Objectives: R6 Active reading, R7 Identify main ideas, R8 Infer and deduce, R12 Character, setting and mood, R14 Language choices, R15 Endings, R16 Author attitudes, S&L3 Shape presentations
Lesson / Reading strategy focus / Starter/Introduction
(15 minutes) / Development
(35 minutes) / Plenary
(10 minutes) / Homework / Resources
1 / *Speculate
*Pass comments / Introduction to guided reading/key objectives/ establishing ground rules/allocating texts and reading ‘tasters’ / Reading strategies: see starters
Group reading: chapters 1 and 2
Group activity: effective openings – group card W1 / Reflection on reading strategies and which used already / Strategy check-card
2 / *Ask questions
*Speculate
*Relate to prior
reading / Openings, setting and mood, narrative hooks / Group reading: chapters 3–6
Group activity: narrative hooks – group card W2
Teacher with guided group– guided card W1 / What makes an effective narrative hook? / Read chapters 3–8 / Narrative hooks sheet
3 / *Infer and deduce
*Visualise
*Empathise / Character, inference and deduction / Group reading: chapter 9
Group activity: notes on explicit/inferred development of character – group card W3 / Each group shares one example of inference / Photocopies
Highlighters
4 / *Reread
*Relate to time and
place
*Interpret patterns / Structure: mind-mapping, seeing patterns / Group reading: chapters 10–13
Group activity: in-depth exploration of character –
group cardW4 / Two pupils to feedback: what reading strategy helped most in this lesson? / None
5 / *Summarise
*Interpret patterns / Identifying and tracking themes / Group reading: chapters 14–15
Group activity: mind-mapping of plot and links between characters, structure of text – group card W5 / Refer to W5 / Read chapters 16–17 / Sugar paper
Pens
6 / *Interpret patterns
*Ask questions
*Establish
relationship with
author / Author’s viewpoint and intentions / Group reading: chapters 18–20
Group activity: in pairs, author interrogation (one person is the author and is interviewed) – group cardW6
Teacher with guided group – guided card W2 / Select one group to demonstrate. What new insights has this given into the book? / (If guided reading session takes place, read chapters 18–20) / Access to Internet
7 / *Interpret patterns
*Ask questions / Narrative style at word, sentence and text level / Group reading: chapters 21–23
Group activity: groups choose one plot event and explore how the language features work within this – group cardW7 / Refer to W7 – each group reports on one language feature and its effect / None
8 / *Hear a voice as
read
*Ask questions
*Interpret patterns / Authorial voice. How is author ‘heard’ in novel? / Group reading: chapter 24
Group activity: find examples of author’s voice –
group cardW8 / Each group to give an e.g. of a) authorial voice b) narrative voice / Read chapters 25–28 / Sugar paper
Pens
9 / *Reread/reinterpret
*Summarise
*Pass judgements / Endings and how they link back to the beginning / Group reading: chapters 29–30
Group activity: endings and resolutions – group cardW9 / Each group: what is effective about the ending in their book? / None
10 / Preparation of oral presentations Homework: Preparation/rehearsal
11 / Group presentations: 10 minutes per text
Key Stage 3NATE© Crown copyright 2003Group reading at Key Stage 3
National Strategy
Whispers in the graveyardTheresa Breslin
Lesson 1Group card W1
Objectives:R6 Active reading
R8 Infer and deduce
Resources:Strategy check-card
As a whole group we have:
established the ground rules for group and guided reading;
looked at effective strategies for reading (starter activity and Strategy check-card);
Group reading
Read chapters 1 and 2 independently.
Group task
- In your groups discuss how you think the author ‘hooks’ or interests the reader, making them want to read on.
- Be prepared to share your findings in the plenary.
Whispers in the graveyardTheresa Breslin
Lesson 2Group card W2
Objectives:R6 Active reading
R12 Character, setting and mood
Resources:Narrative hooks sheet
As a whole group we have:
revised the range of reading strategies you have available to you;
explored narrative hooks.
