Section 5
WORKING TOWARDS
LEVEL F: LANGUAGE
PROJECTS
English Language
Smith by Leon Garfield
Exemplar 1
VICTORIAN PROJECT
You are going to gather as much information as possible on the Victorian era. At the end of
the period specified by your teacher, you will submit a detailed project on one or more
aspects of Victorian Britain. You will carry this research out by yourself using all the sources
that are available to you; for example, the library, the internet, video material etc.
The Victorian Age refers to the time when Queen Victoria was on the throne: 1850-1901.
You will present your work in the form of a booklet and the topics below may help you to
choose what aspect of Victoria life you will look at. You may choose a topic that is not on
this list but check your topic with your teacher first.
Suggested Topics
Writers of the Victorian age
Art and Artists in Victorian Britain
Children in Victorian Britain
Education in Victorian Britain
Living in Victorian Times: the poor
Living in Victorian Times: the wealthy
Victorian Inventors and their Inventions
Crime and Criminals in Victorian Britain
Beliefs and Customs of the Victorians
Home Life of the Victorians
Work in Victorian Times
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
RESEARCH
You will have to research thoroughly, making notes as you go. You must remember to note
the sources that you use as you will be expected to write a bibliography at the end of the
project.
When making notes, you need only note important points. Do not re-write ‘chunks’ of text.
ORGANISE
Think about how you are going to organise your material to create maximum impact. You
might like to think of this kind of layout.
1. Title page
On this page you should write the title of the project and provide a suitable illustration to
accompany it.
2. Contents
On this page list all the pages you have included in the project.
For example:
Contents
Page
Heading
1
2
3
4
5
6
Introduction
Section 1 (Heading)
Section 2
“
Section 3
“
Conclusion
Bibliography
3. Introduction
On this page you will provide the reader with an interesting summary of what you intend
to explore in your project. Say why you chose this topic and how you are going to inform
your readers.
4. Sections 1 – 3
On these pages what you present and how you present it will depend on the topic you
have chose but you should try to cover three aspects of your chosen topic; for example,
three writers or three aspects of childhood or home life.
Write in detail, using you own words. Present your work as attractively as possible
using illustrations where appropriate.
5. Conclusion
On this page sum up the main points you have made and add any personal comment on
what you have found out.
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
6. Bibliography
List the books, articles and other sources you have used to find your information under
these headings.
Author
Title of Text
GOOD LUCK!
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
Publisher and Date
SMITH
CHAPTER ONE
The opening chapters of a novel are crucial. The writer must establish the setting, the main
characters and the plot. He or she must stimulate the reader’s interest, making us want to
read on.
When you have read chapter one, answer the following questions in as much detail as you
can.
CHARACTER
Smith
What do we learn about Smith from this chapter?
Think about both his physical characteristics and his personality. Where appropriate, quote
from the passage to back up your answer.
In what ways is Smith talented?
Why are these talents of little use to him at the end of the chapter?
What is your first impression of Smith?
The Old Man
In your own words, what aspects of the old man’s behaviour show his unfamiliarity with the
Town?
PLOT
In your own words, describe the incident which resulted in the death of the old man.
How has the author managed to capture the reader’s interest in the first chapter?
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
LANGUAGE
Garfield uses language very carefully to convey the scenes he is describing to the reader.
Look at the following examples and think about how he creates his effects.
“coaches, chairs and curricles”
“shouting and cursing and scraping and raging”
“Pick-pocket! Pick-pocket! Jug him! Jug – jug – jug – him!”
Why do you think Garfield uses these lists and repetition when describing the sounds and
sights of the city?
From your reading of the passage, what do you think “Jug him” means?
“A dingy fellow creaked out of a doorway, like he was hinged on it.” (p9)
What figure of speech is this? Why is it effective? (i.e. What picture does it create in your
mind and why is this appropriate?)
“Deeper and deeper into the musty tottering forest of the town where Smith hunted fastest and
best”. (p9)
What figure of speech is being used here?
What two things are being compared?
Why are these comparisons effective in creating a mental picture for the reader?
“Then he was through like a needle though shoddy”. (p13)
What does this tell us about the speed that Smith moved at?
VOCABULARY
What do the following words mean? Look at the context they are used in and see if you can
guess their meaning, then check your answers with the dictionary definition.
Subtle (p7)
Dextrously (p7)
Sanctimonious (p7)
Blasphemous (p7)
Sallow (p8)
Sardonic (p13)
CHARACTER AND SETTING
Smith is described as “rather a sooty spirit of the violent and ramshackle Town”.
Look carefully at the description of the setting in the first chapter. Skim and scan for
references to Smith’s surrounding. Make brief notes. Now look at the information you have
collected about Smith. How do the character and the environment compliment each other?
What similarities do they share?
Quote from the text to support your answer.
Why is the relationship between Smith and the environment important to our understanding of
the character?
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
GARFIELD AND VICTORIAN LITERATURE
“Smith was first published in 1967. Although it is therefore a relatively modern book, Garfield
writes in the style of the Victorian novel. Does this opening chapter remind you of another
famous story? Which particular character could you compare with Smith?
Look at the following extract. You might see some similarities between Smith and this
character from “Oliver Twist” by Charles Dickens. “Oliver Twist” was first published in 1837
and was Dickens’ second novel.
In this scene from the novel, Oliver has run away from his cruel employer, Mr Sowerberry,
the undertaker, and is wandering alone in London. He is approached in the street by
another boy who he has noticed watching him.
Oliver raised his head and returned his steady look. Upon this, the boy crossed over; and
walking close up to Oliver, said, ‘Hullo, my covey! What’s the row?’
