Venue:
Weeks One to Four:
Chowen Centre, using rooms C1, C2, C3, Burgess Suite and Yorke Hall. (Yorke Hall will be setup for
exams, so any furniture arrangement needs to be repaired at end of session.
Week Five:
Main School Hall set out with 20 "team stations" and central set of "Helper desks" along with a
staging area for the "Quiz Masters" and "Keeper of Scores" Given the external exams taking place,
we will need to setup as required before
Timings:
Week One to Four
Register – 8:45 to 09:00 – Starter activities in rooms for early arrivals
Session 1 – 09:00 to 09:25
Break – 09:25 to 09:30
Session 2 – 09:30 to 09:55
Break – 09:55 to 10:05
Session 3 – 10:05 to 10:30
Break – 10:30 to 10:35
Session 4 – 10:35 to 11:00
De-register
Week Five
TBC Probably of a similar format to above unless certain quiz rounds require more or less time!
The following pages are an overview of the topics to be covered and then a more detailed idea of
what could/should be taught in the four sessions for each classroom each week.
This will require further work by the each team delivering each classroom programme to
ensure that our guests get a good 2 hour discovery mathematics session.
100 Guests split into 4 Classrooms of 25
Classroom then split into groups of 5 groups of 5
Overview:
Weeks One to Four
each classroom will run a different activity and guests will remain in that activity for the whole of
the morning. Each activity is split into four sub parts that should keep guests engaged for the
duration of each session. This is all Mathematics based, though the younger guests may find some
of the concepts challenging.
Classroom 1 - Mathematics of Beauty
(i) What is mathematical Beauty?
(ii) Phi and Fibonacci sequence
(iii) Beautiful Faces
(iv) Ugly Masks
Classroom 2 - Code breaking
(i) Rail Fence
(ii) Caesar Shift
(iii) The Binary Number System (and Hexadecimal)
(iv) The Computer and the ascii character set
Classroom 3 - Number Patterns
(i) Triangular Numbers (The sum of consecutive numbers)
(ii) Pyramid Numbers (The sum of consecutive triangular numbers)
(iii) Square numbers (The sum of consecutive odd numbers and successive triangular
numbers)
(iv) Pythagorean triples OR Prime numbers
Classroom 4 - Mathematical Shortcuts
(i) Maths Tricks to amaze your friends and Left to Right subtraction
(ii) Times Tables and Digit Sums and the Vedic Square and divisibility tests (2, 3, 4, 5, 6,
9, 10, 11)
(iii) Vedic Square
patterns and 9pt circle pattern
(iv) Multiplication of two,
three and four digit numbers in your head
Classroom 1 - Mathematics of Beauty
(i) What is mathematical Beauty?
(ii) Phi and Fibonacci sequence
(iii) Beautiful Faces
(iv) Ugly Masks
Starter Activity into Session I
Three different Buildings: Pantheon, Taj-Mahal and Eifel Tower Series of photographs of same
building that is in golden ratio proportion with alternative images slightly stretched horizontally
and vertically to change proportion. What do guests think is best view? Does the entire class
agree.
Can they put into words why one view is better than the others?
Use rulers to measure key dimensions. Width and height of P and TM
Height of Top section height of bottom section of ET; what do these results give? ~1.618
Guests then draw a "pleasing rectangle". What is ratio of height to width?
What about trees?
A golden rectangle is one whose side lengths are in the golden ratio (approximately 1:1.6180
Session II
Extend the sequence 1 1 2 3 5 8 etc for first 15 terms Can guests
name the pattern? Fibonacci
Where is it seen in nature?
