Oxford Level 19

Moby Dick Original author: Author: Geraldine McCaughrean Illustrator: Victor Ambrus Teaching notes author: Abigail Steel Book type: novel

Synopsis sets off for a life of adventure upon a whaling ship and soon becomes friends with the various crew members of the . Despite the dangers already involved in a life at sea, puts Ishmael’s life at even greater risk. Ahab is consumed by the need to hunt down the legendary whale, . Group or guided reading Introducing the book • (Prediction) Ask the children to look at the title and cover of the book. Ask them what they think the story will be about. How does the illustration of Moby Dick make them feel? • Direct the children to look at the Letter from the Author on page 2. Discuss children’s understanding of what gruelling hardship the men who went whaling faced. Discuss the changing perception of whaling from the 1800s to modern times. • With the children look briefly at the Contents page and clarify the meanings of Foreword, Epilogue and Glossary. Turn to the Foreword (page 4) and read it to the children. Ask the children to think about the themes mentioned when they read the story. • Direct the children to turn to the Glossary (page 110) and discuss the vocabulary and meanings listed. Remind children to return to the Glossary if they encounter unknown words when reading.

Strategy check • Remind the children to use the context to work out the meaning of unknown words then check them in the Glossary or in a dictionary, e.g. bowsprit (page 9), gouged (page 10), leprosy (page 19). Explain that the Glossary contains specialist whaling and nautical terms. • Ask the children to identify unusual sound spelling relationships, e.g. the /f/ sound spelled ‘ph’ in blasphemy (page 56), prophesied (page 64) and phosphorescence (page 67). Challenge them to notice further examples of unusual sound spelling relationships as they read the text, e.g. the /s/ sound spelled ‘st’ in glistening (page 41). • If children encounter words they find challenging, encourage them to use their phonic skills to decode them. If necessary, read the word for the child.

© Oxford University Press 2016. No sharing, copying or adaptation of materials permitted except by subscribers to Oxford Owl. During reading • Ask the children to read Chapter 1 (pages 5–11) aloud and help them where necessary. Praise and encourage them as they read. • If the children meet words where the meaning is unclear, remind them to read the whole sentence to try to work out the meaning from the context. • (Questioning) As the children read, pause occasionally and ask recall questions to check their understanding of the story. Ask what Ishmael means when he says I am afloat in sleep and what this paragraph (page 5) tells us about his feelings towards Moby Dick. • (Questioning) Ask the children how the author has developed the character of in Chapter 1. How are we encouraged to feel about him? • Ask the children to make a note of any old-fashioned language and vocabulary. Independent reading • (Questioning) Ask the children to continue to read the book independently. Explain that you want them to think about the following question while they are reading: Do you think Ishmael regrets embarking on his whaling adventure? Why/Why not? • (Summarization) At the end of a section or chapter, encourage the children to summarize that section. • (Clarification) Encourage them to reread any sentences that they find difficult to understand. • (Clarification) As the children read the text, check that they are dealing with difficult vocabulary. Returning and responding to the book • (Questioning) With the children, turn back to pages 32–33 and reread these pages. Ask the children to focus on the description of the Kraken. Ask: From Ishmael’s description what type of animal do you think the Kraken is? Why was Ahab uninterested in the Kraken? • Check the children’s understanding of the following vocabulary: furlong (page 41), flailed (page 43), blasphemy (page 56), incredulous (page 62). Ask the children if there are any other words in the story that they are unsure of. • (Questioning) With the children, turn back to pages 36–37 and reread these pages. Ask the children to compare Captain Bloomer’s attitude towards Moby Dick with Captain Ahab’s attitude. • (Summarization) Invite the children to say which part they enjoyed the most and why. • (Summarization) Discuss the ending of the story. Does it leave any unanswered questions in the children’s minds? • Use the chapters to discuss grouping and organizing information in a story. Support the children to summarize what happens in each chapter through the story.

Speaking and listening activities • Divide the children into small groups. Ask them to re-enact the scene where Pip is rescued from the water twice (pages 44–45). Encourage the children to use facial expressions and body language to show the feelings of the various crew members as they wrestle with the decision about whether to save Pip or not. • Hot seat Captain Ahab. Ask a small group of children to make notes about Ahab’s characteristics and motivations while the rest of the class note down questions to ask Captain Ahab. The children then form groups with some acting as Captain Ahab and others asking questions for Ahab to answer in role. • Hold a class debate. Was Captain Ahab a ‘bad’ person? What evidence is there to suggest he was/ was not bad? Allow time to make notes and prepare.

© Oxford University Press 2016. No sharing, copying or adaptation of materials permitted except by subscribers to Oxford Owl. Writing activities • Ask the children to write an extension chapter or follow on story about Moby Dick. Perhaps Ishmael has decided to hunt Moby Dick down once and for all. Perhaps Captain Ahab has come back to haunt Ishmael. Perhaps another crew has encountered the almighty Moby Dick. • Ask the children to write a diary entry as Ishmael during his time on the Pequod. Children could choose an event from the story on which to base their diary entry. • Ask the children to write a newspaper article about the demise of the Pequod and the story behind Captain Ahab’s obsession to hunt Moby Dick. • Ask the children to write a letter from Ishmael’s mother to Ishmael trying to persuade him not to go on a whaling ship. The letter could highlight all of the dangers of a life being a whaler at sea.

