Title of Scheme of Work: Skellig

Year Group: 9

Duration: 28 lessons

Reference Learning Objectives Possible Teaching Activities Learning Outcomes Points to NoteLesson 1Hooking the Reader(cover + chapter 1)

WALT – Understand what authors do in order to ‘Hook’ the reader in.WILF – Examples of how the reader is hooked by the writer

Starter – show a series of book covers for the book ‘Skellig’ – How are they different? Why? Which do they like best? Why? Which do they think I would like best? Why?Teaching Discuss information on the cover- What is it telling us? More importantly, what isn’t it telling us?Read first chapter of book – stopping at points to ask questions and focus the class on what is being done to ‘hook’ the reader.Learning – Class to complete grid highlighting different quotations and Explaining the effect that they have in ‘hooking’ the reader.Plenary- Summarise all the information we learn about the narrators familyHomework – Create 5 questions that you would like to ask the narrator.

Must – Identify at least 5 quotes that ‘hook’ the reader.

Should – identify five quotes and explain how they ‘hook’ the reader’

Could – rank the quotes in order of effectiveness and explain which they think hooks you the most and why.

English – R5.1 5.2 6.2

Key Skills Targets - I 1,2,3,4,5,7C 2,4,5T 4S 2,3,45,6,7E 2,3

Resources1.1 Skellig book covers1.2 Hooking the reader grid

Lesson 2Analysing the writers use of language(chapters 2 and 3)

WALT – * Visualise what is being described in the chapter.* Identify language which shows stressed emotions.WILF –* A pencil drawing of the garage that is being described along with three quotations that show how old and dilapidated it is.*Examples of language that show stressed emotions with an explanation about why.

Starter – Discuss previous homework. Are there any common themes about the questions that the class would ask the narrator?Explain the term ‘personification’ class to write down a definition. (Could do a call my bluff type of activity to guess what it means.)Teaching – Read Chapter 2 and 3 – pupils to raise hand when an example of personification is used in chapter – what is the effect?Learning –* Class to identify 3 quotations that show how old and dilapidated the garage is. * Draw and label the garage * Work in groups to identify language that shows Michael and his mother are experiencing difficulties at home. *Challenge - to be the first group to identify the quotes that support the event as detailed in resource 2.1

Plenary – Groups to write one of their examples on a sheet – bold enough for whole class to see (marker pen?) Rank the quotations in order of which show most/least amount of emotional stress

Must – Identify 3 quotes to show how old and dilapidated the garage is.

Should – *Draw and label the garage with the quotes. *Take part in group discussion to identify language which shows stressful emotions.

Could – Take a leading role in discussion and have well though out explanations as to why the language used is so effective.

English – R5.1 5.2 6.2 6.3

Key Skills Targets –S 2,3,4,5,6,7I 2,3,4,6,7C 1,2T 1,2,3,4E 1,2,3

Resources – 2.1 Chapter 3 “What do you want?” finding quotations to support the events described.

Lesson 3Understanding character thoughts and feelings(Chapter 4 and 5)

WALT – Get into the role of a character to understand their thoughts and feelingsWILF – Participation in the role play exercise leading to some understanding of how Michael is feeling

Starter – have classroom already laid out so that there are tables laid out in the centre of the room representing a bus. The rest of the seats should be in a semi circle around it. Request 8 volunteers – 7 to be passengers on the bus and 1 driver. You yourself are also a passenger. They have to imagine that they are on a journey, you as a passenger might stare out of the window/cry/ sing to yourself / anything. Stop at various points to ask what the passengers are thinking. What is going through their minds? Teaching – Read chapters 4 and 5Learning – Class remain seated around the ‘bus’. You need 3 volunteers, the driver, a passenger, and Michael. Based on what they have just read create the character of Michael. Class in semi circle could come up with :A thought that Michael might be thinking.A direction as to how he might be sitting.What his facial expression might be.Could also:Create the character of the other passenger, and the driver.

Plenary – Teacher led discussion of the differences in these characters, focus on what stands out about Michael.

Must – take part in the ‘bus’ activity and suggest how Michael could be feeling, sitting, or thinking.

Should – take an active part in the discussion and make useful contributions leading to greater understanding of the character of Michael.

Could – increase confidence by taking a leading role in the ‘bus’ activity and drive discussion along by asking and responding to probing questions.

