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Narrative Reading Unit
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Contents
Introduction 3
Framework objectives 5
Unit plan for weeks 1 and 2 6
Resource sheets1. The long walk
1. Lesson notes 8
1a OHT a–j 10
1b Story 20
1c Annotated sheets 25
1d Questions to discuss 34
2. The giant’s necklace
2. Lesson notes 35
2a Story 38
2b OHT page 14 52
2c Annotated page 14 53
2d OHT pages 15 and 16 54
2e Annotated pages 15 and 16 55
2f OHT pages 18, 19 and 20 57
2g Annotated pages 18, 19 and 20 60
2h OHT page 21 63
2i Annotated page 21 64
2j OHT pages 26 and 27 65
2k Annotated pages 26 and 27 67
2l 69
2m 70
2n Overview 71
3. Narrative to playscript
3. Lesson notes 72
3a Checklist 74
3b Conversion of narrative to playscript 75
4. Freddie Pilcher
4. Lesson notes 76
4a OHT 77
4b Story 79
4c Annotated sheets 81
4d Questions 83
5. Meatpie on the Masham Road
5. Lesson notes 84
5a OHT 85
5b Story 88
5c Annotated sheets 91
5d Questions 94
The National Literacy Strategy
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The object of this unit is to provide suggestions, ideas and materials to support teachers in
helping children to understand and respond to narrative texts, and to develop higher order
reading skills. Children need to explore a range of comprehension strategies, using a variety of
learning styles, that will enable them to probe beyond the literal. Key to the expansion of
children’s understanding will be the teacher’s skill in questioning. All children need frequent
exposure to ‘open’ questions that allow and encourage deduction, speculation, prediction,
inference and evaluation. These should be part of the ‘book talk’ that takes place at various
times in the classroom to enhance and develop children’s analytical thinking.
Children need plenty of experience in tackling these kinds of questions orally before they can
successfully attempt written answers. It will be helpful to most children if teachers frame the
questions in as many different ways as possible, gradually incorporating into this oral work the
kinds of wording that are typically used in written questions. Removing the obstacle of the
unfamiliar language of written questions, by introducing it and explaining it orally, will enable
children to demonstrate and teachers to assess what children do and do not understand
about texts. Teachers may find it helpful to review past reading papers, list the relevant
questions and think about how they can be adapted for use in various speaking and listening
contexts, including shared and guided reading.
Four narratives are supplied in this unit: two short stories, which are worked on over several
sessions and two extracts from novels, each studied for one session. After exploring one of
the longer texts through reading, there is an opportunity to work with the children on
converting part of the story into a playscript.
Resources
The resources include:
• lesson notes for each of the 10 lessons in the unit;
• a copy of each narrative text for the teacher to enlarge or turn into an overhead transparency
and use for demonstrating reading strategies such as text marking and note making;
• a copy of the text to photocopy for pupils so that they can practise active reading strategies;
• annotated texts or sections of text for teachers to use as support during the shared reading
sessions in order to unpick aspects of the text and lead the children through questioning
and discussion to a deeper level of understanding. The annotations are designed to prompt
discussion, and begin to include some of the more formal language of questions;
• suggested activities for independent work that build on and extend the speaking and
listening that has taken place in the shared session. The writing tasks also include elements
of formal question language and teachers will want to ensure that they provide a clear
explanation of these where necessary: they are not intended as test questions.
Introduction
The National Literacy Strategy
3
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
The National Literacy Strategy
4
Resource PurposeSheet
1a–e Lesson notes and resources for ‘The long walk’
2a–n Lesson notes and resources for ‘The giant’s necklace’
3a–b Lesson notes and resources for ‘Transforming narrative
to playscript’
4a–d Lesson notes and resources for ‘Freddie Pilcher’
5a–d Lesson notes and resources for ‘Meatpie on the
Masham Road’
Word level work
Word level teaching and learning is incorporated into the close reading of texts, particularly
strategies for working out the probable meanings of unfamiliar words using context cues.
However, focused spelling, like mental maths, needs concentrated daily attention so that
writing words correctly with a fluent hand is automatic and children’s cognitive capacity is
released to attend to the content and form of their writing. Ten minutes at the beginning of
the literacy hour every day can be spent on sharpening up children’s spelling knowledge
(W2 and 3).
Acknowledgements
‘The long walk’ by George Layton in The Fib and other stories published by Macmillan
‘The giant’s necklace’ by Michael Morpurgo in The White Horse of Zennor and also in From
Hereabout Hill published by Mammoth
‘Freddie Pilcher’ by Pie Corbett (unpublished)
‘Meatpie on the Masham Road’ by Pie Corbett (unpublished)
Introduction
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
The National Literacy Strategy
5
Year 6 Term 2
Text
1. to understand aspects of narrative structure, e.g.:
• how chapters in a book (or paragraphs in a short story or chapter) are linked together;
• how authors handle time, e.g. flashbacks, stories within stories, dreams;
• how the passing of time is conveyed to the reader;
2. to analyse how individual paragraphs are structured in writing, e.g. comments sequenced
to follow the shifting thoughts of a character, examples listed to justify a point and
reiterated to give it force;
7. to identify the key features of different types of literary text, e.g. stock characters, plot
structure, and how particular texts conform, develop or undermine the type,
e.g. through parody;
8. to analyse the success of texts and writers in evoking particular responses in the reader,
e.g. where suspense is well-built;
Sentence
4. to revise work on contracting sentences:
• summary;
• note making;
• editing;
Year 6 Term 1
Word
7. to understand how words and expressions have changed over time, e.g. old verb endings
–st and –th and how some words have fallen out of use, e.g. yonder, thither.
Framework objectives
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Nar
rativ
e re
adin
g: u
nit p
lan
for w
eeks
1 a
nd 2
N.B
. Fo
r th
e th
ree
day
s’ w
ork
on
‘The
gia
nt’s
nec
klac
e’ b
egin
ning
on
day
3, t
he te
ache
r ne
eds
to h
ave
read
the
first
par
t of t
he s
tory
to th
e cl
ass
out
sid
e th
e lit
erac
y ho
ur, i
dea
lly o
n d
ay 1
or
2.
The National Literacy Strategy
6
In p
airs
, clo
se re
adin
g us
ing
activ
e re
adin
g
stra
tegi
es.
Infe
r and
ded
uce
anot
her c
hara
cter
’s p
oint
of v
iew
:
writ
e jo
urna
l ent
ry.
Rea
d o
n an
d a
pp
ly a
ctiv
e re
adin
g st
rate
gies
.
Writ
e jo
urna
l ent
ry a
s re
spon
se to
sto
ry e
ndin
g,
refle
ctin
g on
aut
hor’s
inte
nt.
Writ
e jo
urna
l ent
ry o
n ov
eral
l im
pre
ssio
n of
the
stor
y, c
iting
evi
den
ce fr
om th
e te
xt.
Com
ple
te fi
rst s
tage
of c
onve
rsio
n to
pla
yscr
ipt.
Text
mar
k an
y q
uerie
s.
Con
tinue
with
the
pro
cess
of t
rans
form
atio
n in
to a
pla
y, u
sing
che
cklis
t as
a p
rom
pt.
Cre
ate
own
scen
e b
ased
on
own
idea
s, a
pp
lyin
g
conv
entio
ns.
Sum
mar
ise
and
pre
dic
t, b
ased
on
ded
uctio
n an
d
infe
renc
e in
sha
red
read
ing.
Ans
wer
que
stio
ns re
qui
ring
use
of d
educ
tion
and
infe
renc
e, b
uild
ing
on s
hare
d re
adin
g.
Use
con
clus
ions
from
ind
epen
den
t wor
k
to s
umm
aris
e ve
rbal
ly a
resp
onse
to a
que
stio
n.
Iden
tify
tech
niq
ues
auth
or u
sed
to
enab
le re
ader
s to
em
pat
hise
.
Sha
re re
spon
ses,
ann
otat
ing
the
text
as
a m
odel
. Em
pha
sise
aut
hor’s
cra
ft.
Iden
tify
hint
s in
the
text
to th
e en
din
g.
Con
sid
er th
e st
ruct
ure
of th
e st
ory,
and
its g
enre
.
Dis
cuss
poi
nts
of d
iffic
ulty
and
reac
h
agre
emen
t.
Sha
re te
chni
que
s fo
r tac
klin
g
com
ple
xitie
s of
text
.
Par
tner
s ch
eck
each
oth
er’s
wor
k fo
r
corr
ect u
se o
f con
vent
ions
.
Focu
s on
lang
uage
feat
ures
req
uire
d in
answ
ers.
Cla
rify
the
pre
cise
focu
s of
the
que
stio
ns
and
str
ateg
ies
for a
nsw
erin
g th
em.
1 2
1 2 3 4 5 6 7 8 9 10
Sha
red
text
, sen
tenc
e, w
ord
leve
l and
sp
eaki
ng
and
list
enin
gW
eek
Day
Gui
ded
re
adin
g/w
ritin
gIn
dep
end
ent w
ork
Ple
nary
Rea
d fi
rst h
alf o
f ‘Lo
ng w
alk’
. Dem
onst
rate
act
ive
read
ing
stra
tegi
es.
Rea
d s
econ
d h
alf o
f ‘Lo
ng w
alk’
. Dem
onst
rate
str
ateg
ies
for
refle
ctin
g on
who
le s
tory
.
Rea
d th
e ne
xt p
art o
f ‘Th
e gi
ant’s
nec
klac
e’, d
emon
stra
ting
activ
e re
adin
g st
rate
gies
.
Rea
d th
e ne
xt p
art o
f ‘Th
e gi
ant’s
nec
klac
e’, d
emon
stra
ting
activ
e re
adin
g st
rate
gies
.
Dem
onst
rate
clo
se re
adin
g to
iden
tify
auth
or’s
tech
niq
ues
for
1) c
reat
ing
amb
igui
ty a
nd c
onfu
sion
, 2) h
and
ling
time.
Cre
ate
chec
klis
t of k
ey fe
atur
es o
f pla
yscr
ipts
. Dem
onst
rate
firs
t
stag
e in
con
vert
ing
narr
ativ
e to
pla
y: id
entif
ying
func
tions
of
elem
ents
of t
ext.
Dem
onst
rate
rew
ritin
g th
e st
ory
as a
pla
y, a
rtic
ulat
ing
dec
isio
ns
abou
t con
vent
iona
l lay
out.
Col
lect
idea
s fo
r fre
sh c
onte
nt. U
se te
ache
r scr
ibin
g to
sta
rt o
ff a
new
sce
ne.
Rea
d ‘F
red
die
Pilc
her’
, dem
onst
ratin
g ac
tive
read
ing
stra
tegi
es.
Rea
d ‘M
eatp
ie o
n th
e M
asha
m R
oad
’, d
emon
stra
ting
activ
e
read
ing
stra
tegi
es.
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resources
Lesson notes for days 1 and 2Day 1
Shared text work – reading, sentence and word level andspeaking and listening• Display an enlarged/OHT copy of the first half of ‘The long walk’ (Resource sheet 1a) up to
‘ . . . don’t be frightened’, page 31 and distribute copies to pairs/individuals (Resource
sheet 1b).
• Read the story aloud, using the sample questions and comments on Resource sheet 1c
(annotated copy of story) as prompts. Model for the children how to text mark key words,
phrases, sentences and passages for closer scrutiny. Demonstrate writing brief comments
or notes in the margins, and encourage the children to make their own notes. Use paired talk
to explore some of the questions. Intersperse your reading with opportunities for the
children to read short passages independently before annotating them.
Independent work – reading, sentence and word level andspeaking and listeningWorking in pairs, ask the children to
• Text mark and reread the paragraph of the description of the boy and the grandad as they
leave the house (‘My mum gave us . . . find out’) on page 29, then discuss and list the
differences and similarities in appearance, based on the information in the text. They can
use a chart or matrix of their own devising.
• Skim read and highlight all the boy’s spoken words up to this point. What do they notice?
Plenary – reading, sentence and word level and speakingand listening • Pose the following question for discussion: ‘This story is about a boy and his grandad.
How does the author show the contrasts between the two characters?’ Children use the
conclusions from their independent work and share ideas. Summarise a verbal answer to
the question.
Day 2
Shared text work – reading, sentence and word level andspeaking and listening• Recap on day 1’s work and briefly discuss whether any themes are emerging. Read the
second half of the story, using the sample questions on Resource sheet 1c and continuing
to demonstrate text marking and annotating. Intersperse your reading with opportunities for
the children to read short passages independently before annotating them.
• After concluding the story, use the questions on Resource sheet 1d to reflect on the story as
a whole, giving children time to discuss and prepare oral responses with a partner.
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource Sheet 1
The long walk
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The National Literacy Strategy
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Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 1
contd.
• Text mark key moments in the story, e.g. when Grandad arrives at the house, when he wipes
his eyes, as he looks out of the bus window, when he looks at his plot in the graveyard.
• Remind the children that the story has been told from the boy’s point of view. Ask them to
imagine what Grandad’s thoughts might be at these key moments. If necessary, model an
example for them orally.
Independent work – reading response through journal
• Ask the children to compose individual journal entries of Grandad’s thoughts and feelings at
each or some of the key moments identified in shared reading.
Plenary – reading response
• Share a few responses, discussing how the children were able to imagine the character’s
thoughts and feelings. Help the children to identify any techniques the author used in the
story that enabled them to empathise. Note these briefly.
The National Literacy Strategy
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Year 6 Planning Exemplification 2002–2003:
Narrative Reading UnitResource sheet 1a
The long walk OHT A
‘The long walk’ by George Layton inThe Fib and other stories
I loved it when my grandad took me out – just me andhim. I never knew when I was going out with him. It justhappened every so often. My mum’d say to me, ‘C’mon,get ready. Your grandad’s coming to take you out. Getyour clogs on.’ That was the one thing that spoilt it – myclogs. Whenever my grandad took me out, I had to weara pair of clogs that he’d given to me. Well, he’d madethem you see, that was his job before he retired, clog-maker. I didn’t half make a noise when I was wearingthem an’ all. Blimey, you could hear me a mile away. Ihated those clogs.
‘Aw, Mum, do I have to put my clogs on?’‘Now don’t ask silly questions. Go and get ready.’‘Aw, please ask Grandad if I can go without my
clogs.’‘Do you want to go or don’t you?’My mum knew I wanted to go.‘Course I want to.’‘Then go and put your clogs on.’‘Oh, heck.’
© George Layton 2002
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Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 1a contd.
The long walk OHT B
Honest, I’d never seen anyone else wearing clogs. Iwondered where my grandad would take me today. Lasttime I’d gone to the zoo with him. It was great. I was justabout ready when I heard him knock at the front door. Iknew it was my grandad, because he always had his ownspecial knock. Everybody else used the bell. I could hearhim downstairs, he was wearing clogs himself.
‘I’m nearly ready, Grandad.’I put on my windcheater that I’d been given last
Christmas. It was maroon coloured. My friend Tony hadgot one as well only his was green, but I liked mine best.Then I went downstairs.
‘Hello Grandad.’My mum told me to give him a kiss.‘He’s getting too big to give his old grandad a kiss,
aren’t you son?’He always called me son.‘No, course not, Grandad.’He bent down so I could kiss him on his cheek. He
was all bristly and it made me laugh.‘Ooh Grandad, you haven’t shaved today, have
you?’
The National Literacy Strategy
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Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
He was laughing as well. We were both laughing, wedidn’t really know why, and my mum started laughing.There we were, all three of us laughing at nothing at all.
‘No, son, I haven’t shaved. But it doesn’t mattertoday. It’ll bother nobody else today. There’s just the twoof us.’
‘Where are we going, Grandad? Where are youtaking us?’
He looked at me. His eyes were watering a bit andhe wiped them with a dark blue hanky he always had inhis top pocket.
‘We’re going on a walk, a special walk.’He was almost whispering, as if he didn’t want my
mum to hear, bending down with his whiskery face nextto mine.
‘Where are we going, Grandad? Where are wegoing? Is it a secret?’
‘You’ll see son, when we get there.’He looked a bit sad for a MINUTE, but then he
smiled and put on his flat cap.‘C’mon son, let’s get going.’My mum gave us each a pack of sandwiches, and
off we went. We must have looked a funny sight walkingdown the road together, me and my grandad. Himdressed in his flat cap and thick overcoat and clogs. Mein my maroon windcheater and short grey trousers and
Resource sheet 1a contd.
The long walk OHT C
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Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 1a contd.
The long walk OHT D
clogs. But I was so happy. I didn’t know where we weregoing and neither did anyone else. Only Grandad knew,and only I was going to find out.
‘Are we walking all the way, Grandad?’ He took suchbig strides that I was half walking and half running.
‘No, son, we’ll get a trackless first to get out a bit.’By ‘trackless’ he meant a bus, and I’d heard him say
it so often that I never wondered why he said trackless.‘I’ll show you where I used to go when I was a lad.’
We didn’t have to wait long before a bus came, andwe went upstairs and sat right at the front. Grandad wasout of breath when we sat down.
‘Are you all right, Grandad?’‘Oh, aye, son. You get a better view up here.’‘Yes Grandad, you do.’Soon we were going through the ‘posh part’ where
the snobs lived. This was on the other side of the park. ‘At one time there were no roof on’t top deck. That
were before the trackless. Completely open it was – daftreally.’
The conductor came round for our fares.‘One and t’lad to the basin.’
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Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
I’d never heard of the basin before. I asked mygrandad what it was.
‘What’s the basin, Grandad?’‘That’s where we start our walk.’‘What basin is it? Why is it called “basin”?’‘The canal basin, it’s where the canal starts. You’ll
see.’By now we were going through a brand new
shopping centre.‘Hey look Grandad, that’s where that new bowling
alley is. My friends Tony and Barry have been. They sayit’s smashing.’
Grandad looked out of the window.‘That’s where I used to play cricket a long time ago.’‘Where the bowling alley is?’‘That’s right, son, when they were fields. It’s all
changed now. Mind, where we’re going for a walk, it’s notchanged there. No, it’s just the same there.’
We heard the conductor shout ‘basin’.‘C’mon, son, our stop, be careful now.’While we were going down the stairs, I held tight to
my grandad. Not because I thought I might fall, but I wasscared for him. He looked as though he was going to gostraight from the top to the bottom.
Resource sheet 1a contd.
The long walk OHT E
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Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 1a contd.
The long walk OHT F
‘Are you all right, Grandad? Don’t fall.’He just told me not to be frightened and to hold on
tight.‘That’s right, you hold on to me, son, you’ll be all
right, don’t be frightened.’We both got off the bus, and I watched it drive away.
I didn’t know where we were, but it was very quiet.‘It’s nice here, isn’t it, Grandad?’‘This is where my dad was born, your great-
grandad.’It was a lovely place. There weren’t many shops and
there didn’t seem to be many people either. By the busstop there was a big stone thing full of water.
‘Hey, Grandad, is that where the horses used todrink?’
‘That’s right, son. I used to hold my grandad’s horsethere while it was drinking.’
I couldn’t see anything like a basin.I wondered where it was.‘Where’s the basin, Grandad?’‘We’ve got to walk there. C’mon.’
We went away from the main street, into a side street,past all these little houses. I don’t think any cars everwent down this street because there was washing strungout right across the road all the way down the street.
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Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Outside some of the houses were ladies washing thefront step and scraping that yellow stone on the edges. Alot of the houses had curtains over the front door, so youcould leave the door open and the wind didn’t blow in.Mind you, it wasn’t cold even though it was October. Itwas nice. The sun was shining, not hot, but just nice.When we got further down the street, I saw that it was acul-de-sac.
‘Hey, Grandad, it’s a dead end. We must’ve comethe wrong way.’
Grandad just smiled.‘Do you think that I’m that old, that I can’t remember
the way? Here, look.’He took my hand and showed me the way. Just
before the last house in the road was a tiny snicket. Itwas so narrow that we had to go through behind eachother. I wouldn’t even have noticed this snicket if myGrandad hadn’t shown it to me.
‘Go on, son, through there.’It was very dark and all you could see was a little
speck of light at the other end, so you can tell how long itwas.
‘You go first, Grandad.’‘No, after you, son.’I didn’t want to go first.
Resource sheet 1a contd.
The long walk OHT G
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Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 1a contd.
The long walk OHT H
‘No, you’d better go first, Grandad. You know theway, don’t you?’
He laughed and put his hand in his pocket andbrought out a few boiled sweets.
‘Here you are. These are for the journey. Off we gofor the last time.’
I was just going to ask him what he meant, but hecarried on talking. ‘I mean it’ll soon be winter, won’t it?Come on.’
And off we went through the dark passage. Grandadtold me that when he was a kid they used to call it theBlack Hole of Calcutta. Soon we reached the other endand it was quite strange because it was like goingthrough a door into the country. We ended up at the topof some steps, high up above the canal basin, and youcould see for miles. I could only see one barge though, inthe basin. We went down the steps. There were ahundred and fifteen steps – I counted them. Grandad was going down slowly so I was at the bottombefore him.
‘Grandad, there are a hundred and fifteen stepsthere. C’mon, let’s look at that barge.’
I ran over to have a look at it and Grandad followedme.
‘It’s like a house isn’t it, Grandad?’
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Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
‘It is a house. Someone lives there. C’mon, let’s sithere and have our sandwiches.’
And we did.The sun was very big and round, though it wasn’t
very hot, and the leaves on the trees were golden, andthe reflection in the water made the canal look golden.There was nobody else about, and all the noises that younever notice usually suddenly sounded special, different.Like the siren that let the workers know it was dinnertime. I’ve heard sirens lots of times since then but theynever sound so sweet. The same with the train. It musthave been miles away because I couldn’t see any steamor anything, and you had to listen quite hard, but behindthe hum of the country and town sounds mixed togetheryou could hear this knockety-knock.
When we’d finished our sandwiches we walkedalong the canal. Grandad showed me how to open thelock gates, and we were both puffed out afterwardsbecause it was hard work. After a while we walked awayfrom the canal, up a country lane. I don’t suppose wewere really that far away from home, but we seemed tobe miles out in the country, and soon we came to avillage. My Grandad said we’d catch a bus home fromthere, but first he wanted to show me something, and hetook hold of my hand. I didn’t have a clue where he
Resource sheet 1a contd.
The long walk OHT I
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Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 1a contd.
The long walk OHT J
was taking me, but I got a shock when we ended up inthe graveyard. It had gone cold now. I wanted to gohome.
‘C’mon, Grandad, let’s go home now.’But he didn’t seem to be listening properly.‘In a minute, son, I just want to show you summat.’And hand in hand we walked among the
gravestones.‘There you are son, there’s my plot. That’s where I’ll
be laid to rest.’I didn’t know what to say.‘When, Grandad?’‘Soon.’He smiled and looked very happy and he bent down
and pulled out a couple of weeds. It was a very neat plot.‘C’mon, son, we’d best get going now.’When I told my mum that night that Grandad was
going to die soon, she got very cross and told me not totalk like that.
‘He’s as fit as a fiddle is your grandad. Don’t you talklike that.’
It happened three days later, at dinner time. It cameas a great shock to everybody, except of course to meand Grandad.
The National Literacy Strategy
20
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 1b
Copy for children
TH
E L
ON
G W
AL
K
I lo
ved
it w
hen
my
gran
dad
took
me
out
– ju
st m
e an
d hi
m.
I ne
ver
knew
whe
n I
was
goi
ng o
ut w
ith
him
. It j
ust h
appe
ned
ever
y so
oft
en. M
y m
um’d
say
to
me,
‘C’m
on,g
et r
eady
. You
r gr
anda
d’s
com
ing
tota
ke y
ou o
ut.
Get
you
r cl
ogs
on.’
Tha
t w
as t
he o
neth
ing
that
spo
ilt i
t – m
y cl
ogs.
Whe
neve
r my
gran
dad
took
me
out,
I ha
d to
wea
r a
pair
of
clog
s th
at h
e’d
give
n to
me.
Wel
l,he
’d m
ade
them
you
see
,tha
t was
his
job
befo
re h
e re
tire
d,cl
og-m
aker
. I
didn
’t h
alf
mak
e a
nois
e w
hen
I w
as w
eari
ng t
hem
an’
all.
B
lim
ey,y
ou c
ould
hea
r me
a m
ile
away
. I h
ated
thos
ecl
ogs. ‘A
w,M
um,d
o I h
ave
to p
ut m
y cl
ogs
on?’
‘Now
don
’t a
sk s
illy
que
stio
ns.
Go
and
get
read
y.’ ‘Aw
,ple
ase
ask
Gra
ndad
if I
can
go
wit
hout
my
clog
s.’ ‘D
o yo
u w
ant t
o go
or d
on’t
you
?’M
y m
um k
new
I w
ante
d to
go.
‘Cou
rse
I wan
t to.
’‘T
hen
go a
nd p
ut y
our c
logs
on.
’‘O
h,he
ck.’
Hon
est,
I’d
neve
r se
en
anyo
ne
else
w
eari
ng c
logs
. I w
onde
red
whe
re m
y gr
anda
d w
ould
27
TH
E L
ON
G W
AL
K
in T
he F
ib a
nd o
ther
sto
ries
by G
eorg
e L
ayto
n
© George Layton 2002
The National Literacy Strategy
21
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 1b
Copy for children contd.
and
he w
iped
them
wit
h a
dark
blu
e ha
nky
he a
lway
sha
d in
his
top
pock
et.
‘We’
re g
oing
on
a w
alk,
a sp
ecia
l wal
k.’
He
was
alm
ost w
hisp
erin
g,as
if h
e di
dn’t
wan
tm
y m
um t
o he
ar,
bend
ing
dow
n w
ith
his
whi
sker
y fa
ce n
ext t
o m
ine.
‘Whe
re a
re w
e go
ing,
Gra
ndad
? W
here
are
we
goin
g? Is
it a
sec
ret?
’‘Y
ou’l
l see
son
,whe
n w
e ge
t the
re.’
He
look
ed a
bit
sad
for
a m
inut
e,bu
t th
en h
esm
iled
and
put o
n hi
s fl
at c
ap.
‘C’m
on s
on,l
et’s
get
goi
ng.’
My
mum
gav
e us
eac
h a
pack
of
sand
wic
hes,
and
off
we
wen
t. W
e m
ust h
ave
look
ed a
fun
ny s
ight
wal
king
dow
n th
e ro
ad to
geth
er,m
e an
d m
y gr
anda
d.H
im d
ress
ed i
n hi
s fl
at c
ap a
nd t
hick
ove
rcoa
t an
dcl
ogs.
Me
in m
y m
aroo
n w
indc
heat
er a
nd s
hort
gre
ytr
ouse
rs a
nd c
logs
. But
I w
as s
o ha
ppy.
I di
dn’t
kno
ww
here
we
wer
e go
ing
and
neit
her
did
anyo
ne e
lse.
Onl
y G
rand
ad k
new
,an
d on
ly I
was
goi
ng t
o fi
ndou
t.‘A
re w
e w
alki
ng a
ll th
e w
ay,G
rand
ad?’
