Boy Long Term Understanding Starting-point Papa and Mama p.11 Summary Family History Objective Learn background knowledge about Boy’s parents Visualize some good first memories for Boy Kindergarten p. 20 First memories More Early family history The Bicycle and the Sweet-shop p. 27 Narrative of friendship – characters (friends) -setting -Intro to Mouse Plot goal - events of the mouse plot - Conflict develops -Pratchett missing - Resolution Character development of Boy’s personality traits. Optional Chapter Going to Norway p. 53 Optional Chapter The magi c Island p. 60 A Visit to the Doctor p. 68 Family vacations 4able chapter NOT REQUIRED TO READ 4able chapter NOT REQUIRED TO READ Imagery used by Dahl to help us “feel” events First Day p. 75 New setting-boarding school -voc -New characters -Love of writing begins New setting-dorm New character-Matron Events w/matron *romance * sugar *snoring Pretend illness Importance of family Activity 1.1 and 6.1 Vocabulary Development sheets – genre and context clues 7.1 Complete the family tree Llandaff Cathedral School, 1923-5 (age 7-9) The Great Mouse Plot p. 33 Mr. Coombes p. 38 Mrs. Pratchett’s Revenge p. 46 Family vacations -visualize setting Medicine in early days -adenoids out Main Events & Sequencing Cause/Effect Plot analysis 2.1 Inferences about Mrs. Pratchett. 4.1 Look for Imagery in chapters 3.1 Sequence events of the Great Mouse Plot chapters. 7.1 Complete one journal 5.1 Comprehension Quiz on Section 1 St. Peter’s, 1925-9 (age 9-13) Writing Home p. 80 The Matron p. 85 Optional Chapter Homesickness p. 93 Optional Chapter A drive in the motor-car p. 99 Captain Hardcastle p. 108 Narrative Car crash New Character -broken nib story -violence continues New setting in the story, new characters Intro how to summarize effectively Characters influence Boy and Dahl’s characters in his novel 4able chapter NOT REQUIRED TO READ 4able chapter NOT REQUIRED TO READ Review Summary 1.2 and 6.2 Vocabulary Development sheets – genre and context clues 7.2 Complete two journals from section 2 2.2 Complete the character analysis about any character from section 2 besides Boy 3.2 Summarize a chapter without using personal opinion QUIZ Little Ellis and the Boil p. 123 Goat’s Tobacco p. 127 Another medical story -towel and boil Vacation story -new setting -new character fiancé -story elements Point of View This chapter will be read out loud- use expression and visualize 4.2 Interview with character 5.2 Comprehension Quiz on Section 1 QUIZ Repton and Shell, 1929-36 (age 13-20) Getting Dressed for the Big School p. 135 Optional Chapter Boazers p. 141 New setting -Voc New setting, new characters Life in the dorm -Boazers rule over younger boys 4able chapter NOT REQUIRED TO READ The Headmaster p. 144 Power over younger -confusing for Boy Chocolates p. 147 Cadbury taste testing Notice deeper thought put into Dahl’s writing as he got older PersonalizeJ: Favorite Things & Doodads. . . New Character 4able chapter Optional Chapter Corkers -farting episode NOT REQUIRED TO p. 150 READ Servant to studyholder 4able chapter Optional Chapter Fagging -sitting on the toilet NOT REQUIRED TO p. 154 -other duties READ Games and Joys in Boy’s life Outline format to Photography understand key p. 160 concepts and details Goodbye School Getting a job Theme and author’s p. 166 -new start purpose Attempt 4able opportunities if you get done early… 1.4 – Other types of genre 2.4 – Infer how Roald’s life is similar to Harry Potter and Hogwarts 3.4 – Dahl book theme analysis 4.4 – Author’s purpose 6.4 – Vocab on non-required chapters 7.4 – Matilda compare and contrast 1.3 and 6.3 Vocabulary Development sheets – genre and context clues 2.3 Complete chart how we can infer how Roald’s life influences his future 4.3 Figurative language from the novel 7.3 Bring your favorite exotic chocolate to share! Make and complete a chocolate comparison chart 3.3 Outline the required chapters from section 3 5.3 Comprehension Quiz on Section 1 Standard 1 (1.1, 1.2, and 1.3): Content specific vocabulary Standard 2 (2.1, 2.2, 2.3): Sites evidence when making inferences and drawing conclusions Standard 3 (3.1, 3.2, 3.3): Determines main ideas, theme, and supporting details Standard 4 (4.1,4.2, 4.3): Analyses author’s purpose and his use of words Standard 5 (5.1, 5.2, 5.3): Reads and understands material at grade level Standard 7 (7.1, 7.2, 7.3): Evaluates and extends knowledge from text QUIZ