Download The KING`S Medium Term Plan – ENGLISH Y8 LC1 Programme

The KING’S Medium Term Plan – ENGLISH
Y8 LC1 Programme 2016-2017
Module
Building on
prior learning
Future learning
Overarching
subject
Challenge
question
Exam board
links:
Lines of
Enquiry
Spy Fiction
In this unit, students will explore the elements that make an engaging spy story. They will learn how to submerse their
reader in a world of mystery, action and danger and create realistic characters that jump off the page. They will write
extracts of their own spy story in which their hero takes on a secret mission, encounters a villain face-to-face, gets
into a sticky situation and has words with his boss. Finally, they will write their own complete short spy story,
planning the plot, choosing the setting and drawing on all the language skills they have built up in order to entertain
and thrill everyone who reads it.
Students will build on creative writing skills developed in the ‘History of English’ and ‘Gothic Narratives’ modules.
Explorations in creative reading and writing will be revisited in Year 9 ‘Dystopian Fiction’
How can I write an engaging spy story?
This skills covered in this unit will help prepare students for the AQA English Language exam Paper 1: Sections A & B
Week 1: What are the key elements that make an engaging spy story?
Week 2: How do writers choose the language and structure they use in a text?
Mid-term: Plan and write a short extract from a spy story in which the hero meets the villain I a difficult or dangerous situation.
Week 3: How can I use structural devices to have an effect on my reader?
Week 4: When is it ok to break the rules of formal standard English grammar?
Week 5: How can I plan and write an engaging spy story?
End of learning cycle assessment: Students will write a short story in the spy genre
Week 6: GAP
Learning Objectives:
AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes
and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and
punctuation. (This requirement must constitute 20% of the marks for each specification as a whole.
Success criteria:
GP2: Some linked and relevant ideas; attempts to write in paragraphs with some discourse markers, not always appropriate; attempts to use
structural features.
GP3: Increasing variety of linked and relevant ideas; some use of paragraphs and some use of discourse markers; some use of structural features.
GP4: Writing is engaging with a range of connected ideas; usually coherent paragraphs with a range of discourse markers; usually effective use of
structural features.
GP5: Communication is consistently clear, with tone, style and register matched to audience and purpose; increasingly sophisticated vocabulary
and phrasing chosen for effect with a range of linguistic devices. Writing is organised into appropriate paragraphs using a range of discourse
markers to guide the reader.
Week 1: What are the key elements that make an engaging spy story?
LESSON 1a: Going undercover
Lesson Hypothesis: Spy stories often share similar ingredients
Learning objectives:
● Understand the key features of the spy fiction
genre and begin to consider how they engage
the reader
Learning outcomes:
● Collate prior knowledge of the spy fiction genre
● Identify key ingredients of the spy fiction genre
Grammar focus: N/A (the opening lessons focus on building students’ awareness of the spy fiction genre; there is no grammatical focus)
Lesson Summary: students will
 Unscramble the anagrams
 Identify and share knowledge of popular spy stories
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List the features of a good spy
Identify the key features of a spy story
Consider the information on 19 century spy Fritz Joubert Duquesne
Home learning: Students will make their own fact file of another real life spy or a fictional spy
LESSON 1b: Going undercover
Lesson Hypothesis: Spy stories often share similar ingredients
Learning objectives:
● Understand how writers use narrative structure to
engage the reader
● Understand how to use narrative structure to
plan a story
Learning outcomes:
● Plot own spy story using four-part narrative structure
Grammar focus: N/A (the opening lessons focus on building students’ awareness of the spy fiction genre; there is no grammatical focus)
Lesson Summary: students will:
 Identify the basic stages of a story
 Read summaries of spy stories and record the stages within each
 Identify similarities and differences between the stories
 Plan the plot of your own spy story
LESSON 2: Grabbing your reader
Lesson Hypothesis: The opening of a story must grab the reader’s interest
Learning objectives:
● Understand that writers use the opening of their
story to grab the reader’s interest
● Understand how writers can use pronouns and
noun phrases to achieve this
Grammar focus:
Learning outcomes:
● Explore the use/effect of pronouns and noun phrases in an opening extract
● Write own opening extract focusing on pronouns and noun phrases
Pronouns are words that substitute for a noun or noun phrase: for example, ‘She came out of the mist and he was running.’ In this lesson,
students explore the role pronouns can play in deliberately withholding information from the reader. For more information on pronouns see
http://www.cybergrammar.co.uk/word_classes_pronouns.php
A noun is sometimes defined as a word that names an object, idea, person, place, etc. Nouns can also be considered as words that can be the
subject or object of a sentence, can be pluralised and can be at the head of a noun phrase. For more information about nouns see
http://www.cybergrammar.co.uk/word_classes_nouns.php
A noun phrase is a group of words (which might include determiners, adverbs, adjectives, prepositional phrases, non-finite or relative clauses)
with a noun at its head. A noun phrase can consist of one word or several: for example, ‘But here she was, coming for him like a mythical
exterminating angel, indestructible and implacable.’ For more information on noun phrases see
http://www.cybergrammar.co.uk/word_classes_nouns_advanced.php
Lesson summary: students will
 Read an extract from the opening of The Bourne Imperative
 Examine the information given on the characters in the story
 Consider what they want to reveal about the characters in the opening of their story
 Consider what they want to reveal about the setting in their own story
 Write the opening three or four sentences to a spy story
Week 2: How do writers choose the language and structure they use in a text?
