Voices in The Park Planning

DON’T JUDGE A BOOK BY ITS COVER: VOICES IN THE PARK
Session 1
Learning Objective Input and Activity Plenary
Explain our theme is ‘Don’t Judge a Book by its Cover’.
I can respond to a Have you heard this saying before? What do you think it means? What makes a
story question
Look at the front cover and read the title. Invite the children to share their interesting?
thoughts about the title and suggest what they think the story will be about.
Resources
©www.schoolslinkingnetwork.org.uk and Allerton Primary

The Linking Network | Margaret McMillan Tower | Princes Way | Bradford | BD1 1NN
info@thelinkingnetwork.org.uk | 01274 385470 | www.thelinkingnetwork.org.uk
In their groups
 IWB file-scanned Look through the book and show the children that it is divided into 4 separate children are to
book stories called; First Voice, Second Voice, Third Voice and Fourth Voice. Explain that choose their two
 4 containers this is a story told from the ‘point of view’ of four different characters. most interesting
labelled with questions and
character names Read the story. feedback these to
 1 counter per child the class-record on
 Large sheets paper Have 4 containers labelled with the names of the four characters: Charles’ mother, the IWB.
 Felt tips Charles, Smudge, Smudge’s father. Give each child a counter; they put it into the
container of the character that interests them the most.
Count the number of votes for each character– record on the whiteboard under
each picture. With each character, pick some children to explain why they voted
for that character. List some of the reasons on the whiteboard under their picture.
Why do you think we have chosen to use this book? How does it relate to ‘‘Don’t
Judge a Book by its Cover’. Who does that in the story? (The mother)
Group activity
Children to discuss with their group what questions they might like to ask the
characters are what they would like to find out about the story. Children to record
on large sheets of paper.
Session 2
I can describe a In groups children read the story each taking on one of the roles. Encourage children to think Discuss with the
character using the about their characters voice and expression. children how spoken
text and illustrations words and thoughts
As a class reread the First voice pausing to look more closely at the way the pictures and words
might tell a different
tell the story. Invite children to talk about the things they notice and find interesting and allow
story.
Resources
for full discussion before moving on. Guide the discussion (children to sit in their groups)
 6x Voices in the without leading the responses (could be recorded on IWB). Encourage them to
Park relate this idea to
Some key questions could be:
 Brightly coloured their own experience:
 Who is telling this story? How do you know?
have they ever said
scarf  What can we tell about the mother from:
one thing but have
 6 x Enlarged  The way she is dressed?
been thinking
picture of Mother  Her body language?
something entirely
shouting  Her speech?
 The way she speaks to Charles? different.?
 Felt tips
 Is there anything else in the pictures/text that give information about the mother’s
character? For example, they
might have said thank
Then discuss why the mother might be worried about Charles. Why does she think the park is you for a present
full of ‘frightful types’? Link to the saying –don’t judge a book by it’s cover. that they didn’t really
like, out of politeness
Take the hotseat: explain to the children that you are going to take on the role of the mother.
or wanting to protect
Explain that when you are wearing the scarf you are in the ‘hotseat’. This means the children
someone’s feelings.
can ask questions to find out more about you. Invite suggestions of one or two questions that
They may have
might be asked to make sure the children understand the activity (remind children about what
pretended to be
makes a question interesting). Note: by using teacher-in-role, you can encourage the children to think
more deeply about the character. Subtleties of character might be picked up so that the children can come to brave
some appreciation of her fears and worries as well as the more explicit prejudice and snobbery. about doing
something daring
Group Work when really they were
Make an enlarged picture of the mother shouting with speech bubble with the word CHARLES!
feeling quite scared
and thought bubbles around the character. In groups children to discuss and record
words/phrases for the thought bubbles. Groups feedback their ideas.
Session 3

