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
enormous value and pleasure of reading whole
texts as class readers. Little compares with that
feeling when a class are truly engaged in the
reading of a really good book. Fortunately,
contemporary writers of fiction for young adults
continue to offer fresh opportunities to enjoy
literature with students.
Oxford Rollercoasters is a series that offers
teachers the opportunity of studying first-class
novels as whole-class readers with Year 7, 8,
and 9 students. Each set of materials has been
written in response to the diverse needs of
students in those year groups.
Focus on assessment of reading
Oxford Rollercoasters includes titles with varied
themes, challenging subject matter and
engaging plots. For example, Noughts and
Crosses offers a contemporary slant on racism;
The Boy in the Striped Pyjamas explores the
Holocaust through the eyes of a young German
boy; White Dolphin tells the story of a young girl
haunted by personal tragedy who finds
friendship and escape in the waters around
Cornwall.
In the latest wave of Rollercoasters, each novel
is accompanied by innovative and engaging
teaching materials, designed to help all students
access the texts and also to reflect the National
Curriculum Programmes of Study. The key
concepts of competence, creativity, cultural and
critical understanding are clearly addressed, and
the schemes offer a wide range of cross-
curricular opportunities.
The latest teaching materials are firmly based on
developing reading skills, though teaching plans
include approaches to literature through oral
work, drama and media. Theories behind both
assessment for learning and thinking skills are
evident in the lesson plans.
Oxford Rollercoasters: White Dolphin © OUP 2013. This may be reproduced solely within the purchaser’s school or college.
Time-saving resources
In each on-line Teacher’s Pack there is a
compact Overview which summarizes the work
scheme and identifies the specific reading skills
and strategies being developed and the
resources available for each lesson.
Lesson Plans suggest particular focuses and
learning outcomes, but the Word files can be
adapted to suit the level of progression for each
particular class. All resource sheets can be
easily adapted for differentiation.
The Navigator offers a clear plot summary,
identifying the stages in the structure of the
novel. It is designed to help teachers adapt the
pace and detail of work according to the needs
of their class.
Every set of lesson plans ends with its own
student Reading Assessment Progress sheet,
which can be used to identify areas for student
development.
Reading Guide
Each of the novels has its own student Reading
Guide – an accessible, magazine-style booklet,
packed with visual, textual and activity materials
to help engage students in their study of the
novel. Each one features writer’s craft material
to enhance and enrich the students’ appreciation
of the author’s skills. Original drafts and
commentary from the authors of the novels
provide valuable insight into the process of
writing.
Ideas for wider reading and for the extension of
independent reading are provided in the
Pathways section at the end of the Reading
Guide.
Oxford Rollercoasters provides first-class
teaching resources for first-class contemporary
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.
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

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

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
LESSON 2
Focus: Chapters 5–7
Character viewpoint
Learning outcomes
Students will be able to:
 Recognize and show how different
characters have differing viewpoints
 Explore the different viewpoints of two
characters
Engage
Give the students a minute or two to share the
pictures of Cornwall that they have collected in
pairs/small groups, looking for similarities and
differences. As a class, discuss their pictures in
terms of what they reveal about the setting of the
story and how they might help understanding of
the context of the story.
(The pictures can be used as a collage that
provides a background or border for displaying
work on the novel.)
Explore
Introduce the idea of viewpoint to the students.
Give out Resource 2a. This lists various items.
Ask students, in pairs, to think about how the
animals and people listed next to each item
might regard it.
As an extension task, ask the pairs to list other
possible viewpoints for each item.
If you have time, show the students one of the
Guardian adverts on seeing things from different
viewpoints:
 http://www.youtube.com/watch?v=s1MEQ-
v8Z4E
 http://www.guardian.co.uk/media/video/
2012/feb/29/open-journalism-three-little-
pigs-advert
Explain that you'd like the students to think
about the events in the story from different
viewpoints. Ask them which is the main
viewpoint we have in the story (Kara's) and why
this is (Kara is the narrator and tells the story).
Discuss the effect of this (e.g. the story reflects
her priorities and interests; we cannot be sure
how other characters feel).
