Cockshut Hill Technology College
English Department
Out From Boneville
by Jeff Smith
Scholastic Paperback ISBN: 9780439706407
A scheme of work exploring the Graphic Novel.
Year 7
18 lessons
R.Thomas August 2006, updated January 2007 Cockshut Hill Technology College
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Out From Boneville by Jeff Smith
Cockshut Hill Technology College
Year 7 Scheme of Work
18 lessons
Medium-Term Plan
Reading Assessment Focuses:
AF3: deduce, infer or interpret information, events or ideas from texts
AF4: identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
AF5: explain and comment on writers' uses of language, including grammatical and literary features at word and sentence level
AF6: identify and comment on writers' purposes and viewpoints and the overall effect of the text on the reader
Writing Assessment Focuses:
AF1: write imaginative, interesting and thoughtful texts
AF2: produce texts which are appropriate to task, reader and purpose
Week 1
Assessment Focus:
Coverage:
Focus:
Outcome:
Week 2
Assessment Focus:
Coverage:
Focus:
Outcome:
Reading AFs 3, 4 &5
pages 1-13 of text
infer and deduce meanings using evidence in the text and comment on how writers convey character and
emotions through word choice and presentational features
resources sheets 2-5 – understanding character & optional – write the narrative of this section
Reading AFs 3,4& 5
pages 14-45 of text
track development of story; infer and deduce meanings using evidence in the text and comment on how
writers convey character and mood through word choice and presentational features
character mind map, improvised conversation, character chart
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Out From Boneville by Jeff Smith
Week 3
Assessment Focus:
Coverage:
Focus:
Outcome:
Week 4
Assessment Focus:
Coverage:
Focus:
Outcome:
Week 5
Assessment Focus:
Coverage:
Focus:
Outcome:
Week 6
Assessment Focus:
Coverage:
Focus:
Outcome:
Reading AFs 3, 4&5
pages 46-76
track development of story; infer and deduce meanings using evidence in the text and comment on how writers convey
character through word choice and presentational features
independent reading, vocabulary list, paragraph about Grandma Ben
Reading AFs 4&5, Writing AF1
pages 77-106
track development of story; comment on how writers convey character through word choice and presentational
features; expressing a personal point of view
letter of advice, narrative for 5 wordless frames, flow diagram of events
Reading AFs 3,4 &5 Writing AFs 1&2
pages 107-142 (end of text)
track development of story; infer and deduce meanings using evidence in the text and comment on how writers convey
character and mood through word choice and presentational features; expressing a personal point of view and writing
reflectively about a text
identifying writer’s craft (creating fear); written response (lesson 14); discussion- happy endings
Reading AFs 4, 5 &6
whole text
comment on how writers convey character and mood through word choice and presentational features; overall effect on
the reader
Assessment task
R.Thomas August 2006, updated January 2007 Cockshut Hill Technology College
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Out From Boneville by Jeff Smith
Cockshut Hill Technology College
Year 7 Scheme of Work
18 lessons
Overall Objectives:
1. To use graphic novels alongside traditional works of literature to elicit renewed interest in these topics and
motivate those students who may have had little interest in reading and studying literature
2. To show how elements of the graphic novel communicate plot, viewpoint, characterization etc, and to make links
with elements found in other forms of literature and media.
Lesson
1
2
Objectives
R6. adopt active reading
approaches to engage with and
make sense of texts , e.g.
visualising, predicting,
empathising and relating to own
experience
R 8. infer and deduce meanings
using evidence in the text,
identifying where and how
meanings are implied;
R 11. recognise how print, sounds
and still or moving images
combine to create meaning;
3
R 8. infer and deduce meanings
using evidence in the text,
identifying where and how
meanings are implied;
R 11. recognise how print, sounds
and still or moving images
combine to create meaning;
R12. comment, using appropriate
Starter
Main
Plenary
Teacher to lead
discussion about
graphic novels,
comics etc.
Establish definition,
share experiences
etc. Could also lead
to discussion of
heroes, quests etc.
Show page 1. Ask
students to read the
text and look at the
pictures, then share
ideas about the 3
characters.
1. Show students the image from the front cover of ‘Out From
Boneville. (Resource 1 or PowerPoint1) Share ideas about
possible plot lines. Make notes on board/flipchart.
2. Give pairs a copy of the image, with viewfinder frames. Ask
students to identify parts of the picture which show fear,
mystery, hope etc. Feedback.
3. Read (or ask a student to read) the blurb. Compare to list of
possible plotlines made earlier. Add to list/cross off ideas
which students think no longer apply.
Read to Page 10. Give students Resource 2, copied onto A3.
Students use pages 1-10 to collect info about the characters.
Students to make a
list of ten events
which might take
place in the book.
