Exemplar: filled-in activity sheet - Amazon Web Services
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|Stormbreaker by Anthony Horowitz |
|The story of teenage spy Alex Rider who has always been told that his uncle was killed in a car accident. But Alex starts to unravel the mysterious truth |
|when he discovers that his uncle’s windshield was riddled with bullet holes. As Alex ventures deeper into his uncle's secret life, he finds himself running |
|from terrorists and working for the government. |
|Reading skill |Suggested activities |Example |
|Using strategies to decode words |Word families & word patterns |Reading Skill - decoding |
|they don’t know – phonics, syntax, |Chunking and breaking down the sounds in a word |Chapters 1-3 |
|word recognition and context |Dictionary activities |Chapter 1 - difficult words –security; accident; intensive; |
| |Starter activities focusing on word level |relation; expensively; thumbnail; fantasized; solicitor; |
| |Re-writing sentences with different syntax |cemetery; momentarily; identical; slithered; forbidden |
| |Progress Unit on Phonics |Word Families – fantasized (American spelling), fantastic, |
| |Cloze |fantasy, fantastically, fantasizing etc |
| |Reading backwards and forwards |Make a word bank or word wall and add dictionary definitions,|
| |Asking “Does the word make sense?” |sketches to show meanings and pupil suggestions to keep the |
| | |new words fresh and interactive. |
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|Engaging with meaning as well as |Asking questions – who, what, where, when, why |Asking questions of the text based on Chapters1-3 (mainly |
|decoding |Discussing what has been read |based on recall but build to higher order how/why questions) |
| |Matching illustrations to appropriate sections of text |Where does Alex Live? |
| |KWEL charts |Where is the R&G bank? |
| |What do I know |Where is the car breaker’s yard? |
| |What I want to know |Who is Alex Rider’s Maths teacher? |
| |Where will I find the evidence |Who is Blunt? |
| |What I have learned |Who is John Crawley? |
| |Focusing on key words (reverse cloze/fridge magnets) |When did the police arrive? |
| |Role play, hot-seating, thought tracking |When does he suspect his uncle’s death is not an accident? |
| |Summary sub-headings |What things cause Alex Rider to believe/know it was murder? |
| |Matching quotations to meaning |How will he solve the problem? |
| | |Why does he want to solve the mystery of his uncle’s death? |
| | |Why does he suspect the funeral- goers aren’t bank managers? |
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| | |Thought tracking – sequence of freeze frames of Alex Rider in|
| | |key moments in first 3 chapters. Voice Alex’s thoughts when |
| | |tapped on the shoulder. |
|Sensing miscues and then |Guided reading with teacher |Word patterns and word families |
|self-correcting |Paired reading – one listening for sense |page 28 – dissemination, dismantles, disappeared – link to |
| |Using existing knowledge/analogy to decode, then applying to|prefixes in starter activity |
| |new, similar words |Use paired reading, with one reader starting, the second |
| |Opportunities to prepare a passage to read to group/class |reader reading along, then taking over. The pairs discuss the|
| |Reading buddies |sense of the passage. |
| |Modelling self correction during reading | |
| |Using tapes to support reading |In pairs, prepare a reading aloud of a short, exciting |
| | |extract. There are plenty of filmic chases and cliff hangers |
| | |to choose from in Alex Rider tales. |
|Tackling extended sentences |Modelling how to identify the main clause in an extended |Page 115 – “the price if tin….” Identify clauses and |
| |sentence – good examples in Dickens |conjunctions via visual diagram creation – rewrite in shorter|
| |Re-structuring a long sentence on cards |sentences |
| |Re-writing a sentence into visual diagram – showing main |Also p 112 “Alex pushed open…” Discuss the effect of the |
| |clause and how other parts of sentences relate to main |writer’s choices on the reader. |
| |clause e.g. | |
| | |Explore the use of clauses in sentence openings through |
| | |shared class reading– list words – model changing one opening|
| | |then ask pupils to try out some similar writing. |
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| |Re-writing an extended sentence as a series of short |Extended sentences – compose 3 or 4 shorter sentences into |
| |sentences and discussing the difference |longer ones – explore how many ways there are to join them? |
| |Reading sentences aloud, using intonation to underpin |e.g. last 4 sentences from paragraph 4 on p123 “This time |
| |meaning |he..” or last few sentences from paragraph 3 on p125 “But he|
| | |didn’t dare slow down..” Discuss the effect on the reader of|
| | |stylistic choices made by the writer. |
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|Using punctuation, paragraphing and|Identifying paragraph breaks in an unformatted piece of text|Remove punctuation from a paragraph, e.g. Chapter 12 – |
