range of purposes However, have we really considered how and audiences much it would mean to Mr Pratley? including: Pupils should now consider the whole well-structured situation from Mr Pratley’s point of view formal expository taking into account: and narrative essays, stories, Jamie’s behaviour towards Pratley scripts, poetry and at the beginning of the novel; other imaginative Pratley building up Rafael to be a writing Brazilian superstar to worry Jamie. The events of the football and a kinder presentation of Pratley after writing for a wide the match. of purposes and audiences, Pupils should work in groups to consider the considering how key developments in the story from Pratley’s their writing reflects point of view and explore the reasons for his the audiences and behaviour and motivation. As the reader is purposes for which unaware of any other details about Pratley, it was pupils can imagine any character behaviour plan, draft, edit and or motivation they desire from the clues proof-read through: within the text. the This activity could be completed in the form vocabulary, of a stream of consciousness in a written grammar and monologue or as a monologue, which could structure of their also be performed if desired. writing to improve its coherence and Individual pupils can decide whether they overall wish their audience to feel empathy for effectiveness Pratley’s character or not. Refer to p244 do they feel about him now? Differentiate through: groupings; Alternatively: pupils may wish to write from Choice of task; Jamie’s point of view describing his feelings Choice of method to when he successfully completes A Magica. complete the task.
range of purposes and audiences including: well-structured formal expository and narrative essays, stories, scripts, poetry and other imaginative writing writing for a wide of purposes and audiences, considering how their writing reflects the audiences and purposes for which it was plan, draft, edit and proof-read through: the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness Differentiate through: groupings; Choice of task; Choice of method to complete the task. However, have we really considered how much it would mean to Mr Pratley? Pupils should now consider the whole situation from Mr Pratley’s point of view taking into account: Jamie’s behaviour towards Pratley at the beginning of the novel; Pratley building up Rafael to be a Brazilian superstar to worry Jamie. The events of the football and a kinder presentation of Pratley after the match. Pupils should work in groups to consider the key developments in the story from Pratley’s point of view and explore the reasons for his behaviour and motivation. As the reader is unaware of any other details about Pratley, pupils can imagine any character behaviour or motivation they desire from the clues within the text. This activity could be completed in the form of a stream of consciousness in a written monologue or as a monologue, which could also be performed if desired. Individual pupils can decide whether they wish their audience to feel empathy for Pratley’s character or not. Refer to p244 do they feel about him now? Alternatively: pupils may wish to write from Jamie’s point of view describing his feelings when he successfully completes A Magica.
Skills-from-Brazil-lesson-plan-secondary.docx