Saffys Angel: Lesson 7 29

Lesson 7: Point and Counterpoint

Teachers Prompt Page: The Decision is Made
Framework objectives for the unit: Word 14 dene and deploy words with precision Sentence 11 vary sentence structure to lend pace, variety and emphasis Reading 12 comment on how writers convey setting, character and mood S & L promote, justify or defend a point of view Introduction: Objectives explained/Integrated starter Lesson outline Teacher reads pp.9294 and contrasts attitudes of Sarah and Saffy, using OHT to examine the verbal exchanges. Pupils do point and counterpoint exercise, for and against the stowing away. Resource pages RS RS RS RS RS 19: 20: 21: 22: 23: Learning objectives for the lesson: Identifying and reporting the main points emerging from discussion. Making points and challenging views expressed.

Development (incl. Guided seminars) Pupils read rest of chapter, focusing on other characters reactions. Differentiated activities: sequencing exercise or hot-seating exercise, in preparation.

Plenary

Homework (if applicable) Get reading logs up to date; writing up notes from Investigators Notebook.

Hot-seating exercise, involving the four characters privy to Saffys decision. Completion of Investigators Notebook.

Decisions! Decisions! OHT (p.30) No I wont! Yes you will! point and counterpoint exercise (p.31) Stepping Stones to Stowing Away exercise (p.32) Its Hot in This Chair hot-seating exercise (p.33) Investigators Notebook hot-seating feedback (p.34)

Teaching and learning advice: Teacher explains that the aim of this lesson is to determine why and how the decision for Saffy to stow away is reached and to deploy this in the documentary. Teacher reads pp.9294 about Sarahs plans for Saffy and examines the persuasiveness and peremptory nature of Sarahs language, comparing her lengthy statements with Saffys short rebuttals, using OHT Decisions! Decisions! to prompt answers. Pupils complete the chart imagining the objections Saffy could have made (rather than remaining silent) and how Sarah would have countered. Explain that such issues will undoubtedly inform subsequent discussions in the documentary. Pupils read rest of Chapter Seven in pairs, focusing on other characters reactions to the plan and highlighting and colour-coding different characters.* Lower ability groups do the Stepping Stones sequencing exercise, aimed at showing the sequence of ideas that led to Saffy stowing away teacher works with this group to probe their understanding of the sequence. The correct sequence with page numbers is F (p.39), H (p.50), C (p.51), A (p.53), G (p.54), E (p.57), B (p.73) and D (p.92). Other pupils prepare for a hot-seating exercise, by completing the chart Its Hot in This Chair. In the plenary, do the hot-seating exercise, with those not in the chair writing notes in the Investigators Notebook. Chapter Seven summary: Sarah has devised a plan for Saffy to stow away in the Warbecks car as the family go on holiday to Italy, coincidentally to Siena, where the stone angel was last seen. Saffy reluctantly agrees and informs the other children in her family, all of whom express their approval.

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 19

Saffys Angel: Lesson 7 30

Decisions! Decisions!

Sarah has devised and planned out the whole thing. What does this suggest?

Why does Sarah do all the talking?

Why does Sarah totally ignore Saffys objection?

Does Saffy take Sarah seriously or not?

What do we learn here of Saffys feelings?

I have thought of everything, said Sarah complacently, and went on to describe how Saffrons clothes could be smuggled down the road to the Warbecks house and packed among Sarahs own where they would not be noticed. I will say I want to take my bean bag, said Sarah, ignoring Saffrons squeaks down the phone. I often take my bean bag on car trips. Its enormous, and youre not very big. Ill empty it out and cover you in the cover and pile a lot of stuff around and theyll never notice. Theyre used to me having a lot of stuff. As you know. What do you say? Goodbye, said Saffron. You have obviously gone mad. Get everything you want to bring with you sorted out right now and I will telephone you when it is safe to bring it down. This evening probably. The sooner the better. Bonkers, said Saffron, beginning to laugh. Totally cracked. You are falling apart. I suppose I will get the blame for that too. Dont bother with a hair dryer, you can share mine. I havent got a hair dryer. I have drip-dry hair. I am not a Private School Kid. Saffron, it will be fun! An adventure. And perhaps well nd your angel. It was there, wasnt it? In the garden? In Siena? Saffron did not say anything. Pack! said Sarah. Do it now! Still Saffron did not reply.

