Title of Unit: Billy the Kid by Michael Morpurgo

Year 7

Objectives:Word W14 Word meaning in contextSentenceS7 Speech punctuationReadingR8 Infer and deduce R12 Character, setting and moodR14 Language choicesR16 Author attitudesWritingWr2 Planning formatsWr5 Story structureWr6 CharacterisationWr7 Narrative devicesWr9 Link reading and writingSpeaking and ListeningS&L6 Recall main pointsS&L10 Report main pointsS&L18 Exploratory dramaS&L Evaluate dramaTeaching Sequence

Week 1 Coverage: Pages 7-21 Focus: Setting, character, structure Outcome: Author Research, Close study of opening, Character studies (Dad & Ossie)

Week 2 Coverage: Pages 22-43 Focus: Characterisation, Context (War) Outcome: Character Profiles, Newspaper article*

Week 3 Coverage: Pages 44-69 Focus: Interpretations of text Outcome: Flow chart of Billy’s war experience, Letter

Week 4 Coverage: Pages 70-89 Focus: Speaking and Listening Activities Outcome: Thought-tracking, Group presentation - Improvisations*

Week 5 Coverage: Pages 90-115 Focus: Narrative structure Outcome: Story Endings, Character development, Direct Speech

Week 6 Coverage: Narrative Writing Focus: Techniques of narrative writing Outcome: Own writing*

* Assessment Pieces

Subject:English

Year:7

Class:

Day: Date:Summer

Time:

Reference to Scheme of Work: Robin Hood/Billy the Kid by Michael Morpurgo LIBRARY

Lesson Number: 1

Framework Objectives

Reading for information

Department Lesson StructureStarter:

Library activity sheet – where are the sections of the library, fiction ending in M.

Teacher Adaptation / Differentiation

Introduction:Using the library to research author Michael Morpurgo.Go through the different places to find information and how to read for specific information briefly. Model if necessary.

Development:

Students to complete research sheet on Michael Morpurgo.

Plenary:

Feedback and discussion about what they have found out.

Resources:

Morpurgo booksTask sheet

Homework:

Assessment Opportunity:

Evaluation:

Subject:English

Year:7

Class:

Day: Date:Summer

Time:

Reference to Scheme of Work:Billy the Kid

Lesson Number: 2

Framework ObjectivesW14: Word meaning in contextR12: Character, setting, mood

Department Lesson StructureStarter:Memory: tell your partner your earliest memory feedback your partner’s memory to another pair share a few as a class.

Teacher Adaptation / Differentiation

Introduction:Read opening of story to the class (p7-9) – link to starter i.e. Billy’s memory.What do we learn about the narrator?Reread (in pairs or as a class).What three things make it effective as a start to a story?Share ideas and write on board.

Development:Give pairs one of the cards from ‘Story Openings: Hooking the Reader’ sheet.Pupils identify how the story opening on their card hooks the reader and what appealed to them in the extract.Plenary:Prediction – What do you think the book ‘Billy the Kid’ will be about? (Use title and book cover).

Resources:‘Story Openings: Hooking the Reader’ sheet.

Homework:

Assessment Opportunity:

Evaluation:

Subject:English

Year:7

Class:

Day: Date:Summer

Time:

Reference to Scheme of Work:Billy the Kid by Michael Morpurgo

Lesson Number: 3

Framework ObjectivesR8 – Infer and deduceR12 – Character, setting and mood

Department Lesson StructureStarter: Brainstorm as many things they can remember about the narrator from last lesson.

Teacher Adaptation / Differentiation

Introduction:Read p9-15 (up to death of Billy’s dad).Focus on Billy’s father and their relationship.Pick words that would describe how Billy feels about his dad.

Development:Hand out the worksheet on Billy’s father.Model how to complete as a class.Complete sheet with partner.

Plenary:Feedback to the class the answers.Discuss.Why is Billy’s dad an important character even though he dies at the start of the story?

Resources:Worksheet on Billy’s dad.

Homework:Could: Write Billy’s thoughts after his dad has died.

Assessment Opportunity:

Evaluation:

Subject:English

Year:7

Class:

Day: Date:Summer

Time:

Reference to Scheme of Work: Billy the Kid by Michael Morpurgo

Lesson Number: 4

Framework ObjectivesWr6 CharacterisationR8 Infer and deduceR12 Character, setting and moodDepartment Lesson StructureStarter: Word CubePut up a word cube for CHARACTER (letters jumbled).Pupils to find as many three letter words as possible using the letters in the cube. No proper nouns or abbreviations. Bonus for anyone who gets the 9 letter word.

Teacher Adaptation / Differentiation

Introduction:Read pages 16-21.How did Billy make his money to see Chelsea play?Was this right or wrong? Give reasons.

