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The Jacqueline Wilson Package

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The Jacqueline Wilson Package Powered By Docstoc
					The Jacqueline Wilson Package
 This package of work has been compiled to support Key Stage 2 students
 to write in the style of Jacqueline Wilson. It has been produced by a group
 of Year 5/6 teachers and is suitable for all pupils who read Jacqueline
 Wilson books.
 This power point is not intended to be used with the pupils its purpose is
 to organise the package for teacher use. However some of the slides can
 be used to discuss her work with the children.The presentation includes
 copies of work sheets etc ,these are also available on the Staff Common
 (year 6 literacy)
Resources
   Jacqueline Wilson Poster pack (this contains an author profile and a
    teacher question sheet.
   Copies of Vicky Angel (25 copies)+ associated work sheets
   Copies of Cliffhanger (15 copies) + associated work sheets
   Copies of Monster Eyeballs (7 copies) +associated worksheets
   Copies of an extract from Double Act + associated worksheets
   Copies of Literacy Time leaflet featuring Lizzie Zipmouth
   Copies of Best Friends (8 copies)+ associated Worksheet
   Copies of Buried Alive (6 Copies)
   Literacy Times pack –Double Act and associated work
   Box of assorted J Wilson books
   Book Box The Jacqueline Wilson Trilogy DVD (excellent resource)
Who is Jacqueline Wilson?
   Born in 1945 in Bath ( where is that?)
   Always loved writing and her favourite book as a child was ‘Family
    from One End Street ( What is your favourite book?)
   When she was 17 she got a job writing comics.
   Jacqueline Wilson hates housework and cooking and loves line
    dancing. She swims every morning and has a collection of dolls ( Do
    you have a secret interest?)
   Jacqueline says she can write anywhere which is useful as she spends
    a lot of her time on trains visiting schools (where is your favourite
    place for writing?)
   She loves reading and has over150,000 books crammed into every
    available space in her house. (How many books do you own?)
   Nick Sharratt illustrates her books (Can you name an illustrator?)
Reviews of her Work
   ‘Honest angry and sometimes sad and always
    very readable’ TES
   ‘Jacqueline Wilson’s books are perfect for children
    who are at the age when they begin to suspect
    that they have got the wrong parents’ Spectator
   ‘Plenty of humour, bags of happenings…High
    Wilson has a rare talent for writing about a
    serious subject and managing to make it
    amusing….A highly entertaining read. Good Book
    Guide.
Jacqueline Wilson Style Check

   * Short, snappy sentences

   * Lots of dialogue

   * Ambitious emotional vocabulary

   Tells the story from the characters viewpoint

   Friendships are an important part of her stories

   * Powerful punctuation (brackets, ellipses)

   * Often uses present tense

   * Illustrations
   )
        Analysis of text from Vicky Angel (page 26-27)


   Read this passage carefully, thinking about Jacqueline Wilson‟s style. How does she keep your attention?
    How does she describe her character‟s emotions? What do you notice about the length of her sentences?
    Which tense does she write in? What do you notice about the words she chooses to use?
   I open my eyes. It‟s another nurse and a young doctor, a tired looking guy with lank greasy hair. Poor Vicky,
    she‟ll have hoped for a George Clooney look alike.
   I don‟t know why they are going into the office. To discuss Vicky‟s operation? I watch them go and then close
    my eyes and try more bargaining. The rituals get crazier. I have to count to 100 and then stand up, turn
    around, sit down, another 100, more standing, turning, sitting, another 100 …… I must look mad, but who
    cares? Anyway, I can pretend I am just stretching my legs. If I can make it to a 1000 uninterrupted, then
    Vicky might just be alright. I have to try for her. I count and count and count. I‟m on the last 100 now, I keep
    miscounting, getting lost, repeating the sixties and seventies in case I‟ve made a mistake. I have to do it
    properly. I can‟t stop now. I can‟t stop for anything ……..
   Crying. Mrs. Waters. And Mr. Waters.
   I can‟t let them interrupt me!
   “Jade.” It‟s the nurse again. “No,” I say, shaking my head. Eighty- one, eighty-two, nearly there, eighty-three
    …
   “Jade, our Vicky, she didn‟t make it” Mr. Waters sobs.
   I know what he means. Of course I do. But I can‟t let it mean that.
   “She didn‟t make what?” I say.
   Mrs. Waters gives a little moan. He puts his arm around her.
   “I‟m afraid Vicky died,” the nurse says quietly.
   I stand there, shaking my head, my fists clenched. If I utterly refuse to believe it then it maybe won‟t have
    happened.
Thinking about Vicky Angel


   Which tense does J. Wilson use? How does this make you feel
    as the reader?
   What do you notice about the length of her sentences?
   Does she use any particular punctuation? How does this help
    build tension?
   How does she create emotion?
   Can you find an example of how she repeats words? Why do
    you think she does this?
   Why does she sometimes use italic fonts?
   Can you find two examples of how she uses tone of voice to
    create emotion?
Using text from Monster Eyeballs (a text for early readers) This text can be used
for simple analysis of Jacqueline Wilson’s writing style or as a starting point for
a continuing story.

