Guided Reading Planning Sheet - DOC by maclaren1

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									         Guided Reading Planning Sheet

         Text Title: How to Train Your Dragon by Cressida Cowell

         Session 1

         Level: High L4 (Y4/5/6)

         Teaching Objectives/Target Statements (ongoing for series of sessions)
         To promote enthusiasm for active extended reading and develop interpretation and
         response
           16. Develop an active response to own reading e.g. by
              empathising with characters, imagining events (AF 6, 7)
              Declare and justify personal preferences for writers and
              types of text (AF 6,7)
         17. Use the blurb, front cover, reviews, etc. to make informed
              decisions about which books to read (AF 1, 2, 3)
         18. Take part in peer group discussions and be prepared to
               widen reading experience based on recommendation. (AF
               4, 5, 6)
         .


Phases of Guided           Teaching Points
Reading

Introduction               In pairs - look at front cover
                                    - look at blurb
                                    - flick through book
                           What do you notice? What can you predict about the story? Why does it
                           look worth reading? Discuss together,identifying features e g
                           cartoons/humour/font/chapter headings/fictional author/historical/

Strategy check             Unfamiliar words read around for meaning.

Independent reading        Read to Chapter 2
                           Whilst reading, think of the characters and what they are like.

Returning to the text.     Who are the characters? (Gobber The Belch; Hiccup; Fishlegs;
Response to the text       Dogsbreath The Duhbrain;
                           What are they like?
                           What does the author want us to think about these characters?
                           How does the author get us to think about them from their names and their
                           actions?



Next steps                 Read to beginning of chapter 3 (p38) by next session. Make notes in your
                           journal about Hiccup. What is he like? Do you like him? Why/why not? Is
                           he a typical hero?
Guided Reading Planning Sheet

Text Title: How to Train Your Dragon by Cressida Cowell

Session 2

Level: High L4 (Y4/5/6)

Reading Targets:
 16. Develop an active response to own reading e.g. by
    empathising with characters, imagining events (AF 6, 7)
    Declare and justify personal preferences for writers and
    types of text (AF 6,7)
17. Use the blurb, front cover, reviews, etc. to make informed
    decisions about which books to read (AF 1, 2, 3)
18. Take part in peer group discussions and be prepared to
     widen reading experience based on recommendation. (AF
     4, 5, 6)

Teaching Objectives
To comment upon the success of the text at evoking a particular response.


Phases of Guided          Teaching Points
Reading

Introduction              Recap on last session and share notes from journals.

Strategy check            Read to page 42.What does ‘yelled a terrible primeval
                          yell?’ (top of p40) mean?
                          Why is Ch 3 called ‘Heroes or Exiles?
                          Give choice of characteristic words on card. ( wimp; brave;
                          funny; bully; loud; strong; leader; charismatic; tough;
                          heroic; violent; clever; cunning; Choose one and explain
                          which character you think it is like and why.
                          Explain thoughts on characters by referring to the text.

Independent reading       Read to page 54
                          Stop and discuss Gobber with a partner. What do you
                          notice? Make a list


Returning to the text.    What is your impression of Gobber?
Response to the text      Why? What has the writer done to give you that
                          impression?
                          What does ‘the boys stood very tall and tried to look like
                          proper hooligans’ (last line of p44) mean?

                          Repeat for Fishlegs, Hiccup and the dragon.
                          Do you like how these characters are described? Give
                          examples Why?/ Why not?


Next steps                Read to beginning of Chapter 7 (p76) by next session.
                          In Reading Journal - Which character is most like you?
                          Why? Find two phrases you particularly like which describe
                          this character and note them down in your journal
      Guided Reading Planning Sheet

      Text Title: How to Train Your Dragon by Cressida Cowell

      Session 3

      Level: High L4 (Y4/5/6)

      Reading Targets:
       16. Develop an active response to own reading e.g. by
          empathising with characters, imagining events (AF 6, 7)
          Declare and justify personal preferences for writers and
          types of text (AF 6,7)
      17. Use the blurb, front cover, reviews, etc. to make informed
          decisions about which books to read (AF 1, 2, 3)
      18. Take part in peer group discussions and be prepared to
           widen reading experience based on recommendation. (AF
           4, 5, 6)
      Teaching Objectives
      To analyse feelings using inference and deduction

