Subject: English Scheme of Work: Spy Fiction Term

English @ SAA

Subject:

English

Scheme of Work: Spy Fiction

Term: Autumn/Spring/Summer

Topic / Unit(s)

Overview / Context Students will study a range of extracts from Spy fiction. They will cover:

summary skills

the structure and language concepts for Literature and Language

the use of language and how it creates effects

Reviewing SPAG writing skills

Assessment/Mastery

Success criteria

Curriculum Opportunities

SMSC Spiritual Moral Social Cultural

Assessment Opportunities

PAIR Marking to be completed:

Spring Term 1:

Week 2/3 - Formative assessment: Write the opening page to your own spy story.

Week 5 - Summative assessment: Write a spy fiction narrative that includes the character in the image.

Spring Term 2:

Week 3 - Formative reading assessment: How does McGirt create a sense of danger in Bullets for Breakfast?

Week 6 - Summative reading assessment: How does Horowitz create tension in the extract from Scorpian Rising

Assessment Cycle:

English @ SAA

1 2 3

Key Vocabulary

Wider Reading

Teacher Notes Resources for schemes are in shared area. Assessments are attached to scheme

English @ SAA

The Three Peaks

Objectives

Teaching and Learning Activities Assessment Notes

Lesson 1

1. Gathering.

Select relevant ideas

2. Processing Explain features of a successful spy film

3. Applying

Conventions of Spy genre

Bell task: Music played as students enter (suggestion: Bond Theme) and students have to link music to images

Learning toolbox:

Circle map for ideas about expectations of a spy novel

Tasks:

Discuss and define – students write down definition

Students discuss – what makes a successful spy film? Watch three clips and students add to their circle map in green pen

Plenary: Students create a ‘Wordle’(LA), a brief How to Guide (A) or a recipe (MA) for ‘The Perfect Spy story.

Teacher to choose from:

1. Use of traffic light cards to check understanding

2. Targeted questioning or random using popcorn, name generator, lollipop sticks etc.

3. Self/Peer assessment 4. MWB responses 5. Question wall 6. Quiz 7. Journal evaluation

Resources:

Students need books

Key Vocabulary/Literacy opportunities

Convention

Genre

Theme

Marking Opportunity:

Red pen live marking

Recall/Homework:

SMSC:

Misconceptions:

Lesson 2

1. Gathering.

Name word/phrase types

2. Processing

Reason why spy fiction would include certain phrase types and punctuation

3. Applying

Language devices used in Spy fiction

Bell task: Note down and discuss ideas - Why do we study language?

Learning toolbox

Yellow hat – benefits of language

Habits of mind- persist new skill

Tasks:

Students are to list what kind of word types they think would need to be used in spy fiction and justify why.





Resources

Key Vocabulary/literacy opportunities

Terminology

Language

Effect


English @ SAA

Teacher to introduce/revise the key phrase types (noun, adjective, verb and adverbial) Students are to write down definitions of each phrase types and provide examples that may be suited to the spy genre.

Finally, students are to consider what kind of punctuation may be used in a spy narrative and explain why.

Plenary: Proofreading Plenary – students are to read all of their points made this lesson and check that they have fully developed all explanations (could be a point to discuss how you know this has been done- because/as etc.)

Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 3

1. Gathering.


2. Processing

Sort out ideas needed for an answer

3. Applying

Developing vocabulary choices

Bell task: Display an example of a weak sentence. Students must aim to improve the ’weak’ vocabulary.

Learning toolbox

Green Hat – Ideas

Tasks

Introduce ‘Banned Words’ – Good / Bad / Happy / Sad / Scared / Saw / Said – Students to note these down

•In small groups (mixed ability) students are to use thesauri and dictionaries to fill a large piece of sugar paper with improved vocabulary put into sentences. (MA – These must be linked to the spy genre)

•Each group is to take it in turns to read some of their best examples out while the rest of the class note down at least one improved sentence per banned word.

Plenary Choice from department folder





Resources:

Key Vocabulary/Literacy opportunities Ambitious Sophisticated Effective


Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Lesson 4 1. Gathering.

