For all from a book
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The document discusses an inclusive teaching approach centered around a book, focusing on emergency situations faced by characters in the story. It highlights engaging activities such as drawing, discussion, and predictions about character traits and emergency scenarios to enhance children's understanding and enjoyment of reading. The author reflects on the adaptability of the approach and considers incorporating more drama and cross-curricular links in future lessons.
For all from a book
- 1. For all from a book Inclusive teaching from a whole book approach (hopefully)
- 2. What am I going to waffle about? • A whole book approach to learning • The inclusive nature of this approach
- 3. The 18th emergency • Mouse and Ezzie are armed with plans for seventeen emergencies. If they meet sharks in their swimming area or if one of them is bitten by a tarantula they know exactly what they’ll do. But Mouse has no idea how to cope with the eighteenth and unexpected emergency. Marv Hammerman, the toughest boy in the school is out to get him…
- 4. In started one wet Monday afternoon • Read part of the story to the children and then asked them to draw a picture of Marv Hammerman on a ‘Wanted’ poster. • Hoping that they could use the text to create a picture of the bully.
- 5. Text Read • Page17-21 • Had to describe to the children what Neanderthal man looked like, used the internet for some pictures
- 6. Responses • (see pictures) • Need for discussion
- 8. Explain the Character • Gave the children pieces of the text • Asked them to underline/highlight the text and tell me what it told them • Additional help was given with the reading • Made sure that we discussed their answers with them
- 9. Extracts of Text • There was only one Hammerman in the world, just as there had been only one Hitler • “Hammerman’s big Mouse. He’s flunked a lot!” • He could see Marv Hammerman come up in his mind the way monsters do in horror movies, big, powerful with the same cold, unreal eyes • Hammerman would look at them sizing them up, the two of them, this duo his mother had created for strength. Then with a faint smile Hammerman would reach out, grab them like cymbals and clang them together. When Hammerman set them down they would twang for forty five minutes before they could tumble off.
- 10. Responses • See sheet • Also – – He is good at music – He is a monster – He is dumb and has failed a lot of tests – He is unique, like Hitler, because noone can be as mean and as nasty as he was.
- 11. Instructions • Wanted to get some instruction writing into the activity. • Looked at the various emergencies in the book and looked at how the author creates/writes them • Children were then asked in mixed ability partners to create their own emergency in the same style.
- 12. Examples of Emergencies • Emergency Two – Attack by an unfriendly lion. Wait until the last moment, until the lion was upon you, and then you had to ram your arm all the way down the lion’s throat. This would choke him and make him helpless. It would be unpleasant to up be to your shoulder in lion, but that couldn’t be helped.
- 13. Examples of Emergencies • Emergency Three – Unexpected charge of an enraged bull. Bulls have a blind spot in the centre of their vision, so when being charged by a bull, you try and line yourself up with this blind spot. Fat people can’t do this and that is why you don’t have any fat bull-fighters.
- 14. Responses If you get attacked by an eagle: • Stay calm and be alert • Get a worm and chuck it somewhere else so it does not come to you and attack you • This is because eagles prefer to eat worms than humans
- 16. Responses (cont.) • The flood gates opened! • Keeping in the same style? • Support and scribes • So much excitement
- 17. Predictions • Finally the children were asked to make predictions about what the 18th Emergency would be. • After this activity the children were read the end of the story. • Important that I didn’t read them the piece of writing about the book. • Worked in mixed ability partners, allowed children to scribe and participate
- 20. Foul Play! • Engaging the boys • Visit from the author • Decided to look at the character
- 21. How brave was he! • Read the passage • What did they think of the character? • What did they like or disliked about him? • What evidence was there
- 22. Responses
- 23. All fours! • Enjoyable for all! (even me) • Inclusive for all children (with the appropriate support) • Insight to all children’s understanding and thinking • Allowed the children to express their understanding in different forms.
- 24. But we have not planned for this this term • Highly adaptable…how many books do we have? • Not a separate topic, it’s what you are doing now • Can be linked to cross curriculum approach
- 25. Would I change anything? • Ofcourse! • Been working on the PET project in school and I would include more drama next time. • Also look more for cross-curriculum approaches linked into the skill based curriculm
- 26. Are you inspired? • No time like the present • All levels and all abilities • Your favourite book • Have fun!
- 27. And finally… • A quotes from some children as we finished the topic and they left on a Friday afternoon…
- 28. “Hey Mr. Wilson, I never knew reading could be so fun”
- 29. “It’s amazing what happens in a book!”
Editor's Notes
- #2: Welcome, nice to see you Introduce self Lack of literacy knowledge. Only real thing I am happy with in literacy is writing instructions, closest I can get to maths/science
- #3: Working with Year 5/6 at that moment, now with year 3/4 seen it as a valuable tool
- #4: Decided to use a book 18th emergency, only because I knew I could get instruction writing into it. What is the book about?
- #5: The children hadn’t read the whole book, or any real part of it, that was important for the topic. Had the children from the dyslexic centre in without support, so knew I had to provide some sort of inclusive activity Also wanted to make a start on the book, although the ideas were planned, it wasn’t created in such a full MTP manner, mainly due to the fact of using it as a Gap task.
- #6: Read the text, then say what the children did.
- #7: Need for discussion: scars on face…why? Big ears…because most bullies have something that they can be made fun of. Decided to include the discussion from here on in, either partners or adult. Very inclusive, mainly due to the fact that the children didn’t have to write everything.
- #9: Reading partners (sometimes this actually helped the good readers) Interesting the responses
- #11: Highlighted the level of understanding the children had of the text, especially good linked to APP, highlighting what it was important to do next with the children, One task, helped them all for assessment
- #17: Really important, some of the low ability children really came up with the most creative ideas! Especially since the need to write had been taken away from them. Same style some AF, 7? 8? Was important for their understanding of the text