Goodnight Mr Tom
Michelle Magorian
Group reading Year 7
Objectives: R6 Active reading, R7 Identify main ideas, R8 Infer and deduce, R12 Character, setting and mood, R14 Language choices, R15 Endings, R16 Author attitudes,
R17 Independent reading, S&L3 Shape a presentation, S&L4 Answers, instructions, explanations, S&L5 Put a point of view, S&L15 Explore in role
Lesson Reading
Starter/Introducti Development
Plenary
Homework
Resources
strategy focus
on (15 minutes)
(35 minutes)
(10 minutes)
1
*Predict
Introduction to
Reading strategies: see starters
Reflect on reading strategies Read chapter
Strategy check*Pass comments
guided reading/
Introduction to book – title, cover, etc.
and which used already
2
card
Group reading: chapter 1 – group card GMT1
key objectives/
establishing
ground rules.
Allocating texts,
reading ‘tasters’
2
*Ask questions
Openings, setting
Group reading: chapter 3
What makes an effective
Read chapters Narrative hooks
Group activity: characters in role – group card GMT2
*Speculate
and mood,
narrative hook?
4&5
sheet
*Relate to prior
narrative hooks
reading
3
*Inference and
Character,
Group reading: chapters 6 & 7
Each group shares one
A3 paper and
deduction
inference and
Group activity: notes on explicit/inferred development of
example of inference
pens
character – group card GMT3
*Visualisation
deduction
Teacher with guided group – guided card GMT1
*Empathy
4
*Reread
Structure: mindGroup reading: chapters 8 & 9
Groups feedback which
Read chapters A3 paper and
*Relate to time
mapping, seeing
Group activity: mind-mapping of plot and links between
reading strategy helped
10 & 11
pens
characters – group card GMT4
and place
patterns
most this lesson?
Strategy check*Interpret patterns
card
Refer to GMT4
5
*Summarising
Identifying and
Group reading: chapters 12 & 13
None
Group activity: identifying theme – group card GMT5
*Interpret patterns tracking themes
6
*Interpret patterns Author’s viewpoint Group reading: chapters 14,15 & 16
Select one group to
Prompt sheet
Group activity: author interview (in pairs) – group card GMT6
*Ask questions
and intentions
demonstrate. What new
*Establish
insights has this given into
relationship with
the book?
author
Refer to GMT7
7
*Interpret patterns Narrative style at
Group reading: chapter 17
Read chapters None
*Ask questions
word, sentence
Group activity: find examples of the author’s attitudes –
18 & 19
group card GMT7
and text level
8
*Hear a voice as
Authorial ‘voice’,
Group reading: chapters 20 & 21
Groups to give examples of
None
read
how is author
Group activity: groups choose one plot event and explore how
a) authorial voice
*Interpret patterns ‘heard’ in the text? the language features work within this – group card GMT8
b) narrative voice
Teacher with guided group – guided card GMT2
*Ask questions
9
*Reflect/reread/
Ending and how it Group reading: chapters 22 & 23
Each group to give feedback
A3 sheets from
Group activity: endings and resolutions – group card GMT9
reinterpret
links back to the
on what is effective about
lesson 4
*Summarising
beginning
the ending in their book
Pens
*Pass judgements
10
Outline expectations for group presentations. Preparation of oral presentations.
Homework: Preparation/rehearsal
11
Group presentations: 10 minutes per text
Key Stage 3
National Strategy
NATE
© Crown copyright 2003
Group reading at Key Stage 3
Goodnight Mr Tom
Michelle Magorian
Lesson 1
Group card GMT1
Objectives: R6 Active reading
R8 Infer and deduce
Resources: Strategy check-card
As a whole group we have:
 established the ground rules for group and guided reading;
 looked at effective strategies for reading (starter activity and Strategy check-card).
Now you are going to:
 read and discuss chapter 1.
Group task
1. In your group read chapter 1.
2. Discuss how you think the author ‘hooks’ or interests the reader, making them want to
read on. Give examples from the chapter.