He
took
such
big
str
ides
tha
t I
was
hal
f w
alki
ng a
nd h
alf
runn
ing.
‘No,
son,
we’
ll g
et a
tra
ckle
ss f
irst
to
get
out
abi
t.’B
y ‘t
rack
less
’he
mea
nt a
bus
,and
I’d
hear
d hi
msa
y it
so
ofte
n th
at I
nev
er w
onde
red
why
he
said
trac
kles
s.‘I
’ll s
how
you
whe
re I
use
d to
go
whe
n I
was
ala
d.’
take
me
toda
y. L
ast
tim
e I’
d go
ne t
o th
e zo
o w
ith
him
. It
was
gre
at.
I w
as j
ust
abou
t re
ady
whe
n I
hear
d hi
m k
nock
at
the
fron
t do
or.
I kn
ew i
t w
as
my
gran
dad,
beca
use
he a
lway
s ha
d hi
s ow
n sp
ecia
lkn
ock.
Eve
rybo
dy e
lse
used
the
bell
. I c
ould
hea
r him
dow
nsta
irs,
he w
as w
eari
ng c
logs
him
self
.‘I
’m n
earl
y re
ady,
Gra
ndad
.’I
put o
n m
y w
indc
heat
er th
at I
’d b
een
give
n la
stC
hris
tmas
. It w
as m
aroo
n co
lour
ed. M
y fr
iend
Ton
yha
d go
t on
e as
wel
l on
ly h
is w
as g
reen
,bu
t I
like
d m
ine
best
. T
hen
I wen
t dow
nsta
irs.
‘Hel
lo G
rand
ad.’
My
mum
told
me
to g
ive
him
a k
iss.
‘He’
s ge
ttin
g to
o bi
g to
giv
e hi
s ol
d gr
anda
d a
kiss
,are
n’t y
ou s
on?’
He
alw
ays
calle
d m
e so
n.‘N
o,co
urse
not
,Gra
ndad
.’H
e be
nt d
own
so I
cou
ld k
iss
him
on
his
chee
k. H
e w
as a
ll br
istly
and
it m
ade
me
laug
h.‘O
oh G
rand
ad,y
ou h
aven
’t s
have
d to
day,
have
you?
’ He
was
la
ughi
ng
as
wel
l.
We
wer
e bo
th
laug
hing
,we
didn
’t r
eall
y kn
ow w
hy,a
nd m
y m
umst
arte
d la
ughi
ng.
The
re w
e w
ere,
all
thre
e of
us
laug
hing
at n
othi
ng a
t all.
‘No,
son,
I hav
en’t
sha
ved.
But
it d
oesn
’t m
atte
rto
day.
It’l
l bot
her n
obod
y el
se to
day.
The
re’s
just
the
two
of u
s.’
‘Whe
re a
re w
e go
ing,
Gra
ndad
? W
here
are
you
taki
ng u
s?’
He
look
ed a
t me.
His
eye
s w
ere
wat
erin
g a
bit
2928
The National Literacy Strategy
22
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
chan
ged
now
. Min
d,w
here
we’
re g
oing
for
a w
alk,
it’s
not c
hang
ed th
ere.
No,
it’s
just
the
sam
e th
ere.
’W
e he
ard
the
cond
ucto
r sho
ut ‘b
asin
’.‘C
’mon
,son
,our
sto
p,be
car
eful
now
.’W
hile
we
wer
e go
ing
dow
n th
e st
airs
,I
held
ti
ght
to
my
gran
dad.
N
ot
beca
use
I th
ough
t I
mig
ht f
all,
but
I w
as s
care
d fo
r hi
m.
He
look
ed a
sth
ough
he
was
goi
ng t
o go
str
aigh
t fr
om t
he t
op t
o th
e bo
ttom
.‘A
re y
ou a
ll ri
ght,
Gra
ndad
? D
on’t
fall.
’H
e ju
st to
ld m
e no
t to
be f
righ
tene
d an
d to
hol
d on
tigh
t.‘T
hat’
s ri
ght,
you
hold
on
to m
e,so
n,yo
u’ll
be
all r
ight
,don
’t b
e fr
ight
ened
.’W
e bo
th g
ot o
ff t
he b
us,a
nd I
wat
ched
it
driv
eaw
ay. I
did
n’t k
now
whe
re w
e w
ere,
but i
t was
ver
yqu
iet. ‘I
t’s n
ice
here
,isn
’t it
,Gra
ndad
?’‘T
his
is w
here
my
dad
was
bor
n,yo
ur g
reat
-gr
anda
d.’
It w
as a
love
ly p
lace
. The
re w
eren
’t m
any
shop
san
d th
ere
didn
’t s
eem
to b
e m
any
peop
le e
ithe
r. B
y th
e bu
s st
op th
ere
was
a b
ig s
tone
thin
g fu
ll of
wat
er.
‘Hey
,Gra
ndad
,is
that
whe
re th
e ho
rses
use
d to
drin
k?’
‘Tha
t’s
righ
t,so
n. I
use
d to
hol
d m
y gr
anda
d’s
hors
e th
ere
whi
le it
was
dri
nkin
g.’
I cou
ldn’
t see
any
thin
g lik
e a
basi
n.I w
onde
red
whe
re it
was
.‘W
here
’s th
e ba
sin,
Gra
ndad
?’‘W
e’ve
got
to w
alk
ther
e. C
’mon
.’
We
didn
’t h
ave
to w
ait l
ong
befo
re a
bus
cam
e,an
d w
e w
ent
upst
airs
and
sat
rig
ht a
t th
e fr
ont.
Gra
ndad
was
out
of b
reat
h w
hen
we
sat d
own.
‘Are
you
all
righ
t,G
rand
ad?’
‘Oh,
aye,
son.
You
get
a b
ette
r vie
w u
p he
re.’
‘Yes
,Gra
ndad
,you
do.
’S
oon
we
wer
e go
ing
thro
ugh
the
‘pos
h pa
rt’
whe
re th
e sn
obs
live
d. T
his
was
on
the
othe
r si
de o
f th
e pa
rk.
‘At
one
tim
e th
ere
wer
e no
roo
f on
’t t
op d
eck.
Tha
t w
ere
befo
re t
he t
rack
less
. Com
plet
ely
open
it
was
– d
aft r
eally
.’T
he c
ondu
ctor
cam
e ro
und
for o
ur fa
res.
‘One
and
t’la
d to
the
basi
n.’
I’d
neve
r he
ard
of th
e ba
sin
befo
re. I
ask
ed m
ygr
anda
d w
hat i
t was
.‘W
hat’s
the
basi
n,G
rand
ad?’
‘Tha
t’s w
here
we
star
t our
wal
k.’
‘Wha
t bas
in is
it?
Why
is it
cal
led
“bas
in”?
’‘T
he c
anal
bas
in,
it’s
whe
re t
he c
anal
sta
rts.
You
’ll s
ee.’
By
now
we
wer
e go
ing
thro
ugh
a br
and
new
shop
ping
cen
tre.
‘Hey
loo
k G
rand
ad,
that
’s w
here
tha
t ne
wbo
wli
ng a
lley
is.
My
frie
nds
Tony
and
Bar
ry h
ave
been
. The
y sa
y it’
s sm
ashi
ng.’
Gra
ndad
look
ed o
ut o
f the
win
dow
.‘T
hat’
s w
here
I u
sed
to p
lay
cric
ket a
long
tim
eag
o.’ ‘W
here
the
bow
ling
alle
y is
?’‘T
hat’
s ri
ght,
son,
whe
n th
ey w
ere
fiel
ds. I
t’s
all
3130
Resource sheet 1b
Copy for children contd.
The National Literacy Strategy
23
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 1b
Copy for children contd.
‘No,
you’
d be
tter
go
firs
t,G
rand
ad. Y
ou k
now
th
e w
ay,d
on’t
you
?’H
e la
ughe
d an
d pu
t hi
s ha
nd i
n hi
s po
cket
and
brou
ght o
ut a
few
boi
led
swee
ts.
‘Her
e yo
u ar
e. T
hese
are
for
the
jour
ney.
Off
we
go fo
r the
last
tim
e.’
I w
as ju
st g
oing
to a
sk h
im w
hat h
e m
eant
,but
he
car
ried
on
talk
ing.
‘I
mea
n it
’ll
soon
be
win
ter,
won
’t it
? C
ome
on.’
And
off
we
wen
t th
roug
h th
e da
rk p
assa
ge.
Gra
ndad
tol
d m
e th
at w
hen
he w
as a
kid
the
y us
ed
to c
all i
t the
Bla
ck H
ole
of C
alcu
tta.
Soo
n w
e re
ache
dth
e ot
her
end
and
it w
as q
uite
str
ange
bec
ause
it w
asli
ke g
oing
thro
ugh
a do
or in
to th
e co
untr
y. W
e en
ded
up a
t the
top
of s
ome
step
s,hi
gh u
p ab
ove
the
cana
lba
sin,
and
you
coul
d se
e fo
r m
iles
. I c
ould
onl
y se
e on
e ba
rge
thou
gh,
in t
he b
asin
. We
wen
t do
wn
the
step
s. T
here
wer
e a
hund
red
and
fift
een
step
s –
Ico
unte
d th
em.
Gra
ndad
was
goi
ng d
own
slow
ly s
o I w
as a
t the
bot
tom
bef
ore
him
.‘G
rand
ad,t
here
are
a h
undr
ed a
nd f
ifte
en s
teps
ther
e. C
’mon
,let
’s lo
ok a
t tha
t bar
ge.’
I ra
n ov
er t
o ha
ve a
loo
k at
it
and
Gra
ndad
follo
wed
me.
‘It’s
like
a h
ouse
isn’
t it,
Gra
ndad
?’‘I
t is
a ho
use.
Som
eone
live
s th
ere.
C’m
on,l
et’s
sit h
ere
and
have
our
san
dwic
hes.
’A
nd w
e di
d.T
he s
un w
as v
ery
big
and
roun
d,th
ough
it
was
n’t
very
hot
,an
d th
e le
aves
on
the
tree
s w
ere
gold
en,a
nd th
e re
flec
tion
in th
e w
ater
mad
e th
e ca
nal
We
wen
t aw
ay f
rom
the
mai
n st
reet
,int
o a
side
stre
et,p
ast
all
thes
e li
ttle
hou
ses.
I d
on’t
thi
nk a
ny
cars
eve
r w
ent
dow
n th
is s
tree
t be
caus
e th
ere
was
was
hing
str
ung
out r
ight
acr
oss
the
road
all
the
way
dow
n th
e st
reet
. O
utsi
de s
ome
of t
he h
ouse
s w
ere
ladi
es w
ashi
ng t
he f
ront
ste
p an
d sc
rapi
ng t
hat
yell
ow s
tone
on
the
edge
s. A
lot
of
the
hous
es h
adcu
rtai
ns o
ver
the
fron
t do
or,
so y
ou c
ould
lea
ve
the
door
ope
n an
d th
e w
ind
didn
’t b
low
in.
Min
d yo
u,it
was
n’t
cold
eve
n th
ough
it
was
Oct
ober
. It
w
as n
ice.
The
sun
was
shi
ning
,not
hot
,but
just
nic
e.W
hen
we
got
furt
her
dow
n th
e st
reet
,I
saw
tha
t it
w
as a
cul
-de-
sac.
‘Hey
,G
rand
ad,
it’s
a d
ead
end.
We
mus
t’ve
co
me
the
wro
ng w
ay.’
Gra
ndad
just
sm
iled.
‘Do
you
thin
k th
at I
’m t
hat
old,
that
I c
an’t
rem
embe
r the
way
? H
ere,
look
.’H
e to
ok m
y ha
nd a
nd s
how
ed m
e th
e w
ay. J
ust
befo
re th
e la
st h
ouse
in th
e ro
ad w
as a
tiny
sni
cket
. It
was
so
narr
ow t
hat
we
had
to g
o th
roug
h be
hind
ea
ch o
ther
. I w
ould
n’t e
ven
have
not
iced
this
sni
cket
if
my
gran
dad
hadn
’t s
how
n it
to m
e.‘G
o on
,son
,thr
ough
ther
e.’
It w
as v
ery
dark
and
all
you
cou
ld s
ee w
as a
li
ttle
spe
ck o
f li
ght a
t the
oth
er e
nd,s
o yo
u ca
n te
ll
how
long
it w
as.
‘You
go
firs
t,G
rand
ad.’
‘No,
afte
r you
,son
.’I d
idn’
t wan
t to
go fi
rst.
3332
The National Literacy Strategy
24
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
I did
n’t k
now
wha
t to
say.
‘Whe
n,G
rand
ad?’
‘Soo
n.’
He
smil
ed a
nd l
ooke
d ve
ry h
appy
and
he
bent
dow
n an
d pu
lled
out
a c
oupl
e of
wee
ds. I
t was
a v
ery
neat
plo
t.‘C
’mon
,son
,we’
d be
st g
et g
oing
now
.’W
hen
I to
ld m
y m
um t
hat
nigh
t th
at G
rand
ad
was
goi
ng t
o di
e so
on,
she
got
very
cro
ss a
nd t
old
me
not t
o ta
lk li
ke th
at.
‘He’
s as
fit
as
a fi
ddle
is
your
gra
ndad
. D
on’t
yo
u ta
lk li
ke th
at.’
It h
appe
ned
thre
e da
ys l
ater
,at
din
ner
tim
e. I
tca
me
as a
gre
at s
hock
to e
very
body
,exc
ept o
f cou
rse
to m
e an
d G
rand
ad.
look
gol
den.
The
re w
as n
obod
y el
se a
bout
,an
d al
l th
e no
ises
tha
t yo
u ne
ver
noti
ce u
sual
ly s
udde
nly
soun
ded
spec
ial,
diff
eren
t. L
ike
the
sire
n th
at le
t the
wor
kers
kno
w i
t w
as d
inne
r ti
me.
I’v
e he
ard
sire
ns
lots
of t
imes
sin
ce th
en b
ut th
ey n
ever
sou
nd s
o sw
eet.
The
sam
e w
ith
the
trai
n. I
t m
ust
have
bee
n m
iles
aw
ay b
ecau
se I
cou
ldn’
t see
any
ste
am o
r an
ythi
ng,
and
you
had
to li
sten
qui
te h
ard,
but b
ehin
d th
e hu
m
of th
e co
untr
y an
d to
wn
soun
ds m
ixed
toge
ther
you
coul
d he
ar th
is k
nock
ety-
knoc
k.W
hen
we’
d fi
nish
ed o
ur s
andw
iche
s w
e w
alke
dal
ong
the
cana
l. G
rand
ad s
how
ed m
e ho
w t
o op
en
the
lock
gat
es,
and
we
wer
e bo
th p
uffe
d ou
t af
ter-
war
ds b
ecau
se i
t w
as h
ard
wor
k. A
fter
a w
hile
we
wal
ked
away
fro
m t
he c
anal
,up
a c
ount
ry l
ane.
I
don’
t su
ppos
e w
e w
ere
real
ly t
hat
far
away
fro
mho
me,
but w
e se
emed
to b
e m
iles
out
in th
e co
untr
y,an
d so
on w
e ca
me
to a
vil
lage
. M
y gr
anda
d sa
id
we’
d ca
tch
a bu
s ho
me
from
ther
e,bu
t fir
st h
e w
ante
dto
sho
w m
e so
met
hing
,an
he to
ok h
old
of m
y ha
nd.
I di
dn’t
hav
e a
clue
whe
re h
e w
as t
akin
g m
e,bu
t I
got
a sh
ock
whe
n w
e en
ded
up i
n th
e gr
avey
ard.
It
had
gone
col
d no
w. I
wan
ted
to g
o ho
me.
‘C’m
on,G
rand
ad,l
et’s
go
hom
e no
w.’
But
he
didn
’t s
eem
to b
e lis
teni
ng p
rope
rly.
‘In
a m
inut
e,so
n,I
just
wan
t to
sho
w y
ousu
mm
at.’
And
ha
nd
in
hand
w
e w
alke
d am
ong
the
grav
esto
nes.
‘The
re y
ou a
re s
on,
ther
e’s
my
plot
. T
hat’
s w
here
I’ll
be la
id to
rest
.’
3534
Resource sheet 1b
Copy for children contd.
The National Literacy Strategy
25
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 1c
Annotated Long walk
TH
E L
ON
G W
AL
K
I lo
ved
it w
hen
my
gran
dad
took
me
out
– ju
st m
e an
d hi
m.
I ne
ver
knew
whe
n I
was
goi
ng o
ut w
ith
him
. It j
ust h
appe
ned
ever
y so
oft
en. M
y m
um’d
say
to
me,
‘C’m
on,g
et r
eady
. You
r gr
anda
d’s
com
ing
tota
ke y
ou o
ut.
Get
you
r cl
ogs
on.’
Tha
t w
as t
he o
neth
ing
that
spo
ilt i
t – m
y cl
ogs.
Whe
neve
r my
gran
dad
took
me
out,
I ha
d to
wea
r a
pair
of
clog
s th
at h
e’d
give
n to
me.
Wel
l,he
’d m
ade
them
you
see
,tha
t was
his
job
befo
re h
e re
tire
d,cl
og-m
aker
. I
didn
’t h
alf
mak
e a
nois
e w
hen
I w
as w
eari
ng t
hem
an’
all.
B
lim
ey,y
ou c
ould
hea
r me
a m
ile
away
. I h
ated
thos
ecl
ogs. ‘A
w,M
um,d
o I h
ave
to p
ut m
y cl
ogs
on?’
‘Now
don
’t a
sk s
illy
que
stio
ns.
Go
and
get
read
y.’ ‘Aw
,ple
ase
ask
Gra
ndad
if I
can
go
wit
hout
my
clog
s.’ ‘D
o yo
u w
ant t
o go
or d
on’t
you
?’M
y m
um k
new
I w
ante
d to
go.
‘Cou
rse
I wan
t to.
’‘T
hen
go a
nd p
ut y
our c
logs
on.
’‘O
h,he
ck.’
Hon
est,
I’d
neve
r se
en
anyo
ne
else
w
eari
ng c
logs
. I w
onde
red
whe
re m
y gr
anda
d w
ould
27
Wha
t id
eas
doe
s th
e tit
le s
ugge
st?
Con
tras
t with
firs
t 3 w
ord
s of
the
par
agra
ph.
Day
1
Wha
t do
we
find
out
from
the
first
3 s
ente
nces
? W
hat
imp
ress
ion
do
we
form
of
how
the
boy
feel
s ab
out h
isgr
and
ad?
Why
do
you
thin
k he
has
tow
ear c
logs
for t
hese
outin
gs?
Wha
t doe
s th
is s
ente
nce
tell
us a
bou
t a)
Mum
, b) G
rand
ad?
The National Literacy Strategy
26
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Wha
t mor
e d
o w
e le
arn
from
this
pas
sage
ab
out t
here
latio
nshi
p b
etw
een
the
boy
and
the
gran
dad
?
Wha
t im
pre
ssio
n of
the
thre
ech
arac
ters
do
you
gain
from
this
par
agra
ph?
Why
mig
ht h
is e
yes
be
wat
erin
g?
28
Resource sheet 1c
Annotated Long walk contd.
take
me
toda
y. L
ast
tim
e I’
d go
ne t
o th
e zo
o w
ith
him
. It
was
gre
at.
I w
as j
ust
abou
t re
ady
whe
n I
hear
d hi
m k
nock
at
the
fron
t do
or.
I kn
ew i
t w
as
my
gran
dad,
beca
use
he a
lway
s ha
d hi
s ow
n sp
ecia
lkn
ock.
Eve
rybo
dy e
lse
used
the
bell
. I c
ould
hea
r him
dow
nsta
irs,
he w
as w
eari
ng c
logs
him
self
.‘I
’m n
earl
y re
ady,
Gra
ndad
.’I
put o
n m
y w
indc
heat
er th
at I
’d b
een
give
n la
stC
hris
tmas
. It w
as m
aroo
n co
lour
ed. M
y fr
iend
Ton
yha
d go
t on
e as
wel
l on
ly h
is w
as g
reen
,bu
t I
like
d m
ine
best
. T
hen
I wen
t dow
nsta
irs.
‘Hel
lo G
rand
ad.’
My
mum
told
me
to g
ive
him
a k
iss.
‘He’
s ge
ttin
g to
o bi
g to
giv
e hi
s ol
d gr
anda
d a
kiss
,are
n’t y
ou s
on?’
He
alw
ays
calle
d m
e so
n.‘N
o,co
urse
not
,Gra
ndad
.’H
e be
nt d
own
so I
cou
ld k
iss
him
on
his
chee
k. H
e w
as a
ll br
istly
and
it m
ade
me
laug
h.‘O
oh G
rand
ad,y
ou h
aven
’t s
have
d to
day,
have
you?
’ He
was
la
ughi
ng
as
wel
l.
We
wer
e bo
th
laug
hing
,we
didn
’t r
eall
y kn
ow w
hy,a
nd m
y m
umst
arte
d la
ughi
ng.
The
re w
e w
ere,
all
thre
e of
us
laug
hing
at n
othi
ng a
t all.
‘No,
son,
I hav
en’t
sha
ved.
But
it d
oesn
’t m
atte
rto
day.
It’l
l bot
her n
obod
y el
se to
day.
The
re’s
just
the
two
of u
s.’
‘Whe
re a
re w
e go
ing,
Gra
ndad
? W
here
are
you
taki
ng u
s?’
He
look
ed a
t me.
His
eye
s w
ere
wat
erin
g a
bit
The National Literacy Strategy
27
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 1c
Annotated Long walk contd.
29
Exp
lain
why
you
thin
k he
mig
ht b
e sa
d.
This
pas
sage
to b
e d
iscu
ssed
in d
etai
l in
ind
epen
den
t tim
e.
Gra
ndad
’s m
emor
ies
of th
ep
ast.
Why
has
the
auth
or u
sed
rep
etiti
on h
ere?
and
he w
iped
them
wit
h a
dark
blu
e ha
nky
he a
lway
sha
d in
his
top
pock
et.
‘We’
re g
oing
on
a w
alk,
a sp
ecia
l wal
k.’
He
was
alm
ost w
hisp
erin
g,as
if h
e di
dn’t
wan
tm
y m
um t
o he
ar,
bend
ing
dow
n w
ith
his
whi
sker
y fa
ce n
ext t
o m
ine.
‘Whe
re a
re w
e go
ing,
Gra
ndad
? W
here
are
we
goin
g? Is
it a
sec
ret?
’‘Y
ou’l
l see
son
,whe
n w
e ge
t the
re.’
He
look
ed a
bit
sad
for
a m
inut
e,bu
t th
en h
esm
iled
and
put o
n hi
s fl
at c
ap.
‘C’m
on s
on,l
et’s
get
goi
ng.’
My
mum
gav
e us
eac
h a
pack
of
sand
wic
hes,
and
off
we
wen
t. W
e m
ust h
ave
look
ed a
fun
ny s
ight
wal
king
dow
n th
e ro
ad to
geth
er,m
e an
d m
y gr
anda
d.H
im d
ress
ed i
n hi
s fl
at c
ap a
nd t
hick
ove
rcoa
t an
dcl
ogs.
Me
in m
y m
aroo
n w
indc
heat
er a
nd s
hort
gre
ytr
ouse
rs a
nd c
logs
. But
I w
as s
o ha
ppy.
I di
dn’t
kno
ww
here
we
wer
e go
ing
and
neit
her
did
anyo
ne e
lse.
Onl
y G
rand
ad k
new
,an
d on
ly I
was
goi
ng t
o fi
nd
out.
‘Are
we
wal
king
all
the
way
,Gra
ndad
?’H
e to
oksu
ch b
ig s
trid
es t
hat
I w
as h
alf
wal
king
and
hal
fru
nnin
g.‘N
o,so
n,w
e’ll
get
a t
rack
less
fir
st t
o ge
t ou
t a
bit.’
By
‘tra
ckle
ss’h
e m
eant
a b
us,a
nd I’
d he
ard
him
say
it s
o of
ten
that
I n
ever
won
dere
d w
hy h
e sa
idtr
ackl
ess.
‘I’l
l sho
w y
ou w
here
I u
sed
to g
o w
hen
I w
as a
la
d.’
The National Literacy Strategy
28
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Exp
lain
two
way
s in
whi
chth
ings
hav
e ch
ange
d fr
om
the
pas
t.
Gra
ndad
’s m
emor
ies
30
Gra
ndad
’s m
emor
ies
Resource sheet 1c
Annotated Long walk contd.
We
didn
’t h
ave
to w
ait l
ong
befo
re a
bus
cam
e,an
d w
e w
ent
upst
airs
and
sat
rig
ht a
t th
e fr
ont.
Gra
ndad
was
out
of b
reat
h w
hen
we
sat d
own.
‘Are
you
all
righ
t,G
rand
ad?’
‘Oh,
aye,
son.
You
get
a b
ette
r vie
w u
p he
re.’
‘Yes
,Gra
ndad
,you
do.
’S
oon
we
wer
e go
ing
thro
ugh
the
‘pos
h pa
rt’
whe
re th
e sn
obs
live
d. T
his
was
on
the
othe
r si
de o
f th
e pa
rk.
‘At
one
tim
e th
ere
wer
e no
roo
f on
’t t
op d
eck.
Tha
t w
ere
befo
re t
he t
rack
less
. Com
plet
ely
open
it
was
– d
aft r
eally
.’T
he c
ondu
ctor
cam
e ro
und
for o
ur fa
res.
‘One
and
t’la
d to
the
basi
n.’
I’d
neve
r he
ard
of th
e ba
sin
befo
re. I
ask
ed m
ygr
anda
d w
hat i
t was
.‘W
hat’s
the
basi
n,G
rand
ad?’
‘Tha
t’s w
here
we
star
t our
wal
k.’
‘Wha
t bas
in is
it?
Why
is it
cal
led
“bas
in”?
’‘T
he c
anal
bas
in,
it’s
whe
re t
he c
anal
sta
rts.
You
’ll s
ee.’
By
now
we
wer
e go
ing
thro
ugh
a br
and
new
shop
ping
cen
tre.
‘Hey
loo
k G
rand
ad,
that
’s w
here
tha
t ne
wbo
wli
ng a
lley
is.
My
frie
nds
Tony
and
Bar
ry h
ave
been
. The
y sa
y it’
s sm
ashi
ng.’
Gra
ndad
look
ed o
ut o
f the
win
dow
.‘T
hat’
s w
here
I u
sed
to p
lay
cric
ket a
long
tim
eag
o.’ ‘W
here
the
bow
ling
alle
y is
?’‘T
hat’
s ri
ght,
son,
whe
n th
ey w
ere
fiel
ds. I
t’s
all
The National Literacy Strategy
29
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 1c
Annotated Long walk contd.
31
Wha
t is
the
effe
ct o
f the
sese
nten
ces?
