Fiction Unit 5.2 Oranges in No Man’s Land
About this unit:
In this unit, the children explore a fiction set in Lebanon. They read the interactive eBook, asking questions and
developing understanding of inference and the author’s use of language. They use discussion and role-play to
explore characters and the impact of civil war. They develop editing, proof-reading and peer-review skills. They
plan, edit and write a story from a different character’s point of view.
Stimulus synopsis: Oranges in No Man’s Land
This was my chance. I slipped under the chain and bolted down the deserted street, running into no man’s land as
fast as my flip-flops would let me.
Ayesha lives in a battle-scarred building with her granny. Outside, a war is ripping the city apart – but Ayesha
doesn’t even know why the two sides are fighting. Life gets even scarier when Granny’s medicine runs out. So
Ayesha takes matters into her own hands – and in her search for a doctor makes the forbidden journey across no
man’s land …
Spelling list:
F AR 5.2.1 Spelling List: Oranges in No Man’s Land
Recommended route:
Day 1
Day 2
Comprehension 1:
Chapters 1 and 2
Read, understand
and record first
impressions of
Oranges in No Man’s
Land
Depth focus 1:
Understand setting
– the civil war in
Lebanon
Use drama to
explore civil war
Discuss the impact
of civil war on
characters
Day 3
Day 4
Day 5
Comprehension 2:
Chapters 3 and 4
Draw inferences
Sentence
grammar 1: Direct
and reported
speech
Use direct and
reported speech
Comprehension
3: Chapters 5 and
6
Draw inferences
Use discussion and
role-play to
understand
character
Explore the
author’s use of
language
Day 6
Day 7
Day 8
Day 9
Day 10
Comprehension 4:
Chapters 7 and 8
Summarise the story
so far
Comprehension 5:
Chapters 9 and 10
Draw inferences
Comprehension 6:
Chapters 11 and
12
Draw inferences
Depth focus 2:
Exploring similes
Explore and create
similes
Short
composition 1
Write Dr Leila’s
diary entry
Make predictions
Explore changing
emotions
Discuss use of
powerful language
Discuss and record
characters’ and
author’s attitude to
the war
Day 11
Day 12
Day 13
Day 14
Day 15
Comprehension 7:
Chapters 13 and 14
Make predictions
Short composition
2 (Day 1)
Write a short
recount in a specific
role
Short composition
2 (Day 2)
Evaluate, edit and
improve writing
following peer
review
Comprehension 8:
Chapters 15-17
Summarise key
events
Comprehension
9: Chapter 18
Draw inferences
Ask questions to
improve
understanding
Draw inferences
Participate in group
debate
Use powerful
vocabulary
Use drama to
explore characters’
relationships
Discuss views of
book and write
review
Day 16
Day 17
Day 18
Day 19
Day 20
Sentence grammar
2: Modal verbs and
adverbs
Long composition
(Day 1)
Plan own version of
Long composition
(Day 2)
Write own story
Long composition
(Day 3)
Complete story
Long
composition (Day
4)
Use modal verbs and
adverbs to indicate
degrees of possibility
Samar’s story
opening
Write for a specific
audience
Recommended grammar activities:
Revise:
Y5_02 Revision 2
New:
Y5_10: Modal verbs
Y5_11: Modal verbs and adverbs
Other sessions available in the Lesson Bank:
Depth focus 3: Comparison text: The Silver Sword 1
 Compare Oranges in No Man’s Land and The Silver Sword
Depth focus 4: Comparison text: The Silver Sword 2
 Compare Oranges in No Man’s Land and The Silver Sword
Short composition 3 (Day 1)
 Explore conversation
 Use direct speech
Short composition 3 (Day 2)
 Evaluate, edit and improve writing following peer review
Focus on using
modal verbs in
writing
Evaluate, edit and
improve writing
following peer
review
Day 1: Comprehension
Session
Comprehension 1:
Chapters 1 and 2
Main focus
Read,
understand and
record first
impressions of
Oranges in No
Man’s Land
Teaching summary






