millions - pearson education · 5 lesson 3 4 5 afs and objectives reading af2, af3 & af6 •r8...

9 781405 828116

ISBN 1-405-82811-0

TEACHER’S BOOKLET

Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JEEngland and Associated Companies throughout the World

© Pearson Education Limited 2005

The right of Dr Helen Bulbeck to be identified as the author of this work has been assertedby her in accordance with the Copyright, Designs and Patents Act of 1988.

Extracts from Millions © 2004 Frank Cottrell Boyce

The publisher is grateful to Bloodaxe Books Ltd for permission to reproduce the poem‘Blessing’ by Imtiaz Dharker published in Postcards from God 1997.

The original edition of Millions is published by Macmillan Children’s Books

All rights reserved. No part of this publication may be reproduced, stored in a retrievalsystem, or transmitted in any form or by any means, electronic, mechanical, photocopying,

recording, or otherwise without the prior written permission of the Publisher or a licencepermitting restricted copying in the United Kingdom issued by the Copyright Licensing

Agency, 90 Tottenham Court Road, London, W1T 4LP

ISBN 1405 828110

First published 2005

Pearson Education cannot accept responsibility for the content of any website mentioned in Millions. Teachers are advised to check websites before showing

them to their class. If you are using a copy of the first edition, please be aware that some of the websites mentioned in Chapter 12 may not be appropriate

for pupils to use. This has been rectified in subsequent editions.

MILLIONS

Introduction

2

AimThis resource provides materials to support the teachingof framework objectives through the reading ofMillions. Reading can be a shared, social activity and itis important that pupils are given the opportunity totalk and write about their reading. Emphasis is placedon the promotion and development of independentreading, as pupils are asked to reflect on the readingstrategies they use and encouraged to try out newones. Many of the activities encourage pupils to build abridge between their reading and writing. In particular,pupils are encouraged to develop the skills that readersin Year 7 need if they are to meet the reading andwriting demands made of them.

The focus of this resource is on the development of thehigher-order reading skills, such as interpretingpatterns, hearing a narrative voice and reinterpretingthe text. The activities will enable pupils to movebeyond a literal encounter with Millions, towardsdeveloping more reflective responses and making linkswithin and beyond the text.

The underpinning structure of this resource is asfollows:

• an exploration of inference and deduction throughthe development of character (Lessons 2 to 4)

• thematic development through characterisation andlanguage (Lessons 5 to 7)

• the overall structure of Millions (Lessons 8, 11 and 12)

• narrative style (Lessons 9 and 10).

The lesson outlineThe lesson outline provides a structure for teaching ‘at aglance’. It is intended to provide a framework and canbe adjusted to suit your circumstances. The structureenables you to cover a longer text while maintainingpace. Assessment focuses are addressed and frameworkobjectives are taught explicitly and clearly placed withinthe context of the book and the lesson structure. Therewill be issues about coverage, but it is more importantthat pupils are able to explore their reading through talkand other interactive approaches, rather than sittingpassively as the whole book is read to them, or worse,being asked to ‘read around the class’.

It may be necessary to expand the number of lessonsoutlined here, so that the chapters that are the focus ofthe lesson outline can be read and prepared in between.Approaches for progressing through the book include:

• pupils or teacher recapping previous chapters thatmay not have been read

• jigsaw reading (groups are given a section or chapterto read and then the group reports back)

• use of video, if available

• use of prepared summaries or diagrammaticrepresentations of the plot

• reading at home, if appropriate.

It is also important to allow pupils to control their ownreading. If they want to read on, let them; re-readingchapters and revisiting prior reading may highlightthings that were missed before.

Reading journals

While some pupils will eagerly share their impressionsabout texts they have read, others feel less comfortablein class discussions, and will keep their thoughts tothemselves. In an effort to encourage all pupils to thinkmore about what they read and to share theirobservations and opinions confidently, some teachersuse reading journals to great advantage. Readingjournals provide pupils with the opportunity to reflect,speculate and express their immediate responses totheir reading. They can be an essential tool in trackinghow pupils are responding to the text.

Pupils can make a wide variety of entries in a readingjournal, including:

• noting responses

• questions arising

• mind-mapping and other graphic representations

• jotting down words and phrases that need clarifying,or that they could ‘steal’ for their own writing

• keeping track of the plot.

Most pupils will need support if they are to write withclarity and understanding, even if they are just makingnotes. For example, if pupils are asked to delve intocharacters’ motivations and choices, this kind ofresponse will need to be modelled for them. You canalso provide key words and phrases to prompt criticalresponses from pupils, for example: ‘I wonder what this means …’ ‘This bit reminds me of …’

Assessing the reading journal

It is important that pupils regard the journal as part of acontinuing dialogue with the teacher and with eachother, rather than work that is to be marked. However,there are three stages that reflect critical thinking andreading and these could be used as a teacher checklistfor assessment:

1 A literal encounter with the text – the pupil’sresponses are superficial and tend towards recount.

2 Analysis and interpretation – the pupil’s responsesare more reflective, for example empathy with acharacter is reflected in the journal.

3 Synthesis and evaluation – the pupil is able to makelinks within and beyond the text.

It is important to remember that more challengingcontent on its own does not always improve pupils’critical thinking. Equipping pupils with the rightvocabulary and the methods by which they canappraise their learning and progress is a critical part ofthe process.

Overview of objectivesThe notion of literacy being embedded in objectives involves much more than thebasic acquisition of skills. The objectives selected here focus on enabling pupils toread as readers in order to deepen their understanding and appreciation, and to readas writers so that they can identify typical features and explore how writers gainimpact. This is the point at which the bridge between reading and writing is made –when the pupil has the ability to step outside the body of a text and look at it as awriter. The objectives listed below encompass the ability to recognise, understandand manipulate the conventions of language and develop the pupils’ ability to uselanguage imaginatively and flexibly in the narrative context. Objectives (and pupils)benefit from being explicitly taught and from being identified and deployed incontext. Other objectives can also be taught (through starter activities), but it is upto the teacher to decide where the priority lies and to adapt the resource materialsaccording to the needs of the pupils.

3

Sn11 Sentence varietySn18 Sentences in older text

Reading R2 Extract informationR4 Note-making R6 Active readingR7 Identify main ideasR8 Infer and deduceR9 Distinguish writer’s viewsR12 Character, setting and moodR14 Language choicesR15 Endings

WritingWr2 Planning formatsWr3 Exploratory writingWr9 Link writing and readingWr19 Reflective writing

Speaking and listening

S&L15 Explore in role

Sentence

Year 7

4

Less

on

1 2

AFs

an

d o

bje

ctiv

es

Rea

din

g A

F3 &

AF6

•R6

Act

ive

read

ing

•W

r3 E

xplo

rato

ry w

ritin

g

Rea

din

g A

F2 &

AF6

•R

2 Ex

trac

t in

form

atio

n•

R9 D

istin

guis

h w

riter

’svi

ews

•W

r2 P

lann

ing

form

ats

•S&

L15

Exp

lore

in r

ole

Less

on

fo

cus

Ch

apte

r 1

•Pr

edic

t•

Pass

com

men

ts•

Spec

ulat

e•

Hea

r a

voic

e

Ch

apte

r 3

•Te

xt a

nnot

atio

n •

Role

-pla

y•

Empa

this

e•

Pass

judg

emen

ts

Star

ter/

Intr

od

uct

ion

Rea

din

g jo

urn

als

•In

trod

uce

the

use

of t

he r

eadi

ngjo

urna

l as

a w

ay t

o re

flect

on

plot

, ch

arac

ter,

idea

s an

dqu

estio

ns.

