Chapter 4
Penalty!
As the men are so happy at finding the African Queen, they play a football match watched by curious animals. The match has a deciding penalty which is
taken by a baby elephant kicking the ball into a high tree. Jackson is injured and steals the diamond during the match.
Key Questions
Experiences and Outcomes
Learning Intentions, Tasks and Assessment
1. Why did the miners play ‘the best
game of their lives’?
Experience and Outcome:
 To show my understanding across different areas of
learning, I can identify and consider the purpose and
2. Why do you think the animals were so
main ideas of a text and use supporting detail.
curious?
LIT 2-16a
Opportunities for Extension Tasks
1. Taxonomy of questions (Task 4B)
2. Pupils create their own questions using
question stems (Task 4C)
3. Key vocabulary-
3. How do you know the animals were
excited?
Learning Intention:
 To be able to summarise a text.
4. Can you explain what a penalty kick
is?
Tasks:
 Use a graphic organiser like a chart or flow diagram to
retell the main events of the text. (Task 4A)
5. Why was it not a good idea for the
miners to go after Jackson then?
Assessment opportunity:
 Retelling the text with key points identified and none
omitted




investigate
hobbled
thrashed
precious
Task Sheet 4A
Chapter Summary possible organisers
Task Sheet 4B Possible Taxonomy of questions for Chapter 4
Remembering
What showed that the men were very happy?
What happened to Jackson during the match?
Understanding
Why did the men not stop the match?
Why did the men chase after Jackson immediately?
Applying
Chapter 4
Penalty!
Find four important events in chapter 4
Can you think of another story where animals play games?
Analysing
Why do you think Jackson wanted the match to continue?
Why did animals gather and watch the match?
Evaluating
The men went after
Jackson and got lost
The men went after
Jackson and got lost
What do you think of Jackson? Why?
Do you think this story is based on fact? Why?
Creating
Why do you think the elephant kicked the ball?
What do you think the men should have done? Why?
Task Sheet 4C
Question Stems
Remembering
What happened before … after…? When … why … how … did? Who or what were …? Can you identify … select … picture
…? How many …? What is …? Who spoke to …? Who was it that …? How would you explain … describe… show…?
Understanding
How would you say … tell in your own words? How could you explain what is happening and why? What example(s) could you
give of …? What do you think could have happened next …? Who do you think …? Can you clarify what it means by … How
would you explain…? What facts or ideas or words show …?
Applying
How / why is … an example of …? From the information given, can you develop a set of instructions about …? What facts
would you choose to show …? How would you use …? What examples can you find to …? Which factors would you change if
…? Can you group by characteristics such as …? Do you know of another instance where …? How would you explain what is
happening and why…?
Analysing
Which events could not have happened? If … happened … what might have the ending have been? What part of the story
was the …funniest? saddest? … most exciting? Which things were facts and which opinions? What was the purpose of …?
What was the important information and what is irrelevant? What evidence can you find to …?
Evaluating
Is there a better solution to … Judge the value of …? What do you think …? Can you defend your position about …? Do you
think …is a good or bad thing? How would you have handled …? What changes to … would you recommend? Why did they
(the character) choose …? Were they right to do so …? What are the consequences …? What would you say is the
importance of …? What are the pros and cons of …? Why is … of value? What are the alternatives? What would you
recommend? Was the main character in the story good or bad? Why?
Creating
Suppose you could … what would you do? What would be a possible solution to …? How could you change the plot? How
could you design / invent a new way to …? How would you explain … describe… show…? What theory can you come up with
for …? What new and unusual uses can you think of for …? What proposal can you come up with for …? What outcome could
you predict if …?
Chapter 5
An Elephant Never Forgets
Chaz tests Engelbert the elephant’s memory and Engelbert tells his story of the mankinder’s game where he kicked a’ coconut’ high into a tree. The key
theme of this chapter is intelligence.
Key Questions
Experiences and Outcomes
Learning Intentions, Tasks and Assessment
Opportunities for Extension Tasks
1. Herman said that Chaz was ‘A bit too
clever for his own good’. Can you
explain what this means?
Experience and Outcome
 I can make notes, organise these under suitable
headings and use these to understand information,
develop my thinking, explore problems and create
new texts, using my own words as appropriate.
LIT 2-15a
 I can share my thoughts about structure, characters
and/or setting, recognise the writer’s message and
relate it to my own experiences, and comment on the
effective choice of words and other features.
ENG 1-19a
1. Alliteration (words which begin with same
or similar consonants) eg. Olive the
Ostrich, Herman the Hippo, Chaz the
Chimpanzee Make up an alliteration
alphabet of the creatures in the meadow
2. What was Engelbert’s story? Can you
give an explanation as to why
Engelbert kicked the ‘coconut’?
