01Humour 3rd proofs checked... · Title and author Lesson outcome and objectives Renewed Framework Objectives Year 7 Renewed Framework Objectives Year 8 AF Resources 1 ‘Worth It’

126

Brave New Words resources

© Pearson Education Ltd 2008 126

The short stories in this collection are grouped into four genres: Humour, History, Diaries and Sport. An eight-lesson scheme of work accompanies each genre section, with two lesson plans provided for each story. Each of these schemes is organised so that the first two stories could be used for Year 7 students and the second two for Year 8 students. However, all of the stories have been mapped for both Year 7 and Year 8 Framework Objectives, so that the stories can be taught in genres rather than year groups if desired. Stories have been selected and lesson plans written primarily to target students who are working at Level 4 towards Level 5. However there are differentiated resources to suit less able students working at Level 3, as well as extension tasks for students working towards Level 6. Possible homework tasks are provided for each lesson, although these do not have to be used in order for the lesson to be successful. Resource sheets are provided to support each lesson and can be photocopied, used as OHTs or displayed using an interactive whiteboard or data projector. The Assessment Foci (AFs) are referenced throughout each scheme to aid preparation for the Year 9 National Tests. Each scheme contains one formal Assessment Task, modelled on the QCA Assessing Pupil Progress (APP) reading tasks. The QCA mark sheets can be used to mark each assessment. I hope that in these schemes of work you will find a good range of valuable teaching and learning resources to support delivery of texts by a wonderful range of contemporary children’s writers.

Introduction


© Pearson Education Ltd 2008

127

Med

ium

-ter

m p

lan

: D

iari

es

T

itle

and

aut

hor

Les

son

outc

ome

and

obj

ecti

ves

Ren

ewed

Fra

mew

ork

Obj

ecti

ves

Yea

r 7

Ren

ewed

Fra

mew

ork

Obj

ecti

ves

Yea

r 8

AF

R

esou

rces

1

‘Wor

th I

t’ b

y M

alor

ie B

lack

man

Les

son

1

1.

Dis

cuss

aw

aren

ess

of f

amou

s di

arie

s.

2.

Rea

d th

e st

ory

and

asse

ss w

hat s

tude

nts

now

kno

w, w

ant t

o kn

ow a

nd th

e ev

iden

ce f

or th

is. M

ake

pred

icti

ons.

3.

Ana

lyse

a c

hara

cter

.

4.

Exp

lore

the

them

e of

per

seve

ranc

e.

5.

Res

earc

h re

al /

fict

iona

l dia

ries

.

5.2

iden

tify

and

unde

rsta

nd th

e m

ain

idea

s, v

iew

poin

ts, t

hem

es

and

purp

oses

in te

xt

5.3

mak

e in

form

ed c

hoic

es o

f te

xt a

nd e

xpre

ss th

eir

pref

eren

ces

5.2

trac

e th

e de

velo

pmen

t of

wri

ters

’ id

eas,

vie

wpo

ints

and

th

emes

in d

iffe

rent

text

s

5.3

broa

den

thei

r ex

peri

ence

of

read

ing

and

expr

ess

pref

eren

ces

and

opin

ions

abo

ut t

exts

AF

1 1.

1

2

‘Wor

th I

t’ b

y M

alor

ie B

lack

man

Les

son

2

1.

Iden

tify

and

sele

ct s

ente

nces

with

a r

ange

of

pun

ctua

tion.

2.

Exp

lore

the

impo

rtan

ce o

f pu

nctu

atio

n.

3.

Sel

ect a

nd e

xpla

in th

e w

rite

r’s

use

of

lang

uage

4.

Dev

elop

poi

nt, e

vide

nce,

exp

lana

tion

pa

ragr

aphs

.

5.

Wri

te th

e op

enin

g of

a s

hort

sto

ry u

sing

a

rang

e of

lang

uage

fea

ture

s.

5.1b

use

infe

renc

e an

d de

duct

ion

to r

ecog

nise

impl

icit

mea

ning

s at

se

nten

ce a

nd te

xt le

vel

5.1c

mak

e re

leva

nt n

otes

whe

n ga

ther

ing

idea

s fr

om te

xts

7.2

draw

on

the

conv

enti

ons

of

wri

tten

for

ms

to p

lan

wri

ting

and

de

velo

p id

eas

to f

it a

spe

cifi

c te

xt

5.1b

use

infe

renc

e an

d de

duct

ion

to e

xplo

re la

yers

of

mea

ning

w

ithin

a te

xt

5.1c

mak

e re

leva

nt n

otes

whe

n re

sear

chin

g di

ffer

ent s

ourc

es

7.2

plan

wri

ting

and

deve

lop

idea

s to

sui

t a s

peci

fic

audi

ence

, pu

rpos

e an

d ta

sk b

y ad

aptin

g fa

mil

iar

form

s an

d co

nven

tion

s

AF

2

AF

5

1.2,

1.3

3

Ext

ract

fro

m

‘Pri

nces

s D

iari

es’

by M

eg C

abot

Les

son

1

1.

Dis

cuss

exp

ecta

tions

fro

m a

n ex

trac

t. R

ead

the

stor

y.

2.

Und

erst

and

new

voc

abul

ary.

3.

Ret

riev

e in

form

atio

n.

4.

Wri

te a

cha

ract

er p

rofi

le.

5.

Stu

dent

s cr

eate

thei

r ow

n pr

ofil

e il

lust

rate

d w

ith p

ictu

res,

whi

ch c

ould

be

in th

e fo

rm o

f a

coll

age.

5.1a

use

ski

mm

ing

and

scan

ning

to

loca

te th

e m

ain

poin

ts

8.3

use

voca

bula

ry p

reci

sely

to

clar

ify

mea

ning

5.1a

use

a r

ange

of

read

ing

stra

tegi

es to

ret

riev

e re

leva

nt

info

rmat

ion

8.3

draw

ing

inde

pend

entl

y on

th

e ra

nge

of v

arie

ty o

f th

eir

own

voca

bula

ry

AF

2

AF

3

2.1

2.2,

2.3

, 2.

4, 2

.5, 2

.6

128



T

itle

and

aut

hor

Les

son

outc

ome

and

obj

ecti

ves

Ren

ewed

Fra

mew

ork

Obj

ecti

ves

Yea

r 7

Ren

ewed

Fra

mew

ork

Obj

ecti

ves

Yea

r 8

AF

R

esou

rces

4 E

xtra

ct f

rom

‘P

rinc

ess

Dia

ries

’ by

Meg

Cab

ot

Les

son

2

1.

Lis

t of

com

pari

son

conn

ectiv

es.

2.

Cho

cola

te b

ar V

enn

diag

ram

.

3.

Ven

n di

agra

m c

ompa

ring

‘W

orth

It’

to

‘The

Pri

nces

s D

iari

es’.

4.

PE

E p

arag

raph

s co

mpa

ring

‘W

orth

It’

to

‘The

Pri

nces

s D

iari

es’.

5.

Stu

dent

s co

mpa

re th

eir

own

topi

c us

ing

Ven

n di

agra

ms

and

conn

ectiv

es.

5.1c

mak

e re

leva

nt n

otes

whe

n ga

ther

ing

idea

s fr

om te

xts

7.1

deve

lop

diff

eren

t way

s of

ge

nera

ting

orga

nisi

ng a

nd

shap

ing

idea

s

5.1c

mak

e re

leva

nt n

otes

whe

n re

sear

chin

g di

ffer

ent t

exts

7.1

expl

ore,

pro

blem

sol

ve,

conn

ect a

nd s

hape

idea

s

AF

6

AF

6

2.7,

2.8

, 2.9

2.

10, 2

.11,

2.

12

5

‘Jul

ie, M

e an

d …

M

akes

Thr

ee’

by

Ala

n G

ibbo

ns

Les

son

1

1.

Pre

dict

ions

bas

ed o

n th

e ti

tle

of th

e st

ory.

S

tart

rea

ding

the

stor

y.

2.

Exp

lore

a c

hara

cter

’s r

eact

ion

to a

noth

er

char

acte

r, d

iscu

ssin

g a

rang

e of

dev

ices

e.

g. h

yper

bole

, exa

gger

atio

n, s

imil

es.

