Group worksheet - Pearson Schools

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TEACHER’S BOOKLET Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JE England and Associated Companies throughout the World © Pearson Education Limited 2003 The right of Steve Willshaw to be identified as the author of this work has been asserted by him in accordance with the Copyright, Design and Patents Act of 1988. Extracts from Witch Child © Celia Rees All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London, W1T 4LP. ISBN 0 582 81896 6 First published 2003.

ISBN 0-582-81896-6

9 780582 818965

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Introduction Aim

Managing group and guided work

This resource provides materials to support the teaching of framework objectives through guided and group reading. Guided and group reading is a shared, social activity and it is important that pupils are given the opportunity to talk rather than write about their reading. Emphasis is placed on the promotion and development of independent reading, and pupils are asked to reflect on and develop new reading strategies.

It may take time to develop the culture of guided work in the classroom, but it is worth persevering. The following may help: • Where possible, create groups from pupils with similar reading and confidence skills. • Make the groups responsible for their own organisation. • Identify time and, if possible, clerical support, for managing the resources. • Use additional adult support in the classroom. • Edit the materials to suit the needs of the pupils. • Give the groups concrete outcomes. • Specific roles can be given within the groups, including the role of a timekeeper. • Organise pupils into ‘study buddies’. • Peer assessment can be used, as can rewards. • Make it clear that all pupils are expected to contribute to the plenary.

The lesson outline

(pages 5–7)

The lesson outline provides a structure for the organisation of teaching at a glance. It is intended to provide you with a flexible framework that can be adjusted to suit your circumstances. The structure provided will enable you to cover a longer text, while maintaining pace. Objectives are explicitly taught and are clearly placed within the context of the book, and with the lesson structure. There will be issues about coverage, but it is more important that pupils are able to explore their reading through talk and other interactive approaches, rather than, for example, sitting passively as the whole book is read to them, or worse, being asked to ‘read around the class’. A group worksheet is not provided for the first lesson as the structure of this lesson is different from the rest. Use the lesson outline to introduce and establish the ground rules for group and guided sessions. Approaches for progressing through the book include: • pupils or teacher recapping previous chapters that may not have been read • jigsaw reading (groups are given a section or chapter to read and then the group reports back) • use of video • use of prepared summaries or diagrammatic representations of the plot • reading at home, if appropriate. It is also important to allow pupils to control their own reading. If they want to read on, then let them. Rereading chapters and revisiting prior reading will always highlight things that were missed on a first reading.

Guided and group work You will see from the lesson outline that this resource provides six opportunities for guided reading. Guided and group reading facilitates interaction, not only between teacher and pupil, but also between pupil and pupil. The focus on objectives enables the teaching and learning to be pitched high, so that pupils’ learning is challenged and extended. Guided reading focuses on reading strategies, enabling pupils to develop as independent learners. This resource has six guided sessions, so that every pupil will have the opportunity to work closely with the teacher. Underpinning these sessions are the 12 group activities, so that the rest of the class is able to work independently from the teacher. It is envisaged that each group will consist of no more than six pupils.

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Resources The scheme of work in this booklet does not have heavy resource implications but ideally resources should be prepared in advance. Group worksheets could be photocopied onto coloured card and laminated, so that each group has an identifiable colour. The main resources you will need are: the group worksheets, guided session planners, copies of the reading strategies, copies of the reader, highlighter and marker pens, sugar paper, reading journals and copies of extracts on OHT and paper for annotation. Suggested starter activities are provided at www.longman.co.uk

Reading journals While the main aim of this resource is to encourage pupils to talk about their reading, reading journals provide pupils with the opportunity to reflect, speculate and express their immediate responses to what they have read. It is important that they regard the journal as part of a continuing dialogue with the teacher and with each other, rather than work that is to be marked. The variety of entries could include: • noting responses • questions arising • mind-mapping and other graphic representations (tension graphs, timelines) • jotting down words and phrases that need clarifying, or that they could ‘steal’ for their own writing • keeping track of the plot. Opportunities for using the reading journal are highlighted in this resource, but it may be worthwhile establishing routines so pupils know when they are expected to make an entry. For example, pupils could be asked to reflect every lesson on the reading strategies that they have used, and make a brief note about this, including reference to the text.

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Approaches to the Starter The following approaches and techniques are ideal for providing fast, focused and highly interactive lesson starters:

• activating prior knowledge through mind-mapping • developing the use of the reading journal to encourage pupils to reflect on subject matter, style and technique

• working with response partners to provide speaking and listening opportunities and time for the clarification of ideas

• using drama activities that encourage empathy and reflection • using card sort activities to help pupils develop conceptual understanding and higher order thinking skills

• using text marking to identify word, sentence and text level features • providing opportunities for modelling and text transformation to develop pupils’ knowledge of stylistic conventions of the text

• using graphic organisers to build up pupils’ understanding of text types, e.g.:

recount

instruction

information

persuasion

explanation

discussion

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Overview of objectives The objectives selected here focus on enabling pupils to read as readers, to deepen understanding and appreciation, but also to read as writers. Pupils are required to identify typical features and explore how writers gain impact. This is the point at which the bridge between reading and writing is made – when the pupil has the ability to step outside the body of a text and look at it as writer. Whilst the majority of objectives selected reflect development of reading, this does not imply that they should be approached in isolation or taught in a reductive way. The objectives listed below encompass the ability to recognise, understand and manipulate the conventions of language and develop the pupils’ ability to use language imaginatively and flexibly, in the narrative context. Objectives (and pupils!) benefit from being explicitly taught and from being identified and deployed in context. Other objectives can also be taught (through starter activities), but it is up to the teacher to decide where the priority lies and to adapt the resource materials according to the need of the pupils. Whilst Year 9 has been the focus for this resource, this does not mean that the novel could not be used with other year groups. With this in mind, the Year 8 objectives listed could underpin the unit.

Year 8

Year 9

Word

Word

W11 Figurative language

W7 Layers of meaning

Sentence

Sentence

Sn2 Variety of sentence structure Sn13 Change over time

Sn4 Integrate speech, reference and quotation Sn9 Sustained standard English Sn11 Trends over time

Reading R4 Versatile reading R5 Trace developments R6 Bias and objectivity R7 Implied and explicit meanings R10 Development of key ideas R13 Interpret a text R15 Historical context

Reading R2 Synthesise information R5 Evaluate own critical writing R11 Author’s standpoint R12 Rhetorical devices R13 Evaluate own reading R16 Different cultural contexts R18 Prose text

Writing Wr5 Narrative commentary Wr6 Figurative language Wr17 Integrate evidence Wr18 Critical review

Speaking and listening S&L2 Develop recount S&L5 Questions to clarify or refine S&L8 Hidden messages S&L14 Dramatic techniques S&L16 Collaborative presentation

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Writing Wr2 Exploratory writing Wr3 Formal essay Wr5 Narrative techniques Wr10 Explain connections Wr13 Influence audience Wr16 Balanced analysis Wr17 Cite textual evidence

Speaking and listening S&L3 Interview techniques S&L9 Considered viewpoint S&L12 Drama techniques S&L14 Convey character and atmosphere

• Predict • Pass comments

• R13 Evaluate own reading • R18 Prose text

• R11 Author’s standpoint

• R12 Rhetorical devices

• R2 Synthesise information • S&L9 Considered viewpoint

• R16 Different • Pass judgements cultural • Empathise contexts • Wr17 Cite textual evidence • W7 Layers of meaning

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Guided and group reading; key objectives and establishing ground rules • Explain the differences between group and guided reading. • Card sort: match the reading strategy to examples. • In small groups, discuss and define ground rules. • Develop the use of the reading journal, engaging pupils with ongoing reflections on subject matter, style and technique. • Provide sentence starters as support.