Development:Role on the Wall:Draw the outline of a man on a piece of sugar paper.In pairs, pupils write down information about Ossie from the text.Come out and place on the outline – in an appropriate place if they can.Discuss what this tells us about Ossie.

Plenary:What ‘role’ does Ossie have in Billy’s life?

Resources:Sugar paper.Post-it notes.

Homework:

Assessment Opportunity:

Evaluation:

Subject:English

Year:7

Class:

Day: Date:Summer

Time:

Reference to Scheme of Work: Billy the kid by Michael Morpurgo

Lesson Number: 5

Framework ObjectivesWr6 – CharacterisationWr9 – Link reading and writingW14 Word meaning in context

Department Lesson StructureStarter: HeroesHighlight /list words traditionally used to define heroes.Refer to Hollywood/fairy tales for stereotypes.

Teacher Adaptation / Differentiation

Introduction:Read p21-22 (Billy’s present day narrative).Billy mentions several famous footballers who are viewed as heroes by some people. Do they match the words they picked? Discuss.

Development:Read 22-29.Write Billy’s diary entries for the following:1. The day he finds out he is to sign for Chelsea2. His first day3. His first match for the Chelsea Reserves.Model examples/ conventions of writing a diary.

Plenary:Read examples of their diaries.

Resources:Heroes OHT/large sheet.

Homework:Complete diary entries.OrPupils write about their hero.

Assessment Opportunity:

Evaluation:

Subject:English

Year:7

Class:

Day: Date:Summer

Time:

Reference to Scheme of Work: Billy the Kid by Michael Morpurgo

Lesson Number: 6

Framework ObjectivesR14 – Language choicesWr10 – Organise texts in ways appropriate to their content

Department Lesson StructureStarter: HeadlinesPupils come up with the story for the following newspaper headline:‘Man battered in chip shop fiasco’(Mention ambiguity if appropriate).

Teacher Adaptation / Differentiation

Introduction:Read p30-32 (Up to ‘that summer Mum married again...’).Why is the headline ‘ Billy the Kid bamboozles the Arsenal’ so effective?What does ‘bamboozle’ mean?Come up with a headline for the match against Sunderland. Share.Development:Look at the headline and lead paragraph of a newspaper story (it could be football or something else).What information do you find in the lead paragraph? Underline. Focus on who, what, where, when.What type of words are used? (dramatic, etc.)Write your own lead paragraph for the story about Billy.Plenary:Read aloud examples and discuss effectiveness.

Resources:Lead paragraph of a newspaper report.

Homework:Complete article.

Assessment Opportunity:Newspaper article

Evaluation:

Subject:English

Year:7

Class:

Day: Date:Summer

Time:

Reference to Scheme of Work: Billy the Kid by Michael Morpurgo

Lesson Number: 7

Framework ObjectivesS&L 6 – Recall main pointsR8 – Infer and deduceR12 – Character, setting and mood.

Department Lesson StructureStarter: Just a MinuteTalk for one minute without pausing etc. on:What has happened so far?

Teacher Adaptation / Differentiation

Introduction:Introduce the context of the war very briefly.Read p32-43 (end of the page).Q & A to clarify meaning.Look at key terms such as ‘phoney war’ etc. (Use back of the book).

Development:‘People’s Attitudes to the War’ sheet.Model one example together.Complete.

Plenary:Billy talks to his brother Joe even after he has died. What would Billy say to Joe before leaving for the war?

Resources:

‘People’s Attitudes to the War’ sheet.

Homework:

Assessment Opportunity:

Evaluation:

Subject:English

Year:7

Class:

Day: Date:Summer

Time:

Reference to Scheme of Work: Billy the Kid by Michael Morpurgo

Lesson Number: 8

Framework ObjectivesS&L6 – Recall main points.S&L5 – Promote, justify or defend a point of view using supporting evidence, example and illustration which are linked back to main argument.

Department Lesson StructureStarter: AcrosticWrite Billy vertically on the board.Pupils come up with an adjective for each letter of his name to describe him.

Teacher Adaptation / Differentiation

Introduction:Read p44-52 (Up to ‘As for the Italians…’).Discuss events.Look closely at the description of Tobruk (p44-45).Underline or highlight the words which help to create atmosphere. Development:Statements Activity:Hand out the statements in an envelope to small groups or pairs.Pupils must discuss each one and decide whether they agree, strongly agree, disagree, strongly disagree.They must have reasons why.

Plenary:Class discussion of responses.

Resources:Cut up set of statements.Agree, strongly agree, disagree, strongly disagree labels.