Why does the author go into reported speech?

What do we learn of Saffys attitude from her brief reply?

What do these words tell us about Sarahs attitude?

What does Saffys silence suggest?

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 20

Saffys Angel: Lesson 7 31

No I Wont! Yes You Will!

I have thought of everything, said Sarah. Write down three good points that Saffy could have made had she really and truly been determined not to go along with the plan. Then, add Sarahs counterpoint, i.e. what she would say to get round Saffys objection. 1. Saffys objection

Sarahs counterpoint

2. Saffys objection

Sarahs counterpoint

3. Saffys objection

Sarahs counterpoint

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 21

Saffys Angel: Lesson 7 32

Stepping Stones to Stowing Away

Cut out these extracts and put them in the order they appear in the book. In the correct order they show the sequence of ideas that led to Saffy stowing away.
A Words were coming up through the open window. A clear voice saying: You ought to have it! You will have to nd it! Think! Think where it could be! E Saffron could also see her angel. It stood on a small white pedestal. She had known it all her life. It was her angel in the garden, and she had called it that in her mind ever since she could remember, long before she learned to say the words out loud.

B You give me the address of the house

F For Saffron. Her angel in the garden.

where you used to live, and Ill go there! Go to my house! I could nd out what happened to your angel! Ill go to my house, said Saffron furiously, and nd out what happened to my angel! Not you!

C She began to tell Sarah about the white stone garden with the little pointed trees in Siena, a long time ago.

G Everyone has something they have to do, the clear voice interrupted rmly. And you have to nd your angel. Its perfectly obvious. I will help you!

D A week or two later Sarah telephoned

H Saffy began with the most important

Saffron with details of her plan (now perfect). It was that Saffron should become a stowaway.

thing, the stone angel in the garden. Sarah, recognising its importance, listened without interrupting, taking it all in.

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 22

Saffys Angel: Lesson 7 33

Its Hot in This Chair

Hot-seat the four characters who know about Saffys intention to stow away, dealing only with events up to the end of Chapter Seven. Write down as much information as you can about each characters reactions. This will be used in the documentarys viewpoint on why Saffy decided to go. Sarah

Rose

Caddy

Indigo

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 23

Saffys Angel: Lesson 7 34

Investigators Notebook
Write up, in note form, the hot-seat activity as though there is a real investigation going on. Summarise the points made by the four characters and then add your own ndings. Sarah

Rose

Caddy

Indigo

Investigators own view based on whats been said

Hodder Murray 2005. www.hodderliterature.co.uk

Saffys Angel: Lesson 8 35

Lesson 8: Mnemonics and Motivation

Teachers Prompt Page: The Hamlet Bog
Framework objectives for the unit: Word 14 dene and deploy words with precision Sentence 11 vary sentence structure to lend pace, variety and emphasis Reading 12 comment on how writers convey setting, character and mood S & L promote, justify or defend a point of view Introduction: Objectives explained/Integrated starter Lesson outline Teacher reads pp.101103 and prompts discussion of practicality of Caddys method for organising her studies and mnemonic devices in general. Pupils complete sheet Learning Made Fun, exploring mnemonic devices. Resource pages Learning objectives for the lesson: Techniques for effective learning. To create a dialogue with pupils posing questions for their reading record.

Development (incl. Guided seminars) Read in groups pp.114115, focusing on last ten lines of chapter. Complete the exercise Saffys Motives.

Plenary

Homework (if applicable) Add the information from Saffys Motives to reading logs for use in documentary.