Movement –
Resource 3
Look at Page 11. Lead discussion about the artwork on this
page, encouraging students to comment on:

The swarm of locusts/detail in pic

Movement/speed

Exclamations/onomatopoeia

The cliff hanger
Direct students to look at Page 12 and discuss how the story is
continued without words.
Optional Task: Write the narrative for this section.
In pairs, hold a
conversation
without showing any
facial expression.
R.Thomas August 2006, updated January 2007 Cockshut Hill Technology College
Feedback, share
ideas. Students to
add information
they have missed to
their copy.
How did it feel?
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Out From Boneville by Jeff Smith
terminology on how writers
convey setting, character and
mood through word choice and
sentence structure;
4
R 8. infer and deduce meanings
using evidence in the text,
identifying where and how
meanings are implied;
R 11. recognise how print, sounds
and still or moving images
combine to create meaning;
R12. comment, using appropriate
terminology on how writers
convey setting, character and
mood through word choice and
sentence structure;
5
W6. the use of the apostrophe
including: omissions;
R 8. infer and deduce meanings
using evidence in the text,
identifying where and how
meanings are implied;
R12. comment, using appropriate
terminology on how writers
convey setting, character and
mood through word choice and
sentence structure;
6
R12. comment, using appropriate
terminology on how writers
convey setting, character and
mood through word choice and
sentence structure;
Emoticons – Resource 4
Look at page 13. Discuss how the artist shows Fone Bone’s
fear. Focus on how the eyes and eyebrows are used.
Complete the tasks on Resource sheet 5.
Complete as independent study.
Resource 6 –
Students to look at
the image (taken
from p14 but turned
on its side so it looks
like FB is trying to
lift a rock, not climb
a rock face. ) and
discuss what they
think is happening.
Complete questions
on sheet.
Students to read p 15-16. Identify features which show the
passing of time. Draw attention to the silhouette of the Red
Dragon (link to eyes in lesson 2). Students may comment on
the ears, and how these make him look more comical/less scary.
Resource 7 –
contractions cartoon.
Give students a copy
of the cartoon 1
between 2. Discuss
use of contractions
in formal situations.
Write a number of
contractions on the
board and ask what
they mean. Identify
use of contractions
on p31, and decide
whether this is
formal or informal
use of English.
Recap p15-17. What
mistake had Fone
Bone made about
cigars? (He’d
thought they were
Smiley Bone’s when
Read page 31-36. Lead discussion considering the following
questions:
1.
How much time has passed between the end of the
last chapter and the beginning of this one?
2. How do you know Fone Bone knows Miz Possum?
3. What is Miz Possum like?
Read p17-19. Track development of the story:
1.
Who are the new characters?
2. Who is watching?
Look at the last
images in the
chapter and decide
on suitable sound
effects/music for a
movie version.
In groups of 4-5, students to read to the end of the chapter,
using the speech bubbles as a script.
Do we learn
anything new about
Fone Bone in this
section (focus on
personality.)
Complete character mindmap for Miz Possum (resource 8)
Ask students to get into pairs and improvise a more detailed
conversation between Fone Bone and Miz Possum, in which he
tells about his adventure so far.
Read p38-45. Complete resource 9, gathering information
about the ‘Rat Creatures’ and the Red Dragon.
R.Thomas August 2006, updated January 2007 Cockshut Hill Technology College
Group discussion:
Why doesn’t Miz
Possum believe Fone
Bone’s story?
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Out From Boneville by Jeff Smith
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R 8. infer and deduce meanings
using evidence in the text,
identifying where and how
meanings are implied;
R12. comment, using appropriate
terminology on how writers
convey setting, character and
mood through word choice and
sentence structure;
8
9
10
R 8. infer and deduce meanings
using evidence in the text,
identifying where and how
meanings are implied;
R12. comment, using appropriate
terminology on how writers
convey setting, character and
mood through word choice and
sentence structure;
R7. identify the main points,
processes or ideas in a text and
how they are sequenced and
developed by the writer;
they were in fact the
Red Dragon’s.)
Show students
Resource 10. Ask
them who they think
this is, and how she
is different from
other characters/
(She’s Thorn, this is
who he’s looking for.
She’s human.)
In groups of 3, students read pages 46-53. (Third person must
create the sound effects.)
Discuss ‘Zing’. What does this mean? What’s happening?
Prediction – what
happens next?
Students to use colour to emphasise mood in a selected image
– see resource 11. Compare with colour version(PowerPoint
Resource 2)
Stereotypes: ask
students to think
about typical girls,
boys, young women,
young men, older
women, older men
etc. In particular,
ask them to fcus on
the question ‘What’s
a Grandmother like?’
In pairs, read pages 54-63 as a script.
Ask students what
they found out about
Moby Dick. Can links
be drawn between
that and this story?
Reward students who
have completed the
task or who make
interesting
contributions to
discussion.
Recap – what do we
know about Phoney
Bone?
