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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
Brave New Words resources
© 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
Brave New Words resources
© Pearson Education Ltd 2008
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
Brave New Words resources
© Pearson Education Ltd 2008
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
Brave New Words resources
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‘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
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© Pearson Education Ltd 2008 131
‘Worth It’ by Malorie Blackman Lesson 1
Class: 7 Date: Period:
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
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© Pearson Education Ltd 2008 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
Brave New Words resources
© Pearson Education Ltd 2008 133
‘Worth It’ by Malorie Blackman Lesson 2
Class: 7 Date: Period:
As a result of this lesson:
• 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
Renewed Framework Objectives:
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’
Personal teaching notes
134
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‘Worth It’ by Malorie Blackman Lesson 2
Class: 7 Date: Period:
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.
Homework / Extension
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).
Additional teaching guidance
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.
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© Pearson Education Ltd 2008 135
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
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© Pearson Education Ltd 2008 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
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© Pearson Education Ltd 2008 137
‘The Princess Diaries’ by Meg Cabot Lesson 1
Class: 7 Date: Period:
As a result of this lesson:
• 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
Renewed Framework Objectives:
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
Personal teaching notes
Students may have seen the film series ‘The Princess Diaries’. However, encourage them to focus their understanding on the text.
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‘The Princess Diaries’ by Meg Cabot Lesson 1
Class: 7 Date: Period:
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.
Homework / Extension
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.
Additional teaching guidance
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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
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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
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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.
New words Definitions
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
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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.
New words 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
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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 ____________________________________________
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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 _____________________________
______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
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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 ____________________________________________
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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 _____________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
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‘The Princess Diaries’ and ‘Worth It’ Lesson 2
Class:7 Date: Period:
As a result of this lesson:
• 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
Renewed Framework Objectives:
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
Personal teaching notes
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‘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.
Homework / Extension
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.
Additional teaching guidance
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.
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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
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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
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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
.
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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
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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
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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
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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
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‘Julie and Me and Michael Owen Makes Three’ by Alan Gibbons
Lesson 1
Class: 8 Date: Period:
As a result of this lesson:
• 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.
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
AF6 identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader
Renewed Framework Objectives:
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
Personal teaching notes
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‘Julie and Me and Michael Owen Makes Three’ by Alan Gibbons
Lesson 1
Class: 8 Date: Period:
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.
Homework / Extension
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.)
Additional teaching guidance
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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
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© Pearson Education Ltd 2008 159
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
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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
Brave New Words resources
161 © Pearson Education Ltd 2008
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
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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
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© Pearson Education Ltd 2008 163
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
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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
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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
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‘Julie and Me and Michael Owen Makes Three’ by Alan Gibbons
Lesson 2
Class: 8 Date: Period:
As a result of this lesson:
• 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.
Assessment foci (Reading):
AF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
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
Renewed Framework Objectives:
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
Personal teaching notes
Brave New Words resources
© Pearson Education Ltd 2008 167
‘Julie and Me and Michael Owen Makes Three’ by Alan Gibbons
Lesson 2
Class: 8 Date: Period:
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.
Homework / Extension
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.
Additional teaching guidance
168
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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
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© Pearson Education Ltd 2008 169
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
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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
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© Pearson Education Ltd 2008 171
Theme: Football Complete this spider diagram with at least five quotations from the story on
the theme of football.
Theme: Football
Resource 3.12
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Theme: Families Complete this spider diagram with at least five quotations from the story on
the theme of families.
Theme: Families
Resource 3.13
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Theme: Friends Complete this spider diagram with at least five quotations from the story on
the theme of friends.
Theme: Friends
Resource 3.14
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Theme: Love Complete this spider diagram with at least five quotations from the story on
the theme of love.
Theme: Love
Resource 3.15
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Theme: Problems Complete this spider diagram with at least five quotations from the story on
the theme of problems.
Theme: Problems
Resource 3.16
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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
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© Pearson Education Ltd 2008 177
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
g) Terry discovers that Julie supports Liverpool Football Club.
4
h) Terry invites Bobby to watch the England versus Romania football game.
5
d) Kelly sees Terry staring at Julie and calls him a ‘Freak-a-zoid’.
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
j) Terry remembers David Beckham’s foul in the World Cup game.
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
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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
d) Kelly sees Terry staring at Julie and calls him a ‘Freak-a-zoid’.
6
e) Phil Neville fouls the Romanian player. 10
f) Romania equalise, the score is 2:2. 9
g) Terry discovers that Julie supports Liverpool Football Club.
4
h) Terry invites Bobby to watch the England versus Romania football game.
5
i) Terry recaps on Tuesday 20 June 2000. 14
j) Terry remembers David Beckham’s foul in the World Cup game.
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
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© Pearson Education Ltd 2008 179
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: __________________________________________________
Paragraph starts with: _____________________________________
Why? __________________________________________________
c)
Title: __________________________________________________
Paragraph starts with: _____________________________________
Why? __________________________________________________
Resource 3.20
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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
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© Pearson Education Ltd 2008 181
‘Double Thirteen’ by Eleanor Updale Lesson 1
Class: Year 8 Date: Period:
As a result of this lesson:
• 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.
Assessment foci (Reading):
AF1 use a range of strategies including accurate decoding of text to read for meaning
AF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
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
AF5 explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level
AF6 identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader
Renewed Framework Objectives:
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
4.2: Word-association notes
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
Personal teaching notes
182
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‘Double Thirteen’ by Eleanor Updale Lesson 1
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.
Homework / Extension
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.
Additional teaching guidance
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.
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© Pearson Education Ltd 2008 183
‘Double Thirteen’ by Eleanor Updale Lesson 2
Class: Year 8 Date: Period:
As a result of this lesson:
• 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.
Assessment foci (Reading):
AF1 use a range of strategies including accurate decoding of text to read for meaning
AF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
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
AF5 explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level
AF6 identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader
Renewed Framework Objectives:
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:
4.2: Word-association notes
4.4a–f: Assessment Task questions
4.5: Homework and extension tasks
Personal teaching notes
184
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‘Double Thirteen’ by Eleanor Updale Lesson 2
Class: Year 8 Date: Period:
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.
Homework / Extension
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.
Additional teaching guidance
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
Brave New Words resources
© Pearson Education Ltd 2008 185
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
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© Pearson Education Ltd 2008 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
Brave New Words resources
187 © Pearson Education Ltd 2008
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
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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
© Pearson Education Ltd 2008 189
Brave New Words resources
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
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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
© Pearson Education Ltd 2008 191
Brave New Words resources
Assessment Task questions (continued)
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
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Assessment Task questions (continued)
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
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Assessment Task questions (continued)
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
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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.