for relevant texts provided listening. by the teacher and appropriate to the age and It may be useful to refer pupils to the interest level of the pupils. Suffragette movement to add an historical How the role of women element to their viewpoint. changed over the centuries? Activity AFs Learning objectives Success Criteria Assessment (How will Lesson Activities 11 progress be measured?) Writing SLAF 3 To explore the way a Pupils will be able to trace your Self assess using APP grids ‘Watch temper little boy’ in is presented character development and / level ladders for writing. RAF 3. 5 character at various points within write in role as Jamie. Pupils review targets for 2, Facilitate pair talk to describe WAF 1, Jamie’s the novel. writing as appropriate. character and personality traits and take 3, 4, 5, 6, and record feedback. Scaffold pupils’ 7 To explore the way that a answers surrounding temper. Is it a Jamie’s Develop ideas with some third person narrative temper or is it just passion? imaginative detail. (L5) can be transformed into a Show imaginative treatment first person narrative. Encourage pupils to locate the points in the of appropriate materials. novel where Jamie gets angry what tells – (L6) them this? Are there any patterns in Show imaginative and behaviour? These instances of anger could generally successful include: adaptation of ideas P4 and p8 with Dillon where Jamie is throughout. (L7) with ‘boiling rage’; P47 angry with mum when she bans him from playing football; Differentiate through: P70 with Quincy, your temper little ‘Watch Pairs and groupings; boy’; Choices to support the P105 Jamie kicks the ball into Mr completion of the task (e.g. Hitchcock’s face; role play, hot seating); p106 Jamie punches the wall so his Scaffolds for planning to knuckles bled; write; p130 with Jack had to leave. – ‘He Banks of WOW words; his Otherwise he’d lose temper’; Choice of character to p144 where Jamie believes that Dillon has represent. taken his boots and he storms off;
for relevant texts provided by the teacher and appropriate to the age and interest level of the pupils. How the role of women changed over the centuries? listening. It may be useful to refer pupils to the Suffragette movement to add an historical element to their viewpoint. Activity 11 AFs Learning objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) Writing in SLAF 3 RAF 3. 5 WAF 1, 2, 3, 4, 5, 6, 7 To explore the way a character is presented at various points within the novel. To explore the way that a third person narrative can be transformed into a first person narrative. Pupils will be able to trace character development and write in role as Jamie. Develop ideas with some imaginative detail. (L5) Show imaginative treatment of appropriate materials. (L6) Show imaginative and generally successful adaptation of ideas throughout. (L7) Differentiate through: Pairs and groupings; Choices to support the completion of the task (e.g. role play, hot seating); Scaffolds for planning to write; Banks of WOW words; Choice of character to represent. ‘Watch your temper little boy’ Facilitate pair talk to describe Jamie’s character and personality traits and take and record feedback. Scaffold pupils’ answers surrounding Jamie’s temper. Is it a temper or is it just passion? Encourage pupils to locate the points in the novel where Jamie gets angry – what tells them this? Are there any patterns in behaviour? These instances of anger could include: P4 and p8 with Dillon where Jamie is ‘boiling with rage’; P47 angry with mum when she bans him from playing football; P70 with Quincy, ‘Watch your temper little boy’; P105 Jamie kicks the ball into Mr Hitchcock’s face; p106 Jamie punches the wall so his knuckles bled; p130 with Jack – ‘He had to leave. Otherwise he’d lose his temper’; p144 where Jamie believes that Dillon has taken his boots and he storms off; Self assess using APP grids / level ladders for writing. Pupils review targets for writing as appropriate.