The Book Book

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The

Book Book

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For Years 6 - 7 r o e t s Bo r e p ok u S

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A range of extension activities which can be used either in the study of a class text, t or. in the econjunction with books of o c . students’ own choice. c e h r

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Written by Sally Murphy. Illustrated by Melinda Parker. © Ready-Ed Publications Published by Ready-Ed Publications (2000) P.O. Box 276 Greenwood WA 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 209 9

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Contents 2 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 44

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Introduction Teachers’ Notes - Predictions What’s It All About?

What Next?

Teachers’ Notes - Vocabulary Increase Your Vocabulary Teachers’ Notes - Plot Recollection Recollections Quiz Master Design-A-Game 1 Design-A-Game 2 Teachers’ Notes - Titles and Covers Name It Cover Story Teachers’ Notes - Characterisation Character Profile Lasting Impressions Character Sketch Teachers’ Notes - Letter Writing Dear Author You Should Read...

Teachers’ Notes - Book Reviews Book Review Teachers’ Notes - Advertising Buy It Today A Great Read - Guaranteed Teachers’ Notes - Read All About It Read All About It Teachers’ Notes - Creative Writing Dear Diary Name Acrostics Make Your Own Wordsleuth Script It Add-A-Scene And They Lived Happily Ever After Teachers’ Notes - Art Wanted Draw Your Own Cartoon Teachers’ Notes - Personal Reading Record Personal Reading Record Rules for Silent Reading in the Classroom

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Teachers’ Notes - Predictions The activities in this section will have the following learning outcomes: 1. Students will have predicted what will happen in the novel.

2. Students will have made reasoned predictions rather than wild guesses.

What's It All About is designed for use before beginning the novel. Take the time to reinforce the three terms - title, illustration and blurb, as well as to discuss students’ predictions.

Students should not feel pressured to find the ‘right’ answer, but should be encouraged to make informed predictions based on the information available. During and after reading of the novel, have students consider the accuracy of their predictions.

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What Next? should be used during the reading of the novel, either after the opening chapters, when the scene has been set, or at some turning point in the novel.

Do not allow students to get bogged down on retelling the story thus far, or in describing the characters. The chief events (in point form) and one or two words about the major characters is sufficient. Generally, we are interested in traits which may effect how each character might act in various situations.

Help students to identify possible clues to plot development. Occasionally these are obvious the narrator may say “If only they had known ...” or a character may say “Tomorrow...” - but usually the clues are more subtle. If time has been devoted to revealing a character’s fear of heights, this may be information we are going to need later in the novel when that character may need to climb a ladder to rescue someone. Alternatively, the relationship between two characters may be a clue as to how those characters might handle a particular situation.

Encouraging students to share and discuss clues will help them to identify further clues more easily.

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Further Activities:

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Once predictions have been made, further discussion will show the need for predictions to be justified and supported with evidence. Again, as reading progresses, encourage students to check the accuracy of their predictions.

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1. Discuss how predictions are used in everyday life - e.g. weather forecasts, the share market, sports programmes.

2. Use a library period to repeat What's It All About with library books. Discuss how this can be used to choose books discriminately.

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Predictions

What’s It All About?

What is a PREDICTION? Is it different than a guess? Discuss this with your classmates.

You are going to try to predict what will happen in the book you are about to read.

First, what is the title of your book? .............................................................................................

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What does this suggest the book might be about? ..................................................................... ....................................................................................................................................................

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Now look at the picture or illustration on the front cover. What do you see?............................... .................................................................................................................................................... ....................................................................................................................................................

What does this suggest might happen in the book? .................................................................... ....................................................................................................................................................

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Finally, read the blurb - the information on the back cover. What does it tell you about the novel?

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Using the information you have gathered from the title, illustration and the blurb, write a paragraph predicting what might happen in the novel.

Consider who will be involved (the characters), what will happen to them, and how it will end.

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Share your predictions with the class.

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Predictions

What Next?

Before you started to read the novel, you made some predictions about what might happen, using the clues given by the title, the cover illustration and the blurb on the back cover.

Now that you have read part of the book, you can probably make more accurate predictions about what is going to happen by using the information you have gathered so far.

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Briefly retell what has happened so far.

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List the main characters, and in a few words describe their personality.

