Y8 Scheme of Work – Tales with a Twist (Paper 1)
Key Stage: 3 Year: 8 Duration: 7
AIM: Students will engage with a variety of different stimulus which will be underpinned by the requirements of the English Language Paper 1. The will analyse language, analyse structure within writing and develop techniques to be able to write to describe. Students will study extracts from Lamb To The Slaughter, Stone Cold, Homeward Bound,
Prior Learning
Success Criteria
AO1:
information and ideas. Select and synthesise evidence from different
texts. AO2:
Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. AO4:
Evaluate texts critically and support this with appropriate textual references.
AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using
Pedagogical Notes TEEP strategies will be embedded throughout all schemes. PiXL strategies will develop the wellness and mindfulness as we progress through the course.
structural and grammatical features to support coherence and cohesion of texts.
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Assessment Opportunities
Identified gaps from prior learning Teacher analysis
Learning Skills Be able to learn independently Be able to develop resilience Be able to audit own knowledge
Cross Curricular Links: Literacy – Reading And understanding Numeracy History – Geography – Wellness & mindfulness –
SMSC / British Values links: Element of choice – independent learning tasks Mutual respect, support and empathy at all times Tolerance of students beliefs whilst studying themes within schemes Expectations of standards expected in English Spiritual awareness of themselves Moral implications of the content of the texts (death/ friendship)
Key Questions:
Q1: List Question – List four things from a specific part of the source e.g. lines 1-7. [4 marks] Q2: How Language Question – How does the writer use language to…? based on a specific part of the source e.g. lines 8-18. [8 marks] Q3: How Structure Question – How has the writer structured the text to…? Based on the whole text. [8 marks] Q4: Evaluation Question – To what extent do you agree with the statement provided? Based on a specific part of the source e.g. line 19 to the end. Use the bullet points to support you in your response. [20 marks] Questions 2-4 require you to use the PETA structure.
Unit Jigsaw: Term 1- Language paper 1 Term 2- Novel & essay Term 3 – Paper 2 non-fiction ‘Exploitation’ Term 4 – Shakespeare Romeo & Juliet (character & theme) Term 5 – Poetry (War) & creative Term 6 – Blood Brothers & narrative
Key Words:
Language terminology – Q2: Conveys, Highlights, Reinforces, Infers, Suggests, Portrays, Refers, Implies, Creates, Evokes. Point, Evidence, Terminology, Analysis.
Structure Terminology – Q3: Beginning, middle, end of the text; contrasts, compares, is similar to; sentence / paragraph; repeated idea, use of repetition; focus shifts; connected ideas; chronological, linear, non-linear, circular structure; use/change of time, place, topic, person; tone and mood; juxtaposition.
Writing terminology – Q5: DR POISAM: Dynamic Verbs, Repetition, Personification, Onomatopoeia, Imagery, Simile, Alliteration, Adverbs, Adjectives and Metaphor. ISPACE: Ing-word, Simile, Preposition, Adverb, Connective, Ed-word. Noun (proper, concrete and abstract), verb, dynamic verb, adjective, adverb, repetition, personification, onomatopoeia, imagery, simile, alliteration,
metaphor, preposition, simple sentence, compound sentence, complex sentence, minor sentence, clause, phrase, exclamatory, declarative, imperative, interrogative, pronoun, oxymoron, juxtaposition, hyperbole, irony, conjunction, character.
Marking: All teacher marking to take place fortnightly in depth (in depth EBI/ WWW given) students respond at length in red • Light touch marking in terms of marking for literacy will take place within these weeks • Verbal feedback to take place on an informal basis most lessons • Peer/ self-assessment to take place throughout in addition to this
Learning Cycle & Week
Skills to be taught / learnt Learning Activities with resources Differentiation Homework
L1-1
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
Reading focus: Explore question 1 from Language Paper 1
Introduce Tales with a Twist as a theme
Define what a plot twist is
Analyse plot twists in short videos (Alma/ Disney)
To understand why films and books have plot twists
Teacher assessed and directed
Knowledge organisers Students will be tested during PfL in the subsequent lesson
Introduce requirements for question 1/ big picture. Practice with Lamb To The Slaughter.