•Pu

pils

com

plet

e ac

tivity

1 o

nPu

pil w

orks

heet

1.1

. Pu

pil

wo

rksh

eet

Ch

arac

teri

sati

on

•A

sk p

upils

to

cons

ider

wha

t w

ele

arn

abou

t A

ntho

ny a

ndD

amia

n fr

om t

heir

own

writ

ing.

Pup

il w

ork

shee

t 2.

1

1.1

Dev

elo

pm

ent

Way

s in

to t

he

text

•Re

min

d pu

pils

of

the

read

ing

stra

tegi

esth

at g

ood

read

ers

use.

Tea

cher

pla

nn

er

•M

odel

rea

ding

Ext

ract

1,

focu

sing

on

text

leve

l fea

ture

s an

d us

ing

read

ing

stra

tegi

es.

Then

mov

e to

sha

red

read

ing

of E

xtra

ct 2

and

paire

d or

inde

pend

ent

read

ing

ofEx

trac

t 3.

Tea

cher

pla

nn

er

•G

uide

d te

achi

ng w

ith a

low

er-a

ttai

ning

grou

p.

Dam

ian

•Fo

cus

pupi

ls o

n ho

w C

hapt

er 3

bui

lds

the

char

acte

r of

Dam

ian.

Tea

cher

pla

nn

er

•G

roup

tas

k. R

ole-

play

to

expl

ore

the

char

acte

rs m

et s

o fa

r an

d th

eir

pers

pect

ives

. Te

ach

er p

lan

ner

2.

2

2.2

1.3

1.2

Plen

ary

and

Ho

mew

ork

Plen

ary

•Pu

pils

sha

re in

sigh

tsfr

om r

eadi

ng E

xtra

cts

1–3.

Ho

mew

ork

•A

sk h

alf

the

clas

s to

pred

ict

and

writ

e do

wn

the

two

final

sen

tenc

esof

the

nov

el.

The

othe

rha

lf of

the

cla

ss s

houl

dw

rite

dow

n tw

oqu

estio

ns t

hat

they

hav

eab

out

the

nove

l.

Plen

ary

•A

sk p

upils

to

feed

bac

kon

how

the

rol

e-pl

ays

have

ena

bled

the

m t

oun

ders

tand

the

char

acte

rs b

ette

r.Te

ach

er p

lan

ner

Ho

mew

ork

•Pu

pils

com

plet

e th

esa

ints

cha

rt.

Pup

ilw

ork

shee

t 2.

3

2.2

Less

on

ou

tlin

e

5

Less

on

3 4 5

AFs

an

d o

bje

ctiv

es

Rea

din

g A

F2, A

F3 &

AF6

•R

8 In

fer

and

ded

uce

•R

12 C

har

acte

r, se

ttin

gan

d m

oo

d

Rea

din

g A

F2, A

F3 &

AF6

•R

8 In

fer

and

ded

uce

•R1

4 La

ngua

ge c

hoic

es

Rea

din

g A

F2 &

AF5

•R7

Iden

tify

mai

n id

eas

•W

r2 P

lann

ing

form

ats

Less

on

fo

cus

Ch

apte

rs 4

& 5

•Em

path

ise

•Fe

el•

Inte

rpre

tpa

tter

ns•

Re-r

ead

Ch

apte

rs 6

& 7

•In

fer

•D

educ

e•

Pass

com

men

ts•

Esta

blis

h a

rela

tions

hip

with

the

narr

ator

Ch

apte

rs 8

& 9

•A

sk q

uest

ions

•Sp

ecul

ate

•Ra

tiona

lise

Star

ter/

Intr

od

uct

ion

Exp

lora

tio

n o

f ch

arac

ter

–in

fere

nce

an

d d

edu

ctio

n•

In s

mal

l gro

ups,

pup

ils w

rite

ade

finiti

on o

f in

fere

nce.

Dis

play

thes

e ar

ound

the

cla

ssro

om.

•In

divi

dual

ly, p

upils

writ

e a

defin

ition

of

infe

renc

e in

the

irre

adin

g jo

urna

ls.

•O

rally

, pu

pils

cre

ate

two

sent

ence

s in

whi

ch s

omet

hing

isin

ferr

ed a

bout

som

eone

.

Ch

arac

teri

sati

on

•W

hat

is D

amia

n lik

e? A

sk p

upils

to w

rite

on P

ost-

it no

tes

key

wor

ds f

rom

the

nov

el t

hat

desc

ribe

his

phys

ique

and

his

pers

onal

ity.

Prov

ide

an o

utlin

e of

Dam

ian

on w

hich

pup

ils c

anst

ick

thei

r Po

st-it

not

es.

•N

BK

eep

the

outli

ne o

f D

amia

nan

d th

e pu

pils

’ Po

st-it

not

es f

orla

ter

use.

Intr

od

uct

ion

to

th

emes

•

Ask

the

cla

ss:

Wha

t do

we

mea

nby

the

me?

Wha

t th

emes

are

ther

e in

Mill

ions

?•

Pupi

ls d

iscu

ss t

hem

es in

pai

rs,

and

then

mov

e fr

om p

airs

to

four

s to

sha

re id

eas.

Gro

ups

agre

e on

key

the

mes

and

not

edo

wn

thou

ghts

in t

heir

read

ing

jour

nals

.

Dev

elo

pm

ent

Infe

ren

ce a

nd

ded

uct

ion

•M

odel

infe

rrin

g us

ing

the

extr

act

from

Cha

pter

4.

Teac

her

pla

nn

er•

Pupi

ls e

xplo

re e

xplic

it an

d in

ferr

edde

velo

pmen

t of

cha

ract

ers

usin

g th

eex

trac

ts f

rom

Cha

pter

s 5

and

6. P

up

ilw

ork

shee

t

•G

uide

d te

achi

ng w

ith a

low

er-a

ttai

ning

grou

p w

ho a

re in

secu

re w

ith in

fere

nce

and

dedu

ctio

n. F

or d

iffer

entia

tion,

ahi

gher

-abi

lity

grou

p co

uld

find

othe

rex

ampl

es t

o ex

plor

e.

4.2

4.1

Plen

ary

and

Ho

mew

ork

Plen

ary

•A

s a

clas

s, c

reat

e a

spid

er d

iagr

am o

f th

ech

arac

ters

, th

eir

rela

tions

hips

and

the

irfe

elin

gs a

bout

eac

hot

her.

Ho

mew

ork

•Pu

pils

rea

d C

hapt

er 7

and

find

two

exam

ples

of in

fere

nce

and

dedu

ctio

n.

The

abse

nt

char

acte

r•

Pupi

ls e

xplo

re t

he im

pact

of

thei

r m

othe

r’s d

eath

on

Ant

hony

and

Dam

ian.

Pu

pil

wo

rksh

eet

Th

e sh

eet

of p

hras

es s

houl

d be

enla

rged

for

pup

ils t

o an

nota

te.

Pup

il w

ork

shee

t

•G

uide

d te

achi

ng w

ith a

low

er-a

ttai

ning

gro

up w

ho a

re in

secu

rew

ith in

fere

nce

and

dedu

ctio

n.

3.2

3.1

Them

es

•N

BTh

is a

ctiv

ity s

houl

d be

com

plet

ed b

efor

e re

adin

g C

hapt

er 9

.•

In s

mal

l gro

ups,

pup

ils c

ompl

ete

a ca

rd s

ort

activ

ity u

sing

the

noun

s in

Cha

pter

9.