White Dolphin Lesson 2
Give out copies of White Dolphin. Divide the
class in half. Ask one half to focus on Kara's
dad, and the other half to focus on Aunt Bev.
As you read Chapter 5, the students should think
particularly about their allocated character.
When you have finished Chapter 5, give the
students time to look back at the chapter and
make notes on:
1) their character's main concerns
2) what their characters think about Kara's
behaviour.
Share the ideas of both halves of the class.
Discuss the similarities and the different
concerns of the two relatives. How are their
viewpoints different from Kara's?
Transform
Next, read Chapters 6 and 7. At this point you
may wish to look back at the students' ideas for
why Kara tore up the Bible, and consider how
they fit with the unfolding story.
Focusing on Chapter 6, ask the students to think
about the incident between Jake and Kara from
Mrs Carter's viewpoint. Ask the students to
discuss the following:
 what Mrs Carter knows about the incident
 what Mrs Carter doesn't know but that we
know
 what Mrs Carter’s main concerns will be.
Explain that Mrs Carter will have to write up the
incident. Ask the students to write Mrs Carter's
report, using Resource 2b to organize their
writing. Emphasize the need to explain the
incident clearly and in formal language.
Review and reflect
Remind the students that the story is told from
Kara's viewpoint – so the events reflect her
perceptions. Ask them to think of another
character in the story (e.g. Chloe, Daisy, the new
boy called Felix) and to write a text message or
a 'tweet' from that character to another one,
revealing something about Kara. Their message
should be a maximum of 140 characters. Share
some of the messages.
Homework
Kara is dyslexic. Ask students to find out more
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
LESSON 3
Focus: Chapters 8–10
Themes
Learning outcomes:
Students will be able to:
 Identify some themes in the story
 Trace and explore a theme running through
the story
Engage
Give out individual whiteboards or blank paper.
Ask the students to draw the image you are
going to describe. Tell them that they may not
ask questions and they should listen very
carefully. They should not copy off someone
else.
Choose one of the pictures on Resource 3a and
describe it in detail for the students. They should
sketch the description. Once the sketches are
complete, ask the class to hold them up. You
may want to award merits for the best sketch.
If you have time, repeat the exercise with
another picture, possibly asking for a volunteer
student to do the describing this time.
Emphasize that the differences between their
pictures show how our brains are very individual.
We all respond differently to the same things.
Every single human being is unique.
Explore
Tell the students that difference is one of the
themes of this novel. Explain that a theme is a
topic or idea that runs through a story. Because
it is repeated, a theme is a significant topic or
idea. Being aware of themes helps us to
understand a story fully.
Give out the White Dolphin books. Read
Chapters 8 to 10. Ask the students to consider
another theme: judging by appearances. Give
out Resource 3b and ask them to find and
explain examples of this theme being explored in
the chapter. The first one is done for them.
Once they have done the task, go through their
answers.
White Dolphin Lesson 3
Transform
Explore the idea of difference in a little more
depth with students. Explain that, while everyone
is unique and therefore different, some people
have differences that might make them stand out
to others.
Ask them to think about which characters have
differences that make them stand out in some
way:
Kara – dyslexia
Felix – physical disability
Miss Penluna – unconventional and possible
mental illness.
Emphasize that the differences they have may
not be a problem to them. However, how other
people react can be a problem. Use Resource
3c to explore:
1 the nature of the difference
2 how these characters might feel about their
difference
3 what interventions might be needed to help
them with the difference.
As the students have researched dyslexia for
homework, you may want to use Kara as an
example, and then ask the students to do the
others on their own.
Please note: particular sensitivity may be
necessary if any students in the class suffer from
dyslexia or any mental health issues.
Review and reflect
Remind students that they have been looking at
themes in the story. They have looked in
particular at the idea of difference and at judging
by appearances. Ask them to think about the
novel so far, and see if they can identify any
other themes to look out for (e.g. bullying, boats
and sailing, family, hardship, loss).
Homework
Ask the students to choose one of the
characters discussed so far, and to write a
problem page letter which describes a problem
they are having, states how they feel about it
and asks for advice on how to deal with it.
