OXFORD ROLLERCOASTERS The Boy in the Striped Pyjamas

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OXFORD ROLLERCOASTERS The Boy in the Striped Pyjamas. INTRODUCTION, English teachers don t need to be told the enormous value and pleasure of reading whole. texts as class readers Little compares with that feeling when a class are truly engaged in. the reading of a really good book Those moments stay with you forever indeed they fuel. the desire to find another such book to repeat the experience again and again Fortunately. contemporary writers of fiction for young adults continue to offer us fresh opportunities to. enjoy literature with our students, Oxford Rollercoasters is a series that offers teachers the opportunity of studying first class. novels recently written for teenagers as whole class readers with Year 7 8 and 9. students Each set of materials has been written with two possible year groups in mind. so that teachers can use the materials with some flexibility according to need and student. Focus on assessment of reading, Oxford Rollercoasters includes titles with varied themes challenging subject matter and. engaging plots for example in Rollercoasters 1 we included Carnegie medal winner River. Boy a Geraldine McCaughrean favourite The Kite Rider and Gillian Cross s tense story. Calling A Dead Man In Rollercoasters 2 we have broadened our scope to appeal to a wider. school population Sharon Flake s The Skin I m In is set in an American Middle School and. Theresa Breslin s Divided City weaves football religion racial prejudice and illegal. immigration into a compelling narrative Each novel is accompanied by innovative and. engaging teaching materials specifically designed to help students access the texts and to. support learning as required by the National Curriculum. Rollercoasters is firmly based on the reading objectives in the Framework and draws on. approaches to reading fiction recommended by the English strand of the Secondary National. Strategy The series is written by practising teachers and consultants and while. concentrating on the explicit teaching of reading skills also draws on approaches to. literature through drama and media Theories behind both assessment for learning and. thinking skills are embedded in the materials,Time saving resources. For each Rollercoasters novel there is a set of Lesson Plans specifying particular. objectives assessment focuses and learning outcomes These are accompanied by a. compact Overview see pages 3 5 which gives the teacher at a glance an idea of how. the particular scheme works identifying learning outcomes lesson coverage basic lesson. content and necessary resources, As well as the Overview teachers are offered a Navigator see pages 6 10 There is a.
clear plot summary key page references for characters and details of language techniques. and a section identifying the stages in the structure of the novel The Navigator is designed. to help teachers to adapt the pace and detail of work according to the needs of their class. Unique components, In addition Rollercoasters offers some unique components. Each of the novels has its own student Reading Guide an A4 magazine style. publication with visual textual and activity materials that help to engage students. in their study of the novel, OXFORD ROLLERCOASTERS The Boy in the Striped Pyjamas. The Writer s Craft materials provide invaluable background material to enhance and. enrich students appreciation of the writer s skills These often include varied and. interesting resources contributed by the authors of the novels including original drafts. and commentary direct from the author Activities to support these pieces are woven. into each scheme These resources can be found with the teaching materials which are. designed to enable teachers to cover objectives about writer s craft in a pertinent way. Support for lesson planning in the Teacher s Pack, Every Lesson Plan follows the Strategy four part structure with a range of appropriate. homework tasks Guideline timings are offered for each part although teachers may want to. tailor them to the needs of their own class Within the Lesson Plans there is a wide range of. teaching approaches and styles and in many cases options within the lessons meet the. needs of different ability groups, Lesson Plans are accompanied by full varied and practical Worksheets and OHTs. and drama activities are common within the teaching schemes The worksheets and. OHTs are customizable to meet the needs of a particular teacher and class. For every novel there are suggested guided reading sessions as well as the opportunity. to develop further specific group teaching Class shared and independent reading are. also fully supported in the Lesson Plans, Ideas for wider reading and for the extension of independent reading are also provided.
