The Simpsons

Aims
• To reach an understanding of 'genre', especially sit-com.
• To work in pairs and individually.
• To become more active when reading media texts: to analyse rather than simply absorb.

Major Outcomes
As part of this module you will be expected to complete a number of activities from the following list:
• To storyboard own additional episode of the programme.
• Identification of camera angles and their effect.
• Analysis of how to create humour.
• Create new character profile.
• Writing to persuade: letter to production company explaining & promoting a new British cartoon sit-com
• Research into target audiences and merchandising

Literacy/Numeracy/C Skills
Literacy
• Formal letter - layout and tone.
• Revision of key skills - adjectives, adverbs, etc.
• Persuasive techniques.
Numeracy: An analysis of statistics relating to popularity/value of Simpson's empire.
C Skills: Preparation for the Media skills needed in GCSE language exam.
Key Vocabulary: During this module you will need to be familiar with the following words and be  able to spell them correctly:
Genre Production Structure Sitcom Analyse Target audience Evaluate Catchphrase Imagery Title sequence Conventions Broadcast
Camera angle Pun Sarcasm Sound effects Visualise Merchandising 

Homeworks
• Mini research task about target audiences for 'grown up' cartoons
• Complete storyboard
• Redraft persuasive letter to use more effective language
• Collect examples of humour and attempt to explain root of joke

ASSESSMENT
Effort: This is the most important aspect of your work, it will be measured in the following way:
• Your ability to meet deadlines
• Your contribution to classwork and homework.
Attainment: This is a measure of the progress that you make through the module. It will be measured by combining:
• Marks gained on reading/writing/speaking & listening activities occurring both as class and group  work.
• Self-assessment.
• Ability to accurately use media terminology leant so far.

English Poetry Module, 1-8 Weeks - WORDS AND IMAGES.

Aims:
• To introduce you to a range of poems
• To work as part of a group and individually
• To inspire you to respond to the text in a number of ways
• To learn the techniques needed to appreciate, write and analyse poetry.
• Explore how poetry can be presented using sound and vision.
Major outcomes:
As part of this module you will be expected to complete a number of activities from the following list:
• Analyse paintings as a source of inspiration
• Writing and drafting poems, experimenting with techniques.
• Representation of emotions through visual images and in poetry.
• Evaluation of 'Poems on the Box'
• Collaboration on writing of poetry.
• An exploration of poems from differing time periods.
Literacy:
You will learn and revise a number of targets outlined in the National Literacy Strategy during this module which include:
• Reading for meaning from visual as well as written text.
• Reading for underlying meanings and understanding poetic form.
• The links between reading and writing, the drafting process, exploratory writing, exploratory talk, clarifying through talk.
Numeracy: Counting rhythmic beats and stanza lengths.
GCSE skills: The skills listed above form the guidelines to poetry analysis and appreciation at year 7 and to develop the skills needed for poetry study and appreciation for GCSE exams.

Suggested Key vocabulary:
Rhyme Rhythm Visual Form Tone Stanza Imagery Theme Representation Font Poet Emotion Metaphor Simile Annotate Quotation
Homework:
• Drafting poems.
• Represent emotion visually and in poetry.
• Analysis of poem.
• Written commentary.
Effort:
This is the most important aspect of your work, it will be measured by your ability to meet deadlines and your contribution to classwork and homework.
Attainment:
This is a measure of your progress throughout the module and will be measured by combining the marks gained on the homework/classroom activities outlined above. These assessment measure Reading, Writing and Speaking and Listening skills.

English Shakespeare Module 1- 8 Weeks - Macbeth

Aims:
• To introduce the study of Shakespeare and familiarise pupils with the language.
• To work as part of a group and individually.
• To inspire a personal response to the play.
• To explore the dramatic possibilities within the play.
• To gain insight into life and theatre in the 17th century.
Major outcomes:
As part of this module you will be expected to complete a number of activities from the following list:
• Select and explain information from the text in a newspaper article
• Explore the historical context of the play.
• Dramatise key events and complete a freeze frame exercise
• To demonstrate an understanding of the complex imagery in the play.
• To be able to present and discuss the moral issues depicted.
• To demonstrate a solid understanding of themes and character motivation.

Literacy: You will learn and revise a number of targets outlined in the National Literacy Strategy during this module which include:
• Responses to a play.
• Awareness of literary heritage, active reading, exploratory drama, collaboration, a range of ways of presenting information.

