Saffy's Angel 02

7/29/2019 Saffy's Angel 02

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`Lesson 1: Colour Associations

Saffys Angel: Lesson 1 5

Hodder Murray 2005. www.hodderliterature.co.uk

Teachers Prompt Page: Colour Associations and Saffys Discovery

Lessonoutline

Pupils reflect on associations ofcolour and do an exercise on

Colour Codes.

Teacher introduces genreand literary conventions.

Independent group workon novels impact and theon-going project.

Recap.

Teacher makes

links with learningoutcomes andprompts pupils torespond to bookand to task.

Pupil completethe reading of

Chapter One;and do exerciseon ColourfulNames.

Introduction: Objectivesexplained/Integrated starter

Development (incl.Guided seminars)

Plenary Homework (if applicable)

Framework objectives for the unit:Word 14 define and deploy words with precisionSentence 11 vary sentence structure to lend pace,variety and emphasisReading 12 comment on how writers convey setting,character and moodS & L promote, justify or defend a point of view

Learning objectives for the lesson: To give pupils insight into word associations. To develop pre-reading strategies for extracting

information. To infer and deduce meanings. To work collaboratively to devise work for an audience.

Teaching and learning advice: Teacher explains to pupils that this lesson looks closely at the associations of colours, for example, red for danger,

green for a healthy environment; bearing in mind that apart from Saffy the Casson children are all named after colours. Warm-up exercise on Colour Codes: probe pupils response to colours and their associations. (Some pupils may

hear sounds when colours are mentioned or vice-versa.) Ask them to explain their responses. Pre-reading: Prompt the pupils for responses to the books design, and read the blurb. They should use their mini-

whiteboards (or plain A4 paper) to brainstorm the title and images. Read the opening pages and (with an OHT) show how the writer immediately draws the reader into the narrative

by colour-naming the characters and suggesting associations. Introduce genre: All will have heard of it; most will be able to suggest which this book belongs to; some will make

the connection between genre and likely direction and outcomes of the book and stylistic conventions. Pupils meet in ability groups to discuss their first impressions and the impact of the opening; and how they will

approach their on-going project (outlined by the teacher in a previous lesson in abstract form). It is a TVdocumentary, culminating in a Jerry Springer-style forum, which attempts different viewpoints on Saffys story.

Teacher recaps lesson and (based on reading so far, inference and deduction) focuses on two elements of plot to berecorded in reading logs (which could be word-processed*) and to be central to the documentary: Saffy is adopted;she will stow away in search of her angel. How did she deduce she was adopted?

Teacher makes links with learning to come and outcomes required and prompts pupils to explain their views on thedocumentary, and the novels impact.

Note: * denotes opportunities for computer work.

Chapter One summary:Apart from Saffy all the Casson children, Rose, Cadmium and brother, Indigo, are named after colours. Saffrondiscovers from the absence of her name on a colour chart that she is in fact adopted. As a three-year-old she wasbrought back to England from Italy by her grandfather, upon the death of her mother, Mrs Cassons twin sister. Thediscovery leaves Saffy feeling lost.

Resourcepages

RS 1: Colourful Codes exercise (p.6)RS 2: Colourful Names exercise (p.7)


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Colour Codes

Red is for:

1. Danger

2._____________________________________________________________________________

3._____________________________________________________________________________

4._____________________________________________________________________________

Green is for:

1._____________________________________________________________________________

2. Nature

3._____________________________________________________________________________

4._____________________________________________________________________________

Blue is for:

1._____________________________________________________________________________

2._____________________________________________________________________________

3. Sadness

4._____________________________________________________________________________

Yellow is for:

1._____________________________________________________________________________

2._____________________________________________________________________________

3._____________________________________________________________________________

4._____________________________________________________________________________

Resource Sheet 1 Saffys Angel: Lesson 1 6


Whats your favourite colour?

Say why:

Can you list any other colour associations?


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Colourful NamesIn Chapter One we find the following colours mentioned as characters names. Look atthe colour chart supplied by the teacher and write descriptions of these colours. Indigo

has been done for you.



The colour

INDIGOis a violet blue

ROSE

CADMIUM

Describe these other colours mentioned in the chapter

GOLD

SCARLET

YELLOW OCHRE

Read page 2. Judging by what we learn of Indigo, is the choice ofname for him suitable? Give your opinion in a short paragraph.


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Lesson 2: Character, Setting and Mood



Teachers Prompt Page: The Banana House

Lesson

outline

Pupils reflect on setting, character

and mood of the Banana House,using appropriate terminologyand OHT.

Pupils complete the chart on theBanana House and peer readChapter Two.

Teacher introduces

reading logs and modelsa mind-mapping exercise.

Pupils in independentgroups discuss content oftheir logs and begin firstentry.

Recap.

Pupils read aloudfrom their firstentries orreproduce onwhiteboard.

Discuss how theyarrived at theirresponses.

Read to the end

of Chapter Two.

