Title Reading For Meaning. Tier Level 3-8 Length 6 weeks. Learning objectives Level or Grade Learning outcomes

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1 Year group: 7 Title Reading For Meaning Tier Level 3-8 Length 6 weeks Unit description: Understanding and responding to print, electronic and multi-modal texts extract the main points and relevant information from a text or source using a range of strategies such as skimming and scanning. use inference and deduction to recognise implicit meanings at sentence and text level. make relevant notes when gathering ideas from texts. identify and understand the main ideas, viewpoints, themes and purposes in a text. make a personal response to a text and provide some textual reference in support. Explore the range of different ways writers use layout, form and presentation in a variety of texts. Explore the variety and range of ways the content of texts can be organised, structured and combined. Learning objectives Level or Grade Learning outcomes Reading assessment focus 3 and 5 (RAF) 3: Deduce, infer or interpret information, events or ideas from texts. 5: Explain and comment on writer s use of language 3-8 Phase 1: Understand the skills being taught and their importance Phase 2: Development of skills. Phase 3: Using skills specifically for A Midsummer Night s Dream. Phase 4: Analysis of characters in the play. Phase 5: Reflect on previous phase, set targets, redraft. Phase 6: Reading comprehension on inference and deduction. Prior knowledge National Framework for Secondary Education Unit on writing media texts: should have some prior knowledge relating to organisation of texts, and effect on reader. Previous reading assessments may have introduced them to quotations, writer s intention and effect on reader. See above What comes next connections to other topics and units Reading and analysing any text.

2 Title of Unit/Year Group Speaking and Listening: BLP (Resilience, creative thinking, reflecting, working collaboratively) Social, Moral, Spiritual and Cultural Development Applied Learning Opportunities (Role play, case study, discussion, assimilation, group work, modelling, problem solving) ICT Creative thinking, reflecting, working collaboratively, resilience. Social and cultural context of Shakespeare. Consequences of actions of lovers and the impact of their behaviour on one another do they behave in a morally correct way? Role play, discussion, group work, modelling. Powerpoints, YouTube, independent research. Literacy key words Cross-curricular links International Dimension Misconceptions Structure, linguistic techniques, simile, metaphor, onomatopoeia, senses, personification, alliteration, analyse, quote, select, retrieve, understand, skills, assessment foci, themes, characters Citizenship- media/non-fiction History- social and historical context Geography- travel writing LRC- information retrieval, P2l- bibliography Use of text/media from a range of culturally diverse writers. Work is at its best standard after one attempt. Not needing to plan and adjust work.

3 Assessment Tasks En1: Speaking and Listening assessment Students are to present a group presentation on the analysis of a poem (S and L AF 2). En2: Reading assessment Formative Summative - Reading comprehension-why and how does Grace Nichols use imagery in Hurricane Hits England? (AF3/5) En3: Writing assessment En3 Create a descriptive writing piece on what it would be like to be the parrot inside the cage. (AF7/8)

4 Phase 1 Week 1 (Introducing the skills) year 7, spring 1 Overview of this phase Introduce 4 skills. Pupils learn through looking at a range of extracts. P2L: Make your own fairy kingdom (hint for boys classes, the kingdom can be a dangerous, scary place!). e.g. tasks/activities, starters, plenaries Introduction: Introduce unit. Explain that we will be looking at how to find meaning in texts, both fiction and non-fiction. We will be looking to develop at least 4 broad skills, looking at different extracts and a variety of texts to practice those skills. Make explicit what those skills are, linking to levels for progress. (this can be done over phase 1 or in the first lesson). Lesson 1: What is a poem? Show the class a series of poem/lyrics/slogans and get them to decide if they are poems and why. This is to get them to think about what poetry is and what it means to them. Get class to feedback their answers to the questions.answer plenary questions in books: What makes a poem a poem? Do poems have conventions? Lesson 2: Similes What is a simile? Discuss with the class what a simile is and what the most effective one is. Students have 2 minutes to write down as many similes as possible. What one do they think is most effective and why? Show class November Night show class an effective simile and discuss why it is effective. Get them to analyse by writing a PEEEWE paragraph. Using the poem Quieter than Snow students identify different similes. Allow the class to create their own simile poem using the scaffold on the slide. Plenary: Why do you think similes are used? How will the learning emerge? e.g. key questions, assessment points Q: What skills will you be assessed on? What is the difference between fiction and nonfiction? What is your favourite poem from the ones that we have looked at? Why? What line stands out to you? Why? What do you think the writer was trying to make you think and feel? Was there a message in the poem? Why is it effective? What does it make you think of? Why do you think the poet chose the words that he used? How will this be adjusted? e.g. support/extension Use differentiated resources, for lower and middle/higher. Support and extension: working in pairs/groups, for instance matching high with lower ability. Group analysis allows for more independence. Higher ability can be introduced to PEE paragraphs. Use models of higher levels than the class is currently working at (see APP exemplar work or use your own examples). Resources A series of poems on slides some are accompanied by YouTube clips. What is a poem? November Night Quieter than Snow Lesson 3: Metaphors Turn a selection of similes into metaphors Show the class an example of a poem made up of metaphors and get them to choose their favourite and discuss why. As a class go through and see what you can add and do to improve the sea poem. Students are then to have a go at making up their What is the effect of this simile/metaphor? Why do we think metaphors are important The Sea Dog

5 own poem using the slides for a guide/inspiration Plenary: Ask class questions to check understanding of metaphors. in poetry? What do metaphors add to poetry? How do metaphors make a poem s meaning clearer? Are metaphors more powerful than similes?