Phases of Guided         Teaching Points
Reading

Introduction             From own reading what did you think of the book by Prof Yobbish?
                         Why? How did Hiccup feel when he first started to read it? (bottom
                         p60)
Strategy check           Explain to the children what inference is (reading between the lines)
                         and what deduction is (working out new information from the facts
                         in the text)
                         What was Hiccup’s parent’s attitude towards him at the beginning of
                         Ch 4 and how does that contrast with Hiccup’s relationship with Old
                         Wrinkly?
                         Refer to text and draw out the clues to each relationship
                         e g Mum answered ‘vaguely’ father said ‘excellent ‘which was
                         inappropriate; Wrinkly listened and said the right things. Did Hiccup
                         have good relationships with his family?
Independent reading      Read to page 89
                         Make notes about the relationship between Hiccup and his dragon.
                         Where is the evidence in the text for your point of view?
                         (wants to talk to it/be friendly/not yell /embarrassed at its
                         size/protective)
Returning to the text.   How does Hiccup feel towards his dragon? Why? How can you
Response to the text     tell?
                         Hotseat Hiccup, taking it in turns to ask him questions about
                         Toothless.
                         What advice can we give Hiccup about training Toothless? Do you
                         think Hiccup will follow your advice? Why/why not?

Next steps               Read to beginning of chapter 10 (p110) by next session. Make
                         notes on each of the main characters so far, listing their names and
                         words or phrases which describe what they are like. What names
                         would you choose for characters if you were writing a story like
                         this? Make a list of your ideas.
Guided Reading Planning Sheet

Text Title: How to Train Your Dragon by Cressida Cowell

Level: High L4 (Y4/5/6)

Session 4

Reading Targets:
16. Develop an active response to own reading e.g. by
    empathising with characters, imagining events (AF 6, 7)
    Declare and justify personal preferences for writers and
    types of text (AF 6,7)
17. Use the blurb, front cover, reviews, etc. to make informed
    decisions about which books to read (AF 1, 2, 3)
18. Take part in peer group discussions and be prepared to
     widen reading experience based on recommendation. (AF
     4, 5, 6)
Teaching Objectives: To comment on the success of the writer in evoking a particular
response and to deduce and infer
.
Phases of Guided Teaching points
Reading

Introduction        Discuss together: Has Hiccup managed to train his dragon? Will it
                    last? Why/ Why not?
                    What did Hiccup mean when he said ‘I’m bonding with him so he’ll
                    want to do what I say’? Was this an effective strategy? What other
                    strategies did he try? Are you ‘on Hiccup’s side’? Why/why not?
                    What has the author done /said to make you feel like that? E g made
                    you feel sorry for Hiccup/like him/understand him/show that he feels
                    just like you do sometimes (empathise)
Strategy check      Give children an example of how the author elicit’s a response from
                    us as readers e g bottom of p98/p99. By comparing Toothless and
                    Horrocow and showing that Hiccup is trying his best but Toothless is
                    being difficult and is not as easy to train as Horror cow. By giving
                    Toothless a name which tells us more about his character so that we
                    feel sympathy for Hiccup because he has to train him
                    Top of 100, Fishlegs response to Hiccup ’you really do have a
                    problem.’
Independent         Read to page 128/129
reading             Think about how Gobber trains Toothless ready for the initiation test.
                    Why does he want to do well? What evidence in the text is there to
                    support your view? e g he tells Toothless jokes as a reward and to
                    get him to perform /He wants to please his family who are watching/
                    he wants to do better than the Meatheads because they are nasty.
                    How does the writer build up the tension during the test?
                    E g showing how the characters feel e g gritted teeth /Use of short
                    sentences e g ‘chaos ensued’ (top of p 126/ Use of capitals/ Use of
                    adverbial phrases e g ‘whipped round’ ‘full-scale rip-roaring dragon
                    fight’ ‘hair-raising, skin-crawling,fang-dropping yell’
Returning to the    How does Gobber react/feel when things get out of control? Choose
text.               words from a selection of cards with feelings on (
Response to the     horrified/angry/shocked/fed-up/amazed/gob-
text                smacked/disgusted/pleased/triumphant/solemn). Find the evidence
                    in the text that explains this feeling.
                    From the whole story so far - How does the author try to make you
                    laugh? Use evidence from the text to make notes in your journal.
Next steps
                    Read to the beginning of Ch 12 (p152) Draw a picture of the
                    Dragons, using the information in the text to make sure it is an
                    accurate picture. Put in as much detail as you can
Guided Reading Planning Sheet