Consolidate understanding with Maze Runner, Stone Cold & Look Homeward extracts
L1-2
: Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations. Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
Reading focus: Exploring language in a text, question 2 Language Paper 1
Explore the effects and emotions of a text (diamond nine)
Revise the different emotions from last year
Explore the connotations of words
Read Lamb To The Slaughter fully – track effects and emotions in the text
Language technique revision
Expose to actual exam example
Tackle misconceptions
Analyse language used to describe Mary Maloney
WAGOLL discussed
Challenge – independently analyse the language in a different text The Wasteland
L1-3
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
Writing focus: Descriptive writing, question 5 Language Paper 1
Work through the language intervention SPICE. Tasks
Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate Show understanding of the relationships between texts and the contexts in which they were written
aimed at increasing the skill of writing to describe
Describe an image (practice)
Explore and practise exciting sentences, proofread and edit
Write independent description based on Lamb To The Slaughter
Use Austin’s butterfly model in order to encourage peer assessment
Analysis of own writing examining effects and emotions provoked
Expose to high level response
L1-4
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
Show understanding of the relationships between texts and the contexts in which they were written
Reading focus: Analysing structural features, question 3 Language Paper 1
Introduce students to question 3 and its focus
Address misconceptions
Students to use a structure map in their groups to identify the main features of structure in a text
Students to watch a clip for Toy Story and identify any structural features that interest us
Table given, students need to define each device and give an example from a book, film or game
Students to write an analysis of Jessie’s Story and what effects/ emotions the clip provokes in the
reader. Structural vocabulary necessary within analysis
Students to explore how structure impacts on a story
Group work to analyse impact of structural devices on 3 different extracts
Overall independent analysis of structure in The Wasteland
L1-5
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
Show understanding of the relationships between texts and the contexts in which they were written
Writing focus: Narrative writing, question 5 Language Paper 1
Students to be exposed to the 5 modes of narration
Analyse it in a text
Replicate it in own writing
Different structural types of narration explored
Balancing description with dialogue
Foreshadowing
Exposure to grade 9 examples
L1-6
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
Show understanding of the relationships between texts and
the contexts in which they were written
L1-7
• Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations. • Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate • Show understanding of the relationships between texts and the contexts in which they were written
Scheme of Work
Key Stage: Year: 8 Duration: 7
AIM:
Prior Learning
Success Criteria
Pedagogical Notes
Assessment Opportunities
Identified gaps from prior learning
Learning Skills
Cross Curricular Links:
SMSC / British Values links: myPB
Key Questions:
Unit Jigsaw:
Key Words:
Marking:
Learning Cycle & Week
Skills to be taught / learnt
Learning Activities with resources Differentiation Homework
L1-1
Explain and analyse the viewpoints of characters including subtleties.
Display front cover of novel – ask students what they consider key themes might be. Introduce courage and cowardice log. This will build towards a final essay; the more notes they make as they go along the better!
Give students opening paragraph printed on A3 sheet. Class discussion surrounding character. Where do you think he is? How old do you think he is? What is he concerned about.
Students demonstrate ability to relate to character by writing an extra paragraph to add on to the extract. Include literacy by focusing on the types of sentences used (simple, compound, complex) and ask students to replicate variety by including at least one of each in their own paragraph.
Coaching (peer assessment). Read each others paragraphs. Coach on sentence types. Read “FIVE PAST TEN” (7-17). Think about: how does Morpurgu make Tommo sound
younger? How far do you empathise with Tommo. Refer back to c+c log and ask students to fill in for “FIVE PAST TEN”. Relating to Tommo: how have we related to him so far? Do we think he is to blame
for his father’s death. Explain to students that they are going to relate to Tommo by writing about their
own first day at school and what they remember about it. They must include comparisons with Tommo.
Read Chaper 2: “TWENTY TO ELEVEN” (18-35). Direct students to complete courage and cowardice log.
On each table give each student a character: Molly, Tommo, Charlie, Grandma Wolf, Mother. Give them questions they must respond to in character.
Direct each table to choose someone to be a character. Repeat hot-seating activity as a whole class.
Reflect on competence development.
LSF to support with reading.
Mixed ability groupings
Writing scaffolds
Quotations available
LSF to support with reading.
Mixed ability groupings
Scaffold for PEE paragraph. Quotations available.
Differentiated questioning.
LSF to support with reading.
Differentiated questioning.
Scaffolds for writing.
LSF to support with reading.
Mixed ability groupings.
L1-2
Use their knowledge and understanding of the novel to give their opinion and analyse the morals and ethics of the characters in the novel. They will consistently use a variety of secure evidence from the text
Competence starter: give out card-sort and ask students to rank them in terms of their morals. Class discussion: students must justify opinions (differentiated questioning). Consolidate by mind-mapping: what makes a person moral.
Read Chapter 3: “NEARLY QUARTER PAST ELEVEN” (35-47). Students complete courage and cowardice log.
Direct students to rank characters in terms of morality. Students must find evidence in the text for their opinions. Students to write a PEE paragraph on one character.
Differentiated questioning to stretch an challenge.
Challenge students to find a variety of quotation.
Introduce sophisticated ideas around the role of god and evil – stretch and challenge through questioning.
to support their comments.
They
will create a
character
with
imaginative
and
appropriate
characteristics
for a villain
using
ambitious
vocabulary to
expand on
ideas.
Read opening section of Chapter 4: “TEN TO MIDNIGHT” (47). Pause for thought: To what extent does war prove that God does not exist? If God exists, what role should he play in war? Would being involved in a war make you more or less likely to believe in God?
Read Chapter 4: “TEN TO MIDNIGHT” (47-61). Complete courage and cowardice log.
