Teaching Resource 3: Diaries (PDF, 4.58 MB) - Pearson Schools

Brave New Words resources

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

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© Pearson Education Ltd 2008

3

2

1

Extract from ‘Princess Diaries’ by Meg Cabot Lesson 1

‘Worth It’ by Malorie Blackman Lesson 2

‘Worth It’ by Malorie Blackman Lesson 1

Title and author

Select and explain the writer’s use of language Develop point, evidence, explanation paragraphs.

3.

Discuss expectations from an extract. Read the story. Understand new vocabulary. Retrieve information. Write a character profile.

Students create their own profile illustrated with pictures, which could be in the form of a collage.

1.

5.

2. 3. 4.

Write the opening of a short story using a range of language features.

5.

4.

2.

Identify and select sentences with a range of punctuation. Explore the importance of punctuation.

Discuss awareness of famous diaries. Read the story and assess what students now know, want to know and the evidence for this. Make predictions. Analyse a character. Explore the theme of perseverance. Research real / fictional diaries.

1.

3. 4. 5.

1. 2.

Lesson outcome and objectives

5.1a use a range of reading strategies to retrieve relevant information 8.3 drawing independently on the range of variety of their own vocabulary

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

7.2 draw on the conventions of written forms to plan writing and develop ideas to fit a specific text 5.1a use skimming and scanning to locate the main points 8.3 use vocabulary precisely to clarify meaning

5.1b use inference and deduction to explore layers of meaning within a text 5.1c make relevant notes when researching different sources

5.1b use inference and deduction to recognise implicit meanings at sentence and text level 5.1c make relevant notes when gathering ideas from texts

AF2 AF3

2.1 2.2, 2.3, 2.4, 2.5, 2.6

1.2, 1.3

1.1

AF1

5.2 trace the development of writers’ ideas, viewpoints and themes in different texts 5.3 broaden their experience of reading and express preferences and opinions about texts

5.2 identify and understand the main ideas, viewpoints, themes and purposes in text 5.3 make informed choices of text and express their preferences

AF2 AF5

Resources

AF

Renewed Framework Objectives Year 8


Medium-term plan: Diaries



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128

7

6

5

4

‘Double Thirteen’ by Eleanor Updale Lesson 1

‘Julie, Me and … Makes Three’ by Alan Gibbons Lesson 2

‘Julie, Me and … Makes Three’ by Alan Gibbons Lesson 1

Extract from ‘Princess Diaries’ by Meg Cabot Lesson 2

Title and author

Word associations made in relation to the themes. Students continue reading the story and select quotations for their theme. Sequence the events of the story.

Create subheadings for sections of the extract.

Write a diary entry from another character’s point of view.

Word associations made in relation to the themes. Students make predictions about the story, based on their reading of the first

1.

4.

5.

1.

2.

3.

2.

3. 4. 5.

2.

5.1b use inference and deduction to explore layers of meaning within a text 5.2 trace the development of 5.2 identify and understand the

5.1a, 5.1b, 5.1c 8.1a draw on some techniques and devices used by writers in order to develop distinctive character and voice in their own fiction

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

5.1a, 5.1b, 5.1c 8.1a develop character and voice in their own writing through their understanding of narrative voice in fiction

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

Predictions based on the title of the story. Start reading the story. Explore a character’s reaction to another character, discussing a range of devices e.g. hyperbole, exaggeration, similes. Select a range of interesting verbs. Self-evaluation of students’ own progress. Using ten verbs, write a short sporting commentary.

1.

6.2b recognise and comment on how writers’ choice and techniques have an effect on readers

PEE paragraphs comparing ‘Worth It’ to ‘The Princess Diaries’. Students compare their own topic using Venn diagrams and connectives.

4.

All AFs

AF2 AF3 AF4

AF6 AF5 AF2

4.1, 4.2, 4.3, 4.5

3.9, 3.10, 3.11, 3.12, 3.13, 3.14,3.15,3. 16, 3.17, 3.18, 3.19,3.20, 3.21

3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8

2.7, 2.8, 2.9 2.10, 2.11, 2.12

AF6 AF6

5.1c make relevant notes when researching different texts 7.1 explore, problem solve, connect and shape ideas

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

Venn diagram comparing ‘Worth It’ to ‘The Princess Diaries’.

3.

Resources

AF


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

5.1c make relevant notes when gathering ideas from texts 7.1 develop different ways of generating organising and shaping ideas

List of comparison connectives. Chocolate bar Venn diagram.

1. 2.

5.


Lesson outcome and objectives



8

‘Double Thirteen’ by Eleanor Updale Lesson 2

Title and author

1. 2. 3. 4. 5.

3. 4. 5.

Recap understanding from last lesson. Discuss the use of first-person narration. Students to complete Assessment Task.. Self-assessment using QCA mark sheets. Research advice and writing and agony aunt letter and reply.

five paragraphs. Read the story. Start work on Assessment Task. Hot-seating activity or writing an agony aunt letter.