6 Phase 2 year 7, spring 1 Overview of this phase Development of skills/consolidation of Afs 2, 4, 5, 6. Also an opportunity to cover strands not covered by the AFs i.e. note taking, skimming and scanning. e.g. tasks/activities, starters, plenaries Lesson 1: Personification Show the class an example of a personification poem with gaps. Let the students guess what the poem is describing. Do they think that the poem describes it well enough? Read the poem: Snow and Snow together as a class. Discuss the different types of snow. Show a model of an analysis of the snow. Write an analysis together and get the students to have a go themselves. Peer mark (plenary) Extension: Get students to create their own poem. Lesson 2: Alliteration and Rhyme Show class the Sea Shell poem get the class to have a go at the tongue twister. Look at the poem The Tyger and discuss repetition and rhyme why is it effective Why did the poet choose to use that device? Choose an animal to describe using alliteration and rhyme. In pairs the students need to sort out and organise the poem Winter. How do you know what order the poem went in? What about the rhyme? Can you improve your earlier poem by using rhyming couplets? Lesson 3: Haiku Show video and explain what a haiku is. Show examples and get students to correct the haikus if the rule isn t shown. Show students a slide to give them and idea on how and what to create a haiku of their own. Peer mark. Plenary what do you think about poems with set forms? Are they easy to create? How will the learning emerge? e.g. key questions, assessment points What impression is given of the snow? What is being said about the snow? What type of snow? What point will I make? What words do you want to look at in detail? What words can I zoom-in on to explore the poet s ideas? What is being suggested by the words chosen by the poet? Can I think of different ideas about what the poet might have meant (alternative meanings)? What device has the poet used? Is it effective? Why? How will this be adjusted? e.g. support/extension Get students to create their own poem. Using personification. Show video of how to create your own Haiku Resources Snow and Snow poem The Tyger Disorganised poem of Winter Lesson 4: Sonnets Explain what a sonnet is and how it works. Show sonnet 130 ask students what they think of it and the key words that are underlined Show Sonnet 130 using Dr Who and Lauren Cooper (video) Show and discuss the meaning of sonnet 130 Show ideas of symbolism and imagery and structure. Get students to create their own sonnet. Peer assessment: Have they written a rebel sonnet? What is a rebel sonnet? What imagery does the language create? Is it real love? Pick out your favourite line. Why do you like it? Video of Lauren Cooper and David Tennent Sonnet 130

7 Phase 3 year 7, spring 1 Overview of this phase EN1 task and EN3 Writing task. e.g. tasks/activities, starters, plenaries Lesson 1: Writing to describe Revise what an adjective is get the class to write 5 or more Do the same for: adverb, simile, metaphor and personification. Go through sense. Creative thinking: Do the sweet game. Get the students to imagine a chocolate sweet- go through the sense with them. You can do this with a real sweet. Show pictures of a market place and get students to describe scene. How will the learning emerge? e.g. key questions, assessment points EN1 ASSESSMENT. Have they included all of the senses? Adjective and adverbs carefully chosen for effect? Similes and metaphors? What do you like about it? What phrase do you find most descriptive? How will this be adjusted? e.g. support/extension Use a VCOP triangle to support writing A model will be shown Resources Lesson 2: Writing assessment planning/preparation Go through context of Grace Nichols Show video of the trailer of Rio Give students the planning sheet to help scaffold and plan ideas for assessment. Show the class how they can turn ideas into skills and techniques. With differentiated levels so they can aspire for higher levels. Show developed ideas and sentences under the visualizer. Class discuss improvements together. In readiness for assessment next lesson. What do we learn about Grace Nichols? What can we infer about parrots being free? What do we already know about parrots? What do they look like? What do they sound like? Where do they live? What do they like to eat? Video of Rio trailer Youtube video I am a parrot poem Lesson 3: Writing Assessment (En3): Create a descriptive writing piece on what it would be like to be the parrot inside the cage. (AF7/8) Marking sheet in folder with lesson PowerPoint.

8 Phase 4 year 7, spring 1 Overview of this phase e.g. tasks/activities, starters/plenaries Lesson 1: Introduction to Hurricane Hits England Show images associated with ideas from the poem. Show video of the news being broadcast in 1987 of the hurricane in England to give students the context. Explore the meaning of the title. Lesson is based a lot around the questions in order to promote discussion. Go through further context and the reading of the poem: Hurricane Hits England Get students to annotate the poem and identify devices used. Plenary Write a small paragraph in the form of PEE to show your understanding. Lesson 2: Formative reading assessment: En 2 Reading comprehension-why and how does Grace Nichols use imagery in Hurricane Hits England? (AF3/5) To be peer marked teacher to take in book to add extra feed back if necessary. Preparation of analysing both language and structure How will the learning emerge? e.g. key questions, assessment points Discussion What is a hurricane? Can you think of any recent natural disasters that have happened in the world? Can you think of any natural disaster to take place in England during your lifetime? From what we have learnt so far, why do you think the poet has written her poem title in a newspaper headline style? You experience a hurricane: what emotions would you feel? How will this be adjusted? e.g. support/extension Videos and visuals Res Lesson 3: Summative assessment. Same as formative but improvements used and using planning sheet given this can be done over two lessons.

9 Phase 5 year 7, spring 1 Overview of this phase En1 Speaking and listening: group presentation on poem e.g. tasks/activities, starters, plenaries See speaking and listening activities. Students are to pick a poem to present. How will the learning emerge? e.g. key questions, assessment points How will this be adjusted? e.g. support/extension Resources