Kate liked going to school. Kate liked Art. She liked painting a picture
   of a lady in a long red dress.
She liked painting her nails red too.
Kate liked Story Time. One day the teacher read them The Gingerbread
   Man. Then she gave them a gingerbread man to eat.
Kate liked her best friend Amy most of all.
There were a few bad thinks about school. Kate didn‟t like the toilets.
   Kate didn‟t like being told off by her teacher. Most of all, Kate didn‟t
   like Mark. He was the biggest boy in the class. He was horrible.
It was a good job Kate had a best friend.
But one day Amy didn‟t come to school. She had chickenpox and stayed
   at home.
Kate didn‟t feel happy without Amy. Mark kept pestering her.
Mark couldn‟t do anything too terrible in the classroom-but at playtime
   Kate knew she was in trouble. Big trouble!
Monster Eyeballs ( Group Read)
Read to page 21
1.  Why does Kate like going to school?
2.  What colour did she paint her nails?
3.  Who did she like most of all?What didn‟t she like about
    school?
4.  Mark took Kate‟s -painting-friend-chocolate
5.  How did Kate trick her Mum?
6.  Kate‟s problem in school was
   She had red nails
   She was being bullied
   She wasn‟t good at Art
7.What do you think Kate should do?
8.What features of Jacqueline Wilson‟s writing style does this
    text contain?
Cliffhanger This text is suitable for
analysis
I found I was being strapped in before I could get away. Jake was telling me things about this rope in this
      hand, that rope in that, but the wind was whipping his words away. There was just this roaring in my
      head.
“Don‟t let go of the rope, right?” said Jake.
I felt as if my head was going to burst right out of my safety helmet.
This couldn‟t be real. It couldn‟t be happening to me. If I closed my eyes maybe it would all turn into a
      nightmare and then I‟d wake up with Walter Bear.
“Tim?” said Jake. “Open your eyes! Now, your pal Biscuits is down there waiting for you. Come on. Start
      backwards towards the edge.”
I backed one step. Then another . Then I stopped.
“I can‟t!”
“Yes, you can” said Jake. “You‟ll see. Over you go. Don‟t worry. You can‟t fall. You just have to remember,
      you don‟t let go of the rope!”
I stared at him and started backing some more. Then my heels suddenly lost contact with the ground. I
      slipped backwards and suddenly …… there I was! Suspended in mid air.
“Help!”
I reached forward, desperate.
I had to hang on to something.
I grabbed at the rock.
I let go of the rope!
Suddenly, I was sliding backwards, backwards.
I screamed.
Cliffhanger by Jacqueline Wilson
Chapters 1 +2

Read the text together, respecting each other by listening carefully. Then
    answer the questions in full, making sure you take care of any with two
    parts.
What was your reaction when you read the first paragraph of Chapter One?
    (page 7)
“He‟s nine, for goodness sake!” said Dad. Explain what Dad meant by this?
    (page 8)
What do you learn about Tim by reading page 9? Write in as much detail as you
    can.
Why did Dad feel so strongly about sending Tim on an adventure holiday?
How did Jacqueline Wilson make the characters Tim and Kelly so different?
“I generally bubble over.” What did Kelly want us to understand about her
    personality? (page 15)
Why was it a mistake to show Giles the safety helmet? (page 20)
“PS But I have got a friend called Biscuits.” How does this sentence work as the
    last sentence of the chapter?
Cliffhanger Chapter 4

   Read the text together, respecting each other by listening carefully. Then answer the
    questions in full, making sure you take care of any with two parts.