Now you are going to:
look at the narrative hooks used by the author.
Whilst you are reading:
think about the strategies you are using (look at the Strategy check-card);
think about the evidence you may use to support your ideas.
Group reading
Read chapters 3–6 together.
Group task
1.In pairs, using the Narrative hooks sheet, discuss which narrative hooks the writer has used to entice the reader.
2.Share your findings with the group, using supporting evidence. Why does this make an effective opening to Whispers in the Graveyard?
Homework
Read chapters 7–8 before the next lesson.
Whispers in the GraveyardTheresa Breslin
Lesson 3Group card W3
Objectives:R6 Active reading
R8 Infer and deduce
Resources:Photocopies of chapter 9, highlighter pens
As a whole group we have:
revised the range of reading strategies you have available to you;
explored narrative hooks.
Now we will:
explore how the characters are developing.
Group reading
Paired reading of chapter 9.
Group task
1.In discussion recap on Warrior Watkins, Ms Talmur and why Solomon has been sent back to the Primary One class. In pairs discuss:
i.how Solomon will feel when he goes back into his old classroom;
ii.how the younger children are likely to react;
iii.whether Solomon is likely to be disruptive;
iv.how Ms Talmur will treat Solomon;
v.how the rest of the day is likely to be for Solomon;
vi.what you think might happen next.
Share your findings with the others in the group.
2.Give out photocopies of chapter 9 and highlighting pens.
Working in pairs, agree responsibility for highlighting one of the following areas of crucial information that helps us:
i.picture the setting in our heads;
ii.learn more about how Solomon is feeling;
iii.learn more about Ms Talmur.
3.Share your findings with the others in the group. What can we infer and deduce about Solomon and this new teacher?
Whispers in the GraveyardTheresa Breslin
Lesson 4Group card W4
Objectives:R6 Active reading
R12 Character, setting and mood
Resources:None
As a whole group we have:
revised the range of reading strategies you have available to you;
explored narrative hooks;
explored character, setting and mood;
explored the developing relationships between character and place.
Now you are going to:
explore the characterisation in more depth.
Group reading
Read chapters 10–13 together.
Group task
1.In pairs discuss the personality of Ms Talmur. How is she different to the other adults Solomon meets?
Agree upon and write down five adjectives describing her character.
Swap your list with another pair and allow them 5 minutes to locate as many bits of evidence as they can in the text supporting your ideas.
Do the same with their list and compete to see who can find the most and best examples.
2.Share your findings briefly with the others in the group and draw up a list of the best adjectives in your journal.
3.Think about and discuss what this character’s importance might be for Solomon and for the story in the future. Write 50 words in your journal explaining your ideas about Ms Talmur and her future significance.
4.Share your findings with the others in the group.
Whispers in the GraveyardTheresa Breslin
Lesson 5Group card W5
Objectives:R6 Active reading
R7 Identify main ideas
Resources:Sugar paper, pens
As a whole group we have:
revised the range of reading strategies you have available to you;
explored narrative hooks;
explored the developing relationships between character and place;
begun to explore themes and how the characters contribute towards them.
Now you are going to:
continue to trace developments, including themes.
Group reading
Read chapter 14 independently, followed by a paired reading of chapter 15.
Group task
1.Divide into two groups of three, one takes Solomon, one Ms Talmur. Your task is to design an explosion chart on the sugar paper provided. On it you will write out some favourite dialogue spoken to your character within this chapter and in a box, or thought bubble, what they are really thinking or would like to say in response. (Keep things decent please!)
Solomon, the narrator, sometimes lets the reader in on his secret thoughts and expressions as the story progresses. It’s called his internal monologue. We often think things in our heads but don’t say them. What do you think is really going on inside Ms Talmur’s head as the chapter develops? What do you think is really going on inside Solomon’s father’s head as the chapter develops?
2.Discuss in your group why you think the author chooses to hide these thoughts away from the reader. Why does Theresa Breslin make us dig for meaning? Why do we have to read between the lines? What pleasure does this add to our reading? Or is it an irritation we could do without?