Display the eBook of Oranges in No Man’s
Land and show the cover and title. Read the
blurb on the back cover. What do you think this
book will be about?
Read the Preface. What does the author tell us
about her life in Lebanon?
Show ‘Map of Lebanon’ (F ITP 5.2.1) and
discuss the information given.
Show ‘Glossary’ (F ITP 5.2.2) and discuss the
term ‘civil war’. (Refer to the glossary
throughout).
Read Chapters 1 and 2 and model asking
questions. Who is telling the story? What
impression do we get of Beirut before the war?
Display pages 3-4 again. Talk Partners reflect
on the events in Ayesha’s life so far. How do
you think she felt on ‘that terrible day’?
Activity description
Core: Using ‘Bookmark’ (F PCM 5.2.1), the
children record their first impressions of the story
and any questions they would like to ask.
Support: In pairs, the children discuss their first
impressions of the story. Check that they
understand where the story is set and the
significance of this before asking them to complete
‘Bookmark’ (F PCM 5.2.1).
Extend: Using ‘Bookmark’ (F PCM 5.2.1), the
children record their first impressions of the story
and any questions they would like to ask. They
then make lists of the things that they learn about
Ayesha from the first two chapters, using evidence
from the text, and divide their lists into things they
know as facts and things that can be inferred.
Objectives: Ask questions to improve understanding; Draw inferences; Predict from details stated and implied
Spoken language: Consider and evaluate different viewpoints
Photocopiables: F PCM 5.2.1
Digital resources: eBook of Oranges in No Man’s Land, F ITP 5.2.1, F ITP 5.2.2
Day 2: Depth focus
Session
Depth focus 1:
Understanding
setting – the civil war
in Lebanon
Main focus
Use drama to
explore civil war
Retrieve, record
and discuss
information
about Lebanon
Teaching summary

Explore the concept of a civil war using drama.
Divide the room in half. Explain that the
children with birthdays in the first half of the
year are in control of one side while those with
birthdays in the second half are in control of
the other. The children sitting in the ‘wrong
place’ have to leave all their belongings behind
Activity description
Core: Using ‘Information about Lebanon’ (F PCM
5.2.8), the children complete ‘Questions about
Lebanon’ (F PCM 5.2.9).
Support: The children complete ‘Questions about
Lebanon 2’ (F PCM 5.2.18).
Discuss the
impact of civil
war on
characters


and cross ‘no man’s land’ to the other side as
refugees. Discuss: How does that feel?
Using ‘Glossary’ (F ITP 5.2.2), discuss civil
war, checkpoint, Green Line, militiamen and
refugee.
Look again at the information about Beirut on
‘Map of Lebanon’ (F ITP 5.2.1)
Extend: Using ‘Information about Lebanon’ (F
PCM 5.2.8), the children complete ‘Questions
about Lebanon’ (F PCM 5.2.9). They then use the
internet or other books to find three more facts
about Lebanon and write a sentence about each.
Come back together as a class and reread page 12
of Oranges in No Man’s Land. Talk Partners
discuss how it must have felt for Ayesha and others
to live through the fighting in Beirut.
Objectives: Discuss books that are read to them and those they read themselves; Retrieve, record and present information from non-fiction
Spoken language: Participate actively in conversations; Consider and evaluate different viewpoints
Photocopiables: F PCM 5.2.8, F PCM 5.2.9, F PCM 5.2.18
Digital resources: eBook of Oranges in No Man’s Land, F ITP 5.2.1, F ITP 5.2.2
Day 3: Comprehension
Session
Comprehension 2:
Chapters 3 and 4
Main focus
Draw inferences
Use discussion
and role play to
understand main
character
Teaching summary





Ask the children to recall what has happened
so far. They Think-Pair-Share what it would be
like to be a refugee.
Read Chapter 3 of Oranges in No Man’s Land,
pausing at the end of page 15 to allow the
children Think Time. How was Ayesha feeling
that morning? Can you predict what might
happen at the checkpoint?
Read to the end of Chapter 4. Refer to the
glossary (F ITP 5.2.2) for any unfamiliar words.
Show ‘The main character’ (F ITP 5.2.3). Talk
Partners refer to Chapters 1-4 and find
information to enter under each heading.
Show ‘Beirut in the civil war’ (F ITP 5.2.4)
Read page 14 again. Which words and
phrases on page 14 describe the pictures?
Activity description
In mixed-ability groups of three, the children use
‘Ayesha at the checkpoint’ (F PCM 5.2.2) to
perform a Role Play of the scene at the checkpoint
(pages 16–18). The children take turns to play
different roles, with one child each time acting as
an observer to Freeze Frame the action at different
points. When the action is paused, the children
discuss the characters’ thoughts and feelings at
that moment and make notes of their responses.
Objectives: Check that text makes sense and is in context; Draw inferences; Predict from details stated and implied
Spoken language: Speculate, hypothesise, imagine and explore ideas
Photocopiables: F PCM 5.2.2
Digital resources: eBook of Oranges in No Man’s Land, F ITP 5.2.2, F ITP 5.2.3, F ITP 5.2.4
Day 4: Sentence grammar
Session
Sentence grammar
1: Direct and
reported speech
Main focus
Use direct and
reported speech
Teaching summary




