“World Class” by Dan Freedman These are suggested activities around the novel, which meet AFs for reading, writing and speaking and listening. The success criteria seeks to accelerate children from Levels 5C to 6A and they extend to G&T. GdV. Activity AFs learning Objectives Success Criteria Lesson Activities Assessment (How progress will be measured) 1 Speaking and Listening AF1/2 1. To discover your role model, someone whose influence you respect and whose path you would like to follow Speaking and Listening: You can express and explain relevant ideas and feelings You can shape talk to convey information clearly in ways that are interesting You can adapt In pairs, students agree individually on their favourite role model. One student describes the characteristics of his or her role model and while that person is important to him or her. The partner who was listening, shares this information with the rest of the class. The activity can be peer-assessed against the success criteria and the talk will provide a running opportunity for teacher’s formative assessment, plenary
3 Reading: 1. To explore an effective way of writing to persuade in order to achieve your aims Writing: You can follow the conventional lay-out of the letter form You use the full range of punctuation Relevant ideas and material are presented clearly and imaginatively You use a variety of simple and complex sentences for effect You are able to use a variety of persuasive techniques You can arrange your sentences meaningfully into paragraphs You are able to choose your vocabulary for effect Literacy vocabulary: A good topic sentence Personal pronouns (I, me, you, we) Rhetorical questions Pejorative Superlative Counter-argument for effect Groups of 3 Statistics/facts Imperatives Emotive language In pairs, students practice the literacy vocabulary, the meanings an crucially their persuasive effects on the audience. Their knowledge is then formatively assessed by the teacher. This task could be modeled using Robbie’s email to Jamie in Chapter 9. Have the children peer assess Robbie’s email using highlighters and making their own annotations against the Progress will be measured in the students’ annotated texts where they apply the success criteria for writing. Speaking and listening will provide a further opportunity for formative assessment, plenary
success criteria for writing (left) and the stylistic features for persuasive writing above. How does Robbie’s email match up? How successful is Robbie’s email likely to be in getting what he wants? 4 Reading: AF2/3/7 Speaking and Listening: AF1/2/4 1. To research your role model and select relevant information which will interest your audience Speaking and listening: You are able to convey why your role model is an important figure in your life You are able to select relevant information from your research that will interest others You are able to find quotations to explain your role model’s personality You show awareness of your audience and you are able to engage them in being interested in The students research their favourite role model on the internet and present their research through a presentation in the context of their own attraction to their role model, what the role model means to them and the positive influence they experience from them. Individual or group presentation; the success criteria will provide a context for peer and teacher assessment. The individually selected materials from which the students draw will provide a further opportunity for formative assessment, plenary
your role model 5 Writing: 1. To write a fan letter to your role model that stands out from the crowd and that makes he or she want to respond to you positively Writing: You can follow the conventional lay-out of the letter form You use the full range of punctuation You can establish a clear viewpoint in writing Relevant ideas and material are presented clearly and imaginatively You use a variety of sentence lengths for effect You can arrange your sentences meaningfully into paragraphs You are able to choose your vocabulary for effect Literacy vocabulary: A good topic sentence Personal pronouns (I, me, you, we) Rhetorical questions Pejorative Superlative Counter-argument for effect Groups of 3 Statistics/facts Imperatives Emotive language In pairs, students practice the literacy vocabulary, the meanings an crucially their persuasive effects on the audience. Their knowledge is then formatively assessed by the teacher. The students should consolidate their prior learning by returning to their responses to Robbie’s email in Task 3 The success criteria should provide a context for peer assessment and for teacher’s marking, plenay 8
creates the illusion that what we are reading is fact and not fiction 2. To explore how a writer involves us in the story quickly in a way that makes us want to read on You are able to apply the literacy vocabulary accurately in your responses to the text You are able to identify the relevant material in the text to prove what you say and you use appropriate quotations You are able to focus on the effects of these stylistic features on the audience You are able to identify language choices and their effects on the reader You can explain how the episodic structure improves the story and adds excitement You can explain how the different forms of narrative move the story along rapidly and create excitement Flashback: when the action moves to a point in the past in order to fill in the gaps for the reader Episodic: like episodes in a TV drama, the action jumps to different locations and times in order to keep the pace moving Realism: Elements in the text that appear factual Exposition: the setting out of character, setting and theme Epistle or epistolary: a letter or newspaper clipping that establishes character or develops the plot. In pairs, students practice the literacy vocabulary and the meanings as a speaking and listening exercise, which is then formatively assessed by the teacher. Students work in pairs, reading up to and including Chapter 9 applying the key terms in their annotations. In this task, the annotations, plenary