Lesson outcome and objectives writers’ ideas, viewpoints and themes in different texts

8 5.1abc 5.2 5.3 6.1 6.2

7 5.1abc 5.2 5.3 6.1 6.2


main ideas, viewpoints, themes and purposes in text


All AFs

AF

4.2, 4.4, 4.5 QCA mark sheets

Resources



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‘Worth It’ by Malorie Blackman

Lesson 1

Class: 7

Period:

Date:

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

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

Assessment focus (Reading): AF1 use a range of strategies including accurate decoding of text to read for meaning

Renewed Framework Objectives: Yr 7 5.2 identify and understand the main ideas, viewpoints, themes and purposes in text Yr 7 5.3 make informed choices of text and express their preferences Yr 8 5.2 trace the development of writers’ ideas, viewpoints and themes in different texts Yr 8 5.3 broaden their experience of reading and express preferences and opinions about texts

Resources: 1.1: Exploring the opening of ‘Worth It’ Post-it notes or small pieces of paper and blu-tac. A3 paper. Personal teaching notes

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Lesson 1

Class: 7

Date:

Period:

Starter: 10 minutes

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

Introduction: 20 minutes

Read aloud to the class the first paragraph of the story ‘Worth It’. Explain that this is the diary of a fictional character. Students are to fill in the table on Resource 1.1: Exploring the opening of ‘Worth It’. Explain the rationale of a KWEL table: 1. What do I know about this person from their diary? 2. What I want to know about this person? 3. Where will I find the evidence for this? Students will need to continue reading the diary before they can fill in: 4. What have I learnt about Judith?

Development: 25 minutes

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

Plenary: 5 minutes

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

Homework / Extension

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

Additional teaching guidance

http://www.sicklecellsociety.org/education.htm If you would like a detailed explanation about Sickle Cell Disorder, the above website is a useful place to start.


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Resource 1.1

Exploring the opening of ‘Worth It’ Read the first entry: Monday 28th June, then answer the following questions. KWEL (Know, Want, Evidence, Learned) 1.

What do I know about this person from their diary?

2.

What do I want to know about this person?

3.

Where will I find the evidence for this?

Continue reading the diary, then fill in: 4.

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What have I learnt about Judith?




Lesson 2

Class: 7

Period:

Date:

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

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

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

Renewed Framework Objectives: Yr 7 5.1b use inference and deduction to recognise implicit meanings at sentence and text level Yr 7 5.1c make relevant notes when gathering ideas from texts

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

Yr 7 7.2 draw on the conventions of written forms to plan writing and develop ideas to fit a specific text Yr 8 5.1b use inference and deduction to explore layers of meaning within a text Yr 8 5.1c make relevant notes when researching different sources Yr 8 7.2 plan writing and develop ideas to suit a specific audience, purpose and task by adapting familiar forms and conventions

Resources: 1.2: Punctuation 1.3: Language in ‘Worth It’

Personal teaching notes


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Lesson 2

Class: 7

Date:

Period:

Starter: 10 minutes

Students write down sentences that use examples of the following punctuation marks: ? ! … ‘ ’ and – If students are not familiar with the technical terms, e.g. question mark, exclamation mark, ellipsis, speech marks and dash, explain them. Resource 1.2: Punctuation can be used to support less confident students.


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


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

Plenary: 15 minutes

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


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


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

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Resource 1.2

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

? !

… “ ” –

_________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

Give three reasons why you think it is important for a writer to use various types of punctuation.

1. ________________________________________________ ________________________________________________ 2. ________________________________________________ ________________________________________________ 3. ________________________________________________ ________________________________________________


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Resource 1.3

Language in ‘Worth It’ Find, explain and comment on Malorie Blackman’s use of language in the story ‘Worth It’. Point – Find examples of the following devices:

Evidence – an example of this device

Explanation – Why this device is used

1. Rhetorical question A figure of speech in the form of a question posed for effect rather than for the purpose of getting an answer. 2. Exaggeration To represent as greater than is actually the case; to overstate.

3. Italicised words Words that have been changed from a normal typeface to italics, for emphasis. 4. Repetition Where words or certain phrases are repeated for a stronger emphasis by the author. 5. Emotive language Language that causes people to feel emotional.

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‘The Princess Diaries’ by Meg Cabot

Lesson 1

Class: 7

Period:

Date:

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

•

most students will be able to: discuss a range of expectations; use a dictionary or Resource 2.3: Muddled Up to work out the meanings of new words; read ‘The Princess Diaries’ and extract and write down a range of information about the main character. some students will be able to: discuss and note down a range of expectations; successfully use a dictionary to work out the meaning of all ten words; read ‘The Princess Diaries’ and extract detailed information as well as hypothesise about information that is not explicit.

Assessment foci AF2 (Reading) understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text AF3 (Writing) organise and present whole texts effectively

Renewed Framework Objectives: Yr 7 5.1a use skimming and scanning to locate the main points Yr 8 5.1a use a range of reading strategies to retrieve relevant information Yr 7 8.3 use vocabulary precisely to clarify meaning Yr 8 8.3 drawing independently on the range of variety of their own vocabulary

Resources: 2.1: What do you expect from ‘The Princess Diaries’? 2.2: New words – using a dictionary 2.3: New words – muddled up 2.4: New words – answers 2.5a–b: Mia’s profile 2.6a–b: My profile Personal teaching notes Students may have seen the film series ‘The Princess Diaries’. However, encourage them to focus their understanding on the text.


