subject: english scheme of work: year 9 of mice and men

English @ SAA

Subject:

English

Scheme of Work: Year 9 – Of Mice and Men and Language Paper 1

Term: Autumn/Spring/Summer

Topic / Unit(s)

Overview / Context This term, students will study Of Mice and Men and Language Paper 1 Sections A and B.

They will learn:

how to respond to a ‘How far do you agree’ response for both Literature and Language

key messages and themes presented in a text

how to respond to GCSE Language questions

to review/develop SPAG writing skills

Assessment/Mastery

Success criteria

Curriculum Opportunities

SMSC Spiritual Moral Social Cultural

Assessment Opportunities

PAIR Marking to be completed:

Spring Term 1:

Week 3: Formative Assessment - Lennie is presented as being wholly reliable on George. How far do you agree?

Week 5: Summative Assessment – Steinbeck uses the characters in OMAM to reflect attitudes of the 1930’s. How is this evident in OMAM?

Spring Term 2:

Week

Assessment Cycle:

1 2 3

English @ SAA

Key Vocabulary Character

Setting

Symbolism

Microcosm

Impact

Segregation

Cyclical

Structure

Language

Wider Reading The

Teacher Notes Available resources for this scheme are in shared area.

Assessments are documented in the scheme

Focus for this scheme is to develop students’ evaluative and critical thinking around a writer’s key ideas and how they are presented within Literature. Furthermore, students will be developing the skills for Language Paper 1 with a clear focus on this paper in Term 2.2.

English @ SAA

Spring Term 1

The Three Peaks

Objectives

Teaching and Learning Activities Assessment Notes

Lesson 1

1. Gathering.

Select relevant ideas

2. Processing Explain feelings based on the text

3. Applying Predict what happens in the text

Bell task: Display key words ‘Predict’ and ‘Justify’ – students to note down what they understand by this.

Create whole class definitions

Learning toolbox :

Circle map for ideas from cover and blurb

Red Cap to be used for explaining feelings towards book

Tasks:

Introduce scheme

Display/print and annotate a range of book covers/DVD covers for OMAM. Students to predict and justify what they think the text is about.

Students analyse title and blurb and add to / edit predictions

Plenary : Choice from department folder / verbal feedback and TQ about predictions

Teacher to choose from:

1. Use of traffic light cards to check understanding

2. Targeted questioning or random using popcorn, name generator, lollipop sticks etc.

3. Self/Peer assessment 4. MWB responses 5. Question wall 6. Quiz 7. Journal evaluation

Resources:

Students need books

Key Vocabulary/Literacy opportunities

Blurb

Explain

Analyse

Marking Opportunity:

Red pen

Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Lesson 2

1. Gathering.

Describe what a writer does.

2. Processing

Explain Steinbeck’s background

Applying

Bell task : Display question and discuss student thoughts – why do people write books?

Key word: writer

Learning toolbox

Facts Cap

Tasks:

Display an image of Steinbeck with information about his childhood. Students to write down 4 facts about him using full sentences/CL/FS – self assess

Supply more information about Steinbeck and OMAM – students to create a fact file in which they summarise the influences of his background on his writing of OMAM.

*Differentiate for the ability of students

Plenary: Choice from department folder





Resources

Key Vocabulary: Writer

Literacy opportunities: SPAG


Self-assessment of 4 facts

Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 3

1. Gathering.


2. Processing

Link thoughts to images

3. Applying

Bell task: Display images relating to Great Depression/American Dream. Students to note down the problems people may have faced in relation to the image

Learning toolbox

Green Hat – Ideas

Black hat – Problems faced by people living during the Great Depression

Tasks

Discuss the key word ‘context’ in relation to what students have previously learned. Create a class definition

Use of ICT to carry out research on: Great Depression/American Dream





Resources:

Key Vocabulary:

Context

Literacy opportunities

SPAG / summarising


Recall/Homework:

SMSC:

English @ SAA

Alternatively, teacher to supply information and students could conduct an information trail to gather key information.

Plenary Choice from department folder

Misconceptions:

Lesson 4 1. Gathering.

Select relevant adjectives to describe image

2. Processing

Link own choice of adjectives to set text

3. Applying

Bell task: Display image of setting in Chapter 1. Students to note down adjectives they would use to describe the setting and justify why.

Learning toolbox:

Green cap – ideas about setting

Red cap – impact of setting

Tasks:

Discuss key word ‘setting’ and create a definition

Read the opening page of OMAM

Ask students to check whether any of their choice of adjectives can be linked to the setting.

Supply students with a copy of the description and ask them to highlight anything they find interesting about the setting (or students can pick out and copy into their jotters).

