The Silver Sword
Curriculum for Excellence
Book Study Planner
Kirklandpark Primary Book Study.
CfE Outcomes
I can make notes,
organise them
under suitable
headings and use
them to understand
information,
develop my
thinking, explore
problems and
create new texts,
using my own
words as
appropriate.
LIT 2-15a
As I listen or watch,
I can identify and
discuss the
purpose, main
ideas and
supporting detail
contained within
the text, and use
this information for
different purposes.
LIT 2-04a
The Silver Sword
Learning Intentions
Session 2013/2014
Base 12
Learning Experiences
August - October
Resources
Chapters 1 – 3
Selection of important
information.
Layout/presentation of
notes (main points)

Pupils read chapters 1-3 and discuss in
class group.
S
Copies of the novel.
Jotter or paper.

Creating a text from notes
In pairs, or individually, pupils make a list
of 10 – 12 main points from Joseph
Balicki’s escape from Zakyna; stopping
before he begins the journey to Warsaw.
Self/peer evaluation.

The pupils use the points as a plan to
write a summary of the escape.

Final draft to be written on the barbed
wire writing frame.
Monitoring/Tracking
Barbed wire writing
frame.
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Kirklandpark Primary Book Study.
CfE Outcomes
Having explored
the elements which
writers use in
different genres, I
can use what I
learn to create
stories, poems and
plays with an
interesting and
appropriate
structure,
interesting
characters and/or
settings which
come to life.
The Silver Sword
Learning Intentions
Identifying descriptive
phrases/language
Investigating the writer’s
craft
Creating texts from notes
Using the writing
style/conventions of poetry
ENG 2-31a
I can create and
present work that
shows developing
skill in using the
visual elements
and concepts.
EXA 2-03a
Use of various media &
techniques to create a
vivid ‘bombed out’ scene.
Session 2013/2014
Base 12
August - October
Learning Experiences
Chapter 4 & 5
 Read chapter and discuss main points –
Jan & the Silver Sword.
 Re-read the first 3 paragraphs of the
chapter and discuss the description of
Warsaw.
 In small groups ask the children to pick
out descriptive phrases (it might be
necessary to discuss what phrases are).
As a class record the groups’ findings on
the board.
 Individual task – pupils select between
10 & 16 phrases and use these to write a
poem describing the Warsaw Joseph
Balicki saw. Pupils can choose their own
title.
 Draft in jotter then prepare final drafts for
display.
 Art – vivid orange background with torn
paper buildings from painted (gray)
paper.
Resources
Copies of the novel
– if necessary use
the A4 sheets so
that the pupils can
highlight the
phrases.
Large sheets of
paper & markers
Jotters or paper
Plain paper
Palin sugar paper
Black, white, orange,
etc paint
Sponges
glue
Monitoring/Tracking
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Kirklandpark Primary Book Study.
CfE Outcomes
I can select ideas
and relevant
information,
organise these in
an appropriate way
for my purpose and
use suitable
vocabulary for my
audience.
LIT 2-06a
The Silver Sword
Learning Intentions
Expressing informed
opinions about the actions
of characters and justifying
these.
Identifying information
about the character’s
personalities, physical
appearance & abilities
(strengths/weaknesses)
from the text and
inference.
Writing for a purpose to
convey information and
instructions for the lesson.
Participating in self/peer
evaluation.
.
Session 2013/2014
Base 12
August - October
Learning Experiences
Chapter 6 & 7
 Read chapter and discuss main points –
children’s escape from the building; living
conditions; Edek’s smuggling.
 In pairs/threes pupils make spider
diagrams or lists of words to describe the
main characters (Joseph, Jan, Ruth,
Edek & Bronia).