3. What were the red and blue skins that
Engelbert spoke about?
4. Why did Chaz not believe in the
mankinders?
Learning Intentions:
 I can scan and text mark to locate relevant
information. I can make appropriate notes.
 I can use the text to infer feelings and thoughts of a
character
Tasks:
 Organise facts about elephants on the chart (Task 5B)
 Track the feelings of the creatures in the chapter
(Tasks 5C and 5D)
Assessment opportunity:
 Appropriate organising of information about elephants
from the text.
2. Synonyms-words with similar meanings
eg amazing and impressive. Create
synonyms for the words from the text
(Task 5A)
3.




Key vocabularyimpressed
craggy
bleary
precisely
CONSCIENCE ALLEY
This works particularly well when a character from a book is facing a dilemma. The children form 2 lines, facing each other.
One child walks down the middle in the role of a character from the book as children standing in the 2 lines offer conflicting
advice about what the character should do. The teacher should encourage the children to justify the advice that they are
offering by making reference to events and characters in the book.
HOT SEATING
Hot Seating is a drama technique but is excellent for literacy lessons to assess the children’s understanding of the characters. Ask a child to take the ‘Hot
seat’ at the front of the class. That child then assumes the role of the character. Children (and the teacher) can then ask the child in the ‘Hot seat’ questions.
A prompt poster should be used to encourage a breadth of questions. Below are two examples of what could be written on a prompt poster:
1. Who..?
1. What did you..?
2. Where..?
2. What do you think about..?
3. When..?
3. Isn’t it true that..?
4. Why..?
4. Are you happy with..?
5. What..?
5. What makes you..?
6. How..?
6. Why did you react..?
Possible ways to vary the ‘Hot seat’ format:
 Turn it into an interview (children can generate their interview questions before hand)
 A talk show
 A press conference
 A debate
 A trial
Task Sheet 10B
Chapter 10
Task Sheet 10A
Thought Bubbles- from . . .
Look at the statements below and decide if they are TRUE, FALSE
or CANNOT TELL from the evidence in the text.
It had been raining.
(1)
Obi had been
missing before.
(2)
It was Obi’s fault if
he had been eaten.
(3)
Misha understood
what Obi was trying
to say.
(4)
Obi was so upset
that he muddled his
words.
(5)
Obi had been
missing for more
than five days.
(6)
Chaz thought Obi
was lying.
(7)
Chaz thought Obi
had tricked them.
(8)
Chaz had been
worried about Obi.
(9)
Obi
Chaz
Paulie
TRUE
FALSE
CANNOT TELL
Misha
Engelbert
Task Sheet 10C
Read the statements about Chaz. Tick if you agree, cross if you disagree. Be prepared to explain your answers
Chaz was dishonest
Chaz was annoyed
by Obi
Chaz was worried about Obi
CHAZ
Chaz believed in the
Fact Tree
Chaz and Obi were
friends
Chaz is very clever
Task Sheet 13A
Cloze Reading Chapter 13
Slowly, but steadily, the two monkeys climbed the mighty
mpingo, _______ onto the branches with their hands and
feet. The higher they went, the thinner the _______ became
and it was much more _________ to climb. But on they went
until the meadow was ________ below them.
Obi climbed higher and felt as if he was at the _____ of the
world. He noticed how tiny his friends on the meadow
l______. Even the lake seemed small.
Suddenly there was a loud crack as the branch Obi was
standing on ________. He lost his balance and fell
backwards, tumbling down, desperately trying to grab hold of
a ______ as he did so. Misha screamed and tried to reach
Obi’s hand as he fell past her, but in the ______ of an eye
the little ________ had plunged into the green _______
below.
As Obi ________ towards the ground, something amazing
happened. Suddenly he stopped, as if by a magic ______,
his arms and legs spinning. Obi grabbed the nearest branch
and pulled himself to _______. He reached for the pouch to
check that it was still hanging round his ______. The pouch
felt hot in his hand and it seemed to be _________.
Slowly, the two monkeys climbed the mighty tree, _______
onto the branches with their hands and feet. The higher they
went, the thinner the _______ became and it was much more
______ to climb. But on they went until the meadow was
____ below them.
Obi climbed higher and felt as if he was at the _____ of the
world. He noticed how tiny his friends on the meadow
______. Even the lake seemed small.
Suddenly there was a loud crack as the branch Obi was
standing on ________. He lost his balance and fell
backwards, tumbling down, desperately trying to grab hold of
a ______ as he did so. Misha screamed and tried to reach
Obi’s hand as he fell past her, but in the ______ of an eye
the little ________ had plunged into the green _______
below.
