(L5) Make inferences and deductions based on the information read. (L5) Summarise and synthesise information from a range of sources. (L6) Differentiate through: Resources to complete the task e.g. ICT, paper based, recording, video. Strategies to complete the task e.g. group or paired research. Pairings/groupings of pupils; Scaffolding of questions using Blooms’; Provision of question stems for less able; Oral scaffolding in the prediction task; Character and focus of prediction in the task. * Additional challenge: Pupils could explore the extent to which Dan’s interests and career have influenced his writing of ‘The Kick Off’? Is Jamie really a reflection of Dan’s own ambitions? Pupils could track this throughout their reading activities. If they are reading the whole series, they could track the whole of Jamie’s career to decided they can begin their research (small group or pair dependent on the class). The research could be collated and shared via envoy groupings for example. It might be useful to direct pupils to Dan's own webpage: www.DanFreedman.co.uk Another useful source is to watch interviews that Dan has given about his work e.g. Espirit Sport Academy . Once the information is gathered pupils should now select the information to create their own collection of information on Dan Freedman. This could be an App, a website page or Facebook page (can be paper based). For all of these the pupils should create the information to be appealing for another person of your own age. The App or website/Facebook page could also be about Jamie Johnson (the footballing star of the books) if preferred. **If pupils wish, they could create their work on an author or a sportsperson of their choice. These websites can be used to create Apps: www.appmakr.com/ http://www.createfreeiphoneapps.com/ You should make your App as imaginative and exciting as possible, so that other pupils are inspired to read Dan's books. When pupils have completed their App or Website or Facebook page, other pupils should test it out for and give feedback as to its appearance and interest value.
date. Once pupils are satisfied with their work, these could be sent to Dan via his website – he’s always delighted to see these. Activity 3 AF Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) Setting the scene… SLAF 2 RAF 3, 4, 5 To explore structural devices within Chapter one. To evaluate the ways in which the author entices the reader to find out what happens to Jamie. Pupils will be able to evaluate the ways in which Dan Freedman entices the reader to find out more about Jamie Johnson and sets the scene for the action of the novel. Pupils can: Recognise significant details and implicit meanings, developing the speaker’s ideas in different ways. (L5) Sustain roles and responsibilities within independence in pairs of groups, sometimes shaping overall direction of talk with effective contributions. (L5) Adopt group role sand responsibilities independently, drawing ideas together and promoting effective discussion. (L6) Shape direction and content of talk with well judged Setting the scene… Facilitate shared / guided reading of Chapter 1. Facilitate book talk around the characters introduced so far. What do we know so far about Jamie and Dillon? In pairs, pupils could discuss the way that Chapter 1 sets the scene for the action to follow and the development of the relationship between Jamie and Dillon? Record responses and take predictions on the way that Jamie and Dillon’s relationship develops that can be referred to later in the reading of the novel. Evaluate the ways in which Dan Freedman hints at further action or keeps the reader guessing. What questions does Chapter 1 raise for the reader? Pupils should record at least four questions in their books to see if they can answer these as they read through the novel and evaluate the way in which they have interpreted the text. Self-reflection based on the accuracy of their predictions.
