Key Stage 3 English Long Term Curriculum Plan

Transcription

1 Subject: KEY STAGE 3, ENGLISH In this long-term plan, syllabus wording/significance is bulleted. Skills repeated throughout the Key Stage are progressively built upon with as students move from Years 7 to 9. An overview of Schemes of Work to meet the bulleted requirements follows, taking elements of the National Curriculum of England and the Cambridge Secondary 1 Planning Guide( ) Yr. Group Term 1 (Aug Oct) Term 2 (Oct Dec) Term 3 (Jan Mar) Term 4 (Mar Jun) Year 7 Write for a range of purposes. The importance of planning Show accuracy in spelling, punctuation and arranging events in a logical sequence. SOW: Autobiographic Introductory Letter and/or Photo competition essay Share personal details in writing as modeled in class. Recount Newspaper Article: The Titanic formal and informal language. Develop and article from an interview and known facts., speaking and Listening Speak confidently in classroom discussion Plan and draft writing Reading Read a range of fiction including whole books Learn vocabulary in context Check understanding SOW: Novel Study: Two Weeks with the Queen, Morris Gleitzman Teacher and class reading Reader s Theatre or team reading method. Shared discussion. Understand character and setting, dialogue and description. Empathy tasks on characters through specific chapter studies. Final written review. and Speaking Participating in formal debates. Build well structured English literature: Shakespeare Study setting, plot and characterisation Performing play scripts to discuss meaning. Improvising and using roles (class groups). SOW: Midsummer Night s dream Context and cultural significance: the life and times of Shakespeare. The enrichment of English: What words should we know to understand Shakespeare s plays? Which words and phrases do we still use? Know the purpose of language for drama. Complete short answer tasks in writing. Participate in class readings, activities and dramatisations Write a well-structured narrative essay. Editing: Amend grammar and structure to improve coherence. SOW: Narrative essay Read Harry Potter and the Duelling Club. Know how a story is structured. Vary story openings.how are characters portrayed? Use description, dialogue and action to build character. Reading a range of nonfiction Making a range of critical comparisons (compare with fiction in term two) Making inference and 1

2 Year 7 SOW: Personal Recount: A Memory Shared Listening task followed by verbally recounting another s story. Responding to text: Note taking; sorting and prioritising information; summary skills. * Extending and applying grammatical knowledge Comment on the writer s motivation for formal or informal language Sentence and Word Level Revise plurals, parts of speech and punctuation use. Expand nouns; Use subordinate clauses Use Pronouns clearly. * The requirements are incorporated into the Schemes of Work (SOWs) as they become relevant to the expository essays. SOW: Persuasion Opinion: objective and subjective; emotional language and fact. Finding the right balance to persuade. Topic: The rules around school uniforms. Join a class debate; Complete a persuasive piece. Build vocabulary Extend and apply grammatical knowledge Word Bank Compile a personal word bank from reading. Sentence Level: Keeping tenses consistent; Text Level: Use reading strategies to extract particular information. Adopt active reading strategies. to develop and appreciate Shakespeare. Assessment: Written and spoken. A range of non-narrative essays Planning, draft and proof reading Build detail to convey shades of meaning through sentence structure SOW: Descriptive The effect of simile and metaphor. The effect of strong verbs. Use models of descriptive texts: For Example: Memories of Leeds. Complete a descriptive piece of writing. Using grammatical constructions in writing to achieve effect. Know the difference between written and spoken language. referring to evidence in the text SOW: Autobiography Study: Boy, Roald Dahl Dahl s use of language to entertain. Participate in class readings. Respond to progressive tasks for chapter studies. Show knowledge by scripting and role-playing a chapter for the class. Amend grammar and vocabulary to improve coherence and overall effectiveness. Pay attention to accuracy in grammar, punctuation spelling. Sentence level: Use speech punctuation correctly in story writing. Text Level: How do writers language choices 2

3 programme. enhance reading? Year 8 : Consider audience and purpose Attention to accurate grammar and punctuation Develop an appreciation of prose. Study a wide range of genres, historical periods Develop and appreciation of drama and reading challenging material. Learn new vocabulary with Develop and appreciation of poetry Draw comparisons with Shakespeare s language. 3

