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TITLE Exemplar Units of Work for English. Key Stage 3: National Strategy. INSTITUTION Department for Education and Skills, London (England). PUB DATE 2002-06-00 NOTE 247p.; Developed in conjunction with the Qualifications and Curriculum Authority (QCA) and the Key Stage 3 Strategy. AVAILABLE FROM For full text: http://www.standards.dfes.gov.uk/ keystage3/publications/?template=down&pub_id=1480. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PC10 Plus Postage. DESCRIPTORS Biographies; British National Curriculum; Class Activities; *Curriculum Development; Foreign Countries; *Literacy; News Reporting; Nonfiction; Poetry; *Program Implementation; Secondary Education; *Student Attitudes; Teacher Expectations of Students; Units of Study; World War I IDENTIFIERS England

ABSTRACT These exemplar units of work for National Strategy Key Stage 3 English show how medium and short-term planning can be based on the Key Stage 3 Framework objectives and support the implementation of Curriculum 2000. The Key Stage 3 English strand introduces pupils to more specialist study of language and literature and supports the study of subjects across the curriculum. Each unit has a cover sheet which provides: an outline of what is covered in the unit; the envisaged timescale; differentiated expectations for higher-achieving, typical, and lower-achieving pupils; the stages of progression within the unit; the anticipated prior learning; and the range of starter activities. After an introduction, the document offers Key Stage 3 lesson starters, sentence level starter activities, text level starter activities, and word level starter activities. The units included are deliberately different in their content and focus: "Write Now" centers upon writing (Year 7); "Books in their Times" has a literary focus (Year 7); "Great Lives" is built around biography and autobiography (Year 7); "What's in the News?" focuses on news reporting on TV and in newspapers (Year 7); "A Sense of Place" features stories from different cultures (Year 8); "Four Kids, Three Cats, Two Cows, One Witch (Maybe)" has a contemporary literary focus (Year 7 and Year 8); "Travelling and Telling" has a non-fiction focus (Year 9); "Research in Ireland" (Year 7) has a literary focus; and "The Faces of War" (Year 9)focuses on World War I poetry. (PM)

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BEST COPY AVM BLE 2 Key Stage 3 Strategy Exemplar Units of Work for English, developed in conjunction with QCA

Introduction

These exemplar units of work for Key Stage 3 English show how medium and short-term planning can be based on the Key Stage 3 Framework objectives and support the implementation of Curriculum 2000. The Qualifications and Curriculum Authority (QCA) and the Key Stage 3 Strategy have developed these materials jointly.

The aim of the National Literacy Strategy in Key Stages 1 and 2 is to equip pupils with the confidence and competence as language users to exploit the learning opportunities of the secondary curriculum. The Key Stage 3 English strand builds on this as it introduces pupils to more specialist study of language and literature and supports the study of subjects across the curriculum.

The units are not a 'scheme of work': they are exemplars which schools are free to adopt, adapt or ignore. What matters is that departments should use the Framework for teaching English, Years 7, 8 and 9 to help review and shape the English curriculum in their own school. Departmental planning needs to guarantee the entitlement of pupils, as outlined in the Framework, and to do so in a planned and coherent way that matches the context of the school and the needs of pupils. The units are in Microsoft Word format to enable schools to select from, amend or add to the units to fit departmental priorities.

Lessons in these exemplar units usually reflect the lesson structure which has been trialled by Key Stage 3 Pilot schools, but they exemplify the principle that the lesson format should be determined by the objectives, rather than becoming the controlling factor.

3 Principles

detailed planning is necessary to support effective teaching based on the objectives in the Framework for teaching English, Years 7, 8 and 9, word and sentence level work must underpin effective reading and writing; it is important to plan for what the teacher does, not just for what the pupils do; the teacher's creative role in modelling reading and writing can make public the 'invisible' processes of interpretation and composition; speaking and listening must be integrated with reading and writing; improving writing is a national priority, and teaching writing needs to have a high profile within the context of the programmes of study; pupils need to engage with non-fiction as well as fiction, poetry and drama in English lessons; pupils should meet and explore texts from a range of cultures and times; boys and girls of all abilities have the entitlement to differentiated access to the rich and rewarding range of language experiences embodied in the National Curriculum for English.

Format

Each unit has a cover sheet which provides: an outline of what is covered in the unit; the envisaged timescale, assuming a lesson length of around an hour; differentiated expectations for higher-achieving, typical and lower-achieving pupils; the stages of progression within the unit; the anticipated prior learning; the range of starter activities.

Framework objectives at word, sentence and text level, which could be addressed through the unit, are identified for each stage.

Relevant resources are listed, but not included, since the responsibility for gaining copyright clearance rests with users in the school.

Each lesson is described within a matrix which reflects the teaching and learning sequence recommended in the Key Stage 3 Strategy. That sequence usually begins with a starter activity, followed by a teacher-led introduction, development through whole-class or group work and a plenary session. Homework activities are suggested for some lessons. Where the identified objectives are better addressed through a different pattern, the sequence is modified as appropriate.

4 Focus

Every unit enables teachers to address a range of Framework objectives and thereby to cover important aspects of the Programmes of Study. The units are deliberately different in their content and focus.

The first five units include: Write Now which centres upon writing (Year 7); Books in their Times which has a literary focus (Year 7); Great Lives built around biography and autobiography (Year 7); A Sense of Place featuring stories from different cultures (Year 8); Scientifically Speaking, which is a unit for abler pupils and focuses on scientific language (Year 8); Travelling and Telling which has a non-fiction focus (Year 9).

Later units will focus on drama, media and other aspects of the Programmes of Study.

Teaching and learning

Consistent features of the approach to teaching and learning embodied in the units are: building in and building on prior knowledge; giving a high profile to writing through a teaching sequence which builds a bridge between reading and writing; planning for guided reading and writing, when the teacher works with a small group and the majority of the class work independently; modelling shared writing to make public the private process of writing; doing shared reading to give pupils access to challenging texts; using plenary sessions to consolidate learning; ensuring differentiation whilst maintaining curriculum access.

Progression

Progression does not happen by accident; it needs to be planned for within and across units. The image of progression in the Framework is not just about widening the range of texts or purposes; it is also about the orchestration of related skills, about increasing subtlety or precision and improving accuracy.

Key Stage 3 © Crown copyright 2001 Exemplar Units of Work National Strategy OCA Each unit is intended for a specific year, but the selected units range across Years 7,8 and 9 to illustrate progression. The expectations in units Year 9 pupils are more challenging than those in typical units for younger pupils.

There is progression within units as well as across years. Each unit has identifiable stages, consisting of variable numbers of lessons, which develop in deliberate sequence.

Starter activities

Starter activities are included because they have proved both popular and effective in Key Stage 3 Pilot schools. They offer enjoyably interactive ways of paying systematic attention to objectives, and can be free-standing sequences of starters or be linked with the focus of a lesson.

Many lesson plans include starter activities, but where there is no natural link between the lesson objectives and a starter objective, the starter can be determined by the learning needs of a particular class, or drawn from the bank of suggested starter activities which accompanies the units.

Pupils

Most of the units offer access to pupils across the ability range, but one unit, Scientifically Speaking, is specifically intended for abler pupils. The assumptions about capacity to cope with sophisticated texts and ideas are deliberately challenging in this unit.

- 6 Key Stage 3 Lesson Starters

Focus

each lesson starter is planned to deliver specific teaching objectives from Year 7 of the Key Stage 3 strategy's Framework for teaching English, Years 7, 8 and 9. The starters can be adapted to fit objectives for Years 8 and 9 if appropriate; objectives are usually, but not only, at word and sentence level; each lesson starter usually addresses between one and three objectives.

Principles

strong links are forged between reading and writing overall emphasis is on active learning and interaction a range of teaching strategies is employed, including alternatives to questioning a range of learning styles is included, so that pupils have the opportunity to work alone and to learn from/support one another teaching of word level objectives includes both knowledge and strategies opportunities are built in for revision and consolidation as well as new learning expectations for all pupils need to be high enough to provide sufficient challenge for all abilities content needs to be at an appropriate level of challenge for all pupils to experience success transfer of learning to pupils' independent reading and writing is an underlying principle.

Progression

pupils' current knowledge base is taken into account where a lesson starter does not lead straight into the main part of the lesson that follows, its content should be directly linked to pupils' needs or to work in another lesson soon afterwards successive lesson starters can take account of progression in pupils' learning

7 successive lesson starters build on what has been taught previously and sometimes prepare the groundwork for new learning in future lessons.

Practice

independent/investigative work is balanced with direct teaching classroom ethos should provide a safe and supportive talk environment to encourage all pupils to participate in the oral work that is a key feature of lesson starters activities allow pupils to work as groups, pairs and individuals sessions need to be fast-paced (though not necessarily delivered at high speed) classroom organisation has to be considered: flexible seating arrangements, lines of eye- contact, space for groups to work resources need to be planned/prepared in advance to ensure availability.

Generic activities and routines for KS3 lesson starters

Teacher in focus

In the KS3 lesson starter, the aim is to ensure that every pupil is fully engaged with each of the tasks or activities, whether working as an individual, part of a group or with the rest of the class.Most lesson starters will include several short activities that maintain pupils' interest while focusing explicitly on the teacher's chosen objective. A well-balanced starter will allow time for pupils to work without teacher intervention for some of the time, but will also include some direct and specific input from the teacher in order to move the learning on, influence the direction that the learning takes, differentiate the level of challenge to meet pupils' individual needs and ensure that the main teaching points are conveyed clearly.

Examples Explanation Composition Discussion Using questioning techniques, giving instructions or providing a challenge Summary

8 Get up and go

These activities involve pupils in some kind of action or movement around the room. The pupils will usually operate as pairs or individuals and, sometimes, as small groups. The movement may be fairly static (as in changing chairs with a partner to position themselves correctly for the two parts of a word) or the whole class may be moving around the room at the same time (as when each pupil holds part of a clause and must locate pupils with the remaining words to complete the sentence).

Examples Demonstrate Select an action Work in role Choose position or change position

Time out

These activities provide pupils with a few moments to think, talk, write, read or work without teacher intervention. They provide useful opportunities for pupils to collaborate and support one another and can help to ensure that it is not only the most vocal pupils and the quickest thinkers who eventually contribute to whole class discussion. Time out may last from just a minute's discussion time with a partner to several minutes for an activity such as reviewing writing. Since a complete lesson starter will not usually be longer than ten to twelve minutes, most Time out activities will last between one and four minutes.

Examples Investigate Hypothesise Summarise Plan Draft/Quickwrite Frame ideas or questions Gather or collate Discuss/Decide Edit, change or complete

9 Show me

The pupils are provided with some means of showing the teacher their response to a series of questions, using pre-printed cards, hand-written cards or card fans that can be opened and displayed in different combinations. If these visual prompts can be laminated, they can be held up easily and can be used again. The pupil's choice is usually limited (for example, to an either/or choice, such as s or es for the correct plural suffix for the words the teacher says) so that the activity can be well-paced. Show me activities require pupils to make their decisions quickly without picking up aural clues directly from those around. them. For this reason, they are ideal opportunities for on-the-spot, speedy assessment - it will be very evident which pupils are making incorrect choices when they hold their cards up and the teacher can spot equally well those who are a little hesitant.

Examples Choice cards Word or letter fans Mini-whiteboards Large format notepaper

Session S1

Objectives Y7 S2 (Noun phrases)

Resources Flip chart, board or OHP.

Introduction 2 minutes Tell pupils that, in this and the next lesson starter, you are going to work through the early stages of creating imaginary characters, as you might when drafting the first few paragraphs of a narrative. Explain that you are going to begin adding the information that a reader needs to build up the character as they read on. Today you will be looking only at words that could be added before the noun. Have ready on the flip chart/board /OHP a list of three 'character' nouns (e.g. man, girl, officer) spaced out so that you can write in additional words.

Activity 6 minutes Ask pupils to suggest two words that you could write in front of each noun. Take two or three suggestions, noting them for all to see. (xxx xxx man.) Pupils will probably suggest premodifiers that are adjectives (tall) nouns (gas) and determiners (that man). Repeat for the second word (girl) but ask pupils not to use any of the same words twice. (This will reduce their choice of determiners once a and the have been used.)If they get stuck suggest my, our, his, that, any, each, every. Ask pupils for further suggestions for the third word (officer). Any previously used words can be used again this time, but only once. Write down six or seven of their suggestions quickly for them to see, but write them in columns so that nouns, adjectives and determiners are grouped together.

Review 2 minutes Ask pupils what they notice about the words they have chosen. Draw out the fact that a pattern has emerged - determiner, adjective, noun. Briefly discuss the effect on the reader if this pattern was repeated over and over again throughout a text.

11. Session S2

Objectives Y7 S2 (Noun phrases)

Resources Mini-whiteboards for each pair.

Introduction 1 minute Remind pupils of the determiner, adjective, noun pattern that emerged in the previous session. Use the same notes if available on board/flip chart/OHP to refresh their memories.

Activity 6 minutes Ask pupils (in pairs or threes) to come up with two or three alternative patterns using their own example nouns. They must still add the words before the noun and must only use words from the same word classes - determiner, adjective, noun. (Provide additional support, such as a short list of suggested nouns in a writing frame for pupils that may need help.) They should record their suggestions on the whiteboards. Ask some pupils to share their suggestions with the whole group. Possible examples: determiner - adjective - adjective - noun (a small, frightened child) determiner - adjective - adjective - adjective - noun - effective at times but can be clumsy if adjectives are overused (a hesitant, nervous, dangerous driver) determiner - adjective - adjective - noun - noun (that colourful, amusing circus clown) determiner - adjective - noun already used (these tiny people).

Review 3 minutes Invite pupils to share their views about the merits and appropriateness of each format and refer to one or two contextualised examples as shared texts.

Objectives Y7 S2 (Noun phrases)

Resources Notes on board or OHP from the previous session.

Introduction 3 minutes Focus pupils' attention back onto their list of suggested adjectives for the second word on your original list from the previous session - girl in the example given. Ask pupils if there is any way that these could be grouped into words that give a particular kind of information about a character. Draw out the fact that some adjectives provide visual information about appearance while others provide information that an observer could not know without the help of the writer - character, feelings, motivation.

Activity 5 minutes Give pupils some Time out to select adjectives from the list that could be included in this second group. Take their responses. (If the list does not include any, ask pupils to suggest some, e.g. lonely, nervous, eager, hopeful, disconsolate.) Allow pupils to challenge one another over their decisions - for example, it could be argued that nervousness can be visible in the way a person behaves. Invite pupils to suggest how it might help if you had said that they could also include three or more words to go after the noun. Ask for suggestions using your three original words.

Review 2 minutes Preview the next session by comparing the selection of post-modifiers they suggest and finish with a question: 'What is the most effective strategy for a writer when establishing character - information before the noun, after it or a combination of both?' Ask pupils to bring examples from their own reading for the next session.

Objectives Y7 S1 (Subordinate clauses) S2 (Noun phrases)

Resources Board, flip chart or OHP. A list of prepositions as a handout sheet. Drafting book or mini-whiteboard for each pupil or pair.

Introduction 3 minutes Use a board or OHP to remind pupils of the last two or three suggestions from the previous session - post-modification of nouns (e.g. the man in the grey suit, a girl with shifty eyes, the woman who lives next door). Hear some examples of pre/post-modification of nouns that pupils have brought from their own reading. Underline/highlight any examples that use prepositions and tell the pupils that today's session will concentrate on the use of prepositions that sit after the noun they are providing information about.

Activity 5 minutes Give each pupil a handout with a comprehensive list of prepositions and a few moments to scan them. Ask if there are any words in the list that surprise them - some pupils may not be aware of the full range of words in this word class. Quickly demonstrate the use of prepositions as post-modifiers with two examples: Give me a noun that could be a character. (fisherman) Write fisherman so that pupils can observe you (e.g. on OHP). Give me a preposition. (by) Write a white-haired fisherman by the harbour wall.

Give me a noun. (boy) Okay, but I'm going to make that a plural noun. Write boys. Give me a preposition.(at) Write some young boys at the fair.

Ask pupils (individuals or pairs) to draft a few words, in the same way as you have demonstrated, to begin shaping a character (or two) who could appear in the first chapter of an adventure story set some time in the past. They must use a preposition after a noun to provide information about their character(s). They should begin with a modifier and can use their word lists to help select the preposition. (Use notebooks or mini-whiteboards.) Allow enough time for pupils to produce one or two examples.

Review 2 minutes Ask several pupils or pairs to share their work. Record them on board or OHP for use in the next session.

Objectives Y7 S1 (Subordinate clauses) S2 (Noun phrases) W17 (Word classes)

Resources Notes recorded on board or OHP in the previous session. Drafting book or mini-whiteboard for each pupil. A complete set of word cards allowing one card per pupil. The original set of cards should include three equal lists of words, with words from each list being on different coloured card: 'people' noun phrases (a shop assistant, my best friend, these brave explorers); verbs (works, sleeps,- making sure that the verbs agree in number with your singular/plural noun phrase cards); prepositional phrases (in the chemist's, at the factory, with a smile). Make sure that there is at least one possible way of combining one card from each of the three sets to create relative clauses when the word who is added, e.g. My best friend is the only one who works with a smile.

Introduction 1 minute Refer pupils back to the examples they suggested (prepositions used to post-modify nouns) at the end of the previous session. Ask pupils to try and think of a way that two prepositional phrases could be used after the noun.

Activity 7 minutes Allow one minute of Time Out to discuss with a partner and record on whiteboards. Then take one or two suggestions and explain that this is another version of the same pattern (e.g. the man in the grey suit with the shabby trousers). You may wish to remind pupils that what they have learned (in the course of the last three sessions) about using words before and after a noun to create a character can be applied just as effectively for all nouns: the jar with the green lid on the top shelf. Give out the jumbled set of word cards, one to each pupil. Evenly distribute the same number of cards from each of three lists so that you have given out equal numbers of noun phrases, verbs and prepositional phrases. Ask pupils to move around the room until they have grouped up into threes, using one card of each colour. The aim is to create a sentence using the words on their three cards and adding any other words they like. They must all use the word who after their noun phrase and they must keep the prepositional phrase at the end. Give them these instructions by referring just to the colour of the cards if you wish. Show an example using three of the cards. Allow enough time for the activity and then share the outcomes.

Review 2 minutes Explain that pupils are still modifying nouns by adding information after the noun but that there is a difference. Can they spot it? Draw out (or explain) that these examples use clauses after the noun. The verb (introduced by who) is the extra ingredient. They have been creating subordinate clauses, still using prepositional phrases and all beginning with the word who.

Objectives Y7 S13 (Non-fiction text types)

Resources Provide each pair with at least one example of an information text. (Books from other curriculum areas will provide useful sources. Use a page marker if only part of the text is relevant.)

Introduction 4 minutes Ask each pair (without referring to their text yet) to list three of the main characteristics of an information text. (If prompts are needed, mention tense, person and organisation.) Give them two minutes and then another two minutes to confer with a nearby pair. List their suggestions on board/flip chart or OHP and summarise so that the notes are concise. Add any missing characteristics yourself.

Activity 5 minutes Ask pupils to refer to their texts (give them a minute or two to do this) and invite them to provide an example of each characteristic. Take the first suggestion for each so as not to spend too long on this. Remind them that the way the information is linked will be important to the reader. Ask each pair to make a list of some of the 'signpost' words and phrases used in their own text example. They should choose five examples to list. Prompt them with a few suggestions such as, in other words... this means that... and so... They should write quickly but neatly as another pair will use their list in the next session.

Review 1 minute Ask one or two groups to read their lists. Praise positive achievement.

Objectives Y7 Si (Subordinate clauses)

Resources Strips of card or OHT featuring prepared parts of a sentence which could be fitted together in different ways. Incorporate words which will focus pupils on subordinate clauses, e.g. such as; although; who; having. For example: that was in easy reach who seemed upset the Head sat down having had his coffee in the office because of money matters on a chair although exhausted on Monday at 8.05 precisely with a smile on his face

Introduction 3 minutes Explain that this activity is to explore how to influence meaning by using subordinate clauses in different ways. (Confirm understanding of the term subordinate clause.)

Activity 5 minutes As a class, or in pairs, work out a possible sequence which incorporates all the cards. Add extra words if necessary. Work out a different version, then a third version. Compare the versions and discuss the different effects. Identify the different places that can be occupied by the same card.

Review 2 minutes Discuss the key words that enable writers to make sentences more complex and more interesting.

17 Starter Activities Text Level Objectives

Session Reading 1

Objectives Y7 R19 (Poetic form)

Resources A poster-size version of a sonnet, cut up into separate lines. A poster displaying the key features of this type of sonnet. Floor space, with visual access for all pupils.

Introduction 2 minutes Point out the key features of the sonnet form and explain that the task is for the class, working in two halves, to decide on a satisfying sequence for the cut-up sonnet.

Activity 5 minutes Put the original first line down on the floor. Each half in turn has two minutes to tackle the task, after which time there is a brief comment from the observers on what helped people to make progress. Then the other half carries on from where the first half left off until an agreed sequence is established. If the process proves slow, give clues such as pointing out punctuation or rhyme scheme. Intervene as necessary to ensure that this phase takes only five minutes.

Review 3 minutes Discuss what helped people to decide on the location of a line, focusing on the relationship between meaning and form. Reveal and read the original.If appropriate, discuss differences between the original and the version agreed by the class.

Objectives Y7 Wr7 (Narrative devices)

Resources Each group of pupils needs a set of cards which contains the five or six key elements of the same story. This could be a traditional tale, a novel known by all or a recent happening. They also need a way of displaying the cards, e.g. Blu-tac or cut-up slips of OHP.

Introduction 2 minutes Explain that each group has to arrange the elements of the same story in what they think is an interesting order for a reader, but that this must not be just a chronological sequence.

Activity 5 minutes Start by giving each group a different image of their readers, e.g. English teachers, old people, young children, people of their own age, their parents/ carers, mathematicians, football fans, Victorians etc. Ask each group to decide on a presenter.

Review 3 minutes Compare the sequences decided on by the different groups. Discuss the ways they took their readers' needs into account.

19 Session Speaking and Listening 1

Objectives Y7 S&L12 (Exploratory talk) S18 (Sentences in older text)

Resources Each of three groups needs an identical set of large-print cards. Each card has on it a sentence from a different century, from the 15th century onwards.

Introduction 1 minute Ask pupils to stand in chronological order within their groups, arranged around the room so that all cards are visible.

Activity 6 minutes Pupils discuss and decide upon their positions. When all three groups are ready, they read out their cards in order and compare each other's positioning.

Review 3 minutes Discuss the features of language change over time that helped them to decide where to stand.

Session W1

Objectives Y7 W1 (Vowel choices) W9 (Phonemes and syllables) W10 (Analogy)

Resources A set of word cards, with one word containing the long a phoneme on each card, (e.g. way, sail, reign, sleigh). The full set should include several words with each spelling. Include two or three different sets of words, given alternately to groups sitting next to one another.

Introduction 1 minute Ask pupils, working as pairs, to jot down as many words as possible that include the long a vowel phoneme (ay as in made or paid) where it occurs anywhere in a word. Explain that they are looking for the sound not any particular way of spelling it.

Activity 7 minutes Pupils join up with another pair and compare their lists of words. They count how many different words they have collected and how many different ways of spelling the long a sound are included in their list. (It may be helpful if they use highlighter pens to do this.) Groups say how many spellings for the long a they have found. Record the range of spellings they have found for all to see. Explain that these alternatives (vowel choices) can cause a lot of confusion when spelling even common and familiar words. Give out a set of word cards to each group (or to each pair). Give pupils a few minutes to group the words into the same spelling groups for the long a phoneme and to come up with any possible patterns they notice that might be helpful in making the right vowel choices when spelling.

Review 2 minutes Ask each group to confer with another group that has a different set of words to check their conclusions. Draw out their conclusions and make explicit the rules and patterns for spelling the long a phoneme.

Possible follow-up lesson starter if required: repeat the session using the long i phoneme to see if their conclusions stand (e.g. wipe, wise, fright).

BEST COPY AVAILABLE 21 Session W2

Objectives Y7 W1 (Vowel choices) W9 (Phonemes and syllables) W10 (Analogy)

Resources Mini-whiteboard for each pupil. Board or OHT.

Introduction 2 minutes Provide a mini-whiteboard for each pupil. Ask them to write the words dig /digging and hold up their whiteboards. Repeat with hum/humming. (Check for pupils who are confused about doubling consonants and who may need additional teaching.) Explain that it is obvious that the end consonant is doubled when a suffix is added, but that you want the pupils to work out why.

Activity 5 minutes Ask pupils to think of short words ending in a consonant that is not doubled when a suffix is added. (Some pupils may need suggestions or a word sheet to support them.) Allow a couple of minutes then collect suggestions for all to see, e.g. beep, burn, dream. Collect two lists of words as you go along, on board or OHT. (One for doubled consonants and one for not doubled, i.e. one for short medial vowels and one for long.) Invite pupils to speculate about why the consonant doubles or does not double and give one minute of Time out discussion with a partner. (You may need to remind them at this point that the previous lesson starter was about vowels.) Ask each pair of pupils to work out a rule that might help when deciding whether to double a consonant or not.If necessary help some pupils to arrive at an appropriate answer.

Review 3 minutes Share findings and discuss difficulties. Choose a clear and correct explanation about doubling consonants after short medial vowels and confirm it.

22 Session W3

Objectives Y7 W1 (Vowel choices) W9 (Phonemes and syllables) W10 (Analogy)

Resources Mini-whiteboard for each pupil. Jumbled list of words including hard/soft c either on handout sheets or on OHT.

Introduction 2 minutes Remind pupils that the previous session concentrated on the influence of vowels on other letters. (Quickly check what they have learned about doubling consonants after short medial vowels.) Tell them that this session will remind them of another way that vowels can influence the letters around them. In this case, the letter c.

Activity 6 minutes Ask pupils to work in small groups. Show a word list on OHT (or provide a sheet for each group) with a selection of jumbled words showing soft/hard c as in cinema, celebrate, cycle, card, coat, cup. The task is to work out as quickly as possible what influence the vowel is having in these examples and to write the rule on a whiteboard. When groups come up with explanations, encourage them to join other groups and compare conclusions. If two groups agree, they hold up their explanation of the rule.

N.B. Some classes/groups will be able to work more quickly, without word list prompts, coming up with their own words and drawing conclusions in fewer steps. Less able groups might need to spend longer on each step so the session could be spread across two lesson starters.

Review 2 minutes Say nothing until most groups are holding up explanations or time is up.Ask the group that held up the first correct explanation to read their version of the spelling rule.

Objectives Y7 W1 (Vowel choices) W9 (Phonemes and syllables) W10 (Analogy)

Resources Six word cards: one word on each, from a list of common polysyllabic words containing unstressed vowels, e.g. interest, business, poisonous. A longer list of examples from the same word list, as OHT or handout. (You may wish to highlight or embolden the unstressed vowel in each word for some or all pupils.) Board, flip chart or OHT. Individual mini-whiteboards,

N.B: The KS3 Spelling Bank is a useful source of appropriate words.

Introduction 2 minutes Explain that some words are tricky to remember because they contain unstressed vowels. These vowels are difficult to make out because they are spoken quickly or quietly. They do not 'sound out' clearly because the spoken stress is elsewhere in the word. (Give a few examples to clarify the difference between stressed and unstressed and to mimic common errors, e.g. doctor/docter.)

Activity 5 minutes Give out a word card to about six pupils and ask each of them to read aloud clearly the word on their own card. Ask pupils who were not given cards to write each word on their whiteboard as it is read out. Invite the pupils with cards to compare the spelling on whiteboards with the word on their card. Briefly discuss any differences, which are likely to be in misspelling of the unstressed vowel. Remind pupils that unstressed vowels that can be spelt in several different ways. Provide a list of examples of words with unstressed vowels, ideally drawn from these pupils' recent writing. Ask each pupil to circle one or two words that they have particular difficulty in spelling. (You could pre-select a couple of words in the list for certain pupils.) Ask each pupil to think of a simple strategy (such as a mnemonic) to help them remember the vowel spelling in one of those words.

Review 3 minutes Ask one or two pupils to share their ideas. Concentrate on the most common areas of difficulty and invite pupils to add to the list of words.

Objectives Y7 W1 (Vowel choices) W9 (Phonemes and syllables) W10 (Analogy)

Resources A set of about twelve (or more) word cards, each with a word from the list of vowels with alternative spellings. Include some from each section forough,ear,ight,ou and au. Use fewer words and select from only one set of letter strings to speed up the activity. Introduction 2 minutes Remind pupils that you are still concentrating on the way that vowel phonemes are spelt. Explain that this activity focuses on words which are pronounced differently although they have the same letter pattern. Give a few examples.

Activity 5 minutes Select the same number of pupils as you have cards, give a card to each pupil, and ask them to stand in a line where there is space to move around. Invite the remaining pupils to take turns (or select individuals if you prefer) to come to the front and move one pupil in the line to a different position. The aim is to group the words so that the same pronunciation patterns are grouped together. (For example, the pupils with cards fortoughandroughwould be left standing together, as would those with the cardstroughandcough.)

N.B: Time taken will depend on pupils' ability and confidence and the number or variety of cards you provide. You may wish to use just a few words, concentrating on one letter string.

Review 3 minutes Invite pupils to summarise what they have learned about the possible spelling of the same vowel sounds. Ask them to suggest strategies for remembering their personally tricky words from the given list.

Objectives Y7 W1 (Vowel choices) W9 (Phonemes and syllables) W10 (Analogy)

Resources Mini-whiteboard for each pupil and one for the teacher.

Introduction 2 minutes Tell the pupils that you are still investigating the spelling of vowel phonemes. Tell pupils that there are only five words that end with the letters eight. (Write the words rather than saying them.) Quickly write height and sleight for all to see, and say them as well as spelling them.

Activity 3 minutes Ask pupils to think of the other three words.If they don't suggest them, provide eight, weight and freight and remind them that you asked for words that ended with the same letters not the same sound. Clear the board/remove visual clues.

Review 5 minutes Finish the session with revision of selected words from the sequence of previous lesson starters which have addressed vowel choices. Say a word, wait six seconds, then write it on your mini- whiteboard. Can pupils write it correctly and hold up their whiteboards before you?

26 Session W7

Objectives Y7 W12 (Using a dictionary)

Resources Dictionaries.

Introduction 3 minutes Ask a confident pupil to sit at the front, facing the rest of the group, with a dictionary. Ask this pupil to look up the words you say, as quickly as possible and to read the first word of the definition when he/ she has found it. (Choose about three words.) Ask the remaining pupils to observe and identify any techniques used by the first pupil to speed up the reference process.If prompts are needed, ask them if he/she always starts the search in the same place. Make sure that someone (even if it's you!) suggests the use of approxiMation - the word starts with a letter that is near the middle of the alphabet, so open the dictionary near the middle.

Activity 5 minutes Use four large cards showing the letters, in order, of each quartile of the alphabet, turned away so that they can be revealed one at a time. (Suggestion with overlap: abcdefg, ghijklmn, nopqrst, tuvwxyz.) Continue giving one word at a time and ask pupils to hold up the number of fingers to correspond with the right quartile of the dictionary for the first letter. Work through quickly so that pupils respond at speed. Vary your response by either revealing the correct card to show which quartile or by choosing one pupil's suggestion and checking the relevant card to see if they are correct.

Review 2 minutes Using dictionaries in pairs, ask pupils to practise their speed referencing: give them pairs of words and ask them to find the references, saying first which will occur first in the dictionary, e.g. Which will come first, transcribe or transmit? Predict or presume? Look them up and check. There should be time for three pairs of words.

Objectives Y7 W15 (Dictionary and thesaurus)

Resources Organise seating in pairs so that tables are arranged in lines or so that a linear sequence can be seen from left to right (e.g. like a snake around the room). Three small cards for each pair of pupils, each card with one word on it. Each word should begin with either the same first two letters or the same first three letters.

Introduction 1 minute . Ask each pair to lay out their words on their table so that they are clearly visible and in alphabetical order.

Activity 7 minutes Invite each pair in turn to rove around the room, taking their cards, until they find another set of cards showing words that should come immediately before their set, in the dictionary. They should sit down at the table directly to the right of this pair, displacing the two pupils who then take their turn to rove around and find their nearest dictionary 'partners'. Once complete, ask pupils consecutively in the order of their seating positions to read their words aloud from left to right. These should be in the correct dictionary order.If a pupil thinks a mistake has been made, he/she should indicate this and has a chance to make one move, putting a pair and their set of cards into an alternative position. The newly displaced pair should find a new spot. Give pupils, working alone, one minute to put the following nonsense words into alphabetical order: scringleworth; scrautish; scrystic; scrooning; scrullion.

Review 2 minutes Ask the pupils with their hands up first to read the order they suggest.

