Buddy

Reading Journal

Name:
English Teacher:

Buddy, Written by Nigel Hinton

Chapter 1
WALT (What we are learning
today)
W2 Understand how

language can affect

how the reader reacts to characters and

plot.

R5 Record our own responses to a text

Wonderful World
Ive been down so low, people look at me and they know
They can tell something is wrong, like I dont belong
Well, staring through a window, standing outside
Theyre just too happy to care tonight
Wanna be like them, but Ill mess it up again
I tripped my way in, got kicked outside
And everybody saw
And I know that its a wonderful world, but I cant feel it right now
Well I thought that I was doing well, but I just wanna cry now
Well I know that its a wonderful world, from the sky down to the sea
I can only see it when youre here, here with me
Sometimes I feel so full of love, it just comes spilling out
Its uncomfortable to see, I give it away so easily
But if I had someone, I would do anything
Never never never let you feel alone
I wont, I wont leave you on your own
Who am I to dream? Dreams are for fools
They let you down
Well I know that its a wonderful world, but I cant feel it right now
Well I thought that I was doing well, but I just wanna cry now
Well I know that its a wonderful world, from the sky down to the sea
I can only see it when youre here, here with me
And I wish that I could make it better
Id give anything for you to call me
Maybe just a little letter
Oh it could start again
Well I know that it's a wonderful world, but I cant feel it right now
Well I thought that I was doing well, but I just wanna cry now
Well I know that its a wonderful world, from the sky down to the sea
I can only see it when youre here, here with me
Oh, and I know that its a wonderful world, I cant feel it right now
I got all the right clothes to wear, I just wanna cry now, cry now
Well I know that its a wonderful world, from the sky down to the sea
I can only see it when youre here, here with me
And I know that its a wonderful world
When youre with me

Wonderful World by James Morrison

Complete this Mind Map to show the different emotions that

Buddy would have experienced throughout this chapter,
selecting quotes to demonstrate your point.

Emotions

Guilt

He couldnt
bear the thought
of going down and
facing his Mum

She had looked so pale, so hurt

Writers Craft worksheet 1

He tiptoed into the front room and slipped the
purse out of her handbag. He clicked it open and took
out a 5 note. A wave of disgust swept through him.
Only two weeks ago hed vowed to himself that he was
going to stop shop-lifting and here he was stealing from
his own Mother. He hadnt done that since he was a
little kid and had sometimes nicked the odd tenpence.
He was turning into a real thief. There must be
something the matter with him. First, the shop-lifting.
Hed done it a couple of times with some other boys
from School. They had stopped but hed gone on doing
it alone. And now, this.
Identify and underline the metaphor within this paragraph

(when you compare something to something else saying it is,

for effect)
How does this metaphor encourage the reader to sympathise
with Buddy?

What other techniques does Hinton use to encourage the

reader to sympathise with Buddy? Complete the table below.

Technique

Quote

Effect this has on

the reader

He hadnt done
that since he was a
little kid..

He shows us that
Buddy is not proud
of his actions

He explains how the Hed done it a

shop-lifting started couple of times
with friends.
with boys from
School

This makes us
sympathise with
him as we know that
he is trying to get
himself on the right
track.

Task for homework/ extension

Re-write the stealing of the 5 note as a script as if it were a
play on stage. Also, write it to discourage the reader from
sympathising with Buddy turn him into the bad guy!
Planning sheet.
Who will be in the scene, (which characters).

What will be seen on stage?

How will I make Buddy seem like the bad guy?

Chapter 2
WALT
S&L16

- Delivering a piece of drama as a

group, demonstrating fresh ideas in an

interesting way.

S&L1

Evaluate our own speaking and

listening skills.

After you have read chapter two, your task is to get into
groups of 5 or 6. You must act out the classroom scene below,
demonstrating what effect different responses from Buddy
and Mr Normington might have had on the story.

The Rybeero twins not here? Has anyone

seen our coloured cousins?
I saw them hanging around the fruit shop
after school, yesterday, Emma Groves said.
There was a ripple of laughter at this old
joke. Fruit shop meant bananas, bananas meant
apes. Apes meant Blacks.
Mr Normington pretended innocence.
Really? he said. Pause. I wonder why?
Another ripple of conspiratorial laughter.
Everyone was happy.
Buddy could have said something. Something
angry about how the twins were worth all the
rest of the class put together. At the very least
he could have sat stony-faced as his friends
were mocked. But he smiled.

Before you perform your piece to the class, in your

groups read through the attainment targets on the
following page so that you are aware of the skills you
must demonstrate to reach your target level. If your
role is not sufficient for you to demonstrate the
required skills, work on it some more.

