y7 scheme of work horror (paper 1) - home - the de la ...€¦ · term 6 – blood brothers &...

Y7 Scheme of Work – Horror (Paper 1)

Key Stage: 3 Year: 7 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 Frankenstein, The Walking Dead, The Wasteland & Homeward Bound,

Prior Learning Primary

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 – Years of historical events History – History of horror Geography – The genre 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.

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 the horror genre

Define what elements horror stories are made out of

Explore old and modern forms of horror storytelling

Identify horror features within a text

To understand people like horror films

Teacher assessed and directed

Knowledge organisers. Students will be tested during PfL in the subsequent lesson

Explore 19th century horror and contemporary horror

Introduce requirements for question 1/ big picture. Practice with Frankenstein

Consolidate understanding with an extract from The Walking Dead

If further clarification is needed extracts from Homeward bound

Typical characteristics of a horror character explored

Students create their own horror character

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 using emoji’s

Explore the connotations of words

Read The Walking Dead fully – track effects and emotions in the text

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 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. 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: Descriptive writing, question 5 Language Paper 1

Work through the language intervention SPICE. Tasks 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 ………

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

Zombie Apocalypse project Students to be assigned different descriptive/ narrative roles. E.g. Eyewitness account, survival guide, etc.

L1-4


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

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

Resource material TBC

L1-5



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

Creating implicit description

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

Assessment week

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

Reteach week

Scheme of Work

Key Stage: Year: 7 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


Skills to be taught / learnt Learning Activities with

resources Differentiation Homework

L1-1

To learn about the front of a

book and think about

illustration.

Imagine story

Billionaire Boy Books. Children look at title, author. Illustrator. Lettering. Picture.

Children to design their own front cover of this book.

Look at the cover and information on the back of the book. Ask the questions: what does the cover provoke – genre of the story, author, what information can you get from the illustration, who do you think the main characters are, where is the novel set, what time in history is it set? Look at the quotes from the reviewers. What do you think this book is going to be like?

Watch interview with David Walliams. What impression do you get of him as a person?

What sort of books do you think he will write?

Evaluate finished poster.

L1-2

Consider the author BBC Meet the Authors. Or Scottish Book Trust Website

Discussion

L1-3

Inference and deduction

Understanding a character Understanding paragraphs

Chapter 1 Group discussion

L1-4

To get information from text To imagine what it is like to

be someone else.

Chapter 1. Workpack Possessions page.

Answers on worksheets

L1-5

To read text and extract meaning.

Bumfresh towers sheet. Bumfresh Towers.

L1-6

To discuss priorities with others.

5 things for your family Meet Joe Spud- spider diagram of what we find out about him.( Very quickly into list of possessions)

Look at the list of possessions that Joe has. Represent this on the worksheet.

David Walliams sheet.(www.worldofwalliams.com)

Think about what priorities you would have if you were a billionaire. Consider are there some things you could not buy, but you would like?

Bumfresh towers sheet.(Page 23)

Read the information and show comprehension for what you draw. (Children to highlight text once it is in their picture)

Group discussion about what you would buy and why.

Discuss illustration and encourage children to illustrate their writing.

Remind still need capital letters and full stops.

5 things for your family

L1-7

To think beyond the text

and apply reading to

personal life.

Why is having a friend important?

Read Chapter 2-5 Discuss the friendship needs of

Joe. What would it be like to be him?

Consider friendship. Talk about friends, when they were younger, current. What is a best friend? What is a good friend?

Homework: Perfect friend sheet.

Why is having a friend important?

http://www.worldofwalliams.com/

To get information from the text about character.

Picture of Joe with labels. Picture of Joe with labels. The children should use the book in

pairs and see which group can get the most information.

Look at the front cover, does the picture influence us? Is it accurate based on the text?

Picture of Joe with

labels.

To consider emotions beyond those in the text

Diary sheet. Write a diary to talk about personal feelings.