3.Be prepared to display and present your ideas in the plenary.
Homework:
Read chapters 16–17.
Whispers in the GraveyardTheresa Breslin
Lesson 6Group card W6
Objectives:R6 Active reading
R16 Author attitudes
Resources:Access to the Internet
As a whole group we have:
revised the range of reading strategies you have available to you;
explored narrative hooks;
explored the developing relationships between character and place;
explored themes and how the characters contribute towards them.
Now you are going to:
explore the role of the author.
Group reading
Read chapters 18–20 together.
Group task
The characters are not the only ones that have a voice in a story. Readers are often given a strong impression of the author, the teller of the tale, and this can influence your experience of the story.
- In pairs, write down five questions that you would like to ask Theresa Breslin about Whispers in the Graveyard and her ideas in the book.
2. One member of the group should take on the role of the author and be interviewed as the author.
3. When you have done this, read the material about the writer at , or see the video clip where she talks about herself at
List the similarities and differences in your ideas about Theresa Breslin compared to those presented in the interview.
How close was your group’s impression of the author given in Whispers in the Graveyard to that given in the interview?
Homework
Write up yourbest ideas today on the following:
What you learned that was important about therole of theauthor?
What do you think Theresa Breslin wanted to achieve when she started work on Whispers in the Graveyard?
Whispers in the GraveyardTheresa Breslin
Lesson 7Group card W7
Objectives:R6 Active reading
R14 Language choices
Resources:None
As a whole group we have:
revised the range of reading strategies you have available to you;
explored narrative hooks, character, setting and mood, relationships between character and place, and emerging themes.
Now we will:
explore the author’s narrative style.
Group reading
Read chapters 21–23 together.
Group task
1.What techniques does the author use in order to keep your interest as a reader and ratchet up the tension between chapters 21 and 23?
Split yourselves into three pairs – A, B and C. Agree which pair will work on chapters 21, 22 and 23. In pairs:
i.brainstorm your initial ideas about the question above with reference to your own chapter;
ii.reread your chapter carefully and then pick out one special plot event and comment on any features that make the story more compelling and exciting for the reader.
Try to comment on any word, sentence and text level features that seem to have an impact for you. Make sure you use supporting evidence from the text to back up your own ideas. (Find those key quotes and use them in discussion!)
2.Share your findings with the others in the group and be prepared to explain your findings to the whole class in the plenary session.
Whispers in the GraveyardTheresa Breslin
Lesson 8Group card W8
Objectives:R6 Active reading
R16 Author attitudes
Resources:Sugar paper, pens
As a whole group we have:
revised the range of reading strategies you have available to you;
explored narrative hooks, character, setting and mood, relationships between character and place, and emerging themes.
Now we will look at:
authorial voice.
Group reading
Read chapter 24.
Group task
Sometimes a writer’s opinions make themselves clear to us, as readers, through the voices of characters in a story. Whilst reading chapter 24 you are reminded to listen for the views of the author rising up in the words Solomon, the narrator, uses.
1.Divide yourselves into two groups of three: Group A and Group B.
You are going to explore the following question in discussion. Do you think that Theresa Breslin wants her readers to believe that Solomon actually hears the words of a witch in his ears, or are we supposed to think that it’s his imagination playing tricks because he’s so upset about everything?
Group A will argue that for the story to work well we must believe in the existence of the evil spirit.
Group B will argue that it’s all down to bad weather, coincidence and Solomon’s state of mind.
The group that argues its case best will use lots of evidence from the chapter to support their ideas and will refer to word, sentence and text level features.
As a group, gather together your thoughts as a mind-map on the sugar paper provided, then use this as a prompt for your whole-group discussion.
Discuss the question with both sides making their case properly.
2.After the discussion, agree which side was most convincing and why.
Homework
Read chapters 25–28 by next lesson.
