Title of Unit: the Spy Who Learnt English/Go Create Be a Film Critic

Herts English Team

English Department

Title of unit: The Spy who Learnt Year: 7 Term: Duration: 6 weeks English/Go Create Be a Film Critic AIM: To be able to identify how different forms are structured and organised according to their purpose. Overview:  This SOW is based on 5 ‘Missions’ that pupils have to complete to successfully complete their spy passport and qualify as spies.  Each Mission focuses on a different form and uses features of the spy genre to give pupils ways to write in each form.  The suggested teaching sequence makes a range of suggestions/ideas for teaching each form.  Opportunities for Speaking and Listening activities and Drama activities are also included in the SOW.

Key Outcomes: APP Focuses:  APP Task – Writing to Advise Reading: AF4 Identify and comment on the structure and organisation of texts, ‘Advising on Health’ including grammatical and presentational features at text level. Writing: AF3 Organise and present whole texts effectively, sequencing and structuring information, ideas and events. Link to AF4 Construct paragraphs and use cohesion within and between paragraphs. Speaking & Listening: AF5 Create and sustain different roles, adapting techniques in a range of dramatic activities to explore texts, ideas and issues. Outline of Scheme: Week Key learning and suggested activities Learning outcomes Opportunities for and assessment Home Learning 1  Introduction to new SOW and spy genre Information leaflet Research/ generating  Mission 1 Writing to inform – pupils read a range of information on spy gadget ideas for their spy texts and identify the key features (Reading 6.3 analysing gadget writers’ use of organisation, structure, layout and presentation)  Pupils design their own spy gadget and write information leaflet. 3 (Writing 7.1 Generating ideas, planning and drafting) 2  Dragon’s Den S+L activity – selling your spy gadget (4.1 Using Dragon’s Den Research/comparison different dramatic approaches to explore ideas) Speaking and adverts for different  Mission 2 Writing to persuade – pupils annotate adverts Listening activity types of products (Reading 6.3) and draft an advert for your gadget for ‘What and audiences Spy?’ magazine (Writing 7.2 Using and adapting the conventions Persuasive advert for of forms). Could be a group activity. spy gadget 3  Recap/ensure pupils understand the concept of genre. Clear understanding Group activity –  Use Stormbreaker to discuss the conventions of the spy genre. of the concept of opportunity to give  Mission 3 – Writing to advise/instruct – Spy handbook (group genre and the pupils responsibility work activity). Pupils recap the conventions for conventions of the to complete this task instructions/advice (Reading 6.3) and as groups produce a spy spy genre independently handbook(Writing 8.5 structuring, organising and presenting texts in a variety of forms). Groups collaborate to produce a spy handbook 4 APP TASK WRITING TO ADVISE – 2 LESSONS 5  Mission 4 – Writing to recount. Pupils identify key features of Secret Mission diary Secret Mission a diary entry (Reading 6.3) and then produce their own based on or storyboard diary/storyboard a secret mission (Writing7.1 Generating ideas, planning and drafting)  Drama activity – debriefing the secret mission (S+L 4.2 adapting dramatic conventions) Drama activity – debriefing the secret agent 6  Explore stereotypes of James Bond films . Drama activity – who Research/generating  Role play activity – who should be 008? (S+L 4.1 Using different should be the next ideas – pupils select dramatic approaches to explore ideas) James Bond? their own celebrity  Mission 5 – Writing to analyse and persuade. Pupils write a and research in persuasive speech ‘Who should be the next James Bond? preparation for (Writing 8.6 Developing and using editing and proof reading Persuasive speech – persuasive speech. skills. who should be the next James Bond? Personalised Learning and Thinking Skills (PLTSs): . Team workers . Independent Enquirers

Key Processes: Speaking and listening h) take different roles in organising, planning and sustaining talk in groups i) sift, summarise and use the most important points k) use different dramatic techniques to convey action, character, atmosphere and tension

Reading j) how texts are crafted to shape meaning and produce particular effects k) how writers structure and organise different texts, including non-linear and multimodal l) how writers’ uses of language and rhetorical, grammatical and literary features influence the reader

Writing d) adapt style and language appropriately for a range of forms, purposes and readers h) use clearly demarcated paragraphs to organise meaning l) use formal and impersonal language and concise expression m) develop logical arguments and cite evidence n) use persuasive techniques and rhetorical devices q) use planning, drafting, editing, proofreading and self-evaluation to shape and craft their writing for maximum effect

