KEFW

Leadership

Masterclass and

Youth Development

Resources Pack

Discovery Maths Outline Plan

Venue:

Weeks One to Four:

Chowen Centre, using rooms C1, C2, C3, Burgess Suite and Yorke Hall. (Yorke Hall will be setup for

exams, so any furniture arrangement needs to be repaired at end of session.

Week Five:

Main School Hall set out with 20 "team stations" and central set of "Helper desks" along with a

staging area for the "Quiz Masters" and "Keeper of Scores" Given the external exams taking place,

we will need to setup as required before

Timings:

Week One to Four

Register – 8:45 to 09:00 – Starter activities in rooms for early arrivals

Session 1 – 09:00 to 09:25

Break – 09:25 to 09:30

Session 2 – 09:30 to 09:55

Break – 09:55 to 10:05

Session 3 – 10:05 to 10:30

Break – 10:30 to 10:35

Session 4 – 10:35 to 11:00

De-register

Week Five

TBC Probably of a similar format to above unless certain quiz rounds require more or less time!

The following pages are an overview of the topics to be covered and then a more detailed idea of

what could/should be taught in the four sessions for each classroom each week.

This will require further work by the each team delivering each classroom programme to

ensure that our guests get a good 2 hour discovery mathematics session.

100 Guests split into 4 Classrooms of 25

Classroom then split into groups of 5 groups of 5

Overview:

Weeks One to Four

each classroom will run a different activity and guests will remain in that activity for the whole of

the morning. Each activity is split into four sub parts that should keep guests engaged for the

duration of each session. This is all Mathematics based, though the younger guests may find some

of the concepts challenging.

Classroom 1 - Mathematics of Beauty

(i) What is mathematical Beauty?

(ii) Phi and Fibonacci sequence

(iii) Beautiful Faces

(iv) Ugly Masks

Classroom 2 - Code breaking

(i) Rail Fence

(ii) Caesar Shift

(iii) The Binary Number System (and Hexadecimal)

(iv) The Computer and the ascii character set

Classroom 3 - Number Patterns

(i) Triangular Numbers (The sum of consecutive numbers)

(ii) Pyramid Numbers (The sum of consecutive triangular numbers)

(iii) Square numbers (The sum of consecutive odd numbers and successive triangular

numbers)

(iv) Pythagorean triples OR Prime numbers

Classroom 4 - Mathematical Shortcuts

(i) Maths Tricks to amaze your friends and Left to Right subtraction

(ii) Times Tables and Digit Sums and the Vedic Square and divisibility tests (2, 3, 4, 5, 6,

9, 10, 11)

(iii) Vedic Square

patterns and 9pt circle pattern

(iv) Multiplication of two,

three and four digit numbers in your head

Classroom 1 - Mathematics of Beauty

(i) What is mathematical Beauty?

(ii) Phi and Fibonacci sequence

(iii) Beautiful Faces

(iv) Ugly Masks

Starter Activity into Session I

Three different Buildings: Pantheon, Taj-Mahal and Eifel Tower Series of photographs of same

building that is in golden ratio proportion with alternative images slightly stretched horizontally

and vertically to change proportion. What do guests think is best view? Does the entire class

agree.

Can they put into words why one view is better than the others?

Use rulers to measure key dimensions. Width and height of P and TM

Height of Top section height of bottom section of ET; what do these results give? ~1.618

Guests then draw a "pleasing rectangle". What is ratio of height to width?

What about trees?

A golden rectangle is one whose side lengths are in the golden ratio (approximately 1:1.6180

Session II

Extend the sequence 1 1 2 3 5 8 etc for first 15 terms Can guests

name the pattern? Fibonacci

Where is it seen in nature?

