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195 © Pearson Education Ltd 2008 195
Brave New Words resources
The short stories in this collection are grouped into four genres: Humour, History, Diaries and Sport. An eight-lesson scheme of work accompanies each genre section, with two lesson plans provided for each story. Each of these schemes is organised so that the first two stories could be used for Year 7 students and the second two for Year 8 students. However, all of the stories have been mapped for both Year 7 and Year 8 Framework Objectives, so that the stories can be taught in genres rather than year groups if desired. Stories have been selected and lesson plans written primarily to target students who are working at Level 4 towards Level 5. However there are differentiated resources to suit less confident students working at Level 3, as well as extension tasks for students working towards Level 6. Possible homework tasks are provided for each lesson, although these do not have to be used in order for the lesson to be successful. Resource sheets are provided to support each lesson and can be photocopied, used as OHTs or displayed using an interactive whiteboard or data projector. The Assessment Foci (AFs) are referenced throughout each scheme to aid preparation for the Year 9 National Tests. Each scheme contains one formal assessment task, modelled on the QCA Assessing Pupil Progress (APP) reading tasks. The QCA mark sheets can be used to mark each assessment. I hope that in these schemes of work you will find a good range of valuable teaching and learning resources to support delivery of texts by a wonderful range of contemporary children’s writers.
Introduction
196
Brave New Words resources
© Pearson Education Ltd 2008
Med
ium
-ter
m p
lan:
Spo
rt
T
itle
and
au
thor
Les
son
outc
ome
and
obj
ecti
ves
Ren
ewed
Fra
mew
ork
Obj
ecti
ves
Yea
r 7
Ren
ewed
Fra
mew
ork
Obj
ecti
ves
Yea
r 8
AF
R
esou
rces
1
‘Lef
t Foo
t F
orw
ard’
by
Jan
Mar
k
Les
son
1
1.
Dis
cuss
wha
t ski
lls th
e st
uden
ts w
ould
like
to
impr
ove.
2.
Rea
d th
e st
ory
and
mak
e pr
edic
tions
.
3.
Ana
lyse
the
firs
t fou
r se
nten
ces
for
the
firs
t fo
ur p
arag
raph
s.
4.
Exp
lore
the
impo
rtan
ce o
f op
enin
g se
nten
ces.
5.
Pri
vate
rea
ding
. Wri
te th
e op
enin
g se
nten
ce o
f te
n pa
ragr
aphs
.
5.1b
use
infe
renc
e an
d de
duct
ion
to r
ecog
nise
im
plic
it m
eani
ngs.
6.2a
iden
tify
and
desc
ribe
the
effe
ct o
f sp
ecif
ic f
eatu
res
5.1b
use
infe
renc
e an
d de
duct
ion
to e
xplo
re la
yers
of
mea
ning
with
in a
text
.
6.2a
rec
ogni
se a
nd c
omm
ent
on h
ow w
rite
rs’
lang
uage
ch
oice
s co
ntri
bute
to th
e ov
eral
l eff
ect
AF
4
AF
5
1.1,
1.2
, 1.3
, 1.
4
2 ‘L
eft F
oot
For
war
d’ b
y Ja
n M
ark
Les
son
2
1.
Iden
tify
wor
ds w
hich
are
quo
tati
ons,
use
sp
eech
mar
ks.
2.
Exp
lore
how
ell
ipsi
s ca
n be
use
d.
3.
Dra
w p
ictu
res
of a
cha
ract
er, s
elec
t qu
otat
ions
.
4.
Exp
lain
quo
tati
on u
sing
adj
ectiv
es.
5.
Sel
ect a
nd u
se q
uota
tions
that
info
rm s
etti
ng.
5.1b
use
infe
renc
e an
d de
duct
ion
to r
ecog
nise
im
plic
it m
eani
ngs
6.2a
iden
tify
and
desc
ribe
the
effe
ct o
f sp
ecif
ic f
eatu
res
5.1b
use
infe
renc
e an
d de
duct
ion
to e
xplo
re la
yers
of
mea
ning
6.2a
rec
ogni
se a
nd c
omm
ent
on h
ow w
rite
rs’
lang
uage
ch
oice
s co
ntri
bute
to th
e ov
eral
l eff
ect
AF
2 1.
5, 1
.6, 1
.7
3 ‘T
he J
ump’
by
Ant
hony
M
aste
rs
Les
son
1
1.
Wor
d-as
soci
atio
n us
ing
spid
er d
iagr
ams
to
mak
e no
tes.
2.
Sel
ect q
uota
tion
s fo
r di
ffer
ent t
hem
es.
3.
Exp
lore
how
and
why
a w
rite
r ha
s sh
own
a ch
arac
ter
in a
par
ticu
lar
way
.
4.
Exp
lain
quo
tati
ons
in r
elat
ion
to c
hara
cter
s’
reac
tion.
5.
Lis
t dif
fere
nt w
ays
read
ers
mig
ht r
eact
to
diff
eren
t cha
ract
ers.
5.2a
iden
tify
and
unde
rsta
nd
the
mai
n id
eas
5.2b
mak
e a
pers
onal
re
spon
se to
a te
xt a
nd p
rovi
de
som
e te
xtua
l ref
eren
ce in
su
ppor
t
5.2a
trac
e th
e de
velo
pmen
t of
wri
ters
’ id
eas
5.2b
res
pond
to a
text
by
mak
ing
prec
ise
poin
ts a
nd
prov
idin
g re
leva
nt e
vide
nce
AF
2
AF
6
2.1,
2.2
, 2.3
, 2.
4, 2
.5, 2
.6,
2.7,
2.8
, 2.9
, 2.
10
4 ‘T
he J
ump’
by
Ant
hony
M
aste
rs
Les
son
2
1.
Rev
ise
conn
ecti
ves
for
com
pari
son
and
cont
rast
.
2.
Com
pare
two
choc
olat
e ba
rs to
mod
el
com
pari
sons
.
3.
Com
pare
‘T
he J
ump’
to ‘
Lef
t Foo
t For
war
d’.
5.1b
use
infe
renc
e an
d de
duct
ion
to r
ecog
nise
im
plic
it m
eani
ngs
at s
ente
nce
and
text
lev
el
5.1c
mak
e no
tes
whe
n
5.1b
use
infe
renc
e an
d de
duct
ion
to e
xplo
re la
yers
of
mea
ning
with
in a
text
Yr
8 5.
1c m
ake
note
s w
hen
rese
arch
ing
diff
eren
t sou
rces
AF
6 2.
11, 2
.12,
2.
13, 2
.14,
2.
15, 2
.16
Brave New Words resources
© Pearson Education Ltd 2008
197
T
itle
and
au
thor
Les
son
outc
ome
and
obj
ecti
ves
Ren
ewed
Fra
mew
ork
Obj
ecti
ves
Yea
r 7
Ren
ewed
Fra
mew
ork
Obj
ecti
ves
Yea
r 8
AF
R
esou
rces
4.
Use
con
nect
ives
for
com
pari
sons
and
co
ntra
sts.
5.
Use
Ven
n di
agra
ms
and
conn
ecti
ves
to
com
pare
thei
r ow
n su
bjec
t.
gath
erin
g id
eas
from
text
s
5 ‘N
o S
wea
t’
by M
iche
lle
Mag
oria
n
Les
son
1
1.
Mak
e pr
edic
tion
s ba
sed
on th
e ti
tle
of th
e st
ory.
2.
Dis
cuss
gen
eral
att
itud
es a
nd w
hen
and
how
th
ey c
hang
e.
3.
Rea
d th
e st
ory.
4.
Exp
lore
a c
hara
cter
’s b
ehav
iour
and
att
itud
e to
war
ds o
ther
cha
ract
ers.
5.
Wri
te a
sho
rt d
escr
iptio
n of
a ti
me
whe
n a
chan
ge o
f at
titu
de h
as o
ccur
red.
5.1b
use
infe
renc
e an
d de
duct
ion
to r
ecog
nise
im
plic
it m
eani
ngs
7.2
draw
in th
e co
nven
tion
s of
wri
tten
for
ms
to p
lan
wri
ting
and
dev
elop
idea
s to
fi
t a s
peci
fic
task
5.1b
use
infe
renc
e an
d de
duct
ion
to e
xplo
re la
yers
of
mea
ning
with
in a
text
.
