The Great Mouse Plot by Roald Dahl



Handout PT4 No.3The Great Mouse Plot3530600503396by Roald DahlSome sample workbased around this engaging textA focus on…talking like a booklistening and reading comprehensionwritingArtincluding vocabulary and picto-wordsGuided /group Reading Interactive group conversations for teacher and pupils around the focus textText/story tellingWriting around the text Try our menu of writing topics around a textRead aloud think aloud-shared reading of textPupils try strategiesText: The Great Mouse Plot Author: Roald DahlIndependent book groupsDramaTry our menu of drama activities to boost engagement with textA shorty test paper8183880-668530Read aloud think aloudA mixture of teacher modelling…Demonstrate the secret life of a comprehender…and TTYP activitiesAcknowledgement to Leicester City Council3We start the story in Chapter 3…read aloud -think aloud and TTYPBackground text to textTalk about horrible characters you have read about or seen in filmsP 16 /17As I read , I want you to visualise the first 3 paragraphsQuickly use drawings and key words/doodles to show what Mrs Pratchett was like…4Breakdown and repairP 17 para 1Either you forks out or you gets out!I’m going to re-read …back 2 sentences…so Mrs P doesn’t trust the boys..she watches them..I don’t want you in ‘ere just to look around…So forks out means buy something…Breakdown and repair P 18 para 1Sullen silence….sullen??...we simply watched in sullen silence…while Mrs P put dirty hands in sweets….they didn’t say anything but theyweren’t happy…..angry or sulky silence?5Your turn…retell the story so far!You can only retell 1-4The story takes place ......The storystarts4. The problem is ...1The2345charactersin this story are ....15. The problem is solved because...and it ends……..Characters2. Setting3. It starts… 4.The problem is5. It is solved because….and the story ends6273303907Writing- some generic ideas forwritingabout textsRetell part or all of the text ,perhaps using a story map or graphic organiserRetell part of the text but with a changed endingUse the 5 fingers technique to retell a gistWrite 3 gists…onereally good one, a poor one and one that is good in placesbut needs improvingChoose 2 characters from a text and write their version of the textDraw a scene from the text extract. Use thought bubbles to show what each personis thinkingWrite the sequel or prequel to the text extractTake the text extract and transform it into a poem…a newspaper story…a TV news item…a short playTake a character from the extract and imagine he/she istexting a best friend about what has happened. Show how the communication could developPart 3Small group drama opportunities-menuFreeze FrameChildren pick a scene from a text and after discussion make a still life picture which they hold for 5 seconds or so. Children can swap roles so that they represent each character. A narrator can explain the scene if necessary and the groups thinking that went into itVariations can be usedEach person in the picture takes turns to think aloudEach person says a line from the textOn a teacher’s signal the freeze frame springs to life and the characters/narrator starts speakingEach character answers questions from the rest of the classBefore and after. The group make additional freeze frames to show what happened before and afterWhat if? The group discuss how things could have been different and then make the freeze frame with aNarrator explainingMini scenesChildren read the text extract together and discuss/plan/ act out the scene with/out a narrator. Childrenchange roles. Class watch each group’s attempts and offer encouraging feedbackPhone a friendIn pairs one character from an extract of text is asked to phone a friend and talk about the situation andtheir point of view. The friend can be sympathetic/neutral or critical (try all three).Pairs change roundPart 3Small group drama opportunities-menu (cont)Daytime TVAn interviewer invites one/two characters to a TV studio and the studio audience (small group initially ) asks characters questionsPersonificationIndividuals/groups are given characters/objects/themes from the text and asked to “become them”Eg wreckage in the sweet shopthe striding Mr CoombesMrs Pratchett in the sweet shop the dead mousestrutting towards the sweet shopRoald's relief when he finds out he hasn’t killed Mrs PratchettMrs Pratchett’s hands in the sweet jarthe sweet jars (different kinds)Bus QueueA group of people comment on the text extract and try to show a variety of opinions. Discuss/plan before. Roles can be swappedBe a detectiveA group are given a large flip chart paper and a extract and show their thinking using key words/drawings/doodles before sharing with rest of classCarry on with the storyWe may not know the ending but that doesn’t mean we can’t make it up. Groups get together and discuss/plan how the story may continue. Groups may be helped by being given a first line to get them started or last line to end the story.Art work-pictowordsGrime(hands)Alarm bells….smithereensHigh pitched yellArt work-pictowordsA thrill ofdangerThe genius of the plotuncomfortableBook GroupsAdapt our suggestions for book groups to suit your classMake the success criteria clear and involve pupils in evaluatingqualityTime to prepare and knowledge of key strategies are crucial tosuccess102108098990729741940633013Part 7Evaluation…what strategies are pupils using or ignoring in themoment of reading?Ask pupils to show their thinking and personal responses422147925343014A Shorty Reading Test Practice papers15Chapter 3This was a true story and it happened in the year……….forks out is closest in meaning toHurry upShow your handsPay upLeave quicklyFind and copy 3 key words or phrases thatthe author uses todescribe Mrs Pratchett.………………………..……………………………..…………………………Look at the phrase …would have caused a starving tramp to go running from the shopExplain what the author means……………………………………………………………………………………………What point is the author trying to make by using this phrase?…………………………………………………………………………………16Chapter 3Name four types of sweets Mrs Pratchett sold in her shop…………………………………………………………………….………………………Find and copy a word on Page 18 that means angry…………………..Find three pieces of evidence that proves this story happened a long time ago1) ………………………………………………………………………………………….2) ………………………………………………………………………………………….3) ……………………………………………………………………………………………Summarisethree main points about Chapter 3. The first one has been done for you1) It describes the sweet shop and where the story happens 2) ………………………………………………………………………………………… 3) ……………………………………………………………………………………….…17 ................
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