Need pictures of Fibonacci in nature: Pineapple, sunflowers, etc etc Use squared
paper to draw golden spiral based on Fibonacci squares. Use 1 to 8 initially, (for
photographs) and 1 to 56 for larger spiral (small spiral will be a rectangle 8 by 13
larger rectangle will be 90 by 56 squares. Now divide larger number by smaller for
successive terms in Fib Series. What are these numbers approaching? (Phi, ~1.618
– The golden ratio) http://www.goldenmeangauge.co.uk/fibonacci.htm
Session III
Beautiful faces, using quick talk on website below, issue groups with staff photos
and masks and get them to rate and rank the photographs. Can they then use the
masks to compare and contrast. Note symmetry of "most mathematical beauty".
Calculate key proportions of the face. Note the re-occurrence of Golden Ratio.
http://www.davidfriddle.com/gm/Hist.2/
http://www.goldennumber.net/beauty/
http://majorityrights.com/weblog/comments/the_facial_proportions_
of_beautiful_people https://www.pinterest.com/indiapiedaterre/golden-ratio/
http://www.beautyanalysis.com/index2_mba.htm - How to take photos of
yourself with the mask. Needs to have been completed prior to the lesson.
Leadership to use their faces, not pupils. Go to menu on Left of home screen,
select Mask Applications then You and the Mask then Repose Frontal Mask
Session IV Ugly Masks
Guests to use the time to make a mask that is the exact opposite to
Beautiful Face. Use coloured paper to add and subtract from the
template given.
Aim to make unsymmetrical faces and be able to show that there is no
feature that is in proportion.
For further research and information:
http://blogs.scientificamerican.com/science-sushi/2013/01/09/brown-
eyes-deemed-more-trustworthy-but-thats-not-the-whole-story/
Classroom 2 - Code Breaking
(i) Rail Fence
(ii) Caesar Shift
(iii) The Binary Number System (and Hexadecimal)
(iv) The Computer and the ascii character set
Session I
Have various messages coded using different rail fence techniques. All messages should
be short and from a prime number times another value rectangle so the coding table is
"spottable" or from a given dimension. If messages are not a nice multiple of letters to fit
a grid of your liking, the gaps can be filled in with X (easy) or random letters. In messages
below I have removed spaces from the plain text so that the cipher text is just blocks of
characters or could be given as a continual string without gaps.
Make use of the slides within the Yr10 enrichment PowerPoint presentation on
history of coding that decodes into wanting mars bars to show pupils how to
scramble messages.
An example for them to crack as a group…
Plain text "You cracked the first code comma well done!" 36 characters without spaces
so can be coded using many different grid sizes. 6by6 or 9by4 or 4by9 or 12by3 3by12
Using a 6by6 grid gives and writing horizontally into the rows:
Youcra ckedth
efirst codeco
Mmawel ldone!
So reading down each column gives a Cipher text of…
6D6 YCECML OKFOMD UEIDAO CDREWN RTSCE AHTOL!
Reading down, up, down, etc. gives a Cipher text of…
6DU YCEMCL DMOFKO UEIDAO NWERDC RTSCEE AHTOL!
Have several other messages coded into a suitable table. Each message needs to be
transmitted with a clue as to the way that it can be reread. Such as the one below;
9UDD7 TUTFNAN OKMOOWO WEERSIB ELOOSYT ROSTLLQ YUAHVNU IEEEGRT
OOERYEC MWSSODK
Have guests devise their own short messages for others to solve.
Plain text and CIPHER TEXT need to be written on different pieces of paper. Could use the
snowball technique for sharing messages. Have all cipher texts written on pieces of A4
plain paper, along with the deciphering code
"UD12" for Up Down Up Down etc on a table twelve squares high. "7D" for Down, Down,
Down in a table seven squares wide. "12Ar6" for a table 12 squares wide by 6 squares
high table to be read angled to the right (read top left square first then row 1 col 1 then
row 1 col square then row 3 col 1, row 2 col 2 row 1 col 3. Rereading the table from a 45
degree angle left to right top to bottom)
Session II Ceasar shift
A shift of three letters on (+3) is the basic pattern, the letters
a becomes D, b becomes E, c
becomes F, v becomes y, w
becomes Z, x becomes A, y
becomes B and z becomes C
Use the code wheel handout to speed up the coding and decoding process. Needs
making, guests can take home at end of session. Have examples for pupils to decode.
