<p> English Unit Planning Template Unit title: Fantasy Teacher: Year: 9 Curriculum level(s): Duration: Introduction: Central focus/big idea/important question Fantasy is a way of exploring human nature, and its potential for both good and evil. The central focus of this unit is creative writing, supported by reading and viewing of myths, legends, fantasy stories, films and poetry. </p><p>How students will be encouraged to develop the  Values highlighted in this unit: selected value(s) during the unit:  Excellence (aiming high, persevering) Working on the drafting and editing process to improve writing skills  Innovation, inquiring and curiosity Creating fantasy animals/ worlds/stories Researching myths and legends in library  Diversity (culture, language, heritage) Looking at myths and legends from other cultures Equity (fairness and social justice)  Community and participation Writing children’s stories / writing or re-telling fables and reading them to children in the crèche Ecological sustainability Integrity (honesty, responsibility)</p><p>How students will be encouraged to develop the  Key competencies highlighted in this unit: selected value(s) during the unit:  Thinking (using creative, critical, and Creating fantasy animals/ worlds/stories metacognitive purposes, drawing on personal Discussion of myths/legends they are familiar with knowledge) Talking about why people write fantasy Essay writing skills</p><p> Using language, symbols and texts (interpreting Close reading tasks, e.g. extract from Phillip language and symbols, using ICT, recognising how Pulman book language choice affects understanding) Film study, e.g. “Journey to the Centre of the Earth”</p><p> Managing self (self-motivation, personal goals, Working through assignment tasks e.g. “Escape appropriate behaviour) from Kraznir”, working to a deadline</p><p> Relating to others (listening actively, recognising Looking at myths and legends from other cultures other points of view, negotiate, share ideas) Discussion of myths/legends they are familiar with Participating and contributing (balancing rights, roles and responsibilities, responding appropriately as a group member)</p><p>S L I P P S L I P P d d a a t t u u r r e e r r o o n n r r u u a a p c p c g g</p><p>Making meaning c Creating meaning c s s e e u u o o t t s s a a u u s s s s e e g g r r e e e e s s e e s s</p><p> a a</p><p> f f a a e e n n n n a a d d d d t t</p><p> a a u u</p><p> s s u u r r t t e e r r d d a a s s i i e e t t e e n n g g c c i i e e e e s s s s</p><p>Viewing   Presenting Reading      Writing      Listening   Speaking   </p><p>Learning Outcomes: Students will… How students will learn: (literacy strategies, thinking tools, co-operative activities…) Explore the purposes and motivations of fantasy Viewing and responding to film(s) authors Discussion of fantasy as a genre, PMI chart </p><p>Learn how to structure a short story Close reading of fantasy stories</p><p>Develop creative writing skills Use a Y-chart to plan details of fantasy world ‘Picture associated ideas’ to develop creativity</p><p>Develop response to text essay writing skills Essay structure (introduction, three body paragraphs and conclusion) and paragraph structure (SEXY)</p><p>Develop speaking and listening skills Class discussions and group work to define key terms of the fantasy genre Sharing stories with peers One person describes a fantasy beast, their partner draws it Speech writing, drafting and delivery skills</p><p>Learn/develop static image skills Designing, drafting and creating a static image advertising a film Redesign fantasy novel cover page</p><p>Resources (including ICT): Time booked in computer lab for looking at fantasy and creative writing websites TV and DVD player / laptop, speakers and data projector for viewing fantasy films Copies of stories/novels etc. for students to read Class sets of stories for close reading activities</p><p>Key vocabulary: Genre, fiction, non-fiction Fantasy Myth, legend, fable Essay, paragraphs, introduction, conclusion, statement, explanation, example. Static image techniques (visual and verbal)</p><p>Assessment Diagnostic Formative (feedback / feedforward) Summative What do they know? What are they learning? What have they learned? What can they do? What do they need to learn? Can they explain how they learned it? Survey to find out reading habits, Creative writing games/exercises Response to text essay written fantasy authors they know, etc under test conditions</p><p>KWHL chart about fantasy writing Sharing stories with peers Complete KWHL chart</p><p>Brainstorms Practice essay writing Creative writing common test</p><p>Impromptu speeches Practice speeches “Escape from Kraznir” assignment</p><p>Speech assessment (3 minutes)</p><p>Extension/enrichment activities: Suggest fantasy novels for advanced students to read that support/tie in with class activities Suggest creative writing competitions for students to enter</p><p>Further support if needed: Use story starters or plans for reluctant writers Have books available at a range of reading levels Allow students to work on assignment tasks in pairs</p><p>Evaluation</p><p>Teacher reflection: What impact did my teaching have on student learning? What evidence do I have?</p><p>What do the students still need to do/learn/practise/understand?</p><p>What feedback do the students have on this unit? How can I use this feedback to improve my teaching in the future?</p>