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KS3 · Year 7 - Foundations · Term 1 - Autumn · Week 6
Pages: Chapter 5, pp. 21-26
Caylin becomes more sympathetic - struggle, loneliness, pressure.
Lesson 1
What students do
Teacher reads pp. 21-26 with echo. Pauses to discuss Caylin's difficult home life, emotions and responsibilities; introduces thematic words struggle / loneliness / pressure.
Task
What problems does Caylin face? Which moments make us feel sympathy? What words suggest she is under pressure?
Success criteria
Can identify that Caylin is becoming a more sympathetic character.
Lesson 2
What students do
Students annotate quotations in groups with less teacher prompting; choose which quotations best show struggle or loneliness.
Task
Stems: "This shows Caylin feels…" / "This could suggest…" / "The writer wants us to understand…"
Success criteria
Can independently discuss Caylin's hidden difficulties using evidence.
Lesson 3
What students do
Teacher models a paragraph beginning "The writer presents Caylin as…". Students notice this is more analytical than "Caylin is…".
Task
Character-sympathy paragraph model.
Success criteria
Understands writer-focused analytical opening.
Lesson 4
What students do
Reduced-scaffold paragraph with quotation bank only; students choose the best quotation.
Task
Guided analytical writing.
Success criteria
Can make a quotation choice independently.
Lesson 5
What students do
Vocabulary retrieval. Students write one independent paragraph with low scaffold.
Task
How does the writer make readers feel sympathy for Caylin in this chapter?
Success criteria
Can independently write one secure analytical paragraph.
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 →