Starter/Introduction (see www.longman.co.uk) Entries 1–3 • Reading strategies • Reading journals • Introduction to book: title, cover, comparison of reviews, Ellman’s ‘foreword’, etc. • Read Entries 1–3 • Pupils write in their journals three to five questions that they hope will be answered by the end of the novel

Development

• Predict what will happen • Speculate • Interpret patterns

Different cultural contexts Entries 28–35 • Activate prior knowledge by asking open questions,e.g. • Group task: incorporating textual – Culture is …? – Traditions are …? evidence in writing 5.1 • Pupils read Entry 29 as far as ‘scoop up some dirt’ and, empathising • Guided reading group: jigsaw activity with Mary and Rebekah, make a list of what the girls find out about to collect details of the culture of Salem culture in this passage. either the Native Americans or the • Discuss influence of culture on language, behaviour and interactions. Puritan settlers 5.2 5.3

Problem solving: gathering information and presenting a solution Entries 21–27 • Sentence level starters: connectives to introduce considered opinions. • Group task: short speaking and • Spoken and written sentence structures to incorporate textual evidence. listening presentation on advantages • Activate prior knowledge: what do we mean by ‘second sight’? How and disadvantages of Mary’s gift 4.1 have those who may have this gift been treated? • Model use of flow charts. Activate pupils’ knowledge of this tool from other subject area.

Plenary Each group shares feedback on one or two aspects of culture from the table. Homework Read Entries 36–43.

Plenary Four pairs share their presentations on advantages and disadvantages of Mary’s gift. Four other pairs explain their flow charts. Homework Read Entries 28–35.

• Pass comments Difference between character’s words and thoughts Entries 11–20 Plenary • Empathise • Revise rhetorical devices. Ensure all pupils are familiar with working • Group task: distinction between Each group discusses one • Rationalise what is definitions of common devices: rhetorical questions, repetition, characters’ words and their example of the use of a happening alliteration, metaphor, simile, variation of sentence length, thoughts 3.1 rhetorical device. • Establish a relationship with personification. Add these to classroom word walls if necessary. • Guided reading group: how does the Homework the narrator • Discuss link between rhetorical devices and audience and purpose of writer use rhetorical devices to Read Entries 21–27. texts. When would each device be appropriate? What impact would convey the difference between they have on the reader? Emphasise feature explanation rather than Mary’s thoughts and her words? feature spotting. 3.2 3.3 • Model text marking to show difference between what Mary thinks about Reverend Cornwell and what she says, using start of Entry 12.

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Plenary Groups feedback ideas that distinguish Mary’s and Rees’ opinions/viewpoints. Homework Read Entries 11–20.

Plenary Reflect on reading strategies used. Predict directions text may take. Discuss satisfaction level of opening. Homework Read Entries 4–10.

Plenary and Homework

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• Ask questions Authorial voice and narrative voice Entries 4–10 • Establish a relationship with • Why do people write diaries? Brainstorm motives/intentions. • Group task: establishing a the narrator • Response partners: why is Mary writing this diary? Why has Rees relationship with Mary in Entries 4 • Establish a relationship with written this book? Brainstorm a range of answers. and 5 2.1 the author • Response partners: pupils create definitions for authorial voice and • Guided reading group: pupils devise narrative voice – may refer to reading strategies on page 237 of text. questions for the author based on • Read first three paragraphs of Entry 4. Pupils write questions for Mary Entry 10 2.2 2.3 on Post-it notes. Suggest prompts as necessary, e.g. – Where do you think you are going? – Who is with you? What? Why? When? How? • Repeat above, writing questions for Rees, e.g. – Why have you made the attendants come running up to the carriage so quickly?

Reading strategy focus

Lesson Objectives

Lesson outline

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• Wr5 Narrative techniques • S&L9 Considered viewpoint • S&L12 Drama techniques

• R18 Prose text • S&L3 Interview techniques

• Wr5 Narrative techniques

• R2 Synthesise information

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• Re-read • Interpret patterns

• Feel • Predict what will happen

Entries 67–76 • Group task: analyse the ways in which Mary’s increasing tension are conveyed in these entries 9.1 • Guided reading task: model text marking of sentence length in Entry 67 and consider effect. 9.2

Entries 54–66 • Group task: develop role-play in which Martha questions Mary about her behaviour and warns her of the consequences 8.1 • Guided reading group: gathering details of Mary’s suspicious behaviour 8.2 8.3

Relevance and sources Entries 77–86 • Introduce use of QUADS (Questions/Answers/Details/Source) • Group task: pupils sort characters grid to plan and guide research. according to degree of kindness • Model use of this grid to plan and guide research into topic: shown to Mary 10.1 ‘Will the settlers be able to survive the winter?’ Explain development of questions (e.g. Will they have enough food?), use of Answers column to record brief summaries, use of Details column to develop more specific response and the Source column to record where information and ideas have come from.

Conveying tension • Pupils consider impact of the changes in comparison with original text of passage given for homework. • Brainstorm list of rhetorical devices. • In groups of three, two pupils have to convince each other of something in one minute. Third pupil notes and reports back on rhetorical devices used. Additional devices can then be explained and process repeated.

Using detail • Pupils watch extract from TV interview and list techniques employed by interviewer to gather information.

Plenary Groups feedback on sorting exercise, citing supporting evidence. Homework Research into Puritanism in 16th and 17th century America: list six facts and six opinions about early American Puritans discovered in factual research texts (encyclopaedias, web sites, reference books, etc.).

Plenary Each group feedsback details of use of one rhetorical device used to increase tension. Homework Read Entries 77–86.

Plenary Perform and discuss role-play – will take at least 10–15 minutes. Homework Pupils given copy of ‘I have a dream’ speech with rhetorical devices blanked out. Pupils fill blanks with neutral phrases.

Plenary Review the range of choices available and discuss influence of different structures and viewpoints on decisions made. Homework Response partners: write a response to your partner’s re-written version of Entry 48, highlighting links with the original text. How well has s/he conveyed the key ingredients of this entry? How well has s/he incorporated aspects of the allocated genre?

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• Re-read • Ask questions

Different perspectives Entries 44–53 • Discuss narrative genres and their respective features. • Group task: shared writing. Using • Card sort: match emotions felt on arrival in Beulah with the alternative structures and relevant character’s name, based on Entry 44. viewpoints, plan new version of • Group discussion of considered viewpoints reached. Entry 48. Pupils write up episode • Hot-seat characters from the entry to demonstrate reasons for individually 7.1 their emotions.

Plenary Role play conversations Homework Read Entries 44–53.