Homework:

Assessment Opportunity:

Evaluation:

Subject:English

Year:7

Class:

Day: Date:Summer

Time:

Reference to Scheme of Work: Billy the Kid by Michael Morpurgo

Lesson Number: 9

Framework ObjectivesWd14 – Word meaning in contextR14 – Language choicesWr2 – Planning formats

Department Lesson StructureStarter: Letter WritingList five occasions when you may write a letter to someone else and why.

Teacher Adaptation / Differentiation

Introduction:Read p52-61 together.Look at the extract on OHT. Pupils underline all the verbs.Discuss what effect they have on the piece of writing.

Development:Write Billy’s letter home after the ‘F.A. Cup Final’ they play against the Italian guards. You may also want to include other details about life in the POW camp, friendships, etc.Plan content first. Teacher can suggest different planning models.Plenary:Prediction:Robbie and Billy have escaped into the Italian hills.What do you think will happen next?

Resources:OHT of extract.Possible planning formats.

Homework:Complete letter or write his mum’s reply.

Assessment Opportunity:

Evaluation:

Subject:English

Year:7

Class:

Day: Date:Summer

Time:

Reference to Scheme of Work: Billy the Kid by Michael Morpurgo

Lesson Number: 10

Framework ObjectivesR15 – Trace the ways an author structures a text.Wr2 – Planning formats.

Department Lesson StructureStarter: Read p62 – Billy’s modern narrative.Swallows are birds that are known for coming back.Can you think of any other birds that are known for certain things e.g. owls are wise.

Teacher Adaptation / Differentiation

Introduction:Read p62-70 (Up to ‘We said we’d keep in touch, but we never did.’)Discuss.

Development:Pupils produce a flow diagram to show the structure of the plot in the war section of the book.They could work independently or the teacher could give them events jumbled up to put in the correct order.

Plenary:Look at their examples of flow diagrams.Why didn’t Robbie and Billy stay in touch?

Resources:Flow diagram sheet.

Homework:

Assessment Opportunity:

Evaluation:

Subject:English

Year:7

Class:

Day: Date: Time:

Summer

Reference to Scheme of Work: Billy the Kid by Michael Morpurgo

Lesson Number: 11

Framework ObjectivesS&L18 – Exploratory dramaS&L – Evaluate drama

Department Lesson StructureStarter: Turn the word LOVE to HATE in four moves, only changing one letter each time.(Link to theme/structure of book: from family to concentration camp).

Teacher Adaptation / Differentiation

Introduction:Read p70-77 (‘…drank to forget.’)Ensure understanding of the existence of concentration camps.

Development:Use image of prisoners in concentration camp looking through fence.Either:1. Imagine you are the prisoner, thought track the

feelings you have as you are rescued by the British soldiers.

2. Life History – Give a life history of this character – name, family, etc.

Plenary:Brainstorm the emotions that Billy feels at this point in his life.

Resources:Image of concentration camp.

Homework:

Assessment Opportunity:

Evaluation:

Subject:English

Year:7

Class:

Day: Date: Time:

Summer

Reference to Scheme of Work: Billy the Kid by Michael Morpurgo

Lesson Number: 12

Framework ObjectivesS&L6 – Recall main pointsS&L10 – Report main pointsS&L18- Exploratory drama

Department Lesson StructureStarter: StereotypesBrainstorm the stereotypical idea/view of a tramp and/or alternative words.

Teacher Adaptation / Differentiation

Introduction:Read p78-89. How far does Billy fit in to this stereotypical view of a tramp?Give reasons.

Development:S&L Activity:Improvise a meeting between Billy and an old school/football friend. They have not seen each other in 50 years.Listen to some examples.

Plenary:Have you changed your opinion of ‘tramps’ from reading this?

Resources:Homework:

Assessment Opportunity:Pair improvisation

Evaluation:

Subject: Year: Class:

English 7Day: Date:

SummerTime:

Reference to Scheme of Work: Billy the Kid by Michael Morpurgo

Lesson Number: 13

Framework ObjectivesR14 – Language choicesR12 – Character, setting and moodWr6 – CharacterisationDepartment Lesson StructureStarter: SynonymsFind as many alternative words for:SMELL(Comment on shades of meaning).

Teacher Adaptation / Differentiation

Introduction:Read p90-98). What do we learn about Maddy and Jamie? What is your opinion of the way in which they treat

Billy? Would you behave in the same way? Explain.

Development:Trace development of character by comparing ‘Billy the Kid’ to ‘Smelly Billy.’Pupils complete worksheet.Model an example.

Plenary:Billy becomes close to Maddy and Jamie’s son Sam. Sam starts to call him ‘Uncle Billy.’Come up with adjectives to describe this new ‘Uncle Billy’ change to Billy.

Resources:Tracing character development worksheet. Homework:

Complete worksheet.Write a paragraph explaining how and why Billy changes.

