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Pupil booklet

Name

Class

3

Contents

Lesson 1 Scanning for information 4 The good reader Rousseau: true or false? Henri Rousseau Rousseau’s life timeline Homework: Shakespeare

Lesson 2 Reading different ways of presenting information 10 Can you prepare for hurricanes? Interpreting different forms of information Why was Bedford flooded? Homework: In the Caribbean

Lesson 3 Making sense of difficult texts 16 Concept map for Mercury Mercury Volcanic eruption: text Volcanic eruption: activity sheet

Lesson 4 Summarising 20 How religious were people in the Middle Ages? Homework: The big idea: summarising

Lesson 5 Note-making 22 Models for note-making Who are the Quakers? Earthquakes

Lesson 6 Reading for meaning 1 26 Aesop’s fable The Two Travellers and the Bear

Lesson 7 Reading for meaning 2 28 The Tulip Touch The Tulip Touch Homework: The Other Side of Truth

Lesson 8 Character, setting and mood 32 The writer’s toolbox Character, setting and mood grid Shadow of the Minotaur

Lesson 9 Language choices 35 First Day at School Homework: Two poems

Lesson 10 Author attitudes 38 The Other Side of Truth The Other Side of Truth Homework: Dracula

Lesson 11 Endings 42 Possible ways of ending a story

Lesson 12 Pulling it all together and self-assessment 43 Animal leaflet Walking a Friend’s Dog Dog bites man and dogs bite dogs Question paper

Target statements for reading 49

3

© Crown copyright 2009 00339-2009PDF-EN-01

4

The good reader Lesson 1

Do you agree or disagree with the following statements? Why?

1 I always read from the beginning and continue to the end.

2 If I don’t understand a word I try to guess what it means.

3 Sometimes I start reading from the back of a book.

4 Sometimes I just flick through a book if I am looking for something in

particular.

5 If I don’t understand something I just read on.

6 I always have a reason for reading.

7 When I read it sometimes makes me change my opinion.

8 I’m not always sure when I don’t understand.

9 Reading is about being able to say the words correctly.

10 I usually read in my head.

11 Often I see pictures in my head when reading.

12 When I read I ask myself questions about the text.

4

© Crown copyright 200900339-2009PDF-EN-01

5

Rousseau: true or false? Lesson 1

5


Statement Question type True/False?

1 Rousseau was English.

2 He was born in the twentieth

century.

3 Rousseau studied at art school

in Paris.

4 He worked in customs before

becoming an artist.

5 He painted mostly from real life.

6 He spent some time living

in Mexico.

7 He liked painting ‘jungle’

scenes.

8 Rousseau painted only plants

and animals, not people.

6

Henri Rousseau Lesson 1

Rousseau, Henri, known as Le Douanier Rousseau (1844–1910) – French painter, the most

celebrated of naive artists

His nickname refers to the job he held with the Paris Customs Office (1871–93), although he

never actually rose to the rank of ‘Douanier’ (Customs Officer). Before this he had served in

the army, and he later claimed to have seen service in Mexico, but this story seems to be a

product of his imagination. He took up painting as a hobby and accepted early retirement in

1893 so he could devote himself to art.

His character was extraordinarily ingenuous and he suffered much ridicule (although he

sometimes interpreted sarcastic remarks literally and took them as praise) as well as

enduring great poverty. However, his faith in his own abilities never wavered. He tried to paint

in the academic manner of such traditionalist artists as Bouguereau and Gérôme, but it was

the innocence and charm of his work that won him the admiration of the avant-garde: in

1908 Picasso gave a banquet, half serious, half burlesque, in his honour. Rousseau is now

best known for his jungle scenes, the first of which is Surprised! (Tropical storm with a tiger;

National Gallery, London, 1891) and the last The Dream (MOMA, New York, 1910). These

two paintings are works of great imaginative power, in which he showed his extraordinary

ability to retain the utter freshness of his vision even when working on a large scale and with

loving attention to detail. He claimed such scenes were inspired by his experiences in

Mexico, but in fact his sources were illustrated books and visits to the zoo and botanical

gardens in Paris.

His other work ranges from the jaunty humour of The Football Players (Philadelphia Museum

of Art, 1908) to the mesmeric, eerie beauty of The Sleeping Gypsy (MOMA, 1897).

Rousseau was buried in a pauper’s grave, but his greatness began to be widely

acknowledged soon after his death.

Sourced from www.iblio.org/wm/paint/auth/rousseau © 2002 Nicholas Pioch; subject to the terms of Creative Commons Attribution - Sharealike 1.0

Public License (www.creativecommons.org/licenses)

6


7

Rousseau’s life timeline Lesson 1

Locate the events below at the correct place on the time line.

1840

1850

1860

1870

1880

1890

1900

1910

7


retired

painted Surprised!

died

painted The Dream

worked in customs

born

8

Shakespeare questions Lesson 1 HomeworkRead the text on page 9.

1 Highlight the following in three different colours:

• Datesandyears

• Namesofplaces

• Namesofpeople

2 Answer the questions below:

a When was Shakespeare born?

b Who did he live with as a child?

c What was his mother’s name?

d Where did he go to school?

e How many brothers and sisters did he have?

f Why is he so famous?

3 • Whichanswersareyousureof?

• Whichonesareuncertain?

• Underlinesomeofthewordsthattellyouthatwedon’tknow

something.

• Howdoweknowaboutthefactsofhislife?

8


9

Shakespeare, 1564–1616: Lesson 1 who was he? Homework

9


Shakespeare

Very little is known about William Shakespeare’s life even though he is recognised as one of the world’s most important writers. The few details and known facts about his life are taken from registrar records, court records, wills, marriage certificates and his tombstone. Recorded stories by leading Elizabethan literary figures and rivals suggest he was a playwright, poet and actor.