Need pictures of Fibonacci in nature: Pineapple, sunflowers, etc etc Use squared

paper to draw golden spiral based on Fibonacci squares. Use 1 to 8 initially, (for

photographs) and 1 to 56 for larger spiral (small spiral will be a rectangle 8 by 13

larger rectangle will be 90 by 56 squares. Now divide larger number by smaller for

successive terms in Fib Series. What are these numbers approaching? (Phi, ~1.618

– The golden ratio) http://www.goldenmeangauge.co.uk/fibonacci.htm

Session III

Beautiful faces, using quick talk on website below, issue groups with staff photos

and masks and get them to rate and rank the photographs. Can they then use the

masks to compare and contrast. Note symmetry of "most mathematical beauty".

Calculate key proportions of the face. Note the re-occurrence of Golden Ratio.

http://www.davidfriddle.com/gm/Hist.2/

http://www.goldennumber.net/beauty/

http://majorityrights.com/weblog/comments/the_facial_proportions_

of_beautiful_people https://www.pinterest.com/indiapiedaterre/golden-ratio/

http://www.beautyanalysis.com/index2_mba.htm - How to take photos of

yourself with the mask. Needs to have been completed prior to the lesson.

Leadership to use their faces, not pupils. Go to menu on Left of home screen,

select Mask Applications then You and the Mask then Repose Frontal Mask

Session IV Ugly Masks

Guests to use the time to make a mask that is the exact opposite to

Beautiful Face. Use coloured paper to add and subtract from the

template given.

Aim to make unsymmetrical faces and be able to show that there is no

feature that is in proportion.

For further research and information:

http://blogs.scientificamerican.com/science-sushi/2013/01/09/brown-

eyes-deemed-more-trustworthy-but-thats-not-the-whole-story/

Classroom 2 - Code Breaking

(i) Rail Fence

(ii) Caesar Shift

(iii) The Binary Number System (and Hexadecimal)

(iv) The Computer and the ascii character set

Session I

Have various messages coded using different rail fence techniques. All messages should

be short and from a prime number times another value rectangle so the coding table is

"spottable" or from a given dimension. If messages are not a nice multiple of letters to fit

a grid of your liking, the gaps can be filled in with X (easy) or random letters. In messages

below I have removed spaces from the plain text so that the cipher text is just blocks of

characters or could be given as a continual string without gaps.

Make use of the slides within the Yr10 enrichment PowerPoint presentation on

history of coding that decodes into wanting mars bars to show pupils how to

scramble messages.

An example for them to crack as a group…

Plain text "You cracked the first code comma well done!" 36 characters without spaces

so can be coded using many different grid sizes. 6by6 or 9by4 or 4by9 or 12by3 3by12

Using a 6by6 grid gives and writing horizontally into the rows:

Youcra ckedth

efirst codeco

Mmawel ldone!

So reading down each column gives a Cipher text of…

6D6 YCECML OKFOMD UEIDAO CDREWN RTSCE AHTOL!

Reading down, up, down, etc. gives a Cipher text of…

6DU YCEMCL DMOFKO UEIDAO NWERDC RTSCEE AHTOL!

Have several other messages coded into a suitable table. Each message needs to be

transmitted with a clue as to the way that it can be reread. Such as the one below;

9UDD7 TUTFNAN OKMOOWO WEERSIB ELOOSYT ROSTLLQ YUAHVNU IEEEGRT

OOERYEC MWSSODK

Have guests devise their own short messages for others to solve.

Plain text and CIPHER TEXT need to be written on different pieces of paper. Could use the

snowball technique for sharing messages. Have all cipher texts written on pieces of A4

plain paper, along with the deciphering code

"UD12" for Up Down Up Down etc on a table twelve squares high. "7D" for Down, Down,

Down in a table seven squares wide. "12Ar6" for a table 12 squares wide by 6 squares

high table to be read angled to the right (read top left square first then row 1 col 1 then

row 1 col square then row 3 col 1, row 2 col 2 row 1 col 3. Rereading the table from a 45

degree angle left to right top to bottom)

Session II Ceasar shift

A shift of three letters on (+3) is the basic pattern, the letters

a becomes D, b becomes E, c

becomes F, v becomes y, w

becomes Z, x becomes A, y

becomes B and z becomes C

Use the code wheel handout to speed up the coding and decoding process. Needs

making, guests can take home at end of session. Have examples for pupils to decode.