Objectives Y7 W4 (Prefixes)

Resources Cards with prefixes, large sheets of paper.

Introduction 1 minute Give each pair of pupils one common prefix to work with, such as auto, tele, trans, circum. Make sure that three or four pupils are working with the same prefix.

Activity 7 minutes Ask pupils to write their prefix in the middle of a sheet of paper (or provide these already set out). Ask pupils to create a 'word web' of up to five words beginning with that prefix. (You may wish to ask some pupils to investigate only two or three words in the time available.) Individual dictionaries should be used to look up the definitions of each new word. The aim is to find out the meaning of the prefix itself. Suggest that it may help if brief definitions or key words are jotted down next to each word on the web. Allow two minutes for the three or four pupils using the same prefix to group together and share their ideas about the meaning of their prefix.

Review 2 minutes List the prefixes on board/flip chart/OHT and ask each new larger group to tell you their findings. Confirm, add to or clarify their conclusions so that all pupils are clear about the meaning of each prefix.

Objectives Y7 W4 (Prefixes)

Resources Cards with antonym prefixes. (See KS3 Spelling Bank for examples.)

Introduction 2 minutes Provide the same selection of antonym prefixes on small cards for each pupil or pair. (Pupils should alternate in turn if working as a pair.) Explain that these are all negative prefixes (creating antonyms) and that they are going on to remind themselves of some of the more unusual antonym prefixes.

Activity 7 minutes Go quickly through a selection of root words and ask pupils to hold up the correct antonym prefix to be added, e.g. you say appear and they should hold up the dis card. (Make sure that pupils are clear about the correct choice before moving on to your next word.) Throw in a few 'wild cards' such as unspoken to keep them on their toes. They should not hold up any cards here. Go through your list of words, one at a time and invite pupils to suggest the correct prefix to create the antonym. Sometimes hold up the correct card to confirm a correct answer (string out the suspense at times) and sometimes appear hesitant and ask them to speed-check in the dictionaries before they commit to a particular answer. Write unnecessary and dissatisfied on the board or flip chart. Give pupils one minute to discuss with a partner ways to remember the doubled consonant when the prefix is added to these two words. Collect suggestions and ask pupils to choose the one that appeals most and remember it.

Review 1 minute Finish the session by asking what other helpful information the dictionary provided to speed up the search for words. Remind pupils about the top and bottom page alphabetical references.

Objectives Y7 W17 (Word classes)

Resources OHP or board. KS3 Spelling Bank for reference.

Introduction 3 minutes Provide some phonetically plausible nonsense words, e.g. schrenting, chulper, franstious, frount, brandied, lurgeful. Give pupils two minutes to create a couple of sentences using all the nonsense words you have given, e.g. The frount felt very lurgeful because he had been schrenting all day. He had brandied the heavy chulper until he was almost franstious. Hear a few.

Activity 5 minutes Ask pupils how they decided which job in the sentence each of the words should perform.(If their answers emphasise only similarity to known words, move the discussion towards the spelling of those words.) Show and say, one by one, a short list of common words, suggesting a sentence containing each word to contextualise it.Invite pupils to add a suffix to each word, using it in a new sentence where its word class has changed, e.g. homelhomeless, hate/hateful, glad/gladness, heaven/heavenly. If prompts are required, provide a list of possible suffixes. Encourage pupils to use the correct terminology, e.g. adding the suffix changes the word from a noun to an adjective.

Review 2 minutes Discuss which suffixes indicate that a word is doing the job of a verb. Collect their suggestions and remind them that the ed suffix can also indicate a verb-like word being used adjectivally to modify a noun, as in a pointed nose, a startled bird.

Objectives Y7 W17 (Word classes)

Resources Words on card, plus a set of questions for the pupil guessers to ask. Control the level of difficulty by your choice of the hidden word and by the range of questions on the card given to each guesser. The number of pupils who play will depend upon the level of difficulty you select and the time you allow.

Example words: happy /happiness, slow/slowly, wait /waiting, recognise/unrecognisable callIrecall, child /children, operateloperation, joy/enjoyment recognise /unrecognisable, approve /disapproval, impress/impressionable, retrieve /irretrievable Example questions: Is it a nounlverbladverbladjective? Is it positive/negative? Is it singular/plural? Does it have a prefix? Does it have a suffix?

Introduction 1 minute Explain the activity, emphasising that we need to know the terminology of language in order to play the game and to analyse language use.

Activity 7 minutes Ask a pupil to sit at the front of the room, facing the rest of the group. Choose a confident and able pupil so that others can latch on to the techniques needed for this activity. Give him/her a root word (that can be seen by all) and show the rest of the group another word that cannot be seen by the pupil seated at the front. For example, by pinning the word on the wall above or writing it on the board behind the pupil. This second word should derive from the first by the addition of letters and may include the dropping of letters where a suffix has been added. The pupil at the front must guess the hidden word by asking questions of the rest of the group, but can only ask from a selection of questions, given to him/her on a card. Once the word has been guessed correctly, invite another pupil to play. Provide two new words.

Review 2 minutes Discuss which terms helped pupils to find out what the words were.

Objectives Y7 W10 (Analogy)

Resources OHT or board.

Introduction 2 minutes Explain that this game will show just how much pupils already know about the patterns of English spelling. They have to guess which word the teacher has in mind, when all they have 'to guide them is the first letter and a dash for each other letter. If they guess inappropriately, the teacher (or the person at the board) will score points.

Activity 6 minutes Choose a word several pupils have found tricky, as shown in their recent writing. Write up the first letter and a dash for each subsequent letter. Pupils guess what letter follows the first letter. If they guess correctly, write in the letter and proceed with further guesses. If they suggest a letter which could have followed, and prove this by giving a word including that letter sequence, write up that word but no-one scores any points. If they guess incorrectly, the teacher scores a point. The game ends when either the pupils guess the word, or the teacher scores an agreed number of points.

Review 2 minutes Discuss what pupils have learnt about the predictability and patterns of English spelling.

Objectives Y7 W17 (Word classes)

Resources Copies of texts A and B two or three sentences of narrative. Half of the class have text A, the other half have text B.

Introduction 3 minutes Ask pupils to discuss, in pairs or small groups, which words do the most important job in a sentence, in terms of the reader's understanding and enjoymentthe verbs or the nouns? Ask one or two pairs/ groups to explain their choice and give reasons for it.

Activity 5 minutes Give two different texts as handouts (A and B) to adjacent groups so that one group cannot see the other's text. Ask the groups with text A to cross out all the words except the nouns or the noun phrases. Ask the groups with text B to cross out all the words apart from the verbs (including non-finite verbs) and auxiliary verbs. (Provide a quick reminder of the way that auxiliary verbs link up in verb chains to ensure that pupils are comfortable with the terminology.) Select a pupil with text A to read the remaining words to those who have text B. How easy is it to understand what the text is about when the verbs are missing? Now select a pupil with text B to read the remaining words to those who have text A. How easy is it to understand what the text is about when the nouns are missing?

Review 2 minutes . Compare the two texts and ask pupils if their conclusions would have been the same if only nouns had been left behind in text A, rather than the noun phrases as well.

- 34 Session W15

Objectives Y7 W11 (Strategies for learning spellings) W10 (Analogy)

Resources A4 whiteboards, marker pens and cleaning cloths for each student.

Introduction 3 minutes Teacher models example on whiteboard. Words that can be found in the name of someone on the staff, e.g. Miss Carroll (miss, is, scar, car, roll). Letters must be taken in sequence. Then try with Mr Atkinson (at, in, son, kin, on). Model the thought process as you are doing this, gradually asking for ideas from students.

Activity 4 minutes Individually, students write own names or the name of a 'celebrity' on A4 whiteboards and make list of words that can be found in the names. Take a few examples.

Review 3 minutes Explain the value of this: to help look for patterns in words. This is a way of remembering spellings. For example, can you see any words in the word separate that might help you to remember the spelling? (rat, rate) Check that they are aware of which bit of the word is difficult.

Homework: Find the words within the word that will help you to remember these words: friend (end) because (cause) vegetable (get, table, able) library (bra) tomatoes (mat, toes) comfortable (fort, table, tab, able) pleasant (as, ant) handsome (hand, hands, and, so, me, some) business (sin, bus, in) environment (iron, men, on).

Objectives Y7 W11 (Strategies for learning spellings)

Resources OHT: Spelling game - ladders.

Introduction 4 minutes Put a completed ladder grid on OHP. Show how to change one letter at a time to make the word at the bottom of the grid, e.g. band sand sane same some

Complete one with pupil's help, e.g. red led lid lip

Activity 4 minutes Pupils complete one or more in pairs: two into son bold into safe world into mount wild into song

Review 2 minutes Share answers and discuss the strategies used.

Objectives Y7 W1 (Vowel choices) N.B: Use this starter only if pupils are not secure in their knowledge of vowel phonemes.

Resources List of contrasting words: some double consonants; others do not, e.g. hop /hopping and hope /hoping. Highlight the vowel in a different colour, so pupils know which bit they are looking at.

Introduction 3 minutes Clarify difference between vowels and consonants. Ask for list of vowels, one from each of five pupils. Scribe record on whiteboard. The names of the vowels (ay, ee, eye, ow, you) are known as long sounds. Vowels can also have a short sound. Illustrate with words on board (a - ant, e - egg, i - ink, o - orange, uumbrella). Exaggerate the sound as necessary for pupils to understand. Stress the objective which is to learn that words ending with a single consonant preceded by a short vowel double the consonant before adding ing and other vowel suffixes.

Activity 5 minutes Pupils investigate how to add endings like ing/edler /ierlish/est onto words. What do they notice about all of these suffixes? (All begin with vowels.) Pupils group words according to the spelling pattern. (Differentiate words by having fewer types'of ending for less able.) Pupils then work out the rules for adding these endings. Give one minute to sort them and two minutes to work out the rules. jump - jumped; walkwalker ; hophopping; hope - hoped; sun - sunnier; pack - packed; fit - fittest; write - writer; care caring. train - trainer; win - winner; hate hating; stand standing. dropdropped. mine mining.

Reveal rule or list of examples for each. When words end in two or more consonants, or the vowel is not a short vowel, just add the ending. Words with a short vowel and a single consonant double the final consonant. (Words ending in modifying e drop the e when a vowel suffix is added.)

Review 2 minutes Remind pupils of the rule: words ending in a single consonant preceded by a short vowel double the consonant before adding ing/ed etc. Words which already end in two consonants or end in a consonant and have a consonant suffix added, don't need doubling.

Objectives Y7 W2 (Pluralisation) Revise sleslies plurals and introduce f - yes changes.

N.B: Use this starter only if pupils' writing reveals uncertainties about plurals.

Resources Individual whiteboards, pens and cleaning cloths.

Introduction 3 minutes Confirm understanding of the terms singular and plural and discuss what pupils know about how to make a singular word into a plural.

Activity 5 minutes On individual whiteboards, pupils write sleslies to make the following words plural: medal; penalty; replay; winner; injury rule; goal; trophy. Record correct answer on board. Football games have a first half and a second half. It is said to be a game of two halves. What is the rule for making words ending in f plural? (f becomes v + es). Ask for other examples and record them on class whiteboard. There are some exceptions: chiefs; beliefs; roofs; dwarfs. Softie words end fe: what happens to these? Knife/knives; lifellives; wife/wives. If cliff becomes cliffs, what is the rule for making these words plural?

Review 2 minutes Pupils write a note for themselves about creating plurals, and list examples for each rule.

Objectives Y7 W10 (Analogy) To help pupils see the family likenesses between words.

Resources Cards or a jumbled collection of words which belong to different word families, e.g. SignIsignaturelresign/designlassignmentlsignal Handlhandlinglhandy/handful/handle Ease / easy /easier /easiest /easily /uneasy Crumbs/crumblinglcrumblelcrumbled.

Introduction 2. minutes Explain about word families that share a root word.

Activity 5 minutes Pupils, in pairs, must group together (or highlight if working with a single sheet for all) the words that are in the same family. Pairs who finish in time can suggest additional words and word families.

Review 3 minutes Discuss what pupils have learned about word families.

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NationalKey Stage Strategy 3 'MCP © Crown copyright 2001 www.standards.dfee.qoy.ukiliteracy Unit: Books in their times 10 StageDuration:Unit: Books3 9 Lesson lessons in 9 their times EnglishYear 7 Starter PairsThe teacher of pupils uses then a havereview five written minutes by a to pupil proof-read (not necessarily each other's a pupil reviews, in the and class) authors to model make proof-reading. any changes they think useful. Introduction point,mustdecideIn groups, provide describing on theirpupils evidence group's andiscuss episode. fortop the their recommendations. books claims, they e.g. have by read readingIf recommending during an extractthe unit, a to book,and make they a Development Each group puts forward its top recommendations. ThroughPlenaryHomework class discussion a list of books recommended by the class is built up and authors are added to the timeline.

NationalKey Stage Strategy 3 Q © Crown copyright 2001 www.standards.dfee.qov.ukiliteracv Unit: Books in their times 11 YEARDuration:Unit: Four 7 Unit:15 Kids, lessons Four Three Kids, Cats, Three Two Cats, Cows, Two One Cows, Witch One (Maybe) Witch (Maybe) by Siobhan Parkinson YearEnglish 7 richalsoAbout oralexplores the heritage unit: narrative This of differentunit techniques explores cultures. an with Irish This a particularnovel unit of as work anfocus example can on be the linked of incorporation a text to the from Ireland aof distinctive 'oral in Schoolstales' culture within Key whicha Stage novel. focuses 3 Teachers Research on contemporarycan Units. explore with themes. pupils Itthe

NationalKey Stage Strategy 3 QCA © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) StageDuration: 1. -15 Lessons lessons 1-6 YearEnglish 7 A studychapters of the of theauthor's novel: development of setting,Reading themes and discussion and characterisation of the author's with introductionparticular reference of theme to and the characterisation. main character, in the opening Stage 2 - Lessons 7-13 WritingExperiment in the stylewith wordof Siobhan choice Parkinson. when writing to create different effects on the reader. A study of the literary technique of developingCloseReading analysis an and oral discussion taleof "Kevin's within of a Tale".the narrative children's to develop tales and characterisation their significance and in the developing wider themes plot, themesof the novel: and characterisation. Stage 3 - Lessons 14 and 15 DevelopingPredicting "Beverley's understanding Tale", of basedthe differences on a close between reading the of spokenthe novel. and written tale. From reading, speaking and listeningWriting toExpressing writing: critically an about opinion the on novel. the book's relevance and appropriateness to a contemporary teenage audience. NationalKey Stage Strategy 3 © Crown copyright 2002 www.standards.dfes.gov.uldkeystage3 4321 Duration:Unit: Four 15 lessons Kids, Three Cats, Two Cows, One Witch (Maybe) YearEnglish 7 ableInPrior order to Learning draw to complete on their thisknowledge unit successfully, and experience pupils of:should be Framework objectives: WORD W3 Word endings; W4 Prefixes; W14 Word meanings in context TheWorkingEvaluating structuredistinctive in a rangeoralof features narratives tales of groups of oral tales READINGSENTENCE S1 Subordinate clauses; S2 Variety of sentence structure; S3 Boundary punctuation KnowledgeMakingPlanningFigurative notes language of complexpunctuation sentences WRITING LanguageR6 Active reading;choices; R8R15 Infer Endings and deduce; R12 Character, setting and mood; R14 Sfarters Evaluating SPEAKING & LISTENINGS&L2ReflectiveWr1 Drafting Recount; writing process; S&L3 ShapeWr2 Planning a presentation; formats; S&L13 Wr9 Link Collaboration writing with reading; Wr19 FigurativeReadingCommas, strategies colonslanguage and semi colons - http://www.standards.dfes.gov.uk/keystage3/pubfications/?template=doc&pub_id=1479&top_id=14798,strand=genericThese objectives have been taken from the Framework for teaching English: Years 7, 8 and 9. MostExpectations pupils will: read, understand and beComplex able to sentences comment, both orally and in writing, on the writer's choice of words, characterisation, setting and plot at readingSomedevelopword, sentencepupils andplot, writing themeswill and not will text haveand be level. characterisation. requiredprogressed They to will enjoy so take far They and part and appreciate will,in will: small with require andappropriate the larger additional key theme groups support, support of to 'growing developwrite to criticallyread up' their thatextracts understandingabout is explored fromaspects the in of ofnovel.the thethe novel. author'snovel. Additional use supportof oral traditional through guided tales to theablestructureSome particular to pupils justify in using willfeaturesthoughts have oral traditionalof progressedand the opinions text talesas furthera by contemporaryto quoting explore and will: effectively experiences, independently,novel setfrom in as thea welldistinctive talktext. as and Thosethoughts writeculture. pupils about and who feelings. the also author's completeThey craft will write theand Ireland appreciatecritically in Schoolsabout the aspectscomplexity research of the unitsof thenovel will novel's andappreciate be NationalKey Stage Strategy 3 OCA © Crown copyright 2002 www. standards.dfes.gov.uklkeystage3 4321 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Objectives LessonDuration: 1 15 lessons Starter Introduction Development Year 7 Plenary Homework PunctuationBoundaryS3 objective:OutlineofOutlines the unit. the the to starter objectives Dunbar'sbyintroduceReadingUse re-reading Shared strategies, letterthe novelRobert andgroupsUsingIndependent deconstruct are the directed O'Brien group the totextauthor activity. text to markprofile, andidentifybeEach asked oneto record onegroup opinion to fact themshould deduceS3Infer and betweenmeaning,punctuationunderstandingconsolidate sentences. particularly pupilto clarifyof basic TeacherOHP.displayedwhich should questioning on thebe a) phraseshighlightconvey factualusedspecific to: information words and convey writer's opinion theiraskedWhileon whiteboards. boards, groupsto show the are . givenIn pairs, a section pupils of are to understandingknowledgefocus on pupils' and of the a)suggestedIf pupils .back arecover texts grouped of are: the bynovel ability, teacherassistantclassroom and/or can punctuationappropriateandRobert agreeasked Dunbar's theto and discuss beletter deconstructionopinion.Modellanguage the of fact of and teacherc)b) Duringauthor can group profile target activities, one group the extract from author profile furtherpupilswhichquickly maygroups support.assess require of TeacherOut).theirprepared choices takes to justify (Time b)a) tothefactualwriter's convey: languagetext informationtoopinion focus used on classroomto Duringusingconsolidate Guided group assistant, learning. activitiesReading if available, astrategies distinguishabilityconsolidatequestioningEffective to teacher pupils'to colonsconsolidatesfeedbackuseunderstanding ofand commas,and colons. pupils' of semi- the canconsolidateGuided target Readingone learning. group strategies using to opinion.between fact and NationalKey Stage Strategy 3 Qc A © Crown copyright 2002 www.standards.dfes.gov.ukikeystage3 4321 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 7

LESSON 1: STARTER - ROBERT DUNBAR LETTER

THE CHURCH OF IRELAND COLLEGE OF EDUCATION

Siobhan Parkinson

Her greatest strength lies in her storytelling. In Sisters...No Way! she takes the age-old Cinderella story as her starting point and uses it as the basis for a witty and thought-provoking young teenage novel of family life in contemporary Ireland. The result is a highly readable with illuminating insights into a changing Ireland. In 4...3...2...1 she takes the conventions of the children's adventure story and uses these to create a book which is, in essence, about stories and their tellers.

In both of these books she moves well beyond the traditional notions of writing for the young to create something new, challenging and absorbing. I have no doubt whatsoever that an audience outside Ireland will respond as warmly to her work as her home readership does. The fact that her work is being increasingly translated into various European languages is, I think, proof of this.

Robert Dunbar Lecturer in charge of English

LESSON I: DEVELOPMENT AUTHOR PROFILE

Siobhan Parkinson is one of Ireland's leading writers for children. She lives in Dublin with her woodturner husband Roger Bennett and their son Matthew, her personal 15-year-old proofreader. She also has connections with Loughrea, Co. Galway and Letterkenny, Co. Donegal, where she was educated. Siobhan studied English Literature and worked as an editor in the publishing and computer industries, and with a national research and development agency on housing and homelessness. She has recently completed a year as Writer in Residence at the Church of Ireland College of Education. Her primary interests are reading and writing. She also sings in a choir (but quietly, in case she is found out!).

The Moon King (Oct 98) won a Bisto Book of the Year Merit Award. Siobhan's Breaking the Wishbone (Oct 99), is a story of homeless teenagers who discover the grim reality of living rough in a squat. Her latest book, Call of the Whales, published in October 2000 is a thrilling adventure story set in the Arctic Circle.

56 Duration:Unit: Four 15 lessons Kids, Three Cats, Two Cows, One Witch (Maybe) YearEnglish 7 Objectives Lesson 2 Starter Introduction Development Plenary Homework WordW3 textfrompairs,Using mark page toOHT any 6,note, invite ofunfamiliar Author'sidentify pupils and Notein focusedAuthor'sstrategiesUse Shared questioning,Note. to Readingre-read Through the ChaptertheofShared Siobhan teacher) Listening 1. PupilsParkinson reading tocan tape (or asofunderstandingConsolidate keydeveloped themes in to ritesinRecordidentify note of formideas W4endingsPrefixes wordsorDirect three and pupils unfamiliarkey toterms. focus terms on two b)a)keyintroduce development themes some of the of of novel:the rites of passage Focus,available.follow the through text if questioning.throughChapter teacher1 . experiences,ownfrompassage pupils' contextWordW14meaning in Out).torangeand decide invite of reading onthem meaning to strategies employ (Time a c) independence and adolescenceresponsibility themeschapterpointsdiscussion,questioning in areat the which onintroduced. andopening identifyirig key traditions.fromculturesothernovel the or andfrom ActivereadingR6 cluesmeaningstrategiesandTake recap feedbackin relation eg. adoptedon contextual key fromto reading to pupils derive ritesandtermExplain relate of'rites passage. andofto passage'pupils' discuss own the threshold,confirmed,Possible'transitional words: initiative,Bar ceremonies'. Mitzvah, cultures, rituals. appropriatelywithandofOutline the ensurespecial homework the expectations thatneeds supported. pupils task are NationalKey Stage Strategy 3 ASSQCA © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 7

LESSON 2: STARTER

AUTHOR'S NOTE In most cultures, when children reach the age of around 12 or 14, there is some sort of ceremony to mark their transition from childhood to young adulthood. In Ireland, most children are confirmed between the ages of about 11 and 15, depending on the church to which they belong, and Jewish boys have their Bar Mitzvah at the age of 13. These are examples of transitional ceremonies to mark the change that is taking place in young people at the threshold of adulthood.

In some cultures young people who are approaching adulthood must undergo some sort of test or ordeal. They might have to go off by themselves into the forest, for example, and survive on their own initiative. In other cultures the transition is marked by the older people telling the children the secret stories of the tribe. Once they have these stories, they are no longer children, but grown-up members of the tribe.

But no matter what form these ceremonies and rituals take, every child has to make the journey from childhood to young adulthood for himself or herself.

LESSON 2: STARTER NEW WORDS (FROM AUTHOR'S NOTE)

cultures

transition

confirmed

Bar Mitzvah

threshold

initiative

rituals

LESSON 2: HOMEWORK

Rites of Passage

At home, with an adult who knows you well, talk about some of the key events in your life. Using the bullet points below, write a few words about each event that will help you to take part in the next English lesson. (Remember that you are only making notes).

Key Stage 3 CSS © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 National Strategy 4:4c 60 LessonDuration:Unit: Four3 15 lessons Kids, Three Cats, Two Cows, One Witch (Maybe) YearEnglish 7 Objectives Starter Outline the starter objective: Introduction The starter Development Using Shared Writing Plenary Theuses teacher a good Homework descriptionPupils write of own an WordW14contextmeaning in descriptionuseunderstandingto Focusconsolidate of figurative on ofthe thepupil ofinitial language. theisland author's on Employofforprepares this the lesson.main Shared pupils part tropicalOHP/board,differentmodelsstrategies, island,a island description teacher eg. aon of bird thea of a writingdescriptiveexamplepupil's to of a beendrawingappealing modelled. on island, what has andLinkWr 9 readingwriting island..."ordinarycomingpages enough 8-9,to over "What from her?" little "Itwas was an thedescriptionreadstrategiesReading island. the initial to of re- Asreligioussanctuary, whiteboards significance an island are with etc. ofconsolidate language.understandingfigurative descriptionsenhanceTheyincorporatingisland should by of the hasphrasesinOn pairs mini-whiteboards,used list Siobhan to the create words Parkinson a andpupils theauthorFocusing mood creates, the upon constructioncanalreadywhiteboardssentences be involved available, ofusing toparticular in pupilsthe pupilstask,homeworkOutline directing to the act WEEKEND READING: speech.specific figures of Duringislandmysterious (Show feedback, and me). unattractive direct andpersonificationauthor'sdiscuss word theuse choice. of (supportedsentenceexperiment constructions composition).with different duringthatonplenary. the is offeredtheadvice (Pp.17-51)ofRead the chaptersnovel. 2-5 focuslanguageattentionsimile. on personification towith uses a particular of figurative and group.takehereThere afor isGuided thean opportunityteacher Writing to somepupilsnovelSynopsissupport. isreadingwho available of require the for NationalKey Stage 3 Strategy E QCA © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 71',

LESSON 3: STARTER - FIGURATIVE LANGUAGE

Beverley shook herself, like a wet dog, as if to shake off this silly idea. Islands weren't bits of jigsaw puzzles. They were perfectly explicable natural phenomena. That's what they were. Yes. You could read about them in geography books. They were caused by continental shifts or they were the tips of undersea mountains or something.

And yet this island didn't look a bit like a phenomenon in a geography book. It looked like a lost, homeless, thrown-aside bit of the countryside. It seemed to Beverley that it longed to be visited, as if it were lonely out there in the sea, cut off from its rightful place in the world. She shook herself again. What was coming over her?

Key Stage 3 Frjo © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 National Strategy 'lc"' 62 Duration:Unit: Four 15 Kids, lessons Three Cats, Two Cows, One Witch (Maybe) YearEnglish 7 Objectives Lesson 4 Starter Introduction and Development Plenary Homework punctuationBoundaryS3 anduseSiobhanmarkerIn commentpairs, of commas, pens pupilsParkinson's upon to use highlight colons minutes).rememberBeverley'sIn pairs, using fromcharacteristics whiteboards, their reading from pupils of whatchapters are they invited 1-5. can (2-3to list thesecharacter.onPupils Beverley'sgroups' feedbacks, report Duringfindings back setting,Character,R12 (Timeparagraphand"They semi-colons Out) kept on pthings..." 10, in TakingBeverley.developingchapters responses 1-5, understanding with from particular pupils, of emphasis teacherthe character reviews upon of classroomthechart.takingcan teacher model on assistant ora note flip mood commas,understandingandtheUse paragraphconsolidatean OHT colons displaying toof pupils' andreview chapters.group'bookBeverley'sTeachers detectives'will introduceexplore character using Beverley's the by thegroupinviting prompt character investigation pupils sheet. to in become differentEach of opportunityassessment.speakingNB There here andis an listening for a semi-colons. duringspokespersonkeyEach pointsthe group Plenary. about willfrom prepare Beverley's(NBeach Keep group for the thesecharacter. should Plenary lists report forAby laterlisting back five Thereassistant.groupsuse). is an to opportunitybe led by the here teacher for Guided and/or Reading classroom NationalKey Stage Strategy 3 t) C A © Crown copyright 2002 www.standards.cifes.gov.uktkeystage3 4321 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons tYearj.,

LESSON 4: STARTER COMMAS, COLONS & SEMI-COLONS PARAGRAPH P.10

They kept things like pens and paper at the back of the shop near the post-office section next to an unbelievably awful selection of birthday cards all roses and kittens for the ladies and fishing rods and sports cars for the gents. There wasn't much choice in the pen and paper department either A.W.Faber pencils yellow HB with the tops already pointed so that they were like vicious little ice-picks plastic pencil-parers also red and blue like the ballpoints Belvedere Bond writing paper but only in the small size and lined rather enticing-looking thin airmail envelopes like tissue-paper with green and orange edging and a picture of an aeroplane in the corner Par A vion/Aerphost printed underneath but no matching airmail paper. Beverley flicked through the lined writing paper speculatively. This wasn't really whatshe wanted. But there weren't any notebooks just school copybooks squared for sums and red-and-blue-lined for practising joined-up writing. She poked around a bit more hoping to find something more suitable.

64 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 7

LESSON 4: BEVERLEY (CHAPTERS 1-5)

Record the chapter that your group is studying during this activity. Chapter

What are Beverley's key actions in this chapter?

> What do we learn about Beverley's character and personality in this chapter?

> What do we find out about Beverley's relationships with the other children?

> Given Beverley's background and relationship with her parents, does this affect her behaviour in this chapter?

> Find three short quotations from the chapter which best reflect Beverley's character.

Agree the five key points about Beverley's character on a sheet of A3 paper for the plenary.

Key Stage 3 © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 NationalStrategy 65 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Objectives LessonDuration: 5 15 lessons Starter Introduction Development Year 7 Plenary Homework S3 focussentences,Dedicate on two with short the tostrategies,Using the classShared read from Reading pages "Elizabeth 58-60 bookpupilsIn small detectives, again groups become or to pairs, consolidatestarterFocus onto the theincludesGiven novel, the which a title of punctuationBoundary starterwhiteboardstheirpupilspunctuation, mini- writeOHT). on which(See to tolooked"... atbut Kevin..." he didn't sound all womandevelopsfocusislandrelationship on in and howthe Chapters the thebetween old writer 1-5. the especiallyhyphens,ofunderstandingpupils' commas in and witchnotasformreference to'maybe',the anwhether author opinion to a oris moodsettingCharacter,R12 and so."atdangerousP 29least "She he wasn't didn'tor anything think thatquestioning,Through convinced."author teacherdevelops discuss the how sense the of Thediscussions.support Duringprompt group groupsheet activities,can Outlinesentences.complexrelation the to novel.somemeetpreparing apoint witch us in to atthe allergicthat'sdye-callP 39 "Maybe it to it sand." he's what- maybe he's allergic, andFocusislandmystery sentence andon that evidence the surrounds level. old woman. at word the strategiesGuidedtargetteachingthe teacher one Reading assistant togroup and/or consolidate using can task. homework whiteboards,discussdifferentBy looking the at various whichideastakingforThere the on can isbyteacher an torecording be flipchartopportunity pinned to model keypaper to thehere note learning. meaninghyphenscommasParkinsonways Siobhan andto(Show has convey used me). wall for future reference. NationalKey Stage Strategy 3 QCA © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 7

LESSON 5: STARTER COMMAS & HYPHENS SENTENCES PAGES 29 & 39

She wasn't dangerous or anythingat least he didn't think so.

"Maybe he's what-d'ye-call itallergic, that's itmaybe he's allergic to sand."

LESSON 5: DEVELOPMENT THE ISLAND AND THE OLD WOMAN (C HS. 1-5)

On each of the following pages, there is a direct or indirect reference made to the old lady who lives on the island. Use the following grid to help you organise your thoughts:

Brief quotation or What does this Page reference outline of key information reveal to information. the reader about the old woman?

Page 11

Page 29

Page 32

Page 38

Page 53

Page 56

Homework: Based on the clues listed above and the title of the novel, form an opinion of the old lady's character. Do you think Siobhan Parkinson is preparing the reader to meet a, witch?

Key Stage 3 r;T-1-.30 © Crown copyright 2002 www. standards.dfes.gov.uklkeystage3 4321 National Strategy `-lc°- 68 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Objectives LessonDuration: 6 15 lessons Starter Introduction Development Year 7 Plenary Homework punctuationBoundaryS3 themselvesPthepupilsIn 30small paragraph by sequence arranginggroups, on Possibleclass.Read Chapter strategies: 6 with the a) Siobhan Parkinson's tape describingopeninginwhiteboardsUsing pairs, mini- draftsentence the pupils, an consolidaterevisesentencesselectionDiscuss and a of small to pupils'their WEEKEND READING: (pagesofRead the chaptersnovel. 63-77) 7 & 8 deduceInferR8 and hasorderclausepupilwhereby agreed. isthe inholding eachthegroup Note a d)c)b) TeacherGroup Reading. reading toof Pairedtheclass. chapter. Reading. sentenceswriteclueswitch,Direct in givenbased complex pupils and so on far.to the structureshowunderstandingusedpunctuation sentence to createand areof withSynopsisreadingpupilsnovel this iswholesson ofsupport.available the require for sentence:complexcontainstheand paragraph Elizabeth the "Kevin Wholesuspicionschapteron whether class 6 confirms discussion thator not the our theuseinlessonremind last relation of few commas, starterspupils lessonsto their of over the whichdifferentunderstandReflect has effects. on been how that we Discuss(Getstruggle..."started up to andthe effectgo). Therereadingdowoman pupils is is andan infera opportunity witch.why? from What their semi-colons etc. statedimplied explicitly. but not sentences.complexuseof the of author'scommas in chart.takingassistantavailablefor the onteacher toclassrooma boardmodel or or note flip NationalKey Stage 3 Strategy QCA © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 7

LESSON 6: STARTER SEQUENCING PARAGRAPH PAGE 30

...slithering along the slimy causeway...

