Scheme of Work - Featherstone High School

[Pages:8]Scheme of Work

DEPARTMENT: English - YEAR 7

Autumn 1 and 2 Brilliant Writers and The Tempest

Theme: `Brilliant Writers'

The brilliant writers are selected from the following list depending on reading ability and SMSC factors, to ensure maximum attainment and differentiation. Each lesson focuses on a brilliant writer from the literary heritage. Pupils read through extracts of The Tempest.

Play and brilliant writers are differentiated, extra stretch and extend tasks will be included for the more able and more support will be offered for those who require it. This may mean that based on accurate AFL, content may be adjusted to meet the personalised needs of the students with pinpoint accuracy. This document is thus an overview.

Spelling and grammar are taught in an integrated manner throughout lessons, if you wish to see these, teachers can provide resources and powerpoints upon request.

Brilliant writers:

Orwell C.S Lewis Lewis Carroll Golding Blake Austin Dickens

The Tempest is the second unit of work

Week

1

2 3 4 5

6

Autumn:

Introduction to Year 7: My favourite book- build up to 1st writing assessment Genre- writing to entertain assessment

Blake- poetry- language techniques AF5- reading skills Creative writing AF1 and AF7 focus Dickens- Historical Context and Characterisation Persuasive skills and Speech writing- purpose

Golding- The Lord of the Flies- setting and writing to describe skills

Speaking and Listening Assessment C.S Lewis

Austen: Exploding quotes- key words Historical context Character focus- Emma

 Reading skills- close reading

Orwell:

7

Speaking and listening- class discussion

Diary writing- vocabulary, punctuation

Lewis Carroll: (extra lesson)

8

Role play Speaking and listening- in role, responding in character

9 Assessment- writing a leaflet informing about a brilliant writer from the

literary heritage

To be rotated with The Tempest, focusing on key scenes and culminating in a reading assessment.

Please note these are adjusted in order and level of challenge, based on AFL and maintaining the best possible levels of progress. Below is a SoW planned and prepared for mid to lower ability students. More able students would be challenged with focus on larger sections of the original text.

Scheme of Work

DEPARTMENT: English - YEAR 7

Spring 1 & 2: Novel study/Identity project (Spring)

The novel is selected from the following list depending on reading ability and SMSC factors, to ensure maximum attainment and differentiation. The example novel used here is "The Boy in the Dress" however other novels will follow a similar pattern of lessons to ensure appropriate skills and content are covered.

As novels are differentiated, extra stretch and extend tasks will be included for the more able and more support will be offered for those who require it. This may mean that based on accurate AFL, content may be adjusted to meet the personalised needs of the students with pinpoint accuracy. This document is thus an overview.

Spelling and grammar are taught in an integrated manner throughout lessons, if you wish to see these, teachers can provide resources and powerpoints upon request.

Novels:

Wonder There's a boy in the girls' bathroom The Boy in the Dress

Week 1

2 3

4

Spring 1/2:

Introduction to Identity:

Writing to describe ? personal identity Writing to advise Read chapter 1-2 Literacy focus: capital letters and full stops Language feature: emotive language Project wall introduced Read chapter 3-4

Writing to advise Writing to describe ? focus on character Literacy focus: apostrophes Language feature: developing vocabulary to describe e.g. use of

adjectives Project wall continued

Read up to chapter 5-6:

Reading focus: AF3 Writing to describe S&L drama ? role play Literacy focus: apostrophes Language feature: further developing language to describe Project wall continued Read chapter 8-13

Writing to inform ? letter Literacy focus ? commas Language feature ? use of tense / verb choice Project focus ? individual identity explored through mask making

Read chapter 14-16

5

Writing to describe ? focus on regrets

Literacy focus: commas

Language focus: use of simile

Project focus: add to collage

Assessment week:

6

Focus: writing skills ? to describe/to advise

Two questions to be answered.

Read chapter 17:

7

end

8

Assessment task

Please note these are adjusted in order and level of challenge, based on AFL and maintaining the best possible levels of progress.

Scheme of Work

DEPARTMENT: English - YEAR 7

Summer 1: Novel study/Poetry Mini Modules (Summer 1/2 on rotation) Theme: `An Outsider's View of Britain'

The novel/poems are selected from the following list depending on reading ability and SMSC factors, to ensure maximum attainment and differentiation. The example novel used here is "Refugee Boy" however other novels will follow a similar pattern of lessons to ensure appropriate skills and content are covered.

