Hello everyone, how are you doing? I hope you're doing really well today.

My name is Miss Afzal, and I'm so pleased to be here because we are going to be exploring one of my very favourite books.

It is this one here, it's called "The Unforgotten Coat" by Frank Cottrell Boyce.

I'm gonna pause now for a moment while you go off and get you a copy of the book.

Okay, you're back, you've got your book.

Hopefully you're ready with lots of enthusiasm and motivation and curiosity.

And who knows, by the end of this lesson, maybe we're all gonna be going on a big group trip to Mongolia? I know I really want to go there after having read this book.

All right, let's get started.

The outcome for today's lesson is, I can develop my own response to "The Unforgotten Coat." We have some keywords in our lesson today, let's go through each of them, my turn, your turn.

Character trait, impression, Polaroid, connection, and recommendation.

Great stuff, loved hearing those.

Let's find out about the meanings of these keywords.

Character traits are the special qualities that make a character in a story unique and interesting.

An impression refers to initial feelings about the person, place, or thing gained from reading a text.

Polaroid is a brand of instant film camera that produces self-developing photos.

How a text relates to a reader, another text, or the wider world can be called a connection.

A recommendation is a suggestion for a text that is well-suited to a reader's age and their interests.

Let's make sure we look out for these words.

Let's listen for them, let's think about them, they are going to come up in our lesson today.

So here's our lesson, developing responses to "The Unforgotten Coat" through rich discussions.

It involves exploring characters and relationships, and making connections and recommendations.

Let's begin by exploring characters and relationships.

Here is our text, "The Unforgotten Coat." It's an novella written by Frank Cottrell Boyce, with photographs by Carl Hunter and Clare Heney.

We have a fantastic cover, it makes me feel very curious and really drawn in.

The text is told from the perspective of Julie, now an adult, who's reflecting on her time in year six at her primary school in Bootle, a suburb of Liverpool.

Julie's school life is upended with the arrival of two brothers, Chingis and Nergui, who have travelled to the UK from Mongolia.

Through friendship, cultural exchange, and the power of storytelling, the trio navigates the challenges of immigration and the longing for a place to call home.

Here's my first question for you.

Who do you think the main characters in "The Unforgotten Coat" are? Pause the video and tell someone nearby, who are the main characters? Let's see what Sam thinks.

"The main characters in the text are Julie, whose perspective we read from, and Chingis Tuul." Let's see what Laura thinks.

"Nergui is Chingis' brother, his nickname is Mongolian for no name." And what about Jacob? "Other characters referred to in the text are Julie's classmates, Mimi and Shocky, and Julie and Chingis' mothers, who are not named." Yeah, great.

There are a lot of characters in this text.

Thank you for sharing some of them with us.

Julie is the protagonist of the story.

By reading from her perspective, readers can better understand her feelings and emotions.

How would you describe Julie at the beginning of the text, in the middle, and at the end? What character traits and emotions does she exhibit? Pause the video while we share with someone nearby how you would describe Julie at the beginning, the middle, and the end of the text.

What are some of her character traits and emotions? Okay, what did you come up with? Let's have a look.

So we've got, at the beginning of the text, Julie's happy.

She likes spending time at Mimi's home and wants Shocky to notice her, page 12.

Then moving towards the middle, upon Chingis joining the class, Julie is determined.

She supports him in learning about school life.

She's intrigued about Mongolia, pages 21, 30.

And then towards the end, at the end of the text, Julie is sad at remembering how Chingis left the school.

She's uplifted by him getting back in touch as an adult, pages 94 and 103.

What fantastic character traits, what a lot of emotions Julie experienced.

Check for understanding, match the following characters to their relationship with Julie.

So we have Nergui, Mrs. Spendlove, and Mimi, and let's describe their relationships.

Julie's best friend, she notices Chingis and Nergui as they arrive at school.

Chingis' younger brother, he sits in Julie's class when the boys join the school and does not want to take off his hat.

Julie's class teacher, she's still teaching at the same school when Julie returns to see it before it is demolished.

So pause the video while you link up the characters and their relationship to Julie.

Okay, did you make this connection? Nergui is Chingis' younger brother.

Mrs. Spendlove is Julie's class teacher.

And Mimi is Julie's best friend.

Well done if you made these connections.

When the reader first meets Chingis, he refuses to let his brother leave his side.

Over time, he demonstrates many other character traits and emotions.

Give two contrasting impressions you made of Chingis when reading.

You may wish to refer to pages 15, 17, or page 48 for support.

And remember, impressions are initial feelings that you have about a person, place, or thing.

