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(Knowledge of author would determine discussion about style) Dedication page provides overview. Read blurb. Begin reading from page 59, “Whilst Bertie was growing up ……” to end of chapter, page 68, where the two main characters meet for the first time. (Children could have read up to this point for homework; as an independent activity or listened to the taped version in groups.) Highlight similarities i.e. lonely, only children, mother dead etc. Discuss build up of relationship. Do they like each other? How do we know? Children discuss with partner, make notes.TuesShared Reading: Read the next chapter, “And All’s Well” pages 69 – 76, showing the development of the relationship. Partner work to note significant events. Letter on page 76 uses similar wording to the quote on the back cover. To whom was Bertie referring? What will happen? Predict and feedback ideas.WedShared Reading and Writing: Begin reading page 111, then read chapter “The Butterfly Lion” page 112 to page 114. If children have not had an opportunity to read the text to this point, use the illustrations on pages 84/5 to tell how Bertie became a hero, and pages 104/5, how Millie, Bertie and the lion were reunited. Discuss how children’s predictions compared to the story. Read paragraph on page 114 from “Then one day …” Write on flipchart. Model text marking words and phrases to illustrate interaction between Bertie and Millie. Read to the end of the chapter. Children to focus on words or phrases, which indicate interaction. List. Use the paragraph “It took the next … page 116 to focus on the punctuation of complex sentences. See Grammar for Writing Unit 47 Page 132.ThurShared Writing: Recap the meeting of Bertie and Millie. Brainstorm details about both main characters. Create a chart of similarities, differences etc – children to use the notes compiled on Monday. Read sentence “I wanted to say how sorry I was …”page 66 and “And he gave me a smile … page 67. Discuss how the author uses description to create interaction. Using the notes made on Tuesday noting significant events, Focus on the sentences “We knew it when … page 72, using actions to build character. Look at the sentence. There were bells …on page 74. This shows again the similarity between the characters. Discuss the effect of using repetition and imagery to create effect in writing. Investigate writing some sentences together for later use. FriShared Writing: Discuss how the characters’ relationship continued. Use the sentence “We’ve got plenty…. Page 116 to illustrate how the author links the ending to the first meeting of the characters. Explain the term “labour of love” and the sentence “we did it …. did it together,” the effect of repetition. Supported composition: Using all notes and information gathered during the week, create a plan showing how the characters are built up; detail of how they interact e.g. dialogue, action and description. Build into the plan a draft letter to Bertie from Millie. Children to have read pages 81 – 91 beforehand. Model writing a paragraph from the letter, including two complex sentences, punctuated appropriately. 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