Brave New Words resources
Introduction
The short stories in this collection are grouped into four genres: Humour, History, Diaries and Sport. An eight-lesson
scheme of work accompanies each genre section, with two lesson plans provided for each story. Each of these schemes
is organised so that the first two stories could be used for Year 7 students and the second two for Year 8 students.
However, all of the stories have been mapped for both Year 7 and Year 8 Framework Objectives, so that the stories can
be taught in genres rather than year groups if desired.
Stories have been selected and lesson plans written primarily to target students who are working at Level 4 towards
Level 5. However there are differentiated resources to suit less able students working at Level 3, as well as extension
tasks for students working towards Level 6. Possible homework tasks are provided for each lesson, although these do
not have to be used in order for the lesson to be successful.
Resource sheets are provided to support each lesson and can be photocopied, used as OHTs or displayed using an
interactive whiteboard or data projector.
The Assessment Foci (AFs) are referenced throughout each scheme to aid preparation for the Year 9 National Tests.
Each scheme contains one formal Assessment Task, modelled on the QCA Assessing Pupil Progress (APP) reading
tasks. The QCA mark sheets can be used to mark each assessment.
I hope that in these schemes of work you will find a good range of valuable teaching and learning resources to support
delivery of texts by a wonderful range of contemporary children’s writers.
58
58
© Pearson Education Ltd 2008
‘A Place on the
Piano’ by Eva
Ibbotson
Lesson 1
‘A Place on the
Piano’ by Eva
Ibbotson
Lesson 2
‘The Daughter’ by
Jacqueline Wilson
Lesson 1
1
2
3
Title and author
© Pearson Education Ltd 2008
Read the story, making character notes
using a spider diagram.
Assimilate information about the
characters.
Visualise the story, selecting quotations
for pictures.
Empathise with a character. Discuss ‘Is
it ever morally right to lie?
Explore the ending of the story. Discuss
and make notes for arguments for and
against.
Dictionary definition of new
vocabulary.
Learn spellings or write a short story
called ‘The Lie’.
3.
4.
1.
2.
5.
Predictions based on the first sentence
of the story.
Read the story.
Discuss questions and report findings.
Further discussion topics. Carry out
Internet research to develop historical
understanding.
2.
5.
3.
4.
Assess prior knowledge of women
during the reign of Elizabeth I.
1.
4.
3.
5.1a use skimming and scanning to
locate information from a text or
source
Word associations based on the themes.
Making predictions.
1.
2.
6.1 understand the different ways in
which texts can reflect their social,
cultural and historical contexts
9.3b increase knowledge of word
families
6.2b recognise and comment on
how writers’ choices and
techniques have an effect on
readers
6.1a understand the different ways
in which texts can reflect their
social, cultural and historical
contexts
5.1b use inference and deductions
to recognise implicit meanings at
sentence and text level
Renewed Framework Objectives
Year 7
Lesson outcome and objectives
6.1 understand and explore the
concept of heritage and why
certain texts are important within
it
6.2b recognise and comment on
how writers’ choice of language
contributes to the overall effect
6.1a understand and explore the
concept of literary heritage
AF2
AF7
AF3
AF4
AF6
2. 1, 2.2,
2.3, 2.4,
2.5, 2.6.
2.7, 2.8,
2.9.
1.9, 1.10,
1.11, 1.12,
1.13.
Dictionaries
1.1, 1.2,
1.3, 1.4,
1.5, 1.6,
1.7, 1.8.
AF3
5.1a use a range of reading
strategies to retrieve relevant
information and main points
from texts
5.1b use inference and deduction
to explore layers of meaning
Resources
AF
Renewed Framework
Objectives Year 8
Medium-term plan: History
Brave New Words resources
59
60
‘The Princess
Spy’ by Jamila
Gavin
Lesson 2
‘The Princess
Spy’ by Jamila
Gavin
Lesson 1
5
6
‘The Daughter’ by
Jacqueline Wilson
Lesson 2
4
Title and author
Introduce students to the APP reading
Assessment Tasks.
Students carry out the APP Assessment
Tasks.
Self-assessment using QCA mark
sheets.
Write a diary entry from a character’s
point of view.
Word association with ‘heroine’.
Show pictures as stimuli for developing
questions; annotate pictures.
Read the story and collect quotations
about a character.
Quotations that show the setting and
historical context of the story.
Using websites to research the life of
Princess Noor Inayat Khan.
Analyse figurative language, using
Point, Evidence Explanation chart.
Sequence events from the story. Find
and select quotations.
Plot 15 events on a tension graph.
Compare tension graphs.
Explain highest and lowest scores.
2.
3.
1.
2.
3.
5.
1.
2.
3.
4.
5.
4.
5.
4.
Recap the themes using the spider
diagrams from previous lesson.
1.
Lesson outcome and objectives
6.2a identify and describe the effect
of specific features of writer’s use
of language and grammar
6.2b recognise and comment on
how writers’ choice and techniques
have an effect on readers
5.1c make relevant notes when
gathering ideas from texts
3.2 make clear and relevant
contributions to group discussion
5.3 make informed personal choices
of texts and express their
preferences
5.2b make personal responses to a
text and provide some textual
reference in support
6.2a explore the range variety
and effect of linguistic
grammatical and literary features
used
6.2b recognise and comment on
how writers’ language choices
contribute towards the overall
effect
3.2 make a sustained
contribution to group discussion
and illustrate and explain their
ideas
5.1c make relevant notes when
researching different sources
5.3 broaden their experience of
reading and express preferences
and opinions about texts
5.2b respond to a text by making
precise points and providing
relevant evidence in support of
those points
5.1b use inference and deduction
to explore meaning within a text
AF4
AF5
AF2
AF7
3.5, 3.6,
3.7, 3.8.
3.9. 3.10.
3.11
Access to
the internet
for
extension
task.
3.1, 3.2,
3.3, 3.4
Web page
QCA Mark
sheets
2.10, 2.11,
2.11, 2.12,
2.13, 2.14
All
AFs
5.1a use a range of reading
strategies to retrieve relevant
information
5.1a use skimming and scanning to
locate the main points
5.1b use inference and deduction to
recognise implicit meanings
Resources
AF
Renewed Framework
Objectives Year 8
Renewed Framework Objectives
Year 7
Brave New Words resources
© Pearson Education Ltd 2008
‘Real Tears’ by
Celia Rees
Lesson 1
‘Real Tears’ by
Celia Rees
Lesson 2
7
8
Genre: History
Title and author
© Pearson Education Ltd 2008
Discuss ‘What kind of reception might a
soldier receive when he comes home on
leave from Iraq?
Read the story.
Make notes about Ben from different
characters’ viewpoints.
Consider why the author has presented a
range of attitudes towards Ben.
2.
5.
Examine and explore the different
devices used to show character.
Change phrases to show attitude.
Dialogue between two characters to
show attitude and behaviour.
3.
4.
5.
2.
Discuss advantages and disadvantages
of joining the British Army.
Discuss and make notes about the
author’s craft and the ending.
1.
3.
4.
Make three predictions based on the title
of the story.
1.
Lesson outcome and objectives
AF4
AF6
4.4, 4.5,
4.6, 4.7
5.2a trace the development of
writers’ ideas, viewpoints and
themes in different texts
5.2a identify and understand the
main ideas, viewpoints, themes and
purposes in texts
3.2 take a variety of designated
roles in discussion
6.2b recognise and comment on
how writers’ language choices
contribute to the overall effect
4.1, 4.2,
4.3.
AF2
AF4
3.2 take a variety of designated
roles in discussion
3.2 contribute to discussions in
different ways
3.2 contribute to discussions in
different ways.