Teac

her

pla

nn

er•

In t

heir

grou

ps,

pupi

ls s

houl

d co

nsid

er t

he t

hem

es,

then

add

the

seto

the

cha

ract

er s

pide

r di

agra

m c

reat

ed a

t th

e en

d of

Les

son

4.

5.1

6

Less

on

6 7

AFs

an

d o

bje

ctiv

es

Rea

din

g A

F2 &

AF6

•R7

Iden

tify

mai

n id

eas

Wri

tin

g A

F2 &

AF3

•W

r2 P

lann

ing

form

ats

•W

r19

Ref

lect

ive

wri

tin

g

Rea

din

g A

F2 &

AF3

•R7

Iden

tify

mai

n id

eas

Wri

tin

g A

F3•

Wr2

Pla

nnin

g fo

rmat

s

Less

on

fo

cus

Ch

apte

r 10

•Re

late

to

your

own

expe

rienc

e•

Empa

this

e•

Rein

terp

ret

Ch

apte

rs 1

1 &

12

•Re

-rea

d•

Rein

terp

ret

•Su

mm

aris

e•

Ratio

nalis

e w

hat

is h

appe

ning

•

Rela

te t

o yo

urow

n ex

perie

nce

Star

ter/

Intr

od

uct

ion

Them

es•

Prov

ide

pairs

with

set

s of

the

quot

atio

ns a

bout

mon

ey a

ndm

ater

ial p

osse

ssio

ns.

Pupi

ls p

lace

each

of

thes

e qu

otat

ions

on

aco

ntin

uum

of

Agr

ee t

o D

isag

ree.

Teac

her

pla

nn

er•

NB

Kee

p th

ese

cont

inuu

ms

for

late

r us

e in

Les

son

12.

Them

es•

In p

airs

, pu

pils

com

plet

e a

wor

das

soci

atio

n ac

tivity

usi

ng w

ords

from

Mill

ions

. Pu

pil

wo

rksh

eet

•In

gro

ups

of f

our,

pupi

ls c

hoos

eon

e of

the

wor

ds in

the

grid

and

disc

uss

why

it is

impo

rtan

t in

the

nove

l.

7.1

6.1

Dev

elo

pm

ent

Them

es•

Mod

el h

ow t

o pl

an a

for

mal

ess

ay,

usin

gth

e tit

le:

Wha

t do

we

lear

n ab

out

Dam

ian’

s an

d A

ntho

ny’s

attit

udes

to

mon

ey?

How

are

the

ir vi

ews

sim

ilar

ordi

ffer

ent

to y

our

own

view

s? T

each

erp

lan

ner

•

Pupi

ls p

lan

and

writ

e a

brie

f re

spon

se t

oth

is q

uest

ion.

Pu

pil

wo

rksh

eet

•

Gui

ded

teac

hing

with

a lo

wer

-att

aini

nggr

oup

who

are

inse

cure

with

pla

nnin

g an

dw

ritin

g a

form

al e

ssay

.

Them

es•

Gro

up t

ask.

Pup

ils c

reat

e a

colla

ge o

f th

eir

chos

en w

ord,

illu

stra

ting

its im

port

ance

inth

e bo

ok.

They

sho

uld

incl

ude

wor

ds a

ndph

rase

s, q

uota

tions

fro

m M

illio

ns,

sain

tsre

late

d to

the

wor

d, a

nd r

efer

ence

s to

othe

r bo

oks

or f

ilms

rela

ted

to t

he w

ord.

6.2

6.1

Plen

ary

and

Ho

mew

ork

Plen

ary

•Pu

pils

sha

re t

heir

indi

vidu

al p

arag

raph

sw

ith p

eers

.

Ho

mew

ork

•Pu

pils

upd

ate

the

sain

tsch

art

begu

n in

Les

son

2.

Plen

ary

•D

ispl

ay t

he c

olla

ges.

Pupi

ls s

houl

d no

te d

own

in t

heir

read

ing

jour

nals

one

idea

tha

t th

ey h

ave

lear

nt f

rom

look

ing

atea

ch c

olla

ge.

7

Less

on

8 9

AFs

an

d o

bje

ctiv

es

Rea

din

g A

F2 &

AF6

•R4

Not

e-m

akin

g•

R6 A

ctiv

e re

adin

g•

R7 Id

entif

y m

ain

idea

s

Rea

din

g A

F5 &

AF6

•

Sn11

Sen

tenc

e va

riety

•R6

Act

ive

read

ing

•R

12 C

har

acte

r, se

ttin

gan

d m

oo

d•

R14

Lang

uage

cho

ices

Less

on

fo

cus

Ch

apte

r 13

•Re

-rea

d•

Rein

terp

ret

•Su

mm

aris

e•

Ratio

nalis

e w

hat

is h

appe

ning

•

Inte

rpre

tpa

tter

ns

Ch

apte

rs 1

4 &

15

•Fe

el•

Empa

this

e•

Pass

judg

emen

ts•

Esta

blis

h a

rela

tions

hip

with

the

narr

ator

Star

ter/

Intr

od

uct

ion

Stru

ctu

re•

Div

ide

pupi

ls in

to s

mal

l gro

ups

and

assi

gn e

ach

grou

p tw

och

apte

rs,

from

Cha

pter

1 u

p to

and

incl

udin

g C

hapt

er 1

3.•

In t

heir

grou

ps,

pupi

ls s

kim

re

-rea

d th

eir

two

chap

ters

. A

skpu

pils

to

plot

the

key

eve

nts

inth

ese

chap

ters

on

to s

ugar

pap

erfo

r se

quen

tial d

ispl

ay f

or t

hew

hole

cla

ss.

•N

BK

eep

thes

e di

agra

ms

for

late

rus

e in

Les

son

11.

Nar

rati

ve s

tyle

•Ex

plai

n th

at C

hapt

er 1

3 is

aca

taly

st.

Dor

othy

is in

trod

uced

and

the

fam

ily is

wat

chin

g W

hoW

ants

to

be a

Mill

iona

ire?.

•Pu

pils

exp

lore

wha

t th

ese

two

fact

ors

reve

al a

bout

the

fam

ilydy

nam

ic a

nd h

ow t

his

dyna

mic

ispo

rtra

yed

thou

gh la

ngua

ge in

the

nove

l. Te

ach

er p

lan

ner

9.1

Dev

elo

pm

ent

A la

dd

er t

o H

eave

n•

Focu

sing

on

thei

r as

sign

ed c

hapt

ers,

ingr

oups

pup

ils t

rack

the

boy

s’ a

ctio

ns.

How

do t

heir

actio

ns r

evea

l the

ir ch

arac

ters

?Pu

pil

wo

rksh

eet

•Ex

tens

ion

task

. A

ntho

ny s

ays,

‘Th

e w

orld

is c

rap.

We

coul

d ha

ve a

nyth

ing

in it

but

ever

ythi

ng in

it is

cra

p’ (

page

110

). W

hydo

es h

e sa

y th

is?

Wha

t do

es it

tel

l us

abou

t hi

m?

How

is h

e ch

angi

ng?

Nar

rati

ve s

tyle

•H

ow is

the

ten

sion

cre

ated

in C

hapt

er 1

3bu

ilt u

pon

in C

hapt

er 1

5? M

odel

rea

ding

the

extr

act

from

Cha

pter

15.

Tea

cher

pla

nn

er•

Pupi

ls w

ork

in p

airs

on

sect

ions

of

Cha

pter

15 t

o ex

plor

e ho

w t

ensi

on is

bui

lt.•

Gui

ded

teac

hing

with

a lo

wer

-att

aini

nggr

oup

who

are

inse

cure

with

nar

rativ

est

yle.