GCSE  skills:
Shakespeare is a key component of SAT and GCSE assessment, so it is vital to have experience of how the plays are structured and of Shakespearean English.
Suggested Key vocabulary:
Playwright Tragedy Act  Scene Soliloquy Thane Setting Imagery Verse Prose Puns Themes Quotation Freeze frame Character Regicide Ambition Supernatural  

Homework:
• Learning Act 1 scene i.
• Composing a newspaper article.
• Prepare imagery work for display.
• Prepare a group presentation.
Effort:
This is the most important aspect of your work, it will be measured by your ability to meet deadlines and your contribution to classwork and homework.
Attainment:
This is a measure of your progress throughout the module and will be measured by combining the marks gained on the homework/classroom activities outlined above. These assessments measure Reading, Writing and Speaking and Listening skills.

English Non Fiction Module 1- 8 weeks - Chocolate

Aims:
• To introduce you to different types of non- fiction
• To explore the different purposes and audiences of non- fiction
• To work as part of a group and individually
• To inspire you to respond to the text in a number of ways
Major outcomes:
As part of this module you will be expected to complete a number of activities from the following list:
• To demonstrate an awareness of writing for different purposes and audiences.
• To recognise and understand the different writing techniques within non- fiction.
• To be able to produce information texts in a variety of styles and purposes.
• To be able to recognise persuasive language and write in a persuasive manner.
• To link information texts to daily school life.
Literacy:
• To reading for meaning from visual as well as written text.
• To explore the use of specialist vocabulary and layout.
• To recognise a variety of written techniques, such as: verb tenses; syntax; tone of voice; the use of 1st or 3rd person narrative.

GCSE  skills:
Non- fiction provides a basis of language analysis from a variety of writing, which raises the necessary key skills of exploring language and of the vocabulary needed to succeed at SATs and for GCSE.
Suggested Key vocabulary:
Information Texts Instruction Texts Recounts Persuasive Texts Discursive Writing Explanation Texts Fact  Opinion Bias Syntax Verb Tense 1st – 3rd Person
Formal Informal Imperative Verbs Layout

Homework:
• Bring examples and produce a presentation on chosen non- fiction texts.
• Write in the style of a non-fiction text, using relevant techniques.
• Create display work incorporating the types and uses of non-fiction.
Effort:
This is the most important aspect of your work, it will be measured by your ability to meet deadlines and your contribution to classwork and homework.
Attainment:
This is a measure of your progress throughout the module and will be measured by combining the marks gained on the homework/classroom activities outlined above.  These assessments measure Reading, Writing and Speaking and Listening skills.

English Writing Module 1- 8 Weeks BEOWULF

Aims:
• To read and respond to text;
• To focus on the way the text has been written and the effects on the reader;
• To develop skills for extended, imaginative writing.

Major Outcomes:
During this unit, students will have:
• Analysed how English has changed from the original Anglo Saxon text to the present day;
• Researched the background to the text;
• Annotated key features of the text;
• Discussed their opinions about the effect of these key features;
• Have planned, drafted and completed an extended imaginative assignment.

Literacy:
• Analysis of  the author’s craft;
• Exploring  an important pre twentieth century text;
• Experimenting with key language features in an extended piece of writing.

GCSE Skills:
• Reading text for meaning including annotation, exploring the impact of an author’s techniques on the reader;
• Writing skills including experiments with a range of sentence structures, a range of vocabulary and expression;
• Imaginative writing.

Key Vocabulary
narrative device pace dramatic effect
fragment sentence alliteration kenning subordinate clause
personification technique proof read Simile
metaphor consonant vowel Onomatopoeia

Homework:
• Research
• Initial and final drafts of extended story

Effort:
A very important aspect of your work, effort will be measured by your ability to meet deadlines and your contributions to class and homework.  The top effort grade will be awarded to those who have made every effort to improve on their own standard.

Attainment:
This is a measure of your progress throughout the module.  Marks gained in both class and home work will be combined.  These assessments measure Reading, Writing and Speaking and Listening Skills.

