White Dolphin

Teacher’s Pack

By

Judith Kneen
 CONTENTS

Introduction 3

Overview for Scheme of Work 4

Navigator 5

Lesson Plans 7

Assessment 41

Acknowledgements
The author and publishers are grateful for permission to include the following copyright material in this resource:

Extracts from White Dolphin by Gill Lewis (OUP, 2010), copyright © Gill Lewis 2010, reproduced by permission of
Oxford University Press.

Extract from 'Dolphin save swimmers from Shark', CBC News, 24.11.2004, reproduced by permission of the
Canadian Broadcasting Corporation.

Encyclopedia entry for ‘Ray’ from The Columbia Encyclopedia (6e, Columbia University Press, 2012), reprinted by
permission of the publisher.

Encyclopedia entry for ‘Swordfish’ from World Encyclopedia (OUP, 2005), reprinted by permission of Oxford
University Press.

We have tried to trace and contact all copyright holders before publication. If notified, the publishers will be
pleased to rectify any errors or omissions at the earliest opportunity.

Images:
p1: OUP; p22t: WaterFrame / Alamy; p22b: Visual&Written SL / Alamy

Layout by Mark Walker. Artworks for the Teacher Pack series are by Mark Walker and Steve Evans.
INTRODUCTION
English teachers don’t need to be told the Time-saving resources
enormous value and pleasure of reading whole In each on-line Teacher’s Pack there is a
texts as class readers. Little compares with that compact Overview which summarizes the work
feeling when a class are truly engaged in the scheme and identifies the specific reading skills
reading of a really good book. Fortunately, and strategies being developed and the
contemporary writers of fiction for young adults resources available for each lesson.
continue to offer fresh opportunities to enjoy
literature with students. Lesson Plans suggest particular focuses and
learning outcomes, but the Word files can be
Oxford Rollercoasters is a series that offers adapted to suit the level of progression for each
teachers the opportunity of studying first-class particular class. All resource sheets can be
novels as whole-class readers with Year 7, 8, easily adapted for differentiation.
and 9 students. Each set of materials has been
written in response to the diverse needs of The Navigator offers a clear plot summary,
students in those year groups. identifying the stages in the structure of the
novel. It is designed to help teachers adapt the
Focus on assessment of reading pace and detail of work according to the needs
Oxford Rollercoasters includes titles with varied of their class.
themes, challenging subject matter and
engaging plots. For example, Noughts and Every set of lesson plans ends with its own
Crosses offers a contemporary slant on racism; student Reading Assessment Progress sheet,
The Boy in the Striped Pyjamas explores the which can be used to identify areas for student
Holocaust through the eyes of a young German development.
boy; White Dolphin tells the story of a young girl
haunted by personal tragedy who finds Reading Guide
friendship and escape in the waters around Each of the novels has its own student Reading
Cornwall. Guide – an accessible, magazine-style booklet,
packed with visual, textual and activity materials
In the latest wave of Rollercoasters, each novel to help engage students in their study of the
is accompanied by innovative and engaging novel. Each one features writer’s craft material
teaching materials, designed to help all students to enhance and enrich the students’ appreciation
access the texts and also to reflect the National of the author’s skills. Original drafts and
Curriculum Programmes of Study. The key commentary from the authors of the novels
concepts of competence, creativity, cultural and provide valuable insight into the process of
critical understanding are clearly addressed, and writing.
the schemes offer a wide range of cross-
curricular opportunities. Ideas for wider reading and for the extension of
independent reading are provided in the
The latest teaching materials are firmly based on Pathways section at the end of the Reading
developing reading skills, though teaching plans Guide.
include approaches to literature through oral
work, drama and media. Theories behind both Oxford Rollercoasters provides first-class
assessment for learning and thinking skills are teaching resources for first-class contemporary
evident in the lesson plans. fiction. The series is designed to engage the
widest possible range of students in reading for
pleasure, and we feel confident that it will
contribute to those memorable experiences of
reading together in the secondary classroom.

Oxford Rollercoasters: White Dolphin © OUP 2013. This may be reproduced solely within the purchaser’s school or college. 3
OXFORD ROLLERCOASTERS White Dolphin Overview

OVERVIEW FOR SCHEME OF WORK

Lesson and focus Reading skills and strategies Resources
1. Character Appreciate how the writer introduces aspects of character R: 1a, 1b
Chapters 1–4 Pick out how a writer shows rather than tells how a character feels RG: p.5
2. Character viewpoint Recognize and show how different characters have differing R: 2a, 2b
Chapters 5–7 viewpoints
Explore different characters' viewpoints
3. Themes Identify some themes in the story R: 3a, 3b, 3c
Chapters 8–10 Trace and explore a theme running through a story
4. Developing character and Identify how an author can use dialogue to build character R: 4a, 4b
atmosphere Chart how the writer builds a tense atmosphere RG: pp.6-7
Chapters 11–13
5. Language Explore how the writer uses language to describe the setting R: 5a, 5b
Chapters 14–15 Recognize how the writer uses language to intrigue the reader RG: pp.7, 10, 13
6. Information retrieval Select and interpret information for a specific purpose R: 6
Chapters 16–19 Identify the main elements of a news report and use them in their RG: p.8, 9
own report
7. Relationships Recognize that relationships between characters change and R: 7a, 7b
Chapters 20–22 develop
Identify aspects of the changing relationship between characters
8. Words and meanings Explore deeper meaning within a text R: 8
Chapters 23–25 Transform prose into poetry RG: p.14
9. Social context Appreciate some of the social issues behind the story R: 9
Chapters 26–28 Identify the arguments related to these issues RG: p.11
10. Structure: building tension Recognize how events build tension in a story R: 10
Chapters 29–34 Explore changing relationships between characters
11. Climax Consider how a writer presents a viewpoint R: 11a, 11b, 11c
Author’s viewpoint Gain insight into some of the methods a writer uses to create an RG: p.15
Chapters 35–37 exciting climax
12. Resolution and review Explore how a writer brings a story to a resolution R: 12a, 12b, 12c
Chapter 38 Identify how individual threads of a story progress
Investigate changes in character
Reflect on reading skills

Progression: teachers’ choice of this text should be influenced by the degree to which the study of
White Dolphin will allow a class to make appropriate progress in their knowledge and skills of reading.
White Dolphin offers students the opportunity to examine a contemporary story, focusing on real-life
issues in a beautiful setting.

Cross-curricular links: opportunities to link with PSHE, geography, biology and drama.
OXFORD ROLLERCOASTERS White Dolphin Navigator

NAVIGATOR
Chapter Plot outline
Chapter 1 Kara tears the pages out of a book and scatters them. Standing high on a wall, she is out of reach of
two tormentors: Jake and Ethan, but she is not out of range of Jake's cruel words. He reveals her
father is losing his job and that their boat, Moana, is up for sale. Kara throws the book in Jake's face.

Chapter 2 Kara runs out of school, in search of her father. At home, she finds Aunt Bev and cousin Daisy but her
father has gone fishing. Jake's father arrives to confront Kara: Jake has a broken nose. Kara escapes
out of a window.

Chapter 3 Sailing Moana out of the harbour, Kara's dad pauses to let her on board. As her dad checks his
lobster pots, he confirms that he's selling Moana because he's short of money. Kara says that her
mother wouldn't approve, but she's been gone for a year, and her dad says she's never coming back.

Chapter 4 Distressed, Kara dives into the water and swims to shore. She finds refuge in a small cove where she
used to sit with her mother. When she sees a white dolphin leap in the water, she takes this as a sign
from her mother.

