ENGLISH DEPARTMENT MEDIUM TERM PLAN YEAR 9 Varieties of Writing - The Magazine Challenge! Aims:
This scheme is designed to make Year 9 students enthusiastic about English and draws on a wide range of stimulus material in order to engage pupils’ interest and motivation. The scheme is intended to prepare pupils for some of the writing demands of the SATs examination. It provides the opportunity to revise and analyse the range of text types. Students are required to apply techniques identified in their own 'varieties of writing' challenge. There are a number of opportunities for group and pair work. Students are encouraged to work independently of the teacher whenever possible.
Duration: 6 weeks
Resources: Copies of different magazines for class use Optional - access to BBC/ITV websites Copies of newspaper articles on ID cards Section on ID cards - Literacy Objectives 3 p89/90 Section on Cookery - Literacy Objectives 3 p52/53 Copies of Fame Academy/Pop Idol articles Copies of Bill Bryson / Shackleton extracts Copies of 'Sinking Fast' extract Film clips from 'Titanic' TV and Video A4 whiteboards
Key Challenge: To produce a portfolio of 'varieties of writing' with a commentary. This will be read and judged by Year 12/13 students who will choose the most interesting/innovative for publication in a new magazine aimed at young people.
Key Outcomes: (Within the portfolio) Letter to the Editor presenting case on tagging/anti social laws/curfews Info text on 'How to…' (pursue a career in sport/fashion/music) Editorial comment/review on future of Reality TV Own 'entertaining' piece of travel writing Commentary on portfolio - (form, purpose and audience) and which styles of writing they feel would be most popular in a new magazine.
Most students will: read the extracts provided using a range of strategies. They will adopt techniques identified in their own writing. They will complete a number of extended writing tasks and will begin to develop a more independent approach to planning.
Some student will not have progressed so far and will: read, enjoy and engage with most of the texts and related activities. They will complete the writing tasks with the support of scaffolds such as writing frames.
Some students will have progressed further and will: respond to the reading texts as pieces of well- crafted writing and then attempt to replicate these in their own work. Evaluations of their own work will demonstrate security with the differences between text types and understanding of language choices. KEY TEACHING AND LEARNING OBJECTIVES Pupils should be taught to:
TEXT LEVEL – READING Research and study skills Synthesise information from a range of sources, shaping material to meet the reader's needs; (R2)
Reading for meaning Analyse how media texts influence and are influenced by readers e.g. interactive programmes, selection of news items; (R8)
TEXT LEVEL – WRITING Plan, draft and present Review their ability to write for a range of purposes and audiences, recognising strengths and identifying skills for further development; (Wr1)
Write to imagine, explore, entertain Explore how non fiction texts can convey information or ideas in amusing or entertaining ways; (Wr7)
Write to inform, explain, describe Integrate diverse information into a coherent and comprehensive account; (Wr9)
Write to persuade, argue, advise Present a case persuasively enough to gain the attention and influence the responses of a specified group of readers; (Wr13)
Write to analyse, review, comment Present a balanced analysis of a situation, text, issue or set of ideas, taking into account a range of evidence and opinions; (Wr16)
SENTENCE LEVEL
Sentence construction and punctuation Use the full range of punctuation to clarify and emphasise meaning for a reader; (S2) Write with differing degrees of formality, relating vocabulary and grammar to context; (S3)
Paragraphing and cohesion Compare and use different ways of opening, developing, linking and completing paragraphs; (S6)
Standard English and language variation Write sustained standard English with the formality suited to reader and purpose; (S9)
WORD LEVEL
Vocabulary Recognise how lines of thought are developed and signposted through the use of connectives e.g. nonetheless, consequently, furthermore; (Wd8) POSSIBLE TEACHING SEQUENCE
Week 1: ‘The Challenge is Set -Know Your Competition!’
Objectives: Research and study skills Synthesise information from a range of sources, shaping material to meet the reader's needs; (R2) Reading for meaning Analyse how media texts influence and are influenced by readers e.g. interactive programmes, selection of news items; (R8)
COVERAGE (Resources) Copies of different magazines for class use Optional - access to BBC/ITV websites
FOCUS Starter: Introduce the challenge: To produce a portfolio of 'varieties of writing' with a commentary. This will be read and judged by Year 12/13 students who will choose the most interesting/innovative for publication in a new magazine aimed at young people. Prediction – what types of articles/ features do young people like to read in magazines? Feedback. Revision work on text types - Matching exercise – pair the text type with the example. Stress at Year 9 these text types tend to be blended. Recap on form, audience and purpose. Choose one article from magazine and look at form, audience, purpose and text type. Plenary - if they could choose only one type of writing for a new magazine which one would they choose and why.
