that can frm the basis f a frest inspired cllage. Inspired by the sketches, phtgraphs, bark rubbings and fliage frm the visit as well as vide clips featuring trees and frests discuss the shapes, sizes and textures they ntice and invite the children t create their wn tree using clay. The trees cmbined with the fliage cllected culd be used t create a class frest that be the starting pint fr a class display inspired by the bk. The children culd be given the pprtunity t study paintings that feature trees such as: Emily Carr s, Frest Gustav Klimt s, The Tree f Life Piet Mndrian s, Gray Tree Gergia O Keefe s, Lawrence Tree Hasegawa Tkaku s, Pine Tree Van Ggh s, The Mulberry Tree The children culd discuss the paintings using the tell me framewrk and chse t emulate the style f ne f the artists t inspire their wn wrk by chsing t paint the tree utside the tyshp in the style f ne f the artists explred. Time As stated abve the cncept f time is anther imprtant part f the stry. T extend upn their study f time children culd be given the pprtunity t study Salvadr Dali s painting, The Persistence f Memry, Using the tell me framewrk encurage the children t prvide their views n the painting. The children can be invited t cmpare hw the painting represents the ntin f time t hw the bk des. Once explred and discussed the children can create their wn ***melting clcks t a scene frm the bk. In rder t d this they will need t wrk in grups t: *Select a key scene, reread the text relating t the scene t cnsider the different bjects that feature and their psitin. Taking the detail int accunt design and create a stry bx that captures this scene. Each child shuld use clay t create a clck referencing the detail frm the painting. Once cmplete and whilst the **clay is wet place it n the edge f a plastic cup r bwl. Allw it t dry and set. Once dry paint it in clurs inspired by the painting and incrprate yur grup s clcks t yur stry bx. *Yu may decide that yu wuld like all the key scenes t be created in rder t allw the bxes t prvide the chrnlgy f the stry and therefre prvide the backdrp fr any retelling r re- enactment f the stry. ** This culd als be dne using paper with the clck laminated and then sftened t give the melted effect. *** This link prvides further instructin n hw t achieve the melted clck effect using clay melting- clcks.html Special Peple The Centre fr Literacy in Primary Educatin. Yu may use this teaching sequence freely in yur schl but it cannt be cmmercially published r reprduced r used fr anything ther than educatinal purpses withut the express permissin f CLPE.

3 Invite the children t cnsider the key characters in the stry and in particular the key puppets. Encurage the children t think abut which key peple they wuld reference in the stry f their lives s far. Ask them t identify five key peple and nte dwn wh they are and why they are imprtant. Encurage them t sketch the persn, taking time t cnsider what aspects f their character, mannerisms and appearance they want t mst capture. Using clay invite the children t muld their key peple referencing their sketches and phtgraphs fr their wn persnal chest. These can be dried and painted. Over time children shuld be given the pprtunity t share why these key peple are imprtant t them. These culd als act as future stimuli fr their wn persnal stries. Design and Technlgy (N.C p.182) Children culd design a bard game inspired by the Old Man s travels, the children shuld be encuraged t play different games t help them t cnsider the features, frmats and styles they wuld like t incrprate int their wn. See the gegraphy sectin fr mre details. Gegraphy (N.C p.186) Nte the Old Man s jurneys acrss the glbe during his running days in the class jurnal as yu read the bk with the children. Once all f his jurneys have been nted use either a map f the wrld r glbe t lcate and mark the jurneys. The places alng with the cinciding events can be used as the basis t design and develp a bard game inspired by this part f the bk. Revisiting his descriptin f events will inspire ideas fr what shuld feature n cards r places n the bard that will determine a player s next steps, fr example a persn culd land n a space which prmpts them t select a card which states; Smking the General s cigar has made yu nauseus, miss a turn while yu recver. The children culd wrk in grups t fcus n ne f the cuntries that the Old Man visited in his yuth. In their grups they can design a travel brchure r prduce a hliday cmmercial