N.B. For personalisation and objective options per year, see ‘Key Learning Objectives’ sheet. Resources: . Spy passports (one copy for each pupil) . Powerpoint Week 1 Mission 1 . James Bond film clip (Q briefing James Bond) GoldenEye or other Bond movie . Spy information leaflet outline . Range of persuasive texts Mission 2 . Powerpoint Week 2 . Stills from a range of films from different genres Mission 3 . Film and extracts from the novel Stormbreaker . Powerpoint Week 3 . Go Create Genre resources . Spy handbook outline (on A3 if you wish) . APP TASK WRITING TO ADVISE . Example of diary entry/recount Mission 4 . Powerpoint Week 4 . Slips of paper . Blank storyboards . Extract from Bond film for drama activity . Pictures of previous Bond actors Mission 5 . Extract from Casino Royale . Pictures of celebrities . Go Create Resource ‘What makes a good actor?’ . Who should be the next James Bond writing frame

The Spy who learnt English Scheme of Work Key Learning Objectives Year 7 Year 8 Year 9 Speaking and Listening Key Processes: h) take different roles in organising, planning and sustaining talk in groups i) sift, summarise and use the most important points k) use different dramatic techniques to convey action, character, atmosphere and tension Framework Objectives 4 Drama, role-play and performance 4.1 Using different dramatic approaches to explore ideas, texts and issues explore ideas, texts and issues through a use specific dramatic approaches and use a wide variety of dramatic approaches and variety of dramatic approaches and conventions conventions in structured ways for conventions to analyse complex and challenging effective exploration of ideas, texts, ideas, issues, themes and texts issues and themes 4.2 Developing, adapting and responding to dramatic techniques, conventions and styles work on their own and with others to develop develop and sustain processes, develop and sustain a variety of processes, dramatic processes, narratives, performances narratives, performances and roles narratives, performances and roles through or roles through the use of a variety of dramatic the selection and adaptation of appropriate conventions, techniques and styles dramatic conventions, techniques and styles comment on the effectiveness of the different evaluate the impact and effectiveness analyse and explain, in and out of role, the use, dramatic conventions and techniques used of a range of dramatic conventions and impact and effect of different dramatic techniques conventions and techniques Reading Key Processes: j) how texts are crafted to shape meaning and produce particular effects k) how writers structure and organise different texts, including non-linear and multimodal l) how writers’ uses of language and rhetorical, grammatical and literary features influence the reader Framework Objectives 6 Understanding the author's craft 6.3 Analysing writers' use of organisation, structure, layout and presentation explore the range of different ways writers use explain how specific choices and analyse how meaning is conveyed differently layout, form and presentation in a variety of combinations of form, layout and according to the form, layout and presentation texts presentation create particular effects selected by the writer for specific purposes explore the variety and range of ways the explain how specific structural and analyse how meaning can be conveyed in content of texts can be organised, structured organisational choices in texts create different ways according to structural and and combined particular effects organisational choices at sentence and text level Writing Key Processes: d) adapt style and language appropriately for a range of forms, purposes and readers h) use clearly demarcated paragraphs to organise meaning l) use formal and impersonal language and concise expression m) develop logical arguments and cite evidence n) use persuasive techniques and rhetorical devices q) use planning, drafting, editing, proofreading and self-evaluation to shape and craft their writing for maximum effect Framework Objectives 7 Composition: generating ideas, planning and drafting 7.1 Generating ideas, planning and drafting develop different ways of generating, explore, problem-solve, connect and increase the effectiveness and individuality of organising and shaping ideas, and choose from a shape ideas, and identify the most their writing, linking their selection of ideas range of planning formats appropriate approach to planning their and planning choices explicitly to a clear sense writing of task, purpose and audience 7.2 Using and adapting the conventions and forms of texts on paper and on screen draw on the conventions of written forms to plan writing and develop ideas to suit a plan different types of writing and develop plan writing and develop ideas to fit a specific specific audience, purpose and task by ideas by drawing on the ways in which forms task adapting familiar forms and conventions and conventions can contribute to the overall impact and effectiveness of texts Writing – 8 Composition: shaping and constructing language for expression and effect 8.5 Structuring, organising and presenting texts in a variety of forms on paper and on screen make ideas and purpose clear by appropriate use use a range of cohesive devices with shape and craft language within individual of paragraphs and by choosing from a range of audience and purpose in mind, drawing on paragraphs, and structure ideas between linking words and phrases experience of how writers develop and them, to achieve particular literary, connect ideas within and between transactional or rhetorical effects with paragraphs purpose and audience in mind shape the overall organisation, sequence and experiment with different ways of select the most appropriate text format, presentation of a text to convey ideas clearly presenting texts, drawing on a range of layout and presentation to create impact and and effectively modes, formats and media with the engage the reader needs of the reader in mind 8.6 Developing and using editing and proofreading skills on paper and on screen make improvements to a piece of writing as it apply skills in editing and proofreading in evaluate the effectiveness and likely impact progresses by developing techniques for editing, a range of different texts and contexts, on the reader of their writing by using the proofreading and making revisions reviewing and revising writing as it editing, proofreading and reviewing process,

