Ages 9-13 years - d3ddkgxe55ca6c.cloudfront.net · • Lesson Plan 1 o ... • What do they eat? (leaves, flowers, other animals, ... according to common observable characteristics

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Ages 9-13 years

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See the ‘How to Vote Teacher Pack’ for voting cards and information on how to hold a Lollies class vote.

AniMalcolm by David Baddiel

• Lesson Plan 1 o Resource sheet 1: Smartphone Screen o Resource sheet 2: Acronym Attack

• Lesson Plan 2 o Resource sheet 1: Mind Map Template o Resource sheet 2: Animal Information Card

• Lesson Plan 3 o Resource sheet 1: Commentary Template

My Gym Teacher is an Alien Overlord by David Solomons

• Lesson Plan 1 o Resource sheet 1: Fact File of a Superhero o Resource sheet 2: Superhero Code of Conduct

• Lesson Plan 2 o Resource sheet 1: Mind Map of a Perfect Video Game o Resource sheet 2: Blank Mind Map for A New Video Game o Resource sheet 3: Success Steps for Instructional Writing

• Lesson Plan 3 o Resource sheet 1: Story Board Template o Resource sheet 2: Luke’s End Extract

I Don't Like Poetry by Joshua Seigal

• Lesson Plan 1 • Lesson Plan 2

o Resource sheet 1: What If…? • Lesson Plan 3

o Resource sheet 1: A Short List of Real Collective Nouns

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The Best Medicine by Christine Hamill

• Lesson Plan 1 o Resource sheet 1: Extract from Chapter 1 o Resource sheet 2: 101 Ways to Remain Calm o Resource sheet 3: Calm Poetry

• Lesson Plan 2 o Resource sheet 1: Extracts from the Letters o Resource sheet 2: Letter Planning o Resource sheet 3: Example of a Series of Letters

• Lesson Plan 3 o Resource sheet 1: Shockumentary Headlines o Resource sheet 2: Shockumentary Plan for a Play Script o Resource sheet 3: Newspaper Report Template

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AniMalcolm by David Baddiel Objectives

• To explore the use of text speak and acronyms as a means of communication. • To understand context and meaning through decoding acronyms.

Outcomes

• Children can communicate using a means of writing they are familiar with using in a social setting. • To understand the differences between standard and non-standard English and how the usage of language

can change over time.

Resources • AniMalcolm by David Baddiel • Resource sheet 1: Smartphone Screen • Resource sheet 2: Acronym Attack

Lead in Be like Libby! Read Chapter 2 to page 21. Discuss Libby’s use of YOLO and her own made up acronyms: TD and OMGTT. Why do we use acronyms in texts? Can we make up some of our own? For example, WAYDOT – What Are You Doing Over There? How have acronyms changed how we use everyday language? Task 1 Working in pairs, children should use an app like Texting story or Texting chat story maker to write a conversation between Libby and Grandpa. The app will record a video of the text conversation. Alternatively, use Resource sheet: Smartphone Screen. The children should think about how the conversation might develop, for example, Grandpa not using text speak acronyms, or Libby using lots and Grandpa needing clarification. From there the tables might turn, with Grandpa using one or two and Libby getting confused. Aim to make it as funny as you can. Extension Libby also uses IKEA as an acronym that has nothing to do with the company (I Know Everything Always). With the aid of Resource sheet 2, can the children come up with their own acronyms which use company names? An example might be: TESCO – Today Everyone Smiles Considering Others.

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Smartphone Screen

Using these smartphone screens, write a text conversation between Grandpa and Libby. Think about how Libby uses acronyms, and how Grandpa responds to them. How might their conversation go?

Lesson 1: Resource Sheet 1

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Acronym Attack Be like Libby and make up some of your own acronym sentences using the names of companies. Libby used IKEA – I Know Everything Always. Can you think of other shops or companies that you might be able to do that with? One example might be: TESCO – Today Everyone Smiles Considering Others. How about NIKE, ADIDAS, NEXT, LIDL, SHELL, MCDONALDS – and any others you can think of! Write the acronym sentences in the boxes below.


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• To find out facts about three of the animals Malcolm becomes or meets. • To synthesise information to ensure relevance.

Outcomes

• Children to create cards using the correct features for this type of writing – information texts. • Children to compare each other’s cards and identify which animals they would like to have been and why.

