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