Year 6
The Green Mist from Short and Shivery by Robert D.
San Souci
Clarifying any unknown words.
Exploring the meaning of words in context
and guessing meaning from the context
Key Elements of Comprehension
Before reading: What predictions do you have about the Green Mist?
Making Inferences
 Make developed inferences drawing
on evidence from the text
 Explain and justify inferences
providing evidence from the text to
support reasoning
 Make developed predictions that are
securely rooted in the text
Themes and Conventions
 Accurately identify the features
themes and conventions of a range of
fiction
 Accurately identify the conventions of
a range of non-fiction text types and
forms
 Draw on evidence within texts to
explain how themes emerge and
conventions are applied in a range of
genres of fictions and non-fiction
Language for Effect
 Identify and explain the effect of a
range of figurative language
Comprehension
 Show an understanding of the
meaning of vocab in context
 Accurately and selectively summarise
main ideas, events, characters and
information in fiction and non-fiction
texts
 Identify language structures and
presentational features use in texts
 Provide developed explanations for
key info and events and characters
actions and motivations
 Provided straightforward explanations
for the purpose of the language and
structure and presentation of texts
 Retrieve key detail and quotations
from fiction and non-fiction to
demonstrate understanding of
character, events and information
 Make accurate and appropriate
comparisons within texts
 Correctly distinguish between
Coax , cowslips, bogies, wreath
Questions
Possible Responses
We are told this is a
legend, what features
does the story have that
relates to this genre?
Reflects a belief
about a natural
phenomenon…nature
is the theme
What do you think the
mother is like? Can you
find evidence in the text
Answers backed by
textual evidence e.g.
She is caring, she is
concerned, and she
knows something
bad will happen.
What is the green mist?
Why is it important to the
girl?
Link to a season and
keeping the girl alive.
How does the girl’s life
mirror that of a flower?
Winter – thin, sickly
pale and weak when
flowers die.
Spring feels stronger
when flowers bloom
Identify two phrases
showing that she will die?
‘See seemed to fade’.
‘She snatched up the
wreath’….‘She gave
an awful cry like an
animal in pain.’
When did we first have a
clue that she would die?
‘The earth is calling
me and it will cover
be soon enough’.
the use of the word
‘wreath’.
How did you know that
the fate of the girl was
bound to be death?
The use of the word
wreath, the life cycle
of flowers.
Look at the description of
the girl lying dead on the
bottom of page 39. What
technique does the author
choose to describe her?
Simile –‘white and
withered like
shrunken yellow
flowers in the wreath
still clutched in her
Childs response
statements of fact and opinion
Any other questions that may
demonstrate working at greater depth
Why is the simile
effective?
hand.
Creates an image of a
dead flower?
How might the ending
have changed if the
cowslips had not been
picked?
She may not have
died and lived
happily with the
young man.
What other legend/film
could you compare this
too?
Find an example of
personification on page 36
Frozen (film),
sleeping beauty
Was there a twist to the
ending of the story and
what killed her?
Possible mention of
love as she was
holding the wreath
Snow lingered, earth
calling me