Year 7 Scheme of Learning: An Introduction to Shakespeare September 2016: Note that this is now part of the Globe Partnership Project and will result in a ‘parade performance’ at the end of the half-term where parents and carers will be invited to attend. All classes must choose a scene from AMSND to perform- they will have a workshop with a Globe practitioner to assist with the preparations. L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC To be able to prioritise and retrieve relevant information. Students the quote. “That which we call a rose by any other name would smell as sweet.” What do they think the quote means? Teacher explains to student. Use this to address common student concerns about Shakespeare i.e. Students are shown a picture of William Shakespeare. Paired discussion on what they already know about William Shakespeare. Skill: what is skimming/ scanning? What contexts might we use them? Demonstrate and explicitly teach Students are placed in ability groups and each given an information sheets about Shakespeare (see PPT Lesson1). Be sure to differentiate sheets according to groups/ individuals. Students read the sheets independently in silence. They should then use their skim/scan skills to answer the relevant questions about Shakespeare. Share their answers in groups and prepare a brief 60 second feedback to the rest of the class. Skill: Prioritising information… Ask pupils to review the information they have selected. In pairs, evaluate: what is the most important information to us and why? Encourage them to think about what info will help PPT lesson 1 Info Sheets Checking understanding to ensure reading makes sense Trial trial
difficulty of reading, performance etc. these skills to the students. us most when studying his works. L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info To be able to understand the social and historical context of literature. To be able to create an interesting piece of writing. Paired discussion of the meaning of the following quote. "I will speak daggers to her, but use none". What does this mean? What does it reveal about Shakespearean world/society? What do you know Elizabeth I? Students encouraged to share their prior knowledge (Cross curricular references to History) about Elizabethan England. Why would / wouldn’t they like to live in Elizabethan England? Hot seat two able students: one as a wealthy Elizabethan and one as a poor person. Encourage recall of last lesson’s learning. They are able to call on class mates to help if needed. Show them an of The Globe theatre from Shakespeare’s day. In groups, annotate with 5 senses, feelings etc. Pupils to imagine that they are a visitor to The Globe at this time. They must write a description of what the experience was like. Success criteria: Refer to the contextual info from the last lesson Use clear description (use previous group work to help) Accurate SPaG Peer Assessment. Students to peer assess diary entries using Success Criteria. Knowing how language (figurative, choices, grammar, structure) present meaning High quality works- drama/ Shakespeare Imaginative writing
Extension: Practise performing your description as a monologue rather than a written piece. L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC links To revise/ understand the plot of AMSD using collaborative methods Identify which pupils are from Drew/ Keir Hardie primary schools. They will be your experts for the next few lessons. In groups, each with an ‘expert’ they must discuss what they already know about the play ‘A Midsummer Night’s Dream’ Decode the title of the play: ‘A Midsummer Night’s Dream’ Consider the apostrophe placements and what midsummer is/ is linked to. How does this title ‘set us up’ for the rest of the play? Make a point of considering the title of a play (or any text) as a key structural feature that is deliberately chosen by the writer. Watch the following summary version of AMND: or another summary you enjoy! Pupils to create a flowchart of events. Be sure to use the experts to guide the work. You may also wish to provide text-based summaries to assist students. Remind them of the skills based work they did earlier on prioritising information. They can’t include every act/ event on their flow-chart so how do they decide on the main bits? Pupils to review each other’s flowcharts. Each pupil has a note that they can stick onto another group’s work if they think they have missed a key event out. video summary
4 Give students key events from the play. They must them into the correct order to demonstrate their understanding of the play’s plot. Place students into new groups and allocate them with a scene from AMSND. They must keep it a SECRET! They must act out or create a tableau of that scene. The rest of the class must guess what the scene is. Character revision: who is who?! In groups/ pairs, allocate a key character from the play. Pupils must create a ‘pocket-sized’ sheet (top trumps?) card for the character. Collectively decide what key info needs to be on each card/ sheet. Display around the room throughout the unit for the less able to use if they get muddled up. Hot-seat a few of the key character to check the pupils’ understanding and knowledge.
L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC links To be able to develop an understanding of structural features Students are given the following sentences containing the same words placed in six different orders: - I have a pet dog called Bill. - Bill is my pet dog. -The dog, Bill, is my pet. - My pet Bill, is a dog. What do they notice about the words arrangement? Explain that one strategy to help understand Shakespeare, is to try and rearrange the words to see if the meaning becomes clearer. Try it with a line discussed previously: I will speak daggers to her, but use none Give pupils another line of your choice to do this independently. As a class, read/ perform the allocated scene that you class will perform for the project. Groups re-read it together. Answer the following: What happens immediately BEFORE your What happens immediately AFTER your scene? is your scene set? What is the main EMOTION in your scene? Extension: create a 30 second modern version of the scene. Hammer out the practical things needed to perform your scene: props, setting, characters/ actors. one to think of at least one question that they want to have answered about their scene/ its performance/ the project. Use this as an exit pass. Knowing how language (figurative, choices, grammar, structure) present meaning Recognising a of poetic conventions and understanding their use
Does the meaning change? Are their alternatives? L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links To use drama to experiment with the meaning and delivery of our key scene. In pupils must give a 30 second non-stop summary of their key scene. Mind map the main themes that have appeared in AMSND. Which theme is the most dominant in this scene? Pupils to agree and locate at least three lines that are very important to the theme’s presentation in the scene. Discuss the way that performance can alter meaning. Experiment with a line of your choice. In groups, pupils to experiment with the delivery of the three lines they identified in the introduction. Now discuss the way that movement and gesture can alter meaning. Pupils to add to previous experimentation by now adding a range of movements and gestures. Perform some as a and agree an interpretation. NOTE: teachers will have to discuss these with each other to ensure a fluid and consistent performance/ interpretation! Based on today’s perfromances, decide on who will act which roles and what the responsibilities of the students will be. Consider: understudy/ costumes/ sound effects etc.
L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links To be able to experiment with the language and style Shakespeare Teacher introduce new learning: What is a Sonnet? Extension: What is iambic pentameter? What is a quatrain? What is a couplet? Teacher goes through a sonnet of their choice: what kind of emotions and feelings did Shakespeare express? Pupils to identify the ‘rules’ of the sonnet from the Starter. They could do this through annotation of the sonnet. Students create their own sonnet. For the less able, you may wish to give them a structure with missing words where they can insert appropriate vocabulary. Peer assessment of sonnets based on Success Criteria/Student Friendly Writing Criteria. Exit pass: one rule of a sonnet. Recognising a range of poetic conventions and understanding their use Imaginative writing Extending grammatical knowledge through challenging
L.O. Starter Prepare for Learning/ LOs Introduction Present New Information Main Construct and Plenary Review Resources/ Additional info NC Links To be able to explore and develop an understanding of language Students to guess what these Shakespearean words could mean: (chicken) Bung (purse) Flip (steal) Anon (soon) Can they order these into a sentences? You could do the Shakespearean insults lesson here (well-known to all, but also on TEACHIT). Choose a key line from your key AMSND scene. Model the annotation of a line for IMAGERY and EFFECT. Pupils to repeat. Introduce PEWTER and complete class co-construction of a paragraph using the modelled line. Pupils to repeat this process independently. Be sure to differentiate for the less able using writing frames and/ or a line. Students share their PEWTER paragraphs and peer assess using green pen. Learning new using context and dictionaries Analysis of language and its effects. annotated
L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info To understand the conventions of and to apply them in our own writing. Send a message: Using Shakespearean vocabulary students write a message to their partners which they have to reply to. Pupils should draw on previous scenes/ sonnets they have studied so far. Teacher reads an extract from a play of your choice which presents examples of strong imagery. Students are also provided with Glossaries and encouraged to use some of the words from the extract. Use this extract to recap/ consolidate understanding of the script form and ‘rules’. Pupils should now create a script that follows the rules/ conventions discussed previously. It can be on any topic or of your choosing i.e. a continuation of the scene just read. Pairs to peer assess the scripts to ensure they follow the rules. Groups to perform one of the scripts. Watch some of the script performances and discuss. Learning new using context and dictionaries Script writing Imaginative writing script-
L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Plenary Review Resources/ Additional info to be able to understand the relevance of Shakespeare to the modern world What is a play? Pupils have 2 minutes to come up with a 20 word definition. Share and discuss. Teacher to elicit ideas about: - scripts - place of performance - directors/ actors decision - audience Present students with a range of opinions about Shakespeare. They must discuss and rank them. i.e. - Shakespeare is boring - Shakespeare is difficult to understand - Shakespeare is fun - Shakespeare is written in a complicated way - Shakespeare is old fashioned Feedback by reading statements one by one. Students must stand if they agree the most- ask them to justify. Shakespeare is boring. the following word up around the room: racism, love, hate, conflict, prejudice, family, betrayal. Each pupil needs a post-it note with their name on it. They must stick their post-it note onto a word if they feel it does NOT apply to the modern world. When complete, explain that each of words are themes that appear in Shakespeare. What have we learned? Pupils to choose a word from around the room and create a 60 second play about that theme. Watch the plays. Do we still think Shakespeare doesn’t apply to us?! Words for around the room. High quality drama/ Shakespeare
L.O. Starter Prepare for Learning/ Agree Los Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info 2. To be able to understand the role of the director and Pupils to discuss the following: - What is a set? - What is a costume? - What is a director? - What is a stage? - What is a script? - can a script be changed? Feedback. What is an actor allowed to do when performing a play? - change the words? - decide on how to say lines? - make decisions about the characters’ feelings? Explain that an actor is allowed a degree of freedom. They will work with the director to decide on how to ‘play’ a character. Show pupils different pictures of Shakespeare’s Romeo (see resource 1). For each pic, they must use adjectives to describe him. This can be done as a table activity or IWB. Review adjectives- are they all the same? What does this tell us about an actor/ director’s decisions when performing a play? Showing of two clips of the same scene of Romeo and Juliet Pupils make notes on the different ways they have been performed, i.e. balcony scene in Luhrmann/ balcony scene in Prokofiev ballet etc. Pupils to consolidate today’s discussions by writing the ‘rules’ for an actor. Read out the rules- do we agree? Has anyone missed anything? Rmeo pics Understanding how dramatists convey meaning through performance/ staging for interpretation High quality works- drama/ Shakespeare L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info
