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Shakespeare Merchant of Venice Unit 3: Detective Fiction Unit 4

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Shakespeare Merchant of Venice Unit 3: Detective Fiction Unit 4 Year 7 UNIT 1: Origins of Literature Unit 2: Shakespeare Unit 3: Detective Fiction Unit 4: The Effects of war and Conflict Unit 5: Novel Merchant of Venice OVERVIEW An introduction to, and exploration Students will begin to explore the effects of Students will consider how writers present the effects of TBC—Not of, a range of Greek Myths. Students are introduced to language and structure across a range of texts, war and conflict across poetry, fiction and non-fiction. being taught Students are introduced to the Shakespeare and read the whole considering the purpose and effects of writers’ They will be introduced to poetic form and methods in 2020-2021 structure and features of myths, text as a class. methods: used, develop analytical skills and then compare the in response to consider the plot and structure effects of war in two poems. Covid. and then write their own. Throughout the unit, students will: Adventures of Sherlock Holmes Develop their understanding of The Speckled Band short story AN exploration of Aim of unit Shakespeare’s language/grammar The Red Headed League Fiction: will be to: Orpheus and Eurydice patterns. The Final Problem Private Peaceful- Michael Morpurgo Explore Demeter and Persephone Explore characterisation. The Bone Sparrow characters, Theseus and the Minotaur Discuss and develop Other extracts Non-Fiction: ideas and Cyclops and Odysseus understanding of themes, ideas The Cuckoo’s Calling Major Gerald Ritchie 8th (Yorkshire) parachute regiment, themes in Prometheus and structural devices. A Murder is Announced letter to his sister (WW2) texts. Pandora’s Box Practice and develop their skills in Siegfried Sassoon: Letter of Defiance Analyse Hercules annotation and analysis. Non-fiction articles Poetry writer’s Perseus and Medusa Why do People Read Detective Stories Alfred Lord Tennyson: Charge of the Lightbrigade methods Themes: Justice, law, mercy, Detective Fiction: Why do we care whodunnit? Wilfred Owen: Anthem for Doomed Youth, Dulce et including revenge, prejudice and Decorum Est language, intolerance Additional extracts provided: Jesse Pope: Who’s for the Game structure and ‘The Ultimate Truth’ by Kevin Brooks Siegfried Sassoon: Suicide in the Trenches form. The Identification’ by Roger McGough Rupert Brooke: The Soldier The World’s Greatest Detective’ by Caroline Carlson Additional Reading provided The Mysterious Affair at Styles’ by Agatha Christie Lines For A Hard Time - Gena Ford A Study in Scarlet’ by Sir Arthur Conan Doyle I’ll Make A Man Of You from ‘Oh What A Lovely War’ Lamb to the Slaughter Extracts from Anne Frank’s Diary The Murders in the Rue Morgue Birdsong by Sebastian Faulks Provides a grounding for allusions Introduction to Shakespearean Introduction to the genre will lead well into the Anthology- Exploring poetry and drawing comparisons in later texts context. future studies of An Inspector Calls Gaining contextual understanding for KS4 texts Links to ideas of tragic hero Exploration of character and Comparison skills for Lang p2 and Lit P2 Opportunity to evaluate character structure of a Shakespearean Students are introduced to the language paper Approach to unseen fictional extracts- language paper 1 Opportunity to explore morality play. question stems and have familiarity of them. TO KS4 TO PURPOSE: LINK Writing a soliloquy from the POETRY COMPARISON: Extract Q: Recreating a myth/writing their perspective of a character (S+L) How does the writer structure the extract to Explore the ways poets present their ideas about war in own ______? ‘Who’s for the Game?’ and one other poem. (LIT P1) WRITING TO DESCRIBE/NARRATE (LANG P1, B) How does the writer use language to ________? (LANG P1, A) Assessment Year 8 UNIT 1: The Art of Rhetoric Unit 2: Shakespeare: The Tempest Unit 3: Romantic Poetry Unit 4: Gothic Literature Unit 5: Novel Overview: An introduction to the features of Students will be introduced to Students will explore the features of TBC—Not being taught in 2020-2021. rhetoric, with close analysis and Students will read the text in full, Romanticism and the enlightenment Gothic Literature, analyse the effects exploration of: considering the effects of and explore a range of poetry with a of language and structure across a Aim of unit will be to: Aristotle Shakespeare’s methods whilst focus on the ways in which writers range of texts. Explore characters, ideas and themes in Alexander the Great exploring his possible intentions. express their ideas. Students will also be exposed to wider texts. Cicero reading to broaden their Analyse writer’s methods including Elizabeth I Students will: William Wordsworth understanding. language, structure and form. Marc Anthony (Shakespeare’s