4 Year 8 The structure of narrative as fiction or non-fiction recount. SOW: Autobiographic Alphabet of Me Written responses for the purpose of documenting and expressing personal and imaginative feelings. SOW: Recounts to Entertain 1. Going Solo Language: Formal and informal; reporting tone of interview. Description to introduce dialogue. The impact of colloquial language. 2. Travel : Bill Bryson Language using humour and irony: How is tone or attitude created by words? Travel writing: chronological order, time connectives; understand the effect of metaphor, simile exaggerated language. The impact of the minor sentence. Assessment: Demonstrate skills learned in text analysis and written piece. and forms. Choose books for interest, challenge and enjoyment. Study how figurative language, vocabulary choice and oganisational features present meaning. SOW: Novel Study Holes Lois Sachar Setting, character, theme, plot How do writers use time? The impact of the writer s pause. Write PEE paragraphs in response to questions. Social and historical contexts Speaking and Listening. Assessment: Write a review using the reviewer s tone and the PEEL approach. Write accurately, fluently and effectively. Write for pleasure or information. Plan and edit for coherence and effectiveness. SOW: Descriptive Language devices and their the help of context and dictionaries. Read critically understanding how text structure and organization creates meaning. Make inference when referring to evidence from the text SOW: Macbeth: William Shakespeare. Revisit Shakespeare s life and times. Who are the main characters in Macbeth? How does Shakespeare use the witches to reflect on evil in and ambition in Macbeth and Lady Macbeth? Study relevant acts and scenes. Assessment: Participate in readings and drama exercises. Respond to written tasks on the play. Use evidence in your writing. Write accurately, fluently and effectively to giveinformation or persuade. Check understanding what is being read. SOW: Poetry: Poetry devices for effect: identify: rhyme, rhythm, alliteration, assonance. How is irony used? Study poem The Naming of Parts by Henry Reed. Love Poetry (Pre 1914) Participate in team poetry readings. Find language devices in poetry. Write about their effect. Produce stories and imaginative writings. Write effectively in forms such as personal or formal letters. Edit and proof read for accuracy in grammar, punctuation and spelling. Demonstrate controlled use of a variety of sentences 4

5 Year 9 Understand spoken and unspoken language including the difference between formal and informal registers. Study the effectiveness and impact of grammatical constructions and use in writing. Learn and increasingly wide range of vocabulary according to need Sentence level: Minor sentences, statements and questions. The Tense Shift Word level: review the change in word form using prefixes and suffixes. Know the different forms of adjectives., Listening Write actively, fluently and effectively for effect: Simile, metaphor, Personification. outside. Analyses models of descriptive text. Assessment: See, Hear and Smell assignment. Camp Review Use descriptive writing format to complete an essay on a particular place. Learn to use the terms: image, simile, metaphor, onomatopoeia, setting and genre Sentence level: Check understanding of Complex, Compound and Simple sentences: Understand and use the inserted or embedded clauses. Reading Know how language including figurative Speaking and Listening Prepare notes and polished scripts for the purpose of presentation. SOW: Persuasive/Discursive/inform Mobile Phone article: A teacher s attitude. Language: Understand the full impact formal and informal language; Vary sentence length and type: use simple, compound and complex sentences. Assessment: Complete your own persuasive piece. Class debate: Mobile phones in schools. Use Standard English confidently in speech and writing. Sentence level:the effect of varied punctuation; using colons and semi-colons to convey meaning Produce a range fluent, accurate and effective SOW: Short Story for Language: Bad Hair Day Narrative description and dialogue. Group Work: Produce script from prose; role-play the script. Assessment: Produce an empathic piece; use appropriate vocabulary, time connectives and past tense. Know the difference in register between Standard English and other forms. Draw on a range of vocabulary, noting powerful words from readings. Write effectively for purpose and audience 5