Attainment targets for Speaking and Listening tasks.

Level
1

Level
2

Level
3

Level
4

Level
5

Level
6

Level
7

I can:
Talk clearly about things that interest me.
Listen carefully to what other people say.
Speak clearly so that others can hear and understand me.
I can:
Talk confidently to a group
Include details that will help listeners understand what I say.
Speak clearly using lots of different words.
Listen carefully to what others say.
Talk different ways in different situations.
I can:
Talk and listen confidently and understand what is being
said.
Share and discuss ideas with other people.
Listen very carefully and understand what others say.
I can ask questions if I dont understand something.
I can:
Talk and listen with confidence in different situations
Change the way I talk depending on why I am talking.
Explain my ideas and opinions and describe things that have
happened.
I can:
Talk and listen with confidence in a lot of situations,
including formal.
Interest my audience with interesting vocabulary.
Ask questions in discussions and take into account other
views.
Use standard English no slang in formal situations
I can:
Adapt my talk to different audiences and situations
Use different vocabulary and talk in different ways to make
what I say interesting.
Take part in discussions and show understanding and
sensitivity to others ideas and views.
Speak clearly and fluently in standard English.
I can:
Confidently match the way I speak to different audiences
and situations.
Use vocabulary accurately and organise what I say clearly.

 Make significant contributions in discussions

Evaluate others ideas and respond sensitively
I can use standard English confidently

Now you have tried out different reactions from

Buddy and Mr Normington, write up the response
which you enjoyed performing most.

Chapter 3

WALT How to choose our best

work for assessment
Show that we can improve
our own work by looking at

the relevant attainment

levels
Lyrics for Song: I'm Sorry - Brenda Lee
Lyrics for Album: Classic Country: 1950-1964
I'm sorry, so sorry
That I was such a fool
I didn't know
Love could be so cruel
Oh, oh, oh, oh
Uh-oh
Oh, yes
You tell me mistakes
Are part of being young
But that don't right
The wrong that's been done
[Spoken:]
(I'm sorry) I'm sorry
(So sorry) So sorry
Please accept my apology
But love is blind
And I was to blind to see
Oh, oh, oh, oh
Uh-oh
Oh, yes
You tell me mistakes
Are part of being young
But that don't right
The wrong that's been done
Oh, oh, oh, oh
Uh-oh
Oh, yes
I'm sorry, so sorry
Please accept my apology
But love was blind
And I was too blind to see
(Sorry)

Read chapter three as a class. Why do you think

Buddys Father plays this song? What is he trying to
say to Buddy?

Dear Son,
I just wanted to say

Choose out of the two scripts you have

written so far, (one you completed for
homework making Buddy the bad guy, the
other was the classroom scene), which one
you would like to submit for assessment.

You must then copy it up into your

assessment book in your neatest
handwriting, using excellent punctuation and
paragraphs.
HINT: Use the Attainment targets for
writing tasks on the next page to make sure
you are working at the right level.

Attainment targets for writing tasks.

Level
1

Level
2

Level
3

Level
4

Level
5

Level
6

Level
7

I can:
Write simple words and put them together into phrases.
Use a full stop
Write clearly
I can:
Write simply and it makes sense.
Make my writing interesting and easy to read.
Usually use full stops and capital letters.
Spell short, simple words correctly try to spell from
sounding out.
I can:
Write stories in the order they happen.
Change the way I write depending on who I am writing for.
Arrange ideas in order so that they make sense.
Use lots of different and interesting words
Use full stops, capital letters and question marks correctly.
Sometimes spell longer words correctly.
I can:
Write different types of writing which are interesting to read.
Alter the way I write for different people and reasons.
Use interesting vocabulary.
Write long sentences correctly.
Use commas correctly
I can:
Write clearly and in an appropriate style for its purpose and
audience.
Use interesting words correctly and spell out complex words
correctly.
Use commas, apostrophes, speech marks and paragraphs
correctly.
Write clearly in a joined up style
I can:
Keep readers interested with my writing style.
Use an appropriate style for my purpose and audience.
Use vocabulary and sentence structures for effect.
Spell complex words correctly.
Punctuate correctly.
Write in paragraphs.
I can:
Describe in detail

 Organise ideas to make them coherent

Use paragraphs and punctuation correctly and clearly.
Use grammar and vocabulary correctly.