7.2
plan
wri
ting
and
deve
lop
idea
s to
sui
t a s
peci
fic
audi
ence
AF
2
AF
4
3.1,
3.2
, 3.3
,
6 ‘N
o S
wea
t’
by M
iche
lle
Mag
oria
n
Les
son
2
1.
Iden
tify
noun
phr
ases
in d
escr
ipti
ve w
ritin
g.
2.
Exp
lain
nou
n ph
rase
s, u
sing
PE
E p
arag
raph
st
ruct
ure.
3.
Exp
lore
a c
hara
cter
’s c
hang
ing
atti
tude
and
be
havi
our
and
poss
ible
rea
sons
for
this
.
4.
Rol
e-pl
ay th
e ch
arac
ter
of M
ark
to tr
ace
his
chan
ge o
f pe
rspe
ctiv
e.
5.
Dis
cuss
the
reas
ons
and
poss
ible
mes
sage
s be
hind
the
stor
y.
4.1
expl
ore
idea
s, te
xts
and
issu
es th
roug
h a
vari
ety
of
dram
atic
app
roac
hes
and
conv
entio
ns
5.1a
use
ski
mm
ing
and
scan
ning
to lo
cate
the
mai
n po
ints
4.1
use
spec
ific
dra
mat
ic
appr
oach
es a
nd c
onve
ntio
ns
in s
truc
ture
d w
ays
for
effe
ctiv
e ex
plor
atio
n of
idea
s,
text
s is
sues
and
them
es
5.1a
use
a r
ange
of
read
ing
stra
tegi
es to
ret
riev
e re
leva
nt
info
rmat
ion
an m
ain
poin
ts
from
text
s
AF
5
AF
3
AF
4
3.4,
3.5
, 3.6
, 3.
7, 3
.8
198
Brave New Words resources
© Pearson Education Ltd 2008
T
itle
and
au
thor
Les
son
outc
ome
and
obj
ecti
ves
Ren
ewed
Fra
mew
ork
Obj
ecti
ves
Yea
r 7
Ren
ewed
Fra
mew
ork
Obj
ecti
ves
Yea
r 8
AF
R
esou
rces
7 ‘G
oing
Up’
by
Rob
ert
Sw
inde
lls
Les
son
1
1.
Exp
lore
wor
d as
soci
atio
ns m
ade
in r
elat
ion
to
them
es.
2.
Use
rea
ding
str
ateg
ies
to m
ake
pred
icti
ons.
3.
Rea
d th
e sh
ort s
tory
‘G
oing
Up’
.
4.
Sta
rt th
e in
divi
dual
AP
P-st
yle
activ
itie
s.
5.
Hot
-sea
ting
act
ivit
y.
5.1a
use
ski
mm
ing
and
scan
ning
to lo
cate
in
form
atio
n fr
om a
tex
t or
sour
ce
5.1b
use
infe
renc
e an
d de
duct
ions
to r
ecog
nise
im
plic
it m
eani
ngs
at s
ente
nce
and
text
lev
el.
5.3
mak
e in
form
ed p
erso
nal
choi
ces
of te
xts
and
expr
ess
thei
r pr
efer
ence
s
5.1a
use
a r
ange
of
read
ing
stra
tegi
es to
ret
riev
e re
leva
nt
info
rmat
ion
and
mai
n po
ints
fr
om te
xts
5.1b
use
infe
renc
e an
d de
duct
ion
to e
xplo
re la
yers
of
mea
ning
5.3
broa
den
thei
r ex
peri
ence
of
rea
ding
and
exp
ress
pr
efer
ence
s an
d op
inio
ns
abou
t tex
ts
All
AF
s 4.
1, 4
.2, 4
.3,
4.4,
4.5
8 ‘G
oing
Up’
by
Rob
ert
Sw
inde
lls
Les
son
2
1.
Rec
ap th
e th
emes
usi
ng a
gro
up’s
spi
der
diag
ram
s.
2.
Dis
cuss
the
ques
tion
‘A
re lo
cal r
ival
ries
a
good
idea
?’
3.
Com
plet
e A
PP-
styl
e ac
tivi
ties
.
4.
Self
-ass
essm
ent u
sing
QC
A m
ark
shee
ts.
5.
Res
earc
h fo
otba
ll v
iole
nce
or w
rite
a f
ootb
all
com
men
tary
.
5.1a
use
ski
mm
ing
and
scan
ning
to lo
cate
the
mai
n po
ints
5.1b
use
infe
renc
e an
d de
duct
ion
to r
ecog
nise
im
plic
it m
eani
ngs
5.2b
mak
e a
pers
onal
re
spon
se to
a te
xt a
nd p
rovi
de
som
e te
xtua
l ref
eren
ce in
su
ppor
t
5.1a
use
a r
ange
of
read
ing
stra
tegi
es to
ret
riev
e re
leva
nt
info
rmat
ion
5.1b
use
infe
renc
e an
d de
duct
ion
to e
xplo
re m
eani
ng
with
in a
text
5.2b
res
pond
to a
text
by
mak
ing
prec
ise
poin
ts a
nd
prov
idin
g re
leva
nt e
vide
nce
in s
uppo
rt o
f th
ose
poin
ts
All
AF
s 4.
2, 4
.4, 4
.5,
4.6
QC
A M
ark
shee
ts
Brave New Words resources
© Pearson Education Ltd 2008 199
‘Left Foot Forward’ by Jan Mark Lesson 1
Class: 7 Date: Period:
As a result of this lesson:
• all students will be able to: discuss what they would like to get better at; identify and quote the first sentence in a paragraph; attempt predictions for some of the paragraphs.
• most students will be able to: discuss what they would like to get better at and think of ways in which they can do this; explore the importance of a key word in the first sentence; make at least three predictions about the story, based on the first sentences provided; select five interesting first sentences and attempt to summarise what they are about.
• some students will be able to: consider the skills they would like to improve and different ways they could achieve this; discuss in detail, a single word from the first sentences and thoughtfully predict what the rest of the paragraph will be about; select five interesting first sentences and concisely summarise the paragraph.
Assessment foci (Reading):
AF4 identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
AF5 explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level
Renewed Framework Objectives:
Yr 7 5.1b use inference and deduction to recognise implicit meanings
Yr 7 6.2a identify and describe the effect of specific features
Yr 8 5.1b use inference and deduction to explore layers of meaning within a text
Yr 8 6.2a recognise and comment on how writers’ language choices contribute to the overall effect
Resources:
1.1: Skills to improve
1.2: Opening sentences
1.3: Opening sentences and summarising
1.4: Plenary
Personal teaching notes
200
Brave New Words resources
© Pearson Education Ltd 2008 200
‘Left Foot Forward’ by Jan Mark Lesson 1
Class: 7 Date: Period:
Starter:
10 minutes
As a class, list the skills that the students would like to be good at. Discuss, in life, what they can do if they want to improve these skills. Notes could be made using Resource 1.1 Skills to improve.
Introduction:
10 minutes
Make sure students do not have copies of the text for this activity.
Before reading the story ‘Left Foot Forward’, show Resource 1.2: Opening sentences to discuss the first sentence of each of the first four paragraphs. As a class, fill in the chart, which focuses on picking out a key word for each sentence to help predict what the paragraph will be about.
Development:
30 minutes
Ask students to read the story ‘Left Foot Forward’, either as a class, or individually. Remind them to pay special attention to the first sentence of each paragraph.
Show students Resource 1.3: Opening sentences and summarising and ask them to scan each opening sentence and to select five more sentences. For each sentence, students should now summarise what the paragraph was about. In addition, they should select a word to focus on what it implies.
Plenary:
10 minutes
Using Resource 1.4: Plenary, each student should share at least one row of their chart. As a class, list at least five reasons to explain why the opening sentence of each paragraph is important.
Possible responses include:
1. To guide the reader through the story.
2. To help the reader predict what will happen.
3. To structure the story, so that it makes sense.
4. To keep the reader interested in the story.
5. To build tension and suspense.
Homework / Extension
1. Students read a story of their choice for at least 30 minutes.
2. Students write down the opening sentence of each of ten paragraphs.
Additional teaching guidance
Brave New Words resources
© Pearson Education Ltd 2008 201
Skills to improve Think about things you would like to improve at.