Resources

• AniMalcolm by David Baddiel • Resource sheet 1: Mind Map Template • Resource sheet 2: Animal Information Card • Internet access for research • Non-fiction information books about animals

Lead in Read the book to page 237 (where Malcolm is in the zoo). In small groups, mind map all of the animals in the book so far and in the places where Malcolm has met/become them. Can you group/classify them in different ways, for example, as domestic/wild, by parts of the world they come from, as reptiles or mammals or birds, etc? Task 1 Using safe internet searches, choose three of the animals Malcolm has met or become and find out as much as you can about them. Use a copy of Resource sheet 2 to identify all of the facts under each of the headings:

• How do they travel? (walk, hop, etc) • How do they communicate? (grunt, chirp, etc) • What is their most obvious feature? (ears, nose, eyes, etc) • What do they eat? (leaves, flowers, other animals, etc) • How long do they sleep for? • What habitat do they live in? (rainforest, desert, etc)

The children can then complete their information cards – Resource sheet 2. Once complete, the children can share them and decide which animal they would have liked to have turned into, with a justification for their choice. Extension Use the cards to play a game of ‘What am I?’ In pairs or small groups, the children could use the information to give clues to each other about what the animal was like, eg, I sleep for 20 hours a day; I travel by climbing through trees; I have two claws for toes on each foot – I am a sloth.

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Animals from the

book


Mind Map Template

In small groups use this mind map to identify all the animals in the book so far and the places where Malcolm has met/become them. How might you group/classify them in different ways? Examples might be: whether they are domestic or wild; parts of the world they are located; whether they are reptiles, mammals, birds, etc. It is entirely up to you and your group.


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Animal Information Card

Animal: ………………………………………………………………………………………………………………………….


Moves:

Communicates:

Main features:

Food: Other (eg, sleeping patterns):

Habitat:

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• To plan and edit a script for a particular audience. • To read their own writing aloud to a group or the whole class.

Outcomes

• Children to create a script for the ‘Poo-alty shootout’. • Children to record either audio or video of the script to present to the rest of the class.

Resources

• AniMalcolm by David Baddiel • Resource sheet 1: Commentary Template • Audio recording equipment and/or video cameras

Lead in Read pages 264 to 275, where Malcolm is a chimp and trying to protect Bert from being hit by the poo that the other chimps are throwing at him. On page 271, the author describes him as a ‘goalie’. In his footnotes he changes this to a ‘poo-alie’. Why is this? What is the author doing in the writing to make it funnier? Watch a clip of a sports match with commentary on YouTube. Try to pick a dramatic clip, such as the penalty shootout from the 2016 European Cup between Germany and Italy. How does the commentator speak at the beginning/middle/end? What tone does he use and why? Try to help the children understand techniques such as pauses for dramatic effect, a raised tone/higher pitch to indicate excitement, and lower tones for increased tension. Look at vocabulary - what words are being used, and why? Task 1 Ask the children to write their own commentary of the ‘Poo-alty shootout’ that Malcolm is engaged in throughout the chapter, until he is knocked out. They should think about all of the features of the commentary they have seen when writing their own. Once written using Resource sheet 1, they can record their commentaries using audio or video as available, and present to the class. Extension Use stop-go animation software to create a short scene of a penalty shootout with audio commentary.

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Commentary Template

Using what you know about play scripts, write an imaginary commentary for the ‘Poo-alty shootout’ that Malcolm is involved in. Use the text in the book to guide how you think this might develop, right up to the point Malcolm gets knocked out. Remember that the commentator (C) for a sporting event often has an ‘expert’ (E) with them to add extra comment. Think about: How the commentator speaks; tone; pitch; dramatic pauses; type of vocabulary, etc.

C (Low tone, sounding tense) – You join us here today to witness what must be the most important Poo-alty shoot-out of all time. Chimpboy Malcolm faces King Louie and his men!

E Yes, it looks like this is all or nothing. (High pitched and overexcited) A real nail-biter; us, not them obviously, what with what they have on their hands!


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KS2 English Reading Comprehension: Pupils should be taught:

• To maintain positive attitudes to reading and understanding of what they read. • To discuss and evaluate how authors use language, including figurative language, considering the impact on

the reader. • To distinguish between statements of fact and fiction. • To retrieve, record and present information from non-fiction. • To participate in discussions about books that are read to them and those they can read for themselves, building

on their own and others’ ideas, and challenging views courteously. • To provide reasoned justifications for their views.

Writing Composition: Pupils should be taught:

• To plan their writing. • To draft and write. • To evaluate and edit. • To proof-read their writing. • To perform their own compositions, using appropriate intonation, volume and movement so that meaning is

clear. Writing Vocabulary, Grammar and Punctuation: Pupils should be taught:

• To develop understanding of the concepts. • To indicate grammatical and other features of writing. • To use and understand grammatical terminology.

KS2 Science Working Scientifically: Pupils should be taught:

• To report and present findings from enquiries, including: conclusions; causal relationships; explanations of the degree of trust in results, and in oral and written forms such as displays and other presentations.

• To identify scientific evidence that has been used to support or refute ideas or arguments. Living Things and Their Habitats: Pupils should be taught:

• To describe how living things (including microorganisms, plants, and animals) are classified into broad groups according to common observable characteristics and similarities and differences.

• To give reasons for classifying plants and animals based on specific characteristics. Evolution and Inheritance: Pupils should be taught:

• To identify how animals and plants are adapted to suit their environment in different ways, and how adaptations can result in evolution.

