Lark

Teacher Resource Pack

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Contents
1.Synopsis
2.Prepare, Read, Review Model – How to…
3.Prepare Read Review Grid – What to….
4.Vocabulary
5.Assessment Opportunities
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1. Synopsis
Blurb

Things are getting tense at home for Nicky and Kenny. As they wait for a visit from their mum. To
escape, they go for a walk on the moors, taking their little Jack Russell terrier with them.

But what should have been a laugh, a lark, turns deadly when the weather changes and they are
caught in a blizzard. Nothing will ever be quite the same again….

‘Heart-rending but perfectly pitched…This life-affirming bittersweet quartet deserves to be widely

read’

Winner of the 2020 CILIP Carnegie Medal

Context

This is the fourth book in a series but is equally stand-alone. Nicky and his brother, who has special
needs, head to the moor as a ‘lark’ to see a lark. They go with their dog Tina, a packed lunch and
inappropriate dress for bad weather. Things at home haven’t been great but the relationship
between the brothers is close. They have a lot of banter and there is mild bad language such as piss
and shit, but these are not used offensively or aggressively. The language needs to be prepared in
the context of authenticity.

The weather traps them dangerously. We learn more about their relationship and through this about
their challenges at home. There is a running theme of loss and this plays out on the moor. The
writer is particularly adept at painting pictures with words, especially of nature. The death of their
dog is initially implied but beautifully described. The epilogue fast forwards 40 years later and is an
echo and a continuation of the themes of sticking by each other and loss.. Very sad! Students need
preparation at times for the emotional content and need to pick up, sometimes implied, details.

 Nature
 Loss
 Saving/Rescue
 Relationships
 Loyalty / Care
 Coming through adversity – but not unscathed: ‘scars.
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2. Prepare, Read, Review Model

Prepare
This initial step should warm up the text and facilitate comprehension. All activities are completed
orally and high value should be placed on listening, speaking and engagement

 Identify new vocabulary and contextualize with learners (decoding and understanding)
 Identify and introduce essential contextual information and promote discussion of this
 Ask questions to connect prior learning
 Encourage learners to make predictions, to activate prior learning
 Motivate and enthuse learners so that they build relationships with the characters
 Prepare for emotional content
 Oral rehearsal - trying it out, pronunciation
Read
This step focuses active engagement with the text to construct meaning. Comprehension is not a
passive process, but an active one.

 Build fluency – rhythm, tone, intonation, understanding

 Encourage learners to self-question as they read
 Provide a purpose for the reading
 Identify the reading behaviours learners will need to employ
 Encourage annotation or sensory images to secure comprehension
 Provide pit stops to pause, summarise and paraphrase
 Opportunity for learners to skim (get the gist of text) and scan (locate specific details)
 Immerse in the text: read on the run – enjoy the text
 Infer and deduce citing evidence from a text in support
Review
This step focuses on using comprehension to evaluate aspects of the text

 Explore themes and big ideas

 Explore conventions of genre
 Think about how the text will develop and ask questions
 Explore author’s intent and the effects
 Compare and contrast
 Evaluate word choice
 Examine literal and inferential meanings – support with evidence and its location
 Form and express opinions
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Ch. Prepare Read Review

Prologue Contextual Information: Reading Purpose: the Text Development/Analysis:

Introduce title ‘Lark’. Two main characters are Focus on the last 3 paragraphs of
meanings – bird/ a joke or a bit introduced in the the chapter:
of fun. Perhaps show an image prologue- Nicky and How does the writer create a
of a lark. We will come back to Kenny and they are feeling of danger here?
the relevance of this title as the brothers.
novel progresses. What clues are there that things
As learners read, note might go wrong?
Discuss the use of bad down keywords to
language in the text and why describe their
it’s there. Make the point that relationship. Discuss.
this is two teenage brothers
talking – adds a sense of
realism.

Explain term ‘Prologue’ and its

role in a text.
The prologue opens in the
middle of the action, while the
boys are on their walk, then it
flashes back to explain how
they got there.
 Why do you think the
author chooses to start
the story like this?
 What are the benefits
to the reader?
1 Contextual Information: Look Reading Purpose- read Text Development /Ask
at images of North Yorkshire to pg. 9 focussing on Questions: What do you learn in
moors. Generate some words how the moors and the this chapter about Nicky and
to describe the terrain and the lark are presented. Kenny and their home life?
surroundings. Focus on how the
moors represents Generate questions which these
Discuss the ‘setting’. Additional freedom/ nostalgia to two chapters raise about them
resources slide 2 the Nick’s Dad. and how the novel will progress.

Discuss questions. Keep or make

a list of these questions for the
next session
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2 Connect Prior Knowledge: re- Reading Purpose: This Inferential Meanings/ Author’s
cap questions from last session chapter lays down the Intent: Sum up the character
and discuss care Nicky takes over Nicky in 3 words. Share as a class.
Kenny. Notice this as
you read and identify Work on putting these 3 words
examples into a carefully constructed
sentence.

