Enjoying Irish literature at Key Stage 2: Charlie Harte & His Two-Wheeled Tiger (Y5)

‘Ireland in Schools’ Delivering the NLS through Ireland QLS, Staffordshire

Scheme of WorkLiteracy Hour & Beyond

‘Irish literature has created a magical learning environment for our children,its range and quality enabling all of them to participate in our Ireland project

and to produce work of fantastic quality.’

Rebecca BrookesGorsemoor Primary School

Contents

Gorsemoor’s Ireland project 3

The story of Charlie Harte and His Two-Wheeled Tiger 4

The author 5

Lesson plans 6

WORKSHEETS

O’Brien activity sheets 1 - 13 8

Personification 21

Exploring sentences 22

Investigating clauses 23

Asking questions 24

Brookes, Charlie Harte, 3

Gorsemoor’s Ireland project

Gorsemoor Primary School lies on a large new housing estate on the outskirts of Cannock inStaffordshire. A 5-11 school with an Early Years unit, it has 460 pupils on roll.

For three years the school has made a special study of the island of Ireland in Years 5 and 6,particularly by using Irish texts in the Literacy Hour. The school re-inforces this learning experiencewith visits by Irish authors and by forging links with children in a primary school in Belfast and anotherin County Dublin. The project is led by Barbara Heath and Jo Robinson.

In Years 5 and 6 there are some very gifted children, but there is also a significant minority of childrenon the Special Education Needs register - 18 in the school year 2002-3, including 15 boys. The rangeand quality of Irish children’s literature suits such a mix of children, allowing all the children toparticipate in a common project. They can all enjoy reading books which are suited to their individualinterests and abilities.


The story of Charlie Harte and His Two-Wheeled Tiger

Charlie Harte and His Two-Wheeled Tiger , a ‘tale of determined ambition and reward’, is written byFrank Murphy, illustrated by Celine Kieran, and published by the O’Brien Press, ISBN 0-86278 -532-4,96 pages.

Charlie Harte really wanted a bike. His family could not afford to buy one, so when he found a bikeframe lying between two bins, he brought it home and visited the scrapyard until he had all the makingsof a functioning bike. When the bike was finished, he named it Tiger and then discovered that he andhis bike cold communicate with each other. With Tiger’s help, Charlie set up his own courier service,and all went well until bicycle thieves moved into the area. In the end, though, The Hair and hisaccomplice were not match for Charlie Harte and his talking Tiger!


The author

A former teacher, Frank Murphy lives in Cork and has been a writer for over twenty years, though hedid not begin to write novels until he had retired from teaching.

In addition to Charlie Harte and His Two-Wheeled Tiger, Frank Murphy has written The Big Fight andLockie and Dadge. This book won the Eilís Dillon Memorial Award for the best emerging writer atthe annual Bisto Awards in 1995.

When asked by children at one primary school in Co. Cork, how he came up with the idea of a talkingbike, Frank Murphy replied:

‘This was something that developed as I was writing the story. When I had got Charlie ahome-made bike, and realised how delighted he was to have a bike of his very own - and that hehad become very fond of it, talking to it in the morning, and so on - I felt that the bike should beable to communicate with him. I spent a long time trying to work out how this could be done.I dismissed the idea of the bike being able to make sounds that could be heard through the air,and decided that the sounds would have to travel in some other way. Eventually I came up withthe idea of the sounds coming through a wire, like a telephone, and it was an easy step from thereto the walkman.’


SPELLING PATTERNSSee spelling folder.

HOMEWORKPupils are to construct a poem aboutCharlie Harte.

NATIONAL LITERACY KS2 PLANNING SHEETClass: 5 Text Used : Charlie Harte and His Two-Wheeled TigerWeek: 4/11/02 Range: Fictional Text

* Indicates opportunities for Speaking and Listening

WK LEARNINGOBJECTIVES

WHOLE CLASSSHARED TEXT WORK

WHOLE CLASS,WORD/SENTC WORK

INDEPENDENTWORK

GLIDED GROUPREADING/WRITING’

[Y3/4] PLENARYM To identify character description in

story (T1, T3).To identify story setting andunderstand its importance (T1, T1).To use speech marks (T1, S7).

