ONCE pages 1-57

Once by Morris Gleitzman · Stop & think at p. 57

What we will do – step by step

SB

You have read Once to page 57. Now we stop and think. Only use pages 1–57 – do not read ahead! When you use the book, always write the page number.

Step 1

Alone

Sheet 1

Remember & predict

• Close your book. Write from memory.
• Write 3 things you like and 3 things you don’t like about the book.
• Write one thing you wonder about. Then write what you think will happen next.
• Keep the sheet for step 2. After that, hand it in to your teacher.

Step 2

Groups of 3

Sheet 2

Share and Let’s talk!

• Take turns. Tell your group what you wrote on Sheet 1. Are your ideas the same or different?
• On your desk you will find cards to talk about. Pick a card, read it aloud and start the talk.
• Everybody talks. Listen, ask follow-up questions and give examples. Act as if it is the National Exams.
• Speak English all the time. Use the useful phrases.

Step 3

Groups of 3

Sheets 3, 4, 5

The characters and the truth

• It is okay to help each other, but write individually.
• Sheet 3 – Meet Felix: find proof in the book for each box (Says, Does, Thinks & feels, Looks, Others react). What does it show? Use a trait word. Then write Claim – Evidence – Explanation.
• Sheet 4 – Zelda & Mother Minka: answer the questions on each card. Choose three trait words for each person, with page numbers.
• Sheet 5 – What Felix believes vs reality: read the example. For each row, write what is really happening and how you know (clue + page). Add one example of your own.

Step 4

Whole class

Sheet 6

ACR questions

• We do the ACR questions together.
• Think alone. Talk to a partner. Share with the class. Then write your answer.
• There is no single right answer – but you must show proof from the book.

What is a trait word?

A word that describes what a person is like – not what they do. Example: brave, hopeful, stubborn.
Felix is hopeful because… (p. __)

Before you hand in

☐ Name on every sheet
☐ Page numbers
☐ Full sentences
☐ I explained, not only retold

                                                                            

STEP 1 

Once by Morris Gleitzman · Work alone · Hand in

Remember & predict

Close your book. Write from memory – what do you remember from pages 1–57? Write full sentences and say why.
First, write individually and then share your thoughts with your group.

Hand in

Share it with your group first. Then give it to your teacher.

3 things I like about the book

I like… because…

1

2

3

3 things I don't like about the book

I don't like… because… / I think it is hard when…

1

2

3

I wonder…

One question you have about the story.

I predict…

In the next part, I think… will happen because…

Once · 1

STEP 2

Once by Morris Gleitzman · Speaking · Groups of 3

Let's talk!

1 Start: tell each other what you wrote on Sheet 1 – 3 things you like, dislike etc.

2 Take turns to pick a card and read it aloud. Remember to use linking words and motivate your opinions.

3 The reader starts. The others respond and ask follow-up questions.

4 Give reasons and examples – from the book and from real life.

1Hope

Felix keeps hoping that his parents will come back, even when things look bad. Is it always good to be hopeful? When can hope help us – and when can it be a problem?

Follow-up: Can you think of a time when hope helped you or someone you know?

2Truth

Mother Minka does not tell Felix the whole truth. Is it ever right to keep the truth from someone to protect them? Why or why not?

Follow-up: Would you rather know a hard truth or be protected from it?

3Stories

Felix makes up stories to feel better and to help others. How can stories – in books, films, games or music – help people in difficult times?

Follow-up: Is there a story that has helped you or made you see things differently?

4Books & freedom

In the book, people in power burn books. Why do you think some leaders want to control what people can read, say or think?
Why is this a huge problem?

Follow-up: What could happen in a country where certain books were banned today?

5Helping others

Felix decides to take care of Zelda, even though he is in danger himself. Why do some people choose to help strangers even if it is risky?

Follow-up: What would you have done in Felix’s place? Be honest!

Useful phrases

Give your opinion: I think… / In my opinion… / I'm not sure, but…

Give an example: For example, in the book… / This reminds me of…

Agree / disagree: I agree, because… / I see what you mean, but…

Bring others in: What do you think, …? / Why do you say that?

