Malorie Blackman Learning ResourcesCFE Levels 3 and 4

Resources created by Gordon Fisher, PT English at Lochend High School

1

Contents of this resource2 About Malorie Blackman

3 Activities for Noughts and Crosses

11 Activities for Noble Conflict

17 Activity for either novel

About Malorie BlackmanMalorie Blackman OBE, the 2013 – 2015 Children’s Laureate, is an extremely popular and critically acclaimed author of books for children and young adults. She has written more than sixty books, some of which have been translated into many languages including Welsh, French, Spanish, German, Chinese and Japanese.

Blackman’s books have won a host of awards including the Red House Children’s Book Award, the Fantastic Fiction Award, and the Eleanor Farjeon Award for contribution to children’s literature.

The activities in this resource pack focus on two of her best known novels: Noughts and Crosses (2001) and Noble Conflict (2013). The activities contained in this resource are intended to be fun, engaging and creative with links to other curricular areas.

The following websites give further information about Blackman and her work.

http://www.malorieblackman.co.uk/

http://www.telegraph.co.uk/culture/books/10094586/Malorie-Blackman-is-a-great-choice-to-inspire-children.html

http://www.randomhouse.co.uk/authors/malorie-blackman

https://www.facebook.com/malorieblackman

2

Noughts and Crosses I Have a Dream: Writing a political speech SOC 3-06b, Eng 3–27a

Stage 1:

Watch Martin Luther King Jr.’s “I Have a Dream” speech. What do you notice about the words he uses? For example, which words does he repeat?

Undertake some research to ascertain what the speech meant at that moment in time and how it is perceived now.

The speech can be viewed here: http://www.youtube.com/watch?v=3vDWWy4CMhE

A commentary on its impact can be found here:

http://www.youtube.com/watch?v=myGhgo-ZOSw

Research can be undertaken on these suggested sites: www.martinlutherking.org and www.bbc.co.uk/history/people/martin_luther_king.shtml

Stage 2:

Investigate the history of rhetoric: who uses it and for what reasons, and what are some of its hallmark techniques?

Some interesting information (teacher’s note: which may need simplified) can be found below:

http://www.duarte.com/blog/rhetoric-isnt-a-bad-thing-16-rhetorical-devices-regularly-used-by-steve-jobs/

Stage 3:

Read Lynny’s letter on page 168. What do you think is Lynny’s biggest cause for regret about her situation?

3

Stage 4:

Discuss what you think would make your school, local community or wider community a better place. Write a list of five “dreams” that you have.

Using the techniques of rhetoric you have learned, write a speech about how you would make your world a better place.

As a class you might want to film your speeches and play them to an audience for example, at parents information evening.

The Newsroom: creating a T.V. news broadcast EXA 3-14a, SOC 3-15a, Lit 3-28a

Pupils work to create a television news broadcast on either the explosion at the Dundale Shopping Centre or on Ryan McGregor’s electrocution. Pupils not wishing to report could help film, take pictures, etc. It is important that every pupil be offered the opportunity to participate. If a child is too shy for a speaking part, have them understand the importance of the "behind the scene" crew. Explain the production crew is just as important as the Anchor/Reporters etc.

There should be, at least, an anchor’s introduction, an on the scene reporter, an eyewitness and an expert’s account

Stage 1

Discuss the following questions:

What is a news report? What happens on a news report? Name some segments on the news you have seen. What is the difference between local, regional, national and international news? What is involved in news reports? How does the news affect everyone? How important are news reports? What kind of role do they play in our world? Can you name some local news reporters? What school news can you think of?

4

Stage 2: The class searches for information from the critical incident selected that needs to be included and who needs to be interviewed.

Stage 3: the pupils compile and create their news report and those with speaking parts can take home copies to practice.

Stage 4: the pupils act out the news report in front of an audience or alternatively film it to be viewed by parents and other stakeholders. A DVD could be produced and given to parents.

Stage 5: Formative assessment

To conclude the project, the students should be asked to write a brief assessment on how they think they did. Teacher then offers comment/advice on performance and any areas for improvement.