Students to note down what they found interesting and the impact they feel it has (consider atmosphere created)

Model close analysis of a key phrase/word; students to independently/in pairs analyse key phrases

*Differentiate according to ability of students






Resources

Key Vocabulary:

Setting



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 5

1. Gathering.

Select relevant quotations

2. Processing

Bell task: Statement relating to setting in CH 1 – How far do students agree and why? Discuss

Learning toolbox:

Red cap – personal response to statement



2. Targeted questioning or random using popcorn,

Resources:

Key Vocabulary

Setting

Atmosphere

English @ SAA

Explain the intended effect

3. Applying

Evaluate the impact of the description

Tasks:

Using the modelled analysis from previous lesson, complete a shared paragraph in response to the following question: ‘How does Steinbeck use language to describe the setting?’

Label parts of PETAL and create a code.

Students to continue the response by writing a further PETAL paragraph about a different quotation.

Plenary : Self-assessment of independent response

name generator, lollipop sticks etc.




Recall/Homework:

SMSC:

Misconceptions:


Select relevant information

2. Processing

Explain the presentation of a character

3. Applying

Bell task: Display image and information about itinerant workers – students note down 4 facts from the information

Learning toolbox:

Grey Hat – Facts

Red hat emotions

Tasks:

Create a definition for the key word ‘character’ – method constructed by writer to…

Read the rest of chapter 1.

Create summary of key events/characters/setting

Discuss first impressions of the characters and locate any information that relates to itinerant workers

Plenary: Create a summary of the key events in Chapter 1.





Resources

Key Vocabulary

Character


SPAG


Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

The Three Peaks

Objectives


Lesson 7

1. Gathering.

Recall key information about characters

2. Processing Analysing what a section of text shows about a character

3. Applying

Prediction of plot development

Bell task Statement related to current affairs - How far do you agree… and why…

Learning toolbox:

Green Cap – ideas

Tasks:

Recall definition of ‘character’

Discuss what a ‘symbol’ is and link to itinerant worker

Students to split a page in half and stick a copy of the description of George and Lennie down the middle. Using two different colours, students should highlight relevant quotations about the characters. Using one page for George and one for Lennie, students should analyse key quotations and note down what they suggest about the character.

They could sketch an image of the characters to demonstrate their understanding

Plenary: Predict and justify what might happen next





Resources:

Key Vocabulary

Character

Symbol


SPAG / Reading skills / Oracy


Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Lesson 8

1. Gathering.

Locating relevant quotations

2. Processing

To justify how a quotation reflects my understanding

1. Applying

Bell task: What kind of relationship do George and Lennie have? Justify and create list

Alternatively – George is a father-figure to George – How far do you agree? Discuss and justify

Learning toolbox:

Red cap – impact of language on reader

Task:

Model analysis of a key quotation that reflects relationship from chapter 1 – effects etc

PAIRED WORK – Students to work in pairs to locate and analyse relevant quotations from chapter 1 that illustrate the relationship between these characters






Resources

Key Vocabulary/literacy opportunities


Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 9

1. Gathering. 2. Processing 3. Applying

Bell task : SPAG bell task – choose depending on needs of students

Learning toolbox :

Tasks:

Read Chapter 2

Create a summary of key events/characters/setting






Resources:



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA



2. Processing

Classify my ideas

3. Applying

Bell task SPAG bell tasks – choose depending on students’ needs

Learning toolbox

Tasks:

Identify further quotations from Chapter 2 that demonstrate/support/contradict previous thoughts on the relationship between George and Lennie.

Note these down and annotate in preparation for formative assessment






Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


English @ SAA


Selecting relevant ideas

2. Processing

Explaining my ideas and understanding

3. Applying

Evaluating how a relationship is presented

Bell task: students independently note down what they understand by PETAL

Learning toolbox

Tasks:

FORMATIVE ASSESSMENT

Students answer question ‘ Lennie is presented as being wholly

reliable on George. How far do you agree?

Students to write 2/3 PETAL paragraphs in response to the question

Plenary: Students to re-read and edit work. Check SPAG





Resources



Recall/Homework:

SMSC:

Misconceptions:


Select relevant information about women in 1930’s America

2. Processing

Explain presentation of women and make contextual links

3. Applying

Evaluate writer’s presentation

Bell task: Explore connotations and use of apostrophe in ‘Curley’s wife’

Learning toolbox:

Tasks:

Research role and expectations of women in 1930’s America/note down 4 things about the role of women/carousel to gather information

Make links to presentation of Curley’s wife in Chapter 2

Whole class - Develop an explanation of how Steinbeck presents Curley’s wife making links to context, modelling how to incorporate contextual information within the response rather than being a ‘bolt-on’ statement






Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


English @ SAA

Lesson 13

1. Gathering.

Describe what happens in a chapter

2. Processing 3. Applying

Bell task: SPAG Focus

Learning toolbox:

Tasks:

Read Chapter 3







Resources



Recall/Homework:

SMSC:

Misconceptions:

Lesson 14

1. Gathering.

Describe feelings of the reader

2. Processing

Reason why the writer has included a particular scene

3. Applying

Evaluate the impact of the scene for a reader.