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

Focus: Chapters 11–13
Developing character and atmosphere
Learning outcomes
Students will be able to:
 Identify how an author can use dialogue
to build a character
 Chart how the writer builds a tense
atmosphere
Engage
Give out the Reading Guide and direct
students to page 6. Ask the students to create
their own sketch of the boat, and see how
many of them can identify the main parts of a
sailing boat by matching labels to the diagram.
Challenge the students to learn them, and to
find other terms if possible.
Explore
Give out the White Dolphin texts and read
Chapter 11, where Kara and Felix talk for the
first time. After the encounter in Zagni's, the
atmosphere is tense and uncomfortable. Draw
attention to how Gill Lewis crafts the writing to
show the awkwardness and tension by
techniques such as describing the sounds in
the room, describing little details of how they
both move and by what they say to each other.
Transform
While they are not openly unpleasant, hostility
grows between the two young people. The
hostility adds to the growing tension on the
boat and in the story. Ask the students to look
out for this as you read Chapters 12 and 13.
After you have read the two chapters, give out
Resource 4b. This asks students to chart the
level of tension at particular parts of the story.
Ask them to indicate the level of tension for
each point by shading each bar on the chart to
the appropriate level.
When they have finished, ask the students to
complete a graph which shows the rising and
dropping levels of tension.
Review and reflect
Ask the students to consider what has
happened between the two characters of Kara
and Felix in these chapters, and to consider
the rising level of tension in the story. Ask them
to write a sentence of 25 words which predicts
what might happen in the story. Listen to as
many of the sentences as possible.
Homework
Look back at the Reading Guide, page 6. Ask
the students to conduct some research on
sailing and sailing boats, by choosing one of
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
LESSON 5
Focus: Chapters 14–15
Language
Learning outcomes
Students will be able to:
 Explore how the writer uses language to
describe the setting
 Recognize how the writer uses language to
intrigue the reader
Engage
Give out the Reading Guides and ask students
to look at the phrases related to sailing on page
7. Discuss how many they are familiar with, and
to whom they might apply in the story. Challenge
the students to think up other common idioms
related to the sea, sailing or boats.
Explore
Read Chapters 14 and 15. Turn attention to how
Gill Lewis provides a beautiful and intriguing
picture of life in the sea. Give out the Reading
Guides and direct students to page 10. Here
they will find examples of the descriptions she
uses.
Ask the students to find additional effective
examples of descriptions of the underwater
world that Kara and Felix find, in the chapters
they have read. Distribute Resource 5a, so that
they can jot down the examples that they find.
Then, offering whatever level of support the
students require, encourage them to identify
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.
White Dolphin Lesson 5
As an extension activity, ask students to
consider the simplicity of much of the
description, for example in the use of colour. Ask
them to think of why the writer uses simple, bold
colours (e.g. to paint a picture of clear, bright
colours under water).
Transform
Ask the students to turn to page 13 of the
Reading Guide. Here they will find two
descriptions of a cuttlefish: one from the story
and one from an encyclopaedia. Discuss the
differences between the two texts, e.g. in terms
of purpose, audience and style.
If you have access to computers, allow students
to look for an encyclopaedia entry for another
underwater creature. If not, use one of the
descriptions on Resource 5b. They should use
this description to help them write an extra
episode to the story, showing Kara and Felix
discovering another creature.
Allow students time to draft their extra episodes.
Encourage them to use the some or all of the
techniques used by Gill Lewis.
Review and reflect
Ask students to work with a partner. They should
swap over the descriptions they have been
writing and peer review each other's writing.
They should look for examples of the techniques
used in Resource 5a. Ask students to share
good examples they find with the rest of the
class.
Homework
Ask students to write up the descriptions of the
underwater creatures they have worked on in
class. Encourage them to include a picture of the
creature with their writing.
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
LESSON 6
Focus: Chapters 16–19
Information retrieval
Learning outcomes
Students will be able to:
 Select and interpret information for a
specific purpose
 Identify the main elements of a news report
and use them in their own report
Engage
Play a game of ‘odd one out’. Write these three
words on the board:
 common bottlenose dolphin
 shark
 killer whale.