Curriculum Links

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AniMalcolm by David Baddiel KS2 Computing Pupils should be taught:

• To understand computer networks, including the internet. This involves how they can provide multiple services, such as the World Wide Web; and the opportunities they offer for communication and collaboration.

• To use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.

• To select, use, and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems, and content that accomplish given goals. These include collecting, analysing, evaluating, and presenting data and information.

• To use technology safely, respectfully, and responsibly. KS3 English Reading: Pupils should be taught:

• To develop an appreciation for and love of reading, and reading increasingly challenging material independently.

• To understand increasingly challenging texts. • To read critically.

Writing: Pupils should be taught:

• To write accurately, fluently, effectively, and at length for pleasure and information. • To plan, draft, edit, and proof-read.

Grammar and vocabulary: Pupils should be taught:

• To consolidate and build on their knowledge of grammar and vocabulary. KS3 Science Working Scientifically: Pupils should be taught:

• To pay attention to objectivity, and have a concern for accuracy, precision, repairability and reproducibility. • To ask questions and develop a line of enquiry based on observations of the real work, alongside prior

knowledge and experience. Biology: Pupils should be taught:

• Differences between species. • The variation between individuals within a species being continuous or discontinuous. • The variation between species and between individuals of the same species means some organisms compete

more successfully, which can drive natural selection. • Changes in the environment may leave individuals within a species - and some entire species - less adapted to

compete successfully and reproduce, which may in turn lead to extinction. KS3 Computing Pupils should be taught:

• To understand a range of ways to use technology safely, respectfully, responsibly, and securely.

Curriculum Links

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My Gym Teacher is an Alien Overlord by David Solomons Objectives

• To explore the characteristics of a superhero. • To create a fact file about a superhero explaining details about him/her.

Outcomes

• Children will explore the characteristics of a superhero and compare them to those of an ordinary person. • Children will look at an effective design for a superhero costume and suggest positives and negatives about it. • Children will look at codes of conduct and relate their own code to that of a superhero.

Resources

• My Gym Teacher is an Alien Overlord by David Solomons • Resource sheet 1: Fact File of a Superhero • Resource sheet 2: Superhero Code of Conduct

Lead in Read chapters 1 and 2 with the students. What do we know about the superheroes Star Lad and Dark Flutter? How did they get their superpowers? What are their superpowers? Are their superhero powers effective or ineffective? Are there any times when they would be particularly effective? Record their observations about the two superheroes on a whiteboard, as these will help in undertaking the task. Task 1 The children need to think of some superhero powers they may like to have, such as telekinesis, the power of flight, invisibility, etc. They could also consider:

• What might their costume be? • Will they have a cape? • What might their logo be? • How will they keep their identity secret? • Who will their team be? • Is there an anagram for their team and do they have superpowers too?

They need to create a fact file on their superhero using Resource sheet 1: Fact File of a Superhero, including a design of their superhero costume.

Extension Create a list of dos and don’ts for a superhero so that they have a code of conduct to adhere to. Use Resource sheet 2: Superhero Code of Conduct (this has an example from the book taken from page 79) to create a list of things that is fine for a superhero to do, and those they should avoid doing!

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Fact file of a Superhero

Create a fact file for YOUR superhero. Here are some questions to help you think about what you might include: Will they have a cape? What might their logo be? How will they keep their identity secret? Who will their team be? Is there an anagram for their team and do they have superpowers too?

Superhero Name: ………………………………………………………………………………………………......................

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Draw your superhero here:

Write a description of your superhero here:

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Superhero Code of Conduct

On page 79 of the book Lara says ‘OK, OK. So maybe. Please don’t tell Zack – he says using your powers for anything other than heroic acts is a slippery slope to the Dark Side.’

Using that quote as an example, compile a code of conduct for a superhero. Identify the things they SHOULD and SHOULD NOT do.

Dos Don’ts


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• To design a video game using key components. • To evaluate the design and playing instructions according to set criteria.

Outcomes

• Children will design their own video game, paying attention to key components. • Children will write a set of instructions for how to play their game. • Children will verbally explain how to play the game. • Children will be able to make suggestions to improve the design of a game and its instructions.

Resources

• My Gym Teacher is an Alien Overlord by David Solomons • Resource sheet 1: Mind Map of a Perfect Video Game • Resource sheet 2: Blank Mind Map for A New Video Game • Resource sheet 3: Success Steps for Instructional Writing

Lead in Discuss with the children what they already know about video games. Can they make a mind map of the key components of video games using their existing knowledge? Components could include its story, characters, artwork, graphics, challenging but achievable objectives, save checkpoints, etc. Use Resource sheet 1: Mind Map of a Perfect Video Game to do this. Read Chapter 6 (page 47 to page 55) Puny Earthlings. Discuss with the children the main aims of the video game, and the type of game it is. Also discuss with them who is involved in the game, and where the game is located, eg, Star Lad, Dark Flutter, and people and places in the town. Return to the mind map and add any further information they may have found from reading the chapter. Was there anything they missed first time around? Share this as a whole class, and discuss what a perfect video game should have in it. Task 1 Using Resource sheet 2, get the children to work in pairs or small groups to mind map their ideas for a new video game that will either defeat a superhero such as Star Lad (or one they know from comics, such as Superman or Batman), OR defeat a supervillain. The children need to use their school, village, or town as the location of the video game and use characters they may know. The children then need to draw a design of their video game, clearly labelling the different aspects of the game and explaining their importance. Extension Encourage the children to write a set of instructions on playing the game, and rules to win. It may be useful to provide the children with Resource sheet 3: Success Steps for Instructional Writing, to help them write the instructions. They also need to evaluate their designs and instructions.

