Subject: English Scheme of Work: Year 9 Writing to

English @ SAA

Subject:

English

Scheme of Work: Year 9 –Writing to Describe/Narrate (Language Paper 1 Section B) and An Inspector Calls (Literature Paper 2, Question 1)

Term: Autumn/Spring/Summer

Topic / Unit(s)

Overview / Context This term, students will study An Inspector Calls and Language Paper 1, Section B

They will learn:

How to respond to a writing task for Language Paper 1, section B

key messages and themes presented in a text

how to respond to a Literature P2, Q1 questions – based on character and theme

how to respond to GCSE Language questions

to review/develop SPAG writing skills

Assessment/Mastery

Success criteria

Curriculum Opportunities

SMSC Spiritual Moral Social Cultural

Assessment Opportunities

PAIR Marking to be completed:

Summer Term 1:

Week 2: Write a description of a place you know well (Language Paper 1, Question 5)

Week 5: How and why does Sheila change in An Inspector Calls?

Write about:

• how Sheila responds to her family and to the Inspector

• how Priestley presents Sheila by the ways he writes

English @ SAA

Summer Term 2:

Week 2: How does Priestley explore class in An Inspector Calls?

Write about:

• the ideas about class in An Inspector Calls

• how Priestley presents these ideas by the ways he writes

Week 3/4: How does Priestley explore responsibility in An Inspector Calls?

Write about:

• the ideas about responsibility in An Inspector Calls


Assessment Cycle:

1 2 3

Key Vocabulary Character

Setting

Symbolism

Playwright

Communism

Socialism

Stage craft

Act

Scene

Dramatic Irony

Wider Reading

Teacher Notes Available resources for this scheme are in shared area.

Assessments are documented in the scheme

Focus for this scheme is to develop students’ evaluative and critical thinking around a writer’s key ideas and how they are presented within Literature. Furthermore, students will be developing the skills for Language Paper with a clear focus on this paper in Term.

English @ SAA

Summer Term 1

The Three Peaks

Objectives

Teaching and Learning Activities Assessment Notes

Lesson 1

1. Gathering.

Recite key skills for Language Paper 1, Section A

2. Processing

3. Applying

Reflection Lesson/Intervention

Bell task: Recall the skills demonstrated in previous assessment for Language Paper 1, Section A

Learning toolbox:

Habits of mind – striving for accuracy

Tasks:

Discuss personalised intervention plans with students

Distribute intervention strategies and complete/use them to guide reflection on previous assessment in PAIR book

Plenary: Set personal targets for future reading responses

Teacher to choose from:

1. Use of traffic light cards to check understanding

2. Targeted questioning or random using popcorn, name generator, lollipop sticks etc.

3. Self/Peer assessment 4. MWB responses 5. Question wall 6. Quiz 7. Journal evaluation

Resources:

Students need books

Personalised intervention plans

Key Vocabulary/Literacy opportunities

Marking Opportunity:

Red pen

Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Lesson 2

1. Gathering.

List relevant descriptive features

2. Processing

Analyse the effect of a descriptive text

3. Applying

Apply my knowledge of the effect of language choices

Language Paper 1, Question 2

Bell task: Bubble map for writing to describe

Learning toolbox:

Bubble map – descriptive features

Tasks:

Students to analyse a description of a setting (Description of Coke Town from Hard Times by Dickens) and identify the descriptive features used

Shared response to question 2 ‘How does the writer use language to present the town?’

Plenary: Make a note of what language features you could ‘pinch’ to use in own descriptive writing





Resources:

Students need books

Copy of Coke Town description



Red pen

Recall/Homework:

SMSC:

Misconceptions:

Lesson 3

1. Gathering.

List relevant ideas relating to structure

2. Processing

Explain when and why a writer employs specific structural devices

3. Applying


Bell task: When do we begin a new paragraph?