STEP 3

Once by Morris Gleitzman · Stop & think at p. 57

Meet Felix

Felix tells his own story, so we see everything through his eyes. What kind of person is he? Use only pages 1–57 – no spoilers!

1  Five ways the author shows Felix

How?	Evidence from the text (page)	This shows that Felix is…
Says What does he say about the carrot, his parents or the books?
Does What does he decide to do  and why?
Thinks & feels What does he hope, fear and imagine?
Looks What do we learn about how he looks or what he carries?
Others react How do Mother Minka and the other children treat him?

Trait words= words that describe what a person is like:hopefulimaginativenaivebraveloyaldeterminedcaringstubborncuriousinnocentlonelyprotective

2  Describe Felix in a C-E-E paragraph

Choose the trait you think matters most. Claim – Evidence (quote + page) – Explanation.

3  Once…

Every chapter starts with the word Once. Write one new Once… sentence Felix could write about pages 1–57.

★ Go further

Has Felix changed since page 1? Compare how he thinks at the start with how he thinks around page 57.

STEP 4 

Once by Morris Gleitzman · Stop & think at p. 57

Zelda & Mother Minka

Two important people in Felix's life so far. Remember: we only know what Felix sees and understands. Fill in each card with evidence from pages 1–57.

Z

Zelda

First met on page ____

Where and how does Felix find her?

What does she say and do?

How does she react to Felix?

What do I wonder about her?

Three trait words + page (words that describe what a person is like)

M

Mother Minka

First met on page ____

Who is she and where do we meet her?

What does she say about the carrot?

How does she treat Felix?

What do I wonder about her?

Three trait words + page (words that describe what a person is like)

Felix and Zelda

How does Felix act towards Zelda? Why do you think he decides to take care of her? Use one quote.

★ Go further

Mother Minka knows more than she tells Felix. Why do you think she keeps things from him? Do you think that is right? Motivate your opinions.

STEP 5

Once by Morris Gleitzman · Stop & think at p. 57

What Felix believes vs reality

Felix often explains the world with a hopeful story. As readers we can see that the truth is different. When the reader understands more than the character, it is called dramatic irony.

På svenska
dramatic irony – dramatisk ironi
believe – tro
reality – verklighet
naive – naiv
(någon som tror gott om alla och är lätt att lura eftersom hen saknar erfarenhet.)

Compare and contrast

What Felix believes	What is really happening	How do I know? (clue + page)
Example The carrot in his soup is a sign from Mum and Dad.	A nun put it there because she felt sorry for him.	Mother Minka tells him. p. ___
His parents are away and will soon come back to fetch him.
The men with armbands are librarians tidying the library.
Mum and Dad are in danger because they sell books.
The bangs in the forest are hunters shooting rabbits.
When he gets home, he will find Mum and Dad and warn them about the book burners.
My own example:

STEP 6 

Once by Morris Gleitzman · Stop & think at p. 57

ACR questions

Author Centric Reading means asking why the author made a choice. There is no single right answer, but every answer needs evidence from pages 1–57 – write the page number in brackets.

Whole class
1 Think alone
2 Talk to a partner
3 Share with the class
4 Write

1

ACR · Narrator

The author could have written this book from the perspective of an adult who knows exactly what is happening. Why did he choose a naive child to tell the story? How does this choice create dramatic irony – where the reader understands the danger, but the character does not?

Start like this: I think the author chose Felix as the narrator because… For example, on page __ Felix thinks… but as readers we understand that…

2

ACR · Structure

Why do you think the author built the whole story around the word "Once" by using it at the start of every chapter? What kind of stories usually start with "Once upon a time"? How does this choice change what we expect as readers?

Start like this: Stories that start with "Once upon a time" are usually… By starting every chapter with "Once", the author makes us expect… but the story so far is…

3

ACR · Symbols

Look at how the author uses food, like the carrot, in the story so far. How does the meaning of food change when Felix leaves the orphanage and enters the ruined world outside?

