Table of Contents Answer Key Introduction

Table of Contents Answer Key Introduction ...... 3 Sample Lesson Plan ...... 4 Page 25 9. Accept appropriate responses. Before the Book (Pre-Reading Activities) ...... 5 1. Accept appropriate responses. 10. Accept appropriate responses. About the Author and the Illustrator ...... 6 2. Answers will vary, but should include the Pages 35 and 38–41 Book Summary ...... 7 following features: enormous body, covered Vocabulary Lists ...... 8 in tattoos, rippling forearms, a broad neck, a Most answers will vary due to the students’ opinions. Vocabulary Activity Ideas ...... 9 bald head, a broad nose, bloodshot eyes, wears a patterned dress. She is ferocious Section 1 (Chapters 1–3) ...... 10 and mean (or similar). Page 42 • Quiz ...... 10 3. He is wearing a banderbear skin. 1. • halitoad – a creature with foul breath • Charms and Amulets – hands-on research project ...... 11 4. She is an apothecaress (or apothecary), • torrent – a violent stream of something • Noises in the Deepwoods – using cooperative learning to create a ‘soundscape’ . . . . . 12 which is similar to a chemist. She uses a • acrid – sharp or irritating smell or taste • A New Sport – connection to design and technology/society and environment ...... 13 variety of herbs, flowers and animals to • faltering – using unsteady movement • Reading Response Journals – connection to students’ lives ...... 14 make potions and poultices. She tells Twig • amulet – a charm Section 2 (Chapters 4–7) ...... 15 she understands the properties of most of • treacherous – unreliable • Quiz ...... 15 the things that live and grow in the forest. • plaintive – sorrowful • A Postcard from Twig – hands-on writing project ...... 16 5. He follows Mag and falls into an • chasm – a deep gap in the earth’s surface • Goblin Interview – using cooperative learning to conduct character interviews ...... 17 underground tunnel. The word ‘halitoad’ should be circled. • A New Goblin Leader – connection to society and environment/problem-solving skills . 18 6. Accept appropriate responses. 2. a) true b) true c) false d) true e) false • The Lullabees and the Skullpelt – connection to students’ lives...... 19 7. A loyal, intelligent, black beast with yellow 3. c, b, d, a Section 3 (Chapters 8–9) ...... 20 eyes. Accept appropriate responses for the 4. a) Because his parents were afraid the sky • Quiz ...... 20 second part of the question. pirates would kidnap him. • Make a Mask – hands-on art project ...... 21 8. He misses being outside and the banderbear. b) She wanted to keep him as a pet. • Friendship – using cooperative learning to explore a concept ...... 22 Also, he has nothing to do but think. c) He was picked up by the rotsucker. • The Banderbear – connection to science ...... 23 9. She has long eyestalks and she constantly d) It points to your destiny. • Twig and the Rotsucker – connection to students’ lives ...... 24 licks her eyeballs. Answers will vary as to 5. Accept appropriate responses. why Twig doesn’t notice these things after a Section 4 (Chapters 10–11) ...... 25 Page 43 • Quiz ...... 25 while, but should indicate that he realises 1. Twig’s comfort cloth. • Scene in a Shoebox – hands-on art project ...... 26 she is kind. • Compound Characters – using cooperative learning to explore words ...... 27 10. Accept appropriate responses. 2. Gristle (He has venom inside him that has made him swell up.) • Design a Creature – connection to design and technology ...... 28 Page 30 • The Heartcharmer – connection to students’ lives ...... 29 3. The skullpelt, which was disguised as 1. Accept appropriate responses. Spelda. Section 5 (Chapters 12–14) ...... 30 2. It helps the sky ship to fly. 4. Twig. • Quiz ...... 30 3. Accept appropriate responses. 5. The banderbear’s rotten tooth. • Sky Pirate Diary – hands-on writing project ...... 31 4. Hubble sees the tooth pendant Twig wears. 6. The cocoon he is trying to break his way • Twig and the Gloamglozer – using cooperative learning to prepare a role-play ...... 32 Twig suspects it was Hubble who cried out out of. • Story Map – connection to art & mathematics...... 33 the night the banderbear died. 7. Mag is about to turn termagant. • Character Comparison – connection to students’ lives ...... 34 5. He says realising that Twig was his son was 8. The flight rock. more than he could bear. Accept appropriate 9. The gloamglozer. After the Book (Post-Reading Activities) responses for the second part of the quesion. 10. His abandonment of Twig. Any Questions? ...... 35 6. When the captain tells him the baby he Book Review Ideas ...... 36 abandoned was a boy. Page 44 Research Ideas ...... 37 7. It tells him he is special, it can help get rid Ask students to perform one or more of their Culminating Activities ...... 38–41 of his emptiness by helping him become a rehearsed conversations for the class. Students Unit-Test Options ...... 42–44 gloamglozer too and it can help him see can be assessed on the content of the what is beyond the Deepwoods. Bibliography of Related Reading ...... 45 conversation and the characterisation. They 8. He tells him he will be a member of the could also write a self-assessment of their work. Answer Key ...... 46–47 crew, like all the other pirates. Appendix: Reading Journals ...... 48