6 Year 9 information the narrative form. Produce notes and polished summary of roleplay. Write, analyse, review and comment SOW: Recounting a factual event: Crime Language Variation of sentence lengths and Sentence starters. Using role-play, create an article for a crime column recounting an event. Summarise information. Develop an appreciation and love of reading poetry Learn new vocabulary relating it to explicitly known vocabulary Reconise a range of poetic conventions. Make critical comparisons across texts. language, vocabulary choice, grammar, text structure and presentation such as Journal form create meanings. Develop interpretations of the text, supporting points with detailed textual evidence SOW: Literature Study: The Diary of Anne Frank Social and Historical Context Know the context of WW2 and the Holocaust. Chronological order: Review selected journal entries in context. The impact of Frank s idiom Respond to a literature question. What are the features of the Literature essay? Literature Essay: How does Ann Frank give us hope? Write accurate, fluent and narrative writing. Demonstrate control of a wide variety of sentence types Shape and craft language within paragraphs, and structure ideas between them with purpose and audience in mind Use strong verbs and adjectives add to the action. SOW: 1. Multiple Narrative Language: Building tension Point of View used. Sentence structure: Vary sentence starters for effect. Paragraph building Sentence level: vary sentence types and lengths. Major Assessment: Narrative piece: complete the story. 2. Camp Review Use the skills of recount, summary and description. narrative accounts. Write with a range of forms to inform, review, comment or entertain Write summary SOW: Language: Storm Short Story response Character and setting. Using irony and pathetic fallacy. Building tension. Summary skills Assessment: Complete analysis/writing task. Compare with earlier language SOWs Reading Study a range of authors Develop an understanding of how ideas, experiences and values are portrayed in texts from different cultural traditions SOW: John Steinbeck, Of 6

7 SOW: Literature Poetry: War Poetry: The effect of poetic language, form, themes and historical context. Written evaluations Speaking and listening: Giving short speeches expressing their own ideas and keeping to the point. Use intonation, tone, volume, mood, silence, stillness and action to add impact. Discuss the features of media productions and the impact of various language Use speaking and listening to build increasing personal confidence in manipulating content of presentation effective argument. Plan, draft, edit and proof read thought. Write argument with a sense of linked progression Write argument in letters or commercial script. SOWs: 1. Persuasive writing For advertising: the use of second person You For getting a view across: objective and subjective language. Assessment: convert a radio script to a print article to send to make the same point. 2. Information Text: Feature Article: Study model articles: eg. Fishnetting dolphins, smoking, pollution or paparazzi. Use a range of fact, opinion and structural techniques to relate a message according to Reading and Study pre 1914 Literature High quality works for appreciation and challenge Analyse how meaning is conveyed according to form, layout and presentation. SOW: Literature: Shakespeare Romeo and Juliet What was happening in Shakespeare s life and career when he wrote this play? Historical and Social context themes, plot, Literary techniques of Shakespeare: the Sonnet, oppositions, Iambic pentameter and foreshadowing. Show understanding of text using quotations and discussion of Shakespeare s meanings in an essay on the play. Mice and Men Themes, characters, historical and geographical setting, plot Issues: disability, racism, sexism, poverty, work Foreshadowing and symbolism Develop understanding through: Varied reading strategies, role-play, group discussion and hot seating. PEEL paragraphs. Revisit the structure of the literature essay. Assessment: Complete a passage-based response on descriptions/character traits of George and Lennie. Extend and apply grammatical knowledge in the study of more challenging texts in language and literature 7

8 Year 9 SOW: Speech writing and Movie making Present speech to the class Plan, organise speak to an audience for purpose. Use media: Communicate the essence of your speech in a still shot movie format including captions and voice over. Sentence Level: Review complex sentences and clauses. Subject-Verb agreement. Use a range of punctuation for effect. your purpose. Draw on vocabulary and grammatical constructions in reading and listening. Use Standard English confidently. Shape and affect the reader s response through conscious choices and planned ways by selecting ambitiously from a wide and varied vocabulary for a range of tasks and purposes Make relevant notes when researching different sources, comparing and contrasting information Assessment: Written responses and speaking activities: role-play participation and reading. Discuss reading, writing and spoken language with precise and confident use of linguistic and literary terminology. Spell correctly throughout a substantive text and use ambitious or complex polysyllabic words tasks. Draw on new vocabulary and grammatical constructions. Develop precise, perceptive analysis of how language is used, e.g. explaining how euphemisms conceal bias in a political statement or showing how language use reflects a character s changing emotional state 8