McGowen presents Nicky as

……………..
3 Connect Prior Learning: Build Fluency/ Reading Evaluate: Pg. 19. Notice the
Learners look at the retrieval Behaviour: Read the details about Kenny. He has
grid provided and have to talk opening of Chapter 3 special needs and we learn more
about the relevance of one of independently. about his personality. How does
the words. The more difficult Nicky deal with him here?
the word, the higher the score. Learners need to apply
See additional resource pp slide close reading/ analysis
3 skills.

Identify all the clues in

this paragraph which
suggest that something
bad is going to happen/
feeling of foreboding.
4 Connect Prior Learning: Give Reading Purpose: The Evaluate: Nicky clearly looks after
learners 2 minutes to draw an weather becomes more Kenny and seems to enjoy it – is
image to represent the dangerous in this the relationship one sided? Why
relationship between Nicky and chapter and the boys does Nicky take such good care of
Kenny. are struggling. As you him? Explore possible reasons
Share and discuss. read, look for evidence
of Nicky caring for
Link then to images Kenny. Note examples
highlighted- See additional down on a post it and
resource pp slide 4 discuss.

5 Contextualise Vocabulary: Reading Fluency: Focus Evaluate: Focus on the flashback

Warm up the words used in on the first paragraph pg 28-29.
this chapter, particularly the on Pg. 25 (5 lines). A long part of this chapter
effective words. Re-cap what a describes Kenny’s favourite
verb is and generate more Learners read activity of building a tower with
verbs to describe how snow, independently. Then blocks.
wind and rain move. ask – how does Nicky
What does this event
feel here? Now learners
show us about Kenny as a
read again, in pairs,
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using tone and character? Why does the

intonation to highlight writer tell us about this?
Nicky’s feelings What is significant about
the way he describes the
joy of knocking it down –
but only when the time is
right?

6&7 Contextual Understanding: Reading Purpose: Find Evaluate: What is Nicky trying to do
Focus on the first paragraph of three examples of speech in these two chapters?
Chapter 6. Discuss all the between the brothers How is he trying to protect Kenny?
details which show that the and explain what it shows
weather is changing/ situation about the relationship
between them.
is worsening. Ask learners to
predict:
1) How will Nicky react to
the worsening
situation?
2) How will Kenny react?
3) Will Nicky show his fear
to Kenny?

8 Contextual Information: Look Reading Purpose: Summarising: A lot happens in

up Gytrash and Shagfoal: Notice the vocabulary this short chapter. Reduce this
https://en.wikipedia.org/wiki/ in this chapter: the chapter down to 5 bullet key
Gytrash words the writer has bullet points. Discuss different
chosen carefully for a interpretations.
You could show images of the particular effect e.g.
Gytrash and ask learners to ‘swallowed’. It is an Explore Big Ideas: At the bottom
think of adjectives to describe ordinary word but it’s of page 40, Nicky explains that in
it used in an his family, nobody says ‘I love
extraordinary way. you’ but they all know it by
certain behaviours such as joking
Make a list as you read with each other while they eat
of all the powerful/ cornflakes etc.
effective words the Generate sentences of your own:
writer uses to highlight In my family we know we love
the danger of the each other when we……………
situation
9 Connect Prior Knowledge: use Reading Purpose: As Evaluate Themes and Big Ideas:
images to re-cap the key events you read, focus on “Tell us a story,” Kenny said. I always
in Chapter 8. See additional Nicky and the sound of told stories to Kenny. [page 46]
resource pp slide 5 his voice.
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1) What role does storytelling

play in the relationship
between the brothers?
2) Is it an important part of
their relationship? Why?
3) Nicky is the book’s
storyteller – how would you
describe the voice with
which he tells the story?

Further develop understanding of

Nicky as a character. Perhaps
complete a character map . See
additional resource pp slide 6

10 Contextual Information: Read Reading Behaviour- Literal and inferential Readings:

the first paragraph of pg 49 Inference: As you read Using your key details, what have
independently. Work with a focus on what we learn you learnt about Dad and Jenny
partner and then quickly sketch about Nicky’s home in this chapter?
the scene life. Write down key It’s illuminating in that it shines a
details as you read. light on what life has been like
Focus on the line: “The trees for Nicky and Kenny at times.
were mainly bare, but if you Sum up their childhood so far in
looked closely you could see three words.
buds beginning to emerge-
tight fists of life waiting to open Discuss the significance of the last
out into a green hand.” paragraph of this chapter.

What does it mean? What effect

do the words have/why have
those words been chosen?