3. To be able to understand the features of a script. ‘Tell me things we’ve discussed about Shakespeare and theatre…’ Show students a page from a script. How is it laid out (recap)? Teacher makes a list of the observations. Give students an unformatted section of a Pupils to reformat it using the list and the example to support. Sugar paper task. Draw attention to: line numbers/ punctuations/ use of capital letters/ stage directions/ name of character speaking How can we use these features to help us? Students to complete the re-ordering task (R2). G&T can be given a blank table to complete their own ideas. True or False? series of Qs scripts. Resource 2 Script writing Recognising a range of poetic conventions and understanding their use Checking understanding to ensure reading makes sense L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Plenary Review Resources/ Additional info NC To be able to use Imaginative writing
performance to try to understand a speech. Present students with a number of jumbles sentences i.e. I the sandwich ate Pupils to the words so the sentences make sense. Discuss- how did you do that? Could you understand the sentence before you re-ordered them? Using a copy of the scene from Cymbeline ‘Fear no more the heat o'th' sun’. Context for teacher: eulogy to Imogen who they think is dead, (but she’s not, really). Cut the speech into couplets and give one couplet to each They must circulate around the room and find their matching partner. *This requires them to read the couplets a couple of times/ identify key words etc’.* (Print couplets on different coloured paper) Once everyone has found their partner, give them two minutes to create an image (still or with motion) that expresses the words in their couplet, either literally or in a more abstract way. They should decide how to recite the couplets together with the image i.e. one reader/ read in unison/ split the lines. Perform the images/ lines in the order of the whole speech. Read the speech in its entirety. Discuss: what do you think the speech is about? Who do you think is speaking? Who are they speaking to? What clues do you have? AfL: pupils confidence with the speech. Script writing Improvising, rehearsing, performing play scripts: role, intonation, mood, action, stillness, volume Checking understanding to ensure reading sense Knowing how language (figurative, choices, grammar, structure) present meaning L.O. Starter Prepare for Learning/ LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info
to compare and contrast two versions of the same play of a story, short story, fairy tale or novel which you have seen a film of, e.g. “Cinderella”, Roald Dahl’s “BFG”, Harry Potter. How do they compare? Teacher introduces main focus of the lesson and summarises scene’s content If the class have already been exposed to this play, students are invited to summarise main events in chronological order Students watch two cinematic versions of the same scene Students highlight similarities and differences between the two versions of the same (E.g. Luhrmann and Zeffirelli’s R&J) in writing further developing comparatives skills (See lesson 9) in writing and employing connectives of comparison and contrast Students assess their written analysis of the two version according to the Success Criteria Video clips of the selected scene Script Glossary of linguistic and dramatic techniques Checking understanding to ensure reading makes sense Well-structured writing L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links
To direct and perform selected scene compared in previous lesson What is the scene about? What are the most important events in the scene? Who are the main characters? How does Shakespeare present them? What are the most striking differences between the two film versions? Teacher introduces main task: How would you direct and perform this scene? In groups students plan and rehearse the scene -Students read script, underline and annotate it They then discuss their ideas on how to perform the scene and rehearse it A selection of groups perform their version in front of the rest of the class who give positive feed back (One student films the performers) Scripts Glossary of dramatic terms Camcorder Checking understanding to ensure reading makes sense Improvising, rehearsing, performing play scripts: role, intonation, mood, action, stillness, volume Understanding how dramatists convey meaning through performance/ staging for interpretation L.O. Starter Introduction Main Construct and Apply Plenary Review Resources/ Additional info NC Links
Prepare for Learning/ Agree LOs Present New Information To evaluate own decisions as directors and performance What did you find difficult, challenging, interesting, enjoyable and rewarding about directing and performing the selected scene last lesson? (Students offer feedback by filling in a grid.) Teacher models how to justify their decisions in writing, e.g.: In our version we have decided to make Romeo utter the following lines in desperate tone (quote) This is because… Furthermore we have… Our performance was convincing / engaging / striking because… I think we should improve… (If some groups did not perform during the previous lesson they could be invited to do so at this stage in the lesson.) - Students could be shown the recording of the performances from previous lesson -Each group evaluate their work by justifying their decisions and expressing constructive criticism on their performance Students other groups, share their ideas and improve their evaluation Video recording Glossary Scripts Frames and sentences starters (See teacher’s model) Checking understanding to ensure reading makes sense Discussing reading, writing and spoken lang with precise, confident use of terminology L.O. Starter Introduction Main Construct and Apply Plenary Review Resources/ Additional info NC Links
Prepare for Learning/ Agree LOs Present New Information To be able to analyse two sonnets by comparing and contrasting the use of imagery (The completion of the written analysis might overspill into the following lesson.) What are the main features of a sonnet? What are sonnets normally about? What is imagery? What kind of imagery would you expect to find in a Valentine’s card or love movie? Student create a couple of examples of love imagery Teacher presents a traditional sonnet by Shakespeare characterised by love imagery and models how to analyse text Students read and analyse sonnet by identifying examples of love imagery. Draw attention to language, grammar, line lengths. Teacher presents Sonnet 130 (My mistress’ eyes are nothing like the sun) and invites the students to highlight the imagery and say what they notice about it Students plan and structure a written analysis by commenting on the two different approaches and of imagery Which are both about love feelings Students should also conclude by expressing their personal response and justify their ideas Students share their responses and carry out peer and self according the Success Criteria and the Level descriptors Sonnets Sentence starters Frames Venn Diagram List of connectives, verbs to explain and vocabulary Student – friendly level criteria Recognising a range of poetic conventions and understanding their use Extending grammatical knowledge through challenging texts Well-structured essay writing L.O. Starter Introduction Main Construct and Apply Plenary Review Resources/ Additional info NC Links
L.O. Starter Prepare for Learning/ LOs Introduction Present New Main Construct and Apply Plenary Review Resources/ Additional info To further explore the Revision: Teacher reminds students about iambic pentameter Divide class into separate groups of four and provide them with Each group nominate a “special Selections of examples of Recognising a range of poetic conventions and
features of the iambic pentameter What is a syllable? Write a short sentence and count the syllables in each word. Rewrite your sentence making sure you only have ten syllables. Emphasising that the metric structure of the iambic pentameter is to be found in plays as well as Sonnets extracts from Cymbeline and the Chorus from Henry V Students must identify the iambic pentameter and notice the relationship between the rhythm, metre and punctuation Using the glossary each group should create an iambic pentameter which could fit in either Cymbeline or Henry V correspondent” to go and visit the other stations and report back iambic pentameters understanding their use Extending grammatical knowledge through challenging texts 19 - L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links To be able to establish features of an effective beginning What makes a good beginning? In pair students should discuss and come up with ideas and examples Students are invited to think In groups of four, students read the opening scene of Hamlet (A version with no stage direction) Using the key questions of the previous activity, they identify features In their groups, students plan and draft a scene in the style of the opening scene of Hamlet Reading from scripts, students perform their opening scene The audience must identify the features and comment on Opening scene in Hamlet Knowing how language (figurative, choices, grammar, structure) present meaning Improvising, rehearsing, performing play
about the beginning of a play they have studied and /or watched and write down the features of its beginning (Ideas can be written down on coloured cards) Students can be given guiding questions (See resources) which make this beginning effective Students should annotate the script and find examples of: Clue in the text as to the time of day and weather condition What the first five line reveal Concept of suspension and disbelief The link between the change in structure and the meaning being conveyed Students should also decide the points where the “Enter” and “Exit” stage directions should go their effectiveness scripts: role, intonation, mood, action, stillness, volume
L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC to be able to develop the ability to respond to characters What are the rules of our world? What are the main rules of life within our society? (Students should offer lists of main rules) Show two extracts from films and /or recorded stage performances of the same scene from a play where rules are not followed, in fact where they are deliberately ignored or defied First person writing Characters’ own diary entry: Capulet’s and Juliet’s reflections on the events in Act 3 Scene 5 OR Debate Students exchange their own diary entries and carry out peer assessment Understanding how dramatists convey meaning through performance/ staging for interpretation Discussing reading, writing and spoken lang with precise,
Can you think of occasion when it is acceptable to go against such rules, when it is justifiable to break them? Students should be encourage to see circumstances and events from the characters’ points of view One house supporting character A and the other supporting character B confident use of terminology Standard English confidently in formal & informal contexts L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links To be able to interpret characters and re-enact scenes by focusing on the language features Students observe images of fathers and sons What are your expectations of father / son relationships/ Teacher introduces the main story line of King Lear and provide students with a who’s who mat Students read extract from King Lear What do these words show about Edmund’s state of mind and feelings? Working in pairs, students take turns and practice and practice Edmund’s lines matching their tone, facial expression and body Students perform in front of the class/audience who evaluates the performance. Students must Interactive whiteboards images Extracts from king Lear Checking understanding to ensure reading sense Knowing how language (figurative,
What should their attitude and feelings be for each other? “What is the meaning of the word bastard? (Edmund “bastard” lines) and underline key words language to emotions which the language convey justify their comments. choices, grammar, structure) present meaning Improvising, rehearsing, performing play scripts: role, intonation, mood, action, stillness, volume L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links To be able to Analyse and language and interpret text and characters Students watch extract from Act 2 scene 1 in “A Midsummer Night’s Dream” Teacher invites students to share their prior knowledge of the play which students might have A selected number of students perform the dialogue in front of the class Students evaluate and justify each performance in writing Video clip of Act 2 scene 1 Extract from Act 2 scene 1 Knowing how language (figurative, choices, grammar, structure) present meaning
