understanding through speculating, hypothesising, imagining and exploring ideas. Questions for discussion: What have you already learnt about Jamie? What evidence from the story tells you this? What impression do you have of Bryn Staunton and Tyler Forbes already? Why? Take predictions as to what will happen if Jamie attempts this overhead kick? Pupils could also experiment with a series of short simple sentences to start a story of their own, taking their reader to the heart of the action. Pupils should evaluate whether this is an effective way to start the book and discuss alternative ideas. Activity 2 English Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) Football KS2 Reading, Writing and Spoken Reading: Develop positive attitudes to reading and understanding of what they read; Discuss words and phrases that capture the reader’s interest and imagination. Participate in discussion both books that are read to them and those they can read for themselves, taking turns and listening to what others say. Pupils complete or work towards the appropriate end of lower KS2 objectives (or upper KS2 for most able). Utilise framework grids for success criteria and to track progress. Differentiate through: Resources to complete the task e.g. ICT, paper based, recording, video. Strategies to complete the task e.g. or paired research. ‘Football Chump’ In reading groups, read to ‘football chump’ on p3. Where pupils’ predictions correct? Do they prefer their own predictions or the actual outcome? Jamie describes this free kick incident as the ‘second most embarrassing moment’ of his life. Questions for discussion: Why is this so embarrassing for Jamie? What phrase also tells the reader that Jamie is frustrated at his performance (‘His mind screamed with anger – if appropriate discuss the figurative here). Use ‘I can’ statements for KS2 or upper KS2 as appropriate to facilitate peer and self-assessment.
Writing: Discussing and recording their ideas in different ways (composition) Composing and rehearsing sentences orally (composition); Use of more specific and accurate punctuation within speech sentences (punctuation) Spoken Language: Begin to use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. Pairings/groupings of pupils; Scaffolding of questions 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 Jamie could be a young Dan? Pupils could write about their own ambitions or experience and create the ideal character to represent them. Pupils’ could share their most embarrassing moments with a friend, telling the tale honestly at first and then embellishing their story by adding exaggeration. Discuss which version of an embarrassing moment would be more interesting to a reader and why. Read on to the end of page 4: Why are Bryn and Tyler unpleasant to Jamie? What is different about Hugo Bogson in comparison to Bryn and Tyler? What else do we find out Hugo here? Out of these characters, who would pupils most like to have as their friend and why? Activity 3 English frame- work Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) A wish list for life Lower KS2 Reading, Writing and Spoken Language Reading: Develop positive attitudes to reading and understanding of what they read; Discuss words and phrases that capture the reader’s interest and imagination. Participate in discussion both books that are Pupils can infer information from the text and make appropriate Pupils complete or work towards the appropriate end of lower KS2 objectives (or upper KS2 for most able). ‘A wish list for life’ Read pages 5 and 6. What do we learn instantly about Jamie’s mum? Read Jamie’s wish list for life, ‘everything he wanted’. All of the items except number 5 are based on Jamie’s own wishes. What does this tell the reader about his relationship with his mum? Use ‘I can’ statements for lower KS2 or upper KS2 as appropriate to facilitate peer and self-assessment.
Spoken Language: Begin to use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. Activity 5 English work Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) humour into writing. Lower KS2 Reading, Writing and Spoken Language Reading: Develop positive attitudes to reading and understanding of what they read; Discuss and phrases that capture the reader’s interest and imagination. Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say. Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence. Writing: Pupils will be able to incorporate humorous elements into their own writing. Pupils complete or work towards the appropriate end of lower KS2 objectives (or upper KS2 for most able). Utilise framework grids for success criteria and to track progress. Differentiate through: Pairings, groupings; Choice of task; Strategies to complete the task; Provision of descriptive toolkits; WOW word banks; Visual / Audio stimuli; Writing frames as desired. ‘Incorporating humour into writing’ Dan likes to create very clear images for his reader and often uses similes to do so. For example, on page 7-8, where Jamie is trying to sleep but ‘His thoughts and worries were swimming round like evil sharks in his head’. (Also page 11 where Dan describes Hugo’s farts ‘like a duck quacking’). What is the effect of these similes on the reader? One half of the pupils should turn their back to the IWB and the remaining pupils could be shown an image on the IWB. These pupils could compile similes and metaphors around this image (without using proper nouns or concrete nouns) so that they are creating images for the other pupils, who can then guess what the image might be. Swap pupils and images. In reading groups, read pages 10-12 and Dan’s description of Hugo Bogson. What other devices does Dan use to create humour here? Use ‘I can’ statements for lower KS2 or upper KS2 as appropriate to facilitate peer and self-assessment. Peer assessment based on the success criteria negotiated from Dan’s ideas on comedy writing.
