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I don’t know what teenagers did before telephones. I suppose carrier pigeons flapped back and forth in a cloud of dust and feathers. Or arrows with messages wrapped around them hummed across the village green. They must have managed to stay in touch somehow.
Teenage telephone conversations are important, but they are never about anything important. A system of jungle drums would achieve the same effect at a fraction of the cost. What can they possibly have to say? It baffles parents when teenagers dash to telephone someone she just sat next to in the school bus.
Teenagers need solitude. They need to spend long hours mooching, dreaming and gazing into space. Sometimes they need to lie completely inert beneath their duvets. This drives brisk and breezy parents around the bend. Teenagers actually need that time to ponder and fantasise.
So a normal teenager needs to belong, in particular to another group of teenagers, and she needs to be separate from her parents. She needs to be able to let off steam, play, argue and confirm in as many noisy ways as possible that she is alive.
(Adapted slightly)
In your groups, discuss the following:
| LO 5.3.4 |
| LO 5.3.1 | LO 5.3.3 |
| LO 5.3.5 |
| LO 3 |
| READING AND VIEWING The learner is able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts. |
| We know this when the learner: |
| 3.1 reads spontaneously and for pleasure and information across the range of text types studied, describes personal response and discusses the kinds of texts enjoyed; |
| 3.2 reads aloud and silently for a variety of purposes using appropriate reading strategies (e.g. skimming and scanning, predictions, contextual clues, inferences); |
| 3.4 shows understanding of information texts; |
| 3.4.1 identifies main ideas and explains how details support the main idea; |
| 3.8 responds critically to texts; |
| 3.8.2 identifies implicit (or hidden) messages in the text; |
| 3.10 reflects on own skills as a reader. |
| LO 4 |
| WRITING The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes. |
| We know this when the learner: |
| 4.1 writes a selected range of imaginative texts: |
| 4.1.2 to explore the creative and playful use of language by means of narrative and descriptive compositions, diaries, friendly letters, dialogues, poems, cartoons, limericks and songs; |
| 4.2 produces a selected range of factual written and multi-modal texts (texts using print and images) for various purposes, using visual and design elements where appropriate by means of eyewitness accounts, posters, advertisements, book reviews, recipes, and game instructions; |
| 4.4 uses the writing process with assistance and collaboratively to generate texts: |
| 4.4.1 selects and explores topics through brainstorming, using mind maps and lists; |
| 4.4.4 organises ideas coherently in simple, logical order to produce first drafts; |
| 4.4.5 reflects on drafts, considering purpose, audience, language usage and logical organisation, and revises appropriately; |
| 4.4.8 publishes final product, paying attention to presentation and basic elements of design. |
| LO 5 |
| THINKING AND REASONING The learner is able to use language to think and reason, and access, process and use information for learning. |
| We know this when the learner: |
| 5.1 uses language to think and reason: |
| 5.1.1 infers and deduces meaning, and explains the intentions of the author by interpreting written, visual and aural texts across the curriculum; |
| 5.1.4 expresses and develops a clear personal viewpoint; |
| 5.1.5 supports an argument with various kinds of evidence; |
| 5.1.7 uses appropriate language structures to express complex thought; |
| 5.3 processes information: |
| 5.3.1 records information in an accessible format (e.g. lists, mind maps, notes, summaries); |
| 5.3.3 changes information from one format into another (e.g. mind map into paragraph, list into summary); |
| 5.3.4 reflects critically by sharing and challenging ideas; |
| 5.3.5 compares different points of view, and identifies differences and similarities. |
p.10 : Teenager gone wrong
Teen words
There should be no problem in the learners providing words for the list. However, take care of ‘risky’ words – words which perhaps cross over the decency barrier.
It can’t happen to me
1. stranger : someone who is new to a place and has no friends / awkward : to feel weird or strange ; not to fit in with the rest / illega l : not legal ; not allowed to do something by law / sensation : feeling
2. to cope with everything that was bothering him
3. It made him feel ‘cool’ and one of the crowd and he was desperate to be accepted by the other guys.
4. ‘The months passed and Greg found that he needed to smoke more and more in order to achieve the same sensation.’
Reading and viewing
With regards to the following sections : work through this section thoroughly, starting with the reading. Make sure the children discuss the questions below the reading at length. Even get them to highlight keywords (not more that 10 – 12). .
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