...stepping over rivulets cut into the sand by ropes of sucking seawaterand over streamers of gleaming wet seaweed...

...Kevin and Elizabeth started to struggle after the others...

...carefully circling around black and slippery rocks...

...lurching together and laughing when they bumped into each other...

...slurping through puddles and pools left behind by the tide...

70 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 7

LESSON 6: HOMEWORK SUPPORT

SYNOPSIS The story centres around four children who head off to explore Lady Island, bringing with them their personal concerns and neuroses along with rucksacks full of supplies. Beverley, the instigator of the trip, is stuck-up and obsessive. Elizabeth, though generally more easy-going, is prone to flights of fantasy. Poor Gerard trots along, sneezing and wheezing, lugging his cat, Fat, and trying not to annoy the girls. Kevin, local talent, is the eldest and the one most aware of the possible dangers. They set off across the water at low tide and soon find themselves on the island with the feeling that they're not alone. As the story progresses the children each tell a story which seems to be 'given' to them and which somehow tells more about them. They meet the eccentric Dymphna and weather a frightening storm, both emotionally and in reality. On leaving the island, each child has changed subtly. They have undergone a rite of passage.

The author's note outlines the concept of a rite of passage. We meet the practical, analytical Beverley who plans the expedition to explore Lady Island. Her friend Elizabeth agrees to go although she has an uneasy feeling about the island. Gerard, Elizabeth's cousin, is allowed to go, so that he can carry all the bulky things. They set off and are joined by Kevin who feels that they might need his help. They reach the island and cook breakfast. Elizabeth tells her story. Sparks fly between Beverley and Kevin. (Pages 7-51)

The children split up into two groups of two. Elizabeth and Gerard follow the trail while Beverley and Kevin cross the island through unknown terrain. Elizabeth injures her ankle and can go no further. Meanwhile Beverley is forced to review her opinion of Kevin, who helps her through an attack of vertigo before telling his tale. Beverley and Kevin finally meet up with the other two. By now their provisions have all gone and tension is beginning to mount. Gerard tells his strange story of the princess who had a baby before she was married. (Pages 52-106)

Gerard finishes his story. The children decide to make their way to the house (which Gerard has spotted) to try to get help with Elizabeth's injury. It is deserted and they go inside. Dymphna appears and doesn't seem surprised to see them in her house. Beverley tells her story of a logical and independent princess. Dymphna goes upstairs to get lotion for Elizabeth's foot and hangs out of a window, wailing and howling. The girls decide she is mad or weird, but Gerard defends her staunchly. The wind is getting up as a storm approaches. (Pages 107- 152)

The storm finally breaks and rages all around the little house. Gerard is distraught because Fat has gone missing. Dymphna applies lotion to Elizabeth's injured foot. Kevin, though petrified of storms, goes out into the worst of it to find Gerard's cat. Elizabeth's foot is cured. Fat is found. The storm ends and they have an outdoor picnic using the flares and supplies which Dymphna had found. Dymphna tells her story of the duckling that didn't like rain. She asks for their help and she shows them the way home. The pilgrimage is over. (Pages 153-192)

Key Stage 3 ri © Crown copyright 2002 www.standards.clfes.gov.uktkeystage3 4321 NationalStrategy Qc A BEST COPY AVAILABLE 71 Duration:Unit: Four 15 Kids, lessons Three Cats, Two Cows, One Witch (Maybe) YearEnglish 7 Lesson 7 Objectives Starter On OHT, display Introduction Outline the lesson objective(s) Development In groups, pupils Plenary Take feedback from Homework What have we clausesSubordinateS1 fourInviteChaptersentences simple pupils 8. from in pairs Tale".toReview leadthe class. intothe weekend'schapter 9, "Kevin'sreading line.completeTale"discuss and "Kevin's the time consolidategroups"Kevin'sparallelsunderstanding to Tale"between their andof the fewduringBeverleylearnt chapters? about the last ActiveR6EndingsR15 reading whiteboards.oncomplexsentencesto expandtheir mini- sentences theseinto a) PossibleReadTaped chapter reading strategies: 9 withof the the class. chapter by Siobhan This"Kevin'sdiscussionTeacherpredictions will leadTale".led of intoof how Outlinehomeworkhis experiences. the task, furtherBeverley'saspectspoints,Using five bullet list of a colons,onabout(TimeRemind commas, earlier colons out). pupils worksemi- etc. Explorec)b) SharedGroup the Reading. Reading. idea with pupils that Parkinson. andtaleexperience.thereflect taleisthe challenging mightteacher Kevin's (The own toalsodirecting Beverley's"Kevin's consider pupils Tale". response to character. mainunderstandingreinforceReview and and pupils' of ownreflectoftenin many experiences. helps on cultures and the understand storytellers telling stories their thewillTherevery needchapter). familiar isto an be with text.clauses,examplessubordinate using from the. her'Elizabeth'sreferDuring character pupils whole toTale' class andaspects in the discussion,relation children'sof to pupilssupportforopportunity the adoptingteacher a group here to of NationalKey Stage Strategy 3 Qc A © Crown copyright 2002 novel.experiences as outlined in the www.standards.dies.goy.uk/keystage3 strategies.Guided Reading 4321 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 7

LESSON 7: STARTER SIMPLE SENTENCES CHAPTER 8

The shaking had stopped.

She levered herself onto her elbows.

Her stomach was in its rightful place.

She sat up altogether.

7 3 Duration:Unit: Four 15 Kids, lessons Three Cats, Two Cows, One Witch (Maybe) YearEnglish 7 `KEVIN'SLESSON 7:TALE' DEVELOPMENT 1. What does the reader already know about Kevin from Chapters 1-8 of the novel? 3.2. UseWho the are diagram the main to characters help you map in "Kevin's out the Tale"?key events in "Kevin's Tale". P 82 Once upon a time... P 83...they didn't bother much with their father... P 83...they didn't see all that much of him P 85 Nobody ever offered to comb it for him... P 85 Nobody would even miss him... P 85 ...then he swam to seek his fortune combing her child's hair P 87 "Where's Papa? I want my papa!" P 87 He swam up...just as his wife was KeyNational Stage 3Strategy QC" © Crown copyright 2002 www.standards.dfes.gov.ukikeystage3 4321 LessonDuration:Unit: Four8 15 lessons Kids, Three Cats, Two Cows, One Witch (Maybe) YearEnglish 7 Objectives Starter Recap on yesterday's Introduction Shared Writing to model Development Use the class plan Plenary Take a good Homework Complete first clausesSubordinateS1 complexhighlightInvitelesson pupils sentences.starter the inmain on pairs and to thisonthesuite.is a planning lesson ancharacter. opportunity, This in of wouldan a(If ICTreport there leadallow analysisto DirectBeverley.write a pupilsof character to knowledgeorderpupils'sentenceexample to work reinforce of from ofa in draftBeverley.analysischaracter of of Wr2formatsPlanning selectedhighlighterusingsubordinate different complex pens clauses coloured in whichtheparticularlynetworked class would plan be immediately supportiveto be for threeanyquotationsintegrate short opinions at to least justify sentences.complex starter.Thisnovelsentences is (Time aPupils challenging from Out). who the are writing).additionalpupilsUsing who the help require pupils' when ideas Beverley.expressedintegrateDirect pupils about complex to shouldsentences.mainnot working highlightidea in atselected the this level for4on andmodels,Homework, Beverleya report their in lastanalysing fromdetail, the Lessonteacher a plan opportunityTherewriting.sentences is an in here their for sentences.thesupportedneedsPupils main couldwith ideas to special betalk in aboutthe theTeacherBeverley's introduction. models character. writing thegroup.a teacherGuided toWriting lead NationalKey Stage Strategy 3 QC A © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 7

LESSON 8: STARTER MAIN AND SUBORDINATE CLAUSES P.61

Beverley sat down on a rock, which had lost the cool touch of morning though it wasn't exactly what you would call warm, and took out her sum copy to note the skylark down.

Kevin didn't reply for a moment, just stood there with his head thrown back, watching the bird soaring until it was just a moving speck against the blueof the sky.

76 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Objectives LessonDuration: 9 15 lessons Starter Introduction and Development Year 7 Plenary Homework SubordinateS1 complexdisplayOn an OHT three experiencedreportDisplay of on Beverley the writers OHT to usean model example to enhance/redraft the strategies of one pupil's and a piece techniquescharacter of redraftonBrainstorm how a best piece advice to of WEEKEND READING novelRead10 -13 (pageschapters of the 90- Wr1clausesprocessDrafting "He rooted it out with67sentences all "He...". beginning from P >writing use ofof presentthis type: tense; incorporatingformalcomplex language; sentences; opinions of the character; writingcanThison flipchart beofhelpful thisdisplayed nature paper.advice in Synopsisnovel124). is of the formatsWr2Planning breaths..."quickly...""He tookdrank long eagerly..." slow >referenceeachIn pairs, other pupils to to some redraft should of aspectsthe spend above 5-10of issues.their minutes,use report of quotationssupportingwith particular to justify opinions. the classroom support.availablerequirepupils who forreading Out).withrewritesentenceIn pairs, a verb it selectstarting and (Time one redraftingBeverley.Pupils can and then completing spend the their remainder character of report the lesson on thatreinforcesentencesDiscuss when pupil the and fact andThereinexperienced classroom is a clear assistant, opportunitywriters through if available, at this guided time to supportforwriting. the teacher withsentencesclause.subordinateprecipitates a verb startit often a groupNB Thiswriting piece targets. of writing could be assessed and used to set NationalKey Stage Strategy 3 y,. © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Xear 7

LESSON 9: STARTER COMPLEX SENTENCES P.67

He rooted it out quickly, yanked the cap off and frantically stuck the inhaler in his mouth, pressing the release button wildly.

He drank eagerly, gratefully, at the blessed mist that filled his mouth and immediately his breathing started to come moreeasily.

He took long slow breaths, forcing himself to concentrate on his breathing, though he could hear Elizabeth's yelling as if through a curtain.

LESSON 9: BEVERLEY (CHAPTERS 1-5)

Chapter

What are Beverley's key actions in this chapter?

> What do we learn about Beverley's character and personality in this chapter?

> What do we find out about Beverley's relationships with the other children?

> Given Beverley's background and relationship with her parents, does this affect her behaviour in this chapter?

> Find three short quotations from the chapter which best reflect Beverley's character.

> Agree the five key points about Beverley's character on a sheet of A3 paper for the plenary.

Key Stage 3 Fr3 © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 National Strategy c. ca. 79 LessonDuration:Unit: Four 10 15 Kids, lessons Three Cats, Two Cows, One Witch (Maybe) YearEnglish 7 Objectives Starter Introduction Development Plenary Homework Think about how S2 SiobhanListen to _ considerThrough thewhole following: class discussion possibleSuggest waysto the ofclass responsesTaking from knowBeverley, her fromas we the sentenceVariety of sParkinson' tape of > What parallels are there between organisingin pairs to their ensure time teacherpupils, the models , novel, will fit into recountS&L2structureDevelop Tale'.'Gerard'sChapter11, > What makes this a good story?experiences?the Tale and Gerard's own sentenceGiveBeverley'scompletion out the of story. of first Beverley'saspectsideaspupil-generatedsome oninitial of your tale. unexpecteddialogue;story;mainEg. Limited eventmainly athat fairynumberending narrative triggerstale (a ofbeginning; lawithcharacters; theRoald little rest Dahl); anof athe legsyoungwasP'Beverley's 133 aand beautiful"Oncegirl wonderful with Tale' there long from thecharacterpaper board onor toto Prepareit is short. the class to tell 'Beverley's Beverleylong golden began...". hair,' . aboutTale'.Beverley'spupilslessons RecapBeverley's to when consider onbackground thepupils character previoushow have aspectsand and been three character direct ofwriting tale.theirdraftplanningIn pairs,versionsinitial useideassheet of the the forto someUsing ofthewill herprepared. boardbe key reflected orcharacteristics. flip chart,in the agreeoral tale to be NationalKey Stage Strategy 3 l QC A © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 7

LESSON 10

`BEVERLEY'S TALE' With your partner, you will be preparing to tell 'Beverley's Tale'. Use the following key questions to help you to think about Beverley.

1 What do you already know about Beverley?

2. Identify 3 key characteristics of Beverley's character that you are going to incorporate into your tale

3. You can adapt the following structure but the following prompts may be helpful.

Who are the main characters in the tale?

Where does your tale take place?

What is the main incident in this tale?

What does Beverley learn about herself during this event? What is the moral of this tale?

How does the tale end?

Key Stage 3 © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 National Strategy cl Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Objectives LessonDuration: 11 15 lessons Starter Introduction DevelopmentYear 7 Plenary Homework RecountS&L2 Oral tales tend to be: oraldifferList ontales. between OHT some written key stories features and that . fifteenpreparationcompletepairsPupils minutes for continue up tofor to their in decidesandrecountsfours.Pupils the Eachmove groupwhich their pair into tale is the Throughusedcriteriaconsiderdiscussion, when pupils the in > focusShorter;pacey; on fewer characters;events; `Beverley'soral telling ofTale'. oneandBeverley'sbest that experiences.reflect seems character to tale.mostdeterminegroups effective of fourthe to 'Written> storiesoftensometimes animated can be: have by little the dialogue storyteller's; ;gestures, tone of voice etc. reference.chartcriteriaRecord for on future agreeda flip Ask> containincorporatepairslonger; of morepupils extended detailto decide and dialogue. whichdescription; writtenfeaturesreadingEncourage tales. apply when pupils to considering spoken to refer and tothis which their issue. wider to NationalKey Stage 3 Strategy QC' ©Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 Objectives LessonDuration:Unit: Four 12 15 Kids, lessons Three Cats, Two Cows, One Witch (Maybe) Starter Introduction Development YearEnglish 7 Plenary Homework presentationShapeS&L3 a taletheusedRecap mostfrom to the decide effectivelast criteria on to shouldThethe wholefour be final presentedclass. tales thesheetusePupils, talethe to evaluationthatdecide in pairs,most on then > developingthiswhatDiscuss week has with beenin their relation pupils learned to: shouldprompts,Using the reflect pupils question upon: S&L2S&L13Recount withKeepinglesson'spartners, their plenary.pupils original create andreliablyBeverley's experiences. reflects character > collaborativelyworkingpairslisteningspeaking and in skills; andgroups; > astheirpair a and storyteller.contributionown group oral skills work; to Collaboration thatdecidemostEachnew will groupson effectivepairthen the will be of then talesix. > developingBeverley.understanding their of ofRead lesson.17the for chaptersnext the English beginning 16 & toldthisofGive to10 task.the aminutes maximum class. for

NationalKey Stage 3 Strategy ocA © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) .English Duration: 15 lessons 'Year 7 LESSON 12: 'BEVERLEY'S TALE'

EVALUATION SHEET

What do we learnWhat How well does about Beverley's experiences the storyteller character? or incidents fromcapture the novel are Beverley's referred to? character?

Tale 1

Tale 2

Tale 3

Tale 4

LESSON 12: HOMEWORK

SELF-EVALUATION

1. What were the benefits of working with a partner to prepare your tale?

2. What were the benefits of working in a group?

3. Was it easier or more difficult to work in a group of two or a group of six?

4. What were the benefits of the whole class feedback?

5. Would you feel more confident about taking part in group activities in the future? Give reasons for your response.

6. What new insights have you gained about Beverley through telling your tale?

7. What new insights have you gained about Beverley through listening to others?

Key Stage 3 © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 National Strategy CaC LessonDuration:Unit: Four 13 15 Kids, lessons Three Cats, Two Cows, One Witch (Maybe) YearEnglish 7 Objectives Starter objectiveOutline the to starterfocus on Introduction chapterRead 15,or re read Development theIn pairs, similarities consider and Plenary feedbackUsing from Homework andRead 19 for chapters the next 18 choicesLanguageR14 developingexamplesonomatopoeia,alliterationunderstanding pupils' fromand ofusingthe novel a)the"'Beverley's PossibleSiobhan class. strategies: Tale- with Parkinson's tape their'Beverley'sSiobhandifferences own Parkinson's tale. Tale'between and aspectsdescribingclassandpairs, amend check-list reviseof the English lesson. EndingsR15 ."hissingpaddle-walk""aPossible splashy, and snarlingexamples: Psquelchy 19 and P 9 d)c)e)b) TeacherGroup Reading. reading to Pairedof Individualthe chapter. Reading. reading. discussion.fromtocreate Directrecord their their pupils key own points to grid 'Beverley'scharacter.Beverley'sExplore what Directpuddles""slurpingscratching"P pupils through to 30 the Wholeordiscussion not class chapter on whether15 the class. considerencourageskeyDirect question pupils what themtothat the to her.furtherTale' reveals about though...""KevinparagraphPupils heard deconstruct on them, P 125 Therewomansuspicionsconfirms is is anour a that witch. the tale.areBeverley'sfurther revealed aspects character in herof Out).theandparagraphhow paragraph develops the writerto consider sounds(Time creates in fliptakingteacheropportunity chart. on to a model forboard the note or NationalKey Stage Strategy 3 Qcn © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 7

LESSON 13: STARTER ALLITERATION AND ONOMATOPOEIA P.125

Kevin heard them, though. He'd been straining and listening for this very sound ever since they'd arrived at the house. He thought he'd heard the faint click of the gate closing. It was the merest suggestion of a sound, but he was almost sure he'd heard it. Why hadn't he heard it screech open? Maybe they'd left it hanging open. Yes, yes he thought they had. The closing of the gate was followed by soft, shooshing steps, the sound of someone wading through lush grasses and wildflowers in the garden.

...a splashy, squelchypaddle-walk. (P 9)

...hissing and snarling and scratching...(P 19)

...slurping through puddles...(P 30)

Key Stage 3 © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 National Strategy 'Qc 87 Duration:Unit: Four 15 lessons Kids,Lesson Three 14Cats, Two Cows, One Witch (Maybe) YearEnglish 7 Objectives (StimulusStarter rather than a Introduction Development Plenary Discuss Homework formatsWr2Planning starter21Read with activity.) Chapters the class. 20 and > referencereviewShared of Writing theto: text, to planwith particulara critical Setting (if pupils have withdifferentanddiscuss possible experiment the plan In pairs, suggesteddifferentthemodels various planning by writingWr19Reflective andrelationchapters,Discuss the towiderthese especiallyBeverley themes in incorporatewillSchoolscompleted be opportunities research the key Ireland ideas unit, to here). inthere Whiteboardsthecriticalplanningapproaches novel. review their to can ownof pupils. within the novel > experiencescharacterisationanFavourite'Beverley's opportunity character when Tale' here with workingand (thereto pupils' link also ison to thediscussedinitialbe usedplenary. plans to during draftto be > BeverleyearlierintendedThe novel'spupil from audience. writing relevanceLesson describing 8). to the NationalKey Stage Strategy 3 QC A © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 Duration:Unit: Four 15 Kids, lessons ThreeLesson Cats, 15 Two Cows, One Witch (Maybe) YearEnglish 7 Objectives Starter Introduction Development Plenary Discuss Homework Comp le ReflectiveWr19 TeacherBeverley.understandingconsolidatestarter outlinesobjective Remind pupil ofthe to opportunity.)emphasiseReinforceindependentproducing the that an writing writing.theyextended willobjective (Assessment be piece and of opportunityWhileindependently,Independent pupils for are thewriting. working there is an notwhetherclasswith they the or reviewscriticaltion of writing Inher.alreadypupils pairs, about know pupils what about answer they Annotate14.Revisit thisthe plan to-prepared ensure in that Lesson furthertoteacher/classroom Guidedpupilswork writing with who Writing a may supportsmall strategies. require assistant group using of peers.todrecommenwould thetheir novel ifto(orally)one they Pairsherself of were the Beverleyor on questionsgroups Beverley. P 150 poses record as justifyofwordspupils the their novel.referor thoughtsphrases to specific from and events,opinionsthe novel to homeworkcompletehere(There as is to athe whether orchoice inwriting class toor task beduringnot made pupilsfor the theirresponsesDiscusspaper response or variouswhiteboards. to on comment large theTeacherbe14.introduction class emphasised: The models plan following asto the aoutlined critical featureswriting reviewin of Lessonshould the from Follownext English Up/Extension lesson.) useappreciate(Ensuremindon Beverley's of at questions thispupils the time. state author's to of - o The use of invertedthe present tensecommashere. may bearound encouraged the title writingforAsreviews, teacherswell activity as returningthere to withfollow is ana the discreteup opportunity criticalthis uncertainty).reflect Beverley's - Thewriting).(and appropriate quotations laterdegree in theof focusingeditingwritingmini-unit specificallyobjectivesand of drafting.2-3 English relatedon the lessons, to NationalKey Stage Strategy 3 a"' © Crown copyright 2002 formality. www.standards.dfes.gov.uk/keystage3 4321 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year

LESSON 15: STARTER QUESTION MARKS P.150

`I think you're right,' said Kevin and he tiptoed to the door and slipped out of the house. The others looked at one another in dismay. Now what was going on? Beverley had a moment of panic. What if Kevin didn't come back? What if he left themhere with this deranged person? How was she going to cope? How was she going to protect the two younger ones? And how onearth was she going to get them all off this small island? She had a sudden longing for her parents and a very clear conviction that shedidn't want to be the oldest. If Kevin abandoned them, she would be (not counting the crazy woman), which meant she'd have to be in charge. How could she ever have wanted to be in charge? Being in charge was awful!

90 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 7

4321 Unit: Disclaimer

The Department for Education and Skills wishes to make it clear that the Department, and its agents, accept no responsibility for the actual content of any of the materials suggested as information sources within this document, whether these are in the form of printed publications or upon a website.

Key Stage 3 © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 4321 National Strategy Unit: Great lives English TheAboutDuration: unit thefocuses 9 unitlessons on features of personal record writing. Pupils read a range of biographical and autobiographical texts and write a short biography. Year 7 pupilsInPrior order should learning to completebe able to this draw unit on successfully, their informationMostExpectations pupils from will: severalunderstand sources, the differences incorporating between it effectively kinds it of into text their that own contain biographical accounts writing of lives; and select making use knowledge and experience of: workingskimmingoflanguage text; in groups; conventionsand scanning; of different types ownSomewrittenof linking writing. pupilstexts. structures They will notwill which haveuse somemake progressed linkingtexts coherent. devices so far and andThey will: show will select understandsome information understanding key differences from of texts the betweendifferences which influences spoken between and their spokencohesionlanguageusing features and in texts;written of formal texts. written confident,graspspokenSome subtler and pupils using written differences willa range texts. have ofbetween progressed linking structures.spoken further and andwritten will: texts. use informationTheir own writing from willtexts be with fluent, intelligent stylish and selectivity, and Starters WordDictionaryPronoun/verbUse association of pronouns race agreement 2.WritingAn1.Stages OrationsBiography analysis sections ofand andthe of obituaries features theirautobiography own of autobiographies information texts, and including biographies. those which help text cohesion. Abstract/concreteCriticalComparativesPositive/negative terms WritingReviewing3.Researching,Exploring Gathering the differences differentbiography planningthe evidence types betweenof and a ofwell-known writing text spoken which orations person. andgive writtenandaccounts obituaries English. of people's about thelives. life of a person. journals,RediscoverSampleInternetResources obituaries pageand Grammar, school of textbook Davidlibrary: focusingCrystal examples on ofa 'greatdifferent life', types e.g. fromof historical Religious and Education biographical or History. text, for example: encyclopaedia extracts, newspaper articles, autobiographies/ NationalKey Strategy Stage 3 QC ° © Crown copyright 2001 www.standards.dfee.00v.uk/literacy Urit Gloat 'yes Duration:Unit: 9Great lessons lives 'English Year 7 WordGreat lives objectives stage 1: Biography and autobiography Sentence R3R2Reading ComparingExtracting information presentation Wr11Wr10Writing PresentOrganise information texts SpeakingS&L10 Report and listening main points WordGreat lives objectives stage 2: Orations and obituaries S5Sentence Active or passive voice R13Reading Non-fiction style Wr14Writing Description S&L16Speaking Collaborate and listening on script Great lives objectives stage 3: Gathering the evidence S16S11 ParagraphSpoken & writtencohesion comparisonqualificationW18Word Terms of& S12Sentence Sequencing paragraphs Reading Wr10Wr1Writing Drafting Organise texts Speaking and listening NationalKey Stage 3 Strategy °CA © Crown copyright 2001 www.standards.dfee.00yiuk/literacy Unt Great Ives 2 StageDuration:Unit: 1 9Great Biographylessons lives and autobiography: Lesson 1 EnglishYear 7 Starter A revisiondownPutCreate pupils each listsexercise in pronounwith groups wholeon pronoun orused. classpairs As use.ofto a alltake class the turns thenpronouns to discuss tell theythe why story know: pronouns of first, something second are useful. they and didthird recently. person, They gender must etc. not use any pronouns, and if they do so, the listeners note Introduction viewpoint,person,comparesShared readinguse textkey of structure.featuressubordination,' of short of biographical the twovoice, texts vocabulary,and at autobiographicalword, sentence cohesive and devices,texts. text Teacher level, authorial e.g. Development discussed.biographicalusingIn groups, a group (See anddifferentiated readingKS3autobiographical Strategy grid if appropriate, which support texts requires materials which pupils identification they are for givenclassify an example aof range andthe key analyse ofof such shortfeatures a ReviewPlenaryHomework of similarities and differences at word, sentence and text level between biography and autobiography. grid.)

NationalKey Stage Strategy 3 Q © Crown copyright 2001 www.standards.dfee.ciov.uk/literacV Urit Great Ives 3 Duration:Unit: Great 9 lessons lives English StarterStage 1 Biography and autobiography: Lesson 2 Year 7 Introduction DiscussInGive five out minutes howa selection pupils they camemustof cut decide toup their opening whether conclusions. sentences each sentence from biographies is from a biography and autobiographies or autobiography. to pairs or groups. Development toWhilstpreviousautobiographyTeacher clarify doing modelslesson.for pupils this, on writing OHTthe the teacher choices orthe board, opening comments made incorporating paragraph in the on writingthe keyof features biography features process. used referred and in of the an to writing in doesOneautobiographicalsignificantIn pairs, of so the pupilsto figures,writepair areuses autobiographically.or pastprovided biographical the and information present,with enoughparagraphs Theyto writeenable factual then biographicallyfor themcompare informationthe same to write their person. and on opening writing, onethe orother more DiscussionPlenary of features of biographical and autobiographical writing. Completion of a text analysis grid which identifies purpose, along with word, sentence and text referring to key features. PupilsHomeworklevel features. write the opening paragraph of their own autobiographies.

NationalKey Strategy Stage 3 QCA I. © Crown copyright 2001 www.standards.dfee.cloy.ukiliteracy Lint Groat Ives 4 Duration:Unit: 9Great lessons lives English StarterStage 1 Biography and autobiography: Lesson 3 Year 7 Introduction GroupDraw out pupils a list into of 'expert'less well-known groups of words three orfrom four, the and texts provide the pupils each willgroup be using in the lesson. Have a dictionary race to discover Development Pupils re-group so that each new group contains an `expert' on each different and confirm the meanings. Plenary awith text a analysisdifferent gridbrief to biographical identify key orfeatures autobiographical during the text.group Each discussion. pupil fills in examplesoffeatures.text. biography Each Together frompupil and the in autobiography turnthetexts. groupreads produces their at word,text ato sentenceposter the others size and matrixand text points level,of key outwith features the key PupilsHomeworkReview write of key the features second based paragraph on posters. of their own biographies, not their autobiographies.

NationalKey Strategy Stage 3 Qc 1C-D © Crown copyright 2001 www.standards.dfee.00v.uk/literacy Unit Great ives 5 Duration:Unit: Great 9 lessons lives EnglishYear 7 StarterStage 2 Orations and obituaries:TeacherPupils readsuse SPOKEN/WRITTENLesson aloud or shows 4 brief response text extracts cards of todifferent identify types. whether they think the text is written or spoken, and give reasons. Introduction ThroughShared reading discussion of transcripts the teacher of speechesdraws out bytext or features about significant at word, sentencefigures. Development to categoriseIn groups, pupilsthem using are given word/sentence snippets of level orations features. and obituaries. Their task is , textsThefirstasand opposed ortextteacher include third level person). to highlightsobituaries, as written in Stage textsstarting Martin 1, (e.g.and sentencesLuther addssentence King'sfocus with structure, onspeech, non-finite the characteristics useEarl verbs. of Spencer's passive, Possible of speech,spokenuse of embedded.Groups are givenThey writtenhave to obituaries identify inserted in which text. extracts from spoken texts are ThePlenary class completes a poster-size analysis Markgrid of Antony's the distinctive funeral featuresoration over of oral Caesar. and written texts. writtenListenHomework text. to talk outside school, e.g. someone talking about their life in a T.V. interview. They should note down anything that they hear which would not appear in a

NationalKey Strategy Stage 3 Q`A ©Crown copyright 2001 www.standards.cifee.qoy.uk/literacy Urt Great iyes 6 Duration:Unit: Great 9 lessons lives EnglishYear 7 StarterStage 2 Orations and obituaries:Comparatives: Lesson trios of pupils 5 are given a card with a base word, and have two minutes to agree, write down and display comparatives. Introduction DuringforfigureTeacher the (suggested samethe models writing person. writing by(on pupils) OHT the orlast AND board) paragraph the thescript teacher of for an the obituary talks ending through for of a well-knownfuneralthe choices oration a Development Workingmale/female,figuresPupils are in provided pairs, black/white, each with pupil factual old/young. chooses information a different about figure a range and of writes significant the last historical, artistic, political, spiritual - with appropriate balance of Plenary passivetexts,writer e.g.makes voice. tense, in relation person, to comparatives, the key features use which of non-finite distinguish verbs, oral active/ from written funeralTheyparagraph then oration exchangeof their for theirobituary. paragraphs partner's chosen and write figure. the script for the ending of a ReviewFindHomework anof theexample choices of anwe obituarymake at fromword, a sentencenewspaper and at texthome level or inwhen the schoolwriting library.or speaking.

NationalKey Strategy Stage 3 r'!''ACA © Crown copyright 2001 www. standards. dfee.qov.uk /literacy Urit Great Ives 7 Duration:Unit: 9Great lessons lives EnglishYear 7 StarterStage 2 Orations and obituaries:First in pairs, Lesson and then 6 as a class, find as many synonyms as possible for said. Introduction toThePupils transform task are of grouped, each that writtenof theseand eachobituary 'expert' group into groups given a spoken is the to obituarydiscuss oration, theof and a changes different draft a script.neededperson. Development decidesEachgroups.New groups pupil which presents are oration formed the has consistingoration the greatest for ofhis a or representativeimpact. her deceased of person each of and the the 'expert' group ThePlenaryHomework most successful orators explain the changes they made in order to give effective orations.

NationalKey Strategy Stage 3 I QC 4 © Crown copyright 2001 www.standards.dfee.qov.uk/literacy lkit Gnaat Ives 8 Duration:Unit: 9Great lessons lives EnglishYear 7 StarterStage 3 Gathering the evidence:EachGroups group are Lesson givenmakes 'celebrities' a spidergraph 7 from ofdifferent typical fieldswords of associated life. with such people. Introduction toencyclopaediathatTeacher the contain purpose, elicits accounts entries,throughaudience of newspaperclass lives, and discussionfeatures e.g. biography,articles, of andthe textbooks, texts.exemplars autobiography, etc, the drawing range obituaries, of attention texts Development Theyto audiencelife.In groups,summarise Their andtask pupils purpose.theiris toare noteviews given its on anfeatures a example poster-size and of to a sheet. judgetext containing its effectiveness an account in relation of a ClassPlenaryHomework review the range of texts containing accounts of lives by displaying and commenting on the completed sheets.

NationalKey Strategy Stage 3 QC r"- © Crown copyright 2001 www.standards.dfee.00v.uk/literacV Uri Great iVES 9 Duration:Unit: 9Great lessons lives EnglishYear 7 StarterStage 3 Gathering the evidence:intensity.Taking the listLesson of words created8 in the previous lesson, categorise them into positive/negative and abstract/concrete groups and then arrange them in order of Introduction TeacherDevisebiography models a caption in eight how summarising paragraphs. to use a photograph the significance of an unknown of the moment person shownto plan in a the Development Pupilsunknown,Provide select pupils of varied one with photograph aages varied and selection backgrounds. that interests of photographs them, devise of people, a caption preferably for the Plenary sequence.conclusion.Decidephotograph on the 'inSequence thecontent person's ofthe the paragraphslife. eight paragraphs and place including the photograph introduction in theand Theyphotograph sequence and the eight paragraphs paragraph to matchheadings their for intentions. the biography of the person. PupilsHomeworkDiscussion write ofthe some biography of the ofbiography their chosen plans, person, reminding paying pupils particular of criteria attention for successful to the first biography, and last paragraphs.and stressing the significance of first and last paragraphs.