3.

Sel

ect a

ran

ge o

f in

tere

stin

g ve

rbs.

4.

Sel

f-ev

alua

tion

of

stud

ents

’ ow

n pr

ogre

ss.

5.

Usi

ng te

n ve

rbs,

wri

te a

sho

rt s

port

ing

com

men

tary

.

6.2a

iden

tify

and

desc

ribe

the

effe

ct o

f sp

ecif

ic f

eatu

res

of

wri

ters

’ us

e of

lang

uage

and

gr

amm

ar

6.2b

rec

ogni

se a

nd c

omm

ent o

n ho

w w

rite

rs’

choi

ce a

nd

tech

niqu

es h

ave

an e

ffec

t on

read

ers

6.2a

exp

lore

the

rang

e va

riet

y an

d ef

fect

of

lingu

isti

c gr

amm

atic

al a

nd li

tera

ry f

eatu

res

used

by

wri

ters

6.2b

rec

ogni

se a

nd c

omm

ent o

n ho

w w

rite

rs’

lang

uage

cho

ices

co

ntri

bute

to th

e ov

eral

l eff

ect

AF

6

AF

5

AF

2

3.1,

3.2

, 3.3

,

3.4,

3.5

, 3.6

,

3.7,

3.8

6

‘Jul

ie, M

e an

d …

M

akes

Thr

ee’

by

Ala

n G

ibbo

ns

Les

son

2

1.

Wor

d as

soci

atio

ns m

ade

in r

elat

ion

to th

e th

emes

.

2.

Stu

dent

s co

ntin

ue r

eadi

ng th

e st

ory

and

sele

ct q

uota

tion

s fo

r th

eir

them

e.

3.

Seq

uenc

e th

e ev

ents

of

the

stor

y.

4.

Cre

ate

subh

eadi

ngs

for

sect

ions

of

the

extr

act.

5.

Wri

te a

dia

ry e

ntry

fro

m a

noth

er

char

acte

r’s

poin

t of

view

.

5.1a

, 5.1

b, 5

.1c

8.1a

dev

elop

cha

ract

er a

nd v

oice

in

thei

r ow

n w

ritin

g th

roug

h th

eir

unde

rsta

ndin

g of

nar

rati

ve

voic

e in

fic

tion

5.1a

, 5.1

b, 5

.1c

8.1a

dra

w o

n so

me

tech

niqu

es

and

devi

ces

used

by

wri

ters

in

orde

r to

dev

elop

dis

tinct

ive

char

acte

r an

d vo

ice

in th

eir

own

fict

ion

AF

2

AF

3

AF

4

3.9,

3.1

0,

3.11

, 3.1

2,

3.13

, 3.

14,3

.15,

3.16

, 3.1

7,

3.18

, 3.

19,3

.20,

3.

21

7

‘Dou

ble

Thi

rtee

n’

by E

lean

or U

pdal

e

Les

son

1

1.

W

ord

ass

oci

atio

ns

mad

e i

n r

elat

ion

to

th

e

them

es.

2.

S

tud

ents

mak

e p

red

icti

on

s ab

ou

t th

e

sto

ry, b

ase

d o

n t

heir

rea

din

g o

f th

e fi

rst

5.1b

use

infe

renc

e an

d de

duct

ion

to r

ecog

nise

impl

icit

mea

ning

s at

se

nten

ce a

nd te

xt le

vel

5.2

iden

tify

and

unde

rsta

nd th

e

5.1b

use

infe

renc

e an

d de

duct

ion

to e

xplo

re la

yers

of

mea

ning

w

ithin

a te

xt

5.2

trac

e th

e de

velo

pmen

t of

All

AF

s 4.

1, 4

.2, 4

.3,

4.5



129

T

itle

and

aut

hor

Les

son

outc

ome

and

obj

ecti

ves

Ren

ewed

Fra

mew

ork

Obj

ecti

ves

Yea

r 7

Ren

ewed

Fra

mew

ork

Obj

ecti

ves

Yea

r 8

AF

R

esou

rces

fiv

e p

arag

rap

hs.

3.

R

ead

th

e st

ory

.

4.

S

tart

wo

rk o

n A

sses

smen

t T

ask

.

5.

H

ot-

seat

ing

act

ivit

y o

r w

riti

ng

an

ag

on

y

aun

t le

tter

.

mai

n id

eas,

vie

wpo

ints

, the

mes

an

d pu

rpos

es in

text

wri

ters

’ id

eas,

vie

wpo

ints

and

th

emes

in d

iffe

rent

text

s

8

‘Dou

ble

Thi

rtee

n’

by E

lean

or U

pdal

e

Les

son

2

1.

Rec

ap u

nder

stan

ding

fro

m la

st le

sson

.

2.

Dis

cuss

the

use

of f

irst

-per

son

narr

atio

n.

3.

Stu

dent

s to

com

plet

e A

sses

smen

t Tas

k..

4.

Self

-ass

essm

ent u

sing

QC

A m

ark

shee

ts.

5.

Res

earc

h ad

vice

and

wri

ting

and

agon

y au

nt le

tter

and

rep

ly.

7 5.

1abc

5.2

5.3

6.1

6.2

8 5.

1abc

5.2

5.3

6.1

6.2

All

AF

s 4

.2, 4

.4, 4

.5

QC

A m

ark

shee

ts

130



‘Worth It’ by Malorie Blackman Lesson 1

Class: 7 Date: Period:

As a result of this lesson:

• all students will be able to: read the story ‘Worth It’ and discuss what they know about the character of Judith; make at least one prediction about the rest of the story.

• most students will be able to: read the story ‘Worth It’, discuss and fill in most of the KWEL chart and make various predictions about the rest of the story.

• some students will be able to: read the story ‘Worth It’, complete the KWEL chart and make varied and thoughtful predictions about the rest of the story.

Assessment focus (Reading):

AF1 use a range of strategies including accurate decoding of text to read for meaning

Renewed Framework Objectives:

Yr 7 5.2 identify and understand the main ideas, viewpoints, themes and purposes in text

Yr 7 5.3 make informed choices of text and express their preferences

Yr 8 5.2 trace the development of writers’ ideas, viewpoints and themes in different texts

Yr 8 5.3 broaden their experience of reading and express preferences and opinions about texts

Resources:

1.1: Exploring the opening of ‘Worth It’

Post-it notes or small pieces of paper and blu-tac.

A3 paper.

Personal teaching notes





Starter:

10 minutes

As a class, list all the famous diaries that the students are aware of. Distinguish between real diaries and diaries of fictional characters. If students are unaware of any diaries, set the homework at this point.

Introduction:

20 minutes

Read aloud to the class the first paragraph of the story ‘Worth It’. Explain that this is the diary of a fictional character. Students are to fill in the table on Resource 1.1: Exploring the opening of ‘Worth It’. Explain the rationale of a KWEL table:

1. What do I know about this person from their diary?

2. What I want to know about this person?

3. Where will I find the evidence for this?

Students will need to continue reading the diary before they can fill in:

4. What have I learnt about Judith?

Development:

25 minutes

In small groups, students read the whole story. Give each group four post-it notes. After reading the first four diary entries, each group should make at least one prediction, thinking about the plot and characters and what they know from the previous entries. Predictions can be made before reading the entry for each day. Each prediction is to be written on a post-it note (or blu-tacked paper) and collected on to central sheets of paper labelled Monday, Tuesday, Wednesday and Thursday.

Plenary:

5 minutes

As a class, review the predictions that were made and discuss the theme of perseverance.

Homework / Extension

Find out the names of five diaries of fictional characters and/or five diaries by real people.

Additional teaching guidance

http://www.sicklecellsociety.org/education.htm

If you would like a detailed explanation about Sickle Cell Disorder, the above website is a useful place to start.

132



Exploring the opening of ‘Worth It’

Read the first entry: Monday 28th June, then answer the following questions.

KWEL (Know, Want, Evidence, Learned)

1. What do I

know about

this person

from their

diary?