Mind-map techniques used to make Grandma Wolf an evil character: name; symbolism (with wolf); behaviour; actions; adjectives; appearance. Direct students to create their own villain using similar techniques. Reflect on competence development.
Give basic design to support advert creation.
Differentiated questioning.
Give scaffold for diary entry.
LSF to support with reading.
Teacher/peer support I group task.
German support sheets available with key phrases.
Extra support and scaffolding to be given during S+L tasks.
LSF to support with reading.
Mixed ability groupings.
Teacher/peer support.
L1-3
Will express the subtle emotions of a character in detail in the form of a letter. (RAF6; WAF1) Will a variety of language devices to adapt their writing in an advisory letter. (WAF2; WAF7)
Read “TWENTY-FOUR MINUTES PAST TWELVE” (61-77). Think about: what is the impact of using times as the chapter titles? Complete courage and cowardice log.
Use random-name generator to select students to sit in hot-seat. Hot-seat the concerns of Molly and Tommo.
Remind students of the format of a letter.
Direct students to write a letter as if they are either Molly or Tommo writing into an Agony Aunt explaining their problems.
Analyse modelled example of writing to advise.
Deliver the first letters written by students earlier in the lesson to other students. Direct students to write a reply as the Agony Aunt.
Read “NEARLY FIVE TO ONE” (77-87).
Complete courage and cowardice log. Reflect on competence development.
Differentiated questioning. Extension activities available.
L1-4
Will
form and
evaluate an
opinion on
army
recruitment
and be able to
see two sides
of an
argument.
Give students scenario: you are in charge of an army about to go into a large war. You don’t have enough soldiers to win at the moment. How would you get people to join?
Mind-map: what do young men look for in life?
Analyse recruitment adverts past and present.
Students design their own army recruitment advert.
Class discussion: is it right to advertise like this?
Read “TWENTY-EIGHT MINUTES PAST ONE” (87-105). Complete courage and cowardice log. Discuss the tactics used to recruit people to the army.
Students imagine they were standing in the crowd. They could imagine they are: a 15 year old teenager; a mother of a teenager; the sister of a teenager. Read “FOURTEEN MINUTES PAST TWO” (105-119).
Complete courage and cowardice log.
Scaffolds to support writing.
Variety of roles to suit learning needs.
L1-5
Will use their competence and developed understanding of the text to empathise with a German perspective and will be able to justify and evaluate their opinions with reasons. They will demonstrate this empathy in a role-play using words and phrases in German and an ambitious range in adapting verbal and non-verbal techniques.
Look at sources from German perspective. What similarities might there have been.
Read “A MINUTE PAST THREE”.
Complete courage and cowardice log.
Hot-seat as the German soldier. Class discussion: how might he have been feeling?
Tell students there is a section missing from the story in which Tommo used some of the German he had learned in school to have a conversation with the soldier. In groups of three, students must come up with their own role-play using the German that they have learnt this year.
Stretch and challenge to take on a variety of roles in group task.
Provide “challenge cards” with more difficult words and phrases. Differentiated questioning.
L1-6
Will
apply
knowledge
gained from
Students independently look over the last chapter read and mind-map “Life in the trenches”. Class discussion.
Look at other sources on life in the trenches. Add to mind-map.
Explore conventions for newspaper article – annotate.
Variety of roles to stretch and challenge.
Differentiated questioning.
Extension tasks available.
the text to
create an
informative
and
imaginative
piece of text
using
Microsoft
Publisher.
They will a
wide range of
features for
writing to
inform and
demonstrate
sound skill in
using
Microsoft
Publisher.
Introduce main task. Students are going to work in groups of five to create a newspaper. Roles include: War correspondent – to write a report of the battle in “A MINUTE
PAST THREE”
Interviewers – to use imagination to conduct interviews with characters and write these up.
Domestic correspondent – to write a report on opinions of those at home.
Photographer – to collect real images from the time but also to construct images using cameras.
Students display newspaper on tables – carousel peer assessment.
Read “25 minutes past 3”. Complete courage and cowardice log.
Challenge cards to stretch and challenge ability in publisher.
L1-7
Some students will be able to make sophisticated comparisons between writers viewpoints and use a range of textual evidence to support their points.
Read “NEARLY 4 O’CLOCK”. Complete couage and cowardice log.
Give each table a crunched up version of both the poem and the extract (153-154). Ask students to pick out any similarities and differences.
Give context on gas attacks.
Read Dulce and Decorum est. Class discussion: what is the viewpoint of the writer – how do we know?
What techniques are used by both writers?
What key differences are there?
Complete PEE table.
Provide essay frame
Students write essay.
Self-assessment.
Key word bank provided.
Differentiated questioning.
Scaffolded table and writing frame for essay.
Provide models of Level 6/Level 7 PEE paragraphs. Provide alternative essay structure if applicable. Stretch and challenge students to come up with alternative interpretations.
Some students
will write perceptively and sensitively according to their purpose.
Read “FIVE TO FIVE” p.168-187. Complete courage and cowardice log.