fr their designated cuntry. Mathematics: Y3, Measurement (N.C p.117) and Gemetry (N.C p. 118) Time frms an imprtant aspect f the narrative. The ways in which ur sense f time can vary depending n ur emtinal state, where we are and what we are ding is explred and played with at varius pints in the stry. This can be explred thrugh bk talk and lends itself t a number f pprtunities fr crss- curricular wrk. Measurement Children can be invited t re- enact key scenes t determine hw lng it wuld actually take in real time. Fr example, they can cnsider hw lng it wuld take Nah t get frm ne part f the ty shp t anther (chapter 4) in real time r what the actual running time the races and jurneys described by the ld man wuld be (chapters 9, 13, 17). Children culd be encuraged t cnsider the races and jurneys, establish hw far he travelled and hw quickly he gt there and then cnduct and time races. They culd use these timings t determine hw lng it wuld have taken in real time t cmplete such races. They can study clips f famus races and make further cmparisns, this wrk culd be extended by illustrating their cmparative findings in an apprpriate graph frmat. These investigatins will cmpliment any discussin arund why the authr represents time in this way and what significance this has. Gemetry T cmpliment yur study f time and t fulfil the gemetry utcmes related t creating 3D shapes children can have the pprtunity t study the structure and make up f traditinal clcks, decnstruct a real clck and use this as the basis t design and cnstruct their wn. PSHE: T cmpliment the tree related study read, The Giving Tree by Shel Silverstein and invite the children t cnsider The Centre fr Literacy in Primary Educatin. Yu may use this teaching sequence freely in yur schl but it cannt be cmmercially published r reprduced r used fr anything ther than educatinal purpses withut the express permissin f CLPE.

4 the relatinships we have with trees and the significance and symblism inherent in trees within the cntext f life and the stry wrld. Science: Y3, Plants (N.C p.157), Light (N.C p.159) and Frces and Magnets (N.C p.160) Y4, Sund (N.C p. 163) and Electricity (N.C p.164) Plants Extend the fcus f cnducting a study n plants t cnducting a study n trees and frests. Trees and wd are an integral part f the stry and s a fcus n hw their structure, significance and rle in the ecsystem as well as hw they are planted, grwn and preserved wuld cmpliment the study f the text. The study culd cnsist f: visits t a lcal park r frest during which children culd sketch, take phtgraphs and cnsider hw many types f tree they can identify; inviting a guest speaker t talk abut the imprtance f preserving trees; cnsidering the many benefits that trees prvide and the many different prducts surced frm trees; using clay, plasticine r play dugh t create miniature mdels that represent the different stages f the cycle f grwth f a tree frm being planted t grwing t full size and changing acrss the seasns and using these t frm the basis f a stp clay animatin using the Stp Mtin app r similar technlgy mtin- studi/id ?mt=8 that captures this prcess; plant a tree either n the schl grunds if this is viable, thrugh a lcal initiative r via a natinal envirnmental initiative; make an individual/ grup/ class infrmatin bk abut trees that captures all f the different aspects f infrmatin gained frm yur study. Frces and Magnets T cmpliment the wrk relating t cnstructing a clck children can be given the pprtunity t take apart a clck t study hw magnets wrk within a clck. This will supprt them in designing and cnstructing their wn clck and supprt the develpment f their understanding regarding hw magnets wrk. Sund Cnduct a study f different clck alarms and hw the sund is generated. Children can cnstruct their wn alarms t frm a feature f the clck they are cnstructing. Teaching Appraches Bk talk Reading alud and rereading Cnscience Alley Debate and Argument Shared Writing Visualising Drawing, anntating and stry mapping Stry telling Writing in rle Dance, drama and rle play Emtin graph Rle n the wall Bk making and Publishing Writing Outcmes Speech Letter Petry News reprt Treaty Infrmatin bklet Writing in rle as character Pster Bk f wisdm Bk f cndlence/ sympathy card The Centre fr Literacy in Primary Educatin. Yu may use this teaching sequence freely in yur schl but it cannt be cmmercially published r reprduced r used fr anything ther than educatinal purpses withut the express permissin f CLPE.