Read to Page 76. Complete resource 12, about Grandma Ben.
Distribute dictionaries of required.
Teacher to lead discussion about how gender stereotypes are
reinforced or broken down in this section.
Point out to students that page 64 sees a switch in the story,
and the focus is on Phoney Bone. Instruct students to read to
page 68 independently.
Independent study/research. Find out about Moby Dick – info
to be feedback next lesson.
Students then to use some of the vocabulary gathered to write
a paragraph about Grandma Ben.
Read page 77 – page 84, as pairs. Concentrate on delivering the
lines as suggested by facial expressions.
Teacher to lead discussion on the personality of Phoney Bone.
R.Thomas August 2006, updated January 2007 Cockshut Hill Technology College
Discuss the
unfolding plot –
what’s happening
etc. Encourage
students to see that
Phoney Bone’s
behaviour and
attitude have
consequences. Look
at the final image of
Grandma Ben on
p68. Why is this
happening?
Select 2-3
volunteers to read
their work to the
rest of the class.
Prediction – what
will happen to
Phoney Bone now?
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Out From Boneville by Jeff Smith
R12. comment, using appropriate
terminology on how writers
convey setting, character and
mood through word choice and
sentence structure;
11
R7. identify the main points,
processes or ideas in a text and
how they are sequenced and
developed by the writer;
R12. comment, using appropriate
terminology on how writers
convey setting, character and
mood through word choice and
sentence structure;
Students then write a letter of advice to Phoney Bone,
suggesting ways of improving his behaviour.
Fone in Love:
Students to write a
short rhyme on
behalf of Fone Bone,
declaring his love for
Thorn.
Teacher to lead discussion with class on the following points:
Read Page 85-86 – identify humour (it’s quite ‘adult’ and a little
cheeky).
Read p 87-91. We discover that Phoney Bone is being hunted
down. What reasons could there be for this? (Consider what
we already know about him and his business ventures in the
past – could this provide clues?)
Look at p92-93. TASK: Write the narrative for the 5 wordless
frames.
Read p94-97. What is happening? What makes you think this?
Page 98. We
discover that some
of what we have
seen is Thorn’s
dream, some of it is
real. What are you
thinking about the
plot at the moment?
Recap & Prediction.
How do you think
Grandma Ben will
responds to the Rat
Creatures? 2 minutes
thinking time, then
list ideas on board.
Look at page 107.
Role play the
conversation taking
place in the middle
frame (shown also on
resource 13)
Read pages 99-106. In pairs, students create a flow diagram
recording the events of this section.
Show students
resource 14 (or
PowerPoint3). Ask
Read pages 114-118. Students to list ways in which the writer
makes this scary.
Read pages 119-129. Written task: Do you agree with Grandma
Students select 1
frame from today’s
section, trace it into
book and label it to
show interesting
features and
techniques used.
At what point in this
section could
someone have
changed their
behaviour in order
to change the
consequences? 2
minutes discussion,
then feedback.
Group discussion –
which of the Bones
(Fone, Phoney or
W9. make links between their
reading of fiction, plays and
poetry and the choices they make
as writers;
12
R12. comment, using appropriate
terminology on how writers
convey setting, character and
mood through word choice and
sentence structure
13
R12. comment, using appropriate
terminology on how writers
convey setting, character and
mood through word choice and
sentence structure
14
R12. comment, using appropriate
terminology on how writers
convey setting, character and
Read through p108-112 in groups of 3. (Each taking a
character).
What mistakes are made by Smiley Bone and Phoney Bone in
this section?
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Out From Boneville by Jeff Smith
mood through word choice and
sentence structure
W15. express a personal view,
adding persuasive emphasis to
key points, e.g. by reiteration,
exaggeration, repetition, use of
rhetorical questions;
W16. find and use different ways
to validate an argument, e.g.
statistical evidence,
exemplification, testimony;
15
R6. adopt active reading
approaches to engage with and
make sense of texts , e.g.
visualising, predicting,
empathising and relating to own
experience;
them to arrange
themselves, in groups
of 4, to represent
the image as a
tableau. When
teacher says ‘go’,
they begin to act,
predicting what
happens next.
Select 2-3 groups to
perform ideas for
class.
Students individually
to make list of
stories which have a
happy ending. Some
of these to be
shared as a class.
Ben that Phoney Bone would make a bad Mayor? Explain
reasons.
Smiley) would be
the best Mayor, and
why?
What would be a happy ending for ‘Out from Boneville’? –
discuss.
Read p130-142. Is this a happy ending? Is the story finished
here? How do you know?
Write a text
message telling a
friend about the
book. (resource 15)
W19. write reflectively about a
text, taking account of the
needs of others who might read
it
16-18
Assessment task:
How does the writer
use language,
structure and images
in the story in order
to hook the reader?
