• Discuss with your students the purpose of this story. Is it to tell a story, to deliver a ‘message’? Does it do both at once? • Comprehension: To answer questions 4–6, students must draw inferences . They cannot find the answers directly in the text, but can work them out from their understanding of what they have read. • After reading: Discuss with students the problem of litter. Ask: What could you do to solve the problem? Do you think that having tidiness monitors is a good idea? 7 What would you do if you saw another student dropping litter? 8 What do you think a tidiness monitor should do? Make a list. 1 What kind of litter did Mr. John find in the classroom? 2 What kind of litter did Alyssa and Tyler find in the schoolyard? 3 Why did the students vote? 4 Mr. John looked very stern . This means that he was: a) vexed b) pleased c) unwell 5 Why do you think the girls said, “That is unfair”? 6 Do you think that Mr. John was pleased with Alyssa and Tyler? Why? “Everyone helped to keep the classroom tidy this week, but yesterday we discovered a lot of litter in the schoolyard. Some students ate their lunch there and they left bottles, paper and plastic bags on the ground.” “Thank you for telling me,” said Mr. John. “I think we need a school clean-up day. Will you help me plan it?” The next day, the students voted for tidiness monitors. They chose Tyler and Alyssa. At the end of the week, Alyssa and Tyler reported to Mr. John.
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