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Write down any clues you may have been given by the writer or the characters about what might happen. Compare your notes with those of other students. ....................................................................................................................................................

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Think about this information and see if you can predict what will happen in:

a) the next chapter:.................................................................................................................... .............................................................................................................................................. b) the rest of the book:............................................................................................................... .............................................................................................................................................. .............................................................................................................................................. ..............................................................................................................................................

As you read the rest of the novel check how accurate your predictions were.

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Teachers’ Notes - V ocabulary Vocabulary The activities in this section will have the following learning outcomes: 1. Students’ working vocabulary will be increased.

2. Students will be aware that reading can improve spelling and vocabulary skills.

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Distribute this activity to students prior to commencement of the novel. Students should be encouraged to add words to the list as they come across them in the reading of the novel, although they will need to be reminded to do so.

1. Collect all vocabulary sheets and use them for a class spell-down.

2. Mix words and meanings and have students match them.

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After reading the novel, have students test each other on spelling and definitions, or have students add the words to their personal spelling list.

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Vocabulary

Increase Your Vocabulary Did you know that reading is a wonderful way to improve your vocabulary? As you read you are exposed to new words, and shown how they are used. Some of these words are then used in your everyday speech or writing, sometimes without you even realising how you learnt them.

This sheet is designed to help you to remember and learn these new words. As you read your novel, enter any new words you come across into this table. Use your dictionary to find out the meaning of each word, and then put it into a sentence which demonstrates the use of the word.

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When your list is full, have someone test you on your spelling and definitions of these words.

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Teachers’ Notes - Plot Recollection The activities in this section will have the following learning outcomes: 1. Students’ recollections of the plot of a novel will be strengthened.

2. Students will have developed an awareness of the way a plot is deepened or extended by the good and bad fortunes of its characters.

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Extra Activities

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All three activities are designed for use after the novel has been completed and should be completed by a verbal recapping of the events of the novel. Mapping the plot on the classroom blackboard provides a visual reminder for students. Discuss the plot as a progression from start to finish, and identify which events advance this movement and which events are set backs.

Ask students to sum up the plot of the novel in one sentence, then in one paragraph. Compare responses. Which events must be included to give a complete picture? Which can be omitted?

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Plot Recollection

Recollections

Today you will work in a group to test your classmates’ recollections of the novel.

In a group of three, choose one event from the novel to retell. Reread the relevant pages to make sure the details are fresh in your memory.

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Each group member is to retell a different version of the event.

Retell the event in your own words as it actually happened.

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Retell the event in your own words, but alter one detail (for example, a different character may be involved).

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Retell the event in your own words, but again, alter one detail (for example, leave something out).

Practise telling your version of the story to the other members of your group.

Now each group is to present their three versions of the event to the class. The rest of the class is to try to figure out which version is the accurate one, and what is wrong with the other two versions.

How good were your recollections of the novel?

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Plot Recollection

Quiz Master

This is your big chance to be a quiz master and see if you can stump your classmates with some tricky questions. At the same time you will be testing each other’s knowledge of your novel.

First, think up five questions about the novel. It may be as simple as how to spell a character’s name, or a more difficult question about something that happened in the book.

Whatever it is, make sure you know the answers.

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My Five Questions

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Now, take turns being the quiz master for your group. Ask your five questions, giving one point to the first person who answers correctly. If no one gets it right, the quiz master scores one point. When all group members have asked their questions, the person with the most points is your group champion.

© ReadyEdPubl i cat i ons Now, choose five hardest questions whole group.

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Our Group’s Five Questions

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Choose one group member to ask these questions.

Have the group champions sit at the front of the class while they are quizzed by the quiz master from each group. The person who gives the most right answers is the class champion.

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Plot Recollection

Design-A- Game 1

Today you are going to make up a board game based on your novel. Use the template (blank game) which your teacher will give you. You will also need some coloured counters for game pieces, and dice.

First decide on a start and finish point for your game - either the beginning or end of the novel, or two events in the novel, or a journey in the novel. For example, if your game was based on Little Red Riding Hood, you might start at Red Riding Hood’s house, for example, and finish at Grandmother’s cottage. Mark your start place on square 1 and your finish point on the last square.

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Next, note down some of the good and bad things that happen to the characters in the book.