POSSIBLE TEACHING SEQUENCE Mission 1: Writing to inform Key Learning Objectives

Speaking and Listening

Framework Objectives 4.1 Using different dramatic approaches to explore ideas, texts and issues

Writing

Framework Objectives 7.1 Generating ideas, planning and drafting 7.2 Using and adapting the conventions and forms of texts on paper and on screen

RESOURCES: . Spy passports (one copy for each pupil) . Powerpoint Week 1 . James Bond film clip (Q briefing James Bond) GoldenEye or other Bond movie . Spy information leaflet outline

IDEAS FOR TEACHING: o Introduce unit and role of the pupils as spies (you can be ‘M’ if you wish). o Explain that every week they will be set a new mission which they have to complete to successfully complete their spy ‘passport’. o Introduce the word synonym. Pupils create a synonym word wall for key spy words. Share model spy profiles (Powerpoint Week 1) and then pupils write their own spy profile and select their own spy name. This can then be added to spy passports. Can add their own photo/drawing if they wish. o Mission 1 o Explain in Week 1 they will be training with ‘Q’. Watch extract from James Bond film where Q briefs James on his new gadgets (GoldenEye). Give pupils mission 1 (Powerpoint Week 1), to invent a new machine for James. Pupils need to consider: purpose of the machine, the style, the various materials used, energy, speed. Pupils brainstorm ideas for their product. o Show pupils examples of information leaflets and discuss the layout, language and content of an information leaflet. Create a checklist for students to use as a success criteria. Class discussion of how an information leaflet can be created on students’ chosen machines (use example on Powerpoint 1 if needed). Think of four general headings the class could use in relation to the machines e.g. security, materials, specifications, weapons, use of machine. Use spy information leaflet resource to support pupils if needed. o Peer/Self Assessment – Pupils complete the box for mission 1 on their spy passport by filling in the success criteria and signing to say if they successfully achieved their mission. Additional Speaking and Listening Activity o Dragon’s Den pitch. How is information different from persuasion? Shows an extract of a pitch from Dragon’s Den and identify the key features with pupils. In groups, give pupils five minutes to share and discuss their information leaflets and choose one of the products to work on. Then give pupils 10 minutes to prepare their Dragon’s Den pitch for their product and share as a class. Use peer assessment to select the best performance. This also prepares pupils for Mission 2.

OUTCOMES: . Spy profile for each pupil. . An information leaflet on their spy product. . Dragon’s Den ‘pitch’ for their product (group work). Mission 2: Writing to persuade

Key Learning Objectives

Writing

Framework Objectives 7.1 Generating ideas, planning and drafting 7.2 Using and adapting the conventions and forms of texts on paper and on screen 8.5 Structuring, organising and presenting texts in a variety of forms on paper and on screen 8.6 Developing and using editing and proofreading skills on paper and on screen

RESOURCES: . Range of persuasive texts . Powerpoint Week 2

IDEAS FOR TEACHING

 Following on from the Dragon’s Den activity, (using some persuasive texts if needed) list the key features of persuasion (as your success criteria) and discuss how they are used in an advertisement. May be useful to annotate an advertisement to support this.  Introduce Mission 2 – (see powerpoint week 2) to produce an advertisement for their gadget to be placed in ‘What Spy?’ magazine. Could be a home learning activity or used as group work. Peer assessment could involve identifying and explaining the impact of the features used.  Complete spy passport as for Mission 1.

OUTCOMES:  Advertisement for spy gadget Mission 3: Writing to advise/instruct

Reading

Framework Objectives 6.3 Analysing writers' use of organisation, structure, layout and presentation

Writing

Framework Objectives 7.1 Generating ideas, planning and drafting 7.2 Using and adapting the conventions and forms of texts on paper and on screen 8.6 Developing and using editing and proofreading skills on paper and on screen

RESOURCES: . Stills from a range of films from different genres . Film and extracts from the novel Stormbreaker . Powerpoint Week 3 . Go Create Genre resources . Spy handbook outline (on A3 if you wish) . APP TASK WRITING TO ADVISE

IDEAS FOR TEACHING:  Recap genre - for example - show stills from a range of films and annotate/guess the genre to check pupils understand genre. There are a range of resources on Go Create Be a Film Critic for use with this (Unit 2) including Resource 5 – Film posters. Or have a range of DVDs available and pupils sort them as if they are in a Blockbuster Video.  Brainstorm with the class suggestions for the key conventions of the spy genre and then watch an extract of the film of Stormbreaker and collate evidence of the conventions of the spy genre. Pupils could also read extracts from the novel to develop this activity further.

