Saffy's Angel 05

7/29/2019 Saffy's Angel 05

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Lesson 10: The Moment of Recognition

Saffys Angel: Lesson 10 44

Hodder Murray 2005. www.hodderliterature.co.uk

Teachers Prompt Page: Saffy Sees Herself

Lessonoutline

Teacher reads pp.141144 andprompts discussion of epiphanic

moments.Pupils self-analyse, using theKnowing Yourself resource.

Teacher promptsdiscussion of Saffys

self-recognition.

Pupils complete theexercise Saffy SeesHerself and recordimpressions inreading log.

Pupils discuss thenew insight into

Saffy and itsplace in thedocumentary.

Get reading logsup to date.

Finish readingChapter Ten.

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 self-direction. To engage with and make sense of the text,

empathising and relating to personal experience.

Teaching and learning advice: Teacher explains that the objective of this lesson is to explore Saffys motives at the moment of recognition in

Chapter Ten. Teacher reads pp.141144, and prompts class discussion of moments of recognition, similar to Saffys on p.144.

Pupils complete Knowing Yourself sheet, articulating their own moments of self-recognition, after paired discussion. Pupils complete the sheet Saffy Sees Herself, and record in reading logs their response to the passage, working in

groups. In the Plenary, pupils read out their impression and discuss how this new understanding of Saffrons own views will

bear upon the documentary.

Chapter Ten summary:Life goes on in the Banana House, with Mrs Casson, an artist, having an exhibition of her paintings and Caddy comingup to her driving test. In Siena, Saffy and Sarah pay another visit to the house, and still find it inaccessible.

Resourcepages

RS 31: Knowing Yourself: An opportunity for self-analysis (p.45)RS 32: Saffy Sees Herself: Record of Saffys moment of recognition (p.46)


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Knowing YourselfHave you ever had one of those moments of self-recognition where you suddenly realisesomething about yourself that seems to give you a new insight into the way you behave?

Resource Sheet 31 Saffys Angel: Lesson 10 45


1. Give an example of your moment of self-recognition. Describe the1. experience

2. What triggered it off?

3. What did you learn about yourself?

4. What kind of person do you think you are? Describe your1. personal qualities


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Saffy Sees Herself

Look at this passage again closely. It is only a few lines long but it is obviously going to be akey speech for your understanding of her motives. Record in your reading log what it tellsus about her and fill in the chart below.



Something in Saffron changed at that moment. She knew all about feeling left out.

Ever since that afternoon when she was eight and had read the paint chart in the

Banana House kitchen she had known that feeling. It had been even worse when her

grandfather died and it seemed she had been left out again. That was why she had

wanted her angel so badly; proof that she mattered as much as anyone else. (page 144)

Which feeling is Saffy thinking about? Can you give it a name anddescribe it?

How exactly did her grandfathers will add to the feeling?

Explain how finding the stone angel might help her to overcomethe feeling


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Lesson 11: A New Perspective



Teachers Prompt Page: Antonia, A New Perspective

Lessonoutline

Teacher reads out extracts fromChapter Eleven, focusing on the

meeting with Antonia.Using Antonias Viewpointresource pupils script an interviewwith Antonia, working in pairs.

Each group works on itsown scenes/tasks,

deciding what is to bescripted or improvisedand finalising personnel,completing Summary OfIndividual Scenesresource.

Some groupsimprovise excerpts

from theirprojected scene,drawing onmaterial fromreading logs andfiled resources.

Finalise materialfor the

documentary.





Learning objectives for the lesson: Using talk as a tool for clarifying ideas. Sequencing and arranging instructions, explanations

and answers. Working collaboratively to devise and present scripted

and unscripted pieces.

Teaching and learning advice: Teacher explains that this is a busy lesson putting together the documentary, and including the new perspective of

Antonia. Teacher reads out extracts from Chapter Eleven, focusing on pp.147151, the meeting with Antonia, and prompts

discussion of Saffys attachment to the angel and the recurrent symbolism of yellow (roses, hats, shoes) recallingLesson 1 and the significance of Saffys own name.

Using the Antonias Viewpoint resource, pupils in pairs script an interview with Antonia, in order to come to gripswith the new perspective.

Whilst pupils are occupied, teacher visits groups filling up the Saffy the Stowaway Girl: Running Order sheet anddetermining the exact order of the documentary.

Each group works on its appointed task(s), preparing/finalising the scripted material and making notes for theimprovised aspects, using the Summary of Individual Scenes resource teacher works with lower group to supporttheir final drafts and preparations.

In the plenary, some groups improvise or rehearse excerpts from their projected scenes, collating material from theirreading logs and filed resources.

Teacher arranges the Seating Plan for Forum and, if time allows, prompts some Springer-style rehearsals using theJerry Springers Questions resource.