Birth of Shakespeare, 1564

William was born in 1564. His baptism was recorded in early parish records in Stratford and took place on Wednesday, April 26th, 1564. We can guess that his birthday is 23 April, St. George’s Day, but the exact date is unknown. This is based on the custom for baptism to take place three days after birth.

Shakespeare’s life as a boy

John Shakespeare owned a house on Henley Street located one hundred miles northwest of London. This was thought to be the family home.

We have only a few facts about Shakespeare’s school days. His education probably started at the age of six or seven. Boys were taught basic reading and writing at school. Stratford Grammar School was built around 200 years before William’s birth and was renamed the King’s New Grammar School in 1553. We assume that William would have attended this school but there is no definite proof.

The work of Shakespeare is widely studied at universities but there is little to suggest that William ever attended one himself!

The family

Town records state that William’s father, John Shakespeare, was a town official of Stratford. He was a local businessman with many interests such as dealing in wool and grain, tanning, leatherwork and whittawering. Whittawering is the skill of making purses and gloves using white leather.

William’s mother was Mary Arden. She married William’s father in 1557. Mary was the youngest daughter of Robert Arden of Wilmecote, a wealthy man with a large farm. Mary inherited much of the land and farm estate when her father died.

John and Mary Shakespeare had eight children and William was their third child. They had two daughters before William was born. Two more sons, Gilbert and Richard, followed William. Gilbert died in 1612 and Richard in 1613. The baptism of Edmund, sixth in line, took place on 3 May, 1607. Only Joan and four of William’s seven siblings reached adulthood. Joan was William’s oldest living sister. She outlived her brother, William, the famous playwright.

10

Can you prepare for Lesson 2 hurricanes?

10


Hurricane Georges blows its top!

• Whatisahurricane?

• Wheredohurricanescomefrom?

• Howdotheyaffectpeople’slives?

A‘Please,pleasegetoutwhileyoucan.

Foryourownsakeandforyourloved

ones,leavewhileyouhavethechance.

AfterseeingwhatAndrewdid,Iimplore

youtogetout.’

The Governor of Florida urges people to evacuate before Hurricane Georges arrives, 24 September 1998

This is the first time that a satellite has recorded four hurricanes crossing the Atlantic at the same time. Only Hurricane

Georges reached land on 25 September 1998 – it killed more than 400 people. Satelliteimageof4hurricanescrossingthe

AtlanticatthesametimefromtheU.S.NavalAtlanticMeteorologyandOceanographyCenter.©ImageState

B

Destruction caused by Hurricane Georges in Florida

PhotoofhurricanedamageinFlorida©ImageState

YOURENQUIRYInthisenquiryyouwill:• describethepatternofhurricanesacross theworld

• explaintheprocessesthatcreateahurricane

• describetheeffectofhurricaneson people’slives

• describehowpeoplecanprepareforahurricaneemergency

Attheendoftheenquiryyouwillproduce ‘Ahurricanedisasterplan’tohelpreduce therisksfacedbypeopleduringahurricane.

C

11

Lesson 2

11


HurricanesHurricanes kill more than 20,000 people a year. Worldwide, that is more than any other form of natural disaster. A large hurricane can release more energy in one day than all the energy used in a year by the USA.

Wheredohurricanesoccur?

STEP 11 Useamapoutlineoftheworld.Onyourmap

labelalltheinformationmarkedonmapD.

2 Writeabriefparagraphdescribingtheworld

distributionofhurricanes.

STEP 2LookatdiagramE.• Whathappensinthe‘eye’ofthehurricane?• Wheredohurricanesdevelop?• Writethreebulletpointsinthecorrectordertoexplainhowahurricanedevelops.

The global distribution of hurricanes

Howarehurricanesformed?Map D shows that hurricanes develop in tropical areas, over the sea. Air and water are heated by the rays of the sun, which are more concentrated at or near the Equator. The hot air rises up, carrying with it large amounts of water in the form of fine droplets (water vapour). The warm air spirals upwards leaving an area of calm in the centre called ‘the eye of the storm’. It can be very dangerous, because as it passes over, people are fooled into thinking that the storm is over, when in fact the worst part is often still to come.

CyclonesOctober – November

6

HurricanesAugust – October

9

HurricanesJune – October

13

CyclonesDecember – March

8Willy-williesJanuary – March

26

TyphoonsMay – December

26

Mean number of hurricanes per year9Sea temperature over 27∞CTime of occurrenceNote local names of hurricanes

August – October

key

Tropic ofCapricorn

Equator

Tropic ofCancer

giant thunderclouds build up

up to18 kmhigh

air sinks

eye

heavy rain

air sucked into replace risingwarm airair rises

from warmocean

heavy rain

D

E

Cross-section through a hurricane

Think Through Geography, byMikeHillary,JulieMickleburgh,andJeffStanfield(Longman,2000),58–59;reproducedbypermissionofPearsonEducationLtd

12

Interpreting different Lesson 2 forms of information

Text 1: with a partner

Scan Skim

Text 2: on your own

Scan Skim

12


photo

satellite photo

quotation

map

diagram

photo 1

chart

photo 2

bar graph

emboldened text

13

Why was Bedford flooded? Lesson 2

13


FlowandfloodThe amount of water flowing within a river is called its discharge. If the level of water rises above the top of the river bank, it spills over onto the land beyond causing a flood. If we measure the discharge of a river

over a longer period of time, it is possible to produce a graph to show the river’s average flow, or regime. Table A shows the differences in the flow of the River Ouse over a year.

A graph that shows the flow of a river over a short period of time is called a hydrograph.

STEP 31 UsethefiguresintableAtodrawalinegraphshowingtheannualflowintheRiverOuseatBedford.

