Saffy's Angel 03

7/29/2019 Saffy's Angel 03

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Lesson 4: Dialogue and Character

Saffys Angel: Lesson 4 17

Hodder Murray 2005. www.hodderliterature.co.uk

Teachers Prompt Page: The Wheelchair Girl

Lessonoutline

Teacher reads pp.4648 anddraws attention to the use of

dialogue to create and developcharacter.

Pupils do exercise, listingalternatives to said.

Teacher initiatesdiscussion of limitations

on Sarah.Independent group workon novels impact and theon-going project.

Class read outfrom their

dialogue Sarahslast speech anddiscuss howsociety couldbetter help thephysicallychallenged.

Pupils completethe reading of

Chapter Four.

Introduction: Objectivesexplained/Integrated starter

Development (incl.Guided seminars)

Plenary Homework (if applicable)

Framework objectives for the unit:Word 14 define and deploy words with precisionSentence 11 vary sentence structure to lend pace,variety and emphasisReading 12 comment on how writers convey setting,character and moodS & L promote, justify or defend a point of view

Learning objectives for the lesson: To give pupils insight into how dialogue can createcharacter.

To ensure pupils are fully involved with PSHE andCitizenship issues.

Teaching and learning advice: Teacher explains to pupils that this lesson looks closely at the way character is created and developed through

dialogue, and specifically focuses on Sarah. Teacher reads aloud pp.4648, and then, using an OHT, focuses on section beginning The girl in the wheelchair

(p.47) to Yes, all right, said Saffron and she felt happier than she had for ages. (p.48) drawing attention to thenatural flow of conversation, the sparing use of the speakers names and the way information is interspersed inauthorial commentary to create and develop character. Distinguish between stating and showing.

Pupils are given 5 minutes to complete chart Dont Use Said, finding as many alternatives as possible. Teacher initiates a discussion, with Citizenship and PSHE implications of the limitations imposed on Sarah by her

physical condition and her attempts to overcome them. Pupils in pairs do the empathetic exercise Lets Chat, creating further dialogue. Differentiation can be achieved by

having the G&T groups create the dialogue without the aid of the writing frame.* In the plenary, pupils begin the discussion of motor-impairment by reading out from their dialogue Sarahs last

speech on her feelings. The discussion is broadened by the teacher to speculate on how we view physically-challenged people and what

improvements, emotional and practical, society could introduce to help them.

Chapter Four summary:Saffys minor accident has been caused by a collision with the wheelchair of her neighbour, Sarah, and a friendshipnow develops between the two girls. The strong-minded Sarah encourages Saffron to search for the stone angel that sheremembers having stood in the garden of her home in Italy.

Resourcepages

RS 10: Dont Use Said, Use Something Else Instead exercise (p.18)RS 11: Lets Chat dialogue writing frame (p.19)


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Dont Use Said, Use Something ElseInstead

Dialogue can get quite boring if every time a character speaks the writer uses the wordsaid. See how many alternatives you can find in 5 minutes.

Resource Sheet 10 Saffys Angel: Lesson 4 18


AB BarkedC

DEFG GrowledHI

JK

LM MutteredNOPQRS

TU Uttered

V VolunteeredWXYZ

Dont say said! the teacher screeched.


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Lets Chat

Without reading pages 50 and 51, imagine how the above conversation might carry on.Use the writing frame to help you.

Set the conversation out using speech marks.

Now read through the whole of your conversation. Does it all hang together? Now readpages 50 and 51.



I dont know your name, she said, as they went along the road together.

Sarah, said the girl, and Saffy said, Oh yes, as if it was a name she had known all

along, but forgotten for a moment. (page 48)

Sarah asks about Saffrons name

Saffy replies, explaining the reason behind the colourful names in herfamily

What might Sarah say in return?

Saffy mentions again that she is adopted

Sarahs reply has been done for you

Saffys answer (youre on your own here!)

Sarah says she too feels a bit of an outsider because of her wheelchair,and explains her feelings

So were you shocked when you found out you were well, you know, a bit of anoutsider? asked Sarah, suddenly coming to a halt in her wheelchair.


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Lesson 5: Numinous Qualities



Teachers Prompt Page: Do Squirrels Go to Heaven?

Lessonoutline

Text-prompted discussion ofreincarnation.

Spelling exercise on words of areligious nature.

Extract fromThe Upanishads

prompts discussion ofreincarnation.