2. What do I

want to know

about this

person?

3. Where will I

find the

evidence for

this?

Continue reading the diary, then fill in:

4. What have I

learnt about

Judith?

Resource 1.1






• all students will be able to: identify at least one sentence and write it accurately with the correct punctuation; identify quotations that use at least two of the language features.

• most students will be able to: identify at least three sentences and write them accurately with a range of punctuation; identify quotations that use at least three of the language features.

• some students will be able to: identify five sentences and write them accurately with a range of punctuation; identify quotations that use all the language features.

Assessment foci (Reading):

AF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text

AF5 explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level


Yr 7 5.1b use inference and deduction to recognise implicit meanings at sentence and text level

Yr 7 5.1c make relevant notes when gathering ideas from texts

Yr 7 7.2 draw on the conventions of written forms to plan writing and develop ideas to fit a specific text

Yr 8 5.1b use inference and deduction to explore layers of meaning within a text

Yr 8 5.1c make relevant notes when researching different sources

Yr 8 7.2 plan writing and develop ideas to suit a specific audience, purpose and task by adapting familiar forms and conventions

Resources:

1.2: Punctuation

1.3: Language in ‘Worth It’


134





Starter:

10 minutes

Students write down sentences that use examples of the following punctuation marks:

? ! … ‘ ’ and –

If students are not familiar with the technical terms, e.g. question mark, exclamation mark, ellipsis, speech marks and dash, explain them. Resource 1.2: Punctuation can be used to support less confident students.

Introduction:

10 minutes

As a class, or as individuals, students are to give three reasons why it is important for a writer to use varied punctuation.

Development:

25 minutes

Using Resource 1.3: Language in ‘Worth It’ students are to find, explain and comment on Malorie Blackman’s use of language in the story ‘Worth It’. This could be carried out individually, or if the students are unfamiliar with the Point, Evidence, Explanation requirements, the table could be filled in as a class.

Plenary:

15 minutes

Focus on the importance of the explanations. Students are to take at least three of the devices and, using the notes in the chart, to write in full sentences. To ensure students have used Point, Evidence, Explanation, they could label, in the margin, PEE, or use highlighters or coloured pens or pencils to colour-code their paragraphs. These paragraphs can then be read out.


Write the opening of a short story, attempting to use a range of the language features demonstrated by Malorie Blackman. Students are to use the diary format with the same title ‘Worth It’ (but with different characters).


If Resource 1.3: Language in ‘Worth It’ is to be photocopied, it could be enlarged to A3, to give students plenty of space to write in.



Punctuation

Find and write down sentences that use the following punctuation marks:

? ! … “ ” –

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Give three reasons why you think it is important for a writer to use various

types of punctuation.

1. ________________________________________________

________________________________________________

2. ________________________________________________

________________________________________________

3. ________________________________________________

________________________________________________

Resource 1.2

136



Language in ‘Worth It’ Find, explain and comment on Malorie Blackman’s use of language in the

story ‘Worth It’.

Point – Find examples of the following devices:

Evidence – an example of this device

Explanation – Why this device is used

1. Rhetorical question

A figure of speech in the form of a question posed for effect rather than for the purpose of getting an answer.

2. Exaggeration

To represent as greater than is actually the case; to overstate.

3. Italicised words

Words that have been changed from a normal typeface to italics, for emphasis.

4. Repetition

Where words or certain phrases are repeated for a stronger emphasis by the author.

5. Emotive language

Language that causes people to feel emotional.

Resource 1.3



‘The Princess Diaries’ by Meg Cabot Lesson 1



• all students will be able to: discuss their expectations; understand ten new words; read ‘The Princess Diaries’; extract and retrieve information about the main character, Mia Thermpolis.

• most students will be able to: discuss a range of expectations; use a dictionary or Resource 2.3: Muddled Up to work out the meanings of new words; read ‘The Princess Diaries’ and extract and write down a range of information about the main character.

• some students will be able to: discuss and note down a range of expectations; successfully use a dictionary to work out the meaning of all ten words; read ‘The Princess Diaries’ and extract detailed information as well as hypothesise about information that is not explicit.

Assessment foci

AF2 (Reading) understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text

AF3 (Writing) organise and present whole texts effectively


Yr 7 5.1a use skimming and scanning to locate the main points

Yr 8 5.1a use a range of reading strategies to retrieve relevant information

Yr 7 8.3 use vocabulary precisely to clarify meaning

Yr 8 8.3 drawing independently on the range of variety of their own vocabulary

Resources:

2.1: What do you expect from ‘The Princess Diaries’?

2.2: New words – using a dictionary

2.3: New words – muddled up

2.4: New words – answers

2.5a–b: Mia’s profile

2.6a–b: My profile


Students may have seen the film series ‘The Princess Diaries’. However, encourage them to focus their understanding on the text.

138



‘The Princess Diaries’ by Meg Cabot Lesson 1


Starter:

10 minutes

Introduce the extract from ‘The Princess Diaries’. Discuss with students what their expectations are about the extract and why they think as they do. These could be collated in a spider diagram like the one on Resource 2.1: What do you expect from ‘The Princess Diaries’?

Introduction:

15 minutes

Students can either be given Resource 2.2: New words: Using a dictionary, where they have to look up ten words from scratch, using a dictionary. Alternatively, less confident students could be given Resource 2.3: New words: muddled up and draw lines to the correct words (checking any unfamiliar words with a dictionary.) Go through the answers with students, using Resource 2.4: New words: Answers.

Development:

25 minutes

Students are to read ‘The Princess Diaries’ independently. As they read, they complete the profile questions on Resource 2.5: Mia’s profile, extracting information about Mia Thermopolis from the text.

Plenary:

10 minutes

In pairs, students compare their answers, sharing ideas that are duplicated and any different responses. They should write down three questions they would like to know the answer to about the main character, Mia Thermpolis.


Students are to fill in and create their own profile, using Resource 2.6: My profile if they are less confident. Their profile could be illustrated with pictures, and made into a collage, using digital camera pictures, or pictures from the Internet.




What do you expect from ‘The Princess Diaries’? Complete this spider diagram with your expectations about ‘The Princess

Diaries’, explaining why you think as you do.

What I expect from

‘The Princess Diaries’

Resource 2.1

140



New words – using a dictionary When you read a text, you may find some new or unfamiliar words.

The words below are a mixture of new vocabulary and Americanisms. Using

a dictionary to help you, write their meanings in the table below.

New words Definitions

repressing

flunking

solitary

diversity

prank

mandatory

incarcerated

omnipotent

concierge

scepticism

Resource 2.2



New words – muddled up

When you read a text, you may find some new or unfamiliar words.

The words below are a mixture of new vocabulary and Americanisms. Draw a

line from each word to its correct definition.


1. repressing a) imprisoned

2. flunking b) keeping (feelings) in check

3. solitary c) failing

4. diversity d) alone, single; lonely (of a place)

5. prank e) by official or authoritative command

6. mandatory f) having unlimited power

7. incarcerated g) mischievous trick or escapade, frolic

8. omnipotent h) problem-solver and support person in a hotel

9. concierge i) doubting generally accepted beliefs

10. scepticism j) variety

Resource 2.3

142



New words – answers

When you read a text, you may find some new or unfamiliar words.

The words below are a mixture of new vocabulary and Americanisms, and

are matched with their correct definitions.


1. repressing b) keeping (feelings) in check

2. flunking c) failing

3. solitary d) alone, single; lonely (of a place)

4. diversity j) variety

5. prank g) mischievous trick or escapade, frolic

6. mandatory e) by official or authoritative command

7. incarcerated a) imprisoned

8. omnipotent f) having unlimited power

9. concierge h) problem-solver and support person in a hotel

10. scepticism i) doubting generally accepted beliefs

Resource 2.4



Mia’s profile Complete this profile with details about Mia from ‘The Princess Diaries’.