Can they then create a message for others to decode.
Session III
Challenging session! Need to get guests to understand the binary number system. Get the
guests to make thought link from Th H T U of decimal numbers to the binary equivalents
of 8 4 2 1
Maybe count up to 16 and show the relating values and how the binary 1s and 0s can
be summed to give the denary equivalent One, 1, 1 (1One)
TWO, 2, 10 (1Two and 0Ones Three, 3, 11 (1 Two +
1One = Three) Four, 4, 100
Five, 5, 101
Six, 6, 110
Seven, 7, 111 (1Four + 1Two + 1One = Seven)
Pupils need to be able to convert binary into decimal and decimal into binary.
For latter teach the repeated division by 2 technique and considering the remainders.
Eg binary of 90
90 ÷ 2 = 45 r0
45 ÷ 2 = 22 r1
22 ÷ 2 = 11 r0
11 ÷ 2 = 5 r1
5 ÷ 2 = 2 r1
2 ÷ 2 = 1r0
1 ÷ 2 = 0 r1
So binary value is 1011010 when the remainders are written R to L, the first calc gives the
number of Ones in the binary value, second calc the number of Twos etc.
Session IV
So how do computers code anything? Answer…Binary, using electricity means they can
only be On and Off, On is represented by 1 and Off by a 0 so lots of 1s and 0s in other
word binary.
Show a keyboard and that each key is given a number from 1 to 127 That A has the value
65 and there for Z has the value 90
And that a has the value 97 and z has the value 122. Have pupils get the corresponding
7bit binary values. Is there a pattern to the alphabet? What about the digits 0 to 9?
Use a table of ascii codes to speed the coding process up. HAndout a message with the
instructions that this cipher is very important will tell them what they have to do next…
The message should say …
"Well done one and all for a morning discovering codes and ciphers, have a restful
weekend, it's time to go home!"
The message needs to be coded into ascii with each letter as a 7bit binary value. Can the
guests decode it to find out what comes next!
Extension material/idea
Binary into Hexadecimal breaking binary into 4bit chunks from least significant bit
(Right to Left)
Classroom 3 - Number Patterns
(i) Triangular Numbers (The sum of consecutive numbers)
(ii) Pyramid Numbers (The sum of consecutive triangular numbers)
(iii) Square numbers (The sum of consecutive odd numbers and successive
triangular numbers)
(iv) Pythagorean triples OR Prime numbers
Starter Activity: Pebbles
See http://nrich.maths.org/48 for the solution!
Imagine that you're walking along the beach, a rather nice sandy beach with just a few
small pebbles in little groups here and there. You start off by collecting just four pebbles
and you place them on the sand in the form of a square. The area inside is of course just
1 square something, maybe 1 square metre, 1 square foot, 1 square finger ... whatever.
By adding another 2 pebbles in line you double the area to 2, like this:
The rule that's developing is that you keep the pebbles that are down already (not moving
them to any new positions) and add as FEW pebbles as necessary to DOUBLE the
PREVIOUS area, using RECTANGLES ONLY!
So, to continue, we add another three pebbles to get an area of 4:
You could have doubled the area by doing:
But this would not obey the rule that you must add as FEW pebbles as possible each
time. So this one is not allowed.
Number 6 would look like this:
So remember:-
The rule is that you keep the pebbles that are down already (not moving them to any
new positions) and add as FEW pebbles as necessary to DOUBLE the PREVIOUS area.
Well, now it's time for you to have a go.
"It's easy,'' I hear you say. Well, that's good. But what questions can we ask about the
arrangements od stones that we are getting?