NationalKey Strategy Stage 3 QC A © Crown copyright 2001 www.standards.dfee.00v.uk/literacy Unit Cleat Ives 10 Duration:Unit: 9Great lessons lives EnglishYear 7 StarterStage 3 Gathering the evidence:meaningsCard game and Lessonin whichproduce pupils a9 sentence are given incorporating key terms for each critical term. evaluation, and (on separate cards) the meanings of those terms. They must match terms with Introduction drawingTeacher attentiontalks through to features the criteria to which devised pupils earlier will needfor successful to attend biography,when Development agreedIn pairs, criteria. pupils read each other's biographies and evaluate them against the Plenary writingTeachertopicrevising sentences. or theirmodels that biographies, of athe volunteer process e.g. pupil,of sequencing revising past ora draftpresent. of paragraphs, text, using his/paragraph her own link, theTheyEach biography. then pupil revise makes their notes writing on in comments, the light of suggestions these discussions for improvement. and complete PupilsDiscussionHomework review about their the biographies, strengths andusing areas the agreedfor improvement criteria and of terminology,several of the to completed identify three biographies strengths presented in their writing to the and class. three areas for development.

Ireland in Schools 2.1. IrelandAuthor research research K53 Research Unit (Y7)

Key StageNationalStrategy 3 Crown copyright 2002 www.standards.dfes.gov.ukikeystage3 Year 7 Research Unit Ireland in Schools findings.Research,ThisAbout double the The exploresunit: unit second was the developedunit, relevance Ireland by Research,of Bernie understanding Carroll explores of theStaffordshire the background relevance LEA of writersasunderstanding part fromof the different Ireland the background cultures,in Schools engaging of Project. literature pupilsIt is from in intwo different research sections. cultures. and The the presentation of their first unit, Author drawsuccessfully,InPriorAuthor order learningon totheirresearch complete knowledgepupils shouldthis andunit be experience able to varietypresentMostExpectations of pupils reading their will: findings strategies use a in variety an and appropriate ofnote-making sources style. to techniques,research They will information also evaluate consider these independently what resources, information about then it Irish organiseis relevant authors and to using know a of: workmakingplanning; in apresentations; range of groups; researchSomereadabout widely. anpupils straightforwardauthor will whose not have books information progressed they are about reading. so Irishfar and Theyauthors will: will usewith be introducedsomesupport sources using to new simple (tailored authors reading to and ability strategies encouraged of pupil) and to knowledgeinformation;evaluationresearchingreading strategies of oflocating information; the relevance used resources; in of Somesupportednote-making pupils in techniquesreading will have one progressed and of their present books. further their findings. and will: They independently will be introduced seek a to wide new rangechildren's of sources authors ofand knowledgetexts;thenote-making; organisation of complex of information sentences. in abouteffectivelyobjectivelyinformationread authors widely, in theabout a whose convincingvalueincluding Irish ofbooks authors, the appropriate style. resources they choosingThey are reading. books willfor effectiveparticularalso written Theyexplore reading forwillpurposes, theolder be issueintroducedstrategies readers/adults. then of what organise andto informationnew note-making andauthors present it andis techniques, relevant theirencouraged findings to evaluateknow to Starters speakingcomplexreading sentences; skills. strategies; of anShared1.Stages Researchingauthor's research writing. anabout author Siobhan Parkinson. Evaluation of the relevance of this information to an appreciation Balloon3.Make2. ResearchPresent use debate of findings the other or Internet book authors about award to locatethe independently panel. authors information, Evaluation record of speaking findings andlogically. listening skills. KeyNational Stage 3Strategy QC. Crown copyright 2002 www.standards.dfes.goy.uk/keystoge3 Websites:VarietyResourcesYear 7 ofwww.obrien.ieResearch books by IrishUnit (O'Brien writers; publisher companion site, to includeschildren's interviews). literature/modern www.bookshop.co.uk authors; biographical (WHSmith dictionary. online bookshop, with reviews). Ireland in Schools Objectives: Author research Reading Word SubordinateBoundarySentence punctuationclauses ExtractEvaluateNote-makingLocate information information sources PlanningWriting formats RecallPutShapeSpeaking a point maina presentation and of points view listening C.)1-4 Objectives: Ireland research Word Non-fictionSentence variety style MediaEvaluateCompareLocateReading audiences information sourcespresentation WritingPresentPlanning information formats Speaking and listening Key StageNational 3 Strategy ()Crown copyright 2002 www.stanclards.dfesgov.uk/keystoge3 ObjectivesYearStage 7 Research 1 Unit Author research Ireland in Schools Siobhan Parkinson: Lesson 1 7R4:7R2:7S1: make extenduse brief, appropriate their clearly-organised usepositions readingand control within strategies notes of the complex of sentence; tokey extract pointssentences particular for later by: use.a)information, recognising eg. and highlighting, using subordinate scanning; clauses; b) deploying subordinate clauses in a variety of Starter clausesOrganise in clauses sentences into and complex the function sentences. of commas By way to of separate explanation, the information.demonstrate (They the activity, are like pointing handles out that the can choices be used writers to lift can the makeadditional about information the position of out of anddifferentsentence,the sentence).clarify groups. arrangingeffect Then Moreon thethegive able concisenessclauses pupils pupils large to could make of cut-up expressionbe sense given clauses and the achieved adding frombasic a facts inlong by commas combining andsentence asked where aboutinformation to includenecessary. Siobhan these in this DifferentiateParkinson in way. a sentence and by some givingthat theyspare simpler construct commas! or more themselves. They complex reconstruct seriesCompare ofthe clauses results to Development Introduction books.theybeingDiscuss have Create organised. met/knowwhat list we of need headingsabout to and know for what laterabout difference use an author that (and makes why) when reading their and show pupils that their ideas are think about authors JigsawbeginninginformationPupils activity have of about a (overthe part-completed introduction, Parkinsontwo lessons): under usinggrid on theother which headings sources. to gather created Pupils more atwill the have a paragraphsFromPupils one brainstormevaluate of 3 the and potentialsources this4 list ofusefulness/reliabilityor informationwork from a (focus list provided. ofon a the list O'Brienof sources Author of information. Profile, see OHT, p10), model how to search for information and whopossible.Re-groupbeparticular expected record Takeresourceso points toeach turnsgive onresource to someto ownwork feed gridsfeedback. from isback represented to findingscreate a to infuller otherseach picture. group, in the Unlikely group,as far as to differentiated and each pupil will abbreviations.information;theforhow thistext; to makedemonstration, skim techniques notestext for under the eg. like gist, the awards highlighters, headingsfocus and on reviews:acreated noteskey area/question; in aboveconsider margin, (focusing thelists scan likely of onpoints, for information just particular one area in complete this part of the task this lesson. HomeworkPlenary (if applicable) considerationReview of reading of own strategies strengths and and note-making weaknesses. techniques including where pupils might use these skills elsewhere in the curriculum and individual Wider reading KeyNational Stage 3Strategy allocate pupils a book (suited to their interest and ability) by an Irish author. QCA 0 Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 Year 7 Research UnitIreland in Schools Lesson 1: Teacher sheet

Starter Activity: sample complex sentences to divide up for pupils to reconstruct.

Demonstrate with this example, cut up and printed on OHT (see pupil sheet for resource).

Siobhan Parkinson, educated in Co. Galway and Co. Donegal, now lives in Dublin with her son, Matthew, and woodturner husband, Roger Bennett.

Provide pupils with one of these examples. The second is the simplest structure, but the other two could be simplified if necessary.

Having studied English Literature, Siobhan Parkinson, one of Ireland's leading writers for children, worked as an editor in the publishing industry.

Parkinson's main interests are reading and writing, and she also sings in a choir.

After writing her first book for her own son, Siobhan Parkinson, now an award-winning author, wrote a range of other booksfor young children before branching out to write for the 10-14 age group.

107 Year 7 Research UnitIreland in Schools Lesson 1: pupil resources Starter Activity: sample complex sentences to divide up for pupils to reconstruct.

Siobhan Parkinson educated in Co. Galway and Co. Donegal now lives in Dublin with her son, Matthew and woodturner husband, Roger Bennett

Having studied English Literature Siobhan Parkinson one of Ireland's leading writers for children worked as an editor in the publishing industry

Parkinson's main interests are reading and writing and she also sings in a choir

After writing her first book for her own son Siobhan Parkinson now an award-winning author wrote a range of other books for young children before branching out to write for the 10-14 age group

108 Year 7 Research UnitIreland in Schools Lesson 1: pupil resources Starter Activity: commas to put between clauses.

3 3

3 3 3

Lesson 1: teacher sheet .

Introduction

Information we might usefully want to know about authors:

Facts about their life What they have written and for whom o The way they goabout their writing and why they write Interests, what they do in their spare time o Personality O Their views ontheir work o What they like reading Achievements as a writer © What critics say in reviews of their work

NB Record information about the author from the source demonstrated on the OHT grid representing these areas.

110 YearListLesson 7 Research of sources 1: Unit Teacher - Ireland of ininformation Schools sheet - Introduction about authors: Source Strengths Weaknesses InternetEntry in a biographical dictionary coversPublicityInterviews of material books or author visits included inside AutobiographylifeBooks history about them: reference books; Key StageNationalStrotegy 3 cp. @Crown copyright 2002 www.standords.dfes.gov.uk/keystage3 Year 7 Research UnitIreland in Schools Lesson 1: OHT Introduction

Siobhan Parkinson: Author Profile

With her fourth book AMELIA, (Oct 93) Siobhan wrote for the older age group, 10+. AMELIA was an immediate Bestseller and was shortlisted for the 1994 BISTO Book of the Year Award. The sequel, NO PEACE FOR AMELIA, (Oct 1994) also became a bestseller.

Siobhan's next book was ALL SHINING IN THE SPRING, the story of a baby who died. Written from personal experience, it is intended for children, families and carers involved with the situation of the death of a small child.

SISTERS...NO WAY! (Oct 96) is a modern story of very reluctant step-sisters, written for the young teen market. A bestseller, it has been translated into French and Italian.

SISTERS...NO WAY! WAS THE OVERALL WINNER OF THE BISTO BOOK OF THE YEAR AWARD 1997

Praise for Siobhan Parkinson's books:

THE LEPRECHAUN WHO WISHED HE WASN'T. 'A great read, causing one reader to agree with the poet who wrote: The Lord's in his heaven, all's right with the world!' Sligo Weekender. AMELIA 'A story that is memorable, a tremendous read' Gay Byrne Show NO PEACE FOR AMELIA 'Thrilling story of conflict, hope and courage' Irish Independent' SISTERS...NO WAY! 'The utmost skill. Irish teenage fiction at its most sophisticated.' Children's Books in Ireland Magazine.

112 YearLesson 7 Research 1: UnitOHT - Ireland - Introduction in Schools Life facts What written Awards and reviews Way write/why Interests Reading Personality

Key StageNational 3 Strategy QLA Crown copyright 2002 www. standards.dfes.gov.uk /keystage3 LessonYear 7 Research 1: Pupil Unit sheet- Ireland - inDevelopment Schools Life facts What written Awards and reviews EducatedMarriedLives in Dublinto Co. Roger. Galway Son, and Matthew Co. Amelia'ASisters19941997 great Bisto BISTO read' Book andbook of 'A theof tremendous the Year Year for for ... No Way! WorkedStudiedDonegal Englishas an editor Literature fictionTheread' utmost at its mostskill. Irishsophisticated'. teenage Amelia Way write/why Interests Reading Personality Key StageNationalStrategy 3 QLA Crown copyright 2002 www.standards.dfes.goy.uk/keystage3 ObjectivesStageYear 7 Research1 Unit Author research Ireland in Schools Siobhan Parkinson: Lesson 2 Starter7Wr2:7R4:positions7S1: extendmake collect, within brief, their select the clearly-organised use sentence; and and assemble control of notes ideas complex of in key a sentencessuitable points forplanning by: later a) use;recognising format, eg. andflow usingchart, subordinatelist, star chart. clauses; b) deploying subordinate clauses in a variety of uniform).seriesitinformationPupils in my ofmake pocket events in up a ready theirsentence,to be ownto included bring complex depending to in school each sentences on oftoday, the the ability sentencesnot knowing of the could pupils. that be mum eg. provided Startingintended (eg. with washing finished a non-finite my the uniform. work, verb: put HavingTo in support pocket, finished pupils didn't the unableknow work, mum whichto work wanted took independently, several hours, excuses why they haven't done their homework. Demonstrate different ways of structuring the same to wash my the I put Introduction RemindFinish combining pupils of informationthe previous about lesson's Parkinson starter ontoactivity grid. which combined facts Development weakestparagraphPupils work groups about in groups couldParkinson onbe one given including section a writing ofseveral the frame, information complex with parts sentences. to produce of sentences The a whosomeUsingaboutDonegal. studied ofParkinsonthe the information factsEnglish in logically complex Literature about into Parkinson'ssentences. awas complex educated life, sentence, show in Co. pupils eg.Galway Siobhan how and to combine Parkinson,Co. Ifandcombiningstarted time effectiveness. allows, for them.the thisinformation More could able be and draftedgroups decide ontoshould on OHT the discuss oneto share with alternative withthe greatestclass ways in plenary.clarityof theThenDisplayPupilsRoger, publishing model suggest aa woodturnercompletethe industry, next final sentence, examplesentence, byParkinson trade, ofeg. eg.and ais Nowparagraph. nowAlthough has living anone award-winning son,inshe Dublin, onceMatthew.) workedshe author. is married as an editor to in Plenary whichsentences.Parkinson,Set groups pieces makingtheRemind of task information their ofthem writing writing about are a effective paragraphlinkedmaking to carefulbywhich. each using andabout a series logical one of aspectchoices complex of about ContinueGroupsHomework read wider their reading. paragraphs or display on OHP, explaining their use of complex sentences to produce a concise account. Key StageNotionalStrategy 3 cicA Crown copyright 2002 www.stanciards.dfes.goy.uk/keystage3 Year 7 Research UnitIreland in Schools Lesson 2: OHT Introduction Siobhan Parkinson: facts about her life

Married to Roger Bennett Lives in Dublin now a woodturner Educated in Co. Galway Son, Matthew and Co. Donegal. Editor in publishing industryStudied English Literature

Siobhan Parkinson, who studied English Literature, was educated in Co. Galway and Co. Donegal.

116 7S1:ObjectivesStageYear extend 7 Research2 their use andUnit control of complex sentences by: a) recognising and using subordinate clauses; b) deploying subordinate clauses in a variety of positionsAuthor research Ireland in Schools other authors: Lesson 3 within the sentence; 7R5:7R4:7R2:7R1:7S3: useappraisemakeknow punctuationappropriate howbrief, the to clearly-organised valuelocate readingto clarifyand resources relevance strategies meaning, notes for aof to particularlygivenof information extract key task, points particular andat found forthe find later boundaries andinformation, relevant use; acknowledge information between eg. highlighting, sources. sentences in them, scanning; eg.and skimming, clauses; use of index, glossary, key words, hotlinks; Starter possible)ComplexstartersTo allow and moresentences:for keepspupils time complextofor demonstrate improve, computer sentence eg. work, need '8:00 structures it for Homemay clarity be Front. in decided when pupils' Tonight, writing minds.not to Laurencecomplex have a starter sentencesLlewelyn-Bowen activity and this the andlesson. significance Diarmuid However, ofGavin punctuation the visit suggestion a London by giving below couple examples develops who are (humorous, from expecting where a baby to the previous downforsolve a London someat the designtable couple to problems eatwho a arefriend inexpecting theirinterrupted home'. a baby. us. Add Other commas examples around could "who have are expecting too many aclauses baby' or or reorganise have clauses the organisedsentence: in'LLB a way and that DG issolve some design Development not logical, eg. sitting problems Introduction (brief) andRemind plenty them,pupilsof good too,of modern Ireland's of the writersvarious reputation too. skills as they a country have used with in a researchingrich literary history Quinn;Friel;MaritaAllocate Bernard Conlon-McKenna;Gerard authors MacLaverty;Whelan. to pupils: June modernJane Considine; Mitchell; Irish children's Frank Roddy Murphy; Doyle; writers AubreyElizabeth include Flegg; O'Hara; Maeve John Eoin Colter; closePupilsresearch,variousSiobhan passage are sources, Parkinson: brieflygoing or demonstrate/discusstopresenting scaffolded create reading, a chartfindings biographicalnote-making, of informationcoherently, how entry) combiningto search about(oretc. perhaps Ifthe information anotherICT internet. used complete Irish for from author, a aboutinformation.RecordPupils their locate information life; Different theirand readbooks; pupilsin an research organised interests;within materiala group wayway, theycouldperhapsabout approach havetheir using authora different writinga grid and likea focus compilebook, that (eg. usedetc). a factschart when of wouldprovided,beonbut providedthe this alsoInternet, time with be forworking possiblepupils pupils.if time. morefocusing Alternatively,Thereto prepare independently. may on the abe databaseall readingsome the The relevant paper-based andof first information note-making lesson information resources could about skills.could be different spentthat beIt can goodmakeinformationIfresearching necessary, sitesuse ofto on Parkinson, searchthiswhich the task Internet pupils engines could lesson can in extend toaddition refer.1 locate and over 2. toresources usingtwo lessons paper but sourcesitto is allow useful given.pupils to have timePupils a to list couldlocate of Plenary researchDiscussIrish authors, information skills perhaps used. found, on the comparing school website, these authors that pupils to Parkinson could search and how this information contributes to our appreciation of their work. Also, evaluation of the WiderHomework reading orKey complete StageNational 3 chart Strategy of information. Q C A ()Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 Year 7 Research Unit Ireland in Schools ObjectivesStage 3 Presentation of author7Sp&L5:7Sp&L3: research tailorpromote, the structure,justify or defendvocabulary a point and of delivery view using of a supportingtalk or presentation evidence, so example that listeners and illustration can follow which it; are linked back to the main argument. other Irish authors: Lesson 4 Starter Brainstormmake7Sp&L6: skills comments needed listen forwhen or and challenge speaking recall the the to main anviews audience. points expressed. of Prioritisea talk, reading the list. or Selecttelevision a personal programme, target reflecting for improvement. on what has been heard to ask searching questions, Introduction theiroutlinePupils books, of preparethe for author's one presentations of life,the followingachievements, based activities: on personality,their recent reviewresearch, of someincluding of Development Pupils give their presentations and agree a winning author. > asBookaboutbyBalloon toprelating award theirIrish debate theirbooks,author pane: achievements, etc.forPut children. the case Somestrengths forward pupils for as that couldwriters, author be what judges winning readers on thethe enjoy prize the authors have to justify their position in the balloon Some pupils might benefit from a planning frame. acceptanceproposepanel who the would speechauthors, give prepared! others their reasons could be for the the authors winning choice, others would and have a winning EncourageFlomeworkPlenary continued wider reading of IrishPupils literature. reflect on their abilities as speakers. Key StageNationa/Strategy 3 QCA Crown copyright 2002 www.standards.dfes.goy.uk/keystage3 Year 7 Research Unit - Ireland in Schools

Ireland in Schools - K53 Research Unit (Y7) 4.3. IrelandAuthor researchresearch Key StageNational 3 Strategy ()Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 Year 7 Research Unit Ireland in Schools ThisAboutResearching unit the explores unit Irish the relevance culture, of places understanding and events the background of literature from different cultures, engaging pupils in research and the presentation of their InPriorfindings. order learning to complete this unit featuresMostExpectations pupils of Ireland will: use and a varietyits culture. of sources Using a to variety research of reading information strategies independently and note-making about the techniques, distinctive they experiencetosuccessfully, draw on theirof: pupils knowledge should beand able planning;working in a range of groups; Someconsiderwill evaluate pupils what these will information not resources, have itprogresse.d is thenrelevant organise to so know far and and about present will: the use their cultural some findings context sources in an in (tailoredappropriatewhich books to abilitystyle. are set. Theyof pupil) will alsoto evaluationresearchingreadingknowledge strategies ofof information; the locating relevance used resources; in of strategiesresearchinformationSome pupilsstraightforward and tonote-making willdevelop have informationan progressed techniques. appreciation about further They of Ireland Ireland willand present and will:and its independentlyits theirculture culture, findings. with comparing support, seek a and wideusing contrasting rangesimple of reading sourcesit with British of texts;thenote-making;information;knowledge organisation of'complex of information sentences. in valueculture.contextconvincing of Theythe in resourceswhich willstyle. choose books They for willeffectiveareparticular alsoset. explorereading purposes, the strategies issuethen organiseof andnote-making what information and present techniques, it theiris relevant findings evaluate to effectivelyknow objectively about in thea thecultural Starters ExtractingLocatingReading imagesresources information EvaluateExploration1. StagesResearching Internet of Irish culturalresources. culture background through images; of texts (lessons 1 and 2) Written3.2. PresentationResearch or oral an presentation (lessonaspect of5) Irishof findings. culture (lessons 3 and 4) Websites:EncyclopaediasResourceswww.castlebar.ie/www.ireland.com/dublin www.local.ie (CD-ROM Community and Information book-based); site in sitestyle history/geography about of online Dublin. news Includes pages. books live Gives views insight from into webcam; life in that community Features interactive map click for information about marked towns. includes 'what's on' feature. Includes a webcam. KeyNational Stage 3Strategy ci 4, A Crown copyright 2002 www,standards.dfes.gov.uk/keystage3 ObjectivesYearStage 7 Research 1 Ireland Unit research: Lesson 1 Ireland in Schools 7R10:7R5:7R3:7R1: appraisecompareknow identify how howtheand to value locatecontrastmedia and resources texts the relevance waysare tailoredfor information ofa giveninformation to suit task, is their presented and found audience, find and relevantin acknowledgedifferent and informationrecognise forms, sources; eg. that in web them, audience page, eg. skimming,diagrams,responses prose;use vary, of eg.index, popular glossary, websites. key words, hotlinks; Starter areholidayPresent Ireland brochures, pupils and with which websites,a series are not of newspapers, (NB about they 10 all images willetc. be and depicting Ireland presented but scenes if asthe projected fromcollection Irish images life,is diverse culture, or pictures/photographs enough, history, pupilsgeography, may be presentedetc. tricked These into as could hardthinking be copies. taken Pupilsfrom travel guess guides, which some are not). Pupils readingensuingcouldmake suggest images:discussionbased other on how them? of pictures representative the Makeimages that link couldwill with are serve have informationthese to been introducepictures? included given furtherWhat in (marches, written impression brief texts information bombs, -do way they IRA, we and give selectpoverty...). explore of Ireland?and any interpret This existing How will is doactivate important.stereotypes you interpret prior knowledge about them? Irish What aboutpeople. assumptions Ireland Raise and issues do the you of Development Introduction ofgeographyandLog the Eire/Southernon site to www.local.ie of Ireland Ireland that website, thisseparate map which doesfrom has notNorthern a tellmap us: ofIreland. population, Ireland. Discuss Refer landscape/terrain, whatpupils information briefly to weather,way we mightIreland industries. want is divided to know Note up about theinto 'author' counties the and therefore what bias might exist. Don't believe that every site is the same and 'neutral'. Each is there for findings.anCo.Pupils evaluation Kerry have to aevaluate. formsite about to reportUse a.fromUsea particular anwww.local.ie Irish purpose. site (eg. site town or www.cork- of the week kerry.travel.ie) feature,seekingremind orpupils likely Liscannor to: headings,of the reading hotlinks, skills keywords;to use: skim to get the gist (rather than cliffs of Moher diving into first inlikely Co. link); Clare, scanning or a site with webcam found lessonfeaturesinformationgetAim an to overviewexploreand of thewhatabout thesite andthe the sitethis record main to b. content.presentedfamiliardemonstrateURL; with ownerClarify (layout website how of what site;style,to completeconventions:makes features: font astyle, goodthe how short'Guideback website.it is paragraphs,button,organised to Ireland hotlinks, /structuredfor lists. the headings, NB. Internet Will(hyperlinks, look independenttraveller'. at language navigation Model sections styleevaluating buttons nextof pages), lesson) the site/information: how and it the is ensure pupils are Sitekerry.travel.ie/kerryinformation address: www.cork-is about. HomeworkPlenary Pupils report back findings on the features of the site and the impressions of Ireland that they have gained from the pictures. NB: when using theKey NoInternet, Stage tional 3 Strategy time to access the sites needs to be allowed. If possible, have paper copies available in case of technical problems. CSQ<-"A eCrown copyright 2002 www.standards.dfes.gov.uk/keystage3 Year 7 Research UnitIreland in Schools Lesson 1/2: Teacher/Pupil sheetIntroduction and Development Guide to Ireland for the Internet traveller

In 2010, people don't need to leave their homes to experience other countries. We have been asked to produce an information guide about travelling to Ireland on the Internet. To help us, the publisher has given the main headings that they want information on.

Site address: www.cork-kerry.travel.ie/kerry The owner of the site (if known): Irish Tourist Board

What the Internet traveller will experience:

The main features and layout of the site: say what these are and comment briefly on them

What the information on the site is about:

The way the information is written: base this on a close look at one page

How useful the information is:

What impressions of Ireland do you think the traveller will get from visiting this site?

What doesn't this site tell you about Ireland?

122 Year 7 Research UnitIreland in Schools Lesson 1/2: Teacher sheetIntroduction

Guide to Ireland for the Internet traveller

Site address: www.cork- kerry.travel.ie /kerry The owner of the site (if known): Irish Tourist Board

What the Internet traveller will experience:

The main features and layout of the site: say what these are and comment briefly on them pictures buildings, scenery, people rarely raining! Can click on the pictures(?); coloursinc green to represent Ireland, plain background; textclear font, short paragraphs with headings; hyperlinksfurther information; navigation buttons to other sections of the site so information is organised these are like chapter headings. You can get to these from any page on the site; send a postcard, personal brochure, booking form special featuresfacilities.

What the information on the site is about: Exploring, Top Attractions, Top Activities, Dining and Nightlife, Events and entertainment, Ireland West. Places to stay, see the region?

The way the information is written: base this on a close look at one page Quite easy to read, clear, brief with more detail on other pages, interesting tells you things you might not know, factual, words to describe its beauty and popularity (glorious, lovely, beautifully situated, etc).

How useful the information is: Enough detailseparated out onto different pages so you can choose how much you find out about each place. Biased points out all the good features. Pictures usually show good weather. Easy to get from one piece of information to another.

What impressions of Ireland do you think the traveller will get from visiting this site?

What doesn't this site tell you about Ireland?