The boy who addressed this inquiry to the young wayfarer, was about his own age, but one
of the queerest-looking boys that Oliver had ever seen. He was a snub-nosed, flat-browed,
common faced boy enough; and as dirty a juvenile as one would wish to see; but he had
about him all the airs and manners of a man. He was short of his age, with rather bow-legs,
and little, sharp, ugly eyes. His hat was stuck on the top of his head so lightly, that it
threatened to fall off every moment – and would have done so, very often if the wearer had
not had a knack of every now and then giving his head a sudden twitch, which brought it
back to its old place again. He wore a man’s coat, which reached nearly to his heels. He
had turned the cuffs back, halfway up his arm, to get his hands out of the sleeves:
apparently with the ultimate view of thrusting them into the pockets of his corduroy trousers;
for there he kept them. He was altogether, as roystering and swaggering a young
gentleman as ever stood four feet six, or something less, in his bluchers*.
*bluchers – strong leather half boots or high shoes.
This strange looking boy is the Artful Dodger who, like Smith, earns his living by picking
pockets.
Now look at the following extracts from “Smith” and “Oliver Twist”. The extracts both
deal with setting.
PASSAGE 1
… Smith was rather a sooty spirit of the violent and ramshackle Town, and inhabited the
tumbledown mazes about fat St. Paul’s like the subtle air itself……….
His favourite spot was Ludgate Hill, where the world’s coaches, chairs and curricles were
met and locked, from morning to night in a horrible blasphemous confusion……..
This was the deepest heart of Smith’s forest, hidden even from the cathedral birds. Here the
houses reared and clustered as if to shut out the sky, and so promoted the growth of the flat,
pale and unhealthy moon faces of the clerks and scriveners, glimpsed in their dark caves
through dusty window, silent and intent……
Framed by the darkness of its alley Curtis Court presented a grey and peaceful brightness –
a neglected clearing in the forest of the Town, where nothing grew, and all save on of the
enclosed houses had had their eyes put out with bricks (on account of the tax).
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
PASSAGE 2
They walked on for sometime through the most crowded and densely inhabited part of the
town; and then, striking down a narrow street more dirty and miserable than any they had
passed through, paused to look for the house which was the object of their search. The
houses on either side were high and large but very old, and tenanted by people of the
poorest class….. A great many of the tenements had shop-fronts; but they were fast closed,
and mouldering away; only the upper rooms being inhabited. Some houses which had
become insecure from age and decay, were prevented from falling into the street, by huge
beams of wood reared against the walls, and firmly planted in the road; but even these crazy
dens seemed to have been selected as the nightly haunts of some houseless wretches, for
many of the rough boards which supplied the place of door and window, were wrenched
from their positions, to afford an aperture wide enough for the passage of a human body.
The kennel* was stagnant and filthy. The very rats, which here and there lay putrefying in its
rottenness, were hideous with famine.
*kennel - gutter
Extract from “Oliver Twist” by Charles Dickens
1. What similarities do you see in the two extracts above?
2. What differences are there between the two passages?
3. Pick out and write down the most striking piece of description from either of the above
extracts.
4. Why did you find this piece of description to effective?
5. What do you think Dickens’ purpose might have been in including this kind of material in his
novels?
CHAPTERS 2 – 3
Chapter 2
Think carefully about what you have learned about the language Garfield uses in “Smith”
when he is describing people and places.
In detail, describe what you imagine the interior of Smith’s home to be like. Your description
should make use of adjectives, similes and metaphors and should closely follow the style of
writing used by Garfield. Imagine that it is to be added in to the chapter and the reader must
not know that it was not Garfield that wrote it!
HELP
If you need help, think about the following:







What kind of furnishings would there be?
Remember that the two sisters make clothes. What kind of things would be lying
about?
What kind of pictures might there be on the walls?
Might they have ornaments? What would they be like?
Think about the character of the sisters. Would the cellar be clean and tidy or would it
be dirty or untidy?
What kind of lighting would there be?
What colours and shades would predominate?
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
1. Where is Smith’s place of daily business? What does he do to earn money?
2. Who does Smith ask to teach him to read? Why do none of these people help him?
3. How does the writer make the incident in the book shop appear amusing?
Here you must think about how humour is created.
If you need help, think about the following points:
How does Garfield set the scene for disaster by his description of the way the books are
arranged? (p25)
What aspects of the booksellers behaviour add to the build up of tension in this scene?
(p25/26)
How does Smith’s response to this create a funny picture in our head? (p26)
How does Garfield use the description of the books at the bottom of p26 add to the humour
of the situation?
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
SMITH BY LEON GARFIELD
Chapter Four
This novel was written in 1967, yet is written in the style of a Victorian writer. You are going
to look more closely at the language of the novel to see how Leon Garfield has created this
style.
1. Look at the opening paragraph of Chapter 4. List any words, phrases or uses of
punctuation which suggest an old-fashioned style of writing.
2. Now do the same for the whole of page 28.
3. Pick out two examples of slang or colloquial English from the same page. Which accent
do you imagine these people have? Would they still speak this way today?
4. Make a list of words from page 29 to the end of the chapter of words you no not know
the meaning of. Check the dictionary for definitions and write them down. State beside
each word whether you think it is archaic (from an older time) or still in current usage.
5. Can you find any examples of slip-ups in this chapter where you think Leon Garfield has
used words or sentence constructions which seem too modern?
READING PASSAGE
Chapter Five (Pages 33-36)
Section One
1. In what way are the two men camouflaged?
(2)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. From your reading of this passage and your knowledge of the book, what two
advantages does Smith have in trying to escape the men?
(2)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. What impression of the court is given by the use of the phrase “shadowy confines” in
paragraph 2?
