the special qualities that make a character in a story unique and interesting

initial feelings about a person, place or thing, gained from reading a text

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

how a text relates to a reader, another text or the wider world

a suggestion for a text that is well-suited to a reader’s age and their interests

Developing responses to 'The Unforgotten Coat' through rich discussions

English

In The Unforgotten Coat: book club’, pupils discussed the theme of identify and belonging within the context of the refugee experience. In ’Front Desk: book club’, pupils will explore this further and discuss migration.

In ’The Wild Robot: book club’, pupils discussed the theme of identify and belonging. In ’The Unforgotten Coat: book club’, pupils will discuss the theme of identity and belonging and delve deeper into this as a concept, exploring its connection to nomadic culture.

In this unit, pupils explore and discuss the novella, 'The Unforgotten Coat'. They will share their opinion on the text and explore the themes of identity, empathy and immigration. Finally, pupils will discuss the characters in the text, as well as making personal connections and recommendations.

'The Unforgotten Coat': book club

Subjects which particular individuals may be sensitive to, eg, adoption, migration, bereavement or death, divorce, poverty, deprivation.

Depiction or discussion of sensitive content

initial feelings about a person, place or thing, gained from reading

a suggestion for a text that is suited to a reader’s age & interests

Which of the following character traits are demonstrated by Chingis in the text?

Chingis’ younger brother. He sits in Julie’s class on the first day.

Match the following characters to their relationship with Julie.

The demon takes the dough boy that Chingis makes.

Chingis says that Mongolia is known for its use of cows.

True or false? Julie was able to get back in touch with Chingis as an adult.

True or false? Researching and making recommendations does not widen a reader's understanding of texts.

From whose perspective do we read the text 'The Unforgotten Coat'?

Chingis and Nergui arrive at school during the summer term wearing thick coats.

The class share facts they have learnt about Mongolia in an assembly.

Chingis & his brother leave school during the school day. They head to a beach.

Julie brings Chingis and his brother back to their mother at the flat.

Put the following events into chronological order.

the ability to understand other people’s feelings and points of view

a suggestion for a text that is well-suited to a reader’s age or interests

a strong desire to know, explore, and learn about the world around you

What is a suitable definition of the word **recommendation**?

What adjectives might you use to describe Julie?

True or false? Chingis and his family were deported at the end of the story.

Content guidance

Depiction or discussion of sensitive content

Adult supervision recommended

This lesson will be removed by end of Summer Term 2025.

Developing responses to 'The Unforgotten Coat' through rich discussions

Lesson outcome

Content guidance

This lesson will be removed by end of Summer Term 2025.