   Jacqueline Wilson often uses italics. How does this affect you as a reader? (page 57)
   Why did Giles put his nose in the air at the thought of sharing with Kelly? (page 57)
   Search page 58 and find words which mean

     fast     strong    crazy winning       looking back
   Why was Kelly frantic even though she was winning the race? Why was Giles frantic at the
    same time? (page 59)
   Pick out two adverbs which show the drama of this scene? (page 60)
   Why was Biscuits glad that Tim was the one to pull Theresa out of the river? (page 63)
   How did the mood of the characters change from the beginning of the chapter to the end?
Ideas for follow ups!
1.   There are six members of the Tigers. Can you draw them
2.   (maybe in the Nick Sharratt style see page 6) and label them with some of their
     characteristics. Add more details such as the fact that Tim likes worms or Kelly
     „bubbles over‟. Put into their hands their particular teddies/toys/dolls that comfort
     them at night.

3.   Jake is very supportive of Tim. He realises what a difficult time he is having. What
     would Jake‟s reply be to the following questions
4.   If someone says they are no good at something, how do you answer them? (page
     27-28)
5.   If children get teased about their teddies at night, how would you
     handlethat?(pages34-35 and last chapter)
6.   How do you handle children who tease other children, say someone who is a bit
     tubby? (pages40-41)
7.   How doyou make someone feel better about themselves when they have shown
     everyone how scared they are? (see page53)

8.   After the holiday is over ,it looks as though Kelly and Biscuits will come to stay at
     Tim‟s house.Can you write the chapter to tell us what happens? Keep in mind the
     characteristics of each character .
Buried Alive - Group Read Chapter 1

   Read Chapter One together, respecting each other by listening carefully. Then answer
    the questions in full, making sure you take care of any with two parts.

   How is Tim‟s relationship with his mum and dad so different? How do you know?
    Explain in detail. (whole text)
   “ But this time I thought it was a Truly Amazing idea.” What did Tim mean by this?
    (page 8)
   Tim‟s mum seems to be a very protective mother. Give me three reasons why I might
    think this. (whole text)
   Why do you think Tim insisted on taking Walter Bear on holiday? Why did Dad think it
    was a bad idea? (page 12)
   Why did Tim feel so shy when he reached Biscuit‟s house? (page 14)
   Describe two occasions when Tim‟s mum made him feel embarrassed. (page 15)
   “This holiday was going to be Truly Terribly Adventurous!” How does this work as a last
    sentence in Chapter One? Why is it written with capital letters?
Best Friends by Jacqueline Wilson
Double Act           (The resource material for this work can be
found in the Literacy Times leaflet pack)



   Read the chapter carefully to get the flavour of the
    writing. Establish with the children who the main
    characters are and discuss how the author uses
    italics to let the reader know which ‘twin ‘is
    talking. Establish the context of the story as told
    through a kind of open diary.
Analysis of Double Act
   What is the effect of first person narration, and the use of present tense?
    How is it different from a diary?
   The sentences are short and abrupt to sound chatty like speech. How
    effective is this in making the reader ‘hear’ Ruby’s voice?
   The writing contains many colloquial phrases such as I tend to go on and
    on…She used to work in this posh fashion house…which are not
    standard English. Discuss the effect of this-experiment with changing some
    sentences into Standard English to see what happens, for example…but I get
    the figets…becomes..but I become restless or I’m over the moon …becomes
    … I’m very happy
   There is only one example of direct speech discuss why first person narration
    makes direct speech inappropriate.
    Because sentences are short, punctuation consists mainly of full stops. How
    does this help give the reader a picture of Ruby
   The main purpose of this text is to introduce the character. What does the
    writer do to make the reader ask questions? How does the writer hint at a
    mystery?
Activities related to Double Act
   Take a section of the text and change it, sentence by sentence into
    past tense, third person
   Choose a paragraph containing reported speech and write it as
    dialogue. Revise the conventions of setting out dialogue first (what
    was said ,how it was said, who said it ,what action was taking place.)
   Children to continue writing the chapter but remaining in the
    Jacqueline Wilson style.
   Imagine a fifth member of the household. Who are they ,and what
    are they like? Write a description of them through Ruby’s eyes,
    maintaining her style.
   Describe Ruby and Garnet using evidence from the text.
   Suppose Garnet was telling the story. How might the style differ?
    How would Garnet describe Ruby? What might she say about her
    hopes for the future?
Writing follow ups!
    Writing a Story in the style of Jacqueline Wilson
   Ask yourself “What COULD it be about?”
   Think of your choices and decide which one you want to write
    about.
   Paint a word picture of your character in your mind.
   Find a great opening sentence.
   Get into the adventure quickly.
   Remember to add detail, but …..
   Remember Jacqueline Wilson uses lots of short sentences to
    be exciting.
   Use words that make you shiver!
   Speech! Lots of it, but not just speech. We need narrative,
    too.

				
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