Jeremy Strong - Badger Learning

Jeremy
Strong
Teacher Book with Copymasters
1
The Hundred-Mile-An-Hour Dog
by Jeremy Strong
Jeremy Strong (b. 1949) has published over seventy children’s books and
won many awards including the Sheffield Book Award. He used to be a
teacher and now travels all over Britain visiting schools.
www.jeremystrong.co.uk
CHAPTER SYNOPSIS
One (pp7–12)
We meet Streaker the dog, who is likened to: a Ferrari, a whirlwind,
torpedo and a meteorite. During the Easter holidays Trevor’s mum
offers to pay him £30 if he’ll walk Streaker every day. He agrees – with
huge reservations
Two (pp13–25)
Trevor’s first ‘plan’ is to tire out Streaker by getting her to pull him on
roller skates. Until he tears through a street market and ends up hooked
to an old lady’s handbag. He’s arrested by Sergeant Smugg but his dad
stands up for him.
Three (pp26–34)
Trevor thinks his friend Tina might be able to help. Her dog is an
obedient St Bernard called ‘Mouse’.
Four (pp35–41)
Charlie Smugg (son of Sergeant Smugg) appears. He bets them that they
can’t train Streaker. Tina bets they can. The loser has to bathe in a tank
of sludge and slime. Trevor is horrified.
Five (pp42–51)
They try training with treats. Trevor’s mum is cross that they’ve gone
through a whole box of dog treats. She says she’ll take £5 off his dogwalking money. Trevor thinks mobile communication might work and
straps his dad’s mobile phone to Streaker’s collar. Then they see Charlie
Smugg and his three Alsatians behaving suspiciously.
Six (pp52–59)
When Streaker is chased by Charlie’s Alsatians she runs away.
Seven (pp60–70)
Streaker takes shelter inside someone’s house. Tina and Trevor enter but
the owner emerges from the shower, accusing them of being thieves.
Worse still, Trevor’s dad’s mobile is shattered.
They end up at the police station – again.
14
1
Eight (pp71–83)
Trevor’s in big trouble. Now he has to pay for the cost of his phone call
to Streaker. Luckily the phone is insured. He finds out that Charlie has
put frogspawn in the slimy bath, too.
Tina has an idea.
Nine (pp84–92)
Tina’s idea is to put dog food on a skateboard and drag it behind a
bicycle to exercise Streaker. It works until Sergeant Smugg sounds the
horn of his car and they all crash. Smugg threatens to have Streaker
destroyed.
Ten (pp93–102)
Trevor’s idea is to exercise Streaker inside using his mum’s exercise bike
to create a treadmill.
Eleven (pp103–113)
Streaker is hurled off the machine and lands with her bottom stuck in
the washing machine. They have to call the Fire Brigade to free Streaker.
Tina takes the blame.
Twelve (pp114–124)
Streaker’s experience has left her... trained! She sits and comes on
command, afraid that she’ll be shoved back in the washing machine.
Tina and Trevor see Charlie with his girlfriend. He’s so embarrassed
they use this to force him to honour the bet or they’ll tell everyone. He
has twenty-four hours to think about it. Trevor gets his £30 for training
Streaker and Tina declares that she likes being Trevor’s girlfriend.
15
1
GUIDED READING – THE HUNDRED MILE-AN-HOUR DOG
APP Reading Links
Assessment Focus
AF2 - Session 1: Level 3
Session 2: Level 3/4
AF3 -
Session 1: Level 3
Session 2: Level 3/4
AF5 -
Session 1: Level 3/4
Session 2: Level 3/4
AF6 -
Session 1: Level 3
Session 2: Level 3/4
AF7 -
Session 1: Level 3
Learning Objectives
These relate to the Literacy Framework for Teaching, the National Literacy
Target Statements for Reading at Year 4 and the Assessing Pupils Progress
(APP) Reading and Writing Assessment Guidelines.
• Explain and comment on writers’ use of language, including
grammatical and literary features at word and sentence level.
• Read short stories and serialised longer stories and review the main
features of the characters, plot and setting. Discuss views, response
and preferences as a class. Compare settings and analyse words and
phrases used for description.
Core learning in literacy
Year 4 – most children learn:
Understanding and interpreting texts
• Identify features that writers use to provoke readers’ reactions.
Group discussion and interaction
• Use the language of possibility to investigate and reflect on feelings,
behaviour or relationships.
Engaging with and responding to texts
• Empathise with characters and debate moral dilemmas portrayed in
texts.
• Identify features that writers use to provoke readers’ reactions.