Resource 2.5a

Mia’s profile

Name ____________________________________________

Nickname ____________________________________________

Age ____________________________________________

Born ____________________________________________

Location ____________________________________________

______________________________________________________

Hobbies ____________________________________________

______________________________________________________

Heroes ____________________________________________

______________________________________________________

What might Mia be when she grows up ____________________

______________________________________________________

Personality at the moment _______________________________

______________________________________________________

Worries ____________________________________________

Physical make-up _______________________________________

Sex ____________________________________________

Height ____________________________________________

Weight ____________________________________________

144



Resource 2.5b

Mia’s profile (continued) Hair colour ____________________________________________

Eye colour ____________________________________________

Distinguishing marks ___________________________________

Best friend ____________________________________________

Sex ____________________________________________

Age ____________________________________________

Personality ____________________________________________

______________________________________________________

Pets ____________________________________________

Type ____________________________________________

Names ____________________________________________

Ages ____________________________________________

Mia’s house ____________________________________________

______________________________________________________

Mia’s room ____________________________________________

______________________________________________________

Other important information _____________________________

______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________



My profile Complete this profile with your own personal details.

Resource 2.6a

My profile

Name ____________________________________________

Nickname ____________________________________________

Age ____________________________________________

Born ____________________________________________

Location ____________________________________________

______________________________________________________

Hobbies ____________________________________________

______________________________________________________

Heroes ____________________________________________

______________________________________________________

What I’ll be when I grow up _____________________________

______________________________________________________

Personality at the moment _______________________________

______________________________________________________

Worries ____________________________________________

Physical make-up _______________________________________

Sex ____________________________________________

Height ____________________________________________

Weight ____________________________________________

Hair colour ____________________________________________

146



Resource 2.6b

My profile (continued)

Eye colour ____________________________________________

Distinguishing marks ___________________________________

Best friend ____________________________________________

Sex ____________________________________________

Age ____________________________________________

Personality ____________________________________________

______________________________________________________

Pets ____________________________________________

Type ____________________________________________

Names ____________________________________________

Ages ____________________________________________

My house ____________________________________________

______________________________________________________

My room ____________________________________________

______________________________________________________

Other important information _____________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________



‘The Princess Diaries’ and ‘Worth It’ Lesson 2

Class:7 Date: Period:


• all students will be able to: know at least one connective for comparison and contrast; make the connection that both stories have similar themes; highlight or underline the connectives in the modelled example.

• most students will be able to: know a range of connectives for comparison and contrast; make a range of connections using some of the bullet points; attempt to write in paragraphs using at least four connectives successfully.

• some students will be able to: know and apply a range of connectives for comparison and contrast; make comparisons and contrasts for each bullet point; write in detail, applying their understanding of connectives and be able to identify them in their own writing.

Assessment focus (Reading):

AF6 identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader


Yr 7 5.1c make relevant notes when gathering ideas from texts

Yr 7 7.1 develop different ways of generating organizing and shaping ideas

Yr 8 5.1c make relevant notes when researching different texts

Yr 8 7.1 explore, problem-solve, connect and shape ideas

Resources:

2.7: Connectives

2.8: Venn diagrams – comparing chocolate

2.9: Venn diagrams – comparing ‘Worth It’ and ‘The Princess Diaries’

2.10a–b: Sentence starters for writing comparatively

2.11: Teacher modelling – comparison

2.12: Teacher modelling – comparison with connectives identified

Two different chocolate bars


148



‘The Princess Diaries’ and ‘Worth It’ Lesson 2

Class: Date: Period:

Starter:

10 minutes

As a class, students should list as many connectives for comparison as they can. You might want to start the list with ‘both’ as a prompt. Reveal the comparison list on Resource 2.7: Connectives to see how many students found. As a class, students list as many connectives for contrast as they can: start the list with ‘alternatively’. Then reveal the contrast list on Resource 2.7: Connectives so students can see how many they found.

Introduction:

10 minutes

To help students understand how to compare two stories, use the Venn diagrams on Resource 2.8: Venn diagrams – comparing chocolate. Explain to the class that one of the purposes of a Venn diagram is to make comparisons; each story has a circle but the space where the circles overlap is where the ideas that are the same in both stories go. Model comparisons using two chocolate bars. Choose two students to scribe on the board, one for each circle (they can take turns to write in the overlapping section).

Development:

20 minutes

Using Resource 2.9: Venn diagrams – comparing ‘Worth It’ and ‘The Princess Diaries’. Bullet points are included to prompt the discussion. This activity could be carried out as a whole class, or in small groups. As a whole class, choose two students to scribe, one for each circle (they can take turns to write in the overlapping section). As the students make the comparisons, feed back to the students by using the connectives from the starter activity.

Plenary:

20 minutes

More confident students can use the connectives from the starter activity as their support to write at least two paragraphs comparing the stories. Most students may need to use the sentence starters provided on Resource 2.10: Sentence starters for writing comparatively.

The first paragraph of Resource 2.12: Teacher modelling – comparison with connectives identified could be shown, to model to the students what is expected. Less confident students could read Resource 2.11: Teacher modelling – comparison and identify the connectives used by underlining or highlighting them.


All students are to draw their own Venn diagram of two similar subjects of their choice. All but the least confident students should then use a range of connectives to write in sentences and compare their subjects.


When students are drawing their own Venn diagrams, A3 paper is best, so that they have plenty of space. Encourage a large overlap of the circles. Alternatively a double-page spread in their books could be used.

When making notes on the board, it might be advisable to have more than one resource sheet photocopied, so that you do not run out of space.



Connectives

Connectives for comparison

Both Likewise

Equally Like

Similarly As with

In the same way

Connectives for contrast

Alternatively Otherwise

Whereas Unlike

Instead On the other hand

Resource 2.7


150 © Pearson Education Ltd 2008

Ven

n di

agra

ms

– co

mpa

ring

cho

cola

te

Cho

cola

te 2

__

__

__

__

__

__

__

__

_

Ide

as

to

he

lp

yo

u m

ak

e

co

mp

ari

so

ns

: •

wra

pp

er

• sh

ap

e

• co

lou

r

• te

xtu

re

• ta

ste

.

Co

nn

ec

tiv

es

fo

r c

om

pa

ris

on

: b

oth

; e

qu

ally

; sim

ilarl

y;

in t

he

sa

me

wa

y;

like

wis

e;

like

; a

s

with

. C

on

nec

tiv

es

fo

r c

on

tra

st:

a

lte

rna

tive

ly;

inste

ad

;

oth

erw

ise

; un

like

; o

n t

he

oth

er

ha

nd

.

Cho

cola

te 1

____

___

___

___

___

_

Reso

urce 2

.8



Ven

n di

agra

ms

– co

mpa

ring

‘W

orth

It’

and

‘T

he P

rinc

ess

Dia

ries

’

‘Th

e P

rin

ces

s D

iari

es’

by

Meg

Cab

ot

‘Wo

rth I

t’ b

y

Mal

ori

e B

lack

man

Reso

urce 2

.9

Ide

as

to

he

lp

yo

u m

ak

e

co

mp

ari

so

ns

: •

co

nte

nt

• th

em

es

• p

lot

• ch

ara

cte

rs

• m

essa

ge

.

Co

nn

ec

tiv

es

fo

r c

om

pa

ris

on

: b

oth

; e

qu

ally

; sim

ilarl

y;

in t

he

sa

me

wa

y;

like

wis

e;

like

; a

s

with

. C

on

nec

tiv

es

fo

r c

on

tra

st:

a

lte

rna

tive

ly;

inste

ad

;

oth

erw

ise

; un

like

; o

n t

he

oth

er

ha

nd

.

152



Sentence starters for writing comparatively Compare ‘Worth It’ by Malorie Blackman to ‘The Princess Diaries’ by Meg

Cabot by completing the sentences below.

Both stories are about ____________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Similarly, the main characters are ___________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

However, in ‘Worth It’ the narrator ___________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Whereas, in ‘The Princess Diaries’ ___________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Resource 2.10a



Sentence starters for writing comparatively (continued)

In the same way, both characters __________________________

______________________________________________________

________________________________________ achieves this by

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Likewise, both stories use ________________________________

_____________________________________________________ .

This gives the message that _______________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Resource 2.10b

154



Teacher modelling – comparison A comparison of ‘Worth It’ and ‘The Princess Diaries’

Both stories are about young girls who write diaries. Both the main characters

have something about them that they were born with and cannot change.