Start like this: At the orphanage, the carrot means… to Felix. Outside the orphanage, food becomes… This shows that…

© Sara Bruun · sarabruun.seOnce · 6

Here are all the worksheets to download and print if you want to: DOWNLOAD FOR FREE

Show don't tell - Cliffhanger Gallery

Cliffhanger Gallery: Show, Don’t Tell

Your task: Choose one picture. Step into it and write the scene in English. Write as if you are there. Stop at the most exciting moment, so the reader has to know what happens next. 

Copy the picture and paste it into a Word document. Write about 100 words. This is just to practice and learn how to show- don't tell. Week 45 will get a similar task, but you will write in Digiexam. 

What is “show, don’t tell”?

When you tell, you give the reader the answer straight away: She was scared.
When you show, you let the reader see, hear and feel it, and work it out on their own: Her hand shook so hard that the key missed the lock twice.

Tell	Show
It was cold.	My breath hung in the air like a small grey ghost.
He was angry.	He slammed the door so hard that the pictures on the wall rattled.
The forest was scary.	Every twig that snapped made me spin around.
She was happy.	She laughed and spun around until she was dizzy.

How to do it

1. Use your senses. What do you see, hear, smell and feel? Write at least three of them.
2. Show feelings through the body. Don’t write I was nervous. Write what your hands, heart, voice or stomach are doing.
3. Use strong verbs. Whispered, crept, slammed, flickered say more than said, walked, closed, shone.
4. Add a line of dialogue. One short line can create a lot of tension.
5. End with a cliffhanger. Stop just before the answer. Leave the reader wanting more.

Before you hand in

• I have shown at least two feelings without naming them.
• I have used at least three senses.
• I have used at least three words from the word bank.
• My text ends with a cliffhanger.

The pictures

1. Something Behind the Trees

The flashlight flickered twice. When it came back on, the shadow between the trees had moved closer.

Word bank: a twig snapped  ·  damp, heavy air  ·  my heart thudded  ·  two eyes like sparks  ·  I held my breath

Think: Friend or danger? What does the creature want?

2. The City Where Time Stopped

Every clock in the city had stopped at 9:41. Then my own watch stopped too.

Word bank: dead silence  ·  empty windows stared  ·  newspapers tumbled across the square  ·  the watch was warm  ·  no birds, no wind

Think: Where did everyone go? What happened at 9:41?

3. The Book That Opened a World

I only wanted to read the first page. I didn't expect the first page to read me.

Word bank: the pages hummed  ·  a galaxy spun above the pages  ·  light spilt out  ·  my fingers tingled  ·  a castle no bigger than my thumb

Think: Who lives in the tiny castle? If you go in, can you come back out?

4. The Robot and the Letter

The letter said only three words: I miss you. Unit 7 had never been missed before.

Word bank: its eyes blinked slowly  ·  a quiet, electric whir  ·  metal fingers trembled  ·  the empty classroom  ·  an error it couldn't fix

Think: Who wrote the letter? What does the robot do now?

5. The Ship With My Name

The ship had been missing for a hundred years. So why was my sister's name painted on its sail?

Word bank: salty wind stung my eyes  ·  the wood creaked  ·  fog swallowed the sound  ·  my jacket flapped in the wind  ·  a bell rang once

Think: Who is on board? Why has the ship come back now?

6. The Box in the Rain

“Close it!” Leo shouted. But the box was already open, and the green light was crawling up Sam's arms.

Word bank: rain drummed on the street  ·  a green glow on his face  ·  Leo grabbed for the lid  ·  my wet sleeves  ·  a low buzzing sound

Think: Where did the box come from? Why are the friends fighting?

7. The Library After Closing

At 4:30, the librarian locked the door. At 4:31, the books began to move.

Word bank: pages fluttered like wings  ·  old paper and dust  ·  a book brushed my cheek  ·  whispers from the shelves  ·  golden light

Think: Why are you still in the library? What does the glowing book want to show you?

8. Up on the Rooftops

The stone was still warm when I picked it up. Behind me, someone landed on the roof.