We could make a start by saying…
Qu1. Qu1 "Stand back and look at the shapes you are getting. What do you see?'' I guess
you may see quite a lot of different things.
It would be good for you to do some more of this pattern. See how far you can go. You
may run out of pebbles, paper or whatever you may be using
Well now, what about some questions to explore? Here are some I've thought of that
look interesting:
Qu2. How many extra pebbles are added each time? This starts off 2, 3, 6...
Qu3. How many are there around the edges? This starts off 4, 6, 8...
Qu4. How big is the area? This starts off 1 , 2 , 4 ...
Qu5. How many are there inside? This starts off 0 , 0 , 1 , 3 , 9 ...
Try to answer these, and any other questions you come up with, and perhaps put them in
a kind of table/graph/spreadsheet etc. Don't forget the all-important question to ask - "I
wonder what would happen if I ...?''
This session is all about number patterns and knowing that for many there are
governing formulae that can short-cut finding totals or individual values.
Session I
What happens when we add consecutive whole numbers? 1 = 1 1+2 = 3
1+2+3 = 6 1+2+3+4 = 10
1+2+3+4+5 = 15
What do these numbers look like? Use Golf/Cricket/Tennis Balls to build shapes, use tape
to hold the triangles of balls together. Keep these they will be needed for Session II
Where is this pattern seen in the world? (Snooker.)
Session II
What happens when you put triangular numbers on top of each other?
Get pyramids 1 = 1 1+3 =
4
1+3+6 = 10 1+3+6+10 = 20
Pyramid numbers. General formula Value = 1/6×n× (n+1) × (n+2) So what is the value of
the 9th Pyramid number? 1/6 × 9 × 10 × 11 = 165 what does it look like? Get guests to
build this Pyramid!
Session III (Square numbers)
What happens when you add consecutive ODD numbers? 1 = 1 1+3 = 4
1+3+5 = 9
Generates the Square Numbers, but why? Show build up using coloured balls or
spots on a whiteboard:
· · ·
· · ·
· · ·
1 + 3 + 5
Now show link to triangular numbers, each square number is sum of two consecutive
triangular numbers.
Session IV Pythagorean triples
Write this pattern of numbers onto the whiteboard, what relates each number in each
column?
3 4 5
5 12 13
7 24 25
But what would the pattern for 9 be? What about 11, 13 etc?
Solution: Square the odd number then half answer, go whole number either side.
4 3 5
6 8 10
8 15 17
10 24 26
But what is the values for pattern for 12, 14 etc
Solution: Half the value, square it, half the answer and use the whole number above and
below. So 12 gives rise to 12÷2 = 6, 62 = 36 so 12 35 37
Use in mathematics? Pythagoras Theorem. Need to define a right angled triangle and
that Hypotenuse is always the largest side and always occurs opposite the right angle
Hold a piece of string, how can you show a right angle in it? (hint can you identify 3, 5, 4
parts to the length of string? (1/3 and ¼ of way in from either end) This is the way the
Egyptians made right angles for their square based pyramids.)
Classroom 4
(i) Maths Tricks to amaze your friends and Left to Right subtraction
(ii) Times Tables and Digit Sums and the Vedic Square and divisibility tests (2,
3, 4, 5, 6, 9, 10, 11)
(iii) Vedic Square patterns and 9pt circle patterns
(iv) Multiplication of two, three and four digit numbers in your head
Leader preparation:
Work your way through this site, there are 16 lessons in this introductory course but
well worth looking at. These "Tricks" massively shorten the time taken to perform
many standard calculations. http://www.vedicmaths.org/tutorials/introductory-
course
Starter Activity:
Times table grid to be filled in
List of mathematical questions, multiplications and subtractions that seem difficult. Two
three and four number calculations eg 345 × 912
Session I
Have pupils see an envelope stuck to the white board as they arrive. In that envelope is a
piece of paper that has the number 6081 has been written.
Issue pupils with whiteboard and pen and rubber. Need to have a calculator to hand.