6.2b recognise and comment on
how writers’ choices and
techniques have an effect on
readers
Resources
AF
Renewed Framework
Objectives Year 8
Renewed Framework Objectives
Year 7
Brave New Words resources
61
Brave New Words resources
‘A Place on the Piano’ by Eva Ibbotson
Lesson 1
Class: 7
Period:
Date:
As a result of this lesson:
• all students will be able to: listen to a discussion based on predictions, read the story ‘A Place on the Piano’
and select quotations about Michael and Marianne.
•
•
most students will be able to: contribute ideas to a discussion based on predictions, read the story ‘A Place
on the Piano’, select and infer what the quotations show about a variety of aspects about the character of
Michael’s mother.
some students will be able to: make predictions using their inference and deduction skills, read the story ‘A
Place on the Piano’ and select and infer what the quotations show about characters including Mrs Glossop and
Mrs Wasilewski.
Assessment focus (Reading):
AF3 deduce, infer or interpret information, events or ideas
from texts
Renewed Framework Objectives:
Yr 7 5.1a use skimming and scanning to locate
information from a text or source
Yr 7 5.1b use inference and deductions to recognise
implicit meanings at sentence and text level
Yr 8 5.1a use a range of reading strategies to retrieve
relevant information and main points from texts
Yr 8 5.1b use inference and deduction to explore layers of
meaning
Resources:
1.1: Word-association instruction cards
1.2: Word-association notes
1.3: Predictions for ‘A Place on the Piano’
1.4: Michael
1.5: Michael’s mother
1.6: Mrs Glossop
1.7: Marianne
1.8: Mrs Wasilewski
Personal teaching notes
62
62
© Pearson Education Ltd 2008
Brave New Words resources
‘A Place on the Piano’ by Eva Ibbotson
Lesson 1
Class: 7
Date:
Period:
Starter:
5 minutes
Before reading the short story, using Resource 1.1: Word-association instruction cards, play
the word-association game. Students should be in groups of four. Each member of a group has a
designated role: A is the referee, B and C play the game by saying the first word they think of
which is linked to the previous one. D is the scribe, using Resource 1.2: Word-association
notes. These roles can be rotated for each word.
Introduction:
10 minutes
As a class, or in groups of four, read up to ‘“She’ll live like a little princess,” said Cook.
Imagine, after being brought up with peasants.’ Using Resource 1.3: Predictions, complete the
Point, Evidence, Explanation table, which you could model using inference and deduction
skills.
Development:
30 minutes
In groups of five, (or still in their groups of four) students read the story ‘A Place on the Piano’.
Each member of the group takes one of the character spider diagrams from Resources 1.4–1.8
as they are reading. After reading, they should make notes about their character’s appearance,
personality/attitude, actions, relationships, importance to the plot. Quotations are to be written
down, with adjectives to describe each attribute.
Characters: Michael, Michael’s mother, Mrs Glossop, Marianne, Mrs Wasilewski.
Plenary:
10 minutes
Organise the students into groups with the same characters to share ideas, e.g. all the students
who looked at Michael should compare notes and share ideas.
Students then go back to their original group and share ideas.
Homework /
Extension
Students write their own Point, Evidence, Explanation paragraph about at least one of the
characters from the story. They will need to have copies of the quotations in order to be able to
carry out this task.
Try to encourage single-word explanation.
Additional teaching
guidance
© Pearson Education Ltd 2008
63
63
Brave New Words resources
Resource 1.1
Word association instruction cards
In groups of four, label yourselves A, B, C and D. Now distribute the cards
with your instructions.
✂
A’s role: You are the referee; your job is to make sure that:
•
words are not repeated
•
words are only counted if they are connected to the topic, e.g. war.
Keep a tally mark for both B and C, to see who says the most words. (A tally
looks like this: /// = 3 things.)
The words for you to introduce are:
1. Adoption
2. War
3. Class system 4. Love
5. Lying
✂
B and C: Your task is to think quickly. You have to say a word linked to the
last word that was said. You must listen carefully to each other. You are not
allowed to repeat a word that has already been used, or simply change a
singular to a plural, e.g. ‘child’ then ‘children’.
✂
D
Your role is to write on the spider diagram all the words that B and C say. Try
to keep up, the diagram is to help you organise your ideas. Don’t worry about
neatness! If you miss a word, don’t worry, just move on to the next one that
you can catch.
✂
64
64
© Pearson Education Ltd 2008
Brave New Words resources
Resource 1.2
Word-association notes
Use this spider diagram to keep a note of the words B and C say during the
word-association game.
Adoption
Lying
War
Word
associations
Love
© Pearson Education Ltd 2008
Class
system
65
65
Brave New Words resources
Resource 1.3
Predictions for ‘A Place on the Piano’
Read ‘A Place on the Piano’ by Eva Ibbotson, up to ‘She’ll live like a little
princess…brought up with peasants’ (page 54).
Predictions
Try to make at least three predictions about the rest of the story. For each
one, provide evidence (quotations from the story) and an explanation of why
you think this might happen, or the effect it could have on the story.
1
Point (your
prediction)
Evidence (words from
the story that support
your prediction)
Explanation (why this
might happen; what
effect this might have
on the rest of the
story)
The little girl they
find will not be the
one they expect.
‘Wars are expensive’
Her family can’t afford to
feed her, so they decide
to send her to England,
even though she is the
wrong girl.
2
3
4
66
66
© Pearson Education Ltd 2008
Brave New Words resources
Resource 1.4
Michael
Find quotations on as many of the points in the diagram as you can. If the
text is not explicit, say what you think, for example, if the character’s
appearance is not described, say how you imagine it.
Appearance
Why is this
character
important to
the plot?
Personality /
attitude
Michael
Actions
© Pearson Education Ltd 2008
Relationship
with others
67
67
Brave New Words resources
Resource 1.5
Michael’s mother
Find quotations on as many of the points in the diagram as you can. If the
text is not explicit, say what you think, for example, if the character’s
appearance is not described, say how you imagine it.
Appearance
Why is this
character
important to
the plot?
Personality /
attitude
Michael’s
mother
Actions
68
68
Relationship
with others
© Pearson Education Ltd 2008
Brave New Words resources
Resource 1.6
Mrs Glossop
Find quotations on as many of the points in the diagram as you can. If the
text is not explicit, say what you think, for example, if the character’s
appearance is not described, say how you imagine it.
Appearance
Why is this
character
important to
the plot?
Personality /
attitude
Mrs
Glossop
Actions
© Pearson Education Ltd 2008
Relationship
with others
69
69
Brave New Words resources
Resource 1.7
Marianne
Find quotations on as many of the points in the diagram as you can. If the
text is not explicit, say what you think, for example, if the character’s
appearance is not described, say how you imagine it.
Appearance
Why is this
character
important to
the plot?
Personality
/ attitude
Marianne
Actions
70
70
Relationship
with others
© Pearson Education Ltd 2008
Brave New Words resources
Resource 1.8
Mrs Wasilewski
Find quotations on as many of the points in the diagram as you can. If the
text is not explicit, say what you think, for example, if the character’s
appearance is not described, say how you imagine it.
Appearance
Why is this
character
important to
the plot?
Personality /
attitude
Mrs
Wasilewski
Actions
© Pearson Education Ltd 2008
Relationship
with others
71
71
Brave New Words resources
‘A Place on the Piano’ by Eva Ibbotson
Lesson 2
Class: 7
Period:
Date:
As a result of this lesson:
•
all students will be able to: visualise a quotation and draw a picture; take part in a discussion about lying;
discuss why Michael’s mother lies; look up a variety of words and write ten sentences using them correctly.
•
most students will be able to: visualise images from the story and select the correct quotation; discuss the
theme of lying and give reasons why Michael’s mother made this decision; look up more challenging words
and write ten sentences. Students may even plan their story called ‘The Lie’.
some students will be able to: visualise and select accurate quotations; contribute towards discussion about
lying and chart the reasons that provide the clues to why Michael’s mother lies; select the most challenging
words and write ten sentences; plan and start writing a story called ‘The Lie’, which could be developed as
homework.