5 Teaching Sessins Sessin 1 and 2: Cnscience Alley and Writing in Rle Children will learn t cnsider, discuss and reflect upn the themes and dilemmas raised by a text and draw frm prir experience and knwledge t develp reader respnse. Children will cnsider hw t capture the emtin f running away frm hme thrugh the cmpsitin f a letter written in rle. Prir t beginning yur explratin f this bk with the children set up a class jurnal t nte reflectins, discussins and capture wrk inspired by the study f the bk. A class jurnal can be simply cnstructed by taking a number f large sheets f sugar paper, flding them in half and stapling n the centre fld. Visit the Pwer f Reading site fr examples. Set aside a page t nte culturally specific expressins that may need t be discussed and expanded upn, fr example, grinned like a Cheshire cat. (p.2) r tast f the schl yard. (p.3) Set aside anther page t map ut Nah s and the Old Man s jurney t enable yu t break dwn the narrative and the stries within the stries. This will prvide yu with a framewrk t refer back t that will infrm discussins and reflectins. At the start f the sessin write the name Nah Barleywater in the centre f a page f the class jurnal. Ask them t discuss what the name means t them, what significance/ cnnectins it has fr them, why they think the authr chse this name fr the main character. Nte their thughts, cmments and speculatin arund the name. As yu read the bk rutinely return t this page and each time using a different clured marker nte the children s thughts abut Nah s character. Read the first tw paragraphs f page ne and pause and explain t the children that yu are ging t reread the tw paragraphs. Ask the children t cnsider what parts f the text up t this pint suggest that Nah s behaviur is unusual. Cntinue reading nt page tw and stp at, he hadn t really dne anything with his life s far. Discuss and nte why he might be chsing t leave and whether it s the right thing t d. Invite the children t cnsider whether they think Nah s decisin t leave was right r wrng and why. Select ne child t be Nah and create a cnscience alley by nminating ther children. Nte any interesting perspectives that arise frm the cnscience alley activity. Prvide children with nte paper and invite them t write a brief nte advising Nah as t whether r nt he shuld g. Invite the children t scrunch up the paper and thrw it acrss the rm. Allw the children t take a scrunched up piece f paper and respnd in rle as Nah. Cntinue reading up t page fur, up t, That s it! I ll never see that huse again nw! Invite the children t cnsider what it wuld feel like t leave yur hme knwing that yu wuld never see it again. Cnsider if yu were never ging t see yur parents/ family again what wuld yu want them t knw? Use the pints raised in this discussin as well as the cnscience alley activity t cnsider with the children what Nah shuld say in a parting letter t his parents. Once sufficient ideas and suggestins have been generated thrugh the discussin use shared writing t mdel hw t cmpse a letter f this nature. Invite the children t write their wn letter t Nah s parents in rle as Nah. Sessin 3, 4 and 5: Debate, discussin and shared writing Learning Objectives: Children will be able t extract key pints and take ntes t supprt their wrk. Children will be able t express their views and listen t the views f thers when discussing and debating issues relevant t the bk. Children will be able t reference the text and frm an understanding f key characters and theme. Children will be able t write their wn newspaper reprt infrmed by their extensive cnsideratin f the plt, characters and themes raised frm the text. Cntinue reading t page seven, stpping at, pebbled streets f the village. Take a phtcpy f the image in figure 1 n page eight and place it in the centre f a page f the class jurnal. Discuss and nte with the children whether Nah was right t take the apple. The Centre fr Literacy in Primary Educatin. Yu may use this teaching sequence freely in yur schl but it cannt be cmmercially published r reprduced r used fr anything ther than educatinal purpses withut the express permissin f CLPE.

