9–13 years

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9–13 years

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Football School Season 2: Where Football Explains the World By Alex Bellos and Ben Lyttleton, illustrated by Spike Gerrell

• Lesson Plan 1 o Resource Sheet 1: Persuasive Letter Writing Frame

• Lesson Plan 2

o Resource Sheet 1: Ideas For ‘Handedness’ Experiments o Resource Sheet 2: Survey Sheet

• Curriculum Links

My Mum’s Growing Down By Laura Dockrill, illustrated by David Tazzyman

• Lesson Plan 1 o Resource Sheet 1: Growing Down Mind Map o Resource Sheet 2: Acrostic Poem: ADULTING o Resource Sheet 3: Acrostic poem: GROWNING DOWN

• Lesson Plan 2

o Resource Sheet 1: Fact File

• Curriculum Links Continued…

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…continued

Tom Gates: Epic Adventure (Kind Of) By Liz Pichon

• Lesson Plan 1 o Resource Sheet 1: Haiku Ideas o Resource Sheet 2: Haiku Writing Frame

• Lesson Plan 2

o Resource Sheet 1: Spy Stuff to Look Out For o Resource Sheet 2: Spy Gadget Prototype


Uncle Shawn and Bill and the Almost Entirely Unplanned Adventure by A.L. Kennedy and Gemma Correll

• Lesson Plan 1 o Resource Sheet 1: Luxury Getaway o Resource Sheet 2: Design a Luxury Getaway

• Lesson Plan 2

o Resource Sheet 1: Ideas For Escape o Resource Sheet 2: Flowchart of Escape Plan


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Football School Season 2: Where Football Explains the World by Alex Bellos and Ben Lyttleton, illustrated by Spike Gerrell Objectives

• To understand the concept of discrimination based on gender. • To argue persuasively for equality and equal rights.

Outcomes

• Children will discuss the contradiction between the success of women’s football and women’s lives outside of football in 1921.

• Children will write a persuasive letter in support of women’s football in 1921. Resources

• Football School Season 2: Where Football Explains the World, by Alex Bellos and Ben Lyttleton, illustrated by Spike Gerrell. Pages 54–65

• Resource Sheet 1: Persuasive Letter Writing Frame

Lead in Read the section titled ‘History’ from the book (pages 54–65). Pause at key points that show the contradiction between the role of women during World War 1 and the growing popularity of women’s football at the time. For example, working in factories but playing football in front of very large crowds. Page 59 explores the stadium ban the FA introduced to women’s football, effectively stopping large crowds from attending. Explore what the children feel about this and what they might have done at the time. Remind them that it wasn’t until 1928 that women were allowed to vote. Task Imagine the children are living in 1921 and protesting the decision of the FA. Using Resource Sheet 1, the children should write a persuasive letter to the FA attempting to get them to overturn their stadium ban on women’s football. Extension In the book, pages 61 and 64 has examples of famous female footballers and world leaders. The children could explore the lives of any of the leaders or find more to add to the list. They could create a presentation about these female leaders.

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Football School Season 2: Where Football Explains the World

by Alex Bellos and Ben Lyttleton, illustrated by Spike Gerrell

Persuasive Letter Writing Frame

Use this as your plan for persuading the FA to change their minds about the stadium ban of 1921.

Theme To overturn the stadium ban on women’s football

What I think about this…

Reason 1 for thinking it is wrong



Why others might disagree

Summary as to why they should overturn it

Lesson 1: Resource Sheet 1

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Football School Season 2: Where Football Explains the World by Alex Bellos and Ben Lyttleton, illustrated by Spike Gerrell Objectives

• To understand the difference between ‘left handedness’ and ‘right handedness’. • To compare the statistics given in the book with their own samples from school.

Outcomes

• Children will identify the different types of dominance in terms of their bodies. • Children will create their own data sets.