Whispers in the GraveyardTheresa Breslin
Lesson 9Group card W9
Objectives:R6 Active reading
R15 Endings
Resources:None
As a whole group we have:
revised the range of reading strategies you have available to you;
explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes, narrative style.
Now we will look at:
the resolution.
Group reading
Read chapters 29–30.
1.One person should recount what has happened so far.
2.In pairs discuss the questions left unanswered by the story so far and compile a list of three things you’d like to know and three things you’d like to happen by the end of the story. Record them in your exercise books/journals.
3.Share your findings with the others in the group.
Group task
1.Did you enjoy the story and its ending? Why?
Discuss how your resolutions (endings) matched up with those of the author, Theresa Breslin.
2.As a group consider what the future might hold for Solomon and what clues in the story lead to these conclusions. Will his father be able to defeat his alcoholism? Will Solomon ever be able to control his dyslexia and achieve his potential?
Homework
Write up your discussion about the ending of the story and the points you made in the second part of question 1 in the group task.
Whispers in the GraveyardTheresa BreslinLesson 2Guided card W1
Teaching objective(s): / R6 Active reading
R12 Character, setting and mood / Resources:
Strategy check-card
Text focus: / Chapter 1
Ask questions, character, setting, mood, narrative hooks
Teaching sequence:
Introduction to text:
Strategy check:
Independent reading
and related task:
Return to text:
developing response
Review (reading target
and next steps): / Clarify objectives. Teacher introduces Whispers in the Graveyard – first impressions of cover, title.
Distribute Strategy check-card and discuss expectations for developing the specific reading skills in this session. Model the use of relevant strategies, e.g. asking questions and speculating.
Model for pupils how to identify and refer to narrative hooks and the way in which an author introduces the reader to characters, setting and mood. Model the way to cite textual evidence to support an idea.
Ask pupils to reread chapter 1 independently. Pupils to work in two groups of three – Group 1 to discuss narrative hooks and the reading strategies they have used; Group 2 to focus on how the writer creates character, setting and mood and the reading strategies they have used.
Remind pupils to find textual evidence to support their ideas. Teacher guides and moves the discussion on where needed.
Ask pupils to swap their findings with the other group. Lead the questioning at the beginning, but gradually hand the questioning over to pupils. Keep the focus on citing textual evidence to support every point made, and link this into each reading strategy the pupils have used. Model the use of inference and deduction and lead a discussion on where the story may move next.
Homework: Read chapters 3–8.
Evaluation:
Whispers in the GraveyardTheresa Breslin
Lesson 6Guided card W2
Teaching objective(s): / R6 Active reading
R7 Identify main idea / Resources:
Strategy check-card
Text focus: / Chapter 15
See patterns, ask questions, analyse story grammar
Teaching sequence:
Introduction to text:
Strategy check:
Independent reading
and related task:
Return to text:
developing response
Review (reading target
and next steps): / Teacher clarifies objectives. Ask a pupil to recap on the story so far – key characters, story-line, emerging themes, personal responses.
Distribute Strategy check-card and discuss expectations for developing specific active reading skills. Model an example of citing textual evidence to support a point and explaining its effects on the reader.
Ask pupils to reread chapter 15 independently. Remind pupils that they need to find textual evidence to support their ideas. In pairs ask pupils to discuss, with reference to this chapter:
the attitude of the father;
the attitude of the teacher;
the attitude of Solomon.
Ask pupils to share their findings with the whole group. Introduce the idea of peeling back layers whilst reading so that we can get to the heart of a story, and give an example of this from previous chapters in the text. Ask pupils to discuss:
what layers are peeled away in this chapter?
what is revealed?
what is the effect upon Solomon?
Ask pupils to use mind-mapping techniques to record in their journals/exercise books what they have learned about the characters and emerging themes in this session today. Lead a review of what strategies pupils used whilst reading in this session.
Homework: Read chapters 18–20.
Evaluation
Key Stage 3NATE© Crown copyright 2003Group reading at Key Stage 3
National Strategy