Book Title: ‘Skills from Brazil’ This list of activities is designed to ideas for use with Skills from Brazil by Dan Freedman and it is intended to cover a half term period. Most of these activities will require pupils to build up their work over two to three lessons and this is why we have entitled the individual components as a numbered ‘Activity’ rather than a ‘Lesson’. Activity 1 Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) The Warm Up! To explore and predict possible outcomes for characters and themes within Skills from Brazil. Pupils can explore the initial clues and make predictions as to possible outcomes within Skills from Brazil. Pupils will collaborate in pairs to compile predictions prior to reading the text, which they can justify orally or through evidence to the previous books World Class and Final Whistle. Curriculum links: Maintain positive attitudes to reading and understanding of what they read by: continuing to read and discuss an The Warm Up! Pre reading activities: Obviously these will depend on whether pupils have read the previous books in the Jamie Johnson series. Show pupils the cover of the book. Ask pupils what the cover tells them about the content of the book. Why did Dan Freedman choose to present the book cover in this way? What does the blurb tell you? Explore the comments from famous footballers on the front cover and inside of the book and discuss their expectations of the novel in the light of these comments: “A great story about the true magic of football.’ Lucio (Brazilian football legend) Feedback from peers on responses to their own questions. Pupils’ predictions to be used as a reflection point as the reading of the novel progresses.
increasingly wide range of fiction making comparisons within and across books 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” Frank 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 Lucio 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…’ ‘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 books 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)
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. 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 To evaluate a range of persuasive writing techniques. To utilise a of persuasive techniques to achieve a specific purpose. Pupils can evaluate a range of persuasive writing techniques. Pupils can utilise a of persuasive techniques to achieve a specific purpose. Curriculum links: Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader; Identify how language, structure and presentation contribute to meaning Evaluate and edit by: assessing the effectiveness of their own and others’ writing; Plan writing by: identifying the audience for and purpose of the writing, “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 Hawkstone United. Discuss: Whose dream might this be? Why? Pupils should record their predictions for later comparison. Pupils will now be considering what their 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 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.
participate in discussions, presentations, performances, role play, improvisations and debates gain, maintain and monitor the interest of the listener(s). 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. are parodies of football managers’ behavior and speeches. Or they could listen to Churchill’s ‘We shall fight them on the beaches’ broadcast: Encourage pupils to evaluate a video text as a written text in terms of the shape and structure of the ideas and material. Revisit the rhetorical devices used in the previous learning activity. Pupils incorporate these into a motivational speech for the players or a parody for comic effect (Obviously any sporting team can be used 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 To identify and evaluate the author’s use of humour. Pupils can identify and evaluate the author’s use of humour within his writing. ‘What makes you so special?’ Peer assessment on the impact of the humour on the reader.
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, 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, 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 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.
explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary; 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). Differentiate through: Pairs/ groupings; Choice of task; Choice of method to complete the task. Research guidance / notes may be provided for less able. 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 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 the World Cup, the focus could be on persuading the reader to visit Brazil, rather than providing information. *Additional challenge: Pupils could compile a documentary critique on the preparations for this world cup (or any other). Discussion activities during reading: At Jamie’s school, girls and boys play football in separate teams when they play matches against other schools (p29). Do you agree they should be kept separate or should they be able to play in mixed teams? Is it right that male premier league players earn so much more than female professional footballers? Before reading on discuss, how does the reader expect Rafael da Cruz to look like and how does the reader expect him to behave? Record answers and save for a later activity.
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. Differentiate through: Pairs/ groupings; Choice of task; Choice of method to complete the task. Research guidance / notes may be provided for less able. school/academy? Relate to own school /academy policy. Imagine an incident where another pupil or group of pupils bullies a pupil. Pupils could role-play how they would deal with this as the Head teacher /Principal. Individually all pupils could write a speech to the governing body of the school / academy stipulating the way that bullying can be eradicated within their school / academy. Negotiate success criteria as a class including rhetorical devices to be included. This could be performed to the class acting in role as governors/ or to the Head teacher. To take the formality one step further, in groups, pupils could prepare the speech for the Education Minister or the Prime Minister to demonstrate how their school / academy has dealt with bullying. Pupils could compile a documentary on the way that their Head teacher / Principal has ensured that the school / academy does not allow any bullying that could be used for television viewing or as guidance to other schools. Groups of pupils to be assigned different roles in a mantle of the expert activity to complete the task. A quick activity! This activity is designed to provide an opportunity for pupils to practice their persuasive skills. A quick game!
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 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 which 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 sound 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 on their inclusion of sensory description, figurative language, punctuation and grammar.
selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. Differentiate through: Pairs/ groupings; Choice of task; Choice of method to complete the task. Pupils play a game of two truths and a lie with a small group or partner to introduce the idea of exaggeration (pupils must make up one lie and give two truths about themselves). Pupils could now select any celebrity of their choice (or themselves if they prefer) and create a fictional background for this person. The background story should be completely exaggerated but contain a sense of realism so that a reader might just believe this story. 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: responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas; responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. 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 Peer assessment: How closely does the characterisation in the writing match pupil’s perceptions of that character?
‘ 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: 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); predicting what might happen from details stated and implied; A final 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? POSTSCRIPT 25 YEARS LATER Pupils compare their predictions to the postscript written by Dan Freedman. Facilitate group discussion on the ending. Is this what they expected? How did Dan give his reader clues as to what was going to happen? What would they change if they could rewrite the postscript? Following discussion, Peer assessment: sharing the revised postscripts with partners for feedback and comment. Send to website for a comment from Dan. script
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 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 their chance to transform the Jamie Johnson story into film! 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. .