9.1

8.1

Plen

ary

and

Ho

mew

ork

Plen

ary

•Ta

ke f

eedb

ack

onla

dder

s fr

om t

he c

lass

.Pu

pils

look

for

pat

tern

sin

the

gro

ups’

fin

ding

s.

Plen

ary

•A

sk p

upils

wha

tst

rate

gies

the

aut

hor

has

used

to

build

ten

sion

inC

hapt

ers

13 t

o 15

. •

Pupi

ls n

ote

dow

n in

the

irre

adin

g jo

urna

ls t

hree

stra

tegi

es f

or b

uild

ing

tens

ion

and

shar

e th

ese

with

a p

artn

er.

8

Less

on

10 11

AFs

an

d o

bje

ctiv

es

Rea

din

g A

F5, A

F6 &

AF7

•Sn

18 S

ente

nces

in o

lder

text

•R4

Not

e-m

akin

g•

R7 Id

entif

y m

ain

idea

s•

R12

Ch

arac

ter,

sett

ing

and

mo

od

•R1

4 La

ngua

ge c

hoic

es

Wri

tin

g A

F3•

Wr9

Lin

k re

adin

g an

dw

ritin

g

Rea

din

g A

F4 &

AF6

•R6

Act

ive

read

ing

•R1

5 En

ding

s•

Wr3

Exp

lora

tory

writ

ing

Less

on

fo

cus

Ch

apte

r 16

& 1

7•

Inte

rpre

tpa

tter

ns•

Dra

ftin

g•

Use

rea

ding

to

info

rm w

ritin

g

Ch

apte

r 18

& 1

9•

Inte

rpre

tpa

tter

ns•

Ask

que

stio

ns•

Use

rea

ding

to

info

rm w

ritin

g

Star

ter/

Intr

od

uct

ion

Nar

rati

ve s

tyle

•

Act

ivat

e pr

ior

know

ledg

e. A

skpu

pils

how

, as

a w

riter

, yo

u ca

nbu

ild a

sen

se o

f an

ticip

atio

n.D

iscu

ss id

eas,

e.g

. th

e ba

lanc

e of

dial

ogue

/des

crip

tion,

sen

tenc

eva

riety

, qu

estio

ns,

pow

erfu

lve

rbs,

rep

etiti

on a

nd p

ace.

Pup

ilssh

ould

rec

ord

tech

niqu

es in

the

irre

adin

g jo

urna

ls.

Stru

ctu

re•

Refe

r ba

ck t

o th

e no

tes

mad

e on

key

even

ts in

Les

son

8. A

skpu

pils

to

note

dow

n th

e ke

yev

ents

of

the

rem

aini

ng c

hapt

ers

(exc

ept

Cha

pter

20)

.•

Cre

ate

a cl

ass

over

view

of

the

key

even

ts in

the

who

le n

ovel

.

Dev

elo

pm

ent

Nar

rati

ve s

tyle

•

Paire

d ta

sk. P

upils

com

pare

the

des

crip

tion

of G

lass

Eye

with

a d

escr

iptio

n of

Bill

Syk

esfr

om O

liver

Tw

ist.

Pu

pil

wo

rksh

eet

•G

uide

d te

achi

ng w

ith a

low

er-a

ttai

ning

grou

p w

ho a

re in

secu

re w

ith n

arra

tive

styl

e.

Stru

ctu

re•

Expl

ore

the

stru

ctur

al o

verv

iew

of

the

nove

l. •

Rem

ind

pupi

ls o

f th

e re

adin

g st

rate

gies

avai

labl

e to

the

m.

Ask

pup

ils t

o m

ap t

heir

read

ing

resp

onse

s on

to

one

chap

ter

ofth

eir

choi

ce.

•A

sk p

upils

whe

n th

ey u

sed

part

icul

arre

adin

g st

rate

gies

.

10.1

Plen

ary

and

Ho

mew

ork

Plen

ary

•A

sk p

upils

to

shar

e th

eir

rew

ritte

n de

scrip

tion

ofG

lass

Eye

with

a p

artn

er.

Pairs

sho

uld

note

dow

nin

the

ir re

adin

g jo

urna

lstw

o te

chni

ques

tha

t th

eyha

ve le

arnt

to

use

tom

ake

desc

riptio

ns m

ore

effe

ctiv

e.

Ho

mew

ork

•Pu

pils

fin

d an

othe

rch

arac

ter

desc

riptio

nfr

om M

illio

nsan

d no

teho

w e

ffec

tive

it is

. •

Pupi

ls c

ould

als

o be

aske

d to

upd

ate

the

sain

ts c

hart

.

Plen

ary

•Pu

pils

rev

iew

the

rea

ding

stra

tegi

es t

hey

have

used

. W

hich

str

ateg

ies

do t

hey

use

mos

t of

ten?

Whi

ch s

trat

egie

s do

the

yst

rugg

le w

ith?

Set

thes

eas

rea

ding

tar

gets

for

futu

re w

ork.

9

Less

on

12

AFs

an

d o

bje

ctiv

es

Rea

din

g A

F2 &

AF3

•R6

Act

ive

read

ing

•R1

5 En

ding

s•

Wr3

Exp

lora

tory

writ

ing

Less

on

fo

cus

Ch

apte

rs 1

–20

•In

terp

ret

patt

erns

•A

sk q

uest

ions

•Re

-rea

d•

Rein

terp

ret

Star

ter/

Intr

od

uct

ion

Stru

ctu

re: e

nd

ing

s an

db

egin

nin

gs

•Re

visi

t th

e an

ticip

atio

n gu

ide

whi

ch p

upils

beg

an t

o co

mpl

ete

in L

esso

n 1.

Ask

pup

ils t

oco

mpl

ete

activ

ities

2 a

nd 3

.Pu

pil

wo

rksh

eet

•A

sk p

upils

if t

hey

have

cha

nged

thei

r vi

ewpo

int

abou

t an

y of

the

stat

emen

ts h

avin

g re

ad M

illio

ns.

1.1

Dev

elo

pm

ent

Stru

ctu

re: e

nd

ing

s an

d b

egin

nin

gs

•A

sk p

upils

: H

ow is

the

end

ing

linke

d to

the

begi

nnin

g of

the

nov

el?

•A

sk p

upils

: H

ow is

the

fin

al p

arag

raph

linke

d to

pag

e 87

?•

Expl

ore

wha

t lin

ks t

here

are

bet

wee

n th

epo

em ‘

The

Bles

sing

’ an

d M

illio

ns.

Teac

her

pla

nn

er12

.1

Plen

ary

and

Ho

mew

ork

Plen

ary

•Re

visi

t th

e co

ntin

uum

sfr

om L

esso

n 6.

Whe

rew

ould

pup

ils p

lace

Ant

hony

and

Dam

ian

now

? W

here

wou

ld t

hey

plac

e th

emse

lves

?

© Pearson Education Limited 2005. This may be reproduced for class use solely within the purchaser’s school or college.

Anticipation guide1 Before you read Millions, look at each statement below and circle either ‘Agree’ or ‘Disagree’

beside it in the column on the left. Then share your responses with a partner.

Pupil worksheet 1.1Lesson 1

10

Before reading Statements After reading

Agree Disagree If you find lots of money, you should hand it in to the police. Agree Disagree

Agree Disagree It is OK to use a traumatic situation to get what you want. Agree Disagree

Agree Disagree Money brings happiness. Agree Disagree

Agree Disagree It is better to believe in saints than sporting heroes. Agree Disagree

Agree Disagree There is nothing wrong with having secrets from your family. Agree Disagree

Agree Disagree If you have lots of money it is good to pay your friends to do Agree Disagreethings for you.

