Dear colleague,

This teaching package is meant to facilitate young adults while reading the novel ‘War Horse’ by Michael Morpurgo. The aims are to increase the understandability and enjoyability of the novel and to explore some of the major themes of the novel.

We have designed several activities to help guide students through the novel. We suggest that part of the first chapter is read individually and silently in class and that pupils read the rest by themselves as homework. A course planner for the whole period is recommended. You will find the planner, worksheets and answer keys in this teacher’s pack.

Both the book and the teaching package are suitable for students from vmbo-4 and havo-2/vwo-2 and up.

This teaching package includes pre-reading, while-reading and post-reading activities and worksheets. The answer key to specific questions can be found in this pack. Since it’s not possible to provide you with an answer key to the open questions, there is none in this pack. The answers to the open questions need to be discussed in class and will most likely differ from student to student. The answers to the open questions should at least contain the essential information concerning the chapters that have been read. The only way to check this is by discussing the answers in class for there are too many open questions and different answers to be checked in groups or by the teacher.

In this pack we provide you with guidelines and instructions about how to guide your pupils through the book and through the activities. Of course you can make any adjustment to the course planner you’d like, for example when you’re not able to devote entire lessons to the novel you can shorten activities or spread them over more lessons.In lesson 1 the Reading Circles will be discussed and roles will be assigned. Since the role of Culture Collector is not that relevant and perhaps too difficult, you could replace that role with the role of History Collector. The History Collector will (most importantly) collect information about historical aspects in the novel.In lesson 5, the assignment to write an alternative ending to the novel can also be altered into an assignment to create a poster of collage. Whichever option you’d like to go with, it’s also possible and perhaps more motivating to connect a (fictive) grade to the assignment.

Good luck reading and discussing this novel with your pupils!

Craigh & Manon

Course Planner Guideline

PRE-READING The main goal in this phase is to get students warmed up for and interested in the book.

Lesson 1 – Introduction:

Hand out worksheet 1 and explain purpose Let students get started on warm-up questions and discuss the answers in class afterwards

Video Clip of the trailer http://www.youtube.com/watch?v=QhueHIXbTF4 (show just about 30 seconds of the video clip - you don’t want to give away the whole story) + let the students answer the questions concerning the video clip. Discuss answers in class afterwards.

Silent Reading (10 minutes) let students get started on the first chapter

Short explanation of Reading Circles and assigning the roles for Reading Circles + handing out diary

Informing pupils about the reading schedule and handing out the course planner

Homework: read chapters 1-4

WHILE READINGEach lesson in this reading phase should begin with a short recapitulation of what has been read so far to make sure all students have done their homework (read the chapters) and are up to date.Regarding while reading activities, we incorporated the Reading Circles - an assignment on which the students work in groups during the entire reading process. This assignment should lead to a better understanding of the complete novel.

Lesson 2:

Recap chapters 1-4 Worksheet 2: Group work exercise (topic: Friendship) followed by questions that will be discussed in class afterwards

Reading Circles How is everyone doing?

Homework: read chapters 5-9

Lesson 3:

Recap chapters 5-9 Worksheet 3: Class Discussion (topic: Abandonment) followed by questions that will be discussed in class afterwards

Homework: read chapters 10-14

Lesson 4:

Recap chapters 10-14 Worksheet 4: Quiz questions with specific answers (discuss answers in class) + discussion question

Homework: read chapters 15-21

AFTER READINGThe main goal in this phase is to reflect on and evaluate the entire novel and for the teacher to see if the students have managed to get a good grasp of the novel’s subject matter.

Lesson 5:

Worksheet 5Reflection on the novel (teacher led discussion):

What do you think should have happened? Did you like the subject matter? Did you enjoy it being from the horse’s point of view?

Homework (partly in class, partly at home): Write a short alternative ending and hand it in next time (possibility to connect a (fictive) grade to this assignment)

Lesson 6:

Discussion in groups use of Reading Circles (reading circles paperwork is to be handed in at the end of the lesson)

Final Poll: Ratings out of ten, in five categories, combined to give the novel a final score

WORKSHEET 1

PRE-READING EXERCISES

50 Minute Class

1. What does the title ‘War Horse’ bring to mind? What will the story be about?……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. To whom would the title appeal? Why?……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. What do you know about the first World War? Which countries were at war with each other?……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4. When did WWI take place?……………………………………………………………………………………………………………………………………………………………………………………………………

5. How have weapons changed over time? And how has war changed as a result?……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

6. What do you think horses were used for during a war?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Watch 30 seconds of video clip of Trailer War Horse (movie may differ from the book!)