Can they then create a message for others to decode.

Session III

Challenging session! Need to get guests to understand the binary number system. Get the

guests to make thought link from Th H T U of decimal numbers to the binary equivalents

of 8 4 2 1

Maybe count up to 16 and show the relating values and how the binary 1s and 0s can

be summed to give the denary equivalent One, 1, 1 (1One)

TWO, 2, 10 (1Two and 0Ones Three, 3, 11 (1 Two +

1One = Three) Four, 4, 100

Five, 5, 101

Six, 6, 110

Seven, 7, 111 (1Four + 1Two + 1One = Seven)

Pupils need to be able to convert binary into decimal and decimal into binary.

For latter teach the repeated division by 2 technique and considering the remainders.

Eg binary of 90

90 ÷ 2 = 45 r0

45 ÷ 2 = 22 r1

22 ÷ 2 = 11 r0

11 ÷ 2 = 5 r1

5 ÷ 2 = 2 r1

2 ÷ 2 = 1r0

1 ÷ 2 = 0 r1

So binary value is 1011010 when the remainders are written R to L, the first calc gives the

number of Ones in the binary value, second calc the number of Twos etc.

Session IV

So how do computers code anything? Answer…Binary, using electricity means they can

only be On and Off, On is represented by 1 and Off by a 0 so lots of 1s and 0s in other

word binary.

Show a keyboard and that each key is given a number from 1 to 127 That A has the value

65 and there for Z has the value 90

And that a has the value 97 and z has the value 122. Have pupils get the corresponding

7bit binary values. Is there a pattern to the alphabet? What about the digits 0 to 9?

Use a table of ascii codes to speed the coding process up. HAndout a message with the

instructions that this cipher is very important will tell them what they have to do next…

The message should say …

"Well done one and all for a morning discovering codes and ciphers, have a restful

weekend, it's time to go home!"

The message needs to be coded into ascii with each letter as a 7bit binary value. Can the

guests decode it to find out what comes next!

Extension material/idea

Binary into Hexadecimal breaking binary into 4bit chunks from least significant bit

(Right to Left)

Classroom 3 - Number Patterns

(i) Triangular Numbers (The sum of consecutive numbers)

(ii) Pyramid Numbers (The sum of consecutive triangular numbers)

(iii) Square numbers (The sum of consecutive odd numbers and successive

triangular numbers)

(iv) Pythagorean triples OR Prime numbers

Starter Activity: Pebbles

See http://nrich.maths.org/48 for the solution!

Imagine that you're walking along the beach, a rather nice sandy beach with just a few

small pebbles in little groups here and there. You start off by collecting just four pebbles

and you place them on the sand in the form of a square. The area inside is of course just

1 square something, maybe 1 square metre, 1 square foot, 1 square finger ... whatever.

By adding another 2 pebbles in line you double the area to 2, like this:

The rule that's developing is that you keep the pebbles that are down already (not moving

them to any new positions) and add as FEW pebbles as necessary to DOUBLE the

PREVIOUS area, using RECTANGLES ONLY!

So, to continue, we add another three pebbles to get an area of 4:

You could have doubled the area by doing:

But this would not obey the rule that you must add as FEW pebbles as possible each

time. So this one is not allowed.

Number 6 would look like this:

So remember:-

The rule is that you keep the pebbles that are down already (not moving them to any

new positions) and add as FEW pebbles as necessary to DOUBLE the PREVIOUS area.

Well, now it's time for you to have a go.

"It's easy,'' I hear you say. Well, that's good. But what questions can we ask about the

arrangements od stones that we are getting?