Introduce Charlie Harte. Recap the charactersand setting. Discuss Activity 1 w/sheet whichasks the pupils about the story beginning andwho the characters are and how they have beenintroduced. Discuss the effectiveness of thestory start in enhancing readers interest.

Look at the use of speech and dialogue in thetext. Discuss the use of speech and its effect onthe reader. Recap use of speech marks, and therule that a new speaker should start on a newline.

Pupils are to think about something that theywould really love to have. They should write aconversation containing speech marks.Lower/ Middle - Conversation between 2 people.Higher-Conversation between 3 or more people.* Work with higher group.

Pupils to recap learning objective.Do they feel that they have met theobjectives for the lesson? What wouldthey like further support in?

T To identify developments in storyline (T1, T2).To identify main and subordinateclauses (T3, S6).

Skim read pp 15-23. Discuss how the story hasdeveloped. Use Activity Sheet 2 to promotediscussion about the text.

Discuss the meaning of a main and subordinateclause. Give pupils examples of both on theboard. They should identify which is a mainand which is a subordinate clause. Identify the two types of clauses from the text.

Children are to work on writing their ownsentences which contain an example of amain andsubordinate clause.Lower /Middle -‘Clauses’ w/sheet.Higher - Create their own sentences.* Work with lower group

On board will be a selection of bothmain and subordinate clauses. Pupilssare to come out and identify which themain clause and which is thesubordinate clause. Who feels theyhave met the lesson objective?

W To identify the features ofpersonification (Y6, T1, T10).To use description to form a visualimage (T2, T10).

Read description of Charlie’s Bike. Using thedescription given the pupils are to create a visualimage in their heads and colour in the bike asthey think it should look. Use Activity Sheet 5.

In text children should identify key wordswhich make us feel that the bike is alive.Introduce personification. Talk about how thebike is personified in the story. Discuss the factthat we personify inanimate objects eg cars/boats/ frost/ winds.

Get the pupils to write a description of an objectand personify the object.Middle - Give them an object to personify.Higher - Think of their own object topersonify.

Pupils to read out descriptions. Voteon best object personified. Whatwords have pupils used to give theobject human qualities. List on board.Recap objectives. * Work with lower - personify objectas a group

T To identify features of informativewriting (T1, T21).To identify a preposition andunderstand its use (T3, S3).

Redcap pupils memory and talk about thebusiness Charlie ran. Discuss the posteradvertising Charlie’s work. Talk about how fontand information is used in the poster. If youwere to design the poster how could it beimproved?

From the text identify the use of prepositions.List them on the board and discuss their use.Can the pupils think of any others.

Pupils are to design a poster for our own enterprisein Y5 ‘The Stationery Shop’.Higher - Work independently.Middle - Discuss info need to include, and discusseffective ways to present the information.

Pupils are to show their posters andexplain which features they have usedto make their poster informative andappealing and why?* Work with lower group- draft aposter together. Each pupil has a job.

F To comprehend a story line, and beable to discuss developments (T3,T8).To answer questions in fulldetailed answers (T1, S1-3).

Recap main developments in story. Track themas a flow diagram. List the main characters.

On board list key words from the text. Readthrough the questions on Activity Sheets 8/9.Pupils are to give model answers. They mustanswer in full coherent sentences.

Pupils are to work through the comprehensionquestions.Higher - Work independentlyMiddle - List of key words to support.

Mark answers together. Pupils aremark own work and amend errors.Do they know where they wentwrong?* Work with lower group - modelanswers. Record individually.

Extended writing: See Wednesday


SPELLING PATTERNSSee spelling folder.

