01humour 3rd proofs · pdf filestories have been selected and lesson plans written primarily...

195

195 © Pearson Education Ltd 2008 195

Brave New Words resources

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 confident 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

196


© Pearson Education Ltd 2008

Med

ium

-ter

m p

lan:

Spo

rt

T

itle

and

au

thor

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

‘Lef

t Foo

t F

orw

ard’

by

Jan

Mar

k

Les

son

1

1.

Dis

cuss

wha

t ski

lls th

e st

uden

ts w

ould

like

to

impr

ove.

2.

Rea

d th

e st

ory

and

mak

e pr

edic

tions

.

3.

Ana

lyse

the

firs

t fou

r se

nten

ces

for

the

firs

t fo

ur p

arag

raph

s.

4.

Exp

lore

the

impo

rtan

ce o

f op

enin

g se

nten

ces.

5.

Pri

vate

rea

ding

. Wri

te th

e op

enin

g se

nten

ce o

f te

n pa

ragr

aphs

.

5.1b

use

infe

renc

e an

d de

duct

ion

to r

ecog

nise

im

plic

it m

eani

ngs.

6.2a

iden

tify

and

desc

ribe

the

effe

ct o

f sp

ecif

ic f

eatu

res

5.1b

use

infe

renc

e an

d de

duct

ion

to e

xplo

re la

yers

of

mea

ning

with

in a

text

.

6.2a

rec

ogni

se a

nd c

omm

ent

on h

ow w

rite

rs’

lang

uage

ch

oice

s co

ntri

bute

to th

e ov

eral

l eff

ect

AF

4

AF

5

1.1,

1.2

, 1.3

, 1.

4

2 ‘L

eft F

oot

For

war

d’ b

y Ja

n M

ark

Les

son

2

1.

Iden

tify

wor

ds w

hich

are

quo

tati

ons,

use

sp

eech

mar

ks.

2.

Exp

lore

how

ell

ipsi

s ca

n be

use

d.

3.

Dra

w p

ictu

res

of a

cha

ract

er, s

elec

t qu

otat

ions

.

4.

Exp

lain

quo

tati

on u

sing

adj

ectiv

es.

5.

Sel

ect a

nd u

se q

uota

tions

that

info

rm s

etti

ng.

5.1b

use

infe

renc

e an

d de

duct

ion

to r

ecog

nise

im

plic

it m

eani

ngs

6.2a

iden

tify

and

desc

ribe

the

effe

ct o

f sp

ecif

ic f

eatu

res

5.1b

use

infe

renc

e an

d de

duct

ion

to e

xplo

re la

yers

of

mea

ning

6.2a

rec

ogni

se a

nd c

omm

ent

on h

ow w

rite

rs’

lang

uage

ch

oice

s co

ntri

bute

to th

e ov

eral

l eff

ect

AF

2 1.

5, 1

.6, 1

.7

3 ‘T

he J

ump’

by

Ant

hony

M

aste

rs

Les

son

1

1.

Wor

d-as

soci

atio

n us

ing

spid

er d

iagr

ams

to

mak

e no

tes.

2.

Sel

ect q

uota

tion

s fo

r di

ffer

ent t

hem

es.

3.

Exp

lore

how

and

why

a w

rite

r ha

s sh

own

a ch

arac

ter

in a

par

ticu

lar

way

.

4.

Exp

lain

quo

tati

ons

in r

elat

ion

to c

hara

cter

s’

reac

tion.

5.

Lis

t dif

fere

nt w

ays

read

ers

mig

ht r

eact

to

diff

eren

t cha

ract

ers.

5.2a

iden

tify

and

unde

rsta

nd

the

mai

n id

eas

5.2b

mak

e a

pers

onal

re

spon

se to

a te

xt a

nd p

rovi

de

som

e te

xtua

l ref

eren

ce in

su

ppor

t

5.2a

trac

e th

e de

velo

pmen

t of

wri

ters

’ id

eas

5.2b

res

pond

to a

text

by

mak

ing

prec

ise

poin

ts a

nd

prov

idin

g re

leva

nt e

vide

nce

AF

2

AF

6

2.1,

2.2

, 2.3

, 2.

4, 2

.5, 2

.6,

2.7,

2.8

, 2.9

, 2.

10

4 ‘T

he J

ump’

by

Ant

hony

M

aste

rs

Les

son

2

1.

Rev

ise

conn

ecti

ves

for

com

pari

son

and

cont

rast

.

2.

Com

pare

two

choc

olat

e ba

rs to

mod

el

com

pari

sons

.

3.

Com

pare

‘T

he J

ump’

to ‘

Lef

t Foo

t For

war

d’.

5.1b

use

infe

renc

e an

d de

duct

ion

to r

ecog

nise

im

plic

it m

eani

ngs

at s

ente

nce

and

text

lev

el

5.1c

mak

e no

tes

whe

n

5.1b

use

infe

renc

e an

d de

duct

ion

to e

xplo

re la

yers

of

mea

ning

with

in a

text

Yr

8 5.

1c m

ake

note

s w

hen

rese

arch

ing

diff

eren

t sou

rces

AF

6 2.

11, 2

.12,

2.

13, 2

.14,

2.

15, 2

.16



197

T

itle

and

au

thor

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.

Use

con

nect

ives

for

com

pari

sons

and

co

ntra

sts.

5.

Use

Ven

n di

agra

ms

and

conn

ecti

ves

to

com

pare

thei

r ow

n su

bjec

t.

gath

erin

g id

eas

from

text

s

5 ‘N

o S

wea

t’

by M

iche

lle

Mag

oria

n

Les

son

1

1.

Mak

e pr

edic

tion

s ba

sed

on th

e ti

tle

of th

e st

ory.

2.

Dis

cuss

gen

eral

att

itud

es a

nd w

hen

and

how

th

ey c

hang

e.

3.

Rea

d th

e st

ory.

4.

Exp

lore

a c

hara

cter

’s b

ehav

iour

and

att

itud

e to

war

ds o

ther

cha

ract

ers.

5.

Wri

te a

sho

rt d

escr

iptio

n of

a ti

me

whe

n a

chan

ge o

f at

titu

de h

as o

ccur

red.

5.1b

use

infe

renc

e an

d de

duct

ion

to r

ecog

nise

im

plic

it m

eani

ngs

7.2

draw

in th

e co

nven

tion

s of

wri

tten

for

ms

to p

lan

wri

ting

and

dev

elop

idea

s to

fi

t a s

peci

fic

task

5.1b

use

infe

renc

e an

d de

duct

ion

to e

xplo

re la

yers

of

mea

ning

with

in a

text

.