Bell task What questions could we ask Steinbeck about Candy’s dog’s death scene?

Learning toolbox:

Green Cap - Ideas

Tasks:

Discuss and analyse the language and structure used in the death of Candy’s dog scene

Create a tension graph for this section

Justify highest level of tension and lowest

Discuss and draw out why Steinbeck included this scene

Students consider a wide range of effects/emotions on the reader – challenge to give alternative interpretations

Plenary: Aim to answer some of the questions from the ‘bell task’





Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

The Three Peaks

Objectives


Lesson 15 1. Gathering. 2. Processing 3. Applying

Bell task Display the term ‘racism’ and its definition but with some words’ letters scrambled – students have to unscramble the words to create correct definition

Learning toolbox

Red Hat – Feelings

Green Hat – Ideas

Tasks:

Listen to Billie Holiday’s song ‘Strange Fruit’ about racism and the treatment of Black people in 1930’s America

Explore the writer’s viewpoint about racism and support with key quotations

Analyse key words/phrases






Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


English @ SAA


Recalling ideas

5. Processing

Inferring ideas from a text

6. Applying

Bell task Phrases on board used to describe Crooks so far – make inferences and link back to racism

Learning toolbox

Tasks:

Read Chapter 4







Resources



Recall/Homework:

SMSC:

Misconceptions:


Bell task Who has the most power in Ch4, Crooks, Lennie or Curley’s wife? Justify

Learning toolbox:

Task:

Some students analyse the presentation of Curley’s wife in Ch4. Other students analyse the presentation of Crooks in Ch4.

Students to create a presentation about the characters making links to context and key quotations. These can be presented next lesson






Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


English @ SAA


Recalling key information

2. Processing

Explaining reason for using specific techniques

3. Applying

Evaluate how the text impacts the reader

Bell task SPAG tasks

Learning toolbox:

Green Cap -Ideas

Tasks:

Students to present their ideas about Crooks and Curley’s wife






Resources



Recall/Homework:

SMSC:

Misconceptions:



2. Processing

Organising ideas into a form of writing

3. Applying

Bell task SPAG Task

Learning toolbox:

Tasks:

Shared PETAL response about the presentation of Crooks

Students complete one more PETAL paragraph and identify different elements of PETAL

Plenary Self assess work - Read and edit work making changes in green pen





Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA



5. Processing

Organising ideas into a form of writing

6. Applying

Bell task What makes an effective journal entry? Discuss

Learning toolbox:

Tasks:

Introduce banned words – good/bad/nice/little/big

Students to imagine that they are either Crooks or Curley’s wife. They are to write a journal entry describing their thoughts and feelings about what happened in Crooks’ barn

Plenary Self assess work - Read and edit work making changes in green pen





Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 20

1. Gathering.

Predicting ideas

2. Processing

3. Applying

Bell task Predict what will happen in Ch 5

Learning toolbox:

Tasks:

Read Chapter 5







Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA


Bell task: American Dream images relating to characters in novella

Learning toolbox:

Task:

Close analysis of how Steinbeck presents Curley’s wife’s death. Make links to the death of her dream and Lennie’s






Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 22

1. Gathering.

Predict plot

2. Processing

Justify predictions

3. Applying

Bell task: Predict ending and justify

Learning toolbox:

Tasks:

Read Chapter 6


Plenary Explain whether predictions were accurate





Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Lesson 23

1. Gathering.


2. Processing

Sort out ideas needed for an answer

3. Applying

Appling features of a text type

Bell task

Learning toolbox:

Green – Ideas

Tasks:

Close analysis of language and structure used to present Lennie’s death

Consider how tension and sympathy are created






Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 24

4. Gathering.


5. Processing

Sort out ideas needed for an answer

6. Applying

Appling features of a text type

Bell task: Image of a circle – make links to structure of OMAM

Learning toolbox:

Green – Ideas

Tasks:

Re-read from the start of Chapter 1 to ‘then two men emerged from the path and came into the opening by the green pool.’ Then re-read the start of Chapter 6 to ‘the little snake slid in among the reeds at the pool side’. What similarities, differences and changes are evident? Why?