What are the most prevalent How do you know? read or studied at KS2 and fills in gaps. reads extract from Act 1 scene 2, the dialogue between Titania and Oberon Students practice reading the dialogue in and discuss how they should interpret characters (Students can read the lines from the script at this stage as they’re not expected to memorise them) Improvising, rehearsing, performing play scripts: role, intonation, mood, action, stillness, volume Checking understanding to ensure reading makes sense L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Plenary Review Resources/ Additional info NC Links To be able to analyse and evaluate structure and language in writing What did you learn about “A Midsummer’s Night Dream” in the previous lesson? Teacher invites students to revisit the scene (Act 1 scene 2) and models how to analyse, underline and annotate text. Students to draft an written analysis appropriately structured into paragraphs Self - evaluation according to the Success Criteria linked to the student friendly level descriptors Script of selected scene Sentence starters Evaluative sheets Checking understanding to ensure reading sense Well-structured essay writing
What are the main events in Act 1 scene 2? Students carry out a more in depth analysis of the text by finding evidence (identifying features), naming the features and make notes on the effect Recognising a range of poetic conventions and understanding their use L.O. Starter Prepare for Learning/ LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links To be able to analyse and evaluate how Shakespeare employs structural, linguistic, Revision of main points of selected scene Teacher introduces essay title and elicit from students what it implies Students underline key words and annotate title Students plan and begin to draft essay Review an proofread part of essay Improve according to the level descriptors Extract of scene Synopsis and notes on the play Checking understanding to ensure reading makes sense Well-structured essay writing
AO1= 12 AO2 = 12 AO3 = 6 (AO4 max. 4 marks) L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links To analyse extract in isolation What are the connotations of the title ‘Blood Brothers’ – image and word mind map Students are given a ‘wordle’ of all words from the opening song (page 1 and 2) – what predictions can they make (world level analysis) Students are given the whole first 2 page song extract. They should be asked to question: The use of rhyme? The use of the song? Mood creation? Format of the text – as a musical? The use of dialect? Expectations of the character of Mrs Johnstone? Image of Mrs J with thought bubble imagining herself as Marilyn Monroe (each student to add a verb and adjective to surround both – highlighting contact (dream v reality) wordle Programme – Blood Brother title page Song on A3 paper A2 Mrs J and Marilyn wall display Extracts in isolation Understanding of whole text L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info To write creatively reflecting Show a song and lyrics which Students reflect on their dreams for the future – create a Using the image of Mrs J as a stimulus, write the opening part of the story Green pen each other’s work for SPAG accuracy Song lyrics and clip Dream bubbles Creative writing (P1)
understanding of the writer’s style relate to a personal dream dream bubble to add to wall with Mrs J. Students then 3 other students to share dreams for the future about a woman who has a dream. L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links To analyse and evaluate social class and stereotypes Controversial images of stereotypical class conventions = students discuss in groups (P4C), are people born to money, different from those born to none? Key - meritocracy, social mobility, opportunity, stereotypes and accent/dialect Students create Class hierarchy on sheet. Reasons for each class level on each tier. Read from page 3- 4 (until begins to unwrap her parcel) Students evaluate – how can social mobility be achieved by all? Can everyone reach a better standard of living in society now? Clarity on key terms? Class stereotypes sheets incl language for dialect Social hierarchy sheets Reading the text - evaluation L.O. Starter Prepare for Learning/ LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC links
To explore key theme of ‘change’ in text Who has the most influence on your development – family or friends? Show images that conflict as stimulus Peer pressure v loyalty to parents P4C discussion Have any opinions changed? Images for stimulus AO1: Read, understand and respond to maintain a critical style and develop an informed personal response L.O. To analyse and interpret selected text Starter Recap the P4C lesson Introduction Read from 33 to 42 Students perform Main Construct and Analyse the text and gain a quotation bank to show how the characters change Plenary Review Resources/ Additional info NC AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. 8 L.O. To practise a mini-task based on the question – using extract 33 -42, comment on how characters’ change and growth is Starter Brainstorm of how characters changed in previous part of the play Introduction Create a mind map of quotes and construct a detailed shared plan Main Model how to structure the essay Deconstruct an example paragraph to highlight how criteria and AF is addressed Plenary Address any possible misconceptions through peer assessment Resources/ Additional info AO1: Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and
conveyed by Russell 10 LO Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links To evaluate writer’s intentions and generate personal response One image of a police man on board Read page 42 (bottom) to page 43 Question – what was Willy Russell trying to suggest about authority in this section? How does he use language to do this? How far do you with Russell’s depiction of authority? Have things changed since he wrote this? Provide your opinion and examples of recent or historical events. Discussion, plan, write response Read each others work and add comments in green pen Images Possible examples of articles AO3: Show understanding of the relationships between texts and the contexts in which they were written. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links To create a paired ‘monologue’ performance structure Discuss ‘aspirations’ that parents have for children and that children have for Read page 43 – 52 Create short quote banks for each character – Mrs Lyons and Eddie Create in pairs, two short monologues showing the two characters’ contrasting experiences Watch each others’ performance and give critical feedback AO4: Use a range of vocabulary and sentence structures for clarity, purpose
and language to aid performance themselves. Are they different? How does their experience of change differ and effect, with accurate spelling and punctuation. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info To perform successfully showing use of structure, language and dramatic devices Students practise their performances Students show their performances and discuss how they have used sentence structure, language and dramatic devices Peer feedback Homework – feedback, green pen their written monologues to make improvements AO4: Use a of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Plenary Review Resources/ Additional info NC Links ‘School days are the best days of your life’ – create an opinion line, left to how far you agree Create a timeline – age 11 – 16, all possible issues an adolescent might face Read from page 53 - 63 How many typical adolescent issues have Edward and Micky faced. Similar/different to now? Contextual evaluation and building personal response Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Plenary Review Resources/ Additional info NC Links
Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links Create a dramatic performance of the climactic scene (71-72) What is tension? How is it created? Visual display with tension rope Read page 63 - 72 Students rehearse performance of pages in pairs. 2 join and peer assess each others’ performance. Create a ‘tension’ word bank from this extract Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Can you make predictions based on evidence and suggestions in the text (inference) Do you believe in pre-destined fate? Discussion of question Read page 72-77 (just to end of the song) Give students an A3 sheet of the song words. In groups of 4 they should annotate their future predictions based on the textual evidence Take on prediction from each group and add to learning wall 18 - Starter Prepare for Learning/ LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links (Double lesson) Introduce key concepts – inflation and recession Read an article explaining between poverty and depression - explore Read until page 82. Create a list for Edward’s Problems – use quotes Consider who has the biggest problems Role play and questions to both Eddie and Micky Preparation for essay re: class
To be able to develop an understanding of political and economical affects on the working classes and Micky’s Problems – use quotes AO4: Evaluate critically and support this with appropriate textual references. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info 19 - L.O. Starter Introduction Main Construct and Apply Plenary Review Resources/ Additional info NC Links
Prepare for Learning/ Agree LOs Present New Information (Double Lesson) To further political context of play such a pleasure, today we call it leisure’ – students deduce LO Read ‘Education for Leisure’ – discuss implication Students research ‘Thatcher’s Britain’ They should take all research and an article to précis what they have found out. 20 - L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC to be able to develop the ability to respond to characters What are the rules of our world? What are the main rules of life within our society? (Students should offer lists of main rules) Can you think of occasion when it is acceptable to go against such rules, when it is justifiable to break them? Read page 83 – 89 to where ‘narrator enters’ First person writing Characters’ own entry: Write as if you are Micky, explain emphatically why you decided to break the law. Students exchange their own diary entries and carry out peer assessment Understanding how dramatists convey meaning through performance/ staging for interpretation Discussing reading, writing and spoken lang with precise, confident use of terminology Using Standard English confidently in formal & informal contexts
21 L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links Can I create a dramatic showing of language and structure used? Read page 89-90 (half way down) Students create a of scene Following peer assessment, students should write an evaluation of how tension is created in the scene (using quotes) Peer assess each Following peer assessment, students should an evaluation of how tension is created in the scene (using quotes) 22- L.O. Starter Prepare for Learning/ LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links
To be able to Analyse and language and interpret text and characters 21-23 Students read final scene (page 90-101) perform where possible Students choose an extract to perform which highlights one particular emotion – they should emphasise word choice Following reading, students create a giant emotion map – using quotes to evidence what emotions are displayed and why Students evaluate and justify each performance in writing Knowing how language (figurative, choices, grammar, structure) present meaning Improvising, rehearsing, performing play scripts: role, intonation, mood, action, stillness, volume Checking understanding to ensure reading makes sense 23- L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links 24- L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links How does Russell use the characters of Mrs Johnstone and Mrs Revision of main points of selected scenes Teacher introduces titles and elicits from students what it implies Students underline key words and annotate title Students plan and begin to draft essay Review an proofread first part of essay Improve according to the level descriptors Extract of scene Synopsis and notes on the play- learning wall and previous banks of quotes AO1: Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual
- the ways particular characters change as they grow up -how Russell presents childhood and growing up by the way he writes. Year _8__ Scheme of Learning: Justice in the modern Highlighted red tasks are to be used as material for ‘dirt’ lessons L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info Links to the curriculum 1 To to learn how opinions are presented through a Students given an extract from an article on justice. What writing In Students are given a set of information relating to justice. If you were writing an article, which writing techniques are suitable? How do the techniques work in the reader’s mind? The class use a carousel effect to look at each headline produced. Tasers used by officers 10,380 times in England and Wales in 2013 Figure is up from from 8,161 deployments in the previous year Read a of non-fiction Knowing purpose and audience to support context
written text. techniques are used? (Students may need techniques booklet to match or check while identifying). Do these facts (taken from an article) persuade you to think a certain way? Can you identify any techniques or phrases used that make you a certain way? Can you write a headline about… (Should the police be allowed to use Tasers to protect themselves and the public) The students than select an image that they believe thinks makes their own headline effective. The combine the two and explain how they believe the headline works with the image to create an emotion in the reader. (Images suitable – pictures of police using Tazers/images of people who have been wrongly tazered etc..). They judge the effectiveness of each headline on the ability to use techniques dissected earlier in lesson. Home Office data suggests the stun guns are used 28 times per day Follows growing fears the devices are being misused by officers Yesterday, PC Stuart Wright was only told to apologize after he shot blind Colin Farmer with a Taser thinking his stick was a sword In December, three teenagers with learning difficulties were Tasered Read more: Follow us: | Organisational features, structure, language to convey meaning
2 + 3 Compare how positive points of view and negative points of view are presented in an article. Students are given two articles – one positive and one negative. Students read the articles to make decision on article is positive / negative. What phrases or make the article sound positive or negative? Explain why: Choose examples from each article and explain how the positive or negative is created by the words in the phrase or sentence. A clip…. the types of phrases that they have just deconstructed from the written text. Students are shown a piece of news footage with the sound off, they have to create a voice over that lasts for one minute. They have to decide if they make the voice over positive or negative. Which groups had the most successful voice overs? Why was their language effective? What techniques were used? Negative: Positive: Making critical comparisons across texts Organisational features, structures, language to convey meaning Writing for a range of audiences and purposes. Summarising and using material. Considering how writing reflects audiences and purposes. Amending vocab, grammar, structure of writing to improve effectiveness. Using standard English confidently in writing. Discussing reading, writing and speaking with confident and precise use of terminology. 4 + 5
Can I articulate my opinions using formal English? What is formal English? Why is it important to challenge or support issues in society? Placed around the room are different articles (extracts) policing in London. Students have 10 mins to walk around and find out as much information as possible (they may take notes). Students consider the information that they have looked at and decide whether they agree or disagree with the following statement: “The police should be as it would deter (scare) criminals from committing crimes”. Students begin to develop a short speech (written – 1 side of book or A4 – remind about literacy skills and paragraphing) expressing their opinion about whether they believe that the police force should carry firearms. Students should be encouraged to use techniques developed in lessons from the start of the week. Why is it important to be able to express your opinions clearly and in a formal way? How will it help you in the future? Opinions on police guns in resource folder (police and guns) Read a range of non-fiction texts. Learning new vocabulary using context and dictionaries. Knowing purpose and audience context of writing to support comprehension. Checking understanding to make sure reading makes sense. Summarising and organising material. Applying growing knowledge of text structure to write in an appropriate form. Amending vocab, grammar, and structure of writing to improve effectiveness. Using standard English confidently in writing Participating in formal debates
Using standard English confidently in formal and informal contexts. 6 To to learn how to engage an audience through speech making. Watch short clip of world speech making championships. (link in resource column) Students have an outline of a person on a3 paper (in pairs). What attributes should a good speaker have? (Annotate the A3 sheet) Using each pair’s ideas, the class build a profile of the perfect public speaker. In read each other your speeches created over the last two lessons. How would you improve your partners’ speech after learning about the correct way to speak in public? Are there any words you would change in order to engage an audience? What have you learned about the best way to perform a public speech? What types of devices do you use in the writing of a speech? Outline of a human on A3 paper. Learning new using context and dictionaries Knowing purpose, audience context of writing to support comprehension Organisational features, structure, language to convey meaning Amending vocab, grammar, structure of writing to improve effectiveness Using Standard English confidently in writing Using Standard English confidently in formal & informal contexts Participating in formal debates
7 To perform and evaluate speeches. Performance of speeches – recap the best ideas from previous lesson about the way to deliver a speech. Paired students join another pair and perform their speeches to each other in groups of four. Each group goes back over the speeches they have just heard and evaluate them using the speaking and listening criteria for KS3. The group then select the most successful speech/speaker to represent them in the class speech competition. Students write an evaluation of what was good about the speech they chose and why was it more impressive / effective than other speeches? Learning new context and dictionaries Knowing purpose, audience context of writing to support comprehension Organisational features, structure, language to convey meaning Amending grammar, structure of writing to improve effectiveness Using Standard English confidently in writing Using Standard English confidently in formal & informal contexts Participating in formal debates 8 Class reform groups and Each group introduces their speaker. Class evaluate each Why was the choice the
Mid-term Plan and develop a piece of high level extended writing. What devices are suitable for writing an article? Students select devices from a sheet containing both creative writing and non-fiction writing techniques. Students are an article: ‘We all want to be armed with Tasers….’ In pairs/groups students read the article. Who are the Audience? What is the purpose? Why is it effective in this format? – How else could it be presented? Deconstruct: Effective techniques used in the article. How paragraphs are made effective? What tense and tone is used in the article? What effective sentences are there – why are they effective? Each group reports back its findings to the class Introduce Title for mid – term assessment. Should the British police firearms to protect themselves and the public? ‘We all want to be armed with Tasers….’ In resource folder. Read a range of non-fiction (challenge) Learning new using context and dictionaries Knowing purpose, audience context of writing to support comprehension Writing for a range of audiences and purposes Narrative and non-narrative texts inc. arguments and letter writing 11. Plan and develop a high level piece of writing. What are the bases of your paragraphs in your article? If you are writing to a teenage audience, what types of writing will be effective? Create a planning to help you: What key will you use? What do you want to include? What opinions do you want to get across? Students gather the information for their planning sheet and continue to develop them using the work that they have previously completed in class as a research source (Computer rooms and / or use of department laptops should be good for this – if un available – use the sheets and articles from the previous lessons and the info they gathered for their speeches). How effective is your plan? Does it contain everything you will need to help you construct the article? Do you need any further help? Articles from previous lessons as a reference. Computer room / laptops if possible. Summarising and organising material Apply growing knowledge of text structure to write in appropriate form Considering how their writing reflects audiences, purposes Amending grammar, structure of writing to improve effectiveness on.
Using Standard English confidently in writing 12. your mid-term If students are ready and have completed their plans they can begin to write the article: Should the British police carry firearms to protect themselves and the public? Planning Time Planning Time. Planning Time Planning Time Writing for a of audiences and purposes Narrative and non-narrative texts inc. arguments and letter writing Summarising and organising material Apply growing knowledge of text structure to write in appropriate form Considering how their writing reflects audiences, purposes Making critical comparisons across texts
13 Write your Mid Term assessment time. Mid Term assessment time. Mid Term assessment time. Mid Term assessment time. Mid Term assessment time. Using Standard English confidently in writing 14 Mid Term time. Mid Term assessment time. Mid Term assessment time. Mid Term assessment time. Mid Term assessment time. Mid Term assessment time. Using Standard English confidently in writing 15 Mid-term time Mid Term assessment time Mid Term assessment time Mid Term assessment time Mid Term assessment time Mid Term assessment time Using Standard English confidently in writing 16 To develop an opinion on an issue and argue for Should the death penalty be used when someone is found guilty of murder? Students are then asked to write down their reasons for their opinion (this can be gathered as a class for/against on the whiteboard) Watch the clips provided about the death penalty in the USA and in Britain. Take bullet point notes as you watch the clips (teacher may want to show each one twice Where has your thinking been challenged today (even if you have kept Death penalty in USA facts. penalty opinions in Britain. Participating in formal debates Using Standard English confidently in formal & informal contexts Narrative and non-narrative texts inc. arguments and letter writing
or against it. Students are asked to vote yes or no. Teacher notes down the rough percentage of the responses. What are the most convincing arguments on the so far? – How do they affect someone thinking about this argument and trying to make up their mind? in order to let students take effective notes). What facts have surprised you? Have they made you think differently? If they have, what made an impact? If they have not, what is it about the topic that makes you so certain? Begin planning to design a poster (in pairs or groups of four) that expresses your opinion after watching the video clips. (Examples of pro and anti-death penalty campaign posters available in resources folder of Justice in modern world). the same opinion)? Considering how their writing reflects audiences, purposes Organisational features, structure, language to convey meaning 17 Create two effective posters – one for the death penalty and one against. piece of information from the last lessons most convinces you that there should be a death penalty? Which piece of evidence from How can you turn these pieces of information or argumentative reasoning into an image and a slogan? Students in pairs or groups of four begin planning their images and slogans for their posters. Each or pair then selects their best ‘pro’ death penalty and their best ‘against’ death penalty advertising ideas. They then have to write the reasons for their choices before producing the posters. Poster advertising pro and against capital punishment in resource folder. Read a range of non-fiction (challenge) Knowing purpose, audience context of writing to support comprehension Organisational features, structure, language to convey meaning