•
Assessment foci (Reading):
AF3 deduce, infer or interpret information, events or ideas
from texts
Renewed Framework Objectives:
Yr 7 6.1a understand the different ways in which texts
can reflect their social, cultural and historical contexts
AF4 identify and comment on the structure and
organisation of texts, including grammatical and
presentational features at text level
Yr 7 6.2b recognise and comment on how writers’
choices and techniques have an effect on readers
Yr 7 9.3b Increase knowledge of word families
AF6 identify and comment on writers’ purposes and
viewpoints, and the overall effect of the text on the reader
Yr 8 6.1a understand and explore the concept of literary
heritage
Yr 8 6.2b recognise and comment on how writers’ choice
of language contributes to the overall effect
Resources:
1.9: Quotations to support visualisation
1.10: Is it ever morally right to lie?
1.11: Why does Michael’s mother lie?
1.12: Plenary dictionary work
1.13: Extension task, writing a story called ‘The Lie’
Dictionaries
Personal teaching notes
72
72
© Pearson Education Ltd 2008
Brave New Words resources
‘A Place on the Piano’ by Eva Ibbotson
Lesson 2
Class: 7
Date:
Period:
Starter:
5 minutes
Ask students to visualise parts of the story. They are to select parts of the story that evoke a
strong mental image and draw what they see. Students should write their selected quotations
below their pictures. Any students who struggle with selecting quotations could use
Resource 1.9: Quotations to support visualisation.
Introduction:
10 minutes
In order to empathise with the character of Michael’s mother and the decision that she
makes, ask the class: ‘Is it ever morally right to lie?’ In groups, or as a whole class, students
should discuss the question, with two people invited up to the board to be the scribes (one
writing the points ‘for’, the other writing the points ‘against’). Students can make notes on
Resource 1.10: Is it ever morally right to lie?
Development:
30 minutes
To explore the ending of the story and how it is constructed, ask: ‘Why does Michael’s
mother lie?’ Using Resource1.11: Why does Michael’s mother lie?, work through the story,
charting the reasons why Michael’s mother makes this decision. Discuss the question: ‘Do
you think Michael’s mother was right to lie?’ List the arguments for and against.
Plenary:
15 minutes
Use Resource 1.13: Plenary dictionary work. The words below are all used in the story. If
students are unsure of their meanings, they should look them up in a dictionary and write a
sentence for each one, using the word correctly.
Some students:
Terrifying, gelatinous, perished, convenient, nuisance, destruction, commandeered,
persecuted, special, ancient.
Most students:
Defeated, excited, massive, fetch, journey, trudging, countryside, strange, gently, peasants.
All students:
Adopt, piano, train, princess, bravery, passport, birthmark, puppies, crying, frames.
Homework /
Extension
Students could learn to spell their ten words for homework.
Students could write a short story called ‘The Lie’. Resource 1.12: Story structure can be
used to help them plan their writing.
Additional teaching
guidance
© Pearson Education Ltd 2008
73
73
Brave New Words resources
Resource 1.9
Quotations to support visualisation
1.
‘Snoek is a South African fish and when Cook opened the tin it turned out to
be a bluish animal with terrifying spikes, swimming in a sea of gelatinous goo –
’ (page 53)
2.
‘Marianne had been thrown out of a cattle train when she was a baby.’ (page
53)
3.
‘Their house was the largest in the square, double-fronted – and furnished as
though the war had never been.’ (page 55)
4.
‘– and I knew old Mrs Glossop’s boudoir on the first floor with the gilt mirrors
and claw-footed tables – and the piano.’ (page 55)
5.
‘It was an enormous piano…It was a piano for keeping relations on.’ (page 55)
6.
‘New curtains of pale blue satin to be sewn, and the bed canopied with the
same material. A white fur rug on the floor, the walls repapered with a design
of forget-me-nots and rosebuds, and a new dressing table to be lined with a
matching pattern.’ (page 56)
7.
‘…she would be taken to a school outfitter to buy a brown velour hat and a
brown gymslip and a hockey stick and go off with Daphne to St Hilda’s, …’
(page 57)
8.
‘Marianne has a birthmark on her arm, …It’s on her right arm and it runs from
her shoulder to her elbow…’ (page 59)
9.
‘She [Marianne] had thick, fawn, curly hair and brown eyes and she wore a
dirndl, and over it a knitted jersey which covered her arms.’ (page 60)
10. ‘The Waslilewskis had a smallholding, …’ (page 61)
11. ‘She led me to a part of the stream where the water ran clear over a bed of
pebbles.’ (page 62)
12. ‘It was an ancient oak standing on its own on a small hill and it was the kind of
tree that is a whole world in itself.’ (page 63)
13. ‘Her head dropped forward on to the table and she began to cry…she erupted
in tears…’ (page 65)
74
74
© Pearson Education Ltd 2008
Brave New Words resources
Resource 1.10
Is it ever morally right to lie?
Make notes below in answer to this question.
Yes
© Pearson Education Ltd 2008
No
75
75
Brave New Words resources
Resource 1.11
Why does Michael’s mother lie?
Chart the clues in the story that explain why Michael’s mother lies about
Marianne.
Clues
1. …………………………………………………..……………
2. ……………………………………………………..…………
3. ………………………………………………………..………
4. ……………………………………………………..…………
5. ……………………………………………………..…………
Do you think Michael’s mother was right to lie? Explain your answer.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
76
76
© Pearson Education Ltd 2008
Brave New Words resources
Resource 1.12
Plenary dictionary work
The words below are all used in the story ‘A Place on the Piano’. If you are
unsure about what a word means, look it up in a dictionary.
Now write your own sentences using the words correctly.
A
terrifying, gelatinous, perished, convenient, nuisance,
destruction, commandeered, persecuted, special, ancient
B
defeated, excited, massive, fetch, journey, trudging,
countryside, strange, gently, peasants
C
adopt, piano, train, princess, bravery, passport, birthmark,
puppies, crying, frames
For homework, complete any outstanding sentences and revise how the
above words are spelt.
© Pearson Education Ltd 2008
77
77
Brave New Words resources
Resource 1.13
Extension task
This story ends with Michael’s mother making the decision to lie about
Marianne.
Write your own story called ‘The Lie’. Your story should have a clear
structure. If you need to, use the planning table below to help you.
Stages of the story
Ideas
Opening
Development
Complication
Crisis
Resolution
78
78
© Pearson Education Ltd 2008
Brave New Words resources
‘The Daughter’ by Jacqueline Wilson
Lesson 1
Class: 7
Period:
Date:
As a result of this lesson:
• all students will be able to: take part in a quiz about Elizabeth I and Women’s Rights; make a prediction
based on the first sentence; read the story and listen to a discussion about one of the issues.
•
•
most students will be able to: take part in a quiz about Elizabeth I and Women’s Rights; make various
predictions based on the first sentence; read the story and discuss one of the issues.
some students will be able to: take part in a quiz about Elizabeth I and Women’s Rights; make various
predictions based on the first sentence; read the story and discuss one of the issues and select quotations to
support their opinions.