LESSON 3: Pace and threat
Lesson Hypothesis: Pace and threat are key elements of a successful spy story
Learning objectives:
● Understand how writers use paragraphing and
verb choice to create a sense of pace and threat
Learning outcomes:
● Explore use/effect of paragraphing and verb choice in extract
● Write a short extract focusing on paragraphing and verb choice
Grammar focus:
Verbs are frequently described as ‘doing words’ but can describe much more than ‘actions’, including incidents (‘Something happened‘), situations
(‘He was late’), and states of being (‘I felt angry’). All sentences (except minor sentences) contain at least one finite verb, a verb that inflects, or
changes ending, to indicate person, number and tense. For more information on verbs see
http://www.cybergrammar.co.uk/word_classes_verbs.php#
Lesson Summary:
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Read an extract from Hurricane Gold
Explore how the writer has created pace and threat
Analyse the language used in short extracts from the text, focusing specifically on the effects of the writer’s verb choices
Analyse the structure in the text, focusing specifically on the effects of the writer’s use of paragraphs
Using the planned story from lesson 2, write a short extract in which threat and pace are created
Homework: Comprehension activity
LESSON 4: Your voice
Lesson Hypothesis: There are lots of different ways a story can be told
Learning objectives:
● Understand what is meant by narrative viewpoint
● Understand the impact that the writer’s choice of
narrative viewpoint can have on a text
Learning outcomes:
● Experiment with changing a text’s narrative viewpoint
● Write a short extract from a range of narrative viewpoints
Grammar focus:
Narrative viewpoint is the point of view from which a story is told: it could be told in the first person (‘I’, ‘me’, ‘we’, etc.) by a character in the
story, or in the third person (‘he’, ‘she’, ‘they’, etc.) by a narrator who takes no immediate part in the story. Better writers are able to manipulate
viewpoint deliberately.
Lesson Summary: students will
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Read an extract from Scorpia
Examine the information given in the extract
Consider the effect of the first person narrative viewpoint
Consider the effect of the third person narrative viewpoint
LESSON 5: Building character description
Lesson Hypothesis: Villains are some of the most interesting and engaging characters in spy stories
Learning objectives:
● Understand how to write vivid descriptions by expanding noun
phrases using adjectives, adverbs and prepositional phrases
Learning outcomes:
● Explore how a writer creates a character description
● Write a description of a villain using expanded noun phrases
Grammar focus:
A noun phrase is a group of words with a noun at its head. An expanded noun phrase is a phrase in which the noun is either pre-modified or
post-modified with adjectives, adverbs, prepositional phrases, etc.: for example, ‘a large man with heavy, broad shoulders’. For more information
on noun phrases see http://www.cybergrammar.co.uk/word_classes_nouns_advanced.php
Adjectives modify nouns: for example, ‘the cunning spy’, ‘the uncrackable code’. For more information on adjectives see
http://www.cybergrammar.co.uk/word_classes_adjectives.php
Adverbs can modify verbs (‘He fell quickly’), adjectives (‘enormously cunning’) or other adverbs (‘unbelievably quickly’). For more information
on adverbs see http://www.cybergrammar.co.uk/word_classes_adverbs.php
Prepositional phrases are phrases headed with a preposition (e.g. ‘by’, ‘from’, ‘with’, ‘under’, etc). They can be used to post-modify nouns: for
example, ‘The man with the eye patch watched his every move.’ For more information on prepositions and prepositional phrases see
http://www.cybergrammar.co.uk/word_classes_prepositions.php
Lesson Summary: students will
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Read an extract from Scorpia Rising
Analyse the description of the spy story villain
Consider the impact of different language choices
Plan and write a short description of their own spy story villain
MiD-TERM ASSESSMENT: Spies and villains
Learning objectives:
● Understand how to write a short story extract using a range of
features for effect
Grammar focus:
Pronouns (see lesson 2)
Verbs (see lesson 3)
Narrative viewpoint (see lesson 4)
Learning outcomes:
● Write a short story extract focusing on key learning so far
Expanded noun phrases (see lesson 5)
Lesson Summary:
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Students will use the skills they have practised in the first part of this module to write an extract from their spy story using a
range of features for effect
Task: Plan and write a short extract from a spy story in which the hero meets the villain I a difficult or dangerous situation.
