To answer questions on the text (Part 1)

Key Stage 2

English

Demon Dentist by David Walliams

﻿Hi there, my name is Ms. Chamberlain-Webber. I'll be teaching the whole of this unit, "The Demon Dentist", and this is lesson two. if you haven't yet watched lesson one of this unit, stop the video now and go and watch that, because that's where we introduce the author and the book we're reading. Last lesson, we looked at chapter three, the beginning of "Whiter Than White". We're going to continue reading that chapter and answer some inference and retrieval questions about these pages. Don't worry if you're not sure what they are. We're going to look at what these types of questions are and how we answer them in more detail. I'm really excited to read more of this book with you. Let's get started. Our agenda for this lesson is starting with a recap of what we've done so far from last lesson, and look at some vocabulary. Next, we're going to be reading some more pages of chapter three, and we'll start with some retrieval questions before moving on to some inference questions. In this lesson, you will need some paper and a pencil, and be ready for your learning with your brain switched on. I suggest removing any distractions from around you, and try and be in a nice, calm, quiet space for your learning. Press Pause if you need to go and get a pencil or paper. Let's recap what we know already. So independently, I want you to answer the questions in the table below. Pause the video, think about the answers carefully, and then press Play when you want to check your answers. Here they are. Who is the author of "Demon Dentist"? It's David Walliams. Who is the main character? Alfie. We do know that the dentist we've seen on the cover is also another main character, but the one that we've read about already in chapter three from last lesson is Alfie, the young boy. Who was the guest speaker coming to the school? It's the town's new dentist. Now we've rejigged our memory, Let's try and remember some of the strategies we can use when we come across unfamiliar words. Exploring the word, bedraggled. I'm going to read the sentence. Let's see where in the sentence this word comes? Not liking dentists, Alfie sat himself right in the back row in his bedraggled school uniform. His shirt was once white, but had long since gone grey. So I reminded you of one of the strategies I use when I'm trying to understand a word that I'm not sure of the meaning of, and that's to look at the word class. Bedraggled. Well, it's coming before the words, school and uniform, and I know school uniform is a noun to describe the thing you wear at school. So bedraggled coming before it must be an adjective describing what Alfie's school uniform looks like. So now we know it's an adjective. Maybe we can use another strategy to help us with the meaning? We can replace the word with another word. Okay, so in his... Hmm, what uniform? Well, it says in the text, doesn't it, that it was once white, but now it's grey. So maybe I could say dirty school uniform? Perhaps you saw what I did there. I use strategy number three, here. I read around the word. I didn't just look at the words next to the word bedraggled. I also looked at the following sentence as well, and this helped me think more about the meaning of that word. So bedraggled does mean dirty, but more specifically, when someone is looking untidy, it's an adjective we might use to describe clothing quite often. Have a look at Alfie here in the picture. Can you see that his uniform is looking very messy and untidy, just as David Williams has described it, using the word bedraggled. Time for some reading. We're going to read a few more pages of chapter three, "Whiter Than White" together. So these two pages, we actually read together last lesson, so I'm not going to read these out. If you do want to pause here and remind yourself, which I think is a very good idea, of these two pages, then please do so, and press play when you want it to continue. So last time I read to very little girl called Gabz, so I'll continue from there: Seemingly shy, no one had heard her speak, despite her having been at the school now for a whole term. Most of the time, Gabz hid behind her curtain of dreadlocks, not making eye contact with anyone. When all the kids had finally stopped monkeying around and then sat down, the headmaster took to the stage. If there was ever a competition to find the man most completely unsuited to being a headmaster, Mr. Grey would win first prize. Children scared him, teachers scared him, even his own reflection, scared him. If his job didn't suit Mr. Grey, his surname definitely did. His shoes, his socks, his trousers, his belt, his shirt, his tie, his jacket, his hair, even his eyes were all shades of grey. "Come on now, sit down," Mr. Grey stammered when he was nervous. Nothing made him more nervous than having to speak in front of the whole school. Legend had it that one day, the school inspectors visited, and they actually found him hiding under his desk pretending to be a foot stool. "I said, settle down!" If anything, the hum of the kids became louder. Just then, Gabz stood on her chair and shouted at the top of her voice, "Come on, give the old fart a break!" It might not have been the most flattering choice of words, but the headmaster allowed himself a brief flicker of a smile, as all the kids at last fell silent. Everybody looked at Gabz as she sat back down. After her outburst, The girl was now surrounded by the strange glow of celebrity. "Good," continued Mr. Grey in his grey monotonous voice. "A bit less of the old, though, thank you, Gabriella. "Now, as a special