SUMMARY
Working with each chapter’s cliffhanger ending, students consider what they think should happen next and why, creating various discussion, writing, drama, music and art opportunities.
PREREQUISITES
Reading at least one chapter of the London book is required, though this is also a good idea for any book with chapters ending in cliffhangers.
SUBJECTS
- English (idea generation / logical thought / writing)
- Art (illustrating scenes)
- Drama (acting out scenes)
- Music (composing/selecting music to set the scene)
AGE
- 5-8 focus on ideas, acting and drawing
- 9-14 create more developed ideas; focus on writing narratives and screenplays with clear justifications for their ideas
STUDENTS ARE SUCCESSFUL IF THEY
- pay attention whilst reading the chapter
- generate justifiable idea(s) about what will happen next
- discuss ideas with peers to expand on them
- engage well with art, writing, music or drama activities to present their ideas
- share their ideas with clarity and enthusiasm
RESOURCES NEEDED
- London book
- presentation requirements (as per your own criteria)
- assessment information (as per your own criteria)
- notebooks
- art supplies
- drama space
- musical instruments
LOGISTICS
To help students decide what they think should happen next, present chapter-related questions to help them (examples listed below). Present them to the class as a whole or circulate questions to groups on cards so that groups can discuss and build ideas. Depending on what skills students need to develop, encourage them to either write, draw or act out the next scene/chapter as they think it should play out. Some ideas are presented in DISCUSSION POINTS AND SAMPLE ACTIVITIES below.
DIFFERENTIATION
Ideas should be developed in groups to assist those who struggle with idea creation. Encourage students to play to their strengths. If they enjoy writing, encourage them to write the next scene (narrative or screenplay); if they enjoy acting, encourage them to act. Likewise, if they’re more prone to art or music, encourage them to draw or compose/select a music score to accompany the scene.
DISCUSSION POINTS AND SAMPLE ACTIVITIES
CHAPTER 1
Based on our research of nuclear power plants, what do you think the liquid is that oozes over Exit Erik? What do you think it might do to him? Write, act, draw or compose/select the music for the next scene as you think it should happen.
CHAPTER 2
Why do you think Exit Erik is scared? How would you feel if you were in his situation? Would you be scared or would you be excited? To develop drama skills, get students in groups of two to act out the conversation between Exit Erik and Exit Rob. They should use all the drama skills they have, including:
- tone of voice
- facial expressions
- body language
- dramatic pauses
- dramatic actions
CHAPTER 3
Why do you think Exit Erik is so scared right now? How would you feel if you were in his shoes? Exit Rob tells Exit Erik that he should be grateful for his gift of life. What does it mean to be grateful? Do you agree with him? What are you grateful for? Where do you think Exit Erik is going? Does the cover give us any clues?
CHAPTER 4
What do you think Exit Erik’s idea is? How is he going to get out of the train station? If you were him, how would you get off the side of that train and out the building? Create a cut-out to look like Exit Erik. Play with your green exit man cut-out. Imagine he’s on the side of a train. What do you think he decides to do?
CHAPTER 5
What was the pink stuff holding Exit Erik to the ground? Do you know which country in the world makes that substance illegal? (Singapore) Why do they do this, do you think? What do you think Exit Erik sees as he bounces along in that pocket? How do you think the man would react if he discovered Exit Erik in the pocket of his jacket? Do you have any idea where he might end up next?