Examine why Steinbeck uses lengthy descriptions of the pool etc

Plenary: Explain how and why Steinbeck uses the cyclical structure





Resources


Cyclical structure


Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Lesson 25


Bell task Image of ranch and term/definition of microcosm – challenge students to make links between the term and the image

Learning toolbox:

Green – Ideas

Tasks:

Give students a copy of the ranch image They can note down the names of key characters in a relevant section of the image (Candy, Crooks, Curley’s wife and Lennie) an make notes as to how they are marginalised in the novel, what groups they represent in wider society and how Steinbeck reveals attitudes to these groups at the time of writing.





3. Self/Peer assessment

4. MWB responses

5. Question wall

6. Quiz

7. Journal evaluation

Resources


Microcosm

Symbolic

Society


Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Half Term

Students are to revise all work completed previously for OMAM in preparation for summative assessment

Lesson 1

1. Gathering.

Recall relevant information about a text

2. Processing

Explain my ideas about a text

3. Applying

Bell task: Brain drop – everything and anything about OMAM

Learning toolbox

Green Cap - Ideas

Tasks:

Deconstruct exam style question

Plan and prepare response

Begin summative assessment

In OMAM, Steinbeck set out to expose and chronicle the marginalisation that people can face. How far do you agree?






Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks Teaching and Learning Activities Assessment Notes

English @ SAA

Objectives

Lesson 2


Bell task Word searches/Crosswords from shared area

Learning toolbox

Green Cap - Ideas

Tasks:

Complete summative assessment






Resources:



Summative assessment DEAR marked by class teacher

Recall/Homework:

SMSC:

Misconceptions:


Naming 4 key facts


Bell task: Write down 4 facts about an image

Learning toolbox:

Tasks:

Collaborative/paired/independent responses to Lang P1, Question 1

Plenary: Begin to create a ‘Take away’ menu for Lang P1 – focus on top tips for Q1





Resources

Choose from sample of Lang P1 questions and texts



Self-assessment

Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

The Three Peaks

Objectives


Lesson 4

1. Gathering.


2. Processing

Inferring ideas about a set of characters from what I have read

3. Applying

Bell task: Display images and infer impact/effect. Justify

Learning toolbox :

Green Cap – Ideas

Bubble Map – language features

Tasks:

Complete bubble map

Share mark scheme for Q2 – annotate relevant sections for ability and discuss expectations

Collaborative/paired responses to sample Lang P1, Question 2

Identify where mark scheme has/has not been met – make improvements

Plenary : Choice from department folder





Resources:



Lanuage

Effect


Recall/Homework:

SMSC:

Misconceptions:

English @ SAA


Bell task: Linked to techniques students are studying for Q2

Learning toolbox:

Green Hat – Ideas

Circle Map

Tasks:

Supply a new Q2. Students to complete under timed conditions in silence.

Peer-assessment with reference to mark scheme

Students re-do the response under timed conditions making improvements suggested from peer

Plenary: Complete a section of the take away for Q2





Resources



Language

Effect


Peer-assessment

Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 6


Bell task: Images linked to structure (could relate back to cyclical structure in OMAM)

Learning toolbox:

Green Cap - Ideas

Tasks:

Match up activity of structural devices and definition/examples for Q3

Modelled analysis of structural devices in an extract and the impact they have






Resources:



Structure

Effect


Recall/Homework:

SMSC:

Misconceptions:

English @ SAA


Recall structural features


Bell task: Recall structural features

Learning toolbox:

Tasks:

Share and discuss mark scheme for Q3

Share a modelled response (suitable for ability but also to challenge)

Students could highlight the response identifying the different features from the mark scheme






Resources



Structure

Effect


Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 8


Bell task : SPAG bell tasks

Learning toolbox :

Tasks:

Collaborative/paired responses to sample Lang P1, Question 3

Identify where mark scheme has/has not been met – make improvements

Plenary: Complete take away menu top tips for Q3





Resources:



Structure

Effect


Recall/Homework:

SMSC:

English @ SAA

Misconceptions:


Bell task: Identify structural technique and effect in a paragraph

Learning toolbox

Tasks:

Supply students with a new Q3. Students to complete under timed conditions in silence.