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• Relate to previous reading experience

• Feel • Pass comments • Empathise

• S&L9 Considered viewpoint • S&L12 Drama techniques • S&L14 Convey character and atmosphere

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Development

Expressing considered viewpoints Entries 36–43 • Model in topical discussion how to use connecting phrases to • Group task: develop ideas for introduce evidence, illustrations or support views. conversation the Native Americans • Pupils list adverbs that could be used to modify opinions might have had at end of Entry 43 (‘sometimes’, ‘often’, ‘occasionally’) and then practise using 6.1 them. • Guided reading group: response to • Pupils devise a definition of the phrase ‘considered viewpoint’. descriptive details conveying • Model how to make interjections and proffer opinions in character and atmosphere 6.2 interview situation. 6.3

Reading strategy focus Starter/Introduction (see www.longman.co.uk)

Lesson Objectives


• Pass judgements • Pass comments • Ask questions

• R2 Synthesise information • R16 Different cultural contexts • Sn11 Trends over time

• Wr5 Narrative techniques • Wr13 Influence audience • W7 Layers of meaning

• Wr3 Formal essay • R5 Evaluate own critical writing

• Sn4 Integrate speech, reference and quotation • Sn9 Sustained standard English

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Development

Re-drafting • Model use of passive and avoidance of personal pronouns. • Emphasise effective use of subordination to ensure clarity of meaning. • Card sort: pupils match vocabulary that has the same meaning, dividing words into formal and informal.

Guided writing: features of formal essays • Establish clear aims. • Provide and discuss example of a formal essay. • Pupils list features of formal essays on whiteboards. • Devise checklist for self-assessment during drafting and reviewing stages.

Re-drafting • Individual task: completion of final draft of essay in timed conditions

Guided writing • Group task: develop planned response to the question ‘In what ways do you feel Mary develops in the course of the novel?’ 13.1 • Teacher models writing of paragraph on personality, emphasising use of clear topic sentence, explanation of point and use of textual evidence

Entries 94–99 plus Testimony and Afterword • Group task: discuss how the Testimony and the Afterword contribute to the effectiveness of this book 12.1

Plenary Draw out key learning. Homework Analyse first draft using selfassessment checklist.

Plenary Review what has been learned about successful use of narrative voice(s).

Plenary Each group reports on one aspect of Puritan life as represented in the novel and in their research. Homework Read Entries 94–99 plus Testimony and Afterword.


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Multiple narration • Pupils sort a range of narrative openings according to whether they are first-, second- or third-person narratives. • Model analysis of multiple narration in recent episode of a TV soap. • Pupils analyse beginning and ending of a story, noting narration and the impact of narrative voice.

Research into Puritanism Entries 87–93 • Model annotation of a short article on Puritanism (web page), • Group task: presentation of facts distinguishing between fact and opinion. and opinions about Puritanism in • Card sort: show how to group diverse information. Pupils are told the novel. Comparison with to sort the cards inductively, devising their own criteria. Then reresearch material from homework sort them according to specific criteria, e.g. 11.1 – useful in explaining Puritanism to young children – direct relevance to Witch Child – from reliable source – biased/unbiased – clearly/unclearly expressed – relevance to Puritan lifestyle – relevance to Puritan beliefs. • Introduce/revise and explain a range of planning systems, e.g. flow chart, QUADS grid, mind-map, SWOT (Strengths, Weaknesses, Opportunities, Threats).

Starter/Introduction (see www.longman.co.uk)

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• Ask questions • Reinterpret

Reading strategy focus

Lesson Objectives


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Group worksheet

2.1

Context As a whole group we have: • revised the range of reading strategies available to you • explored why diaries are written • read Entries 1–3 and developed questions based on the opening of Entry 4. Now you are going to examine Entries 4 and 5 and see what you can find out about Mary and about Rees’ attitude towards her narrator.

Objective R11 analyse how an author’s standpoint can affect meaning in nonliterary as well as literary texts.

Group reading

Reading journals

Read Entries 4 and 5.

Write a paragraph that sums up how you and your group felt about Mary after completing this group task. Refer to the reading strategies you found most helpful during the lesson.

Group task 1 In pairs, remind yourself of what has happened to Mary in the last 24 hours, as recounted in Entries 1–3. 2 Divide yourselves into two groups of three. One group should re-read Entry 4, identifying details which indicate how Mary was feeling. The other group should go through the same process with Entry 5. 3 Now take four of the details discovered in task 2 and enter them into a table like the one below, completing the empty boxes as appropriate. Detail

What this tells the reader about Mary

How has the author given you this impression?

Why does Rees want the reader to feel like this about Mary?

Homework Read Entries 11–20 by next lesson.

4 Share your findings with each other. Remember to support your ideas with evidence from Entries 4 and 5.

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© Pearson Education Limited 2003. This may be reproduced for class use solely within the purchaser’s school or college.

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Guided session planner

2.2 Teaching objective

• R11 Analyse how an author’s standpoint can affect meaning in non-literary as well as literary texts.

Focus • Entry 10 • Developing questions for the author.

Introduction to text Clarify objective.

Teaching group

Strategy check Teacher distributes reading strategies and discusses expectations for developing active reading skills. Pupils are asked to remember and explain/illustrate appropriate strategies that they have used recently. The focus should then move to inference and deduction. These are essential skills for engaging with, and enjoying, texts and for achieving the higher levels.

Guided group

Independent reading and related task The focus of this session is for pupils to consider the author’s standpoint and possible intentions in the novel and to distinguish them from those of Mary. Pupils should understand what is meant by the word standpoint. Pupils re-read Entry 10.

Return to text: developing response Teacher and pupils focus on Entry 10. How can the author’s viewpoint be established here? What might Rees’ intentions be in this entry? Teacher models reading the extract, making the reading process explicit and pulling out responses as it is read, through text marking (see Annotated text 2.3). In pairs, and following the teacher’s example, the pupils read the remainder of the entry. They should text mark as they read, so that textual evidence is identified to support their ideas. The teacher listens, as support, guiding where appropriate, focussing attention on the following questions. Does Celia Rees: • openly state her point of view, about, for example, Mary’s feelings about Cornwell, or are we left to deduce it? • deliberately avoid stating a point of view about conditions on board the Annabel? • encourage us to form our own view about characters like the sailors or Martha and events like the assembly? • tell the story only from Mary’s point of view? Can we trust her? • give the reader several different possible points of view? Do any other characters take over the narration (multiple narrators)?

Evaluation

Review (reading target/next steps) Pupils share findings. They should focus on what they have learnt about the author’s standpoint and intentions. Pairs should go through their questions for Rees, with other pairs taking turns to develop answers, with the emphasis on thoughtful discussion rather than role-play. The teacher should guide the session towards the use of inference and deduction, asking pupils how the author has manipulated the reader’s response. Pupils can make brief notes in their journal to record ideas. Set the next task: reading homework.

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Entry 10: pages 35–36 There is a sense of violence in this image. Is Rees suggesting that the voyage ahead may not be all plain sailing? Use of short, simple sentences emphasises seriousness and finality The author makes Mary use three examples to emphasise how laden they are

An ominous name

The author makes Mary give a sense-based description of the ship to give the reader an idea of what she is experiencing

The author is establishing that Cornwell has authority on this ship, even over the captain

Our prayers are answered. The mist has disappeared, torn apart by a fresh wind blowing steadily from the east. I joined in the thanks, as fervent as the rest. Tarrying here is tedious. I want to be gone. We left the inn and made our way to the squat tower which marks the West Gate of the city. Through it the ships stood anchored at the quay; beyond them lay the sea. We went through the massive archway in ones and twos and little groups, carrying babies and baggage, carting bundles of bedding and cooking utensils. We picked our way between rubbish and puddles, trying not to drop things, hoping that we had all we needed, parents calling to children not to run off, not to get lost. Each person, caught up in the occupation of the moment, stepped through with no seeming pause or hesitation, although this is the Gate of No Returning. There will be no coming back. I had never been on a ship before, never seen the sea until a day or so ago. To me, the vessels looked huge. Our ship, the Annabel, seemed to stretch nearly the length of a street. It smelt of tar and new wood. As I stepped on board, I felt the subtle rocking motion beneath my feet. I clung to thick rope held taut and creaking by the masts and spars high above me. I was no longer on solid ground. When all were aboard and the ship was loaded, we were called to assembly. I stood with the others, head bowed, staring at the wooden planking, scrubbed white and caulked close so no gaps showed in it. Elias Cornwell led us in prayer while the great ship strained at its ropes, as if anxious to be gone. All its human cargo was silent. The captain ceased from shouting and giving out orders. He and his sailors stood bareheaded, as solemn as Elders, as the minister asked for God’s blessing upon us, and all: “... that go down to the sea in ships: and occupy their business in great waters.