vocabulary and non- verbal features appropriately You can analyse meaning and impact of spoken language variation according to your chosen form You can adapt to group roles and responsibilities independently consolidates this for the whole class by establishing from the students a comprehensive list. In their original groups, students construct an event, or situation, fact or fiction whose theme is heroism. The students perform the event to the rest of the class using verbal and non-verbal features. 11 Writing: To develop different narrative forms and structures to make your writing more interesting Writing: Your spelling is accurate including difficult words You use the full range of punctuation Your sentences are accurate and varied to Before they begin writing, have the students practice the success criteria as a speaking and listening exercise. Test them on their ability to retain the success criteria. Students should now reconstruct the heroic event in their groups Speaking and listening, extended writing, peer assessment against the success criteria, plenary
create drama You group your sentences into paragraphs You are aware of your audience and how to hold their interest. You use language that is appropriate to your chosen form You use interesting verbs and adverbs that are appropriate to your chosen form You contribute to your group’s story by adding excitement and by moving the story on You include interesting details that hold the reader’s interest. through their individually chosen forms. Each student within the group provides their section of the narrative through their individually chosen form. To differentiate for the more able, the event should move and develop over time and the story be picked up and developed at various points by each student through his or her chosen form. Students should be encouraged as far as possible to experiment with the forms invoked in Activities 8 and 9. 12 Speaking and listening: AF1/2 To be explore what patriotism means to you as a way of identifying Speaking and listening: You can express and explain relevant ideas and feelings You can shape talk to Literacy vocabulary Patriotism an emotional allegiance Nationality: place of brith Homeland: a spiritual home Speaking and listening
where you belong convey information clearly in ways that are interesting You can adapt vocabulary and non- verbal features appropriately You can make an effective contribution in shaping a conversation and its outcomes Heroism: an act of courage and self-sacrifice Self-sacrifice Hero: someone who embodies admirable qualities of courage and selflessness In pairs, students practice the literacy vocabulary and the meanings as a speaking and listening exercise, which is then formatively assessed by the teacher. The teacher goes on to tap into the diversity within the group by asking how they identify with the key terms. This will work well as a pair and share exercise in which the listener feeds back. Then swap roles. 13 Reading 1. To explore how a writer increases the interest of the narrative by introducing a problem, or Reading: You are able to apply, where relevant, the literacy vocabulary you have learned in your annotations to the texts Literacy vocabulary Exposition Complication: the next sequence in the narrative structure Patriotism an emotional allegiance Reading through intonation, annotations in the text, speaking and listening, plenary
whether in the development, Jamie continues to conform to our expectation of a hero and patriot. how Jamie continues to conform to our stereotype of a hero You can identify when and why the writer distances himself from the main character You can analyse the effects of language features You can analyse how the narrative is structured through montage You can analyse how the writer’s use of juxtaposition brings Jamie’s story onto an epic scale Juxtaposition: things that don’t normally belong together are placed side-by-side to add meaning Stereoytpe Realism Episodic Epic: when a person or the things they do have an impact over a great number of people Hero Role model Patriot Price of fame Egotistical In pairs, students practice the literacy vocabulary and the meanings as a speaking and listening exercise, which is then formatively assessed by the teacher. Students should revisit Chapter 8, 13, and focus particularly on 21. How does the writer use montage, or juxtaposition, to raise the tension on an epic scale?
How does use of juxtaposition raise the tension? How does the montage tell a difference story about Jamie to the one we know from inner narrative? What signs are there to suggest that Jamie is finding it hard to adjust to fame? 16 Reading To explore how the writer’s use of montage develops the plot and raises the tension or To explore whether in the Reading: You are able to apply literacy vocabulary to your reading of the text and trace effects on the reader You are able to read meanings into situations and analyse how Jamie continues to conform to our stereotype of a hero You can identify when Literacy vocabulary: Development: once the character relationships and the complications are established, the writer develops the story Montage: different images or narrative forms are placed next to each other to give a wider picture or narrative Juxtaposition: things that don’t normally belong together are placed side-by-side to add meaning Speaking and listening, annotations against the success criteria, peer assessment, plenary
development, Jamie continues to conform to our expectation of a hero and patriot. and why the writer distances himself from the main character You can analyse the effects of language features You can analyse how the narrative is structured through montage You can analyse how the writer’s use of juxtaposition brings Jamie’s story onto an epic scale Stereoytpe Realism Episodic Epic: when a person or the things they do have an impact over a great number of people over a large scale Hero Role model Patriot Price of fame Egotistical Having revised the key terms as a speaking and listening exercise, students now do the same with the success criteria before they begin the reading task. (Chapters 8, 13 and 21). Students should consolidate their annotations by collaborating with other students around the room once they have finished their own annotations. Teacher consolidates their learning through speaking and listening.