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A perfect video game


Mind Map of a Perfect Video Game

Use this mind map to come up with ideas for what makes the perfect video game..


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Blank Mind Map for a New Video Game

Use this mind map to come up with ideas for your own video game. Write at least three ideas next to each heading.


My video game

Story and characters

Gameplay

GraphicsCheckpoints

Challenge

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Success Steps for Instructional Writing

Use these success steps for instructional writing to help you write the instructions for your own game. ● Know your audience and the reason you are writing (this is so people

understand how to play your game).

● Write in sequence (chronologically). ● Use simple, clear language and some technical language where

necessary, eg, pixels, graphics, etc. ● Use time connectives, such as: firstly, after, next, then, etc.

● Use imperative (bossy) verbs, such as: lift, take, move, press, etc.

● Include any items of equipment required.

● Add any extra detail when needed.

● Conclude with a final sentence.


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• To write an alternative ending to a story. • To consider the characters’ roles in the ending.

Outcomes

• Children will make predictions about the ending of a story. • Children will consider the roles of all the characters in an ending. • Children will use vocabulary to help build tension. • Children will consider how a supervillain may act in a story.

Resources

• My Gym Teacher is an Alien Overlord by David Solomons • Resource sheet 1: Story Board Template • Resource sheet 2: Luke’s End Extract

Lead in Read from the start of Chapter 28 to the end of Chapter 30. Pause at different points to discuss what the team are doing in the book, and how they are thwarting the enemy. Discuss with the children whether it is a good idea to get Christopher Talbot involved, knowing what he has done throughout the story. Would the students choose to involve him? If not, what would they do instead? If so, how would they make sure he did the right thing? Task 1 Get the children to create a timeline or story map for the end of the story. They need to answer some key points: Would Star Lad and Dark Flutter save the day? Will Christopher Talbot betray them? What would Cara, Serge and Luke do? Would the animals help? The children then need to write their alternative ending to the story, using Resource sheet 1. Share these endings with the whole class. Are they feasible/realistic endings? Read the end of the book and compare its end to the endings the children wrote. Was there anything surprising about the end? Extension Read the last part of the book (Resource sheet 2: Luke’s End Extract) and give the children Resource Sheet 1: Story Board Template again. Encourage the children to either draw a comic board of Luke’s end, or to write a second part to this section of the story. What might happen to Luke? Who is Zorben? Does he get superpowers? If so, what are they and what does he do?

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Story Board Template

Create a timeline or story map for the end of the story. You need to answer some key points: Would Star Lad and Dark Flutter save the day? Will Christopher Talbot betray them? What would Cara, Serge, and Luke do? Would the animals help? Use the flowchart below to help you plan your thoughts.


1 2

3 4

5 6

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Luke’s End Extract Write the ending to Luke’s story after he is woken up by his brother.

“Wake up,” Zack’s voice hissed in my ear. I opened one eye. My Green Lantern alarm clock glowed on the bedside table.

It was the middle of the night. I turned to my brother. He was wearing his Star Lad costume.

“What’s happened?” I asked, sitting up with a start. “Is it another invasion?” It has been a month since the last one. Surely the sue-dunham weren’t back already.

“No, now put this on and follow me,” he said, flinging me a dressing-gown. I pulled it around me, stuffed my feet into my slippers and padded after him.

It has to be Zorben the Decider!


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My Gym Teacher is an Alien Overlord by David Solomons KS2 English Reading Comprehension: Pupils should be taught:

• To maintain positive attitudes to reading, and develop an understanding of what they read. • To discuss and evaluate how authors use language, including figurative language, considering the impact of

such language on the reader. • To distinguish between statements of fact and fiction. • To retrieve, record, and present information from non-fiction. • To participate in discussions about books that are read to them and those they can read for themselves,

building on their own and others’ ideas and challenging views courteously. • To provide reasoned justifications for their views.


• To plan their writing. • To draft and write. • To evaluate and edit. • To proof-read. • To perform their own compositions, using appropriate intonation, volume, and movement so that meaning is

clear. Writing Vocabulary, grammar and punctuation: Pupils should be taught:

• To develop understanding of the concepts of writing. • To indicate grammatical and other features of writing. • To use and understand grammatical terminology.