Selecting more ambitious vocabulary

2. Processing

Linking given scenes with appropriate vocabulary for impact

3. Applying

Evaluate the use of vocabulary

Consciously selecting vocabulary for effect

Bell task: Display more ‘weak’ words – Big/Small/Went – students to write an improved sentence for each linking to spy genre

Learning toolbox:

Green cap – ideas about vocabulary choices

Tasks: Using either an image / sound clip as stimuli, students are to work in mixed ability pairs to write two to three paragraphs describing the scene. They should be primarily focusing on their choices of language, but this could be a stretch and challenge opportunity for sentence structures / punctuation challenges.

Once completed, the pairs are to swap their piece with another group who are to highlight where they believe ambitious vocabulary has been used.

Plenary: Students are then to self-assess their work and set a target for themselves regarding vocabulary choices





Resources


Effective

Deliberate

Engaging


Self-assessment

Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 5

1. Gathering.

Select an appropriate structure

2. Processing

Link images to create a cohesive narrative

3. Applying

Structuring narratives

Bell task: Display image of a mountain. Students to note down how it is like a story.

Learning toolbox:

Green cap – ideas

Blue cap – planning

Tasks:

Discuss and define key words in jotters

In groups of two or three, students are given images from ‘The Spy Who came in from the Cold.’ (Do not reveal title to students) They must try to arrange the 8 images into an order to produce a spy story. They must make a plan as a group, including a character name, situation and title.





Resources:


Structure

Narrative

Cohesion


Recall/Homework:

SMSC:

English @ SAA

• Each member of the group will then be assigned ‘Beginning (Exposition) / Middle (Climax) / End (Resolution).’ They will be given 15 minutes to use their images to write a rough story.

• Students re-group to read their stories as a whole. They can take this opportunity to aim to create cohesion between each section.

Plenary: Choice from department folder

Misconceptions:


Select an effective protagonist’s name

2. Processing

Explain how features are relevant to a genre

3. Applying

Evaluate the structural impact of genre features

How writers create effective openings to engage the reader

Bell task: Create a protagonist’s name. Justify why it makes an effective name for a spy

Learning toolbox:

Bubble map

Green Hat – Ideas

Tasks:

Complete a bubble map for the best ways to start a spy story.

Rank 5 methods from most to least effective and justify their first and last place answer.

Read Bourne Prologue extract and identify spy fiction features (e.g. Pronouns that create mystery / Verbs and adverbs that create action) and annotate

Select the top three textual references (training students to carefully select quotes and use quotation marks) and explain how they suit the spy genre

Evaluate how effective they are for an opening page






Resources

Bourne Prologue Extract

Key Vocabulary/literacy opportunities • Evaluate • Engagement • Establish


Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 7

Effective cliff hangers Teacher to choose from: Resources:

English @ SAA

1. Gathering.

Describe effective endings to a narrative

2. Processing Analyse a range of narrative endings

3. Applying

Evaluate the most effective narrative ending

Bell task: Students answer: What does the ending to a story need to have? How is it different to the end of a chapter?

Learning toolbox:

Tasks:

Discuss: What is the point of a cliff-hanger? When does a writer need to use one?

‘What Not To Do’ – Students are to create a class list of ‘Banned Cliff-hangers / Endings’ (e.g. happily ever after / and then I woke up etc.)

Students to examine a range of cliff-hangers from across a range of genres. They are to evaluate the most effective and list what questions they have about the rest of the story from the ‘best’ one selected.

Plenary: Students to set mini-targets for the start and ending to their assessment. What do they need to ensure they do?




Key Vocabulary/Literacy opportunities • Suspense • Reader • Mystery


Recall/Homework:

SMSC:

Misconceptions:

Lesson 8

1. Gathering.

Match images to a feature of spy genre

2. Processing

Distinguish between different meanings created by punctuations

3. Applying

Consciously using punctuation for effect

Bell task: Images linking to tension – what links these images?

Learning toolbox:

Green cap - ideas

Tasks:

•How does changing the ending piece of punctuation in a sentence change the meaning? Teacher shows a sentence using a full stop, question mark and exclamation to show how it changes the tone of a sentence. • Students are to consider the direct effect of specific structures. They need to fully explain what effect each piece has on the reader. (ending punctuation, speech punctuation, brackets, lists etc.) • Students are to be given an extract with no punctuation and they are to add it where appropriate to build tension.





Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

They should highlight where they have consciously used punctuation and annotate it with the effect that it is giving.


