Week 4

What students do

Teacher reads pp. 10-14 with echo. Pauses to surface what problems Caylin faces and what this reveals.

Task

What do we learn about Caylin's home life? What responsibilities does she carry? How do others around her behave? Which moments suggest she is less confident than she appears?

Success criteria

Can recall events from this section. Can identify that Caylin's life is harder than it first seemed.

What students do

Tables analyse 4 quotations focused on Caylin's difficulties; present one inference about why readers may begin to feel differently about her.

Task

Stems: "When Caylin…, it shows…" / "This suggests…" / "The writer wants us to realise…"

Success criteria

Can infer that Caylin is struggling, not simply badly behaved. Can support with evidence.

What students do

Teacher revisits WHAT/HOW/WHY. Live-models "How does the writer make readers feel sympathy for Caylin in Chapter 3?" using one quote and thinking aloud the inference.

Task

Modelled: WHAT = Caylin's life is difficult; HOW = quotation/action/home-life detail; WHY = readers begin to understand why she is angry.

Success criteria

Understands how writers shift our opinion of a character. Can identify WHAT/HOW/WHY.

What students do

Scaffolded fill-in-the-blanks paragraph; highlight WHAT/HOW/WHY; peer assess.

Task

Caylin is presented as… / This is shown when… / This shows…

Success criteria

Completes paragraph logically; uses key terms; identifies WHAT/HOW/WHY.

What students do

Vocabulary retrieval drill. Students write their own paragraph with reduced scaffolding.

Task

How does Chapter 3 change our opinion of Caylin? Support: HIGH-MEDIUM. Sentence starters and quote bank; no full paragraph model alongside.

Success criteria

Can independently produce one analytical paragraph showing developing inference.