KS3 English

Year 7

Autumn

Spring

Summer

THE NOVEL

Include: Kensuke, Skellig, Cirque de Freak, Series of Unfortunate events.

Reading types/ sequences revisited
Explanation text                             
Extending answers
Analysis using PEE

  • Opportunities to practise continuous reading.
  • Using the blurb, pupils write ideas about what genre the story is, examine what we know about the main character and predict what events the story may have in it.
  • Create tension graphs for key chapters to show how the author uses craft to take the reader on a journey.
  • Analysis of characters, plot, structure – examine the success of the novel for the intended audience.

READING ASSESSMENT
AFs: 2 3 5
Analysis of a character (s)

POETRY

Study poems around a theme. E.g. Nature, Relationships, War, Diff Cultures etc
Variety-pre 1914 and contemporary

Revise the use of close reading in particular.
Can use anthologies-Island Man etc.

  • Introduce the themes of the poems.
  • What makes poems different from stories?
  • Introduce pupils to poetic techniques – simile, metaphor, alliteration, enjambment, onomatopoeia, etc
  • Read poems which show examples of these techniques so pupils have an understanding of how and why they work.
  • Teach analysis skills

READING ASSESSMENT
AFs: 4 5 6 7
Comparison of 2 poems – Pre1914 and modern, or write in detail about one poem

INTRODUCTION TO SHAKESPEARE

Plays-The Tempest or Much Ado

Background on William Shakespeare-important literary figure etc

  • Examine what the Elizabethan audience expected from a play: what did they want to see when they went to the theatre? What entertained them? Discuss superstitions from the time: why did people believe in these superstitions so much? Historical/social/cultural  context.
  • Introduce the play – discuss what pupils think it could be about from the title. Read abridged version  - Look at plot, characters and themes.
  • Use drama to explore the content, events, characters and layers of meaning.
  • Analyse key speeches throughout the play – developing analysis at word and sentence level.

READING ASSESSMENT AF2 AF5 AF7

INTRODUCTION TO MEDIA

  • Introduction to the term ‘media’ and what this means.
  • Examination of examples from around the community – what do pupils know about language, style and structure?
  • Understanding of how purpose and audience affect the language and the structure.
  • Analysis of different types of media:
    • News papers – tabloid and broadsheets
    • Magazine front covers
    • Advertisements
    • Leaflets
  • Specific focus on looking at language and style and how these can affect/manipulate the reader.

WRITING ASSESSMENT
AFs: 2 3 7

Produce some type of Persuasive Writing

CREATIVE WRITING

Based on any type of stimulus-myths, legends, poetry, short stories

  • Pupils study a variety poetry/short stories for inspiration
  • Features of creative writing
    • Characters
    • Twists
    • Sentence structure for effect
    • Wide vocabulary
  • Work on writing skills – sentence variety, use of punctuation, description and so on.
  • Pupils to create their own story which uses a myth/legend structure.
WRITING ASSESSMENT
AFs: 4 5 6 7 8

Create own short story.

THERE ARE ONLY 3 WEEKS to JULY 2013

A PROJECT BASED ASSIGNMENT LINKED TO SPEAKING AND LISTENING

To be advised later in the term


SPEAKING AND LISTENING ASSESSMENT
AFs: 1 2 3 4

Year 8

Autumn

Spring

Summer

NOVEL

  • Recap over 4 types of reading, genre, style and structure: elements from Year 7 novel.
  • Allow pupils to practise continuous reading.
  • Use the blurb to recap over predictions, picking out the 5 Ws, the main events.
  • Build upon the success of the blurb: how does it draw the reader in?
  • Discuss the effectiveness of the novel for the target audience
  • Novels to choose from: HOLES, STONE COLD, Private Peaceful

Look at the main themes that feature throughout the novel. Move past character analysis done in Y7 to more complex analysis of themes and ideas. Pick out the main themes, find quotations from the beginning, middle and end of the novel. Begin to construct more detailed analysis of the theme and how it runs throughout the whole novel.

