introduction - amazon web services · 2018-02-23 · pearl diving was a seasonal activity, taking...

More Brilliant Books - Milestone 3 © 2018 Chris Quigley Education 3

Introduction

Teacher notes

Following the huge success of our first series of Brilliant Books, we are very proud to presentMORE BRILLIANT BOOKS!

We selected fifteen different, inspirational books that we know teachers will love to use with theirclasses. A new and updated format has been created to help motivate, engage and actively promotechildren to acquire, retrieve, retain and explain their understanding of reading.

It is our goal to motivate children to think differently and positively about books, making readingirresistible.

We hope you love these books as much as we do.

Alex Bedford Chris Quigley


Three cognitive domains

You may increase the depth of children’s understanding by ensuring the learning experience demands cognitive challenge. Children can learn the same objective but the depth at which they access it is dependent on the prior experiences and evidence of success. Here is our depth of learning approach to get you started:

BASIC ADVANCING DEEP

Low level cognitive demand. Involves following

instructions.

Higher level of cognitive demand. Involves mental processing beyond recall. Requires some degree of

decision making.

Cognitive demands are complex and abstract. Involves problems with multiple steps or more than

one possible answer. Requires justification of answers.

fluency, application, understanding


The FIVE essential features included in each book:

1. KNOWLEDGE of the world vital information about the people, places, time, setting and culture within the book.

2. VOCABULARY in context essential words and phrases you need to know, use and apply throughout the book.

3. S.M.S.C. philosophical activities and questions to inspire and integrate Spiritual, Moral, Social and Cultural education within each book.

4. Introductions & finishes Brilliant Beginnings help acquire knowledge and interest whilst Fabulous Finishes promote the ability to recall, retain and explain their understanding.

5. Depth activitiesBasic, Advancing and Deep activities, are designed around the book that stimulate and promote different types of thinking. All depth activities are cross-referenced to the Essentials and National Curriculum expectations.


Resources

THINKING TEMPLATES

We have created over 50+ unique templates to encourage children to explore and be active with a book. It is our intention that children think critically about reading.

These are called the THINK-it maps. Each one is referenced against individual depth activities.

Like the verbs we use to illustrate the types of activities - Basic, Advancing and Deep, the THINK-it templates are not always exclusive to just these cognitive domains.

They are flexible and can be used to directly teach (instruction), as reminder prompts or through coaching techniques.

Use them to encourage critical thinking and develop understanding of reading and writing with the children you teach.

EXAMPLES

We have also included a few examples of pupils work, showing how Brilliant Books comes to life in classrooms. We hope these inspire you and your pupils.


The Pearl DiverAuthor: Julia Johnson


The Pearl Diver

Saeed is a six-year old boy who is on the cusp of an amazing adventure in the Arabian Gulf. Heand his father, Abdullah, are going out to dive for pearls. Abdullah is one of the finest pearl diversin the Arabian Gulf. Discover how Saeed adapts to life on board the sambuk and how he copes onhis first adventure out to sea with his father and the rest of the divers. What challenges lie ahead inthis perilous but potentially lucrative trade?


Knowledge of the World

Period150 years ago, before oil was discovered.

Knowledge of the bookPearl diving was the industry that was the main way of earning money (economic activity) along the Arabian coastline of the Persian Gulf. In the mid-nineteenth century pearl diving boomed to meet a desire for these riches from the sea.

These pearls were traded to India, Persia, Europe and North America. Pearls were used to adorn the rich on their clothes, in jewellery and as a status of power and wealth.

Pearl diving was a seasonal activity, taking place over the four months of summer. Hundreds of pearling boats left from their harbours in Doha, Dubai or Abu Dhabi for the pearl banks where oysters lived. Men lived aboard these boats for months; each one with a specific job, such as: a diver, a hauler or a sailor. The captain of the boat was called a Nakhuda. This man owned the boat and was responsible for feeding and clothing the crew.

Each season, scores of pearling boats departed from ports such as Manama, Doha, Dubai and Abu Dhabi for coastal banks rich with oysters. Most of the men of these towns were involved in the pearl diving industry. Many employees, who worked as divers, sailors and haulers, had been ensalved from Africa and Asia.

The pearl diving industry started to decline because of two significant reasons: oil was discovered in 1908 in Persia (now Iran) and commercially produced in the region from about the 1950’s. The second reason was the development of artificial pearls from cultured stocks in Japan from 1916 by the entrepreneur Mikimoto Kõkichi. This meant that pearls could be made for much less than naturally occurring ones and the value dropped.

