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H O D D E R L I T E R A T U R E
Saffys Angel
TEACHERS RESOURCEAndrew Liddle
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Acknowledgement
The author and publishers would like to thank the following for permission to
publish copyright material:
p.21, The Upanishadstranslated by Valerie Roebuck (first published by Penguin Books India 2000). Translation copyright Valerie Roebuck, 2004.
First published on web 2005www.hodderliterature.co.uk
Copyright text 2005 Andrew LiddleCopyright extracts from Saffys Angel 2001 Hilary McKay
Hodder Literature Teachers Resources can be downloaded and printed outas required. This material may be freely copied for institutional use. However,this material is copyright and under no circumstances can copies be offered for sale.
Published by Hodder Murray, a division of Hodder Headline, 338 Euston Road,London, NW1 3BH. Visit our website at www.hoddereducation.co.uk
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Saffys Angel
CONTENTS
H i l a r y M c K a y s I n t r o d u c t i o n t o t h e I n t r o d u c t i o n v
I n t r o d u c t i o n t o t h e Te a c h e r s R e s o u r c e vi
G u i d e d S e s s i o n s vii
O u t c o m e s viii
S h o r t - t e r m P l a n s 1
L e s s o n 1 : C o l o u r A s s o c i a t i o n sTeachers Prompt Page 5Colour Codes 6
Colourful Names 7L e s s o n 2 : C h a r a c t e r , S e t t i n g a n d M o o dTeachers Prompt Page 8The Banana House 9Drawing the Banana House 10
L e s s o n 3 : F o r m a l L a n g u a g eTeachers Prompt Page 11
Will Shakespeares Will 12The Last Will and Testament of 13
Indigos Fears 14Production Planner 15
Whos Doing What? 16
L e s s o n 4 : D i a l o g u e a n d C h a r a c t e rTeachers Prompt Page 17Dont Use Said 18Lets Chat 19
L e s s o n 5 : N u m i n o u s Q u a l i t i e sTeachers Prompt Page 20Rebirth 21R.E. Spellings 22The Stone Angel 23The Documentary: Saffy the Stowaway Girl 24Character Chart: Mrs Warbeck 25
L e s s o n 6 : P e r s o n a l C h o i c e sTeachers Prompt Page 26Make Sense of It 27Personal Choices and Discussion Tennis 28
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L e s s o n 7 : P o i n t a n d C o u n t e r p o i n tTeachers Prompt Page 29Decisions! Decisions! 30No I Wont! Yes You Will! 31
Stepping Stones to Stowing Away 32Its Hot in This Chair 33Investigators Notebook 34
L e s s o n 8 : M n e m o n i c s a n d M o t i v a t i o nTeachers Prompt Page 35Learning Made Fun 36Saffys Motives 37
L e s s o n 9 : S a f f y s H o m e
Teachers Prompt Page 38The House Where Saffy was Born 39Saffys Tears 40Saffys Letter: Writing Frame 41The Journey Home 42
What Am I Doing? 43
L e s s o n 1 0 : T h e M o m e n t o f R e c o g n i t i o nTeachers Prompt Page 44Knowing Yourself 45Saffy Sees Herself 46
L e s s o n 1 1 : A N e w P e r s p e c t i v eTeachers Prompt Page 47
Antonias Viewpoint 48Saffy the Stowaway Girl: Running Order 49
Jerry Springers Questions 50Seating Plan for Forum 51Summary of Individual Scenes 52
L e s s o n 1 2 : T h e S t o n e A n g e lTeachers Prompt Page 53Self-assessment: Saffy the Stowaway Girl 54
Saffys Angel
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Hilary McKays Introduction to theIntroduction
I think Introductions are in the wrong place. They should come at the end of books, notthe beginning. Who reads introductions first? Not me. I read them (IFI read them), whenI have either 1) finished a book, or 2) read as much of a book as I can endure. In eithercase, what I really want is not an Introduction but an Explanation. I want the author toexplain to me why they wrote this (unendurable or otherwise) book. So here goes:
Introduction
Explanation for Saffys AngelI wrote this book for fun. It was a personal thing. I filled it with things I enjoy very much. Iput in hamsters because I am fond of hamsters, and Italy because I like Italy. I named halfthe characters after paint colours because I like the names that artists call their paints.(Paint colours are two-word stories if you prefer your history in small doses read anartists colour chart.)
Most of all I put in people. Bright, irreverent kids. Boyfriends who refuse to fall in love.Kind, dopey mothers. The sort of people whose company I enjoy. I did not mean SaffysAngelto be taken seriously. I did not mean it in any way to be educational.
Therefore it is very strange to me that here is Saffy, taken seriously, in an educationaledition. What can it mean?
I think I know. I have been seen through. Comprehended. Apprehended. I have beenrumbled and my secret is out. It is no use protesting any longer that I meant it only in fun.Someone, somewhere, has realised that a joke is not less serious for being a joke.
That is my explanation for Saffys Angel. I wrote a book full of people and places and ideasand hopes that matter to me. It reallywasa personal thing.