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Lesson 1

Class: 7

Date:

Period:

Starter: 10 minutes

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


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


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

Plenary: 10 minutes

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


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


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Resource 2.1

What do you expect from ‘The Princess Diaries’? Complete this spider diagram with your expectations about ‘The Princess Diaries’, explaining why you think as you do.

What I expect from ‘The Princess Diaries’


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Resource 2.2

New words – using a dictionary When you read a text, you may find some new or unfamiliar words. The words below are a mixture of new vocabulary and Americanisms. Using a dictionary to help you, write their meanings in the table below.

New words

Definitions

repressing flunking solitary diversity prank mandatory incarcerated omnipotent concierge scepticism

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Resource 2.3

New words – muddled up When you read a text, you may find some new or unfamiliar words. The words below are a mixture of new vocabulary and Americanisms. Draw a line from each word to its correct definition.

New words

Definitions

1.

repressing

a)

imprisoned

2.

flunking

b)

keeping (feelings) in check

3.

solitary

c)

failing

4.

diversity

d)

alone, single; lonely (of a place)

5.

prank

e)

by official or authoritative command

6.

mandatory

f)

having unlimited power

7.

incarcerated

g)

mischievous trick or escapade, frolic

8.

omnipotent

h)

problem-solver and support person in a hotel

9.

concierge

i)

doubting generally accepted beliefs

j)

variety

10. scepticism


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Resource 2.4

New words – answers When you read a text, you may find some new or unfamiliar words. The words below are a mixture of new vocabulary and Americanisms, and are matched with their correct definitions. New words

Definitions

1.

repressing

b)

keeping (feelings) in check

2.

flunking

c)

failing

3.

solitary

d)

alone, single; lonely (of a place)

4.

diversity

j)

variety

5.

prank

g)

mischievous trick or escapade, frolic

6.

mandatory

e)

by official or authoritative command

7.

incarcerated

a)

imprisoned

8.

omnipotent

f)

having unlimited power

9.

concierge

h)

problem-solver and support person in a hotel

i)

doubting generally accepted beliefs

10. scepticism

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Resource 2.5a

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

Mia’s profile Name

____________________________________________

Nickname ____________________________________________ Age

____________________________________________

Born

____________________________________________

Location

____________________________________________

______________________________________________________ Hobbies

____________________________________________

______________________________________________________ Heroes

____________________________________________

______________________________________________________ What might Mia be when she grows up ____________________ ______________________________________________________ Personality at the moment _______________________________ ______________________________________________________ Worries

____________________________________________

Physical make-up _______________________________________ Sex

____________________________________________

Height

____________________________________________

Weight

____________________________________________


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Resource 2.5b Mia’s profile (continued) Hair colour ____________________________________________ Eye colour ____________________________________________ Distinguishing marks ___________________________________ Best friend ____________________________________________ Sex

____________________________________________

Age

____________________________________________

Personality ____________________________________________ ______________________________________________________ Pets

____________________________________________

Type

____________________________________________

Names

____________________________________________

Ages

____________________________________________

Mia’s house ____________________________________________ ______________________________________________________ Mia’s room ____________________________________________ ______________________________________________________ Other important information _____________________________ ______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

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Resource 2.6a

My profile Complete this profile with your own personal details.

My profile Name

____________________________________________

Nickname ____________________________________________ Age

____________________________________________

Born

____________________________________________

Location

____________________________________________

______________________________________________________ Hobbies

____________________________________________

______________________________________________________ Heroes

____________________________________________

______________________________________________________ What I’ll be when I grow up _____________________________ ______________________________________________________ Personality at the moment _______________________________ ______________________________________________________ Worries

____________________________________________

Physical make-up _______________________________________ Sex

____________________________________________

Height

____________________________________________

Weight

____________________________________________

Hair colour ____________________________________________


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Resource 2.6b My profile (continued) Eye colour ____________________________________________ Distinguishing marks ___________________________________ Best friend ____________________________________________ Sex

____________________________________________

Age

____________________________________________

Personality ____________________________________________ ______________________________________________________ Pets

____________________________________________

Type

____________________________________________

Names

____________________________________________

Ages

____________________________________________

My house ____________________________________________ ______________________________________________________ My room

____________________________________________

______________________________________________________ Other important information _____________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

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‘The Princess Diaries’ and ‘Worth It’

Lesson 2

Class:7

Period:

Date:

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

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

•

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

Assessment focus (Reading):

Renewed Framework Objectives:

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

Yr 7 5.1c make relevant notes when gathering ideas from texts Yr 7 7.1 develop different ways of generating organizing and shaping ideas Yr 8 5.1c make relevant notes when researching different texts Yr 8 7.1 explore, problem-solve, connect and shape ideas

