date. Once pupils are satisfied with their work, these could be sent to Dan via his website – to see these. he’s always delighted Activity AF Learning Objectives Success Criteria Lesson Activities Assessment 3 will progress be (How measured?) SLAF 2 Setting To explore structural Pupils will be able to Setting the Self-reflection based on the scene… the devices within Chapter evaluate the ways in which accuracy of their predictions. scene… one. Dan Freedman entices the Facilitate shared / guided reading of RAF 3, 4, reader to find out more Chapter 1. 5 To evaluate the ways in about Jamie Johnson and which the author entices sets the scene for the Facilitate book talk around the characters the reader to find out action of the novel. introduced so far. What do we know so far what happens to Jamie. about Jamie and Dillon? Pupils can: In pairs, pupils could discuss the way that Recognise significant Chapter 1 sets the scene for the action to details and implicit follow and the development of the meanings, developing the relationship between Jamie and Dillon? ideas in different speaker’s ways. (L5) Record responses and take predictions on Sustain roles and the way that Jamie and relationship Dillon’s responsibilities within develops that can be referred to later in the independence in pairs of reading of the novel. Evaluate the ways in groups, sometimes shaping which Dan Freedman hints at further action overall direction of talk with or keeps the reader guessing. effective contributions. (L5) Adopt group role sand What questions does Chapter 1 raise for the responsibilities reader? Pupils should record at least four independently, drawing questions in their books to see if they can ideas together and answer these as they read through the promoting effective novel and evaluate the way in which they discussion. (L6) have interpreted the text. Shape direction and content of talk with well judged
date. 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 AF Learning Objectives Success Criteria Lesson Activities Assessment (How will progress be measured?) Setting the scene… SLAF 2 RAF 3, 4, 5 To explore structural devices within Chapter one. To evaluate the ways in which the author entices the reader to find out what happens to Jamie. Pupils will be able to evaluate the ways in which Dan Freedman entices the reader to find out more about Jamie Johnson and sets the scene for the action of the novel. Pupils can: Recognise significant details and implicit meanings, developing the speaker’s ideas in different ways. (L5) Sustain roles and responsibilities within independence in pairs of groups, sometimes shaping overall direction of talk with effective contributions. (L5) Adopt group role sand responsibilities independently, drawing ideas together and promoting effective discussion. (L6) Shape direction and content of talk with well judged Setting the scene… Facilitate shared / guided reading of Chapter 1. Facilitate book talk around the characters introduced so far. What do we know so far about Jamie and Dillon? In pairs, pupils could discuss the way that Chapter 1 sets the scene for the action to follow and the development of the relationship between Jamie and Dillon? Record responses and take predictions on the way that Jamie and Dillon’s relationship develops that can be referred to later in the reading of the novel. Evaluate the ways in which Dan Freedman hints at further action or keeps the reader guessing. What questions does Chapter 1 raise for the reader? Pupils should record at least four questions in their books to see if they can answer these as they read through the novel and evaluate the way in which they have interpreted the text. Self-reflection based on the accuracy of their predictions.