Lesson 2 room 13 chapter 2 and 3
- 1. Chapter 2 and 3 Lesson Objectives: Today I will: • accurately recall information and sequence it. • read and interpret information and ideas.
- 2. Number the events to put them in order. The gate opened by itself and Fliss heard whispering voices as she was walked through the front doorway. She then came across a gate made of iron with a black bird or bat on top. Fliss didn’t like the look of the house but she lost control of her feet as they forced her towards the building. She reached the 4th and final floor and came across 4 doors. Door number 13 flung open and she heard the voice say ‘Room of Doom’ Her feet continued to pull her forwards and up the stairs. 8 On the table within the room was a long, pale box with a familiar shape inside. It sat up and reached for Fliss so she screamed. 1 Fliss walked on a road near the sea when came across a tall house with dark windows.
- 3. 1. Fliss walked on a road near the sea when came across a tall house with dark windows. 2. Fliss didn’t like the look of the house but she lost control of her feet as they forced her towards the building. 3. She then came across a gate made of iron with a black bird or bat on top. 4. The gate opened by itself and Fliss heard whispering voices as she was walked through the front doorway. 5. Her feet continued to pull her forwards and up the stairs. 6. She reached the 4th and final floor and came across 4 doors. 7. Door number 13 flung open and she heard the voice say ‘Room of Doom’ 8. On the table within the room was a long, pale box with a familiar shape inside. It sat up and reached for Fliss so she screamed.
- 4. Reading • Popcorn reading. • Read as much or as little as you want. When you are done say ‘popcorn’ and the name of someone who hasn’t yet read. That person will then start reading! • We are reading up to the end of chapter 3. • Listen and follow carefully as there are questions to answer afterwards!
- 5. In silence, write the answers in FULL sentences. Chapter 2 1. Why did the second year pupils feel different from the other pupils arriving at the school that morning? 2. What does the phrase “A whole week, tingling with possibilities and bright with promise.” make you, the audience, feel about the trip? 3. Why did Fliss change her mind about coming on the school trip? 4. Why did Fliss not want her mum or dad to come to school to say goodbye to her? 5. How does Fliss find out that friends are split up in the hotel? 6. Describe in your own words, what you think the author means when he says the driver is “watched by a knot of parents”? 7. Why did Fliss feel a “flicker of unease” when Gary mentioned Dracula? 8. The author uses two examples of alliteration (words that start with the same letter) to emphasise his descriptions in this chapter, find them and write them in your book. Chapter 3 1. Why are the teachers sat at the front, back and middle of the coach? 2. Find a phrase from the chapter that shows us that Fliss is tired because of what happened the night before. 3. Why does Fliss ignore the boy sat behind her, when he starts kicking her chair? 4. Why do you think the author keep repeating the word “(squeeze)” in his description of Mrs Evans telling Grant off? 5. The author uses quite a few short sentences to make some of his ideas and thoughts stand out. Find as many as you can in chapters 1-3 and write them in your book. A short sentence has around 3 words or less in it.
- 6. Peer Assess • With a marking pen write Peer Assessment in the margin at the bottom of the work. • We are going to talk through the answers and you are going to tick them if they are along the right lines. • You will then award them an ‘effort’ grade sticker. – A Excellent, 100% focused and detailed responses – B Good answers but you could have done a bit more. – C Barely acceptable. You’ve answered the questions in very little detail, probably not in a full sentence. – D You have done work of little value and it needs to be completed at lunch / break / at home.