Show ‘Reported speech’ (F ITP 5.2.12) and
revise the difference between direct and
reported speech.
Remind the children of speech punctuation
rules for direct speech.
Look at the first example on F ITP 5.2.12 and
click to see the changes made.
Encourage the children to transform the other
examples into reported speech. Discuss the
changes and what differences using only
reported speech would make to the story.
Activity description
Core: Using reported speech, the children write
about what happened to Ayesha at the checkpoint
from the point of view of Abu Boutros. They use
‘Abu Boutros’ (F PCM 5.2.12) for support as
required.
Support: Children complete ‘Types of speech’ (F
PCM 5.2.21).
Extend: Using reported speech, the children write
about what happened to Ayesha at the checkpoint
from the point of view of Abu Boutros. Challenge
them to include as much of the detail from the
original story as they can, changing any direct
speech into reported speech.
Objectives: Use and punctuate direct speech (revision)
Spoken language: Listen and respond appropriately
Photocopiables: F PCM 5.2.12, F PCM 5.2.21
Digital resources: F ITP 5.2.12
Day 5: Comprehension
Session
Comprehension 3:
Chapters 5 and 6
Main focus
Draw inferences
Explore the
author’s use of
language
Teaching summary

Recap the previous chapters then read
Chapter 5 to the end of the first sentence on
page 28. The children Think-Pair-Share about
the friendship. Why was Ayesha worried to
begin with? Why do you think Ayesha and
Activity description
Core: The children complete ‘Expressing emotion’
(F PCM 5.2.3). Encourage them to work with a
partner to answer the first activity on the PCM,
using a thesaurus to help them. They then
complete the second and third activities



Samar got on so well?
Read to the end of Chapter 6. How is Ayesha
feeling about granny?
Reread pages 29–37, asking the children to
identify words and phrases that describe how
Ayesha is feeling.
Show ‘Ayesha’s worries’ (F ITP 5.2.5). Click on
the times to see how Ayesha describes her
worries. Are these the same words and
phrases you highlighted? Complete the graph
to show how worried Ayesha is.
independently.
Support: In pairs, the children complete
‘Expressing emotion 2’ (F PCM 5.2.16), using a
thesaurus to help them.
Extend: The children work independently to
complete ‘Expressing emotion’ (F PCM 5.2.3),
using a thesaurus to explore new vocabulary. They
then create their own glossaries in their books, to
which they can add as they read the story,
identifying new words and their meanings.
Objectives: Draw inferences; Identify how language, structure and presentation contribute to meaning; Discuss impact of authors' use of language
on reader
Spoken language: Listen and respond appropriately; Articulate and justify answers
Photocopiables: F PCM 5.2.3, F PCM 5.2.16
Digital resources: eBook of Oranges in No Man’s Land, F ITP 5.2.5
Day 6: Comprehension
Session
Comprehension 4:
Chapters 7 and 8
Main focus
Teaching summary
Summarise the
story so far

Make predictions

Ask questions to
improve
understanding
Draw inferences


Talk Partners summarise the story so far in six
sentences, taking turns to say one sentence
each.
Ask the children to predict what they think will
happen when Ayesha goes to get the
medicine. The children record their predictions
on ‘Bookmark’ (F PCM 5.2.1), filling on the
section for Ayesa’s problem and their
predictions.
Read Chapter 7. How is Ayesha feeling at the
checkpoint? How do you think she feels when
she sees the ruined streets in ‘No Man’s
Land’? What helps Ayesha to keep going?
Read Chapter 8. How does Ayesha avoid
talking to the men at the checkpoint? Who
Activity description
Core: The children complete ‘Looking closely’ (F
PCM 5.2.4) to practise answering comprehension
questions.
Support: In pairs, the children complete ‘Looking
closely’ (F PCM 5.2.4) to practise answering
comprehension questions.
Extend: The children write a paragraph describing
the character of Abu Boutros and explaining how
the author has led readers to conclusions about his
character (e.g. his appearance, the way he speaks
to the men at the checkpoint etc.).