List five things you wish you were good at. 1. __________________________________________________
2. _________________________________________________
3. _________________________________________________
4. _________________________________________________
5. _________________________________________________
What could you do to improve or attain these skills? 1. _________________________________________________
_________________________________________________
2. _________________________________________________
_________________________________________________
3. _________________________________________________
_________________________________________________
4. _________________________________________________
_________________________________________________
5. _________________________________________________
_________________________________________________
Resource 1 Resource 1.1
202
Brave New Words resources
© Pearson Education Ltd 2008 202
Opening sentences Examine the opening sentences of paragraphs 1–4 in ‘Left Foot Forward’.
Pa
rag
rap
h
no
.
Opening sentences from the first four paragraphs of ‘Left Foot Forward’
What does the underlined word imply? Look it up in a dictionary if you don’t know what it means
What might the paragraph be about?
1 ‘Singlewell High School was small, but St George’s C of E Primary had been even smaller.’
The word ‘smaller’ is being use to compare the fact that the main character has moved up to secondary school and that he is finding his new school intimidating
This story might be set in a school, as the setting is being indicated in the first sentence
2 ‘In the doorway Mr Dunkin loomed.’
3 ‘Emily was away with the girls now, mutinously playing netball.’
4 ‘By the end of the lesson, Shaun realised that he had got it all wrong.’
Resource 1.2
Brave New Words resources
© Pearson Education Ltd 2008 203
Opening sentences and summarising Now read the whole of ‘Left Foot Forward’. As you read, pay particular
attention to the first word of each paragraph.
1. Select five interesting opening sentences of paragraphs and write them
in the table below.
2. Select and highlight or underline a word that you think gives a good
indication of what the paragraph is about. Look the word up in a
dictionary if you do not know what it means.
3. Summarise briefly what the paragraph is about.
Pa
rag
rap
h
no
.
1. Opening sentence from ‘Left Foot Forward’
2. What does the highlighted word imply?
3. What was the paragraph about?
Resource 1.3
204
Brave New Words resources
© Pearson Education Ltd 2008 204
Plenary Why is the opening sentence of each paragraph important? List at least five
reasons below.
1. __________________________________________________________
__________________________________________________________
2. __________________________________________________________
__________________________________________________________
3. __________________________________________________________
__________________________________________________________
4. __________________________________________________________
__________________________________________________________
5. __________________________________________________________
__________________________________________________________
Resource 1.4
Brave New Words resources
© Pearson Education Ltd 2008 205
‘Left Foot Forward’ by Jan Mark Lesson 2
Class: 7 Date: Period:
As a result of this lesson:
• all students will be able to: understand what a speech mark looks like and what it is for; draw or find a picture of a character and find and select a quotation.
• most students will be able to: understand why speech marks are used and apply this understanding to their work; draw or find a picture of a character, select a quotation and summarise it with a describing word.
• some students will be able to: apply both speech marks and ellipsis to their quotations; quotations that are selected will be thoughtful and will still make sense, even when ellipsis is used.
Assessment focus (Reading):
AF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
Renewed Framework Objectives:
Yr 7 5.1b use inference and deduction to recognise implicit meanings
Yr 7 6.2a identify and describe the effect of specific features
Yr 8 5.1b use inference and deduction to explore layers of meaning
Yr 8 6.2a recognise and comment on how writers’ language choices contribute to the overall effect
Resources:
1.5: Identify the quotations
1.6: Ellipsis
1.7: Character, quotes and descriptions
If IT access is available, students could use Google images to find appropriate pictures, and text boxes for their quotations. Alternatively, they could draw the characters.
Personal teaching notes
206
Brave New Words resources
© Pearson Education Ltd 2008 206
‘Left Foot Forward’ Lesson 2
Class: 7 Date: Period:
Starter:
10 minutes
Recap on the importance of using speech marks. Show Resource 1.5: Identify the quotations and ask students to identify the three quotations (b, c and f). Ask students the same questions: How can you tell? Why is this important? Elicit from students that quotations must have speech marks around them, to indicate that the words are not your own. Inform students that they will be using this skill, which will be checked during the plenary.
Introduction:
10 minutes
Showing Resource 1.6: Ellipsis, explain that ellipsis can be used to indicate:
• Words at the start of the sentence that are not being quoted.
• Words that are being missed out in a quote.
• That tension is being created as the sentence is not finished.
Explain that when an ellipsis is used, the sentence still needs to make grammatical sense. Inform students that this skill will be checked during the plenary.
Answer: Ellipsis is used in box c to show that the whole sentence was not written down. Ellipsis was used in box f to show that part of what Mr Durkin said was missed out.
Development:
20 minutes
Students are to focus on the characters of Shaun, Mr Durkin and Mr Prior. Use Resource 1.7: Character, quotes and descriptions to model for less confident students, who could be advised to select Shaun.
Students are to either draw or (if IT access is available) search online for a relevant picture. Around each picture, they should write quotations that describe something about the character. Below each quotation, they should include at least one adjective, describing the character, showing that they have understood the quote.
Encourage students to remember the use of speech marks and ellipsis.
Plenary:
10 minutes
Ask students to leave their work on their desks and stand behind their chairs.
Tell them that they are going to walk around the room and look at least five other people’s work on character, quotation and description. As they look at the work they should check that everyone has used speech marks for their quotations and that ellipses have also been used correctly. If the work uses speech marks and ellipses correctly, they can tick it.
Each student counts how many ticks they received.
Homework / Extension
Students select the quotes that they think inform them of the setting. They then draw a picture of the setting and use quotations to label their picture.
Additional teaching
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Identify the quotations Look at the six boxes below and identify the ones that contain quotations.
The quotations are: ____________________________________ How can you tell? _____________________________________ ____________________________________________________ ____________________________________________________ Why is this important? _________________________________ ____________________________________________________ ____________________________________________________
a) Shaun was really
observant, he noticed
people.
b) ‘The other two left-
footers planned to bring
along computer games next time.’
c) ‘… Shaun had sole
possession of the ball,
which was no longer
round but lopsided, like
the gibbous moon.’
d) Shaun was so excited it
felt like someone had
punched him in the ribs.
e) Miss Stevens was
offering Shaun support,
he knew he should accept
it.
f) ‘Enthusiasm …
important attitude … essential to team spirit…’
Resource 1.5
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Ellipsis Ellipsis is a piece of punctuation … It can be used to stand for:
1. Words at the start of the sentence that are not being quoted.
2. Words that are being missed out in a quote.
3. Tension that is being created as the sentence is not finished.
When ellipsis is used, the sentence still needs to make grammatical sense.
Look again at boxes c) and f), and discuss why ellipsis has been used.
____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________
Your skill in using speech marks and ellipsis will be checked during the
plenary.
c) ‘…Shaun had sole
possession of the ball,
which was no longer
round but lopsided, like
the gibbous moon.’
f) ‘Enthusiasm …
important attitude …
essential to team spirit…’
Resource 1.6
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Characters, quotes and descriptions 1. For each of the following characters, draw a picture or find one on the
Internet:
• Shaun
• Mr Durkin
• Mr Prior.
2. Select at least three quotations from the text that tell you something
about each character, then write them around each picture. Don’t forget
to include speech marks around your quotes.
3. Below each quotation, write at least one adjective that describes the
character. If possible, use a thesaurus to help develop your vocabulary.
Modelled example using the character of Emily
‘Emily was away
with the girls now,
mutinously playing
netball.’
‘…Shaun could
envision the other
netball players,
felled like skittles
by Emily’s demon
delivery.’
‘“What, for
homework?” Emily
said. “I’ll help. I’ll
do it for you.”’
Friendly
Strong
Kind
Resource 1.7
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‘The Jump’ by Anthony Masters Lesson 1
Class: 7 Date: Period:
As a result of this lesson:
• all students will be able to: understand what is meant by the term ‘theme’; select at least one quotation to show understanding of one theme.
• most students will be able to: apply their understanding of the term ‘theme’ and select a range of quotations to show understanding of one theme; understand and select quotations to show how a character is presented.