In this case, the character, Chingis.

So pause the video while you share two contrasting, so differing, maybe opposing, impressions you made of Chingis when reading.

Okay, let's see what Lucas has.

"When the reader is introduced to Chingis, he's quite rude towards Mrs. Spendlove.

And he is protective of his brother, page 17.

Fantastic, and here's Sofia.

Chingis is playful and a fast learner.

He picks up language quickly, and uses a Liverpudlian accent when playing football.

I wonder what contrasting impressions you made of Chingis, and I hope you enjoyed sharing them.

Julie sets out to be the best guide for Chingis and his brother.

There is an ulterior motive, a reason for doing this.

Refer to pages 29 and 30.

Name one action that Julie does that supports Chingis and Nergui, what is her goal? So pause the video while you refer to those pages and share with someone nearby.

What's an action that Julie does to support Chingis and Nergui? And what's her goal? Here's Andeep, Julie makes sure that Chingis and Nergui are able to sit together to have their lunch.

She mentions that she wants to visit their home.

She is fascinated by what he has told her, and expects it to be filled with silks, music, and tea from the samovar.

And we can see an image here of a teapot on a samovar, kind of looks very inviting.

I'd quite like to go there for tea.

Check for understanding, which of the following are true? Refer to the text for support.

Chingis makes double the amount of money by halving the ingredients in a science experiment and selling these during lunchtime.

The demon takes the dough boy that Chingis makes.

Chingis is very good at hopscotch.

Pause the video while you decide which statements are true.

Well done if you selected the first one.

It's very canny of Chingis to double the amount of money by having the ingredients and selling these during the lunchtime.

Chingis believes the demon has taken the doughboy, however, Julie's mother remarks about people having nicked it or even stolen it.

Members of Julie's class are surprised to hear that Chingis does not know the rules of football.

Instead, Chingis describes the importance of horses to life in Mongolia.

You can see an image of a beautiful, beautiful looking horse there, a Mongolian horse.

Now, I'd like to refer to page 46.

How does Chingis convey how vital horses are to Mongolian life? And what situation does not require a horse? And why? So pause the video and refer to page 46, and answer these questions.

Share your answers with someone nearby.

Okay, what did you come up with? Let's see if it's maybe something similar to what Jun has.

Chingis describes how horses are used for transport, to hunt, and even to marry.

He says that the only thing that doesn't need a horse is wrestling, because that is conducted on the ground.

Fantastic, fantastic answers, Jun.

Maybe you said something similar.

Towards the end of the text, Julie begins to piece together the Polaroid photos that Chingis has been taking.

They are not in Mongolia, but places around Bootle.

And we can see an image there of a Polaroid camera, really amazing old school piece of tech.

Why do you think Chingis has done this? Refer to pages 64 and 65 to support you.

So pause the video while you refer to these pages and answer this question, share your answers with someone nearby.

Here's Aisha, I think that Chingis might have felt some attachment to Mongolia, even though he travels as part of his nomadic lifestyle.

He makes connections between where he was born and Bootle.

Really great observation there, Aisha, hope you had a similar one.

Check for understanding, true or false? Julie discovers Chingis has been taking Polaroid photos in Bootle, refer to page 64 and 65 for support.

Pause the video while you decide if this is true or false.

Well done if you selected true.

Now, I'd like you to justify your answer.

Each Polaroid marks the start of a new chapter.

Julie matches up a photo of the Gobi Desert with flowers in the school grounds.

Pause the video while you decide which of these justifies your answer.

Well done if you selected the second one.

Although it is true, there are Polaroids at the start of each chapter, it's the second statement that is more directly justifying and referring to your earlier answer.

And now, it's time for your first task.

Who is your favourite character in "The Unforgotten Coat," and why? You might like to consider the following things.

Character traits, what makes them unique and interesting? How characters develop within the text, memorable moments in the story.

How characters relate to characters from other texts, or people you know.

And you can begin your answer with, I like, say the name of your character, and then give your reasoning, because.

So pause the video here while you share with someone nearby.

Who is your favourite character in "The Unforgotten Coat," and why? Okay, it's good to be back with you.

I'm very curious, there are so many amazing characters, who did you choose? Let's see, who did Alex go for? "I like Chingis because he is curious." "He wants to learn about school life, and is intrigued about things he does not understand." "He's happy to share traditions and celebrate his home country." Yeah, I really love that answer.

Thank you, Alex.

I can definitely see why you chose Chingis.

And how about Izzy? "I really liked how Shocky and Julie's friendship developed." "By the end of the text, he has researched about Mongolia and talks with Julie about how bad Chingis' situation was." Yeah, thanks for noticing that, Izzy.