7.2

plan

wri

ting

and

deve

lop

idea

s to

sui

t a s

peci

fic

audi

ence

AF

2

AF

4

3.1,

3.2

, 3.3

,

6 ‘N

o S

wea

t’

by M

iche

lle

Mag

oria

n

Les

son

2

1.

Iden

tify

noun

phr

ases

in d

escr

ipti

ve w

ritin

g.

2.

Exp

lain

nou

n ph

rase

s, u

sing

PE

E p

arag

raph

st

ruct

ure.

3.

Exp

lore

a c

hara

cter

’s c

hang

ing

atti

tude

and

be

havi

our

and

poss

ible

rea

sons

for

this

.

4.

Rol

e-pl

ay th

e ch

arac

ter

of M

ark

to tr

ace

his

chan

ge o

f pe

rspe

ctiv

e.

5.

Dis

cuss

the

reas

ons

and

poss

ible

mes

sage

s be

hind

the

stor

y.

4.1

expl

ore

idea

s, te

xts

and

issu

es th

roug

h a

vari

ety

of

dram

atic

app

roac

hes

and

conv

entio

ns

5.1a

use

ski

mm

ing

and

scan

ning

to lo

cate

the

mai

n po

ints

4.1

use

spec

ific

dra

mat

ic

appr

oach

es a

nd c

onve

ntio

ns

in s

truc

ture

d w

ays

for

effe

ctiv

e ex

plor

atio

n of

idea

s,

text

s is

sues

and

them

es

5.1a

use

a r

ange

of

read

ing

stra

tegi

es to

ret

riev

e re

leva

nt

info

rmat

ion

an m

ain

poin

ts

from

text

s

AF

5

AF

3

AF

4

3.4,

3.5

, 3.6

, 3.

7, 3

.8

198



T

itle

and

au

thor

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

7 ‘G

oing

Up’

by

Rob

ert

Sw

inde

lls

Les

son

1

1.

Exp

lore

wor

d as

soci

atio

ns m

ade

in r

elat

ion

to

them

es.

2.

Use

rea

ding

str

ateg

ies

to m

ake

pred

icti

ons.

3.

Rea

d th

e sh

ort s

tory

‘G

oing

Up’

.

4.

Sta

rt th

e in

divi

dual

AP

P-st

yle

activ

itie

s.

5.

Hot

-sea

ting

act

ivit

y.

5.1a

use

ski

mm

ing

and

scan

ning

to lo

cate

in

form

atio

n fr

om a

tex

t or

sour

ce

5.1b

use

infe

renc

e an

d de

duct

ions

to r

ecog

nise

im

plic

it m

eani

ngs

at s

ente

nce

and

text

lev

el.

5.3

mak

e in

form

ed p

erso

nal

choi

ces

of te

xts

and

expr

ess

thei

r pr

efer

ence

s

5.1a

use

a r

ange

of

read

ing

stra

tegi

es to

ret

riev

e re

leva

nt

info

rmat

ion

and

mai

n po

ints

fr

om te

xts

5.1b

use

infe

renc

e an

d de

duct

ion

to e

xplo

re la

yers

of

mea

ning

5.3

broa

den

thei

r ex

peri

ence

of

rea

ding

and

exp

ress

pr

efer

ence

s an

d op

inio

ns

abou

t tex

ts

All

AF

s 4.

1, 4

.2, 4

.3,

4.4,

4.5

8 ‘G

oing

Up’

by

Rob

ert

Sw

inde

lls

Les

son

2

1.

Rec

ap th

e th

emes

usi

ng a

gro

up’s

spi

der

diag

ram

s.

2.

Dis

cuss

the

ques

tion

‘A

re lo

cal r

ival

ries

a

good

idea

?’

3.

Com

plet

e A

PP-

styl

e ac

tivi

ties

.

4.

Self

-ass

essm

ent u

sing

QC

A m

ark

shee

ts.

5.

Res

earc

h fo

otba

ll v

iole

nce

or w

rite

a f

ootb

all

com

men

tary

.

5.1a

use

ski

mm

ing

and

scan

ning

to lo

cate

the

mai

n po

ints

5.1b

use

infe

renc

e an

d de

duct

ion

to r

ecog

nise

im

plic

it m

eani

ngs

5.2b

mak

e a

pers

onal

re

spon

se to

a te

xt a

nd p

rovi

de

som

e te

xtua

l ref

eren

ce in

su

ppor

t

5.1a

use

a r

ange

of

read

ing

stra

tegi

es to

ret

riev

e re

leva

nt

info

rmat

ion

5.1b

use

infe

renc

e an

d de

duct

ion

to e

xplo

re m

eani

ng

with

in a

text

5.2b

res

pond

to a

text

by

mak

ing

prec

ise

poin

ts a

nd

prov

idin

g re

leva

nt e

vide

nce

in s

uppo

rt o

f th

ose

poin

ts

All

AF

s 4.

2, 4

.4, 4

.5,

4.6

QC

A M

ark

shee

ts


© Pearson Education Ltd 2008 199

‘Left Foot Forward’ by Jan Mark Lesson 1

Class: 7 Date: Period:

As a result of this lesson:

• all students will be able to: discuss what they would like to get better at; identify and quote the first sentence in a paragraph; attempt predictions for some of the paragraphs.

• most students will be able to: discuss what they would like to get better at and think of ways in which they can do this; explore the importance of a key word in the first sentence; make at least three predictions about the story, based on the first sentences provided; select five interesting first sentences and attempt to summarise what they are about.

• some students will be able to: consider the skills they would like to improve and different ways they could achieve this; discuss in detail, a single word from the first sentences and thoughtfully predict what the rest of the paragraph will be about; select five interesting first sentences and concisely summarise the paragraph.

Assessment foci (Reading):

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

Renewed Framework Objectives:

Yr 7 5.1b use inference and deduction to recognise implicit meanings

Yr 7 6.2a identify and describe the effect of specific features

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

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

Resources:

1.1: Skills to improve

1.2: Opening sentences

1.3: Opening sentences and summarising

1.4: Plenary

Personal teaching notes

200





Starter:

10 minutes

As a class, list the skills that the students would like to be good at. Discuss, in life, what they can do if they want to improve these skills. Notes could be made using Resource 1.1 Skills to improve.

Introduction:

10 minutes

Make sure students do not have copies of the text for this activity.