KS2 Art and design Pupils should be taught:

• To improve their mastery of art and design techniques, including drawing, painting, and sculpture with a range of materials.

KS2 Computing Pupils should be taught:

• To understand computer networks, including the internet, and how they can provide multiple services, such as the World Wide Web, as well as the opportunities they offer for communication and collaboration.


• To select, use, and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems, and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

• To use technology safely, respectfully, and responsibly.

Curriculum Links KS2

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KS3 English Reading: Pupils should be taught:

● To develop an appreciation for and love of reading, and reading increasingly challenging material independently.

● To understand increasingly challenging texts. ● To read critically.


● To write accurately, fluently, effectively, and at length for pleasure and information. ● To plan, draft, edit, and proof-read.


• To consolidate and build on their knowledge of grammar and vocabulary. Spoken English: Pupils should be taught:

• To speak confidently and effectively. KS3 Art and design: Pupils should be taught:

• To use a range of techniques and media, including painting. • To increase their proficiency in the handling of different materials. • To analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or

applications of their work. KS3 Design and technology: Pupils should be taught:

● To use research to identify and understand user needs. ● To identify and solve their own design problems and understand how to reformulate problems given to them. ● To develop and communicate design ideas using annotated sketches.


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I Don’t Like Poetry by Joshua Seigal and illustrated by Chris Piascik

Objectives

• To develop an increased knowledge of the use of language through poetry. • To write and perform their own compositions, using appropriate intonation, volume, and movement so that

meaning is clear. Outcomes

• Children will use two poems to assist them in creating their opposite versions. • Children will use correct vocabulary that includes metaphor and simile. • Children will perform with confidence their own and others’ pieces of writing. • Children will identify how stereotypes can be challenged.

Resources

• I Don’t Like Poetry by Joshua Seigal and illustrated by Chris Piascik (pages 11 and 12)

Lead in Start a class discussion in boy/girl pairs by asking the following question: What is the same/different about boys and girls when...? Get the children to look at it in three parts:

• You compare their interests and hobbies • You compare the jobs they might do • You think about things they are able/aren’t able to do?

This will be controversial (hopefully!) as it will identify stereotypes and lead to debates about gender specific roles/views. Introduce the two poems Boys Can and Summing up Girls. Allow further discussion as to whether these poems reinforce or challenge the stereotypes. Task 1 Choose which poem you are going to write the opposite of. Using either poem as a guide, write a poem in that style titled Girls Can or Summing up Boys. Encourage the children to think of all the ways in which the stereotypical view could be challenged. Children can then perform their poems to their peers. Extension Hold your very own poetry slam, where the children can perform either their own work, their friend’s or a poem from the book itself. Encourage emotion when undertaking performance poetry. For less confident children, allow them to perform in groups if they would find this easier.

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Objectives

• To design a room in their house that is made out of food. • To use visual imagery that can lead to writing/3D design.

Outcomes

• Children will design a room thinking of a food-based metaphor. • Children will create a drawing that is to scale. • Children will annotate their designs using labels or a key.

Resources

• I Don’t Like Poetry by Joshua Seigal and illustrated by Chris Piascik (pages 28 and 29) • Centimetre squared paper for room design • Resource sheet 1: What If…?

Lead in Using Resource sheet 1, ask the children a series of ‘What if…?’ questions, such as:

• What if...the moon really was made of cheese? • What if...everyone only had one eye in the middle of their head? • What if...the earth was one giant trampoline?

The children should write down their responses and feed back to the class. These questions are designed to make the children think of all the possibilities, however strange, that could result from this. As you are introducing the poem ask, “What if...our bedrooms were made out of food?” Then read the poem Edible Bedroom.

Task 1 Giving the children a piece of A4 centimetre squared paper, get them to draw a design of a room of their choice. It could be at home or in school. They need to think of everything that could be inside it and draw it to scale. Discuss, where necessary, getting the correct scale; 1cm = 5cm would be too small, whereas 1cm = 10cm would be too big. Then allow the children sufficient time to draw their own rooms with annotation or a key. This should indicate the type of food being used, for example, bed = sandwich, curtains = lettuce, books = cake. The children should be able to give reasons for their choices. For example: books as cake because you can eat cake in slices and you read books in chapters, etc. The reasons can be nonsense too – as the original poem shows. Extension Allow the children to write their own poems based on their annotated designs. In addition, they could produce 3D models of their designs using a variety of resistant materials/fabric.

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What If…? What if... …the moon really was made of cheese? …everyone only had one eye in the middle of their head? …the earth was one giant trampoline?


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Objectives

• Selecting appropriate grammar and vocabulary, with an understanding of how such choices can change and enhance meaning.

• Drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing.

Outcomes • Children will use real/imaginary collective nouns in their work. • Children will understand the usage of collective nouns to describe groups of objects/things.