Introduction: Objectivesexplained/Integrated starter



Framework objectives for the unit:Word 14 define and deploy words with precisionSentence 11 vary sentence structure to lend pace,variety and emphasisReading 12 comment on how writers convey setting,character and moodS & L promote, justify or defend a point of view

Learning objectives for the lesson: To give pupils insight into how words are affected bycontext.

How setting and character are built through the effectsof words and sentences.

To encourage pupils to think creatively in a non-linearmanner.

To use talk as a tool for clarifying ideas.

Teaching and learning advice:

Teacher explains to pupils that this lesson looks closely at character, setting and mood of the Banana House, andbegins the reading log, with a mind map.

Teacher reads first two and a half pages of Chapter Two, using OHT of p.15, discusses how writer has immediatelyconveyed setting, character and mood of the Banana House. Circle on OHT green smell (cf, Lesson 1), sneak,crept in, private entrances to aid discussion on metaphorical language.

Pupils complete the chart which focuses on opening paragraph of p.15, and peer read Chapter Two. Teacher introduces the concept of an on-going reading log and points out that here is the ideal place to store

information about characters viewpoints for eventual use in the documentary. Teacher models a possible first entry, a mind map, or concept map, writing down a central idea, e.g. the Banana

Houses appearance, and prompting pupils to think of ideas which radiate from the centre, and to think creatively ina non-linear manner.

Teacher introduces differentiated activities. Pupils in lower ability groups should draw and label the house on sheet

provided. Middle ability groups should produce their own mind maps of the Banana House. G&T pupils should mind-map Saffys discovery that she is adopted, as a possible starting point for the documentary. All pupils should go into independent groups and should discuss a variety of approaches to compiling their own

systematic reading log. Begin plenary by recapping aims and objectives. Pupils read aloud from their first entries and discuss and explain how they arrived at them.

Chapter Two summary:On her first day at school Rose draws the family home, a rather ramshackle Banana House, and contrives to steal thepicture from the classroom wall. In addition to retaking her exams, Caddy, 18, is also having driving lessons and has acrush on her instructor, Michael.

Resourcepages

RS 3: Chart on the Banana House (p.9)RS 4: The Banana House: Draw and label task (p.10)


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The Banana HouseThe writer, Hilary McKay, describes the Banana House as unspoilt. Read the openingparagraph on page 15 very carefully.

What do you think the writer meant by the word unspoilt? Discuss your ideas with apartner, then complete the chart below, recording your ideas about the house. Put yourevidence and quotations in the first column and what you think it tells you in the secondcolumn. You might want to copy the table onto another piece of paper if you need moreroom.



Evidence from page 15 What this tells you

There was no central heating, only This tells us that the house is old-fashioned.coal fires in every room. Even the bedrooms have coal fires and

the house does not seem to have beenupdated for many years.

The house had its own particular smellwhich was a mixture of dampnessand soot.

The lines suggest that the house almost hasa life of its own, particularly the garden.

Woodlice and beetles and ants andsnails had their own private entrancesinto the house.

Would you like to live in the Banana House? Explain your answercarefully.


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Drawing the Banana House

Draw and label a picture of how you imagine

the Banana House to be.




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Lesson 3: Formal Language

Teachers Prompt Page: Grandads Will

Teaching and learning advice: Teacher explains to pupils that this lesson looks closely at the formal language of a legal document, and considers

the impact and implications of Grandads will, with regard to the documentary. Teacher reads pp.3739 and determines what the italicised elements represent. Using an OHT of the extracts, teacher prompts linguistic discussion of levels of formality and precision. Pupils make a list of their most treasured possessions in formal language and without ambiguity. Teacher reads out from Shakespeares will and invites pupils responses, comments and consideration of implica-

tions of second-best bed. Encourage use of dictionaries.

Teacher models writing a will preparatory to pupils individually constructing their own, on sheet provided, sharingtheir most treasured possessions among their friends.*

In the plenary, pupils wills are sampled before work begins on the documentary. In ability groups, pupils discuss the impact of Grandads will and its importance in the documentary. Teacher sets up the groups and explains the division of labour required for the documentary, allocating roles: pre-

senters, characters, interviewers and members of the audience. Teacher works with middle ability group to guidetheir discussion and allocate character roles. Differentiation will be achieved by casting G&T pupils in investigativeroles; middle ability groups to provide some of the characters; lower-ability groups to feature prominently as mem-bers of Springers audience.

Lower ability pupils complete Indigos Fears sheet, whilst others, after discussion, are completing the ProductionPlanner and signing up for Whos Doing What?.

Chapter Three summary:Indigo, a rather paranoid young man, spends his time devising ways of curing his phobias. Granddad dies in a nurs-ing home, having been mute for several years. He appears always to have favoured Saffy and bequeaths to her astone angel. Chasing Mr Cassons departing taxi, Saffy is involved in a collision of sorts.

Lesson

outline

Pupils reflect on italicised elements

in pp.3739, the extracts fromGrandads will, the formality andprecision of language, using OHT.

