Year 6 Journeys and Adventures
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Year 6 Journeys and Adventures Name: 1 Learning goals: By the end of this unit, I will have developed the following skills: Reading: Year 7 – LME Learning Mastering Excelling AO1 You are beginning to make You have made inferences and Inferences and deductions are Inference and inferences about character, supported these by relevant made. You have supported these interpretation setting or events, using some textual reference with a brief by relevant textual references textual references. explanation. which are clearly explained and you also offer a brief analysis. AO2b You identify a writer’s basic You can show the writer’s You can explain how the writer’s The construction of structural choices or features of structural choices or features of structural choices or features of meaning and effects organisation with a general organisation with brief organisation are used to achieve using language, comment on effect. explanation on how they have effects and influence readers structure and form been used to achieve effects using subject terminology that Structure and influence readers using shows a broad understanding. emerging subject terminology. Writing: Year 7 – LME Learning Mastering Excelling AO5a You attempt to use basic You use basic language techniques You use a wider range of language Crafting of language language techniques to show which show some awareness of an techniques appropriate to form, techniques to suit form, some awareness of an appropriate form, purpose and purpose and audience. purpose and audience appropriate form, purpose and audience. audience. AO5b You can order information You are able to express information You are able to express and order Crafting of structural and ideas usually in a and ideas, with limited use of information and ideas using a wider and organisational chronological structure with structural and grammatical features range of structural and grammatical techniques to suit form, some understanding of form, to suit form, purpose and audience. features to suit form, purpose and purpose and audience purpose and audience. audience. AO6a You can use basic sentence You are beginning to use a variety You show a variety of sentence Sentence structure and structures with some success. of sentence structures. A range of structures being used. punctuation You use full stops and capital punctuation, to include speech A wide range of punctuation letters accurately to demarcate marks and commas to mark (including colons and semi-colons) is sentences. clauses, is used accurately. used confidently and accurately to create particular effects. AO6b You show basic yet You can use wider vocabulary You use a generally wide and Vocabulary and appropriate vocabulary, choices in particular word classes, appropriate vocabulary with most spelling making sensible spelling with most spelt accurately. words spelt securely. choices. Now set yourself a personal goal: What would you like to have achieved by the end of this unit? _______________________________________________________________________________________ _______________________________________________________________________________________ 2 Session 1: “All in the golden afternoon…” Vocabulary: prefatory, epigraph, prediction, atmosphere I think I Learning goal: To be able to comment on the use of a prefatory poem. can Learning I can explain what a prefatory poem is. I can explain what the prefatory poem is about. Mastering I can make inferences and deductions about the story from the poem. I can support what I say about the poem with evidence. Excelling I can offer suggestions about why the novel starts in this way. I can make predictions about the nature of the novel from the poem. (https://www.youtube.com/watch?v=g0lbfEb8MMk) What was the ‘golden afternoon’? As we watch the clip, make notes about the following: 1. What is strange/ confusing about this garden? 2. What do the lyrics (flowers) tell you about the ‘golden afternoon’? Now for some context… It is believed that Lewis Carroll made up (improvised) the story about Alice in Wonderland while he was enjoying a boat trip from Oxford to Godstow with the Liddall sisters. One of whom was called Alice and is believed to be the inspiration for the character Alice in the novel. 3 All in the golden afternoon Full leisurely we glide; For both our oars, with little skill, By little arms are plied, While little hands make vain pretence Our wanderings to guide. Ah, cruel Three! In such an hour, Beneath such dreamy weather, To beg a tale of breath too weak To stir the tiniest feather! Yet what can one poor voice avail Against three tongues together? Imperious Prima flashes forth Her edict ‘to begin it’- In gentler tone Secunda hopes ‘There will be nonsense in it!’- While Tertia interrupts the tale Not more than once a minute. Anon, to sudden silence won, In fancy they pursue The dream-child moving through a land Of wonders wild and new, In friendly chat with bird or beast- And half believe it true. And ever, as the story drained The wells of fancy dry, And faintly strove that weary one To put the subject by, ‘The rest next time-‘ ‘It is next time!’ The happy voices cry. Thus grew the tale of Wonderland: Thus slowly, one by one, 4 It’s quaint events were hammered out- And now the tale is done, And home we steer, a merry crew, Beneath the setting sun. Alice! a childish story take, And with a gentle hand Lay it where Childhood’s memories are twined In memory’s mystic band, Like pilgrim’s wither’d wreath of flowers Pluck’d in a far-off land. Using our new context knowledge, spot and write down three lines from the poem that relate to the context: 1. 2. 3. Challenge question: What clues does the poem and the clip give us about what the novel might be about? Challenge plus: what atmosphere has Carroll created by starting the novel in this way? Now in the glass ball below, write down a prediction about something that you are expecting to see/ read about in the novel. 5 Session 2: Restless Alice I think I Learning goal: To be able to make inferences using relevant textual reference. can Learning I can make an inference about Alice. I can find a relevant textural reference to support my inference. I can explain the link between my inference about Alice and my chosen textual reference Mastering I can make inferences and deductions about Alice. I can support my inference with relevant textual references which I can clearly explained. I can begin to analyse the methods used that have helped me make an inference. Excelling I can offer two different interpretations about Alice. I can base my interpretations on apt textual references. I can analyse the methods used within the textual references fully. The novel we are going to read is about a young girl called Alice and her adventures in Wonderland. Let’s start by thinking about daydreaming. Learning: Identify one adjective you would use to describe this person. ___________________________________________________________________ Mastering: Upgrade this adjective choice, using a thesaurus. Explain why you have chosen this adjective. _______________________________________________________________________________________ _______________________________________________________________________________________ ___________________________ Excelling: Can you pick out three details in this picture that led you to choose the adjective that you have (annotate the image). 6 Alice’s Adventures in Wonderland Chapter one: Down the rabbit hole Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do. Once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, "and what is the use of a book," thought Alice, "without pictures or conversations?" So she was considering in her own mind (as well as she could, for the day made her feel very sleepy and stupid), whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes ran close by her. There was nothing so very remarkable in that, nor did Alice think it so very much out of the way to hear the Rabbit say to itself, "Oh dear! Oh dear! I shall be too late!" But when the Rabbit actually took a watch out of its waistcoat-pocket and looked at it and then hurried on, Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat-pocket, or a watch to take out of it, and, burning with curiosity, she ran across the field after it and was just in time to see it pop down a large rabbit-hole, under the hedge. In another moment, down went Alice after it! The rabbit-hole went straight on like a tunnel for some way and then dipped suddenly down, so suddenly that Alice had not a moment to think about stopping herself before she found herself falling down what seemed to be a very deep well. Either the well was very deep, or she fell very slowly, for she had plenty of time, as she went down, to look about her. First, she tried to make out what she was coming to, but it was too dark to see anything; then she looked at the sides of the well and noticed that they were filled with cupboards and book-shelves; here and there she saw maps and pictures hung upon pegs. She took down a jar from one of the shelves as she passed. It was labelled "ORANGE MARMALADE," but, to her great disappointment, it was empty; she did not like to drop the jar, so managed to put it into one of the cupboards as she fell past it. Down, down, down! Would the fall never come to an end? There was nothing else to do, so Alice soon began talking to herself.