Y8 Scheme of Work Tales with a Twist (Paper 1) · Y8 Scheme of Work – Tales with a Twist (Paper...

Y8 Scheme of Work – Tales with a Twist (Paper 1)

Key Stage: 3 Year: 8 Duration: 7

AIM: Students will engage with a variety of different stimulus which will be underpinned by the requirements of the English Language Paper 1. The will analyse language, analyse structure within writing and develop techniques to be able to write to describe. Students will study extracts from Lamb To The Slaughter, Stone Cold, Homeward Bound,

Prior Learning

Success Criteria

AO1:

information and ideas. Select and synthesise evidence from different

texts. AO2:

Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. AO4:

Evaluate texts critically and support this with appropriate textual references.

AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using

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

structural and grammatical features to support coherence and cohesion of texts.

AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Assessment Opportunities

Identified gaps from prior learning Teacher analysis

Learning Skills Be able to learn independently Be able to develop resilience Be able to audit own knowledge

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

SMSC / British Values links: Element of choice – independent learning tasks Mutual respect, support and empathy at all times Tolerance of students beliefs whilst studying themes within schemes Expectations of standards expected in English Spiritual awareness of themselves Moral implications of the content of the texts (death/ friendship)

Key Questions:

Q1: List Question – List four things from a specific part of the source e.g. lines 1-7. [4 marks] Q2: How Language Question – How does the writer use language to…? based on a specific part of the source e.g. lines 8-18. [8 marks] Q3: How Structure Question – How has the writer structured the text to…? Based on the whole text. [8 marks] Q4: Evaluation Question – To what extent do you agree with the statement provided? Based on a specific part of the source e.g. line 19 to the end. Use the bullet points to support you in your response. [20 marks] Questions 2-4 require you to use the PETA structure.

Unit Jigsaw: Term 1- Language paper 1 Term 2- Novel & essay Term 3 – Paper 2 non-fiction ‘Exploitation’ Term 4 – Shakespeare Romeo & Juliet (character & theme) Term 5 – Poetry (War) & creative Term 6 – Blood Brothers & narrative

Key Words:

Language terminology – Q2: Conveys, Highlights, Reinforces, Infers, Suggests, Portrays, Refers, Implies, Creates, Evokes. Point, Evidence, Terminology, Analysis.

Structure Terminology – Q3: Beginning, middle, end of the text; contrasts, compares, is similar to; sentence / paragraph; repeated idea, use of repetition; focus shifts; connected ideas; chronological, linear, non-linear, circular structure; use/change of time, place, topic, person; tone and mood; juxtaposition.

Writing terminology – Q5: DR POISAM: Dynamic Verbs, Repetition, Personification, Onomatopoeia, Imagery, Simile, Alliteration, Adverbs, Adjectives and Metaphor. ISPACE: Ing-word, Simile, Preposition, Adverb, Connective, Ed-word. Noun (proper, concrete and abstract), verb, dynamic verb, adjective, adverb, repetition, personification, onomatopoeia, imagery, simile, alliteration,

metaphor, preposition, simple sentence, compound sentence, complex sentence, minor sentence, clause, phrase, exclamatory, declarative, imperative, interrogative, pronoun, oxymoron, juxtaposition, hyperbole, irony, conjunction, character.

Marking: All teacher marking to take place fortnightly in depth (in depth EBI/ WWW given) students respond at length in red • Light touch marking in terms of marking for literacy will take place within these weeks • Verbal feedback to take place on an informal basis most lessons • Peer/ self-assessment to take place throughout in addition to this

Learning Cycle & Week

Skills to be taught / learnt Learning Activities with resources Differentiation Homework

L1-1

Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.

Reading focus: Explore question 1 from Language Paper 1

Introduce Tales with a Twist as a theme

Define what a plot twist is

Analyse plot twists in short videos (Alma/ Disney)

To understand why films and books have plot twists

Teacher assessed and directed

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

Introduce requirements for question 1/ big picture. Practice with Lamb To The Slaughter.

