Two+Weeks+with+the+Queen


 * Found a useful teacher booklet with some extra ides (attached below)

Plot, theme and character analysis  ** // Key ideas/ questions //  §  Why did you choose each of the events on your continuum? Write two or three sentences about each explaining the importance of the event. What impact did the event have on the story? // Key ideas/ questions //  §  Did other members of you tribe include an event that you didn’t think was important? Why didn’t you think it was important? What was their explanation for including the event in their continuum?  §  Did you have an event that others felt didn’t need to be included? What was their reasoning for this? The purpose is to encourage students, by thinking (and talking in groups) about links between all pairs of characters, to think more laterally and comprehensively about the story.
 * Identifying the main events in the story (using A28 Constructing a continuum) **
 * 1) Students are to individually brainstorm what they believe to be the main events in the story. Following this, students are to take their list and organise these events in the form of a continuum. Around their continuum students are to explain why they included each event.
 * 1) Students can share their main events with a partner/ tribe. Students should discuss why they believe each event is important.
 * Identifying the major themes (using B12 Think, pair, share and A12 Theme charts) **
 * 1) Students are to complete a think, pair, share activity to identify what they believe to be the major themes in the story. Discuss with students the difference between an event and a theme. Challenges will obviously be one of the main themes. Compile a list as a class, and choose the major themes together.
 * 2) Students are then required to complete a theme chart on each of the major themes in the story.
 * 3) Alternatively this could be done as a jigsaw activity where one person in each tribe is assigned a different theme, and then comes and reports back to other tribe members.
 * Investigating the theme of ‘challenge’ further (using A1 Concept mapping) **
 * 1) Students are to create a concept map that helps them further understand how theme of ‘challenge’ impacts the characters in the story. Terms should include key characters, themes and events. Students are then required to make links between the characters and the challenges, and explain these links by writing on the lines. Encourage students to think how challenges impacted on different characters in different ways.
 * Character analysis (using a character analysis graphic organiser and D16 Relationship map/ literacy sociogram & Literary Venn Diagram) **
 * 1) Students complete a character analysis using a graphic organiser on each of the characters.
 * 1) Students are then required to analyse the relationships between the characters using a Relationship map/ literary sociogram. Students are required to nominate four to five significant characters and write their names spread out on the page. Students are required to draw lines between the characters and write the links between the characters on the lines. Two links between each character should be included. One from the perspective of Character A and one from the perspective of Character B. Students are then to discuss their maps with a partner.




 * 1) Finally students are to consider the changes in the character of Colin using a Literary Venn diagram. In one side of the Venn Diagram students are to consider Colin before his brother became ill. In the other side they are to consider Colin at the end of the story, and in the middle they are to put anything about Colin that is the same.