Resources

• Football School Season 2: Where Football Explains the World, by Alex Bellos and Ben Lyttleton, illustrated by Spike Gerrell. Pages 138–151

• Resource Sheet 1: Ideas For ‘Handedness’ Experiments • Resource Sheet 2: Survey Sheet

Lead in Ask the children who is left handed in the class. What do they find difficult? Explore what the children think about why they would be in the minority. Read page 139 and discuss with the children about what this tells us about our bodies and the dominance of one body side over the other. Continue to read the remaining pages of this section (to the end of page 151), stopping at key points to discuss different aspects such as use of language for the word left, problems of left handedness and the disproportionate number of left footed greatest players. (Page 146 discusses greatest players.) Task Children use Resource sheet 1 and the ideas from pages 138–151 in the book to come up with some experiments to test ‘handedness’, ‘eyedness’, ‘earedness’ and ‘footedness’. (The book provides definitions of these terms. The book also provides some examples of types of experiments to try, for example, which eye is used to look through a keyhole etc.) The children should then undertake these experiments in small groups and complete the survey data on Resource Sheet 2. Each group needs to share their data with the other groups to provide a fuller picture of ‘handedness’ across the class/year group. Compare their findings with the data in the book. Pages 145 and 149 provide data to explore. Extension Explore the data further about ‘two footedness’ and ‘crossed dominant’, for example, right handed but left footed. Is there anyone in the class/year group who falls into this category? A further extension could be for the children to explore the genetics and biology of why this occurs, dominant and recessive genes and inheritance.

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Football School Season 2: Where Football Explains the World by Alex Bellos and Ben Lyttleton, illustrated by Spike Gerrell

Ideas For ‘Handedness’ Experiments

Write down all the different experiments you could carry out to discover which hand, foot, eye and ear you are most likely to depend upon.

Body part Examples of experiments to test

Hand

Foot

Eye

Ear


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Football School Season 2: Where Football Explains the World by Alex Bellos and Ben Lyttleton, illustrated by Spike Gerrell

Survey Sheet

Complete the results for your group and then collect all of the results from the other groups. Identify if the results match what the book tells you should be the case.

BODY PART Hand Foot Eye Ear

L R L R L R L R

Total

Percentage of class/year


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Football School Season 2: Where Football Explains the World by Alex Bellos and Ben Lyttleton, illustrated by Spike Gerrell.

KS2 English: Pupils should be taught to: Reading Comprehension:

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

the impact on the reader. • distinguish between statements of fact and opinion. • retrieve, record, and present information from non-fiction. • 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. • provide reasoned justifications for their views.

Writing:

• plan their writing. • draft and write. • evaluate and edit. • proof-read for spelling and punctuation errors. • perform their own compositions, using appropriate intonation, volume, and movement so

that meaning is clear. Vocabulary, Grammar and Punctuation:

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

KS2 Science: Pupils should be taught to: Working Scientifically:

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

• identify scientific evidence that has been used to support or refute ideas or arguments.

Evolution and Inheritance: • identify how animals and plants are adapted to suit their environment in different ways

and how adaptations can result in evolution.

Curriculum Links – KS2

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Football School Season 2: Where Football Explains the World by Alex Bellos and Ben Lyttleton. Illustrated by Spike Gerrell.

KS3 English: Pupils should be taught to: Reading:

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

• understand increasingly challenging texts. • read critically.

Writing:

• write accurately, fluently, effectively, and at length for pleasure and information.

• plan, draft, edit, and proof-read. Grammar and Vocabulary:

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

KS3 Science: Pupils should be taught to: Working Scientifically:

• pay attention to objectivity, and have a concern for accuracy, precision, repairability and reproducibility.

• ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience.

Biology:

• 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.


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My Mum’s Growing Down By Laura Dockrill, illustrated by David Tazzyman Objectives

• To identify the differences between adulthood and childhood. • To use poetry to create contrast.

Outcomes

• Children will complete two acrostics based on adulthood and one based on ‘growing down’.

• Children will understand what the phrase ‘a little touch of playfulness is what will keep you young’ means.