Consolidate understanding with Maze Runner, Stone Cold & Look Homeward extracts

L1-2

: Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations. Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate

Reading focus: Exploring language in a text, question 2 Language Paper 1

Explore the effects and emotions of a text (diamond nine)

Revise the different emotions from last year

Explore the connotations of words

Read Lamb To The Slaughter fully – track effects and emotions in the text

Language technique revision

Expose to actual exam example

Tackle misconceptions

Analyse language used to describe Mary Maloney

WAGOLL discussed

Challenge – independently analyse the language in a different text The Wasteland

L1-3


Writing focus: Descriptive writing, question 5 Language Paper 1

Work through the language intervention SPICE. Tasks

Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate Show understanding of the relationships between texts and the contexts in which they were written

aimed at increasing the skill of writing to describe

Describe an image (practice)

Explore and practise exciting sentences, proofread and edit

Write independent description based on Lamb To The Slaughter

Use Austin’s butterfly model in order to encourage peer assessment

Analysis of own writing examining effects and emotions provoked

Expose to high level response

L1-4


Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate

Show understanding of the relationships between texts and the contexts in which they were written

Reading focus: Analysing structural features, question 3 Language Paper 1

Introduce students to question 3 and its focus

Address misconceptions

Students to use a structure map in their groups to identify the main features of structure in a text

Students to watch a clip for Toy Story and identify any structural features that interest us

Table given, students need to define each device and give an example from a book, film or game

Students to write an analysis of Jessie’s Story and what effects/ emotions the clip provokes in the

reader. Structural vocabulary necessary within analysis

Students to explore how structure impacts on a story

Group work to analyse impact of structural devices on 3 different extracts

Overall independent analysis of structure in The Wasteland

L1-5




Writing focus: Narrative writing, question 5 Language Paper 1

Students to be exposed to the 5 modes of narration

Analyse it in a text

Replicate it in own writing

Different structural types of narration explored

Balancing description with dialogue

Foreshadowing

Exposure to grade 9 examples

L1-6



Show understanding of the relationships between texts and

the contexts in which they were written

L1-7

• Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations. • Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate • Show understanding of the relationships between texts and the contexts in which they were written

Scheme of Work

Key Stage: Year: 8 Duration: 7

AIM:

Prior Learning

Success Criteria

Pedagogical Notes


Identified gaps from prior learning

Learning Skills

Cross Curricular Links:

SMSC / British Values links: myPB

Key Questions:

Unit Jigsaw:

Key Words:

Marking:


Skills to be taught / learnt

Learning Activities with resources Differentiation Homework

L1-1

Explain and analyse the viewpoints of characters including subtleties.

Display front cover of novel – ask students what they consider key themes might be. Introduce courage and cowardice log. This will build towards a final essay; the more notes they make as they go along the better!

Give students opening paragraph printed on A3 sheet. Class discussion surrounding character. Where do you think he is? How old do you think he is? What is he concerned about.

Students demonstrate ability to relate to character by writing an extra paragraph to add on to the extract. Include literacy by focusing on the types of sentences used (simple, compound, complex) and ask students to replicate variety by including at least one of each in their own paragraph.

Coaching (peer assessment). Read each others paragraphs. Coach on sentence types. Read “FIVE PAST TEN” (7-17). Think about: how does Morpurgu make Tommo sound

younger? How far do you empathise with Tommo. Refer back to c+c log and ask students to fill in for “FIVE PAST TEN”. Relating to Tommo: how have we related to him so far? Do we think he is to blame

for his father’s death. Explain to students that they are going to relate to Tommo by writing about their

own first day at school and what they remember about it. They must include comparisons with Tommo.

Read Chaper 2: “TWENTY TO ELEVEN” (18-35). Direct students to complete courage and cowardice log.

On each table give each student a character: Molly, Tommo, Charlie, Grandma Wolf, Mother. Give them questions they must respond to in character.

Direct each table to choose someone to be a character. Repeat hot-seating activity as a whole class.

Reflect on competence development.

LSF to support with reading.

Mixed ability groupings

Writing scaffolds

Quotations available


Mixed ability groupings

Scaffold for PEE paragraph. Quotations available.

Differentiated questioning.



Scaffolds for writing.


Mixed ability groupings.

L1-2

Use their knowledge and understanding of the novel to give their opinion and analyse the morals and ethics of the characters in the novel. They will consistently use a variety of secure evidence from the text

Competence starter: give out card-sort and ask students to rank them in terms of their morals. Class discussion: students must justify opinions (differentiated questioning). Consolidate by mind-mapping: what makes a person moral.

Read Chapter 3: “NEARLY QUARTER PAST ELEVEN” (35-47). Students complete courage and cowardice log.

Direct students to rank characters in terms of morality. Students must find evidence in the text for their opinions. Students to write a PEE paragraph on one character.

Differentiated questioning to stretch an challenge.

