Point Blanc by Anthony Horowitz - Amazon Web Services



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|Point Blanc by Anthony Horowitz |

|Teenage spy Alex Rider investigates the "accidental" deaths of two of the world's most powerful men Armed with a false ID and a new collection of gadgets, |

|his investigations lead him to infiltrate the Point Blanc Academy, to establish the truth about what is really happening there. |

|Reading skill |Suggested activities |Example |

|Using strategies to decode words they don’t |Word families & word patterns |Read extracted chapter headings – predict |

|know – phonics, syntax, word recognition and |Chunking and breaking down the sounds in a word |possible action/plot for key chapters. |

|context |Dictionary activities | |

| |Starter activities focusing on word level |Pay particular attention to use of puns and |

| |Re-writing sentences with different syntax |well-known phrases, e.g. ‘Fiona Friend’ p 58.|

| |Progress Unit on Phonics |Develop some extra ones with the class. |

| |Cloze | |

| |Reading backwards and forwards | |

| |Asking “Does the word make sense?” | |

|Engaging with meaning as well as decoding |Asking questions – who, what, where, when, why |True/false quiz on what has been read. Use |

| |Discussing what has been read |this technique in the earlier stages of |

| |Matching illustrations to appropriate sections of text |reading the text. |

| |KWEL charts | |

| |What do I know |KWEL chart on a specific chapter - works well|

| |What I want to know |with cliff hanger endings, e.g. Chapter 14. |

| |Where will I find the evidence | |

| |What I have learned | |

| |Focusing on key words (reverse cloze/fridge magnets) | |

| |Role play, hot-seating, thought tracking | |

| |Summary sub-headings | |

| |Matching quotations to meaning | |

|Sensing miscues and then self-correcting |Guided reading with teacher |Encourage extending reading, especially of |

| |Paired reading – one listening for sense |texts linked to Point Blanc e.g. by author or|

| |Using existing knowledge/analogy to decode, then applying to new, |genre. Pairs share the openings of the novel |

| |similar words |they are reading and discuss links to Point |

| |Opportunities to prepare a passage to read to group/class |Blanc. |

| |Reading buddies | |

| |Modelling self correction during reading |Exploit opportunities to prepare a passage to|

| |Using tapes to support reading |read to group/class. Encourage, film-style |

| | |voices and sound effects to capture the |

| | |filmic quality of the adventure. |

|Tackling extended sentences |Modelling how to identify the main clause in an extended sentence |Page 7 - ‘Looking down…….. various floors.’ |

| |– good examples in Dickens |Model how to identify the main clause. |

| |Re-structuring a long sentence on cards |Rewrite as series of short sentences. Discuss|

| |Re-writing a sentence into visual diagram – showing main clause |effect of both. |

| |and how other parts of sentences relate to main clause e.g. |Another example on page 23 – ‘That was |

| | |probably why …’ |

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| |Re-writing an extended sentence as a series of short sentences and| |

| |discussing the difference | |

| |Reading sentences aloud, using intonation to underpin meaning | |

|Using punctuation, paragraphing and text |Identifying paragraph breaks in an unformatted piece of text |Shared reading of first page. Analyse style |

|layout as a guide to meaning |Shared reading focusing on punctuation for meaning |and effectiveness of opening with focus on |

| |Pacing the classroom/drama studio, changing direction at each |punctuation and use of short sentences and |

| |punctuation mark |paragraphs. |

| |Sentences Progress Unit materials on how punctuation helps us to | |

| |read aloud |Look at how each chapter begins and consider |

| |Highlighting topic sentences in paragraphs |the effectiveness of the short sentence. |

| |Selection of novel openings – considering differences of structure| |

| |Sequencing |Model how Horowitz uses the cliff-hanger |

| |Providing titles for chapters or sections of the novel |ending, then stop short of the next time this|

| |Removing the punctuation from an extract and asking pupils to make|technique is used and ask pupils to devise |

| |their own choices |one of their own. Compare to the original. |

|Developing a mental map of the text as they |Flow chart of events |Whole class character road map: draw a map of|

|read |Thought map of key ideas |Alex’s route through the text, e.g. actions, |

| |Drawing and labelling a map of the setting |decisions, places. This could be a class |