Starter: Brainstorm different audiences in 'young people' target range and interests. Compile class list. Students research into magazines and list all the different types of writing they see. Which ones do they prefer and why? Are there any groups who might be missed out? Which types of writing are more common than others? Stress language is more important than presentation. Plenary: Business planning - fill the gap - convince the teacher where there are gaps in the magazine industry.
Intro - idea of proposal for new magazine. Groups feedback findings from research and class devises top list of 'what's hot and what's not.' Suggestions compiled for 'proposal' for new magazine. Which are the nearest competitors? Plenary: Write slogan for advertisement of new magazine.
OUTCOMES Research findings on writing in magazines and audience appeal (through notes/grids/proposal)
Week 2: Issues of Identity (Argue/Persuade/Advise)
Objectives: Write to persuade, argue, advise Present a case persuasively enough to gain the attention and influence the responses of a specified group of readers; (Wr13) Paragraphing and cohesion Compare and use different ways of opening, developing, linking and completing paragraphs; (S6) Standard English and language variation Write sustained standard English with the formality suited to reader and purpose; (S9) Vocabulary Recognise how lines of thought are developed and signposted through the use of connectives e.g. nonetheless, consequently, furthermore; (Wd8)
COVERAGE (Resources) Copies of newspaper articles on ID cards Section on ID cards - Literacy Objectives 3 p89/90
FOCUS Starter: Brainstorm all the different ways someone might prove they are who they say they are. E.g. passport. Feedback. Which of these are available to all people and which can only be obtained at certain ages. Follow-up - if they could have one document/card what essential information should be on it - why? Feedback Explain class will be moving on to look at persuasive/argument writing where points of view are cited and backed up. Briefly take views on whether students feel everyone should carry I.D. card. Read 'First have an identity' p 89 Literacy objectives. As class do CAPELO on piece. (Content, Audience, Purpose, Effect, Language, Organisation) List key points for and against ID cards. Plenary: Round Robin 'For and Against' - students have to take turns to make statements about ID cards - start with in favour next is against and so on.
Starter: Pairs - top 5 points in favour of ID cards/ top 5 points against. Cut down to 3 most important. Cut down to the one most important idea - for and against. Read 'There is no need to panic about identity cards' page 90 Literacy Objectives. Pairs to do CAPELO on different paragraphs. Feedback. Introduce ideas of other key reforms that could be seen as restrictive/protective e.g. tagging, anti social laws, curfews. Pairs to choose 1 and brainstorm for and against. Feedback Plenary: If one of these could be the subject of a letter they write into new magazine which one would they choose and why? Subject and reason on mini whiteboards - Show.
Introduce task –'Letter to Editor' Together list ways of starting and ending and model how to plan (p 93 Lit objectives flow chart idea might be useful) Pupils plan, draft and write 'Letter to the Editor' of new magazine presenting case on tagging/anti social laws/curfews Plenary: Mark letters PEE on neighbour’s letter. Give one target for improvement.
OUTCOMES
Letter to the Editor presenting case on tagging/anti social laws/curfews
Week 3: So -You Wannabe a… Here's How To… (Inform, Explain, Describe)
Objectives: Research and study skills Synthesise information from a range of sources, shaping material to meet the reader's needs; (R2) Write to inform, explain, describe Integrate diverse information into a coherent and comprehensive account; (Wr9) Sentence construction and punctuation Use the full range of punctuation to clarify and emphasise meaning for a reader; (S2) Write with differing degrees of formality, relating vocabulary and grammar to context; (S3)
COVERAGE (Resources) Optional - access to BBC/ITV websites Section on Cookery - Literacy Objectives 3 p52/53
FOCUS Starter: Introduce next text type triplet – inform, explain, describe. Explain this triplet is often concerned with factual processes. Brainstorm where they might see/read informative texts, explanatory texts, descriptive texts (try to steer away from fiction and keep to factual.) Pairs, back to back describe object, picture, skill without using key words. Partner to draw or guess the skill from description/explanation. Feedback - what elements are key when describing/explaining in this way. Read p53 Literacy Objectives 'Happy Days with the Naked Chef.' Look at language of explanation at end of article. Read extract from Mrs Beeton's Book of Household Management. What differences are there between the two texts? Look at punctuation and formality. Plenary: Pairs - class - Golden rules of good explanatory/informative/descriptive writing. Keep on flip chart.
Starter: Students to jot down/remember golden rules from last lesson. Remind them using flip chart Introduce writing task - Info text on 'How to…' (pursue a career in sport/fashion/music) Students to choose area and research to come up with key points lists for 'How to text.' Plan headings/ sequence of info - ready to write up next lesson. Plenary: Feedback on most useful piece of info they have found out for 'How to' text.
Intro: Give a structure for the 'How to' text on the board showing thought process behind it. Establish key areas to cover - e.g. qualifications, clubs, prep work, etc. Students plan and write Info text on 'How to…' (pursue a career in sport/fashion/music) Plenary: Swap and read - ask a question not answered in How to text of partner.
