To actively promote Pupils can extend why do those kids have to play Pupils can self or peer ‘…then … pupils’ SMSC SMSC development like that? assess accordingly. development. through creating empathy for the street children within Pupils could view the images on the their own writing. PowerPoint attached (or images or resources of your choosing before reading Curriculum links: on. Use the images as a basis for use spoken language to discussion to develop pupils’ SMSC skills. develop understanding What is life like for these children? How through speculating, does the reality of life for them compare with hypothesising, imagining the way that we perceive Brazilian football and exploring ideas; stars? How would children like these ever draft and write by: become football players or fulfil any other selecting appropriate dreams they may have? How did Lucio (see grammar and vocabulary, Activity 1) achieve his dreams? understanding how such choices can change and Jamie is surprised at the way that the poor enhance meaning; Brazilian children are playing football in the pay attention to accurate streets while the rich live in beautiful grammar, punctuation and houses. spelling; applying the spelling patterns and Pupils should then explore the ways in set out in English Appendix which Dan Freedman creates empathy for 1. these children through Jamie’s reaction to them. They will now be creating empathy Differentiate through: within their own writing (or performance). groupings; Choice of task; Pupils write a first person narrative or Choice of method to stream of consciousness using one of the complete the task. children in the images as the speaker. This could also be completed as a monologue and performed. Dan’s writing is extremely relevant to the current (and most likely situation in Brazil, where there is a great deal of criticism for the amount of money being spent on preparing for the world cup
To actively promote pupils’ SMSC development. Pupils can extend SMSC development through creating empathy for the street children within their own writing. Curriculum links: use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas; draft and write by: selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning; pay attention to accurate grammar, punctuation and spelling; applying the spelling patterns and set out in English Appendix 1. Differentiate through: groupings; Choice of task; Choice of method to complete the task. ‘…then why do those kids have to play … like that? Pupils could view the images on the PowerPoint attached (or images or resources of your choosing before reading on. Use the images as a basis for discussion to develop pupils’ SMSC skills. What is life like for these children? How does the reality of life for them compare with the way that we perceive Brazilian football stars? How would children like these ever become football players or fulfil any other dreams they may have? How did Lucio (see Activity 1) achieve his dreams? Jamie is surprised at the way that the poor Brazilian children are playing football in the streets while the rich live in beautiful houses. Pupils should then explore the ways in which Dan Freedman creates empathy for these children through Jamie’s reaction to them. They will now be creating empathy within their own writing (or performance). Pupils write a first person narrative or stream of consciousness using one of the children in the images as the speaker. This could also be completed as a monologue and performed. Dan’s writing is extremely relevant to the current (and most likely situation in Brazil, where there is a great deal of criticism for the amount of money being spent on preparing for the world cup Pupils can self or peer assess accordingly.