Resources

• My Mum’s Growing Down by Laura Dockrill, illustrated by David Tazzyman • Resource Sheet 1: Mind Map • Resource Sheet 2: Acrostic Poem – ADULTING • Resource Sheet 3: Acrostic Poem – GROWING DOWN

Lead in Read the poem ‘My Mum’s Growing Down’ on pages 1–7 of the book. Pause at different points to highlight how Mum has grown down. Create a mind map using Resource Sheet 1 or bullet-point list of different ways she has ‘grown down’. Think about other ways a mum/dad/older relative could grow down and add these to the mind map or bullet-point list. Task Children create a list of things that an adult might do when behaving as an adult, for example, having a job, paying bills, driving, dieting etc. Using both lists get the children to create their own acrostic poems for the phrases ‘adulting’ and ‘growing down’ (Resource Sheet 2 and 3). Remind them that acrostic poems do not have to rhyme but should be relevant to the theme and subject of the poem. However, if the children want to use rhyme then they can. Extension Using the same idea as the acrostic poems, children to concentrate on a ‘Benjamin Button’ theme. Key: he got younger throughout his life and lived his life in reverse. Think about what might happen to somebody if they lived like this. Use the ideas to create a poem about ‘living in reverse’.

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My Mum’s Growing Down

By Laura Dockrill, illustrated by David Tazzyman

Growing Down Mind Map

Complete the mind map of all the ways that Mum has ‘grown down’. Can you add any others?


Growing down

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Acrostic Poem – ADULTING

Using the word ADULTING, write an acrostic poem using your ideas of what being an adult is like.


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Acrostic Poem – GROWING DOWN

Using the words GROWING DOWN, write an acrostic poem using your ideas of how a person might grow down.


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My Mum’s Growing Down By Laura Dockrill, illustrated by David Tazzyman Objectives

• To identify that life is about making your own decisions. • To reflect on what the children would like to do in their lives in the

future. Outcomes

• Children will explore what their ambitions, hopes and dreams are. • Children will create a fact file of themselves aged 80.

Resources

• My Mum’s Growing Down by Laura Dockrill, illustrated by David Tazzyman. Pages 138-143 • Resource Sheet 1: Fact File

Lead in Read the poems on page 138–143, one called ‘Little Life’ and one called ‘Big Life’. Identify the differences between the two – the mum is describing her child doing as little as possible to cause her any concern in the first and being themselves in the second. Ask the children the following questions:

• What do you want to be? • Where do you want to travel/what things do you want to see? • What are the three most important things in your life now? • Can you give an example of when you stood up for something that you believed in?

Task Using the answers from the questions above, tell the children they are going to imagine that they have fast forwarded their lives to the age of 80. They should complete the fact file on Resource Sheet 1 as if they are 80 years old looking back on what they have achieved throughout their lives. Extension Children could interview an older relative to find out what the adults wanted to be when they reached adulthood. Have their dreams and ambitions changed? Create a fact file on them.

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Fact File

Complete the fact file imagining you are looking back on your life at 80 years old.

Name: Age: 80

Main job:

Favourite place to visit:

Three most important things in my life:

Best bit about being me:

Oddest fact about me:


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• maintain positive attitudes to reading and understanding of what they read.

• discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.

• distinguish between statements of fact and opinion.

• retrieve, record and present information from non-fiction.

• 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.

• provide reasoned justifications for their views. Writing:

• plan their writing.

• draft and write.

• evaluate and edit.

• proof-read their writing for spelling and punctuation errors.

• perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear.

Vocabulary, Grammar and Punctuation:

• develop understanding of the concepts.

• indicate grammatical and other features of writing.

• use and understand grammatical terminology. KS2 PSHE: Pupils should be taught to:

• reflect on and celebrate their achievements, identify their strengths and areas for improvement, set high aspirations and goals.


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• understand increasingly challenging texts.

• read critically. Writing: Pupils should be taught:

• write accurately, fluently, effectively, and at length for pleasure and information.

• plan, draft, edit, and proof-read. Grammar and vocabulary:

• consolidate and build on their knowledge of grammar and vocabulary. KS3 PSHE: Pupils should be taught to:

• recognise their personal strengths and how this affects their self-confidence and self-esteem.

• recognise that the way in which personal qualities, attitudes, skills and achievements are evaluated by others, affects confidence and self-esteem.


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Tom Gates: Epic Adventure (Kind of) By Liz Pichon Objectives

• To understand the features and form of a haiku. • To write their own haiku based on a given theme.

Outcomes

• Children will explore the features of a Haiku and the syllables in each line. • Children will write their own Haiku using the correct format.

