Stratford School Academy Schemes of Work

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1 Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) A 6 week unit of work Students learn how to make informed personal responses, use quotes to support points. They will show understanding between texts and the contexts they were written in. The unit provides various Reading, Writing and Speaking and Listening Assessment opportunities, the final Reading assessment asks students to respond to one exam style question based on an extract. Students will have studied whole text and have been exposed to extracts from different staves They will be familiar with the social and historical context e.g. gender/religion. Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences) End of Unit Assessment: Extract based question Starting with this extract, how does Dickens present Scrooge as an outsider to society? Write about- How Dickens present Scrooge in this extract How Dickens presents Scrooge as an outsider to society in the novel as a whole Teacher assessment: lessons 7 and 21 Understanding I can summarise the main points in a passage in a concise manner using my own words I can make perceptive interpretations about the thoughts and feelings expressed in a text I can use frequent direct and indirect references to support a range of comments I can show a perceptive understanding of the underlying themes and concepts in a text I can synthesise information from different sources to support perceptive comments I can critically evaluate the extent to which specific aspects of a text reflect its genre Language Analysis I can explain the use of noun phrases in a sentence by relating them to the overall meaning I can explain the use of the verb phrases in a sentence by relating them to the overall meaning I can explain the use of adjectival phrases in a sentence by relating them to the overall meaning I can explain the use of the adverbials in a sentence by relating them to the overall meaning I can identify and explain the effect of images in a text by relating them to the overall meaning I can identify and explain the effect of figurative languages used in a text by relating them to the overall meaning Analysis of Structure and Form I can identify and explain the use of presentational features by relating them to the overall purpose Page 1 of 8

2 I can evaluate the effectiveness of specific aspects of presentational features through comparison I can identify and explain the effect of structural features used in a text by relating them to the overall meaning I can identify and explain the use of active voice sentence constructions in a text I can identify and explain the use of passive voice sentence constructions in a text Comparison and Links I can evaluate the effectiveness of specific aspects of language through judicious comparison I can evaluate the extent to which specific aspects of a text reflect the social and historical context I can evaluate the extent to which specific aspects of a text reflect the biographical context I can link the text that I have read with others within a similar genre, movement or style I can critically evaluate the texts that I have read by relating them to other texts from my wider reading Spelling I can spell high frequency 'open class' words correctly e.g. look, man, think I can spell most commonly use words correctly e.g. yesterday, fence, garden, frustrate I can spell words with complex regular patterns e.g. chronological, chronology I can spell most uncommon words from an ambitious vocabulary e.g. imported words Punctuation I can use semicolons to link short, related sentences I can use two dashes to add detail or comment on the rest of the sentence I can use hyphens to form compound adjectives I can use hyphens to add detail or clarify after the sentence I can use colons to clarify an idea or reinforce a point I have made Grammar I can write sentences with an adverb at the beginning I can write sentences with the adverbial element in different sentence slot positions I can write sentences with a non-finite verb clause I can write sentences with a relative clause I can write compound complex sentences with a range of different constructions Page 2 of 8

3 Lesson Clear learning intentions Clear success criteria Hook Presentation of content Guided practice Independent practice (homework) Closure 1/ 2 How can we predict the content of the text? ALL will have made a prediction about the novel based on the front cover. MOST will be able to use inference to back this up SOME use inference and evidence successfully to make a prediction Pre-reading: Ask student to look at from cover, answer the following question and be prepared to report back to the class: What sort of people do you see? What is the relationship between them? What are they thinking and feeling? What might they be saying to each other? When might this story be set? What is your evidence? Sherlock Holmes Game: Read pages 1 and 2 up to it was all the same to him. (second paragraph) Ask the following questions: Who is present? Where is the story taking place? When is the opening set? What are the characters doing or talking about? What are they there at that time? What other significant factors are there? Re-read page 1 and examine the way in which Dickens uses the first person singular to speak directly to the reader. How does this make the reader feel? To create a revision poster summarising all you know about adjectives and including some examples. Select an image of Scrooge in a Word document and annotate with adjectives from the opening pages. 3, How can we predict the content of the text? ALL will have made a prediction about the novel based on the front cover. MOST will be able to use inference to back this up SOME use inference and evidence successfully to make a prediction Re-read page 1 and examine the way in which Dickens uses the first person singular to speak directly to the reader. How does this make the reader feel?. Reading Stave One: Read or listen Stave One up to page 10. Encourage students to think about the type of character Scrooge is and how his character is revealed through his behaviour, attitudes and appearance. Brainstorm adjectives to describe Scrooge. Present as a spider diagram in exercise books. Pupils to look at still images of Scrooge. Choose 5 best adjectives and present as a chart in books, then collect one piece of evidence to support and explain each adjective. Encourage the more able to extend this with direct quotation. Adjective Evidence Miserly Scrooge told Bob Cratchit that he was lucky to be paid for Christmas Day. Class feedback on the annotated still image of Crooks Page 3 of 8