(2)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
4. What two phrases in paragraph two indicate Smith’s fear?
(2)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
5. With reference to paragraph three, what time of year is it and how can you
tell?
(2)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. The two men’s feet were “kissing the cobbles with urgent passion”. What does this tell
us about their pursuit of Smith?
(2)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
7. What figure of speech is “intricate necklace of flight” and why is it appropriate?
(2)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
8. Write down the simile in the last paragraph of this section. In your own words, describe
what the men are hoping will happen.
(2)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Section Two
9. What age do you think the men pursuing Smith are? In your own words, explain why you
think this.
(3)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
10. Underline the meaning of the following words:
11.
Felonious
Wicked or criminal
Doomed
Companion or associate
Abutment
Junction
Prop
Station
Meagre
Solemn
Repulsive
Lean
In your own words, what physical state is Smith in at the end of this chase?
What is his mood?
(3)
(3)
________________________________________________________________
________________________________________________________________
________________________________________________________________
12.
How does he come by the handkerchief with which he conceals the document at the
end of this section?
(1)
________________________________________________________________
________________________________________________________________
________________________________________________________________
MORE ABOUT CHARACTERS
Chapters 4 – 10
In these chapters we meet more important characters. The main character in this novel is
Smith himself, but other characters also affect the plot and what happens to Smith. Leon
Garfield describes many of the characters in the novel in great detail so that the reader had
a mental picture of these people and an idea of what they are like.
The writer creates character by telling us what characters say and do; what they look like;
what they wear; what other people think and say about them; what their facial expressions
are and how they walk and talk. A character may have some significant distinguishing
feature, for example, Mr Mansfield’s blindness, which affects his judgement of other people.
Through his character we question our own methods of judging others.
LORD TOM
Garfield presents a vivid picture of this character in Chapter four.
When you have finished reading this chapter, make notes on your impressions of Lord Tom.
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
Think about: his looks, his personality, how he behaves towards Smith, how he behaves
towards Smith’s sisters and how they behave towards him. Does he fit your picture of a
highwayman? Give reasons for your answer.
Task
From evidence of the text, draw a ‘Wanted’ poster of Lord Tom. As well as the picture, what
kind of information might be carried on a poster? Make notes in your jotter before
transferring this on to A3 paper.
CHARACTER SKETCH
Now you are going to look at the character of Miss Mansfield.
You are going to write a character sketch of Miss Mansfield.
First you will have to make notes about the character. Answering these questions will help
you to collect your information.
1. How does Smith come to meet Miss Mansfield?
2. Read page 44 and 45. What do we learn about Miss Mansfield’s looks and personality
from these two pages? How does she walk and talk? What does the writer point out as
being odd about Miss Mansfield’s facial expression and in her tone of voice? Why is
this?
3. How does Miss Mansfield behave towards Smith?
4. In chapter seven following Smith’s discovery that the document is gone, why is Miss
Mansfield so concerned about him? (pages 55/56)
5. Why does she give Smith a second chance at the end of this chapter? (Pages 59/60)
6. In chapter eight, how does Miss Mansfield become important to Smith?
7. Read pages 63-66. How do we see the relationship changing between Miss Mansfield
and Smith? How does this come about?
8. Read pages 70 – 72. How does Miss Mansfield finally let Smith down?
9. What do you think is Miss Mansfield’s overall importance to the story so far?
10. What do you think of her personally as a character?
Now, using your notes, write a character sketch of Miss Mansfield giving your
personal opinion of the character. Your character sketch should be as detailed as
possible, showing both the positive and negative aspects of the character and using
quotation from the text to support what you say.
Write in continuous prose using sentences and paragraphs.
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
SMITH
TWISTS!
BETRAYALS!
REVELATIONS!
When Smith is sent to Newgate jail the pace of the novel picks up with many twists and
surprises.
Chapters 10 – 14
TWISTS!
Make a list of all the people who visit Smith in Newgate jail – why do each of these people
visit Smith and what effect do their visits have on him?
Chapters 14 – 16
BETRAYALS!
The action in a novel can be affected by the behaviour of the characters and the relationships
between characters.
Each of these people betrays Tom in the course of the novel:
Miss Mansfield
Mr Mansfield
Mr Billing
Lord Tom
Choose one of these people and explain what effect their betrayal of Smith has on the action of
the novel.
Chapters 16 – 20
REVELATIONS!
In the final chapters of the novel Smith and the reader find out things they did not know before.
The novel reaches its most exciting point (the climax) and the plot is finally unravelled
(denouement).
THE CLIMAX!
What do you consider to be the most exciting moment in the action of the last few characters?
Describe what happens at this moment and say why you consider it to be the climax of the novel.
THE DENOUEMENT
How does Garfield surprise the reader with the final revelation in this chapter? Explain what
these revelations are and give your personal response to them – would you have guessed the
identity of Mr Black or Mr Billing’s involvement with him?
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
JUSTICE!
Do you think the characters in the novel get their just desserts? Consider what happens to Mr
Billing, Mr Black and Lord Tom. Think about each of these characters in turn. Do you think they
deserve what happened to them? Give reasons for your answer.
Now think about the other characters in the novel:
Smith
Mr Mansfield
Miss Mansfield
Fanny and Bridget
What have each of these characters learned and gained from their experiences?
THE DOCUMENT
Trace the journey of the document through the novel. Think about who has it and who wants it at
various points.
What is the function of the document in maintaining excitement in the novel?
How does Garfield create an anti climax when Smith finally reads the document?
*Look up anti climax in the dictionary.
THEMES
The novel explores several themes, some of which are:
Crime
Greed
Hypocrisy
Justice
The deceptiveness of appearances
Conditions in Victorian England
Which of these themes do you consider to be the most important and why?
