Short Story Unit S 3National 4 On the

Short Story Unit S 3/National 4 'On the Sidewalk Bleeding' by Evan Hunter

Instructions: Week Beginning 11 th May • These research activities should be completed by the end of the week. • If you finish earlier there are extension activities for you to attempt on slide 36. • If you don’t finish – don't worry. Continue on next week. Everyone works at a different pace. That’s ok.

Overall Learning Intentions: • To understand how to make effective notes • To understand the main elements of a short story • To explore and respond to key ideas • To create a newspaper report based on the story

Research Gangs Do some background research on gangs – use your own knowledge too where you have some. . . • Use whatever device you have available to do some research on the following areas. • If you don’t have a device to do research – don't worry. Just skip this part and go to ‘Alternative Activities’ on slide 9 & 10 • Make your own notes that cover the topics below – remember there will be an end of topic quiz. . with prizes. . . • You will need to use your notes to help you with a task, so you should be able to understand your own notes when you look back over them.

Activity 1: Watch this video to see how to take effective notes: https: //www. youtube. com/watch? v=p. Zg. Mpjjg. CRA Activity 2: You can use the following link to help you make sure you are not using fake information or news to find out the information you need to know. https: //www. bbc. co. uk/bitesize/articles/zm 87 mfr

Activity 3: Research and make your own notes on: 1. The definition of a gang 2. The history of gangs 3. Gangs worldwide 4. Gangs in the UK 5. Girl gangs 6. Other types of gangs 7. Why do people join gangs? 8. Gang statistics 9. Gangs and violence 10. Getting out of gangs There are links on the next slide if you need help

Some links to help you find information on gangs: https: //www. childline. org. uk/info-advice/bullying-abuse-safety/crime-law/gangs/ • Article on tackling gang violence: http: //www. guardian. co. uk/society/2013/apr/07/gang-violence-spread-mimics-infections • Gang related violence in Edinburgh: http: //local. stv. tv/edinburgh/226984 -man-shot-during-gang-violencenamed-as-mohammed-omar-abdi/ • Article on how two rival gangs started to work together: http: //www. guardian. co. uk/society/2013/mar/26/two-birminghamgangs-allies • Documentary Trailer – ‘One Mile Away’ http: //onemileaway. co. uk/

Activity 4: Watch the following clip which will help you to summarise what you have researched https: //www. youtube. com/watch? v=V-ki 6 TP 4 EYs • Summarise in 3 - 5 sentences the main things you have learned about gangs using your notes to help you • Send your summary to your teacher on Teams (or email if you’re not on teams) **Well done for completing your first week of work in S 3. Excellent efforts will be rewarded in Class Charts and there may even be another prize. . .

Alternative Activities **Only do these if you don't have access to the internet 1. Answer the following questions as best you can: • What is a gang? • Make a mind map of everything you know about gangs. (You can think about - gangs worldwide, gangs in the UK, local gangs, girl gangs. . • What other types of gangs do you think there might be? • Why do you think people join gangs? • Are gangs always bad? Why/Why not?

Alternative Activities **Only do these if you don't have access to the internet 2. Read through the article on the website 'Gangs in the UK: How big a problem are they? ' • Summarise the main points. • Write your own personal opinion about what it is saying – do you agree or not? Is there anything you would add? Do you think things have changed since 2011 when this article was first published? **If you're not sure how to do this the next slide will help you. . . or you could phone a friend. . . or get on teams/email and ask your teacher.

Bronze • • • I can find, read and understand information on a given topic. I can create some notes and use them to develop ideas. I can identify the main ideas and summarise them. Silver • I can find, read and understand information on a given topic from some sources and select some relevant points I can create notes in my own words and use my notes to help me remember information I can summarise the information I find using my own words as much as possible. • • Gold • • • Success Criteria - I can find, read and understand information on a given topic from a variety of sources and select the most relevant points from trustworthy sites. I can create notes in my own words and use my notes to help me remember information, to develop ideas and to explore issues. I can summarise the information I find using my own words. • The table will help you see what you need to do to be successful at different levels.

Extra! Watch all about it. . . Here are some films you could check out about gangs – check they are the appropriate rating before watching: Films • Boyz in the Hood • Gangs of New York • Rumble Fish • City of God • Romeo & Juliet ( Baz Luhrman) • Green Street

Even more films. . . and TV programmes • Lock, Stock and Two Smoking Barrels • Attack the Block. The Outsiders These may or may not be available online – you will need to search out which ones are. . . let me know when you find out. . . There is also • ‘Noughts & Crosses’ on BBC iplayer at the moment – it's excellent. ***You don’t have to watch any – just if you are interested you might want to check these out.

Pre – Reading Activities: Work through the following slides and do the activities on paper/your jotter. . . or online if you want to. Week Beginning 18 th May • These activities should be completed by the end of the week. • If you finish earlier there are extension activities for you to attempt on slide 36. • If you don’t finish – don't worry. Continue on next week. • Everyone works at a different pace. Some pupils will be doing very little and some will enjoy the topic and want to spend lots of time on it. That’s ok.

Family? Activity 1: Identity Interests? Name? Nationality? Clothes? Career choices? Talents? Think about what this word means to you. Friends? Hobbies? Music choices?

Activity 2: Identity • Pick one object to represent your Identity. Write it or draw it out. • Explain what you would choose and why? Write this underneath your drawing and send it to your teacher – via email or on Teams. • Hopefully we can have a class quiz and see if we can match up the object to the person. . . (If you are not sure how to do this don't worry. Just take a picture of your object and explanation and share it. If you've done it online it should be easy to attach to an email. The emails address of your teacher is on the website. )

What if that object was the only thing people judged you on? A person who didn’t like your shoes, or your hair and therefore didn’t like you? Activity 3: Pre-reading questions to consider. • Read the 4 questions and think about your answers. What if they wanted to hurt you because of it? Is this an acceptable way to treat people? Consider these questions as you read the story.

Read Part One of 'On the Sidewalk Bleeding' • If you don't want to stop and answer questions. . . that's fine. • Go ahead and read it. • You will have to come back to Part One to do the following activities.

Activity 4: Story Opening Using the opening three paragraphs, answer the questions. How does the writer hook you into the story? 1. Write down FIVE things you learn about character, plot and setting from the opening of the story. Use bullet points. 2. Why do you think the writer has made it rain at this point in the story? Find a word in paragraph 2 that shows the intense power of the rain and explain why it is effective. 3. Whose point of view do we see the events from? Is this important? What becomes his identity in the opening of the story?

Check your answers to Activity 4 “rain drilled his jacket and drilled his body” What would you normally associate with a drill? power noise discomfort force pain precision purpose strength

Check your answers to Activity 4 1. Copy the quote below if you didn't already choose this one. 2. Does your answer match what it says about the weather? If not, copy it down, if yes – well done. • “rain drilled his jacket and drilled his body” • The weather is against Andy – it is as aggressive, powerful and painful as the gang member who stabbed him.

Copy the following: Copy the following q. The writer has us see the story from Andy’s point of view. q. This creates a strong sympathy for Andy as the victim, and teaches us the lesson he learns. *Well done- you have completed the work for this week.

Read the rest of 'On the Sidewalk Bleeding' Week Beginning 25 th May • These activities should be completed by the end of the week. • If you finish earlier there are extension activities for you to attempt. If you don’t finish – don't worry. Continue on next week. • Everyone works at a different pace. Some pupils will be doing very little and some will enjoy the topic and want to spend lots of time on it. That’s ok.

Activity 1: True or false? q. The main character is fifteen years old. q. The rival gang is called The Guardians. q. Sidewalk is a British term for pavement. q. The story is set in the USA. q. At the start of the story, Andy did not know he was dying. q. The story mentions the Bronx and Staten Island, which are in New York. q. Andy’s jacket was royal blue. q. Andy had left on his own to get cigarettes. q. Angela, Frankie and Laura are minor characters in the story. q. Laura finds Andy’s body at a minute past midnight. q. The cop doesn’t care who Andy is.

Check your Answers q. F The main character is fifteen years old. q. T The rival gang is called The Guardians. q. F Sidewalk is a British term for pavement. q. T The story is set in the USA. q. T At the start of the story, Andy did not know he was dying. q. T The story mentions the Bronx and Staten Island, which are in New York. q. F Andy’s jacket was royal blue. q. T Andy had left on his own to get cigarettes. q. T Angela, Frankie and Laura are minor characters in the story. q. T Laura finds Andy’s body at a minute past midnight. q. T The cop doesn’t care who Andy is.

Activity 2: There are THREE opportunities for Andy to be saved by other people in the story. q Write down who they are in each box of the table. q Discuss why each one didn’t save his life. Who could have saved his life? Why didn’t he/she save his life?