English Prose 1- 8 weeks. - Private Peaceful

Aims:  
• To use a dictionary;
• To organise ideas into a coherent sequence of paragraphs, introducing, developing and concluding effectively;
• To be able to experiment with a range of stylistic devices and to write in a range of forms;
• To deduce meanings using evidence from a range of texts.
•  To be able to comment, using appropriate terminology, on how writers convey characters, setting and mood and to trace the ways in which a writer structures a text to prepare for the ending.
Major outcomes:
• Descriptive writing;
• Oral Presentation for and against the government’s past refusal to grant posthumous pardons; 
• Rewrite parts of the novel in a range of other styles and genres to suit a range of purposes and audiences: Poetry, news articles, from other character’s perspectives, as drama script;
 
Literacy / Numeracy / GCSE skills:
  Writing fiction and non fiction Spelling
  Exploring the author’s craft  Use of time in novel’s structure

Key Vocabulary:
 Text   Enlist   Propaganda  Font   Recruit   Conscientious Objector  Structure  Patriotism  Private  Implication  Trauma  Narrative  Prefix   Suffix   Posthumous 

Home work:
 Spider grams of root words applying lexical patterns;
 Essay:  An analysis of World War One Posters;
  
Effort:
 The effort grade will reflect on your work done at home and in the classroom; your ability to work independently and to act on both the aims of the lesson and on your own targets.

Attainment:
 BAT assessment will be based on your performance over the whole of the module as well as the end of module test;
 Targets on your written work will indicate how you may improve on particular reading and writing skills.

English Revision Module, 1-8 weeks Exam Preparation

Aims
• To recap and use literary skills and knowledge gained over the year
• To develop and consolidate those skills for practical use in the end of year assessment.
• To have a thorough understanding of the examination paper that will be faced.
• To know how you can best attain your potential in the examination.

 

Major Outcomes
In this module your teacher will be highlighting necessary techniques and knowledge for exam success.  These will include:
• An overview of the structure and presentation of the exam.
• A thorough outline of how the marks are awarded and how those marks link to grades and key stage 3 levels.
• Sample papers and answers will be used to highlighting the content, the necessary skills and the quantity of writing needed to succeed.
• The ability to read questions carefully and to only include relevant details in their answers.
For the reading paper, you will develop skills to:
• Prioritise questions in terms of marks and available time.
• Be able to read and annotate text to highlight the writer's intention or skill.
• Be able to analyse sentence construction and imagery.
• Be practised in writing short coherent answers with evidence in examination conditions.
For the writing paper, you will develop skills to:
• Plan and structure long written answers that fulfil the requirements of the question.
• Write for different purposes and audiences, whether: imaginative, informative or persuasive.
• Understand the level of punctuation, spelling, presentation and clarity needed to meet the assessment criteria.
• Know how to use language and structure to engage the reader.

Suggested Key Vocabulary
Prioritise Analyse Annotate Highlight Evaluate Structure Imagine Engage Assessment Persuade Inform Imagery

Literacy and Numeracy 
• To prioritise time and to work successfully in examination conditions.
• To practise and develop the reading and writing skills gained over the year.
• To develop planning and revision skills
• To have an understanding of examination assessment in an exam based on a Key Stage 3 SATs paper.
C Skills: The whole unit will provide a vital grounding in the techniques to succeed in future examinations, especially at GCSE.

Homework
Practice questions from the reading or writing paper.

Assessment
Effort: will be graded 1-4 based on behaviour, homework, class work and participation.
Attainment: will be graded in terms of reading and writing skills in the same method as the end of year exam.

Year 8 English Media Module: Selling You(th)

Aims
• To gain an understanding of media terminology.
• To improve understanding of and ability to ‘read’ advertising campaigns.
• To become aware of your age group’s relevance for advertisers.
• To comment on the techniques and the morality of targeting children.

Outcomes
• To understand the concepts behind targeting certain audiences.
• To produce your own advertising campaign.
• To produce clear, structured written reviews and arguments.
• To produce well structured presentations and contribute effectively in class.

Literacy
• To study key language devices used in this medium.
• To produce your own piece of marketing using the conventions of media non-fiction.
GCSE Skills
• Preparation for GCSE English Media paper. Hone necessary skills in persuasive techniques in preparation for year 10-11.

Key vocabulary
Target audience Denotation Connotation Scheduling Image Contextualisation Placement Jargon Stereotypes Editing Lifestyle Campaign

ICT suggestions
A Power Point presentation on your campaign.

Homework
• Producing a written analysis of television advertisements.
• Producing your own media campaign.