6 Cntinue reading up t and including the bld text n page seventeen. Discuss whether the accunt f events and perceptins f Nah are fair and accurate. Cnduct a class debate regarding whether Nah shuld be charged fr the ffence. Use these discussins fr the basis f a trial. Divide the class int a prsecutin team/ defence team, jury, reprters, character witnesses, tree, Nah and judge. Establish a summary f facts and prvide guidance as t hw t prepare fr their rles and time t discuss, make ntes and prepare in their grups. Cnduct the trial. Once the trial is cncluded and a verdict has been reached cnduct a panel interview in which key individuals such as Nah, the tree, a representative fr each f the legal teams and a jurr are asked questins by the rest f the class abut the verdict. Use what has been gleaned frm the trial and interviews t frm the basis f a newspaper reprt. Discuss with the children hw yu might summarise the events f the trial in a newspaper reprt. Use shared writing t mdel hw yu might structure a newspaper reprt. Invite the children t write their wn newspaper reprt. Sessin 6: Visualising, art and petry Learning Objectives: Children will cnsider hw written language can enable them t picture and create meaning. Children will cnsider hw persnificatin is used in petry and hw t apply this t their wn writing. Read chapter three up t, Smething that made his eyes grw wide and his muth drp pen as he frgt, fr a mment r tw, that he was suppsed t keep breathing. (p.23) Explain t the children that yu are ging t reread the descriptin f the tree that features n p and yu want them t visualise in their mind what the tree lks like based n the descriptin. Invite them t draw the tree nce yu have reread the sectin. Discuss what they think makes the tree mysterius and the significance f trees in terms f their symblism. Ask them t cnsider what they wuld ask the tree if it culd speak. Share Gerge Szirtes pem, Winter Trees trees- 869 and discuss what they liked r disliked abut the pem and what puzzles it may have psed and cnnectins it made them draw. Discuss the structure f the pem s cntent that is summarised belw: Questin t the tree Observatin f the tree s actins Expressin f cmment/ pinin f the tree s chices Cnsider hw they might use their bservatins and questins regarding the tree in Nah Barley Water Runs Away t frm a pem using the same structure. Mdel this thrugh shared writing. Invite the children t draft their wn pem t accmpany their drawing. Read the remainder f the chapter befre the next sessin. Additinal and Crss Curricular Activities There are a number f suggested crss curricular activities related t the theme f trees as utlined in the crss curricular sectin f this sequence that culd be used t expand upn the wrk n this aspect f the bk. Sessin 7: Emtin graph, Interpretive Dance and Petry Learning Objectives: Children will be able t interpret hw language is used t cnvey the emtins and actins f key characters in a text and represent this thrugh mvement. Draw a grid prir t reading the chapter. Devise thrugh discussin with the children a set f wrds that wuld cnvey the spectrum f emtins that Nah might g thrugh during his visit t the tyshp bearing in mind the range f strange and unusual experiences he has had s far. Mark the agreed emtins n the hrizntal axis and as yu read the chapter pause at intermittent pints t mark hw Nah might be feeling at each stage. As the experience in the tyshp has dream like qualities explain that yu are ging t try t re- create the scene The Centre fr Literacy in Primary Educatin. Yu may use this teaching sequence freely in yur schl but it cannt be cmmercially published r reprduced r used fr anything ther than educatinal purpses withut the express permissin f CLPE.

7 and use the music in the fllwing link t cmpliment their re- enactment. [Accessed: , Music cmpsed by Bernard Herrmann. Played by the BBC Cncert Orchestra. Cnducted by Keith Lckhart at the Ryal Albert Hall, 12 August, 2011] Divide the different parts f the tyshp experience with an apprpriate sectin f the music and prvide the children with the text. In their grups invite them t discuss hw t represent the details in the text thrugh mvement. Once the children have rehearsed their segments bring all parts tgether and draw these tgether t create ne verall perfrmance. Film the perfrmance s children are able t experience the entire tyshp scene. Once they have perfrmed and viewed the perfrmances, ask them t cnsider what wrds r phrases they wuld assciate with each key part f the chapter depicted in their perfrmance. Once the wrds/ phrases have been generated invite the children t either select frm the suggestins r t cntribute their wn ideas t aid them in cmpsing their wn free verse pem inspired by the tyshp experience. Each line can cmprise f ne wrd r phrase that best captures each mment as depicted in the dramatizatin. Sessin 8: Rle n the Wall Children are able t infer meaning frm the text and draw cnclusins abut hw they perceive characters. Prir t reading chapter five shw children figure 1, 2 and 3. Discuss what they think is the significance f figure 3 in light what has happened s far in the stry and what their hypthesis are fr what might happen next. Nte their thughts in the class jurnal. Read chapter five, pause after reading the descriptin f the ld man n page 45 and explain that yu are ging t read the descriptin again and n the secnd reading yu want them t picture what the ld man lks like based n the descriptin and sketch what they picture. Cntinue reading the chapter and invite the children t discuss why the ld man struggles t fulfil his