Self-assessment with reference to mark scheme

Students re-do the response under timed conditions making improvements

Identify where improvements have been made






Resources



Structure

Effects


Self-assessment

Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


English @ SAA


Evaluate

Bell task: Topical statement – how far do you agree? Discuss and justify

Learning toolbox

Green Hat Ideas

Tasks:

Share mark scheme for Lang P1 Q4 – deconstruct and discuss expectations

Share a sample response – students could colour code the different parts of the response in relation to mark scheme

They could ‘PAIR’ the response and make improvements






Resources

Sample response


Evaluate


Recall/Homework:

SMSC:

Misconceptions:


Bell task Topical statement – how far do you agree? Discuss and justify

Learning toolbox:

Tasks:

Shared deconstruction of question

Shared response to Q4

Identify where different AO’s have been met and create a key

Plenary: Complete ‘Take Away’ menu top tips for Q4





Resources



SPAG

Evaluate


Self-assessment

Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

The Three Peaks

Objectives



2. Processing

3. Applying

Bell task: Recall expectations of Q4

Learning toolbox:

Tasks:

Supply students with a new Q4

Students complete independent response under timed conditions

Self-assessment






Resources



Evaluate

Effect


Self-assessment

Recall/Homework:

SMSC:

Misconceptions:

English @ SAA


2. Processing

3. Applying

Bell task: Recall expectations of Lang P1 Sec A

Learning toolbox:

Tasks:

Students revise Lang P1 Section A

Begin summative assessment of Language P1 Section A

Students complete a new full Language Paper 1 Section A in assessment book in timed conditions






Resources

HH to supply assessment for Lang P1 Section A



Class teacher to PAIR mark Section A

Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


English @ SAA


5. Processing

6. Applying

Bell task : Phrases on the board about characters – deducing ideas

Learning toolbox:

Tasks:

Complete summative assessment of Lang P1 Sec A in assessment book






Resources

HH to supply assessment for Lang P1 Section A



Class teacher to PAIR mark Section A

Recall/Homework:

SMSC:

Misconceptions:


Selecting relevant ideas/naming techniques

2. Processing

Explaining/analysing techniques

3. Applying

Evaluating impact or techniques

Bell task: Display image – list powerful adjectives to describe the tone/atmosphere. Discuss and challenge

Learning toolbox:

Circle map

Green Cap – Ideas

Blue Cap - Planning

Tasks:

Explore mark scheme

Read a sample response that reflects the image from bell task and mark it in relation to mark scheme

Re-do a section to make improve paying attention to vocabulary choices






Resources

Thesauri


Ambitious vocabulary

Effect


Self-assessment

Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

The Three Peaks

Objectives



Selecting relevant ideas/naming techniques


Bell task SPAG focus

Learning toolbox:

Green Cap – Ideas

Blue Cap - Planning

Tasks:

Students could write a ‘cold’ sample description for given image

Model how to begin sentences in different ways/explore a range of extracts that demonstrate above skill

Students re-write their sample description but improve by beginning sentences in different ways






Resources

Range of descriptive extracts



Self-assessment

Recall/Homework:

SMSC:

Misconceptions:

Lesson 18


Bell task SPAG focus – list punctuation and uses

Learning toolbox:

Green Cap – Ideas

Tasks:

Focus on punctuation

PAIR WORK Explore a range of extracts with varying punctuation – rank these in relation to most effective and least effective – discuss and justify

Using the most effective response, ask students to write a description emulating the punctuation used

Remind students of the importance of using ambitious vocabulary






Resources


Punctuation choices

Effect

Ambitious vocabulary


Recall/Homework:

SMSC:

English @ SAA

Misconceptions:

The Three Peaks

Objectives



Bell task List the different types of sentence structures/forms

Learning toolbox:

Habits of mind- Persist

Green Cap – Ideas

Blue Cap - Planning

Tasks:

Focus on sentence structures/forms

Discuss, model and make notes on different sentence types

Quiz on sentence types

Structured slow writing of a paragraph focusing on different sentence types, punctuation and vocabulary choices.






Resources


Sentence structures/forms

Punctuation


Recall/Homework:

SMSC:

Misconceptions:

English @ SAA


Bell task Rules for TIPTOP paragraphs

Learning toolbox:

Habits of mind- Persist

Green Cap – Ideas

Blue Cap - Planning

Tasks:

Explore a sample description and identify when the writer begins a new paragraph

Students to work in pairs to write a full response ensuring they change focus effectively and include a range of punctuation/sentence forms and structures/ambitious vocabulary

Self or peer-assessment

Plenary Make improvements to self/peer assessed responses





Resources



Self or peer assessment

Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 21

1. Gathering.

2. Processing

3. Applying

Bell task

Summative assessment of Language Paper 1 Section B

Supply students with a new image to describe





Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Lessons 22 – 30 NB data input is due approx Friday 23rd March

Staff should use lessons 22 – 30 to revisit and consolidate skills

subject: english scheme of work: year 9 of mice and men

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