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Mr Nason

on 18 September 2013

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Transcript of 'Boy'

Transition Unit: Year 7
by Roald Dahl
Today's Learning Mission
1) To
our personal reading history.

Transition Unit
Transition Unit
What do we mean by 'transition'?

Does anybody know?
Lesson 1
Starter activity!
At the start of all of my lessons, I will set you a task called a 'starter'

Today's starter:
Create a coat-of-arms that tells us something about your personality/your interests/your background.

* Your favourite band
* foods you love!
* Sports you play or watch
* any other hobbies...
2) To
the concept of autobiographical writing.
What are our favourite books?
On a post-it note, write down the title of your favourite book and come and place it on the board.

Be prepared to share your reasons as to why your book is your favourite.
Autobiographical writing
* Writing which is about your life.

* It is a true story of events in the writer's life

* They should focus on interesting or important moments, like in 'Boy'

* They are written in FIRST PERSON.
What do we learn about Roald Dahl's personality from the story?
Try to find 3 points about what Dahl is like!

Make sure you have evidence from the text! i.e 'How do you know this?'
Now we are going to write a paragraph about Roald Dahl's personality:
Choose ONE point you have made in your mindmap. "Roald Dahl is..."
Write how you know this; what evidence are you basing this on? "We can tell this because...."
Try to explain how this tells us something about Dahl's personality. "This suggests that Dahl is.....because...."
If you do all of these, try making another new point!
Lesson Two
Starter: starting a story
Write AT LEAST 2 opening sentences for a story titled 'My earliest memory'.
(Think about what is important when starting a story)
Try to make it a
true story if you can!
Today's learning mission
how a writer can hook readers into the opening of a narrative
Narrative hooks
A writer needs to 'hook' or grab the reader's attention in the first part of any story. How might they do this?
Working in pairs, try and complete the card sort activity. You should have a 'type of hook' and an example of each being used.
The subtle hook – this appeals to your sense of curiosity. Who is “she”?

‘She started with the universe.’

Counting Stars – David Almond

What information is given in the first section of the story about:

Make some notes !
In your books, write a paragraph to explain...
How Roald Dahl hooks the reader at the start of this story: what is it that makes them want to read on?
What effect does this have on the reader? How do they feel about this?
Use relevant quotes to support your points.

To get a level 5/6 you need to:
Select some structural features that the writer uses.

Explain the effect of the writers’ use of techniques on the reader
Lesson Three
The big man with dark hair and narrow eyes looked angry. As he moved his tiny legs, his large belly wobbled. Everyone knew him to be a nasty man.
First, find and list all the adjectives in this description.
Then, use a thesaurus to make the writing more interesting.

“His orange head twitched and jerked perpetually from side to side in the most alarming fashion.”

Today's learning mission
how Dahl creates effective characters in his stories
Captain Hardcastle
With a partner, discuss your expectations of the character of Captain Hardcastle from the following quotations. What do you think his characteristics would be?
Roald Dahl's characterisation
Roald Dahl describes with the magnifying glass technique. He concentrates on very small details when describing a character, so he paints a detailed picture for his readers.

He also uses a range of techniques such as
-Similes and Metaphors
- Personification
- Onomatopeia and Alliteration
Watch the following clip and see if you can hear any of these techniques in action.
Comparing one thing to another using 'like' or 'as':

"He was as fat as a whale"
"She stank like the sewer"
Awesome Alliteration
When two or more words begin with the same letter. This can make deliciously detailed descriptions and impressively interesting
The cute cat crawled.
The fat farmer has a funny face.
Now you have a go at describing one of these characters in the style of Roald Dahl
In your books....
For level 5/6:

Develop descriptions using interesting vocabulary.
Add imaginative detail to craft your reader’s reaction to the character
Use a range of punctuation
Peer Assessment
Swap your descriptions with a partner and mark their work: what level did they get?
Lesson Four
Today's learning mission
To respond to a section of the story for a
reading assessment
Once you have written down
today's objective, begin silent
reading for 10 minutes
Think back...
What can you remember about Captain

How did Roald Dahl present the character?
How to PEE....
When writing for your reading assessments, using the PEE
structure will help you achieve higher levels
Point- Make a point about the text
Evidence- Use quotations or examples from the text to support your point.
Explain- What does this suggest?
TASK: Reading Skills
How does Dahl present the character of Captain Hardcastle to the reader?
Show that you can…

Use quotations and P. E. E.

