List the outcomes you expect students from this year group to have achieved by the end of the year: 1. Reading for pleasure and learning how to make educated decision when choosing books to read 2. Understanding individual differences and empathising other people’s situations 3. Exploration of personal thoughts and feelings through the study of other characters and their situations 4. Basic language analysis with looking at different connotations of certain words
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Dickensian Villains: extracts from Great Expectations, Oliver Twist, Nickolas Nickleby, David Copperfield | | |
This topic is necessary for supporting students in giving them tools needed to interpret and explore the language of their current world and the world of the past. By studying childhood experiences through ages they will be able to make connections to their own experiences. Students will study Dickensian villains using essential reading strategies to support them as they improve as readers. Students will be able to improve their communication and argue their views around controversial issues and gain confidence that they have a voice in the world. | Through the study of modern fiction, students will come into contact with different cultures and a variety of characters with differing social backgrounds. They will discover their own thoughts and feelings through the understanding of character feelings and emotion. The teaching of modern literature is vital for our students who may not have had the opportunity to be in contact with a variety of cultures and people. | Choosing to study Shakespeare’s A Midsummer Night’s Dream at this point will not only allow for diverse literary exploration in English but will allow students to apply some essential skills at a more challenging level of reading. Students will be encouraged to decode the language of Shakespeare confidently as they appreciate the magical world created and inspire to create magical worlds of their own. By studying Shakespeare as early as year 7, students will develop an appreciation of theatre as a cultural pursuit |
- How does the writer use imagery to illustrate her characters to the reader?
- How can contextual knowledge influence our understanding of the descriptions in the novel?
- What inferences can I make about 19th Century poverty from my reading of contextual information?
- How can readers empathise with David Copperfield?
- How does Dickens use language to present Bill Sykes as a villain?
| - How do I, as a writer, create multi-dimensional characters in their stories?
- How can I, as a writer, use a range of sentence lengths and types to build description of my character?
- How can I, as a writer, use punctuation to express the narrator’s emotion?
- How can I, as a writer, select verbs and verb phrases to describe the specific actions of their characters?
- How do I, as a writer, use dialogue and paragraphing to narrate the story?
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- How does the writer use imagery to illustrate her characters to the reader?
- How can contextual knowledge influence our understanding of the descriptions in the novel?
- How does Hargrave use foreshadowing in the first two chapters of part 2?
- How does Hargrave employ symbolism to present the big ideas in the novel?
- How do Hargrave’s sentence forms convey character emotion?
| - How do journalists organise information in their reports?
- How can journalists crafts their sentences when reporting information?
- How can I use the features and conventions of a newspaper report?
- How do select quotations from the novel to form my point of view?
| - How do Shakespeare’s language choices help us to visualise the magical world portrayed in Act 2 Scene 1?
- How does Shakespeare introduce the character Puck in Act 2, scene 1?
- How does Shakespeare use the character Oberon to introduce the first case of magic in the play?
- How and why does Shakespeare use rhyme and rhythm in Puck’s lines?
- How does Shakespeare’s imagery help to create a magical dreamlike world?
| - How can I plan a detailed description from an image stimulus (a magical forest)?
- How do I expand and improve my description of a magical setting?
- How do I introduce a detailed description of a character into my magical setting?
- How do Shakespeare’s sentence forms emphasise the chaos and confusion in Act 3, scene 2?
- How can we draw on evidence from across the text in order to explain how Shakespeare creates a chaotic magical world?
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How does Hargraves use language to create an ominous setting - 40 marks, completed in October | Write the opening to an adventure story from the perspective of Lupa - 40 marks, completed in December | How does Dickens use language to present Fagin?, 40 marks, completed in February | Discursive essay – Who is the greater villain in ‘Oliver Twist’? Fagin, Bill Sykes. Monks?, 40 marks, completed in April | How does Shakespeare create a magical world filled with magical creatures and events in the first 2 acts of AMND? 40 marks, completed in May | Description of a magical setting 40 marks, completed in July |
homework weekly and reading lessons. Read one article a fortnight and complete comprehension questions |
Employability, Professionalism and Enterprise (EPE) Links - Students will learn about different cultures, allowing for a more understanding and tolerant approach to different people in the workplace.
- They will learn how to empathise with people which would help them in careers in healthcare, therapy, care of the elderly and disabled, teaching, the police force, social work.
- Students will learn reading strategies will support them in all aspects of the work place from reading instructions, being able to decode unfamiliar words and use context to aid understanding.
- Students will learn how to summarise information both in written form and verbally – this is useful in careers such as law, medicine, teaching.
- Students will learn how to craft their writing for purpose and audience – this is useful for applying for jobs, colleges and careers in advertising, marketing and journalism.
| Employability, Professionalism and Enterprise (EPE) Links - Students will improve their analytical skills. They will be zooming in on details in a text to unlock interpretations. This will allow them to practise skills for a career in forensics, data analysis, programming, writing, and policing.
- This unit will help students to develop their skills in reading and analysis and critical thinking. These skills are highly sought within professions such a policing, forensics, detective work, law, teaching, writing, publishing, and film making. These skills will also help students later in life when they are navigating the world outside of school and learning to establish their place within society.
- Topics discussed within this term will be focussed on sensitive issues such as mental health and bullying to ensure students have a greater knowledge and empathy later on in life.
| Employability, Professionalism and Enterprise (EPE) Links - Students will see the presence of theatre in everyday life (street theatre and the inclusion of the poor as ‘groundlings’ at The Globe allowing students to understand important roles within theatre.
- Students will understand different gender roles and power Shakespeare’s language / the history of our language.
- Students will study comedy and the importance of comedy in modern day entertainment.
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