Ask students to consider what it must have been like to come back from war, having seen your friends killed or injured and what it must be like to come back injured.
Read the case study sheets.
Discuss: who would look after those that were injured; how would these injured people work; should disabled Service men and women be treated differently to other disabled people; does it matter that many of those injured by wars are young?
Look at poem: what was Sassoon’s opinion on those who were injured in war?
Compose draft version of postcard in book.
Write up neat version onto postcard.
Reflect on competence development.
Differentiated questioning.
Key Word bank.
Scaffold for writing.
Differentiated questioning.
Take lead role in discussion activities.
Extension tasks available.
Y8 Scheme of Work – Exploitation (Paper 2)
Key Stage: 3 Year: 8 Duration: 6
AIM: Students will engage with a variety of non – fiction stimuli which will be underpinned by the requirements of English Language Paper 2. The themes of exploitation will be integrated throughout. They will be able to make inferences from two texts, summarise two texts, analyse language, compare two texts and develop techniques to be able to write to inform, persuade, and entertain. Students will study extracts from The Independent, Charles Dicken’s Oliver, Living Dolls & Watercress Girl and BBC News Reports.
Prior Learning The study of Language Paper 1 The study of a novel
Success Criteria AO1:
information and ideas.
different texts. AO2:
writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. AO4:
with appropriate textual references. AO5:
imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and
Pedagogical Notes TEEP strategies will be embedded throughout all schemes. PiXL strategies will develop the wellness and mindfulness as we progress through the course. Opportunities for increasing cultural capital will be embedded throughout.
grammatical features to support coherence and cohesion of texts. AO6:
vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Assessment Opportunities Self-assessment Peer assessment Teacher marking Class discussion Assessment week Reteach AO’s used from GCSE framework
Identified gaps from prior learning Teacher analysis
Learning Skills Be able to learn independently Be able to develop resilience Be able to audit own knowledge
Cross Curricular Links: Literacy – Reading And understanding Numeracy – Discussion of mark scheme History – History of exploitation Geography – Exploitation in different countries Wellness & mindfulness – Spirituality
SMSC / British Values links: Element of choice – independent learning tasks Mutual respect, support and empathy at all times Tolerance of students beliefs whilst studying themes within schemes Expectations of standards expected in English Spiritual awareness of themselves Moral implications of the content of the texts (death/ friendship)
Key Questions: Q1: List Question – List four things from a specific part of the source e.g. lines 1-7. [4 marks]
– How does the writer use language to…? based on a specific part of the source e.g. lines 8-18. [8 marks]
– How has the writer structured the text to…? Based on the whole text. [8 marks]
ation Question – To what extent do you agree with the statement provided? Based on a specific part of the source e.g. line 19 to the end. Use the bullet points to support you in your response. [20 marks]
-4 require you to use the PETA structure.
Unit Jigsaw: Term 1- Language paper 1 Term 2- Novel & essay Term 3 – Paper 2 non-fiction ‘Exploitation’ Term 4 – Shakespeare Romeo & Juliet (character & theme) Term 5 – Poetry (War) & creative Term 6 – Blood Brothers & narrative
Key Words: Language terminology – Q2: Conveys, Highlights, Reinforces, Infers, Suggests, Portrays, Refers, Implies, Creates, Evokes. Point, Evidence, Terminology, Analysis. Structure Terminology – Q3: Beginning, middle, end of the text; contrasts, compares, is similar to; sentence / paragraph; repeated idea, use of repetition; focus shifts; connected ideas; chronological, linear, non-linear, circular structure; use/change of time, place, topic, person; tone and mood; juxtaposition.
Writing terminology – Q5: DR POISAM: Dynamic Verbs, Repetition, Personification, Onomatopoeia, Imagery, Simile, Alliteration, Adverbs, Adjectives and Metaphor.
-word, Simile, Preposition, Adverb, Connective, Ed-word.
Noun (proper, concrete and abstract), verb, dynamic verb, adjective, adverb, repetition, personification, onomatopoeia, imagery, simile, alliteration, metaphor, preposition, simple sentence, compound sentence, complex sentence, minor sentence, clause, phrase, exclamatory, declarative, imperative, interrogative, pronoun, oxymoron, juxtaposition, hyperbole, irony, conjunction, character. Speech Debate Effect Prejudice Exploitation Suspense Persuasion Difference Similarity Perspectives Relief Pride Disability Anger Individual Magical Envy Acceptance Excitement Caution Unhappiness Disgust Celebration Sorrow Empathy Viewpoint defiance Diversity
contribution empowerment objectification cleanse
patriarchal
Marking: All teacher marking to take place fortnightly in depth (in depth EBI/ WWW given) students respond at length in red • Light touch marking in terms of marking for literacy will take place within these weeks • Verbal feedback to take place on an informal basis most lessons • Peer/ self-assessment to take place throughout in addition to this
Learning Cycle & Week
Skills to be taught / learnt Learning Activities with resources Differentiation Homework
L1-1
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
Reading focus: Explore question 1 from Language Paper 2
Introduce the theme of exploitation across the centuries
Define what exploitation is
Explore old and modern forms exploitation
Students to watch four videos on exploitation and identify what type of exploitation it contains
Introduce requirements for question 1/ big picture. Practice with facts from the videos
Introduce The Independent article about Beauty Pageants , students must use Foxes Boxes as a group to explore the text, then summarise it
Opportunities available to develop cultural capital around the subjects of county lines,
Teacher assessed and directed
Knowledge organisers. Students will be tested during PfL in the subsequent lesson
chimney sweeps, grooming and animal exploitation.