Resources: 2.7: Connectives 2.8: Venn diagrams – comparing chocolate 2.9: Venn diagrams – comparing ‘Worth It’ and ‘The Princess Diaries’ 2.10a–b: Sentence starters for writing comparatively 2.11: Teacher modelling – comparison 2.12: Teacher modelling – comparison with connectives identified Two different chocolate bars Personal teaching notes


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‘The Princess Diaries’ and ‘Worth It’

Lesson 2

Class:

Date:

Period:

Starter: 10 minutes

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


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


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

Plenary: 20 minutes

More confident students can use the connectives from the starter activity as their support to write at least two paragraphs comparing the stories. Most students may need to use the sentence starters provided on Resource 2.10: Sentence starters for writing comparatively. The first paragraph of Resource 2.12: Teacher modelling – comparison with connectives identified could be shown, to model to the students what is expected. Less confident students could read Resource 2.11: Teacher modelling – comparison and identify the connectives used by underlining or highlighting them.


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


When students are drawing their own Venn diagrams, A3 paper is best, so that they have plenty of space. Encourage a large overlap of the circles. Alternatively a double-page spread in their books could be used. When making notes on the board, it might be advisable to have more than one resource sheet photocopied, so that you do not run out of space.

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Resource 2.7

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


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Chocolate 1 _________________

Chocolate 2 _________________

Venn diagrams – comparing chocolate

Resource 2.8

Ideas to help you make comparisons: • wrapper • shape • colour • texture • taste.

Connectives for contrast: alternatively; instead; otherwise; unlike; on the other hand.

Connectives for comparison: both; equally; similarly; in the same way; likewise; like; as with.






Ideas to help you make comparisons: • content • themes • plot • characters • message.

Connectives for contrast: alternatively; instead; otherwise; unlike; on the other hand.

Connectives for comparison: both; equally; similarly; in the same way; likewise; like; as with.

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

Resource 2.9


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Resource 2.10a

Sentence starters for writing comparatively Compare ‘Worth It’ by Malorie Blackman to ‘The Princess Diaries’ by Meg Cabot by completing the sentences below.

Both stories are about ____________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ Similarly, the main characters are ___________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ However, in ‘Worth It’ the narrator ___________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ Whereas, in ‘The Princess Diaries’ ___________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

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Resource 2.10b

Sentence starters for writing comparatively (continued) In the same way, both characters __________________________ ______________________________________________________ ________________________________________ achieves this by ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ Likewise, both stories use ________________________________ _____________________________________________________ . This gives the message that _______________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________


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Resource 2.11

Teacher modelling – comparison A comparison of ‘Worth It’ and ‘The Princess Diaries’ Both stories are about young girls who write diaries. Both the main characters have something about them that they were born with and cannot change. Both are strong and lively characters who are dealing with being a teenager, although in different countries and different circumstances. However, in ‘Worth It’ the narrator has been born with a sickle cell disorder: ‘what was causing my stomach pains and the pains in my arms and legs was Sickle Cell…’ Whereas, in ‘The Princess Diaries’ Mia finds out that her father is a prince: ‘BECAUSE HE’S A PRINCE’ In the same way, both have to deal with something that they were born with. Judith achieves this by focusing on playing tennis and trying to stay positive about what she is still able to do. In this extract, Mia is in shock about her family background and at first has difficulty in believing this news. Both stories have the main character writing a diary. This gives the message that the story is being told from one person’s point of view and we need to remember that this is a biased position. Telling the story only in the form of a diary means that the story focuses on feelings as well as the events that are important to Mia and Judith. The moral behind both stories could be one of coping in different and in some cases difficult situations. Mia is just learning about how her life will change, whereas in the story ‘Worth It’, Judith is already coping with living with sickle cell, and she tries to continue her life without acknowledging how she might have to change.

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Resource 2.12

Teacher modelling – comparison with connectives identified A comparison of ‘Worth It’ and ‘The Princess Diaries’ Both stories are about young girls who write diaries. Both the main characters have something about them that they were born with and cannot change. Both girls are strong and lively characters who are dealing with being a teenager, although in different countries and different circumstances. However, in ‘Worth It’ the narrator has been born with a sickle cell disorder: ‘what was causing my stomach pains and the pains in my arms and legs was Sickle Cell,…’ Whereas, in ‘The Princess Diaries’ Mia finds out that her father is a Prince: ‘BECAUSE HE’S A PRINCE’ In the same way, both have to deal with something that they were born with. Judith achieves this by focusing on playing tennis and trying to stay positive about what she is still able to do. In this extract, Mia is in shock about her family background and at first has difficulty in believing this news. Both stories have the main character writing a diary. This gives the message that the story is being told from one person’s point of view and we need to remember that this is a biased position. Telling the story only in the form of a diary means that the story focuses on feelings as well as the events that are important to Mia and Judith. The moral behind both stories could be one of coping in different and in some cases difficult situations. Mia is just learning about how her life will change, whereas in the story ‘Worth It’, Judith is already coping with living with sickle cell and she tries to continue her life without acknowledging how she might have to change.