123 Objectives7R1:StageYear know 7 Research1 how to locate Unit resources for a given task, and find relevant information in them, eg. skimming, use of index, glossary, key words,Ireland hotlinks; research: Lesson 2 Ireland in Schools Starter7R10:7R5:7R3: appraisecompare identify howtheand value mediacontrast and texts the relevance areways tailored information ofPupils information to suit log is theironto presented found audience,site: and www.cork-kerry.travel.ie/kerry. in acknowledge different and recognise forms, sources; eg.that web audience page, Remind responsesdiagrams, pupils vary,pros;of the eg. content popular of thewebsites. site. Pupils practise locating resources and finding information, Introduction foundusingRemindMuseum navigationthe answer. pupils about? buttons,of (Alternatively, Howthe owner long hyperlinks is of the askthe railway siteandpupils andreading trackto its search purpose: atstrategies Killarney the siteTourist in modelfor response activitiesBoard railway?). to they questions Checkwould beunderstandingasked. interested (Eg. what in after animals each questioncan be found and askat Inch? pupils what to explain is the Kerryhow they Bog promote travel to Development Pupils explore a page/part of a page on theaim www.cork- to fill a day.) originally.typedFocusIreland. extractson oneEstablish sectionfrom the of site).features information Reduce at word, (eg. it toWord Kerrysentence its bare level home facts. and- wordspage textThen level.to lookdescribe at how its it beauty was written and popularity (glorious, lovely, beautifully particularly with able pupils; see ThenEvaluateideasStartkerry.travel.ie/kerry discuss byon reducing thehow what pupil useful the it sheet tosite. writerthe the frominformation bare added Lesson facts and (seeis. 1.why. worksheet). Record F4:26 Sentenceandinformationsituated, serious, etc) level but to persuade.some more Mostly light-hearted not literary statements. language with similes, etc. Factual to inform. Mostly third person, but someOften second/first simple sentences person. Mostlybut some formal complex sentences used to Plenary Conclude by commenting on how useful wantTextcombinethe information levelto visit information and is. finally, and more add detailedemphasis information. to points. Topic sentences establish the place as an attraction, then why you might interviews,travellerexpecting,varied,Pupils report can might unlikely touristmove back look brochures easily findingsto for be information: from'critical' one focus Encyclopaedias, to another; accessible, newspapers, up-to-date. books, TV BUT not vetted, complicated, can be difficult to read, not always what you are summarising the impressionand discuss a level traveller of bias would in each. get from visitingtend tothis be site. there Evaluate to promote. the Internet Suggest as information a source of that information: has not been included in the site. Discuss where else the armchair news, documentaries, dramas etc, memoirs of people who live there, TherebustlingwithoutAnHomework extension is visiting streetsplenty task www.local.ie.ofare detailedfor contrasted able information,pupils With by couldthe a live idyllic, includingbe webcam to peaceful write prices, and up hills.the360° contacts notes There panoramic on isand theplenty opening pictures,site to they do, times. evaluatedyoutoo. will WhyThis get notsitein stunning the find can style out take views aboutof time a travel ofthe to local load,local brochure sights butsporting it whichis well events show worth and how the varied Ireland is. 'Don't travel to Ireland on the Internet culturalwait. festivals? The NB. This lessonKey couldNational Stage use 3Strategy paper copies of sections of the site, particularly for the introduction, or be accessed via the Internet. QT3 0 Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 YearNoLesson 7 matter Research 2: Teacherfrom Unit which sheet direction the county of Kerry is Ireland in SchoolsKerry Introduction The Kingdom There are mountains down the middle of the county of Kerry The Kingdom: facts theapproached,audience eye of the to the atraveller fitting great climax. centrallike a great Thespine relativelysymphony of the mountains high draws mountains an draws and constantlynarrow.Kerry. The This changesmountains creates the weather are look high of systems andthe landscape.the which peninsulas are offacenarrow the of landscape thepeninsulas mountains, by conjure the the minute. surfaceweather The of patterns fretted the water coastline which and change the and texture deep the Theinlets Atlantic into thehas coastline. worn deep These bays alsoand createmany smallerdifferent andbays produce created a magicalby the mighty quality Atlantic which intoxicatesplay tricks withthe senses. the light Kerry Bog Village Museum effects of light. Kerry Bog Village Museum: facts Thedelightthe Kerry magnificent young Bog Village and Ring old Museumof who Kerry are isand interested a uniqueVillage ruralinat finding Glenbeigh attraction out moreon to domesticGlenbeighThe Kerry lifestyles Bogon the Village Ring were Museumof like Kerry. in the andIt showsearly Village 1800s what is at Irishby thetoon create thepast domestic and a period understand lifestyles setting the whereof theway Irishyou of life canin thein visit Ireland early and 1800s. duringexperience Itthis aims creating a period setting. People can visit. era. KeyNat Stage ional 3 Strategy QCA 0 Crown copyright 2002 www.standords.dfes.goy.uk/keystage3. YearNoLesson 7 matter Research 2: fromOHT Unit which Introduction direction the county of Kerry is Ireland in SchoolsKerry The Kingdom Kerry The Kingdom: facts theapproached,audience eye of the to the atraveller fitting great climax. centrallike a great Thespine relativelysymphony of the mountains high draws mountains an draws and faceofnarrow theof the landscape peninsulas mountains, by conjure the the minute. surface weather The of thepatterns fretted water coastline which and the change andtexture deep the andbays produce created aby magical the mighty quality Atlantic which play intoxicates tricks with the the senses. light Kerry Bog Village Museum Kerry Bog Village Museum: facts theThedelight magnificent Kerry young Bog Village andRing old of Museum Kerrywho are is and ainterested unique Village rural inat finding Glenbeighattraction out to moreon thetoon create thepast domestic and a period understand lifestyles setting the whereof theway Irishyou of life canin thein visit Ireland early and 1800s. duringexperience Itthis aims era. KeyNational Stage 3Strategy ()Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 YearLesson 7 Research 2: Pupil Unit Sheet Development Ireland in Schools SomeKillarney fascinating Model Railway detail, willscores give of enjoyment trains running to all onthe over family. a mile Killarney Model Railway Killarney Model Railway: facts dayareof track, thousandsand nighttransport scene of tiny you that people through will takedepicting the your landmarks breathall walks ofaway. ofEurope. life and There a FarmhouseFor a holiday Holiday. with a difference, Most of Ireland's you can farms take arethe infamily beautiful on a Accommodation Accommodation: facts settingsaskingstaying andin on a awhattourist working better office. farm. way You'llof seeing find the countryfarm you than want by KeyNational Stage 3Strategy ()Crown copyright 2002 www.standords.dfes.gov.uk/keystage3 LessonYear 7 Research 2: Pupil Unit Sheet - Ireland (suggested in Schools answers) - Development SomeKillarney fascinating Model Railwaydetail, scores will give of trainsenjoyment running to on over a Killarney Model Railway all the family. featuringKillarney European Model Railway landmarks has overand manya mile trains. of track It Killarney Model Railway: facts ofdayare track, thousandsand transport night scene of you tiny thatthrough people will takethedepicting landmarks your breathall walks of away. Europe. of There life and a peoplecontains and detail. a day It hasand modelsnight scene. of different kinds of FarmhouseFor a holiday Holiday. with a difference, Most of Ireland's you can farms take arethe infamily beautiful on a Accommodation TheyFarmhouse are working holidays farms are set suitable in the countryside. for families. Accommodation: facts askingstayingsettings in on and a atourist workingwhat office.better farm. way You'll of seeing find the the farm country you wantthan by Tourist offices have details of the farms. KeyNational5trategy Stage 3 QCA G Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 StageYear 7 Research2 Unit Ireland research: Lesson 3 Ireland in Schools Objectives7R3:7R2:7511: compareuse vary appropriate the andstructure contrast reading of sentences the strategies ways informationwithin to extract paragraphs is particular presented to lend information, in pace, different variety eg. forms, highlighting, and eg. emphasis; web page,scanning; diagrams, prose. askStarterlookingScanning: them tofor. scan give Include thepupils textsome a for(differentiated) questions particular that information, piece need ofthe prose intext response tofrom be ainterpreted. textto questions. book about Each Co. time, Kerry. guide Ask pupilsthem to or skim recap read on howthe text to do and this give so feedback they know what they are on its content. Then TextIntroduction level: paragraphs information.Using the same piece of text, discuss how prose information is presented. Purpose with topic sentence; headings, pictures (?) but not specifically linked Development ProvidetoPupils be changed suggest the prose ifhow it textwere this in presentedpage the centre of information as of aa website.page would of A3 have relativelyWordSentenceitto quite the leveltext, closely littlelevel no description linksto get to the other details or pagespraise from inor the theemotive bookinformation. orlanguage. other information; no key words mentions lots of places, but not many numbers.third person; Mostly full factual sentences; information, little use with of connectives. have to read up-to-dateConsideradditionaldeletepaper sowithin pupils informationfacts/info the can text. annotatecould Theythey befeel could aroundadded; they also need. itspecial considerand highlight features any or which words to have as hyperlinks; where Establish the sort of text this is (geography book). betextlikeinformationpicture left webcams,would out; beside beplaces distributedon. video them, could clips, with juston sound; linksthebe listed,page; to where other perhapswhat pictures pages info with wouldwith and a the - HomeworkPlenary Take feedback in order to summarise the main similarities and differences. KeyNational Stage 3Strategy @Crown copyright 2002 www.stondards.dfes.gov.uk/keystage3 StageYear 7 Research 2 Unit Ireland research: Lesson 4 Ireland in Schools Objectives7R4:7R2: makeuse appropriate brief, clearly-organised reading strategies notes to of extract key points particular for later information, use. eg. highlighting, scanning; Starter diagrammaticgivenReview context/purpose, different note ways forms; of eg. making create use abbreviation; noteslists; writefor different the annotate information purposes: a text; in brainstormhighlighttheir own within words; note-making a text;summarise, use strategies. different etc. Note Usingcolours/codes that cards, there pupils couldwhen match be'highlighting' more note-making than within one answerstrategies a text; touse each.to each strategies.NB.topic,Discuss see from theEnglish Alsowhich benefits see across they LPU:of needed these.the Reading curriculum Askto select pupilsfor Information.training information to identify modules theto create note-making on note-making, their own strategies piece library of they writing.skills would and readinguse if they for information.were given various See Handout pieces 9.3of information for some of about the a Introduction pupilsaboutRemind Irishof pupilsthe culture/traditions: pictures of the usedcontent/layout in Lessonmusic, of conversation,1. the Kerry website. hospitality, Recap pubs what and the festivals. site has Remind told us Development GuidedprovidedPupils annotate/make reading and/or withseek one information notes group from independently.the range of sources with a focus on note- islandsSuggestthissummariseGive is pupils similar/different is that particularly fora thefew others website minutes whatrelevantto theircould to the revisit understanding forsitecontain classes tellsthis moreinformationthe studying reader ofinformation their about (eitherthe own novel aboutoneculture. on ofpaper4 Irish 3these 2 orculture. on the The website) interest and in 1: tales of life on the and suggest how making strategies. tales/beliefs:beliefs,islands,ExplainIdentify hurlingtheir the witches,history task":pages and Irish to andon fairies, produce the dancing.geography. site leprechauns, thewhere Other text From further forsuggestions anetc.the additional informationpictures, include areaspage(s) on storyeach not on covered telling,of one these of traditional theseinclude could topics, be religious linked. written HomeworkPlenary Checkin a suitable understanding style. of this note-making process by sharing pupils' information orally. KeyNotional Stage 3Strategy Q C A Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 YearLesson 7 Research 4: Teacher Unit sheet (suggested answers) Ireland in Schools Starter Notes on what someone is saying. Purpose or context Abbreviate. Note-makinq Strategy Speed. Additional information: Reason CommentBrainstorm on ideas the featuresabout a topic.of a text. AnnotateSpider diagrams.the text. it is quickerto.Easy tothan see. writing Don't ithave all out. to think Clear about to refer order yet. SelectIdentify the different main ideas aspects from ofa text.an argument. ColourUnderline code/text or highlight mark the differently. text. ClearpiecesitEasy out. overview toAlso of see. information useful Savesof different when writing from combining points, severalit all out.without texts.different writing CreateSeeunderstand. what a concise the text account is saying. that others can Summarise.Diagram or sketch. Clearer,theIt makes main seesensepoints how becauseare parts included. relate, it is in easier sentences than andlots of withoutExplain quotingyour own someone understanding directly. of the text words.Write the information in your own thinkingon.Meanswords Helps so you of mightyou how won't to beyou understand copy quicker. would without say because it.realising you it laterare Recordorder.Show main your points own views clearly, about perhaps issues in ina logicala text. NotesLists. in two columns: what the MakestoUseful be brief, whenit clear so you quick.what don't point need you all are the responding details. Tend to. KeyNational Stage 3Strategy WA! Crown copyright 2002 writer says; what I think. www.standards.dfes.goy.uk/keystage3 YearLesson 7 Research 4: Pupil Unit -cards Ireland in Schools Starter Note-makinq BrainstormNotes on what ideas someone about a istopic. saying. Abbreviate.Spider diagram. SelectComment the onmain the ideas features from of a a text. text. AnnotateUnderline the or text. highlight the text. CreateIdentify adifferent concise aspects account of that an othersargument. can understand. ColourSummarise. code/text mark differently. someoneSeeExplain what directly.theyour text own is understandingsaying. of the text without quoting WriteDiagram the or information sketch. in your own words. ShowRecord main your points own views clearly, about perhaps issues in ina logicala text. order. Lists.Notes in two columns: what the writer says; what I think. KeyNat Stage ional 3 Strategy ()Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 StageYear 7 126search 3 Unit Ireland research: Lesson 5 Ireland in Schools 7Wr17Wr2:7S13a:Objectives 1 collect, revise: select theselect and stylistic present and assembleconventions information ideas of using the in a maindetail, suitable types example, planning of non-fiction: diagram format, andinformation; eg. illustration flow chart, as list, appropriate. star chart; Starter complete.pupilsThe starter need could during be the suspended lesson. eg. in planning/drafting.this lesson to allow This more could time include for the a planning moment andfor personaldrafting oftarget the writing.setting Alternatively,by pupils in relation use the to starter the work to they are discuss skills about to Introduction appropriateGiveandRemind shared pupils pupils writingkeyorder how information for their the informationparagraphs on cards. should onThey the sort betopic presented the by information placing by modellingtopic into an using one topic (seals). Development GuidedofPupils a scaffold. begin writing planning with one and group. drafting their own writing, perhaps with the aid CA)IA thecolumn/paragraphThentopicsentence piece, sentencefocus pointsreferring on card.the in (eg.aintroduction/overviewexplicitly row hunting) and to adding word and demonstrateandinformation (eg.sentence seals) in the levelcolumns and style features.one of below specificwriting For each for part CA) Plenary of paragraphs).this, involve pupils in shared writing. (See notes for sample A furtheronHomeworkReview and lesson takeprogress the might role and beof issues. editorsneeded In to onparticular, give this feedback task, pupils some on should ofthe which style demonstrate couldof the be piece done how and forthey the homework. have selection organised Pupils and organisation theircould writing swap ofeffectivelywork content. so they and have used a a suitable style for the site. topic they have not worked Key StageNational 3 Strategy E-7()Q.: °Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 Year 7 Research Unit Ireland in Schools Lesson 5: Pupil cards Hunting Introduction (Seals) Superstitions Protection Gentry and leisuredCommon form of recreation Sailors mistake seals for Sailors hear sweetvoices singing to conserveVoluntaryIrish Seal and Sanctuaryorganisationprotect in Dublin Coasts of Co. Mayo and Achill Island classes Their faces look humanmermaids/mermen Need moneyseals totrace tag and and released the marine seals environment Key StageNational 3 Strategy Skins are worth little QCA Crown copyright 2002 mermaids and mermenLots of stories about www.standards.dfes.gov.uk/keystage3 Year 7 Research Unit - Ireland in Schools Lesson 5: OHT Introduction (Seals) Killing a seal brings bad luck

Sample page about seals, with suggestions for images:

Seals Seals are an important part of Irish culture. In the, past they were hunted [hyper link to hunting section] and there are many superstitious tales [hyper link Picture of seal to superstitions section] about seals. Today, they also need protection ( hyperlink to protection section] from dangers in the environment. When you visit the coast, look out for the colonies of seals basking on the rocks and enjoy looking into their deep eyes.

.Other pagesabout each aspect of seals.

Hunting In Ireland, seals live off the coasts of Co. Mayo and Achill Island [hyperlinks to information about both places] and these were popular places for hunting seals. Seal hunting was a common form of recreation Map of for the gentry and leisured classes in the 19th Century. In some parts of Co. Mayo coastline the world, seals skins were valuable because they could be sold to make and into clothing. However, the Irish seal species were not suitable for this Achill Island. and so they were just killed for sport. [Hyperlink to page with information about of how seals were killed and eye-witness accounts] Not everybody was in favour of this sport, even then.

Picture of hunter in Nineteenth Century clothing with dead seal.

Seal hunting is not something that today's visitor can experience, but you may hear tales of seal hunting and be involved in debates about it when you visit the coastal communities.

Superstitions There are many Irish tales about seals and mermaids. Because seals have Close-up very human faces, they were often mistakenly thought to be mermaids. In picture of seal's some tales, mermaids would be captured and go to live on land, where they face. would pine for the sea and usually escape back to their home. [Hyperlink to tales]. In other tales, sailors would hear sweet voices singing and be lured towards the mermaid, perhaps causing them to crash onto the rocks. [Hyperlink to tale about this].It is also said that killing a seal brings bad luck. [Hyperlink to tales]. When you visit the coast, look out for the colonies of seals and think about the stories told about them. You never know, you might catch a glimpse of a mermaid, too.

Protection Pic/Video Like many species around the world, seals need protection. The Irish Seal of Bran Sanctuary in Dublin ( hyperlink to its site] is a voluntary organisation set up to both when conserve and protect seals and the marine environment. Visit the sanctuary and see rescued the rescued seals. Learn about Bran, a male Grey Seal released after six months at and when the sanctuary. You can also support the sanctuary's work and help them to develop ready for release. ways of tagging the seals they release so they can trace their progress.

BEST COPY AVAILABLE 136 Year 7 Research Unit - Ireland in Schools TheYearprintedactual Department 7 Research content publications offor Unit: any Education or of Disclaimerupon the materialsa and website. Skills suggested wishes to asmake information it clear that sources the Department, within this document, and its agents, accept no responsibility whether these are in the form of for the

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Key StageNational 3 Strategy Q(''' © Crown copyright 2001 www.standards.dfes.gov.uk/keystage3 Unit: What's in the news? Duration:Unit: What's11 lessons in the news? EnglishYear 7 WHAT'S IN THE NEWS? STAGE 1 Lesson 1 termsStartercopiesbroadsheet,Introduce tabloid of paperspupils and and to havevisible. the theSharedaudiencesIntroduce same reading theday (R10). objective of Introduction oftwo the contrasting front pages for media (oneGiveDevelopment tabloid,out two oneshort reports bothcomparisonorCompletePlenary flipchart reports. an grid OHTDraw for, Homework groupingsstandeachnewspaperGive groups andin one ask masthead of them twopupils to a tabloid or bothsentencetabloid).newspapers.Identify pages, andand including (i.e worddiscuss broadsheet level pictures the features text, and as wellof theAllocatenewsbroadsheet), class item. one and report ona different the tosame half of generalisations.supportexamples,fromon contributions groups . which for roundspreadcategorisationdifficultiesbroadsheet. the the room.of mastheads Discuss and then any andonasShow words,how preferences eachpupils and caters take(preferably of its pupils'for readership. the on commentsneeds OHP) forinWorkingreport part their toof report, inthea groups,text other analysiscovering half. pupils gridone fill theofobjectiveReflect two the reports evidence on in the the lightfrom wordscontainingGive each and groupanphrases extract a card taken or front1.identifyhow pages. to usedifferences It ashould text analysis coverbetween : grid the to two earlier.the(Text four analysiselements grids identified are themAllowfromnewspaperbroadsheet a to2-3 tabloid guess minutes thenewspaper.or which extract for 3.2. 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EnglishYear 7 StarterStage 1 LessonRemind 2pupils of their Identify the objectivesIntroduction word InDevelopment pairs, pupils write a final ReferringPlenary back to CompleteHomework the cards,Givetabloid.titlesgrouping outinto each response ofbroadsheet newspapercontaining or OHP)Modelandmeaning sentence thewriting, inopening context (preferablyvariety of (W14)an (S11). article on andSomeearlier.paragraph the should others for writethe in broadsheetarticle in tabloid modelled stylestyle. wasdiscussobjectives,sentencethe word easier whether andlevel to it fortheworkedlessonarticle asame different on theyand article in thewrite one of these words : broadsheet.eithertabloid attentioncontrastingonDemonstrate the same to newspapers.the subject choicesand draw for youtwo availableHave examples as models of national for class papers use. orwrite a broadsheet. for a tabloid newspaper.style of probe,wordsnewspapersShow andbid, or phrasesswoop,say e.g.a range rap,from of themindandmake previousword the as agridlevel, writer lesson. analysis bearing at sentence (Have done in the in Differentiation. 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EnglishYear 7 StageStarter 1 Lesson 3 Use the contentsIntroduction pages to GiveDevelopment groups two contrasting Re-visitPlenary the Homework whiteboardsofGivelocateStart a tabloid without information. pupil objective and newspaper. copies R1 thedrawaudiencesobjective,broadsheet light attention of the R10 characteristicse.g.totext tabloidmedia level and in ortasktennewspapers similarity. points is to identify identified and allocatepoints earlier. of one contrast Their of the tailoredtheirmediaidentifyingobjective audiences. totexts ofsuit how are responseson.pagequestionsAsk Pupils a a series particular about indicateby of writing which item their the is 3.2. 1.what is advertised theemphasisedwhatnews place is selected of foreignas news or through:Differentiation can be catered for pupilsthe levelallocation may of benefitsupport of tasks from : some the comparisonpointsbytheDo each thispresentation of through group or of aftertheircorrectholding whiteboardsa countpage them numberof up.three, and, on 6.5.4. problemphotographscolumnsleaders and pages letters workThesupport teacher with of one a simpledoing group. guided grid. thecontrast newspapers. between a broadsheetnewspaper.Repeat the exercise with 8.7.10.9. 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EnglishYear 7 StarterStage 2 Lesson 5 Introduction Development Plenary Homework analysis.TerminologyobjectiveRefer to the W6 for techniques.PresentationalIntroduce objective S&L 8 . andbulletins,compareIn 'expert' differences. aidentifying groups, specific pupils aspect similarities of the eachonecreated,Jigsaw 'expert' of groupsthe containing earlierfrom are ambiguouse.g.headlines. 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Key StageNational 3 Strategy c2c. © Crown copyright 2001 www.standards.dfes.gov.uk/keystage3 Unit: What's in the news? Unit: What's in the news? 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A © Crown copyright 2001 www.standards.dfes.gov.uk/keystage3 Unit: What's in the news? Duration:Unit: What's11 lessons in the news? 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R2 of Remind aboutthe R1 librarian models 1. theresourceshow media, to locate using and information thesystems, library and on thereportinvestigation form onof anews flow which productionchart. produces in a skillsidentifysampling,flowchartfindings needed the via and to necessary.investigationComplete if skimmingModelinformation.extractinglocating and and 2. how to enter information on a flowchartsource.moreextracting than informationone type of from bibliography.referdifferentIdeally to allthem information pupils in a use short sourcesat least threeand extractinformation:locate and newspaperwithtogetherPractisescanning a (e.g.them skills. table?'Thenewsdoes question (Newspapera TV story or addressed reachradio).' or the broadcast is,breakfast 'How groups.available)Teacher (and work librarian with selected if devicesandsignpostingnotingpassage), other the (bold A stockteacherassembledresources of forbooks needs useby the andby to librarianthis otherhave class been or during heads,face,etc.).story-structure sub- and this unit. - Key StageNational 3 Strategy Q.: © Crown copyright 2001 www. standards.dfes.gov.uklkeystage3 Unit: What's in the news? Unit: What's in the news? English STAGEDuration:Introduction 311 Lesson lessons 10 Development Plenary Homework Year 7 TalkbroadcastProvide about pupils examplethe withdifferences aof tabloid, the samebetween broadsheet news the event. reports and a and ComparisonsbetweenIn printpairs might and pupils include: TV plan news a comparisonLanguage on page and screen effectivelyconnectivesusingobjectivesRe-visit the andof thediscursivesignalModel advantages the writing objective writing. andthe firstofdisadvantages using part ofconnectives a discursive of print in and piece on attitudeUseSelection of still to of audienceand content moving and images detail tailoredmediacomparingdiscursiveproducing texts to apiece suithow are theTalklessonsbroadcast piece. through asUse news.thea areference processplanning Use a point.of newsformat planning event that and helpsfrom shaping earlierto Whereconnectives.makingdifferentiated appropriate, frames support which offer featureby note- useful toneCommentaudiences.their of the on piece the anticipateopeningphrasesparticulararrange ideasthatparagraph. explainending, carry in relation your andyour Be choicehow explicitline to audienceyouof ofargument about wouldlink words howand prepare in purpose.you theand would for In answerschallengeAble pupils independently. of might structuring benefit their from the thanandopinion.personalmake the just needit more to that ending.Identify differences in for example:SelectionLanguage of contenton page and and detail screen oneThe group.teacher does guided work with ofDraw linguistic points choicesfrom pupils as well and as involve of structure them attitudeUse inand discussion content.of still to audienceand moving images Key StageNational 3 Strategy ridQC/. © Crown copyright 2001 www.standards.dfes.gov.uk/keystage3 Unit: What's in the news? Duration:Unit: What's11 lessons in the news? EnglishYear 7 StarterSTAGE 3 Lesson 11 Introduction Development Plenary Homework formality.OfferobjectiveIntroduce a selection varythe of lesson.bypreparedPut pupils on OHT inby the athe plan previous teacher (or plans) or concludingtheIn pairs, previous and sentences. usinglesson, the pupils plans write done their in of discusssentencesconcludingListenthe to their some and media.broadcastprintcomparisonComplete and the of printnewsdiscursivesentencespossible and presentation final broadcast piecefor a on in concludingdemonstrateTakingrestExplain of the the its contentsentence. piecetherelation writing andas to given, theof a oneThe group.teacher does guided work with inhasReviewappropriateness. the been unit. what learnt concludingcardEachmedia. with or group a sentence.single has a commentandotherTake explore pupils'concluding on tone themsuggestions and sentencestogether. detail. for arrangeThepersonalin pairsa continuum themselves must to of theandimpersonal.standardDiscuss functiondraw attention positioning English. of to Key StageNational 3 Strategy E.") © Crown copyright 2001 www.standards.dfes.gov.uk/keystage3 Unit: What's in the news? Duration:Unit: 11 What's lessons in the news? EnglishYear 7

Key StageNational 3 Strategy r © Crown copyright 2001 www.standards.dfes.gov.uk/keystage3 Unit: What's in the news? Duration:Unit: 12Write lessons now EnglishYear 7 groupingsofPupilsAbout text exploretypes the of fromtextsunit the Keyrangein the Stage Programmesof purposes 2 by addressing for of writing,Study the for investigating objectives Key Stages for the 3 writing andcharacteristic 4. in the Key features Stage of3 Frameworkeach non-fiction for teaching text type, English, and of narrative.Years 7, 8 They build on their knowledge and 9 and meeting the new andpupilsInPrior experience order shouldlearning to complete of:be able this to draw unit successfully,on knowledgedifferent text types and narrative contributenarrativeconventions.MostExpectations pupils forms. constructively will: They Theirdemonstrate will vocabularywrite to groupin relationtheir choicestalk. understanding to audience will be appropriate andof different purpose and text with sentence types a coherent and structures the structure associated varied. in non-narrative linguisticThey will and vocabularyspellingcohesion,paragraphtechniques rules openingsstructure, range;and and structure; strategies; and whole closings text structure, in texts; groupunderstandingSome discussions.pupils will of thenot mainhave text progressed types and so vary far inand style will: and write structure sequences according of sentences to purpose. which They reveal will take part in Starters sustainworkingclauses,active, passive, ain and group groups sentence connectives,task. to plan, structure; organise phrases, and constructivelychoices.SomelinguisticStages pupils Their features will towriting group have associated will discussionprogressed have style, with through further thestructure different a and variety and will: text aof developpersonal typesroles. and theirvoice recognising ideas when in appropriate. depth how purpose and detail,They influences will exploiting contribute a writer's the reinforcingDetermined aspects by the needsof the unit,of the e.g. class, and/oractive/passive,textsubordinate types, clauses, describe.Order.2.some1. AnalysisFocus Revision read Reading on inof word, otheraof range word,and sentencesubjects. writing of sentence text textsWritingandtypes, andtext written grouped short textlevel featurestotexts features argue,according demonstrating of persuadeof texts writingto the written categories toorfeatures analyse,advise. to inform, of of reviewtexts purpose explain written or presentedcomment. or to describe, inform, in explain theincluding English or opening/concludingthesentencecriticalspelling elements terms, patterns, sequencing, of story, sentences. WritingEvaluatingExperimentingimagine,3. Exploring a review explore progress narrative ofwith a film,ornarrative in techniquesentertain.different book, structure or types N in programme, contemporary of and writing techniques. and and fictionidentifying analysis Planning, for young oftargets class drafting people for reading improvement. and as writinganhabits. example a narrative. of a text written to NationalKey Strategy Stage 3 is Qc A © Crown copyright 2001 www.standards.dfee.gov.ukiliteracV Unit Write now 1 Duration:Unit: 12Write lessons now EnglishYear 7 A rangeCopiesSingleResources of copies of short QCA's ofwritten fiction Improving texts texts showing writing demonstrating in writing Key Stages fordifferent different 3 and features purposes 4 and of the narrative. and NLS audiences, Cross-curricular selected guidance. to exemplify key linguistic features of the different categories of writing. Write now: Objectives stage 1 W17Word Word classes S13S1Sentence a, Non-fiction b, c, Subordinate text types clauses R4Reading Note-making Wr17appropriatelyWr10Writing InformalOrganise advice texts S&L11Speaking Range and of listening roles W20WordWrite Connectives now: Objectives stage 2 S11Sentence Sentence variety Reading Wr2Writing Planning formats Speaking and listening W8WordWrite Personal now: spelling Objectives stage 3 Sentence R6Reading Active reading Wr7Writing Narrative devices S&L14Speaking Modify and views listening NationalKey Strategy Stage 3 °CA © Crown copyright 2001 www.standards.dfee.qov.uk/literacV Unit Wri le row 2 StageDuration:Unit: Write1 12 Lesson lessons now 1 EnglishYear 7 Starter InEachwriting.Teacher turn, group eachAround prepares in group the the classbrief explainsroom extracts is there given how needs from anthey extract differentknewto be and largewhere types the cards to challenge of stand. non-fiction with the to namesidentify text, including of which the text text information types. type it is, text,and standrecount, by explanation,the appropriate instructions, card. persuasion, discursive Introduction non-fictiondiscursiveincludingThe teacher information writing.types uses which theUsing text,starter they these recount, have examples texts encountered explanation, the of teacher each in main instructions, revisitsKey type Stage with of 2. non-fictionpersuasion,pupils the sixtext differentinstructionnon-fictionInDevelopment preparation types textssheet of aimed foretc.writing this Each at unit,according different group the teacher spendsaudiences, to the and/orwriter's 5-10 e.g. minutes pupils purpose. newspaper need categorising Each to report, bring group a leaflet,examples selection then ofof usedAconventionsbeThe text categorised teacher on analysis OHT atdoes to wordgrid,according model shared suchand categorisation, sentence asreadingto purpose.the one oflevel extractsin He/and theof she each theNLS and alsolevel typesupport shows identifiesof of pupil non-fiction materials,how contribution the each stylistic text.shouldtext may be thatanalysesputreader,marking text on type. a to andtextdifferent promote Pupils annotationanalysis text mayeffective grid.type, beto identifyallocated If asdiscussion possible, modelled the roles thesestylistic and earlier such feedback. should conventions byas thespokesperson, be Theirteacher, on OHT. whichfindings using characterise scribe, should text chair, be should increase with each successive text type. Differentiation Giveuse.Have pupils available simpler a orset subtler of simple category examples labels. of text types as back up for class theTeacherPlenary category asks at groups word and for theirsentence analyses level. of each non-fiction text type. The spokesperson uses the text analysis grid to explain how the conventions of the piece match thatPupilsHomework text type. are asked They shouldto find anbring example this example of one ofwith the them six non-fiction to the following text types lesson (not to thebe usedone they in the'starter studied in activity. class) and identify the . stylistic conventions, which categorise NationalKey Strategy Stage 3 ac ©Crown copyright 2001 www.standards.clfee.qov.uk/literacy Unit Write now 3 Duration:Unit: 12Write lessons now EnglishYear 7 StarterStage 1 Lesson 2 theOrganiseDiscussPupils texts collecteddecidearea decisions.short given which activity forresponse homework. text to typeconsolidate cards they which believe understanding are it labelledto represent withof Key andthe Stage sixhold non-fiction up2 non-fiction the appropriate text texttypes types. responsedealt with card. in the previous lesson. Pupils or teacher read out extracts from Introduction relationDemonstrate to author's through purpose. shared Focusreading on how a text a text from can the be KS3 considered grouping in of Development otherDivide text pupils types into within groups. the Provide grouping. each These group extracts with short might examples be taken of from the two writingtheabstractnumberModel different to textual ofinform,nouns, different types analysis, connectives, explain of types text focusing ofwithinor words,describe. to thisidentifyon e.g.WORD grouping. adjectives,similarities and SENTENCE adverbs,and distinctions commonlevel: note between nouns, the Themakingtexts teachergroups used a note by identifyleads Yearof word a 7 theguided pupils and authors' sentence sessionin other purposes withsubjects.level a features.andsmall then group. analyse the extracts, tensesIfsentences.conjunctionsNote appropriate, the of co-ordinatingverbs (e.g. note and because, the look impactconjunctions for logical/sequentialwhich) of active to (e.g. identify and and, passive simple links.but) andverbs; and the complex specify subordinating the Differentiation sentenceVaryEnlargedReduce the difficultylevel. the or rangeOHT of versionstheof features. extracts. help to model ways of annotating texts at word or HomeworkPlenary TheirPupils findings feedback are scribed their findings on poster-size on their grouping,sheets for focusingdisplay and on thefuture way reference. an author's purpose affects choices made at word and sentence level. NationalKey Strategy Stage 3 4C4 © Crown copyright 2001 www.standards.dfee.qov.uk/literacv Unit Writer-ow 4 StageDuration:Unit: Write1 12 Lesson lessons now 3 EnglishYear 7 Starter A card-sortingDiscussthemGive pupilsaccording outcomes. cardsexercise to with text based atype. separate on the characteristic characteristics on of each information card, e.g. texts, prevailing descriptions tense, and sentence explanation structure, texts. active/ passive voice, and vocabulary. They must sort introduction inonModel the the samewritingdifferences grouping to inform, and in similarities explainthe National or betweendescribe Curriculum. thesefor a specific types of purpose. writing, whichComment are Development audience,Askall pupils three demonstratingto.drafttypes of a writing short the piecewithin features of the writing, grouping of a withparticular are a specific covered text purposetype. within Ensure the and class. that ShowExploreDemonstrateModelIdentify how the the thefeatures use consistent thetarget of use the of audience ofactivesentences usesentence ofand andstandard passiveare openings,consider used English. voice. to appropriate connectivescombine sentences vocabulary and conclusions. into choices. layout,IfDecideandEmphasise appropriate the e.g. whetherconsistent thebullet encourage need a points,writing use for of the pupilsframeitalics.standard appropriate couldto use English. help ICT use someto of produce the or active all morepupils. or passivesophisticated voice AsPlenary a whole class, revisit the poster-size analysisparagraphs. grid for each text type, which was produced in the previous lesson. Add in exemplar quotations from The teacher does a guided writing session with a small group. pupils' writing to PupilsHomeworkillustrate complete the characteristics their writing. of The each content text type. should be something out of school with which they are familiar.

NationalKey Strategy Stage 3 Qc aj) A © Crown copyright 2001 www.standards.dfee.qoy.uk/literacy Unit Write nan, 5 Duration:Unit: Write 12 lessons now EnglishYear 7 StarterStage 1 Lesson 4 Introduction PupilsTeacherCard sorting group explains activitythe cards the focused difference and justify on whatbetween their subordinate decisions. main and clauses subordinate are and clauses how they and operategives out in clauses, sentences. on separate cards, to pairs of pupils. Development andDemonstrateschool.ModelIntroduce conclusions, the thewriting and second alongof'think part grouping withaloud' of a connectivesletter the of choice ofwriting advice andof to phrasesto argue,the a teacher use persuadefor of sentence subordinateabout orto joinadviseopenings clauses. the . ThegiveSomeStressAsk pupilsteachera pupilsmorethe needto leadssophisticated maywrite to benefit aincorporatea guidedletter from oflayout, writing advice athe writing e.g. featuressession to bullet aframe, pupil withmodelled points, aboutwhilst a different italics. toothersearlier join small the mayin the school. usegroup. lesson. ICT to useGuidee.g.AnticipateIdentify ofreiteration, thepronouns thereader's mainneeds exaggeration, and attentionpoint connectivesof the in aintended throughparagraph, repetition and reader.paragraphs, deploying and and useAddhow linkof emphasisthee.g. rhetorical words supporting referring and to questions. key phrases.back; information points, making . PupilsPlenary have written a letter of advice. Discussrelates what to it, changes e.g. as illustration,would have extension been needed or greater if the letterdetail. had been intended to persuade that pupil to choose to come to the school.PupilsHomework Note write the a letterdifferences to an unknownon an OHT person or poster-size of their own sheet. age, trying to persuade them to join the school.