We could make a start by saying…

Qu1. Qu1 "Stand back and look at the shapes you are getting. What do you see?'' I guess

you may see quite a lot of different things.

It would be good for you to do some more of this pattern. See how far you can go. You

may run out of pebbles, paper or whatever you may be using

Well now, what about some questions to explore? Here are some I've thought of that

look interesting:

Qu2. How many extra pebbles are added each time? This starts off 2, 3, 6...

Qu3. How many are there around the edges? This starts off 4, 6, 8...

Qu4. How big is the area? This starts off 1 , 2 , 4 ...

Qu5. How many are there inside? This starts off 0 , 0 , 1 , 3 , 9 ...

Try to answer these, and any other questions you come up with, and perhaps put them in

a kind of table/graph/spreadsheet etc. Don't forget the all-important question to ask - "I

wonder what would happen if I ...?''

This session is all about number patterns and knowing that for many there are

governing formulae that can short-cut finding totals or individual values.

Session I

What happens when we add consecutive whole numbers? 1 = 1 1+2 = 3

1+2+3 = 6 1+2+3+4 = 10

1+2+3+4+5 = 15

What do these numbers look like? Use Golf/Cricket/Tennis Balls to build shapes, use tape

to hold the triangles of balls together. Keep these they will be needed for Session II

Where is this pattern seen in the world? (Snooker.)

Session II

What happens when you put triangular numbers on top of each other?

Get pyramids 1 = 1 1+3 =

4

1+3+6 = 10 1+3+6+10 = 20

Pyramid numbers. General formula Value = 1/6×n× (n+1) × (n+2) So what is the value of

the 9th Pyramid number? 1/6 × 9 × 10 × 11 = 165 what does it look like? Get guests to

build this Pyramid!

Session III (Square numbers)

What happens when you add consecutive ODD numbers? 1 = 1 1+3 = 4

1+3+5 = 9

Generates the Square Numbers, but why? Show build up using coloured balls or

spots on a whiteboard:

· · ·

· · ·

· · ·

1 + 3 + 5

Now show link to triangular numbers, each square number is sum of two consecutive

triangular numbers.

Session IV Pythagorean triples

Write this pattern of numbers onto the whiteboard, what relates each number in each

column?

3 4 5

5 12 13

7 24 25

But what would the pattern for 9 be? What about 11, 13 etc?

Solution: Square the odd number then half answer, go whole number either side.

4 3 5

6 8 10

8 15 17

10 24 26

But what is the values for pattern for 12, 14 etc

Solution: Half the value, square it, half the answer and use the whole number above and

below. So 12 gives rise to 12÷2 = 6, 62 = 36 so 12 35 37

Use in mathematics? Pythagoras Theorem. Need to define a right angled triangle and

that Hypotenuse is always the largest side and always occurs opposite the right angle

Hold a piece of string, how can you show a right angle in it? (hint can you identify 3, 5, 4

parts to the length of string? (1/3 and ¼ of way in from either end) This is the way the

Egyptians made right angles for their square based pyramids.)

Classroom 4

(i) Maths Tricks to amaze your friends and Left to Right subtraction

(ii) Times Tables and Digit Sums and the Vedic Square and divisibility tests (2,

3, 4, 5, 6, 9, 10, 11)

(iii) Vedic Square patterns and 9pt circle patterns

(iv) Multiplication of two, three and four digit numbers in your head

Leader preparation:

Work your way through this site, there are 16 lessons in this introductory course but

well worth looking at. These "Tricks" massively shorten the time taken to perform

many standard calculations. http://www.vedicmaths.org/tutorials/introductory-

course

Starter Activity:

Times table grid to be filled in

List of mathematical questions, multiplications and subtractions that seem difficult. Two

three and four number calculations eg 345 × 912

Session I

Have pupils see an envelope stuck to the white board as they arrive. In that envelope is a

piece of paper that has the number 6081 has been written.

