Saffys Angel: Lesson 1 5

Lesson 1: Colour Associations

Teachers Prompt Page: Colour Associations and Saffys Discovery
Framework objectives for the unit: Word 14 dene and deploy words with precision Sentence 11 vary sentence structure to lend pace, variety and emphasis Reading 12 comment on how writers convey setting, character and mood S & L promote, justify or defend a point of view Introduction: Objectives explained/Integrated starter Lesson outline Pupils reect on associations of colour and do an exercise on Colour Codes. 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. Plenary Homework (if applicable) Pupil complete the reading of Chapter One; and do exercise on Colourful Names.

Development (incl. Guided seminars) Teacher introduces genre and literary conventions. Independent group work on novels impact and the on-going project.

Recap. Teacher makes links with learning outcomes and prompts pupils to respond to book and to task.

Resource pages

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

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 miniwhiteboards (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 rst 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 TV documentary, 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 be recorded 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 the documentary, 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. Saffron discovers from the absence of her name on a colour chart that she is in fact adopted. As a three-year-old she was brought back to England from Italy by her grandfather, upon the death of her mother, Mrs Cassons twin sister. The discovery leaves Saffy feeling lost.

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Resource Sheet 1

Saffys Angel: Lesson 1 6

Colour Codes
Whats your favourite colour? Say why:

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. _____________________________________________________________________________

Can you list any other colour associations?

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Resource Sheet 2

Saffys Angel: Lesson 1 7

Colourful Names
In Chapter One we nd the following colours mentioned as characters names. Look at the colour chart supplied by the teacher and write descriptions of these colours. Indigo has been done for you. The colour INDIGO is 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 of name for him suitable? Give your opinion in a short paragraph.

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Saffys Angel: Lesson 2 8

Lesson 2: Character, Setting and Mood

Teachers Prompt Page: The Banana House
Framework objectives for the unit: Word 14 dene and deploy words with precision Sentence 11 vary sentence structure to lend pace, variety and emphasis Reading 12 comment on how writers convey setting, character and mood S & L promote, justify or defend a point of view Introduction: Objectives explained/Integrated starter Lesson outline Pupils reect on setting, character and mood of the Banana House, using appropriate terminology and OHT. Pupils complete the chart on the Banana House and peer read Chapter Two. Learning objectives for the lesson: To give pupils insight into how words are affected by context. How setting and character are built through the effects of words and sentences. To encourage pupils to think creatively in a non-linear manner. To use talk as a tool for clarifying ideas. Plenary Homework (if applicable) Read to the end of Chapter Two.

Development (incl. Guided seminars) Teacher introduces reading logs and models a mind-mapping exercise. Pupils in independent groups discuss content of their logs and begin rst entry.

Recap. Pupils read aloud from their rst entries or reproduce on whiteboard. Discuss how they arrived at their responses.

Resource pages

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

Teaching and learning advice: Teacher explains to pupils that this lesson looks closely at character, setting and mood of the Banana House, and begins the reading log, with a mind map. Teacher reads rst two and a half pages of Chapter Two, using OHT of p.15, discusses how writer has immediately conveyed 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 rst 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 in a 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 mindmap 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 rst entries and discuss and explain how they arrived at them. Chapter Two summary: On her rst day at school Rose draws the family home, a rather ramshackle Banana House, and contrives to steal the picture from the classroom wall. In addition to retaking her exams, Caddy, 18, is also having driving lessons and has a crush on her instructor, Michael.

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Resource Sheet 3

Saffys Angel: Lesson 2 9

The Banana House

The writer, Hilary McKay, describes the Banana House as unspoilt. Read the opening paragraph on page 15 very carefully. What do you think the writer meant by the word unspoilt? Discuss your ideas with a partner, then complete the chart below, recording your ideas about the house. Put your evidence and quotations in the rst column and what you think it tells you in the second column. You might want to copy the table onto another piece of paper if you need more room. Evidence from page 15 There was no central heating, only coal res in every room. What this tells you This tells us that the house is old-fashioned. Even the bedrooms have coal res and the house does not seem to have been updated for many years.

