DEPARTMENT English LEVEL KS3 UNIT – Skellig Scheme of Work DURATION - 8 weeks (No of weeks) YEAR GROUP 7 LESSON NO. LEARNING OUTCOME OVERVIEW OF ACTIVITIES DIRECTED STUDY/ ASSESSMENT 1 Challenge: To be able to infer details from an image. Aspire: To be able to analyse the image and predict the outcome of a novel based on the image and blurb. What does ‘Skellig’ mean? TPS Compare two different book covers. Students to discuss what it suggest about the novel. RR Read blurb from school copy. Students write predictions of novel in full sentences. Students to share predictions and compare. Read chapter 1. Using blurb, images and chapter , create table prediction to share with class. Create class prediction. Michael seems like… Complete the line MPS PPT Skellig Novel Pairs Check – key information in PEE AF3 – deduce and interpret 2 Challenge: To identify vocabulary which creates an image in the readers’ heads. Aspire: To use key vocabulary from a text to create an image. Recall task – what do they know about the novel so far - RT Read chapter 2 and 3. Re-read the description of the garage. Students to find 10 things that are described in the garage. Discuss the effect of the descriptive words. Students to draw the garage, making sure they include everything from the description. Share some with the class. PEER. Spellings – don’t, won’t, can’t, doesn’t, shouldn’t, couldn’t, wouldn’t PPT Skellig Novel Self assessment – PEE features AF2 – Use of quotations 3 Challenge: To identify language which exemplifies a thought or feeling in a character. Aspire: To analyse how language effects our impressions of a character. What do you think about while you’re sat on a bus? TPS Read chapters 4 and 5. Think about what’s going through Michael’s head. Class discussion. In rounds, groups share: a thought Michael might be thinking, a way he might be acting, his facial expression. NHT Use the quote, basic, deeper table to pick a quote from one of the two chapters and to analyse what this might tell us about Michael’s character. PPT Skellig Peer assessment – PEE features AF2 – Use of quotations
Aspire: To summarise a character using evidence and opinions individually or in groups. Read chapter 21 – 23 Students asked to find someone who can provide them with quotes to support each of the statement on their sheet. FSW Students to choose one word regarding him weak and analyse it in terms of what the writer’s intention was and what view it gives of the creature to the audience. SELF assessment tweet recapping what they know about the creature now. 19 Challenge: To explore the effect of emotive language on a text. Aspire: To recall the meaning of and identify emotive language in a text. Dictionary challenge: Emotive. S&S Students to discuss what the phrase and explain any emotive language they think they have seen in the novel to this point. RR Read chapters 23 - 25 search – use these chapters only to JT any quotes which show emotive language. Choose 3 from the Discuss them as a group, asking students for input. Then students should choose one emotive quote and write a quote, basic, deeper analysis commenting on the writer’s choice of language. SELF assess based on whether it makes sense, fully explains the quote and is punctuated correctly. PPT Skellig novel Self assessment – proof reading 20 Challenge: To explain the effect of different verbs when explaining how a piece of dialogue is said. Aspire: To describe the effect of dialogue in a narrative text. Dictionary challenge: Verb and Dialogue. SAGE N SCRIBE Students to feedback to the class what the two words means. Ask students why they think you asked them to look them up. Read chapters 26 – 28 Choose one piece of dialogue with the verb which explains how it was said. Ask the students to write a quote, basic, deeper table explaining both the effect of the dialogue and the effect of the verb on both the plot and the audience. Students to draw a plenary pyramid and evaluate the success of their analysis. SELF PPT Skellig novel Peer assessment – check spelling and punctuation. 21 Challenge: To and deduce information from a text regarding relationships. Discuss Mina and Michael’s friendship. RR. Read chapters 29 – 31. Look at the quote: “‘Don’t be angry. Be my friend,’ she whispered.” Ask students to discuss what it PPT Skellig novel Self assessment – evaluating success. AF2 – Use of quotations AF3 – Infer, deduce and interpret