Unit 10 A Cow Called Boy
Let’s talk Some animals are easily trained. Which animals do you think they are and how do you think they are trained? Reading This is the beginning of a novel called ‘A Cow Called Boy’. Which story elements are introduced in the first two paragraphs? A Cow Called Boy
The first day of school was a beautiful one. The sun was already up in Kendal and yellowing the land. And the schoolyard itself looked fresh from a summer of rest.
Only Josh Mahon was late. Twice he had returned home leading his pet calf who was determined to follow him to school. But, apparently, the calf just didn’t feel like staying home, for as Josh was nearing the school for the third time he heard a soft moo behind him. He turned around to see Boy coming up the road. Josh felt he had no alternative but to take Boy with him to school... “Late the first morning, Josh?” Mrs. Anthony said. “Yes, ma’am. But with reason.” “And what’s your reason?” she asked. “I had some trouble with my summer project. That’s why I’m late, Mrs. Anthony.” All the children’s eyes were on Josh. They knew him for a prankster, and they also knew that he always made up good reasons for his mischiefs. Josh quickly stepped into the room, closing the door and shutting out Boy. Suddenly there was a banging and a scraping on the other side of the door. “What’s that?” Mrs. Anthony asked, somewhat alarmed. Josh smiled nervously. “My project, ma’am.” “I don’t get it, Josh.” “May I bring him in, Mrs. Anthony?” She raised her eyebrows. “Well, yes. I guess so...” Josh opened the door, and in walked Boy. There were oohs and aahs and heys from the boys and shrieks from some of the girls. “Oh my Lord!” Mrs. Anthony said and almost fainted. “Get him out of here. Are you crazy?”
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What do you think will happen next?
CR Let’s talk: Help students to recognise variations from Standard English in their own and others’ speaking. Encourage them to code switch from Creole to Standard English as appropriate. • Use the story to recap the features of direct speech. Ask students to identify the exact words that the characters say. • Point out that writers do not always state who is speaking if it is obvious from the context. Ask students to find examples of this in the story.
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