Our Day Out
What do you know about Liverpool? Make notes in your workbook.
Lesson 1 – LOs and Aims
* LO1 Identify your current knowledge of Liverpool.
* LO2 Demonstrate an
understanding of characters – Carol and Mrs Kay.
* LO3 Collect points and evidence to strengthen
understanding of characters.
* Identify current knowledge of the scene of the play.
* Participate in class reading.
* Participate in class discussion.
* Develop understanding of characters.
Our Day Out is set in the inner-city of Liverpool during the 1970’s. The children are from working class families.
Like Sunderland, Liverpool once had a big shipbuilding
industry. However, the industry closed leaving many out
of work. It had the worst unemployment in the UK & was
the scene of race riots.
We are going to read scenes 1, 2, 3 and 4. Do we have any volunteers?
We meet a number of different characters in the opening
scenes of Our Day Out.
In pairs, gather information on what we learn about Carol and Mrs Kay.
Create a thought-shower in your workbook.
POINT EVIDENCE EXPLAIN
Carol comes from a very underprivileged family.
“Carol rushes along the street wearing a school uniform which doubles as a street outfit and her Sunday best.”
This suggests Carol only has one set of
clothes, which she uses for every occasion. It also suggests that her school uniform is the smartest thing she owns as we are told it “doubles as her Sunday best” …
Activity 3 - DEVELOPMENT – What do we learn about Carol & Mrs Kay in the opening scenes of Our Day Out? YOU MUST COMMENT ON THE LANGUAGE!
To achieve level 7 you MUST explain your points in depth;
‘It also suggests…’
Orange – try to find at least two points. Blue – try to find at
Lesson 1 Plenary - Linking Chart
What did you know at the
Answer one of the following questions using the information you gathered in activity 3.
1. What do we learn about Carol in the opening scenes of
Our Day Out?
2. What do the children think of Mrs Kay?
Remember to structure your answer using PEE.
Lesson 2 – Bell Task Double Bubble
Sunderland Liverpool
Can you think of any similarities and differences
between Sunderland and Liverpool? Fill in the double
Lesson 2 – LOs and Aims
* LO1 Apply your knowledge of the differences and
similarities between your
home town and the setting of the play.
* LO2 Distinguish new
information of characters and demonstrate this in a double bubble.
* LO3 Construct a piece of persuasive writing.
* Completion of double
bubble.
* Participation in class reading.
* Participation in class discussion.
* Completion of persuasive
We are going to read scenes 5 & 6. Do we have any volunteers?
What do you find out about the children from these scenes? What kind of lives do
they lead? Add your thoughts to the double bubble bell task.
Imagine you are either Mrs Kay or Mr Briggs.
Write a letter to the Head Master persuading him to either allow the trip to go ahead or cancel the trip altogether.
Think about including: tone of voice, personal pronouns, alliteration, figurative language, rhetorical questions, rule
of three, hyperbole, emotive language, superlatives, stats and statistics.
Lesson 2 – Activity 2
Orange – at least five techniques. Blue – at
Peer Assessment!
Swap your book with a peer.
Identify TWO things they have done well and ONE they could improve on.
Lesson 3 Bell Task - Which is the
odd one out?
Why?
Use this sentence in your answer:
B
oth... and ... are ...., whereas .... is ...
Lesson 3 – LOs and Aims
* LO1 Interpret the different attitudes characters have towards the children.
* LO2 Demonstrate an
understanding of the different attitudes and stereotypes
portrayed.
* LO3 Distinguish, analyse and present the differences in
characters.
* LO4 Compose a monologue.
* Consider and identify the ‘odd one out’.
* Comment on reasoning behind ‘odd one out’.
* Consider plot progression.
* Participation in class reading.
* Participation in class discussion.
* Consider stereotypes and attitudes.
* Participation in group work.
* Presentation of group work to class.
* Composition of monologue.
We are going to read scenes 7, 8, 9, 10, 11 & 12. Do we have any volunteers?
Don’t worry! The scenes are VERY short!
What do we learn about the following characters?
A – Mrs Kay B – Mrs Roberts
C – Briggs
What are the attitudes of the characters towards the children?
Imagine you are Mrs Kay, Mrs Roberts or Mr Briggs.
Describe, in as much detail as possible, your feelings and attitudes towards the children. Include your interpretation of the children arriving at the café and what you think will
happen if they go in.
We will be presenting your written monologues next lesson as a speaking and listening presentation.
What to include to be a solid level 7 –
* AF1 Talking to others
* Talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners, and content
* Across a range of contexts
* • explore a wide range of subject matter with precision and effect
* • manage and manipulate talk to position the listener
* • make apt and flexible choices of vocabulary, grammar, and non-verbal features across different registers
* AF3 Talking within role-play and drama
* Create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas, and issues
* Across a range of contexts
* • explore complex ideas and issues through insightful choice of speech, gesture, and movement, establishing roles and applying dramatic approaches with confidence
Complete the following sentences.
Today I have learnt …
My confidence has improved with… I plan to improve ...
Practice your monologues at home. Try to remember them by heart.