Learning toolbox:

Bubble map for ideas structural devices

Tasks:

Create a bubble map to recall structural features used in writing

Read the ’Hound of the Baskerville’ extract and talk students through the structural devices used and the impact they have

Write a response to Question 3

Plenary: Make a note as to what structural devices could be used in your own writing





Resources:

Students need books

Copy of the ‘Hound of the Baskervilles’ extract and Question 3



Red pen

Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Apply my understanding of structural devices

Lesson 4

1. Gathering.

Recite what is meant by evaluate

2. Processing

Explain how a writer creates specific effects

3. Applying

Evaluate how successfully a writer creates specific effects


Bell task: Recall what is meant by ‘evaluate’

Learning toolbox:

Red cap – emotions towards a text/statements

Bubble map

Tasks:

Using the Hound of the Baskerville extract and Q4, guide students through the response and how to identify relevant parts to support the statement.

Remind students that they need to skill of creating certain effects in their own writing so need to be aware of how to do this

Plenary: Choice from department folder





Resources:

Students need books

Copy of the ‘Hound of the Baskervilles’ extract and Question 4



Red pen

Recall/Homework:

SMSC:

Misconceptions:

Lesson 5

1. Gathering.

List relevant ideas relating to structure

2. Processing

Explain when and why a writer employs specific structural devices

3. Applying


Bell task: Display an image – students to list the ‘nouns’ that they could describe in the image

Learning toolbox:

Red cap – ideas about image

Bubble map

Tasks:

Choose one of the nouns and create a bubble map to list adjectives/verbs/adverbs that could be used to describe it

Model a short descriptive paragraph using the information from the bubble map – use a range of sentences/vocabulary/punctuation.





Resources:

Students need books



Red pen

Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Apply my understanding of structural devices

Students to write their own paragraph using a similar format to the modelled one. And self-assess it.


Lesson 6

1. Gathering.

List sophisticated vocabulary choices

2. Processing

Classify my ideas according to my description

3. Applying


Bell task: Vocabulary focus – give alternative words for poor choices displayed

Learning toolbox:

Blue cap – planning

Brace map – planning a description that shifts focus and uses a range of descriptive features

Tasks:

Share mark scheme for Question 5 – make links and give reasons to what has been studied in the last few lessons

Recall linguistic features/sentence types/punctuation/structural features covered in the last few lessons.

Students are to plan a descriptive response about a place that they know well and can describe at two different times

Plenary:





Resources:

Students need books



Red pen

Recall/Homework:

SMSC:

Misconceptions:

Lesson 7

1. Gathering.

Select sophisticated vocabulary and punctuation choices

2. Processing


3. Applying


Bell task: Display a weak descriptive sentence – students are to copy it out adding in a range of punctuation and editing poor vocabulary choices

Learning toolbox:



Tasks:





Resources:

Students need books



Red pen

Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Students are to complete a response in their blue books to the following task:

Write a description of a place that you know well at two different times

Plenary:

Lesson 8

1. Gathering.

Select sophisticated vocabulary and punctuation choices

2. Processing


3. Applying


Bell task: Display a weak descriptive sentence – students are to copy it out adding in a range of punctuation and editing poor vocabulary choices

Learning toolbox:



Tasks:

Students are to complete a response in their blue books to the following task:

Write a description of a place that you know well at two different times

Plenary:





Resources:

Students need books



Red pen

Recall/Homework:

SMSC:

Misconceptions:

Lesson 9

1. Gathering.

List relevant ideas

2. Processing Explain the life of the playwright

3. Applying

About the contexts of An Inspector Calls

Bell task: Provide ‘big picture’ learning mat – pupils suggest plot, themes, characters, settings based on images

Learning toolbox:

Circle map for ideas from learning mat

Red Cap to be used for explaining feelings towards play

Tasks:




3. Self/Peer assessment 4. MWB responses 5. Question wall 6. Quiz

Resources:

Students need books



Red pen

Recall/Homework:

SMSC:

English @ SAA

Demonstrate my understanding of AIC contexts by answering questions

Cloze activity on the life of J. B Priestly and the play’s contexts.

Self-assessment (go through as a whole class).

Number each pupil 1-6 and display questions – pupils copy down applicable questions.

Watch BBC2 1960 contexts documentary (Parts 1 and 2) – pupils write down answers to given questions.

Plenary : Feedback and discussion of answers gathered by pupils.