NationalKey Strategy Stage 3 Qc A © Crown copyright 2001 www.standards.cifee.qov.ukiliteracv Unit Write raw 6 Duration:Unit: 12Write lessons now EnglishYear 7 StarterStage 1 Lesson 5 WhereversentencePupilsDistributeRevisiting have possible byonsubordinate one linkingcards, takeclause withsentences examples clauses. eacha main and which fromclause. must pupils' are find split homeworkthe into rest main of theiror and their sentence. subordinate own writing. Main clauses. clauses stay still whilst subordinate clauses can move around until they can make a Introduction onDemonstrate the board, theor on planning OHP. The and purpose writing of should a short be example to develop of a discursivebalanced text, Development Workingpresents in pairs, a balanced the pupils argument. plan and Each draft pupil a piece takes of adiscursive turn at acting writing as whicha argumentandModelargument.Focus making howon about the thesuggestions rangea pupils school of might link issue on words howact with as it and a mightresponse particular phrases be improved. partners, audienceused to analysingsignpost in mind. the the line writing of responsePupilsintendedmight be then improved. readerpartnerpartner, redraft and process. offeringtheir Their their writing, advice understandingconstructive incorporating should suggestionsbe of basedthe changes conventions on about the suggested needs how of thistheof thein textdraft the type. Differentiation ATeacher writingprovided mightmayresponse for support lessconsider sheetable a groupformingpupils. with ofsimplified abilitytargeted pairings. criteria pupils. to aid discussion might be discussingPupilsHomeworkPlenary explain their the work improvements with such a theypartner have is beneficial.made to their drafts as a result of the suggestions made by their response partner. They summarise why they think NationalKey Strategy Stage 3 ac A © Crown copyright 2001 www.standards.dfee.gov.uk/literacy Unit Write noN 7 StageDuration:Unit: Write2 12 Lesson lessons now 6 EnglishYear 7 Starter TermsDiscussoneProvide end could atheirand collection theincludepositioning most ofwords negativecritical and such addterms at as: inthe onextrasensitive, other. pieces terms ofrealistic, as card. they Create unconvincing,suggest a critical them. imaginative, continuum by credible, asking fastpupils moving, to arrange slow-paced, themselves sentimental. in line, with the most positive term at Introduction analyse,ProgrammesExplain to review the ofclass Study, or that,comment. they having are nowdealt going with two to examine of the writing a third: groupings writing to in the Development generatecomputerGive each discussion.game group or of CD.pupils Using A rangea copytext ofmarking, of such a review reviews pupils of a should highlightTV programme, be word used and in book, order sentence film, to abstracttoinfluencewaysShared be in reading thewhich(relating a writer'spresent the using to author's choices thetense, a reviewopinions purposenounsat wordof anda may TV and reflections), programme, be sentencethe specialist likely adjectivesresponselevel, book (relating e.g.or film. of verbsand to the Focusthe adverbs readerare topic) onlikely willor Differentiation author'spupilslevel featurespurpose. assess foundthe degree in the toreview. which Using the review the criteria is successful listed in the introduction, fulfilling the whichlengthsbe ListUsejudgementall have the anvary. OHPfeatures been toevaluative. highlighted. aid of word,the modelling sentenceConnectives Display of andthe this reinforce listtext analysis. of level criteria ideas and for author'sand future sentence reference.purpose, supportatN.B. Key A Stageslist material. of features 3 and 4 of (p. this 51) type and of in text theVary canKey the be Stage difficulty found 3 Strategyin of QCA's the reviews cross-curricular Improving provided. writing DiscussHomeworkPlenary differences and similarities between the types of writing in this grouping of writing to analyse, review or comment. NationalKey Stage 3 Strategy STS°`A ©Crown copyright 2001 www.standards.dfee.00v.uk/literacy Unt Write IIO 8 Duration:Unit: 12Write lessons now EnglishYear 7 StarterStage 2 Lesson 7 Introduction DiscussPupilsOffer a have pair outcomes. offive sentences minutes toand link give the pupils two sentences a list of connectives. in as many different ways as they can. Development Spendofconclusions.demonstratingModel tense. thesome writing Commenttime the of discussingchoice a review on of the words ofthe function an content aspectand ofphrases ofconnectivesof reviews,the formedia. openings e.g. and Think character, the and aloud consistent whilstsetting, use demonstratingtheirgame,Pupils paragraphs planCD, etc.a review the and should features writeof their reflect the of chosen openinga thereview. needs TV and programme, of closing their targeted paragraphs. book, audience,film, The computer texture of lengththeseReferreadermagazine of towill scenein the specialist beprogramme, list thein ofTV success criteria magazine.narrative, or producedlevelcriteria nature of againsttechnical in of previous presenter, which information, lessonstheir selection writing adverts,and makewillof items beappeal clear assessed. in tothatTV Differentiation points,UseProvide ICT italics. to a encourage list of headings pupils or to a consider writing frame appropriate for some layout, pupils. e.g. bullet Plenary Pupils share their experience of writing with the class, identifying what was most challenging. The teacher leads a guided writing session with a small group. CompletionHomework of reviews. Encourage the pupils to test their plans and paragraphs against the criteria displayed on the list compiled in previous lessons.

NationalKey Strategy Stage 3 Q"-- A © Crown copyright 2001 www.standards.dfee.00y.uk/literacy Unit Write now 9 StageDuration:Unit: 2 12 WriteLesson lessons now 8 EnglishYear 7 StarterIntroduction arrangePrepare intofor the paragraph focus on order. paragraphing Discuss theirby using attempts a piece and of the analytical clues they writing used. as the basis for a sequencing exercise. Give pairs of pupils cut-up Development sentences to whichModelEmphasiseanalysis.Carry outcontenthow a tothequick planis significance not survey and arranged write of the offor chronologically.standard classan adult reading Englishaudience habits Take in ana topupils'formal analytical act as readinganalysis. the piece basis habits in for as Differentiation TheyanalysesUsing should a thinking of the incorporate class frame, reading pupils ideas habits,plan suggested how assuming they in thewill an responsewrite audience and partnerpresent of their process. their own age. Plenary the focus. AConsiderSupport listprovided of simplifiedtargeted forming for some pairs mixedcriteria pupils. of ability pupils.to aid or planning, ability pairings. or a writing frame, might be PupilsHomework writeexplain up how their their analyses. planning has taken account of audience and purpose.

NationalKey Strategy Stage 3 ac A © Crown copyright 2001 www.standards.dfee.qov.uk/literacy Unit Wale now 10 Duration:Unit: Write 12 lessons now EnglishYear 7 StarterStage 3 Lesson 9 Introduction DiscussReadUsing outvery any or short display examples extracts, a sentence, that review are difficultand recognition pupils to categorise. show of fiction FICTION and or non-fiction NON-FICTION text characteristics. response cards. Development class.Shareforentertain.Introduce writing some Explaintheirthe opening final narrative. that grouping sentences the focus of typesfromwill be contemporary of on writing narrative - to narrativewriting,imagine, as fictionexplore a preparation with or the Thetechniques,effectiveInProvide groupgroups pupils shouldand whichof two why. with rankthe or Their a three,writer therange decisionsopenings, pupilsuses of openings to discuss engageshould deciding from these be the whichcontemporarylinked interest openings textsto theof they theto techniques narrativeestablish reader.feel are fiction. themost tointroducing highlightModelreader,Discuss how e.g. different textinteresting readersan features. intriguing techniques predict,characters; narrative empathise, and showing features voice; and posingthe which question reader aengage question their the the thoughts.text, for interest usingthe reader; ofan the OHP Differentiation VaryTeacherdiscussed the supportsdifficulty in the introduction. ofa targetedthe texts group provided. of pupils. HomeworkbyPupilsPlenary the author.share their findings with the class explaining why they consider one opening to be more effective than others, and linking their views to the techniques used

NationalKey Stage 3 Strategy Q' © Crown copyright 2001 www.standards.dfee.gov.ukiliteracy Unit Write nati, 11 Duration:Unit: 12Write lessons now EnglishYear 7 StarterStage 3 Lesson 10 A cardIncludeGroups,interestingEach sorting group a each few character exerciseis unlikely withgiven a adifferentportrayal.for ingredientslist groups, of story story based toingredients genre, spark around haveimaginative on thetwo separate 'Recipeminutes responses. cards, for to adecide Good e.g. anon Story'. arrestingappropriate opening, ingredients, a developing and their plot, order. a complication, a crisis, a satisfying resolution, Introduction examplesTeacher explores to explore the sentence 'Recipe for structures a Good andStory' the with effects the class, of language, using e.g. Development Theintroduction.Pupils teacher plan their worksIf time own with allows, narrative, a guided they based discusswriting on group. plot the outlinesmodel discussed with a writing in the partner. structure.referenceimagery,ModelProduce alliteration,the during a planninglist ofthe effective processnoun of a phrasesstory, narrativeof writing using etc. criteria theirnote ownform and narratives. anddisplay considering it in the classroomthe overall for SelectedHomeworkPlenary pupils share aspects of their plot outlines with the class. They then comment on what they found interesting or difficult.

NationalKey Stage 3 Strategy [--)ac © Crown copyright 2001 www.standards.dfee.qoy.uk/literacy Unt Wrie now 12 Duration:Unit: 12Write lessons now English StarterStage 3 Lesson 11 Year 7 Introduction DiscussPupilsGiveOffer eacha have selection how pair to they moveof ofpupils recognised closing into one the sentences sentenceappropriate their story andfrom areatype. have different for atheir large types story. card of forstories, each e.g.type romance, of story around horror, the crime, room. war etc. Development Talkaending satisfyinguseUsing through ofof thedialogue, a narrativeconclusion. storythe choices plan and and createdon Share madediscuss figurative and inat thehow word explore language previous the and story a sentence rangefor lesson, could particular of belevel.concludingmodel developed effect, Focus the writing e.g.sentences. on towards imagery,the of the targetedPupils continue at a specific their narratives, audience. whichThey shouldinclude consider: howat least theirtheythe twostory charactersspeak characters starts to each andare and introduced,otherfinishes; are (formal/informal described andtone, developed; dialect, slang, etc.); writing,developingRemindModelvocabulary e.g. a therange beginning choices.theirpupils of narrative sentence to a give sentence contentconsideration structures with and an whichvocabulary adverb.to their pupils intended choices. may usereader in their when own Differentiation chartProvide to establisha model for sequence. each point for some of thewhich pupils, language possibly choices using they a flow make. Plenary The teacher leads a guided session withA seriesaSome small ofpupils group. sentence may benefit starters from might the be use provided of ICT. for some pupils. ExtendedHomeworkSelected pupilswriting comment on and read from their work in progress. Key points are reiterated. pupils complete their narratives. NationalKey Strategy Stage 3 ac A © Crown copyright 2001 www.standards.dfee.00y.uk/literacy Unit Write now 13 Duration:Unit: Write 12 lessons now EnglishYear 7 StarterStage 3 Lesson 12 Present pupils with a list of common words which more than one person has spelt incorrectly in recent work. Introduction ExplainInvite strategies that during and this suggestions lesson pupils for learning will reflect those on thewords. writing, which they Development Pupils evaluate their own progress by reviewing pieces of writing produced throughouttypeDiscussandhave settingand produced each of targetsKS3the type throughoutgroupings and offor KS4.writing, personal based Explainthis reminding unit,improvement. on how evaluatingpurpose thepupils grouping to of thewhich the success textof reference texts conventions of in each the will Nationalpiecebe of made each AsktheirAsreflection.during part them own the of handwritingto theirunit. identify evaluationProvide personal and a setpupilspresentational oftargets questions should for reviewspelling skills. or a proformathe improvement. legibility to support and It neatness will pupils' be of Plenary aroundUsetypesCurriculum could but the gives be roomfor made Keypurpose during Stages of the theand posters, 3course audience and 4 oflistsbuilds thea andhigher unit.on pieces understanding profile. of writing of displayed the basic text targets.Teacher supports pupils who may need helpnecessary identifying to return and setting to the appropriatetargets later in the term to check progress. Homework GatherAskPupils volunteers share comments the to findings sharetogether their of astheir personal a focusself-evaluation ontargets. poster explainingor white/ blackboard. what they have learned, how they learned it, and what they found interesting or difficult. NationalKey Strategy Stage 3 r) Qc A © Crown copyright 2001 www.standards.dfee.00v.uk/literacy Unit Me now 14 Unit: A sense of place English ThisAboutDuration: unit the explores 13 unit lessons short stories by major writers from different cultures, focusing on the values and assumptions in the texts and the narrative techniques employed. Year 8 InPriorPupils order thenlearning to complete draw on theirthis unitreading successfully, to write their own stories. MostExpectations pupils will: identify and comment on language choices, key events, characters, cultural setting and plot knowledgepupils should and be experience able to draw of: on their theworkmaking structure in apresentations; range of stories;of groups; implywritertext.fromstructure Theydifferent meaning.and in thoseunderstand stories cultures They of theby recognise differentandthenarrator effectstraditions. authors ordistinctions ofcharacters different from between other innarrative contrasting cultures. standard techniques storiesThey and recognise andnon-standard distinguishappreciate the cultural English howbetween irony distinctiveness and the canthey attitudes be plan, used ofwrite of towriting the and In writing about stories they support their views with evidence from the employingappreciatingforms;comparisonsmaking notes;them narrative between in their techniquesdifferent own writing; literary and theshortSomerevise opening stories apupils short andfrom willstory. the notdifferent conclusion have cultures.progressed in a Theystory. so identify Theyfar and write stylistic will: a story,understand features which such reflectsthe asmain the some characters use aspect of a narrator ofevents their or reading.and links themes, between in texts.thehowlanguagepublic importance cohesion communication; variation; of is standard achieved English in a range in of storytheirdistinctivenessSome understandingof pupils their own will through havewith by a analysingprogressedthe distinctive language how cultural further choiceswriters setting. and usethey will: narrative have understand made techniques at word the way andin specific writerssentence ways, achieve level. and They cultural by writing demonstrate a short Starters SubordinateLoan words clauses Reading1.Stages Identifying and discussion the cultural of An distinctiveness Astrologer's Day of froma text Malgudi Days by R. K. Narayan. VocabularyofPlusStandard the activities class and non-standarddetermined by English the needs Consideration2. ReadingPreparingDiscussion/writtenConsidering and a ofpresentation discussion the roledescription of of oftheof the The story, narrator ofnarrator Ultimate language drawing in the inSafari onshortchoices story. notes by stories Nadine and made narrative Gordimer.earlier. techniques; narration, openings, conclusions. PlanningDiscussionReading3.Exploration From andreadingand ofof discussion writingnarrativelanguage to awriting storytechniques choices,of stories set in values afromused real Miguel andandor fictitious ofassumptions Streetthe use locality. by of V. standard in S. the Naipaul. story. and non-standard English. NationalKey Stage Strategy 3 Qc 4 © Crown copyright 2001 www.standards.dfee.00v.uk/literacv Unit: A sense of place 1 ResourcesDuration:Unit: A 13 sense lessons of place EnglishYear 8 MiguelV.LeeNadine R.S. la's K.Naipaul: Street.Friend.Gordimer: Narayan: Miguel TheMalgudi Street Ultimate Days (Penguin, Safari (Penguin, On 1971) Jump 1984) e.g. and B e.g . AnWordsworth, Astrologer'sother stories Bogart; Penguin,Day; The 1991) Coward; Man-man; The Maternal Instinct; The Mechanical Genius; Hat; How I left Doctor's Word; The Tiger's Claw; Father's Help; The Snake Song; Forty-five a Month; WordA W11sense Figurative of place objectives stage 1: Identifying the cultural distinctiveness of a text SentenceS14 Compare languages R14Reading Literary conventions Writing S&L3Speaking Formal and presentation listening Alanguage sense of place objectives stage 2: Considering the role of the narrator in short stories R16 Cultural context S&L7purpose Listen for a specific W7bWord Unfamiliar words S11Sentence Standard English and dialect R10meaningsR7Reading Implied Development and explicit of key ideas Wr18Writing Re View a text S&L12Speaking Roles and in listeningdiscussion W7cWordA contextsense Words of in place objectives stage 3: From reading to writing S7Sentence Cohesion & coherence Reading WritingWr8Wr2 ManipulateRe-read and conventions revise S&L11Speaking Building and listening on others NationalKey Stage Strategy 3 Qc © Crown copyright 2001 www.standards.dfee.gov.uk/literacV Unit: A sense of place 2 StageDuration:Unit: 1 13A Identifying lessonssense of the place cultural distinctiveness of a text: Lesson 1 EnglishYear 8 Starter setUsePupils in a thecut-up mustfictitious version arrange town of the aof brief `Malgudi'jumbled biography sentencesin Southern to introduce into India. an Narayan. appropriate order. By doing so they learn that he is an Indian writer who has been writing stories for 50 years Introduction TeacherUsingclass, readsOHTasking of opening themopening to paragraph noticeparagraph, any of references teacherAn Astrologer's models to eyes/sight. Daytext markingby Narayan of references with Development ThreelanguageIn groups, groups which pupils focus builds text on mark a character, sense their of copies characterone lookingof the and first at place. word paragraph, level, one focusing at sentence on Plenary Discusspupils have links noticed. between imagery and character of astrologer. Teacheronlevelparticular place. and works one words at with cultural and target phrases. references. group(s) to Three focus similarly on the cultural organised significance groups focus of TeacherPupilsHomework drawsdecide together on and listpoints the similaritiesreported from and groups. differences Focus between on how short culturally stories specific and novels. language contributes to establishing of character and place.

NationalKey Stage Strategy 3 Q` 4 © Crown copyright 2001 www.standards.dfee.goy.ukiliteracy Unit: A sense of place 3 StageDuration:Unit: 1 13A Identifying lessonssense of the place cultural distinctiveness of a text: Lesson 2 EnglishYear 8 Starter settings.inStarter response based to onthe pupils' teacher's impressions comment of on short a significant stories as feature, opposed e.g. to length,novels. complexity, Pupils have ending, response number cards of with characters, either novel depth or ofshort characterisation story on them, or and range of raise them Introduction characterClarify the and function place. of the opening of a short story in establishing sense of Development graduallyIn class discussion, reveals the use truth pupil of the feedback relationship. to draw attention to how the writer sentenceNotethereading,Shared client. linguistic reading to structure, focus features of on An punctuation. the Astrologer's at changing word and relationship Day sentence with the level,between class, e.g. asking thevocabulary, astrologer pupils, whilst and justifyingGiveinformation.Ask pupils pairs their ofto pupilsidentify choices five explicit about minutes whereclues to divideand the techniques,divisions the story come into e.g. fourin withholding the sections, story. WithHomeworkPupilsPlenary pupils, identify complete significant a class evidence chart for from display, the text identifying to support the their key choicesstructural about elements where of divisions the short come story. in the story. NationalKey Stage 3 Strategy QC° ©Crown copyright 2001 www.standards.dfee.00v.uk/literacV Unit: A sense of place 4 StageDuration:Unit: 1 13A Identifying lessonssense of the place cultural distinctiveness of a text: Lesson 3 EnglishYear 8 Starter eachRevise extract first, is secondfirst, second and third or third person. person. Give They out shortmust extractsexplain theirfrom decisions.the short stories to be studied and allow pairs of pupils a few minutes to decide on whether Introduction Demonstrate to pupils how, as a reader, you recognise the role of the narrator Development takingAllocate account another of story differentiation. from Malgudi Each Days group to eachreads group a story, of fourfocusing or five on pupils, the'HowDiscussreactionsin revealing characters?' would the to theadvantagesandspecific story concealing passages.have and been information. disadvantages different Doif told ofthis having from by 'thinking the a thirdpoint aloud'person of view your narrator. of one of characters,e.g.identifying is it a surprise,cultural how does references how it relate does andtoit affect the considering opening? your perspective how effective on events/ the ending is, HomeworkDiscussionPlenary of the stories and of the use of first or third person.

NationalKey Stage Strategy 3 Qc A @Crown copyright 2001 www.standards.dfee.qov.uk/literacy Unit: A sense of place 5 StageDuration:Unit: 1 13A Identifying lessonssense of the place cultural distinctiveness of a text: Lesson 4 EnglishYear 8 Starter narrator,Teacher ending.introduces notetaking frame to support pupils in listening to and making notes on presentations, e.g. title, details of 'Malgudi', theme(s), key event, role of Introduction previously.Each group They prepares should a reading also prepare of the briefopening comments and ending on: of the story read Development WhilstGroups watching give their presentations, presentations. pupils make notes on links between stories, thekeyhow roleevents effectivethe of the writerin thenarrator the establishesplot ending is. character and setting createsOpportunitywritingrolefocusing of thein setting, onStage narrator. impressionfor teachershapes3 of (Notes unit.) ofassessmentstory the will structuretown be used of of `Malgudi', pupils'andby pupils uses understanding themes whenthe narrator. discussing of the of Alsostories, how own a writerthe PupilsPlenary share the notes they have made on the presentations. opportunity to assess speaking and listening skills. benefitPupilsHomework usefrom their being notes given to paragraph write a series openers. of reflective entries in reading journals on Narayan's writing, making reference to their particular story. Some pupils may

NationalKey Stage Strategy 3 Qc A © Crown copyright 2001 www.stancards.dfee.00y.uk/literacV 'Unit: A sense of place 6 StageDuration:Unit: 2 13 AConsidering lessons sense of placethe role of the narrator in short stories: Lesson 5 EnglishYear 8 Starter PairsUse of of long pupils and are short given sentences examples for of effect. long or short sentences taken from the texts being studied and asked to comment on their impact on readers. Introduction pronoun,waysdiscussesTeacher in which readsexclamation, the title languagethe andopening exaggeration,cover is beingof page, The used Ultimateincluding appeal to persuade, Safarito advertisement, unnamed by e.g. Nadine expert.capitals, drawing Gordimer personal out and the Development makingPupilspointIn groups, where mark notes pupils theon in theircharacterstwo read textcolumns and further discussreach on references their the the Krugerdeveloping next to two Park. the pages impressionsnarrator of theand story ofthe narrator setting, to the and bandits,understandingsentenceTeacherDiscuss poverty).pupils'demonstrates level whichofpredictions events, give critical useinsight of whatofreading, short into the thesentences) identifyingstory narrator will be details(e.g.and about. the age, at setting word gender, and(e.g. war, Teachercontributions.setting. does guided reading with one group, assessing understanding and ReviewPlenaryHomework what has been learned about the character and setting from significant details in the story, drawing attention to aspects of text cohesion, e.g. repetition:

NationalKey Stage Strategy 3 Q`° ©Crown copyright 2001 www.standards.dfee.qoy.ukiliteracv Unit: A sense of place 7 StageDuration:Unit: 2 13A Considering lessonssense of place the role of the narrator in short stories: Lesson 6 EnglishYear 8 Starter statementTeacher briefly about reviews the story. what pupils have understood about the story so far using true/false response cards. Pupils hold up cards as the teacher makes a Introduction predictions.endThe ofteacher the story, gives pausing relevant at information 'we started about to go theaway, Kruger again' Park to askreads for to pupils' the Development home'newsIn groupsPupils reporter. revealed readof three, and Theyby pupilsthediscuss write reporter, re-read a each paragraph the other'sthe grandmother final eachparagraphs. section on the orof the theattitudes narrator.story involvingtowards goingthe HomeworkReviewPlenary the final part of the story. Discuss differences between pupils' predictions about the story at the beginning of the lesson and now.

NationalKey Stage Strategy 3 QC © Crown copyright 2001 www.starklards.dfee.gov.uk/literacy Unit: A sense of place 8 StageDuration:Unit: 2 13A Considering lessonssense of place the role of the narrator in short stories: Lesson 7 EnglishYear 8 Starter mostExploring ironic. the They term have irony to through explain examples.their position Pairs in the of pupilsline. take example cards with words and phrases used ironically and form themselves into lines of least to Introduction narrator'swordsTeacher and models views phrases areidentification fromthe same the text ofas irony theand author's. leadson OHT discussion by highlighting as to whether particular the Development explanationsTextIn groups, extracts pupils ofshould what find then makesexamples be themput of on ironic.irony poster-size in the two sheets, stories along they withare studying. AskPlenaryHomework some pupils to report their findings to the class, using the posters.

NationalKey Stage Strategy 3 QC 4 ©Crown copyright 2001 www.standards.dfee.00y.uk/literacv Unit: A sense of place 9 Duration:Unit: A 13 sense lessons of place EnglishYear 8 StarterStage 2 Considering the roleStarter of based the on narrator connectives whichin short are useful stories: for comparison, Lesson e.g. although, 8 however, on the other hand, nevertheless etc. Pupils are given five minutes to Introduction compareIdentify two a range items of using strategies, as many e.g. different table, spider connectives diagram, as forpossible. planning a Development Pupils, in pairs, think of their own contrasts and to find key details or Plenary comparisonaSafari writing and frame. of An the Astrologer's two stories Day. they Model have studiedwriting partin this of unit:the comparison, The Ultimate using centralquotations character; in the stories famine to /plenty; support townlcountry; their views, e.g.life/death; life /death; firstlthird child person. /adult BuildPupilsHomework a class plan list and of produce elements comparative of comparison essays and on contrast. the stories.

NationalKey Stage Strategy 3 QC © Crown copyright 2001 www.standards.dfee.gov.ukiliteracy Unit: A sense of place 10 StageDuration:Unit: A2 13 senseConsidering lessons of place the role of the narrator in short stories: Lesson 9 EnglishYear 8 Starter groups.Word sort, using words associated with Trinidad, India and Africa from the stories by Narayan, Gordimer and Naipaul. Pupils sort into different locations/cultural Introduction areIntroduce going to readclass come to Miguel from Street this collection by V.S. Naipaul.of stories Explain set in the that poor the storiesdistrict ofthey Development ofPupils the narratorread a story and theindependently, neighbourhood, making choosing notes twoon the key characters, quotations, the which role selectedN.B: The withstories awareness vary in terms of the of needs complexity of the EachPortand group/ ofappropriateness story Spain, class. introduces Trinidad, soa where newshould character. Naipaul be grew up. aboutevokeIn pairs thethe neighbourhood. neighbourhood.pupils then share their findings and read out their chosen quotations writing.HomeworkFeedbackPlenary from pupils' independent reading of a story from Miguel Street. Discussion should focus on the role of narrator and the cultural distinctiveness of Naipaul's

NationalKey Stage Strategy 3 L-76D) ©Crown copyright 2001 www.standards.dfee.qoy.uk/literacy Unit: A sense of place 11 StageDuration:Unit: 2 13A Considering lessonssense of place the role of the narrator in short stories: Lesson 10 EnglishYear 8 Starter DiscussPupilsProvide take exampletheir a carddecisions. cards and formof standard themselves and non-standardinto groups of Englishstandard in ordialogue. non-standard English. Introduction dialectUsingSelect ananfrom OHT,extract standard identify from English, one and of discuss thee.g. stories pronoun some to of focususage, the features on verb the formation.use that of distinguish dialogue. this Development wouldstoriesIn pairs, ask and pupils the identify author choose non-standard about another his useshort features. of extract non-standard Pupils of dialogue decide English. from on aone question of their they HotHomeworkPlenary seat the teacher or a volunteer pupil, who will answer questions as Naipaul on the reasons for the use of non-standard English.

NationalKey Stage Strategy 3 cPC° © Crown copyright 2001. www.standards.dfee.gov.uk/literacv Unit: A sense of place 12 StageDuration:Unit: 3 13A From lessonssense reading of place to writing: Lesson 11 EnglishYear 8 Starter SequencingDiscuss opening exercise. paragraphs. Pupils are given the first paragraph of one of the stories in the form of cut-up sentences. They must arrange them in a satisfying order. Introduction weekTeacherrolereasons to of model demonstratesnarrator. for decisions,aspects Teacher planningof draftingnarrative could a use notesstory writing. own throughon writinglocation, talking during key aloud characters,the course options, ofkey this events, Development Workinglocality. in Theypairs, discuss pupils makeand draft plans notes for a on: storycharacterssetting set andin a and howreal their orthis fictitious development;will be conveyed; Plenary A planning sheet or series of questions tohowevents:role focus ofthe the discussion problem,stories narrator; will conflict, may be organised. be resolution; useful. IfHomeworkPupils stories share are basedideas on in arole real of location, narrator researchand setting may and be contribute appropriate ideas here to to others add authenticity. about how they could convey their setting.

NationalKey Stage Strategy 3 Qc © Crown copyright 2001 www.standards.dfee.noy.uk/literacv Unit: A sense of place 13 StageDuration:Unit: 3 13A From lessonssense reading of place to writing: Lesson 12 EnglishYear 8 Starter DiscussPupilsSequencing are final given exercise.paragraphs. the final paragraph of one of the stories in the form of cut-up sentences. They must arrange them in a satisfying order. Introduction effectiveTeachercharacter andmodelsopening or setting.pupils writing paragraph, collaborate an effective focusing in shared opening on writingthe paragrapheffect to developof language to establish ideas choices, into an at Development intoPupilsas models. their sharewrite writing. opening writing with and othersclosing in paragraphs groups and of incorporate own story usinggroup classfeedback writing Plenary wordbeginningRepeat and sentence process and end withlevel. of closingstory. paragraph, to demonstrate links between paragraphs.Teacher joins one of the groups for guided writing with a focus on first or final PupilsHomeworkClass feedbackwrite first ondraft examples of story. of effective opening and closing paragraphs they have written/read.

NationalKey Stage Strategy 3 QC A L."1 © Crown copyright 2001 www.standards.dfee.qov.uk/literacV Unit: A sense of place 14 Duration:Unit: A 13 sense lessons of place EnglishYear 8 StarterStage 3 From reading to writing: Lesson 13 Introduction unit,SpellingEach the groupreview.teacher then Pupilssays decides a are word given on which a astrategy list pupils, of spelling which in groups, will strategies help write them baseddown. to remember on the Framework the three objectives.words which Using proved words trickiest which for have their proved group. difficult for pupils during the Development Plenary Teacherpupils' demonstratesstories. editing and proof-reading of selected extracts from features.PupilsandIn pairs, characterisation. redraft pupils A checklist writing share may individually,first bedrafts useful to checking ensure here. consistencyspelling, punctuation of setting, and narration, other ProduceHomeworkPositive feedbackand proof-read on stories final versionread and of written.story. Summarise effective features of short stories.

NationalKey Stage 3 Strategy Qc ° ©Crown copyright 2001 www.standards.dfee.qov.uk/literacy Unit: A sense of place 15 YEARDuration:Unit: Four 8 Unit:15 Kids, lessons Four Three Kids, Cats, Three Two Cats, Cows, Two One Cows, Witch One (Maybe) Witch (Maybe) by Siobhan Parkinson Year 8English Schoolswithinculture,About athe focusingnovel.Key unit: Stage TeachersThis on 3 contemporaryunit Research wascan explorecreated Unit. themes. withby Marion pupils It also Powellthe explores rich and oral narrative Nigel heritage Mill. techniques of It differentexplores with cultures. an aIrish particular novelThis unit as focus anof work exampleon the can incorporation ofbe a linked text from to ofthe 'oral Ireland tales' a different in settingMostExpectations pupils and plotwill: at read, word, understand sentence and textbe able level. to Theycomment, will discuss both orally in small and and in writing, larger groupson the writer'sto deepen choice their of understanding words, characterisation, of the author's throughofuse Somethe of novel. oral guided pupils traditional readingwill not tales haveand to writing progresseddevelop will plot, be sorequired themes far and andto will: enjoy characterisation. require and appreciate additional They the support will, key with theme to appropriateread of extracts'growing support, fromup' that the write is novel. explored critically Additional in about the novel. aspectssupport IrelandaspectsofSome the novel'spupils in of Schools the willstructure novel have research and progressedin beusing unitable oralwill to further justifyappreciatetraditional thoughtsand tales thewill: distinctive andindependently,to explore opinions features experiences by talkquoting of andthe as texteffectivelywrite well as about asa contemporary thoughts from the theauthor's andtext. novelfeelings. Those craft set and pupils Theyin appreciatea different whowill writealso culture.the completecritically complexity about the

Key StageNational 3 Strategy OCA © Crown copyright 2001 www.standards.dfes.gov.uk/keystage3 1 UNITDuration:Unit: FourOUTLINE 15 Kids, lessons Three Cats, Two Cows, One Witch (Maybe) Year 8English AStage study 1 of- Lessonsthe author's 1-6 development of setting, themes and characterisation with particular reference to the main character, in the opening chapters of the novel: WritingExperimentReading in and the with discussionstyle word of Siobhanchoice of the when Parkinson.author's writing introduction to create ofdifferent theme effectsand characterisation. on the reader. AStage study 2 of- Lessonsthe literary 7-13 technique of developingReading an and oral discussion tale within of a the narrative children's to develop tales and characterisation their significance and in the developing wider themes plot, themesof the novel: and characterisation. CA)(x.) Stage 3 - Lessons 14 and 15 DevelopingPredictingClose analysis 'Beverley's understanding of 'Kevin's Tale', Tale'. of based the differences on a close between reading theof the spoken novel. and written tale. From reading, speaking and listeningWrite toExpress writing critically an opinionabout the on novel. the book's relevance and appropriateness to a contemporary teenage audience. Key StageNational 3 Strategy Qc A © Crown copyright 2001 www.standards.dfes.gov.uk/keystage3 2 PriorDuration:Unit: FourLearning 15 Kids, lessons Three Cats, Two Cows, One Witch (Maybe) Objectives Year 8English beIn orderable toto drawcomplete on their this knowledgeunit successfully, andtheworking experiencestructure pupils in a shouldrangeof of:narratives; of groups; WORDW11W1 Word Figurative endings, vocabulary. prefixes, suffixes; figurativeevaluatingtheplanning; distinctive language; oral features tales; of oral tales; S3S2S1SENTENCE VarietyComplexColons ofand sentences; sentence semi-colons. structure; evaluatingknowledgemaking notes; a of text. punctuation;complex sentences; READINGR5R4 VersatileTrace developments; reading; Starters WRITINGR13R10R6 Bias InterpretDevelopment & objectivity; and text. of key ideas; ComplexCommas,FigurativeReading sentences. colons strategies language and semi-colons Wr18Wr7Wr6Wr1 EstablishFigurativeEffective Critical review. planning;the language; tone; S&L7S&L2S&L1SPEAKING DevelopEvaluateListen ANDfor recount;own a LISTENINGspecific speaking; purpose; KeyNational Stage 3Strategy QC A © Crown copyright 2001 S&L9 Evaluate own contributions. www. standards.dfes.gov.uk/keystage3 3 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English ObjectivesLessonDuration: 1 15 lessons Starter Introduction Development Year 8 Plenary Homework S3 Teacherunderstandingconsolidatestarter outlinesobjective pupil ofthe to re-readingintroduceReadingUsing Shared strategies, the Robert novel by profile,UsingIndependent the groups O'Brien group are authordirected activity. to opiniononebeEach fact asked and groupand to one shouldidentify semi-colonsColons and focuswithbasic a punctuationonparticular commas, displayedletterDunbar's should letter.on bethe The a)andtext tomarkphrases highlight and used deconstruct specific to: words the whiterecord boards. them on BiasR6 and colons.semi-colons and Teacheroverhead questioning projector. b) convey writer'sfactual informationopinion Whileboards,asked groups to the show are teacher their . objectiNAty letterRobertgivenIn pairs, anda Dunbar'ssection pupils asked are of to languageunderstandingknowledgeto focus on of and pupils'fact of and the c)a)suggestedIf pupils are texts grouped are: by ability, authorback cover profile of the novel whichquicklyassistantand/or groupsclassroom assess can of theirpunctuationthediscussprepared appropriate choices and andtoagree (Time justify be textdeconstructionTeacheropinion. to focus models on of the the the usingteacherDuringd) Guided group can target activities,Reading one groupthe extract from author profile questioningfurtherEffectivepupils support. may teacherto require feedbackTeacherOut).consolidates takes and pupils' convey:languageb)a) writer'sfactual used informationopinionto classroomlearning.strategiesDuring group toassistant, consolidate activities, if a opinion.betweenabilityconsolidate to distinguishfact pupils' and colons.semi-colonstheunderstanding use of commas, and of available,learning.strategiesusing Guided can to target consolidate Reading one group Key StageNational 3 Strategy © Crown copyright 2001 www.standards.dfes.gov.uldkeystage3 4 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English 4.13.;:t- Duration: 15 lessons -Year8

LESSON 1: STARTER ROBERT DUNBAR LETTER

THE CHURCH OF IRELAND COLLEGE OF EDUCATION

Siobhan Parkinson

I am very pleased to recommend the young people's fiction of Siobhan Parkinson to a readership outside Ireland. Her books here are very highly regarded, several ofthem having won our principal prizes for this category of writing. Sisters...No. Way! for example won the Bisto Book of the Year award while The MoonKing and 4...3...2...1 were Bisto 'Merit' winners.