Talk about diaries and use of them. Who sees them? What are they useful for?

Read from Diary of Adrian Mole. Read from Diary of Ann Franks.

Diary sheet

To consider different styles of writing needed for different formats.

Newspaper article Look at format of newspapers. Consider language. Succinct writing.

Headlines. Look at font. Summary paragraph at start of

writing.

Newspaper article

Extracting meaning from text.

Show me you can find evidence. Explain using text to explain points. Working in pairs see which pair can

come up with the best quotes. Introducing using the text to support understanding.

Show me you can find

evidence.

To consider styles of writing in letters.

Powerful adjectives.

Joe is angry with the magazine. Look at different letters written for varying reasons. What style is used? How do you change style? Consider formal language. Why are paragraphs important in a letter?

Joe is angry, consider powerful adjectives. How would they help the letter? How much would they make the person not read the letter? (Experiment with effects)

Joe is angry with the

magazine.

Adjectives Alliteration Similes

What does a bully look like? Read chapter 6 Look at the words to describe the

Grubbs. What do they look like? What words do they say? How do they act? Are all bullies the same? Cyber bullying?

What is alliteration? Write sentences with alliteration to describe the Grubbs.

What are similes? Board work. Think of similes to

describe the Grubbs. Now write about Bullies in general on

the sheet.

What does a bully look

like?

Work on Bullies. Role Play sheet. Discuss the sheet. Work out ways of standing up to bullies. Role play in pairs and confrontation situation where the bully does not win.

Show the class.

Role play.

Understanding text. Read Chapter 7 Look at the menus and think how

could you illustrate it? (draw lines to the right picture)

Possibly emphasis on neat writing as it is a menu

Illustrations should

show understanding

Creative writing. Use your own words to make your menu. (Make it as ghastly you can)

Sheet

Rhetorical questions. Emotive language alliteration

Persuasive writing sheet. What are rhetorical questions? (A question asked merely for effect

with no answer expected) How can they be used in persuasive

writing? What is emotive writing? (When there

has been a deliberate choice of words to express strong emotion.)

Reminder of alliteration rules.( The repetition of the same sounds or of the same kinds of sounds at the beginning of words or in stressed syllables)

Reminder of what is meant by fact, opinion, statistics)

How do you start letters? How do you sign off?

Persuasive writing

sheet.

Groups of three. Writing succinctly.

Problem page. Read Chapters 8-12

Think about giving advice? When is it a good idea and when is it a bad idea? Discuss and feedback.

Name some of Joe’s problems. (Can be done in small groups. Problems given to less able. Or examples written on the board and children choose which one they want to use)

Talk about succinct writing because of lack of space in the bubbles.

Problem page.

Listening to language Extracting information

from text.

Teacher phrases sheet. (FROM CHAPTER 8) Talk about phrases some people

always use. Discuss phrases people in school use.-

complete sheet. Talk about phrases they always use.

Teacher phrases

sheet.

Communicating information succinctly.

Imagining someone else’s feelings.

Joe’s problem page. Read Chapters 13-17

Class discussion about the problem Joe has.

Group work to discuss possible solutions.

Individual work to write the solution they would put forward.

Joe’s problem.

Enjoying and playing with language

Capital letters

Playing with words P186 look at all the names and talk about humour.

Remind about names and capital letters.

Discuss which is the funniest and choose top three personally

Playing with words

Writing an account in organised sentences.

Chap 20

Party Sheet.

Read Chapters 18-21 .

Plan the work before filling in the sheet. Goal capital letters, full stops and succinct

writing.

Party Sheet.

Newspaper work contd.

Walliams site. You had better come

quickly sheet.

Read Chapter 22- end of book.

Talk about the headlines and what kind of article could follow.

Revise work on newspapers and write the article.

Walliams site. You had

better come quickly

sheet.

