Coram Boy - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/doc/69053bf58138d033f2a… · Web viewThe baby’s dead? Meshak leapt out of the shadows and stood before Melissa’s

Coram Boy Jamila Gavin Group reading Year 9

Objectives: R6 Authorial perspective, R13 Evaluate own reading, R18 Prose text, S&L10 Group organisation, S&L12 Drama techniques, S&L14 Convey character and atmosphere

Lesson Reading strategy focus

Starter/Introduction (15 minutes)

Development (35 minutes)

Plenary (10 minutes)

Homework Resources

1 *Speculation*Pass comments

Introduction to guided reading/key objectives/establishing ground rules

Reading strategiesIntroduction to book – title, cover, comparison of reviews, etc.Group reading: chapter 1Group activity: effective openings – group card CB1

Reflection on reading strategies used and group dynamics

Read chapters 2 & 3

None

2 *Ask questions*Prior knowledge/ reading

Character, setting and mood, narrative hooks

Group reading: chapters 4 & 5 Group activity: narrative hooks – group card CB2

How effective are the narrative hooks

Read chapters 6–8

Strategy check-cardNarrative hooks sheet

3 *Inference and deduction*Visualisation*Empathy

Introduction to character, inference and deduction

Group reading: extracts from chapters 9 & 10 Group activity: explicit/inferred development of character – group card CB3Teacher with guided group – guided card CB1

Each group shares one example of inference

None

4 *Reread/reinterpret*Seeing patterns

Teacher modelling of mind-mapping techniques

Group reading: chapters 11 & 12Group activity: mind-mapping of plot – group card CB4

Two pupils to feedback what was important about the lesson

Read chapters 13–16

A3 paperFelt pens/coloured pencils

5 *Summarising*Seeing patterns*Analyse story grammar

What do we mean by themes?

Group reading: chapters 17–19Group activity: identifying and exploring themes – group card CB5Guided reading session – guided card CB1

Refer to CB5 None

6 *Seeing patterns*Ask questions*Analyse story grammar

Role of the author Group reading: chapters 20–22Group activity: in pairs, author interrogation (one person is the author and is hot-seated) – group card CB6

Two pairs to model,two pairs to reflect on what they have observed

Computers with Internet access

7 *Hear authorial voice*Inference and deduction

Narrative style at word, sentence and text level

Group reading: chapters 23 & 24Group activity: groups choose one plot event and explore how the language features work within this – group card CB7

Refer to CB7 Read chapters 25–27

None

8 *Analyse story grammar*Seeing patterns*Ask questions

Recap – what do we mean by authorial voice? How is author ‘heard’ in novel?

Group reading: chapters 28–30Group activity: find examples of author’s voice – group card CB8Teacher with guided group – guided card CB2

One group to feedback

None

9 *Reflect/reread/ reinterpret*Summarise*Pass judgements

Ending and how it links back to the beginning

Group reading: chapters 31, 32 and EpilogueGroup activity: endings and resolutions – group card CB9

Expectations for group presentations

A3 sheets from lesson 4 Extra A3 paper

10 Preparation of oral presentations Homework: Preparation/rehearsal11 Group presentations: 10 minutes per text

Key Stage 3 NATE © Crown copyright 2003 Group reading at Key Stage 3National Strategy

Coram Boy Jamila GavinLesson 1 Group card CB1

Objectives: R4 Versatile readingR12 Independent reading

Resources: None

As a whole group we have: establishes the ground rules for group and guided reading; looked at effective reading strategies (see Strategy check-card).

Group readingRead chapter 1 together.

Group task

1. Discuss your first impressions. How does the author interest the reader, making them want to read on?

2. What questions remain in your mind? Share what you do not understand yet.

HomeworkRead chapters 2 and 3.



Objectives: R13 Evaluate own readingR18 Prose text

Resources: Strategy check-card, Narrative hooks sheet

As a whole group we have: revised the range of reading strategies you have available to you; explored narrative hooks; explored character, setting and mood; read chapters 1–3.

Now you are going to: work with these revised skills.

Group readingRead chapters 4 and 5 independently.

Group task (work in pairs)

1. You are going to evaluate your own reading by using the Strategy check-card. First of all, talk to your partner about the chapters you have just read. Use the Strategy check-card to give shape to your discussion and to analyse the strategies you are using. E.g. do you see images? Hear a reading voice?

2. Look back at the opening page of Coram Boy. Read it together. What narrative hooks has the author chosen here? How else could Jamila Gavin have begun her novel? Use the Narrative hooks sheet to help and make a note of a brief quotation to support your views.

