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Gulliver’s Travels >> Year 8

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Year 8Year 8 Term: Term: Teacher:Teacher: NOTES NOTES underlined =resources needed, supplied italic and underlined = optional resources TextsTexts: BookBook Gulliver's Travels Ed. Parker, H 1996 Thornes Classic Novels Stanley Thornes Ltd ISBN 0 7487 2422-2 VideoVideo Gulliver's Travels 1996 Starring Ted Danson et al Dir. Charles Sturridge

Main ObjectivesMain Objectives: (See also Medium Term Planning and Objectives column) SentenceSentence S6 Explore and compare different methods of grouping sentences into paragraphs of continuous text. S10 Identify the key alterations made to a text when it is changed from an informal to a formal text. ReadingReading R5 Trace the development of themes, values or ideas in a text. Speaking and ListeningSpeaking and Listening S&L7 Listen for a specific purpose, paying sustained attention and selecting for comment or question that which is relevant to the agreed focus.

School Priorities School Priorities



ObjectivesObjectives StarterStarter IntroductionIntroduction DevelopmentDevelopment PlenaryPlenary HomeworkHomework Lesson 1 R5-Trace Developments

Relate to students’ experience. Why do you travel? What do you expect? Why do you think others travel?

Watch VIDEO. Beginning to arrival at Lilliput. Consider while watch: Why does Gulliver want to travel? What does he expect? What does he find? Pairs discuss questions and feedback.

Feedback discussion: What messages or themes does the director appear to want to get across?

Lesson 2 R16- Cultural context

Read INTRODUCTION PAGES 2-3 (Thornes ed. only) What was Swift saying about Ireland? Visualisation: visualise poverty in Ireland; compare to the rich government.

STAD lesson Mixed ability groups of four. Use RESOURCE 1 - Ireland in the 1700s. Students learn and teach each other about the information. Students are given an individual test of ten questions. Group score is added up and divided by the number of students in the group.

What was happening when Swift wrote? How does this influence his writing?

Research: Find five new facts about Ireland in the 1700’s.

Lesson 3 S6-Grouping Sentences S7- Cohesion & coherence R5- Trace developments

If you could create your ideal home what would it be like? Continue to: If you could create a perfect country/world what would it be like? What would you change? Read EXTRACT 1 – CH1 pages 10-12 (+ if time)

1. Sorting task-paragraphs could be cut out and put in order.

2. How do you know where to put each paragraph? What clues were you given?

Mark on OHTs of Pgs. 10-12. Consider linking phrases and words, and chronological order. 3. What would you use as the next linking phrase? Pairs. Feedback. Write one or two on the board. Students predict what will be in the next paragraph.

Name two things you have learnt about writing paragraphs.



ObjectivesObjectives StarterStarter IntroductionIntroduction DevelopmentDevelopment PlenaryPlenary HomeworkHomework Lesson 4 R7- Implied and explicit meanings Why does Swift use satire in Gulliver’s Travels?

Brainstorm small-minded Thesaurus-look up the words you have thought of.

Read EXTRACT 2 – CH2 Give a definition of satire suitable for your class.

1. Is Swift’s tone neutral or biased?

2. RESOURCE 2 - Table- fill in negative and positive points about the Emperor.

3. How does Swift show that the characters are small minded?

4. Swift uses this imaginary world to emphasise the situation in Ireland. Why?

Why does Swift use satire in Gulliver’s Travels? How does Swift imply that the people in Lilliput are small-minded?

Lesson 5 S5- Conditionals and modal verbs R4- Versatile reading

Put these in order of strength RESOURCE 3 - (could be cut out on card):modal / conditional verbs. If time, finish sentences as rules for school.

What rules would you give to a giant living in Leicester? Read EXTRACT 3 – CH3 - rules for Gulliver in Lilliput pages 37 Emphasise that “swore” means promised.

1. Is Gulliver happy about these rules?

2. How do you know?-Evidence

3. How do you you work out difficult words and long sentences?-pair>fours>whole class.

What makes a good reader? Can you match the (teacher’s) list on the OHP? – RESOURCE 4

Lesson 6 S2- Variety of sentence structure S3- Colons and semi-colons

Inductive. Use RESOURCE 5 - examples of semicolons used. Students work out if there are any rules for the use of semicolons.

Rules? Read RESOURCE 6 – CH5 pages 47-50 What is Gulliver’s plan?

Using RESOURCE 6 , take out the parenthesis to end up with a summary of what happens. This could be completed on computer more easily.

Read the shortest summary. Is it clear? What does the parenthesis add?

Find and copy ten sentences using semi-colons from favourite book or magazine OR complete an appropriate semi-colon worksheet.



ObjectivesObjectives StarterStarter IntroductionIntroduction DevelopmentDevelopment PlenaryPlenary HomeworkHomework Lesson 7 S&L5- Question to clarify or define W1-Effective Planning

Assignment: Teacher reads through RESOURCE 7 assignment tasks without adding guidance. Students could be given a reward for every relevant and thoughtful question they ask, if they are a quiet class, looking for a winner.

Students get into pairs. Think of questions to ask about the assignment. Teacher answers questions. Teacher models the beginnings of a mind-map. Students ask questions about using mind-maps. Students continue the mind-map as they think it will continue. Students complete their own mind-map.