Diary work extension Worst day at school sheet. Can be real or imagined. Re-cap diary work from previous

lesson.

Worst day at school

sheet.

Comprehension of text.

Friends sheet. Discuss the story and work out the answers to

the sheet.

Friends sheet.

Reflection and summary

Reflections

sheet.

Children need to look back at the whole story and be able to reflect on whole thing. May be used as PSHE.

Look at shortening sentences and still having meaning.

Reflections

sheet.

Review a book Review sheet. Talk through the sheet and make it clear that personal viewpoint is important. Needs more detail, not just summary.

Review sheet.

Relating to author and extending conversation.

Letter to Walliams. Talk about authors and books and remind of film clip at outset.

Re-cap lesson where they looked at the cover. Did it live up to expectations ?

Post letter if appropriate.

Letter to Walliams

Sheets from Walliams site are:

Design a loo roll. Word Search Quiz

Look at website Go to the website: worldofwalliams.com and try out a game. Look at the other books and encourage children to read another book themselves.

Y7 Scheme of Work – The Greatest Showman (Paper 2)


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 The Greatest Showman, extracts about The Elephant Man and an extract from The Guardian.

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



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




L1-1


Reading focus: Explore question 1 from Language Paper 2

Introduce the theme of exploitation

Define what exploitation is

Explore old and modern forms exploitation

Introduce The Greatest Showman and discuss the different forms of exploitation and inequality throughout

Define suspense and tension

Track suspense and tension throughout the film

Explore the impact of suspense and tension on an audience – emotions it provokes

Introduce requirements for question 1/ big picture. Practice with facts from the film

Students to explore the context of exploitation in Victorian circuses

Opportunities available to develop cultural capital

Comprehension study about ‘The Elephant Man’


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.

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


Compare both characters using specific sentence stems

Exposure to the content of a question 2


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


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

Writing focus: Writing to inform and persuade, question 5 Language Paper 2

Understand AFOREST

Exposure to the persuasive writing toolkit

create meanings and effects, using relevant subject terminology where appropriate



Examine how it is used in writing to persuade

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

Introduction to the Toulmin structure to help aid writing

L1-4



Show understanding of the relationships between texts

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

and the contexts in which they were written

L1-5



Writing focus: Review writing

Explore what a review is and the key elements of a review discussed

Reinforcement of Toulmin structure

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

Assessment week

Reteach opportunities

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

Scheme of Work

Key Stage: 3 Year: 7 Duration: 6 weeks

AIM: To encourage students to engage in the study of William Shakespeare and develop an underpinning knowledge of the context surrounding the Shakespearean era. This will symphonically underpin future learning, ensuring that every year 7 pupils has a base understanding of the life and times of William Shakespeare.

Prior Learning KS3 has contained all the skills essential for accessing the material needed for GCSE whilst engaging in thought provoking thematic material. All prior knowledge of the core themes will provide the foundations for learning, this half term

Success Criteria

Summarise and synthesise information or ideas from texts

Understand the context of the Shakespearean era.

To develop their knowledge of the language used at the time.

To appreciate and explain the Elizabethan zeitgeist.

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

Pedagogical Notes TEEP strategies will be embedded throughout all schemes. PiXL strategies will develop the wellness and mindfulness as we progress through the course.

Listen to and understand spoken language, and use spoken Standard English effectively.

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 Focus on the higher order skills necessary to access Literature paper 1 Pupils should be able to verbalise their understanding of the context.


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:

Who was William Shakespeare? What was life like in the Elizabethan era? What was Shakespeare famous for? What is his legacy?

Unit Jigsaw: HT1 – Language Paper 1 exploration: Zombies!! HT2 – Novel exploration: Harry Potter- literature appreciation HT3 - Language Paper 2 : The Greatest showman 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: Shakespeare Elizabethan Globe Play Drama Sonnet Performance Creativity Volta Romance Comedy

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.