contributions. (L7) Differentiate through: Pairings and groupings; Strategies to complete the task; Scaffolding of questions using Blooms’; Provision of question stems for less able. *Additional challenge: Pupils should consider whether Jamie’s career might to track whether Dan’s own ambitions, collating evidence from their own research to justify their views. This could be focus to track throughout the reading of the novel. Activity 4 AF Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) Using SLAF 1, 2, 3 WAF 1, 2, 3 To explore the features of persuasive speaking / writing. To explore the use of hyperbole for effect. Pupils will be able to utilise hyperbole in speech (and/or writing) to persuade an audience.. Pupils can: Shape their ideas and material appropriately for ‘I didn’t do anything….’ Within Chapter 2 Dan describes an incident between Jamie and Dillon, which results in Jamie being sent off by Mr Marsden the ref (p9). Jamie claimed that ‘I didn’t do anything’ and he is telling the truth, but Mr Marsden doesn’t believe him. Peer assessment on the (biographical task) using the success criteria agreed as a class. Also use the APP grids for Writing focusing on WAF 1, 2
the selected form; Structure their material clearly. (L5) Control and structure their material clearly, taking account of the reader’s likely reaction. (L6) Skillfully manage and shape information, ideas and events to achieve intended purpose and effect. (L7) Differentiate through: Resources to model the task i.e. different examples of hyperbole. Resources to complete the task e.g. ICT, handwritten or spoken. Strategies to complete the task e.g. group or paired research. Pairings/groupings of pupils. * Additional challenge: pupils’ work independently to explore hyperbole within a range of well known authors e.g. Oscar Wilde, PG Woodhouse or other of choice and effect comparisons as to the way that hyperbole is used to comic effect. Facilitate class discussion / round robins: What would you have done? What should Jamie have done? Pupils plan (either orally or in writing) to describe an incident in which they were misunderstood or treated unfairly as the event was in fact someone else’s fault! Model the use of hyperbole using a literature text of choice. Pupils draw out key words and phrases that have been used to exaggerate an incident. Then using a simple sentence e.g. Jamie was sent off or a sentence of choice, demonstrate how the use of hyperbole (with a specific focus on sophisticated vocabulary choices) can entertain and persuade a reader to feel a certain way. Pupils should then revisit their own plans for an unfair incident and add hyperbole. The intended effect is to persuade an audience of peers that they were unfairly treated. All work completed should have the opportunity for peer assessment and constructive feedback. This could be the use of Speaking and Listening APP grids and a vote if the task is presented verbally or the use of Writing APP grids if the task is completed in writing. and 3 for peer/self assessment. Encourage pupils to evaluate a video text as a written text in terms of the shape and structure of the ideas and material. Activity 5 AF Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be
* Additional challenge: Pupils could investigate a person who inspired one of their sporting or celebrity heroes and write from the point of view of that celebrity to describe that person and their role in that celebrity’s later achievements. be a family member, celebrity or imagined. Negotiate success criteria for writing to describe in terms of figurative language devices, sensory appeal and powerful vocabulary. Provide wow word banks, writing frames as appropriate. Pupils could peer assess each other’s work against the negotiated success criteria or APP grids. Activity 7 AF Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) SLAF 1 RAF 1, 2, 3 To compare the author’s presentation of relationships between different characters. Pupils will be able to complete a written response to compare the way that Dan presents Jamie’s relationship with his Granddad to his relationship with his mum. Pupils can: C Make comments that begin to develop an interpretation of the text(s), making connections between insights, teasing out meanings or weighing up evidence, e.g. considering the relative importance of different pieces of evidence ‘She didn’t know anything about football.’ Facilitate shared or guided reading of the novel up to p21. Compare the presentation of Jamie’s relationship with his Granddad Mike, with the presentation of the relationship between Jamie and his mum on pages 19-21. Do we all feel like this at times? Why do we think that might be? Facilitate oral discussion in a think, pair share activity, before asking pupils to complete a direct comparison independently of the way these two relationships are presented to the reader. Pupils must use evidence from the text to support their answers. Use the preferred system of the PEE system for written responses to Peer and self-assessment based on APP/ level ladders / negotiated success criteria for reading.
Activity 8 AF Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) It’s all in the mind! RAF 4, 5 WAF 2 SLAF 1,3 To explore the features of commentary within text. To compare the features of commentary within narrative or reported text. Pupils will be able to write and perform a ‘live’ commentary. A range of assessment options are available for that should be selected as appropriate as per pupil needs/ abilities. Pupils can: Identify how various features of the writer’s use of language are used, with some explanation. (L5) Give some detailed explanation, with appropriate terminology, of how language is used. (L6) Give comments that begin to develop precise, perceptive analysis of how language is used. (L7) Differentiate through: Pairs/ groupings; Choice of task; ‘Thinking he was the best helped to make Jamie play better’ Facilitate shared / guided reading of pages 28-29 where Jamie is focusing on making his own training more exciting: ‘Each day he picked a different footballer and imagined he was them while he played. He tried to take on their characteristics and dribble and shoot like they did.’ Using page 29, pupils should explore the features of commentary that Dan utilises in this extract where Jamie pretends he is Danny Miller scoring a goal. What devices does Dan use that let us know that Jamie is saying this commentary to himself? Negotiate the success criteria for writing a live commentary from the feedback. Pupils could then choose a footballer or sportsperson of their choice (or other celebrity if desired) and compile a short commentary in this style – as if they are that person and completing an action or skill. If desired, they could also compile the commentary as themselves performing a skill, or any task at all. This may be something serious or applying their knowledge of hyperbole, pupils may wish to complete a comic commentary. Peer assessment against the negotiated success criteria for ‘live’ commentary. Self-assessment in line with level descriptors for APP grids/ level ladders as per the specific focus of achievement.