OUTCOMES
Info text on 'How to…' (pursue a career in sport/fashion/music) Week 4: Reality Bites… the Dust? (Analyse, Review, Comment)
Objectives: Reading for meaning Analyse how media texts influence and are influenced by readers e.g. interactive programmes, selection of news items; (R8) Write to analyse, review, comment Present a balanced analysis of a situation, text, issue or set of ideas, taking into account a range of evidence and opinions; (Wr16) Paragraphing and cohesion Compare and use different ways of opening, developing, linking and completing paragraphs; (S6) Vocabulary Recognise how lines of thought are developed and signposted through the use of connectives e.g. nonetheless, consequently, furthermore; (Wd8)
COVERAGE (Resources) Optional - access to BBC/ITV websites Copies of Fame Academy/Pop Idol articles
FOCUS Starter: On whiteboards brainstorm titles of reality TV shows. Encourage pupils to categorise e.g. documentaries, competitions, chat shows, DIY, Talent etc. Groups discuss one of the following: 5 reasons why people choose to go on these shows, 5 reasons why these shows are so popular, 5 arguments against these shows. Feedback Introduce task – Editorial on future of reality TV. Explain concept of editorials. 'The Ed says…' What do they think the Ed of new magazine would say? Is there an age group issue with reality TV? Plenary: Write a dictionary definition for reality television.
Starter: ‘Reality TV is a con: it is edited to make entertainment’. Put on board. Pupils have 5 mins to decide what this means and whether they agree or disagree. Could show video of ‘The Truman Show’ or ‘Ed TV’ to show dangers of reality TV taken to excess. Or discuss. Shared reading of Fame Academy/Pop Idol articles. What views of Reality TV are conveyed? Plenary: From list of all reality TV shows - which would they choose to keep and which to lose? Explain reasons.
Intro: Read editorial from newspaper on topical issue - Daily Mail/Mirror/Sun. What is audience and purpose? Students to discuss audience and purpose of editorial in new magazine. Pupils work on review/comment writing - Editorial comment/review on future of Reality TV Give list of connectives to link sentences and paragraphs. Model possible beginnings and endings to editorial. Idea of questions/contentious statements. Plenary: If they could have 1 famous person 'delivering' their editorial who would it be and why?
OUTCOMES
Editorial comment/review on future of Reality TV Week 5: Wish You Were Here? (Imagine, Explore, Entertain)
Objectives: Write to imagine, explore, entertain Explore how non fiction texts can convey information or ideas in amusing or entertaining ways; (Wr7) Sentence construction and punctuation Use the full range of punctuation to clarify and emphasise meaning for a reader; (S2)
COVERAGE (Resources) Copies of Bill Bryson / Shackleton extracts Copies of 'Sinking Fast' extract Film clips from 'Titanic'
FOCUS Starter: How many different famous journeys can students think of - e.g. Titanic, Journey to Westminster for Royal funerals etc. How many different ways might we learn about these as an audience? E.g. through film, story. Introduce idea that imagine, explore, entertain can be non-fiction work e.g. Entertaining travel writing. Show clip from Titanic - where old lady is ready to tell her story and film goes into flashback. Discuss how we are 'hooked' into film even though we know the ending. What is it that fascinates us? Plenary: What different people do we see in magazines/on TV as they travel. Why are we interested in celebrities travelling around the world?
Intro: Read Bryson extract. Do CAPELO - how does he hook his reader in? Now read Shackleton or Sinking Fast extract - how is mood different? What words would they use to describe the extract? What are the similarities and differences between the two? Plenary: On whiteboards experiment with writing an interesting opening sentence to a piece of travel writing that hooks the reader in. Share.
Starter: Students to mind map journey - space travel, historical e.g. Concorde's last flight, Titanic and note down key events and experiences. Students to ensure they use full range of senses, emotions in plans. Students write own 'entertaining' piece of travel writing. Provide writing frame for lower ability. Give list of adjectives/adverbs for tension. Plenary – Pairs to read aloud to each other and give key strength and point for improvement.
OUTCOMES
Own entertaining' piece of travel writing.
Week 6: It's All Over When the Commentary's Finished!
Objectives: Plan, draft and present Review their ability to write for a range of purposes and audiences, recognising strengths and identifying skills for further development; (Wr1)
COVERAGE (Resources) Model of commentary Writing frame for commentary
FOCUS Students to complete improved drafts of final 'varieties of writing. At least one piece of writing needs to be annotated. Students to discuss notion of commentary - and look at model. Students to draft and complete their own commentary on their own portfolio. Presentations of portfolios as appropriate to class.
OUTCOMES
Commentary on portfolio - (form, purpose and audience) and which styles of writing they feel would be most popular in a new magazine. Complete portfolio with varieties of writing plus commentary.