Challenge students to find a variety of quotation.

Introduce sophisticated ideas around the role of god and evil – stretch and challenge through questioning.

to support their comments.

They

will create a

character

with

imaginative

and

appropriate

characteristics

for a villain

using

ambitious

vocabulary to

expand on

ideas.

Read opening section of Chapter 4: “TEN TO MIDNIGHT” (47). Pause for thought: To what extent does war prove that God does not exist? If God exists, what role should he play in war? Would being involved in a war make you more or less likely to believe in God?

Read Chapter 4: “TEN TO MIDNIGHT” (47-61). Complete courage and cowardice log.

Mind-map techniques used to make Grandma Wolf an evil character: name; symbolism (with wolf); behaviour; actions; adjectives; appearance. Direct students to create their own villain using similar techniques. Reflect on competence development.

Give basic design to support advert creation.


Give scaffold for diary entry.


Teacher/peer support I group task.

German support sheets available with key phrases.

Extra support and scaffolding to be given during S+L tasks.


Mixed ability groupings.

Teacher/peer support.

L1-3

Will express the subtle emotions of a character in detail in the form of a letter. (RAF6; WAF1) Will a variety of language devices to adapt their writing in an advisory letter. (WAF2; WAF7)

Read “TWENTY-FOUR MINUTES PAST TWELVE” (61-77). Think about: what is the impact of using times as the chapter titles? Complete courage and cowardice log.

Use random-name generator to select students to sit in hot-seat. Hot-seat the concerns of Molly and Tommo.

Remind students of the format of a letter.

Direct students to write a letter as if they are either Molly or Tommo writing into an Agony Aunt explaining their problems.

Analyse modelled example of writing to advise.

Deliver the first letters written by students earlier in the lesson to other students. Direct students to write a reply as the Agony Aunt.

Read “NEARLY FIVE TO ONE” (77-87).

Complete courage and cowardice log. Reflect on competence development.

Differentiated questioning. Extension activities available.

L1-4

Will

form and

evaluate an

opinion on

army

recruitment

and be able to

see two sides

of an

argument.

Give students scenario: you are in charge of an army about to go into a large war. You don’t have enough soldiers to win at the moment. How would you get people to join?

Mind-map: what do young men look for in life?

Analyse recruitment adverts past and present.

Students design their own army recruitment advert.

Class discussion: is it right to advertise like this?

Read “TWENTY-EIGHT MINUTES PAST ONE” (87-105). Complete courage and cowardice log. Discuss the tactics used to recruit people to the army.

Students imagine they were standing in the crowd. They could imagine they are: a 15 year old teenager; a mother of a teenager; the sister of a teenager. Read “FOURTEEN MINUTES PAST TWO” (105-119).

Complete courage and cowardice log.

Scaffolds to support writing.

Variety of roles to suit learning needs.

L1-5

Will use their competence and developed understanding of the text to empathise with a German perspective and will be able to justify and evaluate their opinions with reasons. They will demonstrate this empathy in a role-play using words and phrases in German and an ambitious range in adapting verbal and non-verbal techniques.

Look at sources from German perspective. What similarities might there have been.

Read “A MINUTE PAST THREE”.

Complete courage and cowardice log.

Hot-seat as the German soldier. Class discussion: how might he have been feeling?

Tell students there is a section missing from the story in which Tommo used some of the German he had learned in school to have a conversation with the soldier. In groups of three, students must come up with their own role-play using the German that they have learnt this year.

Stretch and challenge to take on a variety of roles in group task.

Provide “challenge cards” with more difficult words and phrases. Differentiated questioning.

L1-6

Will

apply

knowledge

gained from

Students independently look over the last chapter read and mind-map “Life in the trenches”. Class discussion.

Look at other sources on life in the trenches. Add to mind-map.

Explore conventions for newspaper article – annotate.

Variety of roles to stretch and challenge.


Extension tasks available.

the text to

create an

informative

and

imaginative

piece of text

using

Microsoft

Publisher.

They will a

wide range of

features for

writing to

inform and

demonstrate

sound skill in

using

Microsoft

Publisher.

Introduce main task. Students are going to work in groups of five to create a newspaper. Roles include: War correspondent – to write a report of the battle in “A MINUTE

PAST THREE”

Interviewers – to use imagination to conduct interviews with characters and write these up.

Domestic correspondent – to write a report on opinions of those at home.

Photographer – to collect real images from the time but also to construct images using cameras.