I Identify how various features of the writer’s use of language are used, with some explanation. (L5) Give some detailed explanation, with appropriate terminology, of how language is used. (L6) Give comments that begin to develop precise, perceptive analysis of how language is used. (L7) Pupils can: Clearly establish an appropriate style to maintain reader’s interest throughout. (L5) Choose the appropriate level of formality used for purpose and audience and use a range of stylistic devices are used to achieve effect. (L6) Show generally successful and consistent control of appropriate level of formality and use a varied range of stylistic devices to achieve intended effect. (L7) Differentiate through: Pairings, groupings; Choice of question to answer as a written response; At this point, Mike gives Jamie the ‘book of exercises to improve every aspect of a footballer’s game’, that had initially been given to Mike by Kenny Wilcox. Although Mike states that football’s changed since Mike’s time, ‘pace and skill will always win matches’. Kenny’s dedication to Mike in the front of the book reads (p39) ‘Success is about desire. The only limits are the ones you place on yourself.’ Having flicked through the book, Jamie is inspired and becomes determined to make the first eleven through carefully studying and practising the ‘immaculately handwritten diagrams and drills.’ Draw out the key features of this type of instruction writing, through reference to these pages and other such texts if desired. Give pupils their chance to inspire someone else onto sporting success and to compile their own book of instructions for footballing wit (also see pages 55-63) description of specific skills e.g. dribbling or an instructional guide for something else of their choice. The completed instructional guides could be completed for a lower year group and handed to the younger pupils for use. These guides can be written by hand, compiled using an ICT programme e.g. word or publisher or PDF.
for relevant texts provided by the teacher and appropriate to the age and interest level of the pupils. How the role of women changed over the centuries? listening. It may be useful to refer pupils to the Suffragette movement to add an historical element to their viewpoint. Activity 11 AFs Learning objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) Writing in SLAF 3 RAF 3. 5 WAF 1, 2, 3, 4, 5, 6, 7 To explore the way a character is presented at various points within the novel. To explore the way that a third person narrative can be transformed into a first person narrative. Pupils will be able to trace character development and write in role as Jamie. Develop ideas with some imaginative detail. (L5) Show imaginative treatment of appropriate materials. (L6) Show imaginative and generally successful adaptation of ideas throughout. (L7) Differentiate through: Pairs and groupings; Choices to support the completion of the task (e.g. role play, hot seating); Scaffolds for planning to write; Banks of WOW words; Choice of character to represent. ‘Watch your temper little boy’ Facilitate pair talk to describe Jamie’s character and personality traits and take and record feedback. Scaffold pupils’ answers surrounding Jamie’s temper. Is it a temper or is it just passion? Encourage pupils to locate the points in the novel where Jamie gets angry – what tells them this? Are there any patterns in behaviour? These instances of anger could include: P4 and p8 with Dillon where Jamie is ‘boiling with rage’; P47 angry with mum when she bans him from playing football; P70 with Quincy, ‘Watch your temper little boy’; P105 Jamie kicks the ball into Mr Hitchcock’s face; p106 Jamie punches the wall so his knuckles bled; p130 with Jack – ‘He had to leave. Otherwise he’d lose his temper’; p144 where Jamie believes that Dillon has taken his boots and he storms off; Self assess using APP grids / level ladders for writing. Pupils review targets for writing as appropriate.