Agree Disagree Money makes people untrustworthy. Agree Disagree

Agree Disagree Generosity brings you friends. Agree Disagree

Agree Disagree Money changes people. Agree Disagree

Agree Disagree Mean people always get what they deserve. Agree Disagree

2 When you have finished reading Millions, look at the statements below again. Have youchanged your opinion about any of them? Circle either ‘Agree’ or ‘Disagree’ beside eachone in the column on the right.

3 Now compare your answers with the ones you gave before you read Millions. Share yourresponses with a partner.

11

Teaching objectives• R6 Adopt active reading approaches to engage with and make sense of texts, e.g.

visualising, predicting, empathising and relating to own experience.

• Wr3 Use writing to explore and develop ideas, e.g. journals, brainstormingtechniques and mental mapping activities.

Focus• Chapter 1

• Ways into the text.

Reading strategiesRemind pupils of the reading strategies that good readers use when reading fiction:

Teacher planner 1.2Lesson 1

When getting ready to read, we need to:

• preview, speculate, predict, discuss, ask questions and make guesses about a text to make sense of it

• find organisational patterns in the text.

When engaging in reading, we need to:

• think about how we read – understanding how we read is called metacognition

• read between the lines – infer and deduce

• visualise, see images

• hear a voice

• sort out ideas

• make connections, re-read and reinterpret

• make meaning from texts

• empathise, feel

• establish a relationship with the narrator and the author.

When reacting to reading, we:

• respond in different ways to what we read, depending on our own experiences and insights

• make judgements

• draw conclusions.

12

Extract 1


Chapter 1: page 1If our Anthony was telling this story, he’d start with themoney. It always comes down to money, he says, so youmight as well start there. He’d probably put, ‘Once upon atime there were 229, 370 little pounds sterling,’ and go ontill he got to, ‘and they all lived happily ever after in ahigh-interest bank account.’ But he’s not telling this story. Iam. Personally, I like to start with the patron saint ofwhatever it is.

Use of possessivepronoun tells methat Anthony issomeone close tome. It alsosuggests dialect.

This suggeststhat whoever thevoice is gets fedup with Anthony.

This is an oddsum.

Use ofcontracted modalverb increasesanticipation. Whywould he? Itmakes mespeculate.

Emphatic use of‘but’ changes thefocus.

This wordsuggestspossibility.

Why does he saythis? Why doeshe like money?Who is Anthony?

This is going tobe a story.

Interesting use ofvocabulary. Whydoesn’t he use apounds sign? Thissounds like achild’s voice.

Who is ‘I’?Sense of self andidentity is strongin this opening.

The last sentence is a complete contrast. Iwant to know who the narrator is. I have asense it is a child, but why are they interestedin saints? To link saints and money is strange.These characters are very different. I want toread on to find out more.

Amusing twist totraditional storyending –suggests thenarrator has asense of humour.

Modelled readingModel reading the opening to Millions, referring to some of these reading strategies. The focus of the modelreading should be on text-level features (e.g. narrative, reader response). Use the following questions as prompts:

• What is my purpose in reading this text?

• What can I immediately begin to understand?

• Who is the narrative voice in the story?

• What do I learn about the voice in the story?

13

Teacher planner 1.3 (continued)Lesson 1

Extract 2

Extract 3

Chapter 11: pages 80–81I tried to discuss things with Anthony at Small Play.

‘It’s terrible. Everyone’s got money but no one’s any richerbecause everyone just charges more. I mean, 100 quid fora picture and it was felt pen. She wanted more for paints.’

‘Is she any good?’‘That’s not the point.’‘It is for me. Term’s over soon. Dad’s going to want to

see my model of Tracy Island, the one I won the Subbuteofor.’

‘She’s the best at art.’‘Which one is she?’I pointed her out. He ended up paying her another 100

for the model and she wanted fifty up front, even thoughthe model wouldn’t be ready till the last week of term.

‘It’ll be worth it,’ said Anthony. ‘What d’you think ofthe Rockports?’

Chapter 18: page 185‘Where is it?’Anthony said it was upstairs. Glass Eye pushed him

forward. Anthony led him up to his bedroom. And the firstthing Glass Eye saw, before he was inside the room even,was the wall completely covered with old money. Theydon’t take glue very well by the way, so they’d started tobubble a bit. It looked like the money was crawling up thewalls. Glass Eye walked in there and stared at it up close,like he couldn’t believe it. He touched it. It was only thenhe realized the community policeman was in the roomalready.

Shared and paired/independent readingMove on to shared reading of Extract 2 and then paired/independent reading of Extract 3.


1 Read the two extracts of Damian’s and Anthony’s own writing below.

Work with a partner and explore what you learn about the different characters of the twoboys from their writing. Underline or annotate the extracts to help you in your discussion.You should consider these questions:

• What interests them?

• Are there any differences in their writing styles? For example, is one more personal thanthe other?

• What is the author telling us about the two boys?

• How might these differences between the two boys impact on the rest of the story?

2 Note down your ideas in your reading journals.

Extract 1 (Chapter 1: pages 1–2)

Extract 2 (Chapter 2: page 10)

European Monetary Union by Anthony Cunningham, Year Six

Money was invented in China in 1100 BC. Before that Chinese merchants used knives andspades to trade with. These were too heavy to carry, so they used model knives and spadesinstead. These were made of bronze and were the first coins. Soon every country had itsown coins. In Europe alone there were the sturdy German Deutschmark, the extravagantItalian lire, the stylish French franc and of course the Great British pound. The pound wasfirst invented in 1489, when it was called a sovereign. On 17 December it will be replacedby the euro.

Moving House by Damian Cunningham, Year Five

We have just moved house to 7 Cromarty Close. The patron saint of moving house is StAnne (1st century). She was the Mother of Our Lady. Our Lady did not die but floated upinto Heaven while still fairly young. St Anne was upset. To cheer her up, four angels pickedup her house and took it to the seaside in Italy, where it can be seen to this day. You canpray to St Anne for help with moving house. She will watch over you, but not do actualremovals. Anne is also the patron saint of miners, horse-riding, cabinetmakers and the cityof Norwich. While alive, she performed many wonders.


Context

As a group we have:

• revised reading strategies and used them to find a way into Millions.

Now you are going to explore how the author creates the charactersof Damian and Anthony.

Objective• R9 Distinguish writer’s views

14

15

Teaching objectives• R9 Distinguish between the views of the writer and those expressed by others in

the text, e.g. the narrator, quoted experts, characters.

• S&L15 Develop drama techniques to explore in role a variety of situationsand texts or respond to stimuli.

• Wr2 Collect, select and assemble ideas in a suitable planning format, e.g. flowchart, list, star chart.

Focus• Chapter 3

• Character development.

How does Chapter 3 develop Damian’s character?Ask pupils to list the characters with whom Damian has come into contact so far:

• Anthony (brother)

• Dad

• Mr Quinn (Year 5 teacher)

• Jake (his peer)

• Freckle Neck (Barry, his peer).

Group taskPupils work in groups of six. Each pupil takes one of the characters listed above (including Damian) and works forone minute on completing a character card detailing anything that they can remember about their character.

After one minute, pupils exchange cards with another member of their group. They spend one minute addingfurther information to the card they receive and then exchange cards again, until each group member has hadinput on all six characters. Working as a group, pupils then add three words to each character card that describethe way this character would speak to Damian.

In their groups, pupils work in role, each taking one of the characters. In turn, each character should interact withDamian, giving him advice about how to settle into his new school. This could be done as a rolling drama or as ahot-seating exercise.