Trick one: 1089
Tell guests not to show anyone else their three digit numbers, to work secretly on
their whiteboards.
Write down a 3 digit number where the first and last digits differ by more than one. Eg
468
Reverse the digits to make a different three digit number and then take the smaller
value from the larger. 864 – 468 = 396
Reverse the three digits of your answer and add to your previous answer. (396 + 693
= 1089)
if your number was two digits long then imagine a leading zero so reversing makes a
large three digit value. (221 – 122 = 099, 099 + 990 = 1089)
All guests having started with a different three digit number will now all have the same
value, but since they have all worked secretly from each other shouldn't be aware of the
fact yet.
Suggest that you are going to read their mind if they concentrate very hard on their
number and that you will write their number onto a piece of paper contained in the
envelope.
Play this up, getting them to think very carefully!
Make a play of opening the envelope and ensure that you pull the paper so that the
pupils see clearly the number you had written, 6801. Say six thousand, eight hundred
and one. Listen for their reaction and cries of no.
Then say, hold on I was seeing you working upside down and then invert the number to
give 1089!
Trick 2: DateOfBirth
Step1: Add 18 to your birth month.
Step2: Multiply by 25.
Step3: Subtract 333.
Step4: Multiply by 8.
Step5: Subtract 554.
Step6: Divide by 2.
Step7: Add your birth date.
Step8: Multiply by 5
Step9: Add 692. Step10: Multiply by
20.
Step11: Add only the last two digits of your birth year. Step12: Subtract
32940 to get your birthday!.
Example: If the answer is 123199 means that you were born on December 31, 1999.
If the answer is not right, you followed the directions incorrectly or lied about your
birthday.
Trick 3: All from 9 and last from 10 (subtraction from a base number) VEDIC MATHS
Eg 1000 – 834
Has answer 166 since 8 from 9 is 1, 3 from 9 is 6 and last the 4 from 10 is 6
Only works for base numbers, 10, 100, 1000 etc. Useful for currency calculations, eg cost
is £6.73 and you pay with a £10 note what is change? Answer £3.27, 6 from 9, 7 from 9
and final digit 3 from 10 is 7
Had you paid with a £50 note then the calculation would be thought of a £40 Plus £10
subtract £6.73 so the all from 9 and last from 10 can be employed to the £10. The change
would be £43.27
Trick 4: Left to right subtraction for any numbers VEDIC MATHS
Need to demo this on the board. Allows quicker subtraction and gives an answer that
is
Need to start with examples that carries are not needed, ( each digit in subtractor is less
than original digit in same place, eg 962 – 831 =
…
then calc where carry is in next column then introduce carries, so digit in subtractor is
greater than digit in original value eg 945 – 872 = … or 763 – 429 = …
Then finally what happens if digits are the same but next digit down has a greater
subtractor than original value eg 4732 – 2753 = need to carry twice.
Have pupils undertake a load of questions, how fast can they perform these
calculations using this technique?
Session II VEDIC MATHS
Digit sums, casting out the nines
1 to 9 by 1 to 9 grid for multiplication values
Corresponding Vedic square using 1 to 9 by 1 to 9 but entering corresponding digit
sums of the products.
Divisibility tests, divisible by 2, 3, 4, 5, 6, 9, 10, 11 2: Even smallest
digit …0, …2, …4, …6, …8
3 and 9: Use digit sums of value… If digit sum is multiple of 3 then divisible by 3, if digit
sum equals 9 then divisible by 9
6: If even and digit sum is multiple of 3
4: If smallest two digits are divisible by 4 then so is whole number, eg 1234588ü 123453û
Session III VEDIC MATHS
Using copies of the
Session IV VEDIC MATHS
Work your way through this site, there are 16 lessons in this introductory course but
well worth looking at. These "Tricks" massively shorten the time taken to perform
many standard calculations.