ASSESSMENT
Effort
• To meet classroom and homework deadlines.
• To contribute constructively in lessons.
Attainment: You will be assessed on
• Oral and written contributions
• Ability to use the relevant terminology successfully and your ability to show an understanding of advertising methods and their desired effects.

Year 8 English Non-Fiction Module: Dirty Dogs
  
Aims
• To develop awareness of the different types and the different purposes of non-fiction.
• To read for meaning; tracing the development of themes, values or ideas in texts.
• To analyse the techniques used to inform and to argue and persuade.
• To explore and develop ideas and relationships through work in role.
• To learn skills of formal group discussion and interaction.

Major Outcomes
As part of this module you will be expected to complete a number of activities including:
• To analyse a piece of information text.
• To recognise and be able to analyse some of the techniques of writing to persuade, argue or advise e.g. the use of prepositions and connectives to indicate purpose.
• To select, retrieve and combine information from various sources into one coherent document.
• To take part in a formal class debate in which you take on a specific role.
• To write a letter to an MP expressing opinion and requesting action.

Literacy
• To read for meaning from visual as well as written texts.
• To analyse how particular techniques of information and argument texts are used for effect.
• To read and synthesise a range of complex texts and to practise skills of selection & retrieval.
• To plan, draft and present a piece of persuasive writing making choices over vocabulary, structure and layout.

GCSE Skills
Non- fiction provides a basis of language analysis from a variety of writing, which raises the necessary key skills of exploring language and of the vocabulary needed to succeed at SATs and for GCSE.

Suggested Key Vocabulary
Information Debate Preposition Irony / Ironic Persuasion Hypothesise Connective Tone Argument Speculate Figurative Language Viewpoint Advise Formal / Informal Logic Rhetoric

Homeworks
Reading and research
Writing analysis of an information leaflet
Letter to a local MP

ASSESSMENT
Effort: This is the most important aspect of your work. It will be measured by your ability to meet deadlines and your contribution to class and homework.
Attainment: This is a measure of your progress throughout the module and will be measured by combining the marks gained on the homework/classroom activities outlined above.  These assessments measure Reading, Writing and Speaking and Listening skills.

Year 8 English Shakespeare Module

Aims
• To further the study of Shakespeare and develop pupils’ understanding of the language.
• To work as part of a group and individually.
• To develop an understanding of how plot is structured by the writer.
• To gain insight into the tradition of Greek tragedy and to explore the dramatic possibilities within the play.
• To gain insight into life and theatre in the late 16th and early17th century.

Major outcomes
As part of this module you will be expected to complete a number of activities from the following list:
• Select and explain information from the text in a newspaper article
• Dramatise key events and complete a freeze frame exercise
• To demonstrate an understanding of the complex imagery in the play interpreting Shakespeare’s use of language
• To be able to discuss and understand the emotions and moral dilemmas depicted.
• To demonstrate a solid understanding of themes and character motivation.

GCSE  Skills
Shakespeare is a key component of SAT and GCSE assessment, so it is vital to have experience of how the plays are structured and of Shakespearean English.
You will learn and revise a number of targets outlined in the National Literacy Strategy during this module which include:
• Responses to a play.
• Awareness of literary heritage, active reading, exploratory drama, collaboration, a range of ways of presenting information.

Suggested Key vocabulary
Playwright Tragedy (Greek) Act  Setting Soliloquy Plot Scene Imagery Verse Prose Puns Themes Quotation Freeze frame Character Fate Prologue Feud Chorus 

Homework
• Sequencing a key scene.
• Composing a newspaper article.
• Interpreting Shakespeare’s use of imagery/language in selected extracts.
• Picking out key points from speech
• Writing in role e.g. as the nurse, Juliet or Friar Lawrence
• Dramatic presentation eg. Who was to blame?

ASSESSMENT
Effort: This is the most important aspect of your work; it will be measured by your ability to meet deadlines and your contribution to class work and homework.
Attainment: This is a measure of your progress throughout the module and will be measured by combining the marks gained on the homework/classroom activities outlined above. These assessments measure Reading, Writing and Speaking and Listening skills.

Year 8 English Poetry Module : A Poetry Reading Trail : Songs, Words and Images

Aims
• To develop pupils’ understanding through the study of a range of poems
• To work as part of a group and individually
• To inspire pupils to respond to the text in a number of ways
• To develop the techniques needed to appreciate, write and analyse poetry.
• Explore how poetry can be presented using sound and vision.