#HB0705 Beyond the Deepwoods 2 © 2003 Hawker Brownlow Education © 2003 Hawker Brownlow Education 47 #HB0705 Beyond the Deepwoods Sample Lesson Plan Bibliography of Related Reading Each of the suggested lessons may take from one day to several days to complete. Lesson 1 • Make a character mask (page 21). Colville, Bruce. Into the Land of the Unicorns. (Unicorn Chronicles, Book 1) (Apple, 1999) • Discuss the concept of friendship (page 22). • Complete some pre-reading activities (page 5). These • Write a scientific report on the banderbear (page 23). can be completed as independent group or whole class • Give opinions about Twig’s actions (page 24). Forsyth, Kate. Witches of Eileanan. (Witches of Eileanan series, Book 1) (Roc, 1998) activities. • Complete the Section 3 quiz (page 20). The answers • Read ‘About the Author and the Illustrator’ (page 6). should be discussed as a class or in small groups. Jacques, Brian. Redwall. (Redwall series, Book 1) (Ace, 1998) • Introduce the vocabulary for Section 1 (page 8). • Introduce the vocabulary words for Section 4 (page 8). • Discuss the fact that the author has used many L’Engle, Madeleine. A Wrinkle in Time. (Yearling, 1973) invented words in the book. Lesson 5 • Ask students to find definitions for the vocabulary words in a comprehensive dictionary. • Read chapters 10–11. Ask students to listen or watch Lewis, C.S. The Lion, the Witch and the Wardrobe. (Macmillan, 1950) for the vocabulary words and any invented words. Re- Lesson 2 read the sentences in which the words are found and Marillier, Juliet. Daughters of the Forest. (Sevenwater trilogy, Book 1) (Tor, 2002) discuss their meanings and effects. • Read chapters 1–3. Ask students to listen or watch for • Use one or more vocabulary activities (page 9). the vocabulary words and any invented words. Re-read • Discuss the illustrations in these chapters and how they Paterson, Katherine. Bridge to Terabithia. (Crowell, 1977) the sentences in which the words are found and discuss help to create meaning. Ask students to give opinions their meanings and effects. on what was chosen. Rodda, Emily. The Forests of Silence. (Deltora Quest series, Book 1) (Apple, 2001) • Use one or more vocabulary activities (page 9). • Make a diorama (page 26). • Discuss the illustrations in these chapters and how they • Explore compound words (page 27). Stewart, Paul. The Midnight Hand. (Corgi, 1997) help to create meaning. Ask students to give opinions • Design a Deepwoods creature (page 28). on what was chosen. • Describe your hopes and dreams for the future (page 29). • Research Ancient Egyptian charms and amulets • Complete the Section 4 quiz (page 25). The answers Muddle Earth. (Macmillan, 2003) (page 11). should be discussed as a class or in small groups. • Create and perform a ‘soundscape’ (page 12). • Introduce the vocabulary words for Section 5 (page 8). The Wakening. (Corgi, 1996) • Invent a new sport (page 13). • Begin reading journals (page 14). Lesson 6 The Weather Witch. (Corgi, 2002) • Complete the Section 1 quiz (page 10). The answers should be discussed as a class or in small groups. • Read chapters 12–14. Ask students to listen or watch • Introduce the vocabulary words for Section 2 (page 8). for the vocabulary words and any invented words. Re- Tolkien, J.R.R. The Hobbit. (HarperCollins, 1991) read the sentences in which the words are found and Lesson 3 discuss their meanings and effects. • Use one or more vocabulary activities (page 9). • Read chapters 4–7. Ask students to listen or watch for • Discuss the illustrations in these chapters and how they the vocabulary words and any invented words. Re-read help to create meaning. Ask students to give opinions the sentences in which the words are found and discuss on what was chosen. their meanings and effects. • Write a sky pirate diary (page 31). • Use one or more vocabulary activities (page 9). • Role-play a scene from the book (page 32). • Discuss the illustrations in these chapters and how they • Create a story map (page 33). help to create meaning. Ask students to give opinions • Compare yourself to Twig (page 34). on what was chosen. • Complete the Section 5 quiz (page 30). The answers • Write a postcard from Twig (page 16). should be discussed as a class or in small groups. • Role-play an interview with a gyle goblin (page 17). • Describe what you would do as the leader of the gyle Lesson 7 goblins (page 18). • Consider what you would see in a lullabee grove (page • Complete ‘Any Questions?’ (page 35). 19). • Choose and begin book reviews and research projects • Complete the Section 2 quiz (page 15). The answers (pages 36 and 37). should be discussed as a class or in small groups. • Begin working on the culminating activity (pages 38, 39, 40 and 41). This work could be presented as a booklet. It • Introduce the vocabulary words for Section 3 (page 8). could also serve as a springboard for students to write a Lesson 4 creative narrative about their adventures. • Read chapters 8–9. Ask students to listen or watch for Lesson 8 the vocabulary words and any invented words. Re-read • Use one or more of the unit tests (pages 42, 43 and the sentences in which the words are found and discuss 44). Discuss the answers to the tests as a class. their meanings and effects. • Discuss the students’ feelings about the book. • Use one or more vocabulary activities (page 9). • Provide the bibliography of related reading for • Discuss the illustrations in these chapters and how they interested students (page 45). Have as many of these help to create meaning. Ask students to give opinions books as possible on display in the classroom. Teachers on what was chosen. may also like to add other suitable books to the list.