‘Warm Up’ Part 1 KS2 Reading, Writing and Spoken Language Reading: Develop positive attitudes to reading and understanding of what they read; Discuss words and phrases that capture the reader’s interest and imagination. Participate in discussion both books that are read to them and those they can read for themselves, taking turns and listening to what others say. Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence. Writing: Discussing and recording their ideas in different ways (composition) Composing and rehearsing sentences orally (composition); Use of more specific and accurate punctuation within speech sentences (punctuation) Use a range of Pupils will be able to complete a research-based task and compile relevant information for their audience. Pupils complete or work towards the appropriate end of KS2 objectives (or upper KS2 for most able). Utilise framework grids for success criteria and to track progress. Differentiate through: Pairings, groupings; Own choice of task; Strategies to complete the task (could be a spoken activity if desired); Provision of WOW word banks; Visual / Audio stimuli (e.g. comedy clips); Writing frames as desired. ‘Warm Up’ Part 1 On 19-20, Dan provides descriptions of the Hawkstone players as they complete their warm up before the match including Jamie’s favourite, Harry Armstrong. Pupils could discuss the differences between the description of Leon Tibbs, the goalkeeper and the captain, Harry Armstrong. How does Dan want the reader to feel about these two characters? Can pupils give predictions based on these descriptions as to what might happen next? Pupils could complete their own research to create a fact file on their favourite football players or sports stars or other celebrities. This could also be compiled into a small group presentation on their ‘Dream Team’, in which pupils persuade the rest of the class that theirs is the best football team or group etc. as appropriate, A point to consider with pupils: asked Mike not to come to watch him play in his forthcoming match (page 21) ‘That was why Jamie respected Mike so much: he always understood.’ Why do pupils think that Jamie did not want Mike to watch? What is it that Mike understood? Use ‘I can’ statements for lower KS2 or upper KS2 as appropriate to facilitate peer and self-assessment.
Begin to give descriptions, explanations and narratives for different purposes, including for expressing feelings. Activity 8 English Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) ‘Two on Two’ Lower KS2 Reading, Writing and Spoken Language Reading: Develop positive attitudes to reading and understanding of what they read; Discuss words and phrases that capture the reader’s interest and imagination. Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say. Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence. Writing: Discussing and recording their ideas in Pupils can make predictions based on their understanding of the characters in the text. Pupils can discuss writer’s techniques. Pupils complete or work towards the appropriate end of lower KS2 objectives (or upper KS2 for most able). Utilise framework grids for success criteria and to track progress. Differentiate through: Pairings, groupings; Choice of question to answer as a written response; PEE/PEEE or other response scaffolding format; Language of analysis scaffolds. ‘Two on Two’ Within the beginning of this chapter, Jamie watches his granddad Mike watch the game. After an incident on the pitch, Mike states, ‘A bit of class goes a long way in this game- remember that.’ Points for discussion: What do you think Mike means by that statement? How do you think that this phrase might become important later in the book? What could happen to Jamie? Jamie meets Jack in Sunningdale Park for football practice between pages 26 and 27. Read together up to ‘His voice caught in his throat’ on page 27. Points for discussion: Why didn’t Jamie tell Jack the truth about the bullies? Why do pupils think that Jamie’s voice is caught in his throat? Jack wants to take Bryn and Tyler on in a match. Pupils could read up to ‘Let’s do it’ on page 30 and then discuss their predictions with each other and write them down before reading on. Questions for discussion: Use ‘I can’ statements for lower KS2 or upper KS2 as appropriate to facilitate peer and self-assessment.