in the Pathways section see pages 39 40, The practice of keeping some form of Reading Journal during the study of the novel is. encouraged in most schemes and there are several attractive models for such record. keeping across the teaching materials, Every set of Lesson Plans ends with its own student Reading Assessment Progress. sheet which the teacher can then use to identify areas for development for each. The Rollercoasters website is being substantially updated for Phase 2 This dedicated. website will provide access to the free on line teacher s resources and will allow. students to find out the latest information about the series and the authors read reviews. and post their own review of the novel they are reading. Oxford Rollercoasters provides first class teaching resources for first class contemporary. fiction The series is designed to engage the widest possible range of students in reading for. pleasure and we feel confident that it will contribute to those memorable experiences of. reading together in the secondary classroom, OXFORD ROLLERCOASTERS The Boy in the Striped Pyjamas Overview. OVERVIEW FOR SCHEME OF WORK, Lesson Learning outcome Reading AFs and Framework Activities outcomes Rollercoasters. Book chapter Students will be able to strategies objectives resources. 1 Gathering evidence Retrieve specific information from AF2 Locating evidence Yr 7 R1 R2 R8 Starter Exploring the book cover and blurb WS 1a. and making the text to answer questions and AF3 Inference and Yr 8 R5 R7 Introduction Class reading of Chapters 1 and 2 WC 1 1 1 2. predictions make predictions deduction Development Prediction activity building a case. Chapters 1 and 2 Use discussion skills to form a view Asking questions Plenary Sharing the evidence. about characters and the likely Making predictions Homework Read Chapters 3 and 4 thinking of two questions. direction of the story to ask, 2 Considering the Understand the use of the term AF3 Inference and Yr 7 R9 R16 Starter More hints and clues finding the writer s purpose OHT 2a 2b 2c.
writer s purpose and writer s purpose deduction Yr 8 R5 R7 Introduction Shared reading of first description of the camp WS 2d. a closer reading of Distinguish between a writer s AF5 Use of language Development Drawing a bird s eye map of the camp. language viewpoint and that of the characters AF6 Reader response Plenary Word association exercise pyjamas. Chapters 3 and 4 Use clues from the text to develop a Reading between the Homework Collect words and phrases which create a sense of. picture of the setting of the book lines and making danger and foreboding in the first two chapters. inferences, 3 Researching the Select and retrieve information from AF2 Locating evidence Yr 7 R1 R4 Starter Reading Guide the background to the Holocaust RG pp 4 5. background to a range of sources about the Research Yr 8 R2 R3 Introduction Research activity on the final solution guided. Auschwitz and the Holocaust Skimming and scanning group research. Holocaust Select and retrieve information from Development Research activity on the Jewish ghetto at Cracow. Chapters 1 4 a range of sources about Auschwitz Plenary Sharing research information. and the fate of the Jewish Homework Compare their earlier sketch of the camp to the. population at Cracow aerial photograph of Auschwitz. 4 Narrative voice Interpret a range of textual evidence AF6 Reader response Yr 7 R9 R16 Starter Considering different readers views on the authenticity OHT 4a. Chapters 1 4 and the views of other readers in Reading between the Yr 8 R7 of narrative viewpoint in the novel RG pp 6 7. order to form a viewpoint about the lines and making Introduction Writer s Craft materials on narrative viewpoint WC 4 1. effect of the voice of Bruno in the inferences Development Exploring another child s eye view Reading. story Guide extract from I am David by Anne Holm, Distinguish between the narrative Plenary Comparing the viewpoints of Bruno and David drawing. voice of the story and that of the conclusions about narrative voice in the novel. characters Homework Read Chapter 5 read the Fact File on narrative. voice in the Reading Guide, 5 Investigating the Discuss the effect of repetition and AF4 Text structure Yr 7 R6 R12 R14 Starter Discussion of fables and card activity on structural WS 5a 5b 5c. writer s use of structural patterning on the reader AF5 Use of language Yr 8 R5 R7 R10 patterning WC 5 1. language and using and on the story Using drama Introduction Class reading of Chapter 6. drama to explore Identify aspects of Bruno s father s techniques to explore Development Drama improvisation exploring Bruno s. character character through imaginative and character relationship with Father. Chapters 5 and 6 dramatic exploration Plenary Presentation of improvisations. Homework A storyboard of Maria s imaginary conversation. with Father, 6 Clothes and status Explain how the writer uses clothes AF3 Inference and Yr 7 R1 R2 R8 Starter Shared reading of Chapters 7 and 8 OHT 6a. in the novel to indicate the status of characters deduction Yr 8 R5 R7 Introduction Discussion of an extract showing the theme of WS 6b 6c. Chapters 7 and 8 and the way that they often treat AF5 Use of language clothes as a symbol of status. others according to their outward Reading between the Development Jigsaw activity focusing on clothes and status. appearance lines and making Plenary Information sharing through the jigsaw activity. Explain how a character s outward inferences Homework Collect examples of people whose clothes show. appearance and behaviour are not their status,always an indication of the real.