Assessment focus (Reading):
AF 2 understand, describe, select or retrieve information,
events or ideas from texts and use quotation and reference
to text
AF 7 relate texts to their social, cultural and historical
contexts
Renewed Framework Objectives:
Yr 7 6.1 understand the different ways in which texts can
reflect their social, cultural and historical contexts
Yr 8 6.1 understand and explore the concept of heritage
and why certain texts are important within it
Resources:
2.1: True or false quiz
2.2: Quiz answers
2.3: Women’s Rights timeline
2.4: ‘Spit’
2.5: Questions to examine ‘The Daughter’
2.6: Theme: Superstition
2.7: Theme: Witches
2.8: Theme: Children
2.9: Theme: Abuse
Personal teaching notes
© Pearson Education Ltd 2008
79
79
Brave New Words resources
‘The Daughter’ by Jacqueline Wilson
Lesson 1
Class: 7
Date:
Period:
Starter:
10 minutes
Discuss students’ prior knowledge about the reign of Elizabeth I and the position of women, using
Resource 2.1: True or false quiz. Students could stand up if they think a statement is true, or raise
their hands if they think it is false (sitting and doing nothing is not an option!). Alternatively,
students could raise red cards for false and green cards for true. Resource 2.2 has the answers and
Resource 2.3: Women’s Rights timeline contains the historical information. Using Resource 2.2, ask
students to write down at least two facts that they were previously unaware of.
Introduction:
10 minutes
Before students look at the story, show them Resource 2.4, which has just the first sentence of the
story: ‘I turn the handle of the spit.’ Ask students to make predictions, which can be written below
the sentence. Encourage them to think about the historical context of the story, what they know
about the language, who the character might be, what they can deduce about the character and the
image the first sentence creates.
Students could draw a picture of what they know.
Development:
30 minutes
Since this is a reading assessment, it will be best if students read the story by themselves, but if this
is too difficult, they could read it aloud in small groups, reading a paragraph each before the person
to their left continues.
In small groups, students should discuss the questions on Resource 2.5. Questions to examine ‘The
Daughter’. Using Resources 2.6–2.9, one student can be the scribe, summarising the discussion and
writing down the different ideas.
These topics (especially ‘d’) can be emotive. If it is not appropriate for some students to discuss
these issues, the class could be split into groups and then feed back their findings.
Plenary:
10 minutes
Each group should report back the main findings of its discussion, using the spider diagram to help
them.
Explain that in the next lesson the students will be answering seven questions about the story, with
the questions assessing each of the AF criteria.
Homework /
Extension
Students could be given further discussion topics, rather than splitting them up.
Additional
teaching
guidance
http://www.spartacus.schoolnet.co.uk/TUDelizabeth1.htm
A useful website for historical background information about Elizabeth I.
http://www.bbc.co.uk/history/interactive/timelines/british/index.shtml
A useful website for looking at women’s rights (click on ‘Explore Timeline’, click on ‘Take a
journey’, select ‘Women’s Rights’).
80
80
© Pearson Education Ltd 2008
Brave New Words resources
Resource 2.1
True or false quiz
The following are statements about Elizabeth I.
For each one, say whether you think it is true or false.
1. Elizabeth I was the daughter of Henry VIII and Anne
Boleyn.
2. Elizabeth I was born in 1583.
3. Elizabeth I was brought up as a Protestant.
4. Elizabeth I became queen in 1563.
5. Elizabeth I died in 1610.
The following statements are about women since Elizabethan times.
For each one, say whether you think it is true or false.
1. Until 1883, women could not own property after they were
married.
2. Women could not receive university degrees until 1901.
3. It was only after 1945 that a female was able to take a seat
in Parliament.
4. All women over the age of 21 have only been able to vote
since 1888.
5. Before 23rd December 1919, women could legally be
excluded from many jobs.
© Pearson Education Ltd 2008
81
81
Brave New Words resources
Resource 2.2
Quiz answers
1. Elizabeth I was the daughter of Henry VIII and Anne Boleyn.
True
2. Elizabeth I was born in 1583. False – she was born in 1533
3. Elizabeth I was brought up as a Protestant. True
4. Elizabeth I became queen in 1563. False – she became queen
in 1558.
5. Elizabeth I died in 1610. False – she died in 1603.
1. Until 1883, women could not own property after they were
married. True
2. Women could not receive university degrees until 1901. False
– women weren’t able to receive degrees until 1920 (during
the nineteenth century, women could attend degree courses,
but could not receive the degree).
3. It was only after 1945 that a female was able to take a seat in
Parliament. False – in 1919, Lady Astor was the first female
to take a seat in parliament.
4. All women over the age of 21 have only been able to vote
since 1888. False – it was actually 1928.
5. Before 23rd December 1919, women could legally be
excluded from many jobs. True
82
82
© Pearson Education Ltd 2008
Brave New Words resources
Resource 2.3
Women’s Rights timeline
9 August 1870
Women obtained limited rights to retain their property after marriage
This act changed the previous situation, in which all a woman’s property
automatically transferred to the control of her husband on marriage. It granted
some limited separate protection to a married woman's property and also
permitted women to keep up to £200 of their own earnings. Similar changes
did not take effect in Scotland until 1877.
1 January 1883
Married women obtained the right to acquire property after marriage
The 1870 Married Women's Property Act had been widely criticised for failing
to provide sufficient safeguards for married women. A further Act provided
something approaching equality for women, since it allowed them to acquire
and retain any property that was deemed separate from that of their husband.
They also received the same legal protection as men if they needed to
defend their right to property.
10 October 1903
Women's Social and Political Union is formed to campaign for women's
suffrage
The Women's Social and Political Union (WSPU) was founded by six women,
of whom Emmeline and Christabel Pankhurst soon became the most
prominent. Frustrated at the lack of progress on women's rights, their
activities soon became more confrontational, and included prison hunger
strikes.
6 February 1918
Limited numbers of women are given the vote for the first time
The Representation of the People Act enfranchised all men over 21, and
women over 30 who owned property. Now, 21 million people could vote, 8
million of whom were women. However, working-class women, who mostly
failed the property qualification, still had no vote.
© Pearson Education Ltd 2008
83
83
Brave New Words resources
1 December 1919
Lady Astor becomes the first woman to take her seat in parliament
American-born Nancy Astor was not the first British woman member of
parliament (MP), but she was the first one to take her seat. Constance
Markievicz became the first woman MP in 1918, but as a member of Sinn
Fein she had refused to take her seat.
23 December 1919
Exclusion of women from many jobs is made illegal
The Sex Disqualification Removal Act made it illegal for women to be
excluded from most jobs, and allowed them to become magistrates, solicitors
and barristers and enter the professions.
1920
Women at Oxford University are allowed to receive degrees
Academic halls for women were first established at Oxford in the nineteenth
century, but although women had been able to attend degree-level courses,
they could not receive degrees until 1920.
1928
All women over the age of 21 get the vote
The fifth Reform Act altered the 1918 Representation of the People Act,
which had only given the vote to women over 30 who owned property. The
new Act gave women the vote on the same terms as men.
84
84
© Pearson Education Ltd 2008
Brave New Words resources
Resource 2.4
‘Spit’
‘I turn the handle
of the spit.’
© Pearson Education Ltd 2008
85
85
Brave New Words resources
Resource 2.5
Questions to examine ‘The Daughter’
✂
a. Are you superstitious? How? Why?
Are the characters in this story superstitious?
✂
b. Do you believe in witches? Why?
Do the different characters in this story believe in witches?
✂
c. Do you think children can be ‘evil’? Why? How do you think the
daughter is thought of by her father?
✂
d. What evidence is there that the daughter is abused?
✂
86
86
© Pearson Education Ltd 2008
Brave New Words resources
Resource 2.6
Theme: Superstition
Are you superstitious? Why?
Are the characters in this story superstitious?
Superstitious?
Characters?
© Pearson Education Ltd 2008
87
87
Brave New Words resources
Resource 2.7
Theme: Witches
Do you believe in witches? Why?
Do you think the different characters in this story believe in witches, why?
Witches?
Why?
88
88
© Pearson Education Ltd 2008
Brave New Words resources
Resource 2.8
Theme: Children
Do you think children can be ‘evil’? Why?
How do you think the daughter is thought of by her father?
Children
evil?
How the
father sees
his daughter
© Pearson Education Ltd 2008
89
89
Brave New Words resources
Resource 2.9
Theme: Abuse
What evidence is there that the daughter is abused?