Both are strong and lively characters who are dealing with being a teenager,

although in different countries and different circumstances. However, in

‘Worth It’ the narrator has been born with a sickle cell disorder:

‘what was causing my stomach pains and the pains in my arms and legs was

Sickle Cell…’

Whereas, in ‘The Princess Diaries’ Mia finds out that her father is a prince:

‘BECAUSE HE’S A PRINCE’

In the same way, both have to deal with something that they were born with.

Judith achieves this by focusing on playing tennis and trying to stay positive

about what she is still able to do. In this extract, Mia is in shock about her

family background and at first has difficulty in believing this news.

Both stories have the main character writing a diary. This gives the message

that the story is being told from one person’s point of view and we need to

remember that this is a biased position. Telling the story only in the form of a

diary means that the story focuses on feelings as well as the events that are

important to Mia and Judith. The moral behind both stories could be one of

coping in different and in some cases difficult situations. Mia is just learning

about how her life will change, whereas in the story ‘Worth It’, Judith is

already coping with living with sickle cell, and she tries to continue her life

without acknowledging how she might have to change.

Resource 2.11



Teacher modelling – comparison with connectives identified A comparison of ‘Worth It’ and ‘The Princess Diaries’

Both stories are about young girls who write diaries. Both the main

characters have something about them that they were born with and cannot

change. Both girls are strong and lively characters who are dealing with

being a teenager, although in different countries and different circumstances.

However, in ‘Worth It’ the narrator has been born with a sickle cell disorder:

‘what was causing my stomach pains and the pains in my arms and legs was

Sickle Cell,…’

Whereas, in ‘The Princess Diaries’ Mia finds out that her father is a Prince:

‘BECAUSE HE’S A PRINCE’

In the same way, both have to deal with something that they were born with.

Judith achieves this by focusing on playing tennis and trying to stay positive

about what she is still able to do. In this extract, Mia is in shock about her

family background and at first has difficulty in believing this news.

Both stories have the main character writing a diary. This gives the message

that the story is being told from one person’s point of view and we need to

remember that this is a biased position. Telling the story only in the form of a

diary means that the story focuses on feelings as well as the events that are

important to Mia and Judith. The moral behind both stories could be one of

coping in different and in some cases difficult situations. Mia is just learning

about how her life will change, whereas in the story ‘Worth It’, Judith is

already coping with living with sickle cell and she tries to continue her life

without acknowledging how she might have to change.

Resource 2.12

156



‘Julie and Me and Michael Owen Makes Three’ by Alan Gibbons

Lesson 1



• all students will be able to: understand Terry’s feelings; identify one device used; offer at least one piece of advice for Terry; identify at least two verbs.

• most students will be able to: explore Terry’s feelings; select at least two quotes; identify most of the devices used; offer several pieces of advice for Terry; identify a range of verbs.

• some students will be able to: analyse Terry’s feelings; identify all of the devices used; select a range of quotes; offer a range of advice for Terry; identify a wide range of verbs; write a short commentary of a game using a range of verbs.






Yr 7 6.2a identify and describe the effect of specific features of writers’ use of language and grammar

Yr 7 6.2b recognise and comment on how writers’ choices and techniques have an effect on readers

Yr 8 6.2a explore the range variety and effect of linguistic grammatical and literary features used by writers

Yr 8 6.2b recognise and comment on how writers’ language choices contribute to the overall effect

Resources:

3.1: Predictions from ‘Julie and Me and Michael Owen Makes Three’

3.2: Modelled example 1: Terry’s reaction to Julie

3.2: Modelled example 2: Terry’s reaction to Julie

3.4: Completed table: Terry’s reaction to Julie

3.5: Advice for Terry

3.6: Ten football verbs

3.7: Teacher copy: Ten football verbs

3.8: Plenary questions





Lesson 1


Starter:

5 minutes

Using Resource 3.1: Predictions from ‘Julie and Me and Michael Owen Makes Three’, discuss with the class the title of the novel and make predictions about what they expect to read.

Introduction:

20 minutes

Students are to read the entry for Tuesday 20th June 2000 10:40am. Students are to explore Terry’s reaction by using Resource 3.2: Modelled example 1: Terry’s reaction to Julie. Less confident students could use Resource 3.3: Modelled example 2: Terry’s reaction to Julie.

You may have to recap the following devices: hyperbole/exaggeration; similes; cluster of three; metaphors. As a class, discuss students’ answers. Resource 3.4: Competed table: Terry’s reaction to Julie could be used to support students.

Using Resource 3.5: Advice for Terry, students should work in pairs to consider what advice they would give to Terry at this moment in the story to enable him to ask Julie out. Encourage students to try to think about different steps he could take.

Development:

30 minutes

Students are to continue reading from Tuesday 20th June 3.10pm until the end of the day. As they are reading, or afterwards, students can use Resource 3.6: Ten football verbs to collect ten verbs that they consider to be interesting. Using Resource 3.7: Teacher copy: Ten football verbs these can be revealed alternatively. Different verbs can be collected from students.

Plenary:

5 minutes

Using Resource 3.8: Plenary questions, give students a choice of questions to answer about the lesson.


Using their own ten verbs, students write a short commentary of a football match. (Alternatively, students could choose another game and list their own verbs, e.g. for netball, hockey, basketball.)


158



Predictions from ‘Julie and Me and Michael Owen Makes Three’ Complete this spider diagram with your predictions about what will happen in

‘Julie and Me and Michael Owen Makes Three’, explaining why you think as

you do.

Predictions and reasons

Resource 3.1



Mod

elle

d ex

ampl

e 1:

Ter

ry’s

rea

ctio

n to

Jul

ie

Analy

se T

err

y’s

rea

ctio

n w

hen h

e s

ees J

ulie

Cart

er

for

the fir

st tim

e.

Po

int

– T

err

y’s

re

ac

tio

n.

Us

e f

ive

dif

fere

nt

ad

jecti

ve

s

Ev

ide

nc

e –

a q

uo

te t

o s

up

po

rt t

his

po

int

Ex

pla

nati

on

– W

hic

h d

ev

ice

has

be

en

us

ed

? W

hy

ha

s T

err

y’s

re

ac

tio

n b

een

de

sc

rib

ed

in

th

is w

ay?

Ne

rvo

us

‘I’v

e g

on

e a

ll ga

sp

y a

nd u

rge

nt

and

bre

ath

less…

’

Clu

ste

r o

f th

ree

to

em

ph

asis

e T

err

y’s

gro

win

g

ne

rvo

usne

ss.

Reso

urce 3

.2


160

Mod

elle

d ex

ampl

e 2:

Ter

ry’s

rea

ctio

n to

Jul

ie

Analy

se T

err

y’s

rea

ctio

n w

hen h

e s

ees J

ulie

Cart

er

for

the fir

st tim

e.

Po

int

– T

err

y’s

re

ac

tio

n.

Us

e f

ive

dif

fere

nt

ad

jecti

ve

s

Ev

ide

nc

e –

a q

uo

te t

o s

up

po

rt t

his

po

int

Ex

pla

nati

on

– W

hic

h d

ev

ice

has

be

en

u

se

d?

Wh

y h

as

Te

rry

’s r

ea

cti

on

be

en

d

es

cri

bed

in

th

is w

ay?

Ne

rvo

us

C

luste

r o

f th

ree

to

em

ph

asis

e T

err

y’s

g

row

ing

nerv

ou

sne

ss.

‘Sp

irite

d f

rom

Wo

nd

erl

an

d …

wa

fte

d h

ere

fro

m

pa

rad

ise

… n

ew

ly m

ate

ria

lise

d fro

m th

e p

lan

et

Wo

w?

’

S

imile

use

d t

o e

mp

ha

sis

e th

at T

err

y’s

to

ng

ue

fe

els

bo

th larg

e b

ut

als

o d

an

gero

us,

like

he

m

igh

t sa

y t

he

wro

ng

th

ing

.

‘My h

ea

rt is b

rea

k-d

an

cin

g in

my r

ibca

ge.’