Students display newspaper on tables – carousel peer assessment.

Read “25 minutes past 3”. Complete courage and cowardice log.

Challenge cards to stretch and challenge ability in publisher.

L1-7

Some students will be able to make sophisticated comparisons between writers viewpoints and use a range of textual evidence to support their points.

Read “NEARLY 4 O’CLOCK”. Complete couage and cowardice log.

Give each table a crunched up version of both the poem and the extract (153-154). Ask students to pick out any similarities and differences.

Give context on gas attacks.

Read Dulce and Decorum est. Class discussion: what is the viewpoint of the writer – how do we know?

What techniques are used by both writers?

What key differences are there?

Complete PEE table.

Provide essay frame

Students write essay.

Self-assessment.

Key word bank provided.


Scaffolded table and writing frame for essay.

Provide models of Level 6/Level 7 PEE paragraphs. Provide alternative essay structure if applicable. Stretch and challenge students to come up with alternative interpretations.

Some students

will write perceptively and sensitively according to their purpose.

Read “FIVE TO FIVE” p.168-187. Complete courage and cowardice log.

Ask students to consider what it must have been like to come back from war, having seen your friends killed or injured and what it must be like to come back injured.

Read the case study sheets.

Discuss: who would look after those that were injured; how would these injured people work; should disabled Service men and women be treated differently to other disabled people; does it matter that many of those injured by wars are young?

Look at poem: what was Sassoon’s opinion on those who were injured in war?

Compose draft version of postcard in book.

Write up neat version onto postcard.

Reflect on competence development.


Key Word bank.

Scaffold for writing.


Take lead role in discussion activities.

Extension tasks available.

Y8 Scheme of Work – Exploitation (Paper 2)


AIM: Students will engage with a variety of non – fiction stimuli which will be underpinned by the requirements of English Language Paper 2. The themes of exploitation will be integrated throughout. They will be able to make inferences from two texts, summarise two texts, analyse language, compare two texts and develop techniques to be able to write to inform, persuade, and entertain. Students will study extracts from The Independent, Charles Dicken’s Oliver, Living Dolls & Watercress Girl and BBC News Reports.

Prior Learning The study of Language Paper 1 The study of a novel

Success Criteria AO1:

information and ideas.

different texts. AO2:

writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views. AO4:

with appropriate textual references. AO5:

imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and

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

grammatical features to support coherence and cohesion of texts. AO6:

vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Assessment Opportunities Self-assessment Peer assessment Teacher marking Class discussion Assessment week Reteach AO’s used from GCSE framework



Cross Curricular Links: Literacy – Reading And understanding Numeracy – Discussion of mark scheme History – History of exploitation Geography – Exploitation in different countries Wellness & mindfulness – Spirituality

SMSC / British Values links: Element of choice – independent learning tasks Mutual respect, support and empathy at all times Tolerance of students beliefs whilst studying themes within schemes Expectations of standards expected in English Spiritual awareness of themselves Moral implications of the content of the texts (death/ friendship)

Key Questions: Q1: List Question – List four things from a specific part of the source e.g. lines 1-7. [4 marks]

– How does the writer use language to…? based on a specific part of the source e.g. lines 8-18. [8 marks]

– How has the writer structured the text to…? Based on the whole text. [8 marks]

ation Question – To what extent do you agree with the statement provided? Based on a specific part of the source e.g. line 19 to the end. Use the bullet points to support you in your response. [20 marks]

-4 require you to use the PETA structure.

Unit Jigsaw: Term 1- Language paper 1 Term 2- Novel & essay Term 3 – Paper 2 non-fiction ‘Exploitation’ Term 4 – Shakespeare Romeo & Juliet (character & theme) Term 5 – Poetry (War) & creative Term 6 – Blood Brothers & narrative

Key Words: Language terminology – Q2: Conveys, Highlights, Reinforces, Infers, Suggests, Portrays, Refers, Implies, Creates, Evokes. Point, Evidence, Terminology, Analysis. Structure Terminology – Q3: Beginning, middle, end of the text; contrasts, compares, is similar to; sentence / paragraph; repeated idea, use of repetition; focus shifts; connected ideas; chronological, linear, non-linear, circular structure; use/change of time, place, topic, person; tone and mood; juxtaposition.

Writing terminology – Q5: DR POISAM: Dynamic Verbs, Repetition, Personification, Onomatopoeia, Imagery, Simile, Alliteration, Adverbs, Adjectives and Metaphor.