http://www.vedicmaths.org/tutorials/introductory-course
FANTASY English Masterclasses
Time Activity Resources 8:45 Pupils begin to arrive and are escorted to classrooms
8:50 Starter Quiz / wordsearch Copies of the wordsearch
9:00 Introduce Fantasy Theme for the weeks Paper Ice Breaker Activity of “Who Am I?” with fantasy characters Post it notes 9:10 Character Drawing Plain A4 Paper
Fold paper and each person draws a section of a character without seeing the Pens/Pencils
other sections 9:25 Describing Characters Youtube access Show a clip Clip harry potter
Mindmap adjectives that would describe the characters in the clip either Plain A4 Paper
Harry Potter: https://www.youtube.com/watch?v=IpYHbdh9yTM Pens/Pencils
Or Shrek: https://www.youtube.com/watch?v=p5q0zDEVy8c
9:40 Description Plain A4 Paper
Describe an imaginary character using adjectives so a partner can draw the Pens/Pencils
character 9:45 Writing Lined A4 Paper
Write a short extract centred around describing the character Pens/Pencils
10:05 BREAK: KitKat and a drink 10:15 Role on the Table Plain A2 Paper
Draw a character outline and fill in with words and phrases describing the Pens/Pencils
character
10:40 TOUR Printouts of characters
If have pupils who have already been could ask them to help give tour
Pictures of fantasy characters on the walls 11:00 Pupils escorted to the foyer to meet their parents
Quiz Maybes:
http://www.sporcle.com/games/Chenchilla/m
atilda-doesnt-get-to-be-in-the-quiz
http://www.sporcle.com/games/g/roalddahl
Introduction to the Fantasy Theme All weeks revolve around Fantasy
o Stress the importance of fantastic Act enthusiastic about it because we want the pupils to be enthusiastic o Introduction to fantasy
▪ Fantasy is the activity of imagining impossible things ▪ Genre that started in books, but used often in films and tv ▪ Uses magic as a main part of the story ▪ Often featuring imaginary magical worlds with magical creatures ▪ Popular for a long time ▪ Sometimes the stories come from fairy tales, others from imagination
• Discuss famous fantasy books/TV/film etc. o Harry Potter/Dr Who/Merlin/Disney
Who Am I?
• Pupils chose their favourite fantasy character • Swap post-it with a partner • Partner must identify the character on
their head o Using only Yes and No
questions Character Drawing
• Pupils draw a head (for any character) on a piece of paper • They fold the paper so the head cannot be seen • The paper is then passed on to the next person
o Meaning one person draws the head, another the body, another the legs Describing Characters
• Pupils are shown a clip of a film from YouTube, Harry Potter or Shrek • Individually, pupils draw a mind map of adjectives used to describe the
character(s) from the film clip o Pupils are given a copy of the ‘Adjective list’ o ENCOURAGE USE OF SIMILIES AND METAPHORS
Description
• Each person fills half a page with adjectives to describe their own ‘imaginary’ character
• The paper is passed on to their partner, who has to draw what they think the
character would look like from the description Writing After seeing their partner’s illustration of their characters the pupils then have to write a paragraph describing their character;
o QUALITY NOT QUANTITY Role on the Table In table groups, pupils decide on a character (imaginary or famous) and draw the characters
outline on a piece of A2 paper. Pupils then fill in the character with adjectives to describe the character ENCOURAGE USE OF SIMILIES AND METAPHORS Tour
• Pupils are toured around the school – short time so concentrate on important facilities
• There are fantasy characters displayed around school (locations to follow), if pupils find them
challenge them to name them and describe them • Groups do not need to see all characters
Character Locations
1. Fitness Suite door 2. MacCarthy Entrance bottom of stairs 3. MacCarthy Exit top of stairs 4. Balcony of Sports Hall 5. Climbing Wall 6. Fox Field 7. Library 8. Swimming Pool Door 9. Opposite S1 10. Window of science stairs (opposite MC1) 11. Tech block doors 12. Gallery 13. On the Stage in the Hall 14. In the Drama Studio 15. Wall by R10
Characters around the school to be used as a backup for who am I? game.