Sca

red

Reso

urce 3

.3



Com

plet

ed t

able

: T

erry

’s r

eact

ion

to J

ulie

A

naly

se T

err

y’s

rea

ctio

n w

hen h

e s

ees J

ulie

Cart

er

for

the fir

st tim

e.

Po

int

– T

err

y’s

re

ac

tio

n.

Us

e f

ive

dif

fere

nt

ad

jecti

ve

s

Ev

ide

nc

e –

a q

uo

te t

o s

up

po

rt t

his

po

int

Ex

pla

nati

on

– W

hic

h d

ev

ice

has

be

en

u

se

d?

Wh

y m

igh

t th

is h

av

e b

ee

n

us

ed

?

Ne

rvo

us

‘I’v

e g

on

e a

ll ga

sp

y a

nd u

rge

nt

and

b

rea

thle

ss…

’ C

luste

r o

f th

ree

to

em

ph

asis

e T

err

y’s

g

row

ing

nerv

ou

sne

ss.

Ove

rwh

elm

ed

‘Sp

irite

d f

rom

Wo

nd

erl

an

d …

wa

fte

d h

ere

fro

m

pa

rad

ise

… n

ew

ly m

ate

ria

lise

d fro

m th

e p

lan

et

Wo

w?

’

Exa

gg

era

tio

n to

sh

ow

Te

rry’s

str

on

g

rea

ctio

n to

Ju

lie. T

o d

em

on

str

ate

tha

t T

err

y’s

fe

elin

gs a

bo

ut

Ju

lie a

re v

ery

d

iffe

ren

tly fro

m h

is f

ee

ling

s a

bo

ut

eve

ryo

ne

els

e.

Wo

rrie

d

‘It’s lik

e t

alk

ing

with

a b

oa

co

nstr

icto

r in

yo

ur

mo

uth

.’

Sim

ile u

se

d t

o e

mp

ha

sis

e th

at T

err

y’s

to

ng

ue

fe

els

bo

th la

rge

bu

t a

lso

d

an

ge

rou

s,

like

he m

igh

t sa

y t

he

wro

ng

th

ing

.

An

xio

us

‘My h

ea

rt is b

rea

k-d

an

cin

g in

my r

ibca

ge.’

M

eta

ph

or

to s

ho

w t

ha

t T

err

y is f

ee

ling

lu

st.

Sca

red

‘My m

ou

th is a

s d

ry a

s s

an

dp

ap

er.

’ S

imile

to

de

mon

str

ate

th

at T

err

y’s

fe

ar

ha

s d

rie

d h

is m

ou

th.

Reso

urce 3

.4

162



Advice for Terry from ‘Julie and Me and Michael Owen Makes Three’ Use this diagram to help you plan the steps of advice you would give Terry to

help him ask Julie out.

Advice 1

Advice 2

Advice 3

Advice 4

Advice 5

Goal

Resource 3.5



Ten football verbs Read the 7.30pm entry and focus on the

description of the football game. Select ten verbs

that have been used.

Extension: Using the ten verbs that you have picked out, write a short

commentary of another football game. You can choose the teams.

Verbs

Reminder – a verb is a

word that expresses the

idea of action,

happening, or being.

Resource 3.6

164



Teacher copy: ten football verbs Ten verbs used in the 7.30pm entry.

flapped

volleys

passing

punches

bouncing

advancing

flicks

raised

skidding

sends

Verbs

Resource 3.7



Plenary questions Choose at least one of the questions from the list below and answer it.

1. Which part of the lesson did you enjoy the most today and why?

2. Select one part of the lesson and explain what you did and why.

3. Which part of the lesson did you find the most challenging and why?

4. What do you know now that you did not at the start of the lesson?

5. What three questions would you like to ask a character? Why would you

like to ask them? (Don’t forget to say which character you have chosen

to ask.)

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Resource 3.8

166




Lesson 2



• all students will be able to: understand the themes of the extract and sequence the main events of the extract.

• most students will be able to: explore the themes with a range of quotations; sequence the 14 events in order and create at least one subheading for a paragraph.

• some students will be able to: explore a range of themes with a variety of quotations; sequence all 14 events in order and create a range of subheadings, with reasons why it has been used; write a diary entry from a different character’s point of view.



AF3 deduce, infer or interpret information, events or ideas from texts

AF4 identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level


Yr 7 5.1a, 5.1b, 5.1c

Yr 8 5.1a, 5.1b, 5.1c

Yr 7 8.1a develop character and voice in their own writing through their understanding of narrative voice in fiction

Yr 8 8.1a draw on some techniques and devices used by writers in order to develop distinctive character and voice in their own fiction

Resources:

3.9: Word-association instruction cards

3.10: Word-association notes

3.11: Themes in ‘Julie and Me and Michael Owen Makes Three’

3.12: Theme: Football

3.13: Theme: Families

3.14: Theme: Friends

3.15: Theme: Love

3.16: Theme: Problems

3.17: Ordering events

3.18: Teacher copy – ordering events

3.19: Alphabetised teacher copy – ordering events

3.20: Structure of the text

3.21: Toolkit for diary writing





Lesson 2


Starter:

10 minutes

Students are to recap the story so far (depending on how much they read in the last lesson.) Then, using Resource 3.9: Word-association instruction cards, play the word-association game. Students should be in groups of four. Each member of a group has a designated role: A is the referee, B and C play the game by saying the first word they think of that is linked to the previous one. D is the scribe, using Resource 3.10: Word-association notes. These roles can be rotated for each word.

To remind themselves of the themes, using Resource 3.11: Themes in ‘Julie and Me and Michael Owen Makes Three’ students can then be split into groups of five in order to collect quotations about each theme, by scanning the story so far. Notes can be made using Resources 3.12–3.16.

Introduction: 15 minutes

Students are to continue reading the extract from the point they got to in the previous lesson. Either whilst they are reading, or afterwards, students can add quotations to their themed spider diagrams.

Development: 25 minutes

Using Resource 3.17: Ordering events students should work independently to number the events in order from 1 to14. Alternatively, students could cut out the events and reorder and glue them onto a separate piece of paper. As a class, discuss and go through the correct order, using Resource 3.18: Teacher copy – ordering events. There is an additional alphabetised teacher version (Resource 3.19: Alphabetised teacher copy – ordering events) for use, depending on whether or not the students cut up the sheet.

Plenary:

10 minutes

Using Resource 3.20: Structure of the text, students create subheadings for three paragraphs, giving reasons for their choice. This allows them to summarise the content as well as considering how the text has been organised.


Students could have the choice of writing a diary entry for Tuesday 20th June from one of the following characters point of view: Bobby, Julie, Geoff (Terry’s father) or Terry’s mother. To support this activity, refer students to Resource 3.21: Toolkit for diary writing.


168



Word-association instruction cards In fours, label yourselves A, B, C and D. Now distribute the cards below with

your instructions.

A’s role

You are the referee. Your job is to make sure that: • words are not repeated • words are only counted if they are connected to football • you tally the marks for both B and C, to see who says the most words. A

tally looks like this: /// = 3 things

The words for you to introduce are: 1. Football 2. Families 3. Friends 4. Love 5. Problems

B’s role

Your task is to think quickly. You have to say one word linked to the last word that was said. You must listen carefully to each other. You are not allowed to repeat any previous words, or simply change them into plurals, e.g. ‘football’ then ‘footballs’ is not allowed.

C’s role

Your task is to think quickly. You have to say one word linked to the last word that was said. You must listen carefully to each other. You are not allowed to repeat any previous words, or simply change them into plurals, e.g. ‘football’ then ‘footballs’ is not allowed.

D’s role

Your role is to write on the spider diagram all the different words that B and C say. Try to keep up – the diagram is to help you organise your ideas. Don’t worry about neatness! If you miss a word, don’t worry, just move on to the next one that you can catch.

Resource 3.9



Word-association notes Use this spider diagram to keep a note of the words B and C say during the

word-association game.

Problems

Love Friends

Families

Football

Word-associa-

tions

Resource 3.10

170



Themes in ‘Julie and Me and Michael Owen Makes Three’ Themes are ideas that keep recurring throughout a text.