Resources

• Tom Gates Epic Adventure (Kind of) by Liz Pichon. Haiku on pages 19, 20, 27 • Resource Sheet 1: Haiku Ideas • Resource Sheet 2: Haiku Writing Frame

Lead in Read the three pieces of poetry on pages 19, 20 and 27. What do the children notice about these different pieces of poetry? Explore the features of this type of poetry. Can the children name what it is? Note that some children may be familiar with haiku and have written them before; for some this may be the first time they have seen this type of poetry. Task The children need to collect some ideas for a haiku, both positive and negative. For example, attending a concert for a favourite pop group, being invited to a sports event like the football World Cup, having to go visit an elderly relative if they don’t want to, going shopping etc. using Resource Sheet 1. They need to think about how they will use the description, as well as feelings, in their haiku. The children can write their haiku using the writing frame on Resource Sheet 2. They could write more than one verse. Extension The children could use their poetry they have created above and perform them using performance poetry techniques. Ask the children to think about how they could they get their feelings across when performing.

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Tom Gates: Epic Adventure (Kind of)

By Liz Pichon

Haiku Ideas

Use this page to write down some haiku ideas of visiting places/people you might want to or not want to. Give positive and negative examples. For example: Positive: My favourite band at a concert.

Negative: My Great Aunt Nelly on Sunday afternoon.

Positive Negative


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Tom Gates: Epic Adventure (Kind of) By Liz Pichon

Haiku Writing Frame

Remember a haiku is made up of three lines with the rhythm of 5-7-5. Five syllables in the first line, seven in the second and five in the last. Think of your theme and get writing! You can write more than one verse if you would like.

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Tom Gates: Epic Adventure (Kind of) By Liz Pichon Objectives

• To identify inference in text. • To develop design ideas to produce examples of a prototype.

Outcomes

• Children will identify what the text is trying to say in a ‘show not tell’ way. • Children will create their own design of a gadget for the ‘spy’ grandparents to use.

Resources

• Tom Gates Epic Adventure (Kind of) by Liz Pichon. Pages 155-162 • Resource Sheet 1: Spy Stuff To Look Out For • Resource Sheet 2: Spy Gadget Prototype

Lead in Read pages 155–162 which discusses whether Tom’s grandparents are actually spies. Discuss Derek’s list on page 155 and Resource Sheet 1 – does the class agree with it? Would they remove/add anything else? On page 158, Tom discusses the watch that he has been given and the one that Grandad talks about. What type of things might be on Grandad’s watch if he is a spy? Task Children to use Resource Sheets 1 and 2 and the ideas from pages 155–162 to come up with an idea for a gadget made especially for a grandparent who is a spy. It could be anything that doesn’t draw attention to them. For example, a special walking stick, a hat, a cardigan etc. Children can draw and label their design prototype on Resource Sheet 2. Extension Write a set of instructions on how to use the gadget that has been designed. What should you do? What shouldn’t you do if you don’t want it to ‘self-destruct’?!

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Tom Gates: Epic Adventure (Kind of) By Liz Pichon

Spy Stuff To look Out For

Use the list of ‘spy stuff’ to help you with your ideas.


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Spy Gadget Prototype

Complete your design of your spy gadget – remember it should look like an ordinary object but be packed with amazing features!

Gadget name:

What is it disguised as?

What other things will it do?

What will it look like? (remember to label it fully)


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• maintain positive attitudes to reading and understanding of what they read.



• retrieve, record and present information from non-fiction.






• proof-read for spelling and punctuation errors.

• perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear.


• develop understanding of the concepts of writing.


• use and understand grammatical terminology.

KS2 Art and Design: Pupils should be taught to: • To improve their mastery of art and design techniques, including drawing, painting and

sculpture with a range of materials.


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Writing:

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

Grammar and Vocabulary:

• consolidate and build on their knowledge of grammar and vocabulary. KS3 Art and Design: Pupils should be taught to:

• use a range of techniques and media, including painting.

• increase their proficiency in the handling of different materials.

• 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.

• identify and solve their own design problems and understand how to reformulate problems given to them.

• develop and communicate design ideas using annotated sketches.


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Uncle Shawn and Bill and the Almost Entirely Unplanned Adventure by A.L. Kennedy and Gemma Correll Objectives

• To identify different aspects of text and compare and contrast them. • To understand the process of design and that not all ideas will be incorporated into the

final product.