Students given another opportunity to ask questions about the mind-map or the assignment.

Add pictures to mind-map at home.

Lesson 8 W1- Effective Planning

Model the writing of the assignment-as much as possible, a paragraph? Consider the use of the topic sentence and semicolons as studied earlier in unit. Then ask students to discuss the next sentence. Take students’ suggestions. Choose the best and modify or extend sentences with students’ help.

Students write their first paragraph on a white board or plastic wallet (to keep for the next lesson) to allow changes and revisions. Peer drafting could be allowed.

Students share paragraphs looking out for where sentences could use commas or semicolons as studied earlier.

Lesson 9 W1-Effective Planning

OHP The teacher could prepare an OHT of a completed assignment including common errors in students work. May be errors collected from previous lesson and prepared by the teacher. Students come out to make corrections. Marking policy could be taught through symbols used on OHT.

Students continue their assignment using drafting and proof reading as OHT example.

Share best work: share and praise good practise.



ObjectivesObjectives StarterStarter IntroductionIntroduction DevelopmentDevelopment PlenaryPlenary HomeworkHomework Lesson 10 W4 Handwriting (could be incorporated into another lesson)

What makes good handwriting?

As students finish assignment- every paragraph the student stops and asks for a handwriting target from a peer for the next paragraph. The same target may be given until improvement is made.

How have you improved your handwriting? What do you need to do to improve your handwriting?

Lesson 11 W7- Establish the tone S10- informal to formal

• Going to turn the following into a newspaper article.

• You will not be allowed to use colloquial or slang words.

• Read EXTRACT 4 – CH5 pages 52-54

• Whiteboards: Catchy headline? Hold up to show class.

• Target audience?

• Model at least the first two sentences of the paragraph-emphasise the use of third person and an indignant tone.

• Students write the next two sentences on white boards. Feedback-checklist:

• Have they used standard English, accurate third person and an indignant tone?

• Students continue writing their own articles. A layout frame could be used.

Name two things that are important when writing a newspaper.

Slang and formal language dictionary, e.g., ain’t=is not bloke= man…

Lesson 12 S2-Variety of sentence structure S3-Colons and semi-colons S&L 11-Building on others

Read EXTRACT 5 – CH6 - pages 59-64 Review the use of semi-colons. Highlight ‘linking words’- conjunctions Are a variety of linking words used? Why are they used?

Debate Should children be brought up by the state? 5 minutes in pairs then half class for and half class against-chosen by teacher or given numbers one and two around the room. One person speaks then one person from the other side replies. (Use a ball?) List of phrases on OHP: RESOURCE 8 I agree with…however, Yes, but don’t you think that…, not always, sometimes…however, I disagree because…, occasionally…, Don’t you think that…? Might some people not think that…?, Isn’t it true that…? Ensure whole class participation.

Summarise opinion on the question, individually, in writing using linking words. List on RESOURCE 9 - OHP: conjunctions or as appropriate to class.



ObjectivesObjectives StarterStarter IntroductionIntroduction DevelopmentDevelopment PlenaryPlenary HomeworkHomework Lesson 13 S7 Cohesion and Coherence

Evidence in court-should Gulliver leave based on this evidence? Read articles EXTRACT 6 – CH7 pages 69-70 Answer above. Read pages 70-73

OHT - -underline effective linking phrases. RESOURCE 10 - Make a list of topic sentences from the book. In groups of four put the topic sentences into groups (inductive learning). What groups have you made? e.g., Introduce the topic of the paragraph, all about one thing, use conjunct ‘linking words’…

What purpose do topic sentences/ linking phrases have? Why are they used?

Ensure assignments are handed in all work complete.

Lesson 14 S&L7-Listen for a specific purpose

Visualisation: Imagine you are Gulliver. Picture Gulliver’s journey home, sea, wind, people waving goodbye, etc. How do you feel? Do you want to go home? How do you feel about the people sending you home?

Focus: How does Gulliver leave the country? Make notes in RESOURCE 11 - frame while listening to reading of EXTRACT 7 – CH8 pages 77-81.

Write a paragraph answering the question without using the book.

Lesson 15 S&L12 - Varied roles in discussion

Jigsaw Lesson Hot-seating Expert groups: • Gulliver • A soldier from

Lilliput • Emperor of Lilliput • Empress

Will need RESOURCE 12 - instructions. 1. In expert groups decide

what you know about the character.

2. Individual-make up questions for each other character.

3. In home groups take turns to hotseat gathering information on each character.

Name five things about your character.



ObjectivesObjectives StarterStarter IntroductionIntroduction DevelopmentDevelopment PlenaryPlenary HomeworkHomework Lesson 16 Figurative language

Read EXTRACT 8 – PART 2 CH1 pages 88 to 99-less if slower group.

1. Pick out figurative language about the rats.

2. Students make up figurative phrases about the rats. Could be in pairs on whiteboards. The rat is as tall as…, the rat is as _________ as_______

3. Imagine you are two inches tall. Write a description of a journey through your house, a field or a beach using figurative language.

Share figurative language used.

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Gulliver’s Travels >> Year 8 - teachitenglish.co.uk · do you travel? What do you expect? Why do ... Gulliver’s Travels? Brainstorm small - minded ... Gulliver’s Travels >>