does she imagine is helping her? What
impression do you get of Abu Boutros? What
makes him seem friendly?
Allocate the eBook to the children.
Objectives: Ask questions to improve understanding; Draw inferences; Identify and summarise main ideas
Spoken language: Listen and respond appropriately
Photocopiables: F PCM 5.2.1, F PCM 5.2.4
Digital resources: eBook of Oranges in No Man’s Land
Day 7: Comprehension
Session
Comprehension 5:
Chapters 9 and 10
Main focus
Draw inferences
Teaching summary

Explore
changing
emotions
Discuss use of
powerful
language


Recap the story so far. Read Chapter 9.
Discuss Ayesha’s changing emotions. How
does she feel while crossing the desolate
square? How does she feel when she first
comes out of ‘no man’s land’ on the other
side? What is her newest fear?
Read Chapter 10. Discuss how smells can
bring back memories. How does Ayesha feel
as she eats the orange? How do you think she
feels when she sees Dr Leila?
Discuss the author’s use of powerful words
and phrases to describe the devastated centre
of old Beirut.
Activity description
Core: Using the eBook and ‘Changing emotions’ (F
PCM 5.2.6), the children work in pairs to find
examples of words and phrases describing the
weather, buildings and people at key points in the
story. They then select powerful phrases to record
on the Learning Wall.
Support: The children work in pairs to complete
‘Contrast’ (F PCM 5.2.5), finding examples of
words and phrases describing Beirut in the eBook.
Extend: In pairs and using the eBook, the children
complete ‘Changing emotions’ (F PCM 5.2.6).
Each child then chooses one of the moments from
the first column on the PCM about which to write a
short diary entry in the role of Ayesha. Encourage
them to think about including the emotions,
thoughts, feelings, sights and sounds that they
have already identified.
Objectives: Draw inferences; Identify how language, structure and presentation contribute to meaning; Discuss impact of authors' use of language
on reader
Spoken language: Listen and respond appropriately; Build their vocabulary
Photocopiables: F PCM 5.2.5, F PCM 5.2.6
Digital resources: eBook of Oranges in No Man’s Land
Day 8: Comprehension
Session
Comprehension 6:
Chapters 11 and 12
Main focus
Teaching summary
Draw inferences

Discuss and
record
characters’ and
author’s attitudes
to the war



Discuss the people Ayesha met from the ‘other
side’ in previous chapters. Are there good
people on both sides? What does this tell us
about the author’s attitude to the war?
Read Chapter 11. What do you think Dr Leila’s
attitude to the war is?
Read Chapter 12. What do you think of the
Aunt’s attitude to Ayesha?
Pairs do a Hot-Seating activity with one child
taking the role of Ayesha and the other asking
questions. What did you enjoy at Dr Leila’s?
What do you think of Dr Leila? What do you
think of her Aunt?
Activity description
In mixed-ability groups of three, the children create
a short Role Play showing the events at Dr Leila’s
house during Chapters 11 and 12. Encourage
them to use the dialogue in the story within their
scenes. Ask each group to perform their Role Play
to the rest of the class at the end of the session.
Stop them at key moments to ask each character
how they are feeling towards one of the other
characters (e.g. How is Ayesha feeling towards Dr
Leila’s aunt when she is unkind?). The children
then complete ‘Thoughts’ (F PCM 5.2.7).
Objectives: Draw inferences
Spoken language: Listen and respond appropriately; Speculate, hypothesise, imagine and explore ideas
Photocopiables: F PCM 5.2.7
Digital resources: eBook of Oranges in No Man’s Land
Day 9: Depth focus
Session
Depth focus 2:
Exploring similes
Main focus
Explore and
create similes
Teaching summary