Circle time
L1-2
: Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations. Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
Reading focus: How to summarise a text in a text, question 2 Language Paper 2
Explore two different characters from the film, identifying similarities & differences
Teacher will utilise The Duck Song and Mr Bean to demonstrate summaries
Compare both characters using specific sentence stems
Exposure to the content of a question 2
Tackle misconceptions
Reinforcement of summaries through shorter extracts and videos
WAGOLL discussed Reading focus: Analysis of language in a text, question 3 Language Paper 2
Revise effects/ emotions of a text
Explore the connotations of words
Explore how adverts use language to provoke emotions (emotive language focus)
Understand the PETER format
Language technique revision
Expose to actual exam example
Tackle misconceptions
Analyse language used to describe …..
WAGOLL discussed
Challenge – independently analyse the language in a different text
L1-3
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations. Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.
Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Writing focus: Writing to inform and persuade, question 5 Language Paper 2
To revise AFOREST and rhetorical features
Exposure to the persuasive writing toolkit
Examine how it is used in writing to persuade
Students to examine rhetorical features in speeches from Rocky, Greta Thunberg, Charlie Chaplin and Martin Luther King
Analysis of language used in these speeches
Use Austin’s butterfly model in order to encourage peer assessment
Analysis of own writing examining effects and emotions provoked
Expose to high level response
Collaborative writing
Revision of the Toulmin structure to help aid writing
L1-4
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
Show understanding of the relationships between texts and the contexts in which they were written
Reading focus: Deeper analysis, consolidating what it means to analyse
Explore analytical verbs
Understand how to use them
Understand the differences between implicit and explicit description
Explore different layers of meaning
Analyse descriptive techniques and evaluating the impact of them in writing
Challenge focus: Expose high flyers to Q4 and different perspective’s in writing
L1-5
Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.
Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Writing focus: Letter writing
Explore how to write a letter
Exposure to Blackfish stimulus
Reinforcement of Toulmin structure adapted to letter writing
Reinforcement of AFOREST & persuasive writing toolkit
Performance opportunities
L1-6
• Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations. • Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate • Show understanding of the relationships between texts and the contexts in which they were written
Assessment week
Reteach opportunities
L1-7
Y8 English Scheme of Work – HT4 – Romeo & Juliet
Key Stage: 3 Year: 8 Duration: 6 week term
AIM: To encourage students to engage in the study of Shakespeare and develop an appreciation for the play Romeo and Juliet. This will
Prior Learning KS3 has contained all the skills essential for accessing the material needed for GCSE whilst engaging in thought provoking thematic material. In year 7 the students studied Shakespearean context (2 sonnets) Narrative writing
Success Criteria
Summarise and synthesise information or ideas from texts
Use knowledge gained from wide reading to inform and improve their own writing
Write effectively and coherently using Standard English appropriately
Use grammar correctly, punctuate and spell accurately
Acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology and linguistic conventions for reading, writing and spoken language
Listen to and understand spoken language, and use spoken Standard English effectively.
Pedagogical Notes TEEP strategies will be embedded throughout all schemes. PiXL strategies will develop the wellness and mindfulness as we progress through the course.
Assessment Opportunities Peer-assessment & self-assessment during lessons Assessment:
Teacher/exercise book-
lesson by lesson marking
of classwork including
skills, exercises and
discussion- use to inform
planning
Scaffolded/unscaffolded
practice tasks using
exam questions in the
classroom
Unscaffolded assessment
under exam conditions to
be completed in the hall
in preparation for timing
and exam skills
Identified gaps from prior learning
Audit of knowledge of Elizabethan/ Jacobean context from year 7
Focus on the higher order skills necessary to access Literature paper 1
Learning Skills Be able to learn independently Be able to develop resilience Be able to audit own knowledge
Cross Curricular Links: Literacy – archaic language Numeracy History – Elizabethan England links Geography – Wellness & mindfulness – social issues /
SMSC / British Values links: Element of choice – independent learning tasks Mutual respect, support and empathy at all times Tolerance of students beliefs whilst studying themes within schemes Expectations of standards expected in English Spiritual awareness of themselves (year 11 – pressure) Moral implications of war and issues surrounding them
Key Questions: What was life like in the Elizabethan era? Why did Shakespeare create Romeo and Juliet? Who is the character that has changed the most in the play?