As Obi ________ towards the ground, something amazing
happened. Suddenly he stopped, as if by a magic ______,
his arms and legs spinning. Obi grabbed the nearest branch
and pulled himself to _______. He reached for the pouch to
check that it was still hanging round his ______. The pouch
felt hot in his hand and it seemed to be _________.
fell branches
branch far top blink safety
monkey neck leaves spell broke glowing
below holding difficult looked
Task Sheet 15A
Pupils develop ideas to plan a story about the miners. (Using a graphic organiser)
The group find clues that
Jackson had been there very
recently.....
They spilt up with one group
of miners tracking Jackson
carefully
The group discover the
dangerous creatures of the
jungle
Missing Miners head off in
search of Jackson and the
diamond
They are captured by
African tribesmen who are
hunters who do not speak
English
The group stay together for
safety and to share
expertise
The miners use their wits to
find food and make a shelter
Chapter 21
The Photograph
Emily reminisces on her primary school experiences and re-reads the newspaper article written about her Grandfather.
Key Questions
Experiences and Outcomes
Learning Intentions, Tasks and Assessment
1. Why might Emily be thinking back to a
time when she was in primary school,
while she sat in the African Jungle?
Experience and Outcome:
 As I listen or watch, I can make notes, organise these
under suitable headings and use these to understand
ideas and information and create new texts, using my
own words as appropriate. LIT 2-05a (List &Talking)
1. Research old photographs and
techniques of photography. Children
could take in photographs from different
eras and discuss similarities and
differences.
Learning Intentions:
 I can create a text using information I researched.
2. Recreate Edward Jackson’s photo
through art work or by dressing up and
taking photos with camera.
Tasks:
Find out the answers to Emily’s questions, using an
internet search engine to find suitable clips of information
about animals. Discuss each child’s/group’s findings and
see if there are any differences in opinion. Reliability of
sources could be touched on.
3. Continue the newspaper article being
read by Emily or create a new
newspaper article (new headline,
starting paragraph).
2. Why is Emily staring at the photograph
of her grandfather?
3. Why do you think Edward Jackson had a
determined look on his face





Which is the fastest animal in the world?
Which animal can jump the highest?
Which animal is the cleverest?
Which animal is strongest?
Which is scarier, a lion or a tiger?
Assessment opportunity:
The style in which the text was created, information
included.
Opportunities for Extension Tasks
Task Sheet 21B
Self Assessment
Traffic Light the statements
I listened very well to the members of my team.
I reacted in an appropriate manner to the opinions of the members of my team.
I carried out my role effectively.
Complete the statements
My key strength in the role is _________________________________________________________________________________________
My Next Step in the role is ___________________________________________________________________________________________
The role of the team I think I’m most suited to is __________________________________________________________________________
The reason for this is _______________________________________________________________________________________________
Peer Assessment
Traffic Light the statements
They listened very well to the members of the team.
They reacted in an appropriate manner to the opinions of the members of the team.
They carried out their role effectively.
Complete the statements
Their key strength in the role is ________________________________________________________________________________________
Their Next Step in the role is __________________________________________________________________________________________
The role of the team I think they’re most suited to is ________________________________________________________________________
The reason for this is ________________________________________________________________________________________________
Task 21C Co-operative Learning Roles
Materials Manager
Encourager
1. Collect and return all materials to the appropriate
place in a safe and careful manner.
1. Support all team members to do their own
jobs.
2. You are the only person who can collect and return
materials.
2. Look for things your team are doing well and
praise them for it.
3. Make sure you have enough materials for everyone
to work effectively.
3. Encourage everyone to be kind and thoughtful
to each other.
Timekeeper
Air-Traffic Controller
1. Take responsibility to check timer or clock
regularly.
1. It is your responsibility to ensure that everyone
in your team is working quietly.
2. Give your team reminders like ‘we’ve used five
minutes and we’ve got ten minutes left.’
2. Quickly encourage your team to reduce the
noise level by using a signal everyone
recognises.
3. You must make sure your team finishes on time.
3. Support your team to communicate with each
other in a positive way.
Task 21C Co-operative Learning Role Cards
Task Sheet 27A
Role on the Wall
Draw the outline of a body on a large sheet of paper. Words and
phrases describing the character are then written around the body.
E.g. physical appearance, age, gender, facts, relationships. Inside
the body of the character is written likes and dislikes, thoughts,
feelings, secrets, dreams.
Misha
Good friend
Likes Obi
Fast at climbing trees
Wants to win against the big cats
Caring
Quite good at football