Each group should now capture their thoughts about Damian, using an ‘iceberg’. Ask pupils to draw an iceberg onsugar paper and mark the waterline. Above the waterline pupils write down quotations from Chapters 1 to 3 thatrelate to Damian. Under the waterline they write down words that suggest Damian’s feelings and fears, which arehidden from view from other characters.

ReviewAsk pupils to note down in their reading journals three things they have learned about Damian’s character. Discusswith pupils how the use of role-play enabled them to have a deeper understanding of how his character isportrayed. Possible answers could include:

• through considering different perspectives

• tone of voice

• gesture to convey subtext

• use of the iceberg to pin down their thinking.

Damian



Tracking the saints1 You are going to keep a record of all the saints referred to in Millions. Remind yourself of the

difference between skimming and scanning. Which reading strategy will you need to use forthis task?

2 Make a copy of the grid below and use it to record all the saints that are referred to inChapters 1 to 3 of Millions. The first four saints have been done for you.

3 As you read the rest of Millions keep your saints chart up to date. Every time another saint ismentioned, make a note in this grid. You will revisit this chart over the next few lessons.


16

Saint Patron saint of … Page reference

St Anne moving house, miners, horse-riding, cabinetmakers and the city of Norwich 1

St Francis of Assisi animals and the environment 2

St Dismas robbers 2

St Roch plague, cholera and skin complaints 3


Paired task1 Working with a partner, read the phrases from Millions on Pupil worksheet 3.2. You will

have read some of the phrases already, but others will be new to you. Who are the phrasesabout?

2 You are going to use these phrases to explore the impact of their mum’s death on Damianand Anthony. Which reading strategies do you think you will need to use to be able tocomplete this task?

3 Draw links between the phrases to show connections. For example, you could link phrasesthat may have been said by the same character, or you could link phrases that express similarideas.

4 Highlight any key words in these phrases that describe what Maureen (Anthony andDamian’s mum) was like. What do we learn about her from these phrases?

5 What do we learn about Damian and Anthony from these phrases? Are their feelings abouttheir mum different from one another?

6 What is the impact of these phrases on you, the reader? What do you think is going tohappen? Note down your ideas in your reading journals.

7 Make a note in your reading journals of three reading strategies you have used to completethis task. Were they the same ones that you thought you might use?


Context

As a group we have:

• revised reading strategies and used them to find a way into Millions

• explored how Damian’s character is developed

• revised inference.

Now you are going to explore the impact of their mum’s death onDamian and Anthony.

Objectives• R8 Infer and deduce

• R12 Character, setting and mood

17



18

Part

of

her

job

was

to

loo

k m

ore

bea

uti

ful t

han

no

rmal

mo

ther

s.

My

mu

m’s

lasa

gn

e w

as g

oo

d. T

hat

lasa

gn

e w

as r

ub

bis

h.

On

ly I

did

wo

nd

er if

yo

u’d

co

me

acro

ss a

St

Mau

reen

?

Ho

w c

an h

e h

ave

no

mu

m?

Ever

yon

e’s

go

t a

mu

m.

It w

as g

oo

d t

o b

e ab

le t

o g

etn

ice

stu

ff w

ith

ou

t h

avin

g t

o g

oo

n a

bo

ut

dea

d p

eop

le.

Dad

s an

d m

um

s ar

e n

od

iffe

ren

t. O

ne

min

ute

they

’re

ther

e an

d t

he

nex

tth

ey’r

e g

on

e.

You

can

’t t

ake

his

Pri

ng

les.

He’

s g

ot

no

mu

m.

Her

ski

n w

ent

gre

y an

d d

ry li

ke S

t C

lare

’s.

Ther

e w

as a

lway

s b

eau

tifu

l mu

sic

pla

yin

g.

Do

yo

u w

ant

her

her

ein

stea

d o

f m

um

?

Do

yo

u k

no

w o

f a

St M

aure

en a

t al

l?

You

kn

ow

wh

en y

ou

tel

l peo

ple

mu

m is

dea

dan

d t

hey

giv

e yo

u s

tuff

? W

ell,

I to

ld G

od

.

I ju

st w

ant

us

to s

it a

t th

e ta

ble

like

a p

rop

er f

amily

.

She’

s in

th

e b

est

pla

ce.

She

use

d t

o w

ait

for

us

at t

he

sch

oo

l gat

es.

Ou

r m

um

’s d

ead

. Did

we

tell

you

?

She’

s co

mp

lete

ly d

ead

, isn

’t s

he?

I fo

un

d t

he

on

e w

ith

mu

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19

Teaching objectives• R8 Infer and deduce meanings using evidence in the text, identifying where

and how meanings are implied.

• R14 Recognise how writers’ language choices can enhance meaning, e.g. repetition,emotive vocabulary, varied sentence structure or line length, sound effects.

Focus• Chapters 6 and 7

• Characterisation

• Inference and deduction.

Damian: the child narratorClarify the meaning of inference – the reasoning involved in drawing a conclusion on the basis of circumstantialevidence and prior conclusions. Ask two pupils to give examples of inference.

Use the extract and the annotations below to:

• identify the features of style that are present

• explain how these features reflect the thinking of the child narrator

• describe the effect on the reader

• explain how inference works in this extract.


Chapter 4: pages 25–26On the way home, Anthony flashed his Penguin at me

and said, ‘Result. Told you. Works every time.’I said, ‘Are you sure it’s completely honest?’‘She’s completely dead, isn’t she?’Of course I knew that already, but no one had ever been

so biological before.When Dad caught up with us he said, ‘You two were

great tonight. I’m going to buy you anything you wantfrom the chippy.’

Anthony wanted spring rolls and then chicken in blackbean sauce. Somehow I wasn’t hungry. Even when Dadtook me inside the chippy and showed me the menu,nothing really caught my fancy. I wasn’t hungry anymore.

Food is importantto Anthony. Thislinks back to thePenguin. Thenoun phrasesprovide the detailthat Damian likes.

Use of propernoun ‘Penguin’tends to reflectthe childnarrator; an adultwould say‘biscuit’.

Minor sentencesare typical ofyoung people’scolloquial speech.

This links to theprevioussentence. Damiancannot bringhimself to say‘dead’ so he uses‘biological’.

This adverbsuggests he isn’tsure why he isn’thungry, but weknow.

The use of theseadverbs tells ushow Damian’smood ischanging. He istoo upset to eat.

Emphatic use ofadverb is amusingand Anthony ismaking fun ofDamian. You areeither dead ornot.

Suggests he isshowing off,gloating. Remindsme of ‘flashy’.


1 Working in pairs, read the two extracts from Millions below. Identify any features of stylethat are present in both extracts.

2 With your partner, consider the following questions:

• How do the features that you have identified reflect Damian’s thinking?

• What can you infer from these extracts about what Damian is really thinking?

• What is the impact of this on you, the reader?

3 Make notes in your reading journals to pin down your ideas.


Context

As a group we have:

• revised reading strategies and used them to find a way in to Millions


• revised inference

• explored the impact of their mum’s death.

Now you are going to explore how the author creates inference andhow you can deduce what the implied meaning is. Your teacher hasalready shown you how to do this.

Objectives• R8 Infer and deduce

• R14 Language choices

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Extract 1 – Damian is describing the day their mother did not turn up to collect themfrom school

After a while, Dad came to collect us and he kept saying thank you and also, ‘She’s in the best place.’We went with Dad to the best place and, to be honest, I couldn’t see what was good about it. Mum was

not allowed out of bed. The telly was on all the time and everyone looked miserable. Mum stayed therefor weeks and weeks and she looked more miserable every time we saw her. Her skin went grey and drylike St Clare’s. She even had the little veins in her cheeks.