The Three Peaks

Objectives


Lesson 9

1. Gathering.

Name key features of the perfect spy character

2. Processing

Compare different spy character features

3. Applying

Developing a leading character

Bell task: Fill in the gingerbread outline with traits for making the perfect spy - discuss

Learning toolbox:

Green Hat Ideas

Tasks:

• Define all key vocabulary and students write down definitions.

• Class to make a Spy Protagonist Success Criterion based on their gingerbread man.

• Independently, they must then complete a character profile for who will be their leading character in the Formative Assessment. This needs to include: a description; gadgets or technology; his/her antagonist; his/her mission.





Resources:

Ginger bread man outline

Key Vocabulary/Literacy opportunities • Protagonist • Perspective • Characteristics


Peer-assessment

Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

• Students are then to share their ideas with their partner and see if they can develop their own further.



Describe how an image relates to narrative

2. Processing 3. Applying

Improving Literacy Skills

Bell task: Image of a jigsaw: How is this image like a piece of writing?

Learning toolbox

Green Hats Ideas

Tasks:

Students are to be given one or two personalised literacy tasks based upon previously marked work. They are to complete these to develop their knowledge prior to formative assessment






Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


English @ SAA

Lesson 11 1. Gathering. 2. Processing 3. Applying

Formative Assessment

Bell task

Learning toolbox:

Green Hat Ideas

Habit of Minds: Striving for accuracy

Tasks:

Formative Assessment: 1 Lesson in exam conditions. No teacher input or dictionaries to be used at this time. Assessment Title: Write the opening chapter to your own spy story.






Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 12

1. Gathering.

Name key spy genre features in a media text


Create an effective spy film poster

Bell task: Display film cover – identify spy features and evaluate impact

Learning toolbox:

Green cap – ideas

Blu cap - planning

Tasks:

Students are to design their own spy poster using their assessment as inspiration

• Once completed, students must evaluate why they believe their spy poster is effective and how it will attract an audience to come and see their film.






Resources

Key Vocabulary/literacy opportunities • Conventions • Audience • Evaluate


Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Lesson 13

1. Gathering.

Match sentence types with definitions

2. Processing

Analyse the impact of sentence types

3. Applying

Evaluate and the impact of and use different sentence types

Effect of sentence types

Bell task: Students are to identify which sentence is which type – mix and match term/definition/example

Learning toolbox:

Green Hats – Ideas

Tasks:

• Whiteboards: Teachers are to put a different sentence type on the board and students decide on simple, compound or complex.

• Teachers are to demonstrate the effect that each sentence type has. Students are to make notes on this.

• Students are to re-read The Bourne Imperative Prologue in pairs. They are to annotate what type of sentences they can see being used and what effect they think this sentence is having.

• Students are to be given a spy scenario/mission. They have to write a paragraph varying their sentence types for effect using the extract as stimulus






Resources

Whiteboards

Key Vocabulary/literacy opportunities • Simple • Compound • Complex


Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives



Selecting Ideas

2. Processing

Inferring ideas from a text

3. Applying

Developing Paragraphing Skills

Bell task: bubble map – understanding of paragraphs

Learning toolbox

Green Hat - Ideas

Bubble map

Tasks:

• Teachers are to run through the basic rules of TipTop and students are to note these down. (MA - With this, a





Resources Two Paragraphing extracts Bourne Extract

Key Vocabulary/literacy opportunities • Structure • Focus • Cohesion


English @ SAA

discussion could also be had regarding connectives/ discourse markers)

• Students are to receive one of two extracts from spy fiction with no paragraphs. Independently, they are to add the no paragraph symbol (//) to where they believe there should have been a break. They will then swap with their partner (who has the second extract) and annotate a second extract as to whether they agree or disagree about the positioning of a paragraph symbol. Alternatively, students could copy out one of the extracts to practise indenting/beginning a new paragraph correctly.

Plenary: Top Tips for paragraphing

Recall/Homework:

SMSC:

Misconceptions:


Selecting Ideas

2. Processing

Inferring ideas from a text

3. Applying

Evaluate how the text impacts the reader

Developing characterisation

Bell task: Display image of Fritz Joubert Duquesne – student note down questions about him

Learning toolbox

Habits of mind – persisting

Caps – green ideas

Tasks:

• Students are to read the information give about Fritz Joubert Duquesne. Independently, they are to write a 30 word summary based on what they have learned.

• Verbal reminder of the definitions of the key words

• Students are to design an effective narrative around this character, imagining that he is the protagonist (LA – This can be the basis of their assessment instead of the image) Using the planning grid, they have to design a mission, setting and villain to create their story.