Chapter 5 Walking home, Kara is picked up by Aunt Bev. She says the coastguard and police are looking for
Kara. Back home, Aunt Bev loses patience with Kara's dad. We learn how Kara's mum went missing,
and the desperate financial situation the family are in. An offer has been made for Moana.

Chapter 6 Kara takes cousin Daisy to school, and then has to face the consequences of her actions at her own
school. Mrs Carter, the head teacher, interrupts Kara’s support session for her dyslexia. She is
sympathetic to Kara's situation but wants Kara to try to make amends.

Chapter 7 Back in lessons, Kara discovers a new boy, Felix. He has a physical disability. She also finds herself
being ostracized by her 'friends' Chloe and Ella. Jake reveals that his dad blames Kara's family for
the death of his brother, and is determined to make them pay.

Chapter 8 Kara collects Daisy after a party and takes her for an ice-cream at Zagni's. Jake and Ethan are in the
cafe too, poking fun at the new boy, Felix, who is also there. They imitate his movements and
spasms. Daisy admonishes Jake and Ethan, but when she speaks to Felix he upsets her.

Chapter 9 Kara takes Daisy to the shore to distract her. There they see the Bird Lady, Miss Penluna, and help
her when she slips. Kara is taken aback when Miss Penluna asks after her mother, and says she'll
ask the angels to look for her.

Chapter 10 Over breakfast the next day, Daisy tells her mum about the Bird Lady. Aunt Bev thinks she's mad but
Kara's dad says she helped her mum out by looking after some young birds. Kara and her dad go to
see Mr Anderson, the potential buyer for Moana. His son turns out to be Felix.

Chapter 11 Mr and Mrs Anderson are friendly but Felix is obviously not happy with moving to Cornwall. He
misses London, and is absorbed in his computer game. Kara's dad agrees to take them on a trial run
in Moana.

Chapter 12 Aunt Bev feels sorry for Felix when she learns he has cerebral palsy, but Kara just thinks he's rude.
Goaded by Kara, Felix decides to go on the trial run in Moana. They go to check on their lobster pots,
and see Dougie and Jake speeding away from the area in their boat.

Chapter 13 The lobster pots have been wrecked. They sail on, but Felix is seasick. Kara’s dad teaches Felix how
to sail the boat, to distract him. He proves to have a natural talent. Kara and Felix go swimming
together.

Chapter 14 They enjoy exploring underwater, including discovering cuttlefish. Kara tells Felix about how a coral
reef is under threat when a dredging ban ends. Felix encourages her to fight to protect the reef.

Chapter 15 Despite the successful trip on Moana, the Andersons phone to say they don't want to buy the boat.
Kara thinks it's because they are going back to London.

Chapter 16 Kara fixes the ripped Bible. She is confused and upset by Mrs Carter's concern for her. After school
she escapes to the shore. She finds the white dolphin, caught in fishing line, beached and
motionless. It's young and its mother is calling to it from the sea.

Chapter 17 The white dolphin is just about alive. Kara frantically does everything she can think of to help it and
keep it alive. Suddenly someone appears from the water.

Chapter 18 It's Felix followed by his dad. They've been trying out a new boat, designed for disabled use. Felix’s
dad goes for help. He returns with two Marine Life Rescue volunteers and Kara's dad. They say the
dolphin is too damaged and will probably need to be put down. Kara can't accept this.

Chapter 19 Kara urges them to take the dolphin to the Blue Pool, a tidal pool. The vet agrees to try it, and they
transport the injured dolphin to the pool, followed by its mother.

Chapter 20 After school, Kara and Daisy go to see the dolphin. Its health has improved, but the vet says it's too
young to survive alone in the wild. If they can't lure the mother back by the next day, the vet will put
the young dolphin down. Kara wishes her mum were there, as she'd know what to do.
OXFORD ROLLERCOASTERS White Dolphin Navigator

Chapter Plot outline

Chapter 21 Clutching the only thing she has of her mother's - a dolphin-shaped memory stick, Kara goes to Miss
Penluna to see if she can help find out what happened to her mum, but Miss Penluna tells her to
listen to the dolphins. Kara is puzzled and feels cheated.

Chapter 22 Kara meets Felix and his dad outside the chip shop. When she accidently loses her mother's memory
stick, Felix retrieves it and offers to investigate it for her. Eventually Kara agrees. She is desperate to
find the injured dolphin's mother.

Chapter 23 Waking from a dream about her mother, Kara goes down to the sea and swims with the mother
dolphin, guiding her, unseen, to near the Blue Pool where her calf is.

Chapter 24 The next morning, her wet clothes confirm that she didn't dream her night swim. The family feel the
pressure after Uncle Tom returns from a poor fishing trip. Kara and Daisy go to see the dolphin which
is recovering. They meet Felix but he can't access the memory stick which has a password. Daisy
names the dolphin Angel.

Chapter 25 The Marine Life Rescue team want to use Angel's story as publicity about saving the reef. Felix
agrees but Kara isn't sure. Back at school, Kara is reluctant to share Angel's story with everyone else
but Felix initiates an action group to support saving the reef.

Chapter 26 On the first day of the holidays, the action group is back at school organizing a rally to support saving
the reef from dredging. Kara mentions how Maoris believe that dolphins carry their ancestors' spirits.
She knows because her mum was born in New Zealand. Felix wants to know the Maori word for
dolphin, and when Kara tells him, he disappears off.

Chapter 27 The school hall is full. Marine Life Rescue supports the dredging ban, but Dougie Evan talks
vociferously against it. Felix returns and asks Kara to buy him some time. Nervously she addresses
the audience, arguing for sustainable fishing. Then she is stunned to hear her mother's voice.

Chapter 28 Felix has found the last film made by her mother, celebrating underwater life, and is playing it to the
audience. They are won over, and many sign a petition against dredging. Felix reveals he found the
film on the memory stick, when he realized the password was the Maori word for dolphin.

Chapter 29 Kara and her dad, Felix and his dad, are all there to see Angel being released back into the sea. The
dolphin swims away with its mother.

Chapter 30 The newspaper attests to the success of the campaign. Dougie Evans is furious and sacks Uncle Tom.
Aunt Bev, who is expecting a baby, says they can't afford to keep Kara and her dad living there too.

Chapter 31 The voluntary ban on dredging the bay is being ignored by trawlers from other areas. Kara and Felix
find bits of coral on the shore. Felix has been practising for the regatta and enjoys the sailing. They
both go down to Moana but find Ethan and Jake Evans there. It turns out her dad has sold Moana to
Dougie Evans.

Chapter 32 It's the day before the regatta. The weather is stormy and ominous. Kara is upset about Moana and
isn't really talking to her dad. Felix tells Kara that his coach wants him to join the junior training squad
for the Paralympics. He wants her to sail with him in the disabled/able-bodied category. Kara is still
upset and doesn't want to commit to it. Dougie Evans has apparently caught a great white shark.
They are horrified to discover it's a dolphin, and it's Angel's mother.

Chapter 33 Distraught, Kara returns to the cove where she first saw Angel. Wading into the water, she sees
Angel. Up on a cliff Felix and his dad call to Kara. As his dad takes her home, Felix passes an
envelope to her, about something else from the memory stick.

Chapter 34 The next day, Kara looks at a photograph of her mother. When Felix calls round he reveals it was
taken just before her mother disappeared. It confirms she went diving before she disappeared but
Felix says the possibility of bad publicity probably meant that her disappearance was hushed up. The
regatta has been cancelled due to an approaching storm, but Jake and Ethan, in a show of bravado,
sail recklessly off in Moana. Kara and Felix follow to try and stop them.