English – R 5.2 6.2 S+L 1.1 1.2 3.1 4.1 4.2

Key Skills Targets – S 2,3,4,5,6,7E 1,2,3I 3,7C 3,45R 1,2,6T 1,2,3,4,5

Resources

Lesson 4Creating a diary entry discussing thoughts and feelings(Chapters 1-5)

WALT – Understand the perspective of a characterWILF – A diary entry written from the perspective of Michael

Starter – Matching exercise – pupils to identify different types of text and assign definition – see resource 4.1. Discuss how they knew what each was.Identify and write down the features of a diary.Teaching – Discuss the events in the book from Michael’s perspective / point of viewLearning – Create a diary entry for Michael, from the beginning of the novel to the end of chapter 5.Plenary –Peer assessment of diary entries, checking that they have covered the features they identified and wrote down previously.

Must – Identify and write down the features of a diary

Should –* take an active part in the discussion and understand the notion of perspective.*write in the format of a diary, using the first person, from Michaels’s point of view.

Could – write with empathy, exploring the emotions that Michael is feeling

English – S+L 3.1 3.2W 7.1 8.1 8.4 9.1 9.2

Key Skills Targets – S 2,3,4,5,6,7I 1,3,4,7C 1,2R 1,2,3,6,,7E 1,2,3

Resources4.1 text matching exercise4.2 Michael’s diary support sheet

Lesson 5Creating tension(Chapter 6)

WALT – identify the techniques that writers use to create tension.WILF – to make points about how tension is created using the quotations provided.

Starter – work in groups to thought shower the different techniques that are used to create tension (Unanswered questions, sentence structures, cliff hangers, setting, language, onomatopoeia etc.) If class are struggling prompt with use of tension in film – relate to written word.Feedback and display on board for class to fill in missing blanks.Teaching – Read chapter 6 – discuss how tension is built as readingLearning – Explain how tension is built by analysing the quotations detailed in resource 5.1Plenary – Copy and complete - The writer uses these techniques because…Homework – Write an introductory paragraph to a story where you meet a stranger using at least 3 of the techniques identified in the lesson.

Must – identify 5 different techniques that are used to create tension.

Should –Complete the chart analysing the quotations to show how tension is built.

Could – Independently find and analyse additional quotations

English –S+L 3.1 3.2 R 5.1 5.2 W 7.1 9.1 9.2 L 10.2

Key Skills Targets –S 2,3,4,5,6,7E 1,2,3I 1,2,3,4,6,7C 1,2,4,5

Resources5.1 Creating tension

Lesson 6Comprehension(Chapters 7 and 8)

WALT – Develop comprehension skills

WILF – ability to listen quietly and follow instructions.Silence and concentration on task.

Starter – Explain that the class have 15 minutes to read chapters 7 and 8 of Skellig. After that they will answer a series of comprehension questions – again in silence. Stress that you are looking for focus and concentration and the test will be marked as a SATs style test leading to a level.Teaching – Hand out comprehension exercise face down on desk. Inform class when 15 minutes is up and they can turn the page over and start answering the questions.Learning – Complete comprehension test.Plenary- Take in papers/ books. Ask - *Where are the answers to comprehension questions?*What skills do we need in order to answer comprehension questions effectively?

Must – work independently and in silence

Should – Complete all questions set

Could – Complete all questions with confidence and accuracy.

English – R 5.2 6.2 6.35.1

Key Skills Targets – S 2,3,4,5,6,7I 1,2,3,4,5,7

Resources6.1 Comprehension test6.2 Comprehension PowerPoint6.3 Answers and levels for comprehension test6.4 PowerPoint of answers and levels

Lesson 7 Comprehension results

WALT – Peer asses with accuracy and understand how levels are worked outWILF - Personal targets to be set in order to improve.

Starter – Class to mark the answers to the comprehension. They should have no equipment on the desk and only use the red pens provided to mark their work.Teaching and learning – Outline the assessment foci for reading. Class to work in small groups to identify what they think are the most important skills needed to be successful in the reading / comprehension tests.Plenary – Identify and write down in exercise books own areas for improvement.Extension – What steps are needed in order to successfully work towards these targets?

Must – Listen and follow instructions, marking their work according to the given criteria.

Should –* Actively participate in group discussion to identify general skills needed for comprehension.* Identify individual targets needed to improve.

Could – Make an action plan about how to achieve the individual targets.