In groups of five, think about each of the following themes discussed during

the word-association game. Each member of your group is to be given a

theme to focus on during the reading of the story:

A – 1 Football

B – 2 Families

C – 3 Friends

D – 4 Love

E – 5 Problems

Now either continue reading or recap on the extract from ‘Julie, Me and

Michael Owen Makes Three’.

Once you have finished reading, each member of the group is to find at least

five quotations for each theme, as part of a concept map.

Resource 3.11



Theme: Football Complete this spider diagram with at least five quotations from the story on

the theme of football.

Theme: Football

Resource 3.12

172



Theme: Families Complete this spider diagram with at least five quotations from the story on

the theme of families.

Theme: Families

Resource 3.13



Theme: Friends Complete this spider diagram with at least five quotations from the story on

the theme of friends.

Theme: Friends

Resource 3.14

174



Theme: Love Complete this spider diagram with at least five quotations from the story on

the theme of love.

Theme: Love

Resource 3.15



Theme: Problems Complete this spider diagram with at least five quotations from the story on

the theme of problems.

Theme: Problems

Resource 3.16

176



Ordering events

Using the numbers 1–14, number these events from the story in the order in

which they occur.

Events from ‘Julie and Me and Michael Owen Makes Three’ 1–14

a) Bobby is popular and has no trouble speaking to girls.

b) Bobby, Terry and his father discuss the football, before it

starts.

c) England is winning and the score is 2:1.

d) Kelly sees Terry staring at Julie and calls him a ‘Freak-a-zoid’.

e) Phil Neville fouls the Romanian player.

f) Romania equalise, the score is 2:2.

g) Terry discovers that Julie supports Liverpool Football Club.

h) Terry invites Bobby to watch the England versus Romania

football game.

i) Terry recaps on Tuesday 20 June 2000.

j) Terry remembers David Beckham’s foul in the World Cup game.

k) Terry sees Julie for the first time.

l) Terry thinks about the trip to Alton Towers and swimming at

Heatwaves.

m) Terry worries that Julie may be a ‘bimbo’.

n) Terry’s dad, Geoff, becomes angry and tells his son that he is

moving out.

Resource 3.17



Teacher copy – ordering events Events from ‘Julie and Me and Michael Owen Makes Three’ in the correct

order.

Events from the extract ‘Julie and Me and Michael

Owen Makes Three’

Order of

events 1–14

k) Terry sees Julie for the first time. 1

a) Bobby is popular and has no trouble speaking to girls. 2

m) Terry worries that Julie may be a ‘bimbo’. 3


4

h) Terry invites Bobby to watch the England versus Romania football game.

5


6

b) Bobby, Terry and his father discuss the football, before it starts.

7

c) England is winning and the score is 2:1. 8

f) Romania equalise, the score is 2:2. 9

e) Phil Neville fouls the Romanian player. 10


11

n) Terry’s dad, Geoff, becomes angry and tells his son that he is moving out.

12

l) Terry thinks about the trip to Alton Towers and swimming at Heatwaves.

13

i) Terry recaps on Tuesday 20 June 2000. 14

Resource 3.18

178



Alphabetised teacher copy – ordering events Events from ‘Julie Me and Michael Owen Makes Three’ in the correct order.

Events from the extract ‘Julie and Me and Michael

Owen Makes Three’

Order of

events 1–14

a) Bobby is popular and has no trouble speaking to girls. 2

b) Bobby, Terry and his father discuss the football, before it starts.

7

c) England is winning and the score is 2:1. 8


6

e) Phil Neville fouls the Romanian player. 10

f) Romania equalise, the score is 2:2. 9


4

h) Terry invites Bobby to watch the England versus Romania football game.

5

i) Terry recaps on Tuesday 20 June 2000. 14


11

k) Terry sees Julie for the first time. 1

l) Terry thinks about the trip to Alton Towers and swimming at Heatwaves.

13

m) Terry worries that Julie may be a ‘bimbo’. 3

n) Terry’s dad, Geoff, becomes angry and tells his son that he is moving out.

12

Resource 3.19



Structure of the text Create subheadings for the three paragraphs, giving reasons for your choice.

Summarise the content to help you and consider how the paragraphs have

been organised.

1. How are the different parts of the day linked?

_______________________________________________________

2. How is this shown on the page? ______________________________

_______________________________________________________

3. Select three paragraphs and give each one a title (which is not the time

of day.) Explain why you gave each paragraph this title.

a)

Title: __________________________________________________

Paragraph starts with: _____________________________________

Why? __________________________________________________

b)

Title: __________________________________________________


Why? __________________________________________________

c)

Title: __________________________________________________


Why? __________________________________________________

Resource 3.20

180



Toolkit for diary writing Choose a character from the following and write their diary entry for the day:

Bobby, Julie, Geoff (Terry’s father), Terry’s mother.

Remember:

• Write in the first person narrative ‘I’.

• Use ‘Dear Diary’ or the date, to show purpose.

• The purpose of writing a diary is to share your feelings about the events

that have happened to you (the character) and those around you

(them).

• Concentrate on specific events.

• Write about your personal feelings in detail.

• Describe the settings and events (remember to use the past tense if the

events have already occurred.)

• Try to use quotations, to show your understanding. You must then

explain how you are feeling and what your reaction was.

• Consider what might happen (remember to write this in the future tense

and consider why you might feel that way.)

Resource 3.21



‘Double Thirteen’ by Eleanor Updale Lesson 1

Class: Year 8 Date: Period:


• all students will be able to: read the story ‘Double Thirteen’; give their thoughts about the story; understand the plot of the story.

• most students will be able to: select and discuss quotations that are relevant and write explanations about their effect.

• some students will be able to: find a range of quotations from throughout the story and comment effectively and perceptively in their writing about the language of these quotations.









Yr 7 5.1b use inference and deduction to recognise implicit meanings at sentence and text level

Yr 7 5.2 identify and understand the main ideas, viewpoints, themes and purposes in text

Yr 8 5.1b use inference and deduction to explore layers of meaning within a text

Yr 8 5.2 trace the development of writers’ ideas, viewpoints and themes in different texts

Resources:

4.1: Word-association instruction cards


4.3: Predictions for ‘Double Thirteen’

4.4: Assessment Task questions

4.5: Homework and extension tasks

Access to the Internet for the research extension tasks


182




Class: Yr 8 Date: Period:

Starter:

10 minutes

Refer to the first Assessment Task, using the APP mark sheet, in order to establish students’ prior knowledge.

Recap the story so far with the students (depending on how much they read in the previous lesson.) Then, using Resource 4.1: Word-association instruction cards, play the word-association game. Students should be in groups of four. Each group member has a designated role: A is the referee, B and C play the game by saying the first word they think of that is linked to the previous one. D is the scribe, using Resource 4.2: Word-association notes. These roles can be rotated for each word.

With the help of three volunteers, model the role that each member of the group will have; use the word ‘teenager’.

At the end of the task, ask all of the Ds to come to the front of the class and share their notes with the class. Then display these notes on the board or wall.

Introduction: 5–10 minutes

Remind students of reading strategies, e.g. Questioning, Predicting. Visualising, Reading backwards and forwards, Inferring and deducing. As a class, read the first five paragraphs of ‘Double Thirteen’. Recap what making a prediction involves, i.e. looking at the information presented and trying to anticipate what might occur as a result.

As a class, model one prediction using Resource 4.3: Predictions for ‘Double Thirteen’. Individually, students should then make two predictions about what might happen and write them in the rest of the predictions table.

Development: 30 minutes

Students now read the rest of the story. Ideally, this should be done independently. However, if some students are working towards Level 3, they could read in small groups, supported by a teaching assistant. Students could begin work on questions 1–4 on Resource 4.4: Assessment Task questions.

Plenary:

10 minutes

‘Two stars and a wish’: each student is to say two things they think they have done well today and one thing they are going to work on for the next lesson.


Refer to Resource 4.5: Homework and extension tasks. Studentscan choose either:

Speaking and listening activities: hot-seating the narrator.

or:

Researching advice and writing an agony aunt letter and reply.