• Verbal feedback from students to demonstrate good examples of narrative structures.

Plenary: Return to questions from bell taks – can any be answered?





Resources Information on Fritz Joubert Duquesne – page 3 of ‘Skills for writing’ book Planning Sheet

Key Vocabulary/literacy opportunities • Character • Protagonist • Antagonist


Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

The Three Peaks

Objectives



Describe how an image relates to our learning


Reflection Lesson

Bell task: Higher Level Thinking Image (suggestion: someone looking backwards) – How can you apply his image to learning?

Learning toolbox:

Habits of mind- Persist

Tasks:

• Students are to complete a small personalised task based on their feedback before reflecting in full.

• Students rewrite a section in green pen and then underline/highlight where they have achieved their target

Plenary





Resources Green pens


Resilience

Reflection

Improvement


Recall/Homework:

SMSC:

Misconceptions:

Lesson 17

1. Gathering.

Recall understanding of speech punctuation

2. Processing

Distinguish between direct and indirect speech

3. Applying

Speech Punctuation

Bell task: note down what is understood about speech punctuation

Learning toolbox:

Green Hat - Ideas

Habits of mind- Think before acting

Tasks:

• Students are to sit in pairs and write a six line script about spies or spy fiction. They both need to have a copy within their exercise books.

• Define and discuss the differences between direct and indirect speech.

• Focus on the three key sentences in speech: Statements, Questions and Exclamations. Students are to write





Resources

Key Vocabulary/literacy opportunities • Direct • Indirect • Speech


Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

down the rules for how to use each type of sentence. (Students may need whole class modelling / small practise tasks)

• In pairs, students are to write their script as a conversation in a narrative. (LA – need to use at least three synonyms for ‘said’ / A – Banned from using said – must have 6 different synonyms / MA – 6 different synonyms for said and try change the position of the speech within their sentence.)

Plenary: Exit passport – checking for understanding – do they students have any concerns?

The Three Peaks

Objectives


Lesson 18 1. Gathering. 2. Processing 3. Applying

Personalised Literacy

Bell task: Code- breaking activity – Answer to be ‘Personalised Literacy’

Learning toolbox:

Habits of mind - persist

Tasks:

• Students are to be given one or two personalised literacy tasks based upon their formative assessment targets. Students must write down the rules of the skill they need to improve as well as completing a practise task.

• Students are to set up three personal targets they wish to achieve in their Summative Assessment.






Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA


Name key features of a narrative structure

2. Processing

Sort ideas

3. Applying

Evaluate how the text impacts the reader

Developing an effective narrative

Bell task: Students to be given image of a bell curve and without using their books, they have to label the points of a narrative

Learning toolbox:

Green cap – Ideas

Blue cap - Planning

Tasks:

• Students are to plan their assessment using the planning grid, noting what they will include in each section of their story (Exposition / Conflict / Climax / Resolution)

• Students will also set three personal SMART targets for their assessment and explain how they will know they have achieved their target






Resources Pg 42/43 Narrative structure piece Bell Curve – Starter Planning Sheet



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


English @ SAA

Lesson 20

1. Gathering. 2. Processing 3. Applying

Summative Assessment

Bell task

Learning toolbox:

Green – Ideas

Blue cap - Planning

Tasks:

Summative Assessment: 1 Lesson in exam conditions. No teacher input or dictionaries to be used at this time.

Assessment Title: Write a spy fiction narrative including the character in the image.

NB this image could be Fritz Joubert Duquesne

Plenary: Re-read work and edit.





Resources



Recall/Homework:

SMSC:

Misconceptions:

Half Term

English @ SAA

Lesson 1

1. Gathering. Select relevant ideas

2. Processing Explain feelings based on the text

3. Applying

Bell task: Image starter linking to resilience. Students to discuss why we need to be resilient.

Learning toolbox:

Habits of mind - Persist

Tasks:

• Students are to complete a task based on their personal ‘Improvements’ needed in their previous writing assessment BEFORE completing their green pen reflection task

• Students rewrite a section in green pen and then underline/highlight where they have achieved their target

Plenary : Choice from department folder





Resources:

Students need books



Green pen reflection

Recall/Homework:

SMSC:

Misconceptions:


Select relevant information

2. Processing

Inferring hidden ideas from a text

3. Applying

How to textual reference

Bell task Skimming and scanning: Where’s Wally? image and students explain how they found him

Learning toolbox:

Circle map

Green – ideas

Tasks:

• Display short extract from ‘Stormbreaker’ on the board with the question: ‘What kind of gun does Alex’s enemy have? How do you know?