HOMEWORKPupils to summarise Charlie Harte.Middle - 50 wordsHigher - 100 words

NATIONAL LITERACY KS2 PLANNING SHEETClass: 5 Text Used : Charlie Harte and His Two-Wheeled TigerWeek: 11/11/02 Range: Fictional Text

* Indicates opportunities for Speaking and Listening

WK LEARNINGOBJECTIVES

WHOLE CLASSSHARED TEXT WORK

WHOLE CLASS,WORD/SENTC WORK

INDEPENDENTWORK

GLIDED GROUPREADING/WRITING’

[Y3/4] PLENARYM To identity conjunctions and

connectives (T3, S6).To know that connectives andconjunctions link sentences (T3, S6).

Read pp 67 - 75. Discuss the comprehensionquestions on Activity Sheet 11.

From the text the pupils are to highlightexamples of connectives and conjunctions.Scribe them on board and begin to put theminto context. Pupils are to then state sentenceswhich contain a connective/conjunction.

Children are to link phrases and sentences using theappropriate connective/conjunction.Lower/Middle - Conjunctions w/sheet.Higher - Create own sentences in context.

On board will be written somesentences. Pupils are to highlightconnective/conjunction.* Work with higher - extending anddeveloping complex sentencestructure.

T To use understanding to infer ending(based on previous events in thestory) (T1, T9).To identify adjectives (T1, W1-3).To use description to enhanceinterest (T1, T17).

Read pp 76-80. Children are to discuss whatthey think will happen in the ending of the story.Scribe their ideas on board and discuss theirvalidity.

On board pupils are to describe the characters.They are to use adjectives to describe both theirpersonal appearance and personality.Create miniature character profiles as a wholeclass.

Pupils will begin to draft their own story ending.What do they think will happen?Why? They must use detail and description toenhance interest.Middle - Key words as support.Higher - Work independently.

Pupils to briefly explain their storyending. What will they amend andedit? Recap learning objectives. * Work with lower group - writebasis of a story, individuals todevelop and extend group story.

W To compare various endings of astory (T1, T2).To identify features which make astory ending effective (T1, T2).To edit and amend own work (T1,S3).

Read pp 81-92. Discuss and compare the realending of the story to those inferred by thepupils. List similarities and differences.

From the pupils story endings discuss how theyhave used description and detail. Pupils to readout their stories whilst others listen for words orphrases which are particularly effectiveexamples of differentiation.

Pupils will edit and amend their work as they wish.They will begin to copy out their amended piece inbest (for display).* Work with all groups.

Pupils will read out their finalstories.Which parts are effective? Whatcould be improved? Vote for the beststory from the selection.

T To review a book, saying whichparts they liked/disliked and why(comment on its effectiveness) (T1,T10).

Read an example of a book review from a critic.Discuss how a critic analyses and reviews astory. OHP- Book Review. Discuss what isexpected of the children. Ask for theircomments on the story.

Scribe key words on board, which critics use ina review. What do these words mean? Can thepupils come up with other words that may beuseful to use when reviewing a story.

Children to complete their own book report/review.They are to say because ... why? They must be ableto justify answers and comments with examplestaken from the text.Middle - key words to support writing.

Pupils to share ideas on bookreviews. Explain and justifyreasoning.* Work with lower group - buildingup sentence detail with justificationsand reasoning, model examples.

F To read and comprehend a shortstory (T3, T1).To answer questions in fullsentences (T1, S1-3).

Read through ‘Mike’s Bike’. Discuss thestoryline. What are the pupils opinions on thestory.

Discuss the comprehension questions about thetext. Pupils are to give examples of modelanswers. Scribe key words on a flip chart whichcan be used as support for the less able.

Pupils are to complete the comprehensionquestions. They are to answer in detailed, fullsentences.Lower- Refer to flip chart to help model answers.Higher - Work independently.