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2.3 Mary is emphasising her unity with the other Puritans. As this is unusual, the author may mean it to strike an odd note with the reader This clause, coming at the end of the sentence, adds an ominous tone The author uses long, complex sentences to replicate the confused thoughts going through Mary’s mind at this time Adds a note of finality Repetition of this phrase emphasises Mary’s lack of experience The danger and precariousness of Mary’s situation is made literal here

The author emphasises that Mary is thinking about the ship rather than the prayers

This has a serious, biblical tone and reminds us of the perils of sea travel at this time


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Group worksheet

3.1 Context As a whole group we have:

• revised the range of reading strategies open to you • explored why diaries are written • investigated Mary, and Rees’ attitude towards her • read Entries 1–3 and developed questions based on the opening of Entry 4. Now you are going to examine the difference between characters’ words and their thoughts.

Objective R12 analyse and discuss the use made of rhetorical devices in a text.

Group reading

Reading journals

Re-read Entry 12.

1 Write a paragraph that sums up what you learnt from this activity about the difference between what characters say and what they really mean.

Group task 1 In pairs, complete the text-marking activity begun in the Introduction on remainder of Entry 12. 2 Now half the pairs of pupils work through the passage, with one pupil reading the words Mary says to Cornwell, while the other pupil reads her thoughts, incorporating information from earlier in the entry that tells us how Mary feels about him. 3 The other pairs work through the same exercise on Cornwell’s words. 4 Now form groups of four, combining a pair who worked on Mary and a pair who worked on Cornwell. Prepare and perform the dialogue of the entry with both characters’ thoughts also spoken.

2 Which reading strategies did you use today? Remember to use the reading strategy checklist (pages 237–239 of the reader) to prompt you.

Homework Read Entries 21–27.


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3.2

Teaching objective • R12 analyse and discuss the use made of rhetorical devices in a text.

Focus • Entries 17–20 • Rhetorical devices.


Teaching group

Strategy check Teacher distributes reading strategies and discusses expectations for developing active reading skills. Pupils are asked to remember and explain/illustrate appropriate strategies that they have used recently. The focus should then move to inference and deduction. These are essential skills for engaging with, and enjoying, texts and for achieving higher levels.

Guided group

Independent reading and related task Pupils should be reminded of the terror of the opening three entries, an experience which must often be at the forefront of Mary’s thoughts, especially when others talk of witchcraft. The focus of this task is for pupils to explore how Rees uses rhetorical devices to give the reader an insight into the characters’ thoughts. Pupils skim read Entry 17 independently.

Return to text: developing response Teacher and pupils focus on Entry 17. What evidence is there in this entry that Mary and Cornwell are saying one thing but thinking something else? Teacher models reading the entry, making the reading process explicit and pulling out responses as it is read, through text marking (see Annotated text 3.3). In pairs and following the teacher’s example, the pupils continue to read. Pair A should read the Entry 18, concentrating on Cornwell dialogue. Pair B should read Entry 20, concentrating on the dialogue. It is important that they text mark as they read, so that textual evidence is identified to support their ideas. The teacher listens, as support, guiding where appropriate.

Review (reading target/next steps) Pupils share findings with each other. They should focus on what they have learnt and support it with textual evidence. The teacher should guide the session towards the use of inference and deduction, asking pupils how the author has manipulated the reader’s response. Finally, pupils can discuss which reading strategies they have used during this session. Pupils can make brief notes in their journal to record ideas. Set the next task: reading homework (Entries 21–27).

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Evaluation

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3.3

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Entry 17: Pages 51–52 We are nine weeks out of Southampton. The great bird can live off the sea and its harvest, but we cannot. Food is near to being rationed. We have had little rain so water is low and grows green in the barrels. There is concern among the passengers lest, when we do reach land, the growing season will be over and there will be no time to build houses and shelters before the American winter, which from all accounts can be bitter.

How do we as readers feel about this? Is Mary pleased or resentful that her assistance is no longer required? There is perhaps an echo of Cornwell’s speech patterns here – perhaps Mary is making fun of him?

The Reverend Elias Cornwell has recorded all this in his Journal. He no longer needs me as scribe, but I still have to report to him every day. He keeps to his cabin, spending his time in prayer and meditation, searching for God’s meaning in all the news I bring to him. We have wandered far from our course and have become lost in an ice-bound wilderness. We must have done wrong, sinned and sinned grievously to earn His displeasure. Either that, or there is a witch on board, a servant of Satan working some malediction. He turns, fixing me with those colourless eyes. ‘What think you, Mary? Could it not be so?’ I feel my blood chill and bid my heart be still.

Cornwell repeats ideas about witches that are mentioned in Macbeth, challenging Mary’s oblique response to his original question Does he feel that he has caught Mary out here?

‘I would have thought,’ I measure my words, trying to keep my voice from trembling, ‘I would think, should the ship founder, she would go down like any other.’ ‘Pah,’ he spits, baring his big yellow teeth. ‘That’s what they would have you think, but they can float! They can sail in a sieve away from the ship. The Devil looks after his own.’ He fixes me again with his paleeyed stare. ‘And who says she? It may be a he. It may be that a warlock ships with us. I will pray that they reveal themselves. Meanwhile I call a day of fasting and humiliation. We must pray for God’s forgiveness.’ I curtsy and leave him. The fasting will be no hardship. Meat comes from the barrel green and stinking; the oatmeal is musty and will not thicken; peas stay hard as musket balls no matter how long they are soaked for and the hard ship’s tack is more weevil than biscuit.


Why? What does this reveal about Cornwell? Is there a suggestion here that Mary thinks his behaviour is peculiar and antisocial?

This is a very direct question. Does it show that Cornwell has suspicions about her? Mary seems to be trying to deflect the question away. The repetition of ‘would’ may indicate nervousness. She seems to be trying very hard to appear normal. Is this just because she is scared of Cornwell or does she have something to hide?

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Group worksheet

4.1

Context As a whole group we have: • revised the range of reading strategies open to you • explored why diaries are written • investigated Mary, and Rees’ attitude towards her • read Entries 1–3 and developed questions based on the opening of Entry 4 • examined the difference between characters’ words and their thoughts. Now you will look at the evidence that suggests that Mary has ‘second sight’, examine her various options and come to a considered judgement about what she should do.

Objectives • R2 synthesise information from a range of sources, shaping material to meet the reader’s needs • S&L9 discuss and evaluate conflicting evidence to arrive at a considered viewpoint.

Group reading

Reading journals

1 Make a list of all the evidence you can find in this entry that suggests that Mary has, or is increasingly aware of, special powers.

1 What have you learnt about the way the author has included evidence of Mary’s powers in these entries? How does this make you feel about Mary?