Outcomes • Children will identify the similarities and differences between the ‘luxury’ idea and reality. • Children will design their own luxury getaway for the llamas.

Resources

• Uncle Shawn and Bill and the Almost Entirely Unplanned Adventure by A.L. Kennedy and Gemma Correll. Pages 22-30

• Resource Sheet 1: Luxury Getaway • Resource Sheet 2: Design a Luxury Getaway

Lead in Read Section Two of the book. Look at the advertisement on page 27 (Resource Sheet 1) and compare it to the description from the llamas and the farm they are staying on. What is the same and what is different about the written description and the advertisement. Add thoughts and ideas under the headings on Resource Sheet 1. Task Using Resource Sheet 2 and the advertisement from the book on page 27, discuss what would be considered as a luxury getaway for a llama. Make a list of the things that a llama might want and need. Then using the same resource sheet, design a luxury getaway, labelling it clearly with the things that are wants and things that are needed. For example, lots of hay might be needed or a grooming centre. Extension The children could use their design to create an advertisement for a luxury getaway. How might they persuade llamas to visit? Look at the features on page 27 and Resource Sheet 1 to help.

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Uncle Shawn and Bill and the Almost Entirely Unplanned Adventure

by A.L. Kennedy and Gemma Correll

Luxury Getaway

Look at this advert from page 27 of the book. List what is the same/different about this and the reality of the way it is described in words?

Image from Uncle Shawn and Bill and the Almost Entirely Unplanned Adventure by A. L. Kennedy, illustrated by Gemma Correll. Illustration © Gemma Correll 2017. Published by Walker Books Ltd.

Same Different

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Uncle Shawn and Bill and the Almost Entirely Unplanned Adventure

by A.L. Kennedy and Gemma Correll

Design a Luxury Getaway

List all the things that the llamas might both WANT and NEED in their luxury getaway – if you were designing it.

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Either below, or on another piece of paper, design your own llama luxury getaway (you do not need to use all of the list above). Remember to label it!


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Uncle Shawn and Bill and the Almost Entirely Unplanned Adventure by A.L. Kennedy and Gemma Correll Objectives

• To understand the features of information texts. • To identify the need for clarity when producing information texts themselves.

Outcomes • Children will be able to identify ideas as to how the llamas and Badger Bill can escape. • Children will produce a flowchart of their escape plan.

Resources • Uncle Shawn and Bill and the Almost Entirely Unplanned Adventure by A.L. Kennedy and Gemma

Correll. Section Ten, pages 85–91 and section Eleven, pages 92–100 • Resource Sheet 1: Ideas for Escape • Resource Sheet 2: Flowchart of Escape Plan

Lead in Read section ten and eleven of the book. Discuss the reasons why the llamas and Badger Bill needed to escape. Ask: what are the obstacles to getting out of their ‘prisons’? (electric fence, cage etc) What limitations do the animals have in trying to escape? (hooves, can’t drive, etc.) Discuss ways that Uncle Shawn could help them escape. What could he do? Task Using Resource Sheet 1, the children need to come up with some ideas about how they could help the llamas to escape and then Badger Bill to escape. Then using Resource Sheet 2, the children to create and design an escape plan for the llamas and Badger Bill. Extension Children could use their flowchart to write an explanation text for their escape plan.

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Ideas For Escape

Add your ideas for an escape to the mind map below.


Escape ideas

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Flowchart of Escape Plan

Create a story/flowchart to design an escape plan for the llamas and Badger Bill. Remember to include a sentence to help explain what you have drawn.


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• maintain positive attitudes to reading develop an understanding of what they read.



• retrieve, record, and present information from non-fiction.






• proof-read for spelling and punctuation errors.

• perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.


• develop understanding of the concepts of writing.


• 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.


of 34





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

Grammar and Vocabulary:

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

KS3 Art and Design: Pupils should be taught to:

• use a range of techniques and media, including painting.

• increase their proficiency in the handling of different materials.

• 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.

• identify and solve their own design problems and understand how to reformulate problems given to them.

• develop and communicate design ideas using annotated sketches.


9–13 years

Documents

Transcript of 9–13 years