Assessment Opportunity:

Evaluation:

Subject:English

Year:7

Class:

Day: Date:Summer

Time:

Reference to Scheme of Work: Billy the Kid by Michael Morpurgo

Lesson Number: 14

Framework ObjectivesS7 – Speech punctuation

Department Lesson StructureStarter: Come up with 5 reasons why you think Billy should give up drinking.Share as a class.

Teacher Adaptation / Differentiation

Introduction:Read p99-109.Put up an OHT of an extract from p106 showing the start of Billy and Robbie’s conversation.What are the rules of writing direct speech?Brainstorm.Provide them with correct checklist.

Development:Continue their conversation using direct speech correctly.They could work in pairs, one being Billy and the other Robbie.Read aloud examples.

Plenary:Has Robbie changed in all these years?Locate one example to support your view.(Write on whiteboards).

Resources:OHTs of conversation and rules of direct speech.

Homework:Complete conversations.

Assessment Opportunity:

Evaluation:

Subject:English

Year:7

Class:

Day: Date:Summer

Time:

Reference to Scheme of Work: Billy the Kid by Michael Morpurgo

Lesson Number: 15

Framework ObjectivesWr7 – Narrative devices

Department Lesson StructureStarter: Story EndingsWhat advice would you give a writer about what to avoid when ending a story?Select a traditional story e.g. Cinderella, pupils will know and retell it using an ending which reflects their suggestions.Pupils write down what they think makes a good ending.(See separate teacher sheet with prompts).

Teacher Adaptation / Differentiation

Introduction:Read p110-115.Does this ending satisfy the reader and fulfil rules of a good ending?Highlight specific examples together e.g. he learns to stop drinking.

Development:Read together and example of a story ending: ‘A Low Rumble of Thunder in the Distance.’ In pairs predict an ending which you think meets all the ingredients of an effective conclusion.

Plenary:

Listen to some of their ideas and discuss.Read the actual ending.Explain/discuss how the story is drawn together.

Resources:‘A Low Rumble of Thunder in the Distance’ handouts.

Homework:

Assessment Opportunity:

Evaluation:

Subject:English

Year:7

Class:

Day: Date:Summer

Time:

Reference to Scheme of Work: Billy the Kid by Michael Morpurgo

Lesson Number: 16

Framework ObjectivesWr2 – Planning formatsWr5 – Story structureWr7 – Narrative devices

Department Lesson StructureStarter: Key WordsJot down anything you can think of which you associate with the word AMBITION.

Teacher Adaptation / Differentiation

Introduction:Pupils will be writing their own story based on ambition. The main character (first or third person narrator) looks back on their life in relation to their ambition.What is their ambition? Will they/did they achieve it?

Development:Plan stories using a writing frame.Model examples. May choose which model suits them.(Link to starter activity – need to organise initial thoughts/ideas.)

Plenary:Tell partner/person behind outline.Suggest improvements and say what is good about it.Could listen to some examples.

Resources:Examples of different planning formats.

Homework:Write the opening paragraph of your story.

Assessment Opportunity:

Evaluation:

Subject:English

Year:7

Class:

Day: Date: Time:

Summer

Reference to Scheme of Work: Billy the Kid by Michael Morpurgo

Lesson Number: 17

Framework ObjectivesWr2 – Planning formatsWr5 – Story structureWr7 – Narrative devices

Department Lesson StructureStarter: Read aloud some of their examples of opening paragraphs.

Teacher Adaptation / Differentiation

Introduction:Look at tick sheet: ‘How to be a good story writer.’Tick off what they have already done i.e. planning.

Development:Continue writing stories.Encourage use of dictionaries/thesauruses throughout the lesson.(Could use ICT).

Plenary:Come up with a title for story.

Resources:DictionariesThesaurusesPlanning frames

Homework:Continue writing story.

Assessment Opportunity:

Evaluation:

Subject:English

Year:7

Class:

Day: Date:Summer

Time:

Reference to Scheme of Work: Billy the Kid by Michael Morpurgo

Lesson Number: 18

Framework ObjectivesWr5 – Story structureWr7 – Narrative devices

Department Lesson StructureStarter: Spelling Strategies: MnemonicsGive an example:Big Elephants Can’t Always Use Small ExitsCome up with their own for a word they find hard to remember.

Teacher Adaptation / Differentiation

Introduction:Why is it important to check your work for mistakes, etc?Give out strategies for checking work sheet.

Development:Continue writing story.If finished pupils read through own work independently, using checklist.Get another pupil to read and make constructive comments only.Redraft/make improvements.

Plenary:Identify one strategy they’ve learnt or has helped with their proof reading of their work.

Resources:Strategies for checking work sheet.

Homework:Complete.

Assessment Opportunity:Written story.

Evaluation: