A Roman Rescue. A Teacher s resource. Written by Janette Catton: Coventry Learning and Achievement Consultant

Transcription

1 A Roman Rescue A Teacher s resource Written by Janette Catton: Coventry Learning and Achievement Consultant

2 A Roman Rescue: A Teacher s Resource Written by Janette Catton: Coventry Learning and Achievement Consultant 2011 Book: A Roman Rescue by K.A. Gerrard TEACHER S NAME: CLASS/YEAR GROUP: 3 TERM: WEEK BEGINNING: FOCUS GENRE/TEXT: Adventure and Mystery GENRE DURATION: 4 WEEKS Author: K.A. GERRARD Illustrated by: EMMA DODD NARRATIVE OBJECTIVES: Speaking and listening: Talk in purposeful and imaginative ways to explore ideas and feelings. Listen with concentration and respond to others. Group discussion and interaction: Use the language of possibility to investigate and reflect on feelings, behaviour or relationships of the characters in the text. Drama: Use some drama strategies to explore stories or issues in the text. Word structure and spelling: Spell high and medium frequency words accurately. Recognise a range of prefixes and suffixes, understanding how they modify meaning and spelling, and how they assist in decoding longer and more complex words. Spell unfamiliar words using known conventions including phonics and selling rules. Understanding and interpreting texts: Infer characters' feelings and explore how the text appeals to the reader using illustrations, changes in font, varied sentence structures and humour. Engaging with and responding to texts: Share and compare reasons for reading preferences, extending the range of books read. Empathise with characters and debate moral dilemmas portrayed in texts. Identify features that writers use to provoke readers' reactions. Creating and shaping texts: Make decisions about form and purpose; identify success criteria and use them to evaluate their own writing. Use beginning, middle and end to write narratives in which events are sequenced logically and conflicts resolved. Select and use a range of technical and descriptive vocabulary. Text structure and organisation: Signal sequence, place and time to give coherence to writing. Group related material into paragraphs. Sentence Structure and Punctuation: Show relationships of time, reason and cause through subordination and connectives. Compose sentences using adjectives, verbs and nouns for precision, clarity and impact. Clarify meaning through the use of exclamation marks and speech marks.

3 Session 1 To explore how to read a graphic style novel and begin to develop a list of key features of this genre. To create a character web for the main character in the text Charlie. Teasers: Before introducing the text place some items on tables (can be real or pictures) that have connections to the story for the children to discover and explore on entry to class. For example: a toy dinosaur, a toy dog or picture of a pet dog, a garden gnome, a skateboard and pictures of Ancient Rome. Discuss with the children how these items could be connected and predict the type of story that you are about to share. Book talk/ Shared reading of Chapter 1 Explain that this a graphic novel/ comic book style and discuss with the class how to read it, placing arrows to show the direction the eyes have to take across the page. The children and the teacher could take parts to deliver the dialogue on page 2. Read chapter 1 to explore the story. 1. Return to the start to explore features of the graphic novel and begin a class features list for the genre (Appendix 1). 2. Focus on the character of Charlie what kind of boy is he? Re-read chapter 1 for clues in the pictures and in action and dialogue. (Level 3c - other differentiation to be responsibility of CT) Children to write a character description/ character map of Charlie based on evidence in chapter 1. Revisit the story and the checklist of featuresexplore pages 6-8 in detail. How can we use our voice to show how Charlie is feeling and reacting here? Predict where he will be in Chapter 2 and support answers with reasons. Who might own these objects? How could these objects be connected? What type of story might contain all of these objects? What might the story be about? Can you guess? What are some of the first things that you see when you look at the cover of this graphic novel? Why do you think that the artist chose this particular colour? What overall impression do you have about the cover? Does the cover make you want to read this book? How is this text different from other stories we have read before? How should we read it? What do you think the title might mean? Do you think the dinosaurs are really talking? Why are some of the speech boxes jagged around the edges? Why is some of the words in block print? Which of the pictures is a long shot and which are close up pictures? Why do you think the author has chosen a long shot/ close up for this picture? Are any parts of the story funny? Why? Do you like Charlie? Why? What kind of a boy is he? What clues to his character can we see in his bedroom? How can we use our voices to show how Charlie feels on page 6-8? Which parts should be said out loud and which do you think are quieter and to himself? How do you know? What do you think will happen

