The Turbulent Term of Tyke Tiler: Sample Lessons

SAMPLE LESSONS
The Turbulent Term of Tyke Tiler

GENE KEMP
YEAR 7
Context of lesson
Students will need to have read up to chapter 6 in preparation for this lesson.
Objectives
W5: R9: The spellings of high-frequency words including common homophones. Focus: high frequency words Distinguish between the views of the writer and those expressed by others in the text, e.g. the narrator, quoted experts, characters. Focus: distinguish writers views Expand nouns and noun phrases, e.g. by using a prepositional phrase. Focus: recount Use a range of narrative devices to involve the reader, e.g. withholding information. Focus: narrative devices
S2: Wr7:
Starter
G
Remind students of the misunderstanding between Tyke and Danny about gorillas on p58 and answer the following question: Whats the name for pairs of words that sound the same but are spelt differently? As a class brainstorm other homophones. Ask students to compose a list of 20 homophones. Then, in pairs, students should challenge their partner to find and spell each one. Example: a student writes flower and their partner writes flour next to it. These should be passed back to their partner for them to check the spellings, using dictionaries if necessary.
G G G
Introduction
G
Reread chapter 6, pages 5865, where Sir explains the story of the siege and answer the following questions: What do students think of the way history is taught in this chapter? What is the difference between the way history is taught in this lesson and how it is usually taught in the classroom?
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CASCADES SAMPLE LESSONS

YEAR 7
What do the students in Tykes class think about the lesson, the other people in the class, Sir and the narrator? Encourage students to find evidence from the text to support their views. Example: Tyke thinks that Sir is an individual because he says, Theres no one like Sir when he gets going on history. How is Sirs version of history different to that found in a text book? Example: language is informal, the teacher refers to familiar ideas.
G
Invite students, in pairs, to tell each other a story from history, fiction or the news, making it as easy to understand as possible.
Development
Consider the situation in a classroom where a student and a teacher may have very different perspectives. Example: a student misbehaves, a teacher loses their temper, someone lies to the teacher, something goes missing.
G G
Show the class an OHT of Worksheet 1, or read it out aloud. Ask students to write their own account of an incident in class, changing the narrator half-way through so that the reader is given the benefit of both the student and the teachers perspectives.
Plenary
Ask students to briefly summarise the difference between the perspectives of their two characters. This writing activity could develop into a much longer narrative piece to be completed for homework.

YEAR 7
WORKSHEET 1
Student/teacher scenario
Mrs Johnson was late that day and knew she had to face class with a braver face than the one shed had on the previous week. As she walked towards the door she thought to herself about what to say, how she should react to their taunts and how best to deal with Billy. I knew this wasnt going to be an easy day, but I have to do it or Ill never teach them about how to write for themselves, she thought to herself. The door opened slowly. She looked around and found, to her surprise, that they were all quiet, very quiet. Morning 3H, she mumbled. Morning Mrs Jackson, they replied sardonically. She stepped through into the forum. Is Billy not here today, or am I just in luck? Silence. Not knowing what else to do, 3H decided to look confused
SAMPLE LESSONS

GENE KEMP
YEAR 8
Objectives
W11: Explain complex ideas and information clearly, e.g. defining principles, explaining a scientific process. Focus: figurative vocabulary Recognise the conventions of some common literary forms, e.g. sonnet, and genres, e.g. Gothic horror, and explore how a particular text adheres to or deviates from established conventions. Focus: literary conventions
R14:
Wr17: Integrate evidence into writing to support analysis or conclusions, e.g. data, quotation. Focus: integrate evidence Wr6: Experiment with figurative language choice to imply meaning and to establish the tone of a piece, e.g. ironic, indignant. Focus: figurative language
Starter
G
Reread the Postscript (pages 1156) and recognise that the language is much more descriptive than when Tyke is narrating. Give students Worksheet 2 and ask them to match the quotations with the techniques that are demonstrated. Students then go on to write some examples of their own for each of the 5 techniques, to show their understanding.
Introduction
G
As a class, consider what type of story The Turbulent Term of Tyke Tiler might be adventure, school, rites of passage? Introduce the term genre to help students discuss types of fiction and as a class discuss what the conventions of the genres might be. Example: school stories conventionally contain scary teachers, nice teachers, naughty students getting into trouble, family problems, a happy ending, bullies, tests, playground, classroom settings.

YEAR 8
Divide these ideas under the following headings:
character setting plot theme language
Students should then complete the chart on Worksheet 3 to analyse the conventions of their choice of 5 genres.
Development
Students choose one genre to focus on for the writing activity, which is to write a description of a setting or an event (like the Postscript they read earlier). Note: they should try to incorporate as much genre-specific detail as they can.
Plenary
Students read out their work and the rest of the class guess the genre.

YEAR 8
WORKSHEET 2
Figurative language
Below is a list of figurative language techniques that are used in The Turbulent Term of Tyke Tiler. There is also a list of meanings of those techniques, but they are in the wrong order. Draw a line to match up the technique with the correct definition and answer the questions using full sentences.
Personification is
when you compare a thing to something else, saying it is as or like that thing. when two or more words are used together which start with the same sound. when an object is described as having the features or powers of a person. when you compare a thing to something else, saying it is that thing. when a word sounds like the noise it is describing.
Metaphor is
Onomatopoeia is
Alliteration is
Simile is
1 Which technique is used in the following quotation: The bell tolled again as if summoning the whole city to come (p116)? 2 Which sounds are repeated in this quotation: blackened bricks, worn and weathered with the years (p116)? 3 cracks snaked through the tower then spread faster and faster like some monstrous web. (p116) What picture does this description make in your mind? 4 Why has the writer chosen to use lots of onomatopoeic words together in this quotation: a cacophony of bangs and thuds, crashes, crying and screams (p116)? 5 the slates slid from the roof like a pack of cards. (p116) What makes this a good description of the tiles falling off?