-word, Simile, Preposition, Adverb, Connective, Ed-word.

Noun (proper, concrete and abstract), verb, dynamic verb, adjective, adverb, repetition, personification, onomatopoeia, imagery, simile, alliteration, metaphor, preposition, simple sentence, compound sentence, complex sentence, minor sentence, clause, phrase, exclamatory, declarative, imperative, interrogative, pronoun, oxymoron, juxtaposition, hyperbole, irony, conjunction, character. Speech Debate Effect Prejudice Exploitation Suspense Persuasion Difference Similarity Perspectives Relief Pride Disability Anger Individual Magical Envy Acceptance Excitement Caution Unhappiness Disgust Celebration Sorrow Empathy Viewpoint defiance Diversity

contribution empowerment objectification cleanse

patriarchal




L1-1


Reading focus: Explore question 1 from Language Paper 2

Introduce the theme of exploitation across the centuries

Define what exploitation is

Explore old and modern forms exploitation

Students to watch four videos on exploitation and identify what type of exploitation it contains

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

Introduce The Independent article about Beauty Pageants , students must use Foxes Boxes as a group to explore the text, then summarise it

Opportunities available to develop cultural capital around the subjects of county lines,


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

chimney sweeps, grooming and animal exploitation.

Circle time

L1-2


Reading focus: How to summarise a text in a text, question 2 Language Paper 2

Explore two different characters from the film, identifying similarities & differences

Teacher will utilise The Duck Song and Mr Bean to demonstrate summaries

Compare both characters using specific sentence stems

Exposure to the content of a question 2


Reinforcement of summaries through shorter extracts and videos

WAGOLL discussed Reading focus: Analysis of language in a text, question 3 Language Paper 2

Revise effects/ emotions of a text

Explore the connotations of words

Explore how adverts use language to provoke emotions (emotive language focus)

Understand the PETER format

Language technique revision

Expose to actual exam example


Analyse language used to describe …..

WAGOLL discussed

Challenge – independently analyse the language in a different text

L1-3

Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations. Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate

Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.

Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

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

To revise AFOREST and rhetorical features

Exposure to the persuasive writing toolkit

Examine how it is used in writing to persuade

Students to examine rhetorical features in speeches from Rocky, Greta Thunberg, Charlie Chaplin and Martin Luther King

Analysis of language used in these speeches

Use Austin’s butterfly model in order to encourage peer assessment

Analysis of own writing examining effects and emotions provoked

Expose to high level response

Collaborative writing

Revision of the Toulmin structure to help aid writing

L1-4




Reading focus: Deeper analysis, consolidating what it means to analyse

Explore analytical verbs

Understand how to use them

Understand the differences between implicit and explicit description

Explore different layers of meaning

Analyse descriptive techniques and evaluating the impact of them in writing

Challenge focus: Expose high flyers to Q4 and different perspective’s in writing

L1-5

Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts.

Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.

Writing focus: Letter writing

Explore how to write a letter

Exposure to Blackfish stimulus

Reinforcement of Toulmin structure adapted to letter writing

Reinforcement of AFOREST & persuasive writing toolkit

Performance opportunities

L1-6


Assessment week

Reteach opportunities

L1-7

Y8 English Scheme of Work – HT4 – Romeo & Juliet

Key Stage: 3 Year: 8 Duration: 6 week term

AIM: To encourage students to engage in the study of Shakespeare and develop an appreciation for the play Romeo and Juliet. This will

Prior Learning KS3 has contained all the skills essential for accessing the material needed for GCSE whilst engaging in thought provoking thematic material. In year 7 the students studied Shakespearean context (2 sonnets) Narrative writing

Success Criteria

Summarise and synthesise information or ideas from texts

Use knowledge gained from wide reading to inform and improve their own writing

Write effectively and coherently using Standard English appropriately

Use grammar correctly, punctuate and spell accurately

Acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology and linguistic conventions for reading, writing and spoken language

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


Assessment Opportunities Peer-assessment & self-assessment during lessons Assessment:

Teacher/exercise book-

lesson by lesson marking

of classwork including

skills, exercises and

discussion- use to inform

planning

Scaffolded/unscaffolded

practice tasks using

exam questions in the

classroom

Unscaffolded assessment

under exam conditions to

be completed in the hall

in preparation for timing

and exam skills

Identified gaps from prior learning

Audit of knowledge of Elizabethan/ Jacobean context from year 7

Focus on the higher order skills necessary to access Literature paper 1


Cross Curricular Links: Literacy – archaic language Numeracy History – Elizabethan England links Geography – Wellness & mindfulness – social issues /

SMSC / British Values links: Element of choice – independent learning tasks Mutual respect, support and empathy at all times Tolerance of students beliefs whilst studying themes within schemes Expectations of standards expected in English Spiritual awareness of themselves (year 11 – pressure) Moral implications of war and issues surrounding them

Key Questions: What was life like in the Elizabethan era? Why did Shakespeare create Romeo and Juliet? Who is the character that has changed the most in the play?