| |Drawing a family tree |display where the different settings and |

| |Tracking a character or theme using post-it notes in book |events are illustrated and key quotations |

| | |with analysis are added. |

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| | |Discuss and chunk up the text into 6 episodes|

| | |for a television serial version. Ask what |

| | |would pupils change in the structure? |

|Visualisation and other sensory responses |Drama: guided tour; sculptured freeze frames; hot seating |Create a storyboard for Chapters 1 and 2. |

| |Thought maps, Venn diagrams; role on the wall |Discuss the genre that is suggested by the |

| |Plot lines, tension graphs |storyboards. |

| |Colouring over words which refer/appeal to the senses | |

| |Prop box or pictures | |

| |Drawing |When Alex is told about Point Blanc (p 45), |

| |Walk-in debates |draw or find pictures/photographs to create |

| |Casting the film of the novel |the school. |

| |Story mapping/living graphs | |

| |Creating sound effects | |

|Prediction, retrospection and speculation |Identifying the ‘turning point’ and predicting outcomes of the |After reading Chapter 1, ask all pupils to |

| |storyline |predict why Roscoe has been murdered. Keep |

| |Gathering predictions (you can tape these!), returning to them |predictions for future reference. |

| |later to discuss why the author chose particular resolutions | |

| |Looking for clues in last chapter as a first activity to predict |After reading Chapter14, write the next |

| |what will happen in the novel |chapter which will answer the questions |

| |Starting in the middle and considering what might have led to this|raised in Chapter 14. |

| |situation | |

| |Reading the first few chapters and suggesting what might happen | |

| |next. Recording ideas in reading journal. Highlighting clues which| |

| |led to those predictions (evidence base) then filling in reading | |

| |journal to reflect on original predictions | |

| |Drama activity – pupils act out their predictions. Rest of class | |

| |assess whether they are realistic / feasible | |

|Questioning |Shared reading and targeted questions – modelling thought |Shared reading of Chapter 1 with questions, |

| |process/answers either orally or on OHP |e.g. Why was he killed? Who is Blunt? What is|

| |Identifying questions you want answered in the next few chapters |wrong? ‘Helen Bosworth left the room |

| |Questions based on front cover/title of book, extend to include |seriously alarmed … ‘ p 4 |

| |‘blurb’ on back re. expectations raised | |

| |Hot-seating – question the characters - conscience tunnels |Hot seating with Fiona at points through |

| |Thought/speech bubbles for characters at key moments (inner voice)|Chapter 5 and Chapter 6. |

| |Extracts out of context – what questions do we need to ask about | |

| |this text? |Conscience tunnel for Grief. |

| |Asking pupils to think of the questions they want to ask at | |

| |particular points in the text |Read pages 99 – 102. What questions are |

| | |raised here? |

|Passing mental comments and savouring the |Poster of the book |Create a poster to advertise the book in a |

|text |Interviewing each other about reactions on ‘where we’re up to in |high street bookshop window. Decide which |

| |the book’ |aspects to concentrate on for your audience. |

| |Presentation of a ‘favourite bit’ to a small group – or the class | |

| |– with some commentary about why it’s dead good! |Take it in turns to interview each other at |

| |Using post-it-notes to jot down thoughts and keep as markers in |points in the reading, e.g. after Chapter 1, |

| |the text |after Chapter 2, after Chapter 3 to compare |

| |Cultivating reading journal responses, using a range of strategies|different reactions/thoughts/ideas. |

| |to capture responses, ideas, questions, visualisation tools | |

| |Using symbols on post-it-notes e.g. |Text your friend to recommend the book. Sum |

| |? ! to come back to or discuss with a partner ☺ |up the plot in brief. |

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|Empathising |Questioning – (how do you feel about…..?) l |How do you feel about Alex in Chapter 2? How |

| |Diary extract |do your feelings change in Chapter 5? |

| |Role-play (character or theme based) | |

| |Hot-seating |Hot seat Sir David/Alex in Chapter 5. |

| |Thought tunnel | |

| |Letter from one character to another |Hot seat Mrs Jones in Chapter 12. |

|Establishing a relationship with the narrator|Hot-seating the narrator |Rewrite Alex’s escape in the first person. |