Major outcomes
As part of this module you will be expected to complete a number of activities from the following list:
• Analyse paintings as a source of inspiration
• Writing and drafting poems and songs, experimenting with techniques
• Representation of emotions through visual images and in poetry
• Written evaluation of ‘Deadalus and Icarus’ or other such poem.
• Collaboration on writing of poetry.
• An exploration and comparison of poems from differing time periods.

Literacy / Numeracy / GCSE Skills
You will learn and revise a number of skills outlined in the National Literacy Strategy during this module which include:
• Reading for meaning from visual as well as written text.
• Reading for underlying meanings and understanding poetic form.
• The links between reading and writing, the drafting process, exploratory writing, exploratory talk, clarifying through talk.
Numeracy: Counting rhythmic beats and stanza lengths.
GCSE skills: The skills listed above form the guidelines to poetry analysis and appreciation at year 8 and will develop the skills needed for poetry study and appreciation for GCSE examinations.

Suggested Key vocabulary
Rhyme Rhythm Visual Form Tone Stanza Imagery Theme Representation Font Poet Emotion Metaphor Simile Annotate Quotation

Homework
• Drafting poems.
• Representing emotion visually and in poetry.
• Analysis and written commentary of poem(s).
• Writing a response to a poem in the voice of a particular reader, drawing attention to themes this reader would find important.

Year 8 English Poetry Module: ‘I Saw A Child’ A study of poems on the theme of Childhood and Parenthood.

Aims:
• To develop pupils’ understanding through the study of a range of poems.
• To work as part of a group and individually.
• To inspire pupils to respond to the text in a number of ways.
• To develop the techniques needed to appreciate, write and analyse poetry.
• Explore how poetry can be presented using sound and vision.
Major outcomes:
As part of this module you will be expected to complete a number of activities from the following list:
• Annotate poems with close attention to the language of poetry including word choices, grammar and layout.
• Collaboration on writing of poetry, experimenting with techniques.
• An exploration and comparison of poems from differing time periods and cultures.
• Presentation of a chosen poem.
• Written evaluation of a poem of pupil’s own choice.

Literacy / Numeracy / GCSE Skills
You will learn and revise a number of skills outlined in the National Literacy Strategy during this module which include:
• Reading for underlying meanings and understanding poetic form.
• The links between reading and writing, the drafting process, exploratory writing, exploratory talk, clarifying through talk.
Numeracy: Counting rhythmic beats and stanza lengths.
GCSE skills: The skills listed above form the guidelines to poetry analysis and appreciation at year 8 and will develop the skills needed for poetry study and appreciation for GCSE examinations.

Suggested Key vocabulary:
Rhyme Rhythm Voice Form Tone Stanza Imagery Theme Representation Font Poet Emotion Metaphor Simile Annotate Quotation

Homework:
• Drafting and writing poems based on childhood memories.
• Analysis and written commentary of poem(s).
• Preparing a presentation of a poem.
• Writing a response to a favourite poem drawing attention to how the theme is conveyed and what makes this poem different from others studied.

Effort:
This is the most important aspect of your work; it will be measured by your ability to meet
deadlines and your contribution to class work and homework.
Attainment:
This is a measure of your progress throughout the module and will be measured by combining the marks gained on the homework/classroom activities outlined above. These assessments measure Reading, Writing and Speaking and Listening skills.

Year 8 English Prose Module ‘Holes’ by Louis Sacher

Aims
• To develop pupils’ ability to read forwards and backwards in a text
• To infer and deduce
• To analyse through annotation
• To trace narrative structure
• To recognise differences between characters’ views and authorial voice
• To develop pupils’ skills in note taking and annotation of a text
• To explore differences between written text and film.

Major Outcomes
• An essay on the relationship between two main characters
• Writing in role e.g. a diary or letter.

Literacy / Numeracy / GCSE Skills
• To use appropriate reading strategies to extract particular information
• To infer and deduce meanings using evidence in the text
• To distinguish between the views of the characters and those of the writer
• To comment, using appropriate terminology, on the way writers convey setting, character and mood through word choice and sentence structure
• Writing to inform, explain and describe
• Writing to analyse, review and comment
• To look at the use of time and the interrelation of the two narratives

Key Vocabulary
Development Plot/storyline Dialogue Interpretation Flashback Structure Themes Quotation Juxtaposition

Homework
• A letter
• Reading and understanding of the text
• Research using books and the internet
• Writing about how the author uses language to create character
• Creating own villainess
• Designing film trailer

ASSESSMENT
Effort: This is the most important aspect of your work; it will be measured by your ability to meet deadlines and your contribution to class work and homework.

