Wednesday 10 February 2016

th

The Breakdown

Learning Objectives:
1) To understand the next
section of the novel.
2) To be able to analyse a
selected character using
‘PEELA’.
Think back to last week… 3, 2, 1! Challenge:

Try to use these

Tell the person next to you: words in your
discussion:

3 things you remember about last week’s lessons. dystopian,

unacceptable,
2 things you remember happening in the book. overwhelming,
unfortunate
1 thing you found out about apartheid.

We will share as a class in 5 minutes – be ready to tell me what your partner said! 
The plan today!
This morning…
1) Reading and analysis of Jude’s and Lynette’s character
2) Step-by-step planning support from Miss Farrell for
comparison PEELAs

This afternoon…
3) Apartheid presentations
4) Activities making links between the novel and historical
events.
5) More reading and starting a quote bank – a really
useful tool for revision and assessments in future 
 Let’s read…
• The Breakdown: Page 115 – 124.

• As we read through Callum’s

chapter think carefully about the
development of the characters of
Jude and Lynette.
The 25 word challenge! CHALLENGE:

Use the following in your

• WITHOUT speaking to summary:
anybody, write a summary • A simple sentence,
of the last chapter in NO • A compound
MORE than 25 words. sentence (clue:
subordinate clause!)

• You have 2 minutes – GO!! Underline your

compound sentence and
then say what make it
complex. I’ll be looking
out for this when I mark
your work this week! 
 Character development
Throughout the course of the novel so far we have seen Jude and
Lynette a few times – each time they’re a little different. Today you’ll be
analysing those changes and answering this question:

How is the character of Lynette/Jude presented

at different times in the novel?
Step 1 – where have we seen them so far?

• Split your page in half and write down where

we’ve seen these two characters so far.

• For each time we have seen them write down

the PAGE NUMBER and a short note about what
was happening at that point.

CHALLENGE: Try to find more than three for each

character!
E (3) D C B
Step 2 - QUOTES
• Now go back to those pages and
write down a quote which shows a
particular aspect of their character.
(Try to find 3 or 4 for each
character)

• Say what characteristic is shown

(FOR EXAMPLE: anger, relaxed,
annoyed, upset, happy…) E D (4) C B
Step 3 - Comparison
• Now underline two of your
quotations for each character which
show 2 different sides to the
characters. (Tip: choose the ones
you think you can discuss language
about most confidently!)

• Do this for BOTH characters – you’ll

have 4 underlined in total (2 for E D (4) C B
Lynette and 2 for Jude)
Step 4 - PEELA
• Do a quick PEELA plan for each of
your quotes (you’ll have 4 in total –
2 for Lynette and 2 for Jude)

P
E
E
L
E D (4)/C (5) B
A
Step 5 – Comparison Paragraphs
• Now decide which character you feel
most confident talking about and
develop your PEELA paragraphs in full
detail answering the following
question:

How is the character of Lynette/Jude

presented at different stages in the E D C (5)/B (6)
novel?
1 DETAILED PEELA
CHALLENGE: 2 COMPARISON PEELAS
Plenary – Peer Assessment
• Read your partner’s work and complete the following tasks in their
book:

1) Is the SPaG correct? Mark any mistakes for your partner.

2) Write a short comment saying how well you think they’ve answered
the question. Have they managed to compare two examples? Have
they used PEELA correctly?
3) Write a target for your partner – remember to make it SMART
(something they can do next time realistically, something they can
measure).
9.3 Study 2 window

Josh H Jodie Tahmida Ilisha Callum Abbony

Jordan E Elle Aaliyah Jordan B Daniel Simrat

Shannon Zaki Jack Kaliyah Morgan Alisha

Kyrah Francesca Rohan Elliana Kelsey Mohammed

Chloe Alisha V Karan

board door
 Good Afternoon Year 9!

Learning Objectives:
1) To understand how historical
events may have influenced the
author.
2) To be able to draw links
between historical events and
the events in the text using
evidence.
“But Miss, why do we need to
know this?”

• Well – in your exams you’ll be expected to

draw links to context (including historical
influences) to the texts you’ll study next year.

• It’s great to get in the habit early so it comes

naturally next year 
 Presentation Time!
• Now we’ll watch a few presentations
that you prepared last week.

• While you watch, make notes if your

peer discusses anything you didn’t
know about.

• Think about where we see similar

incidents in the novel.
The Novel
• With a partner, list all of the events so far
in your book which link to the idea of the
apartheid.

• Be prepared to share your ideas with the

class in 1 minute!
Writing time!
• Now I want you to write ONE paragraph
which explores an event in the novel
which links to the idea of apartheid.

• Make sure you have evidence from the

text in your response.
Let’s read!
• Pages 124 - 142

• As we read I want you to

think about any
incidents which link to
the idea of apartheid
and segregation.
 Quote Bank
• Now you’re going to start a quote bank.

• Take a whole page in your book and write the word ‘segregation’ in the
middle. Start to write down quotes which link to the theme of segregation.

• Each of you will have a different set of pages to focus on… then, I’ll be
bringing all of your quotes together to make a whole class example.

• You’ll not get a copy of everyone else’s work if you aren’t putting the work
in yourself – you have been warned! 
Plenary

• What do you know now that you didn’t

know an hour ago?

• What do you want to do better next

lesson? Set yourself a target!