4 next? Why? DAILY L.O. TEACHING INPUT/WRITING PROCESS KEY QUESTIONS Session 2 To further explore the novel commenting on the author s choices of long shot and close up in the pictures. To explore the text to collect information about Ancient Rome. Book talk/ Shared reading of Chapter 2 Read chapter 2 allowing the children to make decisions about how to navigate the pages and the order in which to read the speech bubbles. Invite children to take parts and discuss how Cosmo might sound. Re-read the chapter and see if the children can identify the novel identified the previous day. Explore punctuation within the speech bubbles How should we use our voices for? And! How do we read? What has happened to Charlie? Where is he? Discuss ideas. C.T to introduce the children to their Ancient Rome Notebook and model how to record one of the clues that Charlie is in Ancient Rome (Level 3c - other differentiation to be responsibility of CT) Children to explore chapter 2 to find and record the clues that Charlie is in fact in Ancient Rome in their notebooks. Extension Activity: Children could research more information on Ancient Rome by looking in history text books or on websites. The children could share their clues and any other interesting facts about Ancient Rome that they have discovered. CT to introduce the children to a class story mountain and to plot the two chapters they have read on to the mountain (appendix 2) Predict what might happen next. Can you remember how we should read this text? What other things should we look out for in this type of text? Can you remember the list of features we made yesterday? What do you think the title might mean? Which of the pictures are long shots and which are close up pictures? Why do you think the author has chosen a long shot/ close up for this picture? Are any parts of the story funny? Why? How should we use our voices for? and! How do we read? What has happened to Charlie? Where is he? How do you know? What are the clues? What do you know about Ancient Rome? How can we record the clues that Charlie is in ancient Rome into our notebooks? What did you find out about Ancient Rome? Whereabouts on the story mountain do you think we are? Why? What do you think will happen next in the story? Why?

5 Session 3 To continue to develop an understanding of the To create a character web for Cosmo and compare and contrast his life to that of Charlie. Book talk/ Shared reading of Chapter 3 Read chapter 3 and discuss the choice of title and what the children can predict the chapter will be about. Explore the use of the voice shouting Cosmo and make the comparison with Charlie s life and the start of the book. The children could list the similarities and differences between Charlie s home life and Cosmo s. Invite children to take parts and discuss how each character might sound. What are the children s first impressions of Porcus and Grumlo? Can they back up their ideas with any evidence from the text? Can the children find the links between the two worlds e.g. the bed sheets used as a Stola can they spot any others? CT to guide the children in making new entries in their Ancient Rome guide books using new information about clothes and food from this chapter. (Level 3c - other differentiation to be responsibility of CT) Children to write a character description/ web for Cosmo based on the evidence in the book so far. Extension Activity. The children could create similar webs for Porcus and Grumlo. Return to the story mountain and record the new events from this chapter on it. Set a task to find out about chariot races before the next session. What do you think the title of the chapter means? Can you predict what might happen? Can you find any examples of humour used by the author? Who is shouting Cosmo? Why has this speech bubble got jagged lines? Does it remind you of the start of the book? What kind of people are Porcus and Grumlo? How do you know? How do the family eat? How is that different to how we eat our meals? What is Cosmo s mother wearing? How do you think she got it? What is her dress called? Why does the servant have to taste the food? What is a chariot race and how does Cosmo feel about it? What new things have we found out about Ancient Rome from this chapter? Whereabouts on the story mountain do you think we are? Why? What do you think will happen next in the story? Why? What can you find out about chariot races before the next session?

6 Session 4 Continue to develop an understanding of the To explore how the author uses images to portray emotions. To explore and understand idioms. Book talk/ Shared reading of Chapter 4 Explore what the children have found out about chariot racing and add to the notes in their Ancient Rome Guide books. Discuss the title Dog-Gone Shame. What does it mean and why is it a joke? Develop a joke collecting page in the children s reading journal to collect other examples of jokes as they read CT to model by flicking through the previous chapters to collect jokes from them and recording them with a brief explanation of the humour. Discuss idioms and share the example Rome wasn t built in a day do the children know any other idioms? Continue to look out for other examples in the book. As Bandit is captured and Charlie begins to get homesick explore the feelings of these characters and how the author portrays their feeling through words and through the pictures. How does the author use humour in this book? Can we find some good examples? What is an idiom? Do you know any? How are the characters feeling? What does the body language tell you about the character? How do the characters facial expressions provide further information? How has the author used close ups and long shots in this chapter? Why has he made those choices? (Level 3c other differentiation to be responsibility of CT) Write a diary entry for Charlie which shows how his feelings have changed from being very excited to beginning to be homesick and worried about his dog. What do you think Porcus and Grumlo are up to? Why do you think they want Bandit? Extension Activity Write a diary entry for Bandit exploring his story from falling down the hole to being trapped inside the cage. Share some extracts from the children s diaries and discuss how Charlie and Bandit are feeling at this point of the story. Discuss the motives that Porcus and Grumlo might have for taking Bandit. What could they want him for and why are they so mean to Cosmo?