You will NOT be allowed to use your written work in the speaking and listening assessment.
Lesson 4 - Plenary
What makes a good speaking and
Lesson 4 – LOs and Aims
* LO1 Classify and identify
what makes a good piece of speaking and listening.
* LO2 Compose a piece of
speaking and listening.
* LO3 Assess self and peers
regarding successful speaking and listening presentations.
* Consider and identify what makes a good piece of
speaking and listening.
* Participate in class reading.
* Develop speaking and listening skills.
* Analyse speaking and listening skills.
We are going to read scenes 13, 14 & 15. Do we have any volunteers?
We are now going to listening to one another’s speaking and listening
presentation.
If there is anything you think someone is doing particularly well
add it to your bell task.
Consider someone you think did well in their presentation. Complete the following sentence.
A good speaking and listening presentation includes… I thought … did well because …
I thought I did well because …
Starter: Your challenge today is to make as many small words from our key word today which is
_________________________________________
Lesson 5 – Bell Task
Concerned
How did you do?
Ex
cellent: 10 words or moreGood: 8 words or more
Lesson 5 – LOs and Aims
* LO1 Practice vocabulary
skills.
* LO2 Analyse text and
identify evidence.
* LO3 Compose a piece of
persuasive writing.
* Complete vocabulary challenge – at least ten words.
* Participate in class reading.
* Identify character differences.
* Develop use of PEE.
* Identify and explain textual evidence.
Today we are going to read scenes 16, 17, 18 & 19. Do we have any volunteers?
“Their side!”
Mr Briggs is referring to the pupils in this comment. Consider whether you would be on ‘their side’ or not.
Gather as much evidence as you can from the scenes we have so far read to back up your points.
POINT EVIDENCE EXPLAIN
Mrs Kay trusts the pupils and thinks they deserve to have freedom while on the
school trip.
“Ooh… leave them. They’ve been cooped up for over an hour. They’ll want to stretch their legs and let off a bit of steam.”
This shows that Mrs Kay sees the pupils in a positive light as she defends them to Mr Briggs; “Ooh… leave them” and provides reasons as to why they should be allowed to
do things; “They’ve been cooped up”...
Activity 2 – Construct & Demonstrate – Consider if you would be on the side of the pupils (like Mrs Kay) or against them (like Mr Briggs).
This will help you with activity three!
Orange – try to find at least two points. Blue – try to find at
You are going to write a persuasive argument.
Write a report to the contrasting character (either Mr Briggs or Mrs Kay) detailing your point of view and
concerns or high expectations for the school trip.
Use your PEE structured points to help you.
You are arguing your point, persuading them to see things your way and advising on what to expect on the trip.
Lesson 5 – Plenary
Test your Knowledge:
are the following statements
TRUE or FALSE?
Mr Briggs is in love with
Mrs Kay. The school are going on a trip
to London.
The teachers have conflicting views of the
Lesson 6 – Bell Task - Topic: Our Day Out
What do I know? (Bell task activity)
What would I like to know? (Bell task activity)
Lesson 6 – LOs and Aims
* LO1 Review personal
understanding of the play.
* LO2 Demonstrate
persuasive writing skills.
* LO3 Argue and evaluate
opposing points of view.
* Consider personal
understanding of the play.
* Review learning.
* Participate in class reading.
* Develop persuasive writing skills.
* Participate in a group debate.
* Show consider for opposing points of view.
Today we are going to read scenes 20 & 21. Do we have any volunteers?
Finish off your persuasive writing from last lesson. You have 10 minutes!
You are going to write a persuasive argument.
Write a report to the contrasting character (either Mr Briggs or Mrs Kay) detailing your point of view and concerns or high
expectations for the school trip.
Use your PEE structured points to help you.
You are arguing your point, persuading them to see things your way and advising on what to expect on the trip.
Debate!
In your debate groups you must convince the people opposing your point of view to
change theirs.
Use your persuasive writing piece and evidence table from last lesson to be the
basis of your debate.
Complete the table from your bell task.
You may want to consider:
* whether you were convinced to change your point of
view
* what you have learnt about persuasive writing & speaking
* if there was anything you would have done differently
Lesson 7 – Bell Task
Bullet point OR write a short paragraph about what you think will happen while the children are at the zoo.
Lesson 7 – LOs and Aims
* LO1 Interpret plot
progression.
* LO2 Examine plot
progression.
* LO3 Design and construct
a piece of writing to advise.
* Consider and identify plot progression.
* Participate in class reading.
* Participate in class discussion.
* Recall and analyse information.
* Create a zoo safety leaflet.
Today we are going to read scenes 22 – 28.
Do we have any volunteers?
Don’t worry, they’re short!
Lesson 7 – Activity 2 Double Bubble
What do the children do wrong
and right while they’re at the zoo?
Wrong Right
Good Intentions
Work in pairs to fill
Read back through the scenes and identify where the children needed advice on keeping safe.
You are going to create a leaflet on zoo safety. Make them as colourful and imaginative as possible.