visin when making puppets. Nte the children s hypthesis. Read chapter six and pause n page 60, at the mment when Nah hesitates t fllw the ld man up the staircase. Invite the children t discuss whether r nt they think Nah shuld fllw the man up the stairs. Read n until page 67 where the ld man talks abut grwing ld being ptinal. Discuss with the children what he might mean by this and whether r nt they agree. Read until the end f the chapter. Draw an utline f the ld man and mdel hw t apprach rle n the wall. Invite the children t cntribute their thughts abut the ld man and nte these as apprpriate n the inside and utside f the utline. Once the children understand hw t undertake the activity invite the children t cmplete the rle n the wall activity in grups. Encurage them t draw frm the text and discussins s far. Once cmplete bring all the grups tgether and discuss their view f the ld man up t this pint. Nte their speculatins in the class jurnal. Sessin 9: Letter Writing Learning Objectives: Children will reflect n the themes f a text and cnsider hw they might be addressed. Read chapter 8. Write Mrs Shield s advice regarding the bullying bys will be bys and he shuld learn t stand up fr himself n a flipchart. Discuss with the children what she means by this, what they think f this and whether the advice is: accurate; fair; useful/ helpful. Ask them t cnsider what advice wuld be mre accurate, fair and useful. Thrugh shared writing either write a letter f advice t the yung by r a letter f guidance t Mrs Shield s abut hw t better cunsel children. Invite the children t write their wn letters. The Centre fr Literacy in Primary Educatin. Yu may use this teaching sequence freely in yur schl but it cannt be cmmercially published r reprduced r used fr anything ther than educatinal purpses withut the express permissin f CLPE.

8 Sessins 10 and 11 Publishing Children will be able t reflect n the themes f a text and use this as the basis upn which t find slutins t the dilemmas psed. Read chapter eight prir t this sessin and invite the children t cnsider what culd be the reasn as t why Nah ran away. In the sessin read chapter nine, stpping at key pints discuss with the children why they think Tbey Lvely is s insistent in his bullying, invite the children t discuss if they are in agreement with the view f the victim f the bullying. D the children think that the suggestin f a race is an apprpriate way t settle the tensin between them? What alternatives might the children prpse t the race suggestin? What d the children think the fundamental grund rules shuld be in ensuring a harmnius schl cmmunity? Discuss hw treaties are devised when cuntries have been at war and cnsider hw the children might adapt this t establish a schl treaty t ensure that basic rights and principles are bserved and hnured. Thrugh shared writing mdel hw they might devise a treaty. Invite the children t devise a treaty fr the class in the bk. Share the different treaties prduced and as a cllective decide upn which ne best serves the purpse f creating a harmnius classrm envirnment. Children will need time t draft, edit and refine their final versins. Yu may chse t prvide them with the pprtunity t type up the treaty using a traditinal fnt t give it an air f authenticity. Frame the nminated treaty and display this in the class t be hnured in yur wn class. Sessin 12 Rle Play Children will be able reflect upn the themes f the text t deepen their appreciatin f the narrative and prepare a creative written respnse. Read up t the part n page 98 that states that Pppa made a puppet f Mr Wickle s he culd shake it whenever he gt angry abut his child s running adventures. Discuss with the children why they think Mr Wickle and the running made Pppa angry. If Pppa had spken with his child what might he have said abut hw he was feeling and why he was feeling that way? Invite the children t frm pairs, with ne child taking n the rle f Pppa and ne child taking n the rle f Pppa s sn. Encurage them t discuss hw they are feeling in rle, why they are feeling that way and hw they might reslve the challenges they are experiencing. Cnduct a whle grup discussin abut hw they wuld advise the tw t supprt ne anther and t get a lng better. Nte cmments and suggestins. Read the remainder f the chapter and discuss the cncept f smetimes finding it difficult t be with ur parents even thugh we lve them and they lve us. Explain it might have prven useful t Nah and Pppa if there had been guidance fr children and their parents n hw t have psitive cmmunicatin. Mdel using shared writing hw yu might begin t draft a guidance dcument. In their pairs invite the children t wrk tgether t devise a guidance dcument t prmte psitive cmmunicatin between children and parents. The dcument shuld draw n the rle play, discussin and ntes taken t this pint and it can take the frmat that the children deem apprpriate, fr example, infrmatin leaflet, pster r bklet. Sessin 13 Bk Talk Children will be able t cnsider hw language is used t cnvey emtin and relate the issues f a text t real life. Read chapter eleven, pause at the mments that indicate that smething may be wrng with regards t Nah s mther. Discuss with the children what wrds and phrases suggest that smething may be wrng and encurage them t speculate what they think is wrng and why. Why and in what ways is Nah s mther behaving differently? The Centre fr Literacy in Primary Educatin. Yu may use this teaching sequence freely in yur schl but it cannt be cmmercially published r reprduced r used fr anything ther than educatinal purpses withut the express permissin f CLPE.

