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Publisher/Year: 2010
Genre:
Picture book
Structure:
Chronological order, Repeated narrative Father to son, son to own child, continuing repeated themes.
Implied reader - Intertextuality Greek mythology and war. Understand complexity of relationships. Symbolism of pictures. The history of aviation.
Narration:
1st person narrative, past tense until son is born and becomes the present tense. All writing uses capitalisation except the r added into FArTHER in the title. Font
style (typography) mimics handwriting, and size varies.
Poppies are significant imagery, referring to remembrance soldiers uniform
Layout:
Text changes from both pages to single pages across the book, pictures are mostly doubled paged and bleed. Some framing of pictures take place
Illustrations:
- Texture and medium of pictures varies across a single page, with photos and watercolour and animation all together.
- Colour is dull, low saturation and hue. except for occasional bursts of colour, especially the red poppies which are very striking.
- Illustrations reflecting thoughts are brighter than the reality
- Continuous narrative characters are portrayed twice in one place/picture
- Endpages throughout book there is reference to Greek mythology through the images used, this is portrayed in the end pages e.g. sundials, helmets,
Greek landscape
- Reflection on end papers shows a juxtaposition
- Blank space at the end of the book use of white space, and continuation of white space frames the image allows for inference.
- Pictures flow across the gutter
Characterization:
Path of poppies are symbolic to the path the father has laid out to the child after his departure.
Father is viewed as an important figure to the son with his dreams and his father as separate.
Eye-contact of the father- he does not look into his eyes, or at anything in particular.
Father shuts himself away.
Mum is present through-out the story, but only referenced in illustrations, only male characters are directly referred to in the text.
Setting:
Live by the sea, on top of a rock usual home setting.
Height of the house is symbolic of the fathers dreams.
Themes:
- Ancestry the idea of inheritance on a sub-atomic level passing on of the dream rather than physical belongings
Dreams
- Obsession
- Complexity of relationships
- Life and death
- War
- Ambition flight as a metaphor for freedom and aspiration.
- Feathers
- Son signifies fresh start and new chapter in life.
Pure narration from one character, no dialogue
Use of ellipses to create a continuation of the text.
Drama Opportunities:
Hot-seating Teacher in role. This activity focuses on the unexplored
character of the mother, she is seen in the images but is never
mentioned in the text throughout the story. The teacher will firstly play
the role of the mother, and model to the children appropriate
responses to their questions that help them delve into her role within
the boys life.
Role on the wall Exploring 3 different character profiles: the father;
the son as a child; and the son as a father himself. Children will work
in 3 groups, each focusing on one profile each. The aim of the activity
is for the children to deepen their comprehension of the characters
within the story. The children will draw a figure on a large piece of
sugar paper and then inside the body they will write the characters
thoughts and feelings, whilst on the outside they will write how they
think the character is perceived by everyone else in the story. The
children should use inference of the text as images as evidence to
support their ideas.
Thought Tracking Focus on the image below. The children will work
in groups of 3, to recreate a still image of this scene. This will be
developed through thought tracking where each child will verbalise an
interesting thought for their character to demonstrate the emotions of
the scene.
Receptive Context:
Before:
Before the children are introduced to the book use an empty chair as a
key focus add parts to the chair each day so the children can discuss
as they appear. The chair on its own will represent the theme of
isolation which will be later explored when reading the text. The chair
will look like the chair on the front of the picture book.
Greece introduced as a topic to the class, looking closely at the story
of Icarus. Encourage children to recognise the close links between
farther and Daedalus (Icarus' father). Display literacy texts orientated
around the story of Icarus.
Also due to the artistic influence of Ancient Greece within the text,
display artwork of Ancient Greek buildings, Athens and Olympus, to
reinforce historical and geographical links that exist within the book.
Wings- the process of flight is also a key pictorial theme throughout
the text, therefore one could leave feathers around the classroom prior
to reading the text as a discrete way of discussing the theme of the
book.
During
Book corner- book corner should be adapted according to the themes
of Ancient Greece, Icarus and WW1.
Continue with themes that are introduced prior to reading the book.
After:
When introducing new texts, look for comparative themes within those
texts. Also notice themes in other curriculum areas.
Maths- collect the data of scores and likes and dislikes from activities
in physical education. Ask children to create graphs and analysis data
to meet statistical mathematical objectives.
Questions you could ask to develop comprehension:
Where is the story set? How do you know?
When is the story set? How do you know?
Which words/ phrases tell you that the son had a turbulent relationship with his father?
Could the father be described as a bully?
Do you know another story where a child has to fill the position of an absent parent?
Can you think of any authors who write about the theme of dreams?
Why is there an r in the title FArTHER?
What is the author trying to portray by the use of different colour?
What do you think the author is trying to imply about the relationship of the characters by the text phrase I would sit on his lap until he
remembered me?
Why do you think that the boy took over his dads workshop and re-built the wings?
However
the
surrounding image may
look dark but the
background sky of the
text looks lighter. It
could pose the question
if whether the boy has
good will and fortune
coming his way without
following the golden
dream.
10
0
11
14
13
WHERE
WHOSE
WHO
WHICH
WHICH
WHERE
WHEN
WHO
THAT
WHOSE
12
Instructions
1. Create a spinner using split pins. Use images
above for game board.
2. All players place counters on the starting space (1)
& roll a dice to find out who goes first (highest
number )
3. The first player rolls the die. If an even number is
rolled they move two places, if an odd number is
rolled they move one.
4. Spin the spinner and use the word it points to in a
sentence that describes the picture on your space.
5. If they player cannot complete the task, then they
do not move that turn.
6. The winner is the first person to reach the finish.
3
100
11
12
6
14
13