Based on exercise just done, discussion of familys attitudes to Saffys stowing away and her possible motives.

RS 24: Learning Made Fun exercise on mnemonic devices (p.36) RS 25: Saffys Motives exercise (p.37)

Teaching and learning advice: Teacher explains that the objectives of this lesson are to learn about ways of facilitating learning; and to further understanding of Saffys big decision, and the reasons behind it. Teacher reads pp.101103 and stops at Caddys extrication from the quagmire of her examination revision, and prompts discussion and empathy. Teacher explains mnemonic devices and models an example, possibly explaining the often quoted but frequently abbreviated and, therefore, misunderstood, rule: i comes before e after a c only when the sound is ee. Pupils complete sheet Learning Made Fun. Pupils read in groups pp.114115, focusing on the last ten lines of the chapter, as a dening moment. (Teacher could make an OHT of these lines to aid pupils discussion.) Pupils should highlight lines A, B, C, D and E in different colours and use these to colour-code their answers, i.e. the reasons given, when completing the Saffys Motives sheet.* In the plenary, pupils to discuss their answers and to give opinions on the familys attitudes and the range of possible motives for Saffys action. For homework, pupils should add the information from Saffys Motives to reading logs for use in the documentary. Chapter Eight summary: Caddy devises strategies for coping with her exams; Saffy questions the wisdom of her forthcoming adventure. She and Sarah duly enact their plan and are relieved when Mr and Mrs Warbeck treat the eventual discovery with amusement rather than annoyance.

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 24

Saffys Angel: Lesson 8 36

Learning Made Fun

Things are often most easily remembered by rhymes or expressions. This can even apply to spellings, as these three examples show: Possess Possess possesses four ss

Separated Part is separated from the whole Necessary Never Eat Cheese Eat Salad Sandwiches And Raspberry Yoghurt if it is necessary to stay healthy Do you recognise what the following mnemonics represent? Richard Of York Gave Battle In Vain

Green Buses Drive Fast Always

Every Good Boy Deserves Football

Can you think of any other well-known memory joggers?

Do you have any methods of your own for learning things? Explain how they work

Think of how you could remember the following words Business

Denitely

Exaggerate

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 25

Saffys Angel: Lesson 8 37

Saffys Motives
Darling Rose! said Eve gratefully. Oh, I wish I understood Saffron! I dont know why she had to go away like that. I have gone terribly wrong with Saffron! She had to go, said Rose. It was because of her angel, said Indigo. (A) And because of Grandad, added Caddy. (B) And because of her nose stud. (C) And because her name isnt on the colour chart. (D) Shes lonely, said Rose. Thats why. (E)
Consider the reasons given above and explain what the children may have had in mind when thinking of why Saffy had to go. The Stone Angel A Grandad B The Nose Stud C The Colour Chart D Saffys Loneliness E

Add this information to your reading log for eventual use in the documentary.

Hodder Murray 2005. www.hodderliterature.co.uk

Saffys Angel: Lesson 9 38

Lesson 9: Saffys Home

Teachers Prompt Page: Siena
Framework objectives for the unit: Word 14 dene and deploy words with precision Sentence 11 vary sentence structure to lend pace, variety and emphasis Reading 12 comment on how writers convey setting, character and mood S & L promote, justify or defend a point of view Introduction: Objectives explained/Integrated starter Lesson outline Teacher reads pp.127131, concerning Saffys house and her emotional reaction to it. Pupils spend 5 minutes extracting physical details of the house and transferring them to reading logs. They then draw, colour and label The House Where Saffy was Born sheet. Learning objectives for the lesson: To give pupils insight into the cathartic effect of extreme emotion. To respond personally to the text, and to engage with it.

Development (incl. Guided seminars) Teacher initiates discussion of Saffys emotional reaction to the house. Teacher models opening of Saffys letter to her family, expressing her feelings, and pupils complete it using writing frame.