• Teacher to explain the three golden rules of textual referencing: relevant, short, quotation marks

• Teacher is to create a series of comprehension questions regarding the extract. Students are to peer assess awarding three marks for every quote collected

• MA- Teacher should be including questions that require students to make inference rather than simple fact finding

Plenary Write a text to a friend summarising how to collect a textual reference





Resources

Stormbreaker extract



Peer assessment

Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

The Three Peaks

Objectives




2. Processing

Infer hidden meanings of words from a text

3. Applying

Judge own understanding of a skill

Analysing Language

Bell task Series of random words displayed on the board as the students enter. Staff to ask what each word makes them think about (word association)

Learning toolbox:

Green – Ideas

Tasks:

• Create a class definition for the skill ‘analyse’. Explain why learning to analyse will be important later in life.

• Teacher to give students a series of quotes from books/films. Teacher to model how to ‘explode’ a quotation. Students to work in pairs to analyse a second, then independently to analyse a third

• Teacher to model how this would then be put into a paragraph. Students to independently try their own (using sentences starters / using some guidance / independently)

Plenary: Exit passport: any misconceptions or questions about the skills




3. Self/Peer assessment

4. MWB responses

5. Question wall

6. Quiz

7. Journal evaluation

Resources

Key Vocabulary/literacy opportunities • Explanation • Development • Effect


Recall/Homework:

SMSC:

Misconceptions:

English @ SAA


Recall understanding of explanations

2. Processing

Develop explanations

3. Applying

Evaluate own work

Creating developed explanations

Bell task Images linking to explanations and the students should figure out the skill being demonstrated

Learning toolbox

Green – Ideas

Tasks:

• Class to consider when in life they will need to be able to develop effective explanations. Generate a class list.

• Teacher is to provide 4 simple statements (with no explanation) regarding a topic of their choice. Students are to create their own 4 statements about wither their pet/ favourite sport or team / favourite book or movie.

• Teacher is to model an effective explanation based on their statements; students need to find techniques used by teacher; create class checklist (MA – semi colons, dashes and brackets to add clauses should be encouraged).

• Students create their own developed explanation. They must then highlight where they have used the devices given.





3. Self/Peer assessment

4. MWB responses

5. Question wall

6. Quiz

7. Journal evaluation

Resources

Key Vocabulary/literacy opportunities • Because • Detail • Reasoning


Self-assessment of explanations

Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 5

1. Gathering.


2. Processing

Make inferences about a text

3. Applying

Developing inference skills

Bell task: dictionary race – students are to find the definitions of the key words

Learning toolbox

Green Cap - Ideas





3. Self/Peer assessment 4. MWB responses

Resources

Key Vocabulary/literacy opportunities • Inference • Deduction

• Justification

English @ SAA

Tasks:

• Teacher is to use a series of images to help students understand of to develop inferences. (Teacher is to use targeted questioning to support LA)

• Teacher is then to move onto using poster starting to consider what they can infer about the language included

• Then teacher is to use a small text and have students independently develop inferences and use textual references to justify their responses

• Students are to proofread their responses to ensure they have justified all responses. ‘

5. Question wall 6. Quiz 7. Journal evaluation


Recall/Homework:

SMSC:

Misconceptions:

Lesson 6

1. Gathering.

Describe emotions felt in relation to a text

2. Processing

Analyse the impact of texts on an audience

3. Applying

Judge my understanding of a key reading skill

Effects of language

Bell task: ‘How can we be affected by something?’ question to be displayed on the board; students to discuss.

Learning toolbox

Green Cap – Ideas

Red cap - emotions


Tasks:

• Teacher to define difference between effect / affect

• Class to create a list / mind map of how they could be affected by a text (think / feel / imagine / question / impression / wonder etc.)

