Saffys Angel: Lesson 10 44

Lesson 10: The Moment of Recognition

Teachers Prompt Page: Saffy Sees Herself
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.141144 and prompts discussion of epiphanic moments. Pupils self-analyse, using the Knowing Yourself resource. 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.

Development (incl. Guided seminars) Teacher prompts discussion of Saffys self-recognition. Pupils complete the exercise Saffy Sees Herself and record impressions in reading log.

Plenary

Homework (if applicable) Get reading logs up to date. Finish reading Chapter Ten.

Pupils discuss the new insight into Saffy and its place in the documentary.

Resource pages

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

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 coming up to her driving test. In Siena, Saffy and Sarah pay another visit to the house, and still nd it inaccessible.

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Resource Sheet 31

Saffys Angel: Lesson 10 45

Knowing Yourself
Have you ever had one of those moments of self-recognition where you suddenly realise something about yourself that seems to give you a new insight into the way you behave? 1. Give an example of your moment of self-recognition. Describe the 1. experience

2. What triggered it off?

3. What did you learn about yourself?

4. What kind of person do you think you are? Describe your 1. personal qualities

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Resource Sheet 32

Saffys Angel: Lesson 10 46

Saffy Sees Herself

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)
Look at this passage again closely. It is only a few lines long but it is obviously going to be a key speech for your understanding of her motives. Record in your reading log what it tells us about her and ll in the chart below. Which feeling is Saffy thinking about? Can you give it a name and describe it?

How exactly did her grandfathers will add to the feeling?

Explain how nding the stone angel might help her to overcome the feeling

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Saffys Angel: Lesson 11 47

Lesson 11: A New Perspective

Teachers Prompt Page: Antonia, A New Perspective
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 out extracts from Chapter Eleven, focusing on the meeting with Antonia. Using Antonias Viewpoint resource pupils script an interview with Antonia, working in pairs. 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. Plenary Homework (if applicable) Finalise material for the documentary.

Development (incl. Guided seminars) Each group works on its own scenes/tasks, deciding what is to be scripted or improvised and nalising personnel, completing Summary Of Individual Scenes resource.

Some groups improvise excerpts from their projected scene, drawing on material from reading logs and led resources.

Resource pages

RS RS RS RS RS

33: 34: 35: 36: 37:

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

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) recalling Lesson 1 and the signicance of Saffys own name. Using the Antonias Viewpoint resource, pupils in pairs script an interview with Antonia, in order to come to grips with the new perspective. Whilst pupils are occupied, teacher visits groups lling up the Saffy the Stowaway Girl: Running Order sheet and determining the exact order of the documentary. Each group works on its appointed task(s), preparing/nalising the scripted material and making notes for the improvised aspects, using the Summary of Individual Scenes resource teacher works with lower group to support their nal drafts and preparations. In the plenary, some groups improvise or rehearse excerpts from their projected scenes, collating material from their reading logs and led resources. Teacher arranges the Seating Plan for Forum and, if time allows, prompts some Springer-style rehearsals using the Jerry 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 remembers her as a little girl. The old lady explains that the stone angel had been removed by Saffys grandfather. When the children at home hear that Saffys mission has been abortive, they are determined to search for the angel themselves, beginning unsuccessfully with the Banana House.

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 33

Saffys Angel: Lesson 11 48

Antonias Viewpoint
Script an interview with Antonia, who remembers Saffy as a little girl, her parents and grandfather. Reporter: Antonia:

Reporter: Antonia:

Reporter: Antonia:

Reporter: Antonia:

Reporter: Antonia:

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 34

Saffys Angel: Lesson 11 49

Saffy the Stowaway Girl: Running Order

Scene and location 1 Character(s) Summary of discussion/Outline of scene

Summing up

Presenter

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Resource Sheet 35

Saffys Angel: Lesson 11 50

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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Resource Sheet 36

Saffys Angel: Lesson 11 51

Seating Plan for Forum

Showing whos sitting where
ROLE PUPIL ROLE PUPIL ROLE ANTONIA PUPIL

ROLE PUPIL

ROLE PUPIL

ROLE MRS WARBECK PUPIL

ROLE PUPIL

ROLE PUPIL

ROLE MRS CASSON PUPIL

ROLE REPORTER PUPIL

ROLE PUPIL

ROLE PUPIL

ROLE SARAH PUPIL

ROLE REPORTER PUPIL

ROLE PUPIL

ROLE PUPIL

ROLE SAFFY PUPIL

ROLE JERRY SPRINGER PUPIL

ROLE PUPIL

ROLE PUPIL

ROLE CADDY PUPIL

ROLE PRESENTER PUPIL

ROLE PUPIL

ROLE PUPIL

ROLE ROSE PUPIL

ROLE PUPIL

ROLE PUPIL

ROLE PUPIL

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 37

Saffys Angel: Lesson 11 52

Summary of Individual Scenes

Group

Scene

Location

Characters

Questions asked by reporter

Summary of viewpoint

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Saffys Angel: Lesson 12 53

Lesson 12: The Stone Angel

Teachers Prompt Page: The Stone Angel
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 skip-reads Chapter Twelve and Epilogue. Teacher prompts discussion of the conclusion and whether it changes viewpoints on Saffy the Stowaway Girl. Learning objectives for the lesson: Pupils develop and display drama techniques to explore in role a variety of situations and give textual insight. Pupils reect on and evaluate their own presentations.

Development (incl. Guided seminars) Pupils responsible for nal section of the documentary write notes about appearance of the angel. Other pupils in groups make their nal preparations.

Plenary

Homework (if applicable) Complete two self-assessment sheets. Read in greater depth Chapter Twelve and Epilogue.

Pupils seated according to the plan perform the documentary according to the running order, followed by the open forum.

Resource pages

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

Teaching and learning advice: Teacher explains that the purpose of this lesson is to nish 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 Saffy the Stowaway Girl? Pupils responsible for the nal section of the documentary, i.e. the summing up, must quickly write notes about the nal appearance of the angel and the novels resolution. Other pupils, in groups, make their nal 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, completing the 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 it she discovers the angel in fragments. In the Epilogue, Caddy painstakingly reconstructs the angel and dusts it a sort of saffron colour.

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 38

Saffys Angel: Lesson 12 54

Self-assessment: Saffy the Stowaway Girl

Students name: Form: Self-assessment is an important part of the National Curriculum. Ask yourself the following questions about your involvement with the documentary, and answer honestly! What personal skills did you use when working in groups; for example, listening, sharing ideas, discussing? Try to think of your own and give examples

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

Hodder Murray 2005. www.hodderliterature.co.uk

Resource Sheet 38

Saffys Angel: Lesson 12 55

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

In what ways could the project have been improved?

Think about how you could improve you own participation in future projects. Write a list of targets below 1.

2.

3.

Hodder Murray 2005. www.hodderliterature.co.uk