7. Journal evaluation

Misconceptions:

Lesson 10

1. Gathering.

List key contextual factors relating to the play.

2. Processing

Explain the meaning of key lines in Act 1

3. Applying

Demonstrate my understanding of the text by answering key comprehension questions

About Act One of An Inspector Calls.

Bell task: Recall key contextual features of the play

Learning toolbox

White Cap - facts

Tasks:

•Shared reading and discussion of Act One of the play (until the Arthur Birling line ‘You’ve had enough of that port, Eric’) – volunteer/selected pupils to read parts available.

*Pupils to annotate their copies of the text during discussions.

Display quick comprehension questions via PPT – pupils complete questions in exercise books.

Plenary: Feedback and discussion on question responses.





Resources

Key Vocabulary:

Literacy opportunities:


Self-assessment of comprehension questions

Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 11

1. Gathering.

Match images to relevant character/theme in Act 1

2. Processing

Explain key lines in Act 1

Bell task: Display images relating to what has been read so far – students to explain what/who they reflect and why/how? Challenge – can students remember a key quote?

Learning toolbox

Green Hat – Ideas

Tasks




3. Self/Peer assessment 4. MWB responses

Resources:

Key Vocabulary:

Literacy opportunities


English @ SAA

3. Applying

Demonstrate my understanding of the text by answering key comprehension questions

• Shared reading and discussion of Act One of the play (until the end of Act One) – volunteer/selected pupils to read parts available.


Display quick comprehension questions via PPT – pupils complete questions in exercise books.

Plenary: Feedback and discussion on question responses.

5. Question wall 6. Quiz 7. Journal evaluation


Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 12

1. Gathering.

Recall key facts about narrative plot

2. Processing


3. Applying

Demonstrate my understanding of Act 2 by answering comprehension questions

Bell task: Summarise Act 1 in 5 key points

Learning toolbox:

Green cap – ideas about the play

Tasks:• Shared reading and discussion of Act Two of the play (until the Gerald Croft line ‘I didn’t ask for anything in return’) – volunteer/selected pupils to read parts available.


• Display quick comprehension questions via PPT – pupils complete questions in exercise books.

Plenary:

• Feedback and discussion on question responses.





Resources:

Key Vocabulary



Self-assessment o comprehension questions

Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Lesson 13 1. Gathering.

Match images to relevant parts of Act 2

2. Processing


3. Applying

Demonstrate my understanding of Act 2 by accurately answering comprehension questions

Bell task: Display images relating to what has been read so far in Act 2 – students to explain what/who they reflect and why/how? Challenge – can students remember a key quote?

Learning toolbox:

White Hat – Facts

Red hat emotions

Tasks:

• Shared reading and discussion of Act Two of the play (until the end of Act Two) – volunteer/selected pupils to read parts available.


Mini Plenary:


Plenary: Feedback and discussion on question responses





Resources

Key Vocabulary

Character


SPAG



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 14

1. Gathering.

List 5 key points about Act 2

2. Processing Explain key lines in Act 3

3. Applying

Demonstrate my understanding of Act 3 by

Bell task: Summarise Act 2 in 5 key points

Learning toolbox:

Green Cap – ideas

Tasks:

• Shared reading and discussion of Act Three of the play (until the Edna line ‘It’s Mr. Croft’) – volunteer/selected pupils to read parts available.






Resources:

Key Vocabulary

Character

Symbol


SPAG / Reading skills / Oracy

English @ SAA

accurately answering comprehension questions


Plenary:

• Feedback and discussion on question responses


Recall/Homework:

SMSC:

Misconceptions:

Lesson 15

1. Gathering.

Match images with key moments in Act 2

2. Processing


1. Applying

Demonstrate my understanding of Act 3 by accurately answering comprehension questions

Bell task: Display images relating to characters/theme in Act 2. Students to make links and justify their thoughts. Challenge: Can students remember and key quotation?

Learning toolbox:

Green cap – ideas

Task:

• Shared reading and discussion of Act Three of the play (until the end of the play) – volunteer/selected pupils to read parts available.