Chapters 4 & 5

WALT:
R13

Analyse characters

MY OLD MAN'S A DUSTMAN - 31/03/1960

4 weeks at #1 - 13 weeks on chart
Now here's a little story
To tell it is a must
About an unsung hero
That moves away the dust
Some people make a fortune
Others earn a mint
My old man don't earn much
In fact he's bloomin' skint
Oh my old man's a dustman
He wears a dustman's hat
He wears cor blimey trousers
And he lives in a council flat
He looks a proper 'nana
In his great big hob nailed boots
He's got such a job to pull 'em up
That he calls 'em daisy roots
Some folks give tips at christmas
And some of them forget
So when he picks their bins up
He spills some on the step
Now one old man got nasty
And to the council wrote
Next time my old man went round there
He punched him up the throat
Oh my old man's a dustman
He wears a dustman's hat
He wears cor blimey trousers
And he lives in a council flat
Next time you see a dustman
Looking all pale and sad
Don't kick him in the dustbin
It might me my old dad

Character descriptions
Name

Julius

Charmian

Buddy

Character
description

Evidence

My wish list(to make me normal)

1
2
3
4
5
6
7
8
9
10
Teacher notes: What ten things would
Buddy wish for to help him fit in with the
other kids?

Chapters 6 and 7
WALT
Use quotations to annotate a
diagram/drawing.

Number 56, Crossley Street.

Chores
My responsibilities around the
house are as follows:
Daily

Weekly

Every so often

Chapters 8 and 9
WALT

Identify language
techniques in media.

Writing to entertain
dramatising an incident
through a newspaper article.

 Deadly Deborah Does

it Again!!
This should never, ever
have happened.
Would you put up with this
in your area?
Bang! And he was dead.

Like a bat out of Hull!

Alliteration
repetition
Emotive language
Onomatopoeia
Directly addressing the reader

Chapters 10 & 11
WALT
How to build suspense in our
writing

Strong vocabulary
Writers Craft Building suspense.
They were half way down the main stairs
when the back door slammed. They froze and
listened. There was a shuffling sound, then
silence. Buddys blood boomed in his ears. Had
the Beast gone into the kitchen? If he noticed
that the door to the main part of the house was
open, he might come up and see the broken
bottle.
Buddy leaned over the banister. He could
just see the doorway that led down to the
kitchen. It was empty.

Extract from page 78

Helps us to see how
Buddy was feeling
essential to build
suspense.
Short, sharp sentences
help us read faster and
increase the pace of the
writing.

Chapters 12 & 13

WALT
Descriptive writing
appropriate sentence
structures and adjectives.

Whats that coming over the hill?

(The Automatic)
Brain fried tonight through misuse
Through misuse, through misuse
You can't avoid static abuse
Abuse, abuse
What's that coming over the hill
Is it a monster? Is it a monster?
What's that coming over the hill
Is it a monster? Is it a monster?
What's that coming over the hill
Is it a monster? Is it a monster?
What's that coming over the hill?
Confused, mind bruised, it seeps out
It seeps out, it seeps out
Face down, home town looks so grey
Looks so grey, looks so grey
Convexed you bend, twist and shout
Twist and shout, twist and shout
Stand up brush off get moving
Get moving, get moving

What clues does this song give us for what is

going to happen in chapter 10?

My Monster.

Chapters 14 and 15

WALT

Chapters 16 and 17

WALT

Re-cap persuasive
techniques

Script writing (You

should be experts by now!!)

Create the script for the conversation

between Charmian and Mrs Solomon, where
Charmian persuades the old lady to go along
with Buddys plan.

Chapters 18 and 19

WALT
Consider the main themes of a
book
Determine which key themes
are relevant to Buddy.

I predict that at the end of this book, the

following things will happen:

1:

2:

3:

Chapters 20 and 21

WALT
Consider sentence structures
Simple, complex and
compound sentences.
Use various sentence
structures for effect.

Sentences
( Fill in the gaps, you may need to use a grammar book)

.. sentences =

One idea in a
brief line, with little description or detail.

e.g.

The cat sat on the mat.

Compound sentences = Two simple

sentences joined
together..
e.g.

The cat sat on the mat and

.

Complex sentences =

After you have found the descriptions

of each type of sentence and you are
comfortable with their meanings, find
at least one example of each sentence
type from your own work.
If there is no example then you must
add one in gaining level 5+ means you
must use a variety of sentence
structures in your writing.

Chapter 22

WALT
Empathise with main character in a
thought log.
Begin a book review consider
stylistic conventions.

Sleeping rough I would need

1:
2:
3:
4:
5:
6:
7:
8:
9:
10:

My fifth night out here, and Im really

starting to feel it

Chapters 23 and 24

WALT
Stylistic conventions of a book
review gathering information.