2 Share your evidence with a partner. 3 Divide Entries 1–20 with your partner and skim read them, searching for additional evidence of Mary’s ‘second sight’. 4 In pairs, using what you have learnt from reading the novel about people’s attitudes to witchcraft at this time, prepare a short spoken presentation outlining the advantages and disadvantages for Mary of having ‘second sight’. 5 Now, using a flow chart, show the different alternative courses of action available to Mary now she has discovered her special gift. Include the possible positive and negative consequences of each alternative.



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Group worksheet


• revised the range of reading strategies open to you • explored why diaries are written • investigated Mary, Rees’ attitude towards her, and Mary’s ‘second sight’ • read Entries 1–3 and developed questions based on the opening of Entry 4 • examined the difference between characters’ words and their thoughts. Now you are going to examine the different cultures presented in the novel.

Objectives • W7 recognise layers of meaning in the writer’s choice of words • R16 analyse the ways in which different cultural contexts and traditions have influenced language and style • Wr17 cite specific and relevant textual evidence to justify critical judgements about texts.

Group reading

Reading journals

Re-read Entry 28.

Which reading strategies did you use today? Remember to use the reading strategy checklist (pages 237–239 of the reader) to prompt you.

Group task 1 In pairs, briefly re-cap on all the difficulties that the Puritans have had on their journey so far. 2 Divide yourselves into two groups of three. In your group, collect as many details as you can find in this entry that suggest the ship’s arrival in Salem is anti-climactic and not the joyful experience they had been looking forward to. 3 Share your findings with each other, supporting your ideas with evidence from the text. 4 Now as a whole group, gather together all the evidence that relates to the emotions of the Puritan people. Write a paragraph in which you explain the anti-climactic emotions of the Puritans on arrival in Salem. Ensure that each point you make is supported by an appropriate quotation. Try to use appropriate connectives to introduce your evidence, such as:


The writer: • shows this by … • describes … as … • uses … to … • compares … to …/with … • suggests that … • emphasises that … • creates the impression that … • makes the reader feel that … © Pearson Education Limited 2003. This may be reproduced for class use solely within the purchaser’s school or college.

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5.2

Teaching objectives • W7 recognise layers of meaning in the writer’s choice of words • R16 analyse the ways in which different cultural contexts and traditions have influenced language and style • Wr17 cite specific and relevant textual evidence to justify critical judgements about texts.

Focus • Entries 30 and 31 • The author’s depiction of different cultural contexts.

Introduction to text Clarify objectives.

Teaching group


Guided group

Independent reading and related task Pupils re-read Entries 30 and 31. The focus of this session is for pupils to explore the ways in which the author establishes the different cultural contexts of the Puritans and the Native Americans. As they read, pupils should jot down which reading strategies are being called into use.

Return to text: developing response Teacher and pupils focus on pages 98–99. Teacher models reading the extract beginning ‘The crowd fell away…’ to ‘and beads worked into it.’, making the reading process explicit and pulling out responses as it is read, through text marking (see Annotated text 5.3). In pairs, and following the teacher’s example, the pupils continue to read, exploring how the author has introduced details of Puritan culture. The remainder of Entries 30–31 should be divided into sections and each pair given a section to annotate. It is important that they text mark as they read, so that textual evidence is identified to support their ideas. The teacher listens, as support, guiding where appropriate. Each pair should report back, using an OHT to present their findings. The discussion could be developed further, with the emphasis on empathising with the Puritans, thinking about why they behaved and thought as they did in their situation.

Review (reading target/next steps) Pupils should focus on what they have learnt: generally about what is meant by culture and specifically what they have discovered about how the author introduces details of Puritan culture, supporting their ideas with textual evidence. The teacher should guide the session towards the use of inference and deduction, asking pupils how the author has manipulated the reader’s response. Finally, pupils can discuss which reading strategies they have used during this session. Pupils can make brief notes in their journal to record ideas. Set the next task: reading homework (Entries 36–43).

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Evaluation

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5.3 The Puritans physically back away from the natives, suggesting a mixture of fear and loathing

This phrase makes it clear to the reader that we are intended to share Mary’s view that Deborah (and the prejudiced attitudes she represents) is immature and potentially dangerous

There is a clear emphasis here on the naturalness of their clothing

These are men who are clearly better suited to this environment than the settlers

The author seems here to have a clear intention to undermine preconceptions

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Entry 30: pages 98–99 The crowd fell away on either side as two of the native people came walking through the market. Settlers paid them no mind, as if their presence were an everyday occurrence, but those new off the ships stared in awe and wonder. ‘Savages!’ Hannah shrieked. ‘They’ll kill us where we stand!’ Deborah squealed like a silly young sow, an animal she resembles not a little, and clapped her hand on mouth. Elizabeth and Sarah clung to each other, dumbstruck with terror. ‘They will not harm you!’ Rebekah rapped out, her hazel eyes dark with contempt. ‘Hush! They’ll hear you!’ If they did, they showed no sign of it. They were bare-chested and bare-legged, save for soft skin leggings fringed to the knees. They were not wearing trousers or breeches, but short leather aprons hanging fore and aft from a narrow beaded belt; perhaps this is what caused Deborah to squeal. They were shod in soft leather bound with thongs and each wore a sleeveless open vest made of skins. The boy’s was faced by what looked like quills, dyed in bright colours, red and blue, and arranged in chevron patterns. Their clothes were scant, but practical. They do not sweat in the heat like the Englishmen. They were both tall and well-knit, clean-shaven, handsome-looking men with striking features. They favoured each other enough to be related, although one was much older than the other, perhaps grandson and grandfather. They are darkcomplexioned but their skin has no redness to it, despite what white men call them. Rather it is the deep brown of well polished wood and speaks of a life spent out of doors, little encumbered by clothes. Their hair fell long, past their shoulders; the young man’s shining black with a green blue sheen. He wore it loose and shaved on one side. The old man’s hair was greying with a distinctive wide white streak growing from the side of a deep widow’s peak. He wore his hair long also, braided back in a thick plait with feathers and beads worked into it.


The immediate assumption of those new to America is that the natives are savage and cruel

This is in direct contrast to the Puritans who would have felt the need to cover all their flesh all the time

These bright colours contrast with the monotone dullness of Puritan garb There seems to be an element of the noble savage about this description

A positive image

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Group worksheet

6.1

Context As a whole group we have: • revised the range of reading strategies open to you • explored why diaries are written and the different cultures of the novel • investigated Mary, Rees’ attitude towards her, and Mary’s ‘second sight’ • read Entries 1–3 and developed questions based on the opening of Entry 4 • examined the difference between characters’ words and their thoughts. Now you are going to work on expressing a considered viewpoint.

Objectives • S&L9 discuss and evaluate conflicting evidence to arrive at a considered viewpoint • S&L12 use a range of drama techniques, including work in role, to explore issues, ideas and meanings • S&L14 convey action, character, atmosphere and tension when scripting and performing plays.

Group reading

Reading journals

Skim and scan Entries 36–43.

1 Write a paragraph in which you consider how well you worked today both as a group and in the pair activities. How well did you support others and how well did they support you? Which aspects of the lesson did you do well? Which aspects do you think you could do better next time?

Group task 1 In pairs, list the ways in which the Native Americans have helped the Puritans during their journey from Salem. 2 Again working in pairs, take one of the following topics and find out as much as about it as possible. • The Puritans’ attitudes towards the Native Americans • The Puritans’ attitudes towards the forest • The Native Americans’ attitudes towards the forest. 3 Now share your findings with each other. Remember to back up your ideas with evidence from Entries 36–43. 4 Using the information you have shared, devise a short dialogue, in pairs, that the Native American boy and his grandfather might have had as they walk away from the township at the end of Entry 43. 5 Perform your dialogue to the rest of your group.



