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).