Lesson Plan Adem s Baba embarrassed Him A Turkish Story

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1 Lesson Plan Adem s Baba embarrassed Him A Turkish Story Objectives: Critical understanding 1.4 Engaging with ideas and text and responding to the main issues. Reading: 2.2.b) Infer and deduce meaning and recognise the writer s intentions. Writing: 2.3q) Use drafting to shape and craft their writing for maximum effect. 2.3f) Use varied linguistic techniques to achieve particular effects. 2.3g) Structure their writing to support the purpose of the task and guide the reader. 3.1b) Informal group or paired discussion. Starter: In Groups(4): Have you ever been embarrassed by your parents/ guardian? What, specifically, about their behaviour embarrassed you? Did you feel bad about being embarrassed? If so why? Did you tell your parents how you felt? Whole class: Read the opening of the story to the line Adem says Allah instead of God because Adem is a Muslim boy Definition: Tense: The time of a verb s action or state of being such as past, present or future. If available, pupils should have a mini whiteboard each: Adem gives a high five to Ben and Jonathan and then approaches us and walks beside us along the pavement What tense is this written in? Find another quote, from the story so far, in this tense and write it on your white board. What is the effect of writing like this? One day, when Adem was a little boy, he asked his Baba am I English or Turkish or am I half of each?

2 What tense is this written in? Find another quote in this tense and write it on your whiteboard. What is the effect of writing like this? Extension question: What is the effect of having both types of tense in the story? Consolidation: Present tense- we are watching events as they happen. There is an immediacy which makes the reader feel that they are part of the action as it develops. This is like a cinematic device. Past tense- allows for anecdotes to be introduced- stories/ memories from another time. The combination- can be used by writers for a variety of purposes. The shift between past and present allows flashbacks to be formed events in the present act as a stimulus for characters to remember incidents from their past. Tense is about the technicality of language too so it is possible that the writer is showing the awkwardness of adopting a new language which is not the language of your birth. Individually: Imagine that you are travelling on a bus. Write a single paragraph where you narrate (tell us about) what is happening- on the bus or out of the window- in the present tense. Here is an opening sentence if you need help to get started: The rain runs heavily down the window as a sea of umbrellas move swiftly along the pavement Whole class: Hear some descriptions. Individually: Now take two of the incidents that you see out of the window and consider two memories that you have loosely associated with those incidents: Examples: Passing an elderly lady with her grandchildren could remind you of being cared for by relatives. Seeing a postman could remind you of an eagerly anticipated present from your past. Now rewrite your description adding in the memories and ensuring that you change from present to past tense. Whole class: Hear 2 re-drafted descriptions Peer assessment: Take two different coloured pens- or create two different types of line and underline the present and past tense using a different colour for each.

3 What was the effect of adding the past tense? Did it make your descriptions stronger? If so how? Whole class: Read to, Adem Jumps inside the jeep before Emily gets any closer and laughs at him for kissing and hugging his father when Adem is a big boy now and should be more grown up. In Pairs: Scan back through the story and discuss and fill in two columns: Events/ incidents/ sayings that make Adem proud of his father/ appreciate his dad. e.g. the first Turkish word Adem ever learnt to say was, Baba. It means dad. Ways in which Adem finds his father embarrassing or awkward. Baba thought about this question for a moment You are not half of anything my son. You are both full Turkish and full English Adem liked this answer very much. Using the feelings that you came up with from the starter activity and the details of the story from the columns imagine that Adem has written in to a problem page of a magazine to get some advice about how to deal with his father who embarrasses him. Following the language examples below and the Success Criteria, write Adem s letter and the Agony Aunt s reply. Before you write you must consider the tone and language needed in order to Write to Advise. Adem s letter requires you to use the clues from your columns and to use your skills of empathy to deduce- what we suppose or imagine that Adem might be thinking/ feeling. The Agony Aunt s letter requires an understanding of the following terms: Imperative verbs: These are instructional- they tell you what to do e.g. Be careful / Think about/ Talk to your father Modal verbs: Suggest the likelihood of something occurring. They create possibilities rather than certainties e.g. might, could, should. (Modal verbs are often used in advertising so that claims sound impressive but are not guaranteed to work.) This face cream should make you feel ten years younger. Create your letter and reply using the Success Criteria Below. Tick off each category as you achieve them. Success Criteria:

4 I have included: Tick when achieved: Peer assessment: In Adem s letter: 3 reasons his father embarrasses him. 2 positive feelings he has towards his father- with a reason. In the Agony Aunt s letter of reply: Empathise with Adem s experience..not uncommon etc.. and provide a positive reason for Adem s father s actions. Use at least 2 Modal verbs e.g. might, could, should. Use 2 imperative verbs (instructional) e.g. Be careful Provide a clear conclusiona line or two lines of possible action that Adem can follow to solve his problem. Whole class: Hear 2 example letters. Swop letters and peer assess by ticking to agree that each of those aspects has been included. Could also be teacher assessed. Whole class: Read to the end of the story. Plenary: Discuss (4): 1. Why do Adem and his father have a different understanding of what is embarrassing? How are their daily experiences different? 2. Beyond the embarrassment- do Adem and his father have a good relationship? Find 2 pieces of evidence from the final section of the story that we ve just read and note them on your whiteboards. Consolidate: Cultural differences- different codes of practice between Britain and Turkey. Age gap Adem s father doesn t understand youth culture. Adem doesn t want to hurt his father s feelings

5 Adem s father is naturally affectionate, proud and caring of his son. He is angered that someone has upset his son (he has no concept that it could be him). His father knows when his son is not happy because he knows him very well. He stops the car- giving Adem his undivided attention. His father accepts the differences are cultural, It is a very Turkish thing to do and compromises with Adem. His father does not take offence and finds alternative ways of continuing his good relationship with his son e.g. playing games and cuddling him at home.

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