Week 3: How can I use structural devices to have an effect on my reader?
LESSON 6: Building description
Lesson Hypothesis: Simple sentences can be crafted to include lots of interesting detail and description
Learning objectives:
● Understand how to develop simple sentences in order to add
interesting and vivid detail to a narrative
Learning outcomes:
● Experiment with language choice and sentence structure to create
different effects
Grammar focus:
Verbs (see lesson 3)
Nouns / adjectives / adverbials / prepositional phrases (see lesson 5)
Simple sentences consist of one main clause and one finite verb, e.g. ‘The man spoke in English, softly, in a rasping voice.’ Note that the term
‘simple’ refers to sentence structure, not content: simple sentences can be lengthy and contain a wealth of developed detail and description. For
more on simple sentences, see http://www.cybergrammar.co.uk/sentences_types.php
Lesson Summary:
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Read the extract from Devil May Care
Identify the language used to create the reader’s impression of the characters
Analyse a range of short extracts from the text focusing on the effects of sentence structures
Write the next paragraph of the story in three simple sentences using carefully chosen vocabulary
Home learning:
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Draw and label an image of your spy character
LESSON 7: Building sentences
Lesson Hypothesis: You can create more variety in the structure of your sentences by linking them with joining words, or conjunctions.
Learning objectives:
● Understand how to use conjunctions and clauses to make your
meaning clear
Learning outcomes:
● Explore and experiment with coordinate and subordinate clauses
● Write a short story extract using a range of simple sentences,
coordinate and subordinate clauses
Grammar focus:
Coordinate clauses: When two or more main clauses of equal importance are coordinated by a coordinating conjunction, e.g. ‘and’, ‘but’, ‘or’,
they operate as coordinate clauses. For example, in the sentence ‘She rang him but there was no answer’, there are two coordinate clauses (‘She
rang him’ and ‘there was no answer’) joined by the coordinating conjunction ‘but’.
Subordinate clause: When one clause is secondary to, and dependent for its sense on, a main clause, it operates as a subordinate clause. For
example, in the sentence ‘She always rang him if she needed help’, there is one main clause (‘She always rang him’) and one subordinate clause
(‘if she needed help’). The subordinate clause does not make sense without the main clause. Subordinate clauses are formed using
subordinating conjunctions, such as ‘because’, ‘if’, ‘although’, ‘until’, or using relative pronouns, such as ‘that’, ‘which’, ‘who’.
For more information on coordinate and subordinate clauses see: http://www.cybergrammar.co.uk/sentences_clauses.php
Lesson Summary: students will
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Compare two versions of an extract from the Devil May Care extract from last lesson
Consider the effects of the writer’s use of sentence structure
Analyse the writer’s use of conjunctions and subordinate clauses
Practise the skills in their own writing
LESSON 8: Playing with sentences
Lesson Hypothesis: Successful writers use sentence structures to create emphasis, pace, tension and drama
Learning objectives:
● Understand how sentences can be structured to create emphasis,
pace, tension and drama
Learning outcomes:
● Write a short story extract, considering a range of sentence types and
structures for effect
● Self- or peer-assess confidence in using a range of sentence types and
structures for effect
Grammar focus:
Subordinate and coordinate clauses (see lesson 7)
Lesson Summary:
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Analyse short extracts from The Devil May Care and explain the effect of the sentence structures
Read a further extract from the text
Consider the effects of the writer’s use of conjunctions and sentence types and structures
Write a short extract from their story, focusing on the structure, variety and effects of sentencing
Week 4: When is it ok to break the rules of formal standard English grammar?
