Week 2

What students do

Teacher reads aloud pp. 1-4 using echo strategy. Students track Caylin's behaviour, speech and actions.

Task

What is Caylin trying to do? How does she behave to others? Which words make her seem tough? What do we learn of her home life? What might this suggest?

Success criteria

Can recall key events from the opening. Can identify that Caylin is presented as tough on the outside but may have hidden struggles.

What students do

Tables analyse 4 quotations from pp. 1-4 using sentence stems; whole-class feedback; present one inference about Caylin.

Task

Quote bank: "But not because I'm her friend." / "Talk about an open invitation." / "I haven't had one of those special pink envelopes filled with glitter from anyone for years." / "I don't need friends." Stems: "I think Caylin is… because…" / "This suggests…" / "A word/phrase that stands out is…"

Success criteria

Can infer that Caylin is defensive, isolated and emotionally guarded. Can use one quotation to support an idea.

What students do

Teacher introduces WHAT / HOW / WHY. Live-models one paragraph answering "How is Caylin presented in the opening?" using a direct quote from pp. 1-4. Students copy and label in different colours.

Task

Modelled paragraph: WHAT = Caylin is presented as aggressive/tough; HOW = quotation/word choice/action; WHY = she pushes people away and seems used to surviving alone.

Success criteria

Understands paragraph structure. Can identify WHAT/HOW/WHY using a real example from the novel.

What students do

Students complete a scaffolded paragraph with gaps using a second quotation from the opening pages; WHAT/HOW/WHY already structured; then label which sentence is which.

Task

Fill in the blanks using a quote (e.g. "I haven't had one of those special pink envelopes…"): Caylin is presented as… / This is shown through… / This shows…

Success criteria

Completes paragraph logically. Uses key terms correctly. Correctly identifies WHAT/HOW/WHY sections.

What students do

Vocabulary retrieval (spell, define, use in sentence - 2 current week + 2 prior + 1 analytical word). Then students write their own paragraph choosing from 3 quotations from pp. 1-4; heavily scaffolded frame.

Task

What do we learn about Caylin in the opening of the novel? Support level: HIGH. Sentence starters and quotes provided. Write one clear WHAT, use one quotation, explain using "This shows…".

Success criteria

Can independently produce one analytical paragraph rooted in the text.