ContinentAsia

PlaceThe Persian Gulf (also known as the Arabian Gulf)

CountryPossibly Saudi Arabia or the United Arab Emirates


Vocabulary in context

pearl a hard, lustrous spherical object, typically white or bluish-grey, formed within, the shell of a pearl oyster or other bivalve mollusc and valued highly. These have been harvested for 1000s of years.

oyster a bivalve mollusc with a rough irregular shell. Can be eaten, sometimes raw. They are collected or farmed for food or pearls.

Persian gulf an extension of the Indian Ocean. The Persian Gulf is the western name given to the body of water between Iran, Saudi Arabia and United Arab Emirates. Arab countries refer to it as the Arabian Gulf.

Arab a person who is from the Arabian-peninsula: such as: UAE, Iraq, Iran, Saudi Arabia and many others.

pearling banks the places where oysters are found in quite shallow water.

sambuk a pearling boat that varied in size; some boats could carry crews of 60-80 men.

Nakhuda the caption of the sambuk.

diver a man who dives to the bottom of the sea to collect oysters in hope of finding a tabreh.

hauler a man who pulls the diver and oysters to the surface, quickly.


pearl a hard, lustrous spherical object, typically white or bluish-grey, formed within, the shell of a pearl oyster or other bivalve mollusc and valued highly. These have been harvested for 1000s of years.

oyster a bivalve mollusc with a rough irregular shell. Can be eaten, sometimes raw. They are collected or farmed for food or pearls.

Persian gulf an extension of the Indian Ocean. The Persian Gulf is the western name given to the body of water between Iran, Saudi Arabia and United Arab Emirates. Arab countries refer to it as the Arabian Gulf.

Arab a person who is from the Arabian-peninsula: such as: UAE, Iraq, Iran, Saudi Arabia and many others.

pearling banks the places where oysters are found in quite shallow water.

sambuk a pearling boat that varied in size; some boats could carry crews of 60-80 men.

Nakhuda the caption of the sambuk.

diver a man who dives to the bottom of the sea to collect oysters in hope of finding a tabreh.

hauler a man who pulls the diver and oysters to the surface, quickly.

Nahhaam a man who sings the rhythm of work on a sambuk. https://www.youtube.com/watch?time_continue=1&v=fwKm17qIoUQ

tabreh a rare find: a clutch of oysters that is considered to be good fortune.

shamel a wind full of sand that blows from the north.

bedouin a person who wanders the desert, with no fixed home.

tawwash a man who deals in pearls - a pearl merchant.

sinking stone a heavy, weighted stone used to help divers descend to the bottom quickly.

dhow a boat that trades on the Arabian gulf.

sea urchin a shelled creature with spines on the outside and a mouth on its underside.

barracuda a predatory marine fish with large jaws, slender body and sharp teeth.


Spiritual, Moral, Social and Cultural Education

• An awareness and understanding of their own and others’ beliefs.

How do we know that the men on the boat are Muslims and pray to Allah? Describe their beliefs.

• A sense of empathy with others, concern and compassion.

The men on the boat with Saeed and Abdullah show respect and care. Can you prove this?

• Respect for others’ needs, interests and feelings, as well as their own.

How do we know that the men on the sambuk looked out for each other, as a team? Why did they do this?

• A considerate way of life.

Stealing is wrong. Is it ever right to steal from people you work with on the sambuk?

Spiritual Moral


• Adjusts to a range of social contexts by appropriate and sensitive behaviour.

How did Saeed adjust to life on the boat?

• Reflects on their own contribution on society.

Saeed got on with trying his hardest to do a good job and win the respect of the Nakhuda and his father. What did he do?

• Use language and understand images/icons - for example, in music, art, literature - which have significance and meaning in a culture.

Music, prayer and lifestyle all contributed to the success of the men on-board the sambuk. Describe what it was like and listen to the music of the pearl divers through the songs of the Nahhaam.

Social Cultural


Sparkling StartAcquire

Fabulous FinishRecall, Explain, Retain

• Describe life on the pearl diving boat. What was it like to live during those times?

• Use watercolours to recreate images in the style of the award-winning illustrator. Describe these images through painting and words.

• Find out about the bivalve mollusc’s known as oysters. How do they grow, see, breathe and eat?