treat for you "with a talk about looking after your teeth, "here is the town's new dentist. "Please give a huge school welcome to lovely Miss Root." As the headmaster scuttled off, there was a short burst of applause. Soon, this was drowned out by a discordant squeaking sound from the very back of the hall. One by one, the kids turned around. A lady was pushing a shining metal trolley down through the parted sea of... and that's where we're going to pause for this lesson for now. The first type of questions we're going to look at are retrieval questions. You need retrieval skills for these. To retrieve, as a verb, that means to get or bring something back from somewhere, and synonyms for this word are: to find, to get, to bring. Have you seen one of these dogs before, a golden retriever? They're very good at bringing things back to their owner. So that's what you're going to do today. Look carefully at the words in the text and find words that will answer the questions. The best way we can do this are using three of my top tips, so, skimming and scanning involves physically using your finger. Usually it would be on a book, but here, we're doing it on the screen so that you can physically see where the key word is. Then you can underline it once you've found it, and then read around the key words to check what it means within the sentence, 'cause that's really important. Starting with our first retrieval question. The first thing we must do is read the question we've been asked. So who is the headmaster of the school? I need to identify what part of that question I'm looking for in the text. It's asked me who, so I've underlined that, and I'm interested in the headmaster of the school. So as I read the part of the text above that, I'm going to skim and scan with my finger, for where it says the name of anyone to tell me who, and I'm looking for that key word, headmaster. Read along with me: When all the kids had finally stopped monkeying around and sat down, the headmaster took to the stage. If there was ever a competition to find the man most completely unsuited to being headmaster, there's that key word, Mr. Grey would win the prize. So we've spotted our key word and a name. How do we answer this in full? I highlight the words and underline them so that I can easily put that into an answer. Who is the headmaster of the school? The headmaster of the school is Mr. Grey. That's a nice, simple retrieval question involving you finding a key word from the text to answer. The next retrieval question, I want you to do independently. Now, you know the skills and top tips. You need to answer it successfully. Have a go. True or false: Mr. Grey is confident being in front of the whole school. First, we skim and scan for the key word, and then put it into a full sentence. Pause the video here and press play when you're ready to check your answer. Okay, well done for your hard work. Let's see how you've done, shall we? I underlined Mr. Grey and confident in the question, 'cause I think these are important information. And as I scanned my text, I found these words, which I highlighted: more nervous than having to speak in front of the whole school. This phrase in the sentence tells me he's very nervous and that's the opposite to confident. So, my full answer was false, because in the text, it says that nothing made him more nervous and having to speak in front of the whole school. Did you see how I've included the exact wording, evidence from the text in my answer? And next, we're going to answer comprehension questions called inference questions. These are different because we have to look for clues within a text, a bit like a detective. We need to put together these clues in order to answer the question. I'm going to talk you through how to answer one now. Here are my top tips. Just like the retrieval questions, we need to underline the key words in the question, and skim and scan the text with the information. Next, We're going to search for hidden clues in the text. And this is really important, because we need to actually consider all the text in front of us to be able to answer it. Let's have a go at this one together. The question is, agree or disagree? The children's impressions of Gabz change throughout the beginning of chapter three. So the first thing I've done is underlined the key parts of the question I need to be able to understand what to do here. So we're looking at the children's impression of Gabz and how it's changed, right? Finally, it says, I need to use evidence from the text to support my answer. This is really important. Now, because this question is talking about the beginning of chapter three, all the pages we read earlier in the question, it's really important I return to them. If the children's impression of Gabz did change, why might it have changed? Was there a big event within these pages that may have caused their impression to change of her? Let's have a look. These are the four pages we read earlier. I want you to pause the video. You can skim and scan, or you can just think back to what happened and try and pick out a key event that might have changed their opinion of her. Well done. I'm sure you noticed that Gabz got up on her chair and shouted out in front of everyone, but think about the parts of the text that are before her shouting and after her shouting them. Point out the part of the text before, the first two pages, and after, are within the third and fourth page on your right, here. So what we're going to do is we're going to break down our answer into two sections, starting with the first few pages, and what evidence there is about Gabz here. Read along