Ask the students to work individually when they are completing the questions on Resource 4.4: Assessment Task questions, as this is an assessment. They can ask for help, but take this into account when you are marking their work.






• all students will be able to: comment on the main character’s changes by referring to the text and making simple statements about what has happened.

• most students will be able to: select and discuss quotations that are relevant and discuss them by writing a paragraph about their effect.

• some students will be able to: find a range of quotations across the chapters and comment effectively and perceptively in their writing about the language of these quotations.









Yr 7 5.1abc

Yr 7 5.2

Yr 7 5.3

Yr 7 6.1

Yr 7 6.2

Yr 8 5.1abc

Yr 8 5.2

Yr 8 5.3

Yr 8 6.1

Yr 8 6.2

Resources:


4.4a–f: Assessment Task questions

4.5: Homework and extension tasks


184





Starter:

5 minutes

Recap the previous lesson’s work by referring to one group’s spider diagram, to remind students of the themes of the story.

Ask individuals to skim-read the story to remind them of the characters, plot and themes.

Introduction:

5 minutes

Recap the importance of the Assessment Task and that students are to work independently.

Development:

45 minutes

Ask students to turn back to their work on Resource 4.4: Assessment Task questions. Instruct them to continue working independently through the questions.

Circulate around the class, offering guidance and support where necessary.

If there is a teaching assistant, they can assist a small group, but take this into account when marking that group’s responses.

Plenary:

5–10 minutes

Show the students the APP-style marking grid. In pencil, they should self-assess their work, by ticking the boxes that show their attainment for each AF.

If students are unfamiliar with the AF language or self-assessment process, this will take more than 10 minutes.


Refer to Resource 4.5: Homework and extension tasks. There is a choice of extension / homework tasks which include:

Speaking and listening activities: hot-seating the narrator.

Researching advice and writing an agony page letter and reply.


For homework/extension task 2, you will need to show the students the following websites:

http://www.bbc.co.uk/onelife/

http://www.connexions-direct.com/?gclid=CLDbnrnQ3o0CFSgVEAodNWRXYw



Word-association instruction cards In groups of four, label yourselves A, B, C and D. Now distribute the cards

below with your instructions.

A’s role

You are the referee. Your job is to make sure that: • words are not repeated • words are only counted if they are connected to teenage problems • you tally the marks for both B and C, to see who says the most words. A

tally looks like this: /// = 3 things.

The words for you to introduce are: 1. Teenage problems 2. Superstitions 3. Birthdays 4. Family issues 5. Anger

B’s role

Your task is to think quickly. You have to say one word linked to the last word that was said. You must listen carefully to each other. You are not allowed to repeat any previous words, or simply change them into plurals, e.g. ‘teenager’ then ‘teenagers’ is not allowed.

C’s role

Your task is to think quickly. You have to say one word linked to the last word that was said. You must listen carefully to each other. You are not allowed to repeat any previous words, or simply change them into plurals, e.g. ‘teenager’ then ‘teenagers’ is not allowed.

D’s role

Your role is to write on the spider diagram all the different words that B and C say. Try to keep up – the diagram is to help you organise your ideas. Don’t worry about neatness! If you miss a word, don’t worry, just move on to the next one that you can catch.

Resource 4.1

186



Word-association notes Use this spider diagram to keep a note of the words B and C say during the

word-association game.

Anger

Family issues

Birthdays

Super-stitions

Teenage problems

Resource 4.2

Word-associations



Pre

dict

ions

for

‘D

oubl

e T

hirt

een’

R

ead

th

e fir

st

para

gra

ph f

rom

Th

urs

day 1

2th F

ebru

ary

10:3

0pm

, fr

om

‘I kn

ow

I p

rom

ise

d m

yself…

’ to

‘…D

ou

ble

Unlu

cky’. U

sin

g t

he r

eadin

g s

kill

of

pre

dic

tion, tr

y to m

ake a

t le

ast

thre

e p

redic

tion

s a

bo

ut w

hat

mig

ht h

ap

pen

in t

he

sto

ry.

Try

to

pro

vid

e e

vid

ence in t

he f

orm

of q

uota

tions f

rom

th

e s

tory

, a

nd a

n

expla

na

tion

ab

ou

t w

hy y

ou t

hin

k this

mig

ht

ha

ppe

n o

r th

e e

ffect

tha

t th

is e

vent

could

have o

n t

he

sto

ry.

(AF

3)

Po

int

– W

ha

t is

yo

ur

pre

dic

tio

n?

Evid

en

ce –

word

s fro

m th

e

sto

ry th

at in

dic

ate

this

pre

dic

tio

n

Exp

lan

ati

on

– W

hy m

ight th

is h

ap

pe

n?

What

effect m

igh

t th

is h

ave o

n t

he r

est

of th

e s

tory

?

Reso

urce 4

.3

188



Assessment Task questions 1. Remind yourself of the paragraph starting ‘We were stacked up, balanced

on chairs and blocks on the stage…’. Find one word from this paragraph which shows the narrator’s opinion of singing in the choir. (AF2)

___________________________________________________________

2. What is the narrator’s reaction when the Headmaster tells her off? (AF3)

___________________________________________________________ ___________________________________________________________ I know this because: __________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

___________________________________________________________

Resource 4.4a



Assessment Task questions (continued)

3. Number the following events according to the order in which they happen, with 1 being the first event and 10 the last.

Event Order: 1–10

a) Missed bus

b) Has to sit with violin boy

c) Overslept

d) Forgot homework

e) Had a ‘Very Serious Talk’ with the Headteacher

f) Given a duty

g) Lashes out and hits a girl

h) Gets her period in Maths

i) Talks in assembly

j) Has to wear school tracksuit trousers

Resource 4.4b

190



Assessment Task questions (continued) 4. Why do you think that the narrator is having a bad day? Try to give at least

two reasons. (AF3)

Reason Evidence from the text that makes me think this

I think that the narrator is having a bad day because

________________________

________________________

________________________

________________________

________________________

________________________

________________________

Also ___________________

________________________

________________________

________________________

________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

Resource 4.4c




5. Comment on the language used in the following sentences. (AF5) a) Explain why italics have been used for this sentence: ‘I mean, he

practises at lunchtime.’ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

b) Find an example of a single-word sentence and explain why it might have been used.

___________________________________________________________ ___________________________________________________________ ___________________________________________________________

6. Find two further examples of words or groups of words that help to create a difficult atmosphere between the narrator and her family. Explain why you think Eleanor Updale chose these words. (AF5)

Words or phrases that help to create a difficult atmosphere

I think Eleanor Updale used these words because…

Resource 4.4d

192




7. Select a quotation to mark the different parts of the structure of the story. (AF4)

Story structure The first few words in each paragraph that mark the different parts of the story

Opening

Development

Complication(s)

Crisis

Resolution

8. What do you think the moral of the story could be? Try to give at least

three reasons for your ideas. (AF6) ________________________________________________________

Reasons why I think this include:

a) ______________________________________________________ ________________________________________________________ b) ______________________________________________________ ________________________________________________________

c) ______________________________________________________ ________________________________________________________

Resource 4.4e




9. Find two clues from throughout the story that indicate that it is written in the style of a diary. (AF6) a) ______________________________________________________

________________________________________________________ b) ______________________________________________________

________________________________________________________

Resource 4.4f

194



Homework and extension tasks

Task 1: Hot-seating

Ask questions from different points in the story. In small groups, prepare at

least ten questions. One person now takes the role of the narrator, while the

others ask questions and make notes on the responses.

Task 2: Advice for teenagers

You could use the websites your teacher will show you to help you get started

on this task.

As a result of your research, you could:

• write an agony page letter and response to a typical teenage problem

• write a leaflet offering teenagers advice about dealing with stress.

Resource 4.5

Tip: If questions arise as a result of the answers, try to include them.

Documents

01Humour 3rd proofs checked... · Title and author Lesson outcome and objectives Renewed Framework Objectives Year 7 Renewed Framework Objectives Year 8 AF Resources 1 ‘Worth It’