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The
Iron Man
By Ted Hughes
Adrian
Chorlton has sent in these activities based on
the book that he did with his class during Literacy
Hour. You'll need a two week block to carry out all
these activites.
If you have any of your own activities then please send
them in so we can add to this collection.
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The plot and text of the book is, of course,
©Ted Hughes
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Session
1
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- Read
Chapter 1
- Re-ordering
sentences - turn a statement into a question - from
second paragraph.
- Spelling
activities
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Session
2
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- Re-read
first four paragraphs of Chapter 1
- Discuss
and write up words used for evoking the scene. Bring
out similes. Make
a list of scene setting words.
- Write
a description of a monster using similes - head, ears,
eyes, nose, mouth, arms, legs, height, breadth, muscles,
hair. Generate list on board and then get class to write
their word pictures - make a list of possible phrases
e.g. like, as big as, as long as, shaped etc.
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Session
3
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- Read
Chapter 2
- Work
on strengthening sentences using alternative words.
Start with a simple sentence e.g. Yesterday the iron
man broke up tractors. Strengthen into journalistic,
atmosphere setting language.
- Write,
in pairs, a news report covering the events on page
23 paragraphs 3-7 (BUT - all the metal machinery had
disappeared). It must be full of dramatic effect.
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Session
4
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- Read
p24 paragraph 7 (At the bottom ... sheer as walls)
- This
passage describes a hole. How does the author strengthen
his description? Try some guided writing to describe
a tree. Can they make the tree live through descriptive
writing?
- Work
through some sentences and build up based on previous
work during week
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Session
5
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- Read
chapter 3.
- Continue
to make collections of similes.
- Think
of a scrap yard and then write some similes to describe
the scrap in terms of food. E.g. bicycle wheels like
pizzas or pizza wheels.
- Work
in groups of three: Mum, Dad and son/daughter. Describe
verbally the events of the picnic; imagine that the
audience is a TV news audience. Perform to class.
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Session
6
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- Storyboard
the first three chapters.
- Focus
on strengthening writing through selecting appropriate
vocabulary. Take a sentence like: it was a nice day.
Find alternatives for nice / link into antonyms.
- Spelling
activities.
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Session
7
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- Read
chapter 4.
- Consider
adjectives such as nearer, faster and bigger from page
41. Think about how these might be amended to cover
using suffixes to indicate intensity -est, -ish, -er,
-est, etc; and how these suffixes affect comparative
and superlative strength.
- Draw
a picture of the space-bat-angel-dragon and label it
with ideas from the text from paragraph 2 on page 44.
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Session
8
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- Read
the profile of Ted Hughes with the class and then discuss
the process of note making by using highlighter pens
to indicate the key points in the text.
- Then
as the group activity get the children to write a profile
of the author in no more than 50 words. Supply them
with the non-highlighted text as a support.
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Session
9/10
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- Read
chapter 5.
- Revise
the work over the part two weeks and then spend the
last two sessions in independent extended writing, by
writing chapter six of the book, after peace is filling
the earth. Write as a chapter.
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