Bad Things

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Good Things

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Choose some of these events and fill them into blank squares, giving players bonuses or penalties, as in these examples:

1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 1234567890123456 24. You meet 1234567890123456 1234567890123456 the Big Bad 1234567890123456 1234567890123456 Wolf.

1234567890123456 1234567890123456 Miss a Turn.

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Advance 4 spaces.

Now make up some rules for your game. How will players decide who goes first? Is there a bonus for rolling a six? Do players need to roll the exact number to finish the game?

Write these rules into the Rule Box. Lastly, decorate your game board. Use characters and places from your book as the basis for your illustrations. Colour the squares different colours.

Play your game with other members of your group.

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Design-A- Game 2

Plot Recollection

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Rules:

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Teachers’ Notes - Titles and Covers The activities in this section will have the following learning outcomes: 1. Students will become acquainted with the elements of book covers.

2. Students will have examined the significance of titles and cover pages in the process of choosing a book to read.

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These are fairly self explanatory activities for students of all ability levels. If time allows, use the covers and titles of other books - fiction or non-fiction - to reinforce both activities.

1. As a creative writing activity, students can make up humorous book titles (e.g. Good Vision, by I.C. You).

2. Students could create new, more exciting covers for class texts or for their workbooks.

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Titles and Covers

Name It The title, or name, is our first contact with a book.

It gives us a general impression of the book.

Look at the following titles. What might each book be about?

Would it be serious, funny or informative?

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A Mountain Adventure: ................................................................................................................

Bloogle’s Bloopers: .....................................................................................................................

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The Joys of Dog Ownership: .......................................................................................................

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Friends Forever: ..........................................................................................................................

Discuss your responses with the rest of the class.

Now, think about the title of the novel you have just read. Answer the following.

What is the title? ..........................................................................................................................

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Why do you think it was chosen? ................................................................................................

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Is it an appropriate title? Why/Why not? ...................................................................................... ....................................................................................................................................................

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Try to think of another title for your book. Write it here.

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Why would this be a good title for the novel? .................................................................................................................................................... .................................................................................................................................................... ....................................................................................................................................................

Share your answers with your group.

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Titles and Covers

Cover Story

How often have you chosen a book to read simply by looking at the cover?

Alternatively, you may have rejected a book because of its cover and not read it at all.

A good cover is important to attract a potential reader’s interest.

A book cover should have three things:

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1. The book’s TITLE.

2. The name of the AUTHOR.

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3. An ILLUSTRATION.

Sometimes it may have additional information, such as the publisher or illustrator’s name.

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Find these three things on the cover of your book. First, look at the wording on the cover.

Usually the title will be in bigger print than any other wording, and toward the top of the page. The author’s name will usually be in smaller print and either just above the title or at the bottom of the page. The illustration will usually show one of the major events or characters from the novel.

You will also notice that there is little blank white space on your cover - where there is no picture or wording the background is usually coloured or shaded.

© ReadyEdPubl i cat i ons First decide:•f orr evi ew pur posesonl y• Now imagine that your novel has no cover, and that it is your job to design one.

a) How big the title should be and where on the page it should be placed.

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b) The size of the author’s name and where it should be placed.

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c) Which event should be depicted in the illustration, and where the illustration should be; and

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d) What background colour(s) should be used.

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Now use the back of this page to draw your new cover.

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Teachers’ Notes - Characterisation The activities in this section will have the following learning outcomes: 1. Students will have discovered the different ways in which we learn about characters.

2. Students will have viewed characters as rounded, rather than flat, individuals.

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These activities can be completed either consecutively or in isolation.

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The Character Profile asks students to examine one character in depth. Students might be allowed to choose a character, or each group could be given a character, with a report back session. Students should be encouraged to complete as many sections as possible, although some may be difficult, and in some novels not all of this information will be available.

Lasting Impressions contrasts likeable and dislikeable characters, and endeavours to demonstrate the ways that authors influence our opinions of characters. Generally, we are supposed to like the good characters and dislike the bad characters, but, of course, many characters do not fit these moulds - for example, the painful goody-goody, or the likeable rogue. Students will need guidance with this activity. Before completing the worksheet discuss in general terms which characters the students like and dislike, and why. The discussion question can be used to link this activity with the next one.