Unit Jigsaw: HT1 – Language Paper 1 exploration: Tales with a Twist HT2 – Novel exploration: War theme HT3 - Language Paper 2 exploration HT4 - HT5- HT6 -
LAO1: Read, understand and respond to texts: maintain a critical style and
develop an informed personal response; use textual references, including
quotations, to support and illustrate interpretations.
LAO2:Analyse the language, form and structure used by a writer to create
meanings and effects, using relevant subject terminology where appropriate
LAO3: Show understanding of the relationships between texts and the
contexts in which they were written
LAO4: Use a range of vocabulary and sentence structures for clarity, purpose
and effect, with accurate spelling and punctuation
Key Words: Prologue interference obedience Society submissive compliant Tragedy duplicity verbal irony Conflict soliloquy oxymoron Respectability juxtaposition instigated Status prophetic cautiously Theocratic melancholic apprehensive Divisive romantic pessimism Crude culpability antagonistic Ineffective meddling
Marking:
All teacher marking to take place fortnightly in depth (in depth EBI/ WWW given) students respond at length in red
Light touch marking in terms of marking for literacy will take place within these weeks
Verbal feedback to take place on an informal basis most lessons
Peer/ self-assessment to take place throughout in addition to this
Learning Cycle & Week
Skills to be taught / learnt Learning Activities with resources Differentiation Homework
L1-1 1 Expectations, Course outline,
critical understanding NF
reading
Half Term 1 – Understanding and Producing Texts
LAO1: Read, understand and
respond to texts: maintain a
critical style and develop an
informed personal response;
use textual references,
including quotations, to
support and illustrate
interpretations.
Context focus - revision from year 7 plus extra
Begin reading a translated version of the play mixed with some original scenes
Activities/ resources needed:
Context tarsia
Romeo & Juliet copy
Extra time given in extended writing tasks in order to accommodate for extra exam time provision
Change in font, background colour where necessary
Through outcome
Through teacher intervention
L1-2 2 Critical
Understanding NF Reading
LAO1: Read, understand and
respond to texts: maintain a
critical style and develop an
informed personal response;
use textual references,
including quotations, to
support and illustrate
interpretations.
Continue reading the play
Understanding of plot Activities/ resources needed:
Plot sort
Prologue analysis
L1-3 Critical
Understanding NF Reading
LAO1: Read, understand and
respond to texts: maintain a
critical style and develop an
informed personal response; use
textual references, including
quotations, to support and
illustrate interpretations.
LAO2:Analyse the language,
form and structure used by a
writer to create meanings and
effects, using relevant subject
terminology where appropriate
Character analysis
Romeo
Juliet
Lord & Lady Capulet
Mercutio
Tybalt Activities/ resources needed:
L1-4 Reading ASSESS,
REFLECT & RESPOND +
Fiction
LAO1: Read, understand and
respond to texts: maintain a critical
style and develop an informed
personal response; use textual
references, including quotations, to
support and illustrate
interpretations.
LAO2: Analyse the language, form
and structure used by a writer to
create meanings and effects, using
relevant subject terminology where
appropriate
Thematic analysis:
Fate & destiny
Love & hate
Loyalty
Family
Law & order Activities/ resources needed:
Prince Escalus’ speech
S&L worksheets
L1-5 Critical
Understanding Reading Fiction
Analysis of prologue
L1-6 Critical
Understanding Reading Fiction
REFLECT & RESPOND
L1-7 Critical
Understanding Reading POETRY
L1 – 8
Critical Understanding
Reading LITERATURE A Christmas Carol
Y8 Scheme of Work - Poetry
Key Stage: 3 Year: 8 Duration: 6
AIM: Student’s analyse language, structure and form in a clear, sustained and consistent manner. Poetry examined will be with a war & conflict focus. It is a focused comparison which demonstrates clear understanding. It uses a range of references effectively to illustrate and justify explanation; there will be clear explanation of the effects of a range of writer’s methods supported by appropriate use of subject terminology. Clear understanding of ideas/perspectives/contextual factors.
Prior Learning Poetry year 7 & 8 Year 7 relationships
Success Criteria AO1: Read, understand and respond to texts. Students should be able to: • maintain a critical style and develop an informed personal response • use textual references, including quotations, to support and illustrate interpretations. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written.
Pedagogical Notes TEEP strategies will be embedded throughout all schemes. PiXL strategies will develop the wellness and mindfulness as we progress through the course.