16
1
• The focus should always be on reading and helping children to enjoy
and interpret the text. Some of the activities encourage children to
write about the book.
Drama
• Use some drama strategies to explore stories or issues.
Creating and shaping texts
• Use beginning, middle and end to write narratives in which events
are sequenced logically and conflicts resolved.
• Select and use a range of technical and descriptive vocabulary.
Text structure and organisation
• Signal sequence, place and time to give coherence.
Session 1 (AF2, AF3, AF5, AF6, AF7)
Note: Suggested answers to teacher-led questions are provided in some
cases to help you offer prompts to pupils who may struggle with some of
the more complex and/or open-ended questions. Of course, children are
endlessly inventive and are likely to come up with lots of other answers
that adults don’t necessarily think of!
Introducing the text
What expectations do children have if they have read any other Jeremy
Strong books?
What expectations do children have from looking at the front cover/back
blurb?
What elements do humorous books have in common? (Comic situations;
slap-stick scenes; word play; jokes.)
Strategy check
The author uses comic imagery throughout the book.
Check that children understand similes (comparing something with
something else) and metaphors (a person or thing becoming something else,
in descriptive terms). For example, the first page (p7) has a description of
Streaker the dog with two metaphors:
“She’s got a lot of greyhound blood in her, along with quite a bit of
Ferrari and a large chunk of whirlwind.”
Simile p11:
“Streaker... landed on my lap like a mini meteorite.”
17
1
Independent reading
Children read the first two chapters (pp7–25). Ask them to look out for
characterisation (character traits) of Trevor, his mum and dad, and Sergeant
Smugg.
Return to the text
Discuss the following:
• Why won’t mum or dad walk Streaker? (Facts.)
• Why won’t mum or dad train Streaker? (Infer from text.)
• Comment on the fact that Trev’s mum wants to get fit but still
doesn’t want to take Streaker for a walk.
• Comment on the military language in chapter 2. What effect does
this have?
(It develops as a theme throughout the book; it’s comic because the ‘war’ is a
silly situation not life threatening.)
Follow-up activity 1
On page 21, the author writes, “To cut a long story short...” Work out what
might have happened next and what might have been said and tell this
section of the story to a friend. Fill in the gaps in the story but make sure
your ending tallies with “I was carted off to the police station”.
Follow-up activity 2
Come up with some alternative names for Sergeant Smugg that would also
indicate his personality. For example, Sergeant Smirk.
Session 2 (AF2, AF3, AF5, AF6)
Response to the text
• Discuss the descriptions of Tina and Trevor, physical as well as
characterisation.
• Discuss their friendship. How do you think they feel when people
tease them about being boyfriend/girlfriend? Why do people do
that, do you think?
• Compare the description of Mouse and her behaviour when
compared with Streaker. Why do you think the author included this
part of the story (as Mouse isn’t important to the story)?
(It’s a comic comparison: large and heavy V thin and wiry; well behave V
badly behaved; slow and calm V fast and frantic. It also explains why Tina
thinks it will be easy to train Streaker.)
18
1
Strategy check
Why does the author CAPITALISE some letters? What effect does this have
on the story? (Comic highlighting; characterisation of Trevor.)
Independent reading
Children finish reading the book.
Return to the text
Discuss the following:
• Which was your favourite attempt to train Streaker? Dog biscuits
(p42); mobile phone (pp46–69); chasing a skateboard with food
(pp84–92); the treadmill (pp94–103)?
• How did Trev manage to train Streaker in the end? Why is this
funny?
• How did Trev and Tina manage to get one over on Charlie Smugg?
How do you think this part of the story will develop ‘the next day’?
• Do you think Tina really wanted to kiss Trev or was she just winding
him up?
Follow-up activity 3
Write an advert for Trev’s Dog Obedience Training Classes.
Follow-up activity 4
Write a diary entry for Streaker. You can choose any day you want.
Extensions
Extension 1 (Literacy)
Write down the conversation (dialogue) that Charlie Smugg has with
Sharon Blenkinsop after the story has ended.
Extension 2 (Cross-curricular)
Find out about greyhound racing: www.gbgb.org.uk (Greyhound Board of
Great Britain)
Find out about dog agility competitions: www.agilitybits.co.uk
19
1
The Hundred-Mile-An-Hour Dog (1)
Streaker and the Electric Hare
Write a story about what happens when Trev and Tina take
Streaker to a greyhound race.
Write in the style of Jeremy Strong.
Checklist for writing like Jeremy Strong
• Write in the first person from Trev’s point of view.
• Use unusual, powerful and funny similes and metaphors.
• Capitalise important words for comic effect.