Before reading the story ‘Left Foot Forward’, show Resource 1.2: Opening sentences to discuss the first sentence of each of the first four paragraphs. As a class, fill in the chart, which focuses on picking out a key word for each sentence to help predict what the paragraph will be about.

Development:

30 minutes

Ask students to read the story ‘Left Foot Forward’, either as a class, or individually. Remind them to pay special attention to the first sentence of each paragraph.

Show students Resource 1.3: Opening sentences and summarising and ask them to scan each opening sentence and to select five more sentences. For each sentence, students should now summarise what the paragraph was about. In addition, they should select a word to focus on what it implies.

Plenary:

10 minutes

Using Resource 1.4: Plenary, each student should share at least one row of their chart. As a class, list at least five reasons to explain why the opening sentence of each paragraph is important.

Possible responses include:

1. To guide the reader through the story.

2. To help the reader predict what will happen.

3. To structure the story, so that it makes sense.

4. To keep the reader interested in the story.

5. To build tension and suspense.

Homework / Extension

1. Students read a story of their choice for at least 30 minutes.

2. Students write down the opening sentence of each of ten paragraphs.

Additional teaching guidance



Skills to improve Think about things you would like to improve at.

List five things you wish you were good at. 1. __________________________________________________

2. _________________________________________________

3. _________________________________________________

4. _________________________________________________

5. _________________________________________________

What could you do to improve or attain these skills? 1. _________________________________________________

_________________________________________________

2. _________________________________________________

_________________________________________________

3. _________________________________________________

_________________________________________________

4. _________________________________________________

_________________________________________________

5. _________________________________________________

_________________________________________________

Resource 1 Resource 1.1

202



Opening sentences Examine the opening sentences of paragraphs 1–4 in ‘Left Foot Forward’.

Pa

rag

rap

h

no

.

Opening sentences from the first four paragraphs of ‘Left Foot Forward’

What does the underlined word imply? Look it up in a dictionary if you don’t know what it means

What might the paragraph be about?

1 ‘Singlewell High School was small, but St George’s C of E Primary had been even smaller.’

The word ‘smaller’ is being use to compare the fact that the main character has moved up to secondary school and that he is finding his new school intimidating

This story might be set in a school, as the setting is being indicated in the first sentence

2 ‘In the doorway Mr Dunkin loomed.’

3 ‘Emily was away with the girls now, mutinously playing netball.’

4 ‘By the end of the lesson, Shaun realised that he had got it all wrong.’

Resource 1.2



Opening sentences and summarising Now read the whole of ‘Left Foot Forward’. As you read, pay particular

attention to the first word of each paragraph.

1. Select five interesting opening sentences of paragraphs and write them

in the table below.

2. Select and highlight or underline a word that you think gives a good

indication of what the paragraph is about. Look the word up in a

dictionary if you do not know what it means.

3. Summarise briefly what the paragraph is about.

Pa

rag

rap

h

no

.

1. Opening sentence from ‘Left Foot Forward’

2. What does the highlighted word imply?

3. What was the paragraph about?

Resource 1.3

204



Plenary Why is the opening sentence of each paragraph important? List at least five

reasons below.

1. __________________________________________________________

__________________________________________________________

2. __________________________________________________________

__________________________________________________________

3. __________________________________________________________

__________________________________________________________

4. __________________________________________________________

__________________________________________________________

5. __________________________________________________________

__________________________________________________________

Resource 1.4






• all students will be able to: understand what a speech mark looks like and what it is for; draw or find a picture of a character and find and select a quotation.

• most students will be able to: understand why speech marks are used and apply this understanding to their work; draw or find a picture of a character, select a quotation and summarise it with a describing word.

• some students will be able to: apply both speech marks and ellipsis to their quotations; quotations that are selected will be thoughtful and will still make sense, even when ellipsis is used.

Assessment focus (Reading):

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



Yr 7 6.2a identify and describe the effect of specific features

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

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

Resources:

1.5: Identify the quotations

1.6: Ellipsis

1.7: Character, quotes and descriptions

If IT access is available, students could use Google images to find appropriate pictures, and text boxes for their quotations. Alternatively, they could draw the characters.


206



‘Left Foot Forward’ Lesson 2


Starter:

10 minutes

Recap on the importance of using speech marks. Show Resource 1.5: Identify the quotations and ask students to identify the three quotations (b, c and f). Ask students the same questions: How can you tell? Why is this important? Elicit from students that quotations must have speech marks around them, to indicate that the words are not your own. Inform students that they will be using this skill, which will be checked during the plenary.

Introduction:

10 minutes

Showing Resource 1.6: Ellipsis, explain that ellipsis can be used to indicate:

• Words at the start of the sentence that are not being quoted.

• Words that are being missed out in a quote.

• That tension is being created as the sentence is not finished.

Explain that when an ellipsis is used, the sentence still needs to make grammatical sense. Inform students that this skill will be checked during the plenary.

Answer: Ellipsis is used in box c to show that the whole sentence was not written down. Ellipsis was used in box f to show that part of what Mr Durkin said was missed out.

Development:

20 minutes

Students are to focus on the characters of Shaun, Mr Durkin and Mr Prior. Use Resource 1.7: Character, quotes and descriptions to model for less confident students, who could be advised to select Shaun.

Students are to either draw or (if IT access is available) search online for a relevant picture. Around each picture, they should write quotations that describe something about the character. Below each quotation, they should include at least one adjective, describing the character, showing that they have understood the quote.

Encourage students to remember the use of speech marks and ellipsis.

Plenary:

10 minutes

Ask students to leave their work on their desks and stand behind their chairs.

Tell them that they are going to walk around the room and look at least five other people’s work on character, quotation and description. As they look at the work they should check that everyone has used speech marks for their quotations and that ellipses have also been used correctly. If the work uses speech marks and ellipses correctly, they can tick it.

Each student counts how many ticks they received.


Students select the quotes that they think inform them of the setting. They then draw a picture of the setting and use quotations to label their picture.

Additional teaching



Identify the quotations Look at the six boxes below and identify the ones that contain quotations.

The quotations are: ____________________________________ How can you tell? _____________________________________ ____________________________________________________ ____________________________________________________ Why is this important? _________________________________ ____________________________________________________ ____________________________________________________

a) Shaun was really

observant, he noticed

people.

b) ‘The other two left-

footers planned to bring

along computer games next time.’

c) ‘… Shaun had sole

possession of the ball,

which was no longer

round but lopsided, like

the gibbous moon.’

d) Shaun was so excited it

felt like someone had

punched him in the ribs.

e) Miss Stevens was

offering Shaun support,

he knew he should accept

it.

f) ‘Enthusiasm …

important attitude … essential to team spirit…’

Resource 1.5

208



Ellipsis Ellipsis is a piece of punctuation … It can be used to stand for:

1. Words at the start of the sentence that are not being quoted.

2. Words that are being missed out in a quote.

3. Tension that is being created as the sentence is not finished.

When ellipsis is used, the sentence still needs to make grammatical sense.