• Alice (Alice in Wonderland) • Elsa (Frozen) • Aslan & Edmund (Narnia) • Harry Potter • Merlin & King Arthur • Bilbo Baggins (The Hobbit) • The Doctor (Dr Who) • Willy Wonka (Charlie and the Chocolate Factory) • Peter Pan & Tinkerbell • Darth Vader (Star Wars) • Red Riding Hood • Iron Man • Aurora and Prince Philip (Sleeping Beauty) • Hansel and Gretel • Percy Jackson • Ice Queen (Narnia) • Dumbledore (Harry Potter)
• Wicked Witch of the West (Wizard of Oz) • Cheshire Cat (Alice in Wonderland) • Dorothy (Wizard of Oz) • Yoda (Star Wars) • Robin Hood • Luke Skywalker
Example Description
Bob was a tall creature, in fact, some might say he was giant. He towered over everyone
around him, earning him the nickname ‘Giant’. However, Bob was a fun guy, all his friends
thought he was the funniest person they knew. Many of those that didn’t know Bob were
scared just to his mysterious and scary appearance. Bob would wear a black cloak whenever
he travelled. The cloak was as black as night and was said to be haunted. Bob’s face was
always dirty, he had a long beard with was forever trapping his food.
Adjectives
active, adaptable, adorable, adventurous, affectionate, agreeable, amazing, amusing, ancient, angry, anxious, awful, beautiful, better, bewildered, big, boring, bossy, brave, bright, brilliant, broad, calm, careful, charming, chubby, clean, clever, clumsy, cold, colossal, compassionate, conscientious, considerate, cool, courageous, courteous, creative, creepy, cuddly, dark, dead, decisive, defeated, delightful, determined, dirty, drab, dreary, dull, eager, easy, elegant, embarrassed, energetic, enthusiastic, excellent, exciting, exuberant, fabulous, faithful, famous, fancy, fantastic, fast, fat, fearless, fierce, filthy, frank, friendly, funny, generous, gentle, giant, gifted, gigantic, glamorous, gloomy, good, gorgeous, graceful, great, gruesome, grumpy, handsome, happy, hard-working, helpful, helpless, hilarious, honest, huge, humorous, imaginative, immense, intellectual, intelligent, intuitive, inventive, jealous, jolly, joyful, kind, knowledgeable, large, lazy, little, lively, long, loving, loyal, lucky, magical, magnificent, mammoth, massive, miniature, miserable, modest, monstrous, multi-coloured, mushy, mysterious, neat, nervous, nice, obedient, odd, old, old-fashioned, optimistic, outrageous, outstanding, passionate, patient, petite, phenomenal, plain, plucky, polite, posh, powerful, practical, proud, puny, quaint, quarrelsome, quick-witted, quiet, radiant, reliable, relieved, remarkable, repulsive, reserved, resourceful, rich, romantic, scary, scrawny, self-confident, sensible, sensitive, shadowy, shimmering, short, shy, small, silly, sincere, skinny, sparkling, straightforward, sweet, sympathetic, tall, teeny, teeny-tiny, tender, tidy, tiny, thankful, thoughtful, thoughtless, trustworthy, tough, ugliest, understanding, uninterested, unsightly, uptight, vast, versatile, victorious, warm-hearted, weak, weird, wicked, witty, worried, wrong, zealous
English Masterclasses
Timings:
8:45 Pupils begin to arrive and are escorted to classrooms
8:50 Starter Quiz
9:00 Discussion: What one change pupils would make to their favourite book
9:15 Read & Discussion, introduce the play and the format of scripts, read the first half of the
play, until Natasha is weaving at the loom. Then, discuss what pupils think will happen next
Resources: Copies of the Baba Yaga Play
9:40 How to craft your own story, click through on this website to see the advice of various
authors on writing and structuring you story Resources: http://storytelling.world,
www.bookday.com/
9:50 Lucky Draw, pupils pick an image, each in groups of 5 and discuss the images and come
up with story ideas using them. Resources: box of ‘fantasy’ images, a box of various images, all
stereotypical fantasy objects
9:55 Break
10:05 Write a fantasy story using the objects/images. Each pupil writes their own story
including the 5 objects Resources: Pens/pencils, lined paper
10:40 Evaluation, Each pupil has 2 minutes to explain their story to the group before they
decide which story is best. The chosen story will be made into a play script next week. DISCUSS
PROPS NEEDED FOR THE PLAY
11:00 Pupils escorted to the foyer to meet their parents
Discussion: What one change pupils would make to their favourite book?