Give the students one minute to decide which of
the three is the odd one out and why, and then
take answers from selected students. The
answer is the shark as the other two are actually
marine mammals from the dolphin family.
However, this activity is about the discussion
and reasoning skills – so students may come up
with other equally valid answers.
Use this as an opportunity to find out what the
students know about dolphins. This might be
factual information, personal encounters or
stories they know about dolphins. They can also
do the dolphin quiz on page 8 of the Reading
Guide.
Explore
Give out the texts of White Dolphin and read
Chapters 16–19. As the students read, ask them
to quickly note down anything they learn about
dolphins that they didn't know before.
Refer to the Reading Guides and ask the
students to turn to page 9. Here they will find a
newspaper story about dolphins helping humans
that requires sequencing by the students.
Once they have established the right order,
display Resource 6, which shows the story in
the correct order. Ask the students to annotate
the report with the features that make it typical of
a news report. You might provide all or some of
the following list, depending on the ability and
needs of the students:
White Dolphin Lesson 6
 headline
 information on who was involved
 details of where
 initial sentence outlining the report
 striking details
 mostly past tense
 mostly third person
 reported speech
 actual quotations.
Transform
Ask the students to think about the part of the
story they have just read about the discovery of
the young dolphin by Kara Wood. They should
image they are a reporter for the local
newspaper, writing a report about the saving of
the dolphin. Using their books to help them, they
should plan their report. Their plans might
include:
 an initial sentence or two, summing up the
story
 details of what
 details of where
 who was involved
 some striking details.
If there is time, ask the students to start drafting
their report.
Review and reflect
Ask the students to consider the headline for
their report. Remind them that this should:
 sum up the story
 attract attention
 perhaps have alliteration
 be relatively short and snappy.
If possible, give out individual whiteboards, so
that pupils can write their headline on it and hold
it up – so that the teacher and others in the class
can see.
Once they have shared their ideas and been
given some feedback, ask the students to write
their headline down in their books.
Homework
Students should write up their news reports on
the discovery of the dolphin. Ask them to present
these as authentically as possible. Remind them
of the criteria you gave them earlier in the lesson
for a news report.
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
LESSON 7
Focus: Chapters 20–22
Relationships
Learning outcomes
Students will be able to:
 Recognize that relationships between
characters change and develop
 Identify aspects of the changing relationship
between two characters
Engage
Play 'taboo' with the students. Explain that in this
game one person has to define/explain a word
so that others can guess what the word is. They
may not say the word itself or some other
forbidden words.
Resource 7a has number of words together with
the forbidden words. Cut these up into cards so
that cards can be given to individual students.
Model how the game is to be played, using one
of the words as an example.
The game can be played in a number of ways,
for example:
1 With the whole class –volunteers come to the
front, in turn, to explain/define the word to the
rest of the class. Students raise their hands
to offer a guess, and the one that guesses
correctly deals with the next word
2 In groups – with everyone having one word to
explain/define to the rest of the group. They
all take a turn.
There is a range of words on the resource sheet,
with different levels of complexity. The words on
the right-hand side of the worksheet are more
demanding. Allocate the words as appropriate to
the abilities of the students you are working with.
These words introduce some of the ideas that
are dealt with in this lesson.
Explore
Give out the texts of White Dolphin and read
Chapters 20–22. Discuss how these chapters
show a clear change in the relationship between
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
White Dolphin Lesson 7
Daisy shows that Kara has thought about the
situation, and tries to see things from Felix's
viewpoint.
Ask students to use Resource 7b to identify and
explain other evidence of the changing nature of
their relationship. The resource sheet asks them
to identify evidence and then explain the
evidence. The first one is worked through for
them, using the example given above.
Sum up by discussing the growing
understanding Kara and Felix have of each
other, and how this is a developing friendship.
Transform
The situation with the dolphins parallels Kara's
situation, as she is separated from her own
mother. Discuss with the students where they
can find evidence for this in the story. Explore
the possible effects of finding the dolphin on
Kara, e.g. it makes her worry about her mum, it
gives added urgency to her desire to help the
dolphin.
