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Scene 1 – Setting the scene

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					The Terrible Fate of Humpty Dumpty by David Calcutt

A Unit of Work aimed at pupils working towards levels D, E and F
Outcomes:

     o        Critical essay on theme of bullying / responsibility
     o        Empathetic writing in character (letter to agony aunt)
     o        Creative collaborative task (short drama piece relating to bullying)

Key skills:

             Taking and organising notes
             Understanding character’s actions and motivations
             Identifying themes and ideas of author
             Awareness of genre
             Awareness of narrative timeline.

ACE Outcomes and Experiences addressed – Although most of the outcomes and experiences are covered across
this unit, these are the main which are addressed.

Listening and Talking

Tools for listening and talking

When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they
have the right to hold a different opinion.

I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking. LIT 3-02a

Finding and using information

As I listen or watch, I can make notes and organise these to develop thinking, help retain and recall information, explore
issues and create new texts, using my own words as appropriate. LIT 3-05a / LIT 4-05a

As I listen or watch, I can:

    identify and give an accurate account of the purpose and main concerns of the text, and can make inferences from key
     statements
    identify and discuss similarities and differences between different types of text
    use this information for different purposes. LIT 3-04a

Understanding, analysing and evaluating

I can show my understanding of what I listen to or watch by commenting, with evidence, on the content and form of short and
extended texts. LIT 3-07a

Reading

Tools for reading

Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with
increasing fluency, understanding and expression. ENG 2-12a / ENG 3-12a / ENG 4-12a

Finding and using information

I can make notes and organise them to develop my thinking, help retain and recall information, explore issues and create
new texts, using my own words as appropriate. LIT 3-15a / LIT 4-15a

Understanding, analysing and evaluating

I can:

    discuss and evaluate the structure, characterisation and/or setting using some supporting evidence
    identify the main theme of the text and recognise the relevance this has to my own and others’ experiences
    identify and comment on aspects of the writer’s style and other features appropriate to genre using some relevant
     evidence. ENG 3-19a

Writing




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Enjoyment and choice

I enjoy creating texts of my choice and I am developing my own style. I can regularly select subject, purpose, format and
resources to suit the needs of my audience. LIT 3-20a / LIT 4-20a

Tools for writing

Throughout the writing process, I can review and edit my writing to ensure that it meets its purpose and communicates
meaning at first reading. LIT 3-23a

Organising and using information

I can use notes and other types of writing to generate and develop ideas, retain and recall information, explore problems,
make decisions, generate and develop ideas or create original text.

I recognise when it is appropriate to quote from sources and when I should put points into my own words. I can acknowledge
my sources appropriately. LIT 3-25a

By considering the type of text I am creating, I can independently select ideas and relevant information for different
purposes, and organise essential information or ideas and any supporting detail in a logical order. I can use suitable
vocabulary to communicate effectively with my audience. LIT 3-26a / LIT 4-26a

Creating texts

I can persuade, argue, evaluate, explore issues or express an opinion using a clear line of thought, relevant supporting detail
and/or evidence. LIT 3-29a




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Scene 1 – Setting the scene


Task 1

Read scene 1 and answer the following questions:

   1. Where does the gang meet with Terry?
   2. Who does the frisbee belong to?
   3. Who tries to stop Terry going up the pylon?
   4. What happens to Terry at the top?
   5. Why do you think he climbs up to get the frisbee?

Task 2

One of the big differences between a play (like “The Terrible Fate of Humpty Dumpty)
and a novel (like “Two Weeks with the Queen”) is that a play is meant to be watched
by an audience.

Imagine you were watching the first scene on a stage. Write your ideas for what it
might look like, using the headings to help you.

        Wardrobe – what would the characters be wearing?
        Sound effects – what noises might you hear? Might you hear some music to
         make it seem more dramatic?
        Lighting – would there be any special lighting effects?
        Scenery – what props and stage scenery might there be?




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Scene 2 – Terry’s death


Task 1
   1. List 3 things the gang is going to say if anyone asks them questions about what
         happened
   2. Why does Janet say to Pete “You’re sick, you are.”
   3. Sammy wants to tell the truth about how they killed him. What does Stubbs
         say to him to stop him?

Task 2 “It was an accident, wasn’t it. It wasn’t our fault.” – Tracey (p5)

Do you agree with Tracey? Why/why not?

Quickly skim-read scenes 1 and 2. In pairs or small groups, think about the following
characters, and take notes on how much responsibility you think they have in Terry’s
death. Remember to include evidence from the play.

    Stubbs                Pete                    Terry                 Sammy             Janet


Task 3

Who do you think is the most powerful member of the gang? What is it that makes a
person powerful, or weak?

Are there different kinds of power, or weakness?

Write a paragraph that discusses the ideas you have from the questions about




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Scenes 3 and 4 – Bullying


Possible signs of Bullying

A child may indicate by their behavior that he or she is being bullied. If your child shows some
of the following signs, bullying may be responsible and you might want to ask if someone is
bullying or threatening them.

Children may :

       be frightened of walking to and from school
       change their usual route
       be unwilling to go to school
       feel ill in the mornings
       begin truanting
       begin doing poorly in their school work
       come home regularly with clothes or books destroyed
       come home starving (bully taking dinner money)
       become withdrawn, start stammering, lack confidence
       cry themselves to sleep, have nightmares
       have their possessions go missing
       ask for money or start stealing (to pay the bully)
       continually 'lose' their pocket money
       refuse to talk about what's wrong
       have unexplained bruises, cuts, scratches
       begin to bully other children, siblings
       become aggressive and unreasonable
       give unlikely excuses for any of the above

(from http://www.kidscape.org.uk/parents/signsof.shtml)



    1. Look at the list of typical behaviour from people who are being bullied. Read
        Chapters 3 and 4 and look at Terry’s behaviour – the things his mum says
        about him to the police and the things he says and does with his family.
    2. Where you think Terry is showing signs of being bullied, copy out the quote
        which shows this and then use the information from Kidscape to add a
        comment: For example “He was often late. I think he used to come home
        the long way, to try to keep out of the way of those bullies.” This shows that
        he was frightened of walking to and from school and changed his usual
        route.
    3. Do you think that there was enough signs that Terry was being bullied for his
        parents to notice earlier?



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