Term 2 Scandal Genre – balanced argument A range of balanced arguments. Internet Reading materials on identifying the main points in a text. In this topic pupils will consider a contentious issue and consider different points of view. They will learn about different ways of presenting a point of view and learn how to use persuasive language in their speaking and in their writing. They will plan and present a speech. They will discuss, plan, and write a balanced argument on a given/ chosen topic. They will how to write a formal letter and fill in forms. When reading they will continue to build on skills involving identifying the main ideas of a text. They will identify the important words in questions and learn how to scan the text to locate information. SEMSC Keeping safe Dealing with social/environmental issues We discuss safety issues in relation to wearing a school uniform, smoking in public places and the use of mobile phones/internet in schools. IT Word Internet research ILS Reading, research, note taking, retrieval of information, learning from peer evaluation. Numeracy Data handling Communication Individual contributions, and pair discussions Differentiated Outcomes: All Identify the main ideas in a text. Plan a series of questions to develop interview techniques. Most Discuss and evaluating conflicting evidence to arrive at a considered view point. Scan in print or on screen to locate key words or phrases, useful headings and key sentences to use these as a tool for summarizing the text. Some Collect information from a variety of sources and present it in one simple format, e.g. wall chart, labelled diagram. Identify the features of a balanced argument. Present a of view in writing in the form of a report. Weeks Key Learning Theme Resources Key Learning Marking and Assessment Students produce a lab report from the point of view of Dr Jekyll.
these texts and will then apply this to their own writing. Look at a collection of Look at the covers and discuss the type of books and the authors. What features do biographies have? Discuss how a biography should be based on fact not fiction. Discuss the terms biography and autobiography. Underline the prefixes, auto and bio. Discuss effect on the meaning of the words. Make lists of other words with these prefixes and use dictionaries to look up their meanings. Look at a biography of Martin Luther King. Go through the main events of his life. Make a WWG based on this text so that pupils can recognize the features of the text. Explore third person verbs and ensures pupils can locate these in the text. Pupils will build on their skills in retrieving detailed information from texts and in identifying the main idea in paragraphs. Some pupils may be able to convert facts that they have found into a CV. Pupils will research a known individual and create a biography of that person. IT Research – internet word ILS Library skills Numeracy Dates Communication Oral presentation. Written biographies History Famous people Timelines Differentiated Outcomes All Read examples of biographies and biographies at an appropriate Understand the difference between fact and fiction. Retrieve basic information from the text. Most Understand the effect that prefixes can have on the meaning of words. To be able to explain the difference between a biography and an autobiography. Retrieve more detailed information from the text. Some Convert information located in the text into a different format, e.g. CV Consider the impact of presenting information in different ways, e.g: tables, grids, graphs, illustrations.
Use the animation as a stimulus for writing instructions Weeks Key Learning Theme Resources Key Learning Marking and Assessment Teacher marked test. Term 6 Text with historical issues Goodnight Mr Tom text Goodnight Mr Tom DVD WW2 texts In this unit pupils will study the novel Goodnight Mr Tom. They will read extracts during guided reading sessions. Pupils will have the opportunity to research the time in which the story was set comparing wartime Britain and the effects the war had on the country. They will write character descriptions comparing these to different times within the story. Pupils will take part in role play activities stepping into the shoes of evacuees and the characters in the book. Sequence of activities Look at the cover of the book and the blurb. What might we expect to be happening in the story? Read the first 3 pages of the novel and then watch the introduction to the film. Is it the same? Look at the images of Mister Tom and William Beech. Draw pictures or use print outs of each character. Write sentences to describe what we know about them so far. Look at all the indications that the story takes place during WW2. Discuss features that stories do not have, for example, costumes, music and scenery. Use non-fiction sources to find out about WW2. Write facts in bullet points – shared writing. Find out about Evacuees. Talk about how it must have felt. Write a postcard home from the point of view of an evacuee. Read and watch William’s first day at school. Talk about how he felt not being able to read and compare to own experiences. In pairs take turns to be William and interview him about his experiences. Refer to the passage about William’s birthday party. Write a diary entry from William’s point of view. SEMSC Keeping Safe Improve reflective skills and judgement of own progression. Gas masks (keeping safe in war time) Stranger danger Personal safety IT Research ILS Independent Enquirer. Reflective Practitioner. Effective Participator. Creative Thinker. Team player Numeracy Weights and measures - rationing Communication Through accurate reading skills and written work.