Chapter 35 Jake and Ethan struggle to control Moana. The swinging boom knocks Jake into the sea. Kara and
Felix scramble to save him. Having saved him, Felix pulls alongside Moana, allowing Kara to board
her. He then attempts to return with the injured Jake, while Kara is going to bring back Ethan and
Moana.

Chapter 36 Kara fights to gain control of Moana, before being capsized by a freak wave. When the boat rights
herself, the mast is broken and ropes tangle her to a rock. Desperately they send up a flare. Rescue
comes in the form of a helicopter which lifts them to safety just before Moana is smashed to pieces
on the rocks.

Chapter 37 Safely back on dry land, Kara, together with her dad, Felix's parents and Jake's dad look out from the
harbour for Felix and Jake returning. Eventually they come into sight, just about making it safely back
into harbour.

Chapter 38 The next morning, Kara wakes to a surprise. Daisy has a sister, called Mo – short for Moana. Dougie
Evans has offered Uncle Tom his job back and has signed the anti-dredging petition. He reveals that
Jake says a white dolphin saved him. Kara's dad is starting a boat-building course, and they now
have a caravan to live in. As Kara sits with her dad, she accepts the death of her mum. She sees the
white dolphin leaping in the sea, and is given hope for the future.
OXFORD ROLLERCOASTERS White Dolphin Lesson 1

LESSON 1

Emphasize that the writer does not tell the

reader how Kara is feeling – she shows us. Ask
Focus: Chapters 1–4
the students to consider why this technique is
Character
more effective than telling us (e.g. it helps the
reader empathize with the character, and
Learning outcomes
therefore become more engaged with the
Students will be able to:
character and the story; it helps to emphasize
 Appreciate how the writer introduces
that Kara is hiding her true feelings; her feelings
aspects of character
are complex and not easily explained).
 Pick out how a writer shows rather than
tells how a character feels
Transform
Read Chapter 4. This chapter describes a
significant moment for Kara. She interprets the
Engage sighting of the white dolphin as a sign from her
Distribute copies of the Reading Guide. Ask the mum. She doesn't say what this sign means.
students to look at the covers on page 4, and Ask the students to use Resource 1b to list
consider what the story might be about. Ask some ideas of what it signifies, e.g. that her
them to work in pairs, and to compose a mum is coming home, that Moana won't be sold,
sentence which predicts at least two things that that she'll have a happy home again. They can
the story will be about. For more able students, list ideas or make a sketch if they have time.
do not allow them to use the words white and
dolphin in their sentence. Review and reflect
Ask everyone to write a sentence about what their
Ask some of the students to read out their allocated character (from the list given earlier –
sentences. Draw attention to any common words Jake, Ethan, Mrs Carter, Aunt Bev, Daisy, Dougie
or ideas used in the contributions. Tell them to look Evans, Dad) thinks about Kara. Ask as many of the
out for any of their ideas once they start reading students as possible to read out their sentence.
the story. Then sum up what we learn about Kara, and the
other characters, from this first lesson.
Explore
Set up the 'review and reflect' section, by giving Homework
everyone in the class a character from the Help students understand the location and
following list: Jake, Ethan, Mrs Carter, Aunt Bev, context of the story by asking them to find three
Daisy, Dougie Evans, Dad. As you read the story, pictures of things associated with Cornwall, e.g.
they must consider how their character regards the surfing, pasties, cliffs. You might also ask them
main character, Kara. to find a picture of a cove that could be where
Kara is when she sees the white dolphin.
Give out copies of White Dolphin. Read out the
first seven sentences, up to ‘silver-blue sea’.
Ask the students what they think the book might
be. See if they pick up on the clues of thin paper
‘edged with gold’ which indicates this is a
significant book. (It’s a Bible.) Ask why they think
the narrator is tearing it up – and to write their
idea down.

Read the first three chapters of the story. Give

out Resource 1a which asks students to focus
on Kara and how she is feeling. In the first
column are some extracts from the story; the
extracts describe some of Kara's reactions in her
encounters with Jake, Aunt Bev and her father.
The students need to consider what each
reaction tells the reader about how she is
feeling. In the second column the students
should explain how Kara might be feeling.
OXFORD ROLLERCOASTERS White Dolphin Lesson 1

Resource 1a
Showing rather than telling
Here are some extracts from the story. They show us what Kara says and does. In
the second column, write down how she might be feeling.

What Kara says or does How Kara might be feeling

1. I spin round and glare at them. 'Shut- Kara feels sensitive about her dad.
up about my dad.' (Page 2) She is protective towards him.

2. I hurl the book at him. (Page 5)

3. I hammer on the caravan door.

(Page 8)

4. I grab my bag and run. (Page 11)

5. I curl up against Moana's curves and

bury my head in the thick folds of
blanket... (Page 15)

6. I push Dad's hands away. (Page 19)

OXFORD ROLLERCOASTERS White Dolphin Lesson 1

Resource 1b
Given a sign
Kara sees the white dolphin as a special sign. Give some ideas of what it might
signify for Kara.
OXFORD ROLLERCOASTERS White Dolphin Lesson 2

LESSON 2

Give out copies of White Dolphin. Divide the

class in half. Ask one half to focus on Kara's
Focus: Chapters 5–7
dad, and the other half to focus on Aunt Bev.
Character viewpoint
As you read Chapter 5, the students should think
particularly about their allocated character.
Learning outcomes
Students will be able to:
When you have finished Chapter 5, give the
 Recognize and show how different
students time to look back at the chapter and
characters have differing viewpoints
make notes on:
 Explore the different viewpoints of two
1) their character's main concerns
characters
2) what their characters think about Kara's
behaviour.

Engage Share the ideas of both halves of the class.

Give the students a minute or two to share the Discuss the similarities and the different
pictures of Cornwall that they have collected in concerns of the two relatives. How are their
pairs/small groups, looking for similarities and viewpoints different from Kara's?
differences. As a class, discuss their pictures in
terms of what they reveal about the setting of the Transform
story and how they might help understanding of Next, read Chapters 6 and 7. At this point you
the context of the story. may wish to look back at the students' ideas for
why Kara tore up the Bible, and consider how
(The pictures can be used as a collage that they fit with the unfolding story.
provides a background or border for displaying
work on the novel.) Focusing on Chapter 6, ask the students to think
about the incident between Jake and Kara from
Explore Mrs Carter's viewpoint. Ask the students to
Introduce the idea of viewpoint to the students. discuss the following:
Give out Resource 2a. This lists various items.  what Mrs Carter knows about the incident
Ask students, in pairs, to think about how the  what Mrs Carter doesn't know but that we
animals and people listed next to each item know
might regard it.  what Mrs Carter’s main concerns will be.
As an extension task, ask the pairs to list other Explain that Mrs Carter will have to write up the
possible viewpoints for each item. incident. Ask the students to write Mrs Carter's
report, using Resource 2b to organize their
If you have time, show the students one of the writing. Emphasize the need to explain the
Guardian adverts on seeing things from different incident clearly and in formal language.
viewpoints:
 http://www.youtube.com/watch?v=s1MEQ- Review and reflect
v8Z4E Remind the students that the story is told from
 http://www.guardian.co.uk/media/video/ Kara's viewpoint – so the events reflect her
2012/feb/29/open-journalism-three-little- perceptions. Ask them to think of another
pigs-advert character in the story (e.g. Chloe, Daisy, the new
boy called Felix) and to write a text message or
Explain that you'd like the students to think a 'tweet' from that character to another one,
about the events in the story from different revealing something about Kara. Their message
viewpoints. Ask them which is the main should be a maximum of 140 characters. Share
viewpoint we have in the story (Kara's) and why some of the messages.
this is (Kara is the narrator and tells the story).
Discuss the effect of this (e.g. the story reflects Homework
her priorities and interests; we cannot be sure Kara is dyslexic. Ask students to find out more
how other characters feel). about dyslexia, and create a fact file, e.g. what it
is, typical signs, how to help people cope with
dyslexia.
OXFORD ROLLERCOASTERS White Dolphin Lesson 2

Please note: particular sensitivity may be

necessary if any students in the class suffer from
dyslexia.
OXFORD ROLLERCOASTERS White Dolphin Lesson 2

Resource 2a
Viewpoints
Think about how the items on the left might be viewed by the people or animals listed
on the right.