FINAL PERSONAL RESPONSE
Now that you have finished reading the novel, what did you think of it?
What was the best bit? Who was your favourite character? Were you happy with the ending?
This is your chance to say what you think.
YOU MIGHT WANT TO USE THE PLAN OVERLEAF TO HELP YOU ORGANISE YOUR
RESPONSE
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
HELP!
INTRODUCTION – Be Brief – you will go into more detail later.
Say what the name of the novel is and give the name of the writer.
Write about where and when the novel was set.
Explain who the main character is and give one or two important details.
In one or two sentences, say what the plot of the novel is.
STYLE
Explain why Garfield’s style of writing is important to the novel.
Pick out a piece of description and say why you think it creates a good atmosphere.
CHARACTERS
Explain who the main characters are.
Say which character was your favourite and explain why you liked them.
If there was a character you disliked, why?
FAVOURITE PART OF THE NOVEL
Write about your favourite part of the novel.
Say whether it was funny or sad or exciting.
Explain why you enjoyed this part.
WHAT DID YOU LEARN FROM THE NOVEL
Explain what the novel taught about Victorian England and think about what you learned from the
characters and themes.
THE ENDING
Say what you thought of the end of the novel.
Give a reason for your opinion.
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
SMITH
Writing Tasks
Choose one of the following tasks as your writing assignment.
PERSONAL NARRATIVE
Remember the embarrassing situation Smith found himself in, in Chapter 3 of the novel?
We looked closely at how the writer created humour in this situation.
Think about an incident in your life when you were in a funny or embarrassing situation.
Write about what happened.
Try to write in such a way that the reader can see the humour in what happened.
Like Garfield, start by setting the scene and establishing the characters. Try to make your
observations as detailed as possible as this helps to create the atmosphere and allows the
reader to picture clearly what is going on.
Build up the circumstances around the event slowly and with detail. What was said or done.
Describe what happened – the climax.
How was the situation resolved? How did you feel at the time? How do you feel about this now?
IMAGINATIVE WRITING
In chapter 13 Smith becomes trapped while trying to escape from the jail.
Write a story called “Trapped”.
Use the following notes to help you.
Plot
How does the character come to be trapped? Briefly outline how this situation comes about.
Setting
Where is this person trapped? Describe the setting in great detail. Garfield gives a very detailed
description to build up atmosphere. By using a lot of description the reader creates a good
mental picture of what is going on. The writer conveys exactly the atmosphere he wishes to
convey by careful word choice.
Plot
Build up tension. Remember Smith’s long journey through the air vents? The writer built up
tension by emphasising the silence and slowness of Smith’s journey. The excitement that
developed when Smith came out the other end was in contrast to this and more shocking for the
reader because of the change of pace.
Twists
Events we could never have foreseen keep us interested. How can you surprise your reader?
What happens in the end?
How does the situation resolve itself?
Character
There must only be one character trapped in this story. Concentrate on how the character feels
and what thoughts go through their head in this situation.
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
WRITE AN OPENING CHAPTER
Re-read Chapter One of “Smith”. Think about what we said earlier about the importance of an
opening chapter.
Your task is to write an opening chapter to a novel in which you try to create a similarly creepy
atmosphere. Think about how Garfield uses simile, personification and metaphor to good
effect. Bear in mind that the main point of this piece of writing is to create an atmosphere and
set the scene for what is to come.
Ideas if you are stuck
Start with something surprising, like a scream or a loud noise, if you can’t think of an opening.
Then imagine who your main character is going to be, and describe his or her reaction to it.
Encourage your reader to identify with your character in some way by giving clues about the
character’s personality and background; but don’t try to explain everything. End your chapter
with a ‘cliff-hanger’.
PERSONAL NARRATIVE
My Dearest Dream
In Chapter Four we learn that “riding out with the highwayman had always been one of Smith’s
dearest dreams”.
What is your dearest dream?
Write about your greatest ambition or dream. Imagine that you are in a situation where your
dearest dream is realised and write in detail about what happens and what your thoughts are on
achieving this dream.
OR
You may have achieved your dearest dream already. Write about an incident in your life that
you consider to be very special to you, when you achieved an ambition or dream. Write in detail
about what happened, what our thoughts and feelings were at the time and how you feel about
this now.
TRANSACTIONAL WRITING
Newspaper Article
Chapter One
Imagine the old man’s murder is reported in the newspaper the following day. This article would
be the headline news in a broadsheet. Write the article and design the front page of the
newspaper. Include any other short items or advertisements which might also appear on that
day. (Remember they must be consistent with the Victorian theme).
Use the notes overleaf to help you.
You will find it useful to read newspapers and discuss the style of newspaper writing with your
teacher.
Remember that good newspaper writing should be factual and you must be careful not to bias
the reader by giving your own opinion.
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
ASSIGNMENT 2 SHAPING NEWS STORIES

THE BASIC FORMULA
AIM
To study how news stories are structured and to practice the skill of structuring a news story.
Newspaper stories are written to a set formula. they contain information that answers the
questions: Who? What? Why? Where? When? How? The story has been analysed for
you.
NUKE CLOUD
OVER NORTH
A NUCLEAR cloud
with nine times the
normal amount of radiation has swept
over the North West.
The cloud covered
Greater Manchester,
Lancashire, Yorkshire and parts of
Merseyside a fortnight ago.
Last night the Environment Department
denied there had
been a cloud or any
rise in radiation.
But monitors at sites
near Wigan, Greater
Manchester and
Southport, Lancashire, recorded the
high readings and
environmental groups
took samples from air
conditioning units the
next day to identify
the cloud’s origins.