Look again at boxes c) and f), and discuss why ellipsis has been used.

____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

Your skill in using speech marks and ellipsis will be checked during the

plenary.

c) ‘…Shaun had sole

possession of the ball,

which was no longer

round but lopsided, like

the gibbous moon.’

f) ‘Enthusiasm …

important attitude …

essential to team spirit…’

Resource 1.6



Characters, quotes and descriptions 1. For each of the following characters, draw a picture or find one on the

Internet:

• Shaun

• Mr Durkin

• Mr Prior.

2. Select at least three quotations from the text that tell you something

about each character, then write them around each picture. Don’t forget

to include speech marks around your quotes.

3. Below each quotation, write at least one adjective that describes the

character. If possible, use a thesaurus to help develop your vocabulary.

Modelled example using the character of Emily

‘Emily was away

with the girls now,

mutinously playing

netball.’

‘…Shaun could

envision the other

netball players,

felled like skittles

by Emily’s demon

delivery.’

‘“What, for

homework?” Emily

said. “I’ll help. I’ll

do it for you.”’

Friendly

Strong

Kind

Resource 1.7

210



‘The Jump’ by Anthony Masters Lesson 1



• all students will be able to: understand what is meant by the term ‘theme’; select at least one quotation to show understanding of one theme.

• most students will be able to: apply their understanding of the term ‘theme’ and select a range of quotations to show understanding of one theme; understand and select quotations to show how a character is presented.

• some students will be able to: apply their understanding of the term ‘theme’, select a range of quotations to show a full understanding of one theme; understand, select and explore how and why a writer may choose to show a character in a particular way.



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


Yr 7 5.2a identify and understand the main ideas

Yr 7 5.2b make a personal response to a text and provide some textual reference in support

Yr 8 5.2a trace the development of writers’ ideas

Yr 8 5.2b respond to a text by making precise points and providing relevant evidence

Resources:

2.1: Word-association instruction cards

2.2: Word-association notes

2.3: Themes of ‘The Jump’

2.4: Theme: Troubles with parents

2.5: Theme: Perseverance

2.6: Theme: Skateboarding

2.7: Theme: Danger

2.8: Theme: Confidence

2.9: Plenary

2.10: Reader’s reaction




‘The Jump’ by Alan Gibbons Lesson 1

Class: Date: Period:

Starter:

10 minutes

Using Resource 2.1: Word-association instruction cards and Resource 2.3: Themes of ‘The Jump’, 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 2.2: Word-association notes. These roles can be rotated for each word.

You can model this activity and the role that each member of the group will have with the help of three volunteers. Use the word ‘special’.

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

Introduction:

5 minutes

Explain that the purpose behind the word-association game is to introduce the concept of a theme. If students have a book to write in, they could make notes on the definition of ‘theme’.

Development:

30 minutes

Organise students into new groups of five. Each person in the group is assigned a theme. Using Resources 2.3–2.8 as the students read the story, either in groups or individually, they should look for five quotations connected to their theme and write them in the spider diagram.

Plenary:

15 minutes

As a class, assign each group a letter a–e in order to answer the AF2 chart with the question: ‘How do we know that Rik is unhappy at the start of the story?’ Focus attention on the last column for AF6, which is how and why the writer has shown Rik in this way. After 5 minutes, each group is to feed back their response. These could be collected on Resource 2.9: Plenary by a student scribe (one from each group).


Using Resource 2.10: Reader’s reaction, list the different ways that readers might react to the characters of: Rik, Rik’s dad, Rik’s mum and Helen.


If students have not played word-association games before, the game could be played with a range of non-related words before introducing the themes.

212



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 troubles with parents • 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. Troubles with parents 2. Perseverance 3. Skateboarding 4. Danger 5. Confidence

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. ‘skateboard’ then ‘skateboards’ 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. ‘skateboard’ then ‘skateboards’ 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 2.1



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

word-association game.

Skateboarding

Confidence Danger

Perseverance

Troubles with parents

Word associations

Resource 2.2

214



Themes of ‘The Jump’ Themes are ideas that recur throughout a text.

In your new groups of five, think about each of the 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 Troubles with parents

B – 2 Perseverance (not giving up and always trying)

C – 3 Skateboarding

D – 4 Danger

E – 5 Confidence

Now read ‘The Jump’ by Anthony Masters.

Once you have finished reading, each member of your group should find at

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

Resource 2.3



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

the theme of troubles with parents.

Theme: Troubles with

parents

Resource 2.4

216



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

the theme of perseverance.

Resource 2.5

Theme: Perserverance



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

the theme of skateboarding.

Resource 2.6

Theme: Skate-

boarding

218



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

the theme of danger.

Resource 2.7

Theme: Danger



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

the theme of confidence.

Theme: Confidence

Resource 2.8

220



Plenary How do we know that Rik is unhappy at the start of the story? If you can, find

and write down a quotation to support your opinion.

Quotation – evidence to show that Rik is unhappy

How and why might the writer choose to show Rik in this way?

a

b

c

d

e

Resource 2.9



Reader’s reaction Select two different moments from ‘The Jump’ to explain how a reader might

react to different characters. Give reasons for your explanation.

Character Brief description / quotation How might the reader react? Why?

Rik

Rik’s dad

Rik’s mum

Helen

Resource 2.10

222



‘The Jump’ by Anthony Masters and ‘Left Foot Forward’ by Jan Mark

Lesson 2



• all students will be able to: know at least one connective for comparison and contrast; make the connection that the two 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.




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

Yr 7 5.1c make notes when gathering ideas from texts


Yr 8 5.1c make notes when researching different sources

Resources:

2.11: Connectives

2.12: Venn diagrams – comparing chocolate

2.13: Venn diagrams – comparing ‘The Jump’ and ‘Left Foot Forward’

2.14a–b: Sentence starters for writing comparatively

2.15: A comparison of ‘The Jump’ and ‘Left Foot Forward’

2.16: Teacher modelling – comparison with connectives identified

Two different chocolate bars


Students must have read and studied ‘Left Foot Forward’ before this lesson.