previous lessons most convinces you that there should NOT be a death penalty They have ten minutes to come up with as many ideas as possible… The students are then given the rest of the lesson to begin work on their posters – this can continue into the next lesson, allowing students the time to produce effective argumentative images/slogans. Making critical comparisons across texts Considering how writing reflects audiences, purposes 18 Evaluate visual in to the most effective relating to both sides of capital debate. Students have until halfway through the lesson to finish and display their two posters for the ‘death penalty campaign’. Student development of advertising ideas. Students display their work. The students have 5 – 10 mins to look at each groups posters and evaluate which ones are most persuasive and why? What imagery and used in the slogan are effective and how would they affect their audience? What emotions were you hoping to effect in your viewers/audience? Did you achieve the desired effects? Class choose a winning pro and a winning against capital punishment poster. Each member of the class has to write what they think is effective about each? Using Standard English confidently in formal & informal contexts Participating in formal debates 19 Construct responses that show bias and opinion. Agree or disagree with the statement….. Students have 15 mins to write a personal response expressing their own opinions on the death penalty that should Reasoning and persuading: Using a green pen. Students swap their books with their work partner to identify the What skills are needed to construct a piece of bias Persuasive techniques out. Read a of non-fiction (challenge) Knowing purpose, audience context of writing to support comprehension
Should Britain have the death penalty for murder? convince a friend to think the same. reasoning and types of language used that have been persuasive – why is it effective? (Print out of persuasive techniques provided in resources for support) Making sure that they use the green pen highlighted techniques: Students’ now each write an opposing response that uses reasoning to support the opposite view – they have written both for and against the same argument. This is just like the idea of their posters from the previous lesson. or opinionated writing? What is the most difficult part – expressing your own strong views articulately or writing from the opposite point of view to what you have? – Why? Making critical comparisons across texts Writing for a range of audiences and purposes Narrative and non-narrative inc. arguments and letter writing Summarising and organising material Amending vocab, grammar, structure of writing to improve effectiveness Considering how their writing reflects audiences, purposes 20 Improve mid-term Students get back their marked assessments and read through the teachers comments. Students respond to teacher’s comments using green pen to improve specific passages and improve their previous level. Students use grade criteria to identify where and how they think they have improved. Students swap books in order to get their new updated versions of the mid-term assessment moderated. KS3 Assessment level criteria sheet (Provided on numerous occasions in English dept. meetings and green sheets should be attached in KS3 books. Amending vocab, grammar, structure of writing to improve effectiveness SPaG Standard English confidently in writing Discussing reading, writing and spoken lang with precise, confident use of terminology
21 + 22 Read a passage in order to examine how a writer may show bias in his of an event. Students are given a copy of George Orwell’s The Hanging. read the text together. Teacher models how a part of the extract can be seen to be biased, suggesting that the death penalty is a wrong (In the first paragraph the example is the description of the cages ‘like small animal cages’. This can be seen as bias suggesting the ‘condemned’ men have been treated like animals and their humanity has been completely forgotten. The writer obviously through his negative description of their treatment has used specific words to make the audience feel sorry for these men). After reading the students are put into groups and asked to choose a paragraph or an extract where they think Orwell uses language to show bias towards whether he believes the Death penalty is right or wrong. Once identified the groups cut this passage out and to a larger sheet allowing room to annotate as the students deconstruct the language used and suggest where they believe certain words or phrases have been used to make you feel sorry for the condemned man. Each group should aim to find between three and five examples and explain why these words create an effect on the reader and demonstrate the writer’s penalty bias. (Students may need another lesson to deconstruct and explain their ideas on a short extract of this text). Green pen lesson How you now put one of your ideas into an analytical paragraph? How do you present and deconstruct a quotation to gain the highest level? Why do you think the writer has become biased against the death penalty? The Hanging – in resource folder. Read a range of non-fiction (challenge) Learning new context and dictionaries Knowing purpose, audience context of writing to support comprehension Organisational features, structure, language to convey meaning Standard English confidently in writing Discussing reading, writing and spoken lang with precise, confident use of terminology
can also help students improve their previous analysis of quotes before they have to do this in the final assessment. 23 Plan for Students will use their group work from the last lessons on ‘The Hanging’ to write their assessment. DO NOT GIVE THEM THE QUESTION IN ADVANCE Students have the lesson to explore the rules and conventions of essay wriitng. How will they construct an introduction? What goes into an intro? What key words will they need? What startegies can they use to ensure that their writing is developed. Use the green sheets to help them understand what is required for a good essay. Pupils can make notes on what an essay needs i.e. remember to include an opinion in my introduction, but they should NOT plan specifically to the question. This is in preparetion for the skills needed in the new GCSE (100% exam). Planning time. 24 Answer final question: How does George Question: How does George Orwell use language to create bias in The Hanging? Final assessment Final assessment assessment Final assessment
Orwell use language to create bias in The Hanging? 25 Final Final assessment Final assessment Final assessment Final assessment Macbeth L.O Starter Prepare for Learning/ LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources NC Links 1. Can I identify the main protagonists and antagonists in the play? Students are given the descriptions and characters names as cut outs and try to match which they think are right. Students are given the correct character definitions. Key clarified. Students create a family tree or presentation poster explaining the roles of the characters in Act 1 (scenes 1-3) or create stick puppets of each character which they will use to act out scenes in future lessons (in groups). Students use the synopsis of Act 1 to make sure that character posters are accurate and feedback to the Lolly Sticks (if creating puppets) Card for creating basic stick puppets. Extended response: A01, A02, A03, A04 (Lit)
Answer the question using quotations to help. “How far would you agree Macbeth is a manipulated character?” Consider witches input and his conversation with Banquo. 5. Can I understand the tension created through language devices in the text? the key events of Act 1 scenes 1-3 What are the five main points of these scenes? Recap devices used in the previous scenes and techniques that may be found in this one? Read and Act out Act 1 scene 4. work: (Students have enlarged printouts of the scene to How does Macbeth react to Duncan’s announcement about Malcolm? – What techniques does Shakespeare use in this section? What emotions is he feeling? – Why? – How does this create tension? Can you find evidence from the text to support these ideas? What ideas of tension are created in the scene and how does this set up the possible plot of the play? feedback. Shakespearean writing devices sheet. Enlarged copies of the text (each part of the class can have a different extract for differentiation) A01, A02, A03, A04 (Lit) A01, A02, A04, A05, A06 (Lang) 6. Can I interpret to what extent Lady Macbeth Read and act out: Act 1 Scene 5: In groups analyze the language – which quotations from Lady The of Lady Macbeth: Would Macbeth commit this murder without A01, A02, A03, A04 (Lit)
persuades her husband to be a murderer? Macbeth are the most incriminating? Class creates questions for Lady Macbeth in order to determine her motivations and persuasive ability. Is she guiltier than Macbeth? Different students can play Lady Macbeth as she is hot seated in front of the class (or they can hot seat in groups) the encouragement of Lady Macbeth? Class vote? – What reasons – create a class opinion board – each student writes opinion on a note and then sticks it to the opinion board – will these opinions change overtime? Set up for a hot seat / courtroom session. Opinion board (sugar paper. Post-it notes. A01, A02, A04, A05, A06 (Lang) 7. Can I interpret to what extent Lady Macbeth persuades her husband to be a murderer?(Part 2) Remind class of their opinions at the end of last lesson – after the of Lady Macbeth. Each student will continue to develop opinion on this fact today. Read and act out Act 1 6 and Act 1 scene 7: Groups: Students work in groups linked to their work in previous two lessons. They use the text to find evidence supporting the idea that Lady Macbeth is a villainous character who persuades her husband to murder or they find evidence showing that Macbeth would have been a murder without her influence (depending on their opinions from last lesson). Class adds new opinion post-it notes to the wall with reference to their supporting evidence. Class majority gives verdict on whether Lady Macbeth is solely responsible for pushing Macbeth into murder. Opinion board (sugar paper. Post-it notes. Copies of the text. A01, A02, A03, A04 (Lit) A01, A02, A04, A05, A06 (Lang)
8. Can I create an essay answer to the following question (exam practice): How far is Lady Macbeth responsible for pushing Macbeth to carry out Regicide? (This may possibly run for two lessons) answer deconstruction. Teacher uses example paragraphs of an answer to this question (JGP will write an example). In groups students read the model answer. Look at grade criteria, what sort of grade may this example get? In groups of 4: Annotate the example: What techniques are used? How is the essay structured? How is evidence expanded on? What of language are used? Individually: Using the example as a guide: Use one of the quotes they have collected relating to Lady Macbeth/Macbeth from Act 1: Expand the analysis of the quote looking at: Language choices (effects on audience) Use of linguistic device (effect on audience – especially if it was spoken from the script by an actor) Alternative interpretations of the language. How does this phrase affect our view of the character? – How would this be delivered by an actor for maximum effect? Students move around the room and put a post-it note with initials on the work that best expands the quotations. Teacher then asks for the student who selected the example to expand on why they thought this example was most effective and would gain the best grades in the exam. 15 x Examples of Macbeth essay. Grade criteria for the exam paper. Post-it notes. A01, A02, A03, A04 (Lit) A01, A02, A04, A05, A06 (Lang)
9. Can I create an essay answer to the following question (exam practice): How far is Lady Macbeth responsible for pushing Macbeth to carry out Regicide? (Individually students consider….) What do we know about Lady Macbeth? What actions has she taken? Is she alone in pushing Macbeth to this nasty deed? What are the most effective pieces of evidence that you have selected in previous lessons. How do we develop the quotations effectively? What techniques will I identify and expand on in my answer? planning essay response individually. What have you found most difficult in your plan? How do you develop effective paragraphs from your planned ideas? Opinion board (sugar paper. Post-it notes. Copies of the text. A01, A02, A03, A04 (Lit) A01, A02, A04, A05, A06 (Lang) 10 In conditions (exam practice): How far is Lady Macbeth responsible for pushing Macbeth to carry out Regicide? Students have time to construct essays looking at the work they have done in previous lessons. Teacher supports those who need help constructing the essay answers 11. Teacher sets up lesson by reminding Which students need some guidance?