An apple tree

 a bird
 a child
 a fruit farmer

A worm

 a hedgehog
 a gardener
 a young child

A mobile
phone
 a teacher in the classroom
 a spy
 a student at university

A key

 a caretaker
 a pirate
 a detective
OXFORD ROLLERCOASTERS White Dolphin Lesson 2

Resource 2b
Incident report
Write Mrs Carter's report on the incident involving Kara and Jake.
OXFORD ROLLERCOASTERS White Dolphin Lesson 3

LESSON 3

Transform
Explore the idea of difference in a little more
Focus: Chapters 8–10
depth with students. Explain that, while everyone
Themes
is unique and therefore different, some people
have differences that might make them stand out
Learning outcomes:
to others.
Students will be able to:
 Identify some themes in the story
Ask them to think about which characters have
 Trace and explore a theme running through
differences that make them stand out in some
the story
way:
Kara – dyslexia
Felix – physical disability
Engage Miss Penluna – unconventional and possible
Give out individual whiteboards or blank paper. mental illness.
Ask the students to draw the image you are
going to describe. Tell them that they may not Emphasize that the differences they have may
ask questions and they should listen very not be a problem to them. However, how other
carefully. They should not copy off someone people react can be a problem. Use Resource
else. 3c to explore:
1 the nature of the difference
Choose one of the pictures on Resource 3a and
describe it in detail for the students. They should 2 how these characters might feel about their
sketch the description. Once the sketches are difference
complete, ask the class to hold them up. You 3 what interventions might be needed to help
may want to award merits for the best sketch. them with the difference.
As the students have researched dyslexia for
If you have time, repeat the exercise with
homework, you may want to use Kara as an
another picture, possibly asking for a volunteer example, and then ask the students to do the
student to do the describing this time. others on their own.
Emphasize that the differences between their Please note: particular sensitivity may be
pictures show how our brains are very individual. necessary if any students in the class suffer from
We all respond differently to the same things. dyslexia or any mental health issues.
Every single human being is unique.
Review and reflect
Explore Remind students that they have been looking at
Tell the students that difference is one of the themes in the story. They have looked in
themes of this novel. Explain that a theme is a particular at the idea of difference and at judging
topic or idea that runs through a story. Because by appearances. Ask them to think about the
it is repeated, a theme is a significant topic or novel so far, and see if they can identify any
idea. Being aware of themes helps us to other themes to look out for (e.g. bullying, boats
understand a story fully. and sailing, family, hardship, loss).
Give out the White Dolphin books. Read Homework
Chapters 8 to 10. Ask the students to consider Ask the students to choose one of the
another theme: judging by appearances. Give characters discussed so far, and to write a
out Resource 3b and ask them to find and problem page letter which describes a problem
explain examples of this theme being explored in they are having, states how they feel about it
the chapter. The first one is done for them. and asks for advice on how to deal with it.
Once they have done the task, go through their
answers.
OXFORD ROLLERCOASTERS White Dolphin Lesson 3

Resource 3a
Images to describe and draw
OXFORD ROLLERCOASTERS White Dolphin Lesson 3

Resource 3b
Judging by appearances
Complete this table giving examples of how this theme is shown in Chapters 8 to 10.
Look at the extract and explain how it shows one character judging another by
appearances.

Characters Extract Explanation

Ethan and Ethan pulls his arm up against Ethan sees Felix as a figure of
Felix his chest and pulls a leery grin. fun. In this extract, he imitates the
(Page 51) movements Felix makes. Ethan
only sees his disability.

Felix and ‘He said... he didn't put out an

Daisy advert for a fat fairy godmother.’
(Page 54)

Daisy and ‘She's a witch’ (Page 57)

Miss
Penluna

Aunt Bev ‘That mad old witch. I'm

and Miss surprised they let her out.’ (Page
Penluna 64)
OXFORD ROLLERCOASTERS White Dolphin Lesson 3

Resource 3c
Dealing with difference
Character Kara Felix Miss Penluna
What makes
her/him different?

How might she/he

feel about it?

Does she/he need

help with this
difference? If so,
what?
OXFORD ROLLERCOASTERS White Dolphin Lesson 4

LESSON 4

Transform
While they are not openly unpleasant, hostility
Focus: Chapters 11–13
grows between the two young people. The
Developing character and atmosphere
hostility adds to the growing tension on the
boat and in the story. Ask the students to look
Learning outcomes
out for this as you read Chapters 12 and 13.
Students will be able to:
 Identify how an author can use dialogue
After you have read the two chapters, give out
to build a character
Resource 4b. This asks students to chart the
 Chart how the writer builds a tense
level of tension at particular parts of the story.
atmosphere
Ask them to indicate the level of tension for
each point by shading each bar on the chart to
the appropriate level.
Engage
Give out the Reading Guide and direct When they have finished, ask the students to
students to page 6. Ask the students to create complete a graph which shows the rising and
their own sketch of the boat, and see how dropping levels of tension.
many of them can identify the main parts of a
sailing boat by matching labels to the diagram. Review and reflect
Challenge the students to learn them, and to Ask the students to consider what has
find other terms if possible. happened between the two characters of Kara
and Felix in these chapters, and to consider
Explore the rising level of tension in the story. Ask them
Give out the White Dolphin texts and read to write a sentence of 25 words which predicts
Chapter 11, where Kara and Felix talk for the what might happen in the story. Listen to as
first time. After the encounter in Zagni's, the many of the sentences as possible.
atmosphere is tense and uncomfortable. Draw
attention to how Gill Lewis crafts the writing to Homework
show the awkwardness and tension by Look back at the Reading Guide, page 6. Ask
techniques such as describing the sounds in the students to conduct some research on
the room, describing little details of how they sailing and sailing boats, by choosing one of
both move and by what they say to each other. the activities to work on.

Turn attention to how the young people talk

when they first meet. Characters reveal
something about themselves by how they
speak. Kara and Felix are trying not to be
openly rude, but they both have strong
feelings. Their words do not say everything
they are feeling. Discuss how this is the writer
building a tense atmosphere and is far more
effective than having the young people being
openly angry. Look at Resource 4a together.
This contains extracts from the chapter from
where Kara and Felix first talk.

Ask the students to complete the resource

sheet, by describing the thinking and emotions
that are behind the words.

Invite them to share some of their ideas with

the whole class.
OXFORD ROLLERCOASTERS White Dolphin Lesson 4

Resource 4a
The feelings behind the words
Read the words spoken by the Kara and Felix in Chapter 11, and then describe the
feelings and thoughts behind those words.

