Once Jamie and Rafael become good friends, they spend a lot of time playing Soccer Manager. Pupils devise their own game and compile an advert to sell this game to a games company utilising the persuasive skills they have been practising in earlier activities. Activity 11 Learning Objective Success Criteria To or not to shake? To explore the features of news reporting. To incorporate the features of news reporting within writing/ presentation. Pupils can explore the features of news reporting and comment on the impact on the reader / viewer. Pupils can incorporate the features of news reporting within writing/ presentation. Curriculum links: select and use appropriate registers for effective communication plan writing by: identifying the audience for and purpose of the writing, selecting the appropriate form; using further organisational and presentational devices wind up your opponent…’ A handshake between opposing captains is the customary and dignified procedure before starting a football match, ‘to pretend they were best friends.’ For Jamie and Pratley, this is quite a difficult task given their feelings for each other – see page 46. Jamie considers tickling the inside of Pratley’s hand but remembers Mike’s advice, ‘ always stand up for yourself, but never wind up your opponent, it only gives them more incentive to beat you’. Sometimes, footballers do not listen to advice. Watch the You Tube clip of Louis Suarez refusing to shake the hand of Patrice Evra in February 2012: Pupils could watch the clip without audio and then compile and perform their own commentary in pairs in the style of a typical The negotiated success criteria can be used as a peer /self-assessment opportunity for the spoken and written activities.
Choice of method to complete the task. could they have improved their powers of persuasion? Revisit persuasive techniques for speech and writing. These will be required for later activities. What do pupils think will happen next? How does Mike persuade Karen to let Jamie go to Brazil with Rafael? On page 75 Jamie wonders, ‘When does it become too late for your dreams to come true? Facilitate class discussion around this question. Is it ever too late? Activity 13 Learning Objectives Success Criteria Assessment (How will progress be measured?) Brilliant To redraft written work for a specific audience. Pupils can redraft and their earlier work to suit a younger audience. Curriculum links: plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and other similar writing as models for their own, noting and developing initial ideas, drawing on ‘Mike Johnson’s brilliant book of Brazilian knowledge’ As Jamie leaves for Brazil, Mike gives him his ‘brilliant book of Brazilian knowledge’ (p77), which contains all of the information Jamie needs to know about Brazil. Pupils could compare these books with the information they researched on Brazil earlier to see which they prefer and why. For this activity pupils could also read ahead on pages 107-111 where Mike describes The legends of Brazilian football. Pupils Feedback from younger pupils as to the usefulness of the book.
whereas poor families and children living in these favelas receive no help at all. *Additional Challenge: Pupils could research the background to the preparations for the world cup (or the legacy) and compile a documentary on the situation. Point for discussion from reading: Read pages 125-6. What’s in Rafael’s notebook? Why does Jamie snatch Rafael’s notebook pages 136-7? How does Jamie try to regain Rafael’s trust pages 139-142? How does Dan Freedman build up the tension here? Activity 16 Learning Objectives Success Criteria Assessment (How will progress be measured?) A carnival of football! To evaluate the ways in which Dan Freedman creates description within the book. To incorporate sensory description and figurative language into own writing. Pupils can evaluate the ways in Dan Freedman creates description within the book. Pupils can incorporate sensory description and figurative language into own writing. Curriculum links: use spoken language to develop understanding through speculating, hypothesising, imagining ‘A carnival of football’ Refer pupils back to MLK ‘I have a dream’ if used in the earlier activities. The picture Dan Freedman describes here on page 182 onwards, is of ‘all ages, all colours, all races – all singing and happy …’ which celebrates all of MLK’s dream within his speech. Utilise images and on IWB to model. Pupils could close their eyes and guess at particular sounds, composing onomatopoeia to describe that sound as appropriate. Pupils can negotiate the success criteria based on their inclusion of sensory description, figurative language, punctuation and grammar.
Differentiate through: Pairs/ groupings; Guidance to specific extracts of text; Choice of method to complete the task i.e. spoken discussion or written response. the brand new futsal court.’ What does this tell the reader about Jamie? What has influenced his change in attitude? How does his behaviour here, compare to his behaviour earlier in the novel? Consider: Jamie’s relationship with Rafael. Jamie and Arnaldo beaten at Footvolley by the Master. growing understanding of the way of life in Brazil. A quick activity! On page186 performs an impromptu Rap using his Brazilian nickname Foguinho, meaning ‘Little Fire’: “Foguinho is my name, Football is my game, I’ll take you on, down the line, skill you up, each and every time! Don’t try to stop me, even try to foul me,
Roles within groups Choice of task/ country; Choice of method to complete the task. one pupil will play the football manager for that country’s team and one will play the sports minister for that country. Together the teams will research the various aspects of their given country which will be compiled into a persuasive pitch that will be presented to FIFA. As a class, pupils should negotiate the success criteria for this persuasive speech. FIFA in this instance will be the teacher (and any other adults available) and their class colleagues who will complete an assessment of each group’s presentation based on the negotiated success criteria. Presentations can be performed or compiled as iMovie or Moviemaker If saved as films, these could also be shown to other classes for assessment and to vote on the winning country’s presentation. Activity 24 Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) Book trailers To evaluate the narrative hooks within Skills from Brazil To recreate these narrative hooks in another form of media in order to persuade other pupils to read this novel. Pupils will select the most powerful narrative hooks within Skills from Brazil and transform these hooks into another form of media. Curriculum links: give well-structured descriptions, explanations Persuasive task Pupils could complete a 3-5 minute video book trailer based on Skills from Brazil by Dan Freedman. A book trailer persuades its viewers to read a book, in the same way that a film trailer persuades its viewers to watch a film. You can find examples of book trailers on You Tube or try . Pupils peer assess on the basis of the negotiated success criteria for a theatrical / book trailer. See suggested assessment sheet attached.
and narratives for different purposes, including for expressing feelings maintain attention; give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings maintain attention. Differentiate through: groupings; Choice of role within groups; Choice of method to complete the task. Their task is to persuade other pupils of their own age or the year below to read the book through their book trailer. You can use Movie Maker, iMovie or just record your trailer on camcorder if you wish. Pupils could be given the opportunity to explore theatrical film trailers in order to decide as a class on the success criteria for the book trailer. The book trailer should include: Highlights of the key action points in the book especially 'cliff-hanger' moments; Narrative hooks to tempt the viewer; Content to appeal to both male and female readers; A over, music, sound effects, colour, lighting, a range of camera angles, text on the screen that will engage the viewer's interest; Dialogue that pupils have adapted from the book. At the end of the trailer, pupils should add credits which identify the roles that each member of the team has played in the making of the trailer e.g. director, writer, actor, costume, make-up, narrator, camera, lights and sound. Pupils should be given the opportunity to share their trailers with the rest of the class, a different class or even younger students to gauge the success of their trailer in persuading other people to read the book. Peer assess according to agreed criteria for persuasive techniques and for key points of
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 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 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 finished films, providing feedback on the way the film reflects the original text. .