Ky f= _ CHILDREN WHO CHANGED THE WORLD — SCHEME OF WORK gate v1) he INCREDIBLE TRUE STORIES | szovr CHILDREN'S RIGHTS! | PERFECT FOR: Ages 9+; an informative exploration of the UN Convention on the Rights of the Child; map and ia atlas work; creative writing opportunities including diary 4 entries and newspaper reports; learning about refugees and immigrants; an insight into different cultures and the struggles children face around the world; a colourful celebration of all the brave, determined children who ‘are changing the world every day. KEY FOR CROSS-CURRICULAR OBJECTIVES: Since : Msrted by Mace Wa, uted by Waar Beaks,_— CHILDREN WHO CHANGED THE WORLD 4 MTS ae lO od SUGGESTED Naud (Col lol) QUESTIONS 1. Look atthe front cover ofthe book. On a whiteboard or postit, record everything you ‘can see, What sort of book do you think this? Is fection or non-fcton? Why do you think this? 2. Imagine if you couldn't refer to anyone in your class by their name. How would you Communicate? What problema might you face? 3. How would you feel if someone decided that you would be given « new name tomorow? Why is your name important to you? 4. What isa refuges? What is the diference between a refugee and an immigrant? ‘5. What might Francia have been thinking and feeling on page 10 when she was told she didn’t have the correct registration documents? 6. Why dli’t Pranca'sfarily have any offi papers? 7 Why do you think the authorities often tumed the young people away? 8. Why might someone not understand the importance ofa bith carificate? 9. What do you dream off What would you like to be when you're older? What is your ambition? 10, Find two pieces of evidence that supports the idea that Francia is very determined young lady air ACTIVITIES What's in a name? Research the meaning of your name and create a piece of graft: inspired artwork relating to it. Think Carefully about the colours and images you tow and how they might symlookoe the ‘meanings associated with your name. = Make predictions about # non- Fiction text, using clues. Ask questions to improve Understanding of a text. = Identify how language, struct land presentation contribute 10 meaning + Retrieve and record information, Use a map to locate the Dominican Republic and calculate how long it would take to travel there. In pairs/a small group, conchict research into traditions food, architecture, music, customs and culture, fand present your findings tothe class inthe form of a large, engaging A poster. Geography = Extend geographical thinking by researching a country’s culture and tory Freeze frame key moments from Francia Simon's life, thinking about your body language and facial expression. You may wish to include: discovering you don’t have {nn official documentation, struggling to get ‘birth certificate, supporting others = Use body language and facial expressions to convey a character's feelings. = Create graffi-nspired artwork bbased on the theme of names. Explore the style and techniques ‘employed by Preféte Duffaut Explore the artwork of Préfite Duffeut, which depicts Halt in lush, topical colours, land then look at some photographs of Haiti, Use these to create your own brightly coloured ert inthe style of Prato Duffaut.i= = CHILDREN WHO CHANGED THE WORLD 4 Mie acl LTO oP SUGGESTED OBJECTIVES COMPREHENSION QUESTIONS arr ACTIVITIES 1. te doesn't matter if upset or offend other ‘people, as long as 'm being honest anc can speak my mind. Do you agree with this ‘Statement? Why? Why not? 2. Can you point tothe introduction on page 4127 What i its purpose? What information do you learn from i? 3, What is free-speech? Should we al have the freedom to say whatever we want, whenever We want? 4. What isthe difference between bullying and bbeing mean to someone? 5. Have you ever been called names or been ‘excluded from « game? How cid you feel? What] did you de? 6. Why was EmilAnne bullied? 7. What might Erily-Anne have been thinking land feeling when she moved schools and wae ‘greeted warmly? £8. Why dict Emly-Anne change her clothes to fit in? What does this tellus about her and her personality? 5. Why might WeStopHate be a good name for Emily-Anine’s YouTube channel? What ‘metivated her to set up this channel? 10, Those who feel good about themselves don't put others down, Discuss Using the information, complate a Role on the ‘Wall activity. Oraw an outline of Emily-Anne. On the inside of your drawing write down everything you leer about her on these pages. On the cutskde, record ary queetions you might lice to ask her. You may wish, in a diferent colour, to write down her changing feelings uring the events described on these pages. = Draw inferences such as Infering character's thoughts land feelings and justify inferences with evidence. = Create an emotions Graph to ‘wack a character's changing Create a class display enttled "All Different, Al Great! using photographs, artwork, poems andl writing to share what makes you special and different and encouraging other classmates to vakie and appreciate themselves - Understand andl empathise with ' person's thoughts, feelings and ‘attitudes by completing @ Role ‘on the Wall sctvity, Draw an Emotions Graph to track Emily-Anne! changing thoughts and feelings during the fevente on these pages, refering to: being bullied, moving to a new school, setting up. WestepHate = Define the term ‘Friend = Give examples of good and bbad behavior in iendships ~ Create a Friendship Recipe book = Create a class display to reflect fon the theme of aifference and ‘what it eana to exch member of the clase, Ina table, make alist of qualities for a good fiend in one column and in another column the qualities of bad friend, As a class, create a Friendship Recipe book, detailing all the Ingredients needed to create a good fend, Remember to include lit of equipment, numbered steps, imperative verbs and diagrams.i — _ CHILDREN WHO CHANGED THE WORLD Al WEEK 3: PAGES 14& 15 MAYRA AVELLAR NEVES. SUGGESTED CoeM eae (Colley eile EXTRA a3 1, Woite definition for the following words inthis section: favela, violent, stray, protest, altemative 2. How are the words ‘safety’ and ‘peace’ similar? How are they different? When might a child feel unsafe? 