Extract 2 – Damian has just had his assessment at Huskisson House and is annoying hisfather

‘Damian, I’m warning you.’I decided to forbear. I changed the subject to Scottish caravans and camper vans. There are two different

sorts of caravan – tourers and statics. Statics don’t move. Tourers have names like Marauder andAmbassador and Highwayman. ‘Why, though? I mean, you can’t really see a highwayman driving round ina camper van, can you? Or an ambassador. Unless he was the ambassador of a very, very small country.’

Dad looked like he wasn’t really interested, but he must have been quite interested in these observationsbecause he did stop and buy me a king-size Mars bar. ‘Here, get your choppers round that,’ he said.

21

Teaching objectives• R7 Identify the main points, processes or ideas in a text and how they are

sequenced and developed by the writer.


Focus• Chapters 8 and 9

• Themes.

NB This activity should be completed before reading Chapter 9.

Below is a set of most of the nouns used in Chapter 9. Make a set of nouns for each group of three to four pupilsto use as a card sort activity. For less able pupils, reduce the number of nouns.

Ask pupils to cluster the cards into groups and consider the following questions:

• What themes emerge?

• What expectations do you have about Chapter 9?

• How does the language used reflect the themes in the novel?

• How do the themes relate to the characters?

Pupils then add the themes they have identified to the character spider diagrams they made in Lesson 4.

Teacher planner 5.1Lesson 5✁

school stuff Harry Potter swatch watch

video tape of TheBlair Witch Project underwater pen space ice cream

Make Your OwnCrystal Garden set money craze yakky yo-yos Beyblades football

car-boot sale playground flying saucers shop shelves Fisherman’s Friends

Vim statues miraculous medals colourful cards burning sword windowsill

Airzooka bed Subbuteo den hermitage worldly goods

garage cloth a real little lawn room player finger

goal wing pitch touchline linesmen ball

kick skull feet saint Action Man mouth

grip-action hands bloke grappling hook Barbie doll logic

animals upstairs door truth art Sistine Chapel

model Tracy Island lies murky waters materialpossessions visitation

tartan blanket boot of the car couch shop window bird’s nest idea

wad of money bag Shopping City swimming pool pet shop massive cat fish

baby pool ornamental carp fish water heads staff

changing lockers birds little cages wings pages in a flickerbook Zebra finches

canaries parakeets cockatiels mum shopping trolley little box

cake box holes guidance trip road path

top necks fireworks rockets shower of sparks the Rise

sky market a saintish thing long red tails fire man

tatty brown gown a bald head memories hand pigeons songbirds

bell environment Third World Sultan hot coals town

muddy river oil refinery plumes bright yellowsmoke

Widnes–Runcornbridge big stepladder

Heaven poet Europe bus the poor home

people micro-scooters Real Madrid away shirt digital camera rubbish Happy Meals toys

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Teaching objectives• R7 Identify the main points, processes or ideas in a text and how they are

sequenced and developed by the writer.


• Wr19 Write reflectively about a text, taking account of the needs of otherswho might read it.

Focus• Chapter 10

• Themes.

Starter activityBelow is a set of statements about money and material possessions. Cut up a set of statements for each pair ofpupils to use.

Pupils discuss the statements in pairs and decide whether they agree or disagree with each of the views beingexpressed about money and/or material possessions in each one, placing the statements on a continuum:

Agree Disagree

Ask pupils:

• At which end of the continuum do most of Anthony’s statements appear?

• Which character do they most agree with?


Anthony: It always comes down to money.

Anthony: And they all lived happily ever after in a high-interest bank account.

Damian: Money’s just a thing and things change.

Damian: It’s true that you can’t buy love or happiness with money.

Anthony: It’s [money] still the most beautiful thing he’d ever seen.

Damian: The nice thing about being rich is that you don’t have to make up your mind.

Anthony: It means we’re rich.

Damian: Do you ever feel that the money is hollow and meaningless?

Damian: What has it [money] given us really, apart from stuff?

Damian: I think we should give the money to the poor.

Damian: Giving people more money just makes people more money-ish.

Damian: Everyone’s got money but no one’s any richer because everyone just chargesmore.

✁

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DevelopmentPupils have now gathered enough evidence to write a brief essay about the characters and their attitudes tomoney. Use Pupil worksheet 6.2 to model how to plan the essay.

Model writing the opening sentence of the first paragraph:

Now move to shared writing. Pupils complete the second sentence and use a quotation from the cards used in thestarter activity to support their view. Together they should write the third sentence, again using evidence from thetext to support their ideas.

Independently, pupils write a brief second paragraph about Anthony’s attitude towards money. How is it similar ordifferent to Damian’s? This is also an opportunity for guided writing.

Pupils write a third paragraph, exploring their own views towards money and which brother they feel has thehealthier attitude towards money.

Teacher planner 6.1 (continued)Lesson 6

Damian and Anthony hold different views about the value ofmoney. On the one hand, Damian believes that money is …

Use of theconnectivesuggests that thisis going topresent twodifferentattitudes.

Uses the samevocabulary as inthe question.


Attitudes to money

To achieve a level 5, you will need to:

• show an understanding of characters and their behaviour

• analyse the features of language and their effect

• show an understanding of ideas, themes and issues

• illustrate with evidence from the text, picking out key words or phrases

• show a considered personal view.

1 Use a copy of the planning frame below to help you plan your writing. Firstly, highlight themost important words in the question.

2 Jot down key ideas that you discussed in the starter activity in the boxes of the planningframe. (You could use a different type of planning frame, if you prefer.)

3 Before you begin to write, think about the style of language you will need to use. Yourteacher will model how to write the paragraph about Damian for you.

4 Working in pairs, write a paragraph about Anthony’s attitude towards money. You will needto include quotations from Millions to support your ideas. You could use the statements youdiscussed in the starter activity. Use the grid below to help you link points to explainevidence.

5 Working on your own, write the final paragraph explaining your own views about moneyand which brother you most agree with. Share this paragraph with your partner.

POINT: What the character does

Damian/Anthony appears seems uses says tries is does speaks

EXAMPLE: Evidence from the text

For example, when Damian says ‘(insert quotation)’For instance, when Anthony says ‘(insert quotation)’This is illustrated when …This is highlighted when …

EXPLANATION: What effect this has on you, the reader

This/which creates the/an impression of/that … shows that … emphasises that … makes me feel that … suggests that …


24

Damian's views Anthony's views

What do we learn about Damian's and Anthony's attitudes to money?How are their views similar or different to your own views?

Support your answer by referring to quotations from Millions.

My views


Word association

When you read, hear or speak words, other words often pop into your mind. These are calledresponse words and they tend to be associated with your own experiences, feelings, ideas, andmemories. This is why your neighbour may have different response words to you.

1 In pairs, explore what words each of you associate with the words in the grid below takenfrom Chapter 12 of Millions. Fill in your response words in the grid or use pictures orsymbols to show the associations you make.


Context

As a group we have:

• revised reading strategies and used them to find a way in to Millions


• revised inference

• explored the impact of their mum’s death

• explored the themes and their links with the characters

• written reflectively about Millions.

Now you are going to explore what some words used in Millionsmean to you.