YEAR 8
WORKSHEET 3
Genre conventions
Fill in each box with the results of your investigations on genre.
Typical plot Typical language Typical symbols Typical themes Typical settings Genre Typical characters
school stories
scary headteacher
playground assembly
cheating in tests
friendship
homework desks
simple dialogue
SAMPLE LESSONS

GENE KEMP
YEAR 9
Objectives
S3: Write with differing degrees of formality, relating vocabulary and grammar to context, e.g. using the active or passive voice. Focus: degrees of formality Exploit the creative and aesthetic features of languge in non-literary texts, e.g. the use of figurative language or the cadence of sentences. Focus: narrative techniques
Wr5:
Starter
G G
Reread the three extracts on Worksheet 4. Work out who is talking to whom in each extract and what they are talking about. Example: Tyke talking to the reader about his friend; the teacher talking to the class about history; the Head talking to Tyke about his father. Decide which is the most formal and informal extract, underlining or highlighting the phrases or words that identify the level of formality. Discuss whether the degree of formality is appropriate or not for that character and situation.
Introduction
Students are going to plan writing a story with a twist.
G
Students need to decide right at the beginning what the surprise or twist in the tale is going to be, as the opening to the story should deceive the reader and send them on the wrong path. Consider the surprise at the end of the book when the reader discovers that Tyke is a girl and use the idea of the withholding of crucial information as the starting point.
Note: the rest of the narrative needs to feed the reader clues, without revealing the whole surprise until the very end.
G G
Using Worksheet 5 students begin to understand how to structure their plot. Students plan their stories.

YEAR 9
Development
Invite students to take account of the 2 narrators in Tyke Tiler (Sir narrates the Postscript). The second narrator brings a different perspective to the story and could prove to be a useful device in revealing the surprise at the end of the story.
G
Set pupils the task of incorporating two narrators into their stories and explore how this could increase tension, suspense and dramatic irony.
Note: remind students how changes in the levels of formality might be a useful tool in distinguishing between the style of two narrators. This will inevitably be a task that extends into homework or a subsequent lesson.
Plenary
In pairs students share plans and initial ideas for stories for constructive criticism.

YEAR 9
WORKSHEET 4
Formal/informal extracts
1 Read the three extracts below and work out who is talking to whom about what. 2 Put the extracts in order of how formal they are and highlight the words or phrases that indicate how formal the language is in each extract.
Remember me to your father, excellent man that he is. I hope he gets in, though I think highly of Mr Kneeshaw. But your father and I were once at school together, back in the Dark Ages of course, and we share common grass-roots together, though not, as you so feelingly claim, all that common. His face went sad, like my dog at home when shes caught raiding the dustbins. She cant stop doing it, but she has terrible sorrow when anyone catches her. Dannys the same, though its money with him, not dustbins. And when hes found out, he gets this mournful look, like my dog, and everyone feels sorry for him, because of his look. What a lovely face, say the old ladies in the street. All the people who come to see him at school to give him tests, the deaf lady, the talk lady, the shrinko chap, like him and take more trouble with him than anyone else. Then William, who was a very arrogant man, remember, and not easily crossed, sent a messenger. And this messenger said that they must submit to William as their overlord. But the people answered that they would not submit, neither would they allow the messenger within the walls So King William started to march across the countryside to settle this, and when William came a-marching it wasnt funny, for he laid waste all around him. The people made the city walls and gates even stronger. Then they waited for him to come. They were determined to hold out, but
10

YEAR 9
WORKSHEET 5
Planning sheet
Respond to each heading, as they come, by writing in the spaces provided.
Summary of story outline the main events
Surprise or secret what does the reader discover in the final paragraph?
Characters try to limit yourself to 3 or 4 strong characters
Settings choose perhaps 2 or 3 settings to describe in detail
First paragraph how are you going to put the reader off the scent?
Clues what information will you give about your created surprise or secret as the story progresses?
Narrators which characters will tell the story?
Finally how will the revelation be discovered?
11

The Turbulent Term of Tyke Tiler: Sample Lessons

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SAMPLE LESSONS

The Turbulent Term of Tyke Tiler

CASCADES SAMPLE LESSONS

The Turbulent Term of Tyke Tiler

CASCADES SAMPLE LESSONS

The Turbulent Term of Tyke Tiler

The Turbulent Term of Tyke Tiler

CASCADES SAMPLE LESSONS

The Turbulent Term of Tyke Tiler

Divide these ideas under the following headings:

character setting plot theme language

CASCADES SAMPLE LESSONS

The Turbulent Term of Tyke Tiler

CASCADES SAMPLE LESSONS

The Turbulent Term of Tyke Tiler

The Turbulent Term of Tyke Tiler

CASCADES SAMPLE LESSONS

The Turbulent Term of Tyke Tiler

CASCADES SAMPLE LESSONS

The Turbulent Term of Tyke Tiler

CASCADES SAMPLE LESSONS

The Turbulent Term of Tyke Tiler

Summary of story outline the main events

Characters try to limit yourself to 3 or 4 strong characters

Settings choose perhaps 2 or 3 settings to describe in detail

Narrators which characters will tell the story?

Finally how will the revelation be discovered?

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