2 Drawverticallinesonyourgraphtoshowthefourseasons.Labeleachseasononyourgraph.

3 Usingyourgraph,describethepatternoftheRiverOuse’saverageflowover1998.

4 LookbackatyourworkinStep2.Then,belowyourgraph,addlabelstoexplainhowtheweatheraffectedtheflowoftheriver.

MonthFlow (m3/second)

Jan.32

Feb.9

Mar.16

Apr.57

May8

Jun.13

Jul.6

Aug.5

Sep.8

Oct.17

Nov.37

Dec.35

Annual pattern of flow in the River Ouse, 1998

Lag timeThe differencebetween peakdischarge andpeak rainfall

Peak rainfallTime whenmost rainis falling

Peak dischargeTime when most wateris flowing in a river

DEPTHOF RIVER

RAINFALL

0.5

0.4

0.3

0.2

0.1

0.0

3.0

2.5

2.0

1.5

1.0

0.000 02 04 06 08 10 12 14 16 18 20 22 00

Time of day (hours)

Rai

nfal

l (m

m)

Dep

th o

f riv

er a

t M

ain

Str

eet

brid

ge (m

etre

s)

Rainfall and depth at Bedford, 11 April 1998

A

D

Source: Environment Agency

PhotographoftheRiverOuseinnormalflow

byMickleburgh,J©JulieMickleburgh.Used

withkindpermission.

TheRiverOuseinflood.©BedfordshireonSundayNewspaper

14

In the Caribbean Lesson 2 Homework

After reading the text on page 15, add all the ways in which Hurricane Georges

affected the Caribbean islands:

14


environmental effects landslides

economic effects crops destroyed

social effects people made homeless

15

Lesson 2 Homework

And after…

Hurricane Georges caused a lot of damage:

• Ithitalargenumberofdifferentislands.Manyplaceswerenotprepared.

• Atotalof467peopledied,andthousandsmorewereaffectedbylandslidesandflooding. 45 people sheltering in a school were killed when it was washed away by floodwater caused by the heavy rain.

• Bridgesandroadsweredestroyed,makingitimpossibletoprovideimmediatehelp.

• Hundredsofthousandsofpeoplewerelefthomeless.Notmanyhadinsuranceagainst such a disaster.

• Hugeareasofcrops,whichprovidefoodandanincome,wereruined.

• Electricityandwatersupplieswerecutoff,thoughradiostationscontinuedtobroadcast, giving information and advice.

ItwasestimatedthattwobillionUSdollarswouldbeneededtorepairthedamage.Many of the smaller islands did not have money set aside for emergencies. These are among the poorest countries in the world. Most of their money comes from farming and tourism, and the hurricane caused huge damage in both sectors. In the Dominican Republic 7,000 tourists arrived as soon as the airport re-opened, putting a further strain on resources. Blankets, rice, beans and fresh water were sent by other countries, and Mexico sent a plane-load of metal roofing sheets to help repair some of the damage.

15


16

Concept map for Mercury Lesson 3

16


Mercury

the Sun

the Roman god of commerce

and patron of thieves

over 300 degrees below zero

the Earth

a thin rocky layer

less than half the size night-time

temperature

mostly of iron

the surface

craters orbit

every 88 days

17

Mercury Lesson 3

Mercury is the closest planet to the Sun. The orbit, or path, it takes around the Sun is not in a circle like Earth. The path it takes is called an ellipse, which is like a circle that has been stretched out. For this reason, the distance from Mercury to the Sun varies from about 27 million miles at its closest, to about 41 million miles at its furthest.

Mercury races around the Sun faster than any other planet. A Mercurian year (the time it takes for the planet to go once around the Sun) is only 88 days, while our year on Earth is 365 days. Mercury does not spin as fast as Earth, though, so a Mercurian day (the time it takes to rotate once) is 59 Earth days!

Mercury is the second smallest planet in the solar system. Pluto is the only planet that is smaller. Earth is about 7,200 miles in diameter, while tiny Mercury is less than half that size at about 3,000 miles in diameter. Put another way, if Earth was the size of a baseball, Mercury would be a little smaller than a ping-pong ball. Mercury is so small that Ganymede, one of Jupiter’s moons, and Titan, one of Saturn’s moons, are both larger.

Mercury is named for the Roman god of commerce and patron of thieves. It may have gotten this name because of the way it quickly appears and disappears from our view.

Mercury is one of the rocky planets of the solar system, aIong with Earth and Venus. Mercury is made up mostly of iron, with a thin rocky layer on the planet surface.

If you look at a picture, you will see that there are many craters on its surface. The planet has been hit many, many times through the years by asteroids and other objects. These impacts are responsible for all the craters on the surface. Earth probably had this many craters at one time, but our weather has worn them down over the years.

The weather on Mercury varies from extremely hot to extremely cold. If you were on the side of the planet facing towards the Sun, you would quickly melt, as the temperature would be around 700 degrees! The ‘day-time’ temperature on Mercury varies, depending on how close it is to the Sun. At the other extreme, the temperature on the ‘night-time’ side of the planet (the side away from the Sun) can be over 300 degrees below zero! Mercury is not a very pleasant place.

Extract taken from http://www.dustbunny.com/afk/planets/mercury/mercury.htm. ©BillArnett.Usedwithkindpermission

17


18

Structure of Volcanoes Lesson 3 and how they erupt Main Vent

The liquid rock from the magma chamber travels up through the main vent to the surface. The main vent is a channel through which the lava can flow. Some volcanoes have more than one vent: these are called branches because they are smaller than the main vent. If these branches reach the surface, they may form secondary cones, or fumaroles.

When a volcano erupts, lava, gases and fragments of rock travel right up the main vent and shoot out through the crater.

Ash and Lava Strata

The ash and lava which have been thrown out of the volcano during its life form layers which are coloured light and dark grey.

Magma Chamber

The magma chamber is situated deep below the Earth’s surface The heat in the chamber is so intense that it turns the hard rock into semi-liquid.

Crater

The funnel-shaped hollow at the top of the main vent is called the crater. The lava, gas and ash which shoot upwards from the main vent falls back down to earth and settle around the vent. After several eruptions this debris gradually builds up into a rim around it.