With the students working in pairs, ask one to
take on the character of Felix and one the
character of Kara. If you have access to audio
recorders, computers with microphones, or the
students are allowed to use mobiles that record
things, ask the students to record a conversation
between Kara and Felix, expressing how they
feel about the plight of the young dolphin. If you
do not have access to recording facilities, ask
the students to practise it live.
Review and reflect
Listen to as many of the recordings or live
readings as time allows. Ask those students who
are listening to note strengths in the work and
ideas that they think were well expressed.
After you have listened to their ideas, draw out
the substance and nature of their responses and
what they say about Felix and Kara.
Homework
Felix takes the memory stick away. Ask the
students to predict what they think might be on
the memory stick. Encourage them to think up at
least three ideas for possible content.
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
Kara defends Felix ‘I told her that he was all
when talking to right really, that he'd been
Daisy. angry the day we'd met in
the café.’ (Page 137)
the relationship
This reveals Kara showing
an understanding of Felix's
situation, as she tries to
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.

Learning outcomes
Students will be able to:
 Explore deeper meaning within a text
 Transform prose into poetry
Explore
Give out the texts of White Dolphin and read
Chapters 23–25. As you read, ask the students
to raise their hands if they spot any of the
vocabulary used in the 'hidden word' game.
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
castle down. But I don't hear
the wave. It swirls into the
moat and floods the castle
walls. (Page 159)
The things that Kara thinks are safe are not. The
castle is made of sand and it is fragile. This might
represent her life with her mother. She thought
it was safe and solid, but it is not.

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
LESSON 9
Focus: Chapters 26–28
Social context
Learning outcomes
Students will be able to:
 Appreciate some of the social issues
behind the story
 Identify the arguments related to these
issues
Engage
Use the Reading Guide to draw attention to the
topic of fishing. Explain that there are many
different ways of fishing for fish and seafood.
On page 11, there are descriptions and pictures
of four methods. Challenge students to match
them up.
Discuss any other methods they know of, and
draw their attention to the importance of fishing
as a key industry in Cornwall. See if they know
the names of any of the fishing towns and
villages of Cornwall, e.g. Newlyn, Padstow and
Polperro.
Explore
Give out copies of the text. Read Chapters 26–
28. Then turn to the campaign by Kara and the
supporters of the dredging ban. Draw the
students' attention to the resources that the
campaigners put together: postcards, photos,
petitions and display materials. They focus
attention on dolphins in history and Kara knows
something of dolphins in the culture of New
Zealand.
Allocate different aspects of the topic (such as
those above) to small groups, provide suitable
resources such as pens, paper and internet
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.
White Dolphin Lesson 9
Transform
Tell the students that so far they have only
looked at one side of the argument. Now they
are going to pick out the arguments for both
sides of the issue.
Refer them back to Chapters 27 and 28. Here
they will find the arguments for the dredging ban
by Kara and her mother, and the arguments
against, as given by Dougie Evans.
Using Resource 9, they should note down the
arguments from both parties.
Review and reflect
Ask some of the students to share the
arguments they have made for both sides of the
issue. If possible, outline these on the
whiteboard.
Now ask the students to consider their own
views about the issue. Do they agree with one
side or the other? Even if they agree with one
side, do they have some sympathy with the
other side?
Ask them to write a sentence of 20 words – no
more, no less – to express their view. Listen to
some of their ideas.
Homework
Ask the students to do some research on one of
the following three areas:
1 the fishing industry in Cornwall
2 dolphins in legends and stories
3 New Zealand.
Depending on their ability and the time available,
ask the students to find out five or ten key things
about their chosen area, which can be written up
neatly and used for a display.
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
LESSON 10
Focus: Chapters 29–34
Structure: building tension
Learning outcomes
Students will be able to:
 Recognize how the events build tension in
a story
 Explore changing relationships between
characters
Engage
Play a memory game with the class. First of all,
give out the copies of White Dolphin and ask the
students to find and memorize two things that
happen to Kara in the story so far, e.g. she sees
a cuttlefish while swimming with Felix.