Evidence
that the
daughter is
abused
90
90
© Pearson Education Ltd 2008
Brave New Words resources
‘The Daughter’ by Jacqueline Wilson
Lesson 2
Class: 7
Period:
Date:
As a result of this lesson:
• all students will be able to: attempt the APP questions and show some understanding of ‘The Daughter’.
• most students will be able to: complete the APP questions and show a clear understanding of ‘The Daughter’.
•
some students will be able to: complete the APP questions and show a thorough appreciation of the ‘The
Daughter’.
Assessment foci (Reading):
AF2 understand, describe, select or retrieve information,
events or ideas from texts and use quotation and reference
to text
AF3 deduce, infer or interpret information, events or ideas
from texts
AF4 identify and comment on the structure and
organisation of texts, including grammatical and
presentational features at text level
AF5 explain and comment on writers’ use of language,
including grammatical and literary features at word and
sentence level
AF6 identify and comment on writers’ purposes and
viewpoints, and the overall effect of the text on the reader.
AF 7 – relate texts to their social, cultural and historical
contexts
Renewed Framework Objectives:
Yr 7 5.1a use skimming and scanning to locate the main
points
Yr 7 5.1b use inference and deduction to recognise
implicit meanings
Yr 7 5.2b make personal responses to a text and provide
some textual reference in support.
Yr 7 5.3 make informed personal choices of texts and
express their preferences.
Yr 8 5.1a use a range of reading strategies to retrieve
relevant information
Yr 8 5.1b use inference and deduction to explore meaning
within a text
Yr8 5.2b respond to a text by making precise points and
providing relevant evidence in support of those points
Yr 8 5.3 broaden their experience of reading and express
preferences and opinions about texts
Resources
2.10: APP ‘The Daughter’ 1
2.11: APP ‘The Daughter’ 2
2.12: APP ‘The Daughter’ 3
2.13: Venn diagram to compare characters
2.14: Diary-writing toolkit
Personal teaching notes
© Pearson Education Ltd 2008
91
91
Brave New Words resources
‘The Daughter’ by Jacqueline Wilson
Lesson 2
Class: 7
Date:
Period:
Starter:
5 minutes
Recap the story using the spider diagrams from Lesson 1. Students skim-read the
story again.
Remind students of the APP marking criteria, using the mark scheme.
Introduction:
5 minutes
Introduce the students to the assessment and explain that they are to work
individually, since this is an assessment. Students should work through the seven
questions on Resources 2.10–2.12, referring to and quoting from the text when
required.
Development:
40 minutes
Ask students to turn back to their resource sheets. Instruct them to work
independently through activities 1–8 while you circulate around the room, offering
guidance and support where necessary.
If there is a teaching assistant, they can assist a small group, but remember to take
this into account when marking that group’s responses.
Plenary:
10 minutes
Students are to be reminded of the APP-style marking grid. In pencil, students
should self-assess their work, by ticking the boxes that show their attainment for
each AF. If students are unfamiliar with the AF language or self-assessment
process, this will take more than 10 minutes.
Homework / Extension
Students could write a diary entry from the point of view of the daughter, using
Resource 2.14: Diary-writing toolkit to help them. Alternatively, to challenge the
students further, they could write the father’s diary entry.
If students have studied the diary genre set stories, they could create a Venn
diagram to compare the daughter’s life with that of another female character, using
Resource 2.13: Venn diagram to compare characters.
Additional teaching
guidance
92
92
© Pearson Education Ltd 2008
Brave New Words resources
Resource 2.10
APP questions ‘The Daughter’: 1
1.
What celebratory event is being prepared for? (AF2)
_________________________________________________________
2.
List four phrases that the writer has used to show that the father dislikes
his daughter. (AF2)
a. _______________________________________________________
b. _______________________________________________________
c. _______________________________________________________
d. _______________________________________________________
3.
Explain why the writer might have repeated the word ‘hate’ in the
paragraph that starts ‘He hates me.’ (AF4)
_________________________________________________________
_________________________________________________________
_________________________________________________________
4.
How do we know that the daughter is afraid of her father? Find at least
three words or phrases to support your answer. (AF3)
a. _______________________________________________________
b. _______________________________________________________
c. _______________________________________________________
© Pearson Education Ltd 2008
93
93
Brave New Words resources
Resource 2.11
APP questions ‘The Daughter’: 2
5.
Complete the table below by explaining what literary device the author
has used and why she might have used it. (AF5)
Quotation
Which device?
Why has it been used?
‘Turn and turn and
turn.’
‘My father is very
flushed, very
fuddled.’
‘Is it my mother?’
6.
Why do you think the Pudding Cook blames the Cook’s daughter for the
milk being curdled? Explain what happens as a result. (AF2 and AF3)
________________________________________________________
________________________________________________________
________________________________________________________
94
94
© Pearson Education Ltd 2008
Brave New Words resources
Resource 2.12
APP questions ‘The Daughter’: 3
7.
How does the wise woman help the Cook’s daughter? (AF2) Why do you
think she does this? (AF3)
_________________________________________________________
_________________________________________________________
_________________________________________________________
8.
Below are three responses to the story. Tick or write out the one that you
think is the strongest message behind ‘The Daughter’, then write two
sentences explaining your choice. (AF6)
a.
During the sixteenth century there were superstitions about girls.
b.
During the sixteenth century girls did not have equal status with
boys.
c.
During the sixteenth century people believed in witches.
I think this is the strongest message behind the story ‘The Daughter’
because
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
© Pearson Education Ltd 2008
95
95
Brave New Words resources
Resource 2.13
Venn diagram to compare characters
A Venn diagram to compare the character ………………………………. from
..…………………………... with the character …………………………………
from ……………………………………………..
……
……
96
96
……
……
© Pearson Education Ltd 2008
Brave New Words resources
Resource 2.14
Diary-writing toolkit
Choose a character, and write their diary entry for the day.
• Write in the first person narrative: ‘I’.
• Start with ‘Dear Diary’ or the date, to show purpose.
• The purpose of writing a diary is to share your feelings
about things that have happened to you (the character)
and those around you (them).
• Concentrate on specific events.
• Write about your personal feelings in detail.
• Describe the settings and events (remember to use the
past tense if the events have already occurred).
• Try to use quotations, to show your understanding. You
must explain how you are feeling and what your reaction
was.
• Consider what might happen (remember to write this in
the future tense and consider why you might feel that
way).
© Pearson Education Ltd 2008
97
97
Brave New Words resources
‘The Princess Spy’ by Jamila Gavin
Lesson 1
Class: 8
Period:
Date:
As a result of this lesson:
• all students will be able to: understand the term ‘heroine’, read the story ‘The Princess Spy’ and have some
insight into the historical understanding of the story.
•
•
most students will be able to: make word-association links, develop their understanding of the historical
context and find a range of evidence to support their findings.
some students will be able to: make word associations, develop their understanding of the historical context
which is supported with evidence. These skills are then applied to students’ independent research of a
hero/heroine and possibly a creation of a collage.
Assessment foci (Reading):
AF2 understand, describe, select or retrieve information,
events or ideas from texts and use quotation and reference
to text
AF7 relate texts to their social, cultural and historical
contexts
Renewed Framework Objectives:
Yr 7 3.2 make clear and relevant contributions to group
discussion
Y8 3.2 make a sustained contribution to group discussion
and illustrate and explain their ideas
Yr 7 5.1c make relevant notes when gathering ideas from
texts
Yr 8 5.1c make relevant notes when researching different
sources
Resources
3.1: Heroine
3.2: Questions before reading
3.3: Evidence that Princess Noor Inayat Khan was a heroine
3.4: Evidence of the setting and historical context.