Assessment Opportunities Analysis of each poem Description
Identified gaps from prior learning Teacher analysis
Learning Skills Be able to learn independently Be able to develop resilience Be able to audit own knowledge
Cross Curricular Links: Literacy – Reading And understanding Numeracy History – WW1, WW2, role of women Geography – Japan Wellness & mindfulness – responsibility
SMSC / British Values links: Element of choice – independent learning tasks Mutual respect, support and empathy at all times Tolerance of students beliefs whilst studying themes within schemes Expectations of standards expected in English Spiritual awareness of themselves Moral implications of war and issues surrounding them
Key Questions: Analytical essay question
Unit Jigsaw: Year 7 Relationship poetry Literature AO1-Read understand and respond to texts Literature AO2-Analyse the language, form and structure used by the writer to create meaning and effects, using relevant subject knowledge Literature AO3 Show understanding of the relationships between texts and the contexts in which they were written
Key Words: Alliteration. Close repetition of consonant sounds, especially initial consonant sounds. Anapest. Foot consisting of 2 unstressed syllables followed by a stress. Assonance. Close repetition of vowel sounds. Blank verse. Unrhymed iambic pentameter. Caesura. A deliberate rhetorical, grammatical, or rhythmic pause, break, cut, turn, division, or pivot in poetry. Chapbook. A small book of about 24-50 pages.
Consonance. Close repetition of consonant sounds–anywhere within the words. Couplet. Stanza of 2 lines; often, a pair of rhymed lines. Dactyl. Foot consisting of a stress followed by 2 unstressed syllables. Decasyllable. Line consisting of 10 syllables. Enjambment. Continuation of sense and rhythmic movement from one line to the next; also called a “run-on” line. Envoi. A brief ending (usually to a ballade or sestina) no more than 4 lines long; summary. Epigraph. A short verse, note, or quotation that appears at the beginning of a poem or section; usually presents an idea or theme on which the poem elaborates, or contributes background information not reflected in the poem itself. Foot. Unit of measure in a metrical line of poetry. Galleys. First typeset version of a poem, magazine, and/or book/chapbook. Hendecasyllable. Line consisting of 11 syllables. Hexameter. Line consisting of 6 metrical feet. Honorarium. A token payment for published work. Iamb. Foot consisting of an unstressed syllable followed by a stress. Line. Basic unit of a poem; measured in feet if metrical. Meter. The rhythmic measure of a line. Octave. Stanza of 8 lines.
Octosyllable. Line consisting of 8 syllables. Pentameter. Line consisting of 5 metrical feet. For instance, iambic pentameter equals 10 syllables (5 unstressed, 5 stressed). Quatrain. Stanza of 4 lines. Quintain. Stanza of 5 lines. Refrain. A repeated line within a poem, similar to the chorus of a song. Rhyme. Words that sound alike, especially words that end in the same sound. Rhythm. The beat and movement of language (rise and fall, repetition and variation, change of pitch, mix of syllables, melody of words). Septet. Stanza of 7 lines. Sestet. Stanza of 6 lines. Spondee. Foot consisting of 2 stressed syllables. Stanza. Group of lines making up a single unit; like a paragraph in prose. Strophe. Often used to mean “stanza”; also a stanza of irregular line lengths. Tercet. Stanza or poem of 3 lines. Tetrameter. Line consisting of 4 metrical feet.
Marking: All teacher marking to take place fortnightly in depth (in depth EBI/ WWW given) students respond at length in red • Light touch marking in terms of marking for literacy will take place within these weeks • Verbal feedback to take place on an informal basis most lessons • Peer/ self-assessment to take place throughout in addition to this
Learning Cycle & Week
Skills to be taught / learnt Learning Activities with resources Differentiation Homework
L1-1
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
Understand the impact of context on the poem
Read Nothing’s Changed and annotate
Revise poetic devices
Analyse form/ language and structure
Analyse theme & tone
Descriptive writing intervention challenge
Write analytical mini- essay: How does Afrika create an angry tone in Nothing’s Changed?
Writing: 1. A speech about Apartheid 2. A description of District 6
Teacher assessed and directed
Take away homework
L1-2
: Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations. Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
Introduce contextual information about WW2/ Holocaust. Investigation booklet
Read and annotate Vultures
Analyse form/ language and structure
Analyse theme & tone
Write analytical mini- essay: How does the poet express his perspectives of WW2?
Writing: Create a war inspired poem (using specific techniques)
L1-3
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations. Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate Show understanding of the relationships between texts and the contexts in which they were written
Introduce contextual information WW1 / Wilfred Owen
Read and annotate Dulce Et Decorum Est
Essay: How are the horrors of war conveyed in Dulce Et Decorum Est?
Writing: Narrative writing about a soldier in a trench
L1-4
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
Information of poet/ extra context given
Analysis and annotation of Dreamers
Mini essay: How does the poet present the theme of ‘escape’ in the poem Dreamers?
Writing: Write your own poem about a time when you have used your imagination to escape
Show understanding of the relationships between texts and the contexts in which they were written
L1-5
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
Show understanding of the relationships between texts and the contexts in which they were written
Read and annotate In Flanders Field
Introduce symbolism
Grade 9 style essay introduced
Mini essay: How is the symbolism of nature used in the poem In Flanders Field?