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Extra Activities:

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The Character Sketch takes a more in-depth look at the characters, and also introduces the five elements of characterisation - the means of character development at an authors’ disposal. Again students could choose their own character, or each group could do a different character. Alternatively, the whole class could first work on the same major character, before choosing a second character individually. Encourage students to back up their assertions with evidence as in the previous activity, especially in the written character sketch.

Have students write a description of one character from the point of view of another.

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Characterisation

Character Profile

Name: ..........................................................................................................................................

Age: ............................................................................

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Lives: ..........................................................................

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Physical description:....................................................................................................................

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Likes: ...........................................................................................................................................

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your character here.

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Characterisation

Lasting Impressions

Choose a character from your novel who you like or admire. In the table below, make a list of impressions of this person and note how you gained these impressions. Look at the example given.

Character ’s name: ...........................................................................................................

Character’s Impression Honest

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Tells the truth about not doing homework (Chapter 5)

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© Rea...................................................................................................... dyEdPubl i cat i ons Now choose a character who youw dislike.

Complete thes table again, but this time list • f o r r e v i e p u r p o e s o n l y • negative impressions.

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Source of Impression

Disobedient

Argues with Mother (Chapter 2)

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Discuss: Does the writer want you to like or dislike these characters? How do you know?

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Characterisation

Character Sketch You are going to write a description (or character sketch) of one character from your novel. First answer these questions in as much detail as possible.

1. What does the character look like? ..............................

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2. What do we learn about the character from the things he/she does? ...................................

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3. What do we learn about the character from the things he/she says?....................................

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4. What do we learn about the character from the things that other characters say about

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5. What other information does the novel give you about the character?

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Now, use your answers to these questions to write your character sketch. Write one paragraph for each answer you have written. This should provide your reader with a well rounded picture of your character.

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Teachers’ Notes - Letter W riting Writing The activities in this section will have the following learning outcomes: 1. Students will have been introduced to the conventions of formal and informal letter writing.

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2. Students will have developed a creative means of informal book reviewing.

Extra Activities:

1. Students could write an imaginary reply to one of their letters.

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These activities ask students to write first a formal, then an informal letter. If students are new to these forms, some time will need to be spent discussing appropriate language, forms of address and so on. As neither activity focuses on letter layout, you may choose to address this as part of the activity or in a later session.

2. If you can find the author’s address (sometimes available through publishers, Internet sites and so on) have students send their Dear Author letters.

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Letter Writing

Dear Author

If you could speak to the writer of your novel, what would you say to him or her about the book? Maybe you’d like to ask why they did or didn’t include something in the book, or to explain to you a part that you didn’t understand. In the space below, jot down some of the questions you would ask and comments you would make.

Things I would like to ask:

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Now, write an imaginary letter to the author, presenting your questions and comments.

Remember to explain who you are and why you are writing, and remember that, as you don’t know this person you should be more formal than if you were writing to a close friend. Use the back of this sheet if you run out of space.

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Letter Writing

You Should Read...

You are going to try to convince an imaginary friend to read the novel you have just finished.

First make a list of reasons on why they should read the book (think about the things you liked about it).

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Discuss your list with other members of your group.

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Now write a letter to your imaginary friend, convincing your friend that s/he should read the book. Remember to give the name of the book and the author. Do not simply retell the whole story - remember you want your friend to read it for themselves.

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Your Friend, ..................................................................

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Teachers’ Notes - Book Reviews The activities in this section will have the following learning outcomes: 1. Students will have been introduced to formal book reviewing.

2. Students will have been able to express their opinions of novels they have read.

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Extra Activities:

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This activity provides students with a template for their book review, ensuring that they review the book, rather than simply retelling its plot. This can be used in place of, or as well as, a written book review. The most common pitfall of book reviews is that students want to retell the whole story, thus giving too much away. Stress that they are providing information to prospective readers who do not want to know the whole story if they are going to read the book themselves.

A useful tool in demonstrating this is the back cover blurb, which endeavours to entice readers by providing a little information about the plot.

1. Have students write a letter encouraging a friend to read the book (see activity You Should Read).

2. In pairs students can give verbal book reviews, trying to convince each other to read the book.

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Name: ..............................................

Book Reviews

Book Review

Name of novel: .............................................................................................................................