Have you ever seen a movie with an animal being the main character? (For example, have you seen Babe, Charlotte’s Webb, Finding Nemo?) If yes, what did you think of the movie?……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

What do you think about a story being narrated by an animal?……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

The main character of ‘War Horse’ is quite different than the ones in most novels – a horse, Joey. Why might this be an especially difficult challenge for a novelist?……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Silent readingStart reading the first chapter of the book individually (10 minutes).

Reading Circles – short explanation and assigning roles in classReading Circles are small groups of students who meet in the classroom to talk about stories. In a Reading Circle, each student plays a different role in the discussion. There are five main roles. To prepare for their roles, each student completes a Role Sheet. Make sure you understand the role you have been given.You will be handed out a diary sheet to collect information up (for your specific Role) till lesson 6.

HomeworkRead chapters 1-4

WORKSHEET 2

WHILE READING EXERCISESChapters 1-4 (p. 1-34)

50 Minute Class

In groups of four (15 minutes): Talk about the two friendships that arise on the farm. For this, you can use the following questions:

What are, according to you, important values in a friendship? In what way do these values show in the friendship between Albert and Joey? Do you think a friendship with an animal can be as valuable (or even more valuable) as one with another human? Why (not)?

1. Who gave Joey his name?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. What was the name of the other horse on the farm?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. Where was Joey sold? And by whom was he bought?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4. How old was Albert? How old was Joey?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

5. What is a plough?………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

6. Why did Albert’s father behave badly at times?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

7. Horses were used for what purposes before the war?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

8. What sort of future would Albert have had if war had not broken out?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

9. Albert promises to join the army when he’s old enough, so he can try and find Joey again. What are your feelings about this? Can you relate?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

10. Why does Joey see Albert as a brother more than a friend? Does this familial bond occur in any other relationships?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

HomeworkRead chapters 5-9

WORKSHEET 3

WHILE READING EXERCISES Chapters 5-9 (p. 35-78)

50 Minute Class

Class discussion: Throughout the novel Joey is being abandoned several times. By who is Joey abandoned? Can you think of a story about an animal that isn’t also about abandonment? Why do you think many stories about animals contain the topic of abandonment?

1. How would Joey’s life have been different if he didn’t have to go to war?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

2. What are Joey’s duties on the farm and at war? How are they similar? How are they different?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

3. Do Joey’s duties differ from those of (other) soldiers?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4. If Joey was able to speak, what do you think he would have to say about his various duties?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

5. Why, do you think, don’t the horses in the book talk to each other? How would the story be different if they did?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

6. Why do so many humans talk to Joey even though he can’t talk back?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

7. How does Joey communicate with other horses and how does he communicate with humans?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

8. Does Joey find it easier to make friends with humans or with other horses?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

9. Who are Joey’s friends – both animal and human – and what characteristics do they share?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

10.Why, do you think, doesn’t Joey ever think about his mother, whom he was taken away from at a very young age?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

11.Why does almost every soldier admire Joey and shower him with praise and rewards? What do they see in him? And Topthorn, for that matter.…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

12.Why does Joey look up to Albert? Or Topthorn? What qualities in them does Joey admire?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

13.The characters that abandon Joey don’t do it by choice. Often, the war takes Joey away from them. How does this abandonment affect the humans in Joey’s life?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

14.Joey goes through the experience of abandonment multiple times throughout the novel. How does he react to each incident?…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

HomeworkRead chapters 10-14

WORKSHEET 4

WHILE READING EXERCISES Chapters 10-14 (p. 79-117)

QUIZ

1. Who is the first horse Joey meets?A. HeinieB. TopthornC. ZoeyD. Rainbow Dash

2. What colour is Joey?A. BlackB. RedC. BrownD. White

3. Which horse is easily distinguished by the white cross on his forehead?A. TopthornB. JoeyC. ZoeyD. Coco

4. What is the name of the black stallion that is Joey’s best friend?A. DavidB. CocoC. ZoeyD. Topthorn

5. Which gun-pulling horse is infamous for his bad attitude?A. FriedrichB. JoeyC. CocoD. Rainbow Dash

6. Which of the following horses are known for being friendly, pretty and blonde?A. Coco and HeinieB. The golden stallionsC. The HalflingersD. Joey and Topthorn