Attempts at defining anangel, and why a stoneangel should beimportant to Saffy.

Pupils share theirinsights into

Saffys motivationthen completequestions on sheetfor use in thedocumentary.

Finish readingChapter Five.

Begin characterchart or on-goingwork ondocumentary.





Learning objectives for the lesson: To reflect on religious viewpoints. To provide interactive group works. To explore in role.

Teaching and learning advice: Teacher explains to pupils that this lesson looks at manifestations of religious beliefs, an extract from a Hindu sacred

text and a Christian icon, an angel. Teacher reads out first two pages of Chapter Five and pauses to prompt discussion of Caddys tongue-in-cheek

question Do squirrels go to heaven?. Prompts will include: Do animals have souls? What is a soul? What evidencecan we find of a souls existence? Quick spelling exercise on words of a religious nature.

To develop the discussion, teacher reads from The Upanishads and the class respond to the concept of reincarnation.What would they most like to come back as and why?

The teacher moves on to angels and speculates on what an angel might be. On the sheet provided, pupils to drawand label their own ideas of what the angel might look like, before searching the internet for an image forcomparison.*

Pupils, in pairs, spend 5 minutes discussing why an inanimate object, the stone angel, might be so important to Saffy

as to make her stow away to retrieve it. Pupils should write their reasons on the mini-whiteboards (or plain A4 paper). Pupils share their insights into the stone angels iconic significance to Saffy. In the final 20 minutes, pupils need to work on their project, using the chart The Documentary: Saffy the Stowaway

Girl. Group/pupils doing Mrs Warbeck should begin the character chart on her and update it in subsequent lessons.

Other groups need to devise a similar chart for their character, for on-going use. Teacher works with the upper abilitygroup to extend their understanding of characters and how to use the role of investigator in this process.

Chapter Five summary:It may be that in order to cool Caddys interest in him, Michael is fabricating a relationship with a girlfriend.Sarahs mother, Mrs Warbeck, headmistress of a local private school, invites Saffy to a meal after which Sarahagain expresses her determination to reunite Saffy with her angel.

Resourcepages

RS 12: Rebirth: An extract from The Upanishads (p.21)RS 13: R.E. Spellings (p.22)RS 14: Picture of the stone angel (p.23)RS 15: The Documentary: Saffy the Stowaway Girl (p.24)RS 16: Character Chart: Mrs Warbeck (p.25)


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RebirthBelow is an extract from The Upanishads, composed around the eighth century BCE, andcentral to the development of Hinduism. In it, Gangyayani, the Guru, is talking to his pupil

Gautama.



Gangyayani said, You are worthy of the sacred knowledge, Gautama, for you have not

fallen into conceit. Come, I will explain it to you.

He said, All those who depart from this world go to the moon. In the former half of

the month it waxes by their breaths, and with its latter half it causes them to be born

again. This, the moon, is the door to the heaven-world: the one who answers it sendsonward, but the one who does not answer becomes rain here, and it rains him down.

He is reborn here in one place after another as a worm, a flying thing, a fish, a bird,

a lion, a boar, a snake, a tiger, a person, or something else, according to his actions,

according to his knowledge.

Reincarnation is the belief that after death some part of the soul can be reborn in a newbody, human or animal.


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R.E. SpellingsCircle the correct version.

1. SOLL SOLE SOUL

2. PREIST PRIEST PREEST

3. FUNERRAL FUNERAL FUNNERAL

4. CREASION CREASHUN CREATION

5. SACCRED SACRED SAYCRED

6. MIRICLE MIROCLE MIRACLE

7. PREDJUDICE PREJUDICE PREGUDICE

8. MARRIAGE MARIAGE MARIDGE

9. CAROL CARROL CAROLE

10. HYM HYMM HYMN



How many other religious words can you think of in 2 minutes?


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The Stone AngelIn the box below, draw the stone angel as you imagine it to be.

In pairs, you have 5 minutes to discuss why the angel is so important to Saffy. Decide whichof your reasons is the best and write it down.




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The Documentary:Saffy the Stowaway Girl

Look at the following list of characters:

INDIGO CADDY ROSE SARAH MR CASSON MRS CASSON MRS WARBECK

Find out, wherever possible, their full names and list them in the chart below. In the boxto the right of the name write a brief description of their status and what aspect of Saffysdrama they are in a position to describe.