with me from page 39: Slumped next to Alfie was the only kid in school shorter than him. A very little girl called Gabz. Seemingly shy, no one had ever heard her speak, despite her having been at school for a whole term. Most of the time, Gabz hid behind her curtain of dreadlocks, not making eye contact with anyone. So a reminder of our strategies. First, I want you to think about what parts are the key words or phrases in this text, which are going to help us answer the question? Pause the video, and pick out those phrases, now. You may have noticed that the ones highlighted here, they are the phrases that are the most helpful for us. So let's pick a few of those out. First of all, she's slumped, and the only kid in school shorter than him. So this is already creating an impression that she's quite small, a little girl, and quite shy. It even says no one had heard her speak at all, but the really key bit, which I think is important to this section is that she hides and that she doesn't make much contact with anyone. So what part am I going to use in my answer? Lets have a look. I can't say for sure whether I agree or disagree yet, because we're only looking at the first part before she shouts, but I'm going to pick out some evidence. In the text, it says that she didn't talk or make eye contact with anyone. This shows that at first, the children's impression of Gabz was that she was a shy girl. Now we know their first impression of her. Let's read the next two pages and pick out some key words that tell us about the impression of her after she shouted. Once again, I want you to pick out the key words that are going to help us answer the second part of the question. Pause the video here to give you some more time, and press play when you're ready to discuss. After she shouted, "Come on, give the old fart a break," everyone looked at Gabz. So what does that mean? It means all the children's attention is on her, which is completely opposite to the two pages before. She was surrounded by a strange glow of celebrity. Maybe this has created a picture in your mind, someone glowing with confidence all around them means they might have a glow of celebrity. And that's very different, isn't it? Confidence compared to how she was before, very shy. Okay, let's try and write down a sentence for the second part about how the children's impression has changed. Hmm, I've used the word, however, because now I've seen there's a complete opposite impression. However, when Gabz stands on a chair and shouts in front of the whole school, they all turned to look at her. They are shocked because this behaviour is opposite to her usual shy self. Also, this is where I need to add some evidence from the text, in the text, it says that she was now surrounded by the strange glow of celebrity. So this shows us that the children now have a different impression of her. You may even want to add to that this new impression is that she's a confident young girl instead of before a shy young girl. Okay, time to put these two parts together. I know this is a tricky and long answer, but I know we can do it. Pause the video here and think about how you can add the first section to the second section of your answer so that you have a paragraph explaining whether you agree or disagree. Play the video when you want to check yours over with me. I'm really impressed. You're working really hard. So let's see what an answer could have been like. I definitely agree with this statement that the children's impression of Gabz has changed, and this is why. Read along with me. I agree, because at first, the children's impression of Gabz was that she was shy and a small girl. In the text, it says she didn't talk or make eye contact with anyone. However, when Gabz stands on a chair and shouts in front of the whole school, it's important that I say the event that changes the impression, they all turn to look at her. They are shocked because this behaviour is the opposite to her usual shy self. Also in the text, it says that she was now surrounded by a strange glow of celebrity, so this shows us that the children now have a different impression of her, that she is confident. To add that section on the end would have improved my answer. Always looking for ways to improve my work after I've written it. This is called self-editing. You can pause the video now and think about how you can self-edit your answer you've got written down. Is there anything else that you can add in from my answer or from the texts you read earlier? Take your time and then press Play when you're ready to continue the lesson. Okay, reflection time. We're coming to the end of the lesson, but I want you to write down three things you've learned today. We've really worked hard answering two different types of questions. Which one did you find easier to answer, the retrieval or inference? What are your top tips for answering the retrieval questions? And what are your top tips for answering inference questions? What new characters have we discussed today? What is your impression of them so far? Good luck. This is our last task before the end of the lesson, so give it some extra hard work. Congratulations, you've done fantastically today. You've really practised two important guided reading skills, retrieval, and inference, and how to answer questions from the text. Next lesson, we're going to be looking at Miss Root, another main character in more detail. I look forward to seeing you then.

To answer questions on the text (Part 1)

To answer questions on the text (Part 1)

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UnitEnglish / Demon Dentist by David Walliams

English