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Titleof Term Paper

Nameof School

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Lecturer’sName

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Book

Author:

Fiction/Non Fiction

Key Stage

Violent Cases

Neil Gaiman

Fiction

2

Poor Monty

Anne Fine

Non-fiction

KS1

Midnight is a place

Joan Aiken

Fiction

Any

Moving Molly

Shirley Hughes

Fiction

KS1

Poem

Author:

Key Stage:

Oo oo oo sun

Hazma abid

KS1

Kids and summer pool

Kurtis Scott

KS1

Bullying is not Right

Chelshea barry

KS1 &amp 2

ViolentCases

Author:NeilGaiman

CurriculumLinks: Graphical novel

Plot:the novel is plotted only in the memory of the narrator and mainlytread along a recollection entailing childhood injury. A young boy istaken to the doctor after suffering an arm injury to be precise adislocated arm. As the narrator recalls, the pieces are somehowidealized events of the past rather than actual facts. The contiguoushappenings entail special pertinence with characters changing formwith the progression of the tale. Since the happenings are viewedfrom the perspective of a child, men are deemed domineering figureshaving broad wrinkles as well as hard chiseled faces. However, thenarrator can only recall the events as an adult with a clearunderstanding.

Thetale begins with the words “I would not want one to think I was abattered kid”, from the narrator himself, and one may think it is abiography. However, as it progresses it is clear the tale liesbetween truth and fiction. As a kid, the arm of the narrator isinjured by his own father resulting into visits to an osteopath. Asit is narrated, the osteopath had previously worked for Al Capone. Itmainly lies between the osteopath and Capone, with the narratorcontinuously bringing back memories of her childhood. The storygenerally sways from childhood to adulthood, connecting familymemories of the narrator with some violence laced within, in a subtlemanner that is almost invisible. The narrator also blends real andimaginary concepts well continuously rebuilding misremembered things.

Writings

  • The students could outline the challenges faced by the narrator during his childhood

  • Students can also relate their experiences to that of the narrator

  • In paragraphs, children could relay their past experiences including in the family perspective

Roleplay

  • The students can take up characters such the narrator’s father, doctor as well as the narrator himself

Othercurriculum links

Art/D&ampT

  • Using cardboard boxes the narrator’s home and describe how they thought it looked

History

  • The story is all about linking past events i.e. childhood and adulthood

PoorMonty

Author:Anne Fine

Curriculum:Picture book

Plot:Monty as portrayed within the tale is a busy boy. His mother being adoctor is ever busy as well. Generally, everyone within the familyleads a busy life. In that respect, no one even realizes when Montystarts to get sick. Young kids can identify with Monty as well as hisvibrant imagination.

AlthoughMonty’s mum is so tired from a long day’s activities, she needsto attend to his son. As his mother, she notices Monty is somehow illand needed her attention both as a doctor and mother. Though readersmay find themselves laughing owing to the sentiments within thestory, it is a genuine concern among the young people. It raises anumber of social issues and as portrayed within the story growing upentails a tedious and confusing entity. Establishing whether a childis sick or not can be deemed cumbersome especially when everyone isbusy.

Writing

  • Students could breakdown the things their guardians tend to ignore or no less about them

  • Children could illustrate how they make it known to their guardians in case they have a problem

Otherrelated curriculum

Nursing

  • Students could outline their needs hence assist nurses and parents to administer enough care

  • Students could take adequate knowledge from the story and establish needs of their younger siblings

Physicaleducation

  • Teacher could describe a character within the story and expect children to jump in case they knew who the character is

Midnightis a place

JoanAiken

Curriculum:fiction book

Plot:the novel seem to have taken place in a fictional avenue typicallyindustrial sides of Blastburn. It is one of the most engaging andrather suspenseful fantasy tales within Britain. It involves LucasBell who is portrayed as a miserable, lonely person at Midnight Courtowned by Sir Randolph Grimsby. A furtive carriage brings along avisitor and Lucas thinks he has found a partner or rather a friend.However, this is not the case, since Anna Marrie is portrayed as anunfriendly character who is spoiled and to crown it all, she wasFrench. To make matters worse, both Anna Marie and Lucas are forcedinto Blastburn streets, penniless and parentless. The circumstancesforce the two into the streets. Some can consider this tale a gothicone for kids with orphaned hero and heroine involved. There exist nodull moment within the tale, it treads along dangerous avenues suchmills whereby workers could be immersed in glue or crashed. It goesalong to the sewers having man-eating hogs. It is evident that theauthor’s imagination is quite vast within the story, ominousatmosphere, memorable characters and suspenseful story.

Storywriting

  • Children could be asked to write on challenges facing street children

  • Children could elaborate the events that lead to street life

  • Students could write paragraphs of similar tales they are familiar with

Walldisplays

  • The children’s work such as paintings of street children would be displayed on walls

Othercurriculum links

Art

  • Use of drawings as well as paintings are portrayal of art works which the students would be practicing.