Author: .........................................................................................................................................

Publisher: .....................................................................................................................................

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Number of pages: ........................................................................................................................

Genre: Fantasy, Science Fiction, Adventure, Mystery, Other: .........................................................

Recommended target audience: ..................................................................................................

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Major characters: ......................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... ....................................................................................................................................................

Plot description: ........................................................................................................................... ....................................................................................................................................................

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Rating (Out of 10): ...........................................................................

Would you recommend this book for your friends? .........................

Why/Why not? .................................................................................

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Teachers’ Notes - Advertising The activities in this section will have the following learning outcomes: 1. Students will have identified ‘selling points’ of their novels.

2. Students will have recognised persuasive techniques in print advertisements.

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The first page, Buy It Today, looks at the techniques used in print advertisements, and asks students to consider which of these techniques would be useful in selling their novels. The second page, A Great Read - Guaranteed, provides a framed page for students to design their own advertisements.

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You will need to provide your students with advertisements to study; either multiple copies of at least two advertisements, or different advertisements for each group; with groups showing their advertisements and reporting their observations to the class.

Whilst almost any print advertisement could be used, advertisements for books, films or videos would be particularly useful - ask for old posters from your local book or video store.

If students are not already familiar with advertising techniques, they will need particular help with the first part of the activity. They should be guided to look at visual techniques - pictures, lettering and colours - as well as literary techniques such as emotive or persuasive language, promises and so on.

© ReadyEdPubl i cat i ons f or r evi ew pur pdifferent ose son l y• Students• can swap advertisements and discuss the techniques used.

Extra Activities 1.

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2. Display the advertisements in the library or elsewhere around the school.

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Name: ..............................................

Advertising

Buy It Today

Your teacher will show you some printed advertisements. What techniques does each advertisement use to convince people to buy the particular product?

Product

Techniques

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2.

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Compare your list with that of other members of your group.

Why are different techniques used for different products?

Pretend you are the advertising manager for a large book store. You’re going to prepare a book advertisement to display in the store.

Write down the things about the book that need to be highlighted in the advertisement.

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Think about the techniques that can be used to highlight these things.

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Your teacher will give you a sheet to draw your advertisement on.

Display the finished advertisements around the school to encourage other students to read the book.

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Teachers’ Notes - Read All About It The activities in this section will have the following learning outcomes: 1. Students will have identified and retold significant events from novels.

2. Students will have an understanding of the structure of newspaper reports.

1.

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Before embarking on this activity students need familiarity with news reports. If this is a new area for students some time will need to be spent covering the following two topics.

B.

2.

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Each news report should seek to answer six questions: WHO? WHAT? WHERE? WHEN? WHY? and HOW? A news report which does not do so is incomplete, leaving the reader guessing as to the rest of the story.

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A news report should be written using the ‘Inverted Triangle’ technique. The opening paragraph should be focused on the most important details of the story, and should answer as many of the six questions as possible. Subsequent paragraphs should provide further details of decreasing importance, so that the final paragraph, or tail of the story provides the least important information. It is important to spend time examining samples of newspaper articles to highlight these two points and to focus on the succinctness of news articles.

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Students may need help in selecting suitable events from their novels to report. One way of choosing is by looking at newsworthiness. Two characters going for a walk in the bush, whilst possibly providing important exposition in the novel, would not be likely to make front page news, whilst a crime or accident would be more notable.

Obviously some novels will be ‘easier’ for this activity than others, but be flexible. If the novel contains few newsworthy events, choose events that are important in terms of plot development. Even a person bending down to tie a shoelace can be reported in newspaper format.

3.

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Encourage students to present the story in a fashion similar to a ‘real’ news story with a headline and a picture (if relevant). These always make interesting classroom displays.

Extra Activities: 1. Students could swap reports and try to identify the answers to the six questions in each story.

2. This activity could be expanded into a group or class newspaper based on the events of the novel.

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Name: ..............................................

Read All About It Choose one event from your novel. Imagine it is to be reported in the local paper.

Find the incident in your book. What page/s is it on? ..................................................................

Reread these pages. As you read, answer the following questions.

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WHO is involved? ........................................................................................................................ .................................................................................................................................................... ....................................................................................................................................................