William Peden of the
Nuclear Transport
Information Group
said: “This was not a
natural phenomenon.
There was probably
an accident on a
nuclear submarine in
the Irish Sea”.
Today 9.11.88
What is the story about?
Radiation
Where did it happen?
In the north-west of England
Why did it happen?
It was probably caused by an accident on a nuclear
submarine in the Irish Sea
Who found out about it?
Environmental groups
How did they find out?
They took samples from air conditioning units
When did it happen?
‘A fortnight ago’
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects

DECIDING WHAT IS RELEVANT
AIM
To practice making decisions about what is important in a news story.
When a reporter writes a news story he or she has to decide which facts are important and
which are not. The final story is written with the most important facts first and the least
important last. This is so that the story can be cut from the bottom upwards without losing
vital information. Stories have to be cut sometimes because there is not enough room for
them in the paper. This structure is sometimes called ‘the inverted pyramid’.
Remember that the first paragraph should contain all the essential information, you may
then go on to develop each aspect of the story.
Where – you may develop this by describing the area the murder took place in.
When – you might go on to discuss the fact that this murder was committed in the middle of
the morning.
Why – the reporter might suggest some possible reason for the old man’s murder.
Remember to make it clear that these are just possibilities and not facts.
How – you may give a detailed description of the wound and the injuries done to the old
man.
Who – we later find out that the murdered man is a Mr Field of Prickler’s Hill in Hertfordshire.
You may use this information if you wish.
You may also want to include some comment from the person who found the body or from
the police.

HEADLINE WRITING
AIM
To practice writing headlines in different styles.
Newspapers use headlines because of the way that papers are read by the public. Most
people do not spend a long time reading a paper. About twenty minutes is the average
reading time. Readers need to be able to select quickly the bits that are of interest to them.
Headlines label stories to that people can tell quickly if they want to read a particular story.
How to write a good headline
1. Emphasise the main point of a story
2. Use as few words as possible
3. Use a particular style (see next page)
There are several different styles of newspaper headline.
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
ALLITERATION
FLORAL FINALE AT
FIREWORK FESTIVAL
EXCLAMATIONS
OUTCLASSED!
HEADLINES BALANCED AROUND A PREPOSITION
Top Award for Brave Hero
Local School Head in Fierce Race Row
PUNS
Stolen Lamp Came to Light
INFORMATIVE
Tube Blaze May Have Killed 32
SENSATIONAL
L.A. Law Hunk Shops as Wife Gives
Birth in Aisle
COLLOQUIAL
Minister’s brother sold me duff motor!
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
SMITH
In this unit you will be concentrating on reading and writing skills. The tasks in the reading
section will extend your knowledge of the writer’s skill and craft through examination of the
writer’s use of language and development of plot, character and setting.
The Victorian project should encourage you to read for information and use a variety of other
sources to find out about life in Victorian times.
You will also be asked to do an extended piece of writing which will allow you to develop
your own writing skills using the books you read as models.
Dear Sirs
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
English Language
The Twelfth Day of July by Joan Lingard
Exemplar 2
THE TWELFTH DAY OF JULY
JOAN LINGARD
Chapters 1 & 2
In your groups think about the 4 main characters you have met so far, Sadie, Tommy, Brede
and Kevin. What do we know about each? What kind of people are they? How do we know
this?
Divide your page into 4 sections, one for each character. Brainstorm your ideas and note
down what the group thinks. Find a piece of evidence to support these ideas.
As we read on keep adding to the information.
Chapters 3 & 4
(a)
Sadie dreams of being an Olympic athlete, what do you dream of being? Write a
paragraph about what you’d like to do in the future.
(b)
Look at p25-26. When Sadie catches Kevin does the meeting go as you expected?
Why/Why not?
(c)
When the constable asks for eyewitness descriptions of the boys he doesn’t get
much information which is useful. How good a witness would you be? Without
looking at him/her again describe your best friend in the class. Think about height,
build, colouring, clothing, hairstyle etc.
Could anyone in the group recognise him/her from your description?
(d)
How do Kevin’s parents react to what he has been doing? Did you expect their
reactions to be different? If so, why?
(e)
With your partner work out a list of “dos and don’ts” which Mr & Mrs McCoy might
leave with Kevin and Brede before they went to Tyrone.
Think about safety, noise, the neighbours etc.
Chapter 5
Read carefully p44 from “Sadie had a dress rehearsal…” down to p45 “in a second they
were round the corner.”
Answer the questions which follow in sentences using your own words whenever possible.
i)
ii)
What is a dress rehearsal?
Why do you think the author uses the work “lurking” to describe the paint under the
bed? What does it make the reader think of?
iii) Write down 3 expressions from the first three paragraphs which show that Sadie was
pleased and proud of herself.
iv) What is the “door-jamb” (p44)?
v) When Sadie thinks to herself “Life was great” why is she so pleased?
vi) How does Sadie prepare for her adventure to come?
vii) Which figure of speech is being used in “stairs which creaked” and “springs twanged”?
viii) Re read the last paragraph of the extract. What do you notice about the sentences?
Why do you think Joan Lingered has written in this way?
What do you think Kevin and his friends’ will do to Sadie now that they have caught her?
Compare ideas with others in your group.
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
Chapter 6
What do the following expressions mean?
a barge pole
to savour the experience
slate the thirst
infiltrators
maltreat
appease
engulf
brainwashed
gullible
vigilantes
suppressed
p49
p50
p50
p50
p50
p51
p51
p52
p52
p52
p53
Use each in a sentence of your own, and if you can, make them into a paragraph.
e.g.
