Introduction WholeClass

Text/Speaking/Listening/Word/Sentence

Independent / grouptasks

Plenary

LearningOutcomes

Evaluation

SEN

BA

A

Week 1Monday

LO: I can understandhow writers use different structures in their work.

Discuss Harry Potter who has read the books, seen the films, etc? If possible, listenwith the chn to Stephen Fry reading the first chapter of TheGoblet of Fire or read it to them yourself. Then read thefirst 2 pages of Chapter 2. Discuss what they have heard. HarryPotter is in his bedroom in Privet Drive. He is dreaming. Some ofthe first chapter is what he dreamt. Return to beginning of firstchapter, where Rowling describes what happened 50 years earlier,when the Riddles are mysteriously killed. Write FLASHBACK on f/c.Discuss what this is, take suggestions. Explain that it is anarrative device which film-makers, TV programme directors andwriters use. It allows them to go back in time and describesomething that happened at a period before the now of thestory.

Chn work in groups of4/5 they discuss the use of Flashbacks in films, TV programmes,and books they have read. Between them they try to come up with asmany examples as possible, which group can generate the longestlist? Only if necessary, provide a few familiar examples (planresources) to stimulate the chns thoughts. In each case how dowe know that the character is having a flashback? Wavy lines,black and white images, soft focus etc.

Take feedback and create alist for a working wall display on Flashbacks. How many films, TVprogrammes, books, can we add to the list over next 2 weeks?Encourage chn to discuss flashbacks with adults at home. Can theythink of any appropriate examples?

Childrencan:

1. Discuss ideas in agroup, making contributions & listening to others.

2. Understand theterm flashback and its usefulness to writers and filmmakers.

Week 1Tuesday

Read or listen toStephen Fry reading, the start of Chapter 2 of Book 1, Harry Potterand the Philosophers Stone. Discuss use of Flashback here. Whenis the beginning of this part of the story set? Harry is waitingfor his eleventh birthday. Discuss the incidents we learn aboutwhen Harry was little. These are provided as flashbacks, i.e.little stories or events set BEFORE the time of the story. Theincident at the Zoo when Harry lets the snake escape is an exampleof Flashback. Explain to chn that there are many ways of providingflashback information. Start to list these on f/c: Dreams (as inthe start of Book 4), Memories (book 1), Diaries (some chn may knowabout Tom Riddles diary in HP Book 2 Chamber of Secrets),Time-travel devices, Magicetc. Look again at the list created inthe previous session. Can chn add any further examples? Identifyeach flashback as one of the above types.

Provide chn withexcerpts from the start of Harry Potter Book 1 (plan resources).Ask them to identify those that are happening in the now of thestory when Harry is 11, and those that are flashback memories. Askthem to write a short paragraph explaining why it s necessary forthe author to use memories at the start of the book (to giveinformation, to help us understand the character of Harry Potter,to lead up to the discovery that he is a wizard).

Choose different chn to readtheir paragraph describing why its necessary for Rowling to usememories gives us a clearer picture of the history of acharacter, enables us to fast forward to the now but informs us ofsignificant events in the past, Rowling uses memories to remind usof previous events for people who may have forgotten or not readearlier books.

Children can:

1. Describe in theirown words why the flashback can be a useful device for writers likeJ.K. Rowling.

2. Understand thatflashbacks can be written into stories in different ways.

Week 1Wednesday

Return to the workchn did in the previous session. Agree and note on f/c the functionof these flashback types.

1. Providesnecessary information,

2. Gives us insightinto the main character.

3. Elaborates thesetting.

Discuss why Rowlingdoes not describe Harrys childhood in detailed chronologicalorder, from the moment when he is left by Dumbledore on thedoorstep through his childhood at the Dursleys. (It would taketoo long, it is not really what the book is about, the start of thestory has to be Harrys discovery that he is a wizard, we want toget into the wizarding community as quickly aspossible.)

Read the extract fromBook 3, Chapter 9, from But something odd was happening. Aneerie silence was falling up to Harry knew no more.Discuss the effect of the Dementors on Harry read the (short)part in Chapter 10 where Lupin explains the Dementors to Harry(Dementors are among the foulest creatures that walk thisearth pg 140 ). Explain that Rowling uses the Dementors asanother flashback device - We see, through Harry, what happenedwhen his parents died. But we do not see it as Harry describing itin the past, but rather as if he is re-living it. Point outthat the action of Voldemort killing James and Lily is described asif it is happening now - All the speech is written in the presenttense as actual dialogue Rehearse differences between present andpast tense: It is very dark and I am scared. and not It was verydark and I was scared.