Ash and Gas Clouds

In active volcanoes, gas escapes all the time. Some of it is steam (90% of all volcanic gas is water and carbon dioxide) but more often it is water vapour containing dissolved minerals such as sulphur. When a volcano erupts it releases volumes of gas and tonnes of material into the atmosphere. Along with the smaller particles of ash and rock fragments there are often larger chunks of liquid rock. these pieces of rock are thrown high into the atmosphere by the force of the blast. They begin to cool down as they spin through the air, forming rod-shaped chunks which are called ‘volcanic bombs’. The hot ash and poisonous gases are very dangerous and kill many more people than the volcanic bombs.

18


19

Volcanic eruption: Lesson 3 activity sheet

In pairs:

• Readthetextonpage18andhighlightspecialistnounsinonecolour

(e.g. magma chamber, gases).

• Highlightactionverbsinanothercolour(e.g.flow,erupts).

• Usethesubheadingstolabelthediagrambelow.

Volcano image: Plinian Eruption-numbers. Permission is granted to copy, distribute and/or modify this documentunderthetermsoftheGNUFreeDocumentationLicense,Version1.2oranylaterversionpublished by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-CoverTexts.Acopyofthelicenseisincludedinthesectionentitled"GNUFreeDocumentationLicense".

On your own:

Usethediagramandtext.Explainhowavolcanoerupts:

1 _________________________________________________________________

2 _________________________________________________________________

3 _________________________________________________________________

4 _________________________________________________________________

5 _________________________________________________________________

19


20

How religious were Lesson 4 people in the Middle Ages?

Divide this text into paragraphs. Mark the paragraph breaks like this: //.

The priest was obviously very important to the villagers, but he was not always

popular. One reason for this was the payments the villagers had to make to the

priest. The villagers had to give the priest a tithe (one tenth of everything they

produced on their land). So if they harvested ten sheaves of corn they would

give the priest one sheaf. The priest also received someone’s second-best

working animal when they died, and kept collections made in church at special

services, e.g. at Christmas and Easter. However, not all parishes were lucky

enough to have a priest like Chaucer’s. Many priests did not live in their

parishes. They often had more than one parish, and as they could not live in all

of them they appointed deputies to do their work. These deputies were often

from ordinary village families and poorly educated. They were badly paid by the

priest who kept most of the money for himself. The deputies stumbled through

the services, hardly understanding them, and rarely gave sermons or told

stories. They were farmers like the other villagers and looking after their strips

of land and their animals took up most of their time.

20


21

The big idea: summarising Lesson 4 Homework

This text is about ____________________________________________________

and explains ________________________________________________________

____________________________________________________________________

The first paragraph tells us _____________________________________________

____________________________________________________________________

The second paragraph says _____________________________________________

____________________________________________________________________

The third paragraph describes how _______________________________________

____________________________________________________________________

The fourth paragraph says _______________________________________________

____________________________________________________________________

The fifth paragraph tells us ________________________________________________

____________________________________________________________________

21


22

Models for note-making Lesson 5

22


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ern

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ey

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ust

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23

Lesson 5

23


Patt

ern

Elab

orat

ion

Sequ

ence

of:

•time

•plac

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Raw

data

/par

ts t

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quan

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es

Expl

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ion

Mai

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etai

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distanc

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er

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eric

al

rela

tion

ship

sSh

ow p

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ns

Sign

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ords

No

spec

ific

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nal

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s

Look

for

: hea

ding

s,

subh

eadi

ngs,

top

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s

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24

Who are the Quakers? Lesson 5

24


In 1652 the Society of Friends was started by George Fox. Shortly afterwards members became known as the Quakers when Fox told a judge, before whom he was appearing, that he should ‘quake’ in the presence of God. Today, Quakers still refer to each other as ‘friends’.

The ‘light within’

From the beginning the Quakers showed that they were different from any other Christian denomination. They refused to take an oath on the Bible, arguing that the truth itself was more precious than any book. Religion was a matter of following the ‘light within’ rather than any religious rules or regulations.

Quakers are also well known as pacifists, arguing that no good ever came from fighting or war. During the First and Second World Wars, for example, they would only take non-combative (non-fighting) roles, such as carrying the injured on stretchers.

Worship

Quakers get together each Sunday for worship in a very simple and plain building called a meeting house. They meet in a room which has a table in the middle with chairs arranged around it. There are no priests or ministers to lead the worship and anyone is free to contribute.

The service starts when the first person enters the room and sits down. It continues largely in silence but from time to time a person may feel that the Holy Spirit is prompting them to speak to the others. They may also read something out loud, say a prayer or pass a personal experience. Gradually a feeling of peace and quietness spreads through the meeting as each person thinks about what has been said. Sometimes nothing at all is said. No one worries about this since they believe that God’s Holy Spirit can communicate directly with the hearts and minds of everyone there.

Simplicity

Both the Quakers and the Salvation Army do not take part in any sacraments. This is because they want to emphasise the deep, inner meaning of true religion rather than concentrating on any outward ceremonies. Simplicity is central to the religious faith of Quakers and is clear in everything that they do. Their marriage service, for example, is more simple than that of any other Church. The couple say:

‘Friends, I take this Friend to be my husband/wife, promising through divine assistance to be unto him/her a loving and faithful husband/wife so long as we both on Earth shall live.’

The couple then sign a certificate with these words on it and it is witnessed by two other people.

Do you know?

• WhattheQuakerswerecalledinthefirst place?

• WhatQuakersbelieve?

• WhyQuakersdonotcelebrateanysacraments?

Reproduced with the permission of Nelson Thornes Ltd from New Steps in Religious

Education – Book 3 New Edition by Michael Keene first published in 2003

25

Earthquakes Lesson 5

• Readthenewspaperreport.

• Makenotesontheplaceswherepeoplefelttheearthquakeandthe

effects.