Homework
Read chapter 2.
Key Stage 3
National Strategy
NATE
© Crown copyright 2003
Group reading at Key Stage 3
Goodnight Mr Tom
Michelle Magorian
Lesson 2
Group card GMT2
Objectives: R6
Active reading
R17 Independent reading
S&L15 Explore in role
Resources: Narrative hooks sheet
As a whole group we have:
 explored a range of reading strategies available to you.
Now you are going to:
 take on the role of a character in order to learn more about them.
Whilst you are reading:
 think about the strategies you are using (look at the Strategy check-card);
 think about the evidence you may use to support your ideas in completing the task below.
Group reading
Read chapter 3 independently.
Group task
1. Divide yourselves into two groups of three and label yourselves Group A and Group B.
Read your task below and then read chapter 3. Group A put yourselves in the place
Tom. Group B put yourselves in the place of Willie. Discuss your ideas on Tom or
Willie’s thoughts and feelings so far. How does the author ‘hook’ the reader’s attention
onto your character?
2. After two to three minutes both groups share their ideas. Use evidence from the text
and explain how you are using the reading strategies to help you in your understanding
of the characters.
3. Be prepared to share your ideas in a plenary session.
Homework
Read chapters 4 and 5 by next lesson.
Key Stage 3
National Strategy
NATE
© Crown copyright 2003
Group reading at Key Stage 3
Goodnight Mr Tom
Michelle Magorian
Lesson 3
Group card GMT3
Objectives: R6 Active reading
R8 Infer and deduce
Resources: A3 paper, pens, Strategy check-card
As a whole group we have:
 revised the range of reading strategies available to you;
 revised the use of setting and atmosphere and narrative hooks;
 looked closely at one character in order to study them in more depth;
 revised the meaning of inference and deduction.
You are now going to:
 infer and deduce in relation to your study of the characters of Will and Mr Tom.
Group reading
Read chapters 6 and 7.
Group task
Use the information you have learned so far from chapters 1–7. You will need two sheets of
A3 paper to complete a ‘role-on-the-wall’.
1. Divide yourselves into Groups A and Group B. Group A will work on Will and Group B
will work on Mr Tom. Now each group draws a very simple body shape to take up
almost the whole of the page (portrait is probably best).
Your task is to use evidence in the text to make meaning. You will need to identify
where you are given information and where you are acting like a detective, or using
your imagination and previous experience. (Remember this is called inference and
deduction.)
2. Using bullet points, start with the known facts, then infer and deduce to supplement
your information, as follows.
i.
In the right arm, write any information you know or have worked out to do with Mr
Tom’s or Will’s education, e.g. ‘can read and write fluently’.
ii. In the left arm write anything about their hobbies or interests.
iii. In the head area, write about their family background.
iv. In the left leg write about friendships.
v. In the right leg write about significant events.
vi. Information about how others see the character or particular pressures/stresses
on the character could be written on the outline, near that category.
vii. Hopes and wishes could be written in the centre of the body shape.
Use your Strategy check-card to help you focus your bullet points.
Key Stage 3
National Strategy
NATE
© Crown copyright 2003
Group reading at Key Stage 3
Goodnight Mr Tom
Michelle Magorian
Lesson 4
Group card GMT4
Objectives: R6 Active reading
R7 Identify main points
Resources: A3 paper, pens, Strategy check-card
As a whole group we have:
 revised the range of reading strategies available to you;
 revised the use of narrative hooks;
 looked closely at one character in order to study them in more depth;
 revised the meaning of inference and deduction.
You are now going to:
 use mind-mapping techniques to explore the relationships between characters and the
plot and structure of the novel.
Group reading
Read chapters 8 and 9.
Group task
1. You will need to work in two groups of three. You will need two pieces of A3 paper,
some felt-tipped pens and your Strategy check-card.
Group A should head their paper ‘Characters’ (landscape). Write Will’s name in the
centre. Help each other to find as many characters’ names as you can and write their
names at an appropriate distance from Will. For example, if you think Willie and Mr
Tom are relative strangers then write Mr Tom’s name 3–4 cm away. It might help to
use arrows to indicate if they are getting closer or further apart.