Plenary:

• Feedback and discussion on question responses





Resources

Key Vocabulary/literacy opportunities



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 16

1. Gathering.

Describe initial impressions of a character

2. Processing

Bell task : Students answer questions on initial impressions of Arthur Birling (on PPT). Feedback and discussion.

Learning toolbox :

Red cap - emotions



2. Targeted questioning or random using popcorn,

Resources:


English @ SAA

Analyse key quotation about a key character

3. Applying

Demonstrate my understanding of the impact of a key character

Tasks:

• Exploding quotes activity (on PPT) – pupils find quotations to support adjectives to describe Arthur Birling then add analyses and contextual information.

• Feedback and discussion of work completed.

Plenary:

• Pupils respond to summary question – ‘At the end of the play, what is the audience’s reaction to Arthur Birling?’

• Feedback of ideas.

name generator, lollipop sticks etc.



Recall/Homework:

SMSC:

Misconceptions:


Match images to understanding of a character

2. Processing

Analyse the reasons why a character does not develop across the play

3. Applying

Demonstrate my understanding of why a character does not develop across the paly

Bell task: Display images relating to Birling – students to make links and justify thoughts. Can they make a clear reference to text/quotation?

Learning toolbox

Tasks:

Shared/Modelled writing (1 paragraph) then independent response about Birling in response to:

How and why does Birling not change during the play?

how Birling responds to her family and to the Inspector

how Priestley presents Birling by the ways he writes.

Plenary Choice from department folder





Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


English @ SAA


Select relevant ideas relating to a given statement

2. Processing

Analyse key quotations relating to a character

3. Applying

Demonstrate my understanding of the similarities of two characters

Bell task: Pupils bullet-point ideas in response to the question ‘What evidence is there that Sybil Birling lives by strict standards?’ (model provided on PPT).

• Feedback of ideas (consolidate via PPT – pupils add to their lists as needed).

Learning toolbox

Tasks:

• Exploding quotes activity (on PPT) – pupils find quotations to support adjectives to describe Sybil Birling then add analyses and contextual information.


Plenary:

• Pupils respond to summary question – ‘At the end of the play, what is the key similarity between Sybil and Arthur Birling?’






Resources



Recall/Homework:

SMSC:

Misconceptions:


Describe thoughts about how a character is presented

2. Processing

Explain presentation of women and make contextual links

3. Applying

Evaluate writer’s presentation

Bell task: Students to list their personal thoughts about Sheila and how/why she has changed across the play.

Learning toolbox:

Red cap - emotions

Tasks:

• Distribute copies of A3 sheets

• In pairs, pupils add quotations to middle sections of sheet, focusing upon how Sheila is presented in relation to the adjectives on sheet (model provided on sheet).

• Feedback and discussion of ideas.

• In pairs, pupils fill outer sections with analyses and references to context (model on sheet).

Plenary:

• Pupils respond to summary question – ‘Overall, how does Sheila change and what does she learn?’





Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA


The Three Peaks

Objectives


Lesson 20 Bell task: SPAG writing focus – writing a journal entry/range of punctuation for effect

Learning toolbox:

Red cap – emotions

Tasks:

In role as Sheila, students are to write her journal entry on the night after the Inspector has visited the Birling household detailing her thoughts and feelings about:

Her family’s reaction to the death of Eva

The Inspector

Gerald


English @ SAA

Lesson 21

1. Gathering.

Recall how to structure a written response

2. Processing

Explain a character’s thoughts and feelings

3. Applying

Judge how a character may react

Bell task: SPAG writing focus – writing a journal entry/range of punctuation for effect

Learning toolbox:

Red cap – emotions

Tasks:

In role as Sheila, students are to write her journal entry on the night after the Inspector has visited the Birling household detailing her thoughts and feelings about:

Her family’s reaction to the death of Eva

The Inspector

Gerald






Resources



Recall/Homework:

SMSC:

Misconceptions:

Lesson 22

4. Gathering.

Recall how to structure an analytical response

5. Processing

Explain/Analyse how a character is presented

6. Applying

Demonstrate my knowledge of how Priestley presents the change in a character

Bell task: Recall the PETAL structure

FORMATIVE ASSESSMENT

Learning toolbox:

Brace map

Blue cap - planning

Tasks:

Students to plan and respond to the following question in their PAIR books: How and why does Sheila change in An Inspector Calls?