SENgroupshould be supported byan adult helping them to record their memory. TD

BA/A

Ask chn to write downtheir own earliest memory. They should be given 5-10 minutes to sitquietly to carefully think about this memory. It can be happy, sad,scary or humorous but it must be real and memorable. Then theyshould be given sufficient time to write it as a flashback. Writingit as if it is happening now and not in the past. Remind chn to usepresent tense verbs I am running as fast as I physically canrather than I ran as fast as I physically could. Allow chnas much time as possible for their writing.

Invite chn to shareshort extracts from their written flashback memories. Ask chnlistening to check for consistency of tense, its easy to slip backinto the past tense! What is the overall effect on thereader/listener of this insight into the past? Sadness,happiness, shock, surprise etc.

Childrencan:

1. Think and thenwrite about a memory they have of the past.

2. Use and maintainthe use of present tense verbs to describe events as if they aretaking place now.

3. Share a memorywith the class in the form of a flashback.

Introduction WholeClass

Text/Speaking/Listening/Word/Sentence

Independent groupactivities

Plenary

Outcomes

Evaluation

SEN

BA

A

Week 2Monday

Mainfocus: Turndialogue in to reported speech.

Explain that thisweek chn are going to write their own Pensieve memory. However, itwill be very different from the memory they invented after readingabout the Dementors. Read The Order of the Phoenix chapter28 Snapes Worst Memory from where Harry decides to go into thePensieve (page 563) up to the part where the kids all leave theexam (page 566). Discuss differences between Snapes memory hereand those Harry saw in Dumbledores Pensieve - Snapes memory ispersonal. It is about things that happened to him at school. WhenHarry sees this, he sees his parents operating as ordinaryteenagers. He sees a chunk of ordinary daily life rather than atrial or a special event. Remind chn that a Flashback is usedin narrative to provide information about what happened in the pastas if it were now Dialogue is given as direct speech andis all written in present tense. Remind chn that a simplerecount of the past would describe what happened using pasttense and giving dialogue as reported speech. Model turning thefirst piece of dialogue in Snapes memory into a recount making useof reported speech.

Provide photocopiesof Snapes Pensieve memory of the events beside the lake for chn(page 567 - 573). Chn work with a talking partner to go throughthis part of the memory and describe what happened and all thedialogue as a recount, turning the dialogue into reportedspeech. They should describe what happened and what wassaid.

Discuss why Rowlingwants Harry to see his parents and his teacher (Snape) as they wereduring a chunk of ordinary life at school. What does she want Harryto learn about his parents? What is the purpose of thisFlashback?

Childrencan:

1. Discuss theflashback in their given text and record it as a recount.

2. Understanddifferences between direct and reported speech.

Remind chnof homework - they will need to have a really good memory asdescribed by an adult they are close to. They will be using this towrite a Pensieve Flashback!

Week 2Tuesday

Mainfocus: Write a narrativerecount.

Rehearse with chn thedifferences between a Flashback and a simple recount. Flashback:written as if we are present in the past, and usingdirect speech. Recount: as if describing something where wewere not there, using past tense and reported speech. Discuss thememories that the children chatted about at home over the weekendfor homework. Ask chn to imagine that they are seeing the memorythat the adult described. What was that person like then? What wastheir home or school like? (Relate this to the setting of thememory.) Can chn imagine what the adults friends might have beenlike? Explain that chn will plan to fall into a Pensieve containingthe memory of that adult they have spoken to, otherwise they willhave to invent a memory! Stress that to a certain extent, chn aremaking up this memory it has not got to be true but it doeshave to be realistic! They must use their knowledge of theadult NOW, plus the account the adult gave them, to create aflashback revealing the adult as they were THEN (i.e. at the age ofthe memory).

Use Leighsmemory

Chn work individuallyin groups of 5/6 to plan a Pensieve memory for someone they knowwell as an adult. They have to create a Pensieve memory for thatperson and their friends at the age when they were at school. Ifpossible they use an incident that the person described althoughthey may embroider it if they wish! They should be as imaginativeas possible, and should use their knowledge of what the adult islike to help them imagine and invent an incident in that adultspast. Today they are thinking of the memory and writing this as ashort recount, using past tense and reported speech.