Civil Rights and the Black Power Movement SOC 3-01a, SOC 3-06a/b, Lit 3-14a, Lit 3-25 a

Noughts and Crosses inverts the struggles between blacks and whites which reached its peak in the USA in the 1960s and 70s. The noughts’ attendance at Heathcroft High School has parallels with the real life incidents at Little Rock High School in Arkansas in 1957.

Here is a video detailing the events in 1957: https://www.youtube.com/watch?v=xERXusiEszs

As an individual, class or even homework based task, pupils could undertake a project which deals with this aspect of the civil rights movement.

Pupils could investigate some or all of the following aspects of the movement, but should of course be given free choice as to the features that they deem most important.

This project could also be displayed with a timeline charting the major events.

Definition of civil rights Background including slavery Rosa Parks Desegregation of Little Rock High School

5

Sit-ins Civil Rights act of 1964 Race Riots Martin Luther King, the Nobel Peace Prize and his assassination Malcolm X Black Power

Designing the Future HWB 3-19a, Eng 3-30a

As the book progresses towards its climax, both Sephy and Callum talk of the importance of designing the future. Their lives have become unsatisfactory, and they both decide to do something drastic to make a change. Sephy decides that she wants to leave for Chivers Boarding School and Callum decides to join the Liberation Militia. Both decisions are quite rash, and in Callum’s case the choice proves to be deadly.

Pupils could undertake a short personal development course in which they try to work out what they might like to do with their lives. They might explore what their purpose is in life, their ideal career, what they would look for in a meaningful relationship and what other aspects would contribute to a rewarding life.

After initial thoughts and discussion, pupils can undertake research using personal development websites (be careful though as some of these are companies are “on the make”). A free course that you can sign up for and present to the pupils can be found at http://www.thesuccessprinciples.com/

The pupils might then like to write a letter to themselves in the future as a tool to foster their ambition and for something tangible to look back on.

An interesting overview on writing a letter to the future can be found at http://personalexcellence.co/blog/writing-a-letter-to-your-future-self/

The pupils can either write the letters and keep them somewhere to be uncovered at a chosen time in their future, or they can write the letter to themselves as an email which will be popped into their personal inbox on the chosen date at the following site http://www.futureme.org/.

6

Page to Stage EXA 3-01a/14a, Eng 3-31a

Many of the key incidents in Noughts and Crosses offer a great basis for pupils to first of all write their own scripts and then to have them acted out in class or in front of a wider audience.

Pupils should be taught the familiar conventions of playwriting, particularly layout and stage directions, and should give their chosen incident or chapter a title.

In addition, writers should be encouraged to adapt Malorie Blackman’s dialogue as much as they see fit.

Chapter 36 could, for example, be split into three scenes and started and laid out as follows:

Goodbye, Everyone.

Scene 1: a dining room with the McGregor family eating. The atmosphere is tense, charged even. Mum is looking angry and dad is looking sad. Ryan is sullen and moody. Lynny seems distracted as if thinking deeply about something and Callum is watchful, taking everything in and aware of trouble brewing.

Mum: (throws her fork down angrily) I’ve had enough of this! Why can’t we just get on the way we used to?

Dad: Meggie…

Mum: (turns and scowls at Dad) Don’t you “Meggie” me. There’s been a funny atmosphere in this house for a while now. What’s going on?

Over now to the pupils to finish it off!

Recreating Narrative through Tableaux EXA 3-02a, Eng 3-31a, Lit 3-24a

Tableaux are an excellent means for pupils to demonstrate their understanding of plot, characters, setting and conflict.

Collaborating as actors, directors and photographers, pupils can create an original visual dramatization of key incidents in the story. You can find an introductory guide to tableaux here: https://www.youtube.com/watch?v=Nlxw9qflKxk

7

Each tableau should be a picture of one important event in the story.

An extension activity could be to ask pupils to describe what they saw in the tableaux, and how the narrative aided understanding of the characters, plot and conflict. 

Challenge Based Learning: Group Activity Lit 3-09a/14a/15a25a/28a, HWB 3-14a

Alcohol misuse becomes a problem for Sephy in the novel. The following activity will focus the learners on researching and working towards a possible solution for this tough issue.

The learners could be split into groups and could produce a talking heads video at the outset of the project outlining what they are hoping to achieve, why they are undertaking this project and how they are actually going to go about it. At the end of the project a further talking heads video would be produced evaluating how they progressed in terms of their initial proposal.