Writing: Description of a scene of nature in wartime (creating contrasts)
L1-6
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
Show understanding of the relationships between texts and the contexts in which they were written
Read & annotate Suicide in the trenches
Essay:
Writing:
L1-7
• Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use
textual references, including quotations, to support and illustrate interpretations. • Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate • Show understanding of the relationships between texts and the contexts in which they were written
Y8 Scheme of Work - Poetry
Key Stage: 3 Year: 8 Duration: 7
AIM: LAO1: Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
LAO2:Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
LAO3: Show understanding of the relationships between texts and the contexts in which they were written LAO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation
Prior Learning
Success Criteria AO1: Read, understand and respond to texts. Students should be able to: • maintain a critical style and develop an informed personal response • use textual references, including quotations, to support and illustrate interpretations. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written.
Pedagogical Notes TEEP strategies will be embedded throughout all schemes. PiXL strategies will develop the wellness and mindfulness as we progress through the course.
Assessment Opportunities
Identified gaps from prior learning Teacher analysis
Learning Skills Be able to learn independently Be able to develop resilience Be able to audit own knowledge
Cross Curricular Links: Literacy – Reading And understanding Numeracy History – Geography – Wellness & mindfulness –
SMSC / British Values links: Element of choice – independent learning tasks Mutual respect, support and empathy at all times Tolerance of students beliefs whilst studying themes within schemes Expectations of standards expected in English Spiritual awareness of themselves Moral implications of war and issues surrounding them
Key Questions: Analytical essay question
Unit Jigsaw: Term 1- Language paper 1 Term 2- Novel & essay Term 3 – Paper 2 non-fiction ‘Exploitation’ Term 4 – Shakespeare Romeo & Juliet (character & theme) Term 5 – Poetry (War) & creative Term 6 – Blood Brothers & narrative Literature AO1-Read understand and respond to texts Literature AO2-Analyse the language, form and structure used by the writer to create meaning and effects, using relevant subject knowledge Literature AO3 Show understanding of the relationships between texts and the contexts in which they were written
Key Words:
Narrator Overture Nature Nurture Class Superstition Motherhood Power Judgement Love Destiny Play Role
Act Scene Fate Reprise Motif Juxtaposition Foreshadowing Parallel Cyclical Soliloquy Antihero Narrator Stage Directions Margaret Thatcher Conservatives Decline
Marking: All teacher marking to take place fortnightly in depth (in depth EBI/ WWW given) students respond at length in red • Light touch marking in terms of marking for literacy will take place within these weeks • Verbal feedback to take place on an informal basis most lessons • Peer/ self-assessment to take place throughout in addition to this
Learning Cycle & Week
Skills to be taught / learnt Learning Activities with resources Differentiation Homework
L1-1
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
Introduction to Liverpool in the 1970’s/1980’s
Background of Willy Russell
Explore cultural references: Margaret Thatcher, Conservatives, Managed Decline,
Boys from the Black Stuff, Hillsborough, Our Day Out
Analysis of the opening song
Make predictions about the play.
Explore the function of a prologue, compare to Romeo and Juliet.
Recap similes and their impact/purpose
Reading: Read A1:S1-2
Explain context of Marilyn Monroe
Revisit predictions
Discuss audience’s feelings about The Mother
Make links with context Writing: What links can be made from the opening scenes of the play with the context? (A03)
Teacher assessed and directed
Knowledge organisers Students will be tested during PfL in the subsequent lesson
L1-2
: Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
Read A1:S3 & 4
Explore the role of women and mothers
Revise comparative connectives
Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
Hot seat the two women at this point to discuss their feelings.
Compare The Mother & Mrs Lyons
Discuss the role of women in society and gender roles
Explore dramatic devices and their use
Writing: Comparative essay based on Mrs Johnstone & Mrs Lyons
L1-3
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations. Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate Show understanding of the relationships between texts and the contexts in which they were written
Reading: Read A1: S5
Explore the theme of superstition and fate
Examine the different songs
Examine the role of the narrator Writing Analyse the songs and the references to superstition and fate
L1-4
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
Analyse the language, form and structure used by a writer to create meanings and effects,
Read A1:S6 – 8
Explore the theme of family, relationships & conflict
Explore morality
Discuss how masculinity is presented so far in the play
Summarise what has happened in the play
using relevant subject terminology where appropriate
Show understanding of the relationships between texts and the contexts in which they were written
L1-5
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
Show understanding of the relationships between texts and the contexts in which they were written
Read: A critical essay about Blood Brothers & Boris Johnson article
Explore the role of education in Blood Brothers
Explore motifs & symbols in the play
Analyse the structure of the play
Writing Analyse how Mickey & Eddie are presented differently
L1-6
Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.
Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
Show understanding of the relationships between texts and the contexts in which they were written
Read: Modelled responses to an AQA paper
Read and analyse modelled responses to an AQA English Literature Paper 2 response
Preparation for assessment
Identify and explode quotations
Revise context Writing Assessment: How does Willy Russell present childhood and growing up in Blood Brothers?
Write about: • the ways particular characters change as they grow up • how Russell presents childhood and growing up by the ways he writes. [30 marks] AO4 [4 marks]
L1-7
• Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations. • Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate • Show understanding of the relationships between texts and the contexts in which they were written