Exam practice continued. the class of the techniques they need to use. Teacher has help desk set up in room for students to come for advice at this early stage of the unit. Homework – To finish the essay for subsequent lessons. 12. Act 2 Scenes 1 and 2. Dream and Dagger How is tension created in the scenes where the murder is carried out? Students’ read and act out Act 2 scene 1 (using puppets or props designed for Act 1. Why is supernatural imagery used in this scene? (dream and dagger) What imagery in the scene can be supernatural? Where can supernatural ideas be found at the beginning of the play and how might this link? What does this suggests about Macbeth’s state of mind at this part of the play? Hot Seat Macbeth: Students interview Macbeth to decide whether he was of mind while he carried out the murder. Does Macbeth show remorse for his actions? Class uses the opinion board from Act 1 to post quotes to support their ideas. What is the majority opinion of the How would we support the opposing view to create a more rounded response with alternative interpretation for a possible essay on this topic? Opinion board Post-it notes. Volunteers to be Macbeth. Class room prepared for Hot seat session. A01, A02, A03, A04 (Lit) 13. Act 2 scene 3 and scene 4. What is dramatic irony? Students read and act out scene 3 and scene 4 Can be in working groups or as individuals (depending on levels and abilities? Short class discussion. A01, A02, A03, A04 (Lit)
What options does he have? Each group prepares to perform to the class. Using the lines from the scene students’ are set homework to write detailed stage directions to show the change in Macbeth’s character. 15. The murderous consultation resumes Act 3 2 and scene 3: Investigate how these scenes show Macbeth in a new light? Read and act out Act3 scene 2 and Act 3 scene 3 Has the dynamic between Lady Macbeth and Macbeth changed since Act 1? How you direct this on stage? What comments would you make if there were stage directions? What is the significance of Fleance escaping – why is this important in the witches prophecy? (Major link) Students look back at the text to determine the prophecy from Act 1. Why is Banquo’ s death significant for Macbeth – how might he feel after this has taken place? down your ideas with evidence to support this. Mood Board/Opinion board Students post on the mood board different words describing how Macbeth may feel at having killed his friend. Teacher selects words and asks the student who produced a specific word to expand on why this is an appropriate description. Copies of text A01, A02, A04, A05, A06 (Lang)
16. The banquet of ghosts Act 3 scene 4: How far is Macbeth shown as remorseful by his reaction at the banquet? Students brainstorm scenarios and What is remorse? How a criminal feel remorse – how can it affect you? Set room up like the banqueting hall. Students act out Act 3 Scene 4. Students should also concentrate on directing Macbeth’s reactions. Look for evidence in the text: How does Macbeth show remorse? How is this affecting his of mind? Find quotations that will help you answer the following essay question: Homework: Essay 1 week How far does Shakespeare show Macbeth to be a remorseful character? Look back at essay writing from Lesson 10. What techniques will you need to gain the highest grades when writing the answer to this question? Copies of text Students’ previous essays (from lessons 9 and 10). A01, A02, A03, A04 (Lit) A01, A02, A04, A05, A06 (Lang) 17. Hecate gets involved Act 3 Scenes 5 and 6. How do these scenes set up read and acts out Act 3 scenes 5 and 6. What do these scenes teach you about the witches and about the others in Macbeth’s court who fled (Malcolm and Donalblain)? Create a poster describing the content of both scenes through images and a small amount of text: What are the witches planning? What do you think will happen in Act 4? Make predictions and add them to the Copies of text. Sugar paper A3 Coloured pens A02, A03, A04 (Lit)
the action for Act 4? What do the noblemen learn about King Duncan’s sons (Malcolm and Donalblain)? mood/opinion board. 18. The witches and the visions Act 4 scene 1 How does Macbeth interpret the apparitions he is shown? Class reads and Acts out Act 4 Scene 1 In groups: Discuss: What do you think each apparition means? How would Macbeth interpret them? What might he do as a result of each apparition? In groups: Draw each apparition as described in the text. Underneath each image write what it means and how Macbeth plans to react to it. This becomes a revision tool for the exam. Class predictive discussion: What will be the consequences of each vision? Copies of text. Sugar paper A3 paper Coloured pens A01, A02, A03, A04 (Lit) A01, A02, A04, A05, A06 (Lang) 19. Desperately holding on to power Act 4 Scenes 2 and 3 Comprehend why Macbeth Class reads and acts out Act 4 scene 2 and 3. Why has Shakespeare included these scenes in the play? What do these scenes tell us about Macbeth as a character and In groups : Create a scene where Macbeth decides to attack his opposition (Macduff). What are his thoughts and motivations for this action? Class performances: Each group performs their scenes? Which one would you use Copies of the text and space to act for each group. A01, A02, A03, A04 (Lit) A01, A02, A04, A05, A06 (Lang)
murders Macduff’s family? about his state of mind at this part of his story? Can you use some Shakespearean language? Who may Macbeth have discussed his with? to link these scenes in the play? 20. Lady Macbeth’s regrets? Act 5 1 21+22 Act 5 scenes 2 - 8 Class reads and acts out Act 5 scene 1. Class reads through to the end of the play and acts out the final parts of the story. Group research: laptops/computers if available: What is the significance of Lady Macbeth seeing blood on her hands that she cannot wash off? Why may this imagery have been used? Can you create a quote chart comparing the way Lady Macbeth’s language changes from Act 1 to this first scene in Act 5? What differences do you notice in the type of language you use as well as the devices Shakespeare uses to bring the character to life? Homework: Write a monologue from the point of view of Lady Macbeth that shows her inner emotions and why she is having this breakdown. Homework: What do you think the mo0ral of the play is? Copies of the text and space to act for each group. A01, A02, A03, A04 (Lit) A01, A02, A04, A05, A06 (Lang) 23 +24 Essay practice How far do you believe Macbeth is a victim of fate?
1 Understanding of the social and historical context. Life in America 1930’s Understanding of Great Depression Exploring culture Setting a context Introducing the text and developing the context Critically evaluate Textual evidence Foreshadow Writers craft - True or false statements about life in 1930s America - Reading for meaning - Comprehension - Note-taking skills AO3-Show understanding of the relationships between texts and the contexts in which they were written BBC video clips embedded in context flipchart 1 2 Understanding of characters and how Steinbeck uses language to introduce them -Interpretations of a character -Exploring character through drama -Empathise with a character -Relationships between characters -How tension is created Exploring different characters for ability groups -Introduction to GCSE style questions on character - Reading for meaning - Comprehension - Word level analysis - Inference and deduction Timings for readings AO1-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. Clips from the film embedded in flipchart 3 To understand the themes that are presented in the novel and how they link to the social -Prediction/ Foreshadow -Identifying and tracking themes (continuous throughout) - Range of visual and written stimuli - Differentiated groups -Introduction to GCSE style questions on theme - Reading for meaning - Comprehension AO1 + AO3
and historical context -Development of key characters Development of Curley’s Wife and how she is treated - Word level analysis - Inference and deduction 4 How to successfully analyse Steinbeck’s language and techniques - Using PEWTER students will be able to analyse Steinbeck’s use of language and how it influences the reader, looking at character and theme Differentiated groups Using PEWTER to differentiate -Introduction to GCSE style questions on language - Reading for meaning - Comprehension - Word level analysis - Inference and deduction AO2Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate 5 Practice questions - Pupils will answer English Literature GCSE style questions on Of Mice and Men -Questions bullet points to help students structure their response Year 10 Unseen Poetry SOL Guidance from AQA - Approach all poems from the anthology as unseen to develop this skill for the exam - Study poems in pairs where possible to allow as much opportunity for comparison as possible (new spec require student to now compare 2 unseen poems). Lesson 6 will provide an opportunity to do this.
L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info NC Links 1.To use prior knowledge of studying poetry to produce a guide of how to approach an unseen poem. Learners are asked to write down one thing that they remember about studying poetry in KS3 on a slip of paper. Stick slips on board, to allow learners to refer to throughout the course of the lesson. Learners are provided with: - A poem - Sheet of sugar paper - felt tips Explain that in one of their GCSE exams, they will be responding to an unseen poem and that in today’s lesson they have been given an ‘apprentice style’ challenge of producing a guide of how to approach an unseen poem for their year group. Success criteria: - Must include at least 6 steps of how to analysis an unseen poem effectively. - Steps must include a tip Learners create their learners guides in their groups using success criteria. Learners compare student guide to another group’s and evaluate. Are there any similarities? What you find useful in analysing the unseen poem? Use this lesson to establish starting for your class. This will you to focus on some areas in more detail than others. Display guides to remind learners that they have used these skills before! Resources needed - A poem (please select from new spec anthology) - Sheet of sugar paper - felt tips ns
Challenge: can come up with an acronym to help learners remember steps. 2. To be able to identify poetic devices. In small groups learners play ‘articulate’ or ‘charades*’ for different poetic devices. Learners nominate 1 *this game requires learners to explain the device using only actions and no words. Split stanzas over different tables. Groups rotate around the stanzas and try to identify poetic devices. Challenge: Can learners comment on effect of a device that is already there. Display whole poem on IWB. Read the poem as a class. Select learners from different tables to feedback devices and annotate on board to model how to do effectively. Elicit the need to comment on the effect of devices used when identifying them and the importance of linking to ideas about overall message. Learners try to predict what the title of the poem will be. Reveal title and discuss it’s effectiveness in set expectations of what the poem will be about. Poetic device flashcards. A3 copies of poem stanzas. 3. To be able to comment on the effects of poetic devices. Learners complete worksheet asking learners to comment on Select learners to feedback ideas to ensure understanding. In groups, learners write a model paragraph, commenting on the effects of a chosen poetic device, on sugar paper. Use chosen paragraph for class reflection. Why is it successful? Examples of effects of language.
the effects of poetic devices. Recap skills from previous lesson and remind learners of the importance of commenting on effects of devices when identifying them. Learners are given a poem (ideally same one from previous lesson but on individual sheets) and asked to find specific examples to comment Groups peer assess paragraphs and nominate one they think is successful. 4.To be able to analyse a text effectively at word level. Each learner is provided with a word from a poem. Inform learners that words are from a poem. Ask to predict what the poem might be about using connotations of word given. Learners work in groups to develop predictions and write statement to put up on board. Elicit the fact that a number of help them to make more ‘confident’ predictions. Can they spot any patterns (e.g. all negative/to do with death etc.)? Look at whole poem and evaluate predictions. Elicit the need to take into account whole text when analysing. Learners highlight additional words that they think are significant. Learners answer the following questions, justifying responses with analysis of language used at word - Can you spot any patterns? Learners review process of analysing language at word level. Why is it important to take into account whole text, even when only focussing on one word? Learners complete model paragraph. ‘Mother, any distance’ poem
- What images do we have in our heads? 5. To be able to comment on the effects of structure. Display the of a poem. What is the purpose of a title? Learners annotate using responses. Elicit ideas about expectations; setting the tone. Read the poem as a class. Ask learners to reflect on the title of the poem in relation to the rest of the poem. - Does the writer lead you to guess accurately the subject matter of the poem? - Is there a shift/change of your first expectations? Why do you think the writer has done this? Learners respond to the following question PEI (Point, Evidence, Inference). Elicit the significance of titles when commenting on structure. (expectations, setting tone, misleading the reader, emphasis etc) 6. To be able to effectively compare two poems. Project a bank of comparative discourse markers on the board. Ask learners to predict skill they will be focusing on. Project an image of a lemon and an orange and ask learners to make as many comparisons as possible. Use this task to highlight how you compare effectively. Learners reflect back on the poems they have studied and decide which two would be good to compare in pairs. Select pairs to present their case to the rest of the class. Create a class success criteria for selecting appropriate poems to compare. Comparative discourse markers + (PPT slide).