‘The Jump’ by Anthony Masters and ‘Left Foot Forward’ by Jan Mark

Lesson 2


Starter:

10 minutes

As a class, list as many connectives for comparison as you can. Start the list with ‘both’, then when all ideas have been suggested, reveal the first list on Resource 2.11: Connectives. Next, as a class, list as many connectives for contrast as you can; starting with ‘alternatively’. Then reveal the second list on Resource 2.11: Connectives.

Introduction:

10–15 minutes

Explain that Venn diagrams can be used to compare two objects. Using Resource 2.12: Venn diagrams – comparing chocolate, explain that one of the purposes of a Venn diagram is to make comparisons. Each idea has a circle and the space where they overlap is where the ideas that are the same in both stories go. You could model comparisons using two chocolate bars. Encourage two student scribes to write in each circle (they can take turns to write in the overlapping section).

Development:

15 minutes

Use Resource 2.13: Venn diagrams – comparing ‘The Jump’ and ‘Left Foot Forward’ to complete this comparison activity. Bullet points are included to prompt the discussion. This activity could be carried out as a whole class or in small groups. As a class, encourage two student scribes to write in each circle (they can take turns to write in the overlapping section.) As the students make comparisons, feed back to the students by using the connectives from the starter activity.

Plenary:

10–15 minutes

More confident students can use the connectives from the starter activity; students should write at least two paragraphs comparing the stories.

Most students will be able to use the sentence starters that are provided on Resource 2.14: Sentence starters for writing comparatively. The first paragraph of Resource 2.16: Teacher modelling – comparison with connectives identified could be shown, to model to the students what is expected. Less confident students could read Resource 2.15: A comparison of ‘The Jump’ and ‘Left Foot Forward’ and identify the connectives used by underlining or highlighting them.

Homework / Extension All students are to draw their own Venn diagram comparing two similar subjects of their choice.

All but the least confident students should then use a range of connectives to use in sentences comparing their subjects.


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

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

224



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 2.11



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Cho

cola

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__

__

__

__

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__

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Cho

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____

___

___

___

___

_

Reso

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.12

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: b

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226



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agra

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Com

pari

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The

Jum

p’ a

nd ‘

Lef

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For

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Fo

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Mark

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Sentence starters for writing comparatively Compare ‘The Jump’ by Anthony Masters to ‘Left Foot Forward’ by Jan Mark

by completing the sentences below.

Both stories are about _________________________________

____________________________________________________

____________________________________________________

Similarly, the main characters are ________________________

____________________________________________________

____________________________________________________

However, in ‘Left Foot Forward’, Shaun is good at ___________

____________________________________________________

____________________________________________________

____________________________________________________

Whereas, in ‘The Jump’, Rik is __________________________

____________________________________________________

____________________________________________________

____________________________________________________

Resource 2.14a

228



Sentence starters for writing comparatively (continued) In the same way, both characters want to ___________________

______________________________________________________

Shaun achieves this by ___________________________________

______________________________________________________

_________________________Rik __________________________

______________________________________________________

______________________________________________________

______________________________________________________

Likewise, both stories use ________________________________

_____________________________________________________ .

This gives the message that _______________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Resource 2.14b



A comparison of ‘The Jump’ and ‘Left Foot Forward’ Read the modelled comparison and underline or highlight the connectives for

comparison and contrast.

Both stories are about sport. Similarly, both the main characters are boys at

secondary school. Whereas in ‘Left Foot Forward’ Shaun would probably like

reading, as ‘English was his best subject’, at the start of ‘The Jump’, Rik

thinks about leaving home: ‘I’ll run away then.’

Both characters want to improve their skills. Shaun wants to be a better

footballer and play on the school team. In contrast, Rik wants to be able to

make a difficult skateboarding jump. Shaun tries to improve his football skills

while the others are playing, but he realises that he needs to have additional

practice. In order to gain this extra practice, he asks if he can join in, much to

his teachers’ horror.

Equally determined, Rik continues to practise the jump that he wants to

make. He is finally given some advice, which he takes. However, the

important thing is that he believes that he can make the jump, then he does

make it.

In similar ways, both stories use the theme of perseverance. This gives the

message that it is important to keep trying and that if you keep persevering,

things will get easier.

Resource 2.15

230



Teacher modelling: Comparison with connectives identified A comparison of ‘The Jump’ and ‘Left Foot Forward’ with connectives to

compare emboldened and to contrast underlined.

Both stories are about sport. Similarly, both the main characters are boys at

secondary school. Whereas in ‘Left Foot Forward’ Shaun would probably like

reading, as ‘English was his best subject’, at the start of ‘The Jump’, Rik

thinks about leaving home: ‘I’ll run away then.’

Both characters want to improve their skills. Shaun wants to be a better

footballer and play on the school team. In contrast, Rik wants to be able to

make a difficult skateboarding jump. Shaun tries to improve his football skills

while the others are playing, but he realises that he needs to have additional

practice. In order to gain this extra practice, he asks if he can join in, much to

his teachers’ horror.

Equally determined, Rik continues to practise the jump that he wants to

make. He is finally given some advice, which he takes. However, the

important thing is that he believes that he can make the jump, then he does

make it.

In similar ways, both stories use the theme of perseverance. This gives the

message that it is important to keep trying and that if you keep persevering,

things will get easier.

Resource 2.16



‘No Sweat’ by Michelle Magorian Lesson: 1

Class: Year 8 Date: Period:


• all students will be able to: have an understanding of the plot; have knowledge of the main character’s attitude.

• most students will be able to: select and discuss quotations that show Mark’s attitude; select words and phrases used to show a change in character.

• some students will be able to: appreciate and explore the reasons why and how a writer changes a character’s attitude.






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


Yr 8 7.2 plan writing and develop ideas to suit a specific audience

Resources:

3.1: Predictions

3.2: Changing attitudes

3.3: Mark’s attitude at the start of the story


232



‘No Sweat’ by Michelle Magorian Lesson 1


Starter:

10 minutes

Do not give out copies of the text yet. Instead, display Resource 3.1: Predictions. Using the spider diagram, students make predictions to encourage a deeper understanding of AF4. Ask five students to come to the board to make notes (one student per circle.) The questions in each circle are:

• What are your associations with the phrase ‘no sweat’?

• What genre might this story be? Why do you think this?

• What events might occur in this story?

• What kind of characters might be in the story?

• How might this story end?

Introduction:

10 minutes

Using Resource 3.2: Changing attitudes, students work in groups of four to discuss times when their opinion about someone has changed. They should try to decide why these changes of opinion took place.