English –R 5.2 6.2 6.35.1

Key Skills Targets – S 2,3,4,5,6,7I 1,2,3,4,5,7R 1,2,3,4,6,7

Resources6.3 Answers and levels for comprehension test6.4 PowerPoint of answers and levels

Lesson 8 Improving confidence and adding expression when reading out loud(Chapters 9, 10 and 11)

WALT – vary our tone and expression when reading out loud.WILF – confidence shown through clear and expressive reading.

Starter – Listen to an audio extract of a book. (Alternatively teacher can model expressive reading.) Class to close eyes and concentrate on what is being said, how it is said, how the reader alters tone and voice and what effect this has on the listener. What makes the reading successful, interesting and enjoyable?Feedback and class to record using bullet points.Teaching – Split chapters 9-11 into small sections – 13 pages so perhaps allocate half a page per student, judge according to pupil confidence – include even the weakest reader even if it means only having 2-3 sentences. Pupils to practise reading their allocated section and increase confidence in:pronouncing difficult words; trying out different voices for characters;Being conscious of the punctuation and how it guides reading;Varying pace;Standing up and reading clearly.Allow approx 10 minutes.Learning – Read chapters 9-11 without pausing, class should be following so that they know exactly when to take over. Pupils should stand when it comes to reading their section.Plenary – Did it make a difference being given time to prepare? How? Why? Individuals to set personal targets for improvement.Homework – Whatever book / magazine they are currently reading for pleasure – practise reading some sections of it out loud!

Must – *Identify at least three features that make listening to a reading enjoyable.* Participate in reading out loud in a class situation.

Should – Read with expression and use punctuation to guide reading.

Could – experiment with using different styles of voice for different characters.

English –S+L 2.1 2.2 4.1

Key Skills Targets –S 2,3,4,5,6,7I 1,2,3,4,5,7

Resources

Lesson 9Using PEE (Point, evidence, explanation) to write about the book(chapter 12)

WALT – Use PEE (point, evidence, explanation)WILF – A piece of writing that uses the PEE structure to describe the anxiety felt by Michael’s family.

Starter – Model using PEE – could use tweakit resource PEE mobiles (9.1) for more kinaesthetic activityTeaching and learning –*Read chapter 12. *Paired work to find quotations to support the statements outlined in resource 9.2. (Teacher led to find quotations for first 2 statements to model how it is done) ( Extension – make up your own statements about the text and find quotations to support.)*Feedback completed statements + quotations.*Work as a class to turn these quotations and statements into a coherent piece of writing.*Class to copy down this piece of writingPlenary- Individuals to go through completed piece of writing, highlighting point, evidence and explanation in a different way. Eg through different colour highlighter, underlining in a different colour etc.

Must – Work collaboratively in order to identify quotations in support of the statements given

Should – *find quotations to support all statements.*Take an active part in contributing to class produced piece of writing.* Identify PEE in piece of writing.

Could – include individually identified statements and quotations to show how anxiety is shown.

English –R 5.2 6.2 6.3 W7.2 8.1 8.5 9.1 9.2 L 10.2

Key Skills Targets S 2,3,4,5,6,7E 1,2,3I 1,2,3,4,5C 1,2,5R 1,2,3,4,6,7

Resources9.1 PEE Mobiles 9.2 Anxiety in the home – using PEE

Lesson 10Understanding theme(chapters 11-12)

WALT – *To consider the term theme.*To explore how a theme runs through a book.

WILF – a completed flow diagram of all of the references to angels or flying in the text so far.

Starter –In pairs, discuss what has happened in the book so far. Are there any recurring incidents?Be prepared to feed back to the rest of the class.Teaching – discuss the concept of flying. Where are notions of flying found in the book? Why do you think Almond has included references to flying?Learning –Create a flow diagram of all of the references to angels or flying in the text so far. *Add 3 additional boxes to the flow diagram but do not fill in – will revisit in lesson 19.See resource 10.1 for template.Plenary – Write a definition of the word ‘theme’.What might a theme of ‘Skellig’ be?

Must – Complete the flow chart, including at least 6 references to flying.