Chapter Eleven summary:Saffy eventually gains access to the garden and meets Antonia, who lives in the upper part of the house and remembersher as a little girl. The old lady explains that the stone angel had been removed by Saffys grandfather. When thechildren at home hear that Saffys mission has been abortive, they are determined to search for the angel themselves,beginning unsuccessfully with the Banana House.

Resourcepages

RS 33: Antonias Viewpoint: Script framework (p.48)RS 34: Saffy the Stowaway Girl: Running Order (of documentary) (p.49)RS 35: Jerry Springers Questions (p.50)RS 36: Seating Plan for Forum (p.51)RS 37: Summary of Individual Scenes (p.52)


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Antonias ViewpointScript an interview with Antonia, who remembers Saffy as a little girl, her parents andgrandfather.



Reporter:

Antonia:

Reporter:

Antonia:

Reporter:

Antonia:

Reporter:

Antonia:

Reporter:

Antonia:


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Saffy the Stowaway Girl: Running Order



Scene and Character(s) Summary of discussion/Outline of scenelocation

1

2

3

4

5

6

7

8

9

Summing up Presenter


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Jerry Springers Questions(Obviously teachers will have their own agenda but here are some Springer-style questions.)

So what made you do it, Saffy?

Do you go along with that, Sarah?

Did she behave herself while she was there, Mrs Warbeck?

What do the parents think? How did you feel when you learned shed absconded?

Lets bring big sister in here; what do you think about the whole thing, Caddy? Whats your take on this?

Weve got some very interesting views from the studio guests. Who thinks Saffy was wrong to go? It was illegal wasnt it?

Who thinks Saffy had a right to go? What drove her on, in your opinion?

Who thinks they would like to ask Saffy an important question?




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Seating Plan for Forum

Showing whos sitting where



ROLE

PUPIL

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ROLE

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PUPIL

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PUPIL

ROLE

PUPIL

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ANTONIA

PUPIL

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MRS WARBECK

PUPIL

ROLE

MRS CASSON

PUPIL

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SARAH

PUPIL

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SAFFY

PUPIL

ROLE

CADDY

PUPIL

ROLE

ROSE

PUPIL

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REPORTER

PUPIL

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REPORTER

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JERRY SPRINGER

PUPIL

ROLE

PRESENTER

PUPIL


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Summary of Individual Scenes



Group

Scene

Location

Characters

Questions asked by reporter

Summary of viewpoint


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Lesson 12: The Stone Angel



Teachers Prompt Page: The Stone Angel

Lessonoutline

Teacher skip-reads Chapter Twelveand Epilogue.

Teacher prompts discussion of theconclusion and whether it changesviewpoints on Saffy the StowawayGirl.

Pupils responsible forfinal section of the

documentary writenotes about appearanceof the angel.

Other pupils in groupsmake their finalpreparations.

Pupils seatedaccording to the

plan performthe documentaryaccording to therunning order,followed by theopen forum.

Complete twoself-assessment

sheets.Read in greaterdepth ChapterTwelve andEpilogue.





Learning objectives for the lesson: Pupils develop and display drama techniques to explorein role a variety of situations and give textual insight.

Pupils reflect on and evaluate their own presentations.

Teaching and learning advice: Teacher explains that the purpose of this lesson is to finish the novel and perform the documentary. Teacher skip-reads Chapter Twelve and Epilogue and prompts some discussion of the novels (surprise?) ending and

the disappointment of the broken angel. Is there anything in this last section to alter opinions or viewpoints of Saffythe Stowaway Girl?

Pupils responsible for the final section of the documentary, i.e. the summing up, must quickly write notes about thefinal appearance of the angel and the novels resolution.

Other pupils, in groups, make their final preparations. Pupils, seated according to the plan, perform the documentary according to the agreed running order, in role and

with minimal prompting. The performance culminates in an open forum with the teacher in the role of Springer, using Jerry Springers

Questions from Lesson 11, among other things. Pupils, for homework, appraise their own performances, completingthe Self-assessment sheets.

Chapter Twelve and Epilogue summaries:Indigo works out that the angel is probably at their grandfathers former house and Caddy, having passed her test,drives the children to Wales in search of it. They return home with a nailed-up box, and when Saffy at length opens itshe discovers the angel in fragments. In the Epilogue, Caddy painstakingly reconstructs the angel and dusts it a sort ofsaffron colour.

Resourcepages

RS 38: Self-assessment (two sheets) (pp.5455)


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Self-assessment:Saffy the Stowaway Girl

Self-assessment is an important part of the National Curriculum. Ask yourself the followingquestions about your involvement with the documentary, and answer honestly!



Students name: Form:

What personal skills did you use when working in groups; for example,listening, sharing ideas, discussing? Try to think of your own and giveexamples

What techniques did the class use, e.g. hot-seating? How effectivewere they?


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Think about how you could improve you own participation in futureprojects. Write a list of targets below

1.

2.

3.

On a scale of 15 (1 being lowest and 5 being highest), how much didyour group contribute to the project? Say why and how

In what ways could the project have been improved?

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