9 Using the Chamber s Tell Me Grid invite the children t discuss their likes/ dislikes/ puzzles and cnnectins in relatin t this chapter. This discussin culd be cnducted and nted n a whle class scale r it culd be cnducted in small grups. Sessin 14 and 15 Bk talk and Publishing Children will cnsider the features that cnstitute an effective and pwerful speech and use this t infrm their wn speech writing. Read chapter twelve, pause at the pint at which Nah s reflectin ages as he lks at himself in the mirrr. Discuss with the children and nte what the significance f this might be. Cntinue reading and pause again at the pint at which Nah insists again that his parents were nt mean t him. Discuss with the children and nte in the class jurnal why else Nah might have decided t leave. Cntinue reading nt chapter thirteen and pause at the pint at which the Queen infrms the yung by that she wants him t carry her sn t Balmral t be educated. Discuss and nte with the children whether r nt the curse f actin taken by the King and Queen was apprpriate and hw else the situatin culd have been reslved. Cntinue reading t the end f this chapter. Discuss with the children what their aspiratins fr the future might be, what they need t be able t fulfil these aspiratins and what challenges they anticipate. Discuss the types f challenges the prince might face if he tried t fulfil his dreams. Discuss what types f wrds and phrases are assciated with mtivatinal speeches, what kind f patterns and structures are synnymus with speeches and making them impactful? Watch r read sme mtivatinal speeches frm wrld leaders and cnsider hw the chice f vcabulary and structure f the language is used t create effect and impact. Thrugh shared writing cnsider hw t devise a mtivatinal speech t inspire the Prince and thers like him wh face challenges in trying t fulfil their ambitins. Invite the children t write their wn mtivatinal speech, give them time t draft, redraft, refine and rally rehearse their speeches s that they can perfrm them t the class. Yu culd als film these and play them back fr inspiratin at ther pints in the academic year. Yu culd als cllate the speeches and create class bk f inspiratin/mtivatin. Sessin 16 Emtin graph and Petry Children will cnsider the impact f wrds in cnveying emtin and use these t cmpse an emtinally pwerful pem. Read chapter furteen and pause at the pint when Nah is sad at the thught that his parents might begin t frget him ver time. Discuss with the children whether they think this culd ever be the case and why. Cntinue reading nt chapter fifteen up t the pint when Nah s mther expresses that life is t shrt. Discuss with the children and nte in the class jurnal why Nah s mthers behaviur is peculiar and what in the text indicates culd be the cause f this peculiar behaviur. Cntinue reading up t figure 8, the empty bench. Discuss with the children the significance f the drawing and what it might symblise. Read t the end f the chapter. Discuss with the children the range f emtins that Nah s mther and Nah himself wuld have felt ver the curse f the events depicted in the chapter. Using the duble bubble grid belw invite the children t nte the emtins distinct t each character at varius pints f the chapter and emtins that they wuld have had in cmmn at varius pints. The Centre fr Literacy in Primary Educatin. Yu may use this teaching sequence freely in yur schl but it cannt be cmmercially published r reprduced r used fr anything ther than educatinal purpses withut the express permissin f CLPE.