25


EARTHQUAkESHAkES

MILLIONSOFBRITONS

Monday,23September,

2002

MillionsofBritonsawoke

latelastnightto

thedisorientingexperie

nceof thehouse

shakingasaminorearth

quakesetoffcar

alarms,brokewindowsa

ndrattlednerves

acrossEnglandandWale

s.

Thousandsof people d

ialled 999 or

rang their local police

station after the

quakestruckat12.54a

m.Noinjuriesor

seriousdamagewerere

ported.

The tremor measured

4.8 on the

Richter scale – amino

r shake inworld

terms, butthe stronge

st quake to hit

Britain in a decade. A

much smaller

aftershock,withamagn

itudeof2.7,was

recordedat4.32am.

West Midlands police s

aid that the

force received 5,000

calls totheir

switchboardwithinanh

ourofthetremor

and 600 calls to the

999 service. A

spokeswomansaidthatt

heyhadreceived

no reportsofany injurie

sordamage to

property.

StaffwithWestMidlands

fire service,

whosecontrolroomisba

sedinthecentre

ofBirmingham,feltthet

remorandsome

callers had complaine

d of structural

damagetotheirhomes.

Anoperatorsaid

he felt the building

shake. Shortly

afterwardstheforcebeg

anreceivingcalls

fromacrosstheregion,

withthemajority

comingfromWalsalland

Smethwick.

Describingthemomentth

eearthquake

struck, Oldbury residen

t Richard Flynn

said: ‘All the power w

as cut offand

seemed tobe so for a

bout a five-mile

radius. Theshaking and

tremblingwas

really quitesevere. Qui

te a few people

cameoutoftheirhouse

swonderingwhat

was goingon. The s

treets were in

darkness.’

Hesaidthepowerwasre

storedaround

20minuteslater.

EarthquakeShakesMillionsofBritonsarticle©GuardianNews&MediaLtd2002

26

Aesop’s fable Lesson 6

Once upon a time a devious and very hungry Wolf decided that he needed to

find a way to hunt food more successfully. Times were hard and food was

becoming more difficult to catch because, as soon as he approached a flock of

sheep, the shepherd would chase him away. He decided that the best plan of

action was to disguise his appearance and that way he could fool the shepherd

and catch his sheep more easily.

One day, late in the afternoon, the Wolf draped himself in the skin of a sheep

and crept into the flock. With the light fading in the sky and his eyesight not as

good as it used to be, the old shepherd was completely fooled by the disguise.

Later that evening the Wolf, much to his glee and satisfaction, was shut up by

the shepherd with all the other sheep in the fold; the gate was closed, and the

entrance was locked and barred. The Wolf was just about to strike when the

shepherd returned to the fold. He had just remembered that he needed to get

some meat for the next day. In the dark, he mistakenly caught up the Wolf

instead of a sheep, and killed him instantly.

26


27

The Two Travellers and Lesson 6 the Bear

Once upon a time there were two men who were the greatest of friends. They

were travelling together through a large forest, when they were confronted by a

large and fierce-looking Bear. The Bear suddenly was blocking the path ahead

of them and there seemed no way of escaping danger.

One of the men climbed up quickly into the nearest tree and concealed himself

in the branches. The other man realised that, as he was the only one left, the

Bear was sure to attack him. He did not have time to climb a tree as his friend

had done and so decided on another course of action. He fell flat on the

ground and pretended he was dead. The Bear sniffed the man’s head to

discover what had happened. Because the man was holding his breath and

keeping his limbs absolutely still, the Bear decided he was dead. It is a well-

known fact that bears do not eat dead meat, so the Bear decided that there

was no point in staying and disappeared into the darkness of the forest.

27


28

The Tulip Touch Lesson 7

I paid for the privilege (if privilege is what it was). Nobody else would have Tulip

in their gang. They knew from experience that she was out of school more than

in. (That’s why I’d never seen her.) From that time on, I spent countless hours

scuffing alone round the playground, desperately hoping that she’d show up,

or that some soft soul in one of the busy swarms of children whooping around

me would crack and say the words I longed to hear.

‘Forget silly old Tulip. She’s never here, anyway. Come and play with us.’

I look back and think I must have been mad. What sort of friendship is it

when one of the pair is hardly ever there and the other is never permitted to go

off and find her?

Extract from The Tulip Touch byFine,A.©AnneFine.Usedwithkindpermission

28


29

The Tulip Touch Lesson 7

...I was so mad at her for the sheer stupidness of it (and for ignoring me so

horribly) that when she took a gold chain I’d never seen before out of her pocket and

twirled it round her fingers, I left Marcie to ask all the questions.

‘Where did you get that?’

‘It’s mine.’

‘Is it real gold, though? Real gold?’

‘Of course it is.’

‘Can I see it?’

‘You’re looking at it.’

‘No, I mean, can I hold it?’

Pleased with her interest, Tulip spilled the chain into Marcie’s hand. Marcie

turned to the sunlight and studied it.

‘This is real gold. It’s got that funny mark.’ She raised her eyes to Tulip’s. ‘It can’t

be yours.’

‘Yes, it is.’

‘I don’t think so. It must be worth an awful lot.’

The edgy tone I knew so well came into Tulip’s voice.

‘Why shouldn’t it be mine?’

Marcie said nothing, and, with Tulip standing there in her cheap clothes and

worn jacket, there was no need.

Furious, Tulip snatched back the necklace and hurled it, glinting and rippling, as

far as she could. It flew across the car park like a live snake, and fell with a rattle into

the huge rubbish drum beside the wall.

We stared. Then Tulip said to Marcie:

‘I don’t want it any more. You can have it if you find it.’

Marcie hesitated just a shade too long. And then, humiliated by the notion of

scrabbling in a dustbin for something cast out by Tulip, she turned her back on us.

‘I don’t want it!’Extract from The Tulip Touch byFine,A.©AnneFine.Usedwithkindpermission

29


30

Dracula Lesson 7 Homework

• Readtheextract.

• Makenotesintheovalsonpage31.

