Lesson Plan The Mystery of the Buried Treasure An Urdu Story

Transcription

1 Lesson Plan The Mystery of the Buried Treasure An Urdu Story Objectives: 1.4a Critical understanding. Engaging with ideas. Understanding and responding to the main issues. 2.2a Reading. Extract and interpret information, main points and ideas from a text. The Author s craft 0. How themes are explored. 3.1.b Sp& list. Informal group/ paired discussion e. Describing, explaining, justifying and expressing ideas, feelings and opinions. Starter: (Pupils will need a dictionary for this task). Read the start of the story to line, They were forever blaming each other for their tardiness and misadventure, and not once did they ever take responsibility for their bad behaviour. In Pairs: Take each of the words on the cards/projection (below) and decide: a. Whether the word describes the character of the brothers or the father or both. If you have the words on cards place them in three columns: Brothers/ Father/ Both. b. Find a piece of evidence from the story so far to justify that word. Try to vary the evidence however you may use the same piece of evidence twice. (See below)

2 Industrious Disobedient Forgiving Wayward Amiable Cunning False Wilful Indolent Soft hearted Untrustworthy Tolerant Headstrong Cowardly Apathetic Lenient Cowardly Unpunctual Generous Ungovernable Weak

3 Consolidation: Hear evidence and consider, in particular, which traits the father and sons have in common (weak, cowardly). In Groups (4): Debate Who is to blame for the Son s laziness? If you have access to beakers and counters, these work well for mini debate- each person has four coloured contribution counters and each time they make a constructive point they put a counter into the beaker (shared between 4). The aim is to get every pupil involved and make them competitive about getting rid of their counters. The effect can be achieved through other means e.g. each pupil has four of the same symbol from one playing card set that they put in the middle they decide who will be hearts/ spades etc.. (there are cards below) Use evidence from the story to decide who is to blame- Do our actions stem solely from personal responsibility? Are our parents to blame? Is school to blame? Society? Is the responsibility collective?

4 Whole class: Take ideas from mini debate. Ask pupils to raise their hands if they contributed all of their beakers/ cards. In Pairs: In the story the brothers are lazy, deceitful and cause trouble wherever they go. Consider the following extract from a newspaper about the London Riots. During these riots, houses and businesses were set on fire and there was mass looting (stealing) from shops. Some members of society blame laziness and greed for these events. What would an ideal society give the individual to avoid this type of breakdown? Consider and highlight the extract for the following: who has the major influence on an individual as s/he grows up. What responsibilities do these people have? What about personal responsibility? How far are we, as individuals, responsible for our actions? Rioters were rampaging across Britain's capital again tonight as politicians and police chiefs tried desperately to curb the "sheer criminality". As thousands of yobs took to the streets across the London districts including Hackney, Lewisham and Peckham, Scotland Yard's most senior officer called on parents to contact their children and urged the public to clear London's streets. The fresh wave of violence also spread north to central Birmingham, with police saying shop windows had been smashed and looting had taken place. At least 215 people have been arrested and 25 charged following the riots across London over the last two days. Acting Scotland Yard Commissioner Tim Godwin attacked the "gratuitous" violence and appealed directly to families. He said: "I do urge now that parents start contacting their children and asking where their children are.

5 "There are far too many spectators who are getting in the way of the police operation to tackle criminal thuggery and burglary. "I'm imploring that people within those communities actually start clearing the streets to enable my police officers to deal with the criminality that's occurring in front of them." Mrs May said, " I say that these people will be brought to justice, they will be made to face the consequences of their actions and I call on all members of local communities to work with the police constructively to help the police to bring these criminals to justice." Officers in riot gear tried to control the situation, coming under fire from objects including chairs and pieces of wood. At one point several people broke into the back of a stationary lorry, pulling its contents out on to the road, with some hurling it at police and others using it to smash windows of a bus. South of the river in Peckham, teams of riot officers were seen charging at fleeing troublemakers after a major fire was started at a shop adjoining a Greggs bakery. A nearby bus was also set on fire while TV footage showed a trail of bins and an abandoned vehicle ablaze in Lewisham. Opportunist rioters over the past two nights are believed to be aged from their midteens upwards, Stephen Kavanagh said. Last night's wave of looting was "disgusting behaviour, ripping apart people's livelihoods and businesses", he said as he vowed to deliver "speedy justice" for Londoners in the wake of the violence. He added: "Let me make it clear that people who are using current events as an excuse or cover to break the law, steal, attack police officers and cause fear to Londoners will not be tolerated by the vast majority of Londoners and us. Kit Malthouse, London's deputy mayor for policing, said the violence was perpetrated by a small group of people "looking for stuff to nick". Labour leader Ed Miliband said: "I am shocked by the scenes we are seeing in parts of London. "This violence and vandalism is disgraceful criminal behaviour. "What we need to see is the strongest possible police response to restore calm and security to our streets and for communities to work together.

6 Whole class: Read to the end of the story. Definition: Moral: A teaching on goodness or correct behaviour. Individually: Write down 3 morals which you think exist in the story. Linked to your morals, here are some of the themes which exist in the story. The story is British. Find examples which show that contemporary British society values each of these themes/ qualities. Write the examples in the circle (below).

7 Respect for elders Hard work e.g. We have rewards and promotion for people who work hard. (family/community) Unity Learning when young is a preparation for coping in the future. Discipline

8 What is the evidence that we value these qualities in contemporary Britain? Come up with as many specific examples as possible- consider upbringing (from being a baby onwards) /school/ work/ daily life. One example has been given for you. Plenary: Hear pupils ideas. Ensure they reach a variety of points from baby proofing houses to school rewards/merit systems/ long working hours/ Prioritising the needs of the elderly- seats on trains etc..discipline structures in schools- punishments. Community unity is shown in Jubilee celebrations and charity work. These are just a few examples for consolidation.