Plenary

Homework (if applicable)

Pupils read out extracts from their letters and discuss why Saffy burst into tears (p.127).

Resource pages

RS RS RS RS RS

26: 27: 28: 29: 30:

The House Where Saffy Was Born: Picture for labelling (p.39) Saffys Tears: Teachers prompts and possible recapping exercise (p.40) Saffys Letter: Writing Frame (p.41) The Journey Home (p.42) What Am I Doing? (p.43)

Teaching and learning advice: Teacher explains that the object of this lesson is to put together a rounded picture of the entire experience of Saffys home-coming, the physical setting and her emotional pull. Teacher reads pp.127131, concerning Saffys house and her emotional reaction to seeing it again. Pupils spend 5 minutes extracting physical details of the house and transferring them to their reading logs. Only after pupils have collected the physical details should they be issued with The House Where Saffy was Born resource, which contains the details they should have found. Teacher initiates a discussion of Saffys emotional reactions to the house, prompting with the questions on the Saffys Tears sheet, which could also be used as a recapping exercise at some other time. Teacher models the opening of the letter Saffy might have written to her family, expressing her feelings and explaining her conduct. Pupils write the letter, using the writing frame; G&T pupils to use their own ideas without the writing frame.* Pupils read out from their letters and attempt denitive answer, for the documentary, of why Saffy burst into tears (p.127). Pupils, in pairs, spend the last 20 minutes looking up the page references on The Journey Home resource sheet and explaining why these are so important to the documentary teacher works with three pairs of middle ability pupils to guide their close reading of the text. In groups, pupils complete the sheet What Am I Doing? to record their contribution to the documentary and current progress. Chapter Nine summary: Caddy has been put in for her driving test. Saffy, Sarah and Mrs Warbeck visit the house where Saffy once lived and are disappointed when it appears to be shut up.

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 26

Saffys Angel: Lesson 9 39

The House Where Saffy Was Born

Draw, colour and label a picture of Saffys house, including the following information: The house is number 16; the street is in Via S. Francesca; it has bright owery window boxes, brown, plastered walls, a faded green door, closed shutters, a heavy old garden door with a metal latch, and an arch of a wall.

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 27

Saffys Angel: Lesson 9 40

Saffys Tears
Why does Saffron begin to cry the moment she sees the house?

Why did Sarah and her mother not attempt to comfort Saffy, but just let her cry?

How would you feel going home after so long?

Why do people cry? What emotional need does it full?

When did you last cry and why? Did you regret it afterwards?

What do we learn of Sarah from her theory you can only cry thirty-eight tears at a time?

Do you think Sarah is correct with her Thirty-eight maximum theory?

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 28

Saffys Angel: Lesson 9 41

Saffys Letter: Writing Frame

Dear Mum and the rest of the family, Im writing to tell you how I am getting on in Siena, and to try to explain why I decided to stow away in search of my stone angel.

Paragraph describing Siena, where shes staying and the Warbeck family

Paragraph describing her house

Paragraph describing her feelings when she sees her house

Closing paragraph saying what shes missing about the Banana House and its occupants

Brief signing off statement

Signed________________________

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 29

Saffys Angel: Lesson 9 42

The Journey Home

Explain why the following extracts from the book are so important as stages in Saffys journey home. Page 5 The thing that changed Saffys life.

Page 14 She cried all the way. Not for her mother. For something else

Page 39 But what about my angel? demanded Saffron, clutching her note, the words bursting from her.

Page 50 Saffy began with the most important thing, the stone angel, the angel in the garden.

Page 73 Ill go to my house, said Saffron furiously, and nd out what happened to my angel!

Page 96 He was on his way back to Siena And now we know he must have been going to get your angel.

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 30

Saffys Angel: Lesson 9 43

What Am I Doing?
My tasks/roles

What have I done so far?

What have I still to do?

Hodder Murray 2005. www.hodderliterature.co.uk