Meet Ida and May

Overview

Lesson 1 of 15 in The Red Ball, Renata Hopkins. Students retrieve prior knowledge about story elements, listen to the opening, identify the setting, characters and opening conflict, then compare Ida and May using text evidence and expanded sentences.

Learning intentions

• WALT identify the setting, characters and opening conflict.
• WALT locate evidence about Ida and May.
• WALT explain how Ida and May differ.
• WALT expand sentences using precise adjectives and because-clauses.

Success criteria

• I can identify where and when the opening takes place.
• I can record evidence about Ida and May.
• I can explain one difference between the sisters using “because”.
• I can use an adjective to make my comparison more precise.

Curriculum links

• Reading: understand, discuss and respond to ideas, characters, events and language features in literary texts.
• Reading: use evidence from a text to make and support simple inferences.
• Writing: craft clear sentences with specific vocabulary and a range of sentence structures.
• Oral language: listen actively, build on others’ ideas and communicate explanations clearly; develop the competencies of thinking and relating to others.

Lesson structure (45 minutes)

1. 0–5 minutes – Retrieve and predict. Open with the hook and retrieval slides. Ask students to respond silently, then share with a partner: “What makes a character memorable?” and “What might cause conflict between two sisters?” Collect quick answers without confirming predictions. Explain that today they will meet Ida and May and look for evidence rather than guessing.

2. 5–10 minutes – Teach the reading focus. Display the three focus questions on the reading focus slide: Where is the story? Who is involved? What problem or tension begins? Briefly model the difference between a thought and evidence: “Ida is impatient” is an idea; a character action, description or quotation is evidence. Remind students to listen for details that show how the sisters are alike or different.

3. 10–20 minutes – Read the opening aloud. Read the opening of The Red Ball expressively while students follow their own copy or listen. Pause briefly at a suitable point to ask, “What are you noticing about Ida and May?” and “What tension is beginning?” Students may jot one word or phrase on the setting, character and conflict recording sheet. Avoid explaining every detail; allow students to form interpretations from the text.

4. 20–27 minutes – Retrieval check and shared thinking. Return to the retrieval and evidence slides. Students answer individually, then compare with a partner: name the setting, name the characters, and state the opening conflict in one sentence. Invite pairs to justify one answer by pointing to a word, action or detail from the opening. Record accurate evidence on the board under the headings “Setting”, “Ida” and “May”.

5. 27–38 minutes – Build a character comparison. In pairs, students complete the comparison chart on the Ida and May evidence chart. They record an observation about each sister and the supporting evidence. Model a Writing Revolution-style expansion: “Ida is determined because she keeps trying.” Add an adjective and a second detail: “The determined, lively Ida keeps trying because she wants the red ball.” Students write at least two comparison sentences, using “Ida is ___ because ___” or “Unlike Ida, May is ___ because ___”. Confer with pairs and ask, “Which exact detail proves that?”

6. 38–45 minutes – Share, extend and exit. Use the comparison and plenary slides. Invite three pairs to share one evidence-based comparison. Ask the class: “How does the opening make us expect the sisters’ relationship may be difficult, caring or competitive?” Students complete the final two prompts on the exit reflection section: “One difference is…” and “This matters because…”. Collect sheets to identify who can distinguish an opinion from text evidence.

Resources

• Copies of the opening of The Red Ball.
• the complete introduction, teaching, activity and plenary deck.
• the setting, character, conflict and comparison worksheet.
• Whiteboard and markers.
• Highlighters or coloured pencils.
• Optional audio recording or teacher reading copy.
• Partner seating plan.

Assessment

• Listen during retrieval and partner discussion for accurate identification of setting, characters and conflict.
• Check the comparison chart for relevant, located evidence rather than unsupported opinions.
• Use the final sentences to assess adjective choice, because-clauses and explanation of difference.

Differentiation

• Provide illustrated character cards and read the opening aloud more than once for students who benefit from visual or auditory support.
• Pair students strategically; allow paired reading or rereading of short sections before recording evidence.
• Offer oral and written sentence frames: “Ida is ___ because ___”; “May is different because ___”; “The opening suggests ___ because ___.”
• Extend confident readers by asking them to explain how the opening creates expectations about the sisters’ relationship, using two pieces of evidence and a precise adjective. Support EAL learners with a small bank of setting, feeling and relationship words, while accepting oral rehearsal before writing.