selecting appropriate Pupils play a game of two truths and a grammar and vocabulary, lie with a small group or partner to introduce understanding how such the idea of exaggeration (pupils must make choices can change and up one lie and give two truths about enhance meaning. themselves). Differentiate through: Pupils could now select any celebrity of their Pairs/ groupings; choice (or themselves if they prefer) and Choice of task; create a fictional background for this person. Choice of method to The background story should be completely complete the task. exaggerated but contain a sense of realism so that a reader might just believe this story. Activity Learning Objective Success Criteria Assessment (How will 20 progress be measured?) Jamie’s To explore a situation Pupils can explore a Jamie’s anger erupts again! Peer assessment: How mum’s through a character’s situation through a closely does the point of viewpoint. character’s viewpoint. characterisation in the writing Jamie’s anger erupts again by page 201. He view match pupil’s perceptions of is annoyed that his mum isn’t coming to To complete a piece of Pupils can complete a piece that character? watch his match the door shut so ‘Slamming writing in role as that of writing in role as that hard behind him that the whole of their little character. character. house shuddered.’ Part 1: a similar activity Curriculum links: Jamie’s anger continues as he takes a will follow on a different responding to comments swipe at the ball’ (page 204). ‘violent character. use spoken language to develop understanding However, this time he seems to realise that through speculating, he was wrong and makes it up with his mum hypothesising, imagining on page 208. and exploring ideas; responding to comments Pupils could create an additional scene in use spoken language to the book where Jamie becomes angry. This develop understanding could be scripted or as a narrative or a through speculating, performance but must be in keeping with hypothesising, imagining Jamie’s character. Pupils could also and exploring ideas. demonstrate how Jamie resolves the
selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. Differentiate through: Pairs/ groupings; Choice of task; Choice of method to complete the task. Pupils play a game of two truths and a lie with a small group or partner to introduce the idea of exaggeration (pupils must make up one lie and give two truths about themselves). Pupils could now select any celebrity of their choice (or themselves if they prefer) and create a fictional background for this person. The background story should be completely exaggerated but contain a sense of realism so that a reader might just believe this story. Activity 20 Learning Objective Success Criteria Assessment (How will progress be measured?) Jamie’s mum’s point of view To explore a situation through a character’s viewpoint. To complete a piece of writing in role as that character. Part 1: a similar activity will follow on a different character. Pupils can explore a situation through a character’s viewpoint. Pupils can complete a piece of writing in role as that character. Curriculum links: responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas; responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. Jamie’s anger erupts again! Jamie’s anger erupts again by page 201. He is annoyed that his mum isn’t coming to watch his match ‘Slamming the door shut so hard behind him that the whole of their little house shuddered.’ Jamie’s anger continues as he takes a ‘violent swipe at the ball’ (page 204). However, this time he seems to realise that he was wrong and makes it up with his mum on page 208. Pupils could create an additional scene in the book where Jamie becomes angry. This could be scripted or as a narrative or a performance but must be in keeping with Jamie’s character. Pupils could also demonstrate how Jamie resolves the Peer assessment: How closely does the characterisation in the writing match pupil’s perceptions of that character?
skills_from_brazil_lesson_plan_primary.docx