Duration: Year 8- Sept- December Horror Key Concepts AO1 Read with some fluency and accuracy, reading most words on sight eg up to 200 words including high frequency, some medium frequency and CVCC, CCVC words. Use appropriate strategies to decode unfamiliar words eg blending ch, sh, th,some long vowel sounds, simple prefixes and suffixes, common endings such as ing, ed, er, contextual clues.recall some specific and straightforward information from texts eg describe a character, action or event with general accuracy.locate main points and information in texts eg use a contents page, find and note an important sentence. Make simple inferences and deductions sometimes supported by textual detail eg make a prediction about characters' feelings based on an event. AO2 Use contextual clues to help understand the meaning of simple words/language choices eg it can zip next to a picture of a sports car. The student can express that zip refers to speed. AO4 Make simple comments/observations about personal preferences sometimes supported with reasons eg I liked it when Assessment Tasks: (Numbered) Reading Assessment: How does the writer create tension in The Tell-Tale Heart? Assessment: Speaking and listening presentation of Cirque du freak character Writing assessment: Create a description of a haunted house. WRITING- AO5 Form letters accurately and consistently eg ascenders and descenders are clear and consistent. Show some awareness of narrative, non-narrative form and audience eg within a structure can follow a writing form such as a newspaper article, email or story and try to structure it clearly for the reader. Write mainly in simple sequenced sentences eg will make links between ideas or events. AO6 Spell phonetically plausible and most high frequency words with growing accuracy eg simple CVCC words or CCVC monosyllabic words and high frequency words. Inaccuracies are phonetically plausible. Demarcate most sentences with full stops and capital letters. Use appropriate words to create interest eg use adjectives to give more detail. S&L AO7 Talk to familiar and sometimes unfamiliar people, especially on topics of personal interest.
Communicate experiences, thoughts and feelings, linking ideas eg can communicate outside of their own immediate interests. Use simple devices such as variations in tone, pace, expression, vocabulary to hold the attention of the listener. AO8 Listen carefully in group settings to familiar and sometimes unfamiliar people, especially on topics of personal interest. Engage with others, making simple comments and suggestions eg agree or disagree with an idea and sometimes suggest an alternative. Take turns, making helpful, more extended contributions. AO9 Choose appropriate vocabulary including adjectives and adverbs according to audience and purpose eg speak to an unfamiliar adult differently than to a friend. Key Skills; PEE PETE Reading for information Personal response Key Terms: Argue Comment Debate Describe Discuss Examine Explain Find Suggest Summarise Support What do you understand Key Questions (using Bloom's taxonomy for differentiation) Analyse the presentation of a key character How does it make you feel? How would it make a reader at the time feel? What does the language suggest? Why is that the most/least important quote/idea/interpretation? What is the effect of using? Why has the writer.? Unit Success Criteria: Know and understand the features of horror stories and use these elements in our own writing. Improve technical accuracy, content choices and organisation of written texts
Learning Objectives Success criteria Suggested teaching sequence and activities. Support stretch and challenge Resources Weekly objectives - REFERENCE AO Week 1 AO1 Read with some fluency and accuracy, reading most words on sight eg up to 200 words including high frequency, some medium frequency and CVCC, CCVC words. Use appropriate strategies to decode unfamiliar words eg blending ch, sh, th,some long vowel sounds, simple prefixes and suffixes, common endings such as ing, ed, er, contextual clues.recall some specific and straightforward LO- To identify the ingredients of a gothic story. LO-To comment on the effect of a text and consolidate P.E.E skills. To develop our understanding of setting and how it makes the reader feel. Write down five things you think of (associate) with the word horror? Students to be introduced to the different elements of a horror story. Look carefully at the image and circle anything that links to the gothic genre. Read short extract and TASK: Highlight three phrases that tells you that the extract is from a Gothic story. Students to read The monkey s paw and identify the gothic ingredients. Annotate (make notes around) the image. What do you think the story will be about? Gothic conventions bingo. Introduce students to suspense as a keyword. Underline or highlight the description of setting in the first part of The Monkey s Paw. Which description do you think has the most suspense (scary feeling)? Introduce students to PEE and highlight each section in an example, before creating their own to the question: How does the ENSURE THE PRE-TEACHING OF VOCAB IS COMPLETED IN THE FIRST WEEK BEFORE LESSONS- SEE RESOURCES Green/yellow/red Chilli tasks. Green chilli-create a storyboard of the story Yellow chilli-create a storyboard of the story using quotes. Some have been done for you. Red chilli-create a storyboard of the story include quotes. from the story Writing frames PEE- HA SHEET TO STRETCH Glossary of language used PEE- HA SHEET TO STRETCH
information from texts eg describe a character, action or event with general accuracy.locate main points and information in texts eg use a contents page, find and note an important sentence. Make simple inferences and deductions sometimes supported by textual detail eg make a prediction about characters' feelings based on an event. AO2 Use contextual clues to help understand the meaning of simple words/language choices eg it can zip next to a picture of a sports car. The student can express that zip refers to speed. writer create suspense (a scary on edge feeling) for the reader in the opening of The Monkey s paw?