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6.2 Teaching objectives

• S&L9 discuss and evaluate conflicting evidence to arrive at a considered viewpoint • S&L12 use a range of drama techniques, including work in role, to explore issues, ideas and meanings • S&L14 convey action, character, atmosphere and tension when scripting and performing plays.

Focus • Entries 39 and 40 • The author’s development of contrasting viewpoints.

Introduction to text Clarify objectives.

Teaching group


Guided group

Independent reading and related task The focus of this session is to explore how the author develops contrasting viewpoints towards the forest and nature in particular. Pupils should understand how to form judgements from contrasting evidence and how to express their views in a considered manner.

Return to text: developing response Teacher and pupils focus on Entry 39. How does the author convey the idea that the forest is strange, dangerous and frightening but also a beautiful environment, rich in sources of food and shelter? Teacher models reading the entry, making the reading process explicit and pulling out responses as it is read, through text marking (see Annotated text 6.3). In pairs and following the teacher’s example, the pupils read Entry 40. How does the author present information here to challenge the idea that the Native Americans are savages? It is important that they text mark as they read, so that textual evidence is identified to support their ideas. The teacher listens, as support, guiding where appropriate. The discussion could be developed further, with the idea that the Puritans’ attitudes towards the Native Americans actually tell the reader more about who the real savages are.

Evaluation

Review (reading target/next steps) Pupils share findings with each other. They should focus on what they have learnt and support it with textual evidence. The teacher should guide the session towards the use of inference and deduction, asking pupils how the author has manipulated the reader’s response. They should also reflect on how effectively they were able to give evidence, make interjections and offer statements of opinion, as these are all part of the reading process. Finally, pupils can discuss which reading strategies they have used during this session. Pupils can make brief notes in their journal to record ideas. Set the next task: reading homework (Entries 44–53).

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Entry 39: pages 116–118 The forest, before it is tampered with, is a rich source of food The range of food options in the forest is wide, given the knowledge and skills to attain them There is a strangeness to the forest which seems to distort normal perceptions

This is a powerful word, suggesting that Mary also finds the environment very scary It is not clear whether Mary believes this or is echoing Cornwell

The Native Americans are able to live much more easily in the forest, making little impact on it

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I have lost count of the days spent like this. We have food in plenty, and there is more to be gathered in the forest, but the Indians have proved their worth. If it were not for them, we would have died of thirst. The woods, so thick and lush, are as a desert to us, but these men know the site of every hidden stream and spring in the country. They also lead the men to hunt game, adding venison and turkey to our diet. They bring other things, too: nuts, fruits and salad herbs. We journey each day until the light begins to fade. The overarching canopy hides the sun during the day, but the trunks are bare below a certain level. When the sun dips to the horizon, it shows through in thin fingers of yellow, orange, reddish light. Shadows spread and lengthen. It is a sign that we must make haste to camp for the night. When the last light goes, the darkness is absolute. Down here there are no moon or stars. Fear grows as the night falls fast upon us. Fear of the unknown. Fear of the darkness. It is enough to rock the strongest faith. Elias Cornwell prays for protection, to keep us from harm. ‘“Yea, though I walk through the valley of the shadow …”’ And even his voice shakes. We are truly in the wilderness. Screeching and howlings rend the night. The cries are of creatures unknown to us, not heard in England since ages past. The men take turn to stand guard, muskets at the ready, for such threats are real enough. These woods are home to wolf, bear and mountain lion. The forest is also the realm of Satan and against him and his forces guns offer no protection. ‘Only prayer is proof against them,’ Elias Cornwell reminds us, but despite his ministrations, stories of all kinds gain credence and grow in circulation. Stories heard in Salem, of Black Men and forest spirits, and stories brought from home, of elves and goblins, of all manner of evil things lurking outside the firelight’s protective circle. We camp in a tight ring, backs to the forest, faces to the fire. The Indians camp always a little way off from us. Their small fire shows, tiny as a spark, in the great blackness. They are at home in the forest. If they feel threats about them, they do not show it. They make their shelter, seemingly out of nothing, bending young saplings over to make a frame, roofing this with foliage, making beds from ferns and dried leaves from the forest floor. In the morning, when they break camp, they leave no sign that they have ever been there.

6.3

Local knowledge is vital to survival

The darkness is emphasised

This is an alien place Repetition is used to add emphasis There is a suggestion here that this is an ancient environment. This also hints at references to wolves, animals that play an important role later in the novel

Ancient British superstitions are revived by this ancient landscape


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Group worksheet

7.1 Context

As a whole group we have: • revised the range of reading strategies open to you • explored why diaries are written and the different cultures of the novel • investigated Mary, Rees’ attitude towards her, and Mary’s ‘second sight’ • read Entries 1–3 and developed questions based on the opening of Entry 4 • examined the difference between characters’ words and their thoughts • thought about how to express a considered viewpoint. Now you are going to rewrite parts of the novel from different perspectives.

Objectives • Wr5 explore different ways of opening, structuring and ending narratives and experimenting with narrative perspective • S&L9 discuss and evaluate conflicting evidence to arrive at a considered viewpoint • S&L12 use a range of drama techniques, including work in role, to explore issues, ideas and meanings.

Group reading

Reading journals

Re-read Entry 48.

1 Write a paragraph about what you have discovered today about the way the author has structured this entry. What do you think are the advantages and disadvantages of this approach?

Group task 1 In pairs, analyse the entry you have just read. How is it structured? Try to divide the entry into sections and write a phrase identifying the focus of each section and whether it contains action, dialogue, narrative or description. 2 Share your work with another pair. Discuss the structures you have identified and modify your ideas so that you end up with a structure you can all agree on. 3 In threes, list alternative ways in which this entry could have been structured. For example, it could have begun with dialogue. 4 The other characters, apart from Mary who could have written a diary entry about this episode are the Native American boy and Jonah. Their perspectives would have been very different. Still in threes and using the list of alternative structures from task 3, brainstorm different ways of writing this entry from either Jonah or the Native American boy’s viewpoint. Write the first paragraph of this entry together. 5 Share your paragraph. Discuss the structures and viewpoints used. 6 Write the next paragraph of the entry independently, maintaining the chosen viewpoint.


Homework Response partners: write a response to your partner’s rewritten version of Entry 48, highlighting links with the original text. How well has s/he conveyed the key ingredients of this entry? How well has s/he incorporated aspects of the allocated genre?


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Group worksheet

8.1

Context As a whole group we have: • revised the range of reading strategies open to you • explored diary writing, cultural contexts and different perspectives • investigated Mary, Rees’ attitude towards her, and Mary’s ‘second sight’ • read Entries 1–3 and developed questions based on the opening of Entry 4 • examined the difference between characters’ words and their thoughts • thought about how to express a considered viewpoint. Now you are going to gather and use details.

Objective • S&L3 develop interview techniques which include planning a series of linked questions, helping the respondent to give useful answers, responding to and extending the responses.

Group reading

Reading journals

Re-read Entry 58.

1 What did you discover to be the main differences between the interviewing techniques used by Goody Francis and Martha?

Group task 1 In pairs, re-cap on all the things that Mary has done that could be seen as suspicious by a person who believed in witches and witchcraft. 2 In pairs, discuss the ways in which Goody Francis uses questioning and interviewing techniques to put pressure on Mary, Jonah, Martha and Tobias in this entry. You could look at the use of: • unsupported statements • exaggeration • repetition • use of emotive language • superficial pleasantness • rumours and gossip. You may find text marking helpful. 3 Feedback to each other, remembering to support your ideas with evidence from the entry.