11 Connect Prior Knowledge: Reading Purpose: As Explore Themes: Loyalty is a key

Focus on the final sentence of you read , focus on two theme in this book. Mind map
Chapter 10. key things: examples of this theme in this
chapter and previously in the
“And then I was falling” book.
1) All the powerful
words use to
Brain dump: around this line,
describe the
ask learners to note down
pain.
anything that springs to mind
2) Any details
regarding what is happening
which suggest
and what will happen at this
that this event
point in the novel. Who has
happened a
long time ago
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fallen? Why? Where are they?

… You could assign
different questions to
different learners.

Share thoughts
12 Make Predictions: Re-cap Reading Purpose: In Explore Themes: Link back to the
situation the brothers have this chapter we get a theme of loyalty. What does this
found themselves in at the end real insight into the chapter show us about the loyalty
of Chapter 11. bond between the between the brothers? Further
brothers. As you read, add to mind map.
1) If you were Nicky, what
look out for all the
would you do now?
things they do/say How does the writer present this
2) If you were Kenny, how
which shows their as a realistic brotherly
would you feel now?
love/loyalty. Note relationship?
these details down.

13 Motivate and Enthuse: Are you Reading Purpose: “I Evaluate: Nicky explained more
enjoying the book? How do you poured not just the pain about why Mum left in this
feel about Nicky and Kenny? and fear of now into my chapter. Why did she leave?
yells, but all the bad What happened to Dad and the
things that happened in boys after she went and how does
my life” Nicky feel about her now, as he
thinks about her imminent visit?
Draw attention to this
line from Nicky. As you Sum up how Nicky feels about
read, look for all the himself/his life in three key words
things that have caused
Nicky pain in his life.

14 Prepare Content: In the next Evaluate: Notice how Nicky’s

chapter, Nicky admits to being mind rambles a little from one
very frightened and imagines topic to another as you read. Why
how he may die. do you think this might be? What
might the reader be trying to
show?
15 Prepare Vocabulary: Nicky calls Reading Purpose: Nicky Analysis: Focus on pages 85-86.
Tina an ‘omen’ in this chapter. is in a lot of pain in this How does the writer show Nicky’s
What is an omen? What ‘mood’ chapter. Note down all pain?
does the work create? the words which show Zoom in on the language used
Nicky’s pain and the images created

16 Prepare Content: The river is Analysis: Focus on the last

an important place in this paragraph, pg 89. How does the
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chapter. Think of all the ways writer create a sense of fear or

you could describe a river? Use intrigue here?
ambitious vocabulary. Think of Look at:
how personification works. Can
1) “sick feeling”
you give a river human
2) the word “something” –
attribute?
an empty word
3) the writer withholds
details
4) the use of the short
sentences to slow the
pace
5) Leeds United hat and
implicit link to Kenny
17 Make Predictions: Reading Purpose: Nicky Analysis: Analyse the last pg of
Warm up these words below. is in a very bad position the chapter. How is a hopeless/
These words all feature in the in this chapter. Note bleak mood created? Encourage
chapter. Re-cap prior events in down all the details close analysis of language /
novel, what do these words which show how textual details.
suggest about what will dangerous this
happen next? situation is. . Discuss the idea that as the flame
dies, so does hope. Hope is often
likened to a light which burns
 Drag
 Paralysed
 Stumbling
 Shivering
 Staggering
 Flame
 Darkness
18 Contextual Information: The Reading Purpose: Evaluate Key Ideas:
lark is important here, Notice the effect of the
 What do you think the lark
particularly the lark in flight. words at the end of the
is symbolising in this
Perhaps show learners an chapter used to
chapter?
image or video of a lark flying describe the lark and its
and learners write a list of movements. Re read  Why do you think the
words to describe this. the passage: “And then author chooses this
I heard the sound…. a moment in the book for
beautiful thing had left the lark to appear?
this world. Read it  What characteristics are
fluently but not fast. shared between Nicky and
Catch every detail. the lark?
 Do you think this image of
the lark can tell us
anything about Nicky’s
life?
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Discuss the end of the chapter. It

isn’t explicit what it means,
Generate ideas about what it
could signify.
19 Contextual Information: This is Reading Purpose: Even Evaluate Big Ideas: Discuss
a touching chapter where Nicky though Nicky is badly examples of how Nicky still
is rescued. His relief is mixed injured he still protects protects Kenny.
with sadness. Kenny. Look out for
examples of this Further develop understanding of
Nicky as a character.

Write Nicky’s name in the middle

of a sheet and around it write the
names of all the other characters
in the book. Use arrows and write
along the arrow the nature of his
relationship with the other
characters.

Draw arrows between other

characters where links exist. For
example, between Mum and Dad,
Jenny and Dad, Jenny and Mum.
Write along the arrow the nature
of their relationship, including. If
possible, compare your ideas with
other readers.
20 Reading Purpose: As Evaluate:
you read focus on the Discuss the part where Nicky tells
three characters as a Dad he loves him. What does Dad
family. What does this mean when he says that he did go
chapter show about away, and that it was Nicky who
their relationship? stayed?