 Writing to advise/instruct - Spy handbook (group work activity)  Explain Mission 2 to pupils (see Powerpoint Week 2). Revise the conventions for instructions and advice by showing pupils a range of text and agreeing the key ingredients (as your success criteria for this task). Each group is to draft a page for the spy handbook the class is going to create. Give each group a different spy related topic (see Spy handbook outline). You may wish to set this task as home learning for pupils to find out further information, or you may wish to provide some written texts for pupils to work on in class. Once pupils have prepared their page jigsaw the groups so that pupils each contribute one page to the handbook. More able pupils may use humour to make their instructions entertaining/ironic if you wish.  Peer/self assessment – as with Mission 1 – complete the spy passport with the success criteria and pupils commentary on how they achieved it.  APP TASK WRITING TO ADVISE – 2 LESSONS

OUTCOMES: . Introduction and identification of the key features of genres, especially spy genre . Each group to produce a spy handbook Mission 4: Writing to recount Key Learning Objectives

Speaking and Listening

Framework Objectives 4.2 Developing, adapting and responding to dramatic techniques, conventions and styles

Reading

Framework Objectives 6.3 Analysing writers' use of organisation, structure, layout and presentation

Writing

Framework Objectives 7.2 Using and adapting the conventions and forms of texts on paper and on screen

RESOURCES:

. Example of diary entry/recount . Powerpoint Week 4 . Slips of paper . Blank storyboards . Extract from Bond film for drama activity

IDEAS FOR TEACHING:

. Read an example of a diary entry or recount with pupils and identify the key features to be used as the success criteria. . Set Mission 4 (see Powerpoint Week 4) and explain the secret nature of the mission. Give out slips of paper to pupils on which they need to write: place the mission will take place, name of contact, purpose of mission, key word or exchange to identify the contact. Collect in the papers and put in a box for pupils to select. Each pupil then selects their mission from the box and has to write the recount of their mission and how they completed it – using the gadget from Week 1 to help them. This could be set as home learning. You may wish to differentiate this by using storyboards with some pupils. You may also need to recap the conventions of the spy genre for this writing. . Peer/self assessment using the spy passport. . Additional Drama Activity . On returning from their mission, (next lesson) allocate roles (‘M’, secretary, spy, spy’s contact) to pupils to set up a debrief role play. Group pupils together initially (e.g. all the ‘M’s together so that you can brief them on their role and give out role play cards) and give pupils 5 minutes to discuss how this role would be played and make brief notes on what their character would say and how they would act. . Then rearrange groups so that one of each character is in each group and allow 10 minutes for pupils to role play how their spy is debriefed form his/her mission. You may wish to develop this by watching the performance of one or two groups and then watching a clip from a Bond film where he is debriefed and comparing the two.

OUTCOMES:

. Secret Mission diary entry/storyboard . Debriefing the secret agent role play Mission 5: Writing analyse and persuade

Speaking and Listening Framework Objectives 4.1 Using different dramatic approaches to explore ideas, texts and issues 4.2 Developing, adapting and responding to dramatic techniques, conventions and styles Writing

Framework Objectives 7.2 Using and adapting the conventions and forms of texts on paper and on screen

RESOURCES: . Pictures of previous Bond actors . Extract from Casino Royale . Pictures of celebrities . Go Create Resource ‘What makes a good actor?’ . Who should be the next James Bond writing frame

IDEAS FOR TEACHING:  Stereotypes – display a range of pictures of previous Bond actors and discuss stereotypes – what do they have in common? White, male etc. Make a list on the board and add any other spies the pupils can think of.  Watch an extract from Casino Royale and ask how does Daniel Craig conform/not conform to the stereotype of James Bond. Has he changed the role?  Could also use ‘What makes a good actor?’ (Go Create Unit 5 The Actors Resource 1) as an introductory activity here.  Role play activity. You have a group of recruits and now have to choose 008. Share with pupils a fictional outline for a Bond movie. Introduce the idea of who should be the next James Bond? Give out pictures of celebrities and the letter M and ask pupils to organise themselves into groups. Give them 5 minutes to write a list of reasons why their celebrity should be the next James Bond. During this time brief M on their role – they have to make the decision about who should be the next James Bond. Jigsaw groups so that pupils with different celebrities are together and get M to organise a meeting where they each pitch their case for their celebrity.  This could be extended with a home learning task where pupils select their own celebrity and explain why their actor/actress should play this role.  Complete spy passport as before and use spy passport for reflection on what pupils have learnt in this unit.

FINAL ASSESSED OUTCOME:  Pupils write and/or perform an analytical/persuasive speech – analysing what they have learnt about the conventions of the spy genres and the stereotypes of spies, and arguing a case for their chosen celebrity as the new James Bond (see writing frame).

OUTCOMES: . Write/perform a persuasive speech, who should be the next 007?