Hilary McKay
Saffys Angel: Hilary McKay v
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Introduction to Saffys AngelTeachers Resource
This is an excellent choice of novel for a Year 7 class for a variety of reasons. Thecharacterisation of Saffy, the central consciousness, is particularly strong and sensitive, andmost of the others in the book adults as well as children are sympathetic and three-dimensional. The chief setting, that of the Banana House, is both vividly realised andpowerfully atmospheric. It is the perfect ambience for the Casson family, all members of
which are strong-minded and quirkily artistic. Saffys memories of her original home in Italyare evoked wistfully until her powerfully emotional and climactic revisitation of Siena. Theplot is sinewy and intriguing. The theme of seeking, of questing, of striving after somethingspiritual and to be intuited rather than understood, runs throughout the novel.
Saffys Angelis, then, a real page-turner, which provides numerous opportunities for
Reading, Speaking, Listening and Writing activities. The teacher will find especially usefulthe fact that each of the twelve lessons deals with a separate chapter, there being,coincidentally, twelve chapters in the novel. This gives a strong focus to each lesson, andobviously lends itself to completion, both of task and of chapter. Saffys motives provide alsoa focus for the pupils reading logs, and the series of lessons build to, and culminate in, ageneral discussion, Jerry Springer-style, of the central character seen from a variety ofperspectives.
The lesson plans are intended as a guide for teachers and may be easily and readily adaptedaccording to the needs of the class, the teacher or the occasion. The resource sheets offersuggestions for a variety of stimulating and thought-provoking text-based activities.
Saffys Angel: Introduction vi
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Guided SessionsThere are five proposed lessons where guided work (called Guided seminars) takes place:Lessons 3, 5, 7, 9 and 11. In these lessons it is suggested that the teacher works with one
group for approximately 20 minutes, guiding them as they work on a specific task. Thetasks and the groups can, of course, be adapted according to the various levels of ability inthe class, but in this unit the five guided sessions are directed at five distinct groups ofpupils of similar abilities: two lower, two middle, and one upper.
It is important to view this only as a suggestion; classes vary too much for there to be onlyone way of planning guided sessions. It would be possible to use the planned activities forsmall groups of mixed ability, letting the pupils choose together which task they wish to
pursue. Some classes may have fewer or more upper or lower groups, and work and Guidedseminars would need to be adapted accordingly.
In these lessons the Resource Sheets are structured to assist the groups not guided by theteacher, giving them a specific task and leading them through the stages. A Guided seminarplan also provides the teacher with a framework for working with the chosen group.
Saffys Angel: Guided Sessions vii
Lesson 3 Teacher guides a The teacher works with this group to guide their discussion.middle ability group.
Lesson 5 Teacher guides the The teacher works with this group to extend their understanding ofupper ability group. characters and how to use the role of investigator.
Lesson 7 Teacher guides a The teacher works with this group to probe their understanding of the
lower ability group. sequence.
Lesson 9 Teacher guides a The teacher guides this group in their close reading of the text.different middle group.
Lesson 11 Teacher guides a This group is guided through the final stages of their tasks for the Jerrydifferent lower ability Springer discussion.group.
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OutcomesThe rationale behind this resource is that pupils should read, and have read to them, a text
which provides enjoyment and inspiration while also encouraging them to challenge their
own thinking.
The activities described here are therefore designed to promote enjoyment and fun as wellas depth of thought, so that pupils respond to the reading in a variety of ways: teasing outtheir own conclusions about character and feeling from clues in the text; transferring theirknowledge and understanding to create other forms of writing; and beginning to lookbeyond the story at the writers craft.
Speaking and Listening Read aloud dramatised readings, pairs, small groups and silently.
Listen to readings by teacher or other pupils.
Discuss ideas and responses in small and large groups.
Take part in role play and hot-seating.
Take part in a class presentation.
Reading Begin to analyse what happens in the reading process.
Gather and use textual evidence to understand character. Use various media to do research.
Look for patterns and links within the text.
Understand how themes underpin the novel.
Writing Record responses to their reading and related research, in various forms.
Make notes on characters, setting, plot.
Write in role as a character.
Write news bulletins using the events and characters.
Write up investigations and analysis of the text in the form of a reading log.
Key themesThe novels themes provide many opportunities for reflective thought and discussion:
Adoption and family life.
Making personal choices. Questing after your own personal Holy Grail.
Growing up: coping with feelings of being different.
Saffys Angel: Outcomes viii
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Saffys Angel: Short-term Plans 1
Short-termplanningfo
rSaffysAngelbyHilary
McKay
Year7
Aimsandrationale:
Objectives:
Wholeschoolpriorities:
Toprovideaninnovative,creativeandstructuredapproachtothe
Word14
defineanddeploywords
withprecision
Term____
readingofHilaryMcKaysSaffysAngel,
bylinkingthereading
Sentence11varysentencestructuretolendpace,
processtoaparallelwritingtask,w
hileincorporatingguidedwork,
varietyandemphasis
Week____
alternativeroutesfordifferentkindsoflearners,andopportunities
Reading12commentonhowwrite
rsconveysetting,
forpupilstoworkcollaborativelyandindependentlyinICT,
characterandmood
Teacher
researchanddebate.