3. Talk about the contrast between Meshak and Otis. Share your ideas and evidence from the text and then compare these two characters with Alexander and Thomas. You will need to skim and scan the text for this task. You could label a stick figure or make a list for each character to record your discussion.

4. What is the setting for Coram Boy and when is the novel set? Find evidence in the text that guides the reader in this way. Have you read any other novels that are similar in setting?

5. Go back to the Strategy check-card. Discuss with your partner/teacher which skills you seem to use. Are there some you use more frequently than others? Make yourselves aware of those skills that are used less often and make a concerted effort to notice these whilst you are reading.

HomeworkRead chapters 6–8 by next lesson.



Objectives: R18 Prose textS&L12 Drama techniquesS&L14 Convey character and atmosphere

Resources: None

As a group we have: revised the range of reading strategies you have available to you; explored character, setting and mood; focused on inference and deduction.

Group readingRead chapters 9 and 10.

Group task (work in a group of 6)

1. Explain to your group what happened in chapter 8. Pass comments and judgements where you can and try to relate the conflict to your own experiences, however small. What can you infer and deduce about Sir William’s presence and status in the family in this chapter? Speculate on previous family gatherings in the Ashbrook household. If you have a space to use, improvise the scene that takes place in chapter 8.

2. If no suitable space is available, sit in a small circle and role-play the scene.

3. Now analyse how your character feels as the tension mounts.

i. Whose feelings do you most empathise with?

ii. Share your reactions to the text with the rest of the group and then your predictions as to what will happen next. As you do this you will be using your skills of inference and deduction once more.

iii. Make notes or diagrams to record your reactions and predictions.




Resources: A3 paper, felt pens or coloured pencils

As a group we have: revised the range of reading strategies you have available to you; explored character, setting and mood; focused on inference and deduction; revised the technique of mind-mapping as necessary; considered the use of plot and sub-plot.

Now you are going to: map the plot and structure of the novel.


Group taskYou will need to work in two groups of three (A, B and C). You will need two sheets of A3 paper and some thick pens or coloured pencils.

1. Each group should share out the chapters you have read so far, e.g. pupil A = chapters 1–4; B = chapters 5–8; C = chapters 9–12.

Take time to reconsider (albeit briefly) your allocated chapters. Pick out four key events from each chapter.

2. Now, as a trio, start with the title in the middle of your paper and decide how you are going to arrange your information to represent the progress of the novel. You could spiral the chapters outwards, or arrange them like satellites, or divide the page into sections.

Keep your information brief but relevant and use different colours, if possible, to represent the sub-plots of the novel. You could also shade the events or characters to show good/bad, warmth/cold, tension/release, etc.

Keep your work safe to use during lesson 9.




Objectives: R6 Authorial perspectiveR13 Evaluate own readingR18 Prose text

Resources: None

As a whole group we have: revised the range of reading strategies you have available to you; explored character, setting and mood; investigated the use of plot and sub-plot; revisited what is meant by theme.

Group readingRead chapters 17–19 independently.

Group task (You will need to work in pairs.)

1. Your group is going to look at three themes that occur in the novel Coram Boy.

Each pair needs to take responsibility for one of the following themes: ambition, corruption, love.

2. Working together and using your growing knowledge of the novel, make notes and diagrams on one theme. Help each other to remember incidents that exemplify your theme and particular characters whose actions link them to your theme. They may be linked to other themes as well, but stay focused! Make sure you find evidence from the text to support your interpretations.

How does the historical genre of the novel influence the way your theme is portrayed? Compare the setting with a modern situation. Would the community or society be the same?

3. Be prepared to present your findings to other people.



Objectives: R6 Authorial perspectiveR18 Prose textS&L3 Interview techniques

Resources: Computers with Internet access

As a group we have: explored character, setting and mood; investigated the use of plot and sub-plot; revisited what is meant by theme; identified how the author uses language to control these three areas.

Group readingRead chapters 20–22 independently.

Group task (work in pairs)For many professional interviews of authors, the interviewee receives the questions beforehand so that they can prepare their answers.

1. You are going to conduct an interview with your author, Jamila Gavin. Work alongside each other to devise a set of questions that you can use. Either focus on chapters 20–22 or allow yourselves time to dip in to the rest of the novel for ideas.

Think about the ‘Context’ bullet points, to guide the areas of your questioning and remember to ask ‘open’ questions (ones that cannot be answered with a simple ‘yes’ or ‘no’).

2. Try out your questions as you go, hot-seating each other in role to see which questions produce the fullest or most interesting answers.