Reread pages 44–45 and pages 56–57.
Discuss how the author, Elizabeth Laird, uses
powerful language to give us a vivid picture of
no man’s land and the square.
Show ‘Similes’ (F ITP 5.2.7) and look at the
similes. Why are these similes effective?
Remind the children that similes compare
something to something else using ‘like’ or ‘as’.
Ask the children to find similes on pages 42,
51, 57 and 63. Which similes do you find
Activity description
Core: The children write similes of their own to
describe the pictures on ‘Images’ (F ITP 5.2.8).
Support: The children use ‘The lion is like …’ (F
PCM 5.2.19) to support them in writing similes to
describe the image of the lion on ‘Images’ (F ITP
5.2.8).
Extend: The children write similes to describe a
place that is important to them. Remind them to

powerful? Why?
Show ‘Images’ (F ITP 5.2.8) and ask the
children for similes to describe each picture.
(E.g. The thunder sounded like a giant roaring;
The lion’s teeth were as sharp as spears.)
think about their different senses when describing
different parts of the place.
Objectives: Discuss impact of authors' use of language on reader
Spoken language: Build their vocabulary; Consider and evaluate different viewpoints
Photocopiables: F PCM 5.2.19
Digital resources: eBook of Oranges in No Man’s Land, F ITP 5.2.7, F ITP 5.2.8
Day 10: Composition
Session
Short composition 1
Main focus
Write Dr Leila’s
diary entry
Teaching summary



Reread page 67 and Chapter 11 of Oranges in
No Man’s Land.
What does Ayesha think of Dr Leila? How do
we know? What do you think Dr Leila thinks
when she first sees Ayesha? How do you think
Ayesha appears to Dr Leila? What words and
phrases could be used to describe her? What
do you think Dr Leila thinks when she realizes
who Ayesha is and hears her story?
The children take it in turns to be in the hot
seat as Dr Leila while other children ask
questions.
Activity description
Core: The children write Dr Leila’s diary entry for
the day Ayesha turned up at her house. Some
children may volunteer to read their diary entries
aloud to groups or to the class.
Support: The children write Dr Leila’s diary entry
for the day Ayesha turned up at her house, using
‘Diary’ (EWF 9) for support if required. Some
children may volunteer to read their diary entries
aloud to groups or to the class.
Extend: The children write Dr Leila’s diary entry for
the day Ayesha turned up at her house. Challenge
them to find out as much detail as they can about
Dr Leila from the novel and to reflect what they
know in the diary entry. Some children may
volunteer to read their diary entries aloud to groups
or to the class.
Objectives: Consider how authors develop characters/setting when writing narratives; Draft and write, selecting appropriate grammar and
vocabulary, understanding how such choices can change and enhance meaning; Perform own compositions
Spoken language: Consider and evaluate different viewpoints
Photocopiables: EWF 9
Digital resources: eBook of Oranges in No Man’s Land
Day 11: Comprehension
Session
Comprehension 7:
Chapters 13 and 14
Main focus
Make predictions
Teaching summary

Participate in
group debate



Remind the children that Ayesha is just about
to leave the safety of Dr Leila’s house and
travel back across the green line in an
ambulance.
Read Chapters 13 and 14. Discuss the
dangers. What might have happened if the
soldiers at the first checkpoint had found
Ayesha? Why does Abu Bashir avoid the
second checkpoint? Why is Ayesha confused
about Abu Bashir?
Read Chapter 15. What do you think Samar
might have been trying to tell Ayesha?
Was Dr Leila right to ask Abu Bashir to drive
Ayesha across the green line?
Activity description
In mixed-ability groups, the children debate
whether Dr Leila was right to ask Abu Bashir to
take Ayesha home, arguing for each side of the
issue in turn (e.g. ‘He was a father risking his life.’ /
‘Ayesha was an innocent child who needed help.’).
Encourage the children to keep notes of the points
they discuss and any conclusions that they draw,
using ‘Debate A’ (EWF 6) to help them to organise
their ideas. Could there have been another
solution? Groups present their conclusions to the
class.
Objectives: Draw inferences; Predict from details stated and implied; Discuss books that are read to them and those they read themselves
Spoken language: Consider and evaluate different viewpoints
Photocopiables: EWF 6
Digital resources: eBook of Oranges in No Man’s Land
Day 12: Composition
Session
Short composition 2
(Day 1)
Main focus
Write a short
recount in a
specific role
Teaching summary