3. Find and copy @ word thet ie similar in meaning to ‘dented’ 4, Describe Mayra’s house in three words and explain your word choices to a partner 5. How do you think Mayra corwinced the police and ‘gongs to let chitdren walk safely o school? &. Order these themes from Mayra’ etory from | Important to most important: education, safety, poverty, bullying, peace, determination 7. Use a Venn Diagram to compare Mayras life and ‘achievements with Malala Youssfzal on pages 26 and 27 What similarities do ther lives share? How are they different? 8, How can education end the cyele of poverty and Violence? Isn't education just about learning to read, ‘write and count? 9. someone hits you, you should hit them back. De you ‘agree? Why? Why not? 410, What isthe most importance piece of information on these pages? Summarise the contents ofthese pages in three sentences. Can you summarise the information now in one sentence? Spend some time researching and sketching rome of the costumes and masks wor at The Carnival of Brazil in Rio. Use these to plan and design a mask for the featival. Think about what materials you might use to create a mask (you might like 0.Use papiermiché and acrylic paint) Evaluate your finshed product and compare it against your inital design. Use dictionaries to check the meaning of words. = Retrieve and record Information from non-fiction. = Discuss the main themes in ‘text and order thek Imporance, = Design a mask for a Brazilian camival parade, Using a range of ma Evaluate a product a ‘an initial design, Explore the techniques uted by Romero Brito and create a whole class display Listen to and enjoy some samba music. replicate the camival parade. Use a range Cf twisting, tuning movernente at diferent levels of height and perform expressively, developing different waye of travelling and moving. You could even wear your mask {nd perform for your parental Explore the work of Brazilian artiet Romero Britto, Hold a class vote and choose your favourite piece. Divide the painting into equal squares, according to how many children are in your class. Give each child a square from the painting to recreate vsing 8 choice of materiale. Piace each individ fquare back in postion to er whole class display. Physical Edueation Perform a dance using @ range of movement patterns “Develop co-ordination, balance and group work§ CHILDREN WHO CHANGED THE WORLD _ - 4 A Nt ere eed Les ado SUGGESTED COMPREHENSION 2a aN OBJECTIVES QUESTIONS ACTIVITIES & By 4. Complete thie sentence: Children se “Retrieve information from A non- fiction text deserve to lve in a healthy environment, but 2. What do you think we are meant to notice first on pages 22 and 237 Why? Where was your eye fist dravm to on these pages? 5. What does it mean to ‘take action’? 44. What motivated Kehkashan to begin to ‘collect and recycle litter? 5. How important are the speech bubbles ‘on page 227 Why are they Included? Do we lear anything exta from them? 6. Why might Green Hope be a good name {for a movernert of pestionate young people fighting to protect our planet? 7. Why do you think the author says ‘our planet’ rather than ‘the planet’? What effect ‘Soe it have? '8, Which words and phrases does the author use to engage, surprise and interest the reader? Are they successful? +9. How does the illustration on page 23 help you understand Kebkashan’s impact? 10. Which is more important? The right to @ name or the right to good health? Why? = Discuss how the use of ilstrations ‘contribute to meening, = Explore which words and! phrases ‘are used to engage the reader research into koalas and create your own fact. Find out about their appearance, diet and how they are adapted to their environment. Create & food chain or web for a koala, making sure you Identify and label the producers, predators and prey. = Design and make a healthy breakfast snack, ‘One of the main themes inthis part of the book Is the need to recycle, reduce our use of plastic ‘and look after the planet, Creste a persuasive ‘engaging TV advert to teach people about the ‘wonclers of the world and nature and encourage them to preserve them by recycling, What small ‘changes can they make? Where can they go to find out more about thi environmental problem? Science = Construct and interpret a variety of food chains = Create a factfile about an animal ftehabitat and how it has adapted Now, perform your TV advert in a small group, thinking about how you can engage your ‘audience through your voice and facial ‘expression, Perhaps you can use propa and ‘music, too! You may even wish to lm your ‘advert and evaluate it ata later date = White a playscript for a persuasive television edvert. = Perform television script with ‘expression andl fueney,i= — gf CHILDREN WHO CHANGED THE WORLD Ai WEEK 5: PAGES 26 & 27. MALALA YOUSAFZAI SUGGESTED oN ahd) (Col Tro QUESTIONS EXTRA EXNGN 1, How would you feel if zomeone came into your school and said It was closing down and Jou were never allowed te go agein? What ‘would you do? 2. Which word means ‘shocked’ and “traumatised”? 