All from a book - my first ever presentation to a group of students in higher education. To read the accompany blog post go to...

1. For all from a book
Inclusive teaching from a whole
book approach
(hopefully)

2. What am I going to waffle about?
• A whole book approach to learning
• The inclusive nature of this approach

3. The 18th
emergency
• Mouse and Ezzie are armed with plans for
seventeen emergencies. If they meet
sharks in their swimming area or if one of
them is bitten by a tarantula they know
exactly what they’ll do. But Mouse has no
idea how to cope with the eighteenth and
unexpected emergency. Marv
Hammerman, the toughest boy in the
school is out to get him…

4. In started one wet Monday
afternoon
• Read part of the story to the children and
then asked them to draw a picture of Marv
Hammerman on a ‘Wanted’ poster.
• Hoping that they could use the text to
create a picture of the bully.

5. Text Read
• Page17-21
• Had to describe to the children what
Neanderthal man looked like, used the
internet for some pictures

6. Responses
• (see pictures)
• Need for discussion

8. Explain the Character
• Gave the children pieces of the text
• Asked them to underline/highlight the text
and tell me what it told them
• Additional help was given with the reading
• Made sure that we discussed their
answers with them

9. Extracts of Text
• There was only one Hammerman in the world, just as
there had been only one Hitler
• “Hammerman’s big Mouse. He’s flunked a lot!”
• He could see Marv Hammerman come up in his mind
the way monsters do in horror movies, big, powerful with
the same cold, unreal eyes
• Hammerman would look at them sizing them up, the two
of them, this duo his mother had created for strength.
Then with a faint smile Hammerman would reach out,
grab them like cymbals and clang them together. When
Hammerman set them down they would twang for forty
five minutes before they could tumble off.

10. Responses
• See sheet
• Also –
– He is good at music
– He is a monster
– He is dumb and has failed a lot of tests
– He is unique, like Hitler, because noone can
be as mean and as nasty as he was.

11. Instructions
• Wanted to get some instruction writing into
the activity.
• Looked at the various emergencies in the
book and looked at how the author
creates/writes them
• Children were then asked in mixed ability
partners to create their own emergency in
the same style.

12. Examples of Emergencies
• Emergency Two – Attack by an unfriendly
lion. Wait until the last moment, until the
lion was upon you, and then you had to
ram your arm all the way down the lion’s
throat. This would choke him and make
him helpless. It would be unpleasant to up
be to your shoulder in lion, but that
couldn’t be helped.

13. Examples of Emergencies
• Emergency Three – Unexpected charge of
an enraged bull. Bulls have a blind spot in
the centre of their vision, so when being
charged by a bull, you try and line yourself
up with this blind spot. Fat people can’t do
this and that is why you don’t have any fat
bull-fighters.

14. Responses
If you get attacked by an eagle:
• Stay calm and be alert
• Get a worm and chuck it somewhere else
so it does not come to you and attack you
• This is because eagles prefer to eat
worms than humans

16. Responses (cont.)
• The flood gates opened!
• Keeping in the same style?
• Support and scribes
• So much excitement

17. Predictions
• Finally the children were asked to make
predictions about what the 18th
Emergency
would be.
• After this activity the children were read
the end of the story.
• Important that I didn’t read them the piece
of writing about the book.
• Worked in mixed ability partners, allowed
children to scribe and participate

18. Responses
• (see sheet)

20. Foul Play!
• Engaging the boys
• Visit from the author
• Decided to look at the character

21. How brave was he!
• Read the passage
• What did they think of the character?
• What did they like or disliked about him?
• What evidence was there

22. Responses

23. All fours!
• Enjoyable for all! (even me)
• Inclusive for all children (with the
appropriate support)
• Insight to all children’s understanding and
thinking
• Allowed the children to express their
understanding in different forms.

24. But we have not planned for this
this term
• Highly adaptable…how many books do we
have?
• Not a separate topic, it’s what you are
doing now
• Can be linked to cross curriculum
approach

25. Would I change anything?
• Ofcourse!
• Been working on the PET project in school
and I would include more drama next time.
• Also look more for cross-curriculum
approaches linked into the skill based
curriculm

26. Are you inspired?
• No time like the present
• All levels and all abilities
• Your favourite book
• Have fun!

27. And finally…
• A quotes from some children as we
finished the topic and they left on a Friday
afternoon…

28. “Hey Mr. Wilson, I never knew
reading could be so fun”

29. “It’s amazing what happens in a
book!”