Schemes Of Work: Travel Writing

1 Scheme of Work: Travel Writing Year: 10 Duration: 2 weeks

Expectations

Most pupils will be able to identify a range of linguistic devices in two different pieces of travel writing, and be able to use some of these devices in order to produce their own detailed and interesting piece of travel writing.

Some pupils will not have progressed so far and will read two different pieces of travel writing in order to gain ideas for their own writing. They will learn about a range of devices, and be able to use simple linguistic devices to produce a detailed description of a place.

Some pupils will have progressed further and will be able to identify a range of linguistic devices in two different pieces of travel writing, including those which are not explicitly taught in this scheme of work. They will be able to gain inspiration from these writers, and use the devices with subtlety to produce an original and interesting piece of travel writing.

Pieces suitable for KS4 Assessment

Original writing coursework: ‘And so I went to….’

Resources

Bill Bryson, ‘Notes from a Small Island’, chapter 25

Ffyona Campbell, ‘One Foot through Africa’, in ‘Real People, Real Places’

En1 – Speaking and Listening  Speaking (1b, e, g)  Listening (2f)  Group discussion and interaction (3b)

En2 – Reading  Reading for meaning (1a, b, c)  Understanding the author’s craft (1g, j, k)  Literature (8b)  Non-fiction (9a)

En3 – Writing  Composition (1a, b, c, d, e, f)  Planning and drafting (2a, b, c)  Spelling (4d, e)  Handwriting and presentation (5a, b, c)  Writing for thinking (10)

Objectives

Year: 10 En1 – Speaking (1b, e, g); Listening (2f)

Term: En2 – Reading for meaning (1a, b, c); Understanding the author’s craft (1g, j, k); Literature (8b); Non-fiction (9a) Autumn

En3 – Composition (1a, b, c); Spelling (4e) Week: 1

Homework Paired work: Pupils to describe where they went for their holidays, or a favourite place, to their partners in as much detail as possible. Write the word ‘describe’ on the board, and ask class to suggest any really interesting descriptions that they heard. Try to define why they are interesting, by highlighting use of unusual adjectives, appealing to senses, humour etc. Lesson Read Chapter 25 of Notes from a Small Island (And so I went to Edinburgh…) None. In pairs, highlight any particularly interesting words in first paragraph. Discuss how these help to make the writing come to life. 1 Individual work: Using thesaurus’ to find alternatives for underlined words in description of Durham cathedral. Copy into books. Discuss choices. Recap on definition of an adjective. Go through alphabet, with pupils giving an adjective beginning with the same letter as the object (e.g. an amazing apple, a brilliant banana etc.) Make list on board of five senses, and explain that appealing to different senses can make their writing more interesting. Each pupil to be given a sherbet lemon sweet. Pupils must first look at the sweet, and write down five adjectives to describe it’s Lesson None. appearance. Then smell the sweet and write down adjectives. Pupils then eat their sweets and write down adjectives for taste, texture 2 and sound. Individuals to write a paragraph describing the process of eating a sherbet lemon in as much detail as possible. Paired work: reread chapter 25, and pick out any descriptions where Bryson appeals to any senses other than sight. Discuss findings.

Recap on definition of metaphors and similes. Pupils to use ‘metaphors and similes’ sheet – copy tables into exercise books and fill in. Decide on a place that they Read ‘One Foot through Africa’ (or another piece of travel writing). Discuss how she describes her emotions, as well as her surroundings. Lesson would be able to describe in Recap on the range of devices that have been learnt about this week. detail for their coursework. 3 Paired work: practise describing an interesting or favourite place, either orally or in writing – aim to use the devices that have been discussed this week. Partners to give constructive feedback where appropriate.

Objectives

En1: Group discussion and interaction (3b) Year: 10

En3: Composition (1a, b, c, d, e, f) Term: Planning and drafting (2a, b, c) Autumn Spelling (4d, e) Handwriting and Presentation (5a, b, c) Week: 2 Writing for thinking (10)

Homework

Quick recap on how to divide writing into paragraphs using ‘Tiptop’ mnemonic (time, place, topic, person) Lesson Explain coursework task: producing a piece of travel writing. Continue working on first Pupils to make notes to use in their descriptions, using prompt sheet. drafts. 1 Begin writing first drafts.

Remind pupils about redrafting process, and emphasise need to check spellings using a dictionary and proof-read each other’s first drafts. Lesson Finish redrafting first draft. Pupils to continue first drafts and begin redrafting. 2

Discuss presentation of coursework pieces. Lesson Finish final draft. Pupils to begin writing out final draft of coursework. 3