Group B should head their paper ‘Plot & structure’ (landscape). Write the title of the
novel in the centre of the page and draw a freehand box around it. On all four sides
write statements of what you know has happened so far in the story (narrative).
Leave space to expand your thoughts (approx. 4 cm) and draw a second perimeter
box. Write down any questions that your group would like answers to. What do you
want to find out? Draw a third perimeter and write ‘What we have learned’ (to be used
in a future session). You will end up with four boxes, including the title.
2. Groups A and B get together and share their work. Can you add anything to the other
group’s sheet?
3. Save work for lesson 9.
Homework
Read chapters 10 and 11 by next lesson.
Key Stage 3
National Strategy
NATE
© Crown copyright 2003
Group reading at Key Stage 3
Goodnight Mr Tom
Michelle Magorian
Lesson 5
Group card GMT5
Objectives: R6 Active reading
R7 Identify main ideas
S&L5 Put a point of view
S&L4 Modify views
Resources: None
As a whole group we have:
 revised the range of reading strategies available to you;
 revised the use of narrative hooks;
 looked closely at one character in order to study them in more depth;
 revised the meaning of inference and deduction;
 used mind-mapping techniques to investigate plot and structure and links between
characters.
Now we are going to:
 identify further what is meant by theme.
Group reading
Read chapters 12–13.
Group task
Writers usually have one or more themes that stand out in their narratives.
1. In two groups of three, use the cards provided in two envelopes and select and reject
the themes that you, as a group, think are the most appropriate for Goodnight Mr Tom.
2. Compare your final selections. Be prepared to acknowledge the other group’s views,
justify or modify your own views in the light of what others say. During your discussion,
refer to the text as specifically as possible. (This is what is known as ‘giving chapter
and verse’.)
3. Make some notes of your views regarding the themes that the author has chosen for
her novel. Use evidence from the text to support your comments. You may want to
explain any disagreements that occurred during your discussion and how they were
resolved.
Key Stage 3
National Strategy
NATE
© Crown copyright 2003
Group reading at Key Stage 3
Goodnight Mr Tom
Michelle Magorian
Lesson 6
Group card GMT6
Objectives: R6 Active reading
R12 Character, setting and mood
Resources: Prompts sheet
As a whole group we have:
 revised the range of reading strategies available to you;
 revised the meaning of inference and deduction;
 further identified what is meant by theme.
You are now going to:
 explore the role of the author.
Group reading
Read chapters 14–16.
Group task
Imagine Michelle Magorian is going to visit your school.
1. In pairs, make up at least five questions that you could ask her about the writing of her
book Goodnight Mr Tom. You could use the question words* to help you or ask her
something specifically about the whole story, the way the different characters speak or
how she creates her descriptions.
2. Two of the pairs take turns to be the author and interviewer. The third pair make notes
(as observers). Use the Prompts sheet to help you.
3. The two observers make helpful comments before the other two pairs repeat their work
for the whole class.
*Question words: Who? What? When? Why? Where? How?
Key Stage 3
National Strategy
NATE
© Crown copyright 2003
Group reading at Key Stage 3
Goodnight Mr Tom
Michelle Magorian
Lesson 7
Group card GMT7
Objectives: R6 Active reading
R16 Author attitudes
Resources: None
As a whole group we have:
 revised the range of reading strategies available to you;
 revised the meaning of inference and deduction;
 further identified what is meant by theme;
 explored the role of the author.
You are now going to:
 investigate the author’s attitudes further.
Group reading
Read chapter 17.
Group task
1. Think about the reading strategies that you used as you read chapter 17.
2. Discuss the following in your group using the lists of characters and events to guide
you.
i. What do you think the author feels and thinks about the events that take place in
chapter 17?
ii. Which character, in your opinion, is she using to express her views and which
character(s) to show a different point of view?
iii. How can you use the text to support your judgements?
