Lesson/ Week (50 minutes) Chapters to be read Key Questions Comprehension task Extended task Pen Development Wider Reading Log 1 Chapters 1 and 2 Pages 4-18 *Establish reading routines and discuss criteria and assessment style What person is the text written in? How does this influence how we feel about him? How does the writer use and phrases to link ideas …now it was my duty to get into the penalty box… (p4) …the mud was thick on the pitch… (p4) …men like Roebuck are dying in France
returning make the text feel? fight for his country. S&C: Use key vocabulary from the text. 6 No New Reading of set text. Focus on article about fellow Footballers’ Battalion soldier: Walter Tull. SUPPORT MATERIAL 1: Walter Tull Read the Article on Walter Tull. What are the similarities and differences between him and the narrator of Over The Line? Respond to formative marking. Then: add to your diary entry by Creating a fictitious conversation between Walter and Jack in which they discuss their experiences so far. 7 Chapters 12-13 68-75 How does the writer create a sense of relief and tension at …out there on the boat, in the dark, a
the start of the chapter? How are the soldiers made to feel like animals? How are the soldiers treated in France by: (a) the British commanders and (b) the French? How does the writer use the weather to create tension and suspense? Why does the writer end chapter 13 in the way he does? torpedo could have blown us up or pitched us into the sea at any moment… (p68) …there were perhaps a thousand men to load onto one train – sixty men per cattle truck… (p69) “I don’t think much of these first-class carriages, sir,” Evans joked… (p69) …the girl threw her arms around me for a moment… (p71) …I heard thunder. And I saw lightning… (p73)
…Under the wooden duck-boards – something moving. Was it a play of the light? No. We knew exactly what it was. Rats… (p75) 8 Chapter 12 Deeper Focus: Structure Start, middle, end Change Zoom Focus Pivotal point How is Chapter 12 structured to interest the reader? 9 Chapters 14-15 76-88 How does the writer use “the silence” to create fear? How does the writer create a sense of inevitability and a sense of the Respond to formative marking.
What emotions are shown by the narrator? What ‘keeps him going’? What contrasts are presented? How does the writer present the togetherness of Jack and his friends? What defines a hero? …he had gone from hero on the to hero in the trenches…(p98) 11 Chapter 18 Pages 98-102 SUPPORT MATERIAL 2: Chapter 18 focuses on (Vivian John) ‘Jack’ Woodward. Read the biography sheet about him. Write a series of diary entries by Jack Woodward to members of his family and also to
(look at powerful adjectives and verbs)? the text to reflect the horror of war. 15 Chapter 27 to 30 Pages 150-163 *Complete Novel How does the writer create sadness in the narrator’s voice? What effect is the writer trying to convey by laying Wheelhouse’s letter out the way he has done? How successful is the ending? Respond to the teacher’s feedback and make improvements. 16 pre-Christmas reading What does the novel recall? Summarise the events.
Skills based- features of a news article What is MYFOREST and how can this be used to create effect? What is bias? 19 Create a newspaper article about any footballer from WW1. Create the front page story. 20 The Big Debate Are footballers paid too much? Sportsmen Vs Real Heroes How should we remember famous sportsmen? Do they make good role models? BBC programme on Walter Tull 21 The Big Debate Footballers: Do they make good role models?