Check your work. There are THREE opportunities for Andy to be saved by other people in the story. q Write down who they are in each box of the table. q Discuss why each one didn’t save his life. Who could have saved his life? Why didn’t he/she save his life? The drunk man It was early enough to save Andy, but the man was too drunk to help him. Freddie and Angela They were too afraid to help him. The power of the gangs made them worry about their own safety. She was a little deaf, combined with the sound of the rain made her unaware of Andy being there. The old lady

Activity 3: Think about and answer the following questions. q Do you think the young couple made the right decision? What were their reasons? Do you think they were morally right? What if you morally were Andy? What if Andy was your friend or brother? q Feedback your conclusions to the class on the discussion feed in your class team.

Activity 4: Find and re-read: At the start of the story, Andy doesn’t believe he is dying – he thinks it is another rumble that he will walk away from. He is in pain but isn’t afraid for his life.

Activity 5: As the story progresses, Andy starts to change his mind. q Re-read the last page of the story. Find, and copy a QUOTE that shows copy a QUOTE Andy’s changed emotions. q Explain what your quote means.

Check your Answers “He knew he was going to die now. That made him suddenly sad. He was filled with sadness that his life would be over at sixteen. ” “He felt all at once as if he had never done anything, never seen anything, never been anywhere. ” *Well done- you have completed the work for this week. “I don’t want to die, he thought. I haven’t lived yet. ” “The knife hated only the purple jacket. ”

Use the story 'On the Sidewalk Bleeding' to help complete activities Week Beginning 1 st June • These activities should be completed by the end of the week. • If you finish earlier there are extension activities for you to attempt. If you don’t finish – don't worry. Continue on next week. • Everyone works at a different pace. Some pupils will be doing very little and some will enjoy the topic and want to spend lots of time on it. That’s ok.

Activity 1: Read: Copy the following: If a writer wants to help the reader understand deeper meaning in the story, he/she will use SYMBOLISM. Symbolism is where a writer uses OBJECTS to show KEY IDEAS or EMOTION.

Activity 2: Symbols used in the story 1 Knife 2 Jacket 3 Blood Meaning

Symbols used in the story Check the Meaning 1 Knife Violence, aggression, hatred 2 Jacket Identity as a gang member, potential violence 3 Blood Innocence and waste of a young life *Well done- you have completed the work for this week.

Extension Ideas • Create a poster or presentation (power point or you could even make a tik tok) from the information you found out about gangs – use your notes to help you. • Create a leaflet or video to help teenagers tell the difference between fake news/information and real news/information. • Create your own icons or some class icons to help you with your note – taking – look back at the video from the beginning to help you. • Create your own icons to help you remember the different language techniques writers use. • Create a script for a talk show where you are the host and you are hosting two rival gangs. You could get together with some classmates – virtually of course – and film this. . .

'On the Sidewalk Bleeding' Week Beginning 8 th June • These activities should be completed by the end of the week. • If you finish earlier there are extension activities for you to attempt. If you don’t finish – don't worry. Continue on next week. • Everyone works at a different pace. Some pupils will be doing very little and some will enjoy the topic and want to spend lots of time on it. That’s ok.

Read: Writers are experts at describing details in stories. To do this effectively, they use language techniques.

Activity 1: Re-cap language techniques writers use • If you know what the following language techniques are skip to the next slide. • If you don't know you should find out before moving forward. Use the link below to help you revise the techniques: https: //www. bbc. co. uk/bitesize/guides/zx 7 cmnb/revision/1 Metaphor Simile Personification Imagery Onomatopoeia Alliteration Hyperbole Oxymoron

Activity 2: Match the technique to the quote! onomatopoeia alliteration simile personification 1 “the bubbling of blood between his lips…” O & A 2 “the splash of neon…” O 3 “rain splattered…” O 4 “the old lady carried an umbrella…like a queen. ” S 5 “the knife hated only the purple jacket. ” P

Activity 3: Plot and Turning Point Copy the following: q PLOT is the term used for PLOT the storyline in a story. q TURNING POINT is when TURNING POINT something (often character) in the story changes.

Activity 4: Sequence the plot using numbers. Put a * where you think the turning point in the story is. 1 Andy is found by a drunk man, who doesn’t help him. He thinks Andy is drunk too, and staggers away without helping him. 2 Laura finds Andy lying in the street and calls the police. The cop isn’t interested in who he is, just what gang he belonged to. 3 A young couple discover Andy dying on the sidewalk. They consider helping him, but are too afraid of the Guardians and walk away. 4 Andy is stabbed in the street by another gang. He doesn’t realise he is dying and waits for some help to come. The weather is very dark and it’s raining. 5 An old lady comes to the alley to put her rubbish out. She is a little deaf and with the noise of the rain, does not see Andy lying there. 6 Andy reflects on his jacket and what it means to be 16 and in a gang. He finally realises he has lost his life for nothing, and his last moments in life are spent taking the jacket off.