Personal teaching notes
98
98
© Pearson Education Ltd 2008
Brave New Words resources
‘The Princess Spy’ by Jamila Gavin
Lesson 1
Class: 8
Date:
Period:
Starter:
5 minutes
Using Resource 3.1: Heroine, ask the class ‘What do you associate with the word ‘heroine’?’ Ask
students to come to the board to act as scribes for the discussion. Keep these notes to refer back to
later.
Introduction:
5 minutes
Using the notes from the starter activity, introduce the story of ‘The Princess Spy’ and explain that
this story is based on a real person and real events. Before reading the story, show the class the
pictures on the web page http://www.spartacus.schoolnet.co.uk/SOEnoor.htm
As a class, ask students to discuss the questions on Resource 3.2: Questions before reading –
‘When might “The Princess Spy” be set?’ ‘Why do you think that?’ ‘What clues could you look
for in the story to support your ideas?’ Write notes on the board while the questions are being
asked.
Development:
30 minutes
Students read the story ‘The Princess Spy’. As they read, ask each group to collect quotations that
show that Princess Noor Inayat Khan was a heroine. These notes could be collected in the form of
a spider diagram using Resource 3.3: Evidence that Princess Noor Inayat was a heroine, or the
quotes could just be listed.
Plenary:
10 minutes
Return students to the questions raised in the Introduction to the story, and ask them to collect
quotations that show the story’s setting and historical context. These quotations could be collected
on Resource 3.4: Evidence of the setting and historical context.
Homework /
Extension
Using the websites below, students could research the life of Princess Noor Inayat Khan in greater
detail. Alternatively, they could carry out research on a hero or heroine of their choice, to present
in the form of a collage for display and as a possible speaking and listening task.
Additional
teaching
guidance
This story ends in a violent manner, be aware that some students might find this upsetting.
Useful websites to start research about Princess Noor Inayat Khan:
http://www.bbc.co.uk/history/programmes/timewatch/gallery_spy_01.shtml
http://www3.sympatico.ca/tomlipscombe/noorphotos.jpg
© Pearson Education Ltd 2008
99
99
Brave New Words resources
Resource 3.1
Heroine
What do you associate
with the word
‘heroine’?
100
100
© Pearson Education Ltd 2008
Brave New Words resources
Resource 3.2
Questions before reading
1. When might ‘The Princess Spy’ be set?
2. Why do you think that?
3. What clues could you look for in the story to support your ideas?
© Pearson Education Ltd 2008
101
101
Brave New Words resources
Resource 3.3
Evidence that Princess Noor Inayat Khan was a
heroine
Evidence
that Princess
Noor Inayat
Khan was a
heroine
102
102
© Pearson Education Ltd 2008
Brave New Words resources
Resource 3.4
Evidence of the setting and historical context
Evidence of
the setting
and historical
context
© Pearson Education Ltd 2008
103
103
Brave New Words resources
‘The Princess Spy’ by Jamila Gavin
Lesson 2
Class: 8
Period:
Date:
As a result of this lesson:
• all students will be able to: identify and explain a simile, attempt to sequence the events correctly, plot
the events on a tension graph.
•
•
most students will be able to: identify and explain similes and metaphors from the extracts provided;
sequence most of the events correctly, plot the events on tension graph.
some students will be able to: identify and explain figurative language from the extracts and from the
rest of the story, explore the comparisons made, sequence the events correctly and plot the events on a
tension graph. Explain the reasons for the two highest and lowest scores.
Assessment focus (reading):
AF4 identify and comment on the structure and
organisation of texts, including grammatical and
presentational features at text level
AF5 explain and comment on writers’ use of language,
including grammatical and literary features at word and
sentence level
Renewed Framework Objectives:
Yr 7 6.2a identify and describe the effect of specific
features of writer’s use of language and grammar
Yr 7 6.2b recognise and comment on how writers’
choice and techniques have an effect on readers
Yr 8 6.2a explore the range variety and effect of
linguistic grammatical and literary features used
Yr 8 6.2b recognise and comment on how writers’
language choices contribute towards the overall effect
Resources:
3.5: Figurative language
3.6: Figurative language chart (if photocopied, this could be enlarged to A3)
3.7: Sequencing events
3.8: Sequencing events table
3.9: Sequencing events answers (1)
3.10: Sequencing events answers (2)
3.11: Tension graph
Access to the Internet in order to carry out the extension / homework tasks.
Personal teaching notes
This story ends in a violent manner; be aware that some students might find this upsetting.
104
104
© Pearson Education Ltd 2008
Brave New Words resources
‘The Princess Spy’ by Jamila Gavin
Lesson 2
Class: 8
Date:
Period:
Starter:
15 minutes
Show the students Resource 3.5: Figurative language. The modelled examples of similes and
metaphors are highlighted and definitions are included, to aid revision. Ask students to find
similes and metaphors from the two extracts. As an extension task, they can look for further
examples in the rest of the story. Students are to use their identified similes and metaphors to help
them complete Resource 3.6: Figurative language chart. Explain that if they can give the
definition and quote correctly, they would reach Level 4, but in order for them to progress to Level
5, they need to work on their explanations of why the comparisons are being made.
(Or longer if
students are
unfamiliar with
similes and
metaphors)
Introduction:
15 minutes
Use Resource 3.7: Sequencing events. Each event could be cut out and stuck down on a separate
sheet of paper; alternatively, students could fill in the table using Resource 3.8: Sequencing events
table, listing the letters A–O in the correct order. Answers for this are on Resources 3.9 and 3.10.
As an extension task, students could find a quotation to support each event.
Development:
25 minutes
Go through the correct sequence; possible quotations are on Resource 3.8: Sequencing events
table.
Using Resource 3.11: Tension graph in pairs, students could take the 15 events and plot a graph to
enable discussion about tense moments during the course of the story.
Plenary:
10 minutes
In small groups, students could compare their graphs. Alternatively, different pairs could be
invited up to the board to plot their graphs.
Homework /
Extension
Students can explain their two highest and two lowest scores and make notes below their tension
graph.
Students could continue (from last lesson) using the websites below to research the life of Princess
Noor Inayat Khan in greater detail. Alternatively, they could carry out research on a hero or
heroine of their choice, to present in the form of a collage for display and as a possible speaking
and listening task.
Additional
teaching guidance
Useful websites to start research about Princess Noor Inayat Khan.
http://www.bbc.co.uk/history/programmes/timewatch/gallery_spy_01.shtml
http://www.spartacus.schoolnet.co.uk/SOEnoor.htm
© Pearson Education Ltd 2008
105
105
Brave New Words resources
Resource 3.5
Figurative language
Explore how figurative language has been used in ‘The Princess Spy’. (AF5)
Definition of a simile: A figure of speech comparing one thing to another
using ‘as’ or ‘like’.
As you read the following passage, highlight or underline the similes used.
Then add them to the table on Resource 3.6, which encourages you to
think about why the comparisons are being made.
‘The stone walls surround me, yet the chains fall from my limbs and I am
an infant again, crawling up the long scarlet-carpeted staircase in the
Russian palace. There is an outburst of girlish laughter, and a flurry of
princesses surround me like swans, gathering me up, pinching my cheeks
and passing me round like a parcel: Olga, Tatiana, Maria and Anastasia.
“Let me hold her! Let me!” Their voices tinkle like bells.’ (page 74)
Scan for further similes (i.e. look for the words ‘as’ or ‘like’), and add
them to the chart.
Definition of a metaphor: A figure of speech in which one thing is
identified with and compared to another, without using ‘as’ or ‘like’.
‘…At first, she won’t speak, but – I know these sorts of people – she’ll
crack. She’ll spill the beans. But they’ll be our beans and they’ll swallow
them whole.’ (page 78)
As you read the following sentences, highlight or underline the metaphors.
Add the metaphors to the table on Resource 3.6 and think about why the
comparison is being made.
Scan for further metaphors and add them to the chart.