different ways (composition) Composing and rehearsing sentences orally (composition); Spoken Language: Begin to use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. Begin to give descriptions, explanations and narratives for different purposes, including forP expressing feelings. *Additional Challenge: Pupils could imagine or write about an experience where they were nearly caught out! Pupils should exaggerate the story or imagined experience to ensure that the reader is engaged. What does this section tell you about Mike’s feelings for Jamie? What do you learn about Jamie’s relationship with Jack? Jamie boasts and tells an enormous lie to Jack about the way he had dealt with Bryn and Tyler earlier. Pupils should work in talk partners and tell one truth and one lie, practising exaggeration while their partner has to work out which one is the truth. Activity 9 English frame work Learning objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) ‘Sunday Best’ KS2 Reading, Writing and Spoken Language Reading: Develop positive attitudes to reading and understanding of what they read; Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say. Draw inferences such as inferring characters' Pupils are able to create an alternative version of the action at this point in the novel. Pupils complete or work towards the appropriate end of lower KS2 objectives (or upper KS2 for most able). Utilise framework grids for success criteria and to track progress. ‘Sunday Best’ Once pupils have read what happens with Bryn and Tyler on page 32 they should compare their predictions together. Is this what pupils thought would happen? Why/ why not? Is there anything they would change? Pupils could create their own outcome to this ‘Two on Two’ for Jamie and Jack versus Bryn and Tyler. This could be produced within a team as a role-play or a play script activity. Use ‘I can’ statements for lower KS2 or upper KS2 as appropriate to facilitate peer and self-assessment.
explanations and narratives for different purposes, including for expressing feelings. Activity 11 English frame work Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) ‘The Kick’ Lower KS2 Reading, Writing and Spoken Language Reading: Develop positive attitudes to reading and understanding of what they read; Discuss words and phrases that capture the reader’s interest and imagination. Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say. Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence. Writing: Discussing and recording their ideas in different ways (composition) Pupils will be able to compose written instructions. Pupils complete or work towards the appropriate end of lower KS2 objectives (or upper KS2 for most able). Utilise framework for success criteria and to track progress. Differentiate through: Pairings and groupings Support for choice of task Strategy to complete the task e.g. perform, write, ICT. Allocation of specific audience e.g. writing the instructions for a younger audience or a professional footballer. ‘The Overhead Kick’ Pupils could reflect back to pages 1, 2 and 3 where Jamie tries an overhead kick. Jack teaches Jamie how to do an overhead kick and Dan demonstrates this through the use of diagrams and step-by-step guidance. Explore the diagrams and step-by-step guidance for how to perform an overhead kick on pages 40-41; this could obviously be performed as desired. Negotiate the features of instruction writing as a class and use these as success criteria for pupils’ own writing (see also the differentiated guidance sheets attached). Pupils can then complete their own instruction writing for a football move or any instruction of their choice, with other pupils trying out the written instructions to test clarity and appropriateness of writing. Use ‘I can’ statements for lower KS2 or upper KS2 as appropriate to facilitate peer and self-assessment. head
‘Standing Up’ Lower KS2 Reading, Writing and Spoken Language Reading: Develop positive attitudes to reading and understanding of what they read; Discuss words and phrases that capture the reader’s interest and imagination. Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say. Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence. Writing: Discussing and recording their ideas in different ways (composition) Composing and rehearsing sentences orally (composition); Use of more specific and accurate punctuation within speech sentences (punctuation) Use a wider range of Pupils can prepare a play script for performance. Pupils complete or work towards the appropriate end of lower KS2 objectives (or upper KS2 for most able). Utilise framework grids for success criteria and to track progress. Differentiate through: Pairs and groupings; Strategies to complete the task; Model texts showing direct speech used correctly. ‘Standing Up’ Read through to the match announcement on page 43. How do pupils think that Jamie feels about the Hugo situation now? Support this with evidence from the text. Read on through pages 44-46. Why do pupils think Jamie chooses this point to stand up for Hugo against Bryn and Tyler? What would pupils have done in this situation? Pupils could compile a play script for performance or a short piece of action writing entitled ‘Standing Up’ where their main character stands up to bullies and as a result gains their respect. *Additional challenge: Complete a of narrative action utilising appropriate punctuation to demonstrate direct speech including exclamations. Use ‘I can’ statements for lower KS2 or upper KS2 as appropriate to facilitate peer and self-assessment.