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WHAT happens? ......................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... .................................................................................................................................................... ....................................................................................................................................................

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WHERE does it happen? ............................................................................................................

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HOW does it happen? ................................................................................................................. .................................................................................................................................................... .................................................................................................................................................... ....................................................................................................................................................

Use these notes to write your article. Remember the ‘inverted triangle’ convention of reporting, with the most important details at the start of the article and the least important at the end.

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Teachers’ Notes - Creative W riting Writing The activities in this section will have the following learning outcomes: 1. Students will have completed a range of creative activities.

2. Students will have a deeper understanding of character and plot.

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These activities work with various creative writing forms and varying degrees of difficulty.

They do not need to be completed in the presented order. The amount of additional instruction will depend on the ability level of your class. Encourage students to remain accurate to the characters and plot of the novel in all activities.

1. Students could create crossword puzzles using clues based on the novel.

2. Have students prepare and present character monologues, where a character speaks about his version of events in the novel.

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Name: ..............................................

Creative Writing

Dear Diary

Pretend you are one of the characters from your novel. In the space below, write a diary entry based on something that happens to you in the novel.

Date: .....................................

Dear Diary

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Yours, ..............................................................

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Name: ..............................................

Name Acrostics Darling Outrageous Rampaging Ambitious ...

DORA

Creative Writing

Loves to eat Out of the ordinary Utterly silly Isn’t very clever Says funny things ...

LLOUIS OUIS

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Look at how these two name acrostic poems are structured. Each person’s name is written down the page, with each letter used to begin a word or phrase that describes the person.

Use the space below to write an acrostic for one of the characters in your novel. Try it first with one word for each letter. Then try again using a phrase for each letter.

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Which way is easier? Which one gives more information about the character?

Share your acrostics with other members of your group.

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Name: ..............................................

Creative Writing

Make Your Own Wordsearch Try this wordsearch.

H O

R

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B

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List

gnu

bird

horse

fox

rabbit

emu

bat

otter

cat

mouse

tiger

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elephant

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bug

You will notice that some words are easier to find than others, because they run in all different directions - up, down, across and diagonally. You will also find that some letters belong to more than one word, and that when you have found all the words there are some letters left over.

© ReadyEdPubl i cat i ons Use the• gridf below to make your own wordp search, using character or other• key or r ev i e w ur p o sesnames on l y words from your novel. As you put each word into the grid, write it on the list of words to

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be found. When you have fitted in as many words as you can, fill the grid with random letters, so that your words are hidden. You may wish to work in pencil, so that you can make changes.

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Give your puzzle to a classmate to try.

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Name: ..............................................

Creative Writing

Script It

You are going to turn one event from your novel into a play script, as if it were going to be acted out on stage.

Choose a scene from your book. Try to choose one with plenty of action and, ideally, no more than four or five characters. Reread the scene to refresh your memory.

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Alfred, the elderly butler James, a 12 year old boy Ruby, his beautiful mother

This is far more useful than a simple list of names.

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Your script should begin with a title and a list of characters, with a brief description to help in casting, e.g.

A script consists of dialogue (words to be spoken) and stage directions (words which tell the actors what to do). These are usually printed in italics, but you can write them in a different colour. Each character’s words (called lines) begin with their name and include any special directions. The script should also describe the setting and any props to be used. Study this example of the opening of an imaginary play.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• (Sounding annoyed) Alfred! Alfred! Come at once!

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The curtains open on a nicely furnished lounge room. Ruby is sitting alone on a chair to the left of the stage.

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What is this? (She holds out a pair of rumpled socks. Alfred peers closely.)

ALFRED: They appear to be socks, Madam.

RUBY:

(Irately) I know they are socks, Alfred, but whose are they, and what are they doing in my lounge room?

Have a go at scripting your scene. You may need to change the words or actions a little to adapt it to the stage.

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Name: ..............................................

Creative Writing

Add-A-Scene

Did you notice anything missing as you read your novel? Most novels have scenes missing things that happen that don’t actually appear in the novel. Sometimes we learn about them from the author or one of the characters: They had a lovely day at the beach yesterday.

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“I had a big row with my Mum last night,” explained Lisa.

Other scenes are simply left out because they aren’t needed. For example, if the novel was set in a school, we might not see scenes of what happens to the characters at home after school. These scenes are left out for two reasons:

2. There may not be enough space to include them.

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1. They may not be important to the action of the novel.

