by Bruce Coville Whats the Worst That Could Happen?
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12/11/13Building a Reading Life TP: We can apply our knowledge
of stories to our own reading books
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StrategyDefinition Make ConnectionsLooking for things that help
you identify big ideas and why they are important. VisualiseDrawing
conclusions based on background knowledge and clues in the text Ask
QuestionsCombining new information from your reading with existing
knowledge in order to form new ideas Infer Noticing pieces of text
that relate to or remind you of other texts/your own life or
experience Determine Importance Asking questions before, during,
and after reading to better understand the meaning of the text.
SynthesiseCreating pictures in your mind as you read. Bell work:
Copy the table below into your copy book, matching the correct
meaning to each strategy.
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CHARACTER LOG Characters Name EvidenceWhat it reveals Miss
Trunchbullyou suppurating little blister Doesnt like children,
insulting, cruel
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10/11/14 MAKING PREDICTIONS TP: Good readers make predictions
about texts Bell work: We are going to read the short story Whats
the Worst That Could Happen? by Bruce Coville. In your copy book,
write down some ideas as to what you think this story is
about.
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PAIRED TASK The picture on the next slide shows the words that
appear most often in Covilles story. The larger the word, the more
often it appears. TASK: With your partner, discuss what you now
think the story is about, based on the words in the picture. Write
down your ideas in your copy books.
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FORESHADOWING Foreshadowing is a technique writers often use in
order to capture the readers attention. Write down the definition
below in your copy book: FORESHADOWING: a literary device in which
an author hints at certain plot developments that perhaps will come
to be later in the story NOTE: As we read, look for examples of
foreshadowing.
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THINK, PAIR AND SHARE as I lie here in my hospital bed trying
to work out exactly how I got here... TASK: What do you think
happened to the narrator? Share your ideas with your partner and
write down your suggestions in your copy book.
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CLASS DISCUSSION The one I am not going to blame is Tiffany
Grimsley, though if I hadnt had this stupid crush on her, it never
would have happened. What do you think the narrators crush has to
do with whatever happened to him?
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THINK, PAIR AND SHARE Either you suffer in silence, or you tell
her you like her. TASK: What option do you think the narrator will
go for? Why? If he chooses to tell Tiffany, how might he do this?
Share your ideas with your partner and write down your suggestions
in your copy book.
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CLASS DISCUSSION She hands me a folded-over set of papers, and
my heart skips a beat. Can this be a love letter? What do you think
Tiffany has given to Murphy?
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Reflection Why do you think writers use foreshadowing? What
does it add to a story?
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13/11/13 READING COMPREHENSION Teaching Point: Good readers are
able to decode questions Bell work: Write a short summary of what
has happened in the story so far.
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READING COMPREHENSION In your copy book, answer the following
questions in full sentences. 1. What event leads the narrator to
say that right from the beginning of my life, if something could go
wrong, it did? (1 mark) 2. Why do you think the writer starts the
story by describing how unlucky Murphy is? (2) 3. When Mikey
confronts Murphy about his crush, he denies it. Quote a short
phrase from the last paragraph on page 1 that suggests he is lying
and explain how this shows he is not being truthful.(2) 4. I lift
my foot to tie my shoe, which is a trick I learned in an exercise
magazine and that has become sort of a habit. What do you think
might be the importance of this piece of information? Explain why
you think this, based on what you have learned about Murphy so
far.(3) 5. Why does Murphy not hand his note to Tiffany?(1) 6. When
Tiffany speaks to Murphy, what phrase tells us that he is
nervous?(1)
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ANSWERS 1. His parents gave him the same first name and last
name: Murphy Murphy. 2. We understand things usually go wrong for
Murphy (1) so we expect something bad to happen to him in the story
OR writer uses foreshadowing (1) to hint that Murphys bad luck will
be involved (1) 3. my cheeks begin to burn (1) shows hes
embarrassed (1) OR it is mostly an excuse to look down (1) which
shows that hes lying and cannot look Mikey in the eye (1) 4. You
need good balance to do this (1) and we know Murphy is unlucky (1)
so he might fall over at some point (1) OR the writer foreshadows
(1) that Mikeys bad luck (1) will lead to a fall (1) 5. Mr
Fessenden asks him a question just as hes about to give her the
note (1) 6. my heart skips a beat (1)
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12/11/13 EMPATHISING TP: Good readers can empathise with the
characters. Bell work: In your copy book, write down a time when
you felt embarrassed. What happened? What made it so
embarrassing?
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19/11/13 EMPATHISING TP: Good readers can empathise with the
characters. Bell work: Copy the sentences below, adding theyre,
there or their in the space. 1. They left __________ bags over
_________. 2. If _________ late again, the teacher wont be happy.
3. __________ going to ________ aunts house. 4. _________ are lots
of reasons to work hard. 5. You can tell __________ excited about
the party.
