Nan+Hua

First, a BIG Thank-you to William for HIS idea, which has got me all excited about my lesson! :)

So I'm looking at how Visualisation  can be used with 'The Great Quillow'.

I'm wondering if the pupils should indicate on a checklist the kind(s) of visualisation they have been doing or would like to do during a reading task.

Here's the checkilst that William has included in the 'Resources' section of the Wiki.

Visualisation Checklist for Readers **  Check against those items that you have used or would like to use in your next reading task. _I use sensory images like sounds, physical sensations, smells, touch and emotions described in the story to help me picture the story.
 * Before reading:

As I read I create images in my mind of: _events and actions _characters and their physical features / description _setting and situations

___I__ create images that elaborate on the story details _I visualize scenes or details that are not described _I visualize myself in the scene _I visualize meeting the character ___I__ feel the emotions of the characters in the story _I use images from my own life to help me experience the text **During Reading ** Resources: Copies of the story without the picture on pg.311 Groupwork: Pupils can be grouped according to ability to facilitate Differentiation. Task: Pupils of each group to visualize by drawing / sketching the mental images of the specific segments of the text assigned to them. 1) Character: Physical description of Hunder (pg.289) 2)  Character : Details of Hunder’s diet (pg. 289) 3) Setting: Description of the town and Council of 10 (pg. 290) 4) Character: Description of Quillow  (pg. 290-291) 5) Plot: Details of Hunder’s demands ( pg. 293-294) 6) * Plot: Description of Quillow’s blue men (pg 296) 7) * Plot: Symptons of the ailment (pg. 304, 306, 310) 8) * Plot: What happened to Hunder at the end (pg.310, 312) 6, 7, 8 are slightly more challenging?
 * Teacher to inform pupils about the purpose of visualisationa as a reading tool.
 * Pupils complete the checklist so as to be aware of their own visualisation preferences during reading.
 * Differentiated Tasks for the groups

Other more Literature-based ideas that have struck me (not related to Visualisation): 1) Characterisation (Stereotypical?) - Discussion on the stereotypical character representations of Hunder & Quillow Questions: -  What do you think was the writer's intention in making the Hunder the Giant, big and bad & Quillow the droll, small & brave/smart? Do you think he was trying to keep to the conventions of a typical fairy tale?  -  Hunder, the giant, despite being massive compared to the droll, Quillow, was outwitted by Quillow in the end. What is the learning point here? - Are there any other fairy tales with similar representations of a giant and human/droll/dwarf? - Are there any other fairy tales with a reversal in such character representations

2) Tracing the Sequence of Events in the Plot (Groupwork)