Drama

  • The kids could be asked to take up roles of the various characters within the story

  • They could divide into groups i.e. one portraying rich kids and another poor kids

MovingMolly

ShirleyHughes

Curriculum:picture book

Plot:the tale is a strange yet exciting one. Molly has a strange yetexciting feeling when moving houses. She would then notice somesecretive places, unique games to play among other new ventures.After a while, she gets new friends when another family moves justnext to their residence. All these were Molly’s wishes i.e. a biggarden to play in, new friends among others. Her wishes are fulfilledwhen the family moves to a big enough house with a huge playingground for the kids. Readers may wonder why people opt to move fromthe city towards the countryside but not in Molly’s case. At oneinstance, she writes her name on a wallpaper using crayon and wouldthen spit on it to make it stick yet she wanted to rub it off toavoid getting into trouble.

Askids, they tend to be enticed with changing environments that can bebrought about by moving of houses. Molly thus represents a numberkids who like moving houses especially to see new environment and inmany case get better or rather suitable surroundings.

Writings

  • Students could be asked to explain their preferences in selecting a home

Othercurriculum links

Drama

  • Children could be asked to act portraying all characters within the story i.e. Molly, parents and neighbors.

Art

  • Using crayons, students could be asked to design their names and may be try to rub it out

Poems

Oooo oo sun by Hazma abid

oooo oo sun,

stopyour burn,

giveus some fun,

wehave light non,

pleasefast run,

stopyour fun.

Classdiscussion

  • KS1-Discuss the different types of weather i.e. rainy, sunny, snowy

  • Discuss the various types of clothing necessary for the different kinds of weather

Othercurriculum

Music

  • Describe the various sounds the weather makes. Using sound clips to identify the kind of weather.

  • Compose a rainbow song

  • Turn this poem into a song

PhysicalEducation

  • Name each corner of the wall as weather and children describe how they would feel under each kind of weather condition

  • Children to make sounds of the different weather kinds

Kidsand summer pool by Kurtis Scott

itsthere theme

itslike ice cream

tojump in

witha

friend

whenits hot they play a lot

tothem its cool

KIDSAND

SUMMERPOOL

Classdiscussion

  • Children to discuss what they like most about summer

  • Children to describe the weather conditions during summer

  • Children to describe the kinds of food they enjoy during summer

Othercurriculum links

Music

  • Turn the poem into music

Art

  • Draw and paint summer camp

Bullyingis not Right by Chelshea barry

Bystander

understandits not nice to bully

liar

lieingis a sin

yourmean

Classdiscussion

  • Discuss the impacts of bulling

  • Ask the children if they have ever experienced bullying

Othercurriculum links

Music

  • Turn the poem into music

Drama

  • Children to form a play depicting a bully and an innocent child

Bibliography

Aiken, J., 2015. Midnight Is a Place. [Online] Available at: http://www.publishersweekly.com/978-0-618-19625-8

DCSF, 2009. Support for Spelling.. Nottingham: DCSF Publications..

DfE, 2013. National curriculum in England.. London: s.n.

DfES, 2006. Independent Review of the Teaching of Early Reading.:. Nottingham: DfES Publications.

DfES, 2007. Principles and Practice of High Quality Phonics.. Nottingham:: DfES Publications.

Fine, A., 2015. Poor Monty. [Online] Available at: http://www.goodreads.com/book/show/1566102.Poor_Monty

Gaiman, N., 2015. Violent Cases. [Online] Available at: http://www.goodreads.com/book/show/428658.Violent_Cases

Hughes, S., 2015. Moving Molly. [Online] Available at: http://www.randomhouse.com.au/books/shirley-hughes/moving-molly-9780099916505.aspx

Jolliffe, W. W. D. a. C. A. (., 2015. Teaching Systematic Synthetic Phonics in Primary Schools, 2nd edition. London: SAGE/Learning Matters.

Medwell, J. W. D. C. E. M. H. &amp. G. V., 2014. Primary English: Teaching Theory and Practice, 7th edition.. London: Sage/Learning Matters..

Medwell, J. W. D. M. G. &amp. G. V., 2014. Primary English: Knowledge and Understanding, 7th edition. London: Sage/Learning Matters.

Ofsted, 2009. English at the crossroads.. London:: Ofsted..

Ofsted, 2010. Reading by six: how the best schools do it.. London: : Ofsted..

Ofsted, 2011. Excellence in English.. Manchester:: Ofsted..

Ofsted, 2011. Getting them reading early. Manchester: : Ofsted.

Ofsted, 2012. Moving English Forward.. London: : Ofsted.

T, D., (2008). alk for Writing.. Nottingham: DCSF Publications..

Waugh, D. a. J. W., 2012. English 5-11, L. ondon:: Routledge..

Waugh, D. W. C. a. W. R., 2013. Teaching Grammar, Punctuation and Spelling in Primary Schools.. London: : Sage/Learning Matters..

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