Overview
The first of what I hope will be a series of blogs designed to support and inspire busy teachers, by popular demand, is based on Anthony Browne's 'The Tunnel', the story of a brother and sister who bond through a shared experience which brings out hidden characteristics in each of them.
Essentially a picture book, this delightful modern 'traditional tale' is accessible to all age ranges. From the familiar 'once upon a time' beginning (heralding the 'blueprint' of a traditional tale) through to the secretive shared smile at the story's conclusion, each page is packed with opportunities to encourage learning; cross-curricular learning. The sometimes neglected yet carefully designed illustrations are also packed with conversation starters for the observant reader.
Websites
Not wishing to re-invent the wheel, I would like to re-direct you to a couple of websites that have given some thought to effective learning opportunities afforded by this book.
http://www.teachingideas.co.uk/library/books/the-tunnel - Teaching Ideas - thoughts for literacy, Science, Art, DT, PSHE, Geography,
www.primaryresources.co.uk/english/docs/The_Tunnel.doc Primary resources - more detailed ideas for literacy planning
A few of my own thoughts for engaging literacy activities …..
Story boarding and creative writing
This book is ideal for a four-part story board with introduction, problem, build-up and resolution, but also has sufficient depth to extend to six or eight sections, lending itself to creative writing for all age ranges. Since the majority of the sentences are simple, there is an opportunity to rewrite the story using compound and complex sentences. Some good examples of correct layout for dialogue - but how about changing said for more exciting speech words - at least once or twice??
Characterisation and drama
Taking the story as a whole, there are great opportunities to explore characterisation, beginning with hot-seating the characters of Rose and Jack, but what about Mum? And where would you fit into the story?
Conscience alley
Should Rose stay or should she go into the tunnel after Jack? Should Jack go into the tunnel in the first place? How should Jack respond to having to take his little sister with him?
But where is the maths? And how can the maths be integrated with other areas of the curriculum?
Noticeably absent from any of the websites I looked at is the mathematical element, so here are some thoughts which I hope will be helpful as a springboard for some really creative cross curricular connected learning opportunities!
Statistics (data handling)
Mood graphs
N.C. links Y4 interpret and present continuous data using time graphs
Y 6 interpret and construct line graphs and use these to solve problems
(links with literacy)
Create a line graph to show the changes of mood over time for Rose and for Jack.
What is the same, what is different?
What other stories do you know that might have a similar mood graph for the main characters? Can you prove it?
What do you know about this type of story that might help explain your findings? What do you notice about the structure/pattern/language of the stories?
Create a line graph for your changing feelings as a reader as the story unfolds.
Compare to the line graphs of the book characters you have already created.
Compare to other people’s line graph of their responses.
Discuss the results and try to think of reasons for similarities and differences ((interpretation and analysis)
Write a new ending to the story, perhaps also adding a new character.
How do the mood graphs differ from those in the original story?
Create a new mood graph and get your partner to write a story where one of the characters would have this mood graph as the story unfolds.
Interest graphs
N.C. links Y2-4 interpret and present data using tally charts, block diagrams, (Y2), Bar charts, tables (Y3/4)
(links with PSHE)
The main characters in this story could be seen as stereotypical.
How could you find out if Jack is a ‘typical’ boy, or Rose is a ‘typical’ girl? What sort of interests do boys and girls in your class have?
How would you collect the information?
How would you record/organise it so other people could understand it?
Do you think the data you have collected would be typical of the whole of your school/community/country?
Why/why not?
Are all girls frightened of the dark? Are ONLY girls frightened of the dark? Collect, record, interpret and analyse data around this topic.
Timetables
N.C. link Y5 complete, read and interpret information in timetables
Create timetables to show Jack’s and Rose’s day.
Measures
Time
N.C. links Y1 sequence events in chronological order
Y2 compare and sequence intervals of time
Y3 compare duration of events
Create a timeline of the story. Plot each key event on the timeline.
Will all events have equal duration?
How can you show the different time lapses in different parts of the story?
Are there any points where two things are happening at the same time?
What other events might you add if you were rewriting the story?
Geometry – Position and Direction
N.C. links Y4 describe positions on a 2-D grid as coordinates in the first quadrant
Y6 describe positions on the full coordinate grid
(links with Geography)
Draw a map of the area in which the story is set, with grid references for different features.
What does the story tell you about the area?
What is implied?
In what ways is your map similar to your partner’s? In which respects is it different?
Justify your decisions and listen to your partner’s reasons for their design. Now create a new map from your shared ideas.
N.C. links Y1 describe position, direction and movement, including half, quarter and three quarter turns
Y2 use mathematical vocabulary to describe position
Write instructions to get from Jack and Rose’s house to the tunnel.