Should –*Find at least 10 references to flying.*write a definition of the word ‘theme*identify a theme in Skellig

Could.- identify additional themes within the book

English – S+L 1.1 3.1 3.2 W 7.1

Key Skills Targets –S 2,3,4,5,6,7I 1,2,3,4,5,7C 1,2,4R 3,6,7T 1,2,3,4E 1,2,3

Resources 10.1 creating a flow diagram

Lesson 11Understanding subtext through close analysis of language(chapters 13 and 14)

WALT – understand the notion of subtextWILF – Identification of the subtext in the piece of writing that you will be analysing

Starter – identification of the hidden meanings in idioms and everyday phrases. List on board:Were you born in a barn? / A penny for your thoughts / Behind bars / difficulty making ends meet / half baked idea / the sky’s the limit / spit it out / have 40 winks / etcWhat do these phrases really mean? What is the subtext? Why not just say it?Write your own definition of the word subtext. Teaching – Read chapters 13 and 14Learning – Closely analyse extract outlined in resource 11.1 (p44-45)Shade all the words that show difficulty and struggling in pencil or light grey felt tip.Highlight all the words that show happiness or success in yellow.What do you notice about this piece of writing?Plenary – Subtext -What is really behind Michael’s plea to the man?Why does he seem desperate for the man to live?

Must –* shade at least 5 words that show negativity and 1 to show something positive* Have a written definition of ‘subtext’

Should –* identify all the negative and positive words in the extract* identify the subtext of the extract

Could. – Comment in detail on the subtext of the extract.

English – R 6.2 6.3L 10.2

Key Skills Targets –S 2,3,4,5,6,7E 1,2,3I 1,2,3,4,7C 1,2,3,4,5T 1,2,3,4,5

Resources 11.1 Close analysis of text

Lesson 12Metaphor(The Schoolboy - Blake)

WALT – *Understand how authors are influenced by other writers.*Understand how metaphor can be used effectivelyWILF – *identification of the metaphors within the poem*well thought out discussion and comment on why the metaphors are effective

Starter –William Blake cloze activityTeaching and learning – *Silent reading of the poem ‘The Schoolboy’ by Blake. Pupils to record initial thoughts about the poem using bullet points / key words / emotions that they feel when reading it.* Highlight all the metaphors in the poem*Draw a picture to represent each stanza * Write one sentence per stanza summing up what that verse is aboutExtension – the little vagabond activity see resource 12.4Plenary – 1) Why does Blake use metaphors in the poem? 2) Why are the metaphors he uses effective?3) How do you think this relates to Skellig?

Class to write views on above questions on a post it and stick to whiteboard- Discuss responses if time allows.

Homework- complete little vagabond or choice of other poetry activity

Must –* express a well thought out opinion about the poem * Draw a visual representation of each stanza

Should * Identify and comment on at least 1 metaphor in the poem

Could – identify all the metaphors in the poem and comment insightfully of their effect and meaning

English – R 5.1 5.2 5.3 6.1 6.2

Key Skills Targets –S 2,3,4,5,6,7I 1,2,3,4,6,7C 1,2,3,4,5E 1,2,3

Resources 12.1 Blake cloze activity12.2 Blake cloze activity teacher copy12.3 The Schoolboy12.4 The little vagabond12.5 Blake additional poetry activities

Lesson 13 Improving confidence and adding expression when reading out loud(Chapters 15, 16, 17 and 18)

WALT – vary our tone and expression when reading out loud.WILF – confidence shown through clear and expressive reading.

Starter – Review individual targets as set in lesson 8Teaching – Split chapters 15-18 into small sections – 20 pages so perhaps a page per student (increase from previous confidence lesson), judge according to pupil confidence – include even the weakest reader even if it means only having 2-3 sentences. Pupils to practise reading their allocated section and increase confidence in:pronouncing difficult words; trying out different voices for characters;Being conscious of the punctuation and how it guides reading;Varying pace;Standing up and reading clearly.CONCENTRATE ON INDIVIDUAL TARGETS FOR IMPROVEMENT.Allow approx 10 minutes.Learning – Read chapters 15-17 without pausing, class should be following so that they know exactly when to take over. Pupils should stand when it comes to reading their section.Plenary – Did they achieve their personal targets? What is the next area to improve? Homework – Think about and list at least at least 3 arguments why going to school is a good thing, and 3 reasons why being home schooled is a good thing. (In preparation for next lesson.)

Must – *work on own personal targets for improvement.* Participate in reading out loud in a class situation.

Should – Read with expression and use punctuation to guide reading.

Could – experiment with using different styles of voice for different characters.