Make a list of some of the scenes which are not included in your novel.

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Find a place in your novel where it would belong if it were included and reread the surrounding chapters to remind yourself what happens and which characters are involved.

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Before you start writing your scene, make sure that it would not change what happens in the rest of the novel. If it would, you will need to alter it.

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Name: ..............................................

Creative Writing

And They Lived Happily Ever After Now that you have finished reading the novel, take some time to think about the ending.

Briefly sum up what happens in the final chapter.

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Is this a happy ending for all the characters, or are some left unhappy?

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Are you satisfied with this ending? Why/Why not?

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How would you have ended the novel, if you were the writer?

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Choose one of these creative writing activities:

1. Rewrite the ending of the novel so that it finishes the way you would like it.

2. Leave the ending as it is but write another chapter - something that happens to the same characters, but at another time in the future.

3. Write a letter from one of the characters to a friend, telling about the things that happened to them in the novel.

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Teachers’ Notes - Art The activities in this section will have the following learning outcomes: 1. Students will have completed artistic activities which draw on the novel for inspiration.

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2. Students will have been able to select vital information to portray scenes from the novel.

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Wanted is a fairly simple activity which asks students to design a Wanted poster for a character from the novel. Whilst some novels may present obvious subjects such as criminals or ‘baddies’, other novels may require some creative thinking. For example, a school bully, whilst not really likely to be wanted by police, could still be represented as a criminal for the purposes of the activity. Even a parent who will not allow a child to go to a party, or a strict teacher, could be used, with possibly humorous results.

Draw Your Own Cartoon will be a little more challenging for students. It may be useful to spend some time studying examples of comic strips to demonstrate the use of speech bubbles and the way a scene is condensed. Stress that the cartoon does not have to be humorous - give the example of comic books such as The Phantom. Students will need guidance in selecting which elements to include in each frame, and reminded that not every part of a scene need be included. Be aware also that, for artistically challenged students, the actual drawing part of this activity will be difficult. It is possible to simply use stick figures.

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1. Have students draw a map of the town, city or country in which the novel is set.

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2. Ask students to draw portraits of characters based on physical descriptions given.

Compare with other students for accuracy.

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Art

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WANTED

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Art

Draw Your Own Cartoon

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Use the frames below to turn one scene from your novel into a cartoon. Remember that, unlike a comic, a cartoon does not have to be funny, but should tell a story, or part of a story using only pictures and dialogue.

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Teachers’ Notes - Personal Reading Record The activities in this section will have the following learning outcomes: 1. Students and teachers will be able to keep track of the student’s private reading progress.

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2. Students will have a forum for expressing opinions on the books they have read.

It is recommended that the two pages be copied side by side onto an A3 sheet. If the record is to be used for an entire year (which is ideal), it could be copied on both sides of the sheet to allow sufficient space over the year. Alternatively, the sheet could be glued into a cardboard folder.

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A reading record should not be seen as some kind of competition to see who can read the most books. This can be discouraging for weaker readers, and generally leads to students recording books they haven’t actually read. This does not mean that individual students should not be praised for the breadth and depth of their reading or, if necessary, gently pushed to read more.

The columns provided for reactions are important - students need to be shown that it is okay to not like a particular book and that not every person will have the same reaction to a book. The ratings column is a simple way of expressing like or dislike using stars, while the comment column asks students to consider their reaction in slightly more depth.

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Students need to be reminded regularly to keep their record up to date - a good time might be just before returning books in a library period.

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Personal Reading Record Author

Date Begun Date Finished

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Book Title

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Excellent - would recommend it to anyone

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Very Good - would read it again

Good - better than detention

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Name: ...................................................................

Comment

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Rating

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Yuck - only good for propping up a chair leg

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Double Yuck - wouldn’t give it to my worst enemy!

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Rules for Silent Reading in the Classroom

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3. Read a book until you finish it don’t start a new book each day day..

4. M.Y .O .B. (Mind Y our Own Business).

M.Y.O .O.B. Your t Do. not e waste your reading time o c . chabout worrying what everyone else e r e o t r s s r u e p is doing - hopefully they are reading too!

5. Have fun!

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