I can discuss a range Explain Anthony Brown who wrote ‘Voices in the Park’ also illustrated the book. Show the questions
of feelings by Today we are going to look at how he uses the illustrations to help tell the story and that the children
identifying how one give clues about the characters. NB - Children may already have noticed some of chose to ask in
artist has reflected the strange/interesting things in the illustrations from the previous sessions. session one.
feelings in their work
Resources Group work Keeping in mind the
Children group the pictures that go with each voice (groups to also have a copy of discussions from
 Laminated pictures the book to help with this). this session choose
from the book –one  Is there anything you notice about each group? a question for the
set per group  Are they the same? How are they different? children to think
 6 x Voices in the  Why do you think they are different? about and discuss in
Park Children feedback-ensure children understand Anthony Brown has done this their groups – can
 Questions children deliberately to give the reader extra clue and to make them think. they use any of the
chose in session 1 illustrations to back
Now ask children to choose a picture (in pairs) and look at it really closely. up their ideas?
 Is there anything strange/interesting in the picture?
 Why do you think it is there? Think about:
 What is happening in that part of the story.
 Whose voice it belongs with.
 How that character is feeling.
Take feedback- displaying the picture on the IWB (try not to use Smudge’s Dad in
the two walking pictures as these will be discussed in depth in the next session).
Try to encourage the children to think deeply about what these strange/interesting
things mean/reflect.
Session 4
Reread the Second voice pausing to look more closely at the way the pictures and words tell Think about a time when
the story. Invite children to talk about the things they notice and find interesting and you have felt hopeless.
I can identify how an
allow for full discussion before moving on. Guide the discussion (children to sit in their Think about a time when
artist can reflect
you have felt hopeful.
feelings in their work groups) without leading the responses (could be recorded on IWB).
Discuss how our view of
Some key questions could be: the world can depend on
Resources
 Who is telling this story? How do you know? how we are feeling e.g.
 IWB file-scanned  What can we tell about the father from: when we feel hopeless
book  The way he is dressed? small problems can seem
 6 x Voices in the  His body language? big, we might get cross
Park  His speech? or feel even worse but
when we are hopeful
 2 x coloured papers  The way he speaks to Smudge?
those same problems
cut into slips.  Is there anything else in the pictures that give information about the father’s
don’t feel so bad-we
 Laminated ’walking character? E.g. How does he feel about Smudge?
feel like we can
past the wall’ overcome them. (Give an
Group Activity example from your own
pictures-one set
life if you can)
per group Children to place the two ‘walking past the wall’ pictures side by side. On the way to the
park the dad is feeling low and the picture reflects that; on the way home he has been Anthony Brown has
cheered by the visit and so the same scene has signs of hope drawn into the picture. tried to show the
 What is the same about the two illustrations? characters view of the
 What is different? world through the way
he has illustrated the
 Why?
book- what do you think
Smudge’s view of the
Children then write words/phrases to describe how the father is feeling in each picture
world is? How has
(one colour for each picture). Anthony Brown shown
this in his illustrations?
Children feedback –draw out we could label them hopeless and hopeful.
Why does he father feel this way?
Session 5 (more than one lesson)

Show the two illustrations from the previous session side by side. TTYP how is Allow children to
I can paint a picture Smudge’s father feeling in these pictures? Display the words children came up with walk around and
that reflects in the previous lesson. How has Anthony Brown reflected this in the way he has look closely at
different feelings drawn the pictures? other children’s
work.
Resources At the end of the last lesson I asked you to think about a time when you felt
NB – Before the lesson hopeless and a time when you felt hopeful-we talked about how this can change our Each child is to sit
create your own hopeless
‘view’ of the world and how Anthony Brown reflects the characters views of the with a child not
and hopeful picture to
show the children or use world through his illustrations. We are going to do the same. from their group.
the example provided Look at your
Show children the photograph you used as the inspiration for your hopeful and partners work-
Pupil outcomes are also hopeless picture. Then show them your own pictures – ask children to point out what which picture is
available on the
is the same and what is different about them. How have I reflected my feelings in reflect feeling
website.
my picture? E.g. colour, things missing e.g. leaves, sun, changes e.g. broken windows, hopeless and which
 Laminated photographs litter etc. reflects feeling
from around the hopeful?
outside of school Children choose a photograph of a place from around school. With their partner How do you know?
 Water colour paper
they discuss what techniques they can use to create a 2 pictures reflecting them
 Watercolours
 Brushes feeling hopeful and hopeless. Children share ideas with the class so others can use.
 Water pots
 Pencils Independent Activity
 Laminated pictures Children sketch the main features of the photograph onto both sheets.
from previous session
Then they begin to add details to reflect hopelessness or hopefulness.
They then use watercolours to complete their picture


Voices in The Park Planning

Uploaded by

Copyright:

Voices in The Park Planning

Uploaded by

Document Information

Original Title

Copyright

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Voices in The Park Planning

Uploaded by

Copyright:

DON’T JUDGE A BOOK BY ITS COVER: VOICES IN THE PARK

©www.schoolslinkingnetwork.org.uk and Allerton Primary

©www.schoolslinkingnetwork.org.uk and Allerton Primary

Session 5 (more than one lesson)

©www.schoolslinkingnetwork.org.uk and Allerton Primary

You might also like