17 Reading To explore a writer’s use of climax as a dramatic high-point of the story Reading: You are able to apply literacy vocabulary to your reading of the text and trace effects on the reader You are able to read meanings into situations and analyse how Jamie continues to conform to our stereotype of a hero You are able to analyse how Bertorelli conforms to our stereotype of a villain You can analyse the effects of language features You can analyse how the narrative is Literacy vocabulary: Climax: the dramatic highpoint of the story Montage Meta-narrative: the story about the story; the outer story conveyed by newspaper clippings and radio commentaries which provide an epic perspective Epic perspective Juxtaposition Heroic qualities Villainous qualities Having revised the key terms as a speaking and listening exercise, students now do the same with the success criteria before they begin the preliminary written task Speaking and listening, annotated texts, responses in the table, plenary
structured through montage You can analyse how the writer’s use of juxtaposition brings Jamie’s story onto an epic scale Read chapter 32 What is dramatic about the event itself? Filing in a table with four columns, what behaviours and attitudes demonstrate that Jamie is a hero and that Bertorelli is a villain? (Use quotations where appropriate) What verbs characterise Jamie’s personality and what verbs characterise Bertorelli’s? How do the writer’s techniques cause you to feel about these two characters and why? 18 Reading To explore how Dan Freedman achieves a high pitch of tension Reading: You are able to apply literacy vocabulary to your reading of the text and explain their Literacy vocabulary: Climax: the dramatic highpoint Montage Meta-narrative: the story about the story; the outer story conveyed Speaking and listening, annotated text, PQD table, (if appropriate), extended writing, peer assessment against
through his use of language, epic and dramatic climax? effects on the reader You are able to read meanings into situations and analyse how Jamie continues to conform to our stereotype of a hero You are able to analyse how Bertorelli conforms to our stereotype of a villain You can analyse the effects of language features You can analyse how the narrative is structured through montage You can analyse how the writer’s use of juxtaposition brings Jamie’s story onto an epic scale Technical accuracy: Your spelling is accurate You use the full range of by newspaper clippings and radio commentaries which provide an epic perspective Epic perspective Juxtaposition Heroic qualities Villainous qualities Having revised the key terms as a speaking and listening exercise, students now do the same with the success criteria before they begin the extended written task which again focuses on Chapter 32. The objective may serve as the essay question. As modeled above, weaker students should have their work scaffolded with a PQD table that has been differentially supported. the success criteria, plenary
punctuation You write in accurate sentence structures You group your sentences meaningfully into paragraphs using point, quotation development. 19 Reading: 1. To explore how a writer achieves tension and enlists our allegiance through language, morals and the use of a mnemonic devices 2. To explore how a writer achieves the dramatic climax of the novel Reading: You are able to apply literacy vocabulary to your reading of the text in a sophisticated way and you explain their effects on the reader You are able to read meanings into situations and analyse how Jamie continues to conform to our stereotype of a hero You are able to evaluate narrative devices that control the tension and the reader’s feelings at any Chapters 53, 54, 55, 56 (Two lessons in which the literacy vocabulary and success criteria are rehearsed at the start of both) Literacy vocabulary: Allegiances: whose side we are on Mnemonic device (or foul play): a character or stroke of bad luck that tips the odds against the hero and raises the tension (Bertorelli, Giovanni Fattifachi, Treacher, Jamie’s injury) Main dramatic climax Positive and negative verbs and adverbs: language features Speaking and listening, annotated texts, written responses to prompts, plenary
given point. You are able to analyse how Bertorelli and Giovanni Fattifachi are employed as mnemonic devices You can analyse the effects of language features You can analyse how the narrative is structured through multimedia forms You can analyse how the writer’s use of juxtaposition brings Jamie’s story onto an epic scale Technical accuracy: Your spelling is accurate You use the full range of punctuation You write in accurate sentence structures You group your sentences meaningfully that manipulate our allegiances Anticipate: look forward to Metaphor Simile Heroic qualities Nemesis: villain; your most hated enemy Epic perspective Long-distance lense: when characters are viewed from a distance, as in ‘epic’ Multimedia: different narrative forms: email, text, radio announcer etc Catharsis: a release of dramatic tension Denouement: the tying up of loose ends towards the end of the novel Resolution: how things are settled at the end of the novel Having practiced the key terms as a speaking and listening exercise, the teacher formatively assesses their understanding by testing them.
multimedia device on P257 a) add realism and b) advance the plot? How does Jack’s “mushy stuff” anticipate the denouement in Chapter 56? Pp259-260: how does the radio announcer’s narrative lend an epic perspective to the story? (Remember, epic turns Jamie’s story into a very public event and provides a ‘long-distance lense’ towards Jamie as someone who is larger than life) What phrases does the radio announcer use which lend realism to the narrative? What tone of voice do you imagine him using? Why is this exciting? P262 Provide a PQD on the subject of Jamie as a patriot and national hero P263/4/5: Provide evidence and full development for Freedman’s use of a mnemonic device to raise
improved your level in writing appropriately You advance the plot interestingly by juxtaposing one or two multimedia forms You use a variety of emotive verbs, adverbs and adverbs to convey meaning and raise tension You use a range of stylistic features like simile, metaphor, alliteration and onomatopoeia Your presentation of character is convincing and complex really a path students want to follow? As before, have the students develop their story as a speaking and listening task and rehearse the success criteria before they start writing Write a day in the life of Jamie Johnson’s career in Brazil Write a story based on an alternative role model who faces a dilemma between his conscience and his self-preservation (his heart and his head) Write a story based on a role model who is