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19/11/13 EMPATHISING TP: Good readers can empathise with the
characters (cont) Bell work: Copy the sentences below, adding
where, wear, were or were in the space. 1. ________ are you going
to ______ that outfit? 2. _________ going to the cinema later. 3.
We ______ upset that we had to _____ our uniforms. 4. Thats _______
they ______ filming the movie. 5. If a teacher is supervising,
______ allowed to go on the trip.
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PREDICTION TIME! Maybe your parents will move before next week,
says Mikey, shaking his head. Otherwise, youre a dead man walking.
What do you think will happen if Murphy goes out on stage?
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Tiffany asks Murphy to perform a comedy skit with her, and he
agrees, even though he has terrible stage fright. TASK: In groups,
discuss times when you agreed to do something you really didnt want
to do. What did you agree to? Why did you agree? (Peer pressure/to
impress someone/forced to/respect/etc) How did you feel about it?
What was the outcome? In your groups, choose one person for each of
the following jobs: Chairperson makes sure everyone contributes and
stays on task Recorder writes down what you discuss Reporter
reports back what you discussed to the class Time keeper monitors
time & moves group along as necessary DISCUSSION TASK
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21/11/13 EMPATHISING TP: Good readers can empathise with the
characters (cont) Bell work: Copy the sentences below, adding
where, wear, were or were in the space. 1. ________ are you going
to ______ that outfit? 2. _________ going to the cinema later. 3.
We ______ upset that we had to _____ our uniforms. 4. Thats _______
they ______ filming the movie. 5. If a teacher is supervising,
______ allowed to go on the trip.
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Ha! Little do I know what kind of life jacket he will turn out
to be. What do you think Murphy is foreshadowing with this
statement? What might Mikey do? Write down your ideas in your
copybook. THINK, PAIR AND SHARE
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CLASS DISCUSSION At that instant the curtain opens, which
startles me so much that I lose my balance and fall over, landing
onstage in full view of the audience. What do you think will happen
next? What do you think Murphy is thinking/feeling?
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Who is this funny person, making everyone laugh? How long can
it go on? Can I keep it going, keep cranking up the jokes, hold on
to this glorious lightning bolt Im riding? How do you think Murphy
feels at this moment? Do you think his good luck will continue?
Why/why not? CLASS DISCUSSION
Slide 26
Desperate to keep the riff going, I cram another entire cupcake
in my mouth. What do you think will happen after Murphy does this?
CLASS DISCUSSION
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REFLECTION In your copy books, write down your answer to the
following question: Why do you think its important to be able to
empathise with characters?
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20/11/13Personal Writing TP: Write under timed conditions.
Bellwork: Complete the sentences below, using its or its. 1. ______
raining very heavily today. 2. Before you take the dog out, put
_______ collar on. 3. If _______ going to take too long, dont
bother. 4. Put that back in ______ place! 5. You dont need to
explain ______ value to me: ______ very evident.
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24/11/13 QUESTIONING TP: Good readers ask questions Bell work:
What do you think is the difference between factual (thin) and
inferential (thick) questions? Create an example of both types of
questions, and the answers to these, based on the story Whats the
Worst That Could Happen?
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FACTUAL AND INFERENTIAL Copy the definitions below into your
copy books. Factual question: the answer is stated directly in the
text. For example, Who is Murphys best friend? Ans: Mikey
Inferential question: the answer is not stated directly but you can
work it out (infer) by reading between the lines (examining the
writers word choice, characters actions, linking to our own
knowledge, etc) For example, How do the rehearsals for the skit go?
Ans: the rehearsals go well. We know this because Murphy knows all
the lines and even makes Laurel laugh.
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Ive never noticed how pretty she is when she smiles. For a
brief moment I think life may not be so bad after all. What do you
think the writer is suggesting here? CLASS DISCUSSION
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As a class or in groups, one person will take on the role of
Murphy. It is their job to get into character and imagine how
Murphy would answer any questions they are asked. Everyone else
will get the opportunity to ask Murphy the questions that they
want. TASK: You have 10 minutes to do the following: Create a list
of questions you would like to ask Murphy. Try to move beyond
asking questions where the answers can be found easily in the text.
For example, instead of asking Why did you fall over on stage? ask
What were you feeling when the curtains opened? If you are playing
the role of Murphy, use this time to make some background notes on
your character. HOTSEATING
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REFLECTION In your copy books, answer the questions below: Were
your questions effective? Why/why not? If you took on the role of
Murphy, how easy was it to stay in character? Now that youve had a
chance to think, are there any questions that you would like to
have answered differently and what were they?