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KS3 · Year 7 - Foundations · Term 1 - Autumn · Week 3
Pages: Chapter 2, pp. 5-9
Reema introduced through a race - physical struggle interlaced with memories of Aleppo and her brother Jamal.
Lesson 1
What students do
Teacher reads pp. 5-9 with echo strategy. Teacher frames Reema running while remembering home; students track physical action vs emotional memory.
Task
What is Reema doing? Which words show the race is difficult? Who does she think about? What memories surface? What does this suggest about what she has lost?
Success criteria
Can recall key events from Reema's opening chapter. Can identify her as determined yet carrying memories of home.
Lesson 2
What students do
Tables analyse 4 quotations using stems; whole-class feedback; present one inference about Reema.
Task
Quotes: "My lungs are burning…" / "I suck the air down despite the pain." / "It was Jamal who first raced with me…" / "Without the courage to keep going…" Stems: "I think Reema is… because…" / "This suggests…" / "A word that stands out is…"
Success criteria
Can explain what Reema's actions reveal. Can support an idea using evidence.
Lesson 3
What students do
Teacher revisits WHAT/HOW/WHY. Live-models "How is Reema presented in the opening of Chapter 2?" using one quote and thinking aloud the inference. Students copy and label.
Task
Model uses: "I suck the air down despite the pain." WHAT = Reema is determined; HOW = quotation, physical struggle, word choice; WHY = keeps going even when painful or difficult.
Success criteria
Understands paragraph structure. Can identify WHAT/HOW/WHY in a real example.
Lesson 4
What students do
Scaffolded fill-in-the-blanks paragraph using a second quote; highlight WHAT/HOW/WHY; peer assess against a checklist.
Task
Using "Without the courage to keep going…": Reema is presented as… / This is shown when… / This shows…
Success criteria
Completes paragraph logically. Uses key terms correctly. Identifies WHAT/HOW/WHY.
Lesson 5
What students do
Vocabulary retrieval drill. Students write their own paragraph using a scaffolded frame; choose from a quote list rather than a fixed quote.
Task
What do we learn about Reema in the opening of her chapter? Support level: MEDIUM-HIGH. Sentence starters provided; quotes list provided; no full paragraph model beside them.
Success criteria
Can independently build a simple analytical paragraph using action-based evidence.
AI marking - try this with the English Hub feedback engine
Students can submit their independent paragraph to the AI feedback engine for AO-aligned commentary. Their teacher sees the same feedback alongside their own marking. The task is auto-loaded into the practice surface - students just write and submit.
Open the marking surface with this task pre-loaded →