Development:

30 minutes

Give out copies of the text. Read the story to the class in one sitting. When the story has been read, use Resource 3.3: Mark’s attitude at the start of the story and ask students to write down adjectives describing Mark’s attitude towards Terry, Jacko and Joan at the start of the story. Students can develop their understanding by selecting quotations to support their ideas.

Plenary:

10 minutes

As a class, discuss why a writer might change a character’s attitudes and behaviour.


Using the introduction activity as a stimulus, write a short description of a time when your attitude towards someone changed. Explain what your attitude was before and what occurred to make the change.




Predictions ‘No Sweat’ is the title of the story. From just this information, try to make

predictions about what the story will be about.

What are your

associations with the term ‘no sweat’?

How might this story

end?

What kind of characters might be in the story?

What events might occur in this story?

What genre might this story be?

Why do you think this?

What will ‘No Sweat’ be

about?

Resource 3.1

234



Changing attitudes In groups, discuss times when your opinion of someone has changed. Why

did this happen? Record your group’s answers in the table below.

Your attitude before Why your attitude

changed

Your attitude

afterwards

Scared of X Realised that X was only

unfriendly as they did not

know me

My attitude changed to

one of respect

Resource 3.2



Mark’s attitude at the start of the story How does Mark feel towards each of the following characters at the start of

the story? Try to give reasons for your choice of words.

1 Choose two more adjectives to describe Mark’s attitude towards Joan at

the start of the story. a Disrespectful ____________________________________________ b _______________________________________________________ c _______________________________________________________

2 Find two more quotations to explain your chosen adjectives above. a ‘wrinkly’ ________________________________________________ b _______________________________________________________ c _______________________________________________________ 3 Find two more examples of Mark’s attitude towards his friends Jacko and

Terry at the start of the story. a Tries to copy Jacko and Terry’s behaviour. ____________________ b _______________________________________________________ c _______________________________________________________

4 Find two quotations to explain the examples of Mark’s attitude you chose

above. a ‘Looking at them through Jacko and Terry’s eyes he couldn’t help

grinning.’ _______________________________________________ b _______________________________________________________ _______________________________________________________ c _______________________________________________________ _______________________________________________________________

Resource 3.3

236






• all students will be able to: understand what a noun phrase is and write it down; give examples of noun phrases and explain why they are used.

• most students will be able to: select interesting noun phrases and explain why they are used; use the events of ‘No Sweat’ to chart Mark’s changing feelings; explain why a character should have a range of feelings in a story.

• some students will be able to: write a PEE paragraph explaining why noun phrases are used; quote an example and explain why this description is given; chart the events of ‘No Sweat’ without support and explore Mark’s changing feelings, giving reasons why these changes occur; make the connection between swimming two hundred lengths and Mark’s realisation about himself.


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




Yr 7 4.1 explore ideas, texts and issues through a variety of dramatic approaches and conventions

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

Yr 8 4.1 use specific dramatic approaches and conventions in structured ways for effective exploration of ideas, texts issues and themes

Yr 8 5.1a use a range of reading strategies to retrieve relevant information an main points from texts

Resources:

3.4: Noun phrases

3.5: PEE paragraph

3.6a–b: Events in ‘No Sweat’ and Mark’s feelings: Quotation supported

3.7a–b: Events in ‘No Sweat’ and Mark’s feelings

3.8: Plenary






Starter:

5–10 minutes

Recap and revise what a noun phrase is and why it is used. Ask the class first, before showing Resource 3.4: Noun phrases. Explain what a noun phrase is, using the examples. Students should find and write down three examples of noun phrases and underline the nouns in them.

Introduction:

15 minutes

Using Resource 3.5: PEE paragraph, explain how a Point, Evidence, Explanation (PEE) paragraph can show how noun phrases are used. Students should write their own PEE paragraph. Students who need support can use the noun phrases that were identified in Resource 3.4. To encourage students to develop their paragraphs, ask them to indicate the elements of their paragraph with PEE in the margin.

Development:

25 minutes

Use Resource 3.6: Events in ‘No Sweat’ and Mark’s feelings: Quotation supported (for more confident students, use Resource 3.7: Events in ‘No Sweat’ and Mark’s feelings where only one modelled example is provided). In pairs, students are to use inference and deduction skills to comment on Mark’s feelings at different moments during the sponsored swim, and to offer explanations of why he might be feeling this way. Different sections of the table from Resource 3.6 could be given to different groups to fill in, and their answers could be fed back to the class.

Organise the students in groups. Using their responses from Resources 3.6 or 3.7, one student is to role-play the character of Mark, while the others ask questions that show the character of Mark and explore his feelings throughout his swim, as well as his thoughts about himself, Jacko, Terry and Joan.

Plenary:

10 minutes

As a class, discuss the three plenary questions on Resource 3.8: Plenary:

1. Why does Mark experience a variety of feelings?

2. Why might it be important for a character to experience a range of feelings throughout the story?

3. How might this range of feelings link to possible messages behind ‘No Sweat’? What messages could this story be relaying to the reader?


Write up responses to the plenary questions.


238



Noun phrases The term ‘noun phrase’ refers to a group of words that act like a noun. Words can go before the noun (the nouns are underlined), e.g. ‘big pool’ Words can go before and after the noun, e.g. ‘A refined voice pierced through his misery.’ These words modify the noun. When writing to describe, noun phrases can give the reader more information about characters, places, events, attitudes, etc. Below are two sentences from ‘No Sweat’. Underline the noun phrases.

Find and write down three more examples of noun phrases. In each one, underline the noun(s).

1. _________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

‘He glanced across at the balloons decked out over the boarded-out baby pool.

Already people were sitting there at white tables and chairs drinking tea or fruit

juice.’

Resource 3.4



PEE paragraph The following paragraph uses PEE, which stands for:

Point: a point about the devices a writer can use to create interest. Evidence: a quotation from the text, to give an example. Explanation: an explanation of how and why this technique has been used.

Reading Levels Depending which Level you are aiming to achieve, you will be expected to be able to identify or demonstrate the following elements of PEE in your work: Level 4: Point Level 5: Point, Evidence Level 5a: Point, Evidence and some Explanation Level 6: Point, Evidence and thoughtful, detailed Explanation Write a paragraph using PEE, to show that you have understood where, how and why noun phrases are used in descriptive writing.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

The author has used alliteration very cleverly

in her opening paragraph. She describes the

old house as ‘suffocatingly silent’, which

helps to build an eerie and claustrophobic

atmosphere.