Attainment: This is a measure of your progress throughout the module and will be measured by combining the marks gained on the homework/classroom activities outlined above. These assessments measure Reading, Writing and Speaking and Listening skills.

Year 8 English Revision Module: Exam Preparation  

Aims:
• To recap and use literary skills and knowledge gained over the year
• To develop and consolidate those skills for practical use in the end of year assessment.
• To have a thorough understanding of the examination paper that will be faced.
• To know how you can best attain your potential in the examination.
Major Outcomes: 
In this module your teacher will be highlighting necessary techniques and knowledge for exam success.  These will include:
• An overview of the structure and presentation of the exam.
• A thorough outline of how the marks are awarded and how those marks link to grades and key stage 3 levels.
• Sample papers and answers will be used to highlight the content, the necessary skills and the quantity of writing needed to succeed.
• The ability to read questions carefully and to only include relevant details in their answers.
For the reading paper, you will develop skills to:
• Prioritise questions in terms of marks and available time.
• Independently read and annotate text to highlight the writer's intention or skill and to select and retrieve information for relevant purpose
• Be able to analyse sentence construction and imagery.
• Be practised in writing short coherent answers with evidence in examination conditions.
For the writing paper, you will develop skills to:
• Plan and structure long written answers that fulfil the requirements of the question.
• Write for different purposes and audiences, whether: imaginative, informative or persuasive.
• Understand the level of punctuation, spelling, presentation and clarity needed to meet the assessment criteria.
• Know how to use language and structure to engage the reader.
Suggested Key Vocabulary:
Prioritise Analyse Annotate Highlight Evaluate Structure Imagine Engage Assessment Persuade Inform Imagery

Literacy and Numeracy: 
• To prioritise time and to work successfully in examination conditions.
• To practise and develop the reading and writing skills gained over the year.
• To develop planning and revision skills
• To have an understanding of examination assessment in an exam based on a Key Stage 3 SATs paper.
GCSE Skills: The whole unit will provide a vital grounding in the techniques to succeed in future examinations, especially at GCSE.
Homework
Practice questions from the reading or writing paper.
Assessment
Effort: will be graded 1-4 based on behaviour, homework, class work and participation.
Attainment: will be graded in terms of reading and writing skills in the same method as the end of year exam.

Year 8 English Prose Module:‘FACE’ by Benjamin Zephaniah
  
Aims
• To explore characters’ changing perspectives
• To develop awareness of how choices of language and structure achieve particular effects
• To use evidence and quotation in order to enrich and explain ideas
• To adapt style of writing for a range of purposes
• To develop Writing to argue, persuade, advise
• To read for meaning and develop the skill of annotating a prose text.

Major Outcomes
• Trial of Graham Fisher and Peter Mosley (chapter 17)
• Compose a newspaper report of events from the novel (including interviews with characters)
• Diary entries

Literacy/GCSE skills
• Compare the variations in written Standard English and spoken English (how are accents used in the text?)
• Consideration of how choice of layout, form and presentation contribute to the overall effect in media publications
• Use of students’ own skills in presenting material clearly, using appropriate layout, illustrations and organisation for a front cover publication.

Key Vocabulary
disfigurement expressionless masthead ambition credibility teaser ego victorious by-line  cautiously ventured caption 

Homework
• To research Simon Weston and facial disfigurement
• To research East London and annotated illustration of Green Street
• A variety of writing tasks to suit different purposes and different audiences.

ASSESSMENT
Effort
This is the most important aspect of your work; it will be measured by your ability to meet deadlines and your contribution to class work and homework.
Attainment
This is a measure of your progress throughout the module and will be measured by combining the marks gained on the homework/classroom activities outlined above. These assessments measure Reading, Writing and Speaking and Listening skills.

Year 9 English Non-Fiction Module – 8 weeks The Environment

Aims
• To read and respond to a variety of non-fiction texts and poetry.
• To focus on the way texts have been written and the effects they create on the reader.
• To develop skills of persuasive writing and argument writing for a specific audience and purpose.
• To prepare for the SATs reading and writing papers.