3. Swap partners and try out your questions once more.

4. You could script your best questions, as if for a magazine. Ask permission to log on to www.achuka.com (or go via www.google.com and search for Coram Boy by Jamila Gavin) in order to compare your interview with a real one. Alternatively, prepare for a presentation to the whole class.


http://www.google.com/

http://www.achuka.com/


Objectives: R6 Authorial perspectiveR13 Evaluate own readingR18 Prose text

Resources: None

As a group we have: revised the range of reading strategies you have available to you; explored character, setting and mood; investigated the use of plot and sub-plot; revisited what is meant by theme; identified how the author uses language; revised what is meant by authorial voice.


Group task (work as two groups of three)

1. Group A take on the role of Alex, Group B the role of Toby. Focus on chapter 23 ‘Child Slaves’.

What point of view is the author portraying through your character in this chapter? Discuss in your threes in relation to:

i. the individual;ii. their community (the other characters and settings with whom/which they

have contact);iii. the society of the day (which is eighteenth-century Britain).

2. Compare this with chapter 16 ‘Meeting in the Chapel’, after the starred break: ‘Aaron stared out of the window ...’ to ‘They won’t want to believe me.’ And chapter 18 ‘Partings’ from ‘Toby shook his head ...’ to ‘“Yes, bad. Bad man,” Mish repeated softly.’

3. Write up your conclusions, paying particular attention to the objectives and the Strategy check-card. You can use prose text, notes or diagrams as you wish.



Coram Boy Jamila GavinLesson 8 Guided card CB8


Resources: None

As a group we have: revised the range of reading strategies you have available to you; identified how the author uses language; modelled language features.

Group readingRead chapters 28–30.

Group task (work as a whole group)

1. Focus on chapter 28 ‘On the Run’. Two members of the group take on the roles of Alex and Meshak (Mish).

Recreate the scene by only reading the dialogue between Alex and Mish.

2. Following this, discuss as a group the impact of Mish’s style of speech. What language devices is the author using to maintain his character?

3. Now consider Alex. What aspect of his character does the language chosen reinforce?

4. Considering dialogue and description, how does the author convey the sinister aspect of Mish’s actions?

5. Does the language of the description blend in with the actions and/or setting? Give evidence from the text to support your views.




Resources: A3 sheets from lesson 4, extra A3 paper

As a group we have: revised the range of reading strategies you have available to you; explored character, setting and mood; investigated the use of plot and sub-plot; revised what is meant by authorial voice.

Now you are going to: examine the ending and resolutions of the novel.

Group readingRead chapters 31, 32 and the Epilogue.

Group task (in two groups of three)

1. You will need the A3 ‘Plot and structure’ sheets that you worked on in lesson 4.

2. In your groups map the second half of the novel onto your sheet. As you do, discuss how the author:

i. maintains the historical genre;

ii. signposts and achieves resolutions;

iii. echoes the events during the beginning of the novel.

3. Use the text to provide evidence for your findings – perhaps writing short quotes onto your mind-map.

4. How successful is the ending, in your opinion? Once again, identify evidence from the text to show how you have arrived at your conclusions.


Appendix 1 for the teacher

Echoes Resolutions Aaron – the one baby to be

saved and returned safely Friendship of Alex and Tom

(class distinction) Meshak playing dead Pedlar and cart The ghosts of abandoned

babies Meshak as a slave

Melissa and Alex reunited Melissa and Alex reunited

with Aaron Toby saved Meshak returned Otis and Mrs Lynch gone Alex reunited with his father Alex able to be a musician Thomas buried in a

gentleman’s grave


Coram Boy Jamila GavinLesson 5 Guided card CB1Teaching objective(s)

R6 Authorial perspectiveR13 Evaluate own readingR18 Prose text

Resources: Strategy check-card

Text focus Meshak as catalyst – whole novel; specific quotesTeaching sequence:Introduction to text:

Strategy check:

Group reading and related task:

Return to text:developing response

Review (reading target and next steps):

Starter: What is a catalyst? In science? In literature? In life? Give examples from other novels, if possible. E.g. Tulip in Tulip Touch.

Check that the objectives are understood in this context. Focus on Meshak’s role in the novel and their interpretation of him. Link to Strategy check-card and discuss which strategies might be the leaders for this task.

Ask pupils to read chapters 17–19 independently.Meshak as catalyst Study the description of Meshak at the beginning of chapter 1, then draw pupils’ attention to the following three quotes.

He only had a vague idea about what love was. He thought he had been loved by his mother, though he could hardly remember her. She used to hug him and kiss him; she had played with him and told him stories. Then one day she had died and was gone for ever, and no one ever hugged or kissed him again, ...