As novels are differentiated, extra stretch and extend tasks will be included for the more able and more support will be offered for those who require it. This may mean that based on accurate AFL, content may be adjusted to meet the personalised needs of the students with pinpoint accuracy. This document is thus an overview.

Spelling and grammar are taught in an integrated manner throughout lessons, if you wish to see these, teachers can provide resources and powerpoints upon request.

Novels:

The Other Side of the truth Refugee Boy Two Weeks with the Queen The Passenger

Mini module- Poetry

Week 1 2

3

Summer 1:

What is an outsider/refugee? Reading 9-29: Blurb work and quotation work- retrieve information. Context work- location of novel setting Foreshadowing quotation work Writing to entertain- postcard writing

Read 30-75: Character study of Alem and Mariam's role. Diary writing- look at diary features Writing to inform S+L- drama role play SMSC focus- bullying- anti bullying

Read up to chapter 7 & 8: Poetry linked to SMSC SMSC- foster parents Development of Diary Entry focus as character Spellings

Read chapter 9 ? 15:

4

What is formal writing

Looking at formal writing

Creating a Band- analysis of `Imagine' by John Lennon- differentiated

according to ability

SMSC- look at one self and others

5

S+L ? discussion and debate

Read chapter 15-page 217:

Writer's purpose- reading skills

6

Writing to describe- vocabulary- writing in detail

Chapter 20- p.267:

7

Writing to persuade- language features

S+L- persuasive presentation task

What makes people persuasive?

Review of persuasive writing

8

Chapter 23-25:

Compare and contrast- how to

Emotions- writer's purpose

9

Assessment: (end of term)

Writing- persuade, argue, advise

Project titled `Come to London'.

Pupils present a piece of travel writing (website) persuading tourists to

come to London. Offering tourists advice.

Arguing the best attraction.

To be rotated with Mini-Modules (a selection of shorter, more mature/challenging tasks to stretch and encourage aspirations in English Language).

Please note these are adjusted in order and level of challenge, based on AFL and maintaining the best possible levels of progress.

Scheme of Work

DEPARTMENT: English - YEAR 7

Week 1 2

3 4 5 6

Summer 2:

Introduction to poetry: Reading for meaning Language techniques

Alliteration Poems: Literacy focus parts of speech Developing and using editing and proofreading Adapting active reading skills and strategies Writing to advise

Experimenting with Different forms of poetry: Creative writing- form and purpose Haiku limerick Shape poem

Reading assessment: Poetry and non-fiction

`Balloons' and riddles: S+L - Developing and adapting discussion skills and strategies in formal and informal contexts

S+L: Drama Using different dramatic approaches to explore poem- Cargoes

Week 1 2 3

Summer 2:

Introduction to Text: (looking at context (the storm, hierarchy, racism)

Read act 1 scene 1 & 2 AF2 ? retrieving information AF2 ? using inference Character study ? Caliban Literacy focus ? vocabulary building t

Act 1 scene 2 continued

Character study ? Prospero and Ariel Creative writing and role play Focus on empathy AF6 ? writer's ideas/ reader response Literacy focus - apostrophes

Character study ? Ferdinand and Miranda

Focus on theme of imprisonment Reading skill ? visualisation AF2 ? retrieving information, AF3 ? using inference, AF5 ? language Globe theatre research (extra lesson to be completed during the SoW) Reading skills ? skimming and scanning for key words and retrieving

information.

Read act 2 scene 2 and act 3 scene 2

4

Character study ? Trinculo and Stephano

AF2, AF3, AF5 and AF6

Focus on Shakespeare's language

Focus on theme of magic (context)

Literacy focus ? sentence structures

Read act 2 scene 1 and act 3 scene 3:

5

Character study ? Alonso and Antonio

AF3

Literacy focus - Descriptive language

Focus on resolution:

6

Act 5 scene 1 AF3, AF6

Writing inform ? letter from Antonio to Prospero

PEAS preparation ? focus on matching quotations with points.

Assessment preparation:

7

PEAS practice

8

Assessment completed.

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