Develop understanding of key Ode: Imitations of Immortality Students will practice writing Julius Caesar) themes I wandered lonely as a Cloud Percy Shelley Experience modelled annotation of William Blake Extracts from: Sojourner Truth key scenes The Chimney Sweepers (Songs of Dracula Emmeline Pankhurst Zoom in on quotations Innocence/Experience) Frankenstein Winston Churchill Consider Prospero’s treatment of A Poison Tree Dr Jekyll and Mr Hyde Mahatma Gandhi Caliban and Ariel Samuel Taylor Coleridge The Woman in Black Martin Luther King Explore patriarchy and the way in The Raven The Woman in White Boris Johnson which Miranda conforms to it. Percy Shelley Lennie James Explore colonialism and the concepts Ozymandias Short Stories: Michelle Obama of being civilised and savage. Love’s Philosophy The Masque of the Red Death Malala Lord Byron The Red Room Emma Watson Themes: She Walks in Beauty The Tell Tale Heart Power, colonisation, the John Keats The Withered Arm supernatural, empathy, forgiveness, Sonnet X The Yellow Wallpaper nature v nurture, freedom Mary Lamb Envy Poetry: The Raven Students will have thorough Shakespeare studies at KS4. Poetry- Lit P2 Language Paper 1 practice. understanding of rhetorical Students will continue to master Comparison skills- Lit P2/Lang P2 Crafting an effective piece of writing, methods and devices to prepare their approach to studying Unseen skills- Lit P2 and Lang P1/P2 replicating methods used by writers. them for paper 2, question 5. Shakespeare, solidifying their Contextual understanding for understanding of Shakespeare’s Romantic Poetry included in the methods. AQA Power and Conflict Anthology. PURPOSE: LINK KS4 TO Prior Shakespeare studied. Students will draw on their Drawing on analytical skills developed Exploration of character and knowledge and experience of in the Detective Fiction Unit. language for effect previous poetry studies in year 7. Opportunities to explore structure and closely analyse language. Further develop their ability to write for purpose, drawing on the skills developed in the year 7 writing unit. Link toLink prior learning Writing and performing a speech Write about the character of How do Blake and Lamb present Write the opening of a gothic story. To what extent do you agree… (S+L) Prospero and how he is presented ideas about human emotions in A (optional picture stimulus) throughout the play. (You may focus Poison Tree and Envy? your response on details in Act 1, Scene 1 and Act 5, Scene 1.) Year 9 UNIT 1: Introduction to Non-Fiction: Unit 2: Modern Novel Unit 3: Disturbed Voices Poetry Unit 4: Shakespeare’s tragedies: Unit 5: Approaching Fictional Extracts Writers’ Viewpoints and Perspectives The Hate U Give developing an understanding of the genre Overview Students are given the opportunity to Students will read the text in full, Students will analyse a range of poetry Students will be develop their Students will read a range of extracts, explore and analyse a range of non- closely analysing the presentation with a particular focus on the understanding of the tragedy genre practising the skills required for fiction texts, considering the methods of character and the methods presentation of the persona, evaluating and the history of it in drama, with a success in language paper 1. used by writers and the way in which used by the writer to express key the effects of poets’ choices and their particular focus of the way in which their opinions are expressed in writing. themes and ideas. intentions. the genre has evolved, drawing The analysis of language and structure Identity comparisons between classical will be modelled, with students Activism and Corruption Stereotypes Students are expected to: tragedy and Shakespearean tragedy. further developing their Malala Critical race theory Compare the poetry– in relation to the Students will then apply their understanding of language devices Greta Thunberg Systemic racism context of the question and analysis of knowledge and understanding of a and structural features. Maya Angelou Racial profiling the devices used. ‘tragic hero’ and the features to the Marxist theory Explore the effect of methods using a following texts: Extracts to be studied: Feminism and the preception of Women Microaggression judicious range of evidence from the King Lear George Gissing, A Daughter of the Emma Watson text. Titus Andronicus Lodge. Chimimanda Ngozi Adichie Students will develop: Poems studied: Julius Caesar Beryl Bainbridge, Every Man for Inference skills A Case of Murder- Vernon Scannell Hamlet Himself Controversial Writers Language analysis Education for Leisure- Carol Ann Duffy Pat Barker, Regeneration Jeremy Clarkson Evaluation of writer’s intentions Mrs Schofield’s English- Carol Ann Duffy Detailed analysis of Hamlet’s 7 Kate Chopin, The Story of an Hour Katie Hopkins Understanding of Contextual
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