Childrencan:

1. Create a shortrecount of events that have been discussed with an adult.

2. Record details ofactual events and use imagination to add interest.

Brilliant lesson.Deviated from plan slightly. Kids were captured by Leighs memorywhich I used as my homework for the lesson. We spent the lessonwrting the start of Leighs story as chn were unsure of how to dotheir own. Good modelling example,JRW.

Great work seebooks. Worked on whiteboards which they seem to respond well to.Good to know.

Week 2Wednesday

Mainfocus: Plan a flashbackmemory in the style of a given text.

Enlarge and discusssome confident chns recounts. Remind chn of the differencesbetween a simple recount of what happened in the past and aFlashback. Using the device of the Pensieve, we are going to writethe memory as a Flashback using direct speech, as if itwere happening NOW or as if we were there watching at the time.Explain that today we shall focus on the setting for the memory.Where is the memory set? How can we describe the setting? What arethe differences between this same setting today and how it was atthe time of the memory? Explain to chn that they will need todescribe these differences carefully so that the reader realisesthat they have been dropped into the past!

Chn continue to workindividually in groups of 5/6 to write their Pensieve memory fortheir chosen adult. They use their recount as the basis, but nowstart to plan their Pensieve memory. Explain that today they willfocus on the setting how is it different from today? What detailswill they need to describe to show that we have dropped into thepast? Chn begin their Pensieve memory by describing thesetting. TD

Choose a couple ofchn to read their description of the setting for their Pensievememory.

Childrencan:

1. Describe a setting in sufficientdetail to interest the reader.

Week 2Thursday

Mainfocus: Write dialogue in aflashback memory.

Explain that in thissession they will be focussing on dialogue the things that thepeople in the memory said to each other. Remind chn that this allneeds to be written as direct speech and not reported speech rehearse the differences. Model using one of the chns enlargedrecounts to start this process. Stress that there will be a greatdeal of dialogue and that the things that people said at the timeare important parts of the memory. The things that people said canadd the humour to a situation or give the reader the full pictureand make the memory come alive! Painting pictures withwords! Model writing some direct speech examples taken from thememories focusing on the correct use of punctuation.

Chn continue writing theirPensieve memories, but start by correcting any punctuation errorsfor any speech they have already included. Create a checklist forthe punctuation and layout of direct speech on the f/c for chn touse as they write. Chn should also think about how thingsmight have been said to make their memory sound authentic.TDwith SEN

Choose diff chn toread out some particularly good sections of dialogue asinspiration. Highlight examples of where emphasis is given to theway that things are said use of capitals, dialectsmaybe even old fashioned words and phrases for effect.

Childrencan:

1. Punctuate directspeech correctly.

2. Use words otherthan said to say how things are/ were said.

Week 2Friday

Mainfocus: Write a flashbackmemory in style of a given text.

Tell the chn thattoday they are going to complete the writing of their flashbackmemory. With the childs permission take a look at a recount thatis considered almost finished. Model how to scour it for errors andpossible areas to improve. Have the rules for punctuation of directbeen followed? Where is there potential for adventurous wordchoices to be made? Has the setting been described in sufficientdetail to make the memory come alive? What details have beenincluded by the writer to make it clear that we are travelling backin time? A flashback!

Complete their Pensieve memorybefore re-reading their own writing for sense, punctuation andspellings. Allow chn to share their flashbacks with others in theirgroup, encourage peer feedback

Allow chn to take acopy of their memory home to share with the person whose memory itis. What do they think? Do they approve of the embellishments andthe chds version of events?

Childrencan:

1. Produce a finalversion of their flashback.

2. Use a variety oftechniques to edit their own work.

FormativeAssessment

    Understand the termFlashback and the usefulness of this device to writers and filmmakers.

    Describe in anappropriate style why the flashback is such a useful device forJ.K. Rowling.

    Understand thatwriters use a variety of devices to include flashbacks in theirwriting.

    Think and then writeabout a memory they have.

    Use and maintain theuse of present tense verbs to describe past events as if they aretaking place now.

    Turn direct speechinto recorded speech.

    Produce a finalversion of their flashback.

    Punctuate directspeech correctly

Key

Vocabulary

Pensieve, presenttense / past tense, summary, flashback, descriptions, adjectives,adverbs, direct and reported speech