Year 8. Scheme of Learning: The Romantics L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info LO: To research the life and times of a poet. List as many poets as you can. Students to find new information for themselves online. Create a questionnaire that will test people’s knowledge on the life and times of the poet being studied this week. Write down 3 questions that you would like to ask about today’s lesson. Laptops/computer room LO: To be able to understand the language used in a poem. If this is the answer then what is the question? *based on poetic devices* A copy of Jerusalem to each student on A4. Students to work from poem. Read and discuss initial responses. Using a dictionary and thesaurus, students are to find the meanings of any unknown language in the poem. Annotate with the meaning in student speak and 2 synonyms How would you explain today’s lesson to somebody in primary school? Copy of poem. LO: To be able to find poetic devices within a poem. What is your favourite word and why? Students to work from poem. sheet of poetic devices to use. Shown how to annotate on the whiteboard. Find examples of poetic devices throughout the poem. Differentiated – Students have examples already highlighted and have to match to the devices. Extension – What effect do these devices have on the poem? Hangman with key words from the lesson. Coloured pens or pencils. LO: To understand the structure of a poem. Draw a poem. Students to work from poem. Shown an example of a sonnet; this has been to show form and structure. Students to look at the structure of the poem at sentence level, stanza level and as a whole poem. Random student has 5 minutes to the class what we have learnt. Coloured pens or pencils. LO: To find the author’s What is the in today’s lesson? Students to work from poem. Students are shown a copy of Spellbound and a Use the evidence collected so far, decipher the poem. What is the poet trying to say? What are the 5 most important things we have learnt this week? Coloured pens or pencils.
you would like to find out more about you know now that you didn’t know 60 minutes ago LO: To create the perfect paragraph through work. What are your top 3 poetic devices and why? Use previous class work. Students to create a perfect paragraph in on sugar paper. Peer assessment with green pen. Coloured pens and sugar paper. LO: To create the perfect paragraph independently. What should be in a perfect paragraph? Use previous class work. Write up at least 3 paragraphs independently in your books. Read out your favourite sentence. LO: To research the life and of a poet. 5 minutes to write down as much as they can about the last two weeks of lessons. Students to find new information for themselves online. Create a questionnaire that will test people’s knowledge on the life and times of the poet being studied this week. True or questions on the day’s lesson. Laptops/computer room LO: To be able to understand the language used in a poem. Who win in a fight between a poem and a song? Why? A copy of Daffodils given to each student on A4. Students to work from poem. Using a dictionary and thesaurus, students are to find the meanings of any unknown language in the poem. Annotate with the meaning in student speak and 2 synonyms One pupil starts to speak about the topic covered. At the first repetition, pause or mistake another takes over - and so on until the minute is up. Copy of poem. LO: To be able to find poetic devices within a poem. How would a famous person of your choice teach poetry? Students to work from poem. Given sheet of poetic devices to use. Find examples of poetic devices throughout the poem. What have you learnt? Create a spider diagram in your Coloured pens or pencils.
Shown how to annotate on the whiteboard. Differentiated – Students have examples already highlighted and have to match to the devices. Extension – What effect do these devices have on the poem? books with everything you have learnt. LO: To understand the structure of a poem. Create a flow to show how to structure a paragraph. Students to work from poem. Shown an example of a Limerick; this has been annotated to show form and structure. Students to look at the structure of the poem at sentence level, stanza level and as a whole poem. Students are (or choose) a word related to the lesson. They must stand up and point to someone in the class who must then give the meaning. That person then chooses the next person to pose a word. Coloured pens or pencils. LO: To find the author’s intentions within a poem. Finish the following sentence and give reasons. Romantic poetry is… Students to work from poem. Students are a copy of Daffodils and a paragraph explaining the author’s meanings. Use the evidence collected so far, decipher the poem. What is the poet trying to say? What evidence can you find to support your argument? Within this evidence, what devices are used? Can this evidence have more than one meaning? How does our understanding of the poet’s life change our understanding of the poem? How does the poet want the reader to feel and why? Summarise today’s topic in 5 sentences. Reduce to 5 words. Now to 1 word. Coloured pens or pencils. LO: To dissect a model paragraph. In five simples steps explain the following: Students given a model paragraph for the question How does the poet present Students to pick the paragraph. Focus on structure of the paragraph, language used, how the quotes are 5 top tips or golden rules about the topic for students Copy of model paragraph on A3.
How can poetry help you get a job? nature in Daffodils? on A3 paper. used, WLA, layered meaning, historical context. taking the lesson next year. Coloured pens or pencils. LO: To find and construct the and the evidence of a paragraph. You are a poet, explain why you poetry. Rephrasing a question and embedding a quote. Students given 10 questions that they have to rephrase into statements. Students have to take quotes from a poem and put them into a so that they are seamless. How does today’s learning link to other subjects? LO: To construct the explanation and effect of a paragraph. Explain why you agree or disagree with the following statement: “This house believes that schools should only teach poetry” Explanation and effect taken out of previously shown model paragraph. Re-annotate with the class. Students to develop an explanation and effect section of an on sugar paper in groups. Ask students to produce a mind map of their learning. This could be done using concept branches, key words, 3 things they have learnt etc. LO: To create the perfect paragraph through group work. Find the definition of poetry in a dictionary. Use previous class work. Students to create a perfect paragraph in pairs on sugar paper. Peer assessment with green pen. Coloured pens and sugar paper. LO: To create the perfect paragraph independently. Create a new poetic device that every poet has to use. Use previous class work. Write up at least 3 paragraphs independently in your books. Read out your favourite sentence. LO: To research the life and times of a poet. Create a five line poem about a time you felt happy. Students to find new information for themselves online. Create a questionnaire that will test people’s knowledge on the life and times of the poet being studied this week. Students (or the teacher) take the and answer questions in-role that the class have come up with. Laptops/computer room LO: To be able to understand the language If poetry was a colour which one would it be and why? A copy of Ozymandias given to each student on Using a dictionary and thesaurus, students are to find the meanings of any unknown language in the poem. Either hand out outlines of a brain/head or pupils Copy of poem.
used in a poem. A4. Students to work from poem. Annotate with the meaning in student speak and 2 synonyms draw it themselves. Then, get them to fill it with everything they have learnt (knowledge and skills) during the lesson. LO: To be able to find poetic devices within a poem. Give me 10 words that you relate to poetry. They cannot be devices or structural features. Students to work from poem. Given sheet of poetic devices to use. Shown how to annotate on the whiteboard. Find examples of poetic devices throughout the poem. Differentiated – Students have examples already highlighted and have to match to the devices. Extension – What effect do these devices have on the poem? Write a poem, 5 lines long and that rhymes, summing up what you have learnt today. Coloured pens or pencils. LO: To understand the structure of a poem.. If a poem was a noise, what noise would it be and why? Students to work from poem. Shown an example of a Haiku; this has been annotated to show form and structure. Students to look at the structure of the poem at sentence level, stanza level and as a whole poem. What skills have you developed today? Choose one and explain how you have developed it…. Coloured pens or pencils. LO: To find the author’s intentions within a poem. Set yourself a goal for this lesson. What is it and why do you want to achieve it? Students to work from poem. Students are shown a copy of Spellbound and a paragraph explaining the author’s meanings. Use the evidence collected so far, decipher the poem. What is the poet trying to say? What evidence can you find to support your argument? Within this evidence, what devices are used? Can this evidence have more than one meaning? How does our understanding of the poet’s life change our understanding of the poem? How does the poet want the reader to feel and why? Choose new words you have learnt today or in the last few lessons and write dictionary definitions. Coloured pens or pencils.