Recap learning objectives. Pupilswrite a brief sentence explaining Ithey feel that have worked duringfirst week back after half teen. Sharethoughts.* Work with middle - share ideas

Extended writing: See Tuesday/Wednesday


* By John Doherty. Based on Charlie Harte and His Two-Wheeled Tiger by Frank Murphy, ISBN 0-86278-532-4© Copyright reserved. The O’Brien Press Ltd www.obrien.ie

O’Brien activity sheet 1*Read pp 7-14

1. What did Charlie want his Dad to buyfor him?

2. Why was Charlie envious of many ofthe children who lived in his street?

3. It was very important for Charlie toget to the fields early in the morning.Why?

4. How does the author describe the linesof bins and bags on the street?

5. Why did he not just take the old rustedbike frame?

6. What did Charlie forget in hisexcitement?

7. Charlie needed parts for his bike buthe had a problem.What was it?

8. What advice was he given by MrMoone?

9. Which of the following words best describe Charlie Harte?

pessimistic poor unadventurous

honest impolite




1. From memory, can you name at least five differentscrap items that can be found in Flanagan’sscrapyard?

2. Why does the author compare Miko to a watchdog?

3. How do you know that Miko Flanagan has a dirtyjob?

4. How does he make a living?

5. Why would Charlie have a problem building a bikewith the parts he found?

6. What does Miko think is one of the skills of a goodscrapman?

7. Can you think of at least three other skills that a good scrapman would need?

8. What did Charlie’s Mam think about the bike parts?

9. Why did she think that Charlie’s Dad would help him to build his new bike?




Charlie needed many spare parts for his new bike. He was lucky enough to fi nd all ofthem in Miko’s scrapyard.

Can you help Charlie to unscramble some of the bike parts which can be found in thetyres below? Write your answers in the spaces provided.




1. List at least 10 words that the author uses to describe Charlie’s bike.

2. How did Peter Mills mock Charlie when he was ridinghis bike?

3. What names did the other children call Charlie’s bike?

4. How did Miko know that Charlie was coming?

5. Who were Charlie’s best friends?

6. How did his three friends help him?

7. Why did Kate think that Charlie’s bike looked likea tiger?

8. Do you think Tiger is a good name for Charlie’s bike?Can you think of another suitable name for his bike?

9. From memory, can you list the seven events inthe school sports?Which of these school sports, if any, would you haveentered?



O’Brien activity sheet 5*

Charlie painted his bike with black, white and yellow stripes.He was very proud of his bike, which he called TigerHow would you decorate a bike?What would you call it?Decorate and name the bike below.

I would call my bike ( ) because




1. How did Charlie get on in the bikerace?

2. Can you think of two reasons for hisfinishing position?

3. Why didn’t Charlie ride home onTiger?

4. Where did Charlie call in every day on

his way home from school?

(a) the youth club

(b the scrapyard

(c) the library

5. Miko managed to cheer Charlie up.How did he do it?

6. Why did Charlie nearly fall off hisbike?

7. Why did the bike want to talk toCharlie?

8. Tiger wasn’t an ordinary bike.What unusual word does the author use to describe Tiger?

9. What do you think this means?Check your answer in a dictionary.




Tiger told Charlie that it was dangerous to ride a bike while listening to music on hiswalkman.Charlie has also forgotten to wear an important piece of safety equipment.Can you think what it is?Think very carefully about safe cycling.Write a list of rules that will encourage boys and girls to keep safe on the roads.

MY RULES FOR SAFE CYCLING




1. Which part did Charlie need to replace on his bike?

2. Why wasn’t he able to buy the replacement part?

3. What type of business did Charlie decide to setup?What did he call it ?

4. Do you think Charlie’s business idea will be asuccess?

5. What business would you set up if you neededto raise some money?Give at least two reasons for making yourchoice.

6. Who gave Charlie his first business break?

7. ‘A supermarket manager without his mobilephone is like a bird on one wing.’What do you think the author means by this?

8. How did Charlie’s new business venture helphis family?




Minnie kept a record of all the telephone calls that came in to the office and put a Cor M beside each entry to show whether it was for Charlie or Miko.Look at the following entries in Minnie’s notebook.Decide whether they are for Miko or Charlie and write the correct letter © or M) aftereach entry.