Issue pupils with whiteboard and pen and rubber. Need to have a calculator to hand.

Trick one: 1089

Tell guests not to show anyone else their three digit numbers, to work secretly on

their whiteboards.

Write down a 3 digit number where the first and last digits differ by more than one. Eg

468

Reverse the digits to make a different three digit number and then take the smaller

value from the larger. 864 – 468 = 396

Reverse the three digits of your answer and add to your previous answer. (396 + 693

= 1089)

if your number was two digits long then imagine a leading zero so reversing makes a

large three digit value. (221 – 122 = 099, 099 + 990 = 1089)

All guests having started with a different three digit number will now all have the same

value, but since they have all worked secretly from each other shouldn't be aware of the

fact yet.

Suggest that you are going to read their mind if they concentrate very hard on their

number and that you will write their number onto a piece of paper contained in the

envelope.

Play this up, getting them to think very carefully!

Make a play of opening the envelope and ensure that you pull the paper so that the

pupils see clearly the number you had written, 6801. Say six thousand, eight hundred

and one. Listen for their reaction and cries of no.

Then say, hold on I was seeing you working upside down and then invert the number to

give 1089!

Trick 2: DateOfBirth

Step1: Add 18 to your birth month.

Step2: Multiply by 25.

Step3: Subtract 333.

Step4: Multiply by 8.

Step5: Subtract 554.

Step6: Divide by 2.

Step7: Add your birth date.

Step8: Multiply by 5

Step9: Add 692. Step10: Multiply by

20.

Step11: Add only the last two digits of your birth year. Step12: Subtract

32940 to get your birthday!.

Example: If the answer is 123199 means that you were born on December 31, 1999.

If the answer is not right, you followed the directions incorrectly or lied about your

birthday.

Trick 3: All from 9 and last from 10 (subtraction from a base number) VEDIC MATHS

Eg 1000 – 834

Has answer 166 since 8 from 9 is 1, 3 from 9 is 6 and last the 4 from 10 is 6

Only works for base numbers, 10, 100, 1000 etc. Useful for currency calculations, eg cost

is £6.73 and you pay with a £10 note what is change? Answer £3.27, 6 from 9, 7 from 9

and final digit 3 from 10 is 7

Had you paid with a £50 note then the calculation would be thought of a £40 Plus £10

subtract £6.73 so the all from 9 and last from 10 can be employed to the £10. The change

would be £43.27

Trick 4: Left to right subtraction for any numbers VEDIC MATHS

Need to demo this on the board. Allows quicker subtraction and gives an answer that

is

Need to start with examples that carries are not needed, ( each digit in subtractor is less

than original digit in same place, eg 962 – 831 =

…

then calc where carry is in next column then introduce carries, so digit in subtractor is

greater than digit in original value eg 945 – 872 = … or 763 – 429 = …

Then finally what happens if digits are the same but next digit down has a greater

subtractor than original value eg 4732 – 2753 = need to carry twice.

Have pupils undertake a load of questions, how fast can they perform these

calculations using this technique?

Session II VEDIC MATHS

Digit sums, casting out the nines

1 to 9 by 1 to 9 grid for multiplication values

Corresponding Vedic square using 1 to 9 by 1 to 9 but entering corresponding digit

sums of the products.

Divisibility tests, divisible by 2, 3, 4, 5, 6, 9, 10, 11 2: Even smallest

digit …0, …2, …4, …6, …8

3 and 9: Use digit sums of value… If digit sum is multiple of 3 then divisible by 3, if digit

sum equals 9 then divisible by 9

6: If even and digit sum is multiple of 3

4: If smallest two digits are divisible by 4 then so is whole number, eg 1234588ü 123453û

Session III VEDIC MATHS

Using copies of the

Session IV VEDIC MATHS

Work your way through this site, there are 16 lessons in this introductory course but

well worth looking at. These "Tricks" massively shorten the time taken to perform

many standard calculations.