 For display collate these words onto
silhouettes.
 In groups of 4 or 5 pupils prepare a
simple lesson to present to the class.
 A game such as hangman, tables
game using white boards or number
fans, etc
 Worksheet to list the learning
intentions, success criteria and a
simple lesson structure.
Resources
Copies of the novel
– if necessary use
the A4 sheets so
that the pupils can
highlight the
phrases.
Large sheets of
paper & markers
Jotters or paper
Plain paper
Palin sugar paper
Black, white, orange,
etc paint
Sponges
glue
Monitoring/Tracking
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C
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Kirklandpark Primary Book Study.
CfE Outcomes
I enjoy creating
texts of my choice
and I regularly
select subject,
purpose, format
and resources to
suit the needs of
my audience.
The Silver Sword
Learning Intentions
Consider the writer’s craft
in the way he deals with
the passage of time.
Preparing text for a
specific purpose.
LIT 1-20a / LIT 2-20a
Making use of text
language to create
messages.
.
Session 2013/2014
Base 12
August - October
Learning Experiences
Chapter 8
 Read chapter and discuss main points –
passage of time; Warsaw uprising;
motives of the Russians; meeting with
Jan.
 Discuss the Polish Resistance’s
communications for help
 What forms of communication did
they have in 1944?
 What communication devices are
available today – look at current
news stories.
 Write messages for help from the
Polish resistance in text language
or as an e-mail.
 Worksheet with text speech
bubbles.
Resources
Copies of the novel
Worksheets
Information sheet
with examples of
‘text speak’
Monitoring/Tracking
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Kirklandpark Primary Book Study.
CfE Outcomes
Using what I know
about the features
of different types of
texts, I can find,
select and sort
information from a
variety of sources
and use this for
different purposes.
LIT 2-14a
Throughout the
writing process, I
can check that my
writing makes
sense and meets
its purpose.
LIT 2-23a
The Silver Sword
Learning Intentions
Locating information from
the text.
Making informed opinions
and justifying these.
Making predictions and
providing reasons for
these.
Defining words using a
dictionary.
Writing answers to
questions in sentences
with a clear subject (using
the question to help)
.
Session 2013/2014
Base 12
Learning Experiences
Chapter 9 & 10
 Read and discuss the main points – the
actions of Ivan; the relationship between
Ruth & Jan/Jan & Ivan; the strictness of
Ruth towards Jan’s manners.
 Pupils will complete a comprehension
sheet covering the main points of the
chapters.
August - October
Resources
Copies of the novel
Worksheets
Monitoring/Tracking
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Kirklandpark Primary Book Study.
CfE Outcomes
The Silver Sword
Learning Intentions
Session 2013/2014
Base 12
Learning Experiences
Using what I know
about the features
of different types of
texts, I can find,
select and sort
information from a
variety of sources
and use this for
different purposes.
Chapter 11 & 12
 Read and discuss the main points – the
Be aware that the
children’s spirits during the journey to
characters in the book
Posen; what will happen if they don’t find
would have a different
Edek; talk about refugees links to current
view of the incident.
news stories (opportunity for research in
school or as a homework assignment).
To use information from
 Pupils will write a diary entry from the
LIT 2-14a the text to help make
perspective of one of the people at the
As I write for
inferences.
field kitchen:
different purposes
 Draw names from a tub for the point of
and readers, I can
To write in paragraphs and
view – Jan, Ruth, Bronia, the cook &
describe and share properly punctuated
Edek.
my experiences,
sentences.