Thoughts and feelings behind

Words spoken
the words
'Daisy was only trying to help, you know' I think that you were really mean to
(Kara, page 72) Daisy. She is only young and you
should know better.

'Well, I'm sorry if I offended her but you

can tell your sister I don't need her help'
(Felix, page 72)

'You can tell her you're sorry yourself...

Anyway she's my cousin, not my sister'
(Kara, page 72)

'Whatever' (Felix, page 72)

'Look if people get their kicks from

laughing at me, it's their problem, not
mine. It's no big deal.' (Felix, page 73)
OXFORD ROLLERCOASTERS White Dolphin Lesson 4

Resource 4b
A tension chart
Look back at Chapters 12 and 13. Indicate the level of tension for each part of the
story, by shading in the bar.
OXFORD ROLLERCOASTERS White Dolphin Lesson 5

LESSON 5

As an extension activity, ask students to

consider the simplicity of much of the
Focus: Chapters 14–15 description, for example in the use of colour. Ask
them to think of why the writer uses simple, bold
Language colours (e.g. to paint a picture of clear, bright
colours under water).

Learning outcomes Transform

Students will be able to: Ask the students to turn to page 13 of the
Reading Guide. Here they will find two
 Explore how the writer uses language to descriptions of a cuttlefish: one from the story
describe the setting and one from an encyclopaedia. Discuss the
differences between the two texts, e.g. in terms
 Recognize how the writer uses language to
of purpose, audience and style.
intrigue the reader
If you have access to computers, allow students
to look for an encyclopaedia entry for another
underwater creature. If not, use one of the
Engage descriptions on Resource 5b. They should use
Give out the Reading Guides and ask students this description to help them write an extra
to look at the phrases related to sailing on page episode to the story, showing Kara and Felix
7. Discuss how many they are familiar with, and discovering another creature.
to whom they might apply in the story. Challenge
the students to think up other common idioms Allow students time to draft their extra episodes.
related to the sea, sailing or boats. Encourage them to use the some or all of the
techniques used by Gill Lewis.
Explore
Read Chapters 14 and 15. Turn attention to how Review and reflect
Gill Lewis provides a beautiful and intriguing Ask students to work with a partner. They should
picture of life in the sea. Give out the Reading swap over the descriptions they have been
Guides and direct students to page 10. Here writing and peer review each other's writing.
they will find examples of the descriptions she They should look for examples of the techniques
uses. used in Resource 5a. Ask students to share
good examples they find with the rest of the
Ask the students to find additional effective class.
examples of descriptions of the underwater
world that Kara and Felix find, in the chapters Homework
they have read. Distribute Resource 5a, so that Ask students to write up the descriptions of the
they can jot down the examples that they find. underwater creatures they have worked on in
Then, offering whatever level of support the class. Encourage them to include a picture of the
students require, encourage them to identify creature with their writing.
some of the techniques that the writer uses in
the examples they have found. If necessary, do
a quick recap on the terms ‘metaphor’, ‘simile’
and ‘alliteration’ to ensure the students’
understanding is secure.
OXFORD ROLLERCOASTERS White Dolphin Lesson 5

Resource 5a
Ways to describe
For each technique, find an example and explain how it is effective.

Technique Example How it is effective

Use of
colour

Interesting
verbs

Metaphor

Simile

Alliteration
OXFORD ROLLERCOASTERS White Dolphin Lesson 5

Resource 5b
Writing an extra episode
Use one of the descriptions of sea creatures below to help you write an extra episode
in the story.
This episode should describe Kara and Felix discovering the creature.

Swordfish
Marine fish found worldwide in temperate and
tropical seas. A popular food fish, it is silvery-
black, dark purple, or blue. Its long, flattened
upper jaw, in the shape of a sword, is one-third
of its length and used to strike at prey. Length:
to 4.5m (15ft); weight: 530kg (1180lb). Family
Xiphiidae; species Xiphias gladius.

(from http://www.encyclopedia.com/topic/swordfish.aspx#2)

Ray
Extremely flat-bodied cartilaginous marine
fish, related to the shark. The pectoral fins of
most rays are developed into broad, flat,
winglike appendages, attached all along the
sides of the head; the animal swims by
rippling movements of these wings. Most rays
have slender whiplike tails. The eyes and
spiracles are located on top of the head, the
mouth and the gill slits on the underside.
Many rays are bottom dwellers, lying like rugs on the seafloor; others inhabit the
upper waters. Bottom-dwelling rays breathe by taking in water through the
spiracles, rather than through the mouth as most fishes do, and passing it out
through the gills. Rays feed on a variety of smaller animals; the heavy, rounded
teeth of most species are adapted to crushing the shells of snails and clams.

(from http://www.encyclopedia.com/topic/ray.aspx#1)
.
OXFORD ROLLERCOASTERS White Dolphin Lesson 6

LESSON 6

 headline
 information on who was involved
Focus: Chapters 16–19
 details of where
Information retrieval
 initial sentence outlining the report
 striking details
Learning outcomes
 mostly past tense
Students will be able to:
 mostly third person
 Select and interpret information for a
 reported speech
specific purpose
 actual quotations.
 Identify the main elements of a news report
and use them in their own report
Transform
Ask the students to think about the part of the
story they have just read about the discovery of
Engage the young dolphin by Kara Wood. They should
Play a game of ‘odd one out’. Write these three image they are a reporter for the local
words on the board: newspaper, writing a report about the saving of
 common bottlenose dolphin the dolphin. Using their books to help them, they
 shark should plan their report. Their plans might
 killer whale. include:

Give the students one minute to decide which of  an initial sentence or two, summing up the
story
the three is the odd one out and why, and then
take answers from selected students. The  details of what
answer is the shark as the other two are actually  details of where
marine mammals from the dolphin family.  who was involved
However, this activity is about the discussion  some striking details.
and reasoning skills – so students may come up If there is time, ask the students to start drafting
with other equally valid answers. their report.

Use this as an opportunity to find out what the Review and reflect
students know about dolphins. This might be Ask the students to consider the headline for
factual information, personal encounters or their report. Remind them that this should:
stories they know about dolphins. They can also
do the dolphin quiz on page 8 of the Reading  sum up the story
Guide.  attract attention
 perhaps have alliteration
Explore  be relatively short and snappy.
Give out the texts of White Dolphin and read If possible, give out individual whiteboards, so
Chapters 16–19. As the students read, ask them that pupils can write their headline on it and hold
to quickly note down anything they learn about it up – so that the teacher and others in the class
dolphins that they didn't know before. can see.

Refer to the Reading Guides and ask the Once they have shared their ideas and been
students to turn to page 9. Here they will find a given some feedback, ask the students to write
newspaper story about dolphins helping humans their headline down in their books.
that requires sequencing by the students.
Homework
Once they have established the right order, Students should write up their news reports on
display Resource 6, which shows the story in the discovery of the dolphin. Ask them to present
the correct order. Ask the students to annotate these as authentically as possible. Remind them
the report with the features that make it typical of of the criteria you gave them earlier in the lesson
a news report. You might provide all or some of for a news report.
the following list, depending on the ability and
needs of the students:
OXFORD ROLLERCOASTERS White Dolphin Lesson 6

Resource 6
Analysing a news report
Annotate this news report with the typical features of a report.

