overall effectiveness Differentiate through: Pairs/ groupings; Choice of task; Choice of method to complete the task. 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 swipe at the ball’ (page 204). ‘violent character. Writing for a wide of purposes However, this time he seems to realise that and audiences he was wrong and makes it up with his mum including: on page 208. well-structured Pupils could create an additional scene in formal expository the book where Jamie becomes angry. This and narrative could be scripted or as a narrative or a essays, stories, performance but must be in keeping with scripts, poetry and Jamie’s character. Pupils could also other imaginative demonstrate how Jamie resolves the writing situation given his new understanding of the feelings of others. writing for a wide of purposes
overall effectiveness Differentiate through: Pairs/ groupings; Choice of task; Choice of method to complete the task. 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: Writing for a wide 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 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 situation given his new understanding of the feelings of others. Peer assessment: How closely does the characterisation in the writing match pupil’s perceptions of that character?
Skills-from-Brazil-lesson-plan-secondary.docx