increasingly wide range of fiction making comparisons within and across predicting what might happen from details stated and implied. Differentiation: 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. “You’ll read this and want to get out there and play” Steven Gerrard “An inspiring read for all football fans” Gary Lineker “If you like football, this book’s for you” Lampard “Jamie could go all the way” Jermain Defoe “I love reading about football and it doesn’t get much better than this” Joe Hart What effect does the quotation from have on the reader? If pupils had written own book, who would they like to endorse it and why? Show pupils the opening section of text that starts, ‘A press conference is being held at Hawkstone United…’ Using ‘Think, pair, share’ strategy, pupils begin working in pairs and discuss who might be the manager in question? What are the clues here? What themes might be running through this novel? Utilise the Blooms’ Taxonomy stems of questions to challenge all learners. If the earlier have been read pupils can then speculate as to what might happen in the book for the author to start in the present and then flashback to the past. What could be the chain of events about to unfold (Discuss flashback and flash forward as authorial techniques)
form and other similar writing as models for their own. Differentiate through: Pairings and groupings; Resources to complete the task e.g. scaffolds to support understanding of rhetorical devices. *Additional challenge: Pupils could complete and perform their own ‘I have a dream …’ speech on a topic of their choice for presentation to an adult audience e.g. Head teacher, governor. Pupils should experiment with the tone, pace and emotion of extracts of the speech to evaluate its impact on the listener. Pupils should also be given the opportunity to explore the SMSC aspects of the speech. Pupils will be utilising their findings to complete a motivational speech within the next activity. Activity 4 Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) the team! To evaluate a range of devices used within motivational speeches. To incorporate a range of devices to create their own motivational speech. Pupils can evaluate a range of devices used within motivational speeches. Pupils can incorporate a range of devices to create their own motivational speech. Curriculum links: speak audibly and fluently with an increasing command of Standard English; The manager of Hawkstone United (whoever they might be!) will want their team to do well. All football managers will try to inspire their teams to do well through motivational speeches before a match. As a warm up, pupils could watch these clips of football managers (available on You Tube) Hugh Laurie ; James Cordon meets the England team for Comic Relief 2011 (Start from 1.56 mins into the video. Please check before showing to pupils to ensure you are satisfied that its content is appropriate for your class) Peer and self assessment on the using the success criteria for rhetorical devices agreed as a class. Encourage pupils to evaluate a video text as a written text in terms of the shape and structure of the ideas and material.
Activity 6 Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) Bringing grammar and to life. To use grammar and punctuation effectively to create the speed, dialogue and action within a football match (or game, event of their choice) Pupils can use grammar and punctuation effectively to create the dialogue and action within a football match (or game, event of their choice) Curriculum links: As set out in the English Appendix 2 to the key stage 1 and 2 programmes of study, pupils consolidate and build on their knowledge of grammar and vocabulary; practice the difference between structures typical of informal speech and structures appropriate for formal speech and writing Punctuation: Use of semicolon, colon and dash to mark the boundary between independent clauses. Use of the colon to introduce a list and use of semi-colon within lists. Grammar and punctuation in context. Read the section on the school football match between pages 9-19. Discuss the ways in which Dan Freedman uses grammar and punctuation within his sentences to create the speed, dialogue and action within the match. Negotiate the punctuation and grammar features you want to see within pupils’ writing (Differentiate as appropriate). This will provide the success criteria for the final outcome. Phil Beedle’s Literacy through football might be useful as a kinaesthetic activity for this exercise. Similarly, Kung Fu punctuation might be useful if not previously used. Pupils could practice this use of grammar and punctuation to create this effect by first watching a section of a match commentary and then orally rehearing a short commentary of their choice (any sport, any team, any event). This commentary could then be transcribed ensuring that the grammar and punctuation are used appropriately to capture the excitement and action within the event under commentary. . Self and peer assessment as per negotiated criteria for the focus of the grammar and punctuation work.