Paul Stewart and Chris Riddell are an author–illustrator team who have created many books Explain who or what each of these quotes is referring to. together, including The Edge Chronicles series. This series currently includes Beyond the Deepwoods, Stormchaser, Midnight over Sanctaphrax and The Curse of the Gloamglozer. Paul and 1. Chapter 1: Spelda Chris both live with their families in Brighton, England. They met through their children, who ‘He won’t let anyone touch it. And he won’t be parted from it neither. His father tried once – attended the same school. Their first collaboration was a picture book series for young children, the said the boy was too old for such childish things.’ first book of which was called A Little Bit of Winter. 2. Chapter 3: Sinew Paul Stewart was born in London, England in 1955. He completed university qualifications in English and creative writing, and soon published his first short story. In 1979, he travelled around ‘As long as they get an antidote inside him before he explodes,’ she said. Greece and then worked as a teacher in Germany. In 1984, he taught in a language school in Brighton. Two years later, he left teaching to write full-time. 3. Chapter 4: the caterbird ‘The face,’ the bird said firmly. ‘Look at the face, and see what I saved you from.’ Paul has written many adults’ and children’s books, including The Wakening, The Weather Witch, Football Mad, The Midnight Hand, Dogbird and Trek Cape. Paul says he gets his story ideas when 4. Chapter 6: the Grossmother he is lying in the bath! ‘Vile … disgusting … revolting VERMIN! Contaminating my beautiful colony.’ Chris Riddell was born in South Africa in 1962. He studied in England at the Epsom School of Art and the Brighton Polytechnic. Chris works as a freelance illustrator. He has written and illustrated a 5. Chapter 8: Twig number of children’s books, including Mr Underbed and Bird’s New Shoes. He has also illustrated ‘You want me to wear it round my neck?’ some prize-winning books, including Something Else by Kathryn Cave. Since 1998, he has worked as a political cartoonist for several newspapers. 6. Chapter 9: Twig

Chris started the idea for the Edge Chronicles series when he drew a map of the Edge, and showed ‘Got to make the hole bigger,’ Twig told himself as he raised the knife high above his head. it to Paul, saying that he thought it would make a good fantasy story. ‘And quickly.’ 7. Chapter 10: Mag ‘Did you hear that, Twig? It’s time! Come on.’

8. Chapter 12: Tem Barkwater ‘The trick will be to get it back to the sky ship while it’s light enough to carry, but heavy enough not to fly away.’

9. Chapter 13: Twig ‘I s … s … summoned you?’ said Twig, the faltering words weak and muffled in the dense fog. ‘But how? When?’