10 Mum Nah Select wrds r phrases frm the different emtins nted t frm the basis f a pem that captures the turmil and range f emtins experienced by bth characters. Yu can chse t fllw the structure prpsed belw. The structure and lines featured use key phrases frm the chapter t mark key emtive mments frm the chapter: Title: An Empty Bench Line 1: Quick nw, befre we re caught. Line 2: Wrd/ phrase expressing ne f mum s emtins. Line 3: Empty Line 4: Birds flying frm the branches f the trees in fright. Line 5: Wrd/ phrase expressing ne f Nah s emtins Line 6: Empty Line 7: Whse rules? Line 8: Wrd/ phrase expressing ne f mum s emtins. Line 9: Empty Line 10: We dn t have a single minute t waste. Line 11: Wrd/ phrase expressing ne f Nah s emtins Line 12: Empty Line 13: Life is shrt. Line 14: Wrd/ phrase expressing ne f mum s emtins. Line 15: Empty Line 16: Yu can have fun fr bth f us. Line 17: Wrd/ phrase expressing ne f Nah s emtins Line 18: Empty Line 19: Staggering a little frm left t right. Line 20: Wrd/ phrase expressing ne f mum s emtins. Line 21: Empty Line 22: They might never track each ther dwn again. Line 23: Wrd/ phrase expressing ne f Nah s emtins Line 24: Empty Line 25: Her face all twisted up in cncern. Line 26: Wrd/ phrase expressing ne f mum s emtins. Line 27: Empty Line 28: Hping the grund wuld swallw him up. Line 29: Wrd/ phrase expressing ne f Nah s emtins The Centre fr Literacy in Primary Educatin. Yu may use this teaching sequence freely in yur schl but it cannt be cmmercially published r reprduced r used fr anything ther than educatinal purpses withut the express permissin f CLPE.

11 Line 30: Empty Line 31: Sitting up and trying t smile. Line 32: Wrd/ phrase expressing ne f mum s emtins. Line 33: Empty Line 34: Her face was very pale, almst grey. Line 35: Wrd/ phrase expressing ne f Nah s emtins Line 36: Empty Line 37: Empty Bench Alternatively r as an extensin f the this wrk children can be given the pprtunity t cmpse a free verse pem inspired by the emtinally charged chapter withut the scaffld f the frame. Sessin 17 Bk talk Children will cnsider hw language can be used t prvide cnslatin and supprt. Prir t the sessin read chapter 16 and invite the children t cnsider what is meant by the statement that Mr Quaker taught the ld man as a child in relatin t hw t use his gift and hw this results in the yung by breaking his prmise t his father. Read chapter seventeen up t the pint befre the yung by leaves fr the Olympics and Pppa s unhappiness abut it is stated. Discuss with the children why Pppa feels this way and hw they might reassure him if he was present. Encurage them t cnsider whether the yung by shuld take up Mr Quaker s ffer. Read n and discuss the themes f regret and brken prmises. D they recall a time when they brke a prmise, hw did it make them feel? Have they ever brken a prmise, hw did that make them feel? Hw might they cnsle Nah? What wrds f cmfrt r advice wuld they ffer? Use shared writing t mdel hw yu might write a sympathy card r a page in a class bk f cndlence. Invite the children t make and write their wn cards t the yung by r write a message that will cntribute t the bk f cndlence. The Centre fr Literacy in Primary Educatin. Yu may use this teaching sequence freely in yur schl but it cannt be cmmercially published r reprduced r used fr anything ther than educatinal purpses withut the express permissin f CLPE.