155


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

Lesson 1

Class: 8

Period:

Date:

As a result of this lesson: • • •

all students will be able to: understand Terry’s feelings; identify one device used; offer at least one piece of advice for Terry; identify at least two verbs. most students will be able to: explore Terry’s feelings; select at least two quotes; identify most of the devices used; offer several pieces of advice for Terry; identify a range of verbs. some students will be able to: analyse Terry’s feelings; identify all of the devices used; select a range of quotes; offer a range of advice for Terry; identify a wide range of verbs; write a short commentary of a game using a range of verbs.

Assessment foci (Reading): AF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text AF5 explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level AF6 identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader

Renewed Framework Objectives: Yr 7 6.2a identify and describe the effect of specific features of writers’ use of language and grammar Yr 7 6.2b recognise and comment on how writers’ choices and techniques have an effect on readers Yr 8 6.2a explore the range variety and effect of linguistic grammatical and literary features used by writers Yr 8 6.2b recognise and comment on how writers’ language choices contribute to the overall effect

Resources: 3.1: Predictions from ‘Julie and Me and Michael Owen Makes Three’ 3.2: Modelled example 1: Terry’s reaction to Julie 3.2: Modelled example 2: Terry’s reaction to Julie 3.4: Completed table: Terry’s reaction to Julie 3.5: Advice for Terry 3.6: Ten football verbs 3.7: Teacher copy: Ten football verbs 3.8: Plenary questions Personal teaching notes

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Lesson 1

Class: 8

Date:

Period:

Starter: 5 minutes

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


Students are to read the entry for Tuesday 20th June 2000 10:40am. Students are to explore Terry’s reaction by using Resource 3.2: Modelled example 1: Terry’s reaction to Julie. Less confident students could use Resource 3.3: Modelled example 2: Terry’s reaction to Julie. You may have to recap the following devices: hyperbole/exaggeration; similes; cluster of three; metaphors. As a class, discuss students’ answers. Resource 3.4: Competed table: Terry’s reaction to Julie could be used to support students. Using Resource 3.5: Advice for Terry, students should work in pairs to consider what advice they would give to Terry at this moment in the story to enable him to ask Julie out. Encourage students to try to think about different steps he could take.


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

Plenary: 5 minutes

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


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



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Resource 3.1

Predictions from ‘Julie and Me and Michael Owen Makes Three’ Complete this spider diagram with your predictions about what will happen in ‘Julie and Me and Michael Owen Makes Three’, explaining why you think as you do.

Predictions and reasons

158 158



Cluster of three to emphasise Terry’s growing nervousness.

Nervous

‘I’ve gone all gaspy and urgent and breathless…’

Explanation – Which device has been used? Why has Terry’s reaction been described in this way?

Point – Terry’s reaction. Evidence – a quote to support this point Use five different adjectives

Analyse Terry’s reaction when he sees Julie Carter for the first time.

Modelled example 1: Terry’s reaction to Julie

Resource 3.2


159

160

Scared

‘My heart is break-dancing in my ribcage.’

Simile used to emphasise that Terry’s tongue feels both large but also dangerous, like he might say the wrong thing.


Nervous

‘Spirited from Wonderland … wafted here from paradise … newly materialised from the planet Wow?’

Explanation – Which device has been used? Why has Terry’s reaction been described in this way?



Modelled example 2: Terry’s reaction to Julie

Resource 3.3




‘I’ve gone all gaspy and urgent and breathless…’

‘Spirited from Wonderland … wafted here from paradise … newly materialised from the planet Wow?’

‘It’s like talking with a boa constrictor in your mouth.’

‘My heart is break-dancing in my ribcage.’

‘My mouth is as dry as sandpaper.’

Nervous

Overwhelmed

Worried

Anxious

Scared

Simile to demonstrate that Terry’s fear has dried his mouth.

Metaphor to show that Terry is feeling lust.

Simile used to emphasise that Terry’s tongue feels both large but also dangerous, like he might say the wrong thing.

Exaggeration to show Terry’s strong reaction to Julie. To demonstrate that Terry’s feelings about Julie are very differently from his feelings about everyone else.

Explanation – Which device has been used? Why might this have been used?



Completed table: Terry’s reaction to Julie

Resource 3.4


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Resource 3.5

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

Goal

Advice 5

Advice 4

Advice 3

Advice 2

Advice 1

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Resource 3.6

Ten football verbs Read the 7.30pm entry and focus on the description of the football game. Select ten verbs that have been used.

Reminder – a verb is a word that expresses the idea of action, happening, or being.

Verbs

Extension: Using the ten verbs that you have picked out, write a short commentary of another football game. You can choose the teams.


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Resource 3.7

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

sends flapped

skidding

volleys

raised

Verbs passing

flicks

punches

advancing bouncing

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Resource 3.8

Plenary questions Choose at least one of the questions from the list below and answer it. 1.

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

2.

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

3.

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

4.

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

5.

What three questions would you like to ask a character? Why would you like to ask them? (Don’t forget to say which character you have chosen to ask.) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________


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Lesson 2

Class: 8

Period:

Date:

As a result of this lesson: • • •

all students will be able to: understand the themes of the extract and sequence the main events of the extract. most students will be able to: explore the themes with a range of quotations; sequence the 14 events in order and create at least one subheading for a paragraph. some students will be able to: explore a range of themes with a variety of quotations; sequence all 14 events in order and create a range of subheadings, with reasons why it has been used; write a diary entry from a different character’s point of view.