© Oxford University Press 2016. No sharing, copying or adaptation of materials permitted except by subscribers to Oxford Owl. Moby Dick Curriculum links and assessment

Links to Oxford Reading Criterion Scale: • Can work out the meaning of unknown words and phrases by relating to known vocabulary as well as from the way they are used in context. (RCS Standard 7, 1) • Can refer back to the text to support predictions, thoughts and opinions, being able to elaborate in order to provide reasoned justifications. (RCS Standard 7, 4) • Can explain a character’s motives throughout a text and can use evidence from the text to back up opinions. (RCS Standard 7, 11) • Can evaluate relationships between the characters (e.g. how characters behave in different ways as they interact with different people and/or different settings and consider the relative importance of these instances when evaluating a character’s actions) referring back to the text to support thoughts and judgements. (RCS Standard 7, 20)

ENGLAND The National Curriculum in England: English Programme of Study, Years 5–6 National Curriculum objectives Book-related assessment pointers Spoken use relevant strategies to build their vocabulary Do the children use the context, language (SpokLang.3) glossary and/or dictionaries to help them understand new vocabulary?

articulate and justify answers, arguments and Note how well children are able to opinions (SpokLang.4) express and explain their thoughts and ideas during questioning and discussions.

Reading: identifying and discussing themes and conventions Are the children confident in comprehension in and across a wide range of writing recognising and discussing the (Year 5/6 ReadComp.1v) themes of whaling and good/evil?

identifying how language, structure and Can the children identify and comment presentation contribute to meaning upon the language, structure and (Year 5/6 ReadComp.2vi) presentation of the story?

Writing: in writing narratives, considering how authors Do the children transfer and apply composition have developed characters and settings in what their knowledge and understanding they have read, listened to or seen performed of the core characters and setting in Y(5/6WriteComp.1iii) their own writing?

SCOTLAND Curriculum for Excellence: Literacy and English experiences and outcomes, Second Level Experiences and outcomes Book-related assessment pointers Listening and When listening and talking with others for different Do the children use the context, talking purposes, I can: glossary and/or dictionaries to help them understand new vocabulary? Note • clarify points by asking questions or by asking others which children are confident to ask for to say more (LIT 2-09a) clarification from adults or peers.

When listening and talking with others for different Note how well children are able to purposes, I can: express and explain their thoughts and ideas during questioning and • share information, experiences and opinions discussions. (LIT 2-09a) Reading I can: Are the children confident in • recognise the relevance of the writer’s theme recognising and discussing the themes and how this relates to my own and others’ of whaling and good/evil? experiences • discuss the writer’s style and other features appropriate to genre. (ENG 2-19a)

© Oxford University Press 2016. No sharing, copying or adaptation of materials permitted except by subscribers to Oxford Owl. I can: Can the children identify and • discuss structure, characterisation and/or setting comment upon the language, • discuss the writer’s style and other features structure and presentation of appropriate to genre. the story? (ENG 2-19a) Writing Having explored the elements which writers use in Do the children transfer and different genres, I can use what I learn to create apply their knowledge and stories, poems and plays with an interesting and understanding of the core appropriate structure, interesting characters and/or characters and setting in their settings which come to life (ENG 2-31a) own writing?

WALES Programme of Study for English in Wales: Year 6 Objectives Book-related assessment pointers Oracy extend their understanding of the use Do the children use the context, glossary of standard English and their ability to and/or dictionaries to help them understand recognise and use formal and informal new vocabulary? language appropriately (Y6_OracSpea.3)

express issues and ideas clearly, using Note how well children are able to express specialist vocabulary and examples and explain their thoughts and ideas during (Y6_OracSpea.1) questioning and discussions.

Reading identify ideas and information that interest Are the children confident in recognising them to develop further understanding and discussing the themes of whaling and (Y6_ReadComp.3) good/evil?

confidently recognise and understand the Can the children identify and comment characteristics of a range of different texts upon the language, structure and (continuous and non-continuous) in terms of presentation of the story? language, theme, structure and presentation (Y6_ReadStrat.3)

Writing use the characteristic features of a range Do the children transfer and apply their of continuous and non-continuous texts knowledge and understanding of the core creatively in their writing, adapting their characters and setting in their own writing? style to engage the reader, using imagination where appropriate (Y6_WritMean.2)

NORTHERN IRELAND Levels of Progression in Communication across the curriculum: Primary Level 4/5 Levels of progression Book-related assessment pointers Talking and ask questions to explore and develop ideas Do the children use the context, glossary and/ listening (L5_com_talk.2ii) or dictionaries to help them understand new vocabulary? Note which children are confident to ask for clarification from adults or peers.

justify ideas and opinions (L5_com_talk.3i) Note how well children are able to express and explain their thoughts and ideas during questioning and discussions.

Reading make reference to text to support opinions Are the children confident in recognising and and draw conclusions (L5_com_read.4) discussing the themes of whaling and good/evil?

understand some implicit meanings and Can the children identify and comment upon the attitudes (L5_com_read.3ii) language, structure and presentation of make reference to text to support opinions the story? and draw conclusions (L5_com_read.4)

Writing match writing to purpose and audience Do the children transfer and apply their (L5_com_writ.3i ) knowledge and understanding of the core characters and setting in their own writing?

© Oxford University Press 2016. No sharing, copying or adaptation of materials permitted except by subscribers to Oxford Owl.