Wha
t is
the
effe
ct o
f thi
sim
age?
Why
doe
s G
rand
ad te
ll th
eb
oy n
ot to
be
frig
hten
ed?
Gra
ndad
’s m
emor
ies
Gra
ndad
’s m
emor
ies
Day
2
chan
ged
now
. Min
d,w
here
we’
re g
oing
for
a w
alk,
it’s
not c
hang
ed th
ere.
No,
it’s
just
the
sam
e th
ere.
’W
e he
ard
the
cond
ucto
r sho
ut ‘b
asin
’.‘C
’mon
,son
,our
sto
p,be
car
eful
now
.’W
hile
we
wer
e go
ing
dow
n th
e st
airs
,I
held
ti
ght
to
my
gran
dad.
N
ot
beca
use
I th
ough
t I
mig
ht f
all,
but
I w
as s
care
d fo
r hi
m.
He
look
ed a
sth
ough
he
was
goi
ng t
o go
str
aigh
t fr
om t
he t
op t
o th
e bo
ttom
.‘A
re y
ou a
ll ri
ght,
Gra
ndad
? D
on’t
fall.
’H
e ju
st to
ld m
e no
t to
be f
righ
tene
d an
d to
hol
d on
tigh
t.‘T
hat’
s ri
ght,
you
hold
on
to m
e,so
n,yo
u’ll
be
all r
ight
,don
’t b
e fr
ight
ened
.’W
e bo
th g
ot o
ff t
he b
us,a
nd I
wat
ched
it
driv
eaw
ay. I
did
n’t k
now
whe
re w
e w
ere,
but i
t was
ver
yqu
iet. ‘I
t’s n
ice
here
,isn
’t it
,Gra
ndad
?’‘T
his
is w
here
my
dad
was
bor
n,yo
ur g
reat
-gr
anda
d.’
It w
as a
love
ly p
lace
. The
re w
eren
’t m
any
shop
san
d th
ere
didn
’t s
eem
to b
e m
any
peop
le e
ithe
r. B
y th
e bu
s st
op th
ere
was
a b
ig s
tone
thin
g fu
ll of
wat
er.
‘Hey
,Gra
ndad
,is
that
whe
re th
e ho
rses
use
d to
drin
k?’
‘Tha
t’s
righ
t,so
n. I
use
d to
hol
d m
y gr
anda
d’s
hors
e th
ere
whi
le it
was
dri
nkin
g.’
I cou
ldn’
t see
any
thin
g lik
e a
basi
n.I w
onde
red
whe
re it
was
.‘W
here
’s th
e ba
sin,
Gra
ndad
?’‘W
e’ve
got
to w
alk
ther
e. C
’mon
.’
The National Literacy Strategy
30
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Exp
lain
wha
t the
se w
ord
sm
ean.
32
Wha
t is
the
mai
n id
ea o
f thi
sp
assa
ge?
Why
do
you
thin
k he
did
n’t
wan
t to
go fi
rst?
Wor
k ou
t the
mea
ning
by
read
ing
on.
Wha
t doe
s th
is d
escr
iptio
nm
ake
you
thin
k of
? W
hy h
asth
e au
thor
cho
sen
thes
ew
ord
s?
Resource sheet 1c
Annotated Long walk contd.
We
wen
t aw
ay f
rom
the
mai
n st
reet
,int
o a
side
stre
et,p
ast
all
thes
e li
ttle
hou
ses.
I d
on’t
thi
nk a
ny
cars
eve
r w
ent
dow
n th
is s
tree
t be
caus
e th
ere
was
was
hing
str
ung
out r
ight
acr
oss
the
road
all
the
way
dow
n th
e st
reet
. O
utsi
de s
ome
of t
he h
ouse
s w
ere
ladi
es w
ashi
ng t
he f
ront
ste
p an
d sc
rapi
ng t
hat
yell
ow s
tone
on
the
edge
s. A
lot
of
the
hous
es h
adcu
rtai
ns o
ver
the
fron
t do
or,
so y
ou c
ould
lea
ve
the
door
ope
n an
d th
e w
ind
didn
’t b
low
in.
Min
d yo
u,it
was
n’t
cold
eve
n th
ough
it
was
Oct
ober
. It
w
as n
ice.
The
sun
was
shi
ning
,not
hot
,but
just
nic
e.W
hen
we
got
furt
her
dow
n th
e st
reet
,I
saw
tha
t it
w
as a
cul
-de-
sac.
‘Hey
,G
rand
ad,
it’s
a d
ead
end.
We
mus
t’ve
co
me
the
wro
ng w
ay.’
Gra
ndad
just
sm
iled.
‘Do
you
thin
k th
at I
’m t
hat
old,
that
I c
an’t
rem
embe
r the
way
? H
ere,
look
.’H
e to
ok m
y ha
nd a
nd s
how
ed m
e th
e w
ay. J
ust
befo
re th
e la
st h
ouse
in th
e ro
ad w
as a
tiny
sni
cket
. It
was
so
narr
ow t
hat
we
had
to g
o th
roug
h be
hind
ea
ch o
ther
. I w
ould
n’t e
ven
have
not
iced
this
sni
cket
if
my
gran
dad
hadn
’t s
how
n it
to m
e.‘G
o on
,son
,thr
ough
ther
e.’
It w
as v
ery
dark
and
all
you
cou
ld s
ee w
as a
li
ttle
spe
ck o
f li
ght a
t the
oth
er e
nd,s
o yo
u ca
n te
ll
how
long
it w
as.
‘You
go
firs
t,G
rand
ad.’
‘No,
afte
r you
,son
.’I d
idn’
t wan
t to
go fi
rst.
The National Literacy Strategy
31
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 1c
Annotated Long walk contd.
33
Wha
t is
the
jour
ney?
Exp
lain
why
you
thin
k th
eau
thor
cho
se th
is im
age.
‘No,
you’
d be
tter
go
firs
t,G
rand
ad. Y
ou k
now
th
e w
ay,d
on’t
you
?’H
e la
ughe
d an
d pu
t hi
s ha
nd i
n hi
s po
cket
and
brou
ght o
ut a
few
boi
led
swee
ts.
‘Her
e yo
u ar
e. T
hese
are
for
the
jour
ney.
Off
we
go fo
r the
last
tim
e.’
I w
as ju
st g
oing
to a
sk h
im w
hat h
e m
eant
,but
he
car
ried
on
talk
ing.
‘I
mea
n it
’ll
soon
be
win
ter,
won
’t it
? C
ome
on.’
And
off
we
wen
t th
roug
h th
e da
rk p
assa
ge.
Gra
ndad
tol
d m
e th
at w
hen
he w
as a
kid
the
y us
ed
to c
all i
t the
Bla
ck H
ole
of C
alcu
tta.
Soo
n w
e re
ache
dth
e ot
her
end
and
it w
as q
uite
str
ange
bec
ause
it w
asli
ke g
oing
thro
ugh
a do
or in
to th
e co
untr
y. W
e en
ded
up a
t the
top
of s
ome
step
s,hi
gh u
p ab
ove
the
cana
lba
sin,
and
you
coul
d se
e fo
r m
iles
. I c
ould
onl
y se
e on
e ba
rge
thou
gh,
in t
he b
asin
. We
wen
t do
wn
the
step
s. T
here
wer
e a
hund
red
and
fift
een
step
s –
Ico
unte
d th
em.
Gra
ndad
was
goi
ng d
own
slow
ly s
o I w
as a
t the
bot
tom
bef
ore
him
.‘G
rand
ad,t
here
are
a h
undr
ed a
nd f
ifte
en s
teps
ther
e. C
’mon
,let
’s lo
ok a
t tha
t bar
ge.’
I ra
n ov
er t
o ha
ve a
loo
k at
it
and
Gra
ndad
follo
wed
me.
‘It’s
like
a h
ouse
isn’
t it,
Gra
ndad
?’‘I
t is
a ho
use.
Som
eone
live
s th
ere.
C’m
on,l
et’s
sit h
ere
and
have
our
san
dwic
hes.
’A
nd w
e di
d.T
he s
un w
as v
ery
big
and
roun
d,th
ough
it
was
n’t
very
hot
,an
d th
e le
aves
on
the
tree
s w
ere
gold
en,a
nd th
e re
flec
tion
in th
e w
ater
mad
e th
e ca
nal
The National Literacy Strategy
32
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
How
doe
s th
e au
thor
bui
ld u
pth
e se
nse
that
ther
e is
som
ethi
ng s
tran
ge a
ndun
usua
l ab
out t
he e
pis
ode?
Why
do
you
thin
k he
wan
ts to
go h
ome?
34
Resource sheet 1c
Annotated Long walk contd.
look
gol
den.
The
re w
as n
obod
y el
se a
bout
,an
d al
l th
e no
ises
tha
t yo
u ne
ver
noti
ce u
sual
ly s
udde
nly
soun
ded
spec
ial,
diff
eren
t. L
ike
the
sire
n th
at le
t the
wor
kers
kno
w i
t w
as d
inne
r ti
me.
I’v
e he
ard
sire
ns
lots
of t
imes
sin
ce th
en b
ut th
ey n
ever
sou
nd s
o sw
eet.
The
sam
e w
ith
the
trai
n. I
t m
ust
have
bee
n m
iles
aw
ay b
ecau
se I
cou
ldn’
t see
any
ste
am o
r an
ythi
ng,
and
you
had
to li
sten
qui
te h
ard,
but b
ehin
d th
e hu
m
of th
e co
untr
y an
d to
wn
soun
ds m
ixed
toge
ther
you
coul
d he
ar th
is k
nock
ety-
knoc
k.W
hen
we’
d fi
nish
ed o
ur s
andw
iche
s w
e w
alke
dal
ong
the
cana
l. G
rand
ad s
how
ed m
e ho
w t
o op
en
the
lock
gat
es,
and
we
wer
e bo
th p
uffe
d ou
t af
ter-
war
ds b
ecau
se i
t w
as h
ard
wor
k. A
fter
a w
hile
we
wal
ked
away
fro
m t
he c
anal
,up
a c
ount
ry l
ane.
I
don’
t su
ppos
e w
e w
ere
real
ly t
hat
far
away
fro
mho
me,
but w
e se
emed
to b
e m
iles
out
in th
e co
untr
y,an
d so
on w
e ca
me
to a
vil
lage
. M
y gr
anda
d sa
id
we’
d ca
tch
a bu
s ho
me
from
ther
e,bu
t fir
st h
e w
ante
dto
sho
w m
e so
met
hing
,an
he to
ok h
old
of m
y ha
nd.
I di
dn’t
hav
e a
clue
whe
re h
e w
as t
akin
g m
e,bu
t I
got
a sh
ock
whe
n w
e en
ded
up i
n th
e gr
avey
ard.
It
had
gone
col
d no
w. I
wan
ted
to g
o ho
me.
‘C’m
on,G
rand
ad,l
et’s
go
hom
e no
w.’
But
he
didn
’t s
eem
to b
e lis
teni
ng p
rope
rly.
‘In
a m
inut
e,so
n,I
just
wan
t to
sho
w y
ousu
mm
at.’
And
ha
nd
in
hand
w
e w
alke
d am
ong
the
grav
esto
nes.
‘The
re y
ou a
re s
on,
ther
e’s
my
plot
. T
hat’
s w
here
I’ll
be la
id to
rest
.’
The National Literacy Strategy
33
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 1c
Annotated Long walk contd.
35
Wha
t is
‘it’?
Why
has
the
auth
or u
sed
thes
e w
ord
s?
Why
do
you
thin
k he
look
sha
pp
y?
I did
n’t k
now
wha
t to
say.
‘Whe
n,G
rand
ad?’
‘Soo
n.’
He
smil
ed a
nd l
ooke
d ve
ry h
appy
and
he
bent
dow
n an
d pu
lled
out
a c
oupl
e of
wee
ds. I
t was
a v
ery
neat
plo
t.‘C
’mon
,son
,we’
d be
st g
et g
oing
now
.’W
hen
I to
ld m
y m
um t
hat
nigh
t th
at G
rand
ad
was
goi
ng t
o di
e so
on,
she
got
very
cro
ss a
nd t
old
me
not t
o ta
lk li
ke th
at.
‘He’
s as
fit
as
a fi
ddle
is
your
gra
ndad
. D
on’t
yo
u ta
lk li
ke th
at.’
It h
appe
ned
thre
e da
ys l
ater
,at
din
ner
tim
e. I
tca
me
as a
gre
at s
hock
to e
very
body
,exc
ept o
f cou
rse
to m
e an
d G
rand
ad.
The National Literacy Strategy
34
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 1d
Questions on The long walk
Questions to discuss after finishing‘The long walk’
• Why do you think Grandad took his grandson to thegraveyard?
• ‘You’ll see son, when we get there.’ Why won’t Grandadtell the boy where they are going?
• In the story, we don’t know the boy’s name. Why do youthink the author chose not to tell us?
• We find out about Grandad’s death suddenly at the endof the story. Why do you think the author ended the storythis way?
• At several places in the story the author has hinted atwhat the ending will be. Find two examples.
• The final words in the story are ‘me and Grandad’. Whydo you think the author chose these as the final words?
The National Literacy Strategy
35
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Lesson notes for days 3, 4 and 5The page numbers in these notes refer to the version of ‘The giant’s necklace’ in From Hereabout Hill (reproduced
here as Resource sheet 2a). Introduce the story and read up to ‘ . . . before the sea took her away.’ on page 11 before
this first.
Day 3
Shared text work – reading, word and sentence level and speaking and listening
• Give copies of the story up to the paragraph ‘Oh pay him no heed . . . nothing else to do.’ (page 20) to pairs/
individuals. Recap on the part you have read to them so far, noting the author’s use of a break in the text at this
point, as if a new episode or chapter might be beginning, and pointing out that the main character appears to have
drowned a third of the way through the story. Ask for reactions to this and predictions about the rest of the story. Note
these. Ask the children to read the next paragraph and then ask the question: how much time has passed? Discuss
possibilities. Read on to page 14 in the book. Have a copy of the paragraph on page 14 (‘At first . . . down again.’)
enlarged or on OHT (Resource sheet 2b). Using Resource sheet 2c for reference, analyse the use of language. How
does the author enable us to visualise the cliff-climbing scene? Text mark and discuss key language features, e.g.
the verbs the author has chosen. Notice the change of tense at the end of the paragraph: what does it imply?
• Ask them to read the next two paragraphs, then display an enlarged/OHT version of the paragraph beginning ‘She
had asked about the man-made walling . . . ’ on page 15 (Resource sheet 2d). Using Resource sheet 2e for
reference, underline the words ‘lodes’ and ‘adits’ and discuss with the children strategies for working out the
probable meanings of unfamiliar words like these, i.e. without using a dictionary. Establish through reading round
the words that they are likely to be associated with mining, and guess at likely meanings. Make brief notes on sticky
notes, e.g. ‘lode, adit – check meanings’ and also ‘tin mines – Cornwall’ to demonstrate that sometimes readers
make notes to follow up later, in order not to break the flow of the story.
• Continue reading the story, pausing at the words ‘adit’ (‘The adit became narrower and narrower’) and ‘lode’
( . . . candles that lined the lode wall’) to ask the children to deduce whether these sentences confirm the meanings
of the words they ascribed earlier.
• Read on to ‘She was in the shadows and they still could not see her.’ (page 17).
Independent work – reading, word and sentence level and speaking and listening
Ask the children to read the next section of the story up to ‘ . . . nothing else to do.’ (page 20) to themselves. Assign two
activities for the children to do during and after reading:
• text mark and annotate any words or phrases that suggest that there is something strange or unusual about the men
• summarise who they think the two men are and why they are there.
Plenary
• Share children’s responses, text marking and annotating an enlarged copy of the same section of text as a model
(Resource sheet 2f). Use Resource sheet 2g for your reference. Draw out in discussion the author’s use of
antiquated language to suggest that the men are from another time, and the use of descriptive vocabulary and of
mysterious phrases that leave the reader with unanswered questions. Emphasise the author’s evocation of an eerie
atmosphere through the creation of a world that seems both real and unreal.
Resource sheet 2
The giant’s necklace
The National Literacy Strategy
36
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Day 4
Shared text work – reading, word and sentence leveland speaking and listening
• Give out copies of the story, making sure that children have the same copies that they annotated
yesterday. Continue to read from ‘He had a kind voice . . . ’ to ‘ . . . she smiled back.’ (page 20). Ask
them to read the next three paragraphs closely, up to ‘ . . . if he ever knew.’ (page 21), annotating the
text when they find evidence of who the men are and why they are there. Take feedback from the
children, asking them to cite their evidence (Resource sheet 2h). Use Resource sheet 2i for your
reference. Establish that this episode is a story within a story. Read on, pausing to work out the
meanings of any unfamiliar words, e.g. ‘perplexed’, ‘wrecking’, etc. up to ‘once again in their
affection’ (page 26).
• Display an OHT/enlarged version (Resource sheet 2j) of the section beginning ‘She saw as she came
round the corner . . . ’ to ‘ . . . presume that she is drowned’ on page 26. Use Resource sheet 2k for
your reference. Ask the children what they can deduce from the Land Rover marked Coastguard. Do
a close reading of this section, encouraging the children to deduce and infer from the text. Read to
the end of this section to confirm what is presumed to have happened to Cherry.
• Read on to the end of the story.
Independent work – reading, word and sentence level and speaking and listening
• Ask the children to compose a brief reading journal entry that reflects their response to Cherry’s
realisation that she is no longer alive. Ask them to consider whether we as readers realised the truth
at the same time as Cherry, or whether there were hints earlier on in the story. Children can skim read
from page 16 of the book and mark/note any such points.
Plenary
• Share the children’s responses and evidence. Draw their attention, if necessary, to the following:
She felt a strange affinity with him and his father. (page 25). Ask them to explain what this means and
why it is important to the story.
Resource sheet 2
contd.
The National Literacy Strategy
37
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Day 5
Shared text work – reading, word and sentence level and speaking and listening
• Recap on yesterday’s discussion about when they, as readers, realised what had happened to
Cherry. Refer back to the hints the author made, and explain that you are going to look more closely
at how the author managed to drop hints, without giving away the ending. Briefly discuss why he
wanted to do this.
• Ask the children to find the part of the story where Cherry ‘ . . . was on her feet suddenly and backing
away.’ (page 22). Talk through and complete enlarged Resource sheet 2l to help the children see that
Cherry doesn’t really understand what the young miner is trying to tell her, and he thinks Cherry
knows she has died. Taking each numbered comment in turn, ask them to find and underline it in the
text, and then discuss with their talk partner what they think the character is assuming or implying
when they speak these words. Do the first one together as an example. As they feed back their
ideas, write these in the appropriate thought bubbles for each character. Use Resource sheet 2m for
your reference.
• Move on to considering how the author uses time in the story.
• Display an uncompleted version of the chart on Resource sheet 2n and involve the children in rapidly
filling in the information to give an overview of the structure and time frame of the story, which takes
place over approximately 24 hours.
• Ask the children to consider the other aspect of ‘time’ in the story: in what ‘time’ do the miners exist,
and in what ‘time’ will Cherry now exist?
Independent work – reading, word and sentence level and speaking and listening
• Ask the children to reflect on the story as a whole, and on their discussions around the author’s craft,
and then make a journal entry in response to ‘Write down what you think about the story, giving
reasons for your ideas’.
Plenary
• Remind them of the planning frame they used last term when analysing and writing suspense stories,
i.e. opening/build-up/dilemma/events/resolution. Investigate whether that frame fits this story, using
Resource sheet 2n.
• Conclude with a question for them to ponder: is this a suspense story? A ghost story? An adventure
story? Or something else?
Resource sheet 2
contd.
The National Literacy Strategy
38
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Th
e G
ian
t’sN
eck
lace
So, a
min
ing
stor
y to
star
t wit
h.
For
man
y ye
ars I
use
d
to g
o ev
ery
sum
mer
to Z
enn
or.
I rea
d C
orn
ish
lege
nds
,
rese
arch
ed th
e of
ten
trag
ic h
isto
ry o
f tin
min
ing
in
Pen
wit
h, w
ande
red
the
wil
d m
oors
abo
ve Z
enn
or
Ch
urc
hto
wn
. I w
rote
a b
ook
of fi
ve sh
ort s
tori
es ca
lled
Th
e W
hit
e H
ors
e of Z
enn
or.
Th
is is
the
firs
t.
Th
e n
eck
lace
str
etch
ed f
rom
on
e en
d o
f th
e k
itch
en
tab
le t
o t
he
oth
er, a
rou
nd
th
e su
gar
bo
wl a
t th
e fa
r en
d
and
bac
k a
gain
, st
op
pin
g o
nly
a f
ew in
ches
sh
ort
of
the
toas
ter.
Th
e d
isco
ver
y o
n t
he
bea
ch o
f a
len
gth
of
aban
-
do
ned
fi
shin
g li
ne
dra
ped
w
ith
se
awee
d
had
fi
rst
sugg
este
d t
he
idea
to
Ch
erry
; an
d e
ver
y d
ay o
f th
e h
ol-
iday
sin
ce t
hen
had
bee
n s
pen
t in
on
e si
ngl
e-m
ind
ed
pu
rsu
it,
the
crea
tio
n o
f a
nec
kla
ce o
f gl
iste
nin
g p
ink
cow
rie
shel
ls.
Sh
e h
ad s
wo
rn t
o h
erse
lf a
nd
to
ever
yo
ne
else
th
at t
he
nec
kla
ce w
ou
ld n
ot
be
com
ple
te u
nti
l it 3
Resource sheet 2a
Copy for children
Th
e G
ian
t’s
Nec
kla
ce
in F
rom
Her
eabo
ut H
ill
by M
ich
ael M
orp
urg
o
© Michael Morpurgo 2002
The National Literacy Strategy
39
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
‘Yo
u’v
e o
nly
go
t to
day
, C
her
ry,’
sai
d h
er m
oth
er
com
ing
over
to
th
e ta
ble
an
d p
utt
ing
an a
rm r
ou
nd
her
.
‘Ju
st t
od
ay,
that
’s a
ll.
We’
re o
ff b
ack
ho
me
tom
orr
ow
mo
rnin
g fi
rst
thin
g. W
hy
do
n’t
yo
u c
all
it a
day
, d
ear?
Yo
u’v
e b
een
at
it e
ver
y d
ay –
yo
u m
ust
be
tire
d o
f it
by
no
w.
Th
ere’
s n
o n
eed
to
go
on
, yo
u k
no
w.
We
all t
hin
k
it’s
a f
ine
nec
kla
ce a
nd
qu
ite
lon
g en
ou
gh.
It’
s lo
ng
enou
gh s
ure
ly?’
Ch
erry
sh
oo
k h
er h
ead
slo
wly
. ‘N
o,’
sh
e sa
id.
‘On
ly
that
litt
le b
it le
ft to
do a
nd th
en it
’ll b
e fi
nis
hed
.’
‘Bu
t th
ey’l
l ta
ke
ho
urs
to
co
llec
t, d
ear,
’ h
er m
oth
er
said
wea
kly
, re
cogn
isin
g an
d a
t th
e sa
me
tim
e re
spec
t-
ing
her
dau
ghte
r’s
per
sist
ence
.
‘On
ly a
few
ho
urs
,’ s
aid
Ch
erry
, b
end
ing
ov
er,
her
bro
ws
furr
ow
ing
crit
ical
ly a
s sh
e in
spec
ted
a f
law
in
on
e o
f h
er s
hel
ls, ‘
that
’s a
ll it
’ll t
ake.
D’y
ou
kn
ow
, th
ere
are
five
tho
usa
nd
, th
ree
hu
nd
red
an
d t
wen
ty-f
ive
shel
ls
in m
y n
eckla
ce a
lrea
dy?
I c
ou
nte
d th
em, s
o I
kn
ow
.’
‘Isn
’t t
hat
en
ou
gh,
Ch
erry
?’ h
er m
oth
er s
aid
des
-
per
atel
y.
‘No
,’ s
aid
Ch
erry
. ‘
I sa
id I
’d r
each
th
e to
aste
r, a
nd
I’m
goin
g to
rea
ch th
e to
aste
r.’
Her
moth
er tu
rned
aw
ay to
con
tin
ue
the
dry
ing-
up.
‘Wel
l, I
can
’t s
pen
d a
ll d
ay o
n t
he
bea
ch t
od
ay,
Ch
erry
,’ s
he
said
. ‘
If y
ou
hav
en’t
fin
ish
ed b
y t
he
tim
e
we
com
e aw
ay,
I’ll
hav
e to
lea
ve
yo
u t
her
e. W
e’v
e go
t
reac
hed
th
e to
aste
r;
and
w
hen
C
her
ry
vo
wed
sh
e
wou
ld d
o s
om
eth
ing,
sh
e in
vari
ably
did
it.
Ch
erry
was
th
e y
ou
nge
st in
a f
amil
y o
f o
lder
bro
th-
ers,
fo
ur
of
them
, wh
o h
ad t
ease
d h
er r
elen
tles
sly
sin
ce
the
day
sh
e w
as b
orn
, ele
ven
yea
rs b
efo
re.
Sh
e re
ferr
ed
to t
hem
as
‘th
e fo
ur
mis
tak
es’,
fo
r it
was
a f
amil
y j
ok
e
that
eac
h s
on
had
bee
n a
n a
ttem
pt
to p
rod
uce
a d
augh
-
ter.
To
th
eir
hu
ge d
elig
ht
Ch
erry
rea
cted
pas
sio
nat
ely t
o
any s
ligh
t o
r in
sult
wh
eth
er in
ten
ded
or
no
t. T
hei
r p
ar-
ticu
lar
targ
ets
wer
e h
er s
ize,
wh
ich
was
dim
inu
tiv
e
com
par
ed w
ith
th
eirs
, an
d h
er d
ark
fla
shin
g ey
es t
hat
cou
ld w
ith
er w
ith
on
e sc
orn
ful l
oo
k, h
er ‘z
app
ing’
loo
k,
they
cal
led
it.
Alt
ho
ugh
th
e te
asin
g w
as in
term
inab
le it
was
rar
ely
hu
rtfu
l, n
or
was
it
inte
nd
ed t
o b
e, f
or
her
broth
ers
adore
d h
er; a
nd s
he
kn
ew it
.
Ch
erry
was
po
rin
g o
ver
her
nec
kla
ce,
stil
l in
her
dre
ssin
g go
wn
. B
reak
fast
had
ju
st b
een
cle
ared
aw
ay
and
sh
e w
as a
lon
e w
ith
her
mo
ther
. S
he
fin
gere
d t
he
shel
ls li
ghtl
y, t
urn
ing
them
gen
tly u
nti
l th
e en
tire
nec
k-
lace
lay
fla
t w
ith
th
e ro
un
ded
pin
k o
f th
e sh
ells
all
up
per
mo
st.
