Ready Steady Read Together
Non-Fiction Lesson 5
Quiz Time
Start
Questions about the book so far...
True or False?
European countries, including Britain, had a big influence on the buildings, history and food in the West Indies.
False
True
Match Me
Match each word to its correct definition:
3 gruelling
4 scavenger
1 ordeal
2 gallant
C collector of the rubbish of others
B a difficult experience to endure
A brave and heroic
D tiring and difficult
Click if correct
Check
Which One's Right?
Sandra and I would stand at the counter waiting to be served but would be ignored, treated as though we were invisible, and that hurt. Other West Indian children in my school had experienced the same hostility.
Which is the closest in meaning to ‘hostility’?
B sadness and regret
A respect and acceptance
D unkindness and resentment
C curiosity and suspicion
Find Me
Find the word that means ‘people who are related to you and who live after you’.
Little did that generation of West Indians know that their gallant action was to go unrecognised and forgotten and that many of their descendants would have to go through a gruelling survival course on arrival in Britain, and be made to feel unwelcome and unwanted in the celebrated motherland.
Discuss then check
descendants
Speaking Spotlight
Newsreader
Explore
Newsreader
Formal language
Speak clearly
Vary your voice
Practise
Look at the camera
Calm & composed
Finish strong
Be confident
Report on the arrival ofthe ship Empire Windrush.
Teacher Note: Look at plan for details.
Vocabulary
Explore
Hover for defintions!
adapt
passage
lyrical
guttersnipe
destiny
beloved
Explore
From: Coming to England by Floella Benjamin © 2021. Licensed under CLA. Do not copy or share.
Let me read today's text
Explore
It’s not easy having to live and exist in two cultures at the same time, but that’s what I had to get used to. At school I had to adapt to the life of an English pupil. At least that’s what I was told by a teacher a couple of years after I arrived. I still had a Trinidadian accent and I liked using it because it made me feel different, someone special amongst all the other South London accents spoken in the school. So I would put it on even stronger sometimes because it was something only I could do in the class and that made me feel good. One day the teacher who took us for English asked me to read a passage from a book, so I stood up and read in my most lyrical Trinidadian accent – but in mid-flow she shouted, ‘Stop, you guttersnipe. If you want to stay in my class and be understood by everyone you will learn to speak the Queen’s English.’
I was devastated. I was being told to give up the one special thing that I had that made me feel good about myself at school. I started to cry, not because she called me a guttersnipe – she called everyone that – but because I was being stripped of my identity in front of the whole class.
From: Coming to England by Floella Benjamin © 2021. Licensed under CLA. Do not copy or share.
The next time I was asked to read for my English teacher I made an attempt to speak the Queen’s English. Surprisingly enough it came quite easily because I knew I had a goal, to get the best education. That was to be my reward and I wasn’t going to let it slip away. I was the one who wanted the education that was on offer so I had to take charge of my destiny; if I didn’t I would end up resentful. I didn’t have to lose my identity either because when I got home I spoke in my natural tongue to my family. My beloved Trinidadian accent, with its rich tones, was not lost; I just had to learn to use it at the appropriate time.
From: Coming to England by Floella Benjamin © 2021. Licensed under CLA. Do not copy or share.
Strategy Stop
Teach
Your turn
Practise & Apply
Use your text
Practise & Apply
1) One day the teacher who took us for English asked me to read a passage from a book, so I stood up and read in my most lyrical Trinidadian accent… What does the word lyrical suggest about the accent?
Tick one
The accent was difficult to understand.
The accent was musical and rhythmic.
The accent was quiet and gentle.
The accent was loud and the wordswere spoken quickly.
Reveal Answer
Practise & Apply
2) How can you tell that Floella was proud of her Trinidadian accent?
Text Mark Evidence I was being stripped of my identity in front of the whole class (when told not to use her Trinidadian accent)
it was a part of her
Text Mark Evidence - I still had a Trinidadian accent and I liked using it because it made me feel different, someone special amongst all the other South London accents - it (the accent) was something only I could do in the class and that made me feel good - the one special thing (the accent) that made me feel good about myself at school
it made her unique
Text Mark Evidence - my most lyrical Trinidadian accent - my beloved Trinidadian accent, with its rich tones, was not lost
it was precious and beautiful
Click on the evidence to reveal acceptable answers
RevealEvidence & Answers
3) Match the phrases on the left with the correct meaning on the right:
to be forced to give up something that makes you who you are
put it oneven stronger
to lose or miss an important opportunity
stripped ofmy identity
to take control your own decisions to help you to achieve your goals
let it slip away
to deliberately make it stand out
take charge ofmy destiny
Reveal Answer
4) 4. Using information from the text, place a tick (✓) in one box in each row to show whether each statement is true or false:
True
False
Floella’s accent made her feel unique and special.
Floella cried because the teacher called her a guttersnipe.
Floella’s goal was to get the best education while keeping her identity.
Reveal Answer
Floella became embarrassed of her Trinidadian accent and disguised it at school.
Practise & Apply
5) Which words best summarise this text extract?
rejection & confusion
pride & identity
anger & fear
success & change
Reveal Answer
Practise & Apply
Feedback: Who did what well?
FindRead Talk
EchoRead
ChoralRead
ReadingStrategy
Answers & Text Marks
Other...
To be a book lover, you could...
talk about books.
Reveal
Share your thoughts with friends or family.
If you like this book, you might like...
Copyright Notice
This document has been supplied under a CLA Licence with specific terms of use. It is protected by copyright and, save as may be permitted by law, it may not be further copied, stored, re-copied electronically or otherwise shared, even for internal purposes, without the prior further permission of the Rightsholder. Extracts sourced from: Coming to England by Floella Benjamin © 2021 Schools must purchase the original text for full content.