106
106
© Pearson Education Ltd 2008
Brave New Words resources
Resource 3.6
Figurative language table
Complete the table below using any similes that you have found.
Simile or
metaphor?
Quotation
What is being compared to what
and why?
Simile
‘a flurry of princess surround me
like swans’
The princesses are being compared
to swans, this might be because the
girls are flapping their arms like wings.
Swans are also regal animals.
© Pearson Education Ltd 2008
107
107
Brave New Words resources
Resource 3.7
Sequencing events
For each event in the story, find a quotation and write it below each event.
A.
The Princess Spy is locked up.
……………………………………………………………………………..
B.
The Princess Spy fights against being taken captive.
……………………………………………………………………………..
C.
She refuses to give any information other than her name, number and
rank.
……………………………………………………………………………..
D.
The Princess Spy recounts that the Tsar and his queen are dead.
……………………………………………………………………………..
E.
A Nazi comes into her room and helps with her aerial, mistaking it for a
washing line.
……………………………………………………………………………..
F.
She is tortured, but feels the real torture was the death of her father.
……………………………………………………………………………..
G. The Princess Spy is sent to Dachau concentration camp.
……………………………………………………………………………..
108
108
© Pearson Education Ltd 2008
Brave New Words resources
H.
The Princess Spy joins the WAAF.
……………………………………………………………………………..
I.
The War Office send her to France as a radio operative. They send her
false information, thinking that she will betray them and pass it on.
……………………………………………………………………………..
J.
The Princess Spy is taken out and shot. She becomes a hare.
……………………………………………………………………………..
K.
The Princess Spy’s father calls her a hare, for the first time.
……………………………………………………………………………..
L.
The Princess Spy arrives in Russia.
……………………………………………………………………………..
M. The Princess Spy is sent to France.
……………………………………………………………………………..
N.
The Princess Spy enjoys storytelling.
……………………………………………………………………………..
O. The rest of the Prospero network are dead.
……………………………………………………………………………..
© Pearson Education Ltd 2008
109
109
Brave New Words resources
Resource 3.8
Sequencing events table
In the table below, write the letter of each of the fifteen events listed in
Resource 3.7, in the correct order.
Number
Letter
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
110
110
© Pearson Education Ltd 2008
Brave New Words resources
Resource 3.9
Sequencing events: answers (1)
Number
Letter
1
A
2
L
3
D
4
K
5
N
6
F
7
H
8
M
9
I
10
O
11
E
12
B
13
C
14
G
15
J
© Pearson Education Ltd 2008
111
111
Brave New Words resources
Resource 3.10
Sequencing events answers (2)
In the story, the main character is called by several names, e.g. Noor, Nora
Hazarat, Norah, Indian princess, Nora Baker. To simplify things, here she is
always called ‘The Princess Spy’.
A. The Princess Spy is locked up.
‘In the darkness I see no light.’ (page 73)
L. The Princess Spy arrives in Russia.
‘Their first child, Noor, was born in the Kremlin palace on 2 January
1914…’ (page 74)
D. The Princess Spy recounts that the Tsar and his queen are
dead.
‘They are all dead now. The tsar and his queen, my lovely swan
princesses, all captured…the Bolshevik revolutionaries who shot
them…’ (pages 74–5)
K. The Princess Spy’s father calls her a hare, for the first time.
‘Go to sleep, my little hare…’ (page 75)
N. The Princess Spy enjoys storytelling.
‘A child of the Muses – full of poetry, stories, dance and music.’ (page
75)
F. The Princess Spy is tortured, but feels the real torture was the
death of her father.
‘My torturers have made me scream and cry…It is the pain of loss
because you are dead and gone.’ (page 75)
H. The Princess Spy joins the WAAF.
‘…she the Women’s Auxiliary Air Force – the WAAF’ (page 76)
112
112
© Pearson Education Ltd 2008
Brave New Words resources
M. The Princess Spy is sent to France.
‘If you send me to France, you are sending me home.’ (page 77)
I.
The War Office send her to France as a radio operative. They
send her false information, thinking she will betray them and
pass it on.
‘Send her into France as one of our operatives…she’ll crack.’ (page
78)
O. The rest of the Prospero network are dead.
‘Some are dead.’ (page 80)
E. A Nazi comes to her room and helps with her aerial, mistaking it
for a washing line.
‘He thought it was a washing line and helped me.’ (page 80)
B. The Princess Spy fights being taken captive.
‘She was like a wild cat,’ (page 81)
C. She refuses to give any information, other than her name,
number and rank.
‘My name is Norah Baker. My number is 9901 – assistant section
officer for the Women’s Auxiliary Air Force.’ (page 81)
G. The Princess Spy is sent to Dachau concentration camp.
‘So this is where I am, Papa: Dachau.’ (page 82)
J.
The Princess Spy is taken out and shot. She becomes a hare.
‘The sand is stained with blood. I am a hare.’ (page 82)
© Pearson Education Ltd 2008
113
113
Brave New Words resources
Resource 3.11
Tension graph
Plot the events and give each one a mark out of 10 for how tense that moment is.
10
9
8
7
6
Tension
5
4
3
2
1
0
A
L
D
K
N
F
H
M
I
O
E
B
C
G
J
Explain the reasons behind your two highest scores
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
Explain the reasons behind your two lowest scores
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
114
114
© Pearson Education Ltd 2008
Brave New Words resources
‘Real Tears’ by Celia Rees
Class: 8
Lesson 1
Date:
Period:
As a result of this lesson:
• all students will be able to: make at least one prediction; think of one adjective to describe the
reception a soldier might receive; make notes from just the narrator’s point of view.
•
•
most students will be able to: make at least two predictions; think of several adjectives to describe the
reception a soldier might receive (they may still only perceive it from one angle, e.g. positively); make
notes from the narrator, Ginny and the man at the end of the novel’s point of view.
some students will be able to: make three different predictions; think of a range of adjectives and
consider both positive and negative angles; make notes from all the characters’ viewpoints.
Assessment foci (Reading):
AF2 understand, describe, select or retrieve information,
events or ideas from texts and use quotation and reference to
text
AF4 identify and comment on the structure and organisation
of texts, including grammatical and presentational features at
text level
Renewed Framework Objectives:
Yr 7 3.2 contribute to discussions in different
ways
Yr 7 5.2a identify and understand the main ideas,
viewpoints, themes and purposes in texts
Yr 8 3.2 take a variety of designated roles in
discussion
Yr 8 5.2a trace the development of writers’
ideas, viewpoints and themes in different texts
Resources:
4.1: Predictions and receptions of a soldier
4.2: Attitudes towards Ben
4.3: Plenary questions
Personal teaching notes
© Pearson Education Ltd 2008
115
115
Brave New Words resources
‘Real Tears’ by Celia Rees
Lesson 1
Class: 8
Date:
Period:
Starter:
5 minutes
From the title of the story ‘Real Tears’, ask the students to make three predictions
about what this story might be about and give reasons for their ideas.
Introduction:
5 minutes
As a class, discuss the question: ‘What kind of reception might a soldier receive
when he comes home on leave from Iraq?’ (or from anywhere else that is relevant).
Use Resource 4.1: Predictions and reception of a soldier. Make notes using
adjectives.
Development:
40 minutes
Students should read the story ‘Real Tears’. As they read, they can make notes using
Resource 4.2: Attitudes towards Ben, about the different attitudes towards Ben from
different characters’ point of view. Students can select quotations that show the
different points of view.
Plenary:
10 minutes
Using Resource 4.3: Plenary questions, ask students to consider the different
questions and choose one to answer.
Homework / Extension
Extension task: students should add to their spider diagrams, giving reasons why they
think the author has presented a range of attitudes towards Ben.
Additional teaching
guidance
The ending is violent, although handled well by Celia Rees. Be aware that some
students might find Ben’s death difficult to deal with. There may also be students
with relatives in the armed forces, who may also have strong views or feelings.
