The Headmaster’s Cave Scheme of Work
As a teacher and an author, I wanted to write a scheme of work to accompany my novel. The purpose of which would be to help students improve their reading and writing skills. That’s one of the main reasons why we teach the classroom novel, after all. Having said that, I never want to forget that reading the classroom novel should ultimately be an enjoyable experience. This has certainly been my experience as my students and I have plotted our way through many incredible novels over the years. What does this tell us? Children, when they have the opportunity, love to read!
My 35 page scheme of work is an ideal accompaniment for any educator who plans to use The Headmaster’s Cave as their classroom novel. Or for any home school parent who would like to share this Middle School novel with their children.
If you have purchased The Headmaster’s Cave and would be interested in this FREE scheme of work, please send me your details using the Contact Page.
Finally, I would like to thank you for your support, and I sincerely hope that your journey to The Headmaster’s Cave will be an enjoyable and rewarding experience.
Are you a teacher or home educator? Download my 35 page scheme of work for FREE! https://dl.dropboxusercontent.com/u/74681779/The_Headmaster%27_Cave_Scheme_of_Work%202015.docx
1. Before starting the novel or reading the blurb, examine the front cover and make notes of what you can see. What do you think the novel will be about based on the title and what you see? Share your thoughts with a partner. (Bloom Level 4: Analysis)
2. Now read the blurb. Compare and contrast your initial thoughts with the new information contained in the blurb. How have your initial assumptions changed? Share your thoughts with a partner. (Bloom Level 4: Analysis)
3. Use Hot-Seating to ask George about his thoughts and feelings, motivations and impulses when he refuses to go with Dougie and Katie to The Headmaster’s Cave. (Bloom Level 5: Synthesis); Do you agree or disagree with George? Give reasons. (Bloom Level 6: Evaluation)
4. Imagine that you are George. Write a diary entry relating to your experiences from chapter 1. Remember to include important details from the chapter, also including George’s thoughts and feelings regarding himself, the mysterious Email, The Headmaster’s Cave, and the other main characters from chapter 1. (Bloom Level 5: Synthesis)
5. Students or teacher creates a RUBRIC for assessing diary entry. This can be used by students for peer/formative assessment. (Bloom Level 6: Evaluation)
6. Students make a dictionary poster to display difficult vocabulary from the novel. (Bloom Level 1 & 2: Knowledge and Comprehension)
7. Create cut-out sketches of the main characters. Mount the sketches on a bulletin board. Include a brief character sketch telling us about the characters. (Bloom Level 1 & 5: Knowledge and Synthesis)
8. You are in George’s class. Write an anonymous letter to the Principal, explaining about the bullying in your class. Explain what is happening, why it is wrong, and possible solutions to stop it. (Bloom Level 3: Application)
Level 1 knowledge; Level 2 Comprehension; Level 3 Application; Level 4 Analysis; Level 5 Synthesis; Level 6 Evaluation.
I have included a Level for each activity, but most activities will touch more than 1
Reading Comprehension Questions – Chapter 1
1. Who do you think is the main character in The Headmaster’s Cave? Why?
2. Why does George keep looking at the clock?
3. What was the other student’s reaction towards Katie when she raised her hand to answer Mr. Baily’s question?
4. It is written on page 3 that Johnny Mac played up to his audience. What do those words tell you about Johnny Mac’s character and his relationship with the rest of the class?
5. On page 6 and 15, list the reasons does George give for not going to The Headmaster’s Cave.
6. What did Johnny Mac say to prove that he’d been to The Headmaster’s Cave?
7. Why do you think George asked Katie on page 7 to stop defending him? What can you infer about Katie’s personality from her reaction.
8. On page 12, why does George think that Katie wasn’t as smart as he’d first thought?
9. List reasons for and against George travelling to The Headmaster’s Cave. Would you go? Give reasons for your answer.
10. How does George finally persuade Katie not to go to The Headmaster’s Cave?
Possible Teaching Points From Chapter 1
● Page 1 – “His glare locked onto them like laser guided missiles..”
– Explain that a smile is a comparison between two things using ‘like’ or ‘as’
– Do the students use similes in their everyday conversations to describe people or things?
– Are there any differences when using similes in poetry and in the novel?
– From paragraph 1, students should choose five sentences or phrases and convert them using an appropriate simile. Example: Page 2, “Katie’s cheeks reddened, and she lowered her head.” Becomes, “Katie’s cheeks reddened like a glowing hot oven ring, and she lowered her head.”
– If a writer uses many similes would this improve the weaken his/her writing?
● Page 2- “Birds of a feather flock together.”
– Explore the history of proverbs (Wikipedia)
– Teacher writes different proverbs and their meanings jumbled up on the board or worksheet and students should match their meaning. Team with most correct win.
– Explore grammatical structures of proverbs ( see Wikipedia)
• Imperative, negative – Don’t beat a dead horse.
• Imperative, positive – Look before you leap.
• Parallel phrases – Garbage in, garbage out.
• Rhetorical question – Hello, is anybody in there?
• Declarative sentence – Birds of a feather flock together.