English –S+L 2.1 2.2 4.1

Key Skills Targets –S 2,3,4,5,6,7I 1,2,3,4,5,7

Resources

Lesson 14Preparing for a debate

WALT – Prepare for a formal

Starter – Play the ‘yeah but… no but…’ game to highlight idea of counterarguments. (see resource 14.1 for outline)In 2 columns list how they think an argument is similar to a formal debate. How is it different?

Must –*take an active role in group work

English – S+L 1.1 1.2 2.1 3.1 3.2 W 7.1

Home schooling versus going to school

debateWILF – well thought out arguments, counter arguments and how to respond to arguments

Teaching – Introduce expectations and conventions of a formal debate – Outlined on A5 to be stuck in books. Discuss and highlight key factors.Allocate class their sides. – To challenge more able students place them on the opposing side to what they believe.Learning – *working in small groups list and develop the arguments they have for their side. *Allocate everyone in group a different point*individuals to think about and write down a counter argument for their point*and a response to the counter argument*small groups to prepare and write opening statement*Extension- prepare counter arguments and response for further pointsPlenary – On post its write down one argument and stick on white board

*list at least 5 arguments

Should - have a counterargument and response to at least 1 argument

Could. - have a counterargument and response to a variety of arguments

Key Skills Targets –S 2,3,4,5,6,7E 1,2,3,4I 1,2,3,7C 1,2,3,4,5T 1,2,3,4,5

Resources 14.1 Yeah but no but…14.2 expectations and conventions of a formal debate

Lesson 15The debate

WALT – Understand the conventions and expectations of a formal debate WILF – Full participation in debate

Starter – houses to read opening statementsTeaching – and learning – The debate!Plenary – Vote on winning side

Must – *Participate maturely – following the conventions of a formal debate*state at least 1 key point

Should – Be able to respond to at least one point made by opposing team and counter an argument made by them

Could. – Take a full and active role in debate stating points clearly and responding with insight to counter arguments

English – S+L 1.1 1.2 2.1 3.1 3.2

Key Skills Targets –S 2,3,4,5,6,7E 1,2,3,4I 1,2,3,7C 1,2,3,4,5T 1,2,3,4,5

Resources

Lesson 16Analysing character and validating our opinions

WALT – *closely analyse Mina’s character*Validate our

Starter – Adjective starter of choice.Teaching – Read chapters 19-20, class to be thinking about what makes Mina extraordinary as we

Must – contribute to paired discussion and use at least 3 adjectives to describe Mina.

English – R 5.1 5.2 6.1W 7.1L 10.2

(chapters 19-20)

opinions

WILF – *Powerful adjectives to describe Mina*Textual references (quotations) to support our descriptions

read.Learning –*In pairs, create a thought-shower of terms to describe Mina.*then find a quote from the text to prove everything written.Plenary – write a response to the question - How can we ensure that our opinions are taken seriously?

Should – Describe Mina using 5+ adjectives and find quotations from text to support all points made about her

Could. - Write an insightful response to the plenary showing full understanding of the importance of textual reference

Key Skills Targets –I 1,2,3,4,7C 1,2,3,4,5T 1,2,3,4,5S 1,2,3,4,5,6,7E1,2,3

Resources

Lesson 17Connotation, denotation and emotive and appealing language (chapters 21-22)

WALT – understand the terms connotation, denotation and emotive languageWILF – examples of the above with comment on the effect created through their use

Starter – connotation/ denotation starter resource 17.1 Homework - complete connotation denotation task resource 17.2Teaching – Read chapters 21 and 22Learning –Complete emotive language exercise (resource 17.3) in books.Pupils must use full sentences to complete.Plenary – Peer assessment to mark work

Must – *be able to identify the connotations of a series of pictures *respond to Qs a-d* participate in peer assessmentShould – *understand the difference between connotation and denotation*Respond to Qs e-h

Could. – *respond with insight and engagement to all tasks set- showing a high level of understanding in written work

English – R 5.1 5.2 5.3 6.2W 7.1 8.2 8.3 L 10.1 10.2

Key Skills Targets –S 2,3,4,5,6,7I 1,2,3,4,5,7C 1,2,3R 1,2,3,4,7,7E 1,2,3Resources 17.1 connotation denotation ppt17.2 connotation denotation worksheet17.3 emotive language

Lesson 18 Independent research (chapters 23-24)

WALT – become competent in independent researchWILF – a sensible and mature attitude when using the library / ICT suite

Starter – Research skills starter of choiceTeaching – Read chapters 23-24Learning – Using the topic areas outlined on resource 18.1 research the topic of angelsPlenary – In bullet points class to list the skills needed for research based on what they have been doing in the lesson

Must – *follow instructions and act in an acceptable way in the library / ICT suite*Have a bullet pointed list of skills needed for successful research

Should – begin research on Angels using resource provided

Could – use books and electronic resources in order to give a full and detailed response to research areas.