1. Minnie thought that Charlie’s businessneeded some publicity.What did she suggest?

2. Design and illustrate a newadvertisement for CH Courier Service.

3. How much did Minnie charge forwriting 500 sheets by hand?

4. Why did Tiger not mind all the extrawork?

5. What did Tiger think was wrong with thenew Charlie?Do you agree with Tiger’s comment?Why?

6. What did Tiger fear would happen tohim when he was worn out?

7. How did Charlie change the way hetreated Tiger?

8. Why was Charlie stunned when he came out of Lambe’s supermarket?

9. How did the theft of Tiger affect Charlie’s business?




1. Charlie found two clues at the dump.What were they?

2. Who did Charlie suspect of stealing hisbicycle?

3. Do you agree with his suspicion?

4. Why did Miko feel that it would be awaste of time to question the boys?

5. Why was Miko not worried when theydrove away?

6. Do you think the woman was right totreat Miko the way she did just becauseof his appearance?

7. Charlie saw The Hair working on abike when he peeped through thewindow.Why did he think that it had beenstolen?

8. The Garda need to know about thetheft of Charlie’s Bike.Help them by writing a short description of Tiger.




The Hair is not only a bicycle thief. He has also stolen some of the words from thisstory.Read the text below and think of the most suitable word to fill each gap. Make your choice from the following words.Each word can only be used once.

talk engraved owned ancientcoat find duty painted

It was a huge shed full of old bikes, some not so old and others ( ). In

the end they found Tiger. Charlie was sure that it was Tiger, in spite of its new

( ) of paint.

Murt McGillicuddy was on ( ) when they called to the Garda station.

‘Don’t you know,’ he said, ‘every bike has a number ( ) on the frame.

If we knew the number of a stolen bike we could maybe fi nd out who

( ) it.’

‘I don’t know anything about a number,’ said Charlie. ‘I never saw a number on

Tiger and I ( ) every bit of it.’

‘No use,’ Miko said. ‘We’d have to be sure. Is there anything at all you can do,

Charlie, to ( ) out which of those old bikes it might be?’

Charlie thought for a while. ‘If only I could ( ) to it,’ he said without

thinking.




1. Why did Tiger describe the other bikesas dummies?

2. What was the identification numberthat had originally been engraved onTiger?

3. His new number was a palindrome.Can you remember it?

4. Can you think of at least five differentwords that are also palindromes?

5. How did The Hair react when SergeantBurke walked into the office?

6. How did The Hair explain the presenceof Tiger in his shop?

7. Do you think Sergeant Burke wasfooled?Why?

8. What punishment do you think TheHair deserves?

9. How could the theft have been prevented?


Personification

G Object What is it?

G Name What is it called?

G Appearance What does it look like?

G Personality What is its character like?


Exploring sentences

A complex sentence contains a main clause and a subordinate clause or clauses.

What does the word subordinate mean?

Explain what you think a subordinate clause is.

Look at these complex sentences.Cross out the subordinate clauses in each sentence.

1. The robin is different from other birds because it chooses unusual places to buildits nest.

2. A kestrel is a bird of prey and lives on mice and beetles.

3. The barn owl used to be a common bird but it has become rare in recent years.

4. Sparrows can be seen in most gardens in rural and city settings.

5. Swallows make their nests out of mud and grass and often build them on thewalls of peoples houses.

Now answer these questions.Once you have crossed-out the subordinate clauses, does what is left of thesentence make sense?

Does each subordinate clause make sense on its own?

Summarise what you have discovered.


Investigating clauses

Look through the text to find sentences with 5, 4, 3, 2 clauses.

Copy the main clause from each sentence.

Main clause:

5 Subordinate clauses:

Main clause:


Main clause:


Main clause:



Asking questions

? Once you have read the story provided by your teacher, work with a partner toformulate 10 questions about the text.Try to make each question a challenging one!

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Documents

Enjoying Irish literature at Key Stage 2: Charlie Harte & His Two-Wheeled Tiger (Y5)