A key theme in this book is

relationships. Nicky and his family
are not sentimental characters –
they don’t express their feelings
towards one another very often.
Yet the book is still full of love
and emotion.
 How does the author
convey this?
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 Can you find three

examples in the book
where the characters
convey their emotions in
other ways?
Epilogue Contextual Information: Read the Epilogue Evaluate Themes and Ideas:
What is an epilogue? carefully. Don’t miss a Questions for discussion:
thing!
 Were you surprised by the
There is a jump in time to the
ending of the book?
Epilogue. “And the years went
by. Forty of them.” The boys  Why do you think the
are now adults. The book could author decided to include
have ended after chapter 20. the epilogue?
What do you think will happen  Do you think this provides
now? Make a prediction about a satisfying ending to
what the epilogue contains. Nicky’s and Kenny’s
adventures?
 Look at the final line of
the book: ‘Tell me a story.’
Why do you think the
author chose this as the
final line? What effect
does this line have on the
context of this book and
the rest of Nicky and
Kenny’s story?

Discuss key themes in the book-

rank ordering activity. See
additional resource pp slide 6.

Encourage learners to sum up the

main messages/ themes in the
books. See additional resource pp
slide 8 and 9.
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4. Vocabulary to prepare and appreciate

Vocabulary
Ch. Tricky words to prepare before Effective words
reading
Prologue splonger bozzle scampered
1 Thirsk stick-whittling shining soaring yapping crammed
2 digestives treeless snow = rain with big ideas
3 sparrowhawk softies bribe Thundering. The stone walls were like
the remains of ruined castles, and the
black trees were monsters frozen by
the spells of a good wizard.
4 blizzard shrugged
5 craftsmanship trudging skirting drifts clunk
6 dragging (spelling rule?) stumbling
7 Gytrash shagfoal chewed
8 legend wheeze beck clumped skittered swallowed
marched
9 wilderness drained smearing snaked
10 landscape saliva shimmering
11 buggery jutting scrabbling
12 downstream shit raging slithered
13 Outer Mongolia swarming scrunch
14 corgi yapping
15 winching screwdriver omen dreading
16 snowflakes bellowed jarred jut
17 booze staggering murmuring my
fingers ate the warmth
18 ecstatic swallows swifts hauling carefree swooping
19 gorge hypothermia Page 99: herding
‘fucking’
20 Escalators My leg stuck out like a cannon
tighten
Epilogue chemo fuzz
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Assessment Opportunities (optional)

Writing Task

Step 1

 What are the main messages in this book?

 What issues does the book make you think about?
 Why should people read this book? Apart from enjoying it, what else will
they get from it?

Step 2

 Make a list of useful adjectives to describe the book

Step 3

 Write a letter you your Head of English or Head teacher, explaining why
this book should be compulsory in Year 7 for all learners
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End of Novel Quiz

(This could be transferred to a Google Form)

1. What were the names of the brothers? They were called Kenny and Nicky

2. Why had their mum left them to go to Canada? The book says mum left because she
‘flipped’ because dad was an alcoholic, and the boys especially Kenny were hard to cope
with.

3. Did Nicky love his dad? How do you know? Yes, Nicky told his dad he loved him at the end
of the book and thanked him for staying when his mum had left.

4. Why had dad stopped drinking? It seemed to be because of Jenny and the realisation of the
damage he was doing to his family.

5. What object of Kenny’s did Nicky find floating in the water? Leeds Untied hat

6. Why Kenny does always wasn’t Nicky to tell him a story? What do these stories symbolize?
To escape reality. Often the stories are told when things are difficult. The stories also
comfort Kenny and show how Nicky is always protecting him- like a father figure

7. When they meet in the hospital, where does Nicky tell Kenny that Tina has gone? Why
doesn’t he tell him the truth? To work on a farm and be trained as a sheepdog because Tina
loved it on the moors and didn’t want to come back. He tells him this lie to protect him.

8. What is Kenny wearing when Nicky sees him in the hospital? Spiderman pyjamas brought by
Jenny

9. In the epilogue, what does Kenny ask Nicky to do? Write their adventures down into a book

10. What do you think is the main theme or message of the book?
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5. Contextual Extension Links

Additional resources https://carnegiegreenaway.org.uk/wp-

from Carnegie content/uploads/2020/03/CKG-2020-
Reading-Resources_Lark.pdf

Interview with the https://peters.co.uk/news-page/q-a-with-

author anthony-mcgowan-lark

Opening chapters of https://www.barringtonstoke.co.uk/books/brock/

the first novel in the
series – Brock

Author reading
extracts: https://vimeo.com/399735067
Chapter 7

Interview with the https://vimeo.com/399732058

author – video