The barge man swung the barge pole easily, savouring the experience and keen to
slate his thirst at the nearest café…….
Chapter 7
Script the scene which might have taken place when Mrs Jackson found out about Sadie’s
accident!
(Remember to check how to write out a script).
Think about how Mrs. Jackson would feel about the danger Sadie was in, the damage etc.
What would Sadie say?
Chapters 8 & 9
At the end of this chapter Sadie is in a real fix. How do you think she escapes? Does she
escape?
Continue the story as if you were writing the next chapter.
Chapters 10 & 11
Sadie is missing. You are a reporter for Radio Belfast and you have to find out about this
strange disappearance. What do you find out from her parents, her friends?
Write your item which will be part of the local news bulletin.
Chapters 12 & 13
You follow up the story and find out Sadie is safe and well. Write the story for the next
bulletin, including facts, interviews etc. Give a clear picture of all that happened but no
personal opinions are allowed, you are only reporting what happened.
Chapters 14 & 15
Brede is concerned that her dad will not be able to look after himself, while Kate thinks he
should not depend on his wife or daughter. Look at Kevin’s point of view too?
What do you think? Should women be responsible for all the work in the home? Write about
a page explaining what your point of view is.
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
Chapters 16 & 17
(a)
As the Radio Belfast reporter write your commentary at the scene of the “battle”. It
will need to be lively, involve the listener but be clear and accurate too. It may be
taped – how could you get sound effects?
(b)
What do you think each character has learned from these events?
Why do Sadie and Tommy decide not to march?
Will they all get together again another day?
Read the passage below carefully at least twice. Answer in sentences the questions which
follow. Use the map to help too.
Printed from the World Book Multimedia Encyclopedia
BELFAST
1
5
10
15
20
25
BELFAST (Pop. 301,600) is the capital, largest city, and chief industrial centre and port of
Northern Ireland, a division of the United Kingdom. The city lies on Belfast Lough, a bay at
the mouth of the River Lagan on Northern Ireland’s east coast,
Donegall Square lies in the centre of Belfast. In the square stands City Hall. The main street
in Belfast’s business district runs north from the square. Nearby buildings include the Royal
Courts of Justice and St. Anne’s Cathedral. Queen’s University, to the south, is the largest
university in Northern Ireland. Next to the university are the Botanical Gardens, which
surround Ulster Museum. The Parliament Buildings of Northern Ireland lie just outside the
city. Docks and shipyards border the harbour on the east shore of Belfast Lough.
Residential neighborhoods are scattered throughout the city. They include crowded areas of
row houses and apartment buildings and uncrowded areas of single-family houses.
For many years, shipbuilding and textile manufacturing provided most of the jobs in Belfast.
During the mid 1900’s, these two industries declined, though they remain important. Belfast
shipyards have built many warships and ocean liners, including the famous British liner
Titanic. Textile factories in Belfast produce delicate Irish linen that is famous throughout the
world. Since the 1930’s, the construction of aircraft has become an important part of
Belfast’s economy. Other major products include clothing, machinery, nonalcoholic
beverages, processed foods, rope, soap and tobacco.
English and Scottish settlers established Belfast as a trading centre in 1613. During the
1800’s, Belfast became an industrial city and major port. From 1801 until 1920, what are
now Northern Ireland and Ireland formed one political division of the United Kingdom. In
1920, Ireland became independent. Northern Ireland remained a part of the United
Kingdom, and Belfast became the capital of Northern Ireland.
During World War II (1939-1945), Belfast supplied the Allies with naval vessels and military
aircraft. In 1941, the city suffered heavy damage from German air raids. During the 1950’s,
Belfast became a centre of jet aircraft research. Since 1969, there has been much tension
between Protestants and Roman Catholics in Belfast. Rioting has sometimes broken out
between members of the two groups. The Irish Republican Army (IRA) and various other
militant organisations have carried out bombings and other terrorist activities in the city.
Contributor. A.T.Q. Stewart
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
1.
How many facts are there in paragraph 1 (lines 1-3)? Write each down in your own
words.
2.
What purpose do you think the City Hall has?
3.
What would you expect to find in the business district?
4.
How would you probably have earned your living in Belfast before 1950?
5.
What things are produced in Belfast today?
6.
What is another expression for “nonalcoholic beverages”?
7.
From which countries did the first settlers in Belfast come?
8.
How is the island of Ireland divided up today?
9.
What is meant by “the Allies” as it is used in the final paragraph?
10.
Why are brackets used in line 1, line 24 and line 28?
11.
What are the clues that tell us this article was written by an American?
Look at the map for the next questions
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
12.
Find Queen’s University on your map. Which street runs West/East, immediately
North of the university?
13.
Give directions to go from
the City Hall to the Art College
the Botanic Gardens to Ormeau Bridge
the Transport Museum to the General Post Office.
14.
Find these buildings, which street is each on?
The Opera House
St. Anne’s Cathedral
Belfast Royal Academy
St. Mary’s Training College
15.
Follow these directions. Where do you arrive at?
Begin at City Hall facing North.
Go North up Royal Avenue.
Take the 4th on the right. Continue South till you come to High Street.
Turn left, go along to the Albert Memorial.
Go South down Victoria Street till the T-junction.
Turn left. Keep going until the large building on your right.
Where are you?
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
Extension Material
Choose one assignment from each section.
A
1. Research and design a leaflet for Belfast or Londonderry.
2. Write the text of a talk you might give to encourage tourists to visit Northern
Ireland.
Look up the Library resources for information on Historic Sites, Natural History,
Transport etc.
The talk should be about 3-4 minutes.
3. Find out about the history of Ireland in this century.
What happened in Dublin in 1916? Why was it important?