188 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) Duration: 15 lessons

LESSON I: DEVELOPMENT AUTHOR PROFILE

187 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English ObjectivesLesson 2 Duration: 15 lessons Starter Introduction Development Year 8 Plenary Homework Author'spageUsing 6, OHTNote invite offrom pupils toUse Readingre-read Shared the strategies tapeSharedParkinson of SiobhanListening reading to keyunderstandingConsolidate themes as of identifynoteRecord form ritesideas to of in VV7cWordW7a families wordsmarkidentifyin pairs, and any and tokey unfamiliar note, text questioning,ThroughAuthor'sintroduce Note.focused some of available).followChapter the 1. text Pupils (if can questioning.throughChapterdeveloped teacher1 in theexperiences,pupils'passage novel own fromor from from specificListenS&L7Words for in purpose contexta keypupilsTaketerms. reading feedback and recap from on a)theb) novel:key themes of adolescencedevelopmentrites of passage of openingdiscussion,questioningidentifyingFocus, chapter through onand points at in the traditions.other cultures and 'transitionalineg.tostrategies relationderive contextual meaning toadopted clues c) responsibilityand independence whichrelate'ritesandintroduced. keyexplain of to passage' themespupils' Discussthe own termare and toprefixesknowledgeceremonies', 'confirmed'. in relationof homeworkexpectationsOutlinerites of passage.the task of andthe rituals.threshold,cultures,BarPossible Mitzvah, confirmed, initiative, words: supported.appropriatelyspecialensure thatneeds pupils are with Key StageNational 3 Strategy ACA © Crown copyright 2001 www.standards.dfes.gov.uk/keystage3 8 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) Duration: 15 lessons

LESSON 2: STARTER

But no matter what form these ceremonies and rituals take, every child has to make the journey from childhood to young adulthood for himself or herself.

180 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 8

LESSON 2: STARTER NEW WORDS (FROM AUTHOR'S NOTE)

cultures

transition

confirmed

Bar Mitzvah

threshold

initiative

rituals

190 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 8

LESSON 2: HOMEWORK

Rites of Passage

191 Lesson 3 Duration:Unit: Four 15 Kids, lessons Three Cats, Two Cows, One Witch (Maybe) Year 8English Objectives Starter Teacher outlines the Introduction The starter prepared Development Using Shared Writing Plenary The teacher Homework Pupils write own W11vocabularyFigurative consolidateauthor'sunderstandingstarter objective use pupil of of to the pupilsEmploypart forof thisthe Shared lesson.main island,board,amodelsstrategies, different eg.a a bird description islandtropicalteacher sanctuary, on the of writingdescriptiveexampleusespupil's a togood of a andescriptionisland.menacing appealing of or languageFigurativeWr6 focusingfromislanddescriptionfigurative "It onon was pageslanguagethe of an initialthe 8-9, by descriptionisland.re-readReading the strategiesof initialthe to Assignificancean islandwhite boardswith etc. religious are ofconsolidate language.understandingfigurative WEEKENDREADING: 2-5Read of chaptersthe novel. her?"island..."ordinarywas coming enough to "What over little personificationspecificallycreates,moodFocusing the discuss uponauthor her andtheuse of thisalreadyconstructioninvolvedsession, Shared available inpupils Writing the of duringcan be pupilstask,homeworkOutline directing to the act Synopsis(Pp.17-51)novel is of the words,Onpersonificationpupils mini-whiteboards, phrases, in pairs list and the word choice. constructionsdifferentexperimentusingparticular white sentence sentences withboards to duringthatonplenary. the is offeredtheadvice availablereadingrequirepupils who for somesupport. to unattractivemysteriousParkinsonsimilecreate Siobhan a has and island. used composition).(supported Key StageNational 3 Strategy r;QCA © Crown copyright 2001 www.standards.dtes.gov.uk/keystage3 13 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) Duration: 15 lessons

LESSON 3: STARTER FIGURATIVE LANGUAGE

It was an ordinary enough little island, if islands can ever be counted ordinary, not very large, but a good size all the same. It wasn't the rocky and uninviting sort of island you sometimes see jutting aggressively out of the sea. In fact, itlooked a bit like a piece of the mainland that was somehow left over. It was as if some giant child had put it aside in puzzlement,unable to find a place for it in the enormous jigsaw of the west coast of Ireland. Beverley shook herself, like a wet dog, as if to shake off this silly idea. Islands weren't bits of jigsaw puzzles. They were perfectly explicable natural phenomena. That's what they were. Yes. You could read about them in geography books. They were caused by continental shifts or they were the tips of undersea mountains or something.

193 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Objectives Lesson 4 Duration: 15 lessons Starter Introduction Development Year 8 Plenary Homework S3 markerPairedIn pairs, pupilpens pupils activity.to use minutes).rememberBeverley'sIn pairs, using fromcharacteristics white-boards, their reading from pupilsof whatchapters are they invited 1-5 can (2-3 to list character.onPupils Beverley'sgroups' report Duringfindings back . colonssemi-Colons and commenthighlightuseSiobhan of andcommas, upon Parkinson's developingchaptersTaking responses 1-5, understanding with particularfrom pupils, of emphasis the teacher character uponreviews of takingcanclassroomteacherthese model feedbacks,on or a assistantnote flip chart the R13 . colons inand paragraph semi- TeacherBeverley. introduces the group investigation of opportunity(NB there is here an for aInterpret text displayingTeacherthings..."on P 10, uses"They (Time the OHT kept Out). chapters.group'bookBeverley's detectives'will explore character using Beverley's by theinviting prompt character pupils sheet. to become Each in different assessment).listeninga speaking and ofpupils'andparagraph andcommas, consolidate semi-colons.understanding to colons review duringspokespersonkeyEach points group the Plenaryabout will from prepare Beverley's (NB each Keep for group the character. these Plenary should lists reportAby for listing use back in five assistant.groupsThereLesson is to8). an be opportunity led by the hereteacher for and/orGuided Reading classroom Key StageNational 3 Strategy © Crown copyright 2001 www.standards.dfes.gov.uk/keystage3 15 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 8

LESSON 4: STARTER COMMAS, COLONS & SEMI-COLONS PARAGRAPH P.10

They kept things like pens and paper at the back of the shop near the post-office section next to an unbelievably awful selection of birthday cards all roses and kittens for the ladies and fishing rods and sports cars for the gents. There wasn't much choice in the pen and paper department either A.W.Faber pencils yellow HB with the tops already pointed so that they were like vicious little ice-picks plastic pencil-parers also red and blue like the ballpoints Belvedere Bond writing paper but only in the small size and lined rather enticing-looking thin airmail envelopes like tissue-paper with green and orange edging and a picture of an aeroplane in the corner Par Avion/Aerphost printed underneath but no matching airmail paper. Beverley flicked through the lined writing paper speculatively. This wasn't really what she wanted. But there weren't any notebooks just school copybooks squared for sums and red-and-blue-lined for practising joined-up writing. She poked around a bit more hoping to find something more suitable.

195 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 8

LESSON 4: BEVERLEY (CHAPTERS 1-5)

Record the chapter that your group is studying during this activity. Chapter

What are Beverley's key actions in this chapter?

> What do we learn about Beverley's character and personality in this chapter?

> What do we find out about Beverley's relationships with the other children?

> Given Beverley's background and relationship with her parents, does this affect her behaviour in this chapter?

> Find three short quotations from the chapter which best reflect Beverley's character.

> Agree the five key points about Beverley's character on a sheet of A3 paper for the plenary.

Key Stage 3 © Crown copyright 2001 www.standards.dfes.gov.uk/keystage3 18 NationalStrategy 0 4: A 196 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Objectives Duration:Lesson 15 lessons 5 Starter Introduction DevelopmentYear 8 Plenary Homework S3 twoTeacherbelow, short dictates withsentences the thefocus 60strategies,Using to the Shared class read Reading from pages 58- becomepairs,In small pupils groupsbook again or starterconsolidateFocus to on the theincludesGiven novel, the which a title of Semi-colonsColonsR10 and theirwhiteboards.pupils,on mini-punctuation, write on towhich Kevin..."convinced."didn't"Elizabeth sound to "... looked anbut that he at relationshipdevelopsondetectives, how the the towriter focus andofunderstandingpupils' commas hyphens, asformwitchreferencenot to an whether'maybe',the opinion authorto a or is keyDevelopment ideas of so."atdangerousP 29least "She he wasn'tdidn'tor anything think sensethequestioning,Through author of teachermystery develops discuss that the how canTheinandbetween Chapters supporttheprompt old the woman1-5. sheetgroupisland complexespeciallysentences.relation toin novel.somemeetpreparing apoint witch us in to atthe allergicthat'sd'ye-callP 39 "Maybe it to it sand." he's what- maybe he's allergic, thesurroundsand oldwriter's sentence woman. the choices island Focuslevel. at and wordon teacheractivities,discussions.During or groupthe teaching Outlinetask.homework the thewhiteboards,By various looking ways atdiscuss different hereThererecordingmodel for is thearinote opportunityteacherkey taking ideas toby on to consolidatestrategiesGuidedoneassistant group Reading can tousing target (ShowconveyandhasSiobhan usedhyphens me). meaning Parkinson commas to flipchartfuturebe pinned paperreference. to whichthe wall can for learning. Key StageNational 3 Strategy © Crown copyright 2001 www.standards.dfes.gov.uk/keystage3 19 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 8

LESSON 5: STARTER COMMAS & HYPHENS SENTENCES PAGES 29 & 39

She wasn't dangerous or anythingat least he didn't think so.

"Maybe he's what-d'ye-call itallergic, that's itmaybe he's allergic to sand."

198 Unit: Four Kids, Three Cats, Two Cows,.One Witch (Maybe) English Duration: 15 lessons Year 8

LESSON 5: DEVELOPMENT THE ISLAND AND THE OLD WOMAN (Chapters 1-5)

On each of the following pages, there is a direct or indirect reference made to the old lady who lives on the island. Use the following grid to help you organise your thoughts:

Brief quotation or outline of keyWhat does this information reveal to Page reference information. the reader about the old woman?

Page 11

Page 29

Page 32

Page 38

Page 53

Page 56

Homework: Based on the clues listed above and the title of the novel, form an opinion of the old lady's character. Do you think Siobhan Parkinson is preparing the reader to meet a witch?

199 Lesson 6 Duration:Unit: Four 15 Kids, lessons Three Cats, Two Cows, One Witch (Maybe) Year 8English Objectives Starter Small group Introduction Read chapter 6 with the Development Using mini- Plenary Discuss a small WEEKENDHomework READING: sentenceVarietyS2 of structure 30paragraphsequencegroups,activity. by arranging pupils theon P In small a)class. SiobhanPossible strategies: theParkinson's chapter. tape of describingsentencedraftpupils,whiteboards an in opening pairs, the consolidaterevisesentencespupils'selection and of to their Synopsis(pages8 ofRead the 63-77).novelchapters of the 7 & Wr7developmentsTraceR5 theclausepupilwherebythemselves group is inholding eachthe has order a d)c)b) TeacherGroup Reading. reading to class.Paired Reading. complextofar.thewitch write cluesDirect based in given pupils on so usedpunctuationstructuresofunderstanding how to sentence create and are thissupporta homeworkpupilsnovel lesson sheetiswho available for require for as Establish the tone complexcontainstheagreed.sentence: paragraph one "Kevin (Note onWholewomansuspicionschapter whether class is6 or confirmsa discussionthat notwitch. the our thesentenceslessonsoverremind lesson the pupilsin andstarterslast relation few of different effects. reading support. Discussstruggle...")startedand Elizabeth to the effect assistantavailableforThere the isteacher an toclassroom opportunitymodel or note to colons,commas,their use etc. ofsemi- sentences.complexof commasthe author's in use chart.taking on a board or flip . Key StageNational 3 Strategy C-D) Q c A © Crown copyright 2001 www.standards.dfes.gov.uk/keystage3 22 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 8

LESSON 6: STARTER SEQUENCING PARAGRAPH PAGE 30

...slithering along the slimy causeway...

...stepping over rivulets cut into the sand by ropes of sucking seawater and over streamers of gleaming wet seaweed...

...Kevin and Elizabeth started to struggle after the others...

...carefully circling around black and slippery rocks...

...lurching together and laughing when they bumped into each other...

...slurping through puddles and pools left behind by the tide...

2J1 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year '8

LESSON 6: HOMEWORK SUPPORT

Synopsis The story centres around four children who head off to explore Lady Island, bringing with them their personal concerns and neuroses along with rucksacks full of supplies. Beverley, the instigator of the trip, is stuck-up and obsessive. Elizabeth, though generally more easy-going, is prone to flights of fantasy. Poor Gerard trots along, sneezing and wheezing, lugging his cat, Fat, and trying not to annoy the girls. Kevin, local talent, is the eldest and the one most aware of the possible dangers. They set off across the water at low tide and soon find themselves on the island with the feeling that they're not alone. As the story progresses the children each tell a story which seems to be 'given' to them and which somehow tells more about them. They meet the eccentric Dymphna and weather a frightening storm, both emotionally and in reality. On leaving the island, each child has changed subtly. They have undergone a rite of passage.

The author's note outlines the concept of a rite of passage. We meet the practical, analytical Beverley who plans the expedition to explore Lady Island. Her friend Elizabeth agrees to go although she has an uneasy feeling about the island. Gerard, Elizabeth's cousin, is allowed to go so that he can carry all the bulky things. They set off and are joined by Kevin who feels that they might need his help. They reach the island and cook breakfast. Elizabeth tells her story. Sparks fly between Beverley and Kevin. (Pages 7-51)

(From Ireland In Schools Project Materials)

202 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) Objectives LessonDuration: 7 15 lessons Starter Introduction Development Year 8.English Plenary Homework S1 activity.Paired pupil objective(s)Outline the lesson'sto the class. the'Kevin'sIn groups, time Tale'line. pupils and discuss complete fromTakeconsolidate groupsfeedback to aboutweWhat learnt have sentencesComplex_ chaptersentencesfourOn OHT, simple 8. display from chapterreadingReview to9, thelead'Kevin's weekend's into Tale'. 'Kevin'sTeacherinto predictions Tale'.led discussion This of will how leadof the ofunderstandingtheir betweenthe parallels lastduringKevinBeverley few the or VersatileR4 Invite pupils in class.Read chapter 9 with the owntale mightexperience reflect (the Kevin's tale is . . and'Kevin's his Tale' chapters? reading sentencesintothesepairs complex to sentences expand on a) TapedPossible reading strategies: of the chapterParkinson. by Siobhan withwillchallenging need the chapter). to be and very the familiar teacher experiences. fiveapoints,bulletUsing further list whiteboardstheirworkabout(remind mini- on earlier pupils c)b) pupilsExploreSharedGroup that Reading theReading in idea many with . supportadoptingteachingforThere a the group isteacher anassistantGuided of opportunity pupils and/or Reading to here character.oraspects Beverley'sKevin's of Revisitetc)colons,commas, (Time pupils'colons semi- Out) theiroftenculturesDuringreflect own helps tellingon wholeexperiences. theand storiesstoryteller classunderstand strategies.Beverley'sdirectingOutline the pupils responsehomework to consider to task, clauses.of subordinateunderstandingmain and children'scharacterTaleaspectsdiscussion, in relation of.Elizabeth's andexperiences refer the to pupils her asto 'Kevin's Tale'. Key StageNational 3 Strategy Q.: A © Crown copyright 2001 outlined in the novel. www.standards.dfes.gov.uk/keystage3 25 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 8

LESSON 7: STARTER - SIMPLE SENTENCES CHAPTER 8

The shaking had stopped.

She levered herself onto her elbows.

Her stomach was in its rightful place.

She sat up altogether.

204 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English. Duration: 15 lessons Year 8

LESSON 7: DEVELOPMENT - 'KEVIN'S TALE'

1. What does the reader already know about Kevin from Chapters 1-8 of the novel?

2. Who are the main characters in 'Kevin's Tale?

3. Use the diagram to help you map out the key events in 'Kevin's Tale.

P 82 Once upon a time... P 83...they didn't see all P 85 Nobody would even that much of him miss him...

P 83...they didn't bother much P 85 Nobody ever offered to with their father... to comb it for him...

P 85 ...then he swam to seek P 87 "Where's Papa? I P 87 He swam up...just

QS his fortune. want my papa!" his wife was combing her... child's hair.

P 86 ...a storm started to brew P 87 Years went by...even she up on the ocean. missed her husband now...

P 88 ...he had a new family now... P 89...and said goodbye to them all.

P 88 ...they all had to accept that he could no longer ...with them...

205 Lesson 8Duration:Unit: Four 15 Kids, lessons Three Cats, Two Cows, One Witch (Maybe) Year 8English Objectives Starter lessonRecap starteron yesterday's on Introduction modelShared the Writing planning to of a Development writeUse the a character class plan analysis to Plenary Takeexample a good of a Homework firstComplete draft of sentencesComplexS1 toInvitecomplex highlight pupils, sentences. the in mainpairs, thisthesuite.(Ifreport lesson facilities class Thison inplana permit,wouldancharacter. toICT be allow lead atDirectof Beverley.least pupils three to short integrate reinforceorderpupils'sentence to work from in Beverley.analysischaracter of planningEffectiveWrl selectedhighlighterdifferentclausesand subordinate using colouredcomplex pens in forparticularlywhichnetworked pupils would who immediatelysupportive be require aboutopinionsquotationsDirect Beverley. pupilsexpressed to justify to integrate any sentences.complexknowledge of Thisnovelsentencesstarter, is (Time a challenging pupils from Out). thewho onwriting).additionalUsing Beverley the help frompupils' when , ideas Theretheircomplexhere writing. is for ansentences the opportunity teacher in or theselectedlevelare main not should idea working sentences. in highlight at this forBeverley'smodels,Homework,Lesson a report 4in analysingand detail,character. the their teacher a lastplan teachinga Guided assistant Writing to group. join inaboutsupportedneedsPupils the sentences.thewithcould mainto special betalk ideas theTeacher introduction. models writing Key StageNational 3 Strategy © Crown copyright 2001 www.standards.dfes.gov.uk/keystage3 28 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 8

LESSON 8: STARTER MAIN & SUBORDINATE CLAUSES P.61

Beverley sat down on a rock, which had lost the cool touch of morning though it wasn't exactly what you would call warm, and took out her sum copy to note the skylark down.

Kevin didn't reply for a moment, just stood there with his head thrown back, watching the bird soaring until it was just a moving speck against the blue of the sky.

207 Lesson 9Duration:Unit: Four 15 Kids, lessons Three Cats, Two Cows, One Witch (Maybe) Year 8English Objectives Starter threeOn an complex OHT display Introduction characterDisplay reporton the of OHT Beverley an example to model of theone pupil's Development Plenary onBrainstorm how best advice to Homework 10-13Read chaptersof the novel sentencescomplexS1 "He rooted it out allsentences "He...".beginning from with P 7 > formalusecomplex of presentlanguage; sentences; tense; tostrategies enhance/redraft and techniques a piece experiencedof writing of this writers type: use writingredraftpaper.nature ofa pieceonthis flipchart of fornovelSynopsis pupils(pages is who available of 90-124).the planningWrlEffective breaths...""Hequickly...""He drank took eagerly..."long slow > incorporating> use of quotations opinions to ofjustify the character;opinions.supportingIn pairs, pupils each should other spendto redraft 5-10 aspects minutes of their classroom.displayedadviceThis helpful can in be the support.require reading withsentenceOut).rewriteIn apairs, verb. itand selectstarting (Time one redraftingPupilsabovereport withcanissues. and thenparticular completing spend reference the theirremainder characterto some of theof report the lesson on thatreinforcesentencesDiscuss when pupil the and fact teacherThereBeverley.support is and a inexperiencedclear classroom opportunity assistant, writers at this using if timeavailable, guided for the to writing subordinateasentences verb,precipitates it often start clause. a with to NBset Thisgroup piece writing of writingtargets. could be assessedstrategies. and used KeyNational Stage 3Strategy Q..: © Crown copyright 2001 www.standards.dfes.gov.uk/keystage3 30 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 8

LESSON 9: STARTER COMPLEX SENTENCES P.67

He rooted it out quickly, yanked the cap off and frantically stuck the inhaler in his mouth, pressing the release button wildly.

He drank eagerly, gratefully, at the blessed mist that filled his mouth and immediately his breathing started to come more easily.

He took long slow breaths, forcing himself to concentrate on his breathing, though he could hear Elizabeth's yelling as if through a curtain.

209 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 8

LESSON 9: BEVERLEY (CHAPTERS 1-5)

Chapter

What are Beverley's key actions in this chapter?

> What do we learn about Beverley's character and personality in this chapter?

> What do we find out about Beverley's relationships with the other children?

Given Beverley's background and relationship with her parents, what affects her behaviour in this chapter?

> Find three short quotations from the chapter which best reflect Beverley's character.

> Agree the five key points about Beverley's character on a sheet of A3 paper for the plenary.

2.1.0 Objectives LessonDuration:Unit: Four10 15 Kids, lessons Three Cats, Two Cows, One Witch (Maybe) Starter Introduction Development Year 8English Plenary Homework VarietyS2 of Chapter'sSiobhanListen tapeParkinson to of considerThroughbetweena) What wholethe following: parallelsthe class Tale discussion andare thereGerard's Tale'.GroupExplainprepare Task: toto Inpupilstell groups 'Beverley's that initially generatedsometeacherfromTaking pupils, initial responses models ideas pupil-the novel,knowBeverley,Think her aboutwill fromasfit howintowe the structuresentenceDevelopS&L 2 Tale'.'Gerard's11, b)own What experiences? makes this a good story? thisexpectationsagreedRemind is a paired routines pupils oral that of and activity. anyexist thecharacterBeverley'son aspects board onor of toto your tale. recount dialogue;theEganmain Limitedstory; unexpected event amainly numberfairy that talenarrative endingtriggers of beginning characters (a withthe la Roald restlittle a of . withinOfferactivities.speaking the the class classand inlistening possiblerelation to paper. Dahl) ; it is short. timeways in of pairs organising to ensure their that . aspectsandwritinglessonsRecap direct onabout whenof the pupilsBeverley's Beverley's previouspupils to consider have background three character been how complete.by GiveBeverley'sthe end out ofthe lesson,story first issentence oftheand Referher board oralcharacter key talealso orcharacteristics. to flipto will be Lessonchart, beprepared. reflected agree 7 when Usingsome in pupils of longbeautifulP.133:'Beverley's legsgolden youngand Tale' hair,' wonderful girl from Beverley with 'Once there was a theirtellerconsideredmany ownreflect cultures experiences. thaton and telling often understand storieshelps the in story andsheetInbegan..... pairs, then to usedraft continue the initial planning the ideas tale. KeyNational Stage 3Strategy C2CA © Crown copyright 2001 www.standards.dfes.gov.ukikeystage3 33 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons Year 8

Lesson 10

`Beverley's Tale'

With your partner, you will be preparing to tell 'Beverley's Tale'. Use the following key questions to help you to think about Beverley.

1 What do you already know about Beverley?

2.Identify 3 key characteristics of Beverley's character that you are going to incorporate into your tale

3. You can adapt the following structure but the following prompts may be helpful.

Who are the main characters in the tale?

Where does your tale take place?

What is the main incident in this tale?

What does Beverley learn about herself during this event? What is the moral of this tale?

How does the tale end?

212 Objectives Lesson 11 Duration:Unit: Four 15 Kids, lessons Three Cats, Two Cows, One Witch (Maybe) Introduction Development Year 8English Plenary Homework S&L2 anddifferencesConsiderrefer the tooral andtheir between tale. teach wider Encourage about thereading written some pupilswhen story key to 'Beverley'sminutesPupils continue to completeTale'. in pairs their for oral twenty telling of considerThroughpupils useddiscussion,the criteria when in Develop recount > focusshorter; on fewer events; tendconsidering to be: this issue. Oral tales bestdecidesrecountsPupils reflect move which their Beverley's into tale is thefours. and one characterthe Each that group pairseems and to Recordeffectivedeterminegroups ofagreed tale. four the tomost > sometimesfocusfast-paced;> oftengestures, on animated fewer with tone characters; little ofby voice thedialogue; storyteller's; etc. experiences. reference.chartcriteria for on future a flip Written> containincorporate stories more can extended detail be: and dialogue. description;longer;

Key StageNational 3 Strategy Q A © Crown copyright 2001 www. standards.dfes.gov.uklkeystage3 35 Lesson 12Duration:Unit: Four 15 Kids, lessons Three Cats, Two Cows, One Witch (Maybe) Year 8English Objectives Starter Recap and Introduction The four final Development Pupils, in pairs, Plenary Discuss with pupils Homework prompts,Using the pupils question should S812speakingEvaluateS&L1 own fromdecidecriteriareinforcemost last onusedeffective thelesson's the to tale wholepresentedtales should class. to bethe reliablytaletoevaluationthen decide that use reflects most theon sheet the > a)developingthisWhat speaking week has inbeen their: skillsrelation learned to: a) grouptheirreflect contributionpair theyupon: and have to the to recountS&L9Develop withpartners,plenary. theirKeeping original create pupils experiences.characterBeverley's and > workingb) inlistening pairs collaboratively and skills groups b) week;worked'Beverly's with Tale';during the contributionsEvaluate own mostdecideEachgroups effectivepair onof six.willthe then tale > developingBeverley.understanding their of c) forRead thestorytellers.Their chapters beginning own 16oral of & skills the17 as thisofGivetoldthat 10 task.towill aminutes themaximum then class. be for next English lesson.

LESSON 12: `BEVERLEY'S TALE' EVALUATION SHEET What do we learn What experiences or How well does the about Beverley's incidents from the novel storyteller capture character? are referred to? Beverley's character?

Tale 1

Tale 2

Tale 3

Tale 4

215 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English

Duration: 15 lessons . Year,8.