AO4 Make simple comments/observation s about personal preferences sometimes supported with reasons eg I liked it when Week 2 AO1 Read with some fluency and accuracy, reading most words on sight eg up to 200 words including high frequency, some medium frequency and CVCC, CCVC words. Use appropriate strategies to decode unfamiliar words eg blending ch, sh, th,some long vowel sounds, simple prefixes and suffixes, common endings such LO To comment on language used by the writer and explain the effects. LO-To comment on the effect of a text and consolidate P.E.E skills. What type of things do we associate with the colour black?- make it clear what we associate with colour and how this adds to what a character or story may be about. Students to read Woman in black extract Students to pick out a word or phrase used to describe The Woman in Black. Draw an image of The Woman in Black- as she is described by Arthur at Mrs Drablow s funeral. Label her with quotes from the text that explain your details e.g. bonnet-type hat shaded her face Then think about the impression it creates. What does it make you think of? Students to use PEE to explore what our impressions of the woman in black are. Model answers for students to analyse. Encourage use of : *Writing in detail *Use words like suggests implies creates the Glossary of language used HA- To identify word types and explain the effect in detail. Green/yellow/red Chilli tasks.
as ing, ed, er, contextual clues.recall some specific and straightforward information from texts eg describe a character, action or event with general accuracy.locate main points and information in texts eg use a contents page, find and note an important sentence. Make simple inferences and deductions sometimes supported by textual detail eg make a prediction about characters' feelings based on an event. AO2 Use contextual clues to help understand the meaning of simple words/language choices eg it can zip next to a picture of a impression to stretch the HA. Read second extract-see lesson folder. Focus on gothic ingredients within the extract. Students to complete differentiated table of ingredients. Which gothic feature do you think is the best (most successful) at creating an eerie (spooky) atmosphere (feeling)?.-green/yellow/red chilli level of response.
sports car. The student can express that zip refers to speed. AO4 Make simple comments/observation s about personal preferences sometimes supported with reasons eg I liked it when Week 3-4 AO1 Read with some fluency and accuracy, reading most words on sight eg up to 200 words including high frequency, some medium frequency and CVCC, CCVC words. Use appropriate strategies to decode unfamiliar words eg blending ch, sh, th,some long vowel sounds, simple To develop an understanding of the tell-tale heart. To use PEE to explain how a writer creates tension. Show students a wordle of the tell-tale heart. Ask students to make predictions about the text based on the words they can see. Have your ideas now changed? How? Why? https://www.youtube.com/watch?v=wdllhtdvsg U To create a graph of tension. Use to consolidate: https://www.youtube.com/watch?v=wxlkaohjy1e Storyboard to consolidate knowledge- HA to use quotations from the story. Look at extract as a class as a pre-assessment and create a PEE as to how that small extract creates tension. Model answer. Complete quiz-lesson7- to develop and consolidate Green/yellow/red Chilli tasks. Differentiated graph. Model answer
prefixes and suffixes, common endings such as ing, ed, er, contextual clues.recall some specific and straightforward information from texts eg describe a character, action or event with general accuracy.locate main points and information in texts eg use a contents page, find and note an important sentence. Make simple inferences and deductions sometimes supported by textual detail eg make a prediction about characters' feelings based on an event. AO2 Use contextual clues to help understand the meaning of simple words/language understanding of the text. Students to respond to questions using points to achieve a particular score according to their chilli ability. Put the following events from the story in the correct order- assessment preparation is lesson 8. Assessment: How does the writer create tension in The Tell-Tale Heart? LA- How does the Writer make us feel in The Tell-Tale heart?
choices eg it can zip next to a picture of a sports car. The student can express that zip refers to speed. AO4 Make simple comments/observation s about personal preferences sometimes supported with reasons eg I liked it when Week 5-6 AO1 Read with some fluency and accuracy, reading most words on sight eg up to 200 words including high frequency, some I am developing my ability to comment on the writer s use of language. To develop an understanding of Vampires and how to identify them. Introduce students to the idea of mood and how we can recognise it in different texts. Develop knowledge of the story The legend of sleepy hollow and respond to questions to prove understanding. Points system to corresponding questions. Introduce students to the idea of Vampires. You have some information to read about vampires. Make notes on the following features: *What they look like Green/yellow/red Chilli tasks. Writing frames Identifying different techniques.
medium frequency and CVCC, CCVC words. Use appropriate strategies to decode unfamiliar words eg blending ch, sh, th,some long vowel sounds, simple prefixes and suffixes, common endings such as ing, ed, er, contextual clues.recall some specific and straightforward information from texts eg describe a character, action or event with general accuracy.locate main points and information in texts eg use a contents page, find and note an important sentence. Make simple inferences and deductions sometimes supported by textual detail eg make a To develop our PEE skills and think about why we feel danger in a story *Where they come from *What they do Read extract from Twilight and complete feature table. Read Dracula extract Highlight any clues that Dracula is a vampire. Find quotes to describe him and put around image. HA- to find quote and explain how the quote makes them feel. Does Dracula match what we know about Vampires? Students answer using differentiated frame. Quiz of information about Dracula. Read the extract and highlight any parts of the story that make us feel fear. Comment on language use-what does it make us think of? Why has it been used? Read example, students to attempt response.