Th
en s
he
ben
t d
ow
n a
nd
bre
ath
ed o
n e
ach
of
them
in
tu
rn,
po
lish
ing
them
ca
refu
lly
w
ith
a
nap
kin
.
‘Th
ere’
s st
ill
the
sea
in t
hem
,’ s
he
said
to
no
on
e in
par
ticu
lar.
‘Y
ou
can
sti
ll s
mel
l it
, an
d I
was
hed
th
em
and w
ash
ed th
em, y
ou
kn
ow
.’
54
The
Gia
nt’
s N
eckl
ace
The
Gia
nt’
s N
eckl
ace
Resource sheet 2a
Copy for children contd.
The National Literacy Strategy
40
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Sh
e tu
rned
on
th
em,
fist
s fl
aili
ng
and
ch
ased
th
em
bac
k u
p t
he
stai
rs,
her
ey
es b
urn
ing
wit
h s
imu
late
d
fury
. ‘J
ust
‘co
s y
ou
do
n’t
bel
iev
e in
an
yth
ing
‘cep
t
mo
torb
ikes
an
d f
oo
tbal
l an
d a
ll t
hat
ru
bb
ish
, ju
st ‘
cos
yo
u’r
e gr
eat
big
, fa
t,
ign
ora
nt
pig
s …
’ S
he
hu
rled
insu
lts
up
th
e st
airs
, an
d t
he
wo
rse
the
insu
lt t
he
mo
re
they
love
d it
.
Bo
at C
ov
e ju
st b
elo
w Z
enn
or
Hea
d w
as t
he
bea
ch t
hey
had
fo
un
d a
nd
occ
up
ied
. E
ver
y y
ear
for
as l
on
g as
Ch
erry
co
uld
re
mem
ber
th
ey h
ad re
nte
d th
e sa
me
gran
ite
cott
age,
set
bac
k i
n t
he
fiel
ds
bel
ow
th
e E
agle
’s
Nes
t an
d e
ver
y y
ear
they
cam
e to
th
e sa
me
bea
ch
bec
ause
no
on
e el
se d
id.
In t
wo
wee
ks
no
t an
oth
er s
ou
l
had
ven
ture
d d
ow
n t
he
win
din
g tr
ack
th
rou
gh t
he
bra
cken
fro
m t
he
coas
tal
pat
h.
It
was
a l
on
g cl
imb
do
wn
an
d a
ver
y m
uch
lon
ger
on
e u
p.
Th
e b
each
itse
lf
was
alm
ost
hid
den
fro
m t
he
pat
h t
hat
ran
alo
ng
the
clif
f
top
a h
un
dre
d f
eet
abo
ve.
It
was
pri
vat
e an
d p
erfe
ct a
nd
thei
rs.
Th
e bo
ys
swam
in a
mo
ngs
t th
e ro
cks,
div
ing
and
sno
rkel
lin
g fo
r h
ou
rs o
n e
nd
. H
er m
oth
er a
nd
fat
her
wo
uld
sit
sid
e by s
ide
on
str
ipey
dec
k c
hai
rs.
Sh
e w
ou
ld
read
en
dle
ssly
an
d h
e w
ou
ld c
lose
his
ey
es a
gain
st t
he
sun
an
d d
ream
for
hou
rs o
n e
nd.
Ch
erry
mo
ved
aw
ay f
rom
th
em a
nd
cla
mber
ed o
ver
the
rock
s to
a n
arro
w s
trip
of
san
d i
n t
he
cov
e b
eyo
nd
to p
ack
up
an
d t
idy
th
e h
ou
se –
th
ere’
ll b
e n
o t
ime
in
the
morn
ing.
’
‘I’l
l b
e al
l ri
ght,
’ sa
id C
her
ry,
cock
ing
her
hea
d o
n
on
e si
de
to v
iew
th
e n
eck
lace
fro
m a
dif
fere
nt
angl
e.
‘Th
ere’
s n
ever
bee
n a
nec
kla
ce li
ke
this
bef
ore
, no
t in
all
the
wo
rld
. I
’m s
ure
th
ere
has
n’t
.’
An
d t
hen
, ‘Y
ou
can
leav
e m
e th
ere,
Mu
m,
and
I’l
l w
alk
bac
k.
It’
s o
nly
a
mil
e o
r so
alo
ng
the
clif
f p
ath
an
d h
alf
a m
ile
bac
k
acro
ss t
he
fiel
ds.
I’v
e d
on
e it
bef
ore
on
my o
wn
. It
’s n
ot
far.
’ Th
ere
was
a t
hu
nd
erin
g o
n t
he
stai
rs a
nd
a s
ud
den
rud
e in
vas
ion
of
the
kit
chen
. C
her
ry w
as s
urr
ou
nd
ed
by
her
fo
ur
bro
ther
s w
ho
lea
nt
ov
er t
he
tab
le i
n m
ock
appre
ciat
ion
of h
er n
eckla
ce.
‘Ooh
, pre
tty.
’
‘Do
th
ey c
om
e in
oth
er c
olo
urs
? I
mea
n, p
ink
’s n
ot
my
colo
ur.
’
‘’W
ho’s
it fo
r? A
n e
leph
ant?
’
‘It’
s fo
r a
gian
t,’ s
aid
Ch
erry
. ‘I
t’s
a gi
ant’
s n
eck
lace
,
and it
’s s
till n
ot b
ig e
nou
gh.’
It w
as t
he
per
fect
an
swer
, an
an
swer
sh
e k
new
wo
uld
sen
d h
er b
roth
ers
into
fit
s o
f la
ugh
ter.
Sh
e lo
ved
to m
ake
them
lau
gh a
t h
er a
nd
co
uld
do
it
at t
he
dro
p
of
a h
at.
Of
cou
rse
she
no
mo
re b
elie
ved
in g
ian
ts t
han
they
did
, b
ut
if i
t ti
ckle
d t
hem
pin
k t
o b
elie
ve
she
did
,
then
wh
y n
ot p
rete
nd?
76
The
Gia
nt’
s N
eckl
ace
The
Gia
nt’
s N
eckl
ace
Resource sheet 2a
Copy for children cont.
The National Literacy Strategy
41
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
and
to
be
bac
k w
ell b
efo
re d
ark
. S
he
had
cal
cula
ted
sh
e
nee
ded
on
e h
un
dre
d a
nd
fif
ty m
ore
co
wri
e sh
ells
an
d
so f
ar h
ad o
nly
fo
un
d e
igh
ty.
Sh
e w
ou
ld b
e b
ack
,
she
insi
sted
, w
hen
sh
e h
ad f
inis
hed
co
llec
tin
g en
ou
gh
shel
ls a
nd n
ot b
efore
.
Had
sh
e n
ot
bee
n s
o im
mer
sed
in h
er s
earc
h, s
ifti
ng
the
shel
ls t
hro
ugh
her
fin
gers
, sh
e w
ou
ld h
ave
no
tice
d
the
dar
k g
rey b
ank
of
clo
ud
ro
llin
g in
fro
m t
he
Atl
anti
c.
Sh
e w
ou
ld h
ave
no
tice
d t
he
wh
ite
ho
rses
gat
her
ing
ou
t
at s
ea a
nd
th
e ti
de
mo
vin
g re
mo
rsel
essl
y in
to
co
ver
th
e
rock
s b
etw
een
her
an
d B
oat
Co
ve.
W
hen
th
e cl
ou
ds
cut
off
th
e w
arm
th f
rom
th
e su
n a
s ev
enin
g ca
me
on
and
th
e se
a tu
rned
gre
y, s
he
shiv
ered
wit
h c
old
an
d
pu
t o
n h
er s
wea
ter
and
jea
ns.
S
he
did
lo
ok
up
th
en
and
saw
th
e an
gry
sea
, b
ut
she
saw
no
th
reat
in
th
at
and
did
no
t lo
ok
bac
k o
ver
her
sh
ou
lder
to
Bo
at C
ov
e.
Sh
e w
as a
war
e th
at t
ime
was
ru
nn
ing
ou
t so
sh
e w
ent
do
wn
on
her
kn
ees
agai
n a
nd
du
g fe
ver
ish
ly i
n t
he
san
d.
Sh
e h
ad to
collec
t th
irty
more
sh
ells
.
It w
as t
he
bal
efu
l so
un
d o
f th
e fo
gho
rn s
om
ewh
ere
ou
t at
sea
bey
on
d G
un
nar
ds
Hea
d t
hat
at
last
fo
rced
Ch
erry
to
tak
e so
me
acco
un
t o
f th
e in
com
ing
tid
e. S
he
loo
ked
fo
r th
e ro
cks
she
wo
uld
hav
e to
cla
mb
er o
ver
to
reac
h B
oat
Co
ve
agai
n a
nd
th
e w
ind
ing
trac
k t
hat
wo
uld
tak
e h
er u
p t
o t
he
clif
f p
ath
an
d s
afet
y, b
ut
they
wer
e go
ne.
Wh
ere
they
sh
ou
ld h
ave
bee
n, th
e se
a w
as
the
rock
s, a
nd
her
e it
was
th
at s
he
min
ed f
or
the
cow
rie
shel
ls.
In
th
e gr
itty
san
d u
nd
er t
he
clif
f fa
ce s
he
had
fou
nd
a p
arti
cula
rly
ric
h d
epo
sit.
S
he
was
lo
ok
ing
for
pin
k c
ow
rie
shel
ls o
f a
un
ifo
rm l
engt
h,
colo
ur
and
shap
e –
that
was
wh
at t
oo
k t
he
tim
e. O
ccas
ion
ally
th
e
bo
ys
wo
uld
sw
im a
rou
nd
th
e ro
cks
and
in
to
her
lit
tle
bea
ch, em
ergi
ng
fro
m t
he
sea
all go
ggle
d a
nd
fli
pp
ered
to m
ock
her
. B
ut
as s
he
pai
d t
hem
lit
tle
atte
nti
on
th
ey
soo
n t
ired
an
d w
ent
away
aga
in.
Sh
e k
new
tim
e w
as
run
nin
g sh
ort
. T
his
was
her
ver
y l
ast
chan
ce t
o f
ind
eno
ugh
sh
ells
to
co
mp
lete
th
e gi
ant’
s n
eck
lace
, an
d i
t
had
to b
e don
e.
Th
e se
a w
as c
alm
er t
hat
day
th
an s
he
had
ev
er s
een
it.
Th
e h
eat
bea
t d
ow
n f
rom
a w
ind
less
, cl
ou
dle
ss s
ky
;
even
th
e gu
lls
and
kit
tiw
akes
see
med
to
be
sile
nce
d b
y
the
sun
. C
her
ry s
earc
hed
on
, sto
pp
ing
on
ly f
or
a p
icn
ic
lun
ch o
f p
asti
es a
nd
to
mat
oes
wit
h t
he
fam
ily
bef
ore
retu
rnin
g at
on
ce h
er s
hel
ls.
In
the
end
th
e h
eat
pro
ved
to
o
mu
ch
for
her
mo
ther
an
d f
ath
er,
wh
o l
eft
the
bea
ch e
arli
er t
han
usu
al i
n m
id-a
fter
no
on
to
beg
in t
o t
idy
up
th
e co
ttag
e.
Th
e b
oy
s so
on
fo
llo
wed
bec
ause
th
ey h
ad t
ired
of
fin
d-
ing
min
iatu
re c
rab
s an
d s
eaw
eed
inst
ead
of
the
sun
ken
wre
cks
and
tre
asu
re t
hey
had
bee
n s
eek
ing.
So
, by t
ea-
tim
e C
her
ry w
as le
ft o
n h
er o
wn
on
th
e be
ach
wit
h s
tric
t
inst
ruct
ion
s to
kee
p h
er h
at o
n,
no
t to
bat
he
alo
ne
98
The
Gia
nt’
s N
eckl
ace
The
Gia
nt’
s N
eckl
ace
Resource sheet 2a
Copy for children contd.
The National Literacy Strategy
42
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
hig
h e
no
ugh
to
be
able
to
see
th
e th
in
stri
p o
f sa
nd
that
was
all
th
at w
as le
ft o
f B
oat
Co
ve.
It
was
on
ly a
few
yar
ds
away
, so
clo
se.
Un
til
no
w s
he
had
bee
n c
ryin
g
invo
lun
tari
ly; b
ut
no
w, a
s sh
e re
cogn
ised
th
e li
ttle
pat
h
up
th
rou
gh t
he
bra
cken
, her
hea
rt w
as li
fted
wit
h h
op
e
and
an
tici
pat
ion
. S
he
kn
ew t
hat
th
e w
ors
t w
as o
ver
,
that
if
the
sea
wo
uld
on
ly h
old
bac
k s
he
wo
uld
rea
ch
the
san
ctu
ary
of t
he
Cove
.
Sh
e tu
rned
an
d l
oo
ked
beh
ind
her
to
see
ho
w f
ar
away
th
e n
ext
wav
e w
as,
just
to
rea
ssu
re h
erse
lf t
hat
she
had
en
ou
gh t
ime.
B
ut
the
grea
t su
rge
of
gree
n
wat
er w
as o
n h
er b
efo
re s
he
cou
ld r
egis
ter
eith
er d
is-
app
oin
tmen
t o
r fe
ar.
Sh
e w
as h
url
ed b
ack
aga
inst
th
e
rock
bel
ow
her
an
d c
ove
red a
t on
ce b
y th
e se
a.
Sh
e w
as c
on
scio
us
as s
he
wen
t d
ow
n t
hat
sh
e w
as
dro
wn
ing,
bu
t sh
e st
ill
clu
tch
ed h
er s
hel
ls a
gain
st h
er
ches
t an
d h
op
ed s
he
had
en
ou
gh o
f th
em a
t la
st t
o
fin
ish
th
e gi
ant’
s n
eck
lace
. T
ho
se w
ere
her
last
th
ou
ghts
befo
re th
e se
a to
ok h
er a
way
.
Ch
erry
lay o
n h
er s
ide
wh
ere
the
tid
e h
ad li
fted
her
an
d
cou
ghed
un
til h
er lu
ngs
wer
e cl
ear.
Sh
e w
ok
e as
th
e se
a
cam
e in
on
ce a
gain
an
d f
roth
ed a
rou
nd
her
leg
s.
Sh
e
roll
ed o
n h
er b
ack
, fee
lin
g th
e sa
lt s
pra
y o
n h
er f
ace
and
saw
th
at i
t w
as n
igh
t.
Th
e sk
y a
bo
ve
her
was
das
hed
wit
h s
tars
an
d th
e m
oon
rode
thro
ugh
the
clou
ds.
alre
ady d
rivin
g in
aga
inst
th
e cl
iff
face
. S
he
was
cu
t o
ff.
In a
co
nfu
sio
n o
f w
on
der
an
d f
ear
she
loo
ked
ou
t to
sea
at t
he
hea
vin
g o
cean
th
at m
oved
in t
ow
ard
s h
er, s
eein
g
it n
ow
as
a w
rith
ing
grey
mo
nst
er b
reat
hin
g it
s fu
ry o
n
the
rock
s w
ith
eve
ry p
ou
ndin
g w
ave.
Sti
ll C
her
ry d
id n
ot
forg
et h
er s
hel
ls,
bu
t w
rap
pin
g
them
in
sid
e h
er
tow
el
she
tuck
ed
them
in
to
her
swea
ter
and
wad
ed o
ut
thro
ugh
th
e su
rf t
ow
ard
s th
e
rock
s.
If s
he
tim
ed i
t ri
ght,
sh
e re
aso
ned
, sh
e co
uld
scra
mb
le b
ack
ov
er t
hem
an
d i
nto
th
e C
ov
e as
th
e su
rf
retr
eate
d.
Sh
e re
ach
ed t
he
firs
t o
f th
e ro
cks
wit
ho
ut
too
mu
ch d
iffi
cult
y;
the
sea
her
e se
emed
to
be
pro
-
tect
ed f
rom
th
e fo
rce
of
the
oce
an b
y t
he
rock
s fu
rth
er
ou
t. H
old
ing
fast
to
th
e fi
rst
rock
sh
e ca
me
to a
nd
wit
h
the
sea
up
aro
un
d h
er w
aist
, sh
e w
aite
d f
or
the
nex
t
inco
min
g w
ave
to b
reak
an
d r
etre
at.
Th
e w
ave
was
un
exp
ecte
dly
im
po
ten
t an
d f
ell
lim
ply
on
th
e ro
cks
aro
un
d h
er.
Sh
e k
new
her
mo
men
t h
ad c
om
e an
d t
oo
k
it.
Sh
e w
as n
ot
to k
no
w t
hat
pil
ing
up
far
ou
t at
sea
was
the
firs
t o
f th
e gi
ant
sto
rm w
aves
th
at h
ad g
ath
ered
sever
al h
un
dre
d m
iles
ou
t in
th
e A
tlan
tic,
bri
ngi
ng
wit
h
it a
ll th
e m
om
entu
m a
nd v
iole
nce
of t
he
dee
p o
cean
.
Th
e ro
cks
wer
e sl
ipp
ery
un
der
foo
t an
d m
ore
th
an
on
ce C
her
ry s
lip
ped
do
wn
in
to s
eeth
ing
wh
ite
rock
po
ols
wh
ere
she
had
pla
yed
so
oft
en w
hen
th
e ti
de
was
ou
t. B
ut
she
stru
ggle
d o
n u
nti
l, f
inal
ly, s
he
had
cli
mbed
1110
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s N
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s N
eckl
ace
Resource sheet 2a
Copy for children cont.
The National Literacy Strategy
43
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
as t
he
sea
crep
t ev
ery c
lose
r, e
ach
wav
e la
shin
g h
er w
ith
spra
y a
nd
eat
ing
away
gra
du
ally
at
the
bea
ch.
Sh
e
clo
sed
her
ey
es a
nd
pra
yed
, h
op
ing
agai
nst
ho
pe
that
wh
en s
he
op
ened
th
em t
he
sea
wo
uld
be
retr
eati
ng.
Bu
t h
er p
ray
ers
wen
t u
nan
swer
ed a
nd
th
e se
a ca
me
in
to c
ov
er t
he
bea
ch.
On
ce o
r tw
ice
she
tho
ugh
t sh
e
hea
rd v
oic
es a
bo
ve
her
on
th
e cl
iff
pat
h,
bu
t w
hen
sh
e
call
ed o
ut
no
on
e ca
me.
S
he
con
tin
ued
to
sh
ou
t fo
r
hel
p e
ver
y f
ew m
inu
tes,
fo
rget
tin
g it
was
fu
tile
aga
inst
the
con
tin
uo
us
roar
an
d h
iss
of
the
wav
es.
A p
air
of
rau
cou
s w
hit
e gu
lls
flew
do
wn
fro
m t
he
clif
fs t
o i
nv
es-
tiga
te h
er a
nd
sh
e ca
lled
to
th
em f
or
hel
p,
bu
t th
ey d
id
no
t se
em t
o u
nd
erst
and
an
d w
hee
led
aw
ay i
nto
th
e
nig
ht. Ch
erry
sta
yed
sit
tin
g o
n h
er r
ock
un
til
the
wav
es
thre
aten
ed t
o d
islo
dge
her
an
d t
hen
rel
uct
antl
y s
he
beg
an h
er c
lim
b.
Sh
e w
ou
ld g
o a
s fa
r as
sh
e n
eed
ed t
o
and
no
fu
rth
er.
Sh
e h
ad s
can
ned
th
e fi
rst
few
fee
t
abo
ve
for
foo
tho
lds
and
it d
id lo
ok
qu
ite
a si
mp
le c
lim
b
to b
egin
wit
h,
and
so
it
pro
ved
. B
ut
her
han
ds
wer
e
nu
mb
ed w
ith
co
ld a
nd
her
leg
s b
egan
to
tre
mb
le w
ith
the
stra
in a
lmo
st a
t o
nce
. S
he
cou
ld s
ee t
hat
th
e le
dge
she
had
no
w r
each
ed w
as t
he
last
dee
p o
ne
vis
ible
on
the
clif
f fa
ce.
Th
e sh
ells
in h
er s
wea
ter
wer
e re
stri
ctin
g
her
fre
edo
m o
f m
ov
emen
t so
sh
e d
ecid
ed s
he
wo
uld
leav
e th
em t
her
e.
Wra
pp
ed t
igh
t in
th
e to
wel
th
ey
Sh
e sc
ram
ble
d t
o h
er f
eet,
on
e h
and
sti
ll h
old
ing
her
pre
cio
us
shel
ls c
lose
to
her
. I
nst
inct
ivel
y s
he
bac
ked
away
fro
m t
he
sea
and
loo
ked
aro
un
d h
er.
Wit
h g
row
-
ing
dis
may
sh
e sa
w t
hat
sh
e h
ad b
een
th
row
n b
ack
on
the
wro
ng
sid
e o
f th
e ro
cks,
th
at s
he
was
no
t in
Bo
at
Co
ve.
Th
e ti
de
had
left
on
ly a
few
fee
t o
f sa
nd
an
d r
ock
bet
wee
n h
er a
nd
th
e cl
iff
face
. T
her
e w
as n
o w
ay b
ack
thro
ugh
the
sea
to s
afet
y.
Sh
e tu
rned
ro
un
d t
o f
ace
the
clif
f th
at s
he
real
ised
no
w w
ou
ld b
e h
er l
ast
ho
pe,
fo
r sh
e re
mem
ber
ed t
hat
this
litt
le b
each
van
ish
ed c
om
ple
tely
at
hig
h t
ide.
If
she
stay
ed w
her
e sh
e w
as s
he
wo
uld
su
rely
be
swep
t aw
ay
agai
n a
nd
th
is t
ime
she
mig
ht
no
t b
e so
fo
rtu
nat
e. B
ut
the
cold
see
med
to
hav
e ca
lmed
her
an
d s
he
reas
on
ed
mo
re d
elib
erat
ely
no
w,
wo
nd
erin
g w
hy
sh
e h
ad n
ot
trie
d c
lim
bin
g th
e cl
iff
bef
ore
. S
he
had
hu
rrie
d in
to h
er
firs
t at
tem
pt
to e
scap
e an
d i
t h
ad v
ery
nea
rly
co
st h
er
her
lif
e.
Sh
e w
ou
ld w
ait
this
tim
e u
nti
l th
e se
a fo
rced
her
up
th
e cl
iff.
P
erh
aps
the
tid
e w
ou
ld n
ot
com
e in
that
far
. Per
hap
s th
ey w
ou
ld b
e lo
ok
ing
for
her
by n
ow
.
It w
as d
ark
. S
ure
ly t
hey
wo
uld
be
sear
chin
g.
Su
rely
they
mu
st f
ind
her
so
on
. A
fter
all
, th
ey k
new
wh
ere
she
was
. Yes
, sh
e th
ou
ght,
bes
t ju
st to
wai
t an
d h
ope.
Sh
e se
ttle
d d
ow
n o
n a
led
ge o
f ro
ck t
hat
was
th
e
firs
t st
ep u
p o
n t
he
clif
f fa
ce,
dre
w h
er k
nee
s u
p t
o
her
ch
in t
o k
eep
ou
t th
e ch
ill,
an
d w
aite
d.
Sh
e w
atch
ed
1312
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nt’
s N
eckl
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The
Gia
nt’
s N
eckl
ace
Resource sheet 2a
Copy for children contd.
The National Literacy Strategy
44
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
tho
ugh
t o
f w
alk
ing
in t
hro
ugh
th
e fr
on
t d
oo
r al
l d
rip
-
pin
g an
d
dra
mat
ic
mad
e h
er
alm
ost
ch
ok
e w
ith
exci
tem
ent.
As
she
reac
hed
fo
rwar
d t
o b
rush
a s
har
p s
ton
e fr
om
the
sole
of
her
fo
ot,
Ch
erry
no
tice
d t
hat
th
e n
arro
w
entr
ance
to
th
e ca
ve
was
hal
f se
aled
in.
Sh
e ra
n h
er f
in-
gers
ov
er t
he
sto
nes
an
d c
emen
t to
mak
e su
re,
for
the
ligh
t w
as p
oo
r.
It w
as a
t th
at m
om
ent
that
sh
e re
cog-
nis
ed e
xac
tly
wh
ere
she
was
. S
he
reca
lled
no
w t
he
gian
t fl
edgl
ing
cuck
oo
on
e o
f h
er b
roth
ers
had
sp
ott
ed
bei
ng
fed
by
a t
iny
ro
ck p
ipit
ear
lier
in
th
e h
oli
day
s,
ho
w t
hey
had
qu
arre
lled
ov
er t
he
bin
ocu
lars
an
d h
ow
,
wh
en s
he
had
fin
ally
usu
rped
th
em a
nd
mad
e h
er
esca
pe
acro
ss t
he
rock
s, s
he
had
fo
un
d t
he
cuck
oo
per
ched
at
the
entr
ance
to
a n
arro
w c
ave
som
e w
ay u
p
the
clif
f fac
e fr
om
the
beac
h.
Sh
e h
ad a
sked
ab
ou
t th
e m
an-m
ade
wal
lin
g, a
nd
her
fat
her
had
to
ld h
er o
f th
e o
ld t
in m
ines
wh
ose
lod
es
and
ad
its
cris
s-cr
oss
ed t
he
enti
re c
oas
tal
area
aro
un
d
Zen
no
r.
Th
is o
ne,
he
said
, m
igh
t h
ave
bee
n t
he
min
e
they
cal
led
Wh
eel
No
rth
Gry
lls,
an
d h
e th
ou
ght
the
adit
mu
st h
ave
bee
n w
alle
d u
p t
o p
reven
t th
e se
as f
rom
ente
rin
g th
e m
ine
in a
sto
rm.
It
was
sai
d t
her
e h
ad
bee
n a
n a
ccid
ent
in t
he
min
e o
nly
a f
ew y
ears
aft
er i
t
was
op
ened
ov
er a
hu
nd
red
yea
rs b
efo
re,
and
th
at t
he
min
e h
ad
had
to
cl
ose
so
on
af
ter
wh
en
the
min
e
wo
uld
be
qu
ite
safe
. S
he
too
k t
he
soak
ing
bu
nd
le o
ut
of
her
sw
eate
r an
d p
lace
d it
car
efu
lly a
gain
st t
he
rock
fac
e
on
th
e le
dge
bes
ide
her
, p
ush
ing
it i
n a
s fa
r as
it
wo
uld
go.
‘I’
ll b
e b
ack
fo
r y
ou
,’ s
he
said
, an
d r
each
ed u
p f
or
the
nex
t li
p o
f ro
ck.
Ju
st b
elo
w h
er t
he
sea
cras
hed
agai
nst
th
e cl
iff
as i
f it
wan
ted
to
su
ck h
er f
rom
th
e
rock
fac
e an
d c
laim
her
on
ce a
gain
. C
her
ry d
eter
min
ed
not t
o lo
ok d
ow
n b
ut t
o c
on
cen
trat
e on
the
clim
b.