He gawped in bewilderment. A baby? Melissa’s baby? Mrs Milcote had held it, kissed it, and given it back to Mrs Lynch. Dead, he had heard her say? The baby’s dead? Meshak leapt out of the shadows and stood before Melissa’s mother, face to face, glimmering eye to glimmering eye; like two frightened animals, they stared in frozen confrontation. Then he looked over his shoulder down the path into the black void of the wood, spun round on his heel and sped after Mrs Lynch.

“Because a man came,” answered Mish. “He wanted to take you away. I saw him, I know. You don’t want to leave Mish, do you? If he’d have got you, he would have taken you away from your Mish for ever.”

Ask pupils to reread chapter 1 to remind themselves of the detail of Meshak’s character. Lead a discussion on the simplicity of his character versus the complexity of his actions, and their consequences. What if Meshak were not there, or did not take these actions? Pupils could read around the quotes and any other extracts that they feel are important.

Use the Strategy check-card to encourage pupils to utilise as many of the skills as possible in deciding whether Meshak does conform to the concept of a catalyst. Where necessary, create links for pupils to emphasise the use of quotation in supporting the points they have to make.

Ask pupils to record their thoughts on Meshak as catalyst and to generalise about their experience of people who they recognise as having fulfilled this role in their lives.

Evaluation:


Coram Boy Jamila GavinLesson 8 Guided card CB2Teaching objective(s) R6 Authorial perspective

R13 Evaluate own readingR18 Prose text

Resources:Strategy check-card, Quotations card

Text focus The theme of class and how it is approached in the novel

Teaching sequence:Introduction to text:

Strategy check:

Group reading and related task

Return to text:developing response

Review (reading target and next steps):

What is meant by ‘class’ and what examples are there of different class types in Coram Boy? Elicit general references from the narrative, e.g. Thomas and Alex, Toby and Aaron

Revise the objectives in the context of the lesson. Distribute Strategy check-card and discuss expectations for developing active reading skills. Ask pupils to remember and explain/illustrate appropriate strategies that they have used recently.

Ask pupils to read chapters 28–30.Using the two quotations as a starting point*, ask pupils to search for examples of the different lifestyles represented by different characters at various points in the narrative, e.g. Meshak/Otis, Thomas Ledbury/Melissa Melcote.

Allocate pupils a specific section of the novel and ask them to share their findings. They could draw a continuum with ‘High’ and ‘Low’ status at either end. As the discussion progresses, each character could be placed somewhere along the continuum with quotes or interpretations where appropriate.

Ask pupils to reflect on the significance of ‘class’ in the novel and relate it to the actions of the characters. Compare the significance of class today and as it was then in the eighteenth century. To make this effective, pupils need only to be sufficiently able to identify the difference between the situations described and the present day.

Ask pupils to consider Thomas Ledbury’s status as a child and then later in the novel, e.g. chapter 17 ‘Old Friends’. Encourage them to ask questions of the intervening time and to pass comment on the development of the character. Remind them that in future they should be able to recognise an author’s control of his/her writing more easily, which will help them to develop their skills of literary analysis.

Evaluation:

*Quotes produced separately overleaf.


Quotations for guided reading session 2, lesson 8

From Part One – Chapter 5: Dawdley Dan

“Lady Ashbrook said I was to tell you that everything in the cabinets is for your use,” said Mrs Morris. Suddenly, she turned and looked at him in a motherly sort of way. “They do go in for a number of changes in this household, depending on the time of day, who they have to a meal, what the weather is like, what they intend to do and who they intend to visit. It could be confusing. Hmm?”

“Yes, Ma’am,” agreed Thomas miserably.

“You not being a gentleman and all that – if you don’t mind me saying, young man – allow me to be of help in advising you what to wear. Hmm?” She tipped her head to one side.

“Yes, ma’am! Indeed. I would be most grateful,” cried Thomas.

From Part One – Chapter 8: Sir William Returns

He knew he was not the son his father hoped he would be. Although he rode his horse well, he wasn’t interested in hunting and shooting, nor soldiering, nor any of what his father would have termed ‘manly pursuits’. The fact that he was a brilliant scholar, outstandingly good at Latin and Greek, cut no ice at all. Such gifts would not run the estate nor be of any value in his father’s trading interests. In any case, music was for the serving classes. It could never, never be a profession for a gentleman.


Documents

Coram Boy - Amazon Web Serviceswsassets.s3.amazonaws.com/ws/nso/doc/69053bf58138d033f2a… · Web viewThe baby’s dead? Meshak leapt out of the shadows and stood before Melissa’s