Dolphins save swimmers from shark

November 24, 2004

A group of lifeguards swimming off the coast of New Zealand may have been
saved from a shark attack recently by several protective dolphins that helped
to hold the predator at bay. Lifeguard Rob Howes said he and three female
lifeguards were on a training swim about 100 metres off Ocean Beach near
Whangarei on the North Island.

About halfway through the swim, a pod of dolphins “came steaming at us”
and started circling, startling the swimmers, he said. Howes said he was
unnerved by speed of the approach, thinking perhaps it was a group of
aggressive males or dolphins protecting their baby.

The dolphins bunched the four swimmers together by circling about

4-8 centimetres from them, and slapping the water with their tails for about
40 minutes. Howes said he drifted away from the main group when an
opening occurred. One large dolphin became agitated and submerged toward
Howes, who turned to see where it would surface.

That, he says, is when he saw a great white shark about two metres away in
the beach's crystal clear waters. “The form came and travelled in an arc
around me. I knew instinctively what it was,” he said.

When the shark started moving toward the women, including his 15-year-old
daughter, the dolphins “went into hyperdrive,” said Howes. “I would suggest
they were creating a confusion screen around the girls. It was just a mass of
fins, backs and ... human heads.”

The shark left as a rescue boat neared, but the dolphins remained close by as
the group swam back to shore.

Adapted from
http://www.cbc.ca/news/world/story/2004/11/24/dolphin_newzealand041124.html
OXFORD ROLLERCOASTERS White Dolphin Lesson 7

LESSON 7

Daisy shows that Kara has thought about the

situation, and tries to see things from Felix's
Focus: Chapters 20–22
viewpoint.
Relationships
Ask students to use Resource 7b to identify and
Learning outcomes
explain other evidence of the changing nature of
Students will be able to:
their relationship. The resource sheet asks them
 Recognize that relationships between
to identify evidence and then explain the
characters change and develop
evidence. The first one is worked through for
 Identify aspects of the changing relationship
them, using the example given above.
between two characters
Sum up by discussing the growing
understanding Kara and Felix have of each
Engage other, and how this is a developing friendship.
Play 'taboo' with the students. Explain that in this
game one person has to define/explain a word Transform
so that others can guess what the word is. They The situation with the dolphins parallels Kara's
may not say the word itself or some other situation, as she is separated from her own
forbidden words. mother. Discuss with the students where they
can find evidence for this in the story. Explore
Resource 7a has number of words together with the possible effects of finding the dolphin on
the forbidden words. Cut these up into cards so Kara, e.g. it makes her worry about her mum, it
that cards can be given to individual students. gives added urgency to her desire to help the
Model how the game is to be played, using one dolphin.
of the words as an example.
With the students working in pairs, ask one to
The game can be played in a number of ways, take on the character of Felix and one the
for example: character of Kara. If you have access to audio
recorders, computers with microphones, or the
1 With the whole class –volunteers come to the students are allowed to use mobiles that record
front, in turn, to explain/define the word to the things, ask the students to record a conversation
rest of the class. Students raise their hands between Kara and Felix, expressing how they
to offer a guess, and the one that guesses feel about the plight of the young dolphin. If you
correctly deals with the next word
do not have access to recording facilities, ask
2 In groups – with everyone having one word to the students to practise it live.
explain/define to the rest of the group. They
all take a turn. Review and reflect
Listen to as many of the recordings or live
There is a range of words on the resource sheet,
readings as time allows. Ask those students who
with different levels of complexity. The words on
are listening to note strengths in the work and
the right-hand side of the worksheet are more
ideas that they think were well expressed.
demanding. Allocate the words as appropriate to
the abilities of the students you are working with.
After you have listened to their ideas, draw out
the substance and nature of their responses and
These words introduce some of the ideas that
what they say about Felix and Kara.
are dealt with in this lesson.

Explore Homework
Felix takes the memory stick away. Ask the
Give out the texts of White Dolphin and read
students to predict what they think might be on
Chapters 20–22. Discuss how these chapters
the memory stick. Encourage them to think up at
show a clear change in the relationship between
least three ideas for possible content.
Kara and Felix. Explain how this is first shown in
Chapter 20 in the conversation between Kara
and Daisy about Felix. Kara explains to Daisy
why Felix was unpleasant to her in Zagni's, and
she tells her he was angry. This explanation to
OXFORD ROLLERCOASTERS White Dolphin Lesson 7

Resource 7a
Taboo
Explain the keyword on the card for others to guess, without using the key word
or the forbidden words.


Keyword: friend Keyword: trust

Forbidden words: Forbidden words:
mate believe
pal rely on
buddy count on

Keyword: mum Keyword: forgive

Forbidden words: Forbidden words:
mother sorry
parent pardon
mom let off

Keyword: fear Keyword: relationship

Forbidden words: Forbidden words:
scared bond
worry connection
frightened link

Keyword: help Keyword: despair

Forbidden words: Forbidden words:
aid misery
lend a hand hopelessness
assist depressed
OXFORD ROLLERCOASTERS White Dolphin Lesson 7

Resource 7b
Relationships
Find evidence of the friendship between Kara and Felix. State what happens, add a
relevant quotation and explain what it reveals about their relationship. The first one is
done for you.

Quotation and page What it reveals about

What happens
number the relationship
Kara defends Felix ‘I told her that he was all This reveals Kara showing
when talking to right really, that he'd been an understanding of Felix's
Daisy. angry the day we'd met in situation, as she tries to
the café.’ (Page 137) see things from his point of
view.
OXFORD ROLLERCOASTERS White Dolphin Lesson 8

LESSON 8

programme, two old friends meeting up, one is

thinking of writing a book, a relative has a new
Focus: Chapters 23–25 job, etc.
After you finish the game, ask students to look
Words and meanings out for the words in the reading of the novel.

Explore
Learning outcomes Give out the texts of White Dolphin and read
Students will be able to: Chapters 23–25. As you read, ask the students
to raise their hands if they spot any of the
 Explore deeper meaning within a text vocabulary used in the 'hidden word' game.
 Transform prose into poetry When appropriate, pause and explore the
significance of the word.

Look back at Kara's dream, described at the

start of Chapter 23. Explain that there are
Engage probably hidden meanings in her dream, and
Play 'hidden word' with the students. Provide two you are going to consider what they are.
seats for two students to come and sit at the
front of the class. Tell them that they are going to Give out Resource 8. This contains a table with
have a conversation, for just for a minute or two. extracts from Chapter 23, involving Kara's
Before they start, give each of them a slip of dream. For each extract, ask the students to
paper with a word on it from the list below. They consider the deeper meaning that the words
each have to slip the word into the conversation, might have for Kara. Once they have completed
without the class guessing what the word is. the table, share their ideas.
After their time is up, allow the rest of the class
three guess for each word. Praise whoever Transform
'wins' – the person who guesses correctly, or the Give out the Reading Guides and turn to page
student who 'hides' the word in the sentence. 14. Read the poems that have been 'found' in
Then ask a new couple to the front. the story, and discuss the techniques used.
These include:
Here is a list of words, suggested by the novel: a copying the exact words, but changing the
 castle structure
 dream b choosing some words and disregarding
 moon others
 angel c repeating key words.
 shell
 stars Ask the students to find their own poem from the
 rocks parts of the story you have read so far. For less
able students you may wish to specify the
 raft
section, e.g. Kara's dream in Chapter 23.
 password
 circus
 blogs. Review and reflect
Tell the students to work in small groups. Ask
For more of a challenge try: them to pass their poems around the group, so
 hypothermia that they share their ideas. Ask each group to
 plankton read one poem back to the rest of the class that
 Latin they think works particularly well.
 antibiotics
 politicians. Homework
Give the students a context for their Ask the students to write up their poems neatly,
conversations, e.g. talking about a TV adding illustrations to enhance their
presentation.
OXFORD ROLLERCOASTERS White Dolphin Lesson 8

Resource 8
Finding deeper meanings
For each extract given, consider the possible deeper meanings for Kara. The first one
is done for you.