• Write a persuasive letter to new pearl diving recruits. What would you include to tempt them into this ancient and traditional trade?

• Describe what you can see from the deck of the sambuk. Create poems to share your imagery and description.


Basic

DRAW-itDraw and describe scenes from the Pearl Diver. Choose key events that catch your attention. Use the DRAW-it page to help combine images and words. Participate in discussion about books, taking turns and listening and responding to what others say.

DEFINE-itDefine and describe the people, places, homes and culture found within this book. You’ll need to look further into the religion, too. Use the DEFINE-it page to help others understand what you’ve discovered. Retrieve and record information from non-fiction.

KNOW-itFind fabulous facts about the ancient art of pearl diving. The book has a wealth of information. What can you retrieve and share with others? Use the KNOW-it page to help. Retrieve and record information from non-fiction. Distinguish between statements of facts and opinion.

DESCRIBE-itSelect key places that are meaningful from the story. Describe what they are like, physically and then go further and tell others what these places mean to Saeed and his father, Abdullah. Use the DESCRIBE-it page to help. Identify how language, structure and presentation contribute to meaning.

QUESTION-itSaeed is new to the sambuk, pearl diving and also, his new life. What questions would you ask your father, Abdullah or the Nakhuda to find out more? Use the QUESTION-it page to help. Now find answers to those questions. Ask questions to improve understanding.


Advancing

EXPLAIN-itInvestigate and find words that are new, unusual and raise a question in your mind. Use the EXPLAIN-it page to go further and tell others what you understand by these words and phrases. Identify how language, structure and presentation contribute to meaning.

EMOTION-it

Use the key events identified previously. Now analyse the emotions of characters as events unfold on the boat, as the pearling season progresses. Connect ideas with the emotion map to reflect the actions and choices made on the sambuk. Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, justifying inferences with evidence.

SENSE-it

Find and describe key events in the story, such as when Saeed took his first dive. Use the SENSE-it page to describe and elaborate on the experience he had. Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, justifying inferences with evidence.

IMPROVE-itChoose a word or phrase from the book and pop it in the IMPROVE-it (2) page. An example of this could be ‘a finer lustre’ to describe the quality of the sheen or soft glow of the pearl. Use the IMPROVE-it page to help. Check that the book makes sense, discussing understanding and exploring the meaning of words in context.

INFER-it

Find a sentence or phrase, such as, “You must learn the ways of the sea, my son, and know its secrets.” What does Abdullah mean by this? What is he inferring? Use the INFER-it page to explain and elaborate your ideas. Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, justifying inferences with evidence.


Deep

INVESTIGATE-it

Use the story maps to summarise key events in the story. What if you were to change an event? How would this affect the characters and their actions. Use the INVESTIGATE-it page to help. Identify how language, structure and presentation contribute to meaning. Make comparisons within and across books.

RECOMMEND-it

There are so many beautiful and well written sentences in this book. Choose one and analyse it. Why is it well written? An example could be, “The men on the boat were excited: the day before the diving began was full of expectation.” Use the RECOMMEND-it page to help. Recommend books to peers, giving reasons for choices.

WONDER-itSpeculate about the many possibilities that lie within this story. Use the WONDER-it page to help teach others about your thoughts. Participate in discussion about books, taking turns and listening and responding to what others say.

ASSESS-itUse a key event and character to investigate further. Justify how the character has got into this situation and assess his/her predicament. Use the ASSESS-it page to help. Provide reasoned justifications for views.

CRITIQUE-it

You need a view of the whole book and notes to help you remember. Justify and convince others about the important parts of this book that stood out for you. Give reasons for your choices and examples from the text. Use the CRITIQUE-it page to help. Identify how language, structure and presentation contribute to meaning. Provide reasoned justification for views.


EMOTION-it (Single character)

Key event 1 Key event 2 Key event 3 Key event 4 Key event 5

Character emotion

Proof from the text or illustration

Happiness

Sadness

Anger

Fear

Disgust

Surprise

Love

Shame


VIEWPOINT-it (Two characters)

Character:

I am explaining what this character felt and thought.

What was similar?

Character:

I am explaining what this character felt and thought.

What was different?

I am describing the key event:


EMOTION-it - The Pearl Diver


DESCRIBE-it - The Pearl Diver

introduction - amazon web services · 2018-02-23 · pearl diving was a seasonal activity, taking...

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