Extract from Dracula by Bram Stoker

30


Soonwewerehemmedinwithtrees,whichinplacesarchedright

overtheroadwaytillwepassedasthroughatunnel.Andagain

greatfrowningrocksguardedusboldlyoneitherside.Thoughwe

wereinshelter,wecouldheartherisingwind,foritmoanedand

whistledthroughtherocks,andthebranchesofthetreescrashed

togetheraswesweptalong.Itgrewcolderandcolderstill,and

fine,powderysnowbegantofall,sothatsoonweandallaround

uswerecoveredwithawhiteblanket.Thekeenwindstillcarried

thehowlingofthedogs,thoughthisgrewfainteraswewenton

ourway.Thebayingofthewolvessoundednearerandnearer,as

thoughtheywereclosingroundonusfromeveryside.Igrew

dreadfullyafraid,andthehorsessharedmyfear.

31

Lesson 7 Homework

31


Literal meaningWhat I know for certain

InferenceWhat I think could be true

Evidence

3232


The writer’s toolbox Lesson 8

Match the tools and examples.

Tools Examples

simile The thief grasped a handful of gold coins.

powerful verbs His mouth was as wide as a river.

precise adjectives The car stopped.

well-chosen adverbs Was she really going to keep her promise?

metaphor On the corner of the street a man with

huge shoulders, who seemed to be trying

to be inconspicuous, looked into the

newsagent’s window.

asking questions He gently washed the oil off the bird’s

feathers

short sentences They heard footsteps. Someone was

following them.

complex sentences School is prison.

hiding the subject Carefully she pulled the curtain.

starting the sentence with Along the path came a huge dog.

an adverb

delaying the subject

3333


Character, setting and Lesson 8 mood grid

What are they like? How does the writer show this?

Character

Setting

Mood

3434


Shadow of the Minotaur Lesson 8

‘I’m going round in circles,’ he said in dismay, and his voice rebounded in the

chill tunnels. He peered into each of the passageways that led off from the

junction. Ignoring the one where the thread lay accusingly on the floor, he made

his way down a second tunnel. This one sloped gradually downward.

It was getting colder and the stone floor was oily with puddles of foul water.

Dimly shining globs of something unspeakable floated on their dull surfaces.

Touching the walls earlier had turned his stomach. He had no intention of

making the same mistake with the floor.

Something stirred. A rat? He had never dreamed that he would ever wish for a

rat, but just then he would have taken a hundred of the things, rather than the

lumbering form waiting for him in the darkness. Hooves scraped on the floor.

The sound was made by something big and powerful. This was no rat.

Extract from 'Shadow of the Minotaur' by Alan Gibbons (Orion Children's Books). Reproduced by permission of the publisher

35

First Day at School Lesson 9

A millionbillionwillion miles from home

Waiting for the bell to go. (To go where?)

Why are they all so big, other children?

So noisy? So much at home they

must have been born in uniform.

Lived all their lives in playgrounds.

Spent the years inventing games

that don’t let me in. Games

that are rough, that swallow you up.

And the railings.

All around, the railings.

Are they to keep out wolves and monsters?

Things that carry off and eat children?

Things you don’t take sweets from?

Perhaps they’re to stop us getting out.

Running away from the lessins. Lessin.

What does a lessin look like?

Sounds small and slimy.

They keep them in the glassrooms.

Whole rooms made out of glass. Imagine.

I wish I could remember my name.

Mummy said it would come in useful.

Like wellies. When there’s puddles.

Yellowwellies. I wish she was here.

I think my name is sewn on somewhere.

Perhaps the teacher will read it for me.

Tea-cher. The one who makes the tea.ReprintedbypermissionofUnitedAgentsLimitedonbehalfofRogerMcGough

© Roger McGough 1976: as printed in the original volume

35


3636


Lesson 9 HomeworkBonfire NightYellow flames flicker against the black velvet skyRed-hot sparks dance above the crackling woodChildlike voices rise and fall asWhizzing rockets spread showers of silver lightPeople unite to gaze at the wonder of bonfire night.

My SariSaris hang on the washing line:a rainbow in our neighbourhood.This little orange one is mine,it has a mango leaf design.I wear it as a Rani* would.It wraps around me like sunshine,it ripples silky down my spine,and I stand tall and feel so good. Debjani Chatterjee

* queen

3737


Two poems Lesson 9 Homework

Read the poem ‘Bonfire Night’, on page 36.

1 Find two verbs that suggest movement.

________________________________________

________________________________________

2 Find two adjectives that describe sounds.

________________________________________

________________________________________

3 Why does the writer describe the voices as ‘childlike’?

________________________________________

________________________________________

Read the poem ‘My Sari’, by Debjani Chatterjee, on page 36.

4 Find one noun and one adjective that show the bright colour of the sari.

________________________________________

________________________________________

5 What does the writer mean by ‘I wear it as a Rani [queen] would’?

________________________________________

________________________________________

3838


The Other Side of Truth Lesson 10

The dead, flat look in Femi’s eyes added to Sade’s own worries as she and Aunt Grace left

him in the Headteacher’s office at Greenslade Primary School the following Monday morning.

He was going to join a Year Five class and Mrs King could collect him from the school gates

at three-fifteen.

‘Don’t worry! I’m sure he’ll settle in soon,’ the Headteacher said with a brightness matching

the sparkle in her earrings. ‘He’ll be wanting to walk home by himself then.’

Sade wondered how she could be so sure. And what did she mean by ‘home’ anyway?

At breakfast, when Aunt Grace had prepared a pack of sandwiches for each of them, Femi

had not even responded when asked what filling he would like. He had spent the weekend

mostly with his head in a comic or watching sport on television. He had refused to come

when Aunt Grace took Sade out to buy her school uniform, even though he needed sports

clothes for school. Every day he seemed to be moving further away from her. When Sade

waved goodbye to him from the Headteacher’s door, his arms hung so listlessly at his sides

that the red plastic lunch box looked as if it might slide out from his fingers at any moment.