Give them a sentence starter, e.g. 'Kara Wood is
the heroine of White Dolphin and she...' and ask
the students to add something that happens in
the story in three or four words. The next person
has to remember what the last person said and
then add his or her own event. For example,
‘Kara Wood is the heroine of White Dolphin and
she spotted a cuttlefish, met Miss Penluna...'
and so on. When someone gets it wrong, then
they must drop out. Continue until it everyone
has had an attempt or you can go no further.
Once you've played the game, explain that a lot
has happened to Kara, You are going to read on
and see if things get better for her.
Explore
Read Chapters 29 to 32. Draw attention to how,
with each chapter, things get worse and worse
for Kara. Point out that this is a technique used
by writers to build tension in the story. Challenge
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.
White Dolphin Lesson 10
Ask the students to pick out the worst moments
for Kara and to present them in a simple cartoon
strip, using Resource 10. Encourage the
students to include a short caption or narrative, a
picture and speech bubbles.
Differentiate according to ability by asking them
to do 4 or 6 pictures in their cartoon strip.
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.
Read Chapter 33 and ask the students to
consider Kara's situation. Kara is obviously at a
very low point. She is distressed and hurting.
Ask the students to identify what they think is the
most touching description of this emotional time
for Kara.
Ask the students to consider why it is significant
that Felix and his dad come to bring her back.
Draw out how their friendship is the key to
helping Kara. Kara has found a true friend.
Encourage them to consider the events from
Felix's viewpoint, and ask them to write Felix's
diary in which he describes what happens and
how he feels.
Review and reflect
Share some of the diary entries. Discuss how
the nature of the relationship between Felix and
Kara has changed. Ask the class whether their
opinion of Felix has also changed since first
meeting him. Finally, ask them to consider what
might be in the envelope from Felix.
Homework
Ask the students to read Chapter 34 for
homework and to consider what they think has
happened to Kara’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

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

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
LESSON 12
Focus: Chapter 38
Resolution and review
Learning outcomes
Students will be able to:
 Explore how a writer brings a story to a
resolution
 Identify how individual threads of a story
progress
 Investigate changes in character
 Reflect on reading skills
Engage
Give out Resource 12a. This is a word search
puzzle which contains significant words that
students will encounter in the final chapter. Note
that all the words go from left to right, or top to
bottom, or diagonally from top left to bottom
right. Some letters are used twice.
After they have completed the word search, give
the students a little time to think about what
significance the words might have in the final
chapter. Then tell them to look out for the words
as they read the chapter.
Explore
Read Chapter 38. Explain that this chapter
contains the resolution of the story, that is, the
part of the story which brings an end to all the
elements of the story. Explain that in many
stories a resolution brings a happy ending,
although not all elements of the story always
reach a happy ending. Ask the students to
consider what sort of ending White Dolphin has,
e.g. happy, sad, uncertain. Try to draw out some
of the different elements or threads of the story.
Give out Resource 12b. This presents a number
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.
White Dolphin Lesson 12
Transform
Tell the students that stories are often tales of
how characters go through events and
experiences, and undergo a change.
Put the students into 'expert groups'. Each group
should focus on one of the main characters in
the story, e.g. Kara, Kara's dad, Felix, Dougie
Evans. Give each group time to discuss and
make notes on their chosen character. They
should look at their character's progress during
the story, including what they have learned and
how they have changed.
Hot-seat each of the main characters, by taking
one representative of each expert group to sit in
the hot seat.
When they are in the hot seat, the student talks
and acts as the character. Ask them to describe
and explain how they have changed over the
course of the novel. Allow other students to ask
them pertinent questions about the development
of their views and relationships with other
characters.
Review and reflect
Talk to the students about what the characters
have learned during the course of the novel and
which they feel has changed most. Give each
student a sticky note and ask them to make a
prediction about what might happen in the future
for one of the characters. For example, will Jake
and Kara become friends? Will Kara and her dad
ever build a new boat? Will Felix make it to the
Paralympics? Read through some of their notes.
Homework
Model using the self-assessment sheet on
Resource 12c and ask students to complete
their individual sheets to reflect on the skills they
have been using and on their reading
development.
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