Pupils make a list of their mosttreasured possessions, in formallanguage and without ambiguity.

Teacher reads out from

Shakespeares will andinvites comment orsurprise, then modelswriting a will.

Pupils write their ownwills, sharing their mosttreasured possessionsamong their friends.

Sample pupils

wills.In groups pupilsdiscuss Grandadswill and its impact.

Teacher movesamong the abilitygroups discussingdivision of labour ofthe documentaryand allocating roles.

Complete

reading ofChapter Three.

Bring readinglogs up to date.

Introduction: Objectivesexplained/Integratedstarter



Framework objectives for the unit:Word 14 define and deploy words with precisionSentence 11 vary sentence structure to lend pace,variety and emphasisReading 12 comment on how writers conveysetting, character and moodS & L promote justify or defend a point of view

Learning objectives for this lesson: To give pupils insight into how text type influencesvocabulary choices.

To use talk as a tool for clarifying ideas.

Resource

pages

RS 5: Extracts from Shakespeares will (p.12)

RS 6: Pupils wills (p.13)RS 7: Indigos Fears (p.14)RS 8: Production Planner (p.15)RS 9: Whos Doing What? (p.16)


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Will Shakespeares Will

From Shakespeares Last Will & Testament

In the name of god Amen I William Shackspeare of Stratford upon Avon in the

countrie of Warr gent in perfect health and memorie god by praysed doe make and

Ordayne this my last will and testament in manner and forme followeing that ys to

saye first I Comend my Soule into the hands of god my Creator hoping and

assuredlie beleeving through thonelie merittes of Jesus Christe my Saviour to be

made partaker of lyfe everlastinge And my bodye to the Earthe whereof yt ys made.

Item I Gyve Will Bequeth and Devise unto my Daughter Susanna Hall for betterenabling of her to performe this my will and towardes the performans thereof All that

Capitall Messuage or tenemente with thappertenaces in Stratford aforesaid called the

newe plase wherein I now Dwell and two messuags or tenementes with

thappurtenances scituat lyeing and being in Henley Streete within the borough of

Stratford aforesaied. And all my barnes, stables, Orchardes, gardens, landes,

tenementes and herediaments whatsoever scituat lyeing and being or to be had

receyved, perceyved or taken within the townes and Hamletts, villages, ffieldes and

groundes of Stratford upon Avon, Oldstratford, Bushopton and Welcombe or in anie

of them in the saied countie of warr And alsoe All that Messuage or tenemente with

thappurtenances wherein one John Robinson dwelleth, scituat, lyeing and being inthe blackfriers in London nere the Wardrobe and all other my landes tenementes and

hereditamentes whatsoever.

Item I gyve unto my wief my second best bed with the furniture; Item I gyve and

bequeath to my saied daughter Judith my broad silver gilt bole.

All the rest of my goodes Chattels, Leases, plate, jewles and Household stuffe

whatsoever after my dettes and Legasies paied and my funerall expences discharged,

I gyve devise and bequeath to my Sonne in Lawe John Hall gent and my daughter

Susanna his wief whom I ordaine and make executors of this my Last will andtestament. And I doe intreat and Appoint the saied Thomas Russell Esquier and

ffrauncis Collins, gent to be overseers herof And doe Revoke All former wills and

publishe this to be my last will and testament. In witnes whereof I have hereunto put

my Seale hand the Daie and Yeare first above Written.

Witness to the publishing hereof: Fra: Collyns, Juilyus Shawe, John Robinson,

Hamnet Sadler, robert Whattcott.

By me William Shakespeare


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The Last Will and Testament of ___________

Signed _________________________________________________________Witnessed ____________________________________________________




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Indigos Fears

Write down your own list of things that frighten you, and for each, suggest a cure.

Discuss your list with a partner. How sensible are your cures? Do you think they wouldwork? Turn back to page 27 and reread the last three paragraphs. Does Indigos cure forvertigo seem to be working?



Indigo thought about it and it seemed to him that he had been born afraid of almost

everything. He made a list. He wrote down on a piece of paper all the things that

frightened him most, and he set about to cure himself. (pages 2930)

Frightening thing Possible cure


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Production Planner

The Documentary: Saffy the Stowaway Girl



Describe what its about, its aims and targets

In my group we decided to

My job is to

Order of tasks


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Whos Doing What?



Student Task/aspect described

Saffy 1Saffy 2

Saffy 3

Sarah 1

Sarah 2

Sarah 3

Cadmium 1

Cadmium 2

Indigo 1

Indigo 2

Rose 1

Rose 2

Mrs Casson 1

Mrs Casson 2

Mr Casson 1

Mr Casson 2

Mrs Warbeck 1

Mrs Warbeck 2

Mr Warbeck 1

Mr Warbeck 2

Michael 1

Presenter 1

Presenter 2

Reporter 1

Reporter 2

Reporter 3

Reporter 4

Other Roles 1

2

Antonia 1

Saffy's Angel 02

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