• some students will be able to: apply their understanding of the term ‘theme’, select a range of quotations to show a full understanding of one theme; understand, select and explore how and why a writer may choose to show a character in a particular way.
Assessment foci (Reading):
AF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
AF6 identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader
Renewed Framework Objectives:
Yr 7 5.2a identify and understand the main ideas
Yr 7 5.2b make a personal response to a text and provide some textual reference in support
Yr 8 5.2a trace the development of writers’ ideas
Yr 8 5.2b respond to a text by making precise points and providing relevant evidence
Resources:
2.1: Word-association instruction cards
2.2: Word-association notes
2.3: Themes of ‘The Jump’
2.4: Theme: Troubles with parents
2.5: Theme: Perseverance
2.6: Theme: Skateboarding
2.7: Theme: Danger
2.8: Theme: Confidence
2.9: Plenary
2.10: Reader’s reaction
Personal teaching notes
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‘The Jump’ by Alan Gibbons Lesson 1
Class: Date: Period:
Starter:
10 minutes
Using Resource 2.1: Word-association instruction cards and Resource 2.3: Themes of ‘The Jump’, play the word-association game. Students should be in groups of four. Each member of a group has a designated role: A is the referee, B and C play the game by saying the first word they think of that is linked to the previous one. D is the scribe, using Resource 2.2: Word-association notes. These roles can be rotated for each word.
You can model this activity and the role that each member of the group will have with the help of three volunteers. Use the word ‘special’.
At the end of the task, ask all the Ds to come to the front of the class and share their notes with the class. Then display these words either on the board or the wall.
Introduction:
5 minutes
Explain that the purpose behind the word-association game is to introduce the concept of a theme. If students have a book to write in, they could make notes on the definition of ‘theme’.
Development:
30 minutes
Organise students into new groups of five. Each person in the group is assigned a theme. Using Resources 2.3–2.8 as the students read the story, either in groups or individually, they should look for five quotations connected to their theme and write them in the spider diagram.
Plenary:
15 minutes
As a class, assign each group a letter a–e in order to answer the AF2 chart with the question: ‘How do we know that Rik is unhappy at the start of the story?’ Focus attention on the last column for AF6, which is how and why the writer has shown Rik in this way. After 5 minutes, each group is to feed back their response. These could be collected on Resource 2.9: Plenary by a student scribe (one from each group).
Homework / Extension
Using Resource 2.10: Reader’s reaction, list the different ways that readers might react to the characters of: Rik, Rik’s dad, Rik’s mum and Helen.
Additional teaching guidance
If students have not played word-association games before, the game could be played with a range of non-related words before introducing the themes.
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Word-association instruction cards In fours, label yourselves A, B, C and D. Now distribute the cards below with
your instructions.
A’s role You are the referee. Your job is to make sure that: • words are not repeated • words are only counted if they are connected to troubles with parents • you tally the marks for both B and C, to see who says the most words. A
tally looks like this: /// = 3 things.
The words for you to introduce are: 1. Troubles with parents 2. Perseverance 3. Skateboarding 4. Danger 5. Confidence
B’s role Your task is to think quickly. You have to say one word linked to the last word that was said. You must listen carefully to each other. You are not allowed to repeat any previous words, or simply change them into plurals, e.g. ‘skateboard’ then ‘skateboards’ is not allowed.
C’s role Your task is to think quickly. You have to say one word linked to the last word that was said. You must listen carefully to each other. You are not allowed to repeat any previous words, or simply change them into plurals, e.g. ‘skateboard’ then ‘skateboards’ is not allowed.
D’s role Your role is to write on the spider diagram all the different words that B and C say. Try to keep up – the diagram is to help you organise your ideas. Don’t worry about neatness! If you miss a word, don’t worry, just move on to the next one that you can catch.
Resource 2.1
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Word-association notes Use this spider diagram to keep a note of the words B and C say during the
word-association game.
Skateboarding
Confidence Danger
Perseverance
Troubles with parents
Word associations
Resource 2.2
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Themes of ‘The Jump’ Themes are ideas that recur throughout a text.
In your new groups of five, think about each of the themes discussed during
the word-association game.
Each member of your group is to be given a theme to focus on during the
reading of the story:
A – 1 Troubles with parents
B – 2 Perseverance (not giving up and always trying)
C – 3 Skateboarding
D – 4 Danger
E – 5 Confidence
Now read ‘The Jump’ by Anthony Masters.
Once you have finished reading, each member of your group should find at
least five quotations for each theme, as part of a concept map.
Resource 2.3
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Theme: Troubles with parents Complete this spider diagram with at least five quotations from the story on
the theme of troubles with parents.
Theme: Troubles with
parents
Resource 2.4
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Theme: Perseverance Complete this spider diagram with at least five quotations from the story on
the theme of perseverance.
Resource 2.5
Theme: Perserverance
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Theme: Skateboarding Complete this spider diagram with at least five quotations from the story on
the theme of skateboarding.
Resource 2.6
Theme: Skate-
boarding
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Theme: Danger Complete this spider diagram with at least five quotations from the story on
the theme of danger.
Resource 2.7
Theme: Danger
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Theme: Confidence Complete this spider diagram with at least five quotations from the story on
the theme of confidence.
Theme: Confidence
Resource 2.8
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Plenary How do we know that Rik is unhappy at the start of the story? If you can, find
and write down a quotation to support your opinion.
Quotation – evidence to show that Rik is unhappy
How and why might the writer choose to show Rik in this way?
a
b
c
d
e
Resource 2.9
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Reader’s reaction Select two different moments from ‘The Jump’ to explain how a reader might
react to different characters. Give reasons for your explanation.
Character Brief description / quotation How might the reader react? Why?
Rik
Rik’s dad
Rik’s mum
Helen
Resource 2.10
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‘The Jump’ by Anthony Masters and ‘Left Foot Forward’ by Jan Mark
Lesson 2
Class: 7 Date: Period:
As a result of this lesson:
• all students will be able to: know at least one connective for comparison and contrast; make the connection that the two stories have similar themes; highlight or underline the connectives in the modelled example.
• most students will be able to: know a range of connectives for comparison and contrast; make a range of connections using some of the bullet points; attempt to write in paragraphs using at least four connectives successfully.
• some students will be able to: know and apply a range of connectives for comparison and contrast; make comparisons and contrasts for each bullet point; write in detail, applying their understanding of connectives and be able to identify them in their own writing.
Assessment foci (Reading):
AF6 identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader
Renewed Framework Objectives:
Yr 7 5.1b use inference and deduction to recognise implicit meanings at sentence and text level
Yr 7 5.1c make notes when gathering ideas from texts
Yr 8 5.1b use inference and deduction to explore layers of meaning within a text
Yr 8 5.1c make notes when researching different sources
Resources:
2.11: Connectives
2.12: Venn diagrams – comparing chocolate
2.13: Venn diagrams – comparing ‘The Jump’ and ‘Left Foot Forward’
2.14a–b: Sentence starters for writing comparatively
2.15: A comparison of ‘The Jump’ and ‘Left Foot Forward’
2.16: Teacher modelling – comparison with connectives identified
Two different chocolate bars
Personal teaching notes
Students must have read and studied ‘Left Foot Forward’ before this lesson.
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‘The Jump’ by Anthony Masters and ‘Left Foot Forward’ by Jan Mark
Lesson 2
Class: 7 Date: Period:
Starter:
10 minutes
As a class, list as many connectives for comparison as you can. Start the list with ‘both’, then when all ideas have been suggested, reveal the first list on Resource 2.11: Connectives. Next, as a class, list as many connectives for contrast as you can; starting with ‘alternatively’. Then reveal the second list on Resource 2.11: Connectives.
Introduction:
10–15 minutes
Explain that Venn diagrams can be used to compare two objects. Using Resource 2.12: Venn diagrams – comparing chocolate, explain that one of the purposes of a Venn diagram is to make comparisons. Each idea has a circle and the space where they overlap is where the ideas that are the same in both stories go. You could model comparisons using two chocolate bars. Encourage two student scribes to write in each circle (they can take turns to write in the overlapping section).