English – R 5.1 5.3 W 7.1L 10.1

Key Skills Targets –S 2,3,4,5,6,7I 1,2,3,4,5,7C 1,2,3,4,5

Resources Book ICT room and / or library18.1 researching angels

Lesson 19 Independent research

WALT – become competent in independent researchWILF – a sensible and mature attitude when using the library / ICT suite –

Starter – Go back to the flow diagram created in lesson 10 – find 3 additional references to flying to fill in the blanks.Teaching and learning – complete the research started in the previous lesson.Plenary – *Create 5 multiple choice quiz questions based on Angels*Create a question that links the subject of Angels with Skellig

Must – have a brief written response to all the areas outlined on the research sheet

Should – Have a more detailed written response to all the areas outlined on research sheet

Could. – Reflect on prior knowledge to show understanding of how the subject of Angels is linked to Skellig

English – R 5.1 5.3 W 7.1L 10.1

Key Skills Targets –S 2,3,4,5,6,7I 1,2,3,4,5,7C 1,2,3,4,5

Resources Book ICT room and / or library18.1 researching angels

Lesson 20 Creating tone (chapter 25)

WALT – Understand how tone is created in writingWILF – Identification of words and phrases used to create tone

Starter – Wings activity to recap previous chapterTeaching – *Read chapter 25 *using voice exercises explain the notion of tone. E.g. say a sentence in a variety of ways – what is it about voice, volume, pitch etc. that tells the listener what emotion is being conveyed.Could extend task using a mask so that class have no visual markers. Learning – Re read the first paragraph of chapter 25 (resource 20.2) in an angry tone. Then again in a soft tone. Ask class how should it be read – and how do they know?List the words and phrases that indicate how it should be read. (Extension – next to the words and phrases listed write all the connotations.)(written task) What title would you give the piece of writing and why?Homework – Imagine that you are very angry with a friend – write a diary entry that conveys your anger.Plenary – class to write on post it notes something that a writer does to convey tone - use as a passport out of lesson.

Must – *identify 5 ways in which tone is created

Should – Be able to comment on the tone of a piece of writing and use quotes to illustrate how tone is created

Could – incorporate understanding of connotation in written response to task.

English – S+L 1.1 2.2 3.1 4.1 4.2R 5.1 5.2 W 7.1 8.1 8.5L 10.2

Key Skills Targets –S 2,3,4,5,6,7I 1,2,3,6,7C 1,2,3,4,5E 1,2,3

Resources 20.1 Wings resource20.2 Creating tone

Lesson 21 Improving confidence and adding expression when reading out loud(Chapters 26, 27, 28, 29 and 30)

WALT – vary our tone and expression when reading out loud.WILF – Tone being conveyed through clear and expressive reading.

Starter – Peer assess diary homework – class to tick in red pen all the words and phrases that convey anger. Teaching – Split chapters 26-30 into small sections – 14 pages- ½ page per student, judge according to pupil confidence. Pupils to practise reading their allocated section with a special emphasis on tone. What tone is being conveyed and how will they convey this in their reading.Extension- while practising use different tones and read section in different ways – what is the effect of doing this? How does it change meaning?Allow approx 10 minutes.Learning – Read chapters 26-30 without pausing, class should be following so that they know exactly when to take over. Pupils should stand when it comes to reading their section.Plenary – How did they create tone? Ask class to identify individuals they thought were best at conveying tone. What was good about it? As a whole class what could be done to improve?

Must – *Participate in reading out loud in a class situation.*Consider the tone of the piece that you are reading and practise conveying tone

Should – Read with expression and convey the tone of the piece through use of voice

Could – experiment with changing the tone and identifying the effect this has.