Use powerful
vocabulary

Reread pages 87-90 of Oranges in No Man’s
Land.
Talk Partners identify and note down words
and phrases that convey a sense of urgency,
speed and danger. (E.g make a dash for it,
racing furiously, sudden thrust of speed.)
Discuss sentence structure. What is the effect
of sometimes using short sentences? (They
convey a sense of urgency and add
Activity description
Core: The children write a short recount in the role
of an ambulance driver or paramedic in their own
home area, describing a fast drive to hospital. They
write about only the journey, not the accident or
arriving at hospital. Remind the children to use
powerful vocabulary and varied sentence
structures.
Support: The children write a short recount of the

emphasis.)
Think-Pair-Share what it must be like to be an
ambulance driver in the children’s own home
area. What obstacles would you need to pass?
What could happen on the way to hospital?
ambulance drive on pages 87–90 from the point of
view of Abu Bashir. Remind them to use the
pronoun ‘I’ and to explain what Abu Bashir did,
using the details from the text.
Extend: The children write a short recount in the
role of an ambulance driver or paramedic in their
own home area or somewhere else with which they
are familiar, describing a fast drive to hospital. They
write about only the journey, not the accident or
arriving at hospital. Challenge the children to vary
their sentence structures and to include at least
one simile and some dialogue.
Objectives: Note and develop initial ideas; Consider how authors develop characters/setting when writing narratives; Draft and write, selecting
appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
Spoken language: Build their vocabulary; Articulate and justify answers
Photocopiables: n/a
Digital resources: eBook of Oranges in No Man’s Land
Day 13: Composition
Session
Short composition 2
(Day 2)
Main focus
Evaluate, edit
and improve
writing following
peer review
Teaching summary

Talk Partners read their recounts from the
previous day’s session. Pairs give constructive
feedback. Has your partner used powerful
words to convey a sense of urgency? Has your
partner used a range of different sentences?
Which words/sentences are effective? Can you
suggest ways to improve your partner’s
recount?
Activity description
Individually, the children write second drafts of their
recounts, following the peer review. Volunteers
read their recounts aloud to the class.
Objectives: Assess effectiveness of own and others’ writing; Propose changes to improve consistency; Use consistent and correct tense throughout
writing; Proof-read for spelling and punctuation errors; Perform own compositions
Spoken language: Build their vocabulary; Gain the interest of the listener
Photocopiables: n/a
Digital resources: eBook of Oranges in No Man’s Land
Day 14: Comprehension
Session
Comprehension 8:
Chapters 15-17
Main focus
Summarise key
events
Use drama to
explore
characters’
relationships
Teaching summary



Talk Partners recall the key events of the last
few chapters in role. Imagine you are Ayesha
and you want to tell Samar what happened
when you crossed no man’s land. Summarise
what happened, using actions to support your
speech.
Read Chapters 16 and 17. Discuss Ayesha’s
changing relationship with Latif.
Show ‘Ayesha and Latif’ (F ITP 5.2.6) and click
to see how Ayesha felt about Latif at different
points in the story.
Activity description
Core: In pairs, the children explore Ayesha’s
relationship with Latif by acting out their
conversation on pages 106–109 and 111–112,
taking turns to play Ayesha and Latif. They then
discuss why Ayesha’s attitude to Latif changes
towards the end of the story. Encourage the
children to look back at the book to find evidence
for their views.
Support: In pairs, the children explore Ayesha’s
relationship with Latif by acting out their
conversation on pages 106–109 and 111–112,
taking turns to play Ayesha and Latif. They then
discuss why Ayesha’s attitude to Latif changes
towards the end of the story
Extend: In pairs, the children explore Ayesha’s
relationship with Latif by acting out their
conversation on pages 106–109 and 111–112,
taking turns to play Ayesha and Latif. Individually,
they then explore the character of Latif by
completing ‘Thinking like Latif’ (F PCM 5.2.17).
Objectives: Identify and summarise main ideas; Draw inferences
Spoken language: Speculate, hypothesise, imagine and explore ideas
Photocopiables: F PCM 5.2.17
Digital resources: eBook of Oranges in No Man’s Land, F ITP 5.2.6
Day 15: Comprehension
Session
Main focus
Teaching summary
Activity description
Comprehension 9:
Chapter 18
Draw inferences