At
firs
t, s
he
imag
ined
th
at t
he
glo
w a
bo
ve
her
was
fro
m a
to
rch
. S
he
sho
ute
d a
nd
scr
eam
ed u
nti
l sh
e w
as
wea
k f
rom
th
e ef
fort
of
it.
Bu
t al
tho
ugh
no
an
swer
ing
call
cam
e fr
om
th
e n
igh
t, t
he
ligh
t re
mai
ned
pal
e an
d
bec
ko
nin
g, w
ider
th
an t
hat
of
a to
rch
. W
ith
ren
ewed
ho
pe
Ch
erry
fo
un
d e
no
ugh
str
engt
h t
o in
ch h
er w
ay u
p
the
clif
f, u
nti
l sh
e re
ach
ed t
he
entr
ance
to
a n
arro
w
cave.
It
was
fil
led
wit
h a
fli
cker
ing
yel
low
ligh
t li
ke
that
of
a ca
nd
le s
hak
en b
y t
he
win
d. S
he
hau
led
her
self
up
into
th
e m
ou
th o
f th
e ca
ve
and
sat
do
wn
ex
hau
sted
,
loo
kin
g b
ack
do
wn
at
the
furi
ou
s se
a fr
oth
ing
ben
eath
her
. S
he
lau
ghed
alo
ud
in t
riu
mp
h.
Sh
e w
as s
afe!
Sh
e
had
def
ied
th
e se
a an
d w
on
! H
er o
ne
regr
et w
as t
hat
she
had
had
to
lea
ve
her
co
wri
e sh
ells
beh
ind
. S
he
wo
uld
fet
ch t
hem
to
mo
rro
w a
fter
th
e ti
de
had
go
ne
dow
n a
gain
.
Fo
r th
e fi
rst
tim
e n
ow
sh
e b
egan
to
th
ink
of
her
fam
ily
an
d
ho
w
wo
rrie
d
they
w
ou
ld
be,
b
ut
the
1514
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Gia
nt’
s N
eckl
ace
The
Gia
nt’
s N
eckl
ace
Resource sheet 2a
Copy for children cont.
The National Literacy Strategy
45
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
each
fo
ot.
Sh
e h
ad g
on
e o
nly
a s
ho
rt d
ista
nce
wh
en s
he
hea
rd t
he
tap
pin
g fo
r th
e fi
rst
tim
e, d
isti
nct
an
d r
hy
th-
mic
, a
sou
nd
th
at
was
in
stan
tly
re
cogn
isab
le
as
ham
mer
ing.
It
bec
ame
shar
per
an
d n
oti
ceab
ly m
ore
met
alli
c as
sh
e m
ov
ed u
p t
he
tun
nel
. S
he
cou
ld h
ear
the
dis
tan
t m
urm
ur
of
vo
ices
an
d t
he
sou
nd
of
fall
ing
sto
ne.
Even
bef
ore
sh
e ca
me
ou
t o
f th
e tu
nn
el a
nd
into
the
vas
t ca
ve
she
kn
ew s
he
had
hap
pen
ed u
po
n a
work
ing
min
e.
Th
e ca
ve
was
dar
k i
n a
ll b
ut
on
e co
rner
an
d h
ere
she
cou
ld s
ee t
wo
men
ben
din
g to
th
eir
wo
rk,
thei
r
bac
ks
tow
ard
s h
er.
On
e o
f th
em w
as in
spec
tin
g th
e ro
ck
face
clo
sely
wh
ilst
th
e o
ther
sw
un
g h
is h
amm
er w
ith
con
tro
lled
po
wer
, p
ausi
ng
on
ly t
o s
pit
on
his
han
ds
fro
m t
ime
to t
ime.
T
hey
wo
re r
ou
nd
hat
s w
ith
tu
rned
up
bri
ms
that
ser
ved
als
o a
s ca
nd
lest
ick
s, f
or
a li
ghte
d
can
dle
was
fix
ed t
o e
ach
, th
e li
ght
dan
cin
g w
ith
th
e
shad
ow
s al
on
g th
e ca
ve w
alls
as
they
work
ed.
Ch
erry
wat
ched
fo
r so
me
mo
men
ts u
nti
l sh
e m
ade
up
her
min
d w
hat
to
do
. S
he
lon
ged
to
ru
sh u
p t
o t
hem
and
tel
l of
her
esc
ape
and
to
ask
th
em t
o t
ake
her
to
th
e
surf
ace,
bu
t a
cert
ain
sh
yn
ess
ov
erca
me
her
an
d s
he
hel
d b
ack
. H
er c
han
ce t
o in
terr
up
t ca
me
wh
en t
hey
sat
do
wn
aga
inst
th
e ro
ck f
ace
and
op
ened
th
eir
can
teen
s.
Sh
e w
as i
n t
he
shad
ow
s an
d t
hey
sti
ll c
ou
ld n
ot
see
her
.
ow
ner
s ra
n
ou
t o
f m
on
ey
to
mak
e th
e n
eces
sary
rep
airs
. T
he
enti
re s
tory
cam
e b
ack
to
her
no
w,
and
she
wo
nd
ered
wh
ere
the
cuck
oo
was
an
d w
het
her
th
e
rock
pip
it h
ad d
ied
wit
h t
he
effo
rt o
f k
eep
ing
the
fled
g-
lin
g al
ive.
T
in m
ines
, sh
e th
ou
ght,
lea
d t
o t
he
surf
ace,
and
th
e w
ay h
om
e.
Th
at t
ho
ugh
t an
d h
er n
atu
ral
inq
uis
itiv
enes
s ab
ou
t th
e so
urc
e o
f li
ght
per
suad
ed h
er
to h
er fe
et a
nd in
to th
e tu
nn
el.
Th
e ad
it b
ecam
e n
arro
wer
an
d l
ow
er a
s sh
e cr
ept
forw
ard
, so
th
at s
he
had
to
go
do
wn
on
her
han
ds
and
kn
ees,
so
met
imes
fla
t o
n h
er s
tom
ach
. A
lth
ou
gh s
he
was
ou
t o
f th
e w
ind
no
w, i
t se
emed
co
lder
. S
he
felt
sh
e
was
mo
vin
g d
ow
nw
ard
s fo
r a
min
ute
or
two
, fo
r th
e
blo
od
was
co
min
g to
her
hea
d a
nd
her
wei
ght
was
hea
vy
on
her
han
ds.
T
hen
, q
uit
e su
dd
enly
, sh
e fo
un
d
the
gro
un
d l
evel
lin
g o
ut
and
saw
a l
arge
tu
nn
el a
hea
d
of
her
. T
her
e w
as n
o d
ou
bt
as t
o w
hic
h w
ay s
he
sho
uld
turn
, fo
r o
ne
way
th
e tu
nn
el w
as b
lack
, an
d t
he
oth
er
way
was
ligh
ted
wit
h c
and
les
that
lin
ed t
he
lod
e w
all a
s
far
as s
he
cou
ld s
ee.
Sh
e ca
lled
ou
t, ‘
An
yo
ne
ther
e?
An
yo
ne
ther
e?’
Sh
e p
ause
d t
o l
iste
n f
or
the
rep
ly;
bu
t
all
she
cou
ld h
ear
no
w w
as t
he
mu
ffle
d r
oar
of
the
sea
and th
e co
nti
nu
ou
s ec
hoin
g of d
rippin
g w
ater
.
Th
e tu
nn
el w
iden
ed n
ow
an
d s
he
fou
nd
sh
e co
uld
wal
k u
pri
ght
agai
n,
bu
t h
er f
eet
hu
rt a
gain
st t
he
sto
ne
and
so
sh
e m
ov
ed s
low
ly,
feel
ing
her
way
gen
tly
wit
h
1716
The
Gia
nt’
s N
eckl
ace
The
Gia
nt’
s N
eckl
ace
Resource sheet 2a
Copy for children contd.
The National Literacy Strategy
46
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
we
shan
’t h
arm
yo
u.
Co
me
on
, y
ou
can
hav
e so
me
of
my
tea
if y
ou
like.
’
Th
ey s
po
ke
thei
r w
ord
s in
a m
ann
er C
her
ry h
ad
nev
er h
eard
bef
ore
. I
t w
as n
ot
the
usu
al C
orn
ish
bu
rr,
bu
t h
eav
ier
and
ro
ugh
er i
n t
on
e, m
ore
old
-fas
hio
ned
som
ehow
. Th
ere
wer
e so
man
y qu
esti
on
s in
her
min
d.
‘Bu
t I
tho
ugh
t th
e m
ine
was
clo
sed
a h
un
dre
d y
ears
ago
,’
she
said
n
erv
ou
sly.
‘Th
at’s
w
hat
I
was
to
ld,
anyw
ay.’
‘Wel
l, y
ou
was
to
ld w
ron
g,’ s
aid
th
e o
ld m
an, w
ho
m
Ch
erry
co
uld
see
mo
re c
lear
ly n
ow
un
der
his
can
dle
.
His
eyes
wer
e w
hit
e an
d s
et f
ar b
ack
in h
is h
ead
, un
nat
-
ura
lly
so
, sh
e th
ou
ght,
an
d h
is l
ips
and
mo
uth
see
med
a vi
vid r
ed in
the
can
dle
ligh
t.
‘Clo
sed
, cl
ose
d i
nd
eed
, d
oes
it
loo
k c
lose
d t
o y
ou
?
D’y
ou
th
ink
we’
re d
iggi
ng
for
wo
rms?
Over
fo
ur
tho
u-
san
d t
on
s o
f ti
n l
ast
yea
r an
d n
ine
tho
usa
nd
of
cop
per
ore
, an
d y
ou
ask
is t
he
min
e cl
ose
d?
Ov
er t
wen
ty f
ath
-
om
s b
elo
w t
he
sea
this
min
e go
es.
We’
ll d
ig r
igh
t o
ut
un
der
th
e o
cean
, h
alfw
ay t
o ’
Mer
ica
afo
re w
e cl
ose
dow
n th
is m
ine.
’
He
spo
ke
pas
sio
nat
ely
no
w,
alm
ost
an
gril
y, s
o t
hat
Ch
erry
felt
sh
e h
ad o
ffen
ded
him
.
‘Hu
sh,
Fat
her
,’ s
aid
th
e y
ou
ng
man
tak
ing
off
his
jack
et a
nd
wra
pp
ing
it r
ou
nd
Ch
erry
’s s
ho
uld
ers.
‘S
he
do
esn
’t w
ant
to h
ear
all a
bo
ut
that
. S
he’
s co
ld a
nd
wet
.
‘Tea
loo
ks
cold
aga
in,’
on
e o
f th
em s
aid
gru
ffly
. ‘’
Tis
alw
ays
cold
. I’
m s
ure
sh
e m
akes
it w
i’ c
old
wat
er.’
‘Oh
sto
p y
ou
r m
oan
ing,
Fat
her
,’ s
aid
th
e o
ther
, a
yo
un
ger
vo
ice,
Ch
erry
fel
t.
‘Sh
e d
oes
her
bes
t.
Sh
e’s
fiv
e li
ttle
on
es t
o l
oo
k a
fter
an
d p
reci
ou
s li
ttle
to
do
it
on
. S
he
do
es h
er b
est.
Yo
u m
ust
n’t
kee
p o
n a
t h
er s
o.
It
upse
ts h
er.
Sh
e does
her
bes
t.’
‘So
sh
e d
oes
, lad
, so
sh
e d
oes
. A
nd
so
fo
r th
at m
atte
r
do
I, b
ut
that
do
n’t
sto
p h
er m
oan
ing
at m
e an
d it
’ll n
ot
sto
p m
e m
oan
ing
at h
er.
If
we
did
n’t
mo
an a
t ea
ch
oth
er,
lad
, w
e’d
hav
e p
reci
ou
s li
ttle
els
e to
tal
k a
bo
ut,
and
th
at’s
a f
act.
Sh
e ex
pec
ts it
of
me,
lad
, an
d I
ex
pec
ts
it o
f her
.’
‘Ex
cuse
me,
’ C
her
ry s
aid
ten
tati
vel
y.
Sh
e fe
lt s
he
had
eav
esd
rop
ped
fo
r lo
ng
eno
ugh
. S
he
app
roac
hed
them
slo
wly
. ‘
Ex
cuse
me,
bu
t I’
ve
got
a b
it l
ost
. I
clim
bed
th
e cl
iff,
yo
u s
ee,
’co
s I
was
cu
t o
ff f
rom
th
e
Co
ve.
I w
as t
ryin
g to
get
bac
k, b
ut
I co
uld
n’t
an
d I
saw
this
ligh
t an
d s
o I
cli
mb
ed u
p.
I w
ant
to g
et h
om
e an
d I
won
der
ed if
you
cou
ld h
elp m
e ge
t to th
e to
p?’
‘To
p?’
sai
d t
he
old
er o
ne,
pee
rin
g in
to t
he
dar
k.
‘Com
e cl
ose
r, la
d, w
her
e w
e ca
n s
ee y
ou
.’
‘Sh
e’s
no
t a
lad
, F
ath
er.
Are
yo
u b
lin
d?
Can
yo
u
no
t se
e ’t
is a
fil
ly.
’T
is a
yo
un
g fi
lly,
all
wet
th
rou
gh
fro
m t
he
sea.
Co
me,
’ th
e y
ou
ng
man
sai
d, st
and
ing
up
and
bec
ko
nin
g C
her
ry i
n.
‘D
on
’t b
e af
eare
d,
litt
le g
irl,
1918
The
Gia
nt’
s N
eckl
ace
The
Gia
nt’
s N
eckl
ace
Resource sheet 2a
Copy for children cont.
The National Literacy Strategy
47
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
‘Th
at’s
my
gir
l.
It w
as a
new
min
e th
is,
pro
mis
ing,
ever
yo
ne
said
. T
he
bes
t ti
n in
Co
rnw
all a
nd
th
at m
ean
s
the
bes
t ti
n i
n t
he
wo
rld
. 1
86
5 i
t st
arte
d u
p a
nd
th
ey
wer
e lo
ok
ing
for
tin
ner
s, a
nd
so
Fat
her
fo
un
d a
co
ttag
e
do
wn
by
Tre
vea
l an
d c
ame
to w
ork
her
e. I
was
alr
ead
y
fou
rtee
n,
so I
jo
ined
him
do
wn
th
e m
ine.
W
e p
ros-
per
ed a
nd
th
e m
ine
pro
sper
ed,
to s
tart
wit
h.
Mo
ther
and
th
e li
ttle
ch
ild
ren
had
fu
ll b
elli
es a
nd
th
ere
was
talk
of
sin
kin
g a
fres
h s
haf
t.
Tim
es w
ere
goo
d a
nd
pro
mis
ed to
be
bett
er.’
Ch
erry
sat
tra
nsf
ixed
as
the
sto
ry o
f th
e d
isas
ter
un
fold
ed.
Sh
e h
eard
ho
w t
hey
had
bee
n t
rap
ped
by
a
fall
of
rock
, ab
ou
t h
ow
th
ey h
ad w
ork
ed t
o p
ull
th
em
away
, b
ut
beh
ind
ev
ery
ro
ck w
as a
no
ther
ro
ck a
nd
ano
ther
ro
ck.
Sh
e h
eard
ho
w t
hey
had
nev
er e
ven
hea
rd a
ny
so
un
d o
f re
scu
e.
Th
ey h
ad d
ied
, h
e sa
id,
in
two
day
s o
r so
bec
ause
th
e ai
r w
as b
ad a
nd
bec
ause
ther
e w
as to
o li
ttle
of i
t.
‘Fat
her
has
nev
er a
ccep
ted
it;
he
stil
l th
ink
s h
e’s
aliv
e, t
hat
he
goes
ho
me
to M
oth
er a
nd
th
e li
ttle
ch
il-
dre
n e
ach
ev
enin
g. B
ut
he’
s d
ead
, ju
st l
ike
me.
I c
an’t
tell
him
th
ou
gh,
for
he’
d n
ot
un
der
stan
d a
nd
it
wo
uld
brea
k h
is h
eart
if h
e ev
er k
new
.’
‘So
yo
u a
ren
’t r
eal.
I’
m j
ust
im
agin
ing
all
this
.
You
’re
just
a d
ream
.’
‘No
dre
am,
my
gir
l,’
said
th
e y
ou
ng
man
lau
ghin
g
Can
’t y
ou
see
? N
ow
let
’s m
ake
a li
ttle
fir
e to
war
m h
er
thro
ugh
. S
he’
s sh
iver
ed r
igh
t th
rou
gh t
o h
er b
on
es.
Yo
u
can
see
sh
e is
.’
‘Th
ey a
ll a
re,’
sai
d t
he
old
tin
ner
pu
llin
g h
imse
lf t
o
his
fee
t. ‘
Th
ey a
ll a
re.’
An
d h
e sh
uff
led
pas
t h
er in
to t
he
dar
k.
‘I’
ll f
etch
th
e w
oo
d,’
he
mu
tter
ed,
and
th
en
added
, ‘fo
r al
l th
e go
od it
’ll d
o.’
‘Wh
at d
oes
he
mea
n?’
C
her
ry a
sked
th
e y
ou
ng
man
, fo
r w
ho
m s
he
felt
an
inst
ant
lik
ing.
‘W
hat
did
he
mea
n b
y th
at?’
‘Oh
pay
him
no
hee
d, l
ittl
e gi
rl,’
he
said
. ‘H
e’s
an o
ld
man
no
w a
nd
tir
ed o
f th
e m
ine.
We’
re b
oth
tir
ed o
f it
,
bu
t w
e’re
pro
ud
of
it s
ee,
and
we’
ve
no
wh
ere
else
to
go, n
oth
ing
else
to d
o.’
He
had
a k
ind
vo
ice
that
was
rea
ssu
rin
g to
Ch
erry
.
He
seem
ed
som
eho
w
to
kn
ow
th
e q
ues
tio
ns
she
wan
ted
to
ask
, fo
r h
e an
swer
ed t
hem
no
w w
ith
ou
t h
er
ever
ask
ing.
‘Sit
dow
n b
y m
e w
hile
you
list
en, g
irl,’ h
e sa
id.
‘Fat
her
wil
l m
ake
a fi
re t
o w
arm
yo
u a
nd
I s
hal
l te
ll
yo
u h
ow
we
com
e to
be
her
e.
Yo
u w
on
’t b
e af
eare
d
now
, will y
ou
?’
Ch
erry
lo
ok
ed u
p i
nto
his
fac
e w
hic
h w
as y
ou
nge
r
than
sh
e h
ad e
xp
ecte
d f
rom
his
vo
ice;
bu
t li
ke
his
fath
er’s
, th
e ey
es s
eem
ed s
ad a
nd
dee
p s
et,
yet
th
ey
smiled
at h
er g
entl
y an
d s
he
smiled
bac
k.
2120
The
Gia
nt’
s N
eckl
ace
The
Gia
nt’
s N
eckl
ace
Resource sheet 2a
Copy for children contd.
The National Literacy Strategy
48
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
so d
o I
. Y
ou
’ll
wan
t m
e to
gu
ide
yo
u t
o t
he
surf
ace
I
s’pose
.’
‘I’m
no
t th
e fi
rst
then
?’ C
her
ry s
aid
. ‘
Th
ere’
s b
een
oth
ers
clim
b u
p i
nto
th
e m
ine
to e
scap
e fr
om
th
e se
a?
You
’ve
save
d lo
ts o
f peo
ple
.’
‘A fe
w,’ s
aid th
e ti
nn
er n
oddin
g. ‘
A fe
w.’
‘Yo
u’r
e a
kin
d p
erso
n,’
Ch
erry
sai
d, w
arm
ing
to t
he
sad
nes
s in
th
e y
ou
ng
man
’s v
oic
e.
‘I n
ever
th
ou
ght
ghost
s w
ou
ld b
e kin
d.’
‘We’
re ju
st p
eop
le, p
eop
le w
ho
’ve
pas
sed
on
,’ r
epli
ed
the
yo
un
g m
an,
tak
ing
her
el
bo
w an
d le
adin
g h
er
tow
ard
s th
e fi
re.
‘Th
ere’
s n
ice
peo
ple
an
d t
her
e’s
nas
ty
peo
ple
. I
t’s
the
sam
e if
yo
u’r
e al
ive
or
if y
ou
’re
dea
d.
Yo
u’r
e a
nic
e p
erso
n,
I ca
n t
ell
that
, ev
en t
ho
ugh
I
hav
en’t
kn
ow
n y
ou
fo
r lo
ng.
I’
m s
ad b
ecau
se I
sh
ou
ld
lik
e to
be
aliv
e ag
ain
wit
h m
y f
rien
ds
and
go
rab
bit
ing
or
bla
ckb
erry
ing
up
by
th
e ch
apel
nea
r Tr
evea
l li
ke
I u
sed
to. T
he
sun
alw
ays
seem
ed t
o b
e sh
inin
g th
en. A
fter
it
hap
pen
ed I
use
d t
o g
o u
p t
o t
he
surf
ace
and
mo
ve
amon
gst
the
peo
ple
in t
he
villag
e. I
wen
t o
ften
to
see
my
fam
ily,
bu
t if
I s
po
ke
to t
hem
th
ey n
ever
see
med
to
hea
r
me,
an
d o
f co
urs
e th
ey c
an’t
see
yo
u.
Yo
u c
an s
ee t
hem
,
but t
hey
can
’t s
ee y
ou
. Th
at’s
the
wors
t of i
t. S
o I
don
’t g
o
up
mu
ch n
ow
, ju
st t
o c
oll
ect
wo
od
fo
r th
e fi
re a
nd
a b
it
of
foo
d n
ow
an
d t
hen
. I
stay
do
wn
her
e w
ith
Fat
her
in
the
min
e an
d w
e w
ork
aw
ay d
ay a
fter
day
. F
rom
tim
e to
ou
t lo
ud
. ‘N
o m
ore
’n w
e’re
imag
inin
g y
ou
. W
e’re
rea
l
righ
t en
ou
gh, b
ut
we’
re d
ead
an
d h
ave
bee
n f
or
a h
un
-
dre
d y
ears
or
mo
re.
Gh
ost
s, s
pir
its,
th
at’s
wh
at l
ivin
g
folk
cal
l u
s. C
om
e to
th
ink
of
it,
that
’s w
hat
I c
alle
d u
s
wh
en I
was
alive
.’
Ch
erry
was
on
her
feet
su
dden
ly a
nd b
ackin
g aw
ay.
‘No
nee
d t
o b
e af
eare
d,
litt
le g
irl,
’ sa
id t
he
yo
un
g
man
ho
ldin
g o
ut
his
han
d t
ow
ard
s h
er.
‘We
wo
n’t
har
m
yo
u.
No
on
e ca
n h
arm
yo
u, n
ot
no
w.
Lo
ok
, he’
s st
arte
d
the
fire
alr
ead
y. C
om
e o
ver
an
d w
arm
yo
urs
elf.
Co
me
it’l
l b
e al
l ri
ght,
gir
l.
We’
ll l
oo
k a
fter
yo
u.
We’
ll h
elp
you
.’ ‘Bu
t I
wan
t to
go
ho
me,
’ C
her
ry s
aid
, fe
elin
g th
e
pan
ic r
isin
g to
her
vo
ice
and
try
ing
to c
on
tro
l it
. ‘
I
kn
ow
yo
u’r
e k
ind
, b
ut
I w
ant
to g
o h
om
e. M
y m
oth
er
wil
l b
e w
orr
ied
ab
ou
t m
e.
Th
ey’l
l b
e o
ut
loo
kin
g fo
r
me.
Y
ou
r li
ght
sav
ed m
y l
ife
and
I w
ant
to t
han
k y
ou
.
Bu
t I
mu
st g
o e
lse
they
’ll
wo
rry
th
emse
lves
sic
k,
I
kn
ow
they
will.’
‘Yo
u g
oin
g b
ack
ho
me?
’ th
e y
ou
ng
man
ask
ed,
and
then
he
no
dd
ed.
‘I s
’po
se y
ou
’ll w
ant
to s
ee y
ou
r fa
mil
y
agai
n.’
‘’C
ou
rse
I am
,’ s
aid
Ch
erry
per
ple
xed
by
th
e q
ues
-
tion
. ‘’C
ou
rse
I do.’
‘’Tis
a p
ity,
’ he
said
sad
ly.
‘Ever
yo
ne
pas
ses
thro
ugh
and
no
on
e st
ays.
T
hey
all
wan
t to
go
ho
me,
bu
t th
en
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Resource sheet 2a
Copy for children cont.
The National Literacy Strategy
49
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
‘Fat
her
,’ h
e sa
id.
‘Th
ink
ou
r li
ttle
fri
end
wo
uld
lik
e
to g
o h
om
e n
ow
. S
hal
l I
tak
e h
er u
p a
s I
usu
ally
do
?’
Th
e old
man
nodded
an
d w
aved
his
han
d in
dis
mis
sal.
‘Co
me
bac
k a
nd
see
us
som
etim
e, i
f y
ou
’ve
a m
ind
to,’ h
e sa
id, a
nd th
en p
ut h
is fa
ce in
his
han
ds.
‘Go
od
by
e,’ s
aid
Ch
erry
. ‘T
han
k y
ou
fo
r th
e fi
re a
nd
for
hel
pin
g m
e.
I w
on
’t f
org
et y
ou
.’
Bu
t th
e o
ld m
an
nev
er r
eplied
.
Th
e jo
urn
ey t
hro
ugh
th
e m
ine
was
lo
ng
and
dif
fi-
cult
. S
he
hel
d f
ast
to t
he
yo
un
g ti
nn
er’s
wai
st a
s th
ey
wal
ked
si
len
tly
th
rou
gh th
e d
ark
tu
nn
els,
st
op
pin
g
ever
y n
ow
an
d t
hen
to
cli
mb
a la
dd
er t
o t
he
lod
e ab
ov
e
un
til
fin
ally
th
ey c
ou
ld l
oo
k u
p t
he
shaf
t ab
ov
e th
em
and s
ee th
e day
ligh
t.
‘It’s
daw
n,’ s
aid th
e yo
un
g m
an, l
ookin
g u
p.
‘I’l
l b
e b
ack
in
tim
e fo
r b
reak
fast
,’ s
aid
Ch
erry
set
-
tin
g h
er fo
ot o
n th
e la
dder
.
‘Yo
u’l
l rem
emb
er m
e?’ t
he
yo
un
g ti
nn
er a
sked
, an
d
Ch
erry
no
dd
ed, u
nab
le t
o s
pea
k t
hro
ugh
her
tea
rs.
Sh
e
felt
a s
tran
ge a
ffin
ity
wit
h h
im a
nd
his
fat
her
. ‘
An
d i
f
yo
u s
ho
uld
ev
er n
eed
me,
co
me
bac
k a
gain
. Y
ou
may
nee
d m
e an
d I
shal
l be
her
e. I
go n
ow
her
e el
se.’
‘Th
ank
yo
u,’
sai
d C
her
ry.