The Other Side of Truth, by Beverley Naidoo (Puffin, 2000), reproduced by permission of Penguin Books Ltd

3939


The Other Side of Truth Lesson 10

Sade was in the middle of writing her name when a head of spiky blonde hair poked

between her and Mariam and withdrew.

‘Can’t spell her own name!’ Sade heard the clear whisper. ‘Miss said “Sha-day” and she

ain’t put in no “h”!’

‘Don’t need to spell in the bush!’

Sade gripped her pen as a small explosion of laughter rippled behind her.

‘Donna and Marcia, stop that chattering! You’re meant – if you had listened – to be getting

your books out.’ Mr Morris sounded tired even though it was the first lesson of the day.

‘We only wanted to know, sir, what the new girl’s name means.’

‘Well it is not the time now for continuing that discussion. Get your books out. Hurry! That

goes for you too Kevin Graham!’

Sade felt that eyes were on her, all around. The girls immediately behind her were still talking

to each other under their breath. It was a relief when Mr Morris finally began the lesson. They

were to write about a place that had been very special to them when they were younger. He

wanted them to use words that made other people feel they could see, hear, even smell their

special place.

‘Oh that’s disgusting, sir!’ one of the girls behind Sade called out.

‘And why is that, Marcia?’ Mr Morris’ voice contained a note of irritation.

‘Because my best place was at my granny’s in Jamaica. It was great except for the smells,

sir. My granny keeps cows and they make a horrible pong, sir!’ the girl whined. The class

exploded into laughter and Mr Morris had to shout for quiet.


4040


The Other Side of Truth Lesson 10 Homework

PapabrokeoffasUncleTundepokedhisheadaroundthedoor.

‘Sorry to interrupt. It’s time to leave. We have to get through the traffic.’

UncleTundehaddrivenacararoundtothebackofthecompound.

‘It’s better if no-one sees you,’ he said bluntly.

He opened the rear door and pointed to the floor between the seats.

‘Squeeze in down here and I shall cover you up.’

A dark, grey blanket lay on the back seat.

Femi’s face wrinkled in protest.

‘You can be sure your uncle will make me lie down there when we go out!’ Papa embraced

the children quickly.

‘Look after each other,’ he said huskily. ‘We shall be together soon. O dabo.’

Mama Buki’s cheeks were wet as she kissed them. Sade clambered into the vehicle and

crouched down in the narrow space. Femi followed and a few seconds later the blanket

covered them like a great thundercloud.

‘Femi?’ Sade whispered. ‘Are you alright?’

She stretched out her arm to touch her brother. Her fingers clasped something knobbly, his

knee.Usuallywhentheyplayedinthedarkitwasagame,fullofgigglesandweirdsounds

intended to frighten each other. Now Femi made no response apart from a muffled sniff.


4141


Character and author Lesson 10 attitudes grid Homework

• ReadtheextractfromThe Other Side of Truth, by Beverley Naidoo,

on page 40.

• Findtheevidenceneededtocompletetheboxesbelow.

Papa and Uncle

Tunde were in a

hurry.

Mama Buki was

upset.

Sade was worried

about her brother.

Femi was crying.

I think that the author’s purpose is to show…

4242


Possible ways of ending Lesson 11 a story

1 Talk to the reader.

2 A comment from one of the characters.

3 Show the main character has changed.

4 Ask a question.

5 Tell the reader to remember or do something.

6 End with a mystery.

7 End with a twist.

8 Refer back to the beginning.

9 Look to the future.

10 End with a cliffhanger – so it sounds like the beginning of a new story.

11 Give a moral.

12 Let the readers work it out for themselves.

4343


Animal leaflet (outside) Lesson 12

RS

PC

A G

reat

er M

anch

este

r A

nim

al H

ospi

tal L

eafle

t ©

RS

PC

A 2

009.

4444


Animal leaflet (inside) Lesson 12

RS

PC

A G

reat

er M

anch

este

r A

nim

al H

ospi

tal L

eafle

t ©

RS

PC

A 2

009.

4545


Walking a Friend’s Dog Lesson 12

Devon, MidnightI just can’t see,don’t knowwhere anything is.

I must imagine hedges,the sky, the lane ahead.Tonight is as blackas loudspeakers,as peppercorns, as rain-soaked soil, as blackas a mole’s eyesightunderground.

It doesn’t bother the dog.He can see with his wetblack nose, snufflingat hedges. He can tellwhere a fox has shoulderedthrough, can hearthe fieldmice scratch.

Tonight is blackas lofts, as cupboardsunder stairs, so darkI’m scared ...

me ... a grown man from the phosphorescent city ... asking ‘Is it time to turn back home?Are you still there?’

Walking a Friend's Dog - Devon Midnight by Simpson, M. © Matt Simpson. First published in The Pigs’ Thermal Underwear, HeadlandPress,(1993).Usedwithkindpermission.

4646


Dog bites man and dogs Lesson 12 bite dogs

News release

Friday 5 November

Bath and North East Somerset’s Dog Warden Service has received an unusual

number of dog attack complaints this month – on both people and animals.

People have been injured by dogs and have had to have medical treatment

and, in other cases, animals have been attacked, injured and killed.

Dennis Oakman, Dog Warden at B&NES Council said, ‘It is the dog owner’s

responsibility to keep control of their dogs in any place which is open to the

public. The owner is held responsible for any damage or injury to person or

property.’ He also asked that, ‘If you are attacked by a dog, please inform the

police of the owner’s details, and if you are cut or physically injured, seek

medical assistance.’

The reason for this unusual number of dog attacks is not known; however, all

dog attack incidents should be reported to the police and the Dog Warden

Service.

This Service positively encourages responsible dog ownership, and encourages

all dog owners to take their dogs to training classes where the dogs can be

socialised and trained.