Resources

• I Don’t Like Poetry by Joshua Seigal and illustrated by Chris Piascik (pages 18 and 19) • Resource sheet 1: A Short List of Real Collective Nouns • Computers to access wider list of collective nouns • Large pieces of paper and materials to create a collage

Lead in Discuss where we might use the word ‘flock’ to describe a group of something: A flock of sheep, a flock of birds. What are the ‘collective nouns’ for other things? Identify whether the children know any of the more well-known ones; lions = pride, whales = school, fish = shoal, geese = gaggle. Some of these seem a little abstract. Choose a nonsense one, such as an irritation of brothers. Why might this make sense? (If they have brothers they will explain it!) Show the short list of collective nouns – are there any that seem odd? Why? Task 1 Read the poem Animal House, pages 18 to 19. In pairs, get the children to annotate their own copy of it. Which do they think are true and which are false? Discuss with the children why they think this is the case. Amazingly, all of these have been used at one time or another to describe the groups of animals! Using safe internet searches, get the children to find out the collective nouns for things other than animals, eg, a library of books, or a bouquet of flowers. They should find ten of them and then choose five to create a collage, using different materials. If necessary, use Resource sheet 1 (which is a list of some of the more common collective nouns).

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A Short List of Real Collective Nouns

Here is a list of collective nouns to help you with your own ideas:

1. A class of students 2. An army of soldiers 3. A choir of singers 4. A crew of sailors 5. A band of musicians 6. A bunch of crooks 7. A crowd of people 8. A gang of thieves 9. A group of dancers 10. A team of players 11. A catch of fish 12. An army of ants 13. A flight of birds 14. A flock of birds 15. A haul of fish 16. A flock of sheep 17. A herd of cows 18. A hive of bees 19. A litter of cubs 20. A host of sparrows


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I Don’t Like Poetry by Joshua Seigal and illustrated by Chris Piascik KS2 English Reading Comprehension: Pupils should be taught:








KS2 Mathematics Pupils should be taught:

• To solve number problems and practical problems. • To add and subtract whole and decimal numbers. • To solve addition and subtraction multi-step problems, deciding which operations and methods to use, and

why. • To multiply and divide whole and decimal numbers. • To solve problems involving addition, subtraction, multiplication, and division, as well as a combination of

these, and to understand the meaning of the ‘equals’ sign. • To solve problems involving multiplication and division, including scaling by simple fractions, and problems

involving simple rates. KS2 Art and design Pupils should be taught:

• To improve their mastery of art and design techniques, including drawing, painting, and sculpture with a range of materials.

Curriculum Links

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I Don’t Like Poetry by Joshua Seigal and illustrated by Chris Piascik KS3 English Reading: Pupils should be taught:

● To develop an appreciation for and love of reading, and reading increasingly challenging material independently.

● To understand increasingly challenging texts. ● To read critically.


● To write accurately, fluently, effectively, and at length for pleasure and information. ● To plan, draft, edit, and proof-read.


• To consolidate and build on their knowledge of grammar and vocabulary. Spoken English: Pupils should be taught:

• To speak confidently and effectively. KS3 Design and technology Pupils should be taught:

● To use research to identify and understand user needs. ● To identify and solve their own design problems and understand how to reformulate problems given to them. ● To develop and communicate design ideas using annotated sketches.

Curriculum Links

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The Best Medicine by Christine Hamill Objectives

• To explore feelings in given situations. • To explore feelings of calmness.

Outcomes

• Children will explore their own feelings to help them remain calm. • Children will explore the feelings of characters in stories. • Children will suggest ways to help them calm down in given situations. • Children will explore dramatic conventions to consider feelings.

Resources

• The Best Medicine by Christine Hamill • Resource Sheet 1: Extract from Chapter 1 • Resource Sheet 2: 101 Ways to Remain Calm • Resource Sheet 3: Calm Poetry • Video camera/Camera • Whiteboards and pens

Lead in Discuss with the children what it is to be calm. What does it mean? What might calmness look like? Ask why it is important to be calm, and how it feels when someone tells us to calm down. Read Resource sheet 1: Extract from Chapter 1 with the students. Discuss what might help make someone feel calm, for example, talking about something positive, counting to ten, counting down from ten, etc. Get the children to record their thoughts on a whiteboard as a mind map or bullet point list. It is important that they keep these for the task. Task 1 Using Resource sheet 2: 101 Ways to Stay Calm, ask the children, in pairs or small groups, to come up with different ways to calm down or remain calm, and list them on the sheet. They need to provide an explanation of why their particular way might help, for example, ‘Talking about something positive helps us to remain calm because...it takes our mind off the thing that has made us angry or upset.’ The children then need to come up with a short drama piece ending in a freeze frame to show one of their ways to remain calm. Record these using a video camera (or camera for the freeze frames). Extension The children can use their lists and freeze frames to create a poem about feeling calm and what calmness looks like, smells like, tastes like, feels like and sounds like. They could use imagery, metaphor and personification, as well as adjectives and adverbs. They could use the structure on Resource sheet 3: Calm Poetry to create a mind map to pull together their ideas, or use their own structure, possibly adding rhymes.