‘I
wo
n’t
fo
rget
. I
do
ub
t
any
on
e is
go
ing
to b
elie
ve
me
wh
en I
tel
l th
em a
bo
ut
you
. N
o o
ne
believ
es in
gh
ost
s, n
ot u
p th
ere.
’
‘I d
ou
bt
it t
oo
. B
e h
app
y, li
ttle
fri
end
,’ h
e sa
id.
An
d
tim
e so
meo
ne
lik
e yo
u c
om
es u
p t
he
tun
nel
fro
m t
he
sea
and li
ghte
ns
ou
r dar
kn
ess.
I s
hal
l be
sad w
hen
you
go.’
Th
e o
ld m
an w
as h
un
ched
ov
er t
he
fire
ru
bb
ing
his
han
ds
and h
old
ing
them
ou
t ove
r th
e h
eat.
‘No
t o
ften
we
hav
e a
fire
,’ h
e sa
id,
his
vo
ice
mo
re
spri
tely
no
w.
‘On
ly o
n s
pec
ial o
ccas
ion
s. B
irth
day
s, o
f
cou
rse,
we
alw
ays
hav
e a
fire
on
bir
thd
ays
bac
k a
t th
e
cott
age.
Mar
tha’
s n
ext.
Yo
u d
on
’t k
no
w h
er;
she’
s m
y
on
ly d
augh
ter
– sh
e’ll
be
eigh
t o
n S
epte
mbe
r 1
0th
. S
he’
s
been
poorl
y, y
ou
kn
ow
– h
er lu
ngs
, th
at’s
wh
at th
e doct
or
said
.’ H
e si
gned
dee
ply
. ‘’Ti
s dre
adfu
l dam
p in
the
cott
age.
’Tis
wel
l n
igh
im
po
ssib
le t
o k
eep
it
ou
t.’
Th
ere
was
a
trem
or
in t
he
old
man
’s v
oic
e th
at b
etra
yed
his
em
oti
on
.
He
loo
ked
up
at
Ch
erry
an
d s
he
cou
ld s
ee t
he
tear
s in
his
eyes
. ‘
Sh
e lo
ok
s a
bit
lik
e y
ou
, m
y d
ear,
rav
en-h
aire
d
and
as
pre
tty
as
a p
ictu
re;
bu
t n
ot
so t
all,
no
t so
tal
l.
Com
e cl
ose
r, m
y dea
r, y
ou
’ll b
e w
arm
er th
at w
ay.’
Ch
erry
sat
wit
h t
hem
by
th
e fi
re t
ill
it d
ied
aw
ay t
o
no
thin
g.
Sh
e lo
nge
d t
o g
o,
to g
et h
om
e am
on
gst
the
livin
g, b
ut
the
old
man
tal
ked
on
of
his
fam
ily a
nd
th
eir
litt
le o
ne-
roo
med
co
ttag
e w
ith
a la
dd
er t
o t
he
bed
roo
m
wh
ere
they
all
hu
dd
led
to
geth
er f
or
war
mth
, o
f h
is
frie
nd
s th
at u
sed
to
mee
t in
th
e T
inn
ers’
Arm
s ev
ery
even
ing.
Th
ere
wer
e ta
les
of
wre
ckin
g an
d s
mu
ggli
ng,
and
all
th
e w
hil
e th
e y
ou
ng
man
sat
sil
ent,
un
til
ther
e
was
a lu
ll in
the
story
.
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The
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nt’
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Resource sheet 2a
Copy for children contd.
The National Literacy Strategy
50
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
the
sid
e.
As
she
cam
e d
ow
n t
he
step
s sh
e n
ote
d t
hat
the
bac
k d
oo
r o
f th
e co
ttag
e w
as o
pen
an
d s
he
cou
ld
hea
r v
oic
es i
nsi
de.
Sh
e st
ole
in
on
tip
toe.
Th
e k
itch
en
was
fu
ll o
f u
nif
orm
ed m
en d
rin
kin
g te
a, a
nd
aro
un
d
the
table
sat
her
fam
ily,
dej
ecti
on
an
d d
esp
air
etch
ed o
n
ever
y f
ace.
T
hey
had
n’t
see
n h
er y
et.
On
e o
f th
e u
ni-
form
ed m
en h
ad p
ut
do
wn
his
cu
p a
nd
was
sp
eak
ing.
His
voic
e w
as lo
w a
nd h
ush
ed.
‘You
’re
sure
the
tow
el is
her
s, n
o d
ou
bts
abou
t it?
’
Ch
erry
’s m
oth
er s
hook h
er h
ead.
‘It’
s h
er t
ow
el,’
sh
e sa
id q
uie
tly,
‘an
d t
hey
are
her
shel
ls.
Sh
e m
ust
hav
e p
ut
them
up
th
ere,
mu
st h
ave
been
the
last
thin
g sh
e did
.’
Ch
erry
saw
her
sh
ells
sp
read
ou
t o
n t
he
op
en t
ow
el
and s
tifl
ed a
sh
ou
t of j
oy.
‘We
hav
e to
say
,’ h
e w
ent
on
. ‘W
e h
ave
to s
ay t
hen
,
mo
st
regr
etta
bly
, th
at
the
chan
ces
of
fin
din
g y
ou
r
dau
ghte
r al
ive
no
w a
re v
ery
sli
m.
It
seem
s sh
e m
ust
hav
e tr
ied
to
cli
mb
th
e cl
iff
to e
scap
e th
e h
eav
y s
eas
and
fal
len
in
. W
e’v
e sc
ou
red
th
e cl
iff
top
fo
r m
iles
in
bo
th
dir
ecti
on
s an
d
cov
ered
th
e en
tire
b
each
, an
d
ther
e’s
no
sig
n o
f h
er.
Sh
e m
ust
hav
e b
een
was
hed
ou
t
to s
ea.
We
mu
st c
on
clu
de
that
sh
e is
mis
sin
g. W
e h
ave
to p
resu
me
that
sh
e is
dro
wn
ed.’
Ch
erry
co
uld
lis
ten
no
lo
nge
r b
ut
bu
rst
into
th
e
room
sh
ou
tin
g.
he
was
go
ne,
bac
k in
to t
he
tun
nel
. C
her
ry w
aite
d u
nti
l
the
ligh
t fr
om
th
e ca
nd
le i
n h
is h
at h
ad v
anis
hed
an
d
then
tu
rned
eag
erly
to
th
e la
dd
er a
nd
beg
an t
o c
lim
b u
p
tow
ards
the
ligh
t.
Sh
e fo
un
d h
erse
lf in
a p
lace
sh
e k
new
wel
l, h
igh
on
the
mo
or
by
Zen
no
r Q
uo
it.
Sh
e st
oo
d b
y t
he
ruin
ed
min
e w
ork
ings
an
d lo
ok
ed d
ow
n a
t th
e sl
eep
ing
vil
lage
shro
ud
ed i
n m
ist,
an
d t
he
calm
blu
e se
a b
eyo
nd
. T
he
sto
rm h
ad p
asse
d a
nd
th
ere
was
sca
rcel
y a
bre
ath
of
win
d e
ven
on
th
e m
oo
r. I
t w
as o
nly
ten
min
ute
s’ w
alk
do
wn
th
rou
gh t
he
bra
cken
, ac
ross
th
e ro
ad b
y t
he
Eag
le’s
Nes
t an
d d
ow
n t
he
farm
tra
ck t
o t
he
cott
age
wh
ere
her
fam
ily
wo
uld
be
wai
tin
g. S
he
beg
an t
o r
un
,
bu
t th
e cl
oth
es w
ere
stil
l h
eav
y a
nd
wet
an
d s
he
was
soo
n r
edu
ced
to
a f
ast
wal
k.
All
th
e w
hil
e sh
e w
as
det
erm
inin
g w
her
e sh
e w
ou
ld b
egin
her
sto
ry,
wo
n-
der
ing
ho
w m
uch
th
ey w
ou
ld b
elie
ve.
A
t th
e to
p o
f
the
lan
e sh
e st
op
ped
to
co
nsi
der
ho
w b
est
to m
ake
her
entr
ance
. S
ho
uld
sh
e ri
ng
the
bel
l an
d b
e fo
un
d s
tan
d-
ing
ther
e, o
r sh
ou
ld s
he
just
wal
k in
an
d s
urp
rise
th
em
ther
e at
bre
akfa
st?
Sh
e lo
nge
d t
o s
ee t
he
joy
on
th
eir
face
s, t
o fee
l th
e w
arm
th o
f th
eir
arm
s ar
ou
nd
her
an
d t
o
bask
on
ce a
gain
in th
eir
affe
ctio
n.
Sh
e sa
w a
s sh
e ca
me
rou
nd
th
e co
rner
by
th
e co
t-
tage
th
at t
her
e w
as a
lo
ng
blu
e L
and
Ro
ver
par
ked
in
the
lan
e, b
rist
lin
g w
ith
aer
ials
. ‘C
oast
guar
d’sh
e re
ad o
n
2726
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The
Gia
nt’
s N
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ace
Resource sheet 2a
Copy for children cont.
The National Literacy Strategy
51
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
‘I’m
ho
me,
I’m
ho
me.
Lo
ok
at
me,
I’m
no
t d
row
ned
at a
ll.
I’m
her
e! I
’m h
om
e!’
Th
e te
ars
wer
e ru
nn
ing
dow
n h
er fa
ce.
Bu
t n
o o
ne
in t
he
roo
m e
ven
tu
rned
to
lo
ok
in
her
dir
ecti
on
. H
er b
roth
ers
crie
d o
pen
ly,
on
e o
f th
em
clu
tch
ing
the
gian
t’s
nec
kla
ce.
‘Bu
t it
’s m
e,’ s
he
sho
ute
d a
gain
. ‘M
e, c
an’t
yo
u s
ee?
It’s
me
and I’
ve c
om
e ba
ck.
I’m
all r
igh
t. L
ook a
t me.
’
Bu
t no o
ne
did
, an
d n
o o
ne
hea
rd.
Th
e gi
ant’s
nec
kla
ce la
y sp
read
ou
t on
the
tabl
e.
‘So
sh
e’ll
nev
er f
inis
h i
t af
ter
all,
’ sa
id h
er m
oth
er
soft
ly.
‘Poor
Ch
erry
. Poor
dea
r C
her
ry.’
An
d i
n t
hat
on
e m
om
ent
Ch
erry
kn
ew a
nd
un
der
-
sto
od
th
at s
he
was
rig
ht,
th
at s
he
wo
uld
nev
er f
inis
h
her
nec
kla
ce,
that
sh
e b
elo
nge
d n
o l
on
ger
wit
h t
he
livi
ng
but h
ad p
asse
d o
n b
eyon
d.
The
Gia
nt’
s N
eckl
ace
Resource sheet 2a
Copy for children contd.
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 2b
OHT page 14
At first, she imagined that the glow aboveher was from a torch. She shouted andscreamed until she was weak from the effort of it.But although no answering call came from thenight, the light remained pale and beckoning,wider than that of a torch. With renewed hopeCherry found enough strength to inch her way upthe cliff, until she reached the entrance to anarrow cave. It was filled with a flickering yellowlight like that of a candle shaken by the wind. Shehauled herself up into the mouth of the cave andsat down exhausted, looking back down at thefurious sea frothing beneath her. She laughedaloud in triumph. She was safe! She had defiedthe sea and won! Her one regret was that shehad had to leave her cowrie shells behind. Shewould fetch them tomorrow after the tide hadgone down again.
The National Literacy Strategy
52
© Michael Morpurgo 2002
The National Literacy Strategy
53
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 2c
Annotated version of OHT
page 14
Con
tras
t.
Con
cise
des
crip
tion
offe
elin
gs.
Con
nect
ive
phr
ase
sugg
ests
a p
ossi
bili
ty.
Imag
e su
gges
ts a
per
son.
Con
cise
des
crip
tion
offe
elin
gs.
Eff
ectiv
e si
mile
.
Sug
gest
s sh
e ha
s d
efea
ted
her e
nem
y in
a b
attle
.
It is
as
if th
e se
a is
a p
ower
ful
per
son.
Imp
lies
she
has
no d
oub
t she
will
get
hom
e sa
fely
.
14
The
Gia
nt’
s N
eckl
ace
wo
uld
be
qu
ite
safe
. S
he
too
k t
he
soak
ing
bu
nd
le o
ut
of
her
sw
eate
r an
d p
lace
d it
car
efu
lly a
gain
st t
he
rock
fac
e
on
th
e le
dge
bes
ide
her
, p
ush
ing
it i
n a
s fa
r as
it
wo
uld
go.
‘I’
ll b
e b
ack
fo
r y
ou
,’ s
he
said
, an
d r
each
ed u
p f
or
the
nex
t li
p o
f ro
ck.
Ju
st b
elo
w h
er t
he
sea
cras
hed
agai
nst
th
e cl
iff
as i
t it
wan
ted
to
su
ck h
er f
rom
th
e
rock
fac
e an
d c
laim
her
on
ce a
gain
. C
her
ry d
eter
min
ed
not t
o lo
ok d
ow
n b
ut t
o c
on
cen
trat
e on
the
clim
b.
At
firs
t, s
he
imag
ined
th
at t
he
glo
w a
bo
ve
her
was
fro
m a
to
rch
. S
he
sho
ute
d a
nd
scr
eam
ed u
nti
l sh
e w
as
wea
k f
rom
th
e ef
fort
of
it.
Bu
t al
tho
ugh
no
an
swer
ing
call
cam
e fr
om
th
e n
igh
t, t
he
ligh
t re
mai
ned
pal
e an
d
bec
ko
nin
g, w
ider
th
an t
hat
of
a to
rch
. W
ith
ren
ewed
ho
pe
Ch
erry
fo
un
d e
no
ugh
str
engt
h t
o in
ch h
er w
ay u
p
the
clif
f, u
nti
l sh
e re
ach
ed t
he
entr
ance
to
a n
arro
w
cave.
It
was
fil
led
wit
h a
fli
cker
ing
yel
low
ligh
t li
ke
that
of
a ca
nd
le s
hak
en b
y t
he
win
d. S
he
hau
led
her
self
up
into
th
e m
ou
th o
f th
e ca
ve
and
sat
do
wn
ex
hau
sted
,
loo
kin
g b
ack
do
wn
at
the
furi
ou
s se
a fr
oth
ing
ben
eath
her
. S
he
lau
ghed
alo
ud
in t
riu
mp
h.
Sh
e w
as s
afe!
Sh
e
had
def
ied
th
e se
a an
d w
on
! H
er o
ne
regr
et w
as t
hat
she
had
had
to
lea
ve
her
co
wri
e sh
ells
beh
ind
. S
he
wo
uld
fet
ch t
hem
to
mo
rro
w a
fter
th
e ti
de
had
go
ne
dow
n a
gain
.
Fo
r th
e fi
rst
tim
e n
ow
sh
e b
egan
to
th
ink
of
her
fam
ily
an
d
ho
w
wo
rrie
d
they
w
ou
ld
be,
b
ut
the
Des
crip
tive
verb
con
veys
effo
rt.
Per
soni
ficat
ion
sugg
ests
sea
is a
ngry
at h
er e
scap
e.
Sho
rt s
ente
nce
for d
ram
atic
effe
ct.
The National Literacy Strategy
54
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 2d
OHT pages 15 and 16
She had asked about the man-made walling,and her father had told her of the old tin mineswhose lodes and adits criss-crossed the entirecoastal area around Zennor. This one, he said,might have been the mine they called WheelNorth Grylls, and he thought the adit must havebeen walled up to prevent the seas from enteringthe mine in a storm. It was said there had been anaccident in the mine only a few years after it wasopened over a hundred years before, and that themine had had to close soon after when the mineowners ran out of money to make the necessaryrepairs. The entire story came back to her now,and she wondered where the cuckoo was andwhether the rock pipit had died with the effort ofkeeping the fledgling alive. Tin mines, shethought, lead to the surface, and the way home.That thought and her natural inquisitivenessabout the source of light persuaded her to her feetand into the tunnel.
© Michael Morpurgo 2002
The National Literacy Strategy
55
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Mos
t lik
ely
noun
s, b
ecau
se o
fse
nten
ce s
truc
ture
. Peo
ple
/th
ings
/ani
mal
s/p
lace
s?D
efin
itely
to d
o w
ith ti
n m
ines
. Rea
d o
n fo
r mor
ecl
ues.
Mus
t be
som
e so
rt o
f hol
e if
itha
s b
een
wal
led
up
. Sou
nds
like
a ca
ve, i
f sea
can
get
in it
.P
rob
ably
the
entr
ance
to th
eca
ve in
last
par
agra
ph.
May
be
entr
ance
to a
min
e?
15
The
Gia
nt’
s N
eckl
ace
tho
ugh
t o
f w
alk
ing
in t
hro
ugh
th
e fr
on
t d
oo
r al
l d
rip
-
pin
g an
d
dra
mat
ic
mad
e h
er
alm
ost
ch
ok
e w
ith
exci
tem
ent.
As
she
reac
hed
fo
rwar
d t
o b
rush
a s
har
p s
ton
e fr
om
the
sole
of
her
fo
ot,
Ch
erry
no
tice
d t
hat
th
e n
arro
w
entr
ance
to
th
e ca
ve
was
hal
f se
aled
in.
Sh
e ra
n h
er f
in-
gers
ov
er t
he
sto
nes
an
d c
emen
t to
mak
e su
re,
for
the
ligh
t w
as p
oo
r.
It w
as a
t th
at m
om
ent
that
sh
e re
cog-
nis
ed e
xac
tly
wh
ere
she
was
. S
he
reca
lled
no
w t
he
gian
t fl
edgl
ing
cuck
oo
on
e o
f h
er b
roth
ers
had
sp
ott
ed
bei
ng
fed
by
a t
iny
ro
ck p
ipit
ear
lier
in
th
e h
oli
day
s,
ho
w t
hey
had
qu
arre
lled
ov
er t
he
bin
ocu
lars
an
d h
ow
,
wh
en s
he
had
fin
ally
usu
rped
th
em a
nd
mad
e h
er
esca
pe
acro
ss t
he
rock
s, s
he
had
fo
un
d t
he
cuck
oo
per
ched
at
the
entr
ance
to
a n
arro
w c
ave
som
e w
ay u
p
the
clif
f fac
e fr
om
the
beac
h.
Sh
e h
ad a
sked
ab
ou
t th
e m
an-m
ade
wal
lin
g, a
nd
her
fat
her
had
to
ld h
er o
f th
e o
ld t
in m
ines
wh
ose
lod
es
and
ad
its
cris
s-cr
oss
ed t
he
enti
re c
oas
tal
area
aro
un
d
Zen
no
r.
Th
is o
ne,
he
said
, m
igh
t h
ave
bee
n t
he
min
e
they
cal
led
Wh
eel
No
rth
Gry
lls,
an
d h
e th
ou
ght
the
adit
mu
st h
ave
bee
n w
alle
d u
p t
o p
reven
t th
e se
as f
rom
ente
rin
g th
e m
ine
in a
sto
rm.
It
was
sai
d t
her
e h
ad
bee
n a
n a
ccid
ent
in t
he
min
e o
nly
a f
ew y
ears
aft
er i
t
was
op
ened
ov
er a
hu
nd
red
yea
rs b
efo
re,
and
th
at t
he
min
e h
ad
had
to
cl
ose
so
on
af
ter
wh
en
the
min
e
Ref
ers
bac
k to
last
par
agra
ph
– th
e en
tran
ce to
the
cave
has
bee
n se
aled
up
.
Resource sheet 2e
Annotated version of OHT
page 15
The National Literacy Strategy
56
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Ad
it =
som
e ki
nd o
f tun
nel o
rm
ine
entr
ance
.
16
The
Gia
nt’
s N
eckl
ace
ow
ner
s ra
n
ou
t o
f m
on
ey
to
mak
e th
e n
eces
sary
rep
airs
. T
he
enti
re s
tory
cam
e b
ack
to
her
no
w,
and
she
wo
nd
ered
wh
ere
the
cuck
oo
was
an
d w
het
her
th
e
rock
pip
it h
ad d
ied
wit
h t
he
effo
rt o
f k
eep
ing
the
fled
g-
lin
g al
ive.
T
in m
ines
, sh
e th
ou
ght,
lea
d t
o t
he
surf
ace,
and
th
e w
ay h
om
e.
Th
at t
ho
ugh
t an
d h
er n
atu
ral
inq
uis
itiv
enes
s ab
ou
t th
e so
urc
e o
f li
ght
per
suad
ed h
er
to h
er fe
et a
nd in
to th
e tu
nn
el.
Th
e ad
it b
ecam
e n
arro
wer
an
d l
ow
er a
s sh
e cr
ept
forw
ard
, so
th
at s
he
had
to
go
do
wn
on
her
han
ds
and
kn
ees,
so
met
imes
fla
t o
n h
er s
tom
ach
. A
lth
ou
gh s
he
was
ou
t o
f th
e w
ind
no
w, i
t se
emed
co
lder
. S
he
felt
sh
e
was
mo
vin
g d
ow
nw
ard
s fo
r a
min
ute
or
two
, fo
r th
e
blo
od
was
co
min
g to
her
hea
d a
nd
her
wei
ght
was
hea
vy
on
her
han
ds.
T
hen
, q
uit
e su
dd
enly
, sh
e fo
un
d
the
gro
un
d l
evel
lin
g o
ut
and
saw
a l
arge
tu
nn
el a
hea
d
of
her
. T
her
e w
as n
o d
ou
bt
as t
o w
hic
h w
ay s
he
sho
uld
turn
, fo
r o
ne
way
th
e tu
nn
el w
as b
lack
, an
d t
he
oth
er
way
was
ligh
ted
wit
h c
and
les
that
lin
ed t
he
lod
e w
all a
s
far
as s
he
cou
ld s
ee.
Sh
e ca
lled
ou
t, ‘
An
yo
ne
ther
e?
An
yo
ne
ther
e?’
Sh
e p
ause
d t
o l
iste
n f
or
the
rep
ly;
bu
t
all
she
cou
ld h
ear
no
w w
as t
he
mu
ffle
d r
oar
of
the
sea
and th
e co
nti
nu
ou
s ec
hoin
g of d
rippin
g w
ater
.
Th
e tu
nn
el w
iden
ed n
ow
an
d s
he
fou
nd
sh
e co
uld
wal
k u
pri
ght
agai
n,
bu
t h
er f
eet
hu
rt a
gain
st t
he
sto
ne
and
so
sh
e m
ov
ed s
low
ly,
feel
ing
her
way
gen
tly
wit
h
Resource sheet 2e
Annotated version of OHT
page 16
The National Literacy Strategy
57
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
‘Tea looks cold again,’ one of them said gruffly.‘’Tis always cold. I’m sure she makes it wi’ coldwater.’
‘Oh stop your moaning, Father,’ said the other, ayounger voice, Cherry felt. ‘She does her best. She’s five little ones to look after and precious littleto do it on. She does her best. You mustn’t keep on at her so. It upsets her. She does her best.’
‘So she does, lad, so she does. And so for thatmatter do I, but that don’t stop her moaning at meand it’ll not stop me moaning at her. If we didn’tmoan at each other, lad, we’d have precious littleelse to talk about, and that’s a fact. She expects it of me, lad, and I expects it of her.’
‘Excuse me,’ Cherry said tentatively. She feltshe had eavesdropped for long enough. Sheapproached them slowly. ‘Excuse me, but I’ve got a bit lost. I climbed the cliff, you see, ’cos I was cutoff from the Cove. I was trying to get back, but Icouldn’t and I saw this light and so I climbed up. Iwant to get home and I wondered if you could helpme get to the top?’
‘Top?’ said the older one, peering into the dark.‘Come closer, lad, where we can see you.’
Resource sheet 2f
OHT pages 18, 19 and 20
© Michael Morpurgo 2002
The National Literacy Strategy
58
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
‘She’s not a lad, Father. Are you blind? Can you notsee ’tis a filly. ’Tis a young filly, all wet through from thesea. Come,’ the young man said, standing up andbeckoning Cherry in. ‘Don’t be afeared, little girl, weshan’t harm you. Come on, you can have some of my tea if you like.’
They spoke their words in a manner Cherry had neverheard before. It was not the usual Cornish burr, butheavier and rougher in tone, more old-fashionedsomehow. There were so many questions in her mind.
‘But I thought the mine was closed a hundred yearsago,’ she said nervously. ‘That’s what I was told,anyway.’
‘Well, you was told wrong,’ said the old man, whomCherry could see more clearly now under his candle. His eyes were white and set far back in his head,unnaturally so, she thought, and his lips and mouthseemed a vivid red in the candlelight.
‘Closed, closed indeed, does it look closed to you?D’you think we’re digging for worms? Over fourthousand tons of tin last year and nine thousand ofcopper ore, and you ask is the mine closed? Over twenty fathoms below the sea this mine goes. We’ll
Resource sheet 2f
OHT pages 18, 19 and 20 contd.
The National Literacy Strategy
59
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
dig right out under the ocean, halfway to ’Merica afore we close down this mine.’
He spoke passionately now, almost angrily, so thatCherry felt she had offended him.
‘Hush, Father,’ said the young man taking off hisjacket and wrapping it round Cherry’s shoulders. ‘She doesn’t want to hear all about that. She’s cold and wet. Can’t you see? Now let’s make a little fire towarm her through. She’s shivered right through to herbones. You can see she is.’
‘They all are,’ said the old tinner pulling himself to his feet. ‘They all are.’ And he shuffled past her into thedark. ‘I’ll fetch the wood,’ he muttered, and then added, ‘for all the good it’ll do.’
‘What does he mean?’ Cherry asked the youngman, for whom she felt an instant liking. ‘What did hemean by that?’
‘Oh pay him no heed, little girl,’ he said. ‘He’s an oldman now and tired of the mine. We’re both tired of it,but we’re proud of it see, and we’ve nowhere else togo, nothing else to do.’
Resource sheet 2f
OHT pages 18, 19 and 20 contd.
The National Literacy Strategy
60
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
They
are
fath
er a
nd s
onsh
arin
g a
drin
k th
ey’v
eb
roug
ht w
ith th
em –
may
be
to w
ork?
Rar
ely
used
in m
oder
nsp
eech
.
Old
-fas
hion
ed la
ngua
ge
Old
-fas
hion
ed la
ngua
ge.
18
The
Gia
nt’
s N
eckl
ace
Old
-fas
hion
ed la
ngua
ge.
‘Tea
loo
ks
cold
aga
in,’
on
e o
f th
em s
aid
gru
ffly
. ‘’
Tis
alw
ays
cold
. I’
m s
ure
sh
e m
akes
it w
i’ c
old
wat
er.’
‘Oh
sto
p y
ou
r m
oan
ing,
Fat
her
,’ s
aid
th
e o
ther
, a
yo
un
ger
vo
ice,
Ch
erry
fel
t.
‘Sh
e d
oes
her
bes
t.