READING ASSESSMENT
AFs: 2 3 5 6 and 4

How does the theme of friendship/justice appear throughout the novel?

PRE 1914 CHARLES DICKENS

  • Focus on the historical context of the text, the use of figurative language/narrative devices for effect and the development of character.
  • Discuss how the context of Victorian London and Dickens’ own life and experiences feature in his writing.
  • Read  extract from Oliver Twist first – look at what Oliver’s life is like. Then look at what life in those times could have been like. Give pupils a biographical extract about Dickens and compare to the extract from Oliver.
  • Read sections from Great Expectations, focus on Havisham, Magwitch and how they are presented- explore Dickens’ writing style.
  • Read The Signalman-what were the Victorians concerned with during this period-ghost story, fear of the unknown/future etc.
READING ASSESSMENT
AFs: 2 3 6 7

Look at an extract from Dickens: How does the writer create empathy for the character?

SHAKESPEARE

  • Examine what the Elizabethan audience expected from a play: what did they want to see when they went to the theatre? What entertained them? Discuss superstitions from the time: why did people believe in these superstitions so much? Historical context information.
  • Introduce the play –Mid Summer Nights Dream or TWELFTH NIGHT
    • discuss what pupils think it could be about from the title. Read abridged version  - Look at plot, characters and themes.
    • Use drama to explore the content, events, characters and layers of meaning-explore direction/setting etc
    • Analyse key speeches throughout the play – developing analysis at word and sentence level.
  • Write for different purposes – inform or advise.


READING ASSESSMENT
AFs: 2 5 6 7

Focus on a particular scene-analysing language and the effect on the audience.

MEDIA

  • Focus on the style, structure and presentation of newspapers and magazines for different purposes and audiences.
  • Begin by looking at specific examples – what do they have in common, what is different, what kinds of language are used for the different examples and why. How does this language fit in with the target audience?
  • Look at examples of formal and informal examples, discuss presentational devices and use of pictures/photographs.
  • Explore bias and writer’s attitudes and how these are communicated to readers through language and layout.
WRITING ASSESSMENT
AFs: 2 3 4 7 and 8
Creating a piece of persuasive writing
Persuade pupils at Wingfield to take up an extracurricular activity.
Any persuasive writing task which includes the relevant techniques
(Linked to GCSE Unit 1 writing skills)

DETECTIVE FICTION/MYSTERY SHORT STORIES

  • Recap genre – discuss what a detective is and therefore typical ingredients/elements expected within a crime story.
  • Examine examples of crime stories:
    • Sherlock Holmes – The Speckled Band
    • Examples of American detective fiction-Raymond Carver
    • The Landlady
    • Lamb to the Slaughter and other short stories
  • Examine historical context – Jack the Ripper and how this influenced Arthur Conan Doyle.
  • Look at what makes a good detective? What qualities does Sherlock Holmes have which make him a good detective? Compare him to modern detectives.
  • Look at how scenes are described in the stories – what evidence/clues are there? How does the description/vocabulary create tension for the reader?
WRITING ASSESSMENT
AFs: 1 5 7 8
Description of a crime scene/
Opening chapter of a detective story/
Own detective/mystery short story.

POETRY FROM DIFFERENT CULTURES

  • Examine what the word ‘culture’ means. What are the aspects which define culture? Look at elements that are common and different between own cultures within England.
  • Look at poems from the anthology – give cultural and historical background while examining the message of the poems. Language of poetry: techniques.
  • Use visual stimulus to enthuse pupils about the poems.
  • Look at language that is used which is typical of the culture - 
  • Analyse dialect and accent.
  • Why do accents and dialects differ? Why do poets write using dialect?
SPEAKING AND LISTENING TASK
AFs: 4 5 6 7
Role play, presentation, group discussion
Can use any of the poems within the anthology (not Island Man)