If you have any complaint about dogs, or wish to report an offender but stay

anonymous, then use the F.I.D.O. line (Find Idle Dog Owners). All complaints

are dealt with, no matter how trivial – call Dennis Oakman.

Source: www.bathnes.gov.uk/communications/press_releases/a-f releases/dog_bites_man_and_dogs_bite_dogs.htm

4747


Question paper Lesson 12

Text 1: Animal leaflet

1 Tick one box.

First vaccinations for pets are usually given when the animal is:

two or three weeks old

four or five weeks old

eight or nine weeks old

2 Look at the middle column of the leaflet, which is all about neutering.

Explain two ways the writer has organised and presented this text to help

the reader to understand this information

_________________________________________________________________

_________________________________________________________________

3 Name two problems that unneutered cats can cause.

_________________________________________________________________

_________________________________________________________________

4 Look at these two examples of the way the writer uses language. They are

taken from the final section of boxed text. What effect do you think the

words in bold type will have on a pet owner who reads them?

Unlessthereisaspecificreasonotherwise,it’s always the responsible choice

to neuter your pet – so ignore all the objections you’ve heard in the past and

book an appointment today!

_________________________________________________________________

5 What is the purpose of this leaflet?

_________________________________________________________________

4848


Question paper (continued) Lesson 12

Text 2: Walking a Friend’s Dog

6 What is the man afraid of?

_________________________________________________________________

7 Find two similes that describe the night.

_________________________________________________________________

_________________________________________________________________

8 What is the main idea in the third verse? Tick one box only.

The dog is happy.

The dog has a wet nose.

The dog’s sense of sight is less important than

its sense of smell.

The dog is an excellent night hunter.

9 What line tells us that this man is not used to being in the countryside?

________________________________________________________________

Text 3: Dog bites man and dogs bite dogs

10 Which of the following facts are in the article? Tick two boxes.

Some animals have been killed by dogs.

The reason for the attacks is the very hot weather.

People have had to have medical treatment.

Owners of dogs responsible for the attacks have

been arrested.

4949


Question paper (continued) Lesson 12

11 Who does Dennis Oakman blame for the attacks?

_________________________________________________________________

12 Why has the reporter included a quotation from Dennis Oakman?

_________________________________________________________________

13 What word tells us that the number of dog attacks has risen this month?

________________________________________________________________

© Crown copyright 200900339-2009BKT-EN

50

Target statements for reading

I need to:

• usearangeofreadingstrategieswhenIamreadingfictionand

non-fiction;

• showasecureunderstandingofthelanguagefeaturesandstructuresof

the full range of non-fiction text types;

• distinguishbetweenimplicitandexplicitpointsofview;

• identifyanddescribethestylesofindividualwriters;

• analysehowmessages,moods,feelingsandattitudesareconveyedin

prose, using inference and deduction and making reference to the text;

• securetheskillsofskimmingandscanningandefficientreading;

• selectandretrieveinformationfromarangeoftexts;

• summariseinformation,makingsureitincludestheimportantdetails.

© Crown copyright 2009 00339-2009BKT-EN

51

Acknowledgements

Henri Rousseau biography sourced from www.iblio.org/wm/paint/auth/rousseau © 2002 Nicholas Pioch; subject to the terms of Creative Commons Attribution – Sharealike 1.0 Public License (www.creativecommons.org/licenses).

B:Satelliteimageof4hurricanescrossingtheAtlanticatthesametimefromtheU.S.NavalAtlanticMeteorology and Oceanography Center. © ImageState.

C: Photo of hurricane damage in Florida © ImageState.

Think Through Geography, by Mike Hillary, Julie Mickleburgh, and Jeff Stanfield (Longman, 2000), 58–59; reproduced by permission of Pearson Education Ltd.

Annual pattern of flow in the River Ouse, 1998 sourced from Environment Agency.

PhotographoftheRiverOuseinnormalflowbyMickleburgh,J.©JulieMickleburgh.Usedwithkind permission.

Photo of the River Ouse in flood © Bedforshire on Sunday Newspaper.

Mercury extract taken from http://www.dustbunny.com/afk/planets/mercury/mercury.htm. © BillArnett.Usedwithkindpermission.

Volcano image: Plinian Eruption-numbers. Permission is granted to copy, distribute and/or modify thisdocumentunderthetermsoftheGNUFreeDocumentationLicense,Version1.2oranylaterversion published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts,andnoBack-CoverTexts.Acopyofthelicenseisincludedinthesectionentitled“GNUFreeDocumentation License”.

'Who are the Quakers?' Reproduced with the permission of Nelson Thornes Ltd from New Steps in Religious Education - Book 3 New Edition by Michael Keene first published in 2003.

'Earthquake Shakes Millions of Britons' article © Guardian News & Media Ltd 2002.

Extracts from The Tulip TouchbyFine,A.©AnneFine.Usedwithkindpermission.

Extract from Dracula by Bram Stoker.

Extract from Shadow of the Minotaur by Alan Gibbons (Orion Children’s Books). Reproduced by permission of the publisher.

'FirstDayatSchool'.ReprintedbypermissionofUnitedAgentsLimitedonbehalfofRogerMcGough © Roger McGough 1976: as printed in the original volume.

Poem'MySari'byChatterjee,D.©Dr.DebjaniChatterjee,MBE.Usedwithkindpermission.

Extracts from The Other Side of Truth, by Beverley Naidoo (Puffin, 2000), reproduced by permission of Penguin Books Ltd.

RSPCA Greater Manchester Animal Hospital Leaflet © RSPCA 2009.

'Walking a Friend’s Dog' – Devon Midnight by Simpson, M. © Matt Simpson. First published in The Pigs’ Thermal Underwear,HeadlandPress,(1993).Usedwithkindpermission.

'Dog bites man and dogs bite dogs' sourced from: www.bathnes.gov.uk/communications/press_releases/ a-freleases/dog_bites_man_and_dogs_bite_dogs.htm

http://www.creativecommons.org/licenses

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