In addition to this, pupils could produce/publish their solution(s) in the way of a press release, a poster campaign, a television commercial, a television documentary etc. The solutions could also be published in the community and perhaps presented to and commented on or assessed by external experts in the field, for example Alcohol Focus Scotland, local health visitors etc.

Groups would ideally be made up of five members:

Project manager - oversees the whole process and keeps track of progress/deadlines/motivation

Media Director - responsible for capturing media throughout the process and for the design of promotional/published materials

Product Manager - responsible for the quality of print materials

Researcher - identifies possible avenues to explore re the assemblage of information

Librarian - responsible for the collection and filing of content found and created by the group.

8

Possible Assessments

1. Completion of Learning logs:

What part of the project are you working on this week?

What knowledge or skills have you acquired this week?

What has been your biggest success this week?

What has been your biggest challenge this week?

How do you think the group is doing?

What are your priorities for this week?

2. Project plan – perhaps done in association with a business studies colleague

3. Peer presentations

4. Stakeholder presentations

5. Evaluations of commitment to roles

6. Products/Publications: videos/publications/posters/ bulletins/etc

7. Evaluations of whole process

8. Evaluations of whole project

Pupils could also complete self or peer assessments focusing on how well they:

Cooperated

Committed

Communicated

Considered others

Collaborated

9

Learners will need structure, support, checkpoints and access to technology if they are to maximise the developments of their creativity, enthusiasm and self-motivation and discipline.

Write your own poem Eng 3-23a/24a/27a/31a

In Noughts and Crosses chapter 49, we are given the description of the terrorist attack that on the Dundale shopping centre. Tell your pupils that they are going to write a poem which describes the bombing in detail.

Everyone in the class is could follow this suggested structure, however, freedom and inventiveness is to be encouraged

Stanza One:

Describe the sudden flash of light and the noise of the explosion

Stanza Two:

Describe the sounds that you hear: sirens, people, alarms, etc

Stanza Three:

Describe the smoke and the flames escaping the building

Stanza Four:

Describe the panic of people trying to flee the scene.

Stanza Five:

Describe your emotions as you realise that you have survived the blast yet others are probably dead.

Before writing, take your pupils through the following tasks:

Before beginning imagine you were really there. What would you see, hear, feel, taste, smell?

What emotions would you be going through at each stage of the poem?10

Read chapter 49 again and write down any striking words Malorie Blackman uses. Then add words that you can think of yourself. Next, use a thesaurus to find synonyms to make your poem richer in terms of the word choice.

Write your first draft freely. After this go back cutting out any unnecessary words such as “the,” “an,” “a,” etc.

Next, try to organise your poem into lines that create impact. Think about punctuation. Think about the difference in impact between long lines and short lines.

Noble ConflictWhen Fiction Becomes Fact Lit 3-14a/25a

Noble Conflict has a number of seemingly futuristic conveniences: hovercars, hydroponic towers, the research engine and databots amongst them. These do in fact exist in our world, and many other inventions and developments in our world actually came originally from the pages of science fiction stories before coming to be taken for granted by us today.

Pupils should create an illustrated display or booklet which explores some of these inventions, outlining who came up with the ideas originally, the stories they first appeared in and any differences between the author’s original conception and the form in which we know them today.

A few to get the pupils going could be:

The atomic bomb written about by H.G. Wells in The World Set Free The Moon Landing written about by Jules Verne in From the Earth to the Moon The Internet written about by Mark Twain in The Man That Corrupted Hadleyburg Satellites written about by Edward Everett Hale in The Brick Moon.

The Daily Report TCH 3-04a, Lit 3-16a, Eng 3-19/31a

In Noble Conflict the “Daily Report” is a news show hosted by Vivian Sykes.

11

Most pupils will have, in at least one of their curricular areas, written a newspaper report.

The challenge here – for groups - is to use the novel, its events, characters and background to create an entire newspaper. Given that most physical newspapers will probably have given way to digital versions by the time Noble Conflict is set, the pupils can be given the option of doing this as an online task.