Lesson 7 – Activity 3
AF5 – vary sentences for clarity, purpose and effect
* Across a range of writing
1. variety of sentence types
deployed judiciously across the text to achieve purpose and overall effect, with rare loss of control
2. a range of features employed to shape/craft sentences that have individual merit and contribute to overall development of the text,
e.g. embedded phrases and clauses that support succinct explanation; secure control of complex verb forms; antithesis, repetition or balance in sentence structure
AF1 – write imaginative, interesting and thoughtful texts AF2 – produce texts which are appropriate to task, reader and purpose
* Across a range of writing
1. imaginative and generally successful adaptation of wide range of forms and conventions to suit variety of
purposes and audiences, e.g. deliberate reference to other texts or textual conventions for effect or emphasis
2. well judged, distinctive individual voice or point of view established and sustained throughout, e.g. consistent handling of narrator’s persona in fiction; well
controlled use of original turns of phrase in formal discursive writing
3. generally successful and consistent control of appropriate level of formality and varied range of
stylistic devices to achieve intended effect, e.g. varying the level of formality within a piece for effect; direct address to the reader or taking the reader into their confidence
I expect this blue learners!
Self assessment!
Are you demonstrating the AF’s in your work?
Read back through your work.
Are you demonstrating your current/target level today?
Bullet point your answer in your workbook.
Complete your zoo safety leaflet at home.
Remember to make them as colourful and imaginative as
possible. I want to make a display!
Discuss with the person sitting next to you.
Lesson 8 – Bell Task
Which is the odd one out?
Lesson 8 – LOs and Aims
* LO1 Review understanding
of characters.
* LO2 Identify character
development.
* LO3 Examine, analyse and
contrast different characters.
* Participation in class
discussion – developing and analysing ideas.
* Participation in class reading.
* Identification of character development – completion of Venn diagram.
Today we are going to read scenes 29, 30 & 31. Do we have any volunteers?
What do we learn about the characters in these scenes? Do they have anything in common?
Lesson 8 – Activity 2
Work in groups of three to answer the above questions.
Each group member must be
responsible for one character.
The
Schoolchildren Mr Briggs
POINT EVIDENCE EXPLAIN
Mrs Kay feels that education failed the
children years ago.
“There’s no point pretending that a day out to
Wales is going to furnish them with the education they should have had long
ago.”
This demonstrates that Mrs Kay feels as though there is nothing she can do educationally to help the children of the
Progress Club; “There’s no point pretending…” although she can see the benefits of bringing them on a “day out to
Wales”…
Activity 3 – Construct & Demonstrate – How have Mr Briggs’ and Mrs Kay’s feelings towards each other changed? OR What, according to Mrs Kay, should
education provide for the children in the Progress Club?
This will help you next
lesson!
Orange – try to find at least two points. Blue – try to find at
Traffic Lighting!
How confident do you feel with what you have learnt today?
Red – I don’t understand. Yellow – I’m a bit confused.
Green – I am a Master of Our Day Out.
Complete the word search on your desk.
This will give you some idea of what we will be reading today.
Lesson 9 – LOs and Aims
* LO1 Examine PEE table
from last lesson.
* LO2 Write about character
development using PEE.
* Completion of word search.
* Consideration of subject matter.
* Participation in class reading.
* Amendments and evaluation of PEE writing frame.
* Completion of PEE answer.
We are going to read scenes 32, 33 & 34. Do we have any volunteers?
Re-read your work from last lesson (the PEE table). You have a couple of moments to make any alterations.
Answer one of the following questions in your workbook.
How have Mr Briggs’ and Mrs Kay’s feelings towards each other changed? OR What, according to Mrs Kay,
should education provide for the children in the Progress Club?
You have only this lesson to complete. Your work will be levelled!
Use your PEE table to help you.
Peer assessment!
Swap your workbook with the person sitting next to you. Identify TWO things they have done well and ONE they
could improve.
Answer the following questions with a short paragraph in your workbook.
Based on your current understanding of the play, what do you think is going to happen as we are nearing the end?
Lesson 10 – LOs and Aims
* LO1 Apply current
understanding of the play.
* LO2 Examine character
actions.
* LO3 Design a poster using
textual evidence.
* Complete prediction
paragraph using current knowledge of the play.
* Participate in class reading.
* Participate in think, pair, share activity.
* Create a poster using
We are going to read scenes 35-41. Do we have any volunteers?
Why do you think Mr Briggs exposed the camera film to the light and then crumpled it
up?
Take a moment to think. Discuss it with your partner.
Feedback to the class.
Choose a scene or phrase from the play which has really stood out to you. Create a poster to visually represent this.
AF2: To understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
* Level 7 - I read and carefully select the right words and phrases in a text to support the point I want to make about it. I am learning to draw on knowledge of other sources to develop or clinch an argument when discussing a point I want to make about a text.
* Level 6 - I can identify relevant points clearly, including summarising and
synthesizing information from different sources or different places in the same text.
* I can comment on texts incorporating apt textual reference and quotation to
support my main ideas or argument.
Lesson 10 Plenary - Linking Chart
What did you know at the