Assessment foci (Reading): AF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text AF3 deduce, infer or interpret information, events or ideas from texts AF4 identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level

Renewed Framework Objectives: Yr 7 5.1a, 5.1b, 5.1c Yr 8 5.1a, 5.1b, 5.1c Yr 7 8.1a develop character and voice in their own writing through their understanding of narrative voice in fiction Yr 8 8.1a draw on some techniques and devices used by writers in order to develop distinctive character and voice in their own fiction

Resources: 3.9: Word-association instruction cards 3.10: Word-association notes 3.11: Themes in ‘Julie and Me and Michael Owen Makes Three’ 3.12: Theme: Football 3.13: Theme: Families 3.14: Theme: Friends 3.15: Theme: Love 3.16: Theme: Problems 3.17: Ordering events 3.18: Teacher copy – ordering events 3.19: Alphabetised teacher copy – ordering events 3.20: Structure of the text 3.21: Toolkit for diary writing Personal teaching notes

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Lesson 2

Class: 8

Date:

Period:

Starter: 10 minutes

Students are to recap the story so far (depending on how much they read in the last lesson.) Then, using Resource 3.9: Word-association instruction cards, play the word-association game. Students should be in groups of four. Each member of a group has a designated role: A is the referee, B and C play the game by saying the first word they think of that is linked to the previous one. D is the scribe, using Resource 3.10: Word-association notes. These roles can be rotated for each word. To remind themselves of the themes, using Resource 3.11: Themes in ‘Julie and Me and Michael Owen Makes Three’ students can then be split into groups of five in order to collect quotations about each theme, by scanning the story so far. Notes can be made using Resources 3.12–3.16.


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


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

Plenary: 10 minutes

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


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



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Resource 3.9

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

A’s role You are the referee. Your job is to make sure that: • words are not repeated • words are only counted if they are connected to football • you tally the marks for both B and C, to see who says the most words. A tally looks like this: /// = 3 things The words for you to introduce are: 1. Football 2. Families 3. Friends

4. Love

5. Problems

B’s role Your task is to think quickly. You have to say one word linked to the last word that was said. You must listen carefully to each other. You are not allowed to repeat any previous words, or simply change them into plurals, e.g. ‘football’ then ‘footballs’ is not allowed. C’s role Your task is to think quickly. You have to say one word linked to the last word that was said. You must listen carefully to each other. You are not allowed to repeat any previous words, or simply change them into plurals, e.g. ‘football’ then ‘footballs’ is not allowed. D’s role Your role is to write on the spider diagram all the different words that B and C say. Try to keep up – the diagram is to help you organise your ideas. Don’t worry about neatness! If you miss a word, don’t worry, just move on to the next one that you can catch.

168 168



Resource 3.10

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

Football

Problems

Families Wordassociations

Love


Friends

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Resource 3.11

Themes in ‘Julie and Me and Michael Owen Makes Three’ Themes are ideas that keep recurring throughout a text. In groups of five, think about each of the following themes discussed during the word-association game. Each member of your group is to be given a theme to focus on during the reading of the story: A – 1 Football B – 2 Families C – 3 Friends D – 4 Love E – 5 Problems Now either continue reading or recap on the extract from ‘Julie, Me and Michael Owen Makes Three’. Once you have finished reading, each member of the group is to find at least five quotations for each theme, as part of a concept map.

170 170



Resource 3.12

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

Theme: Football


171


Resource 3.13

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

Theme: Families

172 172



Resource 3.14

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

Theme: Friends


173


Resource 3.15

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

Theme: Love

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Resource 3.16

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

Theme: Problems


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Resource 3.17

Ordering events Using the numbers 1–14, number these events from the story in the order in which they occur. Events from ‘Julie and Me and Michael Owen Makes Three’

1–14

a) Bobby is popular and has no trouble speaking to girls. b) Bobby, Terry and his father discuss the football, before it starts. c) England is winning and the score is 2:1. d) Kelly sees Terry staring at Julie and calls him a ‘Freak-a-zoid’. e) Phil Neville fouls the Romanian player. f)

Romania equalise, the score is 2:2.

g) Terry discovers that Julie supports Liverpool Football Club. h) Terry invites Bobby to watch the England versus Romania football game. i)

Terry recaps on Tuesday 20 June 2000.

j)

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

k) Terry sees Julie for the first time. l)

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

m) Terry worries that Julie may be a ‘bimbo’. n) Terry’s dad, Geoff, becomes angry and tells his son that he is moving out.

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Resource 3.18

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

Order of events 1–14

k) Terry sees Julie for the first time.

1

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

2

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

3

g) Terry discovers that Julie supports Liverpool Football Club.

4

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

5

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

6

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

7

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

8

f)


9

e) Phil Neville fouls the Romanian player.

10

j)


11

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

12

l)


13

i)


14


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Resource 3.19

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

Order of events 1–14

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

2

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

7

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

8

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

6

e) Phil Neville fouls the Romanian player.