The house had its own particular smell which was a mixture of dampness and soot. The lines suggest that the house almost has a life of its own, particularly the garden.

Woodlice and beetles and ants and snails had their own private entrances into the house.

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

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 4

Saffys Angel: Lesson 2 10

Drawing the Banana House

Draw and label a picture of how you imagine the Banana House to be.

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Saffys Angel: Lesson 3 11

Lesson 3: Formal Language

Teachers Prompt Page: Grandads Will
Framework objectives for the unit: Word 14 dene and deploy words with precision Sentence 11 vary sentence structure to lend pace, variety and emphasis Reading 12 comment on how writers convey setting, character and mood S & L promote justify or defend a point of view Introduction: Objectives explained/Integrated starter Lesson outline Pupils reect on italicised elements in pp.3739, the extracts from Grandads will, the formality and precision of language, using OHT. Pupils make a list of their most treasured possessions, in formal language and without ambiguity. Learning objectives for this lesson: To give pupils insight into how text type inuences vocabulary choices. To use talk as a tool for clarifying ideas.

Development (incl. Guided seminars) Teacher reads out from Shakespeares will and invites comment or surprise, then models writing a will. Pupils write their own wills, sharing their most treasured possessions among their friends.

Plenary

Homework (if applicable) Complete reading of Chapter Three. Bring reading logs up to date.

Sample pupils wills. In groups pupils discuss Grandads will and its impact. Teacher moves among the ability groups discussing division of labour of the documentary and allocating roles.

Resource pages

RS RS RS RS RS

5: 6: 7: 8: 9:

Extracts from Shakespeares will (p.12) Pupils wills (p.13) Indigos Fears (p.14) Production Planner (p.15) Whos Doing What? (p.16)

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 implications of second-best bed. Encourage use of dictionaries. Teacher models writing a will preparatory to pupils individually constructing their own, on sheet provided, sharing their 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: presenters, characters, interviewers and members of the audience. Teacher works with middle ability group to guide their discussion and allocate character roles. Differentiation will be achieved by casting G&T pupils in investigative roles; middle ability groups to provide some of the characters; lower-ability groups to feature prominently as members of Springers audience. Lower ability pupils complete Indigos Fears sheet, whilst others, after discussion, are completing the Production Planner 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 nursing home, having been mute for several years. He appears always to have favoured Saffy and bequeaths to her a stone angel. Chasing Mr Cassons departing taxi, Saffy is involved in a collision of sorts.

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 5

Saffys Angel: Lesson 3 12

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 rst 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 better enabling 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, feldes 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 in the 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 and testament. 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 rst above Written. Witness to the publishing hereof: Fra: Collyns, Juilyus Shawe, John Robinson, Hamnet Sadler, robert Whattcott. By me William Shakespeare

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 6

Saffys Angel: Lesson 3 13

The Last Will and Testament of ___________

Signed _________________________________________________________ Witnessed ____________________________________________________

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Resource Sheet 7

Saffys Angel: Lesson 3 14

Indigos Fears
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)

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

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

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Resource Sheet 8

Saffys Angel: Lesson 3 15

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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Resource Sheet 9

Saffys Angel: Lesson 3 16

Whos Doing What?

Student Saffy Saffy Saffy Sarah Sarah Sarah Cadmium Cadmium Indigo Indigo Rose Rose Mrs Casson Mrs Casson Mr Casson Mr Casson Mrs Warbeck Mrs Warbeck Mr Warbeck Mr Warbeck Michael Presenter Presenter Reporter Reporter Reporter Reporter Other Roles Antonia 1 2 3 1 2 3 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 1 2 1 2 3 4 1 2 1 Task/aspect described

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