7 Session 5 To continue to develop an understanding of the To explore the use of punctuation to portray meaning. To explore the characters of Charlie and Cosmo through hot seating. Book talk/ Shared reading of Chapter 5 Discuss the title what do we mean when we talk about horse power in a car? Invite children to take parts and discuss how each character might sound. Explore how the author has used punctuation to show the reader how to say the words out loud. For example in: He ll be finejust show us what you ve got left discuss the use of the dash. These aren t horses, they re discuss the use of the ellipsis. Can the children find other examples? Create a table of chances for and against Cosmo being able to win the chariot race. Hot seat Charlie and Cosmo and explore the different way that they are reacting to the donkey and the chariot. What punctuation can you spot in this chapter can we make a list? How does the punctuation help the reader to read out loud? What are Cosmo s chances of winning? Why? How are Charlie and Cosmo s reactions to the situation different? What do you think Charlie has planned to help Cosmo win the race? ( Level 3c other differentiation to be responsibility of CT) Imagine you are Charlie and design a chariot for Cosmo that will help him to win the race. You can only use the things you have with you in the story. Extension Activity Incidental writing opportunity. Create a poster to advertise your new chariot design. What are its unique features? Discuss Charlie s plan and predict what he is going to do to help Cosmo to win the race.

8 Session 6 To continue to develop an understanding of the Explore the different sizes of panel in this part of the story. Book talk/ Shared reading of Chapter 6 Explore the chapter title and add it to the previous list of idioms. Encourage the children to make notes in their Roman guide books in this chapter. CT to model making notes about the Roman market place and the types of shop there were. What is Charlie planning? Invite ideas about what Charlie could be whispering to the butcher. Why does the author keep some things hidden from the reader? Record on a shopping list everything that Charlie collects from the market place. Discuss Porcus s offer of the horses and the difference in reaction to it from Charlie and Cosmo. Who do the children think is right? Why? Explore the choice through a conscience alley exercise. Children form two lines and one child is chosen to be Cosmo who walks in between the two lines, one side should tell him why he should accept the offer of horses and one will advise him not to. Why has the author used different sizes of panel in this part of the story? How has the author used close ups and long shots in this chapter? Why has he made those choices? What information about Ancient Rome can you pick up from the scenes in the market place? What types of shop are there? What could Charlie have on his shopping list? What might he be saying to the butcher etc? Do you think Cosmo should accept the horses from Porcus? Why? (Level 3c other differentiation to be responsibility of CT) Using the picture of the market place at the beginning of the chapter add some speech bubbles to some of the people you can see. What sort of things are they saying? How are they saying them? How can you make your reader say the bubble out loud in the way you want? Extension Activity Write the conversation that Charlie has with one of the traders in the market place, adding in the extra parts of the conversation that have not been shared in the book. What other conversations might be going on in the market scene? What are Grumlo and Porcus planning to do to Bandit? Why? Whereabouts on the story mountain do you think we are? Why? What do you think will happen next in the story? Why? Explore the end of the chapter and Cosmo s discovery. What are Grumlo and Porcus planning to do to Bandit? Why? Return to the story mountain and record the new events from this chapter on it. Whereabouts on the story mountain do you think we are? Why? What do you think will happen next in the story? Why?

9 Session 7 To continue to develop an understanding of the To explore how the author uses colour to create atmosphere. To explore the meanings of unknown words by using a dictionary to find definitions. Book talk/ Shared reading of Chapter 7 Explore how the author has created the atmosphere of darkness and mist. Discuss the names Charlie has used for Porcus and Grumlo can the children make a list of them? Why are they funny? Can they invent some new ones? Discuss Charlie s plan: what does it tell us about him? Can we add some notes to our character web about Charlie? Discuss Porcus s remark All brawn and no brains. What does it mean? Use a dictionary to find a definition of brawn. Add the expression to our list of idioms. Do the same for putty in my hands. Discuss Porcus: what is his plan for Grumlo? What kind of person is he? Explore the facts Charlie has taught Cosmo. What other facts would the children like to add if they were Charlie? (Level 3c - other differentiation to be responsibility of CT) Revisit the chapter and retell it from Bandit s point of view. Extension Activity. There is an opportunity here to extend this to the start of the story and tell Bandit s story in full. Discuss the coming chariot race. What do the children think will happen? Discuss what Porcus and Grumlo might do as revenge. What time of day is it in this chapter? How do you know? How has the author created the effect of mist in the scenes outside the villa? How does the choice of colour affect the mood? Can you remember all the funny names Charlie has used for Porcus and Grumlo? Why are they funny? Can you think of any more? What does this use of jokes tell you about Charlie? What do the phrases All brawn and no brains and putty in my hands mean? What does Porcus have planned for Grumlo? What kind of person is Porcus? Do you agree with the facts Charlie has taught Cosmo? Would you add any others? What do you think will happen in the chariot race? Do you think Porcus and Grumlo will try to get revenge on Charlie and Cosmo?