Development:
15 minutes
Use Resource 2.13: Venn diagrams – comparing ‘The Jump’ and ‘Left Foot Forward’ to complete this comparison activity. Bullet points are included to prompt the discussion. This activity could be carried out as a whole class or in small groups. As a class, encourage two student scribes to write in each circle (they can take turns to write in the overlapping section.) As the students make comparisons, feed back to the students by using the connectives from the starter activity.
Plenary:
10–15 minutes
More confident students can use the connectives from the starter activity; students should write at least two paragraphs comparing the stories.
Most students will be able to use the sentence starters that are provided on Resource 2.14: Sentence starters for writing comparatively. The first paragraph of Resource 2.16: Teacher modelling – comparison with connectives identified could be shown, to model to the students what is expected. Less confident students could read Resource 2.15: A comparison of ‘The Jump’ and ‘Left Foot Forward’ and identify the connectives used by underlining or highlighting them.
Homework / Extension All students are to draw their own Venn diagram comparing two similar subjects of their choice.
All but the least confident students should then use a range of connectives to use in sentences comparing their subjects.
Additional teaching guidance
When students are drawing their own Venn diagrams, A3 paper is best, so that they have plenty of space. Alternatively, a double-page spread in their books can be used.
When making notes on the board, it might be advisable to have more than one OHT photocopied, so that you do not run out of space.
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Connectives
Connectives for comparison
Both Likewise
Equally Like
Similarly As with
In the same way
Connectives for contrast
Alternatively Otherwise
Whereas Unlike
Instead On the other hand
Resource 2.11
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Ven
n di
agra
ms
– co
mpa
ring
cho
cola
te
Cho
cola
te 2
__
__
__
__
__
__
__
__
_
Cho
cola
te 1
____
___
___
___
___
_
Reso
urce 2
.12
Ide
as
to
he
lp
yo
u m
ak
e
co
mp
ari
so
ns
: •
wra
pp
er
• sh
ap
e
• co
lou
r
• te
xtu
re
• ta
ste
.
Co
nn
ec
tiv
es
fo
r c
om
pa
ris
on
: b
oth
; e
qu
ally
; sim
ilarl
y;
in t
he
sa
me
wa
y;
like
wis
e;
like
; a
s
with
. C
on
nec
tiv
es
fo
r c
on
tra
st:
a
lte
rna
tive
ly;
inste
ad
;
oth
erw
ise
; un
like
; o
n t
he
oth
er
ha
nd
.
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Ven
n di
agra
ms:
Com
pari
ng ‘
The
Jum
p’ a
nd ‘
Lef
t F
oot
For
war
d’
‘Left
Fo
ot
Forw
ard’
by
Jan
Mark
‘T
he
Jum
p’
by
A
nth
on
y M
aste
rs
Reso
urce 2
.13
Ide
as
to
he
lp
yo
u m
ak
e
co
mp
ari
so
ns
: •
co
nte
nt
• th
em
es
• p
lot
• ch
ara
cte
rs
• m
essa
ge
.
Co
nn
ec
tiv
es
fo
r c
om
pa
ris
on
: b
oth
; e
qu
ally
; sim
ilarl
y;
in t
he
sa
me
wa
y;
like
wis
e;
like
; a
s
with
. C
on
nec
tiv
es
fo
r c
on
tra
st:
a
lte
rna
tive
ly;
inste
ad
;
oth
erw
ise
; un
like
; o
n t
he
oth
er
ha
nd
.
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Sentence starters for writing comparatively Compare ‘The Jump’ by Anthony Masters to ‘Left Foot Forward’ by Jan Mark
by completing the sentences below.
Both stories are about _________________________________
____________________________________________________
____________________________________________________
Similarly, the main characters are ________________________
____________________________________________________
____________________________________________________
However, in ‘Left Foot Forward’, Shaun is good at ___________
____________________________________________________
____________________________________________________
____________________________________________________
Whereas, in ‘The Jump’, Rik is __________________________
____________________________________________________
____________________________________________________
____________________________________________________
Resource 2.14a
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Sentence starters for writing comparatively (continued) In the same way, both characters want to ___________________
______________________________________________________
Shaun achieves this by ___________________________________
______________________________________________________
_________________________Rik __________________________
______________________________________________________
______________________________________________________
______________________________________________________
Likewise, both stories use ________________________________
_____________________________________________________ .
This gives the message that _______________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Resource 2.14b
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A comparison of ‘The Jump’ and ‘Left Foot Forward’ Read the modelled comparison and underline or highlight the connectives for
comparison and contrast.
Both stories are about sport. Similarly, both the main characters are boys at
secondary school. Whereas in ‘Left Foot Forward’ Shaun would probably like
reading, as ‘English was his best subject’, at the start of ‘The Jump’, Rik
thinks about leaving home: ‘I’ll run away then.’
Both characters want to improve their skills. Shaun wants to be a better
footballer and play on the school team. In contrast, Rik wants to be able to
make a difficult skateboarding jump. Shaun tries to improve his football skills
while the others are playing, but he realises that he needs to have additional
practice. In order to gain this extra practice, he asks if he can join in, much to
his teachers’ horror.
Equally determined, Rik continues to practise the jump that he wants to
make. He is finally given some advice, which he takes. However, the
important thing is that he believes that he can make the jump, then he does
make it.
In similar ways, both stories use the theme of perseverance. This gives the
message that it is important to keep trying and that if you keep persevering,
things will get easier.
Resource 2.15
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Teacher modelling: Comparison with connectives identified A comparison of ‘The Jump’ and ‘Left Foot Forward’ with connectives to
compare emboldened and to contrast underlined.
Both stories are about sport. Similarly, both the main characters are boys at
secondary school. Whereas in ‘Left Foot Forward’ Shaun would probably like
reading, as ‘English was his best subject’, at the start of ‘The Jump’, Rik
thinks about leaving home: ‘I’ll run away then.’
Both characters want to improve their skills. Shaun wants to be a better
footballer and play on the school team. In contrast, Rik wants to be able to
make a difficult skateboarding jump. Shaun tries to improve his football skills
while the others are playing, but he realises that he needs to have additional
practice. In order to gain this extra practice, he asks if he can join in, much to
his teachers’ horror.
Equally determined, Rik continues to practise the jump that he wants to
make. He is finally given some advice, which he takes. However, the
important thing is that he believes that he can make the jump, then he does
make it.
In similar ways, both stories use the theme of perseverance. This gives the
message that it is important to keep trying and that if you keep persevering,
things will get easier.
Resource 2.16
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‘No Sweat’ by Michelle Magorian Lesson: 1
Class: Year 8 Date: Period:
As a result of this lesson:
• all students will be able to: have an understanding of the plot; have knowledge of the main character’s attitude.
• most students will be able to: select and discuss quotations that show Mark’s attitude; select words and phrases used to show a change in character.
• some students will be able to: appreciate and explore the reasons why and how a writer changes a character’s attitude.
Assessment foci (Reading):
AF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
AF4 identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
Renewed Framework Objectives:
Yr 7 5.1b use inference and deduction to recognise implicit meanings
Yr 7 7.2 draw in the conventions of written forms to plan writing and develop ideas to fit a specific task
Yr 8 5.1b use inference and deduction to explore layers of meaning within a text
Yr 8 7.2 plan writing and develop ideas to suit a specific audience
Resources:
3.1: Predictions
3.2: Changing attitudes
3.3: Mark’s attitude at the start of the story
Personal teaching notes
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‘No Sweat’ by Michelle Magorian Lesson 1
Class: 8 Date: Period:
Starter:
10 minutes
Do not give out copies of the text yet. Instead, display Resource 3.1: Predictions. Using the spider diagram, students make predictions to encourage a deeper understanding of AF4. Ask five students to come to the board to make notes (one student per circle.) The questions in each circle are:
• What are your associations with the phrase ‘no sweat’?
• What genre might this story be? Why do you think this?
• What events might occur in this story?
• What kind of characters might be in the story?
• How might this story end?
Introduction:
10 minutes
Using Resource 3.2: Changing attitudes, students work in groups of four to discuss times when their opinion about someone has changed. They should try to decide why these changes of opinion took place.
Development:
30 minutes
Give out copies of the text. Read the story to the class in one sitting. When the story has been read, use Resource 3.3: Mark’s attitude at the start of the story and ask students to write down adjectives describing Mark’s attitude towards Terry, Jacko and Joan at the start of the story. Students can develop their understanding by selecting quotations to support their ideas.