Useful Links/further reading:
http://books.scholastic.com/teachers/authorsandbooks/teachingwithbooks/producthome.jsp?productID=141360&displayName=Discussion%20
Guide
http://www.scholastic.com/graphix/Scholastic_BoneDiscussion.pdf
http://www.scholastic.com/bone/
http://www.boneville.com/bone/
R.Thomas August 2006, updated January 2007 Cockshut Hill Technology College
http://www.noflyingnotights.com/
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Out From Boneville by Jeff Smith
Resource 1
Lesson 1
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Out From Boneville by Jeff Smith
Resource 2 – Lesson 2
Write the name of the
character in the card he is
holding.
Write the name of the
character in the card he is
holding.
Write the name of the
character in the card he is
holding.
How do you know who this is?
How do you know who this is?
How do you know who this is?
What do you know about this
character??
What do you know about this
character??
What do you know about this
character??
How are the characters:
a) different?
b) similar?
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Out From Boneville by Jeff Smith
Resource 3 – Lesson 3
Add lines to the picture of Phoney Bone to make it look like he is
1. Turning his head
2. Walking forwards
3. Jumping up and down.
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Out From Boneville by Jeff Smith
Resource 4 – Lesson 3
What emotion is being shown by each of these ‘emoticons’?
Design you own emoticon here, then explain what emotion it is showing and why:
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Out From Boneville by Jeff Smith
Resource 5 – Lesson 3
Add facial features to these pictures of Fone Bone. Under each image, write down the emotion you think he is
showing.
Now create a comic strip of your own in which you tell a story without using words.
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Out From Boneville by Jeff Smith
Resource 6 – Lesson 4
Look closely at this picture:
Answer the following questions:
1. What do you think is happening?
2. How do you think Fone Bone might have got into this his situation?
3. What makes you think this?
Now look at page 14 and find the picture.
4. Did you misinterpret the image in any way?
5. Why? What information did you need that wasn’t available?
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Out From Boneville by Jeff Smith
Resource 7 – Lesson 5
…………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………
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Out From Boneville by Jeff Smith
Resource 8 – Lesson 5
What do you know about Miz Possum?
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Out From Boneville by Jeff Smith
Resource 9 – Resource 9
Image
Physical Description
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Character
Evidence
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Out From Boneville by Jeff Smith
Resource 10 – Lesson 7
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Out From Boneville by Jeff Smith
Resource 11 – Lesson 7
Using crayons, colour in this image. Try to use colours which capture the right mood for
this episode.
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Out From Boneville by Jeff Smith
Resource 12- Lesson 9
Find 26 adjectives to describe Grandma Ben, each beginning with a different letter
of the alphabet.
a
b
c
d
e
f
g
h
i
j
k
l
m
n
o
p
q
r
s
t
u
v
w
x
y
z
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Out From Boneville by Jeff Smith
Resource 13 – Lesson 13
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Out From Boneville by Jeff Smith
Resource 14 – Lesson 14
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Out From Boneville by Jeff Smith
Resource 15 – Lesson 15
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Y7 Assessment Programme
Graphic Novel Out From Boneville
Reading: Understanding the writer’s craft.
Name: ______________________
Form: _____
Date: _________
Task:
How does the writer use language, structure and images in the story in order to hook the
reader?
Assessment criteria:
AF
Criteria
Pupil assessment
No
AF6
AF6
AF4
AF5
AF4
OK
Good
Teacher assessment
Emergent
Developing
Established
Recognises how the writer introduces and
develops character.
Comments on the ways in which the writer
builds tension and makes the reader predict
what will happen.
Comments on the techniques the writer
uses to sequence the main ideas in the
story.
Appreciates how the writer’s varied use of
vocabulary holds the interest of the reader.
Assesses the effectiveness of the ending in
tying up the loose ends of the story.
Pupil comment:
I think this essay is good because
I could have improved this essay by
Teacher Comment:
Level
Target:
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Y7 Assessment Programme
Writing Prompts for ‘Out from Boneville’ Assessment.
How does the writer use language, structure and images in the story in order to hook the reader?
Use some or all of the following prompts to help you to write in detail about the book.
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One of the things I first noticed about the book was…
The book is different from other novels because…
The language of the book is distinctive because…
A language technique the writer uses is…
An example of this is…
The makes the reader feel…
Another method the writer uses is…
An example of this is when…
This has the effect of…
The story starts with…
The main character is… If I was to describe him, I would say he was…, …
and…
He has to… so that/because…
He meets…
My response to this character was…
Another character is…
My response to this character was…
Other characters include… They are… (describe them and their role/actions)
At the end of the story…
The images in the story help the reader to understand…
An example of an image which is interesting is…
This image shows us that…
Another image that is effective is…
I have chosen this image because…
Overall, my opinion of the book is…
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Examples of Students’ Work
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