| |Annotating a stick man with words that define the narrator | |

| |Rewriting part of a third person narrative in the first (or |Collect comments from Alex, which help you to|

| |second) person |understand him. |

| |Drama – placing the narrator in a sculpted scene | |

|Re-reading, re-evaluating and other |Guided work on a section they have read previously |Re-read Chapter 13. Use a KWEL chart to |

|clarification activities |Timeline, plot mountain, sort events into chronological |illustrate this chapter. |

| |order/order of significance | |

| |Re-evaluating the way a character is presented or seen |Create a timeline of events in the novel. |

| |Close questioning | |

| |Annotation |Compare Alex’s visit to the Friend’s house |

| |Comparing passages from different sections of the novel |with his visit to Point Blanc. |

|Reading between the lines and other |Shared – then group – then paired – then individual annotation of |After reading pages 99 – 101 decide in groups|

|interpretation activities |passages from the text to build independence and confidence with |what it suggests. Compare your thoughts with |

| |reading between the lines |another group. |

| |Discussion (following the pattern above) about the symbolism of | |

| |places, objects, or names if appropriate |Thought track Dr Grief in Chapter 13. |

| |Choice of symbolically and metaphorically dense text which is | |

| |multi-layered |Explore the significance of the names of |

| |Role play/thought tracking to understand a character’s motivation |characters. Invent some extras! |

|Relating the text to one’s own experience and|Drawing explicit links between texts with similar themes, issues, |Compare the text to other spy stories/novels |

|knowledge, including other literature |location, characters, narrative structures etc |where the protagonist is a young person who |

| |Teacher to lead on links to own experience. Then draw out pupils’ |saves the world. |

| |own reactions. Handle sensitively! | |

| | |Explore genre similarities with James Bond |

| | |type films. |

|Adopting an appropriate reading stance |Keeping a reading journal to develop and express your unfolding |Research an issue from the book such as |

| |responses |apartheid or cloning and present to class or |

| |Creating a ‘freeze frame’ tableau and then invite the reader to |group as a speaking and listening exercise or|

| |physically place themselves in the scene |create a wall display. |

| |Annotating the text (marginal notes) with responses/chat back | |

| |Creating “recipe” of each genre |Create a freeze frame for the shooting party.|

| |e.g. horror / sci-fi etc |Then place yourself in the scene - where |

| |Exploring the book cover for evidence of what it is about / what |would you stand? |

| |kind of text it is / what questions you could ask | |

| |Historical context / social context research | |

| |Asking questions about the voice in the text after reading first | |

| |paragraph | |

|Developing judgements and preferences |Providing provocative statements on cards for discussion/advocacy |Ask each pupil to choose a favourite extract |

| |Comparison with other texts |to present to the group with reasons. |

| |Asking “How would you change the novel?” | |

| |Reading journal to compare texts on similar themes /same author |Pupils create one statement about the novel |

| |‘Sell’ the book to others |that is then discussed in groups. Allocate |

| |‘Statementaire’ to argue / discuss |aspects to pairs based on character, plot, |

| |Selecting extracts which represent the whole text’s qualities |language, style, themes, and reader response.|

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| | |Provide critical statements about the book |

| | |and ask pupils to attack the viewpoint |

| | |orally. Pupils can then generate statements |

| | |themselves. |

|Sensing of the writer at work, the artifice |Activities which focus on language - |Write the opening of a chapter – maybe the |

|of the text |highlighting/circling/annotating sections of texts |next novel - in the style of Anthony |

| |Cloze, e.g. remove powerful verbs or adjectives and compare to the|Horowitz. |

| |writer’s original choice | |

| |Filling in ‘gaps’ in the story – alternative |Make a chart of genre features that would |

| |endings-sequels-prequels – maintaining style, character dialogue |suit this book in versions as a film, a TV |

| |as in the original |serial or a newspaper report. |

| |What would you ask the writer if s/he was here? | |

| |Planned questioning and DARTS to move pupils from personal to | |

| |critical response | |

| |Creative writing that imitates the style of the writer | |

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