Unit Jigsaw: HT1 – Language Paper 1 exploration: Tales with a Twist HT2 – Novel exploration: War theme HT3 - Language Paper 2 exploration HT4 - HT5- HT6 -

LAO1: Read, understand and respond to texts: maintain a critical style and

develop an informed personal response; use textual references, including

quotations, to support and illustrate interpretations.

LAO2:Analyse the language, form and structure used by a writer to create

meanings and effects, using relevant subject terminology where appropriate

LAO3: Show understanding of the relationships between texts and the

contexts in which they were written

LAO4: Use a range of vocabulary and sentence structures for clarity, purpose

and effect, with accurate spelling and punctuation

Key Words: Prologue interference obedience Society submissive compliant Tragedy duplicity verbal irony Conflict soliloquy oxymoron Respectability juxtaposition instigated Status prophetic cautiously Theocratic melancholic apprehensive Divisive romantic pessimism Crude culpability antagonistic Ineffective meddling

Marking:

All teacher marking to take place fortnightly in depth (in depth EBI/ WWW given) students respond at length in red

Light touch marking in terms of marking for literacy will take place within these weeks

Verbal feedback to take place on an informal basis most lessons

Peer/ self-assessment to take place throughout in addition to this



L1-1 1 Expectations, Course outline,

critical understanding NF

reading

Half Term 1 – Understanding and Producing Texts

LAO1: Read, understand and

respond to texts: maintain a

critical style and develop an

informed personal response;

use textual references,

including quotations, to

support and illustrate

interpretations.

Context focus - revision from year 7 plus extra

Begin reading a translated version of the play mixed with some original scenes

Activities/ resources needed:

Context tarsia

Romeo & Juliet copy

Extra time given in extended writing tasks in order to accommodate for extra exam time provision

Change in font, background colour where necessary

Through outcome

Through teacher intervention

L1-2 2 Critical

Understanding NF Reading




informed personal response;

use textual references,

including quotations, to


interpretations.

Continue reading the play

Understanding of plot Activities/ resources needed:

Plot sort

Prologue analysis

L1-3 Critical

Understanding NF Reading




informed personal response; use

textual references, including

quotations, to support and

illustrate interpretations.

LAO2:Analyse the language,

form and structure used by a

writer to create meanings and

effects, using relevant subject

terminology where appropriate

Character analysis

Romeo

Juliet

Lord & Lady Capulet

Mercutio

Tybalt Activities/ resources needed:

L1-4 Reading ASSESS,

REFLECT & RESPOND +

Fiction


respond to texts: maintain a critical

style and develop an informed

personal response; use textual

references, including quotations, to


interpretations.

LAO2: Analyse the language, form

and structure used by a writer to

create meanings and effects, using

relevant subject terminology where

appropriate

Thematic analysis:

Fate & destiny

Love & hate

Loyalty

Family

Law & order Activities/ resources needed:

Prince Escalus’ speech

S&L worksheets

L1-5 Critical

Understanding Reading Fiction

Analysis of prologue

L1-6 Critical

Understanding Reading Fiction

REFLECT & RESPOND

L1-7 Critical

Understanding Reading POETRY

L1 – 8

Critical Understanding

Reading LITERATURE A Christmas Carol

Y8 Scheme of Work - Poetry


AIM: Student’s analyse language, structure and form in a clear, sustained and consistent manner. Poetry examined will be with a war & conflict focus. It is a focused comparison which demonstrates clear understanding. It uses a range of references effectively to illustrate and justify explanation; there will be clear explanation of the effects of a range of writer’s methods supported by appropriate use of subject terminology. Clear understanding of ideas/perspectives/contextual factors.

Prior Learning Poetry year 7 & 8 Year 7 relationships

Success Criteria AO1: Read, understand and respond to texts. Students should be able to: • maintain a critical style and develop an informed personal response • use textual references, including quotations, to support and illustrate interpretations. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written.