‘Match Day’ Lower KS2 Reading, Writing and Spoken Language Reading: Develop positive attitudes to reading and understanding of what they read; Discuss words and phrases that capture the reader’s interest and imagination. Participate in discussion both books that are read to them and those they can read for themselves, taking turns and listening to what others say. Draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence. Writing: Discussing and recording their ideas in different ways (composition) Composing and rehearsing sentences orally (composition); Use of more specific and accurate punctuation within speech sentences (punctuation) Use a range of Pupils are able to speculate as to the next series of events by making reference to the text. Pupils complete or work towards the appropriate end of lower KS2 objectives (or upper KS2 for most able). Utilise framework grids for success criteria and to track progress. Differentiate through: Pairs and groupings; Choice of method to complete the task e.g. story map, story board, oral narrative, a written narrative or script. Ex to • _ Day!’ Refer pupils back to Jamie’s wish list on page 7. By page 49 Jamie has now achieved two items on this wish list and feels that ‘something different might be afoot’ and that it could be a ‘special day’. Dan ends this chapter with a question that might be asking himself and the reader might be wondering, ‘…why? And …how?’ Pupils could now try and answer that question by writing the next short section of the book, following the introduction of Dillon Simmonds. This piece of writing could be a story map, a story board, oral narrative, a narrative or script as desired. Use ‘I can’ statements for KS2 or upper KS2 as appropriate to facilitate peer and self-assessment.
to join clauses in compound or complex sentence e.g. when, if, because, although. Spoken Language: to use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. Begin to give descriptions, explanations and narratives for different purposes, including for expressing feelings. Activity 14 English frame work Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) ‘Game on’ Lower KS2 Reading, Writing and Spoken Language Reading: Develop positive attitudes to reading and understanding of what they read; Discuss words and phrases that capture the reader’s interest and imagination. Participate in discussion both books that are read to them and those they can read for themselves, taking turns Pupils can make predictions based on their understanding of the text. Pupils can create clear visual images for their readers. Pupils will be able to comment on a character’s motivation and justify their response by reference to the text. ‘Game on’ Read through pages 50 to 52 where Dan introduces us to Dillon Simmonds from the Kingfield team. At the end of this first meeting, Jamie states ‘You’ll pay for that Dillon Simmonds, he promised himself. You’ll pay.’ How do pupils think that Jamie will make Dillon pay? Pupils could now write a description of an imaginary first meeting with someone who is a friend and someone who is a bully or just unfriendly. Pupils can write in third person (perhaps using Jamie or Jack as the main character) or write in the first person to imagine a meeting they Use ‘I can’ statements for KS2 or upper KS2 as appropriate to facilitate peer and self-assessment.
Composing and rehearsing sentences orally (composition); Use of more specific and accurate punctuation within speech sentences (punctuation) Use a wider range of to join clauses in compound or complex sentence e.g. when, if, because, although. Spoken Language: Begin to use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. to give descriptions, explanations and narratives for different purposes, including for expressing feelings. Pupils could now compile their own similes around football manoeuvre or sports activities of their choice. Point for discussion: What is significant about Harry Armstrong’s comment at the end of page 74? Pupils should consider why Dan has chosen the ‘Born to play’ (page 76) If pupils haven’t yet read the next book in the series, they could try to predict how Jamie’s career might develop through compiling their own narrative based on their own understanding of Jamie’s motivation and personality. This could also be completed a video activity. *Additional challenge: Pupils could compile the narrative to extend the book from the viewpoint of another character e.g. Mike, Jamie’s mum, Jack or Dillon Simmons.