http://www.vedicmaths.org/tutorials/introductory-course

FANTASY English Masterclasses

Time Activity Resources 8:45 Pupils begin to arrive and are escorted to classrooms

8:50 Starter Quiz / wordsearch Copies of the wordsearch

9:00 Introduce Fantasy Theme for the weeks Paper Ice Breaker Activity of “Who Am I?” with fantasy characters Post it notes 9:10 Character Drawing Plain A4 Paper

Fold paper and each person draws a section of a character without seeing the Pens/Pencils

other sections 9:25 Describing Characters Youtube access Show a clip Clip harry potter

Mindmap adjectives that would describe the characters in the clip either Plain A4 Paper

Harry Potter: https://www.youtube.com/watch?v=IpYHbdh9yTM Pens/Pencils

Or Shrek: https://www.youtube.com/watch?v=p5q0zDEVy8c

9:40 Description Plain A4 Paper

Describe an imaginary character using adjectives so a partner can draw the Pens/Pencils

character 9:45 Writing Lined A4 Paper

Write a short extract centred around describing the character Pens/Pencils

10:05 BREAK: KitKat and a drink 10:15 Role on the Table Plain A2 Paper

Draw a character outline and fill in with words and phrases describing the Pens/Pencils

character

10:40 TOUR Printouts of characters

If have pupils who have already been could ask them to help give tour

Pictures of fantasy characters on the walls 11:00 Pupils escorted to the foyer to meet their parents

Quiz Maybes:

http://www.sporcle.com/games/Chenchilla/m

atilda-doesnt-get-to-be-in-the-quiz

http://www.sporcle.com/games/g/roalddahl

Introduction to the Fantasy Theme All weeks revolve around Fantasy

o Stress the importance of fantastic Act enthusiastic about it because we want the pupils to be enthusiastic o Introduction to fantasy

▪ Fantasy is the activity of imagining impossible things ▪ Genre that started in books, but used often in films and tv ▪ Uses magic as a main part of the story ▪ Often featuring imaginary magical worlds with magical creatures ▪ Popular for a long time ▪ Sometimes the stories come from fairy tales, others from imagination

• Discuss famous fantasy books/TV/film etc. o Harry Potter/Dr Who/Merlin/Disney

Who Am I?

• Pupils chose their favourite fantasy character • Swap post-it with a partner • Partner must identify the character on

their head o Using only Yes and No

questions Character Drawing

• Pupils draw a head (for any character) on a piece of paper • They fold the paper so the head cannot be seen • The paper is then passed on to the next person

o Meaning one person draws the head, another the body, another the legs Describing Characters

• Pupils are shown a clip of a film from YouTube, Harry Potter or Shrek • Individually, pupils draw a mind map of adjectives used to describe the

character(s) from the film clip o Pupils are given a copy of the ‘Adjective list’ o ENCOURAGE USE OF SIMILIES AND METAPHORS

Description

• Each person fills half a page with adjectives to describe their own ‘imaginary’ character

• The paper is passed on to their partner, who has to draw what they think the

character would look like from the description Writing After seeing their partner’s illustration of their characters the pupils then have to write a paragraph describing their character;

o QUALITY NOT QUANTITY Role on the Table In table groups, pupils decide on a character (imaginary or famous) and draw the characters

outline on a piece of A2 paper. Pupils then fill in the character with adjectives to describe the character ENCOURAGE USE OF SIMILIES AND METAPHORS Tour

• Pupils are toured around the school – short time so concentrate on important facilities

• There are fantasy characters displayed around school (locations to follow), if pupils find them

challenge them to name them and describe them • Groups do not need to see all characters

Character Locations

1. Fitness Suite door 2. MacCarthy Entrance bottom of stairs 3. MacCarthy Exit top of stairs 4. Balcony of Sports Hall 5. Climbing Wall 6. Fox Field 7. Library 8. Swimming Pool Door 9. Opposite S1 10. Window of science stairs (opposite MC1) 11. Tech block doors 12. Gallery 13. On the Stage in the Hall 14. In the Drama Studio 15. Wall by R10

Characters around the school to be used as a backup for who am I? game.