Assessment Opportunities Analysis of each poem Description



Cross Curricular Links: Literacy – Reading And understanding Numeracy History – WW1, WW2, role of women Geography – Japan Wellness & mindfulness – responsibility

SMSC / British Values links: Element of choice – independent learning tasks Mutual respect, support and empathy at all times Tolerance of students beliefs whilst studying themes within schemes Expectations of standards expected in English Spiritual awareness of themselves Moral implications of war and issues surrounding them

Key Questions: Analytical essay question

Unit Jigsaw: Year 7 Relationship poetry Literature AO1-Read understand and respond to texts Literature AO2-Analyse the language, form and structure used by the writer to create meaning and effects, using relevant subject knowledge Literature AO3 Show understanding of the relationships between texts and the contexts in which they were written

Key Words: Alliteration. Close repetition of consonant sounds, especially initial consonant sounds. Anapest. Foot consisting of 2 unstressed syllables followed by a stress. Assonance. Close repetition of vowel sounds. Blank verse. Unrhymed iambic pentameter. Caesura. A deliberate rhetorical, grammatical, or rhythmic pause, break, cut, turn, division, or pivot in poetry. Chapbook. A small book of about 24-50 pages.

Consonance. Close repetition of consonant sounds–anywhere within the words. Couplet. Stanza of 2 lines; often, a pair of rhymed lines. Dactyl. Foot consisting of a stress followed by 2 unstressed syllables. Decasyllable. Line consisting of 10 syllables. Enjambment. Continuation of sense and rhythmic movement from one line to the next; also called a “run-on” line. Envoi. A brief ending (usually to a ballade or sestina) no more than 4 lines long; summary. Epigraph. A short verse, note, or quotation that appears at the beginning of a poem or section; usually presents an idea or theme on which the poem elaborates, or contributes background information not reflected in the poem itself. Foot. Unit of measure in a metrical line of poetry. Galleys. First typeset version of a poem, magazine, and/or book/chapbook. Hendecasyllable. Line consisting of 11 syllables. Hexameter. Line consisting of 6 metrical feet. Honorarium. A token payment for published work. Iamb. Foot consisting of an unstressed syllable followed by a stress. Line. Basic unit of a poem; measured in feet if metrical. Meter. The rhythmic measure of a line. Octave. Stanza of 8 lines.

Octosyllable. Line consisting of 8 syllables. Pentameter. Line consisting of 5 metrical feet. For instance, iambic pentameter equals 10 syllables (5 unstressed, 5 stressed). Quatrain. Stanza of 4 lines. Quintain. Stanza of 5 lines. Refrain. A repeated line within a poem, similar to the chorus of a song. Rhyme. Words that sound alike, especially words that end in the same sound. Rhythm. The beat and movement of language (rise and fall, repetition and variation, change of pitch, mix of syllables, melody of words). Septet. Stanza of 7 lines. Sestet. Stanza of 6 lines. Spondee. Foot consisting of 2 stressed syllables. Stanza. Group of lines making up a single unit; like a paragraph in prose. Strophe. Often used to mean “stanza”; also a stanza of irregular line lengths. Tercet. Stanza or poem of 3 lines. Tetrameter. Line consisting of 4 metrical feet.




L1-1


Understand the impact of context on the poem

Read Nothing’s Changed and annotate

Revise poetic devices

Analyse form/ language and structure

Analyse theme & tone

Descriptive writing intervention challenge

Write analytical mini- essay: How does Afrika create an angry tone in Nothing’s Changed?

Writing: 1. A speech about Apartheid 2. A description of District 6


Take away homework

L1-2


Introduce contextual information about WW2/ Holocaust. Investigation booklet

Read and annotate Vultures

Analyse form/ language and structure

Analyse theme & tone

Write analytical mini- essay: How does the poet express his perspectives of WW2?

Writing: Create a war inspired poem (using specific techniques)

L1-3

Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations. Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate Show understanding of the relationships between texts and the contexts in which they were written

Introduce contextual information WW1 / Wilfred Owen

Read and annotate Dulce Et Decorum Est

Essay: How are the horrors of war conveyed in Dulce Et Decorum Est?

Writing: Narrative writing about a soldier in a trench

L1-4



Information of poet/ extra context given

Analysis and annotation of Dreamers

Mini essay: How does the poet present the theme of ‘escape’ in the poem Dreamers?