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Extract from Chapter 1

“The bad things started happening one at a time.

At first I hardly noticed. It was just small stuff like Mum buying

the wrong cereal – porridge instead of Coco-Pops. Then it was the

juice – she accidentally bought bottled water instead. Shortly after

that she started reading this weird book about how to stay calm

which had exercises in it that she made me help her with. I had to

ring this tiny tinkly bell every fifteen seconds or so while she stared

at the pips on a strawberry and stilled her inner self. Strawberry pips

are very calming apparently. But not calming enough; after about

a week Mum flung her copy of 101 Ways to Stay Calm across the

room at me and said if I didn’t stop playing the tune to Harry Hill’s

TV show on the tinkly bell, she’d have me adopted. But I didn’t

believe her: everyone loves that tune.

Still, I went and had a lie-down in my room after that and

practised Way to Stay Calm No 89. The book said you should not

make negative statements such as I don’t like cheese on toast; you

should practise saying what you do like. I tried really hard to do that

exercise but it was impossible: what’s not to like about cheese on

toast?”


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101 Ways to Remain Calm Come up with some alternative ways to calm down or remain calm and list them on the sheet below. You must also provide an explanation of why your method might help. The first one has been done already.

This helps because... Ways to remain calm...

It takes our mind off the thing that has made us angry or upset.

Talking about something positive helps us to remain calm.


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Calm Poetry Use your lists and freeze frames to create a piece of senses poetry about feeling calm. Think about the following things and create a thought shower under each heading about what it looks like, smells like, tastes like, feels like and what it sounds like. Remember to use imagery such as metaphor, personification, simile, as well as using adjectives and adverbs to describe calmness.


Think of: Similes - Calm feels as sweet as honey Metaphors - Calm is a wave lapping at the shore Personification - the heartbeat of calm pulses slowly through the veins

BEING CALM

Looks like

Smells like

Feels like

Tastes like

Sounds like

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• To explore how a character can seek help. • To plan a series of letters to help a character ask for and receive help.

Outcomes

• Children will explore the feelings of a character from a series of letters. • Children will plan a letter to a celebrity, asking for help/support/guidance. • Children will write a letter in response, providing an answer to a request for help.

Resources

• The Best Medicine by Christine Hamill • Resource sheet 1: Extracts from the Letters • Resource sheet 2: Letter Planning • Resource sheet 3: Example of a Series of Letters

Lead in Explain that Philip writes letters to Harry Hill to talk about his situation and ask for help from his hero. Use Resource sheet 1: Extracts from the Letters, as well as pages 10, 45, 55, 71, 82, 88, 92, 108, 112, 118, 126, 132, 141 and 146, to discuss why Philip might be writing to Harry Hill. What is the meaning of his letters? What do the students notice about them? Task 1 Using Resource sheet 2, the children need to plan their letter to a celebrity who they think might be able to help them with a situation. For instance:

• Unrequited love – they may love someone from afar and need help to know what to do. • Bullying – somebody may be bullying them and they need help to sort out the situation. • Developing a skill – they may want to be a footballer, rugby player or a singer, and may need to know how to

improve. The children need to write a series of letters to their celebrity using their plans. Resource sheet 3 may help provide the structure for those who need it. The children are then to take the place of the celebrity and write back with a solution to the problem.

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Extracts from the Letters


Dear Harry Hill I know you must be really busy with all the TV and home videos you have to watch but please, please take a minute to help me. I am a twelve-year-old-boy and I plan to be a comedian when I grow up, but recently I’ve sort of lost my touch. Has anyone ever cried when you told them a joke? If so, how did you overcome the problem? Please write back because I really need help. Yours sincerely, Philip Wright

Dear Harry Hill You haven’t had time to reply to my first letter yet, but I just thought I would update you on what’s been happening. My mum only has to look at me now and she bursts into tears. She doesn’t even wait to find out if my joke will be any good. I’m getting desperate. Please advise. Yours sincerely,

Philip Wright

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Letter Planning Having read Philip’s letters to Harry Hill, you now need to think of how to write a series of letters to a celebrity of your choice about a problem you have. Follow the checklist below to help you. What is your problem? It could be:

o Unrequited love – you may love someone from afar and need help to know what to do. o Bullying – somebody may be bullying you and you need help to sort out the situation. o Developing a skill – you may want to be a footballer, rugby player or a singer, and may

need to know how to improve.

My problem is …………………………………………………………………………………………………………………………….................................

.………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………. Who are you going to write to? It should be someone who you think can help with your particular problem, for example, you could ask Beyoncé for help with singing. I am writing to ……………………………………………………………………………………………………………………………................................

Use this box to write some short sentences, questions and feelings to add to your letters:


When writing your series of letters remember to use the following: Short sentences – I’m worried. I don’t know what to do. Questions – How can I keep doing this? How will I ever improve? Feelings – I am terribly upset. I am anxious about the future. These show you are trying to express your inner thoughts and feelings to the person so they can help you.