12 Sessin 18 Art and Petry Children will cnsider hw language is used t effectively t express a range f emtins. Prir t the sessin read chapter eighteen. In the sessin read chapter nineteen and stp after the pint that Nah falls asleep after his utburst. Discuss the father/ sn interactin and the rt f Nah s frustratins with the children. Why is Nah angry, what d yu think is wrng, why is Nah s dad being vague, is this vagueness helping r hindering the situatin? Invite them t think f a time when they felt frustrated and angry, where in their bdy did they feel the emtin, hw des it manifest itself, in what ways d they express it, if they culd give it a clur r shape what wuld it lk like. Nte the cmments and reflectins r invite the children t d s in grups. Cntinue reading up t the pint at which Nah watches his mther frm the windw as she embraces the suns rays. Discuss the cntrast f the feelings inspired by the anger and turmil cmpared t this mre serene mment. Discuss with the children the wrds and phrases that capture the beauty f this mment, nte these dwn in a different clur. Shw the children a clip f sunrise in a frest. Discuss what wrds and phrases cme t mind when they watch the clip. Add these t the vcabulary nted s far. Invite the t paint their wn sunrise inspired by the text and the vide clip. Cnduct a gallery walk t allw the children t view the artwrk f their peers. Once cmpleted invite the children t write a wrd r phrase that best captures sunrise as inspired by the artwrk n a strip f paper. Invite the children t wrk in grups and share their strips and put these in an rder that creates a chesive pem. They culd als be given the pprtunity t write a free verse pem. NB: The activities prpsed fr the sunrise segment f this sessin culd be repeated in relatin t the anger related part. Sessin 19 Writing in Rle Learning Objectives: Children will explre the themes f a text and thrugh discussin cnsider the mtivatins behind the actins f key characters Children will use their understanding f sensitive themes t write a respnse in rle. Read chapter twenty and pause t cnsider and discuss sme f the pertinent aspects f this chapter such as: Whether r nt it s t late fr Nah t g hme. Why Nah might be apprehensive abut returning. Why Nah chse t run frm the persn he cared abut the mst. Why time is s precius. Why the wrd, death is smetimes difficult fr peple t use and talk abut. Read chapter twenty ne and again pause t cnsider and discuss the key themes relating t: Guilt Regret Brken prmises Invite the children t take n the rle f Nah/ Mther r Old Man/ Pppa and in pairs have a cnversatin in rle abut hw their chices and hw these affected them. Using shared writing mdel hw yu might write a letter in rle either as Nah t his mther explaining why he ran away r as the Old man t his Pppa expressing his regret f breaking his prmise and hw he reslves t make it right. Invite the children t write in rle using either scenari. Sessin 20 Bk Talk Children will use bk talk t deepen their understanding f the plt, mtivatins f the characters and authr chices and develp their reader respnse skills. The Centre fr Literacy in Primary Educatin. Yu may use this teaching sequence freely in yur schl but it cannt be cmmercially published r reprduced r used fr anything ther than educatinal purpses withut the express permissin f CLPE.

13 Read chapters twenty tw and twenty three. Using Chamber s tell me grid invite the children t discuss their likes/ dislikes/ puzzles and cnnectins. D the clues and revelatins relating t the Old Man s character and past give us a clearer insight int wh is, d they help us t better understand him? Hw d the parallels t Pincchi deepen ur understanding f the Old Man s character? Why d yu think he struggles t create the puppet he actually wants t make? What d yu think is the bstacle? Read chapter twenty fur. Discuss with the children whether Nah made the right chice t return hme. As a gift fr Nah and t mark his return, if yu culd make a puppet fr Nah what/ wh wuld it be and why? Sketch/ design a puppet fr Nah and anntate yur design nting yur reasns fr yur chice. Sessin 21 and 22 Publishing Learning Objectives: Children will cnsider the implicit and explicit meanings cnveyed in a bk t assist them in prducing their wn bk. Read chapter twenty five and discuss with the children why the Old Man is finally able t create his Pincchi puppet. Read chapter twenty six and discuss hw they feel abut the way in which the stry is cncluded. Invite them t cnsider what remaining questins they may have fr either Nah r the Old Man. Invite the children t cnsider and discuss what fr them was the mst imprtant lessn they learnt frm the bk. Each child shuld be given a piece f paper t write a key lessn they learnt frm the bk and decrate this in the style f Oliver Jeffer s illustratins. Prvide time fr drafting and refinement. Each page shuld be cllated and bund t create a class bk entitled Nah Barleywater s Bk f Wisdm. The Centre fr Literacy in Primary Educatin. Yu may use this teaching sequence freely in yur schl but it cannt be cmmercially published r reprduced r used fr anything ther than educatinal purpses withut the express permissin f CLPE.