Objectives• R7 Identify main ideas

• Wr2 Planning formats

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Word from Millions Response words

Money

God

Donation

Dad

Water

Mum

Ethiopia

Liar

Charity


A ladder to Heaven1 Read the extract below from Chapter 10: page 59. Damian says:

2 In your group, you have already skim-read twochapters and plotted the key events in them on topaper. Now revisit your assigned chapters and identifyall of the good actions or thoughts of the brothers inthese chapters. Every time they have a good thoughtor do a good deed, move them up a rung on a copyof the ladder opposite. Every time they do or thinksomething bad, move them down a rung – a bit likesnakes and ladders. Each time you move them, writedown the deed or thought and who was responsiblefor it by the rung on your ladder.

3 Look at the ladders to Heaven completed by the other groups. Consider these questions:

• Are their ladders similar to yours?

• What do you learn about the boys’ characters from these ladders to Heaven?

• Do the boys’ characters change at all as the story develops?

4 Note down your ideas in your reading journal.

The Widnes–Runcorn two-hinged arch bridge – proper name ‘the Jubilee Bridge’ – was built in1961. It’s not really a ladder to Heaven. This doesn’t mean that there’s no such thing as a ladderto Heaven. There is. It’s in Genesis, Chapter 28, Verse 12.

Every time you do a good deed, it takes you up a rung. Well, 229,000 pounds is enoughmoney to give 458 poor people 500 pounds each, and 458 good deeds equals 458 rungs of theladder, which is a long way up. We would be practically saints in Heaven by the time we’d givenit all away.


26

DamianAnthony

27

Teaching objectives• Sn11 Vary the structure of sentences within paragraphs to lend pace, variety and

emphasis.

• R6 Adopt active reading approaches to engage with and make sense of texts, e.g.visualising, predicting, empathising and relating to own experience.

• R12 Comment, using appropriate terminology, on how writers conveysetting, character and mood through word choice and sentence structure.

• R14 Recognise how writers’ language choices can enhance meaning, e.g.repetition, emotive vocabulary, varied sentence structure or line length, soundeffects.

Focus• Chapters 13 to 15

• Narrative style.

Starter activityPupils work in groups of four, subdivided into Pair A and Pair B. Ask each Pair A to discuss the effect that Dorothyhas on Anthony, Damian and their father, finding evidence from Chapter 13. Ask each Pair B to discuss what theylearn about the characters as they watch Who Wants to be a Millionaire?.

Ask pairs to feed back to the other pair in their group. As a group, pupils should decide on three points of hightension in Chapter 13 and discuss what causes these points of tension.

DevelopmentAsk pupils to work in pairs to draw a tension graph of Chapter 15, showing the points at which the tension is high.

Through modelling and annotation, explore how the author creates tension through his writing style. Explain topupils that they will explore how tension is created for themselves, once they have seen you model the processusing the extract below.

Divide the section from page 147 to ‘And it was Dad’ at the top of page 148 between pairs of pupils. Ask eachpair to annotate their section, showing how sentence variety is used to build the tension. In the plenary, identifiedpairs should share their annotations so that the whole extract is shared with the class.


Chapter 15: page 146I was just pushing the lower half of the ladder back upwhen I heard it. There was someone at the front door. I held my breath. It was OK. They couldn’t get in. I remembered what St Peter had said about the key andslid my hand into my pocket to make sure it was still there. It wasn’t. I’d left it in the front door. I could hear it turning in the lock now. I raced back up the ladder andhauled it up after me. When I reached down to pull thehatch back up, I could hear someone coming up the stairs.I quickly pulled the hatch back into place and scrabbledover to the water tank, holding my breath.

Use of non-finiteform suggeststhat the action isstill carrying on –it slows the timedown.

He has held hisbreath for a longtime – he is veryfrightened.

Use of non-referent pronounadds tension –what is ‘it’?

These three compound sentences reflect the actions that Damian is doing.This helps us visualise and empathise with Damian. They also contrast withthe very dramatic, simple sentences so that the pace is controlled.

Use of modalverb suggestspossibility –anything couldhappen.

Short, dramatic,and simplesentencescontrast with thecomplex andcompoundsentences.

Powerful verbsuggests panic;it’s an animal-likemovement – micescrabble.

Detail helps usvisualise.

Relative clausedelays action tothe end.

First person means that weidentify with Damian.


Glass Eye1 In pairs, read the two extracts below. Extract 1 is from an older text and Extract 2 is from

Millions. What suggests that Extract 1 is an older text?

2 As you read Damian’s description of Glass Eye in Extract 2, underline anything that you thinkcaptures the character well and circle anything that you do not understand.

3 In the box next to each extract, draw a quick sketch of the character it describes. Whichcharacter is easier to draw? Why?

4 Highlight all of the noun phrases in each extract. What do you notice?

5 Look at the lengths of the sentences in each extract. What do you notice?

6 Draw a square around any words or phrases that appeal to your senses. Which extract doyou think is the most descriptive?

7 In your reading journals, or on individual white boards, add extra detail to Extract 2, usingsome of the techniques from Extract 1, e.g. noun phrases, appeal to senses.


28

Extract 1The man who growled out these words was a stoutly-built fellow of about five-and-thirty, in a black velveteencoat, very soiled drab breeches, lace-up half boots, andgrey cotton stockings, which inclosed a bulky pair oflegs, with large swelling calves; – the kind of legs,which in such costume, always look in an unfinishedand incomplete state without a set of fetters to garnishthem. He had a brown hat on his head, and a dirtybelcher handkerchief round his neck: with the longfrayed ends of which he smeared the beer from his faceas he spoke. He disclosed, when he had done so, abroad heavy countenance with a beard of three days'growth, and two scowling eyes; one of which displayedvarious parti-coloured symptoms of having beenrecently damaged by a blow.

Extract 2

There was a man in a Tommy Hilfiger jacket with lots ofstubble on his face. The stubble made me think it mightbe St Damian of Molokai, who was a bit rough, thoughvery good. But that didn’t really tie in with the Hilfigerjacket …

I tried to look him in the eye, but I realized that one eyewas looking at straight at me and the other was lookingoff to the left. I wasn’t sure which eye to look into.

29

Teaching objectives• R6 Adopt active reading approaches to engage with and make sense of texts, e.g.

visualising, predicting, empathising and relating to own experience.

• R15 Trace the ways in which a writer structures a text to prepare the reader for theending, and comment on the effectiveness of the ending.

• Wr3 Use writing to explore and develop ideas, e.g. journals, brainstormingtechniques and mental mapping activities.

Focus• Chapters 1 to 20

• Endings and beginnings.

Divide the class into groups of four. Pupils should re-read Chapters 1 and 20 and link the ending of the text withthe opening. They should make a note of any links they identify, e.g. words and phrases in the ending whichremind them of the opening, the questions that they had at the beginning and how these have beenanswered/resolved, the two lines that they wrote as their ending.

Now ask the groups to re-read page 87. They should discuss how this links with the final paragraph of Millions.

Introduce the poem ‘The Blessing’ by Imtiaz Dharker, printed below. Explore what links pupils can find betweenthis poem, page 87 and the final paragraph of Millions.


The Blessing

The skin cracks like a pod.There never is enough water.

Imagine the drip of it,the small splash, echoin a tin mug,the voice of a kindly god.

Sometimes, the sudden rushof fortune. The municipal pipe bursts,silver crashes to the groundand the flow has founda roar of tongues. From the huts,a congregation: every man womanchild for streets aroundbutts in, with pots,brass, copper, aluminium,plastic buckets,frantic hands,

and naked childrenscreaming in the liquid sun,their highlights polished to perfection,flashing light,as the blessing singsover their small bones.

millions - pearson education · 5 lesson 3 4 5 afs and objectives reading af2, af3 & af6 •r8...

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