Write about:


• how Priestley presents Sheila by the ways he writes.






Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Lesson 23

1. Gathering.


2. Processing


3. Applying




Learning toolbox:

Brace map

Blue cap - planning

Tasks:


Write about:








Resources



Recall/Homework:

SMSC:

Misconceptions:

Lesson 24

1. Gathering.


2. Processing


3. Applying




Learning toolbox:

Brace map

Blue cap - planning

Tasks:


Write about:







Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA


Lesson 25

1. Gathering.


2. Processing


3. Applying




Learning toolbox:

Brace map

Blue cap - planning

Tasks:


Write about:








Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Summer Term 2

The Three Peaks

Objectives


Lesson 1

1. Gathering.

Recite key moments in the play

2. Processing

Classify individual characters

3. Applying

Apply my understanding of a character by creating detailed character logs

Bell task: Display quotations – who said it and when?

Learning toolbox:

Green Cap – Ideas

Bubble map

Tasks:

• For each character, create a ‘character log’ / bubble map of what their character is like/key things they do/key quotations/what they symbolise






Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Lesson 2

1. Gathering.


2. Processing


3. Applying


Bell task: Pose a ‘What if’ question in relation to a character’s relationship/part in Eva’s death – discuss thoughts and challenge

Learning toolbox:

Green Cap – Ideas

Bubble map

Tasks:

• For each character, create a ‘character log’/bubble map on a double page of what their character is like/key things they do/key quotations/what they symbolise






Resources



Recall/Homework:

SMSC:

Misconceptions:

Lesson 3

1. Gathering.


2. Processing


3. Applying


Bell task: Pose a ‘What if’ question in relation to a character’s relationship/part in Eva’s death – discuss thoughts and challenge

Learning toolbox:

Green Cap – Ideas

Bubble map

Tasks:

• For each character, create a ‘character log’/bubble map on a double page of what their character is like/key things they do/key quotations/what they symbolise






Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Lesson 4

1. Gathering.

Describe my feelings towards a character

2. Processing

Analyse the presentation of a character

3. Applying

Evaluate how and why a character is similar to another character at the end of the play

Bell task: Villain vs. Victim – across two pages of exercise books, bubble-map 3 or 4 reasons why Eric could be seen as each. Feedback of ideas.

Learning toolbox:

Green Cap – Ideas

Red cap – Emotions

Bubble map

Tasks:

• In pairs, pupils find a quote for each of their reasons and add to mind-maps (model via PPT).

• Feedback of quotes identified.

• In pairs, pupils add a third layer to their mind-maps, adding an analysis as to what the quotes they have found:

1. Reveal about Eric

2. Reveal about contexts

(Provide model via PPT).

Plenary:

• Pupils respond to summary question – ‘By the end of the play, what is similar between Eric and Sheila, and how does this contrast with their parents?’






Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA


List adjectives to describe a character

2. Processing

Analyse key quotations about a character

3. Applying

Demonstrate my understanding of a character

Bell task Gerald Croft adjectives bubble map adjectives that could be used to describe Gerald.

• Feedback and justification of ideas.

Learning toolbox

Red Hat – Feelings

Green Hat – Ideas

Tasks:

• Pupils copy and complete Gerald Croft grid on PPT, focusing upon finding and analysing key quotations.


Plenary: Pupils respond to summary question – ‘By the end of the play, do you consider Gerald to be good or bad and why?’






Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 6

4. Gathering.

List ideas about the influences on the writer

5. Processing

Infer ideas from a text

6. Applying

Speculate what a character is

Bell task: Pupils stick blank copies of ‘Priestley’s Influences’ sheets into books and add thoughts about J. B Priestley’s statements on PPT and add to sheets. Feedback of ideas.

Learning toolbox

Red cap - emotions

Tasks:

• Distribute A3 Inspector Goole sheets, focusing upon the characters main speech.