Plenary:
10 minutes
As a class, discuss why a writer might change a character’s attitudes and behaviour.
Homework / Extension
Using the introduction activity as a stimulus, write a short description of a time when your attitude towards someone changed. Explain what your attitude was before and what occurred to make the change.
Additional teaching guidance
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Predictions ‘No Sweat’ is the title of the story. From just this information, try to make
predictions about what the story will be about.
What are your
associations with the term ‘no sweat’?
How might this story
end?
What kind of characters might be in the story?
What events might occur in this story?
What genre might this story be?
Why do you think this?
What will ‘No Sweat’ be
about?
Resource 3.1
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Changing attitudes In groups, discuss times when your opinion of someone has changed. Why
did this happen? Record your group’s answers in the table below.
Your attitude before Why your attitude
changed
Your attitude
afterwards
Scared of X Realised that X was only
unfriendly as they did not
know me
My attitude changed to
one of respect
Resource 3.2
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Mark’s attitude at the start of the story How does Mark feel towards each of the following characters at the start of
the story? Try to give reasons for your choice of words.
1 Choose two more adjectives to describe Mark’s attitude towards Joan at
the start of the story. a Disrespectful ____________________________________________ b _______________________________________________________ c _______________________________________________________
2 Find two more quotations to explain your chosen adjectives above. a ‘wrinkly’ ________________________________________________ b _______________________________________________________ c _______________________________________________________ 3 Find two more examples of Mark’s attitude towards his friends Jacko and
Terry at the start of the story. a Tries to copy Jacko and Terry’s behaviour. ____________________ b _______________________________________________________ c _______________________________________________________
4 Find two quotations to explain the examples of Mark’s attitude you chose
above. a ‘Looking at them through Jacko and Terry’s eyes he couldn’t help
grinning.’ _______________________________________________ b _______________________________________________________ _______________________________________________________ c _______________________________________________________ _______________________________________________________________
Resource 3.3
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‘No Sweat’ by Michelle Magorian Lesson: 2
Class: 8 Date: Period:
As a result of this lesson:
• all students will be able to: understand what a noun phrase is and write it down; give examples of noun phrases and explain why they are used.
• most students will be able to: select interesting noun phrases and explain why they are used; use the events of ‘No Sweat’ to chart Mark’s changing feelings; explain why a character should have a range of feelings in a story.
• some students will be able to: write a PEE paragraph explaining why noun phrases are used; quote an example and explain why this description is given; chart the events of ‘No Sweat’ without support and explore Mark’s changing feelings, giving reasons why these changes occur; make the connection between swimming two hundred lengths and Mark’s realisation about himself.
Assessment foci (Reading):
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 4.1 explore ideas, texts and issues through a variety of dramatic approaches and conventions
Yr 7 5.1a use skimming and scanning to locate the main points
Yr 8 4.1 use specific dramatic approaches and conventions in structured ways for effective exploration of ideas, texts issues and themes
Yr 8 5.1a use a range of reading strategies to retrieve relevant information an main points from texts
Resources:
3.4: Noun phrases
3.5: PEE paragraph
3.6a–b: Events in ‘No Sweat’ and Mark’s feelings: Quotation supported
3.7a–b: Events in ‘No Sweat’ and Mark’s feelings
3.8: Plenary
Personal teaching notes
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‘No Sweat’ by Michelle Magorian Lesson: 2
Class: 8 Date: Period:
Starter:
5–10 minutes
Recap and revise what a noun phrase is and why it is used. Ask the class first, before showing Resource 3.4: Noun phrases. Explain what a noun phrase is, using the examples. Students should find and write down three examples of noun phrases and underline the nouns in them.
Introduction:
15 minutes
Using Resource 3.5: PEE paragraph, explain how a Point, Evidence, Explanation (PEE) paragraph can show how noun phrases are used. Students should write their own PEE paragraph. Students who need support can use the noun phrases that were identified in Resource 3.4. To encourage students to develop their paragraphs, ask them to indicate the elements of their paragraph with PEE in the margin.
Development:
25 minutes
Use Resource 3.6: Events in ‘No Sweat’ and Mark’s feelings: Quotation supported (for more confident students, use Resource 3.7: Events in ‘No Sweat’ and Mark’s feelings where only one modelled example is provided). In pairs, students are to use inference and deduction skills to comment on Mark’s feelings at different moments during the sponsored swim, and to offer explanations of why he might be feeling this way. Different sections of the table from Resource 3.6 could be given to different groups to fill in, and their answers could be fed back to the class.
Organise the students in groups. Using their responses from Resources 3.6 or 3.7, one student is to role-play the character of Mark, while the others ask questions that show the character of Mark and explore his feelings throughout his swim, as well as his thoughts about himself, Jacko, Terry and Joan.
Plenary:
10 minutes
As a class, discuss the three plenary questions on Resource 3.8: Plenary:
1. Why does Mark experience a variety of feelings?
2. Why might it be important for a character to experience a range of feelings throughout the story?
3. How might this range of feelings link to possible messages behind ‘No Sweat’? What messages could this story be relaying to the reader?
Homework / Extension
Write up responses to the plenary questions.
Additional teaching guidance
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Noun phrases The term ‘noun phrase’ refers to a group of words that act like a noun. Words can go before the noun (the nouns are underlined), e.g. ‘big pool’ Words can go before and after the noun, e.g. ‘A refined voice pierced through his misery.’ These words modify the noun. When writing to describe, noun phrases can give the reader more information about characters, places, events, attitudes, etc. Below are two sentences from ‘No Sweat’. Underline the noun phrases.
Find and write down three more examples of noun phrases. In each one, underline the noun(s).
1. _________________________________________________________
2. _________________________________________________________
3. _________________________________________________________
‘He glanced across at the balloons decked out over the boarded-out baby pool.
Already people were sitting there at white tables and chairs drinking tea or fruit
juice.’
Resource 3.4
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PEE paragraph The following paragraph uses PEE, which stands for:
Point: a point about the devices a writer can use to create interest. Evidence: a quotation from the text, to give an example. Explanation: an explanation of how and why this technique has been used.
Reading Levels Depending which Level you are aiming to achieve, you will be expected to be able to identify or demonstrate the following elements of PEE in your work: Level 4: Point Level 5: Point, Evidence Level 5a: Point, Evidence and some Explanation Level 6: Point, Evidence and thoughtful, detailed Explanation Write a paragraph using PEE, to show that you have understood where, how and why noun phrases are used in descriptive writing.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
The author has used alliteration very cleverly
in her opening paragraph. She describes the
old house as ‘suffocatingly silent’, which
helps to build an eerie and claustrophobic
atmosphere.
Point
Evidence Explanation
Resource 3.5
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Events in ‘No Sweat’ and Mark’s feelings: Quotation supported Chart the main events that occur throughout the swim and consider how Mark
is feeling at those particular moments. Give a brief reason and explain why
Mark might be feeling this way.
Events using a quotation Who are Mark’s feelings aimed at and why?
1. ‘Mark walked out of the
men’s changing room to the
big pool.’ (page 198)
Trepidation about swimming a hundred
lengths
2. ‘Where’s the rest of your
team?’ (page 198)
3. ‘…through Jacko and Terry’s
eyes...’ (page 199)
4. ‘He was going to be
swimming next to a bunch of
wrinklies!’ (page 199)
5. Coach: ‘You can do it’ Mark:
‘Wally’. (page 201)
6. ‘“You can do it!”’ (page 202)
7. ‘Ninety-eight lengths, two to
go.’ (page 203)
Resource 3.6a
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Events in ‘No Sweat’ and Mark’s feelings: Quotation supported
8. ‘…swam his hundred and
fiftieth length he knew Jacko
and Terry weren’t going to make
it.’ (page 206)
9. ‘And that summed them up. No
sweat … They were all talk.’
(page 206)
10. ‘Why hadn’t he seen through
them before?’ (page 207)
11. As he crawled length after
length he swam out all the
feelings he had kept bottled up
inside him for months. (page
207)
12. ‘But the man grinned and raised
two thumbs. He was rooting for
him!’ (page 208)
13. ‘Come on, you’re nearly there,’
shouted a tall blond-haired girl.