Sh
e’s
fiv
e li
ttle
on
es t
o l
oo
k a
fter
an
d p
reci
ou
s li
ttle
to
do
it
on
. S
he
do
es h
er b
est.
Yo
u m
ust
n’t
kee
p o
n a
t h
er s
o.
It
upse
ts h
er.
Sh
e does
her
bes
t.’
‘So
sh
e d
oes
, lad
, so
sh
e d
oes
. A
nd
so
fo
r th
at m
atte
r
do
I, b
ut
that
do
n’t
sto
p h
er m
oan
ing
at m
e an
d it
’ll n
ot
sto
p m
e m
oan
ing
at h
er.
If
we
did
n’t
mo
an a
t ea
ch
oth
er,
lad
, w
e’d
hav
e p
reci
ou
s li
ttle
els
e to
tal
k a
bo
ut,
and
th
at’s
a f
act.
Sh
e ex
pec
ts it
of
me,
lad
, an
d I
ex
pec
ts
it o
f her
.’
‘Ex
cuse
me,
’ C
her
ry s
aid
ten
tati
vel
y.
Sh
e fe
lt s
he
had
eav
esd
rop
ped
fo
r lo
ng
eno
ugh
. S
he
app
roac
hed
them
slo
wly
. ‘
Ex
cuse
me,
bu
t I’
ve
got
a b
it l
ost
. I
clim
bed
th
e cl
iff,
yo
u s
ee,
’co
s I
was
cu
t o
ff f
rom
th
e
Co
ve.
I w
as t
ryin
g to
get
bac
k, b
ut
I co
uld
n’t
an
d I
saw
this
ligh
t an
d s
o I
cli
mb
ed u
p.
I w
ant
to g
et h
om
e an
d I
won
der
ed if
you
cou
ld h
elp m
e ge
t to th
e to
p?’
‘To
p?’
sai
d t
he
old
er o
ne,
pee
rin
g in
to t
he
dar
k.
‘Com
e cl
ose
r, la
d, w
her
e w
e ca
n s
ee y
ou
.’
‘Sh
e’s
no
t a
lad
, F
ath
er.
Are
yo
u b
lin
d?
Can
yo
u
no
t se
e ’t
is a
fil
ly.
’T
is a
yo
un
g fi
lly,
all
wet
th
rou
gh
fro
m t
he
sea.
Co
me,
’ th
e y
ou
ng
man
sai
d, st
and
ing
up
and
bec
ko
nin
g C
her
ry i
n.
‘D
on
’t b
e af
eare
d,
litt
le g
irl,
Resource sheet 2g
Annotations for page 18
The National Literacy Strategy
61
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
She
is p
uzzl
ed, a
s is
the
read
er.
Imp
lies
that
she
sus
pec
tsth
ey a
re m
iner
s.
19
The
Gia
nt’
s N
eckl
ace
Why
is h
e us
ing
a ca
ndle
?
Viv
id re
d a
ssoc
iate
d w
ithb
lood
.
Phr
ase
sugg
ests
som
ethi
ngw
eird
, aga
inst
nat
ure.
Sug
gest
s a
skul
l.
we
shan
’t h
arm
yo
u.
Co
me
on
, y
ou
can
hav
e so
me
of
my
tea
if y
ou
like.
’
Th
ey s
po
ke
thei
r w
ord
s in
a m
ann
er C
her
ry h
ad
nev
er h
eard
bef
ore
. I
t w
as n
ot
the
usu
al C
orn
ish
bu
rr,
bu
t h
eav
ier
and
ro
ugh
er i
n t
on
e, m
ore
old
-fas
hio
ned
som
ehow
. Th
ere
wer
e so
man
y qu
esti
on
s in
her
min
d.
‘Bu
t I
tho
ugh
t th
e m
ine
was
clo
sed
a h
un
dre
d y
ears
ago
,’
she
said
n
erv
ou
sly.
‘Th
at’s
w
hat
I
was
to
ld,
anyw
ay.’
‘Wel
l, y
ou
was
to
ld w
ron
g,’ s
aid
th
e o
ld m
an, w
ho
m
Ch
erry
co
uld
see
mo
re c
lear
ly n
ow
un
der
his
can
dle
.
His
eyes
wer
e w
hit
e an
d s
et f
ar b
ack
in h
is h
ead
, un
nat
-
ura
lly
so
, sh
e th
ou
ght,
an
d h
is l
ips
and
mo
uth
see
med
a vi
vid r
ed in
the
can
dle
ligh
t.
‘Clo
sed
, cl
ose
d i
nd
eed
, d
oes
it
loo
k c
lose
d t
o y
ou
?
D’y
ou
th
ink
we’
re d
iggi
ng
for
wo
rms?
Over
fo
ur
tho
u-
san
d t
on
s o
f ti
ne
last
yea
r an
d n
ine
tho
usa
nd
of
cop
per
ore
, an
d y
ou
ask
is t
he
min
e cl
ose
d?
Ov
er t
wen
ty f
ath
-
om
s b
elo
w t
he
sea
this
min
e go
es.
We’
ll d
ig r
igh
t o
ut
un
der
th
e o
cean
, h
alfw
ay t
o ’
Mer
ica
afo
re w
e cl
ose
dow
n th
is m
ine.
’
He
spo
ke
pas
sio
nat
ely
no
w,
alm
ost
an
gril
y, s
o t
hat
Ch
erry
felt
sh
e h
ad o
ffen
ded
him
.
‘Hu
sh,
Fat
her
,’ s
aid
th
e y
ou
ng
man
tak
ing
off
his
jack
et a
nd
wra
pp
ing
it r
ou
nd
Ch
erry
’s s
ho
uld
ers.
‘S
he
do
esn
’t w
ant
to h
ear
all a
bo
ut
that
. S
he’
s co
ld a
nd
wet
.
Resource sheet 2g
Annotations for page 19
His
com
men
ts im
ply
???
Old
-fas
hion
ed la
ngua
ge.
He
beh
aves
kin
dly
as
ano
rmal
per
son
wou
ld.
The National Literacy Strategy
62
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
20
The
Gia
nt’
s N
eckl
ace
Rai
ses
mor
e q
uest
ions
for t
here
ader
. Ad
ds
to s
ense
of
unre
ality
.
She
is m
ore
puz
zled
, as
are
the
read
ers.
Phr
ases
ad
d to
air
of m
yste
ry.
Who
are
they
?
Can
’t y
ou
see
? N
ow
let
’s m
ake
a li
ttle
fir
e to
war
m h
er
thro
ugh
. S
he’
s sh
iver
ed r
igh
t th
rou
gh t
o h
er b
on
es.
Yo
u
can
see
sh
e is
.’
‘Th
ey a
ll a
re,’
sai
d t
he
old
tin
ner
pu
llin
g h
imse
lf t
o
his
fee
t. ‘
Th
ey a
ll a
re.’
An
d h
e sh
uff
led
pas
t h
er in
to t
he
dar
k.
‘I’
ll f
etch
th
e w
oo
d,’
he
mu
tter
ed,
and
th
en
added
, ‘fo
r al
l th
e go
od it
’ll d
o.’
‘Wh
at d
oes
he
mea
n?’
C
her
ry a
sked
th
e y
ou
ng
man
, fo
r w
ho
m s
he
felt
an
inst
ant
lik
ing.
‘W
hat
did
he
mea
n b
y th
at?’
‘Oh
pay
him
no
hee
d, l
ittl
e gi
rl,’
he
said
. ‘H
e’s
an o
ld
man
no
w a
nd
tir
ed o
f th
e m
ine.
We’
re b
oth
tir
ed o
f it
,
bu
t w
e’re
pro
ud
of
it s
ee,
and
we’
ve
no
wh
ere
else
to
go, n
oth
ing
else
to d
o.’
He
had
a k
ind
vo
ice
that
was
rea
ssu
rin
g to
Ch
erry
.
He
seem
ed
som
eho
w
to
kn
ow
th
e q
ues
tio
ns
she
wan
ted
to
ask
, fo
r h
e an
swer
ed t
hem
no
w w
ith
ou
t h
er
ever
ask
ing.
‘Sit
dow
n b
y m
e w
hile
you
list
en, g
irl,’ h
e sa
id.
‘Fat
her
wil
l m
ake
a fi
re t
o w
arm
yo
u a
nd
I s
hal
l te
ll
yo
u h
ow
we
com
e to
be
her
e.
Yo
u w
on
’t b
e af
eare
d
now
, will y
ou
?’
Ch
erry
lo
ok
ed u
p i
nto
his
fac
e w
hic
h w
as y
ou
nge
r
than
sh
e h
ad e
xp
ecte
d f
rom
his
vo
ice;
bu
t li
ke
his
fath
er’s
, th
e ey
es s
eem
ed s
ad a
nd
dee
p s
et,
yet
th
ey
smiled
at h
er g
entl
y an
d s
he
smiled
bac
k.
Old
-fas
hion
ed la
ngua
ge.
Resource sheet 2g
Annotations for page 20
The National Literacy Strategy
63
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
‘That’s my girl. It was a new mine this, promising,everyone said. The best tin in Cornwall and thatmeans the best tin in the world. 1865 it started upand they were looking for tinners, and so Fatherfound a cottage down by Treveal and came to work here. I was already fourteen, so I joined himdown the mine. We prospered and the mineprospered, to start with. Mother and the littlechildren had full bellies and there was talk of sinking a fresh shaft. Times were good andpromised to be better.’
Cherry sat transfixed as the story of the disasterunfolded. She heard how they had been trapped by a fall of rock, about how they had worked to pull them away, but behind every rock was another rock and another rock. She heard how they had never even heard any sound of rescue.They had died, he said, in two days or so becausethe air was bad and because there was too little of it.
‘Father has never accepted it; he still thinks he’salive, that he goes home to Mother and the littlechildren each evening. But he’s dead, just like me. I can’t tell him though, for he’d not understandand it would break his heart if he ever knew.’
Resource sheet 2h
OHT page 21
© Michael Morpurgo 2002
The National Literacy Strategy
64
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
21
The
Gia
nt’
s N
eckl
ace
Old
eno
ugh
to w
ork
in 1
865.
Tin
min
ers,
to d
ig o
ut th
e tin
from
und
ergr
ound
rock
s.
Con
firm
s th
ey a
re b
oth
tinm
iner
s.
A s
tory
with
in a
sto
ry.
‘Th
at’s
my
gir
l.
It w
as a
new
min
e th
is,
pro
mis
ing,
ever
yo
ne
said
. T
he
bes
t ti
n in
Co
rnw
all a
nd
th
at m
ean
s
the
bes
t ti
n i
n t
he
wo
rld
. 1
86
5 i
t st
arte
d u
p a
nd
th
ey
wer
e lo
ok
ing
for
tin
ner
s, a
nd
so
Fat
her
fo
un
d a
co
ttag
e
do
wn
by
Tre
vea
l an
d c
ame
to w
ork
her
e. I
was
alr
ead
y
fou
rtee
n,
so I
jo
ined
him
do
wn
th
e m
ine.
W
e p
ros-
per
ed a
nd
th
e m
ine
pro
sper
ed,
to s
tart
wit
h.
Mo
ther
and
th
e li
ttle
ch
ild
ren
had
fu
ll b
elli
es a
nd
th
ere
was
talk
of
sin
kin
g a
fres
h s
haf
t.
Tim
es w
ere
goo
d a
nd
pro
mis
ed to
be
bett
er.’
Ch
erry
sat
tra
nsf
ixed
as
the
sto
ry o
f th
e d
isas
ter
un
fold
ed.
Sh
e h
eard
ho
w t
hey
had
bee
n t
rap
ped
by
a
fall
of
rock
, ab
ou
t h
ow
th
ey h
ad w
ork
ed t
o p
ull
th
em
away
, b
ut
beh
ind
ev
ery
ro
ck w
as a
no
ther
ro
ck a
nd
ano
ther
ro
ck.
Sh
e h
eard
ho
w t
hey
had
nev
er e
ven
hea
rd a
ny
so
un
d o
f re
scu
e.
Th
ey h
ad d
ied
, h
e sa
id,
in
two
day
s o
r so
bec
ause
th
e ai
r w
as b
ad a
nd
bec
ause
ther
e w
as to
o li
ttle
of i
t.
‘Fat
her
has
nev
er a
ccep
ted
it;
he
stil
l th
ink
s h
e’s
aliv
e, t
hat
he
goes
ho
me
to M
oth
er a
nd
th
e li
ttle
ch
il-
dre
n e
ach
ev
enin
g. B
ut
he’
s d
ead
, ju
st l
ike
me.
I c
an’t
tell
him
th
ou
gh,
for
he’
d n
ot
un
der
stan
d a
nd
it
wo
uld
brea
k h
is h
eart
if h
e ev
er k
new
.’
‘So
yo
u a
ren
’t r
eal.
I’
m j
ust
im
agin
ing
all
this
.
You
’re
just
a d
ream
.’
‘No
dre
am,
my
gir
l,’
said
th
e y
ou
ng
man
lau
ghin
g
It is
pos
sib
le to
be
dea
d, b
utst
ill th
ink
you
are
aliv
e.
They
are
bot
h d
ead
real
ly.
They
die
d in
the
min
e w
hen
itco
llap
sed
.
Resource sheet 2i
Annotations for page 21
The National Literacy Strategy
65
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
She saw as she came round the corner by thecottage that there was a long blue Land Roverparked in the lane, bristling with aerials.‘Coastguard’ she read on the side. As she camedown the steps she noted that the back door of thecottage was open and she could hear voicesinside. She stole in on tiptoe. The kitchen was fullof uniformed men drinking tea, and around thetable sat her family, dejection and despair etchedon every face. They hadn’t seen her yet. One of the uniformed men had put down his cup and wasspeaking. His voice was low and hushed.
‘You’re sure the towel is hers, no doubts about it?’
Cherry’s mother shook her head.‘It’s her towel,’ she said quietly, ‘and they are
her shells. She must have put them up there, musthave been the last thing she did.’
Cherry saw her shells spread out on the opentowel and stifled a shout of joy.
‘We have to say,’ he went on. ‘We have to saythen, most regrettably, that the chances of findingyour daughter alive now are very slim. It seems she must have tried to climb the cliff to escape the
Resource sheet 2j
OHT pages 26 and 27
© Michael Morpurgo 2002
The National Literacy Strategy
66
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
heavy seas and fallen in. We’ve scoured the cliff topfor miles in both directions and covered the entirebeach, and there’s no sign of her. She must havebeen washed out to sea. We must conclude that sheis missing. We have to presume that she is drowned.’
Resource sheet 2j
OHT pages 26 and 27 contd.
© Michael Morpurgo 2002
The National Literacy Strategy
67
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
26
The
Gia
nt’
s N
eckl
ace
he
was
go
ne,
bac
k in
to t
he
tun
nel
. C
her
ry w
aite
d u
nti
l
the
ligh
t fr
om
th
e ca
nd
le i
n h
is h
at h
ad v
anis
hed
an
d
then
tu
rned
eag
erly
to
th
e la
dd
er a
nd
beg
an t
o c
lim
b u
p
tow
ards
the
ligh
t.
Sh
e fo
un
d h
erse
lf in
a p
lace
sh
e k
new
wel
l, h
igh
on
the
mo
or
by
Zen
no
r Q
uo
it.
Sh
e st
oo
d b
y t
he
ruin
ed
min
e w
ork
ings
an
d lo
ok
ed d
ow
n a
t th
e sl
eep
ing
vil
lage
shro
ud
ed i
n m
ist,
an
d t
he
calm
blu
e se
a b
eyo
nd
. T
he
sto
rm h
ad p
asse
d a
nd
th
ere
was
sca
rcel
y a
bre
ath
of
win
d e
ven
on
th
e m
oo
r. I
t w
as o
nly
ten
min
ute
s’ w
alk
do
wn
th
rou
gh t
he
bra
cken
, ac
ross
th
e ro
ad b
y t
he
Eag
le’s
Nes
t an
d d
ow
n t
he
farm
tra
ck t
o t
he
cott
age
wh
ere
her
fam
ily
wo
uld
be
wai
tin
g. S
he
beg
an t
o r
un
,
bu
t th
e cl
oth
es w
ere
stil
l h
eav
y a
nd
wet
an
d s
he
was
soo
n r
edu
ced
to
a f
ast
wal
k.
All
th
e w
hil
e sh
e w
as
det
erm
inin
g w
her
e sh
e w
ou
ld b
egin
her
sto
ry,
wo
n-
der
ing
ho
w m
uch
th
ey w
ou
ld b
elie
ve.
A
t th
e to
p o
f
the
lan
e sh
e st
op
ped
to
co
nsi
der
ho
w b
est
to m
ake
her
entr
ance
. S
ho
uld
sh
e ri
ng
the
bel
l an
d b
e fo
un
d s
tan
d-
ing
ther
e, o
r sh
ou
ld s
he
just
wal
k in
an
d s
urp
rise
th
em
ther
e at
bre
akfa
st?
Sh
e lo
nge
d t
o s
ee t
he
joy
on
th
eir
face
s, t
o fee
l th
e w
arm
th o
f th
eir
arm
s ar
ou
nd
her
an
d t
o
bask
on
ce a
gain
in th
eir
affe
ctio
n.
Sh
e sa
w a
s sh
e ca
me
rou
nd
th
e co
rner
by
th
e co
t-
tage
th
at t
her
e w
as a
lo
ng
blu
e L
and
Ro
ver
par
ked
in
the
lan
e, b
rist
lin
g w
ith
aer
ials
. ‘C
oast
guar
d’sh
e re
ad o
n
Wha
t is
a C
oast
guar
d?
Why
wou
ld h
e b
e at
Che
rry’
sho
use?
Resource sheet 2k
Annotations for page 26
The National Literacy Strategy
68
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
27
The
Gia
nt’
s N
eckl
ace
Wha
t is
the
effe
ct o
f thi
sim
age?
Why
do
they
look
like
this
?
Imp
lies
they
will
see
her
soo
n.
Who
cou
ld th
ey b
e? W
hat
unifo
rm?
Why
do
peo
ple
use
low
hu
shed
voi
ces?
Wha
t d
oes
this
sug
gest
?
Her
mot
her t
hink
s sh
e ha
sd
ied
.
Che
rry
thin
ks s
he w
ill g
et to
finis
h he
r nec
klac
e.
the
sid
e.
As
she
cam
e d
ow
n t
he
step
s sh
e n
ote
d t
hat
the
bac
k d
oo
r o
f th
e co
ttag
e w
as o
pen
an
d s
he
cou
ld
hea
r v
oic
es i
nsi
de.
Sh
e st
ole
in
on
tip
toe.
Th
e k
itch
en
was
fu
ll o
f u
nif
orm
ed m
en d
rin
kin
g te
a, a
nd
aro
un
d
the
table
sat
her
fam
ily,
dej
ecti
on
an
d d
esp
air
etch
ed o
n
ever
y f
ace.
T
hey
had
n’t
see
n h
er y
et.
On
e o
f th
e u
ni-
form
ed m
en h
ad p
ut
do
wn
his
cu
p a
nd
was
sp
eak
ing.
His
voic
e w
as lo
w a
nd h
ush
ed.
‘You
’re
sure
the
tow
el is
her
s, n
o d
ou
bts
abou
t it?
’
Ch
erry
’s m
oth
er s
hook h
er h
ead.
‘It’
s h
er t
ow
el,’
sh
e sa
id q
uie
tly,
‘an
d t
hey
are
her
shel
ls.
Sh
e m
ust
hav
e p
ut
them
up
th
ere,
mu
st h
ave
been
the
last
thin
g sh
e did
.’
Ch
erry
saw
her
sh
ells
sp
read
ou
t o
n t
he
op
en t
ow
el
and s
tifl
ed a
sh
ou
t of j
oy.
‘We
hav
e to
say
,’ h
e w
ent
on
. ‘W
e h
ave
to s
ay t
hen
,
mo
st
regr
etta
bly
, th
at
the
chan
ces
of
fin
din
g y
ou
r
dau
ghte
r al
ive
no
w a
re v
ery
sli
m.
It
seem
s sh
e m
ust
hav
e tr
ied
to
cli
mb
th
e cl
iff
to e
scap
e th
e h
eav
y s
eas
and
fal
len
in
. W
e’v
e sc
ou
red
th
e cl
iff
top
fo
r m
iles
in
bo
th
dir
ecti
on
s an
d
cov
ered
th
e en
tire
b
each
, an
d
ther
e’s
no
sig
n o
f h
er.
Sh
e m
ust
hav
e b
een
was
hed
ou
t
to s
ea.
We
mu
st c
on
clu
de
that
sh
e is
mis
sin
g. W
e h
ave
to p
resu
me
that
sh
e is
dro
wn
ed.’
Ch
erry
co
uld
lis
ten
no
lo
nge
r b
ut
bu
rst
into
th
e
room
sh
ou
tin
g.
Resource sheet 2k
Annotations for page 27
The National Literacy Strategy
69
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 2l
Whe
n C
herr
y sa
ys .
..S
he is
imp
lyin
g ..
.W
hen
the
youn
g m
iner
say
s ..
.H
e is
imp
lyin
g ..
.
2. T
hey’
ll b
e ou
tlo
okin
g fo
r me.
Your
ligh
t sav
edm
y lif
e.
4. Y
ou’v
esa
ved
lots
of
peo
ple
.
1. N
o on
eca
n ha
rmyo
u, n
otno
w.
3. S
’pos
e yo
u’ll
wan
t to
see
your
fam
ily a
gain
?
5. Y
ou c
an s
eeth
em b
ut th
eyca
n’t s
ee y
ou.
That
’s th
e w
orst
of it
.
The National Literacy Strategy
70
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Whe
n C
herr
y sa
ys .
..S
he is
imp
lyin
g ..
.W
hen
the
youn
g m
iner
say
s ..
.H
e is
imp
lyin
g ..
.
2. T
hey’
ll b
e ou
tlo
okin
g fo
r me.
Your
ligh
t sav
edm
y lif
e.
I nea
rly d
ied
, but
I’m a
live.
Like
you
sav
ed m
ylif
e.
4. Y
ou’v
esa
ved
lots
of
peo
ple
.
1. N
o on
eca
n ha
rmyo
u, n
otno
w.
3. S
’pos
e yo
u’ll
wan
t to
see
your
fam
ily a
gain
?
5. Y
ou c
an s
eeth
em b
ut th
eyca
n’t s
ee y
ou.
That
’s th
e w
orst
of it
.
Not
now
you
’re
dea
d.
I und
erst
and
that
you
still
car
e ab
out
them
, eve
n th
ough
you’
re d
ead
.
You
will
find
out
how
up
sett
ing
this
is w
hen
it ha
pp
ens
to y
ou.
Resource sheet 2m
The National Literacy Strategy
71
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Ove
rvie
w o
f ‘Th
e gi
ant’s
nec
klac
e’
Whe
re?
In th
e ki
tche
n at
the
O
n th
e b
each
O
n th
e cl
iff
In th
e ca
ve/t
in m
ine
Bac
k at
the
cott
age
cott
age
Wha
t tim
e o
fIn
the
mor
ning
aft
er
In th
e af
tern
oon
At n
ight
A
t nig
ht
Ear
ly n
ext m
orni
ng
day
/nig
ht?
bre
akfa
st
Resource sheet 2n
The National Literacy Strategy
72
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Lesson notes for days 6, 7 and 8Transforming part of ‘The giant’s necklace’ into a playscriptDay 6
Shared text work – reading and speaking and listening
• Explain that you are going to take a section of the short story you have been working on and turn it into a playscript.
• Create two lists, headed ‘Features of narratives’ and ‘Features of playscripts’. Ask the children to discuss with talk partners
and note down as many features as they can for each list. Take feedback, discuss and agree. The ‘Features of playscripts’
can become a checklist to be added to and used later by the children for reference. Use Resource sheet 3a for your reference.
• Remind the children that in a play, everything has to be conveyed to the reader or audience through what the characters say
and do. There are no passages of description, or characters’ thoughts.
• Discuss with the children that when adapting a story into a script, they need to identify the conversations in the story that will
become the dialogue in the play, who spoke the words and how the words were spoken, and other text in the story that may
be used or adapted into stage directions for the actors. Point out that, occasionally, text in the story may have to be
discarded in the playscript, or changed into extra dialogue: for example, descriptive passages.
• Demonstrate this process by using three different coloured highlighters and creating a key as follows: first colour to highlight
words inside speech marks; second colour to highlight who spoke, and how they spoke; third colour to highlight other text.
Start with the section of the story beginning ‘Tea looks cold again . . . ’ (page 18 of ‘The giant’s necklace’) up to ‘She
approached them slowly.’ Explain your reasons for choosing each colour, i.e. how you identified which kind of text it is.
Independent work
• Ask the children to work through this part of the story, continuing the process of highlighting, and thinking carefully about
each phrase in the text and what function it is performing.
• Ask them to text mark any points where they had difficulty in coming to a decision.
Plenary
• Identify points of difficulty, scribe alternatives and discuss which is preferable.
Day 7
Shared text work – reading, writing and sentence level
• Referring back to the checklist of playscript features, remind pupils of the layout of a play, showing examples if possible.
(N.B. It is advisable not to use plays with a narrator, as this confuses the issue of moving the action along through speech and
dialogue alone.)
• Use demonstration-writing to transform the first few paragraphs of the highlighted part of the story into playscript (from ‘Tea
looks cold . . . ’). Explain as you go along the decisions you are making about layout, the conversion of some verbs and
adverbs into stage directions, and the cutting of sections that relate to the characters’ thoughts or feelings. Use Resource
sheet 3b for your reference.
• Ask the children to monitor what you are writing against the checklist of key features.
Resource sheet 3
The Giant’s Necklace
The National Literacy Strategy
73
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Independent work – reading, writing and sentence level
• Ask the children to carry on from where you stopped, converting their highlighted narratives into playscripts.
• Remind them to use the checklist for reference.
Plenary
• Ask children to share how they tackled parts of the text where speech was mixed in with information about who spoke, and
their thoughts or feelings, i.e. all three coloured highlighters were used. For example, how did they convert the following:
‘What does he mean?’ Cherry asked the young man, for whom she felt an instant liking. ‘What did he mean by that?’
Day 8
Shared text work – speaking and listening, writing, sentence and word level
• Remove the checklist from view, and ask children in pairs to note down as many key features of playscripts as they can.
Display the checklist. Recap on how to incorporate stage directions, based on the work done so far.
• Tell the children that up to now, they have been able to concentrate on applying the conventions of playscript to existing
content, because they have been using someone else’s story. Explain that today they are going to create their own playscript
by inventing some content, and writing it according to playscript conventions.
• Remind the children that in the story the younger miner led Cherry to the way out of the mine, then returned to his father. Ask
them to imagine what conversations the two men might have had after Cherry had gone. Collect a few ideas, e.g. the
younger one may have wondered aloud if Cherry would come back; they might have talked about the storm that brought her
there and about other storms they remembered; the old man might have talked about his daughter Martha; they might have
shared some food.