7. Before the war gets close to home, Joey calls home a farm in what country?A. GermanyB. FranceC. EnglandD. America

8. Joey starts off the war fighting for which side?A. The GermansB. The BritishC. The AmericansD. The French

9. Joey is shipped by boat to the front lines in which country?A. FranceB. GermanyC. BelgiumD. England

10.Trooper Warren and Captain Stewart are taken as prisoners of war by which army?A. The BritishB. The FrenchC. The GermansD. The Irish

11.What nationality do the old man and little girl who take care of Topthorn and Joey have?A. GermanB. FrenchC. EnglishD. American

12.The Germans show their admiration for Joey by giving him what?A. Time off on leaveB. A bathC. A medal of honourD. A haystack

13.Which character best represents a commitment to duty?A. EmilieB. JoeyC. AlbertD. Coco

14.Which theme illustrates Joey’s relationship with Albert best?A. FriendshipB. ZoologyC. AbandonmentD. Family

15.Which theme illustrates Joey’s relationship with Topthorn best?A. FamilyB. Brothers at warC. FriendshipD. Warfare

16.The German medal of honour bestowed upon Joey is in the shape of what symbol?A. A ribbonB. A crossC. A horseD. A circle

17.The debate about the nature of horses between two German soldiers in chapter 14 can be seen as an allegory for what?A. Human nature at warB. How people treat animalsC. How war affects civiliansD. All of the above

18.What is the name of the girl Albert loves?A. MissyB. MaisieC. MississippiD. Macy

WHAT WAS SAID?

1. Who says, "They are not circus animals, they are heroes"?A. Herr HauptmanB. Albert’s fatherC. Emilie’s grandfatherD. Captain Nicholls

2. Who moans, "Why does this war have to destroy anything and everything that's fine and beautiful"?A. Trooper WarrenB. AlbertC. Captain NichollsD. Friedrich

3. Who is described as "a hard, gritty little man, an ex-jockey whose only pleasure in life seemed to be the power he could exert over a horse"?A. Albert’s fatherB. Herr HauptmanC. Corporal Samuel PerkinsD. Friedrich

4. Who says, "There is only one thing at which the English are better than the French. They are meaner"?A. FriedrichB. Emilie’s grandpaC. AlbertD. Herr Hauptmann

5. Who tells us that rugby is not a game, but a religion?A. The Welsh soldier in no-man’s landB. Captain NichollsC. The German soldier in no-man’s landD. David

Question:How do you think thestory will end?

HomeworkRead chapters 15-21

WORKSHEET 5

AFTER READING EXERCISESChapters 15-21 (p. 118-end)

50/60 Minute Class

Reflection

What do you think should have happened? Did you like the subject matter? Did you enjoy it being from the horse’s point of view? Do you think the book is realistic? Why do you think the book is written from the horse’s point of view?

Alternative Ending:

You are to write a short alternative ending to the book. This is to be no more than 200 words and is to be hand written including a picture. (Pictures can be hand drawn or taken from the internet but must be relative to your story ending.)

Tips:

Try to remember how you thought the book might end Give it a sad or a happy ending Use your new knowledge about the war to make it realistic

HomeworkFinish off the story at home, to be handed in next time

WORKSHEET 6

AFTER READING EXERCISESChapters 15-21 (p. 118-end)

30 Minute Class (Round-up of the book and collection of stories and reading circles paperwork)

Group Discussion (Reading Circles – Peer to peer discussion)

Get into your groups of five as previously organised in lesson 1.Discuss the book remembering to make contributions to the discussion based on your role in the reading circle.

Note* Discussion time is 20 minutes & the teacher will come and listen to every group. Your reading circles paperwork is to be handed in at the end of the lesson.

Finally, please fill in the poll below:

Instructions:

Rate the categories from 1-5 stars, with 5 being the best or most and 1 being the lowest or least.

Excitement is how exciting the book was to you as the reader. Readability is how easy it was for you to read, i.e. did you have to look up lots of

difficult words or was it pretty easy to read. Subject Matter is how much you enjoyed the subject of the book, horses, the

battles and the people in the war etc. Believability is how believable the book is, i.e. how realistic it was.

Category 1 STAR 2 STAR 3 STAR

4 STAR

5 STAR

Excitement

Readability

Subject Matter

Believability

*Final Score is equal to the total number of stars divided by 4 Final Score ………

Answer Key (Lesson 4)

QUIZ

1. C2. B3. B4. D5. C6. C7. C8. B9. A10.C11.B12.C13.B14.D15.C16.B17.A18.B

WHAT WAS SAID?

1. A2. D3. C4. B5. A