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Example of a Series of Letters


Dear Michael, I’ve always wanted to be a poet. Ever since I read ‘Going on a Bear Hunt’ I’ve wanted to write like that. I just can’t though. I try. I really do. But my teacher just sends me back to my place with loads of corrections. Can you help me? I don’t understand why I keep getting it wrong. I feel useless. Yours hopefully, Peter

Dear Michael, Things have improved a bit, but I still make mistakes. It is even harder now though. I have a reason to write more poetry. I’m in love! She is new in the class. My heart races when she smiles. Michael, what should I do? I can’t ask her out – I’m much too shy. I want to write a poem for her – but where do I start? Yours desperately, Peter

Dear Michael, Well...I’m not sure I’ve ever been so embarrassed in my life. I wrote that poem. Left it on her desk. Heart pumping inside my chest, I watched her read it. Then, what did she do? Only went and showed it to her friends...then MY friends!! They all know it was me. I’m so embarrassed. Michael, tell me what I should do now? Please! Yours embarrassingly, Peter

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• To explore shocking news headlines and the effect of these on emotions. • To write their own news headlines to create a shock factor. • To create a shockumentary with a play script.

Outcomes

• Children will explore effects of shocking headlines on emotions and how it makes people respond. • Children will create their own shocking headlines. • Children will create a play script to go with a shockumentary and film their shockumentary. • Children will use headlines to write a newspaper report.

Resources

• The Best Medicine by Christine Hamill • Resource sheet 1: Shockumentary Headlines • Resource sheet 2: Shockumentary Plan for a Play Script • Resource sheet 3: Newspaper Report Template • Newspaper or TV headlines from recent news

Lead in Read the extract on page 90 about Mum coming home. Explore how Philip feels about this. Pay particular attention to the part involving the Channel 4 shockumentaries: ‘I had my vital organs removed to get away from my delinquent son.’ Discuss with the children what had happened to Philip to make him think that. Discuss how TV news and newspapers often use shocking headlines. What is the purpose of this? Think about how the headline grabs the attention of the news watcher. Task 1 Explore the headlines from recent newspapers or TV programmes. What type of stories are they about? The children need to discuss a potential story. Were the headlines accurate? Task 2 The children need to work in pairs or small groups to plan a shockumentary for a TV or radio station, based on a shocking headline from Resource sheet 1: Shockumentary Headlines. There are some blank spaces for students to create their own headlines. They need to also create a play script, detailing how the characters in the shockumentaries might speak, act and move. Use Resource sheet 2: Shockumentary Plan for a Play Script to help plan the script for the TV and radio show. It must include the features of a real play script. Use video cameras and/or voice recorders to record them. Extension Use the shocking headlines to create a newspaper report. Use the Resource sheet 3: Newspaper Report Template to plan and write it. For this the children could use some of the shockumentary headlines they chose earlier. How different would a written piece be compared to a television news report?

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Shockumentary Headlines What makes these headlines appear shocking? Think about the type of words used, fonts and content.

Now think of some of your own shocking headlines:


Arctic Blast to FREEZE country!

My Hamster Ate My Snake!

The Daily Echo Life on Mars!

News Today

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Shockumentary Plan for a Play Script

Below is a Shockumentary plan to help you plan the play script for the TV or radio show. Perform the play script and use video cameras and/or voice recorders to record it. Remember to include the features of a play script:

- Identify who your characters are. - Introduce and describe where and when each scene is taking place. - Characters’ names appear on the left of the page with a colon (: ). - Start a new line for every new speaker. - Stage directions should be in brackets and in the present tense.

Character name Scene Speech and stage directions


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Newspaper Report Template


________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________ ________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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The Best Medicine by Christine Hamill KS2 English Reading Comprehension: Pupils should be taught:








KS2 Computing: Pupils should be taught:

• To understand computer networks, including the internet. This involves how they can provide multiple services, such as the World Wide Web; and the opportunities they offer for communication and collaboration.


• To select, use, and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems, and content that accomplish given goals. These include collecting, analysing, evaluating, and presenting data and information.

• To use technology safely, respectfully, and responsibly.


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The Best Medicine by Christine Hamill KS3 English Reading: Pupils should be taught:

• To develop an appreciation for and love of reading, and reading increasingly challenging material independently.

• To understand increasingly challenging texts. • To read critically.


• To write accurately, fluently, effectively, and at length for pleasure and information. • To plan, draft, edit, and proof-read.


• To consolidate and build on their knowledge of grammar and vocabulary.

KS2 Computing: Pupils should be taught:

● To understand a range of ways to use technology safely, respectfully, responsibly, and securely.


Documents

Ages 9-13 years - d3ddkgxe55ca6c.cloudfront.net · • Lesson Plan 1 o ... • What do they eat? (leaves, flowers, other animals, ... according to common observable characteristics