10. Chapter 14: Quintinius Verginix (Cloud Wolf) ‘It will not happen a third time,’ he said softly.

#HB0705 Beyond the Deepwoods 6 © 2003 Hawker Brownlow Education © 2003 Hawker Brownlow Education 43 #HB0705 Beyond the Deepwoods Unit Test: Option 1 Book Summary Unit Test Beyond the Deepwoods 1. Match each word to its correct definition. Circle any words the author invented for the book. By Paul Stewart and Chris Riddell • halitoad • a violent stream of something Twig’s life with his woodtroll family in the mysterious Deepwoods changes forever when the fearsome sky pirates take an interest in him. To avoid capture, Twig must travel alone through the • torrent • a charm Deepwoods to the safety of his cousin’s house. But before he can begin his journey, his mother • acrid • a deep gap in the earth’s surface Spelda tells him the truth about why he looks and thinks so differently from the other woodtrolls – • faltering • unreliable he is not one at all. Spelda admits to Twig that she found him abandoned as a baby. • amulet • sorrowful Soon after entering the Deepwoods, Twig leaves the safe path Spelda tells him to follow and begins • treacherous • a creature with foul breath an amazing adventure to discover his identity and his destiny. He encounters the kindness and friendship of the butchering slaughterers, the enormous banderbear, the enigmatic caterbird and the • plaintive • sharp or irritating smell or taste gossiping gabtroll; comes close to being eaten by a gang of piranha-like wig-wigs, savage • chasm • using unsteady movement woodwolves, a hungry bloodoak, the horrifying skullpelt and the disgusting rotsucker; and escapes capture by the massive Grossmother and the vicious termagant trogs. 2. True or false? When Twig meets some grounded sky pirates, he overcomes his fears to help them repair their sky a) Twig is a woodtroll. ship. That night, the captain of the ship tells the story of how he abandoned his baby son many b) The gyle goblins eat pink honey. years ago. Twig suddenly realises the captain is his father. But to his great sadness and frustration, the sky pirates take off without him. Abandoned, Twig finds himself in the midst of a sudden forest c) The slaughterers are popular with all the Deepwood creatures. fire. In the run for his life, he finds his way to the edge of the Deepwoods and is horrified to meet d) Mag is excited about turning termagant. the most feared Deepwoods creature of all – the gloamglozer. The gloamglozer admits to Twig that e) The gloamglozer tries to help Twig. it had transformed itself into many of the helpful creatures he met on his journey. Promising to end Twig’s emptiness by making him into a gloamglozer, it tricks him into taking its hand and stepping 3. Order these events. over the Edge. Once Twig is in its grasp, it releases him, telling him that its task is to seek out ‘insignificant creatures’ that are a) Twig joins the sky pirates. ‘nothing’ and dispose of them over the b) Twig befriends a banderbear. Edge. Yelling out to the gloamglozer c) Twig meets the slaughterers. that he is not ‘nothing’, a terrified Twig falls into the darkness, but is d) The gloamglozer releases Twig over the Edge. suddenly saved by the caterbird. The 4. Short answer caterbird delivers Twig to his destiny – his father’s sky ship. Twig’s father a) Why did Twig have to leave his family? promises never to abandon him again b) Why did Mag lead Twig to her underground home? as the sky ship soars into the air beyond the Deepwoods. c) What happened after Twig fell asleep in the cocoon? d) What does a ‘heartcharmer’ do? 5. Long answer Write the answers to these questions on the back of this sheet. • Do you think Twig was pleased with the ‘destiny’ he found at the end of the book? Give reasons. • Explain who you think was the kindest character in the book and why.

#HB0705 Beyond the Deepwoods 42 © 2003 Hawker Brownlow Education © 2003 Hawker Brownlow Education 7 #HB0705 Beyond the Deepwoods Section 1: chapters 1–3 Culminating Activities Quiz My Journey through the

1. On the back of this sheet, list the main events of chapters 1–3 in order. Deepwoods 2. How does Twig look different from the woodtrolls? During the Journey ______Before you reach the Edge, many exciting, wonderful and dangerous things happen to you.

3. Why is Twig attacked after the trockbladder game? What do you think of what he does during 1. What have you liked most about your journey so far? the game? ______2. Describe the three most dangerous or unexpected things that have happened to you and how ______you managed to escape. ______4. Why wouldn’t you want to meet a halitoad? ______5. What does Gristle and Sinew’s mum give to Twig? ______6. What makes naming knives so important to woodtrolls? 3. What do you miss most about home? ______7. Why doesn’t Tuntum want Twig to go with the sky pirate? 4. Who was the most helpful creature you met? What did it do? ______8. Why are the slaughterers disliked by the woodtrolls? Do you think this is fair? Explain your ______answer. 5. Draw yourself during your journey through the Deepwoods. ______9. Why does Twig leave the slaughterers’ village? Would you have done the same? Give reasons. ______

10. Would you prefer to be a woodtroll or a slaughterer? Give reasons. ______