Give them a rank order of who is the most important witness and who is the least byputting a number in the box to the left (1 is highest; 7 is lowest). You may wish tochange your opinion as you read the book, so enter the ranks in pencil.

If you are a reporter in the documentary, use the space below to write down fivequestions to ask a character about how they feel about Saffy stowing away.

If you are a character, see if you can anticipate questions and plan your responses. Workas a group.



Rank Full name Status and what they can tell us about Saffy

1

2

3

4

5


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Character Chart: Mrs WarbeckAGE: ______________________________________OCCUPATION: ____________________________

ADDRESS: __________________________________________________________________________________________________________________________________________________________________

(Draw a picture of what you think Mrs Warbeck looks like!)

Attitude to SaffyFind the examples in the book by looking up the page references, and decide what eachone tells us about how Mrs Warbeck feels about Saffy. Can you find other examples?



Page 64: You kept her out far too latelast night, said Sarahs mother, notsmiling.

Pages 8586: The nose stud incident

Page 93: ObviouslyI am scared ofyour mother! said Saffron.

Page 117: If you had explained to usabout Saffron being born in Siena


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Lesson 6: Personal Choices



Teachers Prompt Page: The Nose Stud Question

Lessonoutline

Teacher reads pp.8488,concerning the acquisition of nose

studs.Pupils do exercise on sensorydescriptions and feelings.

Discussion of teenagefashion for body-piercing

and attitude to it.Pupils in pairs completesheet Personal Choices.

Feedback frompupils on their

Personal Choicesemphasisingimportance ofbalance.

Do theDiscussion

Tennis part ofthe sheet.

Read rest ofChapter Six.





Learning objectives for the lesson: To give pupils insight into individual feelings. To ensure pupils are fully involved with PSHE and

Citizenship issues.

Teaching and learning advice: Teacher explains to pupils that this lesson looks at personal feelings and choices. Teacher reads aloud pp.8488, the episode in which Saffy and Sarah go to town and acquire nose studs, and asks

for pupils experiences of the same.

Teacher prompts the issue of pain (Saffy went sick and grey and dizzy (p.86)) and ties this in with discussion ofsensory apprehension and the improvement to descriptive writing made by the inclusion of feelings.

Pupils complete the Making Sense of It exercise. The teacher initiates a spontaneous class debate of the nose stud question, prompting among other things what

school rules are; what parents attitudes are likely to be; why Saffy succumbs to peer group pressure and had tohave one; and the dangers involved.

Pupils in pairs complete the Personal Choices exercise. Pupils feed back their answers to Personal Choices. There is potential for discussion of Citizenship issues about the

importance of individuality and choice whilst bearing in mind the need to balance these with respect for rules ofsociety, in the school and workplace.

Teacher goes briefly over the Discussion Tennis extension exercise.

Chapter Six summary:

Caddys feelings for Michael persist notwithstanding his revelations about a girlfriend. Saffron and Sarah go into townand on the spur of the moment have nose studs inserted. Mrs Warbeck is furious and wrongly blames Saffy for herdaughters actions.

Resourcepages

RS 17: Making Sense of It exercise (p.27)RS 18: Personal Choices exercise (p.28)RS 18: Discussion Tennis exercise (p.28)


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Make Sense of ItWhen writing descriptions, people often write just about what can be seen. To makedescriptions fresher and more lively you should APPEAL TO THE SENSES.

List below the five senses in order of what you consider their importance. The first onecould be SIGHT.

Now imagine you are having a nose stud or body-piercing. Which sense would be used todescribe the experience?

Write your description in three parts:



1 SIGHT

2

3

4

5

My feelings before the operation

My feelings during the operation

What I felt like afterwards


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Personal Choices

Discussion Tennis

Write down three good points that Sarah might not have thought of; points which Saffycould have made had she really and truly been determined not to go along with the plan.Then add Sarahs counter-points, i.e. what she would say to get round Saffys objection.



Why do people have a nose stud (or similar body-piercing jewellry)?

What are your personal feelings on it?

Why is Saffy at first reluctant to have one?

Do you think she was right to simply do what Sarah told her?

Why did Sarahs mum have such strong objections?

What would you say to Sarahs mum to convince her that it was Sarahsright to choose to have one and that it was a good thing?

Saffys 1st objection

Sarahs counter

Saffys 2nd objection

Sarahs counter

Saffys 3rd objection

Sarahs counter

I have thought of everything, said Sarah.

Saffy's Angel 03

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