• Ask the children to discuss their ideas in pairs, and take some feedback so that there is a variety of suggestions to
choose from.
• Choose one of the options and use teacher scribing to compose a few lines of dialogue, using and encouraging the children
to use oral rehearsal before committing ideas to writing.
Independent work – writing, sentence and word level
• Ask the children to compose a short scene of dialogue, either continuing from the shared text you scribed, or using their
own ideas.
• Remind them to refer regularly to the checklist to ensure that they are applying the conventions correctly.
Plenary
• Hear a couple of volunteers’ scenes, then ask children to swap scripts with a partner and check each other’s work against
the checklist.
Resource sheet 3
contd.
The National Literacy Strategy
74
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Checklist of key features of playscripts
• No speech marks.
• Each person’s speech starts on a new line.
• Character’s name in the left-hand margin denotes who is speaking.
• The setting is briefly described at the beginning of the scene.
• Stage directions for the actors, explaining how the characters say their lines, or any actions
they make while saying those lines, are in brackets after the character’s name, e.g.
Wizard (waving his wand threateningly): I’m warning you!Witch (sneering): As if I care!
• Movements by the characters, including exits and entrances, are written on separate lines,
often in italics, and in the present tense, e.g.
The wizard grabs his hat and rushes out, followed by the frog.
• Plays are usually divided into a number of scenes. If there is a change of time or place, a new
scene is needed.
Resource sheet 3a
The National Literacy Strategy
75
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Sto
ry te
xt c
onve
rted
into
stag
e d
irect
ion.
Sto
ry te
xt c
ontr
acte
d i
nto
stag
e d
irect
ion.
No
spee
ch m
arks
Sto
ry te
xt c
onve
rted
into
stag
e d
irect
ion
and
inse
rted
into
the
mid
dle
of a
cha
ract
er’s
sp
eech
.
Sto
ry te
xt c
onve
rted
into
a st
age
dire
ctio
n, w
ithso
me
text
cut
.
Old
man
(gru
ffly)
:Te
a lo
oks
cold
aga
in. ’
Tis
alw
ays
cold
. I’m
sur
e sh
e m
akes
it w
i’ co
ld w
ater
.
Youn
ger m
an:
Oh
stop
you
r moa
ning
Fat
her.
She
doe
s he
r bes
t. S
he’s
five
litt
le o
nes
to lo
ok a
fter
and
pre
ciou
s lit
tle to
do
it on
. She
doe
s he
r bes
t. Y
ou m
ustn
’t ke
ep o
n at
her
so.
It u
pse
ts h
er. S
he d
oes
her b
est.
Old
man
:S
o sh
e d
oes,
lad
, so
she
doe
s. A
nd fo
r tha
t mat
ter s
o d
o I,
but
that
don
’t st
op h
er m
oani
ng a
t me
and
it’ll
not s
top
me
moa
ning
at h
er. I
f we
did
n’t m
oan
at e
ach
othe
r, la
d, w
e’d
hav
e p
reci
ous
little
els
e to
talk
abou
t, a
nd th
at’s
a fa
ct. S
he e
xpec
ts it
of m
e, la
d, a
nd I
exp
ects
it o
f her
.
Che
rry
app
roac
hes
them
slo
wly
.
Che
rry
(tent
ativ
ely)
:E
xcus
e m
e, b
ut I’
ve g
ot a
bit
lost
. I c
limb
ed th
e cl
iff, y
ou s
ee, ’
cos
I was
cut
off
from
the
Cov
e. I
was
tryi
ng
to g
et b
ack,
but
I co
uld
n’t a
nd I
saw
this
ligh
t and
so
I clim
bed
up
. I w
ant t
o ge
t hom
e an
d I
won
der
ed if
you
coul
d h
elp
me
get t
o th
e to
p?
Old
man
pee
rs to
war
ds
her v
oice
.
Old
man
:To
p?
Com
e cl
oser
, lad
, whe
re w
e ca
n se
e yo
u.
Youn
ger m
an:
She
’s n
ot a
lad
, Fat
her.
Are
you
blin
d?
Can
you
not
see
’tis
a fi
lly. ’
Tis
a yo
ung
filly
, all
wet
thro
ugh
from
the
sea.
He
stan
ds
up a
nd b
ecko
ns C
herr
y in
.
Com
e, d
on’t
be
afea
rd, l
ittle
girl
, we
shan
’t ha
rm y
ou. C
ome
on, y
ou c
an h
ave
som
e of
my
tea
if yo
u lik
e.
Che
rry
(ner
vous
ly):
But
I th
ough
t the
min
e w
as c
lose
d a
hun
dre
d y
ears
ago
. Tha
t’s w
hat I
was
told
, any
way
.
Old
man
(bec
omin
g an
gry)
:W
ell y
ou w
as to
ld w
rong
. Clo
sed
, clo
sed
ind
eed
, doe
s it
look
clo
sed
to y
ou?
D’y
ou th
ink
we’
re d
iggi
ng
for w
orm
s? O
ver f
our t
hous
and
tons
of t
in la
st y
ear a
nd n
ine
thou
sand
of c
opp
er o
re, a
nd y
ou a
sk is
the
min
e cl
osed
? O
ver t
wen
ty fa
thom
s b
elow
the
sea
this
min
e go
es. W
e’ll
dig
righ
t out
und
er th
e oc
ean,
halfw
ay to
’Mer
ica
afor
e w
e cl
ose
dow
n th
is m
ine.
The
youn
ger m
an ta
kes
off h
is ja
cket
and
wra
ps
it ro
und
Che
rry’
s sh
ould
ers.
“She
felt
she
had
…”
has
bee
n cu
t.(c
hara
cter
’s fe
elin
gs)
Sto
ry te
xt c
onve
rted
into
a s
tage
dire
ctio
n.
Resource sheet 3b
Annotations for converting
narrative to playscript
The National Literacy Strategy
76
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Lesson notes for ‘Freddie Pilcher’ by Pie CorbettDay 9
Shared text work – reading, sentence and word level and speaking and listening
• Display enlarged copy/OHT of the story (Resource sheet 4a), with only the opening paragraph visible. Ask the children to
read it, then to jot down as many ideas, questions and thoughts as they can about these two sentences. Use Resource
sheet 4c (annotated copy of the story) for your reference.
• Share initial responses, discuss some of the questions raised, and possible answers.
• Give out copies of the story (Resource sheet 4b) to the children so that they can text mark. Read up to ‘Through the bottom
of a milk bottle’ aloud, demonstrating for the children how to interrogate the text, and how they can deduce and infer from a
limited amount of information.
• Model for the children ways to underline, circle or in other ways mark a text, and make notes and comments in the margins.
• Use paired talk to explore some of the questions.
• Ask the children to read and text mark the next two paragraphs, take some feedback, then read aloud to the end, using
Resource sheet 4c for your reference.
Independent work – reading, writing, sentence and word level
• Give the children a copy of Resource sheet 4d ‘Questions about “Freddie Pilcher”’.
• Explain that for question 1, in order to summarise information in the text, they will need to skim read, looking for and
marking any evidence of what Freddie looks like. For question 2, which asks them to predict, they will need to refer to the
notes they and you have made in shared reading, before they make their predictions.
• You may wish some children to complete their independent work on OHT so that it can be shared with the class, if this is
appropriate and is part of your usual practice.
Extended plenary
• Share children’s responses, drawing out in the discussion successful ways of writing concisely, e.g. there is no need to
incorporate the question into the answer.
• Highlight the need for conditional verbs in answers which predict possible future events, e.g. might, could, may, would, etc.
and suitable connectives, e.g. It is likely that, perhaps, possibly, maybe, it could be that, etc.
Resource sheet 4
Lesson notes for day 9
The National Literacy Strategy
77
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
From ‘Freddie Pilcher’ by Pie Corbett
Grandma Pugh sized the baby up like a pig at the cattlemarket. There was a pause and then she pronounced.
‘He’s got nice long legs.’ She smacked her lips togetherin approval. But then she frowned and leaned forwards.Everyone waited anxiously. The baby had opened hiseyes and was staring up at her from his cot. ‘But thatsquint won’t do!’ she declared firmly, turning her backon him and tut-tutting.
That had been Freddie Pilcher’s first meeting withGrandma Pugh. Since then, ten years had passed.Much to his grandmother’s satisfaction, his legs had notlet her original pronouncement down. She had beencorrect. The boy was a regular beanpole.
Grandma Pugh had also been correct about hiseyesight. At first, he had worn glasses. The lenses wereso thick that it was like looking at the world through thebottom of a milk bottle.
When he was old enough Freddie had been to hospitalto have an operation. Now he no longer squinted. Hestill wore glasses. Without them, he was like a fish out ofwater. His mother had to fix his glasses to his ears withsticking plaster; otherwise he kept losing them. And asshe kept saying, they might be National Health but that
Resource sheet 4a
Freddie Pilcher OHT
© Pie Corbett 2002
The National Literacy Strategy
78
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
wasn’t the point. Freddie not only had poor eyesight,but he was also clumsy.
Freddie did not really seem suited to schoolwork. Butthere was one thing that he was good at and it was allon account of the length of his legs. His grandma hadbeen right to be proud of him. He could jump.
Freddie was the best jumper in school. Not only couldhe leap the furthest but also the highest. At break-times, he entertained the little ones by leaping over theschool wall into Mrs Hobson’s garden and then rapidlyvaulting back. She had been up to see the HeadTeacher several times because somebody had beentrampling on her vegetables.
It was badgers, Freddie suggested, when quizzed byMiss Harpy – definitely badgers. His dad had terribleproblems with badgers. Only last week he had lost tworows of carrots. Freddie had woken one night and heardthem rampaging through the garden, a whole herd ofthem. They rooted up the lawn, dug up the vegetablesand crunched up the snails like boiled sweets. Terriblethings, badgers. All the other children nodded theirheads sagely. There was a moment’s pause in classthree as everyone pondered on the dreadful damagethat badgers could do.
Resource sheet 4a
Freddie Pilcher OHT contd.
The National Literacy Strategy
79
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 4b
Children’s copy
From ‘Freddie Pilcher’ by Pie Corbett
Grandma Pugh sized the baby up like a pig atthe cattle market. There was a pause and thenshe pronounced.
‘He’s got nice long legs.’ She smacked herlips together in approval. But then shefrowned and leaned forwards. Everyonewaited anxiously. The baby had opened hiseyes and was staring up at her from his cot.‘But that squint won’t do!’ she declared firmly,turning her back on him and tut-tutting.
That had been Freddie Pilcher’s first meetingwith Grandma Pugh. Since then, ten yearshad passed. Much to his grandmother’ssatisfaction, his legs had not let her originalpronouncement down. She had been correct.The boy was a regular beanpole.
Grandma Pugh had also been correct abouthis eyesight. At first, he had worn glasses. Thelenses were so thick that it was like looking atthe world through the bottom of a milk bottle.
When he was old enough Freddie had been tohospital to have an operation. Now he nolonger squinted. He still wore glasses. Withoutthem, he was like a fish out of water. HisMother had to fix his glasses to his ears withsticking plaster; otherwise he kept losingthem. And as she kept saying, they might beNational Health but that wasn’t the point.
© Pie Corbett 2002
The National Literacy Strategy
80
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Freddie not only had poor eyesight, but hewas also clumsy.
Freddie did not really seem suited toschoolwork. But there was one thing that hewas good at and it was all on account of thelength of his legs. His grandma had been rightto be proud of him. He could jump.
Freddie was the best jumper in school. Not onlycould he leap the furthest but also the highest.At break-times, he entertained the little ones byleaping over the school wall into Mrs Hobson’sgarden and then rapidly vaulting back. She hadbeen up to see the Head Teacher several timesbecause somebody had been trampling on hervegetables.
It was badgers, Freddie suggested, whenquizzed by Miss Harpy – definitely badgers. Hisdad had terrible problems with badgers. Onlylast week he had lost two rows of carrots.Freddie had woken one night and heard themrampaging through the garden, a whole herd ofthem. They rooted up the lawn, dug up thevegetables and crunched up the snails likeboiled sweets. Terrible things, badgers. All theother children nodded their heads sagely.There was a moment’s pause in class three aseveryone pondered on the dreadful damagethat badgers could do.
Resource sheet 4b
Children’s copy contd.
The National Literacy Strategy
81
Year 6 Planning Exemplification 2002–2003:
Narrative Reading Unit
Resource sheet 4c
Annotations for Freddie
Pilcher
Why is a pig at the cattlemarket? Suggests baby isan oddity.
Deduce whose mother sheis from surname. (Freddie’smum’s.)
What does this idiomaticphrase mean? What does itsuggest about Grandma P?
What are cattle? Whathappens at a cattlemarket? Why has theauthor chosen this simile?
‘Pronounced’ makes herseem important. Why iseveryone anxious? Heropinion matters.
Can deduce Freddie was ababy.
a regular = just like a
From ‘Freddie Pilcher’ by Pie Corbett
Grandma Pugh sized the baby up like a pig atthe cattle market. There was a pause and thenshe pronounced.
‘He’s got nice long legs.’ She smacked herlips together in approval. But then shefrowned and leaned forwards. Everyonewaited anxiously. The baby had opened hiseyes and was staring up at her from his cot.‘But that squint won’t do!’ she declared firmly, turning her back on him and tut-tutting.
That had been Freddie Pilcher’s first meetingwith Grandma Pugh. Since then, ten yearshad passed. Much to his grandmother’ssatisfaction, his legs had not let her originalpronouncement down. She had been correct.The boy was a regular beanpole.
Grandma Pugh had also been correct abouthis eyesight. At first, he had worn glasses. Thelenses were so thick that it was like looking atthe world through the bottom of a milk bottle.
When he was old enough Freddie had been tohospital to have an operation. Now he nolonger squinted. He still wore glasses. Withoutthem, he was like a fish out of water. HisMother had to fix his glasses to his ears withsticking plaster; otherwise he kept losingthem. And as she kept saying, they might beNational Health but that wasn’t the point.
Suggests she might eathim!
Meaning? Reread previous sentence: to dowith eyes?
Phrase with two meanings,literal and figurative.
Can deduce his age.
Meaning? Look withinword at ‘pole’. Connectsback to ‘his legs’, soprobably to do with hisheight.
What is the effect of thissimile? How does it help usto picture Freddie?
Contributes to picture ofFreddie.
Meaning? Refers toglasses that he kept losing, which were free.
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Contributes to picture ofFreddie.
Short sentence for effect.
What does this namesuggest? Harpy = mythicalfemale beast.
Meaning? Something haddestroyed vegetable plot.
Why do they supportFreddie?
Meaning? Verb that lookslike ‘wonder’ – happensduring a pause, so candeduce it is something onedoes silently.
Freddie not only had poor eyesight, but hewas also clumsy.
Freddie did not really seem suited toschoolwork. But there was one thing that hewas good at and it was all on account of thelength of his legs. His grandma had been rightto be proud of him. He could jump.
Freddie was the best jumper in school. Notonly could he leap the furthest but also thehighest. At break-times, he entertained thelittle ones by leaping over the school wall intoMrs Hobson’s garden and then rapidly vaultingback. She had been up to see the HeadTeacher several times because somebody hadbeen trampling on her vegetables.
It was badgers, Freddie suggested, whenquizzed by Miss Harpy – definitely badgers. Hisdad had terrible problems with badgers. Onlylast week he had lost two rows of carrots.Freddie had woken one night and heard themrampaging through the garden, a whole herd ofthem. They rooted up the lawn, dug up thevegetables and crunched up the snails likeboiled sweets. Terrible things, badgers. All theother children nodded their heads sagely.There was a moment’s pause in class three aseveryone pondered on the dreadful damagethat badgers could do.
Specific verbs havecumulative effect.
Economical phrase: candeduce he is suspected ofcausing the damage and isbeing questioned.
Words chosen for effect.Suggest wild dangerousdestructive beasts.
Meaning? Two meanings: aherb and a wise person.Sagely = wisely.
Resource sheet 4c
contd.
Summarise what we have found out about Freddie as a person.
1. He is not clever at school.
2. He can jump amazingly.
3. He can make up convincing lies, blaming the damage to Mrs H’s garden on badgers.
4. Other children like him: they all supported his badger story and no one told on him.
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Resource sheet 4d
Questions
Questions about ‘Freddie Pilcher’
1. Use the information from the story to write a briefdescription in your own words of Freddie Pilcher’sphysical appearance.
2. This is the opening chapter of a book. From what youhave read so far, speculate on what might happen inother chapters. You will need to bear in mind what youhave found out about Freddie and any other charactersthat have appeared.
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Resource sheet 5
Lesson notes for day 10
Lesson notes for ‘Meatpie on the Masham Road’ by Pie CorbettDay 10
Shared text work – reading, sentence and word level andspeaking and listening
• Distribute copies of the story to individuals (Resource sheet 5b) and display an enlarged/OHT
copy (Resource sheet 5a) to annotate with the class.
• Read the story, using the sample questions and comments on Resource sheet 5c as prompts.
Model for the children how to text mark key words, phrases, sentences and passages for
closer scrutiny.
• Demonstrate writing brief comments or notes in the margins, and encourage the children to
make their own notes. Use paired talk to explore some of the questions.
• Ask the children to read and text mark occasional paragraphs independently, and take
some feedback.
Independent work – reading, writing, sentence and word level
• Give the children a copy of Resource sheet 5d ‘Questions about ‘Meatpie on the Masham
Road’.
• Tell them that when they tackle questions 1, 2 and 3, they must first find the quotes and text
mark them in their copy of the story so they can re-read them in context, before they answer the
questions.
Extended plenary
• Share children’s answers to the four questions, drawing out in the discussion the need to be
very clear about exactly what the question is asking, and strategies for answering.
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From ‘Meatpie on the Masham Road’by Pie Corbett
‘It’s a tortoise, I tell you, it’s a tortoise.’ Therewe were, tearing towards Masham and I sawthis tortoise, making its way up the side of theroad. At first, I couldn’t believe it. We shot pastso quickly. But I knew that I had seen it. Its little head poking out as it ambled along.
Honestly, my dad never believes anything Isay. Take for instance the time that I saw aUFO in Mrs Carter’s garden. Well, I wasn’t toknow that it was her new satellite dish, was I?
Anyone would think that I exaggerated. Nextthing, he’ll need glasses. I mean there it was,plain as a plum pudding. Well, as plain as atortoise can be – and he just whizzes bywithout a care in the world.
‘Will you sit still and stop distracting me. If you carry on like that we’ll have a crash.’ Yousee – he’s getting grumpy now. The next thing, he’ll be threatening to stop the car andleave me by the side of the road.
Resource sheet 5a
Meatpie on the Masham
Road OHT
© Pie Corbett 2002
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‘But if we don’t go back, she’ll be squashed!’ I was pleading by now. ‘I tell you it was a tortoise and it’s in great peril.’
‘Nonsense, it must have been a brick orsomething. What do you think a tortoise isdoing at the side of a busy road?’
‘Well, it’s not out shopping,’ I snapped back.‘It’s in mortal danger Dad, and you’ve got todo something. I mean if we don’t go back it’llbe just like murder!’
It took all of ten miles with me pleading andbegging. I would have gone down on bended knees but in the back of a Vauxhallthat’s not too easy. Give him his due, Dadcame off at the next roundabout, went all theway round it and drove back slowly along theother side of the road so we could look out ofthe window.
‘There it is. I told you.’
‘Steady on there,’ grunted Dad.
We pulled over onto the verge. Dad wouldn’tlet me get out of the car. He said that I might
Resource sheet 5a
Meatpie on the Masham
Road OHT contd.
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get excitable and put off passing motorists. Icould see him bending down and pickingsomething up. A moment later he was comingback.
‘You’re right,’ he said as he clambered backinto the car. Under his jacket he had a tortoise.
‘Here, you hold it, while I drive.’
So, I sat in the back of the car holding thetortoise. It kept quite still and felt rather cold.At first I wondered if the shock of seeing Dadhad been too much for it. (Well, you shouldsee him . . .)
I could feel its claws. The shell was criss-crossed like a noughts and crosses game inshades of brown. It looked as if it had beendragged through several hedges backwards.
‘I don’t think that this tortoise has had a goodtime,’ I muttered.
Dad didn’t reply. He turned up the car heaterand drove towards home.
‘Lord alone knows what your Mother will say,’was his only comment.
Resource sheet 5a
Meatpie on the Masham
Road OHT contd.
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From ‘Meatpie on the Masham Road’by Pie Corbett
‘It’s a tortoise, I tell you, it’s a tortoise.’
There we were, tearing towards Masham and Isaw this tortoise, making its way up the side ofthe road. At first, I couldn’t believe it. We shotpast so quickly. But I knew that I had seen it.Its little head poking out as it ambled along.
Honestly, my dad never believes anything Isay. Take for instance the time that I saw aUFO in Mrs Carter’s garden. Well, I wasn’t toknow that it was her new satellite dish, was I?
Anyone would think that I exaggerated. Nextthing, he’ll need glasses. I mean there it was,plain as a plum pudding. Well, as plain as atortoise can be – and he just whizzes bywithout a care in the world.
‘Will you sit still and stop distracting me. If youcarry on like that we’ll have a crash.’ You see –he’s getting grumpy now. The next thing, he’llbe threatening to stop the car and leave me bythe side of the road.
‘But if we don’t go back, she’ll be squashed!’I was pleading by now. ‘I tell you it was atortoise and it’s in great peril.’
‘Nonsense, it must have been a brick orsomething. What do you think a tortoise isdoing at the side of a busy road?’
Resource sheet 5b
Children’s copy
© Pie Corbett 2002
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‘Well, it’s not out shopping,’ I snapped back.‘It’s in mortal danger Dad, and you’ve got todo something. I mean if we don’t go back it’llbe just like murder!’
It took all of ten miles with me pleading andbegging. I would have gone down on bendedknees but in the back of a Vauxhall that’s nottoo easy. Give him his due, Dad came off atthe next roundabout, went all the way round itand drove back slowly along the other side ofthe road so we could look out of the window.
‘There it is. I told you.’
‘Steady on there,’ grunted Dad.
We pulled over onto the verge. Dad wouldn’tlet me get out of the car. He said that I mightget excitable and put off passing motorists. Icould see him bending down and pickingsomething up. A moment later he was comingback.
‘You’re right,’ he said as he clambered backinto the car. Under his jacket he had a tortoise.
‘Here, you hold it, while I drive.’
So, I sat in the back of the car holding thetortoise. It kept quite still and felt rather cold.At first I wondered if the shock of seeing Dadhad been too much for it. (Well, you shouldsee him . . . )
Resource sheet 5b
Children’s copy contd.
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I could feel its claws. The shell was criss-crossed like a noughts and crosses game inshades of brown. It looked as if it had beendragged through several hedgesbackwards.
‘I don’t think that this tortoise has had agood time,’ I muttered.
Dad didn’t reply. He turned up the car heaterand drove towards home.
‘Lord alone knows what your Mother willsay,’ was his only comment.
Resource sheet 5b
Children’s copy contd.
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From ‘Meatpie on the Masham Road’by Pie Corbett
‘It’s a tortoise, I tell you, it’s a tortoise.’
There we were, tearing towards Masham and Isaw this tortoise, making its way up the side ofthe road. At first, I couldn’t believe it. We shotpast so quickly. But I knew that I had seen it.Its little head poking out as it ambled along.
Honestly, my dad never believes anything Isay. Take for instance the time that I saw aUFO in Mrs Carter’s garden. Well, I wasn’t toknow that it was her new satellite dish, was I?
Anyone would think that I exaggerated. Nextthing, he’ll need glasses. I mean there it was,plain as a plum pudding. Well, as plain as atortoise can be – and he just whizzes bywithout a care in the world.
‘Will you sit still and stop distracting me. If you carry on like that we’ll have a crash.’ Yousee – he’s getting grumpy now. The next thing,he’ll be threatening to stop the car and leaveme by the side of the road.
‘But if we don’t go back, she’ll be squashed!’I was pleading by now. ‘I tell you it was atortoise and it’s in great peril.’
‘Nonsense, it must have been a brick orsomething. What do you think a tortoise isdoing at the side of a busy road?’
Who are ‘we’? Read on tofind out.
Informal, chatty style.
Contrast two verbs.
Effect of word = pace oftortoise. If unsure ofmeaning, try to work outfrom context, priorknowledge.
This suggests he has donethis in the past. What does itadd to our picture of thechild?
What does it add to ourpicture of the child?
Informal, chatty style.
Resource sheet 5c
Annotations for Meatpie on
the Masham Road
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What is the effect of thissentence? How does itcontribute to the style?
What is the image we getfrom these words and whyis it effective?
What does this phraseimply?
‘Well, it’s not out shopping,’ I snapped back.‘It’s in mortal danger Dad, and you’ve got todo something. I mean if we don’t go back it’llbe just like murder!’
It took all of ten miles with me pleading andbegging. I would have gone down on bendedknees but in the back of a Vauxhall that’s nottoo easy. Give him his due, Dad came off atthe next roundabout, went all the way round itand drove back slowly along the other side ofthe road so we could look out of the window.
‘There it is. I told you.’
‘Steady on there,’ grunted Dad.
We pulled over onto the verge. Dad wouldn’tlet me get out of the car. He said that I mightget excitable and put off passing motorists. Icould see him bending down and pickingsomething up. A moment later he was comingback.
‘You’re right,’ he said as he clambered backinto the car. Under his jacket he had a tortoise.
‘Here, you hold it, while I drive.’
So, I sat in the back of the car holding thetortoise. It kept quite still and felt rather cold.At first I wondered if the shock of seeing Dadhad been too much for it. (Well, you shouldsee him . . . )
Resource sheet 5c
Annotations for Meatpie on
the Masham Road contd.
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I could feel its claws. The shell was criss-crossed like a noughts and crosses game inshades of brown. It looked as if it had beendragged through several hedges backwards.
‘I don’t think that this tortoise has had a goodtime,’ I muttered.
Dad didn’t reply. He turned up the car heaterand drove towards home.
‘Lord alone knows what your Mother will say,’was his only comment.
Explain what you think theauthor means by thesewords.
Resource sheet 5c
Annotations for Meatpie on
the Masham Road contd.
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Questions about ‘Meatpie on the Masham Road’
1. ‘It’s in great peril’ ‘it’s in mortal danger’ ‘it’ll be just like murder!’Explain as fully as you can a) why you think the narrator uses these wordsand b) what they tell us about the narrator.
2. ‘Give him his due, Dad came off at the next roundabout, went all the wayround it and drove slowly back down the other side of the road.’What does this tell us about Dad? Find and copy another example of Dad’s behaviour that shows a similarresponse.
3. ‘Lord alone knows what your Mother will say,’ was his only comment.What impression of the narrator’s mum do we form from reading these words?
4. Is ‘Meatpie on the Masham Road’ a good title for this story? Give your reasons.
Resource sheet 5d
Questions
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