Pupils need to consider what each
expressing what
person would have seen, heard and
they made me
Check
writing
for
spelling
being doing as the incident developed.
think about and
 Consider their feelings before, during
how they made me in self/peer evaluation.
feel.
and after the incident – would they all be
ENG 2-30a
the same??
 3 paragraphs. 1 to set the scene, 2 to
describe the incident, 3 the aftermath.
.
For display the diary entries can be collated into
small ‘books’ according to the point of view.
August - October
Resources
Monitoring/Tracking
S
Copies of the novel
Paper for planning
the writing
Paper/worksheet for
completing the task.
C
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Kirklandpark Primary Book Study.
CfE Outcomes
As I listen or watch,
I can identify and
discuss the
purpose, main
ideas and
supporting detail
contained within
the text, and use
this information for
different purposes.
LIT 2-04a
I consider the
impact that layout
and presentation
will have and can
combine lettering,
graphics and other
features to engage
my reader.
LIT 2-24a
The Silver Sword
Learning Intentions
Appropriate
layout/presentation for a
poster.
Check spelling and details
of information on poster.
Using information and
inference from the text.
.
Session 2013/2014
Base 12
August - October
Learning Experiences
Chapter 13 & 14
 Read and discuss the main points –
Edek’s story true/false/impossible?; Jan’s
relationship with Edek; Chapter title ‘City
of the Lost’; UNRRA; escaped
chimpanzee.
 Poster design- a wanted/missing poster
for Bistro
 Consider the picture and wording
 Would it be safe to approach him
 Who should be contacted
 Is there a reward
 Discuss tall stories, the children could
write a tall story as a homework exercise.
Resources
Copies of the novel
Paper
Colouring
pens/pencils
Monitoring/Tracking
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Kirklandpark Primary Book Study.
CfE outcomes
I can show my
understanding of
what I listen to or
watch by
responding to
literal, inferential,
evaluative and
other types of
questions, and by
asking different
kinds of questions
of my own.
LIT 2-07a
To extend my
mental map and
sense of place, I
can interpret
information from
different types of
maps and am
beginning to locate
key features within
Scotland, UK,
Europe or the
wider world.
SOC 2-14a
The Silver Sword
Learning Intentions
Find information about
children’s personalities in
the text.
Draw inferential evidence
from the text.
.
Session 2013/2014
Base 12
August - October
Learning Experiences
Chapter 15 & 16
 Read chapter & discuss main points:
 British officer’s letter to add to
characteristics of children
(possibly add to silhouettes)
 Relationship of Ruth & Jan –
mother.
 The way Jan deals with animals
as opposed to humans – why?
 The zones of occupation.
 Mapping activity. Use worksheet to
roughly draw where the various occupied
zones were in Germany (separate one
for Berlin if possible). Colour and key for
the map.
Resources
Monitoring/Tracking
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Answers in
discussion.
Completed maps &
keys
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Kirklandpark Primary Book Study.
CfE Outcomes
When I engage
with others, I can
respond in ways
appropriate to my
role, show that I
value others’
contributions and
use these to build
on thinking.
The Silver Sword
Learning Intentions
Predicting what will
happen in the text using
own experiences.
Using the text to create a
dramatic performance.
LIT 2-02a
Self/Peer assessment.
I have created and
presented scripted
or improvised
drama, beginning
to take account of
audience and
atmosphere.
EXA 2-14a
.
Session 2013/2014
Base 12
Learning Experiences
Chapter 17 & 18
 Read & discuss:
 Read only chapter 17.
 What will happen to Edek?
 How will the American authorities
decide what to do – Edek should
stand trial.
 In groups of 5/6 pupils prepare a trial
scenario to be enacted for their peers.
 What evidence is there
for/against Edek.
 What will be said in the trial.
 Who will be involved, what
characters?
 What about the other children?
 What will be the outcome?
 Children get 15minutes to prepare the
drama before performing it. Possibly film
these.
 Once the dramas are enacted read