Make inferences about the character.

Explain how you have made your judgements about him. How does Roald Dahl help to “paint the picture”?

Begin to explain layers of meaning from the text.

Using the level descriptors in front of you, assess your own work.

Be prepared to share what level you achieved.
Lesson Five

Discuss in your groups the following question.

What makes good autobiographical writing?
Be prepared to feedback!
Starter task
Today's learning mission
To plan our own autobiographical writing.
True/False game
Mr Nason used to go to Myton School as a student
Mr Nason used to work for Manchester United
Mr Nason has a dog called Keith
Mr Nason is allergic to snails
Now....your turn!
Look back to your shoe-box.

You are going to use one of these items to write your own autobiographical story.

Select one item which has the most excitement / emotion attached to it.

Use the planning sheet to help you form ideas about what to write
Remember it is ok to embellish!
Planning your autobiography
Writing Skills
This work will be your first assessed piece of writing.
You should aim to "show off" everything you can do and use in your writing:
Use a variety of sentence lengths and structures for effect.

Use a full range of punctuation
Organise sentences into paragraphs.

Organise paragraphs into whole texts effectively.
Link paragraphs together.

Use imaginative detail to engage your reader (me!)

Use imaginative vocabulary.

Check that your spellings are correct
Set yourself 2 targets to aim for when writing your autobiography next lesson
Final Lesson
Today's learning outcome
To produce a piece of autobiographical writing
Re-cap writing skills
This work will be your first assessed piece of writing.
You need to write in first-person, write with an effective narrative hook and talk in detail about key moments in your life.
You should aim to "show off" everything you can do and use in your writing:
Use a variety of sentence lengths and structures for effect.

Use a full range of punctuation
Organise sentences into paragraphs.

Organise paragraphs into whole texts effectively.
Link paragraphs together.

Use imaginative detail to engage your reader (me!)

Use imaginative vocabulary.

Check that your spellings are correct
Now sketch a picture of Captain Hardcastle in your books and label the quotations.
“an inflamed and savage face.”

“This man was slim and wiry and he played football.”

To learn how to embellish details to make them more interesting.
Thinking time....
Is it ever okay to tell a lie?
Think for 30 seconds, then discuss with a partner
When I was 7 I had to learn my times tables. I learned them by saying them out loud.

We had a supply teacher in school one day. He was very strict.

I was saying my times table under my breath and he sent me out because he thought I was talking.

I still remember the sense of outrage and injustice I felt when this hideous teacher, who had been in our school for only a day, and who barely KNEW me, sent me outside for talking. I hadn’t been talking! I had been trying to memorise the impossible 12 times table by reciting it under my breath.

Listen to the two versions of this story from my childhood
What effect does the extra detail have on the second story? Does it matter that I've lied a bit?
What happened to the language in the second story?
You guys have a go
Apply your embellishment knowledge...
1) Write no more than 5 sentences about something that happened with a teacher at your primary school. It could be funny/scary/sad but make it TRUE.

2) Once you've done this, swap with a partner and embellish each other's stories by adding in extra detail. Make sure it is still believable though- don't start adding aliens or dragons; that's not embellishment, that's lying!

3) Now evaluate in your books the effect this added detail has on the reader (you!) What do you think about the story now?
Thinking time...
Why do writers embellish their stories?
Why are stories important?
Your Task
Produce a piece of autobiographical writing that engages the reader and demonstrates your writing ability.
You have 40 minutes!
Time's up!
* Refer to the success criteria I gave you
* Highlight areas in your work where you think you have reached the criteria
* In your commentary, write why you think you have achieved this.
* Also mention how you think you could have improved your work. Be specific!
You now need to write a short commentary evaluating how you think you did.
Who are your favourite characters?
Bonus vivos for
use of Alliteration and Similes
Full transcript