Henry & Lucy Teacher's Guide - Book - Page 6
D. Interesting and Enjoyable
The Adventures of Henry and Lucy are magical and the excitement engages the readers so
that they want to read on, to see what will happen next. The book provides learners with
an opportunity to learn new cultural information and to learn about places in the world,
while providing them with an entertaining and enjoyable storyline. This balance between
fact and fiction, real and imaginary, makes the book appealing and interesting to learners of
elementary school age.
E. Develops Literacy Skills
Pupils learn about story structure which fosters an understanding of and an appreciation for the
stories that appear within each unit of study. Pupils access information from a wide variety of
written and aural texts: chants, songs, comic strips, dialogues, postcards, letters, emails, diary
entries, magazine articles, advertisements, fables, and stories, as well as informative texts that
expand learners' world knowledge of interesting and relevant issues.
Reading strategies are worked on continually throughout the book. These include:
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Accessing information from different text types for different purposes
Understanding characters’ feelings and actions
Following the sequence of events
Understanding the problems the characters encounter and how they solve them
Making predictions
Guessing meanings of words from context
F. Provides Varied Instructional Settings
Language skills are practiced in an array of instructional settings and groupings:
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Whole Class: teacher-guided activities are used for the acquisition of new material and the
introduction of new topics.
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Small Group and Pair Work: provides opportunities for practicing and reinforcing new
language as well as completing tasks.
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Individual Work: provides opportunities for individual work through the exercises in the
Let's Practice pages at the end of every lesson.
G. Develops Higher Order Thinking Skills (HOTS)
Each unit of study presents a problem that Henry and Lucy are challenged to solve. By assisting
them in solving these problems, pupils go through a process that takes them from applying
lower level cognitive skills to using higher order thinking skills. Following is just one example
of the thinking processes that pupils undergo during a unit of study:
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Knowledge: pupils read and listen to texts that relate to a problem. They learn to identify and
describe the characters and to define the problem.
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Comprehension: pupils confirm their understanding of the problem at hand, and demonstrate
