read critically P62: Jamie clenches his fist when his mum through: says to the trip to Brazil. knowing ‘No’ how language, P64-66: Jamie’s was bright red with ‘face including figurative fury’ language, P95: As the Brazilian child was trying to take vocabulary choice, his top, part of him was ready to fight’ ‘every grammar, text P145: Jamie loses his patience with Rafael, structure and began stomping up the beach. His ‘Jamie organisational outburst had not soothed his anger, only features, presents inflamed it.’ meaning studying setting, P140: As Jamie describes his self loathing plot, and felt the anger coming again building ‘…he … characterisation, like a tidal wave’ and he kicks the mirror and the effects of with a kick’ ‘venomous Pupils could work with a talk partner and Differentiate through: take it in turns to act as Jamie and one as Pairings, groupings; Jack (or his granddad) to give him advice as Choice of question to to how to manage his anger. The advice answer as a written must contain the right tone and language to response; persuade Jamie that letting the anger get PEE/PEEE or other the better of him, is not the best route. response scaffolding Teacher could be hot-seated as Jamie to format; receive the advice from the pairs of pupils Language of analysis and respond accordingly. scaffolds. Their work must reflect the personality of * Additional challenge: that character as shown in the book and any pupils could write a written additional thoughts, speech and action must response to explain the fit in with the behaviour already shown in the methods used by Dan book. Freedman to build up the tension in this section of Pupils could begin the activity working in text up until the appearance groups to explore a specific character in of Rafael. depth building up a character profile, or their Facebook page to deepen their insight into that character.
read critically through: knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning studying setting, plot, and characterisation, and the effects of Differentiate through: Pairings, groupings; Choice of question to answer as a written response; PEE/PEEE or other response scaffolding format; Language of analysis scaffolds. * Additional challenge: pupils could write a written response to explain the methods used by Dan Freedman to build up the tension in this section of text up until the appearance of Rafael. P62: Jamie clenches his fist when his mum says ‘No’ to the trip to Brazil. P64-66: Jamie’s ‘face was bright red with fury’ P95: As the Brazilian child was trying to take his top, ‘every part of him was ready to fight’ P145: Jamie loses his patience with Rafael, ‘Jamie began stomping up the beach. His outburst had not soothed his anger, only inflamed it.’ P140: As Jamie describes his self loathing ‘…he felt the anger coming again … building like a tidal wave’ and he kicks the mirror with a ‘venomous kick’ Pupils could work with a talk partner and take it in turns to act as Jamie and one as Jack (or his granddad) to give him advice as to how to manage his anger. The advice must contain the right tone and language to persuade Jamie that letting the anger get the better of him, is not the best route. Teacher could be hot-seated as Jamie to receive the advice from the pairs of pupils and respond accordingly. Their work must reflect the personality of that character as shown in the book and any additional thoughts, speech and action must fit in with the behaviour already shown in the book. Pupils could begin the activity working in groups to explore a specific character in depth building up a character profile, or their Facebook page to deepen their insight into that character.
Skills-from-Brazil-lesson-plan-secondary.docx