Text Title: How to Train Your Dragon by Cressida Cowell

Session 5

Level: High L4 (Y4/5/6)

Reading Targets:
16. Develop an active response to own reading e.g. by
    empathising with characters, imagining events (AF 6, 7)
    Declare and justify personal preferences for writers and
    types of text (AF 6,7)
17. Use the blurb, front cover, reviews, etc. to make informed
    decisions about which books to read (AF 1, 2, 3)
18. Take part in peer group discussions and be prepared to
     widen reading experience based on recommendation. (AF
     4, 5, 6)

Teaching Objectives
To analyse how moods, feelings, messages are conveyed using inference and deduction.


Phases of Guided          Teaching Points
Reading

Introduction              Hiccup is just about to meet the 'Beast from Hell' Predict what
                          Hiccup will say to him and give your reasons for your prediction.
                          What are the possible outcomes from the group’s predictions?
                          Which is the most likely to be Cressida Cowells choice. Why?

Strategy check            How has the Tribe, especially Stoick, changed their view of
                          Hiccup? Find evidence in the text
                          What is Hiccups mood now? How do you know?
Independent reading       Read to page 163. Draw a graph of how Hiccup feels before,
                          during and after his meeting with The Green Death

Returning to the text.    What advice would you give Hiccup on dealing with 'Green
Response to the text      Death'? Have you changed your prediction of how the story will
                          unfold? How has your opinion of Hiccup changed ?


Next steps                Read to page 185
                          Pair up with a friend. One of you should write a letter from Hiccup
                          to an agony aunt asking for advice on dealing with the dragon.
                          Give the letter to your partner. The other one must be the agony
                          aunt and write a reply. Give it to ‘Hiccup’
Guided Reading Planning Sheet

Text Title: How to Train Your Dragon by Cressida Cowell

Session 6

Level: High L4 (Y4/5/6)

Reading Targets:
16. Develop an active response to own reading e.g. by
    empathising with characters, imagining events (AF 6, 7)
    Declare and justify personal preferences for writers and
    types of text (AF 6,7)
17. Use the blurb, front cover, reviews, etc. to make informed
    decisions about which books to read (AF 1, 2, 3)
18. Take part in peer group discussions and be prepared to
     widen reading experience based on recommendation. (AF
     4, 5, 6)
Teaching Objectives
To analyse how moods, feelings, messages are conveyed using inference and deduction.

Phases of Guided          Teaching Points
Reading

Introduction              Read two Agony Aunt letters (see session 5). What is
                          Hiccup’s mood at this point?

Strategy check            What are the key messages in the story so far? (the
                          different tribes/ friendship/ seemingly ‘weak’ people can
                          really be strong and triumph in the end/ finding a ‘positive’
                          way to behave in a difficult situation can pay off in the end
                          ie not yelling at your dragon/ when things look hopeless,
                          hold your nerve). How did you work them out?
Independent reading       Read to page 208. Be prepared to say what you think the
                          mood of the story is at the end of each chapter and how
                          the mood changes. What techniques does the author use
                          to change the mood?

Returning to the text.    Draw the group together and discuss what you noticed
Response to the text      What is the mood of the story now?
                          Why did the two boys laugh hysterically when the terror
                          was over (middle of p188) How does the author change
                          the mood at the end of Chapter 14?…What techniques
                          does she use? How could you use this idea in your own
                          Storywriting? Which bit did you enjoy most and why? Give
                          reasons using evidence from the text

                          Read the end of the story together and round off by
                          reflecting on what you have learnt

Next steps                Create your own ‘Hairy Hooligan ‘Story
                          Who will the main character be …draw a cartoon and give
                          him a really whacky name and ‘off you go….’!

                          Other books by Cressida Cowell you might like are
                          How To Be A Pirate
                          Hiccup The Viking Who Was Seasick
                          How To Speak Dragonese
                          How To Train Your Viking, By Toothless

								
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