English –S+L 2.1 2.2 4.1

Key Skills Targets –S 2,3,4,5,6,7I 1,2,3,4,5,7

Resources

Lesson 22 Magical language (chapter 31)

WALT – Identify magical language comment on the effect it has on the storyWILF –Well thought out explanation of how the writer uses language to create a dreamlike impression

Starter – write on board – Angel / Dream / MagicList connotationsTeaching – Read chapter 31Learning – complete magical language activity see resource 22.1Homework – write 2 paragraphs explaining how the writer uses language to create a magical dreamlike impressionPlenary – Write out favourite magical expression, with an explanation of what it is that makes it your favourite.

Must – *Write brief notes on all sections of magical language activity.*Identify favourite quote.

Should – Write more comprehensive and detailed notes about magical language and give explanation as to why you have chosen quote as favourite.

Could. – Complete magical language activity with insight, showing full understanding of the importance of magic in the book

English – R 5.1 5.2 6.1 W 8.1 8.5 9.1 9.2 L 10.2

Key Skills Targets –S 2,3,4,5,6,7E 1,2,3I 1,2,3,4,7C 1,2,3,4,5R 1

Resources 22.1 magical language

Lesson 23 Exploring how imagery is created (chapters 32, 33 and 34)

WALT – Understand how writers create images using languageWILF – a detailed picture of Doctor Death supported by textual references

Starter – Show picture of man (resource 23.1) class to list in bullets words to describe.5 minute challenge – use these words to write a full description of the man pictured.Teaching – Read chapters 32-34Learning – *Focusing on chapter 32 draw a picture of Doctor Death – this must be surrounded by quotes taken from the book to support what has been drawn.*Written task - Explain how the writer uses language (words) and images (word pictures) to create a negative impression of Doctor Death.Explain why the writer wants the reader to dislike Doctor DeathExtension- consider the techniques used by Almond to describe Dr Death. Can you use any of these to add to your description of the man pictured in the starter activity?Homework – Complete the picture and colour in neat.Plenary – Read out some of the descriptions of the man created in starter activity.What helps us create vivid images in our minds?

Must – *List ways to describe the man*write a full description using your list*draw and label Doctor Death

Should – complete the written task showing clearly has a negative impression is created.

Could - Complete the written task using PEE showing insight into how a negative impression is created*Add to own descriptive writing using some of Almonds techniques

English – R 5.1 5.2 W 7.1 7.2 8.1 9.1 9.2 L 10.2

Key Skills Targets –S 2,3,4,5,6,7I 1,2,3,4,6,7C 1,2,3,4,5E1,2,3

Resources 23.1 Imagery

Lesson 24 Understanding how Almond creates tension (chapters 35 and 36)

WALT – Understand some of the techniques that writers use to create tension WILF – Textual evidence to support assertions made about how tension is created.

Starter – Dictionary work – look up definitions for: Tension / stress / anxiety / nervous / apprehension / worry / trauma Rank these in order of most severe emotion down to least severe emotion.Feedback and discuss order.Teaching – Read chapters 35 and 36Learning – complete creating tension activity – resource 24.1Extension – Do you think Almond is successful in creating tension? Write a paragraph using PEE to support your answerPlenary – Write down what you consider to be the most effective way that Almond creates tension. Justify your choiceHomework Research the myth of Persephone Use library and or internetComplete the questions listed in resource 24.2

Must –* use dictionary to locate meanings to words* Find quotations for the first 5 statements

Should – Complete all 9 statements

Could. - Complete extension task showing understanding and insight into how tension is created through effective use of PEE

English – R 5.1 5.2 W 7.1 7.2 8.1 9.1 9.2 9.3L 10.1 10.2

Key Skills Targets –S 2,3,4,5,6,7E 1,2,3I 1,2,3,4,5,6,7C 1,2,3

Resources 24.1 creating tension24.2 Persephone research questions

Lesson 25 Improving confidence and adding expression when reading out loud(Chapters 37, 38, 39 and 40)

WALT – vary our tone and expression when reading out loud.WILF – Tone being conveyed through clear and expressive reading.

Starter – Peer assess homework discuss findings about Persephone.Why do they thnk this is relevant to the story?Teaching – Split chapters 37 - 40 into small sections – 15pages- ½ page per student, judge according to pupil confidence. Pupils to imagine being Michael and practise reading their allocated section. Focus on conveying tone while still reading loudly and clearly.Allow approx 10 minutes.Learning – Read chapters 37-40 without pausing, class should be following so that they know exactly when to take over. Pupils should stand when it comes to reading their section.What do you think Michael’s dad means when he say’s ‘It’s over, Son.’Plenary – Is it possible to create a sombre / sad tone and still read loudly?How does volume affect the way that something is read?

