Year 8 Autumn and Winter 2016 Curriculum Summary for English Language and English Literature Teacher: Timothy Tudor-Hart



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Year 8 Autumn and Winter 2016

Curriculum Summary for English Language and English Literature

Teacher: Timothy Tudor-Hart

Week

Learning Objective

Activity

1

Skills in essay writing and responding to literature

Analyse two essays on Wilfred Owen’s Dulce et Decorum Est to identify good essay strategy.

Identity specific phrases for essay language

Write own response to Roald Dahl’s The Landlady using phrases.


2

Identify verbal, situational and dramatic irony

Analyse Roald Dahl’s The Landlady further for ironic effect.

Craft responses explaining how ironic effect is created in the short story using key essay language.




3

Use contextual clues to anticipate the content, theme and viewpoint of a novel
Use textual clues to infer character and relationships

Read the opening Prologue of Noughts and Crosses, asking the class to note:


  1. the clues that reveal character and relationships between the characters whom we meet in this section

  2. the evidence for thinking that relationships are going to deteriorate.

Ask the students to work in pairs to collate the evidence to chart what they have learned of characters and their relationships.

4

Identify and evaluate narrative viewpoint

Determine the key points about social relations in the world of this novel



Analyse the effect of author’s choice of narrative viewpoint.

Complete Chapter 2, drawing out differences between characters’ homes and families, and their attitudes.



5

Identify discrimination implicit in language

Identify some of the novel’s major themes



Identify in worksheets and a commentary what forces in the novel can cause a relationship to survive or to fall apart.

6

Identify how far and in what ways a writer draws on history to inform fictional events

Begin to develop judgements on writers’ and readers’ sympathies



Research civil rights and key figures Malcolm X and Martin Luther King. Read Noughts and Crosses for different attitudes towards inequality.




Trace how a writer uses characters to structure a plot

Identify the turning points in the developing plot and patterns in words to link to the concept of tragedy



Continue to read with the class to page 160, focusing on the fortunes of the two families and the parallels between them.





Identify how a writer builds narrative tension

Evaluate how far a writer’s viewpoint is evident in a fictional text



Read pages 185 to 201 swiftly with the whole class. Prompt students to respond to the tension that the writer is building in this section with her ominous hints.

Ask students to predict the consequences of the bombing and comment on how this plot development is engaging to the reader.







Identify how a writer manipulates genre and plot to maintain reader engagement

Ask students in which genre they would place the text so far, checking first that they are confident with the term. Explore some options: love story, family story, school story, thriller? Challenge suggestions and agree the genre

Read from page 246 to page 257 focused on how Malorie Blackman maintains reader interest.






Identify the dramatic potential of a court scene in fiction

Exploit dramatic potential of language for media reporting



Students to write up the news item about the McGregor case for an evening TV news slot in the Noughts and Crosses society. Their report must last for 60 seconds and must obey the golden rules of news reports: it must include the who, what, where, when, why and how of the case.




Explore how a writer’s choices (viewpoint, structure, language) affect a reader’s response

Make a first analysis of how Malorie Blackman’s choices of language, structure and viewpoint affect reader response in this part of the novel.






Recognise the nature of tragedy

Identify structure of tragedy in Shakespeare’s Romeo and Juliet and examine structure of Noughts and Crosses for parallels.




Select key character developments

Analyse how a writer’s use of language, structure and viewpoint affect a reader’s response



Share the reading of chapters 92, 93 and 94, focusing on how the writer’s choices of structure, language and viewpoint affect readers’ responses.




Begin to recognize how a writer prompts a reader to anticipate the ending of a novel

Read pages 359 to 380 with the class. Ask students to focus on Callum’s internal conflict.

After the reading (or if suitable, at stages during the reading), allow students time to discuss the question in pairs, and to note down what they think he ought to do and what they think he wants to do before the next task. They must also discuss in their pairs how he must be feeling.


Before starting the next activity, ask students how much sympathy they have for Callum at this time.





Confirm how a writer prepares a reader for a novel’s conclusion

What are the possible endings for this novel? What is likely to be most satisfying, given the themes and the nature of the novel? Remind students of the tragic overtones throughout – what factors might lead us to suspect the worst?
Use the plot structure that has been agreed to begin to plot the emotional highs and lows of the novel. Suggest that this could have two plot lines – one for Sephy and one for Callum. How might they match each other?




Develop their responses to and judgements about a text through exploratory talk

Explain to students that when a novel is written, it is sent to editors who comment on what they like and more particularly, what they might want changed or cut. Ask students to imagine that they are an editor. What three positive comments would they make about the novel to its writer? What two things might they challenge and why? Give students a few minutes in pairs and then fours to generate ideas.





Judge how appropriate Noughts and Crosses has been for class reading

Use informative and persuasive language to promote a novel or give reasons for not promoting it



Complete a writing task that will help them to evaluate Noughts and Crosses as a whole. They will eventually be delivering their writing as a speech to a senior teacher. The idea is that the English department wants to purchase another set of Noughts and Crosses because the teachers think it meets so many of the criteria.



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