LESSON 12: HOMEWORK

SELF-EVALUATION

1. What were the benefits of working with a partner to prepare your tale?

2. What were the benefits of working in a group?

3. Was it easier or more difficult to work in a group of two or a group of six?

4. What were the benefits of the whole class feedback?

5. Would you feel more confident about taking part in group activities in the future? Give reasons for your response.)

6. What new insights have you gained about Beverley through telling your tale?

7. What new insights have you gained about Beverley through listening to others?

216 Objectives Duration:Unit:Lesson Four 15 Kids, lessons13 Three Cats, Two Cows, One Witch (Maybe) Starter Introduction Development Year 8English Plenary Paired pupil activity. chapterRead or 15,re read considerIn original the pairs, fromUsing pairs, feedback revise Homework chaptersRead 18 W11vocabularyFigurative alliterationonstarterTeacherunderstanding developing objective outlines and pupils' toofthe focus theo'Beverley's class.Possible Tale' strategies: with Parkinson'sSiobhan tape differencessimilarities'Beverley'sParkinson'sSiobhan andbetween Tale' characterofdescribingclassand Beverley's amend check-list created aspects the Lesson.next& 19 Englishfor the InterpretR13 a text onomatopoeia,"aPossibleexamples splashy, examples: from squelchy using the novel P 9 o0 Teacher reading Groupof IndividualPairedthe chapter.Reading. Reading. reading gridcreateDirectand theirto pupilsrecordtheir own own to keytale. about'Beverley'sat reveals10the to her.end explore furtherof Tale' lesson what paddle-walk"throughscratching""hissing puddles".and PP snarling 1930 "slurping and whetherdiscussionWhole class or onnot to the class Directearlierdiscussionpoints pupilsfromlessons). (refer their to the to though..."theTeacher"Kevin paragraph directsheard on them, pupils P.125: to Theretheourchapter womansuspicions is 15an confirmsis a that witch. furtherconsiderencourageskeyBeverley's question aspects what themthat of to theandhowparagraphPupils paragraph developsthe writerto to deconstruct consider sounds(Timecreates in ontoclassroomteacheropportunity modela board or note available assistant orfor flip takingthe revealedcharacter in are her tale. Key StageNational 3 Strategy Qc A Out). © Crown copyright 2001 chart. www.standards.dfes.gov.uk/keystage3 39 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) English Duration: 15 lessons .5year,8

LESSON 13: STARTER ALLITERATION + ONOMATOPOEIA P.125

218 Unit: Four Kids, Three Cats, Two Cows, One Witch (Maybe) sEnglish Duration: 15 lessons Year81

LESSON 13: STARTER ALLITERATION + ONOMATOPOEIA P.125

219 Objectives Duration:Unit: FourLesson 15 Kids, lessons 14 Three Cats, Two Cows, One Witch (Maybe) Starter Introduction Development Year E3tEnglish Plenary Wr1 Read Chapters 20 and 21 with criticalShared review Writing of to the plan text, a Discuss possible Homework Wr18planningEffective especiallythenovel.andDiscuss class. the widerinthese relation themeschapters, to Beverley within the ' with >particular Setting reference(if pupils haveto: completed the Ireland novel.criticaltodifferent planning review approaches their of theown Critical review incorporateopportunitiesunit,in here)Schools there will researchkey to be ideas > Favourite character pupils'characterisationhere(there to is experienceslink an opportunity with Beverleywritingalso'Beverley'swhen to working describingearlier from Tale' pupilonLesson and > The novel's relevance audience.to8). the intended Key StageNational 3 Strategy ri gic © Crown copyright 2001 www.standards.dfes-.gov.uk/keystage3 4321, Siobhan Parkinson 43 Duration:Unit: Four 15 Kids, lessons Three Cats, Two Cows, One Witch (Maybe) Year 8English Objectives Lesson 15 Starter Introduction Development Plenary Homework Wr17Integrate evidence . criticalextendedemphasiseReinforce review piecethe that writingof pupilsof the independent novelobjective will be (assessment producing and writing an a Whileindependently,Independent pupils are extended working there is writing.an theywhethertheDiscuss class would or withnot reviews.oftheComplete critical writing opportunity).RevisitTeacher the plan models as prepared the writing in Lesson of the 14. workteacher/classroomsupportwhoopportunity with may ausing requiresmall for Guided the group assistantfurther Writingof writingpupils to theirtherecommend novel peers. to > The use of the present tense featuresoutlinedintroduction inshould Lesson from be the emphasised:14. class The planfollowing as theas(There to writing whether is a taskchoice or for not tohomework pupilsbe made complete orhere instrategies. > The useappropriate of inverted degree commas of formality aroundtitle (and the quotations later in the writing) classlesson.) during the next English Key StageNational 3 Strategy ' © Crown copyright 2001 www standards.dies .gov.uk/keystage3 4321, Siobhan Parkinson 44 4321Duration:Unit: Four Unit: 15 Kids, Disclaimerlessons Three Cats, Two Cows, One Witch (Maybe) Year 8English printedtheThe actual Department publications content for of orEducation any upon of thea website. and materials Skills wishessuggested to make as information it clear that sources the Department, within this anddocument, its agents, whether accept these no responsibility are in the form for of

Key StageNational 3 Strategy r)Qc © Crown copyright 2001 www.standards.dfes.gov.uk/keystage3 4321, Siobhan Parkinson 45 Unit: The faces of war English Duration: 9 lessons Year:Prior 9 Learning OutlineUnit: The Faces of War *Year 9 experiencedrawsuccessfully,In order on totheir complete of: pupilsknowledge shouldthis unitand be able to Stage 1 Lessons 1-3 classpresentations discussion of on attitudes attitudes to to war war; in prose and images. devicesusingconventionsmetaphor, vocabulary used forimagery, by oral writers which presentations; stanza, identifieseg. simile, Stage 2 Lessons 4-6 laterconsiderationreading war and poetry. discussion of similarities of a and selectionrange differences of poetryof poems infrom language on World war byandWar later attitudes1 poets; writers; in World War 1 and Starters criticalannotatingonomatopoeia,planning, essay. texts organising rhythm and taking andetc; revisingnotes; a ExpectationsStage 3 Lessons 7-9preparation,close reading writing and comparison and revision of of two a critical contrasting essay. war poems; (suggestions): thecriticalactiveattitudes language & terms; passive;continuum; of war; responsethewritehowMost poems' the apupils critical poems to meaning will:the comparison reflect poems,read and a different rangethe impact. of techniques poems of experiences poemsThey from should used about different of andbe andwar, able the periods,responses recognising issuesto read linking raised. aloudto inhistorical contexttheir fluently, speaking events.and and techniques articulate andThey writing will theirto wordproof-reading.language deletion; of comparison; somespeakinginSome some links pupilsand poemsbetween writing may about form theynot war haveandwill and showcontent. progressed appreciate some understanding sosome far butdifferences will: of writers'respond between techniques, to keypoems. themes and Through describe and theirissues TheyeffectbetweenSome will through pupilsspeak historical and willaptly havewrite context, chosen critically,progressed techniquesterminology. confidently further and attitudes and coherently,will: in show poems criticallinking about language,understanding war from meaning different of the andperiods. links Key StageNational 3 Strategy is © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 Unit: The faces of war Duration:Unit: 9 The lessons faces of war English WORDOBJECTIVES SENTENCE READING WRITING SPEAKING & LISTENING Year 9 W7analysisV6 Layers Terminology of meaning for organisationS6quotationreferenceS4 ParagraphIntegrate and speech, R17differentR9R7R11 Compare CompareAuthor's times textsstandpointwriters poets from evidenceWr17Wr2.Exploratory Cite textual writing S&Llistening 1041 Evaluate Group skills organisation own talk PoemsPupilResources resources: from a range of World War 1 poets to reflect different viewpoints and attitudes eg. Wilfred Owen: The Send Off, Anthem for Refugees;RangeJessieRosenberg:Doomed Pope;of Youth,poetry Moniza Break German Dulcefrom Alvi:of Daycontemporary waretExile; Decorumin the Trenches, Est;poetry. Siegfried The DyingSassoon: Soldier; Died RupertKevin of Wounds, Carey: Brooke: The Again; Peace, Hero, Gavin The'They', Ewart: Soldier, The Disturbing Effect, The Dead; Images; + poetry from Vietnam,poets, eg. Liz Lochhead: After the War; Peter Porter: Your Attention Please; Reconciliation;Korea, Falklands, Isaac Kosovo,Women's poetry eg. Vernon Scannell: GuardianTeacherPalestineDervla Murphy:resources:23.1.91 forA Place the language Apart Penguin 1979 (ISBN 014005030.2) of war. Photographs by Don McCullin. WebAdder,WorldRecentExcerpts sites Henry Wars TV eg. from newsV www.worldwarl (comparisonwar coverage films/TV Headstrong Interactiveof war eg. Kosovo,Saving Private Palestine/Israelof Olivier Ryan, andAll CDQuiet .com;Branagh ROMS on www.warpoetry.co.uki the versions)eg. Western Over the Front, Nightmare Apocalypse www.angelfire.com; Ground, Now, Machine www.echonyc.com British Poetry from Two Gunners, Black Key StageNational 3 Strategy Qc © Crown copyright 2002 www.standards.clfes.goy.uk/keystage3 Unit: The faces of war Duration:Unit: 9 The lessons faces of war EnglishYear 9 StarterStacie 1: Lesson 1 theIntroduce unit. the objectives for Introduction examplesShow pupils to stimulate1 or 2 media thinking Development differentGive each short group text of or pupils extract a Plenary 'jigsawPupils creategroups Homework newspapersreports/readWatch news on andofbyTeacher war.looking THEM' Give introduces at response pupilsthe language 'US topic girlthephotosaboutnews ineffect Hiroshimaattitudes by footage ofDon warfare McCullinto ofor war. aVietnam; oncurrent eg. young or of war.differentwhich eg.Use presents groupsletterwars, a range homeand aninvolved from imagefrom from in of fromawhich representative'expert' each consist groups. of the of oneTrywars/conflicts.any tocurrentexample identify of eg.opposedforrangecards, from ofthen newspaperscontrastingto "theshow enemy". or sayterms a our troops" as fromofconflict; versionsmoreSaving Olivier untoextract Private of or the Henry Branagh from breach' Ryan; Vopening etc. 'Once scenes thediscussesEachor trenches, Bosnia. 'expert' and the group identifiesFalklands the Theywhichevidenceciteimpressions exchange the those on and Ablewartowardsmedia eg. pupils attitude bias.the THEYeliminate;WEduring take destroythe out; neutralise.Gulf suppress; or Conflict. kill. thethoseDiscuss images. who the created attitudes or tochose war of modelledsentencethetheirattitudes key text. features to byandThey war the text notevisible teacher.at level,word, down in as based.impressions are schooltocould resourcesanduse be otherthelibrary invited to etcBlindlyresolute;WE (TakenARE obedient; THEYBrave from ARE and Thefanatical revealsentencetheTeacher key those features models and attitudes. text atnoting levelword, downwhich focusingTeacherattitudesreading doeson with are the guided onerevealed way group, comingwars20thextractslocate centuryfor prose aboutuse in attitudesmemoryInvite other andbehind examples discuss the language. thefrom Guardian 23.1.91) language.and/or concealed by lessons. Key StageNational 3 Strategy Q C A © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 Unit: The faces of war Duration:Unit: 9 The lessons faces of war English ' StarterLesson 2: Stage 1 Create a Introduction Teacher does shared reading with Development Each group is given two Plenary Grids are displayed and quotationsattitudescontinuumrangeusing brief ofto fromofthewar, texts a soldier,Warofextractclass someone 1 of eg. which Britisha shortletter involved reveals nurse textfrom or inGermanthe prose Worldthe attitude World personalCentury.otherWorldprose from texts,War writing,(eg. the 1 one and diarylate from the 20th or similaritiesofgroups Invitethe contrasts give comment they an example found.or on how quotationsto Giveinbe the used out lesson. onlater grid,Teacher,Waraspects 1,models or usingrecruitment of howstructure a textto identify analysis poster.and language orthetextposter,newspaper identified attitudeshould letter demonstratereport,ofgroup etc).a person inEach a examplescontemporarytextsthehomework. attitudes compare found in withthese for the mostainofseparate linepairs,card. pro-warwith standPupils, pieces the in features.text,whichattitude. sentence demonstrate These and should word the writer's levelinclude warspecificrefugee.1 officer,veteran, war Kosovan eg. World Vietnam War objectives.Review in relation to other.quotationsanti-warend and the at most theone thestructureaspectsanalysisPupils attitude use of gridofwhich languagea the textto writer.comparereveal and theirtheywhyPupils anddecidedpositions. explain how on texts.supportmostreadingTeacher likely within does comparingto the need guided group Key StageNational 3 Strategy © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 Unit: The faces of war Duration:Unit: The 9 lessons faces of war EnglishYear 9 StarterLesson 3: Stage 1 Active/passive. Exemplify Introduction Explain that groups have 10- Development Share presentations. Plenary Review, with Homework reflectivelyPupils write about citingremovingthereferringPlace significance Dery Apart the lato Murphy'sagenta bombed whenof by A Discussgivenpresentation15 minutes during what to thewhich preparemakes lesson. will a abe short presentedattitudesnotesListeners on are howmake through ofeffectivenesslisteners,fromexamples the the theirlistener.speakerpresentations participation Theyand as as ina a whilstsaid,post their office,"it"..they was opponents one blewblown group it up,"up." informationmembers,involvementpresentation clarity and of effective. all delivery, ofgroup eg. Teacherstructure.language, assesses style and war.attitudesinpresentations proserevealing writers'to objectivesmindearliercriteriashould the andreferintroduced learning forbear to this the in iscontemporarysentenceEach in the pair active aboutthen warvoice.writes a which a Allofawareness notes.visual/audio members of of audience,media, each group use use of listening.speaking and stage. andchangeanotherThey be give ready itpair intothe who tothesentence explain mustpassive to 1. a group readingthreepresentationshould of one elements: contributeof the should and have each wouldthe impact have this on achange reader. 2. glorifyingwriter'sassigningtextslesson; they attitude war, aused category denouncing toin thewar to previouseg. the war, 3. takingwriter'senabledcitinga propagandist a thepragmatic attitude them evidence to viewto identifyview war. which etc. of thewar, Key StageNational 3 Strategy ©Crown copyright 2002 www.sfandards.dfes.gov.uk/keystage3 Unit: The faces of war Duration:Unit: The 9 lessons faces of war !EnglishYear 9 StarterLesson 4: Stage 1 objectivesDraw attention for this to thestage. Introduction Thewithas teacher, 'director', a group acting worksof pupils Development ofdramatised Ina selectiongroups readingpupils of World prepare of one War a Plenary readingeachPresentations group of a ofpoem. theirby Homework WarphraseaGroups significant poem. fromof pupils They worda First are haveor World agiven one poemofdramatisedto developthe Worldfrom a whichreading War 1 WindSiegfriedRupert1 poems on Brooke, theeg.Sassoon, DownsThe Survivors Soldier The - - listening.speakingTeacher assessesand Allsayminutepupil pupils their tois word standdecidechosen or and how phrase.to oneand to say observeTheinextracts the rest starter. andwereof the listen used class GermanOwenDoomedMarian + Allen, poemperspective.Youth Anthem from a for Wilfred canif,one.Otherhis/her when suggest They pupils words, challenged, can follow,a andlinkspeak betweenthen onethey only sit.by featureensureasgroup'smodels the teacherthatin thehowvoices all theto moretheDifferentiation allocation ablechallenging the ofgroup,can poems: the come thepoem. thevia link).openwhat theyas to havesaid. what heard(Be can very be and a meaning.reinforcesreadingreading, revealsand the that and the waysfocusingreadingTeachermeaning. that with doeson reveal howone guided group,orto readreinforce in asDiscuss well as what what pupils they heardsaid. participants.thepupilTake directorskills 'observers'feedback needed and from theon by Key StageNational 3 Strategy © Crown copyright 2002 www.standards.dfes.gov.ukikeystage3 Unit: The faces of war Duration:Unit: The 9 lessons faces of war English LessonStarter 5: Stacie 2 Word Introduction Teacher reads the World War Development In groups, pupils analyse the Plenary Using a class grid Homework Year 9 poembasedexercisedeletion thaton the will poet'sOwen.Decorum1 poem choiceComment to Est class and eg. onuse Dulcethe of et Wilfred theEachrest poet's of group the attitude poem focuses to in the relation on war. one to eachinformationteacherflipchart,on OHP group draws orthe fromto verbslesson.focusformdeleted the ofare eg. the and theofTeacherverbs. part writer's of thenthe poem, models identifying analysis analysiscompletesstructure,imagery,aspect eg. grid. sound, intention onevocabulary, section form, and syntax, of an completedistinctiveDiscuss the what about grid. is to Sharepossibilities.pupilssuggest need > purpose.attitudevoice, Use text marking and attitudedemonstratefromPupils the identify to poem war. the quotations to writer's Referopposedthroughexperienceexploring to poetrylanguage tothe ofprose. war as suggestions. vocabulary,sentencetheseevidenceannotation three whichand to aspectsimagery, identifyword links level, at withlinguisticsound, text, eg. groupsofaspects Differentiatechallenge of with pupils todifferent throughdifferent or having levels giving onformchoices, the and reader syntax,impact analysisDemonstrateintention.form, syntax, grid tohowstructure, summarise to use an groupTeacherand/orabler pupils on scribe. worksthe acting aspect with as onelikely chair to writer'sAskthatlight evidence.pupils of attitude that to considerevidence. to war inthe the prove most challenging. Key StageNational 3 Strategy o c © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 Unit: The faces of war LessonDuration:Unit: 6:The 9 Stagelessons faces 2 of war Homework EnglishYear 9 Starter uparePairs text given of of pupils athe cut- Introduction gridusingstarterThe pupilsteacher the poem type recognise, readsaloud. of analysis the Then, the Development andexploringonEach one different group recent how of from waritpupils is Worldsimilarpoem, focuses Warto Plenary summariseAssimilaritiessignificant a class and torecent possibleinpoem.suggest pairs war They or order groups work for attitudewhichsentenceidentifyteacher reveal featuresandmodels and techniques. the text howat writer's levelword, to Publications,PoetryPossibleattitude,1 poetry of form poems War studied editedand (BBC from language. in by terms The Simon of Worldlaterandbetweendifferences theWarwars. poetry Firstpoetry of theShare pieces. and differencesDiscuss asin attitude,a class any forEpisodeFuller)Douglas; an '88 include: Gunner Pigtail, Convoy , KeithTadeusz- , John Wedge; Elegy thenavailable.originalsuggestionsdiscuss make text thethe and Worldformstudiedbetween and War languageearlier this1 poems poem in thenoted and unit. AlisonPlease,Houston;Rozewicz; Fell; Peter Post-WarYour August Porter; Attention 6, , Libby 1945Icarus , AllsortsDifferentiationNoGreen Heroes by Beret Roger by by Davidcan McGoughHo comeThien Morgan. viaand mostwithTeacherthe allocation the challenging groupdoes ofguidedstudying poems. poem. reading the Key StageNational 3 Strategy © Crown copyright 2002 www. standards.dfes.gov.uklkeystage3 Unit: The faces of war Duration:Unit: 9 The lessons faces of war EnglishYear 9 StarterLesson 7: Stage 3 exercise.Sequencing Pupils - Introduction Teacher,models using how toOHP, use a simple Development annotatePupils readthe remaining closely and lines Plenary (initially)The teacher takes the Homework withareonetwolines presented the warwritten or cut-up versespoems, about of ofbetweensimilaritieschart/table the two the starter andto opening summarise differences poems. lines of changedattitudeschart/table,completethe two poems, to anda waridentifyingcomparison how haveand this howis theansweringinhot-seat, poets, role as and speakingone of oftowardsoneWorld the written 20th War the landend - evidencemadePupils in suggestto comparison support quotes/ points table: how the poem portrays structurereflectedEach group inof thethe prepares languagepoetry. the and thequestionsNext, groups. if theyfrom have separateTheyCentury. have and to - thehowthewar; voicemeaning poet; the and form i.e.attitude affects text and of the readingTeacheraskquestions of the with does theypoets. a guided groupwould of like abler to andtheseat.overso, confidenceability pupils in the to takehotdo - aloudpoems.sequenceRead and the the poems devices.imagery,line structure, other rhyme, poetic thosetowardssamepupils modelled poets,twowho poems could otherby the be by than directed the whichwerepupilsdiscuss part decidedpoem.pieces how of comparison.teacher, for their Key StageNational 3 Strategy QC A © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 Unit: The faces of war Duration:Unit: 9 The lessons faces of war EnglishYear 9 StarterLesson 8: Stage 3 Look together at - Introduction Review what is distinctive Development Pupils plan their writing Plenary Review the Homework Write a theliteraryneeded language for a experienceaboutReferpoetry exploring to: as ofopposed war the through to prose. - mindindependently, the need for:bearing in aan line introduction; of argument, using essayplanningRemind done of pupils the so far. of ofcomparisoncritical attitudesthe to withresponseGiVecomparison. prose, out cards -- form;syntax;impactlanguage on choices;the reader. - appropriatelinkedcohesion;connectives paragraphs; quotations; to aid text the starter.terms used in wartimes.differentpoems shown from in criticalteacherthem.poetry As orterm shows boththe from on a planningteachersession,Short shared demonstrates ina criticalwhich writing the - writingPupils reviewpartners, plans listening with to effective conclusion. theappropriatepupilsspelling Framework hold list, up card. the - Thecomparisonneed teacher for: ofsignals two poems. the an introduction which withTeacherplanningsuggestions one doesaccordingly.group, and guided focusing amending writing on necessary.decisionsDiscussDo class as - mainessay;theprovidesusing main body connectives anpoints of overview the in essay the to of aid planning strategies. spellings.ite/checklook/say/cover/wr on - conclusion.useparagraphtext cohesion;of quotations; structure; . Key StageNational 3 Strategy c A © Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 Unit: The faces of war Duration:Unit: 9 The lessons faces of war English StarterLesson 9 Stage 3 On OHP Introduction Development Plenary End the unit with: Homework Year 9 draftingrevising,teacherusingproofreading, andamodels re- QCA modelledthemandlookIn pairs commentat in each relationof in writing the other's constructively starter.to partners, the comparisons features pupils on ofincludewouldlistAs war aof class, poemschoosepoetry in anthology create pupilsfor to a re-readingrevisitingthathasto recognise beenmeans objectives the learned; thepoem what most pupil.previouslyessayanswerexemplar Identify written or anby a bothparagraphs,cohesionlogical i.e.poems, and introduction, within causal balancedreference and connectives, betweenpresent look to at tense, explanationsage.peoplerecommendations. Require of their for own the to the most pupils. criticalfeatureslanguagetext and writing. of assignmentPupils revise comparing and proof-read their twotheir evidence,social/historical conclusion. context, use of poeticsentence/paragraphbankbenefitchosen of terminology fromappropriatepoems. having (Some etc.) accessconnectives, openers, pupils to akeymay group.throughdevelopTeacher's apupils guidedrole isduring tosession support this withprocess and one . Key StageNational 3 Strategy Cs C A C)Crown copyright 2002 www.standards.dfes.gov.uk/keystage3 Unit: The faces of war Duration:Unit: 9Travelling lessons and telling EnglishYear 9 alternativecharacteristicsThisAbout unit theexplores voice-over. unit of thetravel different writing. forms It contrasts and explore consumer-orientated the links between tourist style, information context, content with more and literarypurpose. travel They writing analyse from a differentTV holiday periods. programme Pupils andconsider write thean knowledgePupilsPrior shouldlearning and be experience able to draw of: upon their characteristicsMostExpectations pupils will: of comment literary travel on how writing writers from of different tourist informationtimes and write target a commentary their audiences; for a identifyTV programme. and compare the travel.texts;text,TV programmes; sentence and word level features of journalistsSomeliterary pupilstravel convey writingwill meaning nothave and have progressed write and progressed informationa voice-over. further so in far orderand and will: to will: influence show show understanding theirunderstanding audiences, of ofappreciatethe tourist ways information, in differing which consumerstyles comment of on Starters Adjectives travelStages writing1. Readingand produce of examples a sophisticated of travel voice-over information. to accompany a TV programme. EmphasisParagraphsSubordinateCohesion clauses Amundsen,AnalysisConsideration3.2. ExploringContrasting of howcontrasted visual context ofpast the examples travel viewpointwith and the writingpurpose lessof of ways local withformal affect ofcontemporarypeople presentingByrdthe selection oror theTheroux. countriesdifferent travel and presentationwriting, purposes which e.g. are for the ofcentres writing information.formality ofabout tourism. of writerscountries. such as ExtractsResources from travel journalists and writers, for example: Bill Bryson, Mary Kingsley, Roald Amundsen, Richard Byrd, Jan Morris, Paul Theroux, Colin Thubron, Writing of a voice-over for a short video travel programme. onStudyInternetTelevisionMichael The pack Gambia.materialPalin, travel and Isabella videoonprogrammesThese travel. LookingBird. can be and Beyondused examples to thelook Brochure atof howconsumer information produced journalism byis selectedTourism from newspapers. forConcern. travel journalismThis includes and extracts also offer from a different travel writing, perspective travel journalismon travel. and video material NationalKey Stage Strategy 3 QCA ©Crown copyright 2001 www.standards.dfee.gov.uk /literacy Unit: Travelling and telling 1 TravellingDuration:Unit: Travelling and9 lessons telling: Objectives and telling stage 1 - Introduction to tourist information writing EnglishYear 9 Word Sentence R7R4Reading CompareEvaluate informationpresentation textsWr6Wr4Writing PresentationalCreativity & non-literary devices S&L9Speaking Evaluate and contributions listening WordTravelling and telling: Objectives stage 2 - Comparison of literary travel writing past and present S11SiSentence Complex Trends oversentences time R11R9Reading Compare Author's writers standpoint Wr17Writing Textual evidence Speaking and listening C../1CA)IN) Travelling and telling: Objectives stage 3 - Perceptions of tourism W7Word Layers of meaning quotationSentenceS7S4 ExploitIntegrate conventions speech, reference and R8R6Reading AuthorialReaders &perspective texts WritingWr13 Influence audience S&L10S&L6Speaking Analyse Group and organisation bias listening

NationalKey Stage 3 Strategy r"'ac A © Crown copyright 2001 www.standards.dfee.idov.ukiliteracy Unit: Travelling and telling 2 Duration:Unit: 9Travelling lessons and telling WearEfiglish 9 StageStarter 1 Introduction to tourist information writing: Lesson 1 Introduction TeacherBrief whole models class the discussion reading aboutof ariexample the tourism/ of tourist travel information experience, writing, whether e.g. visited or viewed, that Development Pupils are given a range of tourist information to analyse, e.g. extracts exists within the class. from wordsUsinga descriptionspecific anand OHT consumersphrases of the a place teacher to suitof in a theguideparticulardemonstrates purpose book kind andof identifyingtheof a holiday. pagepiece from and how ato writers holidayappeal have brochure.to the chosen programmes.suchlinguisticGroupsguide as books, arethe feature givenone travel inin complementary the thejournalism, NLSpiece(s) Cross-curricular brochuresthey starting are allocated, points and support extracts and using material.pupils from a textidentify TV analysis one key grid travel CT)(A) HomeworkTeacherPlenary completes a class text analysis grid drawing on the findings of the groups. Identify and list the terms which are most frequent.

NationalKey Stage 3 Strategy Q 4 © Crown copyright 2001 www.standards.dfee.gov.uk/literacV Unit: Travelling and telling 3 Duration:Unit: 9Travelling lessons and telling EnglishYear 9 StarterStage 1 Introduction to touristDistribute information cut-up sentences writing: from two Lessoncontrasting paragraphs 2 of tourist information. Give pupils five minutes, working in pairs, to separate and sequence the two Introduction Theparagraphs. class work Discusson a jigsaw the cluesactivity. they Groups used. have different examples of Development The groups then split so there is one 'expert' on each text in each new group. Atheysentences,maketourist checklist are notesinformation used. offirst about features person writing,their would narrative,text, written listinghelp direct insome the different stylisticaddress, groups. styles. features, connectives, In their e.g. groups use irony of they andcomplex why Thestudied.They annotated report back texts their and findings notes areand displayed make comparisons around the with classroom. the other texts ThereHomeworkPlenary is shared identification of methods used by writers to appeal to their audience.

NationalKey Stage Strategy 3 Q ©Crown copyright 2001 www.standards.dfee.00v.uk/literacy Unit: Travelling and telling 4 StageDuration:Unit: 1 9Travelling Introductionlessons and to touristtelling information writing: Lesson 3 EnglishYear 9 Starter peaceful,GivePupils a card thenfriendly. to arrangeeach pair themselves of pupils. Theyin a continuum must write of on positive an adjective to negative, which couldand discuss give either their a positioning. positive or negative image of a place, e.g. lively, dirty, over-crowded, Introduction peoplecanhow,Using be with a givenoff short carefulvisiting a factual positive alteration the description area. or negative to'Think descriptive of aloud' image,the local thewords thus areawriter's giving and the choiceswritten teacherit appeal style, at should orword puttingthe and modelplace Development otherfavourable,inThe pairs pupils to toan produce should elderlythe other beaudience. contrasting critical;given different one descriptions may factual appeal descriptions of to that a youthful place. of Oneclienta place could base, and be thework Plenary sentence level as they are made. description.ThetaskFacts pairsand may audience. should not be comment changed: on the the task effectiveness is to manipulate and quality the language of each toother's suit the PupilsHomeworkSamples should of the describe amended a place extracts they should choose be in read two outdifferent for comment ways or andfor two further different discussion audiences. by whole class.

NationalKey Stage Strategy 3 rp)QC © Crown copyright 2001 www.standards.clfee.qoy.uk/literacY Unit: Travelling and telling 5 Duration:Unit: Travelling 9 lessons and telling EnglishYear 9 StarterStage 2 Comparison of literary travel writing past and present: Lesson 4 Introduction GiveShared pupils reading short extracts with the fromclass the of extractstexts to befrom used texts in grouped lesson. Pupilsunder theguess at which point on a timeline each extract should be placed. Development In groups, differentiated if appropriate, pupils are given a longer extract to byCharlesletters,generic BillMark Bryson. recounts, headingDarwin,Twain, AmongofOn etc. literary Foot Possible The In non-fiction AfricaCities texts by include: 'travelFyonaJan Morris, writing',Campbell, The NotesVoyage e.g. Letters fromdiariesljoumals, Of AThe FromSmall Beagle Hawaii Island by explore.person, Using voice, a textand analysisstylistic and grid linguistic they analyse features. the key features discussed: observerDeliberatesentenceUsingexperience; paragraph lookingand attention text being atextracts, level peopleshould sympathetic of literarythe frombe teacherpaid afar, travelor to critical. orauthorial identifies texts an insider from viewpoints, the different writing characteristics from times.e.g. directan outside at word, HomeworkUsePlenary the group findings to plot the development over time of key features that distinguish the genre of literary travel writing. NationalKey Stage Strategy 3 r7) 4 © Crown copyright 2001 www.standards.dfee.00v.uk/literacV Unit: Travelling and telling 6 Duration:Unit: Travelling 9 lessons and telling EnglishYear 9 StarterStage 2 Comparison of literarysentence.Use extracts travel Main from clauses textswriting to stay be stillreferredpast whilst toand subordinate during present: the lesson clauses toLesson roam.explore the 5 use of subordinate clauses. Each pupil is given a clause, and must find the rest of 'their' Introduction frompast,Shared ae.g. contemporary reading Amundsen, with whole writer, Amelia class e.g. Edwards, Paof an lin, example ChristinaA Thousand of Dodwell, travel miles writing BettinaUp Thefrom Selby, Nile the and Development features.andWorking a contemporary in pairs, pupils extract. are provided They compare with two their extracts: extracts writing and fromdiscuss the keypast formalityfromRidingcolloquialisms.first the personThe pastof Deserttone withnarratives, and theTrail. linguistic contemporary During use offeatures, the passive reading writing e.g. and the inuse active terms teacher of connectives,tenses, of thecompares style abbreviations ofthird the address, writingand and HomeworkPupilsPlenary enact a conversation between two travellers from different periods, discussing how they wrote about the journey they made.

NationalKey Stage 3 Strategy Qc " © Crown copyright 2001 www.standards.diee.pov.ukiliteracv Unit Travelling and telling 7 Duration:Unit: 9Travelling lessons and telling EnglishYear 9 StarterStage 2 Comparison of literaryUse mixed travel cut-ups writingof two paragraphs, past andone ancient present: and one modern,Lesson in a 6sequencing exercise to compare paragraph structures. Introduction examplesTeacher models of 'ancient the planningand modern' and writingtravel writing, of parts thinking of a comparison aloud about of the Development thinkingPupils frame choose and/ their or twosentence texts andstarters. plan their own comparison essays, using a Plenary thechoicesand use to ofopen the critical need to a terms writerto write metof insuch earlierstandard a comparison. in theEnglish. key stage, Draw toattention the use to a structure,formal style to After 10 minutes they discuss their plans with a writing partner. PupilsHomework writecomment the comparison. on how successful their writing partners have been in helping to develop their planning.

NationalKey Stage Strategy 3 1. QcA © Crown copyright 2001 www.standards.dfee.gov.uktliteracy Unit: Travelling and telling 8 Duration:Unit: 9Travelling lessons and telling I EnglishYear 9 StarterStage 3 Perceptions of tourism:Provide Lessongroups of pupils 7 with examples of sentences which change in meaning when the reader applies particular emphasis to words. Pupils explore and Introduction Theanalyse class how watch the partmeaning of a television changes. holiday/travel Discuss findings. programme and make Development As a class, discuss the view of the place offered in the film, considering both voice-overshotsclimate,Thenotes teacher andon places what above contributes should aspects of all interest, theindicate to itperspective highlights.the standard whatmeanings to of ofwatch the accommodation,of programmethe and images listen selected.outmaker keywords, for, and such how as,camera the relatesGroupstourismwhetherwhat is toincludedof onthe onepupils the voices oflocal areandthe of economy givenaspectswhat the local ais few missing.of and people the minutes culture film Considerare which to areheard, find shown.has specificthe whether been selection evidencediscussed. the ofeffects material, which of the HomeworkSelectedPlenary pupils refer to the specific evidence for general points, and are supported or challenged by pupils from other groups.

NationalKey Stage Strategy 3 Qc ° ©Crown copyright 2001 www.standards.dfee.qov.uk/literacy Unit Travelling and telling 9 StageDuration:Unit: 3 9Travelling Perceptionslessons and of tourism: telling Lesson 8 EnglishYear 9 IntroductionStarter Look again at key images from the programme. Development benefitcommentaryWiththatperspective those mayfrom imagescause thefor of partincome those unease, in of mind, thewho created programmehow thehad teacher dobythe touriststourism, camera which models treat arepointed picks howtherethe up localtoat culturalissues scriptthem, population? anfrom e.g.differences alternative dothe locals whomGroupsimage the or or 'tourist'pairs very create short area section theiris home. own from alternative the programme, voice-over as commentaryif they are someone for a key for HomeworkProgressPlenary report from a number of groups.or pairs on how their work is taking shape.

NationalKey Stage Strategy 3 r

NationalKey Stage Strategy 3 4c A ICZ.1) © Crown copyright 2001 www.standards.dfee.qov.uk/literacy Unit: Travelling and telling 11 Units of Work: (type title) AboutDuration:Prior thelearning unit(type number) lessons Expectations knowledgepupilsIn order should to completeand be experience able this to drawunit of: successfully, on SomeMost pupils pupils will: will havenot have progressed progressed further so farand and will: will: Starters Stages1. CJVIN) Resources 3.2.

KeyNational Stage 3 Strategy QCA © Crown copyright 2001 www.standards.dfee.goy.uk/fiteracy Units of 1 Units of Work: (type title) En lish Word(TypeDuration: name (type of stage) number) objectives lessons stage 1 Sentence Reading Writing Speaking and listening tY7ea.tN Word(Type name of stage) objectives stage 2 Sentence Reading Writing Speaking and listening Word(Type name of stage) objectives stage 3 Sentence Reading Writing Speaking and listening

NationalKey Stage Strategy 3 QCA ©Crown copyright 2001 www.standards.dfee.cov.uk/literacy Units of 2 Duration:StageUnits 1 (typeLessonof Work: number) 1 (typelessons title) English,Year 1? StarterIntroduction Development PlenaryHomework

NationalKey Stage Strategy 3 QCA © Crown copyright 2001 www.standards.dfee.00v.uk/literacy Units of 3 U.S. Department of Education Office of Educational Research and Improvement (OERI) E National Library of Education (NLE) Ed Mono' Resources Int ormolion Center Educational Resources Information Center (ERIC)

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