(page 209)
14. It was the last length …
everyone round the pool was
clapping.’ (page 209)
15. ‘“Not for Joan it isn’t.” And he
pulled himself shakily to his feet,
stumbled over to her lane and
started yelling.’ (page 210)
Resource 3.6b
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Events in ‘No Sweat’ and Mark’s feelings Chart the main events that occur during Mark’s swim. How is Mark feeling at
specific moments? Give a brief reason why he might be feeling this way.
Event and a quotation Mark’s feelings – who are they aimed at and why?
1. ‘Mark walked out of the men’s changing room to the big pool.’
Trepidation about swimming a hundred lengths
2. Mark is asked: ‘Where’s the rest of your team?’
3.
4.
5.
6.
7.
Resource 3.7a
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Events in ‘No Sweat’ and Mark’s feelings
8.
9.
10.
11.
12.
13.
14.
15.
Resource 3.7b
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Plenary Consider the whole story of ‘No Sweat’ and answer the following questions.
1. Why does Mark experience a variety of feelings?
___________________________________________________________ ___________________________________________________________
___________________________________________________________ ___________________________________________________________
2. Why might it be important for a character to experience a range of feelings
throughout a story?
___________________________________________________________ ___________________________________________________________
___________________________________________________________ ___________________________________________________________
3. How might this range of feelings link to possible messages behind ‘No
Sweat’? What messages could this story be relaying to the reader? ___________________________________________________________ ___________________________________________________________
___________________________________________________________ ___________________________________________________________
Resource 3.8
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‘Going Up’ by Robert Swindells Lesson 1
Class: Year 8 Date: Period:
As a result of this lesson:
• all students will be able to: share words that relate to football; give their thoughts about the story; understand the plot of the story.
• most students will be able to: select and discuss quotations that are relevant and discuss them by writing explanations about their effect.
• some students will be able to: find a range of quotations from the story and comment effectively and perceptively in their writing about the language of these quotations.
Assessment foci (Reading):
AF1 use a range of strategies including accurate decoding of text to read for meaning
AF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
AF3 deduce, infer or interpret information, events or ideas from texts
AF4 identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
AF5 explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level
AF6 identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader
Renewed Framework Objectives:
Yr 7 5.1a use skimming and scanning to locate information from a text or source
Yr 7 5.1b use inference and deductions to recognise implicit meanings at sentence and text level
Yr 7 5.3 make informed personal choices of texts and express their preferences
Yr 8 5.1a use a range of reading strategies to retrieve relevant information and main points from texts
Yr 8 5.1b use inference and deduction to explore layers of meaning
Yr 8 5.3 broaden their experience of reading and express preferences and opinions about texts
Resources:
4.1: Word-association instruction cards
4.2: Word-association notes
4.3: Predictions for ‘Going Up’
4.4: Assessment Task questions
4.5: Extension/homework tasks
Access to the Internet for the research extension tasks
Personal teaching notes
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‘Going Up’ by Robert Swindells Lesson 1
Class: Year 8 Date: Period:
Starter:
10 minutes
Refer to the first Assessment Task and the APP mark sheets in order to establish prior knowledge of students’ own Levels. Then, using Resource 4.1: Word-association instruction cards and Resource 4.3: Themes of ‘The Jump’, play the word-association game. Students should be in groups of four. Each member of a group has a designated role: A is the referee, B and C play the game by saying the first word they think of that is linked to the previous one. D is the scribe, using Resource 4.2: Word-association notes. These roles can be rotated for each word..
You can model this activity and the role that each member of the group will have with the help of three volunteers; use the word ‘football’.
At the end of the task, ask all the Ds to come to the front of the class and share their notes with the class. Display these either on the board or the wall.
Introduction:
5–10 minutes
Remind students of reading strategies, e.g. Questioning, Predicting, Visualising, Reading backwards and forwards, Inferring and deducing. As a class, read the first five paragraphs of the story. Recap what making a prediction involves, i.e. looking at the information presented and trying to anticipate what might occur as a result. As a class, model one prediction. Individually, students should make two predictions about what might happen. Next, they should complete the Predictions table on Resource 4.3: Predictions for ‘Going Up’.
Development:
30 minutes
Continue reading the rest of the story. Ideally, this should be independent reading. However, students who are working towards Level 3 could read in small groups supported by a teaching assistant. Individually, students should answer questions 1–4 on Resource 4.4: Assessment Task questions.
Plenary:
10 minutes
‘Two stars and a wish’: ask each student to name two things they have done well today and one thing they are going to work on for the next lesson.
Homework / Extension
Refer to Resource 4.5: Extension/homework tasks. There is a choice of tasks which include Speaking and Listening activities:
• Preparation for hot-seating for the character of Dale.
• Research and prepare a short presentation on football violence.
• Speaking and listening football commentary.
Additional teaching guidance
Students should work individually on tasks 1–4, as this is an assessment. They can ask for help, but you should take this into account when you are marking their work.
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‘Going Up’ by Robert Swindells Lesson 2
Class: Year 8 Date: Period:
As a result of this lesson:
• all students will be able to: comment on the main character’s changes by referring to the text and making simple statements about what has happened.
• most students will be able to: select and discuss quotations that are relevant and discuss them by writing a paragraph about their effect.
• some students will be able to: find a range of quotations and comment effectively and perceptively in their writing about the language of these quotations.
Assessment foci (Reading):
AF1 use a range of strategies including accurate decoding of text to read for meaning
AF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
AF3 deduce, infer or interpret information, events or ideas from texts
AF4 identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
AF5 explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level
AF6 identify and comment on writers’ purposes and viewpoints, and the overall effect of the text on the reader
Renewed Framework Objectives:
Yr 7 5.1a use skimming and scanning to locate the main points
Yr 7 5.1b use inference and deduction to recognise implicit meanings
Yr 7 5.2b make a personal response to a text and provide some textual reference in support
Yr 8 5.1a use a range of reading strategies to retrieve relevant information
Yr 8 5.1b use inference and deduction to explore meaning within a text
Yr8 5.2b respond to a text by making precise points and providing relevant evidence in support of those points
Resources:
4.2: Word-association notes
4.4a–f: Assessment Task questions
4.5: Extension/homework tasks
4.6: Local rivalries
Personal teaching notes
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‘Going Up’ by Robert Swindells Lesson 2
Class: Year 8 Date: Period:
Starter:
5 minutes
Using Resource 4.2: Word-association notes, recap students’ understanding from the previous lesson by referring to one group’s spider diagram, to remind students of the themes of the story.
Ask individuals to skim-read the story ‘Going Up’ to remind themselves of the characters, plot and themes.
Introduction:
5 minutes
As a class, discuss the question: ‘Are local rivalries a good idea?’ Using Resource 4.6: Local rivalries, ask two students to come up to the board to take notes from the class responses, one person takes notes for Yes, the other for No. These roles can be rotated with other members of the class.
Development:
40 minutes
Ask students to turn back to Resource 4.4: Assessment Task questions and instruct them to work independently through the remainder of the activities.
Circulate around the class, offering guidance and support where necessary. If there is a teaching assistant, they can assist a small group, but take this into account when marking that group’s responses.
Plenary:
10 minutes
Show the students the APP-style marking grid. In pencil, students should self-assess their work by ticking the boxes that show their attainment for each AF. If students are unfamiliar with the AF language or self-assessment process, this will take more than 10 minutes.
Homework / Extension
Choice of extension / homework tasks include Speaking and Listening activities:
• Preparation for hot-seating for the character of Dale.
• Research and prepare a short presentation on football violence.
• Speaking and Listening football commentary.
Additional teaching guidance
To assist students with task 2 on Resource 4.5: Extension/homework tasks, you could show them the following websites:
http://www.hooligansfootball.homestead.com/
http://news.bbc.co.uk/1/hi/programmes/hooligans/1965115.stm
http://news.bbc.co.uk/1/hi/programmes/hooligans/1962084.stm
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Word-association instruction cards In groups of four, label yourselves A, B, C and D. Now distribute the cards
below with your instructions.