• In pairs or small groups, pupils discuss the Inspector’s key speeches and annotate.


Plenary: Pupils respond to summary question – ‘Who or what do you think the Inspector is and why?





Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA


Match characters to the Seven Deadly Sins

2. Processing

Explain the actions of characters in the play

3. Applying

Demonstrate my understanding of the writer’s message

Bell task: Pupils complete grid on PPT, focused upon which characters embody the Seven Deadly Sins (focus of morality plays such as An Inspector Calls). Feedback of ideas

Learning toolbox:

Green cap - ideas

Task:

• Display images of the six characters – pupils rank in the order of who they think is most responsible for Eva’s death and write a reason to explain why.


• Provide writing task via PPT – pupils choose a Birling character and write a speech in which they defend themselves against their involvement with Eva’s death (model via PPT with Gerald).

• A volunteer for each family member delivers their speech.

Plenary:

• Pupils respond to summary question – ‘What is Priestley’s overall message about social responsibility?’ and feedback.





Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


English @ SAA


List key relevant quotations relating to key themes

2. Processing

Analyse key quotations in relation to a theme

3. Applying

Bell task: Young vs. Old, Male vs. Female – across two pages of their exercise books, pupils copy out quadrants on PPT focused upon age and gender.

Learning toolbox:

Green Cap -Ideas

Tasks:

• In pairs, pupils find two quotes for each section on PPT and add to mind-maps (provide model via PPT).

• Feedback of quotes identified.

Main 2:

• In pairs, pupils add a third layer to their mind-maps, adding an analysis as to what the quotes they have found:

1. Reveal about age/gender

2. Reveal about contexts

(Provide model via PPT).

Plenary:

• Feedback and discussion of ideas generated.





Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives



Match up theme with definitions

2. Processing

Analyse key quotations relating to a theme

3. Applying

Judge how a character subverts the class system

Bell task: Pupils complete grid on PPT, matching up classes with definitions, characters and character information.

• Self-assessment (answers on PPT).

Learning toolbox:

Bubble map

Tasks:

• In groups, pupils bubble map each character from the play, focusing upon key quotations and what these show about attitudes to class.





Resources



Recall/Homework:

SMSC:

English @ SAA

• Feedback and discussion of quotations identified, focusing upon what the quotes show about each character.

Plenary:

• Pupils respond to summary question – ‘How do we know that the Inspector is from outside the class system, or classless?’


Misconceptions:


Match images to a key theme and justify thoughts making relevant links to text

2. Processing

Explain/Analyse how a theme is presented

3. Applying

Demonstrate my knowledge of how Priestley presents the theme of class

Bell task: Display images relating to ‘Class’ – students to make links and justify thoughts. Can they make a clear reference to text/quotation/character?

Learning toolbox

Tasks:

Shared/Modelled writing (1 paragraph) then independent response about ‘Class’ in response to in blue PAIR books:

How does Priestley explore class in An Inspector Calls?

Write about:

• the ideas about class in An Inspector Calls







Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Lesson 11

1. Gathering.

Select relevant questions relating to the text

2. Processing

Solve questions about AIC

3. Applying

Demonstrate my understanding of An Inspector Calls

Bell task Write down 3 questions that you could answer about AIC

Learning toolbox:

Tasks:

• Extended quiz on An Inspector Calls:

Round 1: Contexts

Round 2: Plot 1 (multiple choice)

Round 3: Plot 2

Round 4: Characters

Round 5: Character Lines

Round 6: Picture Round

Plenary:

• Groups swap quiz sheets and peer-assess (answers displayed via PPT).





Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


English @ SAA


Recall key information related to the theme of responsibility

2. Processing

Sort the most relevant information about responsibility

3. Applying

Bell task Students create a tree/brace map for the theme of responsibility – they are to consider characters’ attitudes towards responsibility/make textual references/link to context

Learning toolbox:

Tree map/Brace map

Tasks:

• Provide the question: How does Priestley explore responsibility in An Inspector Calls?

Write about:



• Pupils create a tree/brace map to plan their response.