LO: To dissect a model paragraph. Create a slogan for an advert that will sell poetry to younger students. Students given a model paragraph for the question How does the poet show the battle between man and nature? on A3 paper. Students to pick apart the paragraph. Focus on structure of the paragraph, language used, how the quotes are used, WLA, layered meaning, historical context. Design a poster advertising the lesson/your learning. Copy of paragraph on A3. Coloured pens or pencils. LO: To find and construct the and the evidence of a paragraph. What 3 things should EVERYBODY know about poetry? Rephrasing a question and embedding a quote. Students given 10 questions that they have to rephrase into statements. Students have to take quotes from a poem and put them into a story so that they are seamless. What have you learnt with your eyes this lesson? What have you learnt with your ears? What have you learnt with your body? LO: To construct the explanation and effect of a paragraph. Why do we bother to structure our paragraphs? Explanation and effect out of previously shown model paragraph. with the class. Students to develop an explanation and effect section of an essay on sugar paper in groups. Write a newspaper headline about today’s lesson… LO: To create the perfect paragraph through group work. How can group work help us? Use previous class work. Students to create a perfect paragraph in pairs on sugar paper. Peer assessment with green pen. Coloured pens and sugar paper. LO: To create the perfect paragraph independently. How are you feeling today’s lesson? Use previous class work. Exam style response: Write up at least 3 paragraphs independently in your books. Read out your favourite sentence. AQA 1: Shakespeare and the 19th Century Novel Section B: The Sign of Four by Arthur Conan Doyle
AQA Website Sample Materials: AQA Full Literature Specification: YouTube TV Version of ‘The Sign of Four’: Other Suggestions for exam preparation: Students create their own exam papers by choosing appropriate extracts and composing questions and creating the indicative content Revision for themes and characters Writing in the style of Doyle to demonstrate understanding of his style/ language etc. Separate class books for extended written responses Re-writing the mark scheme into student friendly’ styles Year 9 Scheme of Learning: Environment- Unit 1 Style Non-Fiction L.O. Starter Prepare for Learning/ Agree LOs Introduction Present New Information Main Construct and Apply Plenary Review Resources/ Additional info
Introductory Lessons 1 To be able to identify purpose audience and form Five stations are constructed around the room with a different text on each. To identify purpose audience and form 1 –Description of an environment 2- Advertisement for a place 3- Review of a place 4 – Extract from an explorers autobiography (19th century) 5- Pollution (text to argue) Students must write the PAF for each text (recap from y8). Students give reasons for their answers. Students must change the PAF of the plot summary from the starter activity to make it into a movie advertisement. Students present their work and provide constructive feedback. 1 –Description of an environment 2- Advertisement for a place 3- Review of a place 4 – Extract from an explorers autobiography (19th century) 5- Pollution (text to argue) Summarising and organising material Read a of (challenge) Knowing purpose, audience context of writing to support comprehension 2 To demonstrate understanding of linguistic devices used in non-fiction. Pupils to list as many linguistic devices as possible- competition time! Students match a list of linguistic devices with their definitions. Students construct their own example of each linguistic device. Higher ability students are provided with no primary example. Lower ability students are provided with one example for each device. Teacher to provide a list of different text types and pupils to identify at least three devices for each with explanation as to why they feel it’s Students read some of their examples. Linguistic device and definition matching activity Drawing on knowledge of literary devices from reading to improve writing Considering how their writing reflects audiences, purposes
(intro’d in Year 7) and PEE. 4 To comment on the effects of linguistic devices in a persuasive text. Teachers to give students their TA6 from previous year- pupils to set themselves aspirational targets and write a ‘note’ to the teacher about what support they need… Students re-visit the sugar paper from the previous lesson. Teacher to model how L6+ analysis of a language device must refer to effect on reader and writer’s intention (GCSE skill). Students must use teacher model to add to the previous lesson’s annotations on sugar paper by stating writer’s intention and impact on reader. Banned phrases: makes the reader think/ grabs our attention/ to have an effect! Students swap paper at 10 min intervals and add to their classmates’ analysis. Pupils stick initialled post-it-notes on the analysis they think is level 7. Discuss what this sheet stand out from the rest. descriptors Post-it-notes Knowing how language (figurative, choices, grammar, structure) present meaning Checking understanding to ensure reading makes sense Participating in formal debates Extending grammatical knowledge through challenging texts Studying the effectiveness & impact of grammar in texts read Using Standard English confidently in writing Discussing reading, writing and spoken language with precise, confident use of terminology
5 To identify structural features of a persuasive text Give students a range of tasks from a lesson plan- pupils to ID what order that lesson would go in and why. Discuss the need to structure all of text- link to TEEP. Students are given an advertisement as a cut out puzzle. They must piece it together. Explicitly discuss how they will decide on the order of the text- how do they know? Teacher to display a text/ poster- as a class, annotate the structure and why/ how it has been constructed that way. Students stick their puzzle on sugar paper or in their book and annotate it to suggest why each feature has been placed in the order it has. Students walk around the room and steal their favourite idea to add to their own analysis. Persuasive text Summarising and organising material growing knowledge of text structure to write in appropriate form Discussing reading, writing and spoken lang with precise, confident use of terminology Studying the effectiveness & impact of grammar in texts read 6 To identify structural features of a persuasive text and provide alternative interpretations (Language) Pros and cons: 1. putting a rhetorical Q at the start of a text. 2. putting a sentence at the end of a text Students are given a persuasive travel article/advertisement. The article is cut into sections Description of the country (intro) Description of the city Description of the culture Description of the main attractions Feedback decisions. Teacher to make explicit links to writer’s intention and PAF. Using discussion, students to adjust/ keep their decisions and stick the article into their books and write why they think that it should be structured in the order it is. Model an appropriate answer and remind Students present the article in the order they have pieced it together in. They then listen to others’ presentations and use any different orders as alternative interpretations to the most effective way of structuring the article. The alternative interpretations should Persuasive text Summarising and organising material Apply growing knowledge of text structure to write in appropriate form Participating in formal debates Studying the effectiveness & impact of grammar in texts read
etc. Pupils to discuss/ debate. Transport Persuasive summary Students the article together in the order that they think would be appropriate when persuading a tourist to visit. students this is a GCSE skill. be added to their analysis. Apply growing knowledge of text structure to write in appropriate form 7 To analyse a text’s effectiveness in relation to its audience Students are provided with 5 advertisements per for different attractions. Students must match the text with the target audience. E.g. Children Parents Teens Pensioners Independent consolidation: Present Q: What methods are used to present the writer’s feelings and persuade the reader? New GCSE style Q! Pupils identify devices and repeat full annotation process that they have done in pieces over recent lessons. Teacher and class of a L6 answer. Students should be provided with key words An example of a level 6 and level 7 responses should be on the board and students tables. Students must identify which is the higher level response and state why using their level descriptors. Knowing purpose, audience context of writing to support comprehension Discussing reading, writing and spoken lang with precise, confident use of terminology
Students must use a simple, compound and complex sentence to sell that beach to a tourist. in appropriate form 9 To use a range of devices to persuade. Present same picture of a beach as the previous lesson. Role play different sales pitches to different audiences i.e. wealthy mother/ working class single post-man etc. to adapt their pitches according to the different audiences. Discuss how they did this and what influenced their pitches. Pupils choose a specific audience from a list provided by teacher (see Starter egs). Pupils a) mind map the needs of their target audience then b) list the devices and content appropriate to those needs. c) What structure will you employ and why? Draw on previous structure work. This is GCSE style planning. Students spend 20 mins exam-style writing: persuade their audience to visits the location. Success criteria: - to target needs of chosen audience - to use a range of appropriate devices - to check SpaG is consistently clear and accurate - To structure ideas appropriately Students to previous marking feedback in their books and accordingly. Picture of location/ Discussing reading, writing and spoken lang with precise, confident use of terminology 10 To use a range of devices to persuade. Display success criteria again and pupils peer assess using GREEN PEN. Students to edit their persuasive text from last lesson using as many linguistic devices as possible to persuade. Teacher to explicitly teach ideas behind editing and how to approach this task. Model. Students read their paragraphs out loud and then analyse the effectiveness of their text. Were there too many devices used? Discussing reading, writing and spoken lang with precise, confident use of terminology
Reading Skills 13 To identify common linguistic features when exploring descriptive texts Student work in to write at least six features they would expect to find in a text to describe. Provide students with a list of descriptive words from the captain Scott text. Pupils to write a description using those words- do not give too much context. Let them use the words to guide their writing. Discuss the power of adjectives… Students are provided with a descriptive text (Captain Scott’s Diary extract). GCSE style Q: write a summary of what has happened in this extract. Teacher to draw attention to the skill of prioritising info. Students use the list of devices that they were provided with in the secondary introductory lesson to circle and label where they have been used. Pupils to use lesson to identify the PAF for the text. Sugar paper Descriptive text Linguistic device and definition matching activity sheet (from the second introduction lesson). Knowing how language (figurative, choices, grammar, structure) present meaning Discussing reading, writing and spoken lang with precise, confident use of terminology Checking understanding to ensure reading sense 14 To comment on the effects of linguistic devices in a descriptive text Students are shown the reading level descriptors. Students identify one bullet point that they feel they Students the sugar paper from the previous lesson. Teacher to model how L6+ analysis of a language device must refer to effect on Students must add to the previous lessons annotations on sugar paper by stating how each linguistic device is effective linking their ideas to purpose and audience. Pupils stick initialled on the analysis they think is level 7. Why does this work out from the rest? Level descriptors Knowing how language (figurative, choices, grammar, structure) present meaning Checking understanding to
need to focus on based on previous teacher feedback. reader and writer’s intention (GCSE skill). Students swap sugar paper at 10 min intervals and add to their classmate’s analysis. ensure reading sense Extending grammatical knowledge through challenging texts Studying the effectiveness & impact of grammar in texts read Using Standard English confidently in writing Discussing reading, writing and spoken language with precise, confident use of terminology 15 To identify structural features of a descriptive text and provide alternative interpretations previous learning about structuring a persuasive text- how will description be different? Students are given a descriptive travel article. The article is cut into sections e.g. Description of the country (intro) Description of the city Teacher to review the Captain Scott text and as a class, annotate the structure and why/ how it has been constructed that way. Students to review their decisions about this new article accordingly. Stick the article from the Intro task into their books and write why they think Students present the article in the order they have pieced it together in. They then listen to others’ presentations and use any different orders as alternative interpretations to the most effective Persuasive text Discussing reading, writing and spoken lang with precise, confident use of terminology Apply growing knowledge of text structure to write in appropriate form Knowing how language (figurative, choices,
Description of the culture Description of the main attractions Transport Students piece the article together in the order that they think would be appropriate when describing a place. Explicitly discuss how they will decide on the of the text- how do they know? that it should be structured in the order it is. way of structuring the article. The alternative interpretations should be added to their analysis. grammar, structure) present meaning 16 To analyse a effectiveness in relation to its audience Students are provided with 5 different pieces of descriptive writing per table.. Students must match the text with the target audience. E.g. Children Parents Teens Pensioners GCSE style Q: what methods are used to effectively describe the setting and feelings of the writer? Teacher to effective analysis (remind of GCSE link to writer’s intention). Pupils to check feedback from their last analysis piece and use his to guide their writing. Review success criteria and pupils to have 5 minutes to edit. Success criteria: - to analyse the writer’s intention - to explore the effect on the reader - to use embedded quotations Considering how writing reflects audiences, purposes Amending vocab, grammar, structure of writing to improve effectiveness
SPaG 20 To be able to effectively plan a piece of extended writing. Display a pic and pupils to verbally describe all five senses. Display GCSE style Q: use this picture to inspire a piece of descriptive writing. Discuss implications of Q by deconstructing it. how would we plan? Model and pupils to complete. Students are taught or reminded about topic sentences and paragraphs. Display success criteria. exam style extended writing response. Summarising and organising material Apply growing knowledge of text structure to write in appropriate form 21 Critical Comparisons: recap work from Year 7 and 8 about how to compare texts. What do we do? What things do we look for? Create a list. Provide with A3 versions of the two main articles used in this scheme. GCSE style Q: compare the ways that the writers use different methods to achieve their purpose. Place side by side on sugar paper and pupils to draw/ highlight similarities and differences using the list form the starter. Teacher to model how to compare the two texts in a single 8 mark response. Co-construction of the answer with class. Draw attention to use of connectives and the adapted PEE form. Pairs attempt to write their own comparative response to the Q. Individually own response. Making critical comparisons across texts Knowing purpose, audience context of writing to support comprehension