A’s role You are the referee. Your job is to make sure that: • words are not repeated • words are only counted if they are connected to football • you tally the marks for both B and C, to see who says the most words. A
tally looks like this: /// = 3 things
The words for you to introduce are: 1. Football 2. Terraces 3. Hooligans 4. League 5. Supporters
B’s role Your task is to think quickly. You have to say one word linked to the last word that was said. You must listen carefully to each other. You are not allowed to repeat any previous words, or simply change them into plurals, e.g. ‘football’ then ‘footballs’ is not allowed.
C’s role Your task is to think quickly. You have to say one word linked to the last word that was said. You must listen carefully to each other. You are not allowed to repeat any previous words, or simply change them into plurals, e.g. ‘football’ then ‘footballs’ is not allowed.
D’s role Your role is to write on the spider diagram all the different words that B and C say. Try to keep up – the diagram is to help you organise your ideas. Don’t worry about neatness! If you miss a word, don’t worry, just move on to the next one that you can catch.
Resource 4.1
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Word-association notes Use this spider diagram to keep a note of the words B and C say during the
word-association game.
Terraces
Supporters League
Hooligans
Football
Word-associations
Resource 4.2
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Pre
dict
ions
for
‘G
oing
Up’
R
ead
th
e fir
st five p
ara
gra
phs o
f th
e s
tory
‘G
oin
g U
p’ by R
ob
ert
Sw
ind
ells
. U
sin
g th
e r
ea
din
g s
kill
of
pre
dic
tio
n,
try t
o m
ake a
t le
ast th
ree p
redic
tions a
bout
wh
at
mig
ht h
ap
pen
in t
he s
tory
. F
or
ea
ch p
redic
tion,
try t
o p
rovid
e e
vid
ence (
qu
ota
tio
ns fro
m th
e s
tory
) w
ith a
n e
xpla
na
tio
n a
bou
t th
is m
ight
ha
pp
en o
r th
e e
ffect
it c
ould
have o
n th
e s
tory
. (A
F3
)
P
oin
t –
yo
ur
pre
dic
tio
n
Ev
ide
nc
e –
wo
rds
fro
m t
he
sto
ry
tha
t in
dic
ate
th
is p
red
icti
on
Ex
pla
nati
on
– w
hy
th
is m
igh
t h
ap
pe
n;
wh
at
eff
ect
this
mig
ht
ha
ve
on
th
e r
est
of
the
sto
ry
1
2
3
Reso
urce 4
.3
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252
Ass
essm
ent
Tas
k qu
esti
ons
1.
Rem
ind y
ou
rself o
f th
e fir
st p
ara
gra
ph,
the
n w
rite
dow
n o
ne w
ord
fro
m th
at
pa
ragra
ph th
at you
thin
k
show
s th
e a
tmo
sp
here
. (A
F2)
________________________________________________________________________________
2.
W
hat is
Terr
y’s
rea
ctio
n w
hen D
ad
says the
y c
ann
ot
go t
o t
he g
am
e? (
AF
3)
________________________________________________________________________________
I kno
w this
beca
use:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Reso
urce 4
.4a
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Ass
essm
ent
Tas
k qu
esti
ons
(con
tinu
ed)
3.
How
do w
e k
now
that
Dale
is r
elu
cta
nt
(do
es n
ot
wan
t) t
o t
ake T
err
y to
th
e m
atc
h? T
ick t
hre
e o
f th
e fiv
e
choic
es.
(AF
2)
If y
ou c
an,
fin
d a
qu
ota
tion t
o s
upp
ort
yo
ur
decis
ion
. (A
F3
)
✓
yes
✘ n
o
Qu
ota
tio
n –
ev
ide
nc
e f
rom
th
e s
tory
to
sh
ow
wh
y y
ou
pu
t a
tic
k
or
a c
ros
s
a)
D
ale
do
es n
ot
like
fo
otb
all
b) D
ale
is a
ng
ry a
bo
ut b
ein
g t
old
wh
at
to d
o
c) D
ale
do
es n
ot
wa
nt
to b
e
lau
gh
ed
at b
y h
is fri
en
ds
d) D
ale
do
es n
ot
fee
l o
ld e
no
ug
h
to b
e r
esp
on
sib
le fo
r T
err
y
e) D
ale
is w
orr
ied
ab
ou
t w
ha
t w
ill
ha
pp
en
aft
er
the
ma
tch
Reso
urce 4
.4b
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254
Ass
essm
ent
Tas
k qu
esti
ons
(con
tinu
ed)
4.
Why d
o y
ou t
hin
k th
at fighting b
roke
ou
t betw
ee
n t
he t
wo t
ea
ms’
sup
po
rte
rs?
Try
to
giv
e a
t le
ast tw
o
reasons. (A
F3
)
Reas
on
E
vid
en
ce f
rom
th
e t
ex
t th
at
ma
ke
s m
e t
hin
k t
his
I th
ink th
e fig
hting b
roke o
ut b
etw
een t
he
supp
ort
ers
beca
use _
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__
___
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_
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__
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_
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__
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__
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_
Als
o _
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_
___
__
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__
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__
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__
____
__
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__
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_
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__
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__
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__
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_
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__
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__
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__
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__
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__
___
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_
___
__
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__
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__
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__
__
_
___
__
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__
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__
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_
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__
__
__
___
__
__
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__
__
____
__
___
__
__
_
Reso
urce 4
.4c
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Assessment Task questions (continued) 5. Comment on the language used in the following sentence. (AF5) Give two
reasons why this sentence is effective. ‘A guy charged over a sea of broken glass, aimed a kick at a youth in the
doorway and the pair of them swayed snarling out of sight.’ a) ______________________________________________________ ________________________________________________________ b) ______________________________________________________ ________________________________________________________ 6. Find two further examples of words or groups of words that help to create
a dangerous atmosphere. Explain why you think Robert Swindells chose these words. (AF5)
Words or phrase that create a dangerous atmosphere
I think Robert Swindells used these words because…
1.
2.
Resource 4.4d
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Assessment Task questions (continued) 7. Select a quotation to mark the different parts of the story. (AF4)
Story structure The first few words in each paragraph that mark the different parts of the story
The opening
The development
The complication(s)
The crisis
The resolution
Resource 4.4e
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Assessment Task questions (continued)
8. What do you think the moral of the story could be? Try to give at least three reasons for your ideas. (AF6) I think the moral of the story ‘Going Up’ is _______________________ ________________________________________________________ ________________________________________________________ Reasons why I think this include: a) ______________________________________________________ ________________________________________________________ b) ______________________________________________________ ________________________________________________________ c) ______________________________________________________ ________________________________________________________
9. The story ‘Going Up’ might be set during the 1980s. Find two clues from the story that could indicate this historical setting. (AF7) a) ______________________________________________________ ________________________________________________________ b) ______________________________________________________ ________________________________________________________
Resource 4.4f
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Extension / Homework tasks
Task 1: Hot-seating the character of Dale
In small groups, prepare at least ten questions (two from each section of the story). One person now takes the role of Dale, while the others ask questions and make notes on the responses.
Sections:
1. When Dale’s father tells him he has to take Terry to the match.
2. When Lud says ‘’cause there ain’t no nannies in the Ointment.’
3. The start of the fight.
4. When Dale learns that Lud is dead.
5. After a football game where he didn’t stand with the Ointment.
Task 2: Researching football violence
Your teacher may show you some websites to help with your research.
As a result of your research, you could investigate any specific examples of football-related violence and prepare a short PowerPoint presentation that addresses the following questions.
a) What happened?
b) Where and when did these events occur?
c) What were the consequences of these actions?
d) What could have been done to prevent the violence?
Task 3: Write and be prepared to deliver a football commentary
Imagine you are at the Barfax Town versus Lincoln City game and create a 2–3 minute radio commentary about the moment when Barfax Town scored a goal and how Lincoln City responded. (Use the paragraph on page 216, beginning ‘We didn’t though…’ to help you.) Be prepared to present your commentary to the class.
Tip: If questions arise as a result of the answers, try to include them.
Resource 4.5
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Local rivalries Consider the question ‘Are local rivalries a good idea?’ Write your thoughts in
the table below. Try to include reasons both for and against the idea.
Yes – give reasons why No – give reasons why
Resource 4.6