10 Session 8 To continue to develop an understanding of the To explore the way the author has used font and panel size to help create the action in this scene. To explore the meanings of unknown words by using a dictionary to find definitions. Book talk/ Shared reading of Chapter 8 Explore the title and use a dictionary to find the definition of the word Steed. Explore the picture of the new chariot how has Charlie used things from the market to make it? Discuss modern day racing and how formula one racing cars use advertising explore some pictures of formula one and rally racing cars to compare with Charlie s chariot. Explore Bandit s thought bubble and contrast and compare it with Charlie and Cosmo s. Make some notes in the Ancient Rome Guide book about the games and the information Cosmo gives to Charlie about the way laps are counted. Use a dictionary to find a definition for gluteus maximus and then discuss the joke. Explore and discuss how the use of font and the choices of panel size helps to capture the action in this scene. Explore how Charlie and Bandit help Cosmo to win. Discuss how all the main characters feel at this part of the story. How has Charlie used things from the market to make the new chariot? Do you know what is meant by sponsorship? Can you see any evidence of sponsorship on the new chariot? What is Bandit imagining? How does that compare to Charlie and Cosmo s thoughts about the race? What can we find out about Ancient Rome in this chapter? How do the author s choices about the size of the panels and the style and size of the font help to create the action in this chapter? (Level 3c - other differentiation to be responsibility of CT) Research the games in Ancient Rome and make some notes in the guide book. Extension Activity Continue Bandit s story Whereabouts on the story mountain do you think we are? Why? What do you think will happen next in the story? Why? Return to the story mountain and record the new events from this chapter on it. Whereabouts on the story mountain do you think we are? Why? What do you think will happen next in the story? Why?

11 Session 9 To continue to develop an understanding of the To explore and understand how the story was structured. To evaluate the book against the features of a graphic novel Book talk/ Shared reading of Chapter 9/10 Explore the title Tunnel vision. What does it mean? What does Charlie take home from Ancient Rome and what has been left behind? Discuss how Cosmo might feel as Charlie and Bandit disappear down the hole. What do the children think will happen in Ancient Rome after Charlie disappears? Explore the title Home sweet gnome and discuss the humour. Compare the Magnucci family to the family Charlie met in Ancient Rome what is the same and what is different? Are there any other links to the Cosmo that Charlie met and this one? Discuss the end of the story do the children think Charlie really travelled back in time? (Level 3c other differentiation to be responsibility of CT) Write Charlie s diary for the day exploring his escape from Ancient Rome and meeting the present day Cosmo. Extension Activity Add the ending to Bandit s story Tunnel vision what does it mean? What does Charlie take home from Ancient Rome and what has been left behind? How do all the characters feel at the point where Charlie and Bandit fall into the tunnel? What do you think will happen in Ancient Rome after Charlie disappears? How do the Magnucci family compare to the family in Ancient Rome? What is the same and what is different? Do you think Charlie really travelled back in time? How do you know? How did the author build up the story? What were your favourite parts? Why? Who were your favourite characters? Why? Complete the story mountain for Roman Rescue. Discuss the story as a whole. Did the children enjoy the story? What were their favourite parts? Why? Who were their favourite characters? Why? Revisit the novel how did the author and illustrator work together to tell the story? How is this story different from others that they have read? What have they learnt about Ancient Rome as they have read the book? How did the author and illustrator work together to tell the story? How is this story different from others that you have read? What have you learnt about Ancient Rome as you have read the book?

12 Session 10 To understand how the author included accurate historical detail to create the setting. Book talk/ Shared reading of Charlie s notebook Share the guidebooks that the children have created as they read Roman Rescue and compare these with Charlie s book. Do they think he wrote this notebook during his adventures or afterwards? Create a mind map for Roman Rescue and add facts taken from Charlie s notebook under these headings: The Emperor and government, Gods and Goddesses, The Games, Clothes, food, school and play. (Level 3c other differentiation to be responsibility of CT) The children could add extra information to their guide books using Charlie s information or could research the headings further to find out more. Extension Activity Create a quiz about Ancient Rome that could be answered by reading Roman Rescue. Discuss other times in history Charlie and Bandit could visit through the tunnel where would they like them to go next? Who could they meet and what adventures could they have? Do you think Charlie wrote this notebook during his adventures or afterwards? Which facts do you find the most interesting? Why? How did the author make the setting of Ancient Rome convincing? Do you think the author used enough historical information to make the setting in Ancient Rome believable? Can you give an example? Where else could Charlie and Bandit travel to next? Where would you most like them to go? Who could they meet and what adventures could they have? A Roman Rescue by K A Gerrard and illustrated by Emma Dodd. ISBN : at 6.99 Look out for the next Charlie and Bandit Adventure in An Egyptian Escape ISBN at coming soon!