Extract Deeper meanings

Nothing can knock my The things that Kara thinks are safe are not. The
castle down. But I don't hear castle is made of sand and it is fragile. This might
the wave. It swirls into the represent her life with her mother. She thought
moat and floods the castle
it was safe and solid, but it is not.
walls. (Page 159)

It's the perfect castle. Three

tall turrets and a drawbridge
made from driftwood. (Page
159)

The cowrie shell rolls along

the hard wet sand, towards
the sea. I try to scoop it up
but it slips through my
fingers and tumbles into
foaming surf. (Page 159)

A wave furls around her

legs and rushes up the sand
towards me. (Page 160)

I want to find that cowrie

shell. I search through
seaweed heaped upon the
sand, but all I find are beer
can rings and plastic bottle
tops. (Page 160)
OXFORD ROLLERCOASTERS White Dolphin Lesson 9

LESSON 9

Transform
Tell the students that so far they have only
Focus: Chapters 26–28
looked at one side of the argument. Now they
Social context
are going to pick out the arguments for both
sides of the issue.
Learning outcomes
Students will be able to:
Refer them back to Chapters 27 and 28. Here
 Appreciate some of the social issues
they will find the arguments for the dredging ban
behind the story
by Kara and her mother, and the arguments
 Identify the arguments related to these
against, as given by Dougie Evans.
issues
Using Resource 9, they should note down the
arguments from both parties.
Engage
Use the Reading Guide to draw attention to the Review and reflect
topic of fishing. Explain that there are many Ask some of the students to share the
different ways of fishing for fish and seafood. arguments they have made for both sides of the
On page 11, there are descriptions and pictures issue. If possible, outline these on the
of four methods. Challenge students to match whiteboard.
them up.
Now ask the students to consider their own
Discuss any other methods they know of, and views about the issue. Do they agree with one
draw their attention to the importance of fishing side or the other? Even if they agree with one
as a key industry in Cornwall. See if they know side, do they have some sympathy with the
the names of any of the fishing towns and other side?
villages of Cornwall, e.g. Newlyn, Padstow and
Polperro. Ask them to write a sentence of 20 words – no
more, no less – to express their view. Listen to
Explore some of their ideas.
Give out copies of the text. Read Chapters 26–
28. Then turn to the campaign by Kara and the Homework
supporters of the dredging ban. Draw the Ask the students to do some research on one of
students' attention to the resources that the the following three areas:
campaigners put together: postcards, photos,
1 the fishing industry in Cornwall
petitions and display materials. They focus
attention on dolphins in history and Kara knows 2 dolphins in legends and stories
something of dolphins in the culture of New 3 New Zealand.
Zealand.
Depending on their ability and the time available,
Allocate different aspects of the topic (such as ask the students to find out five or ten key things
those above) to small groups, provide suitable about their chosen area, which can be written up
resources such as pens, paper and internet neatly and used for a display.
access where possible, and a display space.
Then give students a limited timescale to put
together their own campaign.

Finally allow them time to display and view their

work.
OXFORD ROLLERCOASTERS White Dolphin Lesson 9

Resource 9
Arguments for and against
Use this table to note the arguments for and against the dredging ban.

For the dredging ban Against the dredging ban

(arguments by Kara and her mum) (arguments by Dougie Evans)
OXFORD ROLLERCOASTERS White Dolphin Lesson 10

LESSON 10

Ask the students to pick out the worst moments

Focus: Chapters 29–34 for Kara and to present them in a simple cartoon
Structure: building tension strip, using Resource 10. Encourage the
students to include a short caption or narrative, a
Learning outcomes picture and speech bubbles.
Students will be able to:
 Recognize how the events build tension in Differentiate according to ability by asking them
a story to do 4 or 6 pictures in their cartoon strip.
 Explore changing relationships between
characters Transform
Discuss why the death of Angel's mother is so
traumatic for Kara. Draw out the parallel
between Angel’s mother and Kara’s own mother.
Engage Read Chapter 33 and ask the students to
Play a memory game with the class. First of all, consider Kara's situation. Kara is obviously at a
give out the copies of White Dolphin and ask the very low point. She is distressed and hurting.
students to find and memorize two things that Ask the students to identify what they think is the
happen to Kara in the story so far, e.g. she sees most touching description of this emotional time
a cuttlefish while swimming with Felix. for Kara.

Give them a sentence starter, e.g. 'Kara Wood is Ask the students to consider why it is significant
the heroine of White Dolphin and she...' and ask that Felix and his dad come to bring her back.
the students to add something that happens in Draw out how their friendship is the key to
the story in three or four words. The next person helping Kara. Kara has found a true friend.
has to remember what the last person said and Encourage them to consider the events from
then add his or her own event. For example, Felix's viewpoint, and ask them to write Felix's
‘Kara Wood is the heroine of White Dolphin and diary in which he describes what happens and
she spotted a cuttlefish, met Miss Penluna...' how he feels.
and so on. When someone gets it wrong, then
they must drop out. Continue until it everyone Review and reflect
has had an attempt or you can go no further. Share some of the diary entries. Discuss how
the nature of the relationship between Felix and
Once you've played the game, explain that a lot Kara has changed. Ask the class whether their
has happened to Kara, You are going to read on opinion of Felix has also changed since first
and see if things get better for her. meeting him. Finally, ask them to consider what
might be in the envelope from Felix.
Explore
Read Chapters 29 to 32. Draw attention to how, Homework
with each chapter, things get worse and worse Ask the students to read Chapter 34 for
for Kara. Point out that this is a technique used homework and to consider what they think has
by writers to build tension in the story. Challenge happened to Kara’s mum.
the students to think of other stories (books or
films) they know that build up tension like this
(without giving away any endings).

Ask students to identify some of the events that

contribute to things growing worse for Kara, e.g.
 feeling empty when Angel leaves
 Dougie Evans' visit
 Uncle Tom losing his job
 Kara and her dad having to find
somewhere else to live
 trawlers still dredging the bay
 finding out the Moana has been sold
 her dad going to Exeter for an interview
 the death of Angel's mum.
OXFORD ROLLERCOASTERS White Dolphin Lesson 10

Resource 10
A cartoon strip of Kara's problems
Use this cartoon strip to show some of the problems that affect Kara. Include a
caption, a simple picture and speech bubbles.
OXFORD ROLLERCOASTERS White Dolphin Lesson 11