LESSON 9: Breaking the rules
Lesson Hypothesis: It’s sometimes ok to break the rules of grammar
Learning objectives:
● Understand what is meant by a minor sentence
● Understand how to use minor sentences for effect
Learning outcomes:
● Write a short extract using the present tense and minor sentences for
effect
Grammar focus:
Minor sentences: Also known as irregular sentences, these do not contain a finite verb. They may contain no verb at all, or a non-finite verb. For
more information on minor or irregular sentences, see http://www.cybergrammar.co.uk/sentences_types.php
Non-finite verbs: A finite verb is one that indicates tense, person or number. Non-finite verbs do not change or inflect to indicate tense, person or
number, i.e. either present participles (‘going’, ‘living’), past participles (‘gone’, ‘lived’) or infinitives (‘to go’, ‘to live’). For example, to shift this
sentence ‘He chased him, thundering down the street like a train’ into the present tense, the main finite verb ‘chased’ would become ‘chases’ but
the non-finite ‘thundering’ would not alter: ‘He chases him, thundering down the street like a train.’ For more information on non-finite verbs, see
http://www.cybergrammar.co.uk/word_classes_verbs.php
Lesson Summary:
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Read the extract from The Hidden Man by Charles Cumming
Consider the effect of the writer’s use of the present tense
Identify examples of grammar rule breaking in the text
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Write a spy story extract in which the hero is waiting and watching someone, using the present tense and minor sentences for
effect
Homework: comprehension task
LESSON 10: Effective starters
Lesson Hypothesis: The way you structure your sentences can influence the way your reader will respond to your ideas
Learning objectives:
● Be able to start sentences in a range of ways to create variety,
pace, drama or emphasis in your writing
Learning outcomes:
● Explore different ways of opening sentences
● Write a further paragraph of the short story extract started in the
previous lesson, focusing on sentence openings
Grammar focus:
Determiners: words which precede a noun and come at the front of noun phrases, conveying definiteness (eg the, a) quantity (some, all) etc. For
more on determiners, see http://www.cybergrammar.co.uk/word_classes_determiners.php
Pronouns (see lesson 2)
Adverbs and adjectives (see lesson 5)
Subordinate and coordinate clauses (see lesson 7)
Non-finite verbs (see lesson 9)
Lesson Summary: students will
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Read and consider the different versions of sentences from the extract
Explain the key differences between the versions
Make a tally chart of the first words in each sentence in the extract
Make a tally chart of the first words in each sentence in their own writing
Identify and explain whether they or the writer have created the most variety in sentences
LESSON 11: Spy speak
Lesson Hypothesis: Dialogue is a key feature of most fiction.
Learning objectives:
Learning outcomes:
● Understand how dialogue can be structured and punctuated using
identifiers to imitate the patterns and rhythm of real, natural speech
● Write a short story extract focusing on dialogue, and its accurate
punctuation for effect
Grammar focus:
Identifiers: Identifiers are phrases that identify the speaker in dialogue, e.g. ‘he said’, ‘she whispered’, ‘shouted Joan’, etc.
Speech punctuation: This is the way in which text within speech marks is punctuated, depending on the presence of an identifier.
Lesson Summary: students will
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Read an extract from Restless by William Boyd
Analyse the writer’s use of dialogue in the extract
Consider the writer’s use of punctuation and its effect on the reader
Write a conversation between their imagined spy and his boss, using punctuation for effect
Week 5: How can I plan and write an engaging spy story?
LESSON 12: Planning a complete spy story
Lesson Hypothesis: The key to a successful spy story is thoughtful planning
Learning objectives:
● Understand how to plan a short story
Learning outcomes:
● Plan a short story in the spy fiction genre
● Self- or peer-assess the plan
Grammar focus:
There is no specific grammar focus for this lesson. Instead, it is an opportunity to revise and bring together all the elements of this unit when
planning a piece of writing.
It may be helpful to refer back to Lessons 1a and 1b where appropriate.
Lesson Summary:
 Plan a structure of the story using the four part narrative structure
 Make decisions on narrative point of view and language choices
END OF LEARNING CYCLE ASSESSMENT: The full story
Learning objectives:
● Write a complete spy story
Learning outcomes:
● Write and evaluate a complete or an extended extract from a short
story in the spy fiction genre
Grammar focus:
There is no specific grammar focus for this lesson. Instead, it is an opportunity to revise and bring together all the elements of this unit when
creating a piece of writing.
Summary:
 Students will use the plan they prepared to write their spy story
Assessment task: Write a short story in the spy genre. Aim to write between 500 and 750 words