What happened after Northern Ireland separated? When did the recent troubles
begin? What is happening now?
Write up your findings.
B.
1. Write a short continuation of the novel. What happens when Brede gets out of
hospital? Do they go back to Bangor?
2. You are Sadie and have a chance to reflect on these events in your diary. What
do you feel about everything which has happened? Do you wish you could
change things? What have your learned?
3. Write your own short story about Kevin and/or Sadie and/or Brede and/or
Tommy.
Think about all the possibilities – do they meet again? Where? In what
circumstances? Does the “war” continue? Do they combine forces? How do
they deal with their parents? Their friends?
Chapters 1 & 2
Match up the following descriptions to the character or characters you think each best
describes.
cheeky
daydreamer
proud of himself
reads a lot
brave
quiet
fast runner
daredevil
sensitive
has good ideas
calm
law-abiding
Sadie
Tommy
Kevin
Brede
Chapters 3 & 4
(a)
Sadie dreams of winning _______________________________________________
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
(b)
Read p25-6
What happened when Sadie caught Kevin? ________________________________
___________________________________________________________________
Were your surprised? ____________ Why? ________________________________
___________________________________________________________________
(c)
Would you be a good witness? What does your best friend look like? Write down
(without looking)
their hair colour _________________
their height _____________________
the colour of their eyes ____________
(d)
Did Kevin get into trouble? ____________ what did you expect to happen? _______
___________________________________________________________________
___________________________________________________________________
(e)
With a partner put the following lists of do’s and don’ts into order beginning with the
most important.








Lock up each evening
Make sure the children are fed
Don’t play with matches
Don’t make a lot of noise
Do what you are told by adults
Stay near the house
Keep an eye on the younger ones
No parties
What others would you add?
Chapter 5
For each of the following decide if it is True T or False F.
Write a sentence out putting T or F at the end.
1.
A dress rehearsal is a practice when performers wear their costumes.
2.
The paint is described as “lurking under the bed” because the writer thinks it is alive.
3.
Sadie is not proud of her costume.
4.
The door-jamb is a wedge to block the door shut.
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
5.
Sadie loves life at the moment.
6.
Sadie wears dark clothes and sandshoes because they are in fashion.
7.
“Stairs creaked” and “springs twanged” are examples of onomatopoeia.
Chapter 6
Match up the correct definitions to the words in the left-hand column. One has been done as
an example.
a barge pole p49
to quench your thirst
to savour the experience p50
easy to fool
slake their thirst p50
unofficial policemen
infiltrators p50
to treat badly
maltreat p50
conditioned to believe something
appease p51
easily fooled
engulf p51
to enjoy something a lot
brainwashed p52
enemy agents
gullible p52
a long pole used to move a barge
vigilantes p52
put down
suppressed p53
to calm someone down
Use your dictionary to help you
Chapter 7
What would Mrs. Jackson say when she found out about Sadie’s accident with the chip pan?
Write a short script of this scene. The beginning is given to help you.
Mrs Jackson (angrily): Sadie! Sadie! come here! what have you to say about this?
Sadie (frightenedly): Well, ma, it was like this………
Mrs Jackson: Don’t you tell me stories. Look at my kitchen.
Sadie:
Chapters 8 & 9
In your own words write your version of what happens next. Decide whether Sadie escapes
or is caught? Is she scared or not? What can she do?
Write at least two paragraphs.
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
Chapters 10 & 11
You are a reporter for Radio Belfast funding out about Sadie’s disappearance. But, you’ve
dropped your notebook and the pages are out of order. You have interviewed Mr Jackson,
Mrs Jackson, Mrs Mullet, Tommy and Linda.
Which comments are from which witness?
She’s O.K. our Sadie, a
bit hot headed maybe!
Well, she’s quite a
character is Sadie
Jackson. A bit wild, you
know.
She’s a real daredevil. I
wouldn’t want to be like
that myself!
She’ll be O.K. Sadie’s
really cool.
What can have happened to
her? You never know these
days. I’m worried sick.
Chapters 12 & 13
When Sadie is found safe and well it makes the news bulletin on the radio.
Clearly write the story of Sadie’s adventure, keep it short and give only the facts. Begin like
this, “Last night missing teenager Sadie Jackson of James Street Belfast was reunited with
her parents. Sadie spent the last two days …………………………
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
Read the passage about Belfast at least twice carefully.
Printed from the World Book Multimedia Encyclopedia
BELFAST
1
5
10
15
20
25
BELFAST (Pop. 301,600) is the capital, largest city, and chief industrial centre and port of
Northern Ireland, a division of the United Kingdom. The city lies on Belfast Lough, a bay at
the mouth of the River Lagan on Northern Ireland’s east coast,
Donegall Square lies in the centre of Belfast. In the square stands City Hall. The main street
in Belfast’s business district runs north from the square. Nearby buildings include the Royal
Courts of Justice and St. Anne’s Cathedral. Queen’s University, to the south, is the largest
university in Northern Ireland. Next to the university are the Botanical Gardens, which
surround Ulster Museum. The Parliament Buildings of Northern Ireland lie just outside the
city. Docks and shipyards border the harbour on the east shore of Belfast Lough.
Residential neighborhoods are scattered throughout the city. They include crowded areas of
row houses and apartment buildings and uncrowded areas of single-family houses.
For many years, shipbuilding and textile manufacturing provided most of the jobs in Belfast.
During the mid 1900’s, these two industries declined, though they remain important. Belfast
shipyards have built many warships and ocean liners, including the famous British liner
Titanic. Textile factories in Belfast produce delicate Irish linen that is famous throughout the
world. Since the 1930’s, the construction of aircraft has become an important part of
Belfast’s economy. Other major products include clothing, machinery, nonalcoholic
beverages, processed foods, rope, soap and tobacco.
