Tutorial Plan: ‘Boy: Tales of Childhood’ by Roald Dahl
Subject
English/Literacy
Year Level
Year 8 Mixed ability cohort
Learning sequence
3x50 minute tutorials
Outcomes
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makes effective language choices to creatively shape meaning
with accuracy, clarity and coherence
thinks imaginatively, creatively, interpretively and critically about
information, ideas and arguments to respond to and compose
texts
identifies and explains connections between and among texts
uses, reflects on and assesses their individual and collaborative
skills for learning
Aims of the
tutorial
Read for Enjoyment: I will share with the pupils the books, videos
similar or based on our focus text ‘Boy”. This will broaden their
interest on more creative work.
Overview
This session looks at a popular book ‘Boy’ by Roald Dahl which is
appropriate for the age level. The students should learn mostly by
participation during study/tutorial time and engage in reading outside
of class time.
Focus Skills:
Improve students’ comprehension and creative and critical thinking
skills through reading, writing and discussions.
Shared and
Independent work
Create opportunities for students to read, reflect, write independently
and as a group. Also, create opportunities for class and small group
discussions, unpacking the story for understanding. Opportunities for
predicting, questioning, making connections etc.
Assignment
Learning
intentions
Design a travel brochure for Dahl enthusiasts. This is to take them to
all the major destinations in Boy, its sequel Going Solo, and any other
places you think appropriate – perhaps some of the places (real or
fictional) mentioned in his other books. Provide a full list of activities
for your travellers to do on their trip.
To create interest in each student to engage them with reading
similar or variety of genres and improve comprehension skills. Also,
to explore their own creativity to express personal experiences in
written form.
Success Criteria
All students will complete reading the text, participate in small group
discussions, take notes.
Most students will complete reading the text independently, participate
in class and small group discussions, complete all written tasks.
Some actively and independently participate in all reading, speaking
and writing activities, questioning and using sophisticated vocabulary.
Also complete all the extension task.
Teaching and
Learning
Opportunities
Before
Prep session: I
will conduct for a
preparatory
tutorial session
one week before
the real tutorial so
as to make the
whole class take
interest in reading
the text ‘Boy’ and
to come prepared.
I will distribute
illustrations of the
cover and from
the text of the
book to refer to
them in the actual
tutorial.
Pre-Reading
Stage-in which to
familiarise
students with the
text and
illustrations
appearing in the
book and provoke
their thinking.
Introduce the
tutorial subject
and it’s aim.
During
Model Explicitly teach how to apply the particular
comprehension skill (predicting, monitoring,
summarising, making connections, visualsing,
questioning)
Unpack any unfamiliar words throughout the
unit.
Encourage students to use sophisticated
vocabulary in their written responses.
I will guide the students through reading the text,
motivating and bringing their attention to the
illustrations. How pictures tell the story.
Encourage students find similar instances in
their own lives (making connections). I will
encourage them to learn through practice of new
skills. Students will be encouraged to do
activities independently as well as collectively in
small groups. I will observe their learning,
provide feedback to facilitate their progress. I will
mostly carry out the tutorial by learning through
“real life” situations rather than theoretically.
Whole Class:
1. First draw the attention of all students to pay
attention and participate in understanding the
book, ‘Boy’ by Roald Dahl. Discuss concept of
Biography, autobiography, coming of age story
concepts by eliciting responses from pupils.
2. Ask the whole class what the book is about? If
they had similar experiences as the author
has described in the book.
Now the class is to be divided into four
groups
Group Work:
1. Ask group 1 to come to the front. Their job is
to take notes and discuss the story among
themselves and come up with ideas of
biography and autobiography.
2. Group 2 will take notes and discuss and
present characters which they found
interesting.
3. Group 3 will take notes and speak about the
places described in the book such as Wales,
Norway.
4. Group 4 will take notes and speak about the
school scene. They should try to highlight
things in the author’s life as a student that
they liked or disliked.
In all the groups one pupil will do the job of a
scribe and write down new words or ideas. I will
support scribing for the students with lower ability.
Whole Class:
Following the group work, the class will merge
and the students will be asked to write 10 to 15
lines on the content of the book in their own
words.
Assessment
Teacher observation, student written and oral responses.
Differentiation
Tutorial for pupils of low or special abilities:
I will
● Create their interest in stories by playing some of the videos based
on writing by Roald Dahl for children, namely The Witches, Willy
Wonka and the Chocolate Factory, Matilda which is also a musical.
The themes of these videos are similar to what Dahl writes in
“Boy” and hence relate to the pupil well.
● have them read the text aloud and pay special attention to the
ones who are slow in uninterested in the reading. I will also resort
to re-reading for the pupils to gain fluency and smoothness. This
repeated reading will help slow learners decode the word
meanings better.
● encourage talk with me and their peers to develop more interest in
the activity. This "verbal processing" helps them remember and
think through the themes of the book. I will ask questions before,
during, and after the session to encourage reading
comprehension. The questions will be on names of characters,
location, why something happened, did any similar happen to the
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Resources:
Evaluation
pupils themselves etc.
use context clues. Using context clues will help pupils understand
what they are reading even if they don’t know all the vocabulary
being used.
ask them to write summary of the text they read.
eliminate distractions as much as possible
encouraging students with lower or special ability to read e-books
or audiobooks to develop their reading skills. Also use talk-to- text
to support their note taking.
‘Boy’ by Roald Dahl - hard copy, e-Book, audio book
Vidos
PPP
Images