• Alice (Alice in Wonderland) • Elsa (Frozen) • Aslan & Edmund (Narnia) • Harry Potter • Merlin & King Arthur • Bilbo Baggins (The Hobbit) • The Doctor (Dr Who) • Willy Wonka (Charlie and the Chocolate Factory) • Peter Pan & Tinkerbell • Darth Vader (Star Wars) • Red Riding Hood • Iron Man • Aurora and Prince Philip (Sleeping Beauty) • Hansel and Gretel • Percy Jackson • Ice Queen (Narnia) • Dumbledore (Harry Potter)

• Wicked Witch of the West (Wizard of Oz) • Cheshire Cat (Alice in Wonderland) • Dorothy (Wizard of Oz) • Yoda (Star Wars) • Robin Hood • Luke Skywalker

Example Description

Bob was a tall creature, in fact, some might say he was giant. He towered over everyone

around him, earning him the nickname ‘Giant’. However, Bob was a fun guy, all his friends

thought he was the funniest person they knew. Many of those that didn’t know Bob were

scared just to his mysterious and scary appearance. Bob would wear a black cloak whenever

he travelled. The cloak was as black as night and was said to be haunted. Bob’s face was

always dirty, he had a long beard with was forever trapping his food.

Adjectives

active, adaptable, adorable, adventurous, affectionate, agreeable, amazing, amusing, ancient, angry, anxious, awful, beautiful, better, bewildered, big, boring, bossy, brave, bright, brilliant, broad, calm, careful, charming, chubby, clean, clever, clumsy, cold, colossal, compassionate, conscientious, considerate, cool, courageous, courteous, creative, creepy, cuddly, dark, dead, decisive, defeated, delightful, determined, dirty, drab, dreary, dull, eager, easy, elegant, embarrassed, energetic, enthusiastic, excellent, exciting, exuberant, fabulous, faithful, famous, fancy, fantastic, fast, fat, fearless, fierce, filthy, frank, friendly, funny, generous, gentle, giant, gifted, gigantic, glamorous, gloomy, good, gorgeous, graceful, great, gruesome, grumpy, handsome, happy, hard-working, helpful, helpless, hilarious, honest, huge, humorous, imaginative, immense, intellectual, intelligent, intuitive, inventive, jealous, jolly, joyful, kind, knowledgeable, large, lazy, little, lively, long, loving, loyal, lucky, magical, magnificent, mammoth, massive, miniature, miserable, modest, monstrous, multi-coloured, mushy, mysterious, neat, nervous, nice, obedient, odd, old, old-fashioned, optimistic, outrageous, outstanding, passionate, patient, petite, phenomenal, plain, plucky, polite, posh, powerful, practical, proud, puny, quaint, quarrelsome, quick-witted, quiet, radiant, reliable, relieved, remarkable, repulsive, reserved, resourceful, rich, romantic, scary, scrawny, self-confident, sensible, sensitive, shadowy, shimmering, short, shy, small, silly, sincere, skinny, sparkling, straightforward, sweet, sympathetic, tall, teeny, teeny-tiny, tender, tidy, tiny, thankful, thoughtful, thoughtless, trustworthy, tough, ugliest, understanding, uninterested, unsightly, uptight, vast, versatile, victorious, warm-hearted, weak, weird, wicked, witty, worried, wrong, zealous

English Masterclasses

Timings:

8:45 Pupils begin to arrive and are escorted to classrooms

8:50 Starter Quiz

9:00 Discussion: What one change pupils would make to their favourite book

9:15 Read & Discussion, introduce the play and the format of scripts, read the first half of the

play, until Natasha is weaving at the loom. Then, discuss what pupils think will happen next

