* Additional challenge: Pupils could explore the extent to which Dan’s interests and career have influenced his writing of Skills from Brazil? Is Jamie really a reflection of Dan’s own ambitions? Pupils could track this throughout reading activities and produce their based opinion. 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. 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 Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) I have a dream! To evaluate a range of persuasive writing techniques. To utilise a range of persuasive techniques to achieve a specific purpose. Pupils can evaluate a range of persuasive writing techniques. Pupils can utilise a range of persuasive techniques to achieve a specific purpose. Curriculum links: Pupils understand increasingly challenging texts through: learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and “This, for me, is a dream come true.” This statement from the preface is clearly one character’s dream come true, to be manager of Hawkestone United. Discuss: Whose dream might this be? Why? Pupils should record their predictions for later comparison. Pupils will now be considering what own dreams might be – use Talk Partners to discuss for two minutes. If not previously utilised, use an extract of Martin Luther King’s ‘I have a dream’ speech and a clip of this speech ( )to explore and evaluate the impact of rhetorical devices in formal speech. Initiate the activity by modeling on IWB. Negotiate the success criteria for the lesson in terms of identifying Self-assessment: Pupils use the negotiated success criteria to evaluate their progress and set themselves targets for the next activity.
summarising and/or building on what has been said Differentiate through: Pairings and groupings; Provision of a range of linguistic conventions to incorporate into speech; Use of persuasive toolkits – differentiate as appropriate. (see attached toolkits) Choice of task; Resources to complete the task e.g. recording. * Additional challenge: pupils work independently and complete a formal speech in Standard English utilising the full range of rhetorical devices designed to motivate any team, group of people, country etc. here). Pupils could work with talk partners to compile and rehearse their speeches before presentation and feedback to the class. Pupils will need to be reminded of the range of linguistic conventions of writing to motivate (or to persuade) which can then be used to negotiate class success criteria for peer assessment. All presentations given should have the opportunity for peer assessment and constructive feedback. *Pupils will need to use these persuasive techniques later on to persuade other people to read Skills from Brazil. Activity 5 Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) What makes you so special? To identify and evaluate the author’s use of humour. To incorporate humour into writing in a mature style. Pupils can identify and evaluate the author’s use of humour within his writing. Pupils can incorporate humour into their own writing in a mature style ‘What you so special?’ Through pages 3-7, Dan Freedman uses humour to demonstrate Jamie’s relationship with his teacher Mr Pratley. Dan loves to use humour in his writing and on his website he has compiled an advice sheet on Peer assessment on the impact of the humour on the reader.
Curriculum links: making inferences and referring to evidence in the text knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension checking understanding to make sure that what they have read makes sense. read critically through: knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning Differentiate through: Pairings and groupings, use of Dan’s guidance on using humour, examples of incorporating humour into writing which would be useful to share with pupils. How many pupils feel they’ve been in a similar situation? Explore the cartoon on page 55: . Discuss the way Dan uses humour in this instance within groups and then as a whole class. Pupils could then complete a short, written response to explain how Dan uses humour to describe Mr Pratley. How does Dan want the reader to feel about Mr Pratley? Swap with partners to see if they agree. Pupils should predict the ways that Jamie might try and get his own back on Mr Pratley. This work should be saved for reference to further incidences of humour against Mr Pratley later in the text and for pupils to test out their predictions. * Additional challenge. Pupils could adopt Dan’s style and complete their own piece of humorous writing about their behavior towards a teacher (imagined!). Share with a partner and evaluate the impact of the humour.
exaggeration, hyperbole for pupils to utilise. 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 speed, 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. Consolidate and build on their knowledge of grammar and vocabulary at ks3 through: and applying the grammatical knowledge within the programmes of study to analyse more challenging texts studying the effectiveness and impact of the grammatical 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 . Self and peer assessment as per negotiated criteria for the focus of the grammar and punctuation work.
(How will progress be measured?) The world 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: Writing for a wide range of purposes and audiences including: well-structured formal expository and narrative essays, stories, scripts, poetry and other imaginative writing a range of other narrative and texts, including arguments, and personal and formal letters summarising and organising material, and supporting ideas and arguments with any necessary factual detail ‘The world capital of football… Brazil’ 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, sporting achievements taking notes to compile an information text or documentary for visitors to the country during the World Cup. Or, if this is completed after the World Cup, it could be a visitors guide for future visitors describing / imagining the stadiums and the legacy of the World Cup. This could be achieved as a market place/ world cafe style activity to enable pupils to learn from each other. Documentaries or visual tours could be completed on iMovie or moviemaker with a voiceover if desired. If completed during the World Cup, the focus could be on providing information. If completed after the World Cup, the focus could be on persuading the reader to visit Brazil, rather than providing information. *Additional challenge: Pupils compile a documentary critique on the preparations for this world cup (or any other). Peer assessment against the negotiated success criteria for the information text.