LESSON 11

Transform
Read Chapter 37. After you have read the
Focus: Chapters 35–37 chapter, ask the students to consider how the
Climax writer describes the characters and how this also
builds huge tension and pressure at the climax
Learning outcomes of the story.
Students will be able to:
 Consider how a writer presents a viewpoint Using Resource 11c, students should look at
 Gain insight into some of the techniques a each character listed, and pick out words from
writer uses to create an exciting climax the text which describe the tension in the
character. Suggest that the tension might be
shown in how the character is described, how
they act or what they say.
Engage
Invite feedback from the previous homework task,
asking the students to speculate on what
Review and reflect
Remind the students that they have been
happened to Kara’s mum. Give out the Reading
looking at some of the ways in which the writer
Guide and draw attention to page 15. In pairs,
creates an exciting climax. Tell them that, unlike
students should read through the statements
a film, which has pictures and sounds and
about Kara's mum. Ask them to discuss whether action, all a writer has is words.
they think that Kara's mum was charitable and
goodhearted, or whether she was ignoring her Share some of the examples that they have
responsibilities as a mother. They can use found in the lesson and recorded on their
Resource 11a to note down their ideas. resource sheets. Ask the students to consider
where they think the author has been particularly
If time allows, or possibly for a homework task, successful. They might pick out their favourite
students could write up the police report in a copy descriptions from the chapters.
of the template provided on page 15 of the
Reading Guide. Homework
Ask the students to imagine that this book was
Ask the students whether they think the author made into a film. They should design a
approves of Kara’s mum. If necessary, point out magazine advertisement to advertise the film.
that the only people to disapprove of Kay are Bev This should give a sense of some of the themes
(when she's angry) and Dougie Evans. and action that they have explored throughout
the novel – without giving the ending away.
Explore
Read Chapters 35–36 which describe the first
part of the story's climax. Ask the students to
consider how the writer creates an exciting
ending to the story, and then explain that they
are going to explore some methods the writer
uses.

Using Resource 11b, draw attention to the

methods: the use of weather; describing the sea;
the description of the boats and equipment;
viewing the action from Kara's viewpoint. Ask the
students to find extracts from the story that show
each of these techniques. Finally, they should
comment on the effect of the examples chosen.

An example is given. Differentiation is possible

in a number of ways, e.g. by altering the number
of examples they need to find or by providing
clues to what to look for, e.g. what's happening
to the sails.
OXFORD ROLLERCOASTERS White Dolphin Lesson 11

Resource 11a
Different sides to a character
Find evidence from the story to support each side of Kay's character.

Ignoring her responsibilities as a

Charitable and goodhearted
mother
OXFORD ROLLERCOASTERS White Dolphin Lesson 11

Resource 11b
Writer's methods
For each method, find examples from the story and comment on its effect.

Method Examples from story Comment on effect

Describing The headland is veiled in a The writer uses the rain to add
the weather sweeping curtain of rain (Page confusion by making everything
237) blurred and difficult to
distinguish.

Describing
the sea

Describing
the boat and
equipment

Describing
the events
through
Kara's eyes
OXFORD ROLLERCOASTERS White Dolphin Lesson 11

Resource 11c
Using characters to show tension
For each character, find examples of how they show tension. This might be in how
they look, what they do and what they say.

Character How they look What they do What they say

Kara

Kara's dad

Felix's dad

Dougie
Evans
OXFORD ROLLERCOASTERS White Dolphin Lesson 12

LESSON 12

Transform
Tell the students that stories are often tales of
Focus: Chapter 38 how characters go through events and
Resolution and review experiences, and undergo a change.
Learning outcomes Put the students into 'expert groups'. Each group
Students will be able to: should focus on one of the main characters in
 Explore how a writer brings a story to a the story, e.g. Kara, Kara's dad, Felix, Dougie
resolution Evans. Give each group time to discuss and
 Identify how individual threads of a story make notes on their chosen character. They
progress should look at their character's progress during
 Investigate changes in character the story, including what they have learned and
 Reflect on reading skills how they have changed.

Hot-seat each of the main characters, by taking

one representative of each expert group to sit in
Engage the hot seat.
Give out Resource 12a. This is a word search
puzzle which contains significant words that When they are in the hot seat, the student talks
students will encounter in the final chapter. Note and acts as the character. Ask them to describe
that all the words go from left to right, or top to and explain how they have changed over the
bottom, or diagonally from top left to bottom course of the novel. Allow other students to ask
right. Some letters are used twice. them pertinent questions about the development
of their views and relationships with other
After they have completed the word search, give characters.
the students a little time to think about what
significance the words might have in the final Review and reflect
chapter. Then tell them to look out for the words Talk to the students about what the characters
as they read the chapter. have learned during the course of the novel and
which they feel has changed most. Give each
Explore student a sticky note and ask them to make a
Read Chapter 38. Explain that this chapter prediction about what might happen in the future
contains the resolution of the story, that is, the for one of the characters. For example, will Jake
part of the story which brings an end to all the and Kara become friends? Will Kara and her dad
elements of the story. Explain that in many ever build a new boat? Will Felix make it to the
stories a resolution brings a happy ending, Paralympics? Read through some of their notes.
although not all elements of the story always
reach a happy ending. Ask the students to Homework
consider what sort of ending White Dolphin has, Model using the self-assessment sheet on
e.g. happy, sad, uncertain. Try to draw out some Resource 12c and ask students to complete
of the different elements or threads of the story. their individual sheets to reflect on the skills they
have been using and on their reading
Give out Resource 12b. This presents a number development.
of the different 'threads' of the story. For each
thread, the students should indicate how it starts
and how it ends.

This task can be differentiated, for example by

providing the start of the threads for students
who require more support, or by challenging
some students to add in significant events along
the course of that particular thread.
OXFORD ROLLERCOASTERS White Dolphin Lesson 12

Resource 12a
Word search
Find these words in the word search:
alone angel beautiful beginning
boat building brave dolphins dredging
friends home mother petition
saved stupid truth

Oxford Rollercoasters: White Dolphin © OUP 2013. This may be reproduced solely within the purchaser’s school or college. 40
OXFORD ROLLERCOASTERS White Dolphin Lesson 12

Resource 12b
Story threads
For each story thread, show how it starts and ends.
OXFORD ROLLERCOASTERS White Dolphin Lesson 12

Resource 12c
Self-assessment sheet
Reading skills and You practised this when: I can
I need to
strategies do this
I do this well practise
sometime
this
s

Understand,  You found information from the text to help write Mrs
describe, select or Carter's report
retrieve information,
 You looked for evidence of themes in the story
events or ideas from
texts and use  You found out information about dolphins
quotation and  You found evidence of changing relationships between
reference to text characters
 You identified arguments for and against a dredging
ban

Deduce, infer or  You considered what the other characters thought

interpret information, about Kara
events or ideas from
 You thought about how Kara and the other characters
texts
were feeling
 You guessed what the white dolphin might signify for
Kara
 You identified ways in which the story of the dolphins
reflects Kara's own situation
 You looked for deeper meanings in the text

Identify and  You completed a chart reflecting the levels of tension

comment on the
 You organized a news report on dolphins
structure and
organization of texts,  You prepared a news report
including  You identified events that build tension within a story
grammatical and
presentational  You created a cartoon strip to show the sequence of
features at text level events
 You explored the resolution of the story

Explain and  You considered how the writer uses dialogue to build
comment on writers’ character
uses of language,
 You explored how the writer builds tension in the story
including
grammatical and  You examined how the writer describes the sea and
literary features at the underwater scenes
word and sentence  You transformed some of the story into poetry
level
 You investigated the techniques used to describe the
exciting climax of the story

Identify and  You looked at the story from the viewpoints of different
comment on writers’ characters, such as Aunt Bev and Mrs Carter
purposes and
 You considered how the author presents a picture of
viewpoints and the
Kara's mother
overall effect of the
text on the reader  You explored what you thought the author thinks about
Kara's mother

Relate texts to their  You gathered information about the setting in Cornwall
social, cultural and
 You practised sailing language, and researched
historical contexts
aspects related to sailing
and literary traditions
 You explored the importance of the fishing industry
 You thought about the place of dolphins in other
stories and cultures