That's really lovely actually, seeing how that friendship has moved on and transformed.

And now, it's time for us to look at connections and recommendations.

Connections are ways in which you connect personally with the text.

The way that one reader connects might be different to another, based on their own life experiences.

Connections can be made from text to self, text to text, or text to the world.

So text to self is when the content of the text relates to personal experiences, feelings, or thoughts.

Text to text is when the content and the text relates to another text, including anything you've seen, read, watched, or heard.

And in text to the world is when the content relates to events and issues in the real world.

Connections can also relate to patterns that you spot when reading.

The connections I make to the text are, so the illustrated text, "Migrations," which carries messages of hope.

To the graphic novel "Illegal," which shares similar themes of migration.

And to the nonfiction text, "Who are Refugees and Migrants?" Which explores and explains why people leave their home countries.

And now, over to you.

What connections do you make to the text? And are they text to self, text to text, or text to world connections? So pause the video while you reflect on what connections do you make, and share these with someone nearby.

Okay, good to be back with you.

And I hope you enjoyed sharing your connections, and maybe you're inspired by the connections you heard from someone else.

Making connections and recommendations can significantly enhance the reading experience, and broaden our understanding of literature.

Here are some recommendations based on the themes, form, and connections in "The Unforgotten Coat." "A Story Like the Wind," "Welcome to Nowhere," "Boy Everywhere," "The Boy at the Back of the Class, and "Jackdaw Summer." Let's just take a moment to really take in these front covers and these titles, and just noticing, which ones are you drawn to initially? Maybe you've read some of these already.

Okay, so now I would like to go into these texts a little bit more.

Let's explore these texts in a little more detail.

"A Story Like the Wind," this is an illustrated novella about the lives of a small group of refugees as they travel on a crowded boat across the sea.

"Welcome to Nowhere" follows Omar, who grew up in Bosra, in Syria.

After war breaks out, he has no choice but to flee.

"Boy Everywhere" explores Sami's experiences as he travels from Damascus to Manchester.

It's a story all about bravery and survival.

"The Boy at the Back of the Class" similarly focuses on the class's empathy, and sometimes lack of it, towards a young refugee boy called Ahmet.

David Almond is another Northern writer, he bases lots of his stories in Newcastle.

This text details what happens one day when Liam and Max find a baby with a mysterious note, that's "Jackdaw Summer." Which text would you recommend for Jacob? "I learned a lot from The Unforgotten Coat." "I would like to explore other texts about the refugee experience." So pause the video while you decide which of these would be a good pick for Jacob.

Well done if you selected "The Boy at the Back of the Class." And why would this make such a good recommendation? Pause the video and tell someone nearby.

Well done if you shared with someone that this would be a good recommendation because it also explores the refugee experience, and we know that that is what Jacob would like to learn more about.

And now it's time for your final task.

I'd like you to research one of the recommended texts, and discuss the following with your partner.

Which one would you like to read? And do you have a text that you would like to recommend, and why? So let's remind ourselves of our recommended texts.

"A Story Like the Wind," "Welcome to Nowhere," "Boy Everywhere," "The Boy at the Back of the Class," and "Jackdaw Summer." So pause the video while you research one of these texts.

Which one would you like to read? Share with your partner.

And do you have a text that you'd like to recommend, and why? It's good to be back with you, let's see what some of our friends have researched.

So Laura, "I noticed that Boy Everywhere has won the Little Rebels Award." "The blurb tells readers how war can change a person's life drastically." Yes, so this text's really being recognised, winning that award.

And Andeep, "The question that is posed on the front cover of Welcome to Nowhere made me think deeply." "I've enjoyed Elizabeth Laird's other texts, I'm looking forward to reading this." I can really see how that one would really, really draw you in.

Okay, well, I hope you enjoyed researching your text.

I hope you're gonna enjoy reading them, and that you've had some great recommendations from each other.

In our lesson today, developing responses to "The Unforgotten Coat" through rich discussions, we've covered the following.

Readers can form impressions of characters based on what they say, the actions they perform, and their appearance.

During the story, characters and their relationships change and evolve.

Connections are ways in which you connect personally with a text.

The way that one reader connects might be different to another, based on their own life experiences.

Connections can be from text to self, text to text, or text to world.

Making connections and recommendations can significantly enhance the reading experience, and broaden the understanding of literature.

I have so enjoyed spending this time with you today, and thank you for sharing your impressions, your connections, and especially those recommendations.

It's always good to have a new recommendation.

I'll see you in another lesson soon, bye for now.