• Miss out a chunk of the story if it’s not important by writing,
“To cut a long story short...”
Plan what sort of trouble Streaker could get into at a greyhound
race. Think about the setting of the race track:
• crowds of people
• hundreds of dogs
• the electric hare that dogs chase around the track
• people betting on races.
Use a story mountain to help you plan:
• The beginning
• Setting the scene
• Introducing the characters
• The build up
• Characters come up with a plan
• The problem
• Things start to go wrong – several things
• The resolution
• Things start to go right
• The ending
• A punchy or comic ending.
Enjoy Guided Reading Jeremy Strong © Badger Learning
1
The Hundred-Mile-An-Hour Dog (2)
Streaker Speaks
What is Streaker thinking? We know what the human characters think
and now it’s time to put the record straight.
Write thought bubbles for Streaker for the following illustrations.
Remember:
• Streaker’s interests are food, walks and playing
• Her best friend is Trev
• She’s very friendly and likes everyone – even Sergeant Smugg
• She’s very fast!
Enjoy Guided Reading Jeremy Strong © Badger Learning
1
The Hundred-Mile-An-Hour Dog (3)
Hot Seating Interview
Imagine that Sergeant Smugg is being asked questions by the
Superintendant in charge of the police station. What sort of questions
would he ask? What sort of replies would Sergeant Smugg give?
Tip: Sergeant Smugg will want to:
• Come out of this looking good
• Not get his son into trouble
• Not annoy his boss at work.
Role play the interrogation with a friend.
Superintendant: Can you explain why you arrested the canine in
question?
Sergeant Smugg: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Superintendant: Is the dog a nuisance or not?
Sergeant Smugg: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Superintendant: Just how is your son involved?
Sergeant Smugg: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Superintendant: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sergeant Smugg: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Superintendant: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sergeant Smugg: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Superintendant: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sergeant Smugg: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Superintendant: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sergeant Smugg: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Enjoy Guided Reading Jeremy Strong © Badger Learning
1
The Hundred-Mile-An-Hour Dog (4)
Book Review
Analyse this book review for The Hundred-Mile-An-Hour Dog.
We read this book as a whole class at the end of our school day and
we really enjoyed it, so much so that we plan to buy and read the
next instalment of Streaker’s antics!
The book is about training Streaker which includes earning £30,
police cars, fire engines, washing machines and a bath of frog
spawn. It is a very funny story and has lots of exciting parts.
It is a must read for children aged 7–9.
Checklist for a book review
Have the writers of the above review followed this checklist?
• Hook the reader with a strong first sentence about the book.
Is it a bird? Is it a plane? No it’s Super-Streaker!
• Say something about it being written in the first person.
Trevor’s autobiographical novel...
• Say who you think it will appeal to (the audience).
“Anyone who loves fast and furious, funny stories...”
• Give a brief summary of the book (2 or 3 lines).
• Say which is your favourite bit of the book and why.
• Comment on the illustrations.
• Say whether or not you would recommend this book. If you would
recommend it, who would you recommend it to?
• Mention whether or not you have read any other Jeremy Strong
books. If you have, write a short comparison, “This book is even
better than...”
Now write your own review and post it online.
Enjoy Guided Reading Jeremy Strong © Badger Learning
Enjoy Guided Reading
Teacher Book with Copymasters
Jeremy Strong
Following on from Badger’s successful Enjoy Guided Reading at Key Stage 2, this series of Teacher
Books provides you with guided reading support on a range of popular titles by outstanding
authors. This Teacher Book provides the basis for guided, shared and group reading for Key Stage 2
across a range of levels.
There is guidance on 6 fiction titles. Every book has the following material: Chapter Synopsis, Text
Level Reading Objectives and two Guided reading sessions structured as follows:
Session 1Session 2
• Introducing the text • Response to the text
• Strategy check • Strategy check
• Independent reading • Independent reading
• Return to the text • Return to the text
• Follow-up activities • Follow-up activities
Each title has been given levels that refer to the
APP Assessment guidelines.
Jeremy Strong Teacher Book covers the following books:
The Hundred-Mile-an-Hour Dog
Return of the Hundred-Mile-an-Hour Dog
Dinosaur Pox
There’s a Viking in My Bed and Other Stories
Batpants!
Beware! Killer Tomatoes BADGER LEARNING
Oldmedow Road, Hardwick Industrial Estate,
King’s Lynn, PE30 4JJ
Tel: 01553 769209 Fax: 01553 767646
ENJOY GUIDED READING
Jeremy Strong Teacher Book with Copymasters & CD
ISBN 978 1 78147 438 9