Pupils are encouraged to think about their favourite books and are asked what they
would change about it and what they would change it to e.g. Harry Potter, changing the
book so Dumbledore doesn’t die and instead is only knocked out by Snape and retreats
to the countryside where he tries to help Harry
Play & Discussion
(v) Question the class about play scripts and be prepared to introduce the
formatting to the pupils
(vi) E.g. stage directions in italics/brackets, the characters’ names in
uppercase at the start of their lines
(vii) Pupils are given the first 2 pages of the Baba Yaga play and the characters
are assigned to people within the class (or on a table) and they read the play
aloud
(v) When finished this extract, pupils must discuss what they think will
happen next
(vi) E.g. believing Natasha will escape, believing her Father will save her etc
(vii) Pupils are then given the latter half of the play and after reading can
discuss how the real story varied from their beliefs
How to craft your own story
http://storytelling.worldbook
day.com/
PLEASE CLICK THROUGH THIS WEBSITE BEFORE SATURDAY MORNING SO YOU KNOW
WHAT TO EXPECT
(v) This website contains advice from authors on writing a story
(vi) Preferably chose a Fantasy author so as to fit with the theme
(vii) Angie Sage, Justin Somper, Marcus Sedgewick or Philip Reeve
Lucky Draw
• Split the class into groups of 5 or 6
• Each person in the group gets to take part in the lucky draw
• There are 6 different draws containing 5 items
• One person from each group gets to choose an item from one draw
• E.g. person 1 chooses a Setting, person 2 chooses a Magic Item etc.
Write a fantasy story using the objects/images
• Each person in the group writes a fantasy story using the items there group has
drawn
• Each story should be different although of course they can compare ideas and
discuss
Evaluation
• Each group member has 2 minutes to explain their story to the other members of
their group
• Ensure pupils are not mean and encourage constructive criticism
• The group must then choose the one story they wish to make into a play the
following week (week 5)
Pupils must also discuss props which they think they will need and who can be
responsible for finding these over the next week. We hope to send an email to parents
asking them to discuss their child’s prop needs and hopefully fulfil them. We expect most
to want crowns or wands or tiaras which should be common place house hold items (we
hope). Do not encourage buying fancy or expensive props, instead promote being
resourceful. E.g. tree branches for wands, hand bands with tin foil for a rudimental tiara.
Setting
(v) Forest
(vi) Dungeon
(vii) Castle
(viii) Cave
(ix) Tower
Magic Item
(v) Wand
(vi) Magic
Beans
(vii) Cauldron
(viii) Magic Ring
(ix) Magic Dust
Creature
• Dragon
• Frog
• Fairy
• Elf
• Witch
Character
• Prince
• Princess
• King
• Queen
• Fairy Godmother
Other Object
• Crown
• Magicians Hat
• Sword
• Pumpkin
• Glass slipper
Extra (Groups with > 5)
• Treasure Chest
• Loom
• Golden Egg
• Spell Book
• Potion
• Ingredient
Top Related