10

f)

9


g) Terry discovers that Julie supports Liverpool Football Club.

4

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

5

i)


14

j)


11

k) Terry sees Julie for the first time.

1

l)

13


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

3

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

12

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Resource 3.20

Structure of the text Create subheadings for the three paragraphs, giving reasons for your choice. Summarise the content to help you and consider how the paragraphs have been organised. 1.

How are the different parts of the day linked? _______________________________________________________

2.

How is this shown on the page? ______________________________ _______________________________________________________

3.

Select three paragraphs and give each one a title (which is not the time of day.) Explain why you gave each paragraph this title. a) Title: __________________________________________________ Paragraph starts with: _____________________________________ Why? __________________________________________________ b) Title: __________________________________________________ Paragraph starts with: _____________________________________ Why? __________________________________________________ c) Title: __________________________________________________ Paragraph starts with: _____________________________________ Why? __________________________________________________


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Resource 3.21

Toolkit for diary writing Choose a character from the following and write their diary entry for the day: Bobby, Julie, Geoff (Terry’s father), Terry’s mother.

Remember: • Write in the first person narrative ‘I’. • Use ‘Dear Diary’ or the date, to show purpose. • The purpose of writing a diary is to share your feelings about the events that have happened to you (the character) and those around you (them). • Concentrate on specific events. • Write about your personal feelings in detail. • Describe the settings and events (remember to use the past tense if the events have already occurred.) • Try to use quotations, to show your understanding. You must then explain how you are feeling and what your reaction was. • Consider what might happen (remember to write this in the future tense and consider why you might feel that way.)

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‘Double Thirteen’ by Eleanor Updale

Lesson 1

Class: Year 8

Period:

Date:

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

most students will be able to: select and discuss quotations that are relevant and write explanations about their effect. some students will be able to: find a range of quotations from throughout the story and comment effectively and perceptively in their writing about the language of these quotations.

Assessment foci (Reading): AF1 use a range of strategies including accurate decoding of text to read for meaning

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

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

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

AF3 deduce, infer or interpret information, events or ideas from texts AF4 identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level

Yr 8 5.1b use inference and deduction to explore layers of meaning within a text Yr 8 5.2 trace the development of writers’ ideas, viewpoints and themes in different texts

AF5 explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level AF6 identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader Resources: 4.1: Word-association instruction cards 4.2: Word-association notes 4.3: Predictions for ‘Double Thirteen’ 4.4: Assessment Task questions 4.5: Homework and extension tasks Access to the Internet for the research extension tasks Personal teaching notes


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Lesson 1

Class: Yr 8

Date:

Period:

Starter: 10 minutes

Refer to the first Assessment Task, using the APP mark sheet, in order to establish students’ prior knowledge. Recap the story so far with the students (depending on how much they read in the previous lesson.) Then, using Resource 4.1: Word-association instruction cards, play the wordassociation game. Students should be in groups of four. Each group member has a designated role: A is the referee, B and C play the game by saying the first word they think of that is linked to the previous one. D is the scribe, using Resource 4.2: Word-association notes. These roles can be rotated for each word. With the help of three volunteers, model the role that each member of the group will have; use the word ‘teenager’. At the end of the task, ask all of the Ds to come to the front of the class and share their notes with the class. Then display these notes on the board or wall.

Introduction: 5–10 minutes

Remind students of reading strategies, e.g. Questioning, Predicting. Visualising, Reading backwards and forwards, Inferring and deducing. As a class, read the first five paragraphs of ‘Double Thirteen’. Recap what making a prediction involves, i.e. looking at the information presented and trying to anticipate what might occur as a result. As a class, model one prediction using Resource 4.3: Predictions for ‘Double Thirteen’. Individually, students should then make two predictions about what might happen and write them in the rest of the predictions table.


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

Plenary: 10 minutes

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


Refer to Resource 4.5: Homework and extension tasks. Studentscan choose either: Speaking and listening activities: hot-seating the narrator. or: Researching advice and writing an agony aunt letter and reply.


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

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Lesson 2

Class: Year 8

Period:

Date:

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

most students will be able to: select and discuss quotations that are relevant and discuss them by writing a paragraph about their effect. some students will be able to: find a range of quotations across the chapters and comment effectively and perceptively in their writing about the language of these quotations.

Assessment foci (Reading): AF1 use a range of strategies including accurate decoding of text to read for meaning AF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text AF3 deduce, infer or interpret information, events or ideas from texts AF4 identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level AF5 explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level

Renewed Framework Objectives: Yr 7 5.1abc Yr 7 5.2 Yr 7 5.3 Yr 7 6.1 Yr 7 6.2 Yr 8 5.1abc Yr 8 5.2 Yr 8 5.3 Yr 8 6.1 Yr 8 6.2

AF6 identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader Resources: 4.2: Word-association notes 4.4a–f: Assessment Task questions 4.5: Homework and extension tasks Personal teaching notes


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Lesson 2

Class: Year 8

Date:

Period:

Starter: 5 minutes

Recap the previous lesson’s work by referring to one group’s spider diagram, to remind students of the themes of the story. Ask individuals to skim-read the story to remind them of the characters, plot and themes.