3. Who are the Taliban? Who do you think they closed girs’ schools in Pakistan? Why not boys schools? 4, Malala was foolish to continue to ge to ‘choo! while the Taliban were beating people in the street. Oo you agree? Why? Why not? SS. Malala was more worried about her father than herself. What does ths tell us about her? &. Malala was shot on 9° October 2014, True oF false? 8, Look ot Malala's facial expressions. throughout the story. How has Marcia Willams ponrayed her? Can you describe Malala in tree words? 7. Mow does Malala use her right tothe freedom of speech to make a change? 9. Create.a caption to summarise and describe what is happening in each ilustration. 10, Use a Venn Diagram to compare Malala's fe and achievements with Mohamed Al Jounde ‘on pages 8 and 9, What similarities do they share? How are they different? Write a newepsper report, describing the bus shooting and predicting what might happen rent. Remember to include witness statements fand « photograph with a caption. Alternatively, {you could write a TV news report detaling the events of Malala’s shooting. = Retrieve information from a non-fiction text. “Create captions and sub-tities to summarise information ‘As a class, creste a Conscience Alley. One side ofthe class should be voices persuading Malala to challenge the Taliban, The other side of the Class should pereuacle Malala to stop publicly ‘demanding @ right to education. What might the consequences be? Take it in turns to play Malala walking through the alley of voices. How do you feel? Write a paragraph exploring your feelings end decision. newspaper repon, fully about the tures for this ype = Empathise with a character by writing a diary Studly some photographs of England and Pakistan, Describe and lst the physical featur of each, thinking about the kinds of wildlife andl climate you might fin in each habitat, Finally, present your findings to the class = Craate a Conscience Alley to ‘explore a character's thoughts tnd feelings. Geography = Use basic geographical Vocabulary to describe a lendecape snd Ie physical features and climate, fe Imagine you are Malala anc write a description Cf your journey to England. How do you fee! ‘when you see England forthe fist time? How, iRelferent to Pakistan? Who do you miss? ‘What can you ove from your hoopttal window?= — } ~~ CHILDREN WHO CHANGED THE WORLD Ai Oa le ESE E rte) SUGGESTED aia COMPREHENSION QUESTIONS EXTRA ass 1. tqbat's family were heartiess and selfish. Do you ‘agree? Why? Why not? 2. What might Iqbal’ family have been thinking and feeling when they gave him to the carpet maker? 3. Which words and phrases tell us that Iqhel worked fora long time? 4, How does Marcia Wiliams portray the carpet maker? How de her illustrations of him make you fe 5. Using the information, decide whether these statements are fact or opinion: Iqbal worked for @ carpet maker, Iqbal wae murdered by the carpet maker, Iqbal felt terifed when he escaped, Iqbal was very determined and brave, Iqbal lived in Muridke, 6, Did anything on these pages shock or upset you? 7. What do all the chileren inthis book have in ‘common? What personality traits do they post ‘What makes them special? 28, la there anything special about the way the author rites? Do you notice any patterns? 9 Spend some time exploring the 54 articles thet form ‘The UN Convention on the Rights of the Child. Do you agree they are all equally Important? 10, How does the author feel about the children inthis book? How de you know? How does she went us to feel about their achievernents? Has this book changed. yourmmind about what you can do to change the world? What would you like to do to change the worl? It ean be something small, something local, something personal something large, maybe even something ona globl scale! Create a storyboard of something wonderful and brave you'd like 10 do to improve the world ~ use Marcia Williams’s illustrations as inspiration. = kdentify the difference between fact and opinion, = Make inferences based on tails stated an implied + Offer and justfy an opinion, ‘explain reasoning. = Summarite the achievements ‘of the children in the book. Use an ats to locate some of the countries and places mentioned in the book. Create your own map, showing these locations, {and illustrate your map with information about the children discussed. Summarise ‘where they live, where they might have travelled to and their achievements, Geography =Create a map to describe = Set goals and targets, thinking about how to impact the world around us = Create a storyboard in the style of Marcia Wiliams. Read and perform ‘Fath’ by Jacob Sam-La Rose. Discuss anything you find puzzling or ‘confusing and what you liked about the oem. How does thit poem link to the Stories end themes in the book? How have the children in thie book carved out a space {for their voices? Next, work in small groupe 10 perform the poem, thinking about how, you ean use your voice, actions and tmusieal inetruments to convey the feeling of the poer. Perform a poem, thinking ‘bout how to engage the &