|text layout as a guide to meaning |Shared reading focusing on punctuation for meaning |penultimate paragraph and decide where punctuation is needed.|
| |Pacing the classroom/drama studio, changing direction at |This is best done over a computer screen, collaboratively. |
| |each punctuation mark |Read aloud the 2 versions. Discuss how meaning is helped by |
| |Sentences Progress Unit materials on how punctuation helps |the punctuation choices a writer makes. |
| |us to read aloud |Try converting some of the text to another genre, such as a |
| |Highlighting topic sentences in paragraphs |headline, and discuss the effect of this on the making of |
| |Selection of novel openings – considering differences of |meaning. |
| |structure | |
| |Sequencing | |
| |Providing titles for chapters or sections of the novel | |
| |Removing the punctuation from an extract and asking pupils | |
| |to make their own choices | |
|Developing a mental map of the text|Flow chart of events |Chapters 11 and 12 – map Alex Rider’s progress – use pp 116 -|
|as they read |Thought map of key ideas |117 as a starting point |
| |Drawing and labelling a map of the setting | |
| |Drawing a family tree |Tell pupils that after teaching each chunk you will ask them |
| |Tracking a character or theme using post-it notes in book |to build a synoptic record of key events and developments. |
| | |Keep a developing wall chart of this so that the map of the |
| | |story is recorded. Illustrations will be welcomed. Teachers |
| | |can have a blank, segmented grid ready to indicate the |
| | |direction of bigger picture from the start. Chunks will be |
| | |filled in during reading. |
|Visualisation and other sensory |Drama: guided tour; sculptured freeze frames; hot seating |Chapter 13 – “The School Bully” |
|responses |Thought maps, Venn diagrams; role on the wall |Hot Seat Herod Sayle |
| |Plot lines, tension graphs |Cut out + label an outline of Herod |
| |Colouring over words which refer/appeal to the senses | |
| |Prop box or pictures | |
| |Drawing |Decide which sound effects would work best with Chapter 12 |
| |Walk-in debates | |
| |Casting the film of the novel |Use the drama convention to set up a guided tour of a |
| |Story mapping/living graphs |favourite setting from the book. |
| |Creating sound effects | |
|Prediction, retrospection and |Identifying the ‘turning point’ and predicting outcomes of |Gather predictions for – the end? each chapter? (Many pupils |
|speculation |the storyline |esp. boys will have already read this book!) |
| |Gathering predictions (you can tape these!), returning to |How will Alex Rider succeed? How will gadgets help? Will Alex|
| |them later to discuss why the author chose particular |stop the virus being released? |
| |resolutions | |
| |Looking for clues in last chapter as a first activity to |Read pp 175-178 for indicators of previous events – use |
| |predict what will happen in the novel |evidence to explain, A GREAT STARTING POINT!! |
| |Starting in the middle and considering what might have led | |
| |to this situation |Write and read out prediction for final page. |
| |Reading the first few chapters and suggesting what might | |
| |happen next. Recording ideas in reading journal. |Consider the ending - what clues are/were present in first 3 |
| |Highlighting clues which led to those predictions (evidence |chapters? |
| |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 | |
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|Questioning |Shared reading and targeted questions – modelling thought |How does the “blurb” sell the book? |
| |process/answers either orally or on OHP |Questions – who are “they”? |
| |Identifying questions you want answered in the next few |How is his youth emphasised? |
| |chapters |Ellipsis |
| |Questions based on front cover/title of book, extend to |First name |
| |include ‘blurb’ on back re. expectations raised |Verbs and vocabulary |
| |Hot-seating – question the characters - conscience tunnels |Hints rather than explicitness |
| |Thought/speech bubbles for characters at key moments (inner |Use of connective “but” |
| |voice) | |
| |Extracts out of context – what questions do we need to ask |Use this analysis to devise a different book cover |
| |about this text? |or |
| |Asking pupils to think of the questions they want to ask at |poster for a high street book store to advertise “the new |
| |particular points in the text |Alex Rider.” |
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|Passing mental comments and |Poster of the book |Provide extracts out of context – opening paragraph on p 107 |
|savouring the text |Interviewing each other about reactions on ‘where we’re up |for different impressions of Alex Rider. |
| |to in the book’ | |
| |Presentation of a ‘favourite bit’ to a small group – or the |Reflecting – what were the top 5 turning points for Alex |
| |class – with some commentary about why it’s dead good! |Rider? |
| |Using post-it-notes to jot down thoughts and keep as markers| |
| |in the text | |
| |Cultivating reading journal responses, using a range of | |
| |strategies to capture responses, ideas, questions, | |
| |visualisation tools | |
| |Using symbols on post-it-notes e.g. | |