• Teacher is to use similar structure to the previous lesson: consider images; then posters; then a small text and what the effects of these are. (MA – Should be encouraged to consider alternative effects)

• Students to summarise their understanding of effects and inferences to demonstrate their understanding of these skills

Plenary Exit passport – Any questions or difficulties to be written and handed to teacher





Resources

Key Vocabulary/literacy opportunities • Explanation • Affect • Effect


Recall/Homework:

SMSC:

Misconceptions:

Lesson 7

1. Gathering.

Developing analytical paragraphs

Teacher to choose from: Resources

English @ SAA

Selecting relevant ideas

2. Processing

Distinguishing between different parts of PETAL

3. Applying

Evaluate my understanding of PETAL

Bell task: ‘Thunks’ starter to engage students

Learning toolbox

Green Cap - Ideas


Tasks:

• Teacher is to remind students of the PETAL structure (printed for LA/SEND).

• Teacher is to explain what kind of questions require PETAL paragraphs (clear initial misconceptions about the difference between writing and reading assessments)

• Teacher is to provide an example PETAL paragraph where students should colour code each section of the PETAL structure. Use one of the Horowitz(not Scorpion Rising) extracts already previously seen by the students.

Plenary Exit passport – Any questions or difficulties to be written and handed to teacher




Horowitz extracts (electronic only – See English Shared Area) DO NOT USE SCORPION RISING

Key Vocabulary/literacy opportunities • Structure • Analyse • Effect


Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 8

1. Gathering.

Recall and improve knowledge of PETAL

2. Processing

Distinguish between the different parts of a PETAL paragraph

3. Applying

Developing analytical paragraphs

Bell task: clear any misconceptions about their first lesson on PETAL paragraphs

Learning toolbox

Green cap - ideas

Tasks:

• Teacher is to use Shared Writing based on an extract to demonstrate how to construct the PETAL paragraph – again students are to colour/create a key in their paragraphs to show each section clearly

• Students are to work in pairs to create their own ‘Shared PETAL’ paragraph to practise creating these





Resources:

Key Vocabulary/Literacy opportunities • Writer • Because • Demonstrates


Recall/Homework:

SMSC:

English @ SAA

structures. (MA – If teacher feels the students have a clear understanding, this can be attempted independently)


Misconceptions:

Lesson 9

1. Gathering.

Select four facts about a character

2. Processing

Make inferences about a given text

3. Applying

Evaluate the effectiveness of a writer’s character

How writers build character

Bell task: What do they understand about the term ‘fact’?

Learning toolbox:

Green Cap- Ideas

• Students are to ‘Find Four Facts’ about the villain in the extract ‘Building Character Description’

• Independently, students are to sketch the villain using the description given by Horowitz and label it clearly with textual references

• Students are also to answer the questions on the worksheet given to develop their inference skills Q1 and 2

• Evaluate the effectiveness of character creating by answering Q3






Resources

Pg 16 ‘Building Character Description’

Key Vocabulary/literacy opportunities • Villain • Writer • Deliberate


Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 10

1. Gathering.


2. Processing

3. Applying

Creating an effective plan

Bell task: Show the students images linking to plans and consider why they may need to use effective plans

Learning toolbox:

Tree map

Blue cap - planning

Tasks:

• Teacher is to introduce assessment question and demonstrate how to deconstruct it





Resources:



Recall/Homework:

English @ SAA

• Students are to spend time planning 2 to 3 PETAL paragraphs answering the given question.

• Differentiation: LA Read extract as class and supply a planning grid with a modelled plan to show students what you are looking for (SEND may require sentence starters)

• A Read extract as a class and provide a planning grid with a model but without sentence starters

• MA Students are to independently read the extract given and have tome to skim and scan for their own references. They may be given an empty planning grid with a model, but no stem sentences or extra guidance

Plenary : Choice from department folder

SMSC:

Misconceptions:

Lesson 11

1. Gathering 2. Processing 3. Applying

Formative Assessment

Bell task

Learning toolbox:

Habits of Mind - Persist

Green Hat – Ideas

Habit of mind- Think before acting

Exam conditions. No teacher input or dictionaries to be used at this time. Assessment Title: How does McGirt create a sense of danger in Bullets for Breakfast?






Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


English @ SAA

Lesson 12

1. Gathering.

2. Processing

3. Applying

If needed - Complete Formative Assessment

Assessment Title: How does McGirt create a sense of danger in Bullets for Breakfast?