S&Lpromote,justifyordefendap
ointofview
___________
Theprojectisdesignedtodovetailn
eatlywithCitizenship
andR.E.atKS3.
Lesson
WordandSentence
Introduction
Development
Plenary
Homework/Extension/
objectivesintegrated
(includingguidedwork)
Research
approaches
Pupilsreflectonassociationsof
colouranddoexerciseoncolour
codes.
1 Colour
Associations
Pupilsrespondtobookscover
andblurb,andteacherreads
outopeningpage.
Teacherintroducesgenreand
literaryconventions;pupilsin
independentgroupsassessfirst
impressions.
Pupilsdiscusstheirfirst
impressions.
Pupilscom
pletethereading
ofChapte
rOneanddo
exerciseo
ncolourfulnames.
Pupilsreflectonsetting,character
andmoodoftheBananaHouse,
usingappropriateterminology.
2 Character,
Settingand
Mood
Pupilscompletethechartofthe
BananaHouseandpeerread
ChapterTwo.
Teacherintroducesconceptof
readinglogandmodelsamind-
mappingexercise.
Pupilsbegin
firstlogentry.
Pupilsreadaloudfrom
theirfirstentriesand
discusstheirresponses.
Pupilsreadtotheendof
ChapterTwo.
Pupilsreflectontheextractsfrom
Grandadswill,
theformal
language.
3 Formal
Language
(Guided)
Pupilsmakealistoftheirmost
treasuredpossessionsinformal
language.
Teacherreadsoutfrom
Shakespeareswilla
ndmodels
writingthesame.Pupilswrite
theirownwills.
Teacherdiscussesthedivisionof
labourrequiredforanon-going
project,adocumentary.
Teacherworkswithamiddle
abilitygrouptoguidetheir
discussionandallocatecharacter
roles.
Pupilsreadfromtheir
ownwillsanddiscussthe
impactofGrandadswill.
Pupilscom
pletereadingof
ChapterThreeandupdate
readinglo
gs.
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Saffys Angel: Short-term Plans 4
Short-termplanningfo
rSaffysAngelbyHilary
McKay
Year7
Aimsandrationale:
Objectives:
Wholeschoolpriorities:
Toprovideaninnovative,creativeandstructuredapproachtothe
Word14
defineanddeploywords
withprecision
Term____
readingofHilaryMcKaysSaffysAngel,
bylinkingthereading
Sentence11varysentencestructuretolendpace,
processtoaparallelwritingtask,w
hileincorporatingguidedwork,
varietyandemphasis
Week____
alternativeroutesfordifferentkindsoflearnersandopportunities
Reading12commentonhowwrite
rsconveysetting,
forpupilstoworkcollaborativelyandindependentlyinICT,
characterandmood
Teacher
researchanddebate.
S&Lpromote,justifyordefendap
ointofview
___________
Theprojectisdesignedtodovetailn
eatlywithCitizenship
andR.E.atKS3.
Lesson
WordandSentence
Introduction
Development
Plenary
Homework/Extension/
objectivesintegrated
(includingguidedwork)
Research
approaches
TeacherreadsfromChapterTen,
andpromptsdiscussionofepiphanic
moments.
10TheMomentof
Recognition
Pupilsself-analyse,usingthe
KnowingYourselfresource.
Teacherpromptsdiscussionofthe
implicationsofSaffysself-
recognition.
Pupilscompletean
exerciseonthesubjectand
completereadinglogs.
Pupilsdiscussthenew
insightanditsplacein
thedocumentary.
Pupilsupd
atetheirreading
logsandcompletereading
forChapterTen.
Teacherreadsoutextractsfrom
ChapterEleven,
focusingon
pp.1
471
51,
themeetingwith
Antonia.
11ANew
Perspective
(Guided)
UsingtheresourceAntonias
Viewpoint,pupils,
inpairs,
scriptaninterviewwiththeold
lady.
Eachgroupworksonpreparing
thedocumentary,organisingthat
whichistobescriptedor
improvised.
Teacherworkswithlowerability
grouptosupporttheirfinald
rafts
andpreparations.
Somegroupsimprovise
excerptsfromtheir
scenes,usingreading
logsandfiledresources.
Pupilsfina
lisematerialforthe
documentary.
12TheStone
Angel
Teacherskip-readsfinalc
hapter
andpromptsdiscussionofthe
conclusionandpossible
changesofviewpoint.
Pupilsresponsiblefor
documentarysfinals
ectionwrite
notesabouttheangel.
Others
makefinalp
reparations.
Seatedaccordingto
agreedplan,pupils
performinrole.
Inthe
finalo
penforum,
the
teachertakestheroleof
JerrySpringer.
Pupilscom
pleteself-
assessmen
ttasksandread
finalc
hap
teringreaterdetail.
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