Discuss views of
book and write
review

Read Chapter 18. How does Ayesha feel
about leaving Samar? How do you think
Samar feels about leaving Ayesha?
Discuss the ending of the story. Are you
satisfied with the ending? Did it surprise you?
How did you expect the story to end? How did
this story make you feel? Would you
recommend this book to other children of your
age? Why/why not?
Core: Using ‘Bookmark’ (F PCM 5.2.1), the
children complete the section entitled ‘Thoughts at
the end’. They then write a short review of Oranges
in No Man’s Land explaining why they would or
would not recommend it to other children, using
‘Book review’ (EWF 12) for support if necessary.
Support: In pairs, the children discuss their
feelings about the story and particularly its ending.
They give verbal book reviews to an adult,
explaining whether they would recommend the
story to other children and why or why not. Using
‘Bookmark’ (F PCM 5.2.1), they then complete the
section entitled ‘Thoughts at the end’, using their
discussions as a basis for their writing.
Extend: Using ‘Bookmark’ (F PCM 5.2.1), the
children complete the section entitled ‘Thoughts at
the end’. They then write clear and concise
summaries of the whole of the story in no more
than three paragraphs. They then add a final
paragraph to explain whether they would or would
not recommend the book to other children,
explaining their reasons.
Objectives: Recommend books they have read and give reasons
Spoken language: Participate actively in conversations
Photocopiables: F PCM 5.2.1, EWF 12
Digital resources: eBook of Oranges in No Man’s Land
Day 16: Sentence grammar
Session
Sentence grammar
2: Modal verbs and
adverbs
Main focus
Use modal verbs
and adverbs to
indicate degrees
of possibility
Teaching summary


Remind the children that we can use modal
verbs to indicate degrees of possibility.
Show Screen 1 of ‘Degrees of possibility’ (F
ITP 5.2.11). Experiment with dragging different
Activity description
Core: The children complete ‘Using modal verbs’
(F PCM 5.2.11), responding to the second half of
the PCM by writing a paragraph with first-person
narration.

model verbs into the spaces in sentences.
Which verbs state something definitely will
happen or has happened? Which suggest
something that is probable or possible?
Show Screen 2. Drag different adverbs into the
first box and different modal verbs into
subsequent boxes. In the book, Dr Leila uses
‘surely’ and ‘will’. Do you think she feels as
certain as she sounds?
Support: In pairs, the children complete ‘Using
modal verbs’ (F PCM 5.2.11), responding to the
second half of the PCM by writing single sentences
that reuse each of the modal verbs they have
found. Challenge them to think of two other modal
verbs and include them in two more sentences.
Extend: Ask the children to imagine that they are
starting at a new school. They would know some
things about it but be apprehensive about what the
other children or teachers might be like. The
children write a paragraph describing their thoughts
as they approach the school on the first day,
making sure they use modal verbs and adverbs to
enhance their writing.
Objectives: Use modal verbs or adverbs
Spoken language: Listen and respond appropriately; Gain the interest of the listener
Photocopiables: F PCM 5.2.11
Digital resources: F ITP 5.2.11
Day 17: Composition
Session
Long composition
(Day 1)
Main focus
Teaching summary
Plan own version
of Samar’s story

Write for a
specific audience




Explain that the children are going to write
Samar’s story from Samar’s point of view. This
is a planning session.
Show ‘Samar’ (F ITP 5.2.13) and ask the
children what they remember about Samar.
Reread pages 23-27 of Oranges in No Man’s
Land and add information to F ITP 5.2.13
under the appropriate headings.
Explain that we don’t know everything about
Samar so we will have to create missing
information.
Talk Partners discuss questions such as What
Activity description
Core: The children use ‘Planning grid’ (F PCM
5.2.14) to plan their own versions of Samar’s story.
Tell the children that the audience for their stories
will be children who have already read and enjoyed
Oranges in No Man’s Land.
Support: As a group, the children discuss and
make notes on ‘Planning grid’ (F PCM 5.2.14) to
record the key parts of Samar’s story. In pairs, they
then take turns to retell Samar’s story verbally,
using the notes made during the discussion. Their
retellings should be aimed at children who have
happened to Samar’s father? and make notes
on ‘Questions for Samar’ (F PCM 5.2.13).
already read and enjoyed Oranges in No Man’s
Land.
Extend: The children use ‘Planning grid’ (F PCM
5.2.14) to plan their own versions of Samar’s story.
Tell the children that the audience for their stories
will not have read Oranges in No Man’s Land:
therefore, their stories will have to stand alone and
explain all of the details in the main story.
Objectives: Identify audience/purpose of writing and select appropriate form; Note and develop initial ideas; Consider how authors develop
characters/setting when writing narratives
Spoken language: Listen and respond appropriately; Consider and evaluate different viewpoints
Photocopiables: F PCM 5.2.13; F PCM 5.2.14
Digital resources: eBook of Oranges in No Man’s Land, F ITP 5.2.13
Day 18: Composition
Session
Long composition
(Day 2)
Main focus
Write own story
opening
Teaching summary