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Transcript
Ready Steady Read Together
Non-Fiction Lesson 5
Quiz Time
Start
Questions about the book so far...
True or False?
European countries, including Britain, had a big influence on the buildings, history and food in the West Indies.
False
True
Match Me
Match each word to its correct definition:
3 gruelling
4 scavenger
1 ordeal
2 gallant
C collector of the rubbish of others
B a difficult experience to endure
A brave and heroic
D tiring and difficult
Click if correct
Check
Which One's Right?
Sandra and I would stand at the counter waiting to be served but would be ignored, treated as though we were invisible, and that hurt. Other West Indian children in my school had experienced the same hostility.
Which is the closest in meaning to ‘hostility’?
B sadness and regret
A respect and acceptance
D unkindness and resentment
C curiosity and suspicion
Find Me
Find the word that means ‘people who are related to you and who live after you’.
Little did that generation of West Indians know that their gallant action was to go unrecognised and forgotten and that many of their descendants would have to go through a gruelling survival course on arrival in Britain, and be made to feel unwelcome and unwanted in the celebrated motherland.
Discuss then check
descendants
Speaking Spotlight
Newsreader
Explore
Newsreader
Formal language
Speak clearly
Vary your voice
Practise
Look at the camera
Calm & composed
Finish strong
Be confident
Report on the arrival ofthe ship Empire Windrush.
Teacher Note: Look at plan for details.
Vocabulary
Explore
Hover for defintions!
adapt
passage
lyrical
guttersnipe
destiny
beloved
Explore
From: Coming to England by Floella Benjamin © 2021. Licensed under CLA. Do not copy or share.
Let me read today's text
Explore
It’s not easy having to live and exist in two cultures at the same time, but that’s what I had to get used to. At school I had to adapt to the life of an English pupil. At least that’s what I was told by a teacher a couple of years after I arrived. I still had a Trinidadian accent and I liked using it because it made me feel different, someone special amongst all the other South London accents spoken in the school. So I would put it on even stronger sometimes because it was something only I could do in the class and that made me feel good. One day the teacher who took us for English asked me to read a passage from a book, so I stood up and read in my most lyrical Trinidadian accent – but in mid-flow she shouted, ‘Stop, you guttersnipe. If you want to stay in my class and be understood by everyone you will learn to speak the Queen’s English.’ I was devastated. I was being told to give up the one special thing that I had that made me feel good about myself at school. I started to cry, not because she called me a guttersnipe – she called everyone that – but because I was being stripped of my identity in front of the whole class.
From: Coming to England by Floella Benjamin © 2021. Licensed under CLA. Do not copy or share.
The next time I was asked to read for my English teacher I made an attempt to speak the Queen’s English. Surprisingly enough it came quite easily because I knew I had a goal, to get the best education. That was to be my reward and I wasn’t going to let it slip away. I was the one who wanted the education that was on offer so I had to take charge of my destiny; if I didn’t I would end up resentful. I didn’t have to lose my identity either because when I got home I spoke in my natural tongue to my family. My beloved Trinidadian accent, with its rich tones, was not lost; I just had to learn to use it at the appropriate time.
From: Coming to England by Floella Benjamin © 2021. Licensed under CLA. Do not copy or share.
Strategy Stop
Teach
Your turn
Practise & Apply
Use your text
Practise & Apply
1) One day the teacher who took us for English asked me to read a passage from a book, so I stood up and read in my most lyrical Trinidadian accent… What does the word lyrical suggest about the accent?
Tick one
The accent was difficult to understand.
The accent was musical and rhythmic.
The accent was quiet and gentle.
The accent was loud and the wordswere spoken quickly.
Reveal Answer
Practise & Apply
2) How can you tell that Floella was proud of her Trinidadian accent?
Text Mark Evidence I was being stripped of my identity in front of the whole class (when told not to use her Trinidadian accent)
it was a part of her
Text Mark Evidence - I still had a Trinidadian accent and I liked using it because it made me feel different, someone special amongst all the other South London accents - it (the accent) was something only I could do in the class and that made me feel good - the one special thing (the accent) that made me feel good about myself at school
it made her unique
Text Mark Evidence - my most lyrical Trinidadian accent - my beloved Trinidadian accent, with its rich tones, was not lost
it was precious and beautiful
Click on the evidence to reveal acceptable answers
RevealEvidence & Answers
3) Match the phrases on the left with the correct meaning on the right:
to be forced to give up something that makes you who you are
put it oneven stronger
to lose or miss an important opportunity
stripped ofmy identity
to take control your own decisions to help you to achieve your goals
let it slip away
to deliberately make it stand out
take charge ofmy destiny
Reveal Answer
4) 4. Using information from the text, place a tick (✓) in one box in each row to show whether each statement is true or false:
True
False
Floella’s accent made her feel unique and special.
Floella cried because the teacher called her a guttersnipe.
Floella’s goal was to get the best education while keeping her identity.
Reveal Answer
Floella became embarrassed of her Trinidadian accent and disguised it at school.
Practise & Apply
5) Which words best summarise this text extract?
rejection & confusion
pride & identity
anger & fear
success & change
Reveal Answer
Practise & Apply
Feedback: Who did what well?
FindRead Talk
EchoRead
ChoralRead
ReadingStrategy
Answers & Text Marks
Other...
To be a book lover, you could...
talk about books.
Reveal
Share your thoughts with friends or family.
If you like this book, you might like...
Copyright Notice
This document has been supplied under a CLA Licence with specific terms of use. It is protected by copyright and, save as may be permitted by law, it may not be further copied, stored, re-copied electronically or otherwise shared, even for internal purposes, without the prior further permission of the Rightsholder. Extracts sourced from: Coming to England by Floella Benjamin © 2021 Schools must purchase the original text for full content.