116
116
© Pearson Education Ltd 2008
Brave New Words resources
Resource 4.1
Predictions and reception of a soldier
List at least three predictions about the short story ‘Real Tears’, based on the
title.
1 .....................................................................................................................
.....................................................................................................................
2 .....................................................................................................................
.....................................................................................................................
3 .....................................................................................................................
.....................................................................................................................
Using adjectives, describe the kind of reception that a soldier might
receive when he comes home on leave from Iraq.
1 .....................................................................................................................
2 .....................................................................................................................
3 .....................................................................................................................
4 .....................................................................................................................
5 .....................................................................................................................
© Pearson Education Ltd 2008
117
117
Brave New Words resources
Resource 4.2
Attitudes towards Ben
As you read ‘Real Tears’, select quotations that show the different characters’
thoughts and attitudes towards Ben.
Narrator
Man at the
end of the
story
Narrator’s
brother –
Jake
Attitudes
towards Ben
Ginny
Steph
Extension task: Add to your spider diagrams reasons why the author has
presented a range of attitudes towards Ben.
118
118
© Pearson Education Ltd 2008
Brave New Words resources
Resource 4.3
Plenary questions
Choose at least one of the questions from the list below and answer it.
1.
Which part of the lesson did you enjoy the most today and why?
2.
Select one part of the lesson and explain what you did and why.
3.
Which part of the lesson did you find the most challenging and why?
4.
What do you know now that you did not know at the start of the lesson?
5.
What three questions would you like to ask a character? Why would you
like to ask them these things? (Don’t forget to say which character you
have chosen to ask.)
© Pearson Education Ltd 2008
119
119
Brave New Words resources
‘Real Tears’ by Celia Rees
Class: 8
Lesson 2
Date:
Period:
As a result of this lesson:
• all students will be able to: discuss an advantage and a disadvantage of joining the British Army;
identify and comment on the purpose and viewpoints that the author expresses; address how the story
made them feel; identify at least one way in which speech can show attitudes.
•
most students will be able to: discuss a range of advantages and disadvantages of joining the British
Army; address how the story made them feel and what the ending might mean; identify a range of ways in
which speech can show attitudes and opinions.
•
some students will be able to: discuss a range of advantages and disadvantages of joining the British
Army; address how the story made them feel, what the ending made them think about and why the author
may have written the ending; identify a range of ways in which speech can show attitudes and opinions
and construct their own.
Assessment foci (Reading):
AF4 identify and comment on the structure and
organisation of texts, including grammatical and
presentational features at text level
Renewed Framework Objectives:
Yr 7 3.2 contribute to discussions in different ways
Yr 7 6.2b recognise and comment on how writers’
choices and techniques have an effect on readers
AF6 identify and comment on writers’ purposes and
viewpoints, and the overall effect of the text on the reader
Yr 8 3.2 take a variety of designated roles in
discussion
Yr 8 6.2b recognise and comment on how writers’
language choices contribute to the overall effect
Resources
4.4: Advantages and disadvantages of joining the British Army
4.5: Purpose and viewpoints
4.6: Speech and tone of voice
4.7: Speech
Personal teaching notes
120
120
© Pearson Education Ltd 2008
Brave New Words resources
‘Real Tears’ by Celia Rees
Lesson 2
Class: 8
Date:
Period:
Starter:
10 minutes
For 10 minutes, in groups of four, and in two pairs, students are to discuss the question:
‘What advantages and disadvantages should be considered when thinking about joining the
British Army?’ Pair A could focus on the advantages and pair B the disadvantages. Students
could make notes using Resource 4.4: Advantages and disadvantages of joining the British
Army.
Introduction:
10 minutes
Return to the students’ answers to the question: ‘What kind of reception might a soldier
receive when he comes home on leave from Iraq?’ Ask students to make notes on the reasons
why Celia Rees ended the story in this way. They should consider the following points: ‘How
did the ending make you feel?’ ‘Why?’ ‘What did the ending make you think about?’ ‘Why?’
‘Why might the author have ended her story in this way?’ Resource 4.5: Purpose and
viewpoints can be used to support less able students, or to remind students of the questions.
Development:
30 minutes
Recap the different devices that are used to show a character’s point of view and attitudes
through speech, using Resource 4.6: Speech and tone of voice. Questions 1–5 and the
modelled example support the students before they scan for and write down their own
examples. Students can then label their examples with either the numbers, or abbreviated
notes of the key shown with coloured highlighters.
Plenary:
10 minutes
Using different phrases, students should add more information in order to change the attitude
and tone of voice of the phrases: ‘Yes’, ‘No’, ‘Fine’, ‘I will do that now’.
Students can then make up their own dialogue and share with a partner.
Homework /
Extension
Using Resource 4.7: Speech, students should write their own sentences and explain the
technique that they used. Students could create a dialogue between two characters. By
keeping the dialogue the same, the second dialogue will adjust the words around the speech to
change the character’s attitudes, behaviour and actions.
Additional teaching
guidance
This story ends in a violent manner; be aware that some students might find this upsetting.
© Pearson Education Ltd 2008
121
121
Brave New Words resources
Resource 4.4
Advantages and disadvantages of joining the
British Army
List at least three advantages and disadvantages in the table below.
Advantages of joining the British
Army
Disadvantages of joining the
British Army
1.
1.
2.
2.
3.
3.
122
122
© Pearson Education Ltd 2008
Brave New Words resources
Resource 4.5
Purpose and viewpoints
Identify and comment on Celia Rees’s purpose and viewpoints and the
story’s effect on the reader.
Return to the question: What kind of reception might a soldier receive when
he comes home on leave from Iraq? Consider your first responses when
thinking about the following questions.
1.
How did the ending make you feel? Why?
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
2.
What did the ending make you think about? Why?
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
3.
Why might the author have ended her story in this way?
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
© Pearson Education Ltd 2008
123
123
Brave New Words resources
Resource 4.6
Speech and tone of voice
Scan for words that are used to show how characters are speaking, for
example:
1.
How can tone of voice be created through the use of italics?
2.
How can words be used to indicate how the character is speaking?
3.
How can tone of voice be created through actions?
4.
How can the author indicate the tone of voice with the choice of
vocabulary?
5.
Can you identify any other ways?
Modelled example:
‘It’s important to put something back.’ She glared at Ben. ‘Help to repair the
damage some people are doing in that part of the world.’
‘It’s dangerous there.’ His tone was mild, even affable. ‘You be careful.’
‘Oh,’ she flashed back, ‘and who’s made it like that?’ You and those like
you. Look at Iraq.’ I groaned and shut my eyes.
Task: Scanning for text structure – how feelings and attitudes are
inferred
1.
Continue reading the story, then either:
a)
Choose a short part of the story which you think uses all of the four
methods and write it out, then either highlight the differences, or
label them 1, 2, 3, and 4.
b)
Scan for different examples from different parts of the story and
label them 1, 2, 3, and 4.
or:
124
124
© Pearson Education Ltd 2008
Brave New Words resources
Resource 4.7
Speech
Using the four different techniques, write the following sentences to show
different tones of voice, e.g. anger, happiness, annoyance.
Below, explain what you were trying to show and how you managed to
achieve this effect.
‘Yes.’ He said, but his head hung low and his body gently shook.
With his head hanging low and his body shaking, this could imply
that he was crying and did not want to show anyone his face, but
he can’t stop people from seeing that he is trying to hide his
sadness.
a) ‘Yes.’
b) ‘No.’
c) ‘Fine.’
d) ‘I will do that now.’
Now try to write at least five of your own sentences with accompanying
explanations.
Extension activity
Write two dialogues between two characters. Keep the dialogue the same,
but for the second piece, adjust the words around the speech to change the
character’s attitudes, behaviour and actions.
© Pearson Education Ltd 2008
125
125