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I have included the clip below as it...

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Blade Runner (1982) Official Trailer - Ridley Scott, Harrison Ford Movie

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Inference strategies and questioning using excerpts from the text

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Use paragraph 4 to develop a series of poems on the experience of 'logging'. Could play with poetic forms? Haikus even?

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The boy... his father...the men.... Why do they have no names? What happens to the tone of the text if you give them names? Can you make the characters seem differently by giving them different names?

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Highlight key imagery words and develop a bank that can be located, defined and developed into a new sentence of their own

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Students will verbalise the story to a peer explaining their understanding.

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Have students develop a photo essay that reflects the main story elements

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Critically determine why the text is valued.

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Students will storyboard the extract and work on designing a film trailer.

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Develop a soundscape recorded on phones etc that records only the sounds of this text, moving away from the words and concentrating on the senses.

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Foregrounding/Backgrounding

Distance is created through backgrounding the point of view.

Modality - 'If he stands at the bedroom window and watches'
Voyeurism, caution, suspicion?

Pronouns ' He hears their boots on gravel' ... 'The boy walks downstairs'  intrigue, threat/friend?

How has the author manipulated point of view to establish the relationship between the boy and the strangers?

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Here - Students place their finger on the word or words that show the answer.
Hidden - Students work out the word meaning from the clues in the text.
Head - Students use the text to think about the answer.

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Students read on their own - break up the text into chunks.
Students identify words that they understand i.e. verbs, adjectives, nouns, etc.
Students find meanings of words that they don't understand in the dictionary.
Students re-read and rewrite what they have just read.

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Have students take text and rewrite the text from a different perspective (possibly someone else from the text)

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Breath life into the character through movement or visual representation

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Teach strategies to learn meaning of words that are unfamiliar based on context (eg 'holsteins')

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Use of accretion/layering of detail to build vivid imagery

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Use of accretion/layering of detail to build vivid imagery

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Students could analyse this text and emulate the style in a descriptive paragraph of their own.

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C&C - Tense - present tense - underline/highlight words

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C&C - Tense - present tense - underline/highlight words

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Five senses - visual, tactile, aural, olfactory, gustatory

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Comprehension, class discussion- think, pair, share

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Comprehension, class discussion- think, pair, share

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Use of descriptive language and how it creates an image in the reader's mind. 

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Use of descriptive language and how it creates an image in the reader's mind. 

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Explore the use of tense - have students rewrite passages and change tense to see how it changes meaning.
Explore how mood and atmosphere is enhanced by the shifts in simple, compex and compound sentences, including the use of punctuation and the effect of the colon in line 2.

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Guided or instructional reading accompanied with cold call questioning/analysis

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Guided or instructional reading accompanied with cold call questioning/analysis

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Look at character development and change

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Explore the use of tense. Have students rewrite passages changing tense - what is the effect? How does it change meaning?

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The narrator is watching 'the boy' watching the loggers.

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Students create Blackout Poetry to compose a new text. This will show understanding of the text, to ask questions about the text, show new perspectives, to explore ideas and themes in the text, and looking at the authority of the text (who owns it?).

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The motif of darkness and cold - explore lexical chains to reveal the motif

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Visual representation- getting students to draw a symbol/image to consolidate their understanding , colour coding different parts of speech, identifying the character's journey etc.

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Visual representation- getting students to draw a symbol/image to consolidate their understanding , colour coding different parts of speech, identifying the character's journey etc.

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Students create their own questions in response to text and collaborate with their peers.

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Personify in an inanimate object, give voice from a different viewpoint and develop empathy

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write the next paragraph or a lost paragraph

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Write ways

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Students write a critical response to help students experiment with finding their own voice and valuing their personal taste. Reflection upon this after collaboration or at end of lesson/unit

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Double entry journal - what words or phrases intrigue you or speak to you? Respond with what these remind you of, etc

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Text to self/text and world connections 

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Text to self/text and world connections 

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Make links to students' own experiences

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Why has the writer used this title?

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Use Super Six - connecting, visualising,  predicting, asking questions,  etc. 

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Use Super Six - connecting, visualising,  predicting, asking questions,  etc. 

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Relationships between characters, the cows, the landowner, the narrator's voice, power

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Punctuation and it's effect

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possibly draw the setting using the description provided by the author

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Teach varying sentence lengths to create mood and atmosphere, choice of words, adjectives, writing through the senses. Trace verb patterning

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Teach varying sentence lengths to create mood and atmosphere, choice of words, adjectives, writing through the senses. Trace verb patterning

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Which character(s) has authority?  How is this constructed?

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Rewrite in students' context (without snow for example)

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Rewrite in students' context (without snow for example)

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- Look at events from the perspectives of other characters - farmer, workers/loggers, cow (!)

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What questions do students have as they read? Questions can be about meanings of words, interpretation, questions about the setting, etc.
Students then work wiht a partner to ask and discuss possible answers to their questions. Feed back to a larger group and the class - what questions remain unanswered? Can we answer them as a class? If not, what sources do we need to consult?

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Students to include the intrusion of another voice. Perhaps one of the workers. How does this person speak? Where? To whom? How does it affect the way the excerpt evolves?

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Identify and teach about narrative point of view. Experiment with crafting a different point of view

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Identifying the forms and features of the text

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Making Connections would be a useful activity.  What do you know about...

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Making Connections would be a useful activity.  What do you know about...

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Cows
Winter...

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Figurative language - similes, metaphors, personification

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Figurative language - similes, metaphors, personification

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Assess student understanding of context - farming; snow; itinerant work prior to/as you're reading

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Clues
Inference - without telling students about the context

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Utilise a reading journal to be completed at the conclusion of  a page etc.

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Utilise a reading journal to be completed at the conclusion of  a page etc.

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Begin by asking sts to think of what they can/have seen through their windows. Describe the setting. Use sensory imagery etc

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Have students rewrite sections using different verbs to evoke a different mood

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Narrative voice and perspective, tense

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I would ask students to perhaps continue with this particular narrative voice and introduce a complication.  Then there is the scope for a reflection

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I would ask students to perhaps continue with this particular narrative voice and introduce a complication.  Then there is the scope for a reflection

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- finding examples and how these enhance the descriptions provided in the text.

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Vocabulary and metalanguage

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(2) Hide the full text
(3) Give a cloze-type partial text with particular language features missing, and a word list
eg. He has heard their (metaphor)...
(bark)

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Identify tone/mood and change the words that contribute to tone and mood

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VISUALISATION Review and refine collective understanding of visualisation - discussions around vocabulary selected paints a picture in the mind of the student

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VISUALISATION Review and refine collective understanding of visualisation - discussions around vocabulary selected paints a picture in the mind of the student

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Figurative language
Powerful verbs
Establishing setting

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narrative
codes and conventions
character

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Codes and conventions
character

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Character

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Narrative

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How does the author create different perspectives?