Point

Evidence Explanation

Resource 3.5

240



Events in ‘No Sweat’ and Mark’s feelings: Quotation supported Chart the main events that occur throughout the swim and consider how Mark

is feeling at those particular moments. Give a brief reason and explain why

Mark might be feeling this way.

Events using a quotation Who are Mark’s feelings aimed at and why?

1. ‘Mark walked out of the

men’s changing room to the

big pool.’ (page 198)

Trepidation about swimming a hundred

lengths

2. ‘Where’s the rest of your

team?’ (page 198)

3. ‘…through Jacko and Terry’s

eyes...’ (page 199)

4. ‘He was going to be

swimming next to a bunch of

wrinklies!’ (page 199)

5. Coach: ‘You can do it’ Mark:

‘Wally’. (page 201)

6. ‘“You can do it!”’ (page 202)

7. ‘Ninety-eight lengths, two to

go.’ (page 203)

Resource 3.6a



Events in ‘No Sweat’ and Mark’s feelings: Quotation supported

8. ‘…swam his hundred and

fiftieth length he knew Jacko

and Terry weren’t going to make

it.’ (page 206)

9. ‘And that summed them up. No

sweat … They were all talk.’

(page 206)

10. ‘Why hadn’t he seen through

them before?’ (page 207)

11. As he crawled length after

length he swam out all the

feelings he had kept bottled up

inside him for months. (page

207)

12. ‘But the man grinned and raised

two thumbs. He was rooting for

him!’ (page 208)

13. ‘Come on, you’re nearly there,’

shouted a tall blond-haired girl.

(page 209)

14. It was the last length …

everyone round the pool was

clapping.’ (page 209)

15. ‘“Not for Joan it isn’t.” And he

pulled himself shakily to his feet,

stumbled over to her lane and

started yelling.’ (page 210)

Resource 3.6b

242



Events in ‘No Sweat’ and Mark’s feelings Chart the main events that occur during Mark’s swim. How is Mark feeling at

specific moments? Give a brief reason why he might be feeling this way.

Event and a quotation Mark’s feelings – who are they aimed at and why?

1. ‘Mark walked out of the men’s changing room to the big pool.’

Trepidation about swimming a hundred lengths

2. Mark is asked: ‘Where’s the rest of your team?’

3.

4.

5.

6.

7.

Resource 3.7a



Events in ‘No Sweat’ and Mark’s feelings

8.

9.

10.

11.

12.

13.

14.

15.

Resource 3.7b

244



Plenary Consider the whole story of ‘No Sweat’ and answer the following questions.

1. Why does Mark experience a variety of feelings?

___________________________________________________________ ___________________________________________________________

___________________________________________________________ ___________________________________________________________

2. Why might it be important for a character to experience a range of feelings

throughout a story?

___________________________________________________________ ___________________________________________________________

___________________________________________________________ ___________________________________________________________

3. How might this range of feelings link to possible messages behind ‘No

Sweat’? What messages could this story be relaying to the reader? ___________________________________________________________ ___________________________________________________________

___________________________________________________________ ___________________________________________________________

Resource 3.8



‘Going Up’ by Robert Swindells Lesson 1



• all students will be able to: share words that relate to football; 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 discuss them by writing explanations about their effect.

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


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







Yr 7 5.1a use skimming and scanning to locate information from a text or source

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

Yr 7 5.3 make informed personal choices of texts and express their preferences

Yr 8 5.1a use a range of reading strategies to retrieve relevant information and main points from texts

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

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

Resources:

4.1: Word-association instruction cards


4.3: Predictions for ‘Going Up’

4.4: Assessment Task questions

4.5: Extension/homework tasks

Access to the Internet for the research extension tasks


246





Starter:

10 minutes

Refer to the first Assessment Task and the APP mark sheets in order to establish prior knowledge of students’ own Levels. Then, using Resource 4.1: Word-association instruction cards and Resource 4.3: Themes of ‘The Jump’, 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 4.2: Word-association notes. These roles can be rotated for each word..

You can model this activity and the role that each member of the group will have with the help of three volunteers; use the word ‘football’.

At the end of the task, ask all the Ds to come to the front of the class and share their notes with the class. Display these either on the board or the 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 the story. 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. Individually, students should make two predictions about what might happen. Next, they should complete the Predictions table on Resource 4.3: Predictions for ‘Going Up’.

Development:

30 minutes

Continue reading the rest of the story. Ideally, this should be independent reading. However, students who are working towards Level 3 could read in small groups supported by a teaching assistant. Individually, students should answer questions 1–4 on Resource 4.4: Assessment Task questions.

Plenary:

10 minutes

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


Refer to Resource 4.5: Extension/homework tasks. There is a choice of tasks which include Speaking and Listening activities:

• Preparation for hot-seating for the character of Dale.

• Research and prepare a short presentation on football violence.

• Speaking and listening football commentary.


Students should work individually on tasks 1–4, as this is an assessment. They can ask for help, but you should 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 and comment effectively and perceptively in their writing about the language of these quotations.


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







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


Yr 7 5.2b make a personal response to a text and provide some textual reference in support

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

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

Yr8 5.2b respond to a text by making precise points and providing relevant evidence in support of those points

Resources:


4.4a–f: Assessment Task questions

4.5: Extension/homework tasks

4.6: Local rivalries


248





Starter:

5 minutes

Using Resource 4.2: Word-association notes, recap students’ understanding from the previous lesson by referring to one group’s spider diagram, to remind students of the themes of the story.

Ask individuals to skim-read the story ‘Going Up’ to remind themselves of the characters, plot and themes.

Introduction:

5 minutes

As a class, discuss the question: ‘Are local rivalries a good idea?’ Using Resource 4.6: Local rivalries, ask two students to come up to the board to take notes from the class responses, one person takes notes for Yes, the other for No. These roles can be rotated with other members of the class.

Development:

40 minutes

Ask students to turn back to Resource 4.4: Assessment Task questions and instruct them to work independently through the remainder of the activities.

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:

10 minutes

Show the students the APP-style marking grid. In pencil, students 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.


Choice of extension / homework tasks include Speaking and Listening activities:

• Preparation for hot-seating for the character of Dale.

• Research and prepare a short presentation on football violence.

• Speaking and Listening football commentary.


To assist students with task 2 on Resource 4.5: Extension/homework tasks, you could show them the following websites:

http://www.hooligansfootball.homestead.com/

http://news.bbc.co.uk/1/hi/programmes/hooligans/1965115.stm

http://news.bbc.co.uk/1/hi/programmes/hooligans/1962084.stm



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 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. Terraces 3. Hooligans 4. League 5. Supporters

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 4.1

250



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

word-association game.

