|
|
|
Item Details
Title:
|
COPYCAT
|
By: |
Catherine MacPhail, Alan Gibbons, Natalie Packer |
Format: |
Paperback |
List price:
|
£5.99 |
We currently do not stock this item, please contact the publisher directly for
further information.
|
|
|
|
|
ISBN 10: |
000754622X |
ISBN 13: |
9780007546220 |
Publisher: |
HARPERCOLLINS PUBLISHERS |
Pub. date: |
1 January, 2014 |
Series: |
Read On |
Pages: |
80 |
Description: |
I blame everything that happened on my own good nature. I took her under my wing. She was plain and frumpy and I said to my friend Indira, "Let's make Mimi our next project." Big mistake. |
Synopsis: |
I blame everything that happened on my own good nature. I took her under my wing. She was plain and frumpy and I said to my friend Indira, "Let's make Mimi our next project." Big mistake. Chantelle Morgan is the most popular girl in school. Well, at least she was until Mimi came along. When Chantelle and her best friend Indira take clumsy, clueless new girl Mimi under their wing, Mimi takes all of their advice. She wears her uniform like Chantelle's; she has her hair cut like Chantelle's; she even starts to talk like Chantelle. And at first Mimi seems so pleased, so grateful. Gradually, though, Chantelle begins to suspect she has created a monster... *Suitable for reading age 10 years.* Help Key Stage 3 students move from Level 4c to Level 4a in reading.*Support comprehension with the engaging, age-appropriate illustrations.*Encourage shared and guided reading using the ready-made tasks and discussion points on the activity pages at the back of the book.* Suitable for Key Stage 3 students with a reading age of 10 years and above. |
Publication: |
UK |
Imprint: |
Collins Educational |
Returns: |
Returnable |
|
|
Book Level : 3.8
Interest Level : MY+
Points : 1
Quiz number : 227142
Learn More
|
|
|
|
|
|
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|