Must – *Participate in reading out loud in a class situation.*Consider the tone of the piece that you are reading and practise conveying tone while still reading loudly and clearly

Should – Read with expression and convey the tone of the piece through use of voice

Could – Comment with insight on the affect that volume has on a reading.

English –S+L 2.1 2.2 4.1

Key Skills Targets –S 2,3,4,5,6,7I 1,2,3,4,5,7

Resources

Lesson 26 Looking at events from an alternative perspective (chapters 41 and 42)

WALT – Understand events from another’s point of view (perspective)WILF – An extract of writing- written from the perspective of Skellig

Starter – Show the Guardian advert ‘the whole picture’ http://uk.youtube.com/watch?v=SMKScopMnKI Pause at various points to ask what perspective they have on what is happening. Class to jot down in bullets/ note form their opinion. How will the people shown view what’s happening? What is perspective? How does it differ between different people? What can affect perspective?Teaching – Read chapters 40 and 41Learning –* In small groups discuss the events from Skellig’s perspective.*Feedback to class. At least one point / comment / insight per group.Written task – Rewrite the incident as described on pages 149 – 151 (The dream - resource 26.1) from Skellig’s perspective. Plenary – Hear what a selection of pupils have written so far – what is good about it? Highlight areas for improvement. Homework – complete written task.

Must – *express an opinion on what is happening in the advert.*Take an active part in group discussion*Write the first paragraph of written task

Should – Write 2 paragraphs of written task

Could. - Rewrite the extract convincingly from Skellig’s perspective

English – S+L 1.1 1.2 3.1R 5.1 5.2 6.1 W 7.1 7.2 8.1 8.5 9.1 9.2

Key Skills Targets –S 2,3,4,5,6,7I 1,2,3,4,6,7C 1,2,3,4,5R 1,2,3T 1,2,3,4,5E 1,2,3

Resources 26.1 The Dream

Lesson 27 Tying up loose ends (chapters 43 and 44)

WALT – Understand writer’s purpose and how they draw a story to a conclusionWILF – Explanations (of listed quotations) that show clear understanding of writer’s purpose

Starter – Thought shower what will happen in the final chapters. What will happen to Michael, his family, the baby, Skellig and Mina?Teaching – Read chapters 43 and 44Learning – Complete the chart as outlined in resource 27.1Extension – Can you think of any more loose ends that need to be dealt with in the final chapters?Plenary – teacher led discussion centred on how happy / satisfied the class are with resolutions so far.What might they do differently if they were going to write the ending to the book?

Must – Complete the grid showing some understanding of how Almond has tied up loose ends

Should – show clear understanding of writer’s purpose through more detailed comment

Could. – Find examples of additional loose ends, with detailed commentary showing insight into the writer’s purpose.

English – R 5.1 5.2 6.2 W 7.1 8.1 9.1 9.2 L 10.2

Key Skills Targets –S 2,3,4,5,6,7E 1,2,3I 1,2,3,4,C 1,2,3,4,5

Resources 27.1 tying up loose ends

Lesson 28To the end and beyond… (chapters 45and 46)

WALT – Use our imaginations to predict and speculate about what happens to the characters when the story is overWILF – imaginative and well written sequels to Skellig.

Starter – Who do you think Skellig was? Where is he going?Teaching – Read final two chaptersLearning – write the opening paragraph to a sequel. It should have a title; introduce the main character, and have an indication of what the ‘problem’ will be.Plenary – pupils to swap books with peers, highlight what is good about what is written so far, what could be done to improve?

Must – *Express and write down an opinion as to who Skellig is.*Write the opening paragraph to ‘The sequel’ along with giving it a title.*Identify a positive point in peer work and 1 area for improvement

Should –*include some detail about the main character in the sequel and a well thought out ‘problem’

Could. - Write a developed and imaginative opening paragraph to the sequel.

English – S+L 1.1 1.2 3.1 3.2 R 5.1 5.2 W 7.1 7.2 8.1 8.4 8.6 9.1 9.2

Key Skills Targets –S 2,3,4,5,6,7I 1,2,3,4,7C 1,2,3,4,5R 1,2,3,4E 1,2,3

Resources