Plenary:

•





Resources



Recall/Homework:

SMSC:

Misconceptions:



2. Processing


3. Applying

Apply my knowledge of the theme of responsibility

Bell task:

Learning toolbox:

SUMMATIVE ASSESSMENT

Task:

How does Priestley explore responsibility in An Inspector Calls?

Write about:








Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Lesson 14

1. Gathering.


2. Processing


3. Applying

Apply my knowledge of the theme of responsibility

Bell task:

Learning toolbox:

COMPLETE SUMMATIVE ASSESSMENT

Task:

How does Priestley explore responsibility in An Inspector Calls?

Write about:








Resources



Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Writing to present a viewpoint and preparation for spoken language

English @ SAA

The Three Peaks

Objectives


Lesson 4

1. Gathering.

Selecting relevant ideas

2. Processing

Inferring ideas about a set of characters from what I have read

3. Applying

Bell task: Display images and infer impact/effect. Justify

Learning toolbox :

Green Cap – Ideas

Bubble Map – language features

Tasks:

Complete bubble map

Share mark scheme for Q2 – annotate relevant sections for ability and discuss expectations

Collaborative/paired responses to sample Lang P1, Question 2

Identify where mark scheme has/has not been met – make improvements

Plenary : Choice from department folder





Resources:

Choose from sample of Lang P1 questions and texts


Lanuage

Effect


Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Lesson 5 1. Gathering. 2. Processing 3. Applying

Bell task: Linked to techniques students are studying for Q2

Learning toolbox:

Green Hat – Ideas

Circle Map

Tasks:

Supply a new Q2. Students to complete under timed conditions in silence.

Peer-assessment with reference to mark scheme

Students re-do the response under timed conditions making improvements suggested from peer

Plenary: Complete a section of the take away for Q2





Resources



Language

Effect


Peer-assessment

Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 6

1. Gathering. 2. Processing 3. Applying

Bell task: Images linked to structure (could relate back to cyclical structure in OMAM)

Learning toolbox:

Green Cap - Ideas

Tasks:

Match up activity of structural devices and definition/examples for Q3

Modelled analysis of structural devices in an extract and the impact they have






Resources:



Structure

Effect


Recall/Homework:

SMSC:

Misconceptions:

English @ SAA


Recall structural features

2. Processing 3. Applying

Bell task: Recall structural features

Learning toolbox:

Tasks:

Share and discuss mark scheme for Q3

Share a modelled response (suitable for ability but also to challenge)

Students could highlight the response identifying the different features from the mark scheme






Resources



Structure

Effect


Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 8


Bell task : SPAG bell tasks

Learning toolbox :

Tasks:

Collaborative/paired responses to sample Lang P1, Question 3

Identify where mark scheme has/has not been met – make improvements

Plenary: Complete take away menu top tips for Q3





Resources:



Structure

Effect


Recall/Homework:

SMSC:

English @ SAA

Misconceptions:


Bell task: Identify structural technique and effect in a paragraph

Learning toolbox

Tasks:

Supply students with a new Q3. Students to complete under timed conditions in silence.

Self-assessment with reference to mark scheme

Students re-do the response under timed conditions making improvements

Identify where improvements have been made






Resources



Structure

Effects


Self-assessment

Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


English @ SAA


Evaluate

Bell task: Topical statement – how far do you agree? Discuss and justify

Learning toolbox

Green Hat Ideas

Tasks:

Share mark scheme for Lang P1 Q4 – deconstruct and discuss expectations

Share a sample response – students could colour code the different parts of the response in relation to mark scheme

They could ‘PAIR’ the response and make improvements






Resources

Sample response


Evaluate


Recall/Homework:

SMSC:

Misconceptions:


Bell task Topical statement – how far do you agree? Discuss and justify

Learning toolbox:

Tasks:

Shared deconstruction of question

Shared response to Q4

Identify where different AO’s have been met and create a key

Plenary: Complete ‘Take Away’ menu top tips for Q4





Resources



SPAG

Evaluate


Self-assessment

Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

The Three Peaks

Objectives



2. Processing

3. Applying

Bell task: Recall expectations of Q4

Learning toolbox:

Tasks:

Supply students with a new Q4

Students complete independent response under timed conditions

Self-assessment






Resources



Evaluate

Effect


Self-assessment

Recall/Homework:

SMSC:

Misconceptions:

English @ SAA


2. Processing

3. Applying

Bell task: Recall expectations of Lang P1 Sec A

Learning toolbox:

Tasks:

Students revise Lang P1 Section A

Begin summative assessment of Language P1 Section A

Students complete a new full Language Paper 1 Section A in assessment book in timed conditions






Resources

HH to supply assessment for Lang P1 Section A



Class teacher to PAIR mark Section A

Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


English @ SAA


5. Processing

6. Applying

Bell task : Phrases on the board about characters – deducing ideas

Learning toolbox:

Tasks:

Complete summative assessment of Lang P1 Sec A in assessment book






Resources

HH to supply assessment for Lang P1 Section A



Class teacher to PAIR mark Section A

Recall/Homework:

SMSC:

Misconceptions:


Selecting relevant ideas/naming techniques

2. Processing

Explaining/analysing techniques

3. Applying

Evaluating impact or techniques

Bell task: Display image – list powerful adjectives to describe the tone/atmosphere. Discuss and challenge

Learning toolbox:

Circle map

Green Cap – Ideas

Blue Cap - Planning

Tasks:

Explore mark scheme

Read a sample response that reflects the image from bell task and mark it in relation to mark scheme

Re-do a section to make improve paying attention to vocabulary choices






Resources

Thesauri


Ambitious vocabulary

Effect


Self-assessment

Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

The Three Peaks

Objectives



Selecting relevant ideas/naming techniques

2. Processing 3. Applying

Bell task SPAG focus

Learning toolbox:

Green Cap – Ideas

Blue Cap - Planning

Tasks:

Students could write a ‘cold’ sample description for given image

Model how to begin sentences in different ways/explore a range of extracts that demonstrate above skill

Students re-write their sample description but improve by beginning sentences in different ways






Resources

Range of descriptive extracts



Self-assessment

Recall/Homework:

SMSC:

Misconceptions:

Lesson 18


Bell task SPAG focus – list punctuation and uses

Learning toolbox:

Green Cap – Ideas

Tasks:

Focus on punctuation

PAIR WORK Explore a range of extracts with varying punctuation – rank these in relation to most effective and least effective – discuss and justify

Using the most effective response, ask students to write a description emulating the punctuation used

Remind students of the importance of using ambitious vocabulary






Resources


Punctuation choices

Effect

Ambitious vocabulary


Recall/Homework:

SMSC:

English @ SAA

Misconceptions:

The Three Peaks

Objectives



Bell task List the different types of sentence structures/forms

Learning toolbox:

Habits of mind- Persist

Green Cap – Ideas

Blue Cap - Planning

Tasks:

Focus on sentence structures/forms

Discuss, model and make notes on different sentence types

Quiz on sentence types

Structured slow writing of a paragraph focusing on different sentence types, punctuation and vocabulary choices.






Resources


Sentence structures/forms

Punctuation


Recall/Homework:

SMSC:

Misconceptions:

English @ SAA


Bell task Rules for TIPTOP paragraphs

Learning toolbox:

Habits of mind- Persist

Green Cap – Ideas

Blue Cap - Planning

Tasks:

Explore a sample description and identify when the writer begins a new paragraph

Students to work in pairs to write a full response ensuring they change focus effectively and include a range of punctuation/sentence forms and structures/ambitious vocabulary

Self or peer-assessment

Plenary Make improvements to self/peer assessed responses





Resources



Self or peer assessment

Recall/Homework:

SMSC:

Misconceptions:

The Three Peaks

Objectives


Lesson 21

1. Gathering.

2. Processing

3. Applying

Bell task

Summative assessment of Language Paper 1 Section B

Supply students with a new image to describe





Resources



Recall/Homework:

SMSC:

Misconceptions:

English @ SAA

Lessons 22 – 30 NB data input is due approx Friday 23rd March

Staff should use lessons 22 – 30 to revisit and consolidate skills

Documents

Subject: English Scheme of Work: Year 9 Writing to