Major Outcomes
• To articulate your own opinions in class debate and group discussions. 
• To read & understand information presented in the form of charts, graphs, pictures etc.
• To select and retrieve information for a purpose.
• To summarise and synthesise key points.
• Write a newspaper article, to present an argument and persuade the reader. 
• Practice SATs style reading and writing papers.

Literacy
You will learn a number of key skills in this unit including reading for a purpose, information selection and retrieval, writing to persuade and develop an argument and writing for a particular audience and purpose.

GCSE Skills
Reading non-fiction provides a basis of language study, which improves vocabulary and hones the skills of language analysis needed at GCSE.

Key Vocabulary
Pollution Recycle Quoted Culprit Environment Developing world Irony Co operation Government Asthma Ironic Point of View Policy / policies Hazardous  Bias Rhetorical Artificial Consequences Effective Persuasion Greenhouse gases Debate Deteriorate Argument

Homeworks
• Designing own Cartoon/Leaflet conveying a message about the environment –inform, explain, describe.
• Summarising / Reducing Letter to MP
• Writing Article for Newspaper – to persuade, argue, advise.
• Past Sats paper questions.

ASSESSMENT
Effort: This is the most important aspect of your work. It will be measured by your ability to meet deadlines and your contribution to class work and homework.
Attainment: This is a measure of your progress throughout the module and will be measured by combining the marks gained on the homework / classroom activities outlined above. These assessments measure Reading, Writing and Speaking and Listening skills.

Year 9 English Module   ‘Persuade, argue, advise’ triplet– 8 weeks Persuasive Texts

 Reading: to extend strategies for appraising and extracting relevant information to analyse how media texts influence the reader to compare themes and styles of two writers from different times to analyse and discuss use of rhetorical devices in a text
 Writing:  to present a case persuasively enough to gain the attention and influence the responses of a specified group of readers.   

Major Outcomes
 Analyse persuasive speeches from political figures from a range of times and cultures (non fiction)
 Analyse persuasive speeches from television and film (fiction)
 Practise a range of annotation and note-taking strategies
 Plan and write persuasive texts making use of rhetorical devices as appropriate for specified groups of readers
 In speech and in writing, to make comparisons between texts.

Literacy and GCSE Skills
This unit revises skills learnt in years 7 and 8 as preparation for SATs papers. Here, students will be expected to analyse the effect of the key features of non fiction texts including a range of persuasive texts. They will have to be able to compare texts and to be able to write effectively for a specified reading group.
This unit also prepares students for GCSE as these skills also form part of the GCSE coursework and examination assessment.

Suggested Key Vocabulary

Bias Alliteration Onomatopoeia Connective Emotive Complex sentence Clause Plural First person singular/plural pronoun Third person singular/plural pronoun Compound sentence Personification Abstract/concrete noun Devices Statistics Formal/informal Imagery Vocabulary Repetition 
 
Homeworks
Comparative essay; Persuasive writing text; Research; Note-taking.

ASSESSMENT
Effort: This will be measured by your ability to meet deadlines, your contributions to class and home work and evidence that you have tried to act on targets set by your teacher and in your own self assessment.
Attainment: In Reading this will be measured by your ability, in speech and writing, to compare texts and to comment on a range of rhetorical devices. Higher attainment will be reflected in a range of interpretations.
In Writing this will be measured by your ability to use a range of devices to suit a specified group of readers. Highest attainment will show sophistication in the organisation of ideas and in the range of appropriate sentence structures, vocabulary and expression.

Year 9 English Prose Module ‘Stone Cold’ by Robert Swindells

Aims
• To develop pupils’ ability to annotate a text and synthesise information
• To infer and deduce
• To analyse narrative structure and technique
• To compare different styles within and across texts (fiction and non-fiction)
• To give a balanced analysis of the differences between written text and film
• To experiment with different ways of structuring narrative writing
• To prepare pupils for SATs reading paper by including a range of non-fiction texts.

Major Outcomes
• Writing fiction - to explain, imagine, entertain.
• Experiment with writing next chapter or rewrite an episode from a different character’s viewpoint
• Writing non-fiction – to persuade, argue, advise; to analyse; report writing.