Explain that in this session the children will
write their story openings. Reread some of
Elizabeth Laird’s chapter openings. (E.g.
Chapters 1, 2, 3, 7, 10.)
What makes these chapter openings effective?
What makes you want to read on?
Discuss the ingredients of a good story
opening (catch the reader’s interest, use
powerful vocabulary, vary sentence structures
etc.).
Show ‘Opening for Samar’s story’ (F ITP
5.2.14) and ask the children to help you rewrite
the opening. How could we hook in the
reader? Should we start by asking a question?
How could we vary the sentences? Which
words could we change?
Show ‘Writing openings’ (F ITP 5.2.15).
Discuss and add to success criteria for writing
Activity description
Core/Extend: The children write their own story
openings. Afterwards, allow them Think Time to
evaluate their work. Have you used interesting
vocabulary? Does your opening hook in the
reader? Could you vary your sentences, for
instance by adding fronted adverbials? The
children then review their first paragraphs before
continuing their stories.
Support: The children complete ‘Story A’ (EWF 4)
to structure their story ideas as three main parts.
Encourage them to use the notes and ideas from
the session on the previous day to add details of
what they will include in each part, and to use bullet
points for their notes. (Check that they are planning
and not writing the story into each box.)
story openings.
Objectives: Identify audience/purpose of writing and select appropriate form; Draft and write, selecting appropriate grammar and vocabulary,
understanding how such choices can change and enhance meaning
Spoken language: Listen and respond appropriately; Build their vocabulary
Photocopiables: F PCM 5.2.14
Digital resources: eBook of Oranges in No Man’s Land, F ITP 5.2.14, F ITP 5.2.15
Day 19: Composition
Session
Long composition
(Day 3)
Main focus
Teaching summary
Complete story

Focus on using
modal verbs in
their writing


Reread pages 35-40 of and page 97 of
Oranges in No Man’s Land.
Show ‘The big day’ (F ITP 5.2.16). Discuss
and take notes about ‘the big day’ from
Samar’s point of view. Give the children time to
add more details to their plans on ‘Planning
grid’ (F PCM 5.2.14).
Remind the children of the work they did on
modal verbs (Sentence grammar 1) and
suggest they could use modal verbs when
Samar is wondering what is happening to
Ayesha.
Activity description
Core/Extend: The children finish writing their own
versions of Samar’s story.
Support: The children use their plans from the
previous session to write their stories, taking into
account any comments.
Objectives: Draft and write, selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning;
Use a range of devices to build cohesion within and across paragraphs
Spoken language: Build their vocabulary
Photocopiables: F PCM 5.2.14
Digital resources: eBook of Oranges in No Man’s Land, F ITP 5.2.16
Day 20: Composition
Session
Day 4
Main focus
Evaluate, edit
and improve
writing following
Teaching summary


If possible, mark the children’s writing before
this session.
Allow the children Think Time to review your
Activity description
Core/Extend: Using ‘Marking ladder’ (F PCM
5.2.15) the children reflect on and improve their
writing. Pairs swap stories and make comments on
peer review
comments and consider any improvements
that are needed.
their partner’s work. The children finalise their
stories based on these comments. Then, in small
groups, they read their stories aloud to each other.
Encourage them to comment constructively on
each other’s work, and remind children to review
whether they and their partners have written for the
audience outlined for them at the start of the
project.
Support: Using ‘Marking ladder 2’ (F PCM 5.2.22)
the children reflect on and improve their writing.
Pairs swap stories and make comments on their
partner’s work. The children then finalise their
stories based on these comments.
Objectives: Assess effectiveness of own and others’ writing; Propose changes to improve consistency; Proof-read for spelling and punctuation
errors
Spoken language: Gain the interest of the listener; Consider and evaluate different viewpoints
Photocopiables: F PCM 5.2.14, F PCM 5.2.15, F PCM 5.2.22
Digital resources: eBook of Oranges in No Man’s Land