Free newspaper templates can be found readily on the internet but two that are easy to use can be found at:

http://newspapertemplate.net/

http://www.scoop.it/t/creating-newspapers-in-the-classroom

Pupils should pick out exciting incidents in the novel to report on, interviews with some of the characters, obituaries on characters who die, sports reports (handball is mentioned in the novel but what other sports will be played in the future?), adverts (what entertainment and products will be available in the future?).

It doesn’t matter if some of the events overlap in terms of their appearance in the narrative. What is important is that young people engage with the story and are imaginative and creative in their involvement with the text and task.

Alternatively, if time and resources permit, this could be filmed as a television news show.

Climate Change: Cross-curricular Geography and Science Project SOC 3-08a/10a/12a, Lit 3-14a/25a/28a

On page 105 of Noble Conflict we find out from The Origins of the Insurgency by Brother Telem that:

The surviving narratives of our ancestors tell of the horror, the carnage wrought by those who, in their overriding arrogance, tried to reshape the very continents for their own gain. As a direct consequence of their actions, our planet screamed. The Earth itself fought back. Frequent earthquakes of unparalleled ferocity split the land and sea in both hemispheres. Increased volcanic activity baked the atmosphere. The very air we breathed and the water we drank became charged with chemicals and pollutants.

Thousands and thousands of lives were lost to nature’s wrath. Many more died of famine, fear and panic.

12

Had mankind brought about its own extinction?

Pupils could embark on a series of lessons designed to get them thinking about climate change, its effects on our world, what their own carbon footprint is and how to lessen it.

Pupils could also collect news stories and information about extreme weather and its link to climate change.

The pupils could perhaps then write a formal report which could be sent to local MSPs, MPs or indeed the Prime or First Minister for an official response.

Alternatively a local politician could be invited in to face a question and answer session on their party’s policy and commitment to climate protection.

The following website is an excellent starting point with a wealth of information and links to other sites.

http://www.cooltheworld.com/lessons.php

The Learning Wall Lit 3-15a

This wall should start when the class are beginning to study Noble Conflict. Hopefully there will be space to cover a large section of wall either in class or, ideally, in the corridor, and be added to as each chapter is read and studied.

Begin with a simple structure such as the one on the next page which can cover characters, settings, themes, key incidents or whatever you wish. A few possibilities have been done for you, but you do not need to start this way.

The learning wall will of course get a lot bigger as the novel moves forward so make sure you have plenty of room!

You may wish to use photographs and other illustrations to make it more eye-catching.

You may also wish to draw lines between any links between both sides on the learning wall.

Pupils might want to take photographs of their handiwork on their phone in order to help home study.

13

14

The Learning Wall (cont.)

The activity below should be done for all the major characters in the novel. It can be completed as a stand-alone task, but it may be best to include it as an addition to the Learning wall.

Character Sketch

Character’s Name: __________________________________________________

Description: _______________________________________________________ __________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

15

Advertising Campaign TCH 3-04a/07a/b, Eng 3-19a/24a/31a

Hold a class discussion on advertising and promotion to elicit what makes a product attractive to the buying public. Pupils should be encouraged to comment on adverts that they have seen (on television, cinema, internet, traditional press, etc.) and comment on why they liked it.

A useful, interesting and entertaining online resource for advertising which is run by the United States Federal Trade Commission can be found at: http://www.admongo.gov/

Pupils could then create an advertising campaign to promote the sale of the novel Noble Conflict. The campaign could, depending on time and resources, include a book trailer*, a Facebook page, a poster for a bookshop, a commercial for radio, adverts for newspapers and magazines, etc.

*Information on creating a book trailer can be found here:

http://www.scottishbooktrust.com/booktrailer-masterclass

Learning Activity for Either Novel: Create your own website TCH 3-08b, Lit 3-06a

This activity should give the pupils the opportunity to create a website on either of the books that they have read. The website should have an overview of the novel, its characters and key events.

Pupils might also want to include:

Chapter summaries Photographs of any other work undertaken during their study of the novels Study questions Quizzes Links to other websites including Malorie’s and her publishers’ sites.

A useful article to help get you and the pupils started can be found at:

http://www.ehow.com/how_4827133_build-free-website-kids.html

16

Two accessible, easy to use and free sites that provide a good starting point can be found at:

http://www.moonfruit.com/

http://www.webs.com/

http://www.wix.com/

17