4 4/5 How can we select and textual detail and explain ideas clearly? ALL - will have selected some evidence, placed this in a PEE paragraph making a comment about what is revealed MOST - will employ connectives to begin sequencing ideas in a coherent way, employ topic sentences and make some more extended comments about what is revealed about characters SOME will produce well sequenced paragraphs and detailed analysis of possible interpretations of evidence. Teach conjunctions/connectives. For example, read the final paragraph on page 9 Meanwhile List as many connectives as you can. Build up class list on the board. Using connectives: Look at the two sentences from the chart above. Write them on the board. Ask students for a connective which will link these two sentences. Continue this exercise, using connectives to link other sentences from chart. Character Profile: You will need to have read to at least page 10 of the text. You will need to have completed the character profile sheet. This will take at least one lesson. You will need to examine the use on Point, Evidence and Explain and the use of quotations marks through modelling, shared writing and then students attempting a paragraph of their own. (Possible differentiation images of Scrooge s characteristics annotated with quotes and then brief comments) Write a character profile of Scrooge (this could be a common task or a test in class) Scrooge s Christmas Card As a fun activity, students could make a card Scrooge might send out at Christmas. Pupils read each other s profile 6 Can we comment on the writer s choice of words and their effect on the reader? ALL will be able to identify 3 techniques used by Dickens to persuade. MOST will be able to select relevant quotations to show the techniques being used SOME use quotes to support points they are trying to develop Look at Marley s request to Scrooge (page 13-20) Identify persuasive language. Persuasive language: Commands Personal experience Questions Repetition Groups of three Alliteration Emotive language This could be a table that students complete with quotations from the text. Opportunity to assess class work in table form PEER ASSESSMENT Class discussion Page 4 of 8

5 7, What skills do we need to write persuasively? ALL will have completed a simple plan with some techniques to be used. MOST will have employed a detailed plan with a range of techniques to use. SOME will employ a complex plan with controlled and concise use of persuasive techniques Recap persuasive techniques from previous lesson and examples of these being used Produce their own persuasive statements. Teach Purpose, Audience, Text type (TAP or PAT mnemonic) and cover layout of letter Series of points supporting viewpoint Logical order Emotive language Personal language Weasel phrases Reminder of letter format Students should complete a plan for their letter Teacher should model at least one paragraph of an example letter, shared with class. Quiz on persuasive devices 8, Task: Imagine you are Marley s ghost. Write a letter to Scrooge imploring him to listen to your warnings. All will have written a persuasive paragraph 9,10 What skills do we need to write about the feelings of a character? ALL - will have selected some evidence, placed this in a PEE paragraph making a comment about what is revealed MOST - will make some more extended comments about what is revealed about characters Images of Ghost of Christmas past Read Stave 2 Ask class to consider which moments are the most important or interesting in the Stave. Task: List six most interesting or important moments in the stave Select a quotation from the text for each moment. Using the storyboards provided, draw each moment and add the quotation to each illustration as if you were illustrating the text. (Use symbols if necessary.) Thumbs up/thumbs down Students should be able to understand how Scrooge feels and use evidence to support their views.. SOME will produce well sequenced paragraphs and detailed analysis of possible interpretations of evidence. Page 5 of 8

6 11, What skills do we need to write about the feelings of a character? ALL - will have selected some evidence, placed this in a PEE paragraph making a comment about what is revealed MOST - will make some more extended comments about what is revealed about characters Recap from previous lesson on post its Pupils write a paragraph using PEE Scrooge s Feelings Use the following chart to record Scrooge s feelings and emotions in Stave Two as it is read What made Scrooge happy? What made Scrooge sad or cross? When you have completed your chart, write a statement from Scrooge explaining how he felt during and after the visit of the First Spirit SOME will produce well sequenced paragraphs and detailed analysis of possible interpretations of evidence. 12, What skills do you need to choose relevant information from the texts? ALL - will have selected some evidence, placed this in a PEE paragraph making a comment about what is revealed MOST - will make some more extended comments about what is revealed about characters Stave Three Read/Listen up to page 42 and the entry of the Spirit. Read the description of the Ghost closely. Students to draw the ghost and annotate with quotes. With a partner predict what the Spirit will show Scrooge Complete Stave Three. Key extracts to be chosen and explained for homework when reading this lesson Were your predictions correct? 13, Can we skim read parts to locate relevant information? SOME will produce well sequenced paragraphs and detailed analysis of possible interpretations of evidence. ALL will recognise physical differences MOST will be able to give reasons for these differences between the spirits. SOME will begin to recognise implied meanings through Dickens use of language Stave Four teacher writes key words and pupils predict what will happen in the rest of the story Page 65 Compare the appearance of the new spirit to the one from the previous stave. How are they different and why are they presented so differently? As you read/listen to Stave Four, think about how Scrooge s life could end. During reading, complete the following chart: Pupils draw two tables- in the first they pick quotes to show the way Scrooge s life would change in the end and in the second what he needs to do to change it. Class discussion Page 6 of 8

7 14 Can we skim read parts to locate relevant information? ALL will recognise physical differences MOST will be able to give reasons for these differences between the spirits. SOME will begin to recognise implied meanings through Dickens use of language Stave Five teacher writes key words and pupils predict what will happen in the rest of the story Using original Scrooge character profile sheet, employ the same skills to show how Scrooge is a different character at the end of the novel. Students will be able to reuse their skimming and scanning skills in selecting relevant evidence Homework- How does Dickens present the transformed Scrooge in Stave 5? Learning triangle 15/ 16 Make ideas and purposes clear by appropriate use of paragraphs Accurate use of punctuation when writing quotations. Shape the overall presentation of a text to convey ideas clearly. Common Task: One night can change a man. How does Scrooge change in the course of one night? This is a formal literary essay and students must be taught the requirements of planning, structure and use of quotation. Plan is very simple two ways Scrooge acts at the start and two ways in which he has changed minimum. Model examples in lesson. One lesson planning and modelling One lesson to write essay- can be used to peer mark Page 7 of 8

8 17 To compare various interpretations of the opening of. Media Study Examine the opening or closing scene of a number of film versions of A Christmas Carol. (There is a note making grid to help.) Write a review of the films OR Write an advertisement for one of the films. Can be assessed through S&L presentation 18/ 19/ 20 Approaching the examination What does the exam question mean? What does the mark scheme mean? Use quotations and references What to expect from the question Show student friendly mark scheme Use quotations and make references Revision Page 8 of 8