Differentiate through: Pairings, groupings; Choice of task; Strategies to complete the task e.g. use of VCOP grids, punctuation pyramids. Pupils could peer (or self) assess work against the success criteria negotiated earlier in this activity. * Additional challenge: Pupils create their own actions to accompany punctuation and compile a guide book for younger pupils. Points for discussion during reading: What makes you special as an individual? Encourage pupils to consider that everybody has unique aspects and assets as an individual. No two people of the same nationality, race and religion are the same. Why is stereotyping unfair? Focusing on the text on page 12, why is Jamie still worried about Pratley? Focusing on the text on page 16, what do you want from life and how are you to get it? Focusing on the text on page 17, what do we expect from a Brazilian football player? Refer back to the earlier discussion on individuality. Activity 7 Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) The capital of football! To complete an information text on Brazil. ) Pupils can complete an information text on Brazil in a medium of their choice. Curriculum links: retrieve, record and present information from non-fiction; ‘The world capital of football… Brazil’ Refer back to or initiate discussion on stereotyping. What do we expect from a Brazilian footballer? Why is this? What do we know about Brazil? Pupils engage in independent research within small groups on a given aspect of Brazil e.g. history, culture, towns and cities, Peer assessment against the negotiated success criteria for the information text.
to structure text and to guide the reader [for example, headings, bullet points, underlining]; evaluate and edit by assessing the effectiveness of their own and others’ writing; proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning; ensuring the consistent and correct use of tense throughout a piece of writing; ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register. football commentary or as a parody (there are commentaries from football pundits available on line to watch afterwards for comparison purposes). Pupils could then watch this clip that details further incidents in this particular match between Suarez and Evra: Kenny Dalglish, Liverpool manager at the time loses his cool with the Sky Sports interviewer: Sir Alex Ferguson calls Suarez a ‘disgrace’ Pupils complete news report / or television news report on the events of this match first as a spoken activity and then in writing in a news recount. Pupils should be given the opportunity to negotiate the success criteria for the task depending on the focus e.g. use of formal English in a news report, use of tone and emotion to engage the viewer for the spoken activity and features of news recount and punctuation and grammar for the written activity. The negotiated success criteria can then be used as a peer opportunity. A quick activity! A quick activity! If pupils have read other books in the Jamie Johnson series they will know about ‘football computer’ in Jamie’s head. On page 48, Dan Freedman describes the football computer in Jamie’s and he also seems to have a ‘commentator in his head’.
Differentiate through: Pairs/ groupings; Choice of task; Choice of method to complete the task. situation given his new understanding of the feelings of others. *Additional challenge. Pupils could write from the viewpoint of Jamie’s mum to show her feelings in response to Jamie losing his temper. What might she be thinking and how might she react as Jamie tries to resolve the situation this time? Activity 21 Learning Objectives Success Criteria Assessment (How will progress be measured?) The match and Mr Pratley! To explore a situation through a character’s viewpoint. To complete a piece of writing in role as that character. Part 2 Pupils can explore a situation through a character’s viewpoint. Pupils can complete a piece of writing in role as that character. Curriculum links: speak audibly and fluently with an increasing command of Standard English participate in discussions, presentations, performances, role play, improvisations and debates gain, maintain and monitor the interest of the listener(s); Between pages 210-233, Dan Freedman describes the action and tension in the Teachers V Pupils football match. This is a very detailed commentary and would make an ideal spoken activity to present a live commentary. On page 233 Mr Pratley is booked much to his annoyance. As readers we know how much winning this match means to Jamie. However, have we really considered how much it would mean to Mr Pratley? Pupils should now consider the whole situation from Mr Pratley’s point of view taking into account: Jamie’s behaviour towards Pratley at the beginning of the novel; Pratley building up Rafael to be a Brazilian superstar to worry Jamie. Peer assessment: How closely does the characterisation in the writing match pupil’s perceptions of that character?
action to hook the viewer that have been discussed as a class. Activity 25 Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) From text to film To explore the ways in the text of Skills from Brazil can be adapted into screenplay. Pupils will be able to adapt the text of Skills from Brazil into screenplay. Within their adaptation of the text to film, pupils will make the following curriculum links: explain and discuss understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary; participate in discussions, presentations, performances, role play, improvisation. *Additional challenge: Pupils could create a documentary detailing the adaptation of the text to film. This will be particularly useful if this task is being Adaptation from text to film: please note that this is intended to represent activities to cover a series of lessons. Now pupils have read the book, it's chance to transform the Jamie Johnson story into film! First pupils will need to be given the opportunity to explore the way in which a director’s craft can be compared to an author’s craft through camera angles, lighting and use of colour. Pupils will need to develop their understanding of cineliteracy skills prior to the film making process in order that they can make judicious choices in the selection of camera angles, lighting and colour to reflect Dan’s original text. Assign a portion of the story to each group – (perhaps individual chapters or specific scenes – this could also be shared across classes or even phases). Pupils will need to collaborate effectively within groups and to be assigned specific roles within their groups or class including director, cameraman, actors, lighting, costumes and Pupils should peer assess each other’s finished films, providing feedback on the way the film reflects the original text. .