| |? ! to come back to or discuss with a partner ☺ | |
|Empathising |Questioning – (how do you feel about…..?) l |Tunnels of Truth – what should Alex do? What would each pupil|
| |Diary extract |do? |
| |Role-play (character or theme based) |when he finds out about his uncle’s death |
| |Hot-seating |when meeting Blunt |
| |Thought tunnel |when meeting Sayle |
| |Letter from one character to another |when handcuffed |
|Establishing a relationship with |Hot-seating the narrator |Opening pages – |
|the narrator |Annotating a stick man with words that define the narrator |impressions of Alex – thoughts in his head |
| |Rewriting part of a third person narrative in the first (or |what changed impressions does the reader get of Alex Rider? |
| |second) person |Alex Rider’s reactions |
| |Drama – placing the narrator in a sculpted scene |How is the reader manipulated to think of Alex Rider? |
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| | |Re-write sections in the 2nd person and explore the |
| | |difference |
|Re-reading, re-evaluating and other|Guided work on a section they have read previously |Chapter14 – opening 2 pages – a 5-mark question e.g. |
|clarification activities |Timeline, plot mountain, sort events into chronological |How does the author convey Alex Rider’s feelings of |
| |order/order of significance |frustration; defeat; confusion? |
| |Re-evaluating the way a character is presented or seen |What feelings of Alex Rider does the writer convey and how? |
| |Close questioning |How does author use detail, contrast, sentences and |
| |Annotation |vocabulary to convey Alex Rider’s feelings? |
| |Comparing passages from different sections of the novel | |
|Reading between the lines and other|Shared – then group – then paired – then individual |Fill in the back story – Jack Starbright; Yassen… pupils |
|interpretation activities |annotation of passages from the text to build independence |could explore these via first person? |
| |and confidence with reading between the lines | |
| |Discussion (following the pattern above) about the symbolism| |
| |of places, objects, or names if appropriate | |
| |Choice of symbolically and metaphorically dense text which | |
| |is multi-layered | |
| |Role play/thought tracking to understand a character’s | |
| |motivation | |
|Relating the text to one’s own |Drawing explicit links between texts with similar themes, |Link to study of James Bond – watch an extract from a Bond |
|experience and knowledge, including|issues, location, characters, narrative structures etc |film – track Alex Rider’s similarities – independence; |
|other literature |Teacher to lead on links to own experience. Then draw out |success; gadgets; initiative; bravery; coolness etc |
| |pupils’ own reactions. Handle sensitively! | |
|Adopting an appropriate reading |Keeping a reading journal to develop and express your |Explore genre – adventure / spy genre – as seen in – book |
|stance |unfolding responses |cover / characterisation / settings / situations and events /|
| |Creating a ‘freeze frame’ tableau and then invite the reader|mise-en–scene / sound track |
| |to physically place themselves in the scene | |
| |Annotating the text (marginal notes) with responses/chat | |
| |back | |
| |Creating “recipe” of each genre | |
| |e.g. horror / sci-fi etc | |
| |Exploring the book cover for evidence of what it is about / | |
| |what 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 | |
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|Developing judgements and |Providing provocative statements on cards for |Cloze for powerful diction – p 162 “Alex saw little of this…”|
|preferences |discussion/advocacy |omit – twisting; rushing; battering; deafening; cutting; |
| |Comparison with other texts |desperately. Use these to explore tenses (“ing” words – |
| |Asking “How would you change the novel?” |present participles) and word types such as verbs and adverbs|
| |Reading journal to compare texts on similar themes /same | |
| |author |Set up a critical comment for arguing against. Teacher can |
| |‘Sell’ the book to others |model one statement eg Alex Rider books are not for female |
| |‘Statementaire’ to argue / discuss |readers and pupils devise others. |
| |Selecting extracts which represent the whole text’s | |
| |qualities | |
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|Sensing of the writer at work, the |Activities which focus on language - |Identify 5 (or more?) key features of the writer’s style – |
|artifice of the text |highlighting/circling/annotating sections of texts |home/school – the more ordinary the “event” the better – |
| |Cloze, e.g. remove powerful verbs or adjectives and compare |teacher to model this” Should be great fun!! |
| |to the writer’s original choice | |
| |Filling in ‘gaps’ in the story – alternative |Re-write a section in a deliberately different style.. choose|
| |endings-sequels-prequels – maintaining style, character |one and analyse it … newspaper/teen magazine/romance/fantasy |
| |dialogue as in the original |etc.. |
| |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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