Check your sequence 4 Andy is stabbed in the street by another gang. He doesn’t realise he is dying and waits for some help to come. The weather is very dark and it’s raining. 1 Andy is found by a drunk man, who doesn’t help him. He thinks Andy is drunk too, and staggers away without helping him. 5 An old lady comes to the alley to put her rubbish out. She is a little deaf and with the noise of the rain, does not see Andy lying there. 6 Andy reflects on his jacket and what it means to be 16 and in a gang. He finally realises he has lost his life for nothing, and his last moments in life are spent taking the jacket off. *Well done- you have completed the work for this week. 3 A young couple discover Andy dying on the sidewalk. They consider helping him, but are too afraid of the Guardians and walk away. 2 Laura finds Andy lying in the street and calls the police. The cop isn’t interested in who he is, just what gang he belonged to.

'On the Sidewalk Bleeding' Week Beginning 15 th June • These activities should be completed by the end of the week. • If you finish earlier there are extension activities for you to attempt. If you don’t finish – don't worry. Continue on next week. • Everyone works at a different pace. Some pupils will be doing very little and some will enjoy the topic and want to spend lots of time on it. That’s ok.

Activity 1: Theme Copy the following: Copy the following q A THEME is a main idea running through a text. THEME q There can be several themes/ideas in a story. q Themes TEACH us about an aspect of life. TEACH

Activity 2: Identify three key themes explored by the writer of ‘On the key themes sidewalk, bleeding’. Explain a reason for each choice. THEMES family conflict friendship gang violence revenge loneliness prejudice war romance jealousy religion judging others identity nature helping others growing up

Activity 3: Gang violence READ: The writer explores the consequences of gang violence, which is the tragic death of a young teen. It is a harmful and pointless conflict.

Activity 4: Answer the following questions What is the purpose of the story? To inform, to persuade, to teach? Who would be interested in reading this story? People who are interested in… Give a reason why you think so.

Activity 5 : Write your Personal Response to the story –use the questions down below to help you. Send your response to your teacher. What do you think of the story? Do you think it had an important message? Do you think the writer was successful in getting that message across? Explain. *Well done- you have completed the work for this week.

'On the Sidewalk Bleeding' Week Beginning 22 nd June • These activities should be completed by the end of the week. • If you finish earlier there are extension activities for you to attempt. If you don’t finish – don't worry. Continue on next week. • Everyone works at a different pace. Some pupils will be doing very little and some will enjoy the topic and want to spend lots of time on it. That’s ok.

Assessment Piece “On the Sidewalk Bleeding” Newspaper Report Task: • Imagine you are a journalist, write an article for your paper reporting on Andy’s death. • Use the information from the text and your imagination to complete this activity. • Send your completed article to your teacher via teams or email. • Complete the following slides before writing your newspaper article. *Class charts points and prizes for the best effort.

Create your own notes under these headings: Who is the article about? What happened? When did the events happen? Why did it happen? Where did the event happen? How did it happen?

Further Headings Statement from drunk man. Statement from the policeman who found him. Statement from the couple. Statement from Laura. Final statement from the police about gang violence. Who to contact with any information.

Success Criteria: Bronze • I can select some ideas/knowledge/information • I can make appropriate choices about layout and presentation to engage the reader • I can use a variety of sentence lengths and types, openings are varied and paragraphs are used appropriately Silver • I can select relevant ideas/knowledge/information with some detail • I can select features of layout and presentation to clarify meaning. • I can use varied vocabulary to make meaning clear Gold • I can include relevant ideas/knowledge of the text and information with essential detail or evidence • I can select features of layout and presentation to enhance communication/impact • I can use a variety of accurate sentence structures and my paragraphs are used to create a clear structure

Go for it! Be creative.

Now write up your article. Add pictures to really make it look like a Newspaper Article. Find help by clicking on the link below: https: //www. bbc. co. uk/bitesize/topics/zkgcwmn/articles/zbsbwty • • You can draw the pictures yourself or use the internet to find suitable ones. Remember to use the basics. . . write in paragraphs, use capital letters where needed, vary punctuation, check your spelling and grammar, use varied and appropriate vocabulary. *Send the completed article to your English teacher via email or teams. ** Now it's time to relax and enjoy your summer holidays! Have a great time and remember to keep up with your reading.