appropriate. (see attached toolkits) Choice of task; Resources to complete the task e.g. recording. * Additional challenge. Pupils prepare a motivational team speech as the team manager, Senor Godal. This must include references to the action within Final Whistle and be presented to the class to assess its effectiveness as a motivational speech. Activity AFs Learning objective(s) Success Criteria Lesson Activities Assessment (How will progress be measured?) 6 RAF 5 7 SLAF 1 To explore descriptive writing techniques. Pupils can: Develop ideas and material with some imaginative detail; Exploring descriptive techniques. Encourage pupils to engage in talk before writing through a range of simple games e.g. pupils sit back to back. One must describe a scene that the other one then has to draw and then swap roles. This can be lead through an image on an IWB. Use the success criteria negotiated within the class to peer assess. Pay particular reference to the WAF1
Differentiate through: Pairings, groupings; Choice of question to answer as a written response; PEE/PEEE or other response scaffolding format; Language of analysis scaffolds. Pupils should peer assess work against NC criteria / PEEE structure or chosen format. For pupils trying the discussion question, they could deliver their findings to the class, taking questions and comments from other pupils. Activity AFs Learning objective(s) Success Criteria Lesson Activities Assessment (How will progress be measured?) 9 SLAF 3 WAF 1 (2, 3, 4, 5, 6, 7) To explore creative writing techniques. Pupils will be able to complete own piece of creative writing. Pupils can write imaginative, interesting and thoughtful texts: Develop ideas with some imaginative detail. (L5) Show imaginative treatment of Creative narrative task: Refer pupils back to pages 117-119 studied in the previous activity, where Jamie wakes up from a three-day coma. Facilitate class discussion: ‘How does the author make this scene believable?’ How does the author enable the reader to share Jamie’s experience? The pupils’ task is to imagine that they have just woken up and they have completely lost their memory, suffering from amnesia like Jamie. They have no idea who they are, where they are, what has happened to them and who the people are around them. They gradually regain their senses one by one for example, they might hear Self assess using APP grids / level ladders for writing. Pupils review targets for writing as appropriate.
Joyce (see attached sheet) noting the constant stream of words and lack of traditional punctuation. Activity AFs Learning objective(s) Success Criteria Lesson Activities Assessment (How will progress be measured?) 10 WAF 2 SLAF 3 To explore the features of formal news reporting. Pupils will be able to complete a written news report following the formal conventions of newspaper writing. OR: Pupils will be able to present a news report following the formal conventions of television news reporting. Pupils can: Clearly establish an appropriate style to maintain reader’s interest 'I'm not that good with words and stuff' Throughout the Jamie Johnson series of books, Jack interviews Jamie on television and for newspaper articles. Jamie appreciates that this is Jack's area of strength and admires her for that following his own meagre attempts at being interviewed and commentating. The pupils’ task here is to prove that they are '...good with words and stuff' like Jack. Pupils have a look at Dan's early newspaper writing (see the link below) or explore the features of news reporting through the deconstruction of a recent news article(s)/ television news report: Pupils can choose (or be directed to) a specific incident in the book to prepare either a television report or a newspaper report. There are a range of possible incidents pupils could select as a focus for this task(see Jack's article on Jamie on pages 86-88). Pupils should follow all of the conventions of newspaper writing / television reporting to complete this task and engage in peer assessment in line with the success criteria agreed earlier. Peer assessment as per the success criteria they negotiate at the start of the activity.
range of subject matter with precision and effect; • _ Manage and manipulate talk to position the listener: Make apt and flexible choices of vocabulary, grammar, and non-verbal features across different registers. (L7) Differentiate through: Pairs and groupings; Strategies to complete the task; Range of linguistic devices to incorporate (see toolkit); Type of pitch to deliver e.g. elevator pitch. Activity AFs Learning objective(s) Success Criteria Lesson Activities Assessment (How will progress be measured?)
Differentiate through: and groupings; Focus on specific characters and actions; Choice of strategy to complete the task; Provide character profiles/ WOW word banks for less able. *Additional challenge: Compile an appropriate, credible denouement for the end of the novel that accommodates all characters. Activity AFs Learning objective(s) Success Criteria Lesson Activities Assessment (How will progress be measured?) 16 RAF 5,6 WAF 1, 2 To explore the ways in which the text of Final Whistle can be Pupils will be able to the text of Final Whistle into screenplay. Adaptation from text to film: please note that this is intended to represent activities to cover a series of lessons. He'd been the boy who had been born to play. And play he had'. Pupils should peer assess each finished films, providing feedback on the way the film