Homework Fill the blank spaces in the copy of ‘I Have a Dream’ with phrases that fit but are not rhetorical.

4 Using the interview techniques that you think are appropriate from those identified in the Starter and your analysis of Goody Francis, devise a short dialogue in which Martha questions Mary about her behaviour. 5 Prepare to perform your dialogue during an extended plenary session.

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8.2 Teaching objective

• R18 discuss a substantial prose text, sharing perceptions, negotiating common readings and accounting for differences of view.

Focus • Entry 62 • Readers’ interpretations.


Teaching group


Guided group

Independent reading and related task The focus of this task is for pupils to develop and compare their responses to the text and come to common readings. Pupils skim read Entry 62.

Return to text: developing response Teacher and pupils focus on Entry 62. What impression of Mary do you get in this entry and how has she changed since the beginning of the novel? Teacher models reading the extract beginning ‘The mornings still dawn blue…’ to ‘made me jump’, making the reading process explicit and pulling out responses as it is read, through text marking (see Annotated text 8.3). In pairs and following the teacher’s example, the pupils continue to read. • Pair A should read to ‘owed nothing to man’s artistry’ on page 162. • Pair B from ‘It stays the same here …’ on page 162 to ‘How did I know where she went?’ on page 165. • Pair C from ‘And then there was the story Jack had told me’ on page 165 to the end of the entry. It is important that they text mark as they read, so that textual evidence is identified to support their ideas. The teacher listens, as support, guiding where appropriate.

Evaluation

Review (reading target/next steps) Pupils share findings with each other. They should focus on how their readings of Mary’s character have developed, supporting their explanations with textual evidence. The teacher should guide the session towards the use of inference and deduction, asking pupils how the author has manipulated the reader’s response. Finally, pupils can discuss which reading strategies they have used during this session. Pupils can make brief notes in their journal to record ideas. Set the next task: homework – filling in gaps in ‘I have a Dream’ with neutral phrases.

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Entry 62: pages 159–160 There is a poetic quality to Mary’s description. She seems contented in her surroundings

The mornings still dawn blue and brilliant, but ice glazes the water barrel and the ground is dusted with rime. Winter comes on and we are ready. The crops are harvested, the houses finished, wood stands up to the eaves on either side of the doorway.

Mary realises what she is doing is dangerous and persuades herself to ignore advice. This could show either strength of mind and determination or wilfulness

The late autumn weather is fickle. It could snow any day, so John Rivers has been told. After breakfast I took my sack and set out for the forest. It might be my last chance before the snow comes. I know what I have promised Martha, but since I no longer live with her, I convince myself that her prohibition no longer holds. Mist crept up from the hollows. My legs disappeared up to my knees. It was like wading through freshly carded wool. The sun was low, scarce above the horizon. It cast a strange light, catching on scarlet leaves hanging from twigs and branches. It looked as though the trees dripped blood.

Contrastingly, this image has a macabre and sinister feel

Mary is not yet as at home in the forest as the natives

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I marked my path in the way I learnt from the woodcutters and charcoal men, with cuts and notches and bending branches. The woods were very quiet this morning. Unnaturally so. I felt my skin pricking again. I stood quite still for a long time, studying each area, committing it to memory, looking for the slightest change in the way Jaybird has taught me, but when the raucous call erupted from a bush almost in front of me, it still made me jump.

8.3

Mary is emphasising that everything is ready for winter. As readers this may well make us feel uneasy

This natural image suggests perhaps that Mary is at ease and is enjoying her surroundings

Mary is perceptive and learns useful skills from many different sources


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Group worksheet


• revised the range of reading strategies open to you • explored diary writing, cultural contexts and different perspectives • investigated Mary and her ‘second sight’ and how to use details • read Entries 1–3 and developed questions based on the opening of Entry 4 • examined the difference between characters’ words and their thoughts • thought about how to express a considered viewpoint. Now you are going to examine how tension is conveyed.

Objective • R12 analyse and discuss the use made of rhetorical devices in a text.

Group reading

Reading journals

Skim read Entries 67–76.

1 Write an explanation of what you think are the three most effective methods used by Rees to increase tension in this section.

Group task 1 In groups of three, identify the rhetorical devices used by the author in this section of the novel. 2 Share your findings with each other. Remember to support your ideas with evidence from the text. 3 Still working in threes, focus on how the rhetorical devices are used to increase the reader’s tension in these entries. One group should work on Entries 67–72 and the other group on 73–76. You may find a table like the one below useful, where some examples have been completed for you.


Entry Rhetorical devices Role in raising reader’s tension

Homework

67

Quilt making is described in considerable, repetitive detail

Read Entries 77–86.

68

Unusual vocabulary such as kibes and catechism is used.

69

The detail of the description makes the reader feel that the quilt must be very important. The silent and serious way in which they work seems ominous. The idealised version of settlement life depicted on the quilt is at odds with reality.

We know that Mary’s interest in herbs has caused suspicion so the three examples listed have an ominous air.


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9.2

Teaching objective • R12 analyse and discuss the use made of rhetorical devices in a text.

Focus • Entry 67 • The author’s manipulation of sentence length.


Teaching group


Guided group

Independent reading and related task Pupils should understand what is meant by the term effect. The focus of the task is to explore how the author deploys one specific device, sentence length, and the effects created.

Return to text: developing response Teacher and pupils focus on Entry 67. • How is sentence length manipulated here by the author and to what effect? • Where in the entry are short, simple sentences used? What does the reader pick up from this about Mary’s frame of mind? • Where in the entry are longer, complex and compound sentences used? What do these tell us about Mary and her attitudes? • What is the main impact of this entry on the reader? How has the author’s manipulation of sentence length contributed to the creation of this effect? It is important that they text mark as they read, so that textual evidence is identified to support their ideas. The teacher listens, as support, guiding where appropriate.

Review (reading target/next steps) Pupils share what they have found, explaining their examples. The teacher should ask: 1 How effectively do we think the author has varied the length of the sentences in this extract to create effects? 2 How convinced are you that Mary would have written her diary in this way? They should focus on what they have learnt and support it with textual evidence. The teacher should guide the session towards the use of inference and deduction, asking pupils how the author has manipulated the reader’s response. Finally, pupils can discuss which reading strategies they have used during this session. Pupils can make brief notes in their journal to record ideas and review the objective. Set the next task: reading homework (Entries 77–86).

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Evaluation

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Group worksheet


• revised the range of reading strategies open to you • explored diary writing, cultural contexts and different perspectives • investigated Mary and her ‘second sight’ and how to use details • read Entries 1–3 and developed questions based on the opening of Entry 4 • examined characters’ words and their thoughts and how tension is conveyed • thought about how to express a considered viewpoint. Now you are going to look at ways of sorting and using information.

Objective • R2 synthesise information from a range of sources, shaping material to meet the reader’s needs.

Group reading

Reading journals

Skim read Entries 77–86.

1 How did the QUADS system help you to complete this task? Can you think of other ways that you might be able to use QUADS grids when analysing novels?

Group task 1 In pairs, list all the main events and interactions involving Mary that happen in this section. 2 Consider the following task: arrange the characters in the novel according to how friendly they are towards Mary. You are going to use a QUADS grid to bring together and sort the information you need to tackle this question. Questions

Answers

Details

Sources

3 Working in threes, list all the questions you will need to ask in the first column. 4 Now write brief, initial answers to these questions in the second column. 5 Add more detailed answers in the third column. 6 Support your ideas and details with evidence (quotations from and references to the text) in the fourth column. 7 Share your results in your group. How similar/different were your answers and approaches to this task? Why?