p163-5 Bryn smashes his forearm into Jamie’s face deliberately; After evaluating Jamie’s responses to different situations, pupils should pick one specific incident and explain the incident from Jamie’s viewpoint. What is he thinking?? Writing in the first person, pupils should explore Jamie’s feelings and emotions at that specific time. How is he feeling towards the other character involved? How might he resolve the situation? What has he learned from his behaviour in this incident? Activity 12 AF Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) Narrative writing WAF 2, 4, 5, 7 SLAF 3 To explore the features of narrative writing to create empathy for a character. Pupils will be able to complete a written narrative to depict their own or a character’s struggle against the odds. . Pupils can: Clearly establish an appropriate style to maintain reader’s interest throughout. (L5) Choose the appropriate level of formality used for purpose and audience and use a range of stylistic devices are used to achieve effect. (L6) Show generally successful ‘A story of triumph over adversity, of winning against the odds….’ P52. At this point in the novel, Jamie actually completes his English homework to write ‘A story of triumph over adversity, of winning against the odds….’ . Jamie writes about his Granddad Mike in an essay entitled, ‘Broken Dreams’. Task 1: As a reader we do not see the full content of Jamie’s essay. Encourage pupils to imagine they are Jamie and they are planning this essay. The essay should be based on the information that is given about Jamie’s Granddad Mike, but can also contain some imaginative detail that is appropriate to the character presented in the novel. Peer assessment as per the success criteria for this narrative that are negotiated at the start of the activity. Self -assessment against individual targets for writing / writing assessment grids and level ladders as appropriate.
and consistent control of appropriate level of formality and use a varied range of stylistic devices to achieve intended effect. (L7) Differentiate through: Pairings/ groupings to scaffold initial ideas and to support planning of the narrative; Choice of narrative style, first or third person; Compilation of WOW word banks for use in the narrative; The range of texts / autobiographies provided as stimuli; Planning formats for narrative writing if needed e.g. story hands *Additional challenge: Transform a celebrity biography into an autobiography. Evaluate the difference in audience empathy between the two styles. OR: Task 2: Facilitate discussion around the topic of the essay given by Jamie’s teacher exploring the wide range of themes and ideas this topic could cover. Display ideas on the IWB or class walls for pupils to ‘magpie’ later. Pupils will be constructing their own short narrative on this theme. Use a range of autobiographies or biographies of choice (according to pupils’ interests) to demonstrate how narrative is often presented around this theme. Evaluate which texts are most effective and why. Draw out key features that a writer uses to create empathy for his/ her situation or the situation of a character and use these features to negotiate the success criteria for this activity. Is it more effective when the text is written in the first or third person? Focus closely on language choices – how do these convey a deeper meaning and draw the reader in to the situation? Encourage pupils to write PEE chains to demonstrate their understanding. Create a word bank for pupils to utilise as appropriate. Initiate planning with pupils to help them decide on their own narrative content encouraging them to ‘magpie’ ideas. Their narrative could be concerning a struggle to overcome the odds in their own life, a family member’s life, a character or celebrity’s life. Completed stories could be compiled into a
Pairs and groupings; Focus on specific characters and actions; Choice of strategy to complete the task; Provide character profiles/ WOW word banks for less able. *Additional challenge: Compile an appropriate, credible beginning for ‘Shoot to win’ (without reference to the actual text) that encompasses all of the characters. continue to read more about Jamie Johnson. This activity could also be used as a transition activity between ks2 and 3, where ks2 pupils have read ‘Born to play’ and ks3 (year 7) revisit their primary school to encourage pupils to read the rest of the Jamie Johnson series. Activity 17 AFs Learning Objectives Success Criteria Lesson Activities Assessment ( How will progress be demonstrated?) Charact- er Develop- ment RAF 5,6 WAF 1, 2 SLAF 1, 3 To explore the ways in which characters in the Jamie Johnson series of books develop. Pupils will be able to evaluate their predictions as to the development of certain key characters. Pupils will be able to chart a character’s progress within the Jamie Johnson series of books. Reflect a general awareness of effect that Dan intended to have on the reader. (L5) Clearly identify Dan’s intended effect on the reader, with some explicit ‘This was just the start of Jamie Johnson’s story’ There are many characters that feature throughout the Jamie Johnson series. Dan demonstrates how they mature and develop over a period of years. Track their progress throughout the other novels and record how they grow and develop. Is it what you expected or not? * Additional challenge: Pupils could create a film charting one single character’s development over the course of five years, incorporating all of that character’s personality traits and behaviour that Dan Pupils should peer assess each other’s finished films, providing feedback on the way the film reflects the original text. Pupils should self assess their progress in reading, writing and speaking and listening at the end of these activities and review their individual targets as appropriate.