English and Scottish settlers established Belfast as a trading centre in 1613. During the
1800’s, Belfast became an industrial city and major port. From 1801 until 1920, what are
now Northern Ireland and Ireland formed one political division of the United Kingdom. In
1920, Ireland became independent. Northern Ireland remained a part of the United
Kingdom, and Belfast became the capital of Northern Ireland.
During World War II (1939-1945), Belfast supplied the Allies with naval vessels and military
aircraft. In 1941, the city suffered heavy damage from German air raids. During the 1950’s,
Belfast became a centre of jet aircraft research. Since 1969, there has been much tension
between Protestants and Roman Catholics in Belfast. Rioting has sometimes broken out
between members of the two groups. The Irish Republican Army (IRA) and various other
militant organisations have carried out bombings and other terrorist activities in the city.
Contributor. A.T.Q. Stewart
1. Fill in the blank spaces with the word or words you think will make best sense.
Read paragraph one to help.
Belfast is the _____________ city of Northern Ireland. It has __________ people
and is where many _____________ are found. Northern Ireland is _________ of
the United Kingdom. The city of Belfast lies on ____________________ which is at
the mouth of the __________________ on the _______________ coast.
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
Chapters 14 & 15
Brede is worried that Mr McCoy will not be able to look after himself when she and Kevin go
out for the day.
Could you look after yourself for a day?
Write an account of your ideal day – one with no adults to keep an eye on you. What would
you do?
Chapters 16 & 17
(a)
Imagine you saw the battle in which Brede was hurt.
Describe what you saw as clearly as you can.
(b)
Do you think Sadie, Tommy, Kevin and Brede have learned anything from what has
happened? What have they learned? Write out each of the following sentences and
say if it is True or False.
1. Everyone knew who had thrown the first stone.
2. Sadie wants to hurt Brede, she throws the brick.
3. Kevin does not blame Sadie for what happened.
4. Sadie was shivering with cold as she sat in the waiting room.
5. Mr McCoy blames Kevin for Brede’s injury.
6. Sadie and Tommy realise they could easily have injured Brede.
7. Sadie and Tommy don’t take part in the march because they are tired.
8. Mr & Mrs Jackson understand their decision.
9. Kevin, Sadie & Tommy realise they have a lot in common.
2.
Read paragraph two.
Which of the following would you expect to find in the business district of Belfast?
Offices
Shops
Building Societies
3.
Cinemas
Banks
Theatres
Lawyers
From the information in paragraph three, before 1950 which 2 industries provided
most of the employment in Belfast?
_______________________
______________________
Unscramble the following words to spell out some of the industries of Belfast today.
PERO
CARFITRA
APSO
RHYCMENAI
GNTCOLHI
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
SIRIH NELNI
BTCAOCO
4.
5.
Read paragraph four. Answer in sentences.
(a)
Where did the people who founded Belfast in 1613 come from?
(b)
What happened to Belfast in the 1800’s?
(c)
When did Ireland become independent from Britain?
(d)
What is the capital of Northern Ireland?
Read paragraph six
(a)
What is another word for “naval vessels”? _________________________
(b)
In 1941 what happened to Belfast? ______________________________
(c)
When did the trouble between religions begin? _____________________
(d)
What have the terrorists done in Belfast? __________________________
Look at the map to help you now.
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
1.
Find Donegall Street.
Which street runs North?
May Street runs East or West?
Is Ulster Hall North or South of the square?
2.
Which streets are the following buildings on?
The Opera House _________________________
St. Anne’s Cathedral _________________________
The Royal Courts of Justice ______________________
The General Post Office ___________________________
3.
Follow these directions – where do you arrive at?
Begin in Donegall Square.
Go South down Bedford Street
What is the second major building on the left?
Which other street is it on the corner of?
4.
Now try to give directions!
They must be clear, simple, short and accurate.
Swap yours with your partner, can they follow yours, can you follow theirs?
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects
English Language
Exemplar 3
Reading
READING
1. Choose a novel or collection of short stories by someone you have not read before.
2. Try to choose something that is challenging for you, i.e. something more difficult than
you usually read.
3. Take time to read a reasonable amount (think about the first 100 pages) before you
decide to try something else. As you go on think about the following things:

The way the characters develop

How the writer sets and develops the scene

The writer’s choice of language, is it very modern, very old fashioned, using a
particular dialect, does it use unusual words, etc.
4. Now think about the way the story is structured

Is it a straightforward chronological narrative? (Does it follow a simple time order?)

Does it have flashbacks, dream sequences, letters, exciting cliffhangers, lots of short
chapters, no chapters, long chapters?
5. Make notes in your jotter of what you find out as you go. Don’t forget to note down either
page or chapter references under clear headings.
6. Choose a character that you find either really interesting, or really unpleasant, or very
like you!
You have to describe him/her to your neighbour in as much detail as you can. Write it up
in your jotter.
7. Now compare notes with the others in your group. Make a note of any you think may be
interesting.
8. Find out as much as you can about the author of your novel or short stories. Present
your findings in as interesting a way as possible, either as a book, a poster, a fact file for
example.
If there is nothing about your author choose another one to research. Materials are
available in the school library, in encyclopaedias and on the Internet.
9. Now write a detailed review of your text remembering all we did in past reviews.
Include comment on the characters, the setting, the way the text is put together, the
techniques the author uses like cliff hangers, tension, exciting descriptions, good choice
of language and, of course, what you thought of it.
Stirling Council Children’s Services English Language 5-14
Section 5: Working Towards Level F: Language Projects