read critically through: knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning studying setting, plot, and characterisation, and the effects of Differentiate through: Pairings, groupings; Choice of question to answer as a written response; PEE/PEEE or other response scaffolding format; Language of analysis scaffolds. * Additional challenge: pupils could write a written response to explain the methods used by Dan Freedman to build up the tension in this section of text up until the appearance of Rafael. P62: Jamie clenches his fist when his mum says ‘No’ to the trip to Brazil. P64-66: Jamie’s ‘face was bright red with fury’ P95: As the Brazilian child was trying to take his top, ‘every part of him was ready to fight’ P145: Jamie loses his patience with Rafael, ‘Jamie began stomping up the beach. His outburst had not soothed his anger, only inflamed it.’ P140: As Jamie describes his self loathing ‘…he felt the anger coming again … building like a tidal wave’ and he kicks the mirror with a ‘venomous kick’ Pupils could work with a talk partner and take it in turns to act as Jamie and one as Jack (or his granddad) to give him advice as to how to manage his anger. The advice must contain the right tone and language to persuade Jamie that letting the anger get the better of him, is not the best route. Teacher could be hot-seated as Jamie to receive the advice from the pairs of pupils and respond accordingly. Their work must reflect the personality of that character as shown in the book and any additional thoughts, speech and action must fit in with the behaviour already shown in the book. Pupils could begin the activity working in groups to explore a specific character in depth building up a character profile, or their Facebook page to deepen their insight into that character.
overall effectiveness Differentiate through: Pairs/ groupings; Choice of task; Choice of method to complete the task. Activity 20 Learning Objective Success Criteria Assessment (How will progress be measured?) Jamie’s mum’s point of view To explore a situation through a character’s viewpoint. To complete a piece of writing in role as that character. Part 1: a similar activity will follow on a different character. Pupils can explore a situation through a character’s viewpoint. Pupils can complete a piece of writing in role as that character. Curriculum links: Writing for a wide of purposes and audiences including: well-structured formal expository and narrative essays, stories, scripts, poetry and other imaginative writing writing for a wide of purposes Jamie’s anger erupts again! Jamie’s anger erupts again by page 201. He is annoyed that his mum isn’t coming to watch his match ‘Slamming the door shut so hard behind him that the whole of their little house shuddered.’ Jamie’s anger continues as he takes a ‘violent swipe at the ball’ (page 204). However, this time he seems to realise that he was wrong and makes it up with his mum on page 208. Pupils could create an additional scene in the book where Jamie becomes angry. This could be scripted or as a narrative or a performance but must be in keeping with Jamie’s character. Pupils could also demonstrate how Jamie resolves the situation given his new understanding of the feelings of others. Peer assessment: How closely does the characterisation in the writing match pupil’s perceptions of that character?
range of purposes and audiences including: well-structured formal expository and narrative essays, stories, scripts, poetry and other imaginative writing writing for a wide of purposes and audiences, considering how their writing reflects the audiences and purposes for which it was plan, draft, edit and proof-read through: the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness Differentiate through: groupings; Choice of task; Choice of method to complete the task. 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. The events of the football and a kinder presentation of Pratley after the match. Pupils should work in groups to consider the key developments in the story from Pratley’s point of view and explore the reasons for his behaviour and motivation. As the reader is unaware of any other details about Pratley, pupils can imagine any character behaviour or motivation they desire from the clues within the text. This activity could be completed in the form of a stream of consciousness in a written monologue or as a monologue, which could also be performed if desired. Individual pupils can decide whether they wish their audience to feel empathy for Pratley’s character or not. Refer to p244 do they feel about him now? Alternatively: pupils may wish to write from Jamie’s point of view describing his feelings when he successfully completes A Magica.
Points for discussion following reading: Read page 230. What is it that makes Jamie Johnson special? On page 212 Jamie lifts the trophy with Rafael – what might this indicate to the reader? On page 245, Rafael gives Jamie his treasured notebook. Why might this be significant? A quick activity! ‘ They were two football geniuses. Of a different kind.’ The reader sees between pages 193 – 196 how Jamie’s and Rafael’s different geniuses complement each other. Discuss as a class: How do they complement each other? Intelligence and genius comes in many different forms – see page 247. Refer pupils back to their earlier reflections about what makes them special. If pupils haven’t already completed such an exercise they could complete a short learning styles or Howard Gardner’s multiple intelligence quiz to emphasise the activities in which they do best. Activity 22 Learning Objectives Success Criteria Assessment (How will progress be measured?) The To compare predictions against outcomes in the text. To synthesise clues from the text to adapt the postscript. Pupils can compare own predictions to the actual outcomes in the text. Pupils can synthesise a range of clues and features from the original text to create their own postscript. Curriculum links: studying setting, plot, and characterisation, and the effects of A farewell, or not? Before pupils read the postscript, take their predictions from the earlier activities and ask them if they want to change anything or if they have any unanswered questions that they would like to be answered within the postscript. As Jamie and Rafael say goodbye on page 250, discuss who had actually been helping whom? What might happen next? Peer assessment: sharing the revised postscripts with partners for feedback and comment. Send to website for a comment from Dan. script
constructions from reading and listening, and using these consciously in their writing and speech to achieve particular effects knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English 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 used as a transition or activity, made specifically for an adult audience (teachers, 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 make up. (Facilitate Mantle of the Expert approach as appropriate) Pupils will firstly be creating a screenplay for the film as per the example attached. There are several online links to writing screenplays e.g. . There are lots of examples of free software online specifically for screenplay writing e.g. Once the screenplays are completed, pupils can film their section of the book, which can then be joined together as an entire film. This film could then be shown to another class (or even a younger year group – as part of a primary transition unit) for feedback. Pupils should also an individual evaluation of their text to film adaptation activity outlining their individual roles in the process, the way the activity has deepened their understanding of the author’s craft, the way they have selected specific camera angles, lighting etc. to create specific effects.