Homework Using encyclopaedias, web sites and reference books, research Puritanism in 16th and 17th century America. Make a list of six facts and six opinions about the Puritans that you discover.


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Group worksheet

11.1

Context As a whole group we have: • revised the range of reading strategies open to you • explored diary writing, cultural contexts and different perspectives • investigated Mary and her ‘second sight’ and how to use details • read Entries 1–3 and developed questions based on the opening of Entry 4 • examined characters’ words and their thoughts and how tension is conveyed • thought about considered viewpoints and sorting and using information. Now you are going to research Puritanism.

Objectives • R2 synthesise information from a range of sources, shaping material to meet the reader’s needs • R16 analyse ways in which different cultural contexts and traditions have influenced language and style • Sn11 investigate ways in which English has changed over time and identify current trends of language change.

Group reading

Reading journals

Re-read Entries 89–91.

1 How well were you able to bring together information from different sources in your presentations?

Group task 1 In threes, share the facts and opinions that you discovered about Puritanism from the research conducted as homework. 2 Decide on the four most important facts and opinions and share these with the rest of your group. 3 One group of three should concentrate on Entries 89 and 90, the other group of three on 91. What facts and opinions can you discover about Puritans from these entries? 4 Share your discoveries with the whole group. 5 How do the facts and opinions from the novel compare with those discovered in your research? Prepare a two-minute presentation on one of the following aspects of Puritan life, as represented in this section of the novel: tradition, superstition, friendship, hierarchy/status, clothing and possessions.

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2 Which reading strategies did you use when reading the different texts and sources involved in this research and how did this differ from the act of reading and working on the novel? Remember to use the reading strategy checklist (pages 237–239 of the reader) to prompt you.

Homework Read Entries 94–99 and the Testimony and Afterword.


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Group worksheet

12.1 Context

As a whole group we have: • researched Puritanism • revised the range of reading strategies open to you • explored diary writing, cultural contexts and different perspectives • investigated Mary and her ‘second sight’ and how to use details • read Entries 1–3 and developed questions based on the opening of Entry 4 • examined characters’ words and their thoughts and how tension is conveyed • thought about considered viewpoints and sorting and using information. Now you are going to think about the impact of multiple narration.

Objectives • Wr5 explore different ways of opening, structuring and ending narratives and experimenting with narrative perspective • Wr13 present a case persuasively enough to gain the attention and influence the responses of a specified group of readers • W7 recognise layers of meaning in the writer’s choice of words.

Group reading

Reading journals

Read the Testimony and Afterword.

1 Having heard all the discussion, how do you yourself respond to the Testimony and Afterword and the ending of the novel in general?

Group task 1 In pairs, look closely at the Testimony. What evidence can you find in the way it is written to suggest that it has been written by a different person from the rest of the diary? Think about the following: • sentence length • vocabulary • use of dialogue • tone and style • imagery. 2 Share your ideas and evidence with the group.


3 As a group, discuss whether you feel that the inclusion of the Testimony makes the ending of the novel more or less satisfying for the reader. Be prepared to support your opinions. 4 In pairs, consider your reactions to the Afterword. What are the advantages of including it here? Are there any disadvantages? 5 Referring to the list of features above, how can you tell that the Afterword was written in a different time period from the rest of the novel? 6 Share your ideas with the class.


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Group worksheet

13.1

Context As a whole group we have: • researched Puritanism • explored diary writing, cultural contexts, different perspectives and multiple narration • investigated Mary and her ‘second sight’ and how to use details • thought about considered viewpoints and sorting and using information. Now you are going to develop your formal essay writing.

Objectives • Wr3 produce formal essays in standard English within a specified time, writing fluently and legibly and maintaining technical accuracy when writing at speed • R5 evaluate their own critical reading about texts.

Group reading

Reading journals

Skim and scan the novel, concentrating particularly on the beginning and the end.

1 Consider your personal response to the novel.

Group task


You are going to write a formal essay with the following title: ‘In what ways do you feel Mary develops in the course of the novel?’ The final draft of the essay will be written in timed conditions in your next lesson; use this lesson for planning and drafting. 1 In pairs make notes on ways that Mary develops, using the following headings: • Personality • Relationships • Attitude towards nature • Attitude towards her powers • General outlook – optimistic/pessimistic. 2 Share your ideas on these topics with your group, adding to your notes. 3 Watch carefully as your teacher models the writing of the personality paragraph. Notice the use of a clear topic sentence, further explanation of the point and the use of evidence from the novel to support the ideas. 4 In pairs, try to write the paragraph on relationships. You may wish to use the following paragraph opener: • ‘As a result of the experiences described in the novel, Mary’s relationships with others become …’

Homework Analyse the first draft of your essay. Write down five things that you will improve in your final draft.

5 Now draft the remaining paragraphs on nature, powers and outlook. The following paragraph openers may be useful: • ‘Mary’s response to the natural world around her …’ • ‘As Mary gradually discovers her special powers …‘ • ‘In the opening sections of the novel, Mary’s outlook is …’

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Reading strategies See images

• Have a picture of the characters, the settings and the action in

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your head. What do you see while you read?

Hear a reading voice

• Ask others about their mental pictures and tell them about yours. Are they the same?

• As you read, think about whose voice you are hearing and how it changes through the story.

• Think about how the central characters sound and the noises of all the action. What can you hear while you read?

Predict what will happen

• What do you think will happen next? • Share your predictions with others and see whether you agree or not.

Speculate

• What do you think will happen in the end? Think of as many different possibilities as you can.

• Share your speculations with others and see whether you agree or not.

Ask questions

• Ask yourself questions all the time: who, why, what, where, when, how? Why do the characters do what they do? Why did that event happen and why did it happen in that way?

• Ask yourself why the author has written the text in this way. What is the significance of the details the author includes? Do the details mean something?

Pass comments

• Share your opinion of the characters, the settings and the action with others. Do you like them? If not, why not?

Feel

• Try and feel what the characters are feeling in the situation that they are in. What do you want to happen to them?

• What feelings does the author want you to have about the characters and what is happening? Does she/he want you to be excited, scared, happy?

Empathise

• Imagine you are in the same situation as the characters. What would you do? How would you feel?


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Rationalise what is happening

• Think logically about the characters, what they do and

Re-read

• Read your favourite parts again. Can you spot anything new

what happens to them. Does everything make sense? If not, why not?

that you didn’t see before?

Reinterpret

• As you read, consider how your ideas about the text are changing. Do you feel and think the same as you did at the beginning?

Interpret patterns

• Think about how the characters are linked. What are the similarities and differences between them? Can you group some of them together? And if so, what does each group represent?

• Think about how the events are linked. Do they happen at random or are they leading to a particular event or climax?

Relate to your own experience

• Does this remind you of anything you have done in your life

Pass judgements

• Share your opinions about what you read with others. Do you

or anything that you have seen or read? How?

think it is good or bad? Why?

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Relate to previous reading experience

• Compare what you are reading with other texts that you have

Establish a relationship with the narrator

• Think about the narrator. Do you like her/him? What would

Establish a relationship with the author

• Can you hear the author’s voice? What do you think the

read. In what way is it similar or different to other texts that you have read?

you say to her/him if she/he were in the room now?

author is trying to say to you? Why has the author bothered to sit down and write this book?