Literacy / Numeracy / GCSE Skills
• To use appropriate reading strategies to extract particular information
• To infer and deduce meanings using evidence in the text
• To comment, using appropriate terminology, on the way writers convey setting, character and mood through word choice and sentence structure
• Writing to inform, explain and describe
• Writing to analyse, review and comment
• To look at the use of time and the interrelation of the two narratives

Key Vocabulary
Development Plot/storyline Theme Interpretation Flashback Structure Split narrative Quotation Juxtaposition
 
Homeworks
• Report on the causes and consequences of becoming homeless
• The beginning of the story as seen from the point of view of a different character, for example Vince, the mother, sister.
• Character Work – including Character Log, Character Study of Shelter, letter from Vince to sister.
• Daily Routine Orders 16 (sequel)
• A speech promoting ‘The Big Issue’
• A letter to BBC discussing the merits and faults of the televised version of the book.
• An essay on the relationship between two main characters or a character study.

ASSESSMENT
Effort: This is the most important aspect of your work; it will be measured by your ability to meet deadlines and your contribution to class work and homework.
Attainment: This is a measure of your progress throughout the module and will be measured by combining the marks gained on the homework/classroom activities. These assessments measure Reading; Writing and Speaking and Listening.

Year 9 English Prose Module     ‘Looking for JJ’ by Anne Cassidy  Module 4
  
Aims:
• To consider moral and controversial issues in society today
• To develop pupils’ ability to annotate a text and to infer and deduce
• To analyse narrative structure and techniques including figurative language 
• To prepare pupils for end of Key Stage Assessment and beyond.

Major Outcomes:
• Analysis of the narrative style of the opening pages
• Experiment with writing next chapter or rewrite an episode from a different character’s viewpoint
• Writing non-fiction – report writing; writing to persuade, argue, advise; to analyse
• Time to Reflect – pupils’ own writing: keeping track of own thoughts on characters, important plot developments, moral issues etc as the story unfolds
• Class debate on issues covered
• Devise a trailer for a possible film of the book, or write a book review.

Literacy / Numeracy / GCSE Skills
• To use appropriate reading strategies to extract particular information
• To infer and deduce meanings using evidence in the text
• To comment, using appropriate terminology, on the way writers convey setting, character and mood through word choice and sentence structure
• Writing to persuade, argue, advise; to analyse, review, comment
• Creative writing in the style of the novel
• Speaking and Listening skills in debate.

Key Vocabulary
Interpretation Plot/storyline Figurative language
Narrative structure Theme Controversial
Flashback Quotation Moral dilemma
 
Homeworks
• Annotation and analysis of opening pages
• Key points of the story as seen from the point of view of a different character, for example Frankie, Michelle or Lucy.
• Character Work – including Character Log, diaries, letters for example from Alice to her mother.
• Report writing for example the social workers report on Jennifer Jones’ home life, probation officer’s report on Alice Tully.
• Preparation for class debate
• A letter to or an editorial in a newspaper on the case
• A letter to the author.

Effort:
This is the most important aspect of your work; it will be measured by your ability to meet deadlines and your contribution to class work and homework.
Attainment:
This is a measure of your progress throughout the module and will be measured by
combining the marks gained on the homework/classroom activities. These assessments
measure Reading; Writing and Speaking and Listening.

Year 9 English Module  Shakespeare: Romeo and Juliet  Module 5

Aims:
• To understand how the dramatist creates meaning through the structure of the play, the plot, language and characterization
• To explore themes and issues of the play
• To prepare for the Shakespeare SATs exam paper (internally marked)
• To prepare for demands of Shakespeare at GCSE level.

Major Outcomes:
• Students will produce a compilation of their own revision notes using a range of strategies in order to develop independent learning
• Practice essays following the SATs examination format and assessment procedures
• Oral activities including hot seating, role play and directing a scene.

Literacy:
• Reading for underlying meanings and considering the possibility of a range of interpretations
• The links between the play as a written text and as a dramatic performance.

GCSE Skills:
The ability to analyse and interpret the works of Shakespeare
To develop informed readings of texts and write evaluative responses
Note-taking skills for revision purposes to facilitate independent learning

Key Vocabulary:

Soliloquy Theme Tragedy Feud Alliteration       Iambic pentameter Patriarchal Motivation Prologue Puns Imagery Chorus Structure Aside Irony/ironic
Atmosphere Protagonist Fate

Homework:
Practice essays on the SATs scenes; revision.

Effort:
This is the most important aspect of your work; it will be measured by your ability to meet deadlines and your contribution of class work and homework.

Attainment:
This measure of progress throughout the module will be measured both in the SATs Shakespeare paper and in class work and activities, measuring Reading, Writing and Speaking and Listening skills.