prediction about characters' feelings based on an event. AO2 Use contextual clues to help understand the meaning of simple words/language choices eg it can zip next to a picture of a sports car. The student can express that zip refers to speed. AO4 Make simple comments/observation s about personal preferences sometimes supported with reasons eg I liked it when Week 7 AO5 Form letters accurately and consistently eg To develop an understanding of what mood is and how it is created through word choices. Show book cover to students- What do you think this story will be about? Give examples of what mood is and use images to demonstrate. Look at this extract from the text and work in pairs to analyse the language used what effect do the word choices have? What mood is created by the Sentence starters Green/yellow/red chilli differentiation Extract of Cirque Du Freak
ascenders and descenders are clear and consistent. Show some awareness of narrative, nonnarrative form and audience eg within a structure can follow a writing form such as a newspaper article, email or story and try to structure it clearly for the reader. Write mainly in simple sequenced sentences eg will make links between ideas or events. AO6 Spell phonetically plausible and most high frequency words with growing accuracy eg simple CVCC words or CCVC monosyllabic words and high frequency words. Inaccuracies are phonetically plausible. We are learning to use adjectives, similes and metaphors in a description of a new freak show character. language used to describe the theatre? GRREN/YELLOW/RED writing frame to respond. Read extract of the characters of the Freak show from the text Cirque Du Freak. Identify the techniques used to describe the characters. Students are reminded of what the techniques are. Similes/metaphors/personification/alliteration Students then to create their own description of a Cirque du Freak using these techniques. Students to then identify the techniques in each other s work as part of peer-assessment. LA- CHOOSE TO FOCUS ON MORE SIMPLE TECHNIQUES Students to present their character and explain about their character: What are their special skills? What do they look like? How do they make audiences feel? Assessment: Speaking and listening presentation of character.
Demarcate most sentences with full stops and capital letters. Use appropriate words to create interest eg use adjectives to give more detail. Week 8-9 Week 7 AO5 Form letters accurately and consistently eg ascenders and descenders are clear and consistent. Show some awareness of narrative, nonnarrative form and audience eg within a structure can follow a writing form such as a newspaper article, email or story and try to structure it clearly for the reader. Write mainly in simple We are learning to develop our writing techniques to describe a haunted house. Read a description of a haunted house. Identify the techniques. Consolidate knowledge of techniques. Read examples and identify elements of good and bad examples. Write own success stories. Apply Knowledge of marking writing to create carousel intervention strategies before assessment is complete. Use sound to create effects. LA- CHOOSE TO FOCUS ON MORE SIMPLE TECHNIQUES Writing assessment: To create a description of a haunted house. Opportunities for green/yellow/red chilli differentiation. Punctuation for effect for HA.
sequenced sentences eg will make links between ideas or events. AO6 Spell phonetically plausible and most high frequency words with growing accuracy eg simple CVCC words or CCVC monosyllabic words and high frequency words. Inaccuracies are phonetically plausible. Demarcate most sentences with full stops and capital letters. Use appropriate words to create interest eg use adjectives to give more detail. Week 10 Week 7 AO5 Form letters To develop our understanding of what makes a good opening in a horror Introduce students to pathetic fallacy and how using the weather can make the story spookier. Share examples. Students to create two paragraphs using the weather to create a spooky Green/yellow/red chilli differentiation
accurately and consistently eg ascenders and descenders are clear and consistent. Show some awareness of narrative, nonnarrative form and audience eg within a structure can follow a writing form such as a newspaper article, email or story and try to structure it clearly for the reader. Write mainly in simple sequenced sentences eg will make links between ideas or events. AO6 Spell phonetically plausible and most high frequency words with growing accuracy eg simple CVCC words or CCVC monosyllabic words and high frequency words. story. mood. Read a variety of openings of scary stories and get students to think about which ones they want to carry on reading. Why? How do the good openings hook the reader?
Inaccuracies are phonetically plausible. Demarcate most sentences with full stops and capital letters. Use appropriate words to create interest eg use adjectives to give more detail. Week 11-12 AO5 Form letters accurately and consistently eg ascenders and descenders are clear and consistent. Show some awareness of narrative, nonnarrative form and audience eg within a structure can follow a writing form such as a newspaper article, email or story and try to structure it clearly for the reader. We are learning to develop our writing to inform skills. Introduce students to writing to inform. Write a survival guide leaflet for the zombie apocalypse. What do you need to do? What equipment do you need? What weapons will you need? In the film Dawn of the Dead the main characters take refuge in a shopping mall.http://www.youtube.com/watch?v=8luzjasagg If time: Write a newspaper report reporting on the zombie apocalypse. Green/yellow/red chilli differentiation
Write mainly in simple sequenced sentences eg will make links between ideas or events. AO6 Spell phonetically plausible and most high frequency words with growing accuracy eg simple CVCC words or CCVC monosyllabic words and high frequency words. Inaccuracies are phonetically plausible. Demarcate most sentences with full stops and capital letters. Use appropriate words to create interest eg use adjectives to give more detail.