Word bank: sirens far below  ·  cold wind on my neck  ·  the stone pulsed like a heart  ·  gravel crunched  ·  a shadow flew across the moon

Think: What is the stone? Who has been chasing it?

9. The Wrong Station

The train doors closed behind me. In front of me was a forest, warm sunshine and two moons.

Word bank: cold tiles, then soft grass  ·  warm, sweet air  ·  birdsong underground  ·  my phone had no signal  ·  the train was gone

Think: Do you step through the arch? Is there a train back?

10. Me, From the Future

The girl by my locker had my face, my jacket and a scar I didn't have yet.

Word bank: the hallway went silent  ·  her voice cracked  ·  she flickered like a bad screen  ·  my mouth went dry  ·  “You have to listen to me.”

Think: What is she trying to warn you about? How much time do you have?

Mein Schülerpraktikum

Mein Schülerpraktikum

1. Muntlig presentation om PRAON. 5 slides! Enligt nedan. 

2. Skriva kort text om din PRAO i Digiexam. Sara visar lektionstid hur ni ska göra. 

1. Begrüßung & Einleitung (Hälsning & Var de var)
2. Die Arbeitsaufgaben (Vad de fick göra)
3. Die Arbeitszeiten & Arbeitsplatz (Tider och arbetsplats)
4. Meine Meinung (Vad de tyckte)
5. Abschluss (Avslutning)

Frasbank för eleverna

1. Begrüßung & Einleitung

Hallo! Ich möchte über mein Praktikum erzählen.

(Hej! Jag vill berätta om min prao.)

Ich habe mein Praktikum bei... gemacht. (Jag gjorde min prao på...)

bei Edeka / bei McDonald's / in einer Grundschule / in einem Kindergarten / in einem Büro.


Das liegt in... (Det ligger i...)

2. Die Arbeitsaufgaben (Vad gjorde du?)

Ich habe... (Jag har...)

...Regale eingeräumt. (...plockat upp varor på hyllor.)

...Kaffee gekocht. (...bryggt kaffe.)

...mit den Kindern gespielt. (...lekt med barnen.)

...E-Mails geschrieben. (...skrivit e-post.)

...Kunden geholfen. (...hjälpt kunder.)

...sauber gemacht. (...städat.)

Jeden Tag habe ich... (Varje dag har jag...)

3. Das Arbeitsklima & Die Zeiten

Ich habe von ... bis ... Uhr gearbeitet. 

(Jag arbetade från ... till ...)

Die Kollegen waren sehr nett / freundlich / hilfsbereit. 

(Kollegorna var mycket snälla / trevliga / hjälpsamma.)

4. Meine Meinung (Vad tyckte du?)

Ich fand das Praktikum... (Jag tyckte att praon var...)

...super / interessant / lustig / lehrreich. (...super / intressant / rolig / lärorik.)

...langweilig / anstrengend / lang. (...tråkig / jobbig / lång.)

Am besten hat mir ... gefallen. (Det jag gillade bäst var...)

Der Beruf ist (nicht) mein Traumberuf. (Yrket är (inte) mitt drömyrke.)

5. Abschluss
Das war alles über mein Praktikum.  (Det var allt om min prao!)

Skrivuppgift i Digiexam

Du skriver en text om din PRAO där samma punkter som till den muntliga presentationen ingår. Minst 100 ord. 

Exempeltext
Mein Schülerpraktikum

Hallo! Ich möchte von meinem Praktikum erzählen. Ich habe mein Praktikum in einer Grundschule gemacht.

Ich habe von 8:00 bis 14:00 Uhr gearbeitet. Jeden Tag habe ich mit den Kindern gespielt und den Lehrern geholfen. Ich habe auch Kaffee gekocht und aufgeräumt. Die Kollegen waren sehr nett.

Ich fand das Praktikum sehr interessant und lustig, aber auch ein bisschen anstrengend. Ich möchte vielleicht Grundschullehrer werden.

Vielen Dank fürs Lesen!