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


Ask students to turn back to their work on Resource 4.4: Assessment Task questions. Instruct them to continue working independently through the questions. Circulate around the class, offering guidance and support where necessary. If there is a teaching assistant, they can assist a small group, but take this into account when marking that group’s responses.

Plenary: 5–10 minutes

Show the students the APP-style marking grid. In pencil, they should self-assess their work, by ticking the boxes that show their attainment for each AF. If students are unfamiliar with the AF language or self-assessment process, this will take more than 10 minutes.


Refer to Resource 4.5: Homework and extension tasks. There is a choice of extension / homework tasks which include: Speaking and listening activities: hot-seating the narrator. Researching advice and writing an agony page letter and reply.


For homework/extension task 2, you will need to show the students the following websites: http://www.bbc.co.uk/onelife/ http://www.connexions-direct.com/?gclid=CLDbnrnQ3o0CFSgVEAodNWRXYw

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Resource 4.1

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

A’s role You are the referee. Your job is to make sure that: • words are not repeated • words are only counted if they are connected to teenage problems • you tally the marks for both B and C, to see who says the most words. A tally looks like this: /// = 3 things. The words for you to introduce are: 1. Teenage problems 2. Superstitions 3. Birthdays 4. Family issues 5. Anger B’s role Your task is to think quickly. You have to say one word linked to the last word that was said. You must listen carefully to each other. You are not allowed to repeat any previous words, or simply change them into plurals, e.g. ‘teenager’ then ‘teenagers’ is not allowed. C’s role Your task is to think quickly. You have to say one word linked to the last word that was said. You must listen carefully to each other. You are not allowed to repeat any previous words, or simply change them into plurals, e.g. ‘teenager’ then ‘teenagers’ is not allowed. D’s role Your role is to write on the spider diagram all the different words that B and C say. Try to keep up – the diagram is to help you organise your ideas. Don’t worry about neatness! If you miss a word, don’t worry, just move on to the next one that you can catch.


185


Resource 4.2

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

Teenage problems

Anger

Superstitions Wordassociations

Family issues

186 186

Birthdays



Point – What is your Evidence – words from the prediction? story that indicate this prediction

Explanation – Why might this happen? What effect might this have on the rest of the story?

Read the first paragraph from Thursday 12th February 10:30pm, from ‘I know I promised myself…’ to ‘…Double Unlucky’. Using the reading skill of prediction, try to make at least three predictions about what might happen in the story. Try to provide evidence in the form of quotations from the story, and an explanation about why you think this might happen or the effect that this event could have on the story. (AF3)

Predictions for ‘Double Thirteen’

Resource 4.3


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Resource 4.4a

Assessment Task questions 1. Remind yourself of the paragraph starting ‘We were stacked up, balanced on chairs and blocks on the stage…’. Find one word from this paragraph which shows the narrator’s opinion of singing in the choir. (AF2) ___________________________________________________________ 2. What is the narrator’s reaction when the Headmaster tells her off? (AF3) ___________________________________________________________ ___________________________________________________________ I know this because: __________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

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Resource 4.4b

Assessment Task questions (continued) 3. Number the following events according to the order in which they happen, with 1 being the first event and 10 the last. Event

Order: 1–10

a) Missed bus b) Has to sit with violin boy c) Overslept d) Forgot homework e) Had a ‘Very Serious Talk’ with the Headteacher f) Given a duty g) Lashes out and hits a girl h) Gets her period in Maths i) Talks in assembly j) Has to wear school tracksuit trousers


189


Resource 4.4c

Assessment Task questions (continued) 4. Why do you think that the narrator is having a bad day? Try to give at least two reasons. (AF3) Reason

Evidence from the text that makes me think this

I think that the narrator is having a bad day because

190 190

________________________

____________________________

________________________

____________________________

________________________

____________________________

________________________

____________________________

________________________

____________________________

________________________

____________________________

________________________

____________________________

Also ___________________

____________________________

________________________

____________________________

________________________

____________________________

________________________

____________________________

________________________

____________________________



Resource 4.4d

Assessment Task questions (continued) 5. Comment on the language used in the following sentences. (AF5) a) Explain why italics have been used for this sentence: ‘I mean, he practises at lunchtime.’ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ b)

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

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


I think Eleanor Updale used these words because…

191


Resource 4.4e

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

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

Opening Development Complication(s) Crisis Resolution

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

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Resource 4.4f

Assessment Task questions (continued) 9. Find two clues from throughout the story that indicate that it is written in the style of a diary. (AF6) a) ______________________________________________________ ________________________________________________________ b) ______________________________________________________ ________________________________________________________


193


Resource 4.5

Homework and extension tasks Task 1: Hot-seating Ask questions from different points in the story. In small groups, prepare at least ten questions. One person now takes the role of the narrator, while the others ask questions and make notes on the responses.

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

Task 2: Advice for teenagers You could use the websites your teacher will show you to help you get started on this task. As a result of your research, you could: •

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

•

write a leaflet offering teenagers advice about dealing with stress.

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