Terraces

Supporters League

Hooligans

Football

Word-associations

Resource 4.2



Pre

dict

ions

for

‘G

oing

Up’

R

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th

e fir

st five p

ara

gra

phs o

f th

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tory

‘G

oin

g U

p’ by R

ob

ert

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ind

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kill

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try t

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ast th

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pen

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he s

tory

. F

or

ea

ch p

redic

tion,

try t

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rovid

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vid

ence (

qu

ota

tio

ns fro

m th

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tory

) w

ith a

n e

xpla

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n a

bou

t th

is m

ight

ha

pp

en o

r th

e e

ffect

it c

ould

have o

n th

e s

tory

. (A

F3

)

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t –

yo

ur

pre

dic

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nc

e –

wo

rds

fro

m t

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sto

ry

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on

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pla

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th

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igh

t h

ap

pe

n;

wh

at

eff

ect

this

mig

ht

ha

ve

on

th

e r

est

of

the

sto

ry

1

2

3

Reso

urce 4

.3


252

Ass

essm

ent

Tas

k qu

esti

ons

1.

Rem

ind y

ou

rself o

f th

e fir

st p

ara

gra

ph,

the

n w

rite

dow

n o

ne w

ord

fro

m th

at

pa

ragra

ph th

at you

thin

k

show

s th

e a

tmo

sp

here

. (A

F2)

________________________________________________________________________________

2.

W

hat is

Terr

y’s

rea

ctio

n w

hen D

ad

says the

y c

ann

ot

go t

o t

he g

am

e? (

AF

3)

________________________________________________________________________________

I kno

w this

beca

use:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Reso

urce 4

.4a



Ass

essm

ent

Tas

k qu

esti

ons

(con

tinu

ed)

3.

How

do w

e k

now

that

Dale

is r

elu

cta

nt

(do

es n

ot

wan

t) t

o t

ake T

err

y to

th

e m

atc

h? T

ick t

hre

e o

f th

e fiv

e

choic

es.

(AF

2)

If y

ou c

an,

fin

d a

qu

ota

tion t

o s

upp

ort

yo

ur

decis

ion

. (A

F3

)

✓

yes

✘ n

o

Qu

ota

tio

n –

ev

ide

nc

e f

rom

th

e s

tory

to

sh

ow

wh

y y

ou

pu

t a

tic

k

or

a c

ros

s

a)

D

ale

do

es n

ot

like

fo

otb

all

b) D

ale

is a

ng

ry a

bo

ut b

ein

g t

old

wh

at

to d

o

c) D

ale

do

es n

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wa

nt

to b

e

lau

gh

ed

at b

y h

is fri

en

ds

d) D

ale

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l o

ld e

no

ug

h

to b

e r

esp

on

sib

le fo

r T

err

y

e) D

ale

is w

orr

ied

ab

ou

t w

ha

t w

ill

ha

pp

en

aft

er

the

ma

tch

Reso

urce 4

.4b


254

Ass

essm

ent

Tas

k qu

esti

ons

(con

tinu

ed)

4.

Why d

o y

ou t

hin

k th

at fighting b

roke

ou

t betw

ee

n t

he t

wo t

ea

ms’

sup

po

rte

rs?

Try

to

giv

e a

t le

ast tw

o

reasons. (A

F3

)

Reas

on

E

vid

en

ce f

rom

th

e t

ex

t th

at

ma

ke

s m

e t

hin

k t

his

I th

ink th

e fig

hting b

roke o

ut b

etw

een t

he

supp

ort

ers

beca

use _

___

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____

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____

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_

Reso

urce 4

.4c



Assessment Task questions (continued) 5. Comment on the language used in the following sentence. (AF5) Give two

reasons why this sentence is effective. ‘A guy charged over a sea of broken glass, aimed a kick at a youth in the

doorway and the pair of them swayed snarling out of sight.’ a) ______________________________________________________ ________________________________________________________ b) ______________________________________________________ ________________________________________________________ 6. Find two further examples of words or groups of words that help to create

a dangerous atmosphere. Explain why you think Robert Swindells chose these words. (AF5)

Words or phrase that create a dangerous atmosphere

I think Robert Swindells used these words because…

1.

2.

Resource 4.4d

256



Assessment Task questions (continued) 7. Select a quotation to mark the different parts of the story. (AF4)

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

The opening

The development

The complication(s)

The crisis

The resolution

Resource 4.4e



Assessment Task questions (continued)

8. What do you think the moral of the story could be? Try to give at least three reasons for your ideas. (AF6) I think the moral of the story ‘Going Up’ is _______________________ ________________________________________________________ ________________________________________________________ Reasons why I think this include: a) ______________________________________________________ ________________________________________________________ b) ______________________________________________________ ________________________________________________________ c) ______________________________________________________ ________________________________________________________

9. The story ‘Going Up’ might be set during the 1980s. Find two clues from the story that could indicate this historical setting. (AF7) a) ______________________________________________________ ________________________________________________________ b) ______________________________________________________ ________________________________________________________

Resource 4.4f

258



Extension / Homework tasks

Task 1: Hot-seating the character of Dale

In small groups, prepare at least ten questions (two from each section of the story). One person now takes the role of Dale, while the others ask questions and make notes on the responses.

Sections:

1. When Dale’s father tells him he has to take Terry to the match.

2. When Lud says ‘’cause there ain’t no nannies in the Ointment.’

3. The start of the fight.

4. When Dale learns that Lud is dead.

5. After a football game where he didn’t stand with the Ointment.

Task 2: Researching football violence

Your teacher may show you some websites to help with your research.

As a result of your research, you could investigate any specific examples of football-related violence and prepare a short PowerPoint presentation that addresses the following questions.

a) What happened?

b) Where and when did these events occur?

c) What were the consequences of these actions?

d) What could have been done to prevent the violence?

Task 3: Write and be prepared to deliver a football commentary

Imagine you are at the Barfax Town versus Lincoln City game and create a 2–3 minute radio commentary about the moment when Barfax Town scored a goal and how Lincoln City responded. (Use the paragraph on page 216, beginning ‘We didn’t though…’ to help you.) Be prepared to present your commentary to the class.

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

Resource 4.5



Local rivalries Consider the question ‘Are local rivalries a good idea?’ Write your thoughts in

the table below. Try to include reasons both for and against the idea.

Yes – give reasons why No – give reasons why

Resource 4.6

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