chapter 18 to find out what happened.
How different/similar was this.
August - October
Resources
Monitoring/Tracking
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Drama
performances,
ensuring all are
involved.
C
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Kirklandpark Primary Book Study.
CfE Outcomes
As I listen or watch,
I can identify and
discuss the
purpose, main
ideas and
supporting detail
contained within
the text, and use
this information for
different purposes.
Learning Intentions
Use of inferential evidence
to create a written
response/prediction.
Writing to persuade or
influence a person
towards a certain view.
LIT 2-04a
By considering the
type of text I am
creating, I can
select ideas and
relevant
information,
organise these in
an appropriate way
for my purpose and
use suitable
vocabulary for my
audience.
LIT 2-26a
The Silver Sword
.
Session 2013/2014
Base 12
August - October
Learning Experiences
Chapter 19 & 20
 Read & Discuss;
 The kindness of the farmer & his
wife along with their differing
approach to helping the children.
 The Burgomeister and the
position he is in with all the
parties involved – US army,
refugees, local German
population.
 The changing relationship
between Edek & Jan.
 What would the children have
done in the incident with the Jeep
– helped (Edek), remained
hidden (Jan).
 Activity – Pupils prepare a written
prediction about what will happen next in
the story. Consider the Burgomeister’s
orders. The farmers’ feelings toward the
children. The children’s own goals.
 Possible activity might also involve a
piece of persuasive writing from Pole/US
official with reasons for & against
sending refugees home.
Resources
Monitoring/Tracking
S
Copies of the book.
Paper for planning
and writing the
prediction.
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Kirklandpark Primary Book Study.
CfE Outcomes
By investigating
floating and sinking
of objects in water,
I can apply my
understanding of
buoyancy to solve
a practical
challenge.
The Silver Sword
Learning Intentions
Design a boat that will
float using a limited set of
resources.
Write a set of instructions
SCN 2-08b for making the boat.
Through discovery
and imagination, I
can develop and
use problemsolving strategies
to construct
models.
TCH 1-14a / TCH 214a
I can convey
information,
describe events,
explain processes
or combine ideas in
different ways.
LIT 2-28a
Devise a way of testing
the boats’ ability to float.
.
Session 2013/2014
Base 12
August - October
Learning Experiences
Chapter 21 & 22
 Read & Discuss:
 Stop at the end of Chapter 21
and discuss what the plan might
be.
 Read chapter 22 and discuss the
merits of the plan –
opportunities/dangers.
 Consider the emotions of the
farmers’ as the children depart on
their journey.
 Activity – use 1 sheet of A4 paper and 2
art straws to make a boat capable of
floating.
 Use cameras to take photos
 Pupils write a step-by-step set of
instructions using
pictures/photos.
 Test the boats in a basin of water.
Resources
Monitoring/Tracking
S
Copies of the book.
Paper
Art straws
Glue
Tape
Camera
Pens & pencils.
C
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Kirklandpark Primary Book Study.
CfE Outcomes
I can make notes,
organise them
under suitable
headings and use
them to understand
information,
develop my
thinking, explore
problems and
create new texts,
using my own
words as
appropriate.
LIT 2-15a
By considering the
type of text I am
creating, I can
select ideas and
relevant
information,
organise these in
an appropriate way
for my purpose and
use suitable
vocabulary for my
audience.
LIT 2-26a
The Silver Sword
Learning Intentions
To express opinions about
the actions of the
characters giving reasons
for these opinions.
Writing with a clear
purpose and ensuring that
the content is relevant,
coherent & sequenced.
Using self/peer
assessment strategies to
check spelling,
punctuation and that the
text makes sense.
Session 2013/2014
Base 12
August - October
Learning Experiences
Chapter 23 & 24
 Read & Discuss:
 The dramatic escape by canoe.
 The deterioration in Edek’s
health; how will this affect the
journey?
 Jan’s disappearance; what will
happen to him; what would you
do in Ruth’s place? Go on without
him, wait, go back? (possible
data handling activity)