Resources:



Recall/Homework:

SMSC:

Misconceptions:

Lesson 13

1. Gathering.

Recall how writers create tension

2. Processing

Explain how the writer creates tension

3. Applying

Evaluate and improve the level of tension within a text

How writers create tension

Bell task: How do writers create tension? Students to create circle map of prior knowledge; teacher should add examples should their knowledge be limited

Learning toolbox:

Green Cap - Ideas

Circle map

Redcap - emotions

Tasks:

• Students are to be given the extract from ‘The Hidden Man.’ They should highlight where they believed these techniques are being used and annotate what technique is used by the writer

• Students should select the three most effective textual references from the text and evaluate why they are so effective. The should consider what technique is used, why (and what the effect is on the reader)

• Students could be given a poorly written extract and should rewrite it using the techniques of writing to create tension





Resources

Key Vocabulary/literacy opportunities • Structure • Language • Purpose


Recall/Homework:

SMSC:

Misconceptions:

English @ SAA


The Three Peaks

Objectives


Lesson 14

1. Gathering

Recall key word types

2. Processing

Analyse the language used to create effects

3. Applying

Evaluate the impact of a writer’s choice of language

Close analysis of language choices

Bell task: Mix and match activity / whiteboard start reminding students about the key word types

Learning toolbox:

Green Hat Ideas

Habits of mind Persist

Tasks:

• Teacher to provide students with a sentence using simplistic vocabulary in comparison to sophisticated vocabulary. Students to consider what effect specific words can have by ‘exploding’ quotations.

• Students are to be given an assessment style question regarding the ‘Hurricane Gold’ extract. They are to find their own examples of where language has been used effectively and explode their own quotations.

• Students are to carefully select one quotation to explode and put it into a full PETAL paragraph using any targets from previous feedback to develop their reading skills






Resources:

‘Hurricane Gold’ extract

Key Vocabulary/Literacy opportunities • Subject • Terminology • Analysis


Recall/Homework:

SMSC:

Misconceptions:

Lesson 15

1. Gathering.

Describe understanding of ‘resilience’


Reflecting on reading skills

Bell task Image linking to reflection. Students to discuss why we need to be resilient.

Learning toolbox

Green Hats Ideas

Habit of Mind – persist



2. Targeted questioning or random using popcorn,

Resources



English @ SAA

Tasks:

• Students are to complete a small personalised task BEFORE reflecting in full.

• Students rewrite a section of their reading assessment in green pen and then underline/highlight where they have achieved their target


name generator, lollipop sticks etc.


Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives



Recall why writers need to build tension

2. Processing

Independently identify and analyse the tension within an extract

3. Applying

Revising skills of tension building

Bell task: ‘Why does a writer need to create tension?’ displayed for students to discuss as they enter

Learning toolbox

Habits of mind – persisting

Caps – green ideas

Tasks

• Teacher is to introduce assessment question and have students independently deconstruct – class feedback to ensure students understand the question

• Teacher is to provide a series of short instructions to help students independently analyse the assessment extract:

1. Read the extract 2. Highlight words and phrases that create tension

throughout the extract 3. Annotate what technique / word type has been used 4. Extension: Add to that annotation what the effect of the

technique is

• Students are to Think/Pair/Share with a partner and group to collect anymore information they haven’t already found






Resources

Assessment extract – ‘Scorpia Rising’



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA


Select the most relevant ideas

2. Processing

Analyse the impact of the relevant ideas

3. Applying

Assessment Planning

Bell task:

Learning toolbox:

Blue cap - planning

Tree map

Tasks:

• Students are to spend time planning 2 to 3 PETAL paragraphs answering the given question – this could be on a tree map

• Differentiation: Read extract as class and supply a planning grid with a modelled plan to show students what you are looking for (SEND may require sentence starters)

• Read extract as a class and provide a planning grid with a model but without sentence starters

• Students are to independently read the extract given and have tome to skim and scan for their own references. They may be given an empty planning grid with a model, but no stem sentences or extra guidance






Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 18 Summative Assessment

In exam conditions. No teacher input or dictionaries to be used at this time.

Assessment Title: How does Horowitz create tension in the extract from Scorpia Rising?





Resources

‘Scorpia Rising’ extract



Recall/Homework:

SMSC:

English @ SAA

Misconceptions:

Lessons 18 - 25 NB data input is due approx Friday 23rd March

Staff should use lessons 18 - 25 to revisit and consolidate skills

Subject: English Scheme of Work: Spy Fiction Term

Documents

Transcript of Subject: English Scheme of Work: Spy Fiction Term