Characters involved
Events that have happened
Mr Tom
Willie
Air raid warden (Sid)
A receptionist
A cleaner
A doctor
A nurse
Alf (another warden)
Fair-haired nurse
Mr Stelton, psychiatrist
Sister (higher ranking nurse)
to Will and Trudy
in the ambulance
on arrival at the hospital
on the Ward (when Mr Tom visits)
between Mr Stelton and Mr Tom
3. This chapter is an emotionally charged one, full of tension for the reader. How else
might the author have dealt with this part of the story and still conveyed the tension of
Will’s predicament? E.g. add an ingredient or take one away.
Homework
Read chapters 18 and 19 by next lesson.
Key Stage 3
National Strategy
NATE
© Crown copyright 2003
Group reading at Key Stage 3
Goodnight Mr Tom
Michelle Magorian
Lesson 8
Group card GMT8
Objectives: R6 Active reading
R14 Language choices
Resources: Extract from chapter 15 (see guided session)
As a whole group we have:
 Experienced teacher modelling of language features including:

narrative style;

third person;

reflection in narrative.
Now we are going to:
 look at narrative style.
Group reading
Read chapters 20–21.
Group task
1. Independently skim read chapter 15 again to remind yourself of the context.
2. You are going to look closely at an extract which shows the author using language to
create specific effects.
3. In pairs, using Extract 1, consider the following questions:
i. Why start with that short sentence?
ii. What reading strategies do you find yourselves using?
iii. What are the benefits for the reader of revealing Will’s thoughts at this point?
Look at the next single sentence paragraph. (‘He touched her arm gently’) and the next
sentence (‘I’ll carry ...’). The atmosphere is tender and loving. What is the result of ‘She
spun round ...’?
Notice also: spun, sharp, slap and then later on ‘...he smiled. She stepped sharply
backwards’. What language choices can you see at work here?
How does the sentence ‘I’ll tell you what I wants when I wants and you know I don’t
approve of touching’ contribute to the changing tone of the piece so far? How does it
add to your image of Will’s mum, her feelings for Will, her background, etc.?
Discuss the metaphors in the following: ‘Willie felt his heart sinking and the spark of
hope... fast dissolving’. Refer again to your Strategy check-card.
By looking at a small piece of text in this detail, we can more clearly see the author at work,
crafting the language.
Key Stage 3
National Strategy
NATE
© Crown copyright 2003
Group reading at Key Stage 3
Goodnight Mr Tom
Michelle Magorian
Lesson 9
Group card GMT9
Objectives: R15 Endings
R17 Independent reading
Resources: A3 sheets from lesson 4, pens
As a whole group we have:
 revised the range of reading strategies available to you;
 revised the meaning of inference and deduction;
 identified what is meant by theme;
 explored narrative style at word, sentence and text level;
 investigated the author’s intentions.
Now you are going to:
 review the plot and structure of the novel with particular emphasis on the ending and its
effectiveness.
Group reading
Read chapters 22–23 independently.
Group task
1. Have ready the A3 sheets that you worked on in lesson 4, ‘Characters’ and ‘Plot &
structure’. You will need different coloured pencils or felt-tipped pens. Work in two
groups. If you worked on plot in lesson 4 then swap over and vice versa for characters.
Character sheet: Remind yourself how much you knew of the book then and, using
different colours and/or symbols, add to the sheets from your present knowledge.
Make links between the characters or insert a comment (e.g. about Mr Hartley).
Plot & structure: Fill in ‘What we have learned’. Are all the questions answered?
Maybe you have more? In a different colour, add more detail to the ‘What we know’
box.
2. Come together and discuss the resolution of the story. Were there any surprises in the
last three chapters? Why do you think the author chose to include chapter 23:
Postscript? How would it have worked for you if the novel had ended at chapter 22?
Does the final chapter link successfully to the first?
The resolution should have echoes of the introduction and leave the reader satisfied.
How do you feel this is achieved?
3. You could use your A3 sheets to help structure an interactive presentation for the
whole class in lessons 10 and 11.