Activity – Re-focus on the American
soldier on the bridge. He would have had
to make a written report of the incident
for his superior officers. What would his
report say. What did he see? What did
he do? What did he hear?

Activity – sequencing activity regarding
the canoe journey. Cut & stick or write
out in the correct order.
Resources
Copies of the book
Lined paper for
writing
Sequencing
worksheet
Squared paper for
bar chart.
Monitoring/Tracking
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Kirklandpark Primary Book Study.
The Silver Sword
CfE Outcomes
Learning Intentions
I can convey
information,
describe events,
explain processes
or combine ideas in
different ways.
Responding to questions –
literal, inferential and
evaluative.
Session 2013/2014
Base 12
Learning Experiences
Chapter 25 & 26
 Read & Discuss:
 Focus on the actions of Joe
Wolski, what kind of personality
did he have.
Identify
and
summarise

How do the pupils feel about Joe
LIT 2-28a
orally the main points and
tying Jan up in the back of the
seek
clarification
by
asking
truck – right/wrong?
I can show my
questions.
 The ‘miracle’ of the Silver Sword
understanding of
what I listen to or
and the workings of the camp.
watch by
To convey information
 What was the danger to come?
responding to
about a sequence of
literal, inferential,
events in a different way;
 Activity – Mapping the children’s journey
evaluative and
using a map.
across Europe. Plot the main places;
other types of
Warsaw, Posen, Berlin, Bavaria, Lake
questions, and by
Interpreting
information
Constance.
asking different
from
different
maps.
Number these and write a brief note of
kinds of questions
the main events at these places
of my own.
LIT 2-07a
August - October
Resources
Copies of the book
Map of Europe from
1945/46.
Atlases
Monitoring/Tracking
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Kirklandpark Primary Book Study.
CfE Outcomes
To show my
understanding
across different
areas of learning, I
can identify and
consider the
purpose and main
ideas of a text and
use supporting
detail.
The Silver Sword
Learning Intentions
Discussing the main points
and supporting detail of
the text.
Recognise how the writer
brings all the themes
together towards the end
of the story.
LIT 2-16a
Inspired by a range
of stimuli, I can
express and
communicate my
ideas, thoughts
and feelings
through activities
within art and
design.
EXA 0-05a / EXA 105a / EXA 2-05a
Use a range of stimuli to
express ideas through art
and use painting skills to
create a picture of the
storm.
Session 2013/2014
Base 12
August - October
Learning Experiences
Chapter 27 & 28
 Read & Discuss:
 The events of the storm and the
children’s actions during it – focus
on Ruth’s attitude towards Jan
and his reaction.
 The eventual rescue and re-union
on the larger boat – what will
happen to the family now & in the
future?
 The list of Jan’s treasures, what
was the significance of each.

Activity – art. Paint a storm scene using
swirling greys/whites and darker blues
for the water; perhaps have some
brightness in one corner to show the
hope for the future.
Resources
Copies of the book
Cartridge paper
Sugar paper for
investigating storm
colours and styles.
Photos/pictures of
storms; paintings by
other artists to
stimulate ideas.
Monitoring/Tracking
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Kirklandpark Primary Book Study.
CfE Outcomes
By considering the
type of text I am
creating, I can
select ideas and
relevant
information,
organise these in
an appropriate way
for my purpose and
use suitable
vocabulary for my
audience.
The Silver Sword
Learning Intentions
Use computer software
with a specific design
focus to prepare a book
review sheet for an
audience.
LIT 2-26a
As I extend and
enhance my
knowledge of
features of various
types of software,
including those
which help find,
organise, manage
and access
information, I can
apply what I learn
in different
situations.
TCH 1-03a / TCH 203a
Consider the layout of the
book review sheet.
Base 12
August - October
Learning Experiences
Chapter 29
 Read & Discuss:
 The ending of the book focusing
on the effect of the children’s
experiences on their lives.

Select a format and
language appropriate to
the purpose of a book
review sheet.
Session 2013/2014

Activity – In pairs/small groups devise a
simple review sheet using Word or
Publisher. Swap with others and
complete these.
Collate all worksheets and activities
together and make into a booklet. Design
a front & back cover with title/blurb, etc.
Resources
Copies of the book
Sugar paper
Staplers
Access to PCs
Monitoring/Tracking
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