Noughts and Crosses

Better Essays
Teacher’s Pack
Frances Gregory

Introduction 3 Overview for Scheme of Work 4 Navigator 5–6 Lesson Plans, WS 7–45 Assessment 46


English teachers don’t need to be told the enormous value and pleasure of reading whole texts as class readers. Little compares with that feeling when a class are truly engaged in the reading of a really good book. Those moments stay with you forever – indeed, they fuel the desire to find another such book to repeat the experience, again and again. Fortunately, contemporary writers of fiction for young adults continue to offer us fresh opportunities to enjoy literature with our students.

Oxford Rollercoasters
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Frances Gregory
Series editor

(Book chapter)
Learning outcome
Students will be able to:
Reading AFs
Framework objectives
Rollercoasters resources
1 Establishing contexts (Prologue)

Use contextual clues to anticipate the content, theme and viewpoint of a novel
Use textual clues to infer character and relationships
AF3: Inference and deduction
AF6: Writer’s purposes
AF7: Social and historical context
Y9: R6, R11
WS: 1a, 1b
RG: p. 4
2 Viewpoint Pages 19–59 (1–6)
Identify and evaluate narrative viewpoint
Determine the key points about social relations in the world of this novel
AF2: Locating evidence
AF4: Structure
Y9: R1, R6
WS: 2a
RG: p. 5
3 Language and theme Pages 59–120 (7–25)
Identify discrimination implicit in language
Identify some of the novel’s major themes
AF3: Inference and deduction
AF5: Use of language
Y9: R12, R16, SpL12
WS: 3a, 3b
RG: pp. 6–8
4 Theme and reader response Pages 121–149 (26–31)
Identify how far and in what ways a writer draws on history to inform fictional events
Begin to develop judgements on writers’ and readers’ sympathies
AF2: Locating evidence
AF6: Writer’s purposes
AF7: Social and historical context
Y9: R1, R2, R6
WS: 4a
RG: pp. 9, 11
5 Structure Pages 149–182 (32–42)
Trace how a writer uses characters to structure a plot
Identify the turning points in the developing plot
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