OXFORD ROLLERCOASTERS The Boy in the Striped Pyjamas Overview. Lesson Learning outcome Reading AFs and Framework Activities outcomes Rollercoasters. Book chapter Students will be able to strategies objectives resources. 7 Performance Discuss and explain the use of the AF3 Inference and Yr 7 R7 R11 Starter Performance reading of opening of Chapter 10 using RG p 8. reading and writer s fence as a symbol of division in the deduction Yr 8 R5 R7 R9 music and an image in the Reading Guide. technique novel AF5 Use of language Introduction Student performance reading of Chapters 9 and 10. Chapters 9 and 10 Comment on how music and Performance reading Development Reading Guide exploring symbols in writing. images can develop a narrative into placing reader writer narrator and characters. a dramatic performance Plenary Presentation of placings. Explore the difference between the Homework Read Chapters 11 and 12 noting down adjectives to. perspectives of the characters the describe the Fury. reader and the narrator of a story, 8 The theme of anti Explore the thoughts and feelings of AF3 Inference and Yr 7 R6 R12 Starter Freeze frame activity meeting the Fury and the beautiful OHT 8b 8c 8d. semitism characters at particular moments in deduction Wr11 blonde WS 8a 8e. Chapters 11 and the story by using a freeze frame AF5 Use of language Yr 8 R3 R4 Wr17 Introduction Shared reading focused on the theme of anti RG p 9. 12 technique Making freeze frames semitism, Make notes relevant to a specific Development Exploring the theme through the forced removal of. reading focus based on an extract the Jews at Cracow developing a PEE response guided reading. from the novel session comparing descriptions, Develop their annotations into a Plenary Sharing PEE examples and drawing out key learning. PEE response to a specific reading Homework Complete the task in the Reading Guide based on. question the song Something inside so strong, 9 The theme of fear Use reading backwards and asking AF3 Inference and Yr 7 R6 R8 Starter Class performance reading of Chapters 13 and 14 OHT 9a. active reading questions to trace the writer s deduction Yr 8 R4 R7 Introduction Exploring the theme of fear through active reading. strategies development of a theme AF4 Text structure strategies. Chapters 13 and Read between the lines by asking AF6 Reader response Development Asking questions activity exploring Shmuel s fear. 14 questions about implied meanings Reading backwards of Kotler. Practise their inference skills by Asking questions Plenary Answering the questions posed reading between the. speculating about the unknown fate Reading between the lines. of a character lines and making Homework Prediction of what happened to Shmuel s. inferences grandfather,Performance reading,Making predictions.
10 Exploring Use a sculpting technique and a AF3 Inference and Yr 7 R12 Starter Group reading of Chapters 15 and 16 RG pp 10 11. characters thoughts thought tracking technique to deduction Yr 8 R4 R7 Introduction Reading Guide sculpting Bruno Shmuel and. and feelings through explore the thoughts and feelings of Exploring through Kotler. OXFORD ROLLERCOASTERS The Boy in the Striped Pyjamas 1 INTRODUCTION English teachers don t need to be told the enormous value and pleasure of reading whole texts as class readers Little compares with that feeling when a class are truly engaged in the reading of a really good book Those moments stay with you forever indeed they fuel the desire to find another such book to repeat the

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