Writing: Write your own poem about a time when you have used your imagination to escape


L1-5




Read and annotate In Flanders Field

Introduce symbolism

Grade 9 style essay introduced

Mini essay: How is the symbolism of nature used in the poem In Flanders Field?

Writing: Description of a scene of nature in wartime (creating contrasts)

L1-6




Read & annotate Suicide in the trenches

Essay:

Writing:

L1-7

• Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use

textual references, including quotations, to support and illustrate interpretations. • Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate • Show understanding of the relationships between texts and the contexts in which they were written

Y8 Scheme of Work - Poetry


AIM: LAO1: Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.

LAO2:Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate

LAO3: Show understanding of the relationships between texts and the contexts in which they were written LAO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation

Prior Learning

Success Criteria AO1: Read, understand and respond to texts. Students should be able to: • maintain a critical style and develop an informed personal response • use textual references, including quotations, to support and illustrate interpretations. AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate. AO3: Show understanding of the relationships between texts and the contexts in which they were written.





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

SMSC / British Values links: Element of choice – independent learning tasks Mutual respect, support and empathy at all times Tolerance of students beliefs whilst studying themes within schemes Expectations of standards expected in English Spiritual awareness of themselves Moral implications of war and issues surrounding them

Key Questions: Analytical essay question

Unit Jigsaw: Term 1- Language paper 1 Term 2- Novel & essay Term 3 – Paper 2 non-fiction ‘Exploitation’ Term 4 – Shakespeare Romeo & Juliet (character & theme) Term 5 – Poetry (War) & creative Term 6 – Blood Brothers & narrative Literature AO1-Read understand and respond to texts Literature AO2-Analyse the language, form and structure used by the writer to create meaning and effects, using relevant subject knowledge Literature AO3 Show understanding of the relationships between texts and the contexts in which they were written

Key Words:

Narrator Overture Nature Nurture Class Superstition Motherhood Power Judgement Love Destiny Play Role

Act Scene Fate Reprise Motif Juxtaposition Foreshadowing Parallel Cyclical Soliloquy Antihero Narrator Stage Directions Margaret Thatcher Conservatives Decline




L1-1


Introduction to Liverpool in the 1970’s/1980’s

Background of Willy Russell

Explore cultural references: Margaret Thatcher, Conservatives, Managed Decline,

Boys from the Black Stuff, Hillsborough, Our Day Out

Analysis of the opening song

Make predictions about the play.

Explore the function of a prologue, compare to Romeo and Juliet.

Recap similes and their impact/purpose

Reading: Read A1:S1-2

Explain context of Marilyn Monroe

Revisit predictions

Discuss audience’s feelings about The Mother

Make links with context Writing: What links can be made from the opening scenes of the play with the context? (A03)


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

L1-2

: Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations.

Read A1:S3 & 4

Explore the role of women and mothers

Revise comparative connectives


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

Compare The Mother & Mrs Lyons

Discuss the role of women in society and gender roles

Explore dramatic devices and their use

Writing: Comparative essay based on Mrs Johnstone & Mrs Lyons

L1-3

Read, understand and respond to texts: maintain a critical style and develop an informed personal response; use textual references, including quotations, to support and illustrate interpretations. Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate Show understanding of the relationships between texts and the contexts in which they were written

Reading: Read A1: S5

Explore the theme of superstition and fate

Examine the different songs

Examine the role of the narrator Writing Analyse the songs and the references to superstition and fate

L1-4


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

Read A1:S6 – 8

Explore the theme of family, relationships & conflict

Explore morality

Discuss how masculinity is presented so far in the play

Summarise what has happened in the play

using relevant subject terminology where appropriate


L1-5




Read: A critical essay about Blood Brothers & Boris Johnson article

Explore the role of education in Blood Brothers

Explore motifs & symbols in the play

Analyse the structure of the play

Writing Analyse how Mickey & Eddie are presented differently

L1-6




Read: Modelled responses to an AQA paper

Read and analyse modelled responses to an AQA English Literature Paper 2 response

Preparation for assessment

Identify and explode quotations

Revise context Writing Assessment: How does Willy Russell present childhood and growing up in Blood Brothers?

Write about: • the ways particular characters change as they grow up • how Russell presents childhood and growing up by the ways he writes. [30 marks] AO4 [4 marks]

L1-7


Y8 Scheme of Work Tales with a Twist (Paper 1) · Y8 Scheme of Work – Tales with a Twist (Paper...

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