L1-1

To compare the ideas and effects created by the poets

Pupils will use creativity to gain knowledge of the context. Revision of previously acquired knowledge. Address misconceptions.

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

Homework is given at the beginning of the scheme in a takeaway format.

L1-2

To compare the ideas and effects created by the poets

Pupils will creatively demonstrate their knowledge of the Elizabethan context. Understand the life and times of William Shakespeare. Know and acknowledge his works


L1-3

To utilise the literature skills that we have developed to complete an assessment

Pupils will read translated, accessible versions of Shakespeare’s plays. What are the themes? Are the plays representative of the era? Begin to draw conclusions about the time and the motivation of Shakespeare.


L1-4

To review the literature skills that we have developed and set targets

Discuss and acknowledge the relationship between Shakespeare and his audiences. The bourgeoisie and the paupers. Who acted at the time? Men? Women? Rich or poor?


L1-5

To communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences

Pupils will read more of Shakespeare’s literature including some of his sonnets. What do they mean? Who are they for?


L1-6

To organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.

Pupils will begin to respond to stimuli that will enable them to create interesting answers to question prompts.


L1-7

Y7 Scheme of Work - Poetry


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 Primary

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.


Assessment Opportunities Analysis of each poem Description



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:




L1-1


Understand the impact of context on the poem

Read About Friends and annotate

Analyse form/ language and structure

Analyse theme & tone

Descriptive writing intervention challenge

Describe the perfect bestfriend


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 Kipling and IF

Read and annotate If

Analyse form/ language and structure

Analyse theme & tone

Write a didactic poem

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

Mother, any distance

Read and annotate

Write an extended metaphor poem about a close relationship

L1-4




Information of poet/ extra context given

Half Past 2 – close study and mini essay

L1-5


Analyse the language, form and structure used by a writer to create meanings and effects,

Read and annotate Hide and Seek

Comparative essay

using relevant subject terminology where appropriate


L1-6




Essay:

Writing rewrite SPAG catch up

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

Write poetry anthology

Scheme of Work


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 1. Paper 1 language 2. Modern novel 3. Paper 2 language 4. Shakespeare 5. Poetry 6. Modern drama

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.


Assessment Opportunities 1. Paper 2 style modern drama

question 2. Quotation analysis



Homework: Knowledge organiser – retention and retrieval

Cross Curricular Links: Literacy – Reading And understanding Numeracy History – Geography – Wellness & mindfulness –

SMSC / British Values links:

social responsibility, education, fairness, The government, morality and leadership.

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 Sonnets Term 5 – Poetry (relationships) & 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: See Knowledge organiser

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: Writing Dirt Reading (lit) Dirt 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



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)


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,

. Read A1:S3 & 4

Explore the role of teachers

Revise comparative connectives

to support and illustrate interpretations.



Hot seat the two teachers at this point to discuss their feelings.

Compare Briggs and Mrs Kay

Discuss the role of education

Explore dramatic devices and their use

Writing: Comparative essay based on Mr Briggs and Mrs Kay

L1-3




Reading: Read A1: S5

Explore the theme of poverty and deprivation

Examine the story line

Examine the role of the narrator Writing Analyse the narrative with reference to poverty and deprivation

L1-4


Analyse the language, form and structure used by a writer to create meanings and effects,

. Read A1:S6 – 8

Explore the theme of friendship

Explore morality

Discuss how authority

Summarise what has happened in the play

using relevant subject terminology where appropriate



L1-5




Read: A critical essay about Our Day out

Explore the role of education in

Our Day out

Explore motifs & symbols in the

play

Analyse the structure of the

play

Writing Analyse how Reilly and Carol are presented differently

L1-6



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 Poverty and hopelessness in Out Day Out Write about: • the ways particular characters change as they visit somewhere new • how Russell presents poverty and children 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

y7 scheme of work horror (paper 1) - home - the de la ...€¦ · term 6 – blood brothers &...

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