Key Stage 3
National Strategy
NATE
© Crown copyright 2003
Group reading at Key Stage 3
Goodnight Mr Tom
Appendix 1
Two sets of cards to be cut out and put into envelopes and used in lesson 5.
EDUCATION
DESPAIR
TRUST
RACE
PEACE
ABUSE
WAR
HOPE
ENEMIES
AGE
BETRAYAL
BIRTH
HATE
WORK
CHILDHOOD
LOVE
RELATIONSHIPS
FRIENDSHIP
PARENTS
IDENTITY
Key Stage 3
National Strategy
NATE
© Crown copyright 2003
Group reading at Key Stage 3
Goodnight Mr Tom
Michelle Magorian
Lesson 3
Teaching
objective(s):
Guided card GMT1
R8 Infer and deduce
R12 Character, setting and mood
Text focus:
Chapter 6 (from beginning to ‘"I say” said Zach’)
Chapter 20 (from beginning to ‘Will jumped and Zach screamed and fell
over backwards.’)
Teaching
sequence:
Introduction to text:
Resources:
A3 paper, pens
Teacher clarifies objectives.
Strategy check:
Check objectives are clear to pupils and lead pupils’ understanding of:
 the author’s craft through character development;
 the writer’s use of language, through word choice and sentence
structure, and how this enables the reader to feel involved, reflect,
re-interpret and evaluate the changes in role.
Independent
reading
and related task
Ask pupils to read the first extract.
In pairs, they reread the dialogue of Will and Zach.
Ask pupils to jot down (very briefly) their feelings in role. Pupils then
read the second extract and again make very brief notes.
Lead discussion on the two extracts and comparing the mood and
feeling. Ask how the author has achieved the development of the
characters and the variation in mood?
(Note: The website materials, a) ‘Prompts for group and guided
reading’ emphasising character and setting sections, b) ‘Strategies for
fluent readers’, might be a helpful prompt sheet for this activity.)
Return to text:
developing
response
Ask pupils in turn to share their findings with the rest of the group and
lead further discussion on the reasons for Will’s transformation, relate
this to the overarching themes of the novel.
Review (reading
target and next
steps):
Evaluation:
Comment on the points arising from the paired and group discussion
and summarise the work in relation to the two objectives.
Key Stage 3
National Strategy
NATE
© Crown copyright 2003
Group reading at Key Stage 3
Goodnight Mr Tom
Lesson 8
Teaching
objective(s):
Text focus:
Teaching
sequence:
Introduction to text:
Strategy check:
Michelle Magorian
Guided card GMT2
R6 Active reading
R16 Author attitudes
Resources:
Strategy checkcard
Chapter 15: Home – Extract 2 (end of chapter 15 from ‘Something
heavy hit him …’ to the end)
Teacher clarifies objectives and reminds the group about rhetorical
questions and their usage.
Distribute Strategy check-card and discuss expectations for
developing active reading skills. Ask pupils to remember and
explain/illustrate appropriate strategies that they have used recently.
Now focus on ‘analysis’ including ‘reflection’. Stress the fact that the
Strategy check-card contains essential skills for engaging with, and
enjoying, texts and achieving the higher levels.
Independent reading Ask pupils to read to chapter 15 independently. Lead guided discovery
and related task
of:
 the increased use of short sentences;
 use of third person narrative;
 use of rhetorical questions in the second paragraph.
Lead a discussion of why the author might want to keep the reader
slightly more distant than would occur if the first person narrative were
used.
Investigate the word classes and the language choices used in relation
to the mood and setting created.
Return to text:
During this passage, we are observing Will reflecting on what has
developing response happened. Lead pupils in a discussion on whether this is a useful
authorial device. Focus on textual evidence to support and link this into
each reading strategy pupils are using.
Review (reading
target and next
steps):
Evaluation:
Focus on ‘reflection’ and ask pupils where the story may move next.
What were the author’s options? Ask pupils to make brief notes.
Key Stage 3
National Strategy
NATE
© Crown copyright 2003
Group reading at Key Stage 3