Resources: Copies of the Baba Yaga Play

9:40 How to craft your own story, click through on this website to see the advice of various

authors on writing and structuring you story Resources: http://storytelling.world,

www.bookday.com/

9:50 Lucky Draw, pupils pick an image, each in groups of 5 and discuss the images and come

up with story ideas using them. Resources: box of ‘fantasy’ images, a box of various images, all

stereotypical fantasy objects

9:55 Break

10:05 Write a fantasy story using the objects/images. Each pupil writes their own story

including the 5 objects Resources: Pens/pencils, lined paper

10:40 Evaluation, Each pupil has 2 minutes to explain their story to the group before they

decide which story is best. The chosen story will be made into a play script next week. DISCUSS

PROPS NEEDED FOR THE PLAY

11:00 Pupils escorted to the foyer to meet their parents

Discussion: What one change pupils would make to their favourite book?

Pupils are encouraged to think about their favourite books and are asked what they

would change about it and what they would change it to e.g. Harry Potter, changing the

book so Dumbledore doesn’t die and instead is only knocked out by Snape and retreats

to the countryside where he tries to help Harry

Play & Discussion

(v) Question the class about play scripts and be prepared to introduce the

formatting to the pupils

(vi) E.g. stage directions in italics/brackets, the characters’ names in

uppercase at the start of their lines

(vii) Pupils are given the first 2 pages of the Baba Yaga play and the characters

are assigned to people within the class (or on a table) and they read the play

aloud

(v) When finished this extract, pupils must discuss what they think will

happen next

(vi) E.g. believing Natasha will escape, believing her Father will save her etc

(vii) Pupils are then given the latter half of the play and after reading can

discuss how the real story varied from their beliefs

How to craft your own story

http://storytelling.worldbook

day.com/

PLEASE CLICK THROUGH THIS WEBSITE BEFORE SATURDAY MORNING SO YOU KNOW

WHAT TO EXPECT

(v) This website contains advice from authors on writing a story

(vi) Preferably chose a Fantasy author so as to fit with the theme

(vii) Angie Sage, Justin Somper, Marcus Sedgewick or Philip Reeve

Lucky Draw

• Split the class into groups of 5 or 6

• Each person in the group gets to take part in the lucky draw

• There are 6 different draws containing 5 items

• One person from each group gets to choose an item from one draw

• E.g. person 1 chooses a Setting, person 2 chooses a Magic Item etc.

Write a fantasy story using the objects/images

• Each person in the group writes a fantasy story using the items there group has

drawn

• Each story should be different although of course they can compare ideas and

discuss

Evaluation

• Each group member has 2 minutes to explain their story to the other members of

their group

• Ensure pupils are not mean and encourage constructive criticism

• The group must then choose the one story they wish to make into a play the

following week (week 5)

Pupils must also discuss props which they think they will need and who can be

responsible for finding these over the next week. We hope to send an email to parents

asking them to discuss their child’s prop needs and hopefully fulfil them. We expect most

to want crowns or wands or tiaras which should be common place house hold items (we

hope). Do not encourage buying fancy or expensive props, instead promote being

resourceful. E.g. tree branches for wands, hand bands with tin foil for a rudimental tiara.

Setting

(v) Forest

(vi) Dungeon

(vii) Castle

(viii) Cave

(ix) Tower

Magic Item

(v) Wand

(vi) Magic

Beans

(vii) Cauldron

(viii) Magic Ring

(ix) Magic Dust

Creature

• Dragon

• Frog

• Fairy

• Elf

• Witch

Character

• Prince

• Princess

• King

• Queen

• Fairy Godmother

Other Object

• Crown

• Magicians Hat

• Sword

• Pumpkin

• Glass slipper

Extra (Groups with > 5)

• Treasure Chest

• Loom

• Golden Egg

• Spell Book

• Potion

• Ingredient