WELLACRE ACADEMY
ENGLISH DEPARTMENT
MEDIUM TERM PLANNING
Low ability Mid Ability Ext Tasks
YEAR 8
WAF1
Write a newspaper article on the murder in The Vendetta. (The Vedetta can be adapted to a more suitable text to suit the students needs e.g. Lamb to the slaughter...)
Remember the Who, What, Where, Why, When and How WAF2
You are a police officer and have been asked to go to the scene of the crime, you need to report all of the evidence you gather for the courts. (The scene is based on the short they have been reading)
RAF2
What is the story about, you can talk about characters, setting and anything else that you may find interesting. You MUST refer to the story to support your answer
SLAF1
Revenge, is it a good or a bad thing to have, talk to others about what you think.
The Vendetta
Lamb to the slaughter
The Tell Tale Heart
Key Words and Contents and Learning Objectives
Starters, Introduction, Development and Plenaries Homework Suggestions
1.
Lesson objectives:
Must understand the
difference between formal and informal writing
Should apply this
understanding to a piece of writing.
Could analyse/evaluate the effectiveness of the language that had been used.
Starter
Look at the image on page one.
Students have to identify what is true and what is not true.
Complex sentences. What is one and when are they best used?
Development
Formal in formal language activity. Students are to make notes and be ready to apply what they have learnt to a set task.
Brainstorm with class how they think they could best learn how to write a police report e.g: asking a police officer, looking at a model of a report etc. Read through the model of a police report as a class using the IWB – discuss
narrative voice; style and vocabulary (students offer
examples gathered as part of homework)/formality; content
Homework: Watch an episode of a police drama, and create a dictionary of
(what sort of details included/excluded; structure (need for logical order/chronological - connectives); formation of past tense (-ed).
Students create their own draft police report, using features discussed, using writing frame if necessary.
With the key facts that the students have they are to write a report on the facts. They are to write formally to their line manager.
Deliver the content on writing formally and the difference between formal and informal writing.
Explain to students that for the next few lessons they will be working in role as different characters – this is
important to make the tasks as authentic and interesting as possible for the students.
Plenary:
Share what the students have written. Discuss the
formality of the piece of work that they have done. Is the tone correct for the audience (students could peer assess)
2.
Lesson objectives: Must understand the
importance of using adjectives
Starter
Adjectives starter
Why should adjectives be used when writing a police report?
in writing
Should apply this
understanding to a piece of writing.
Could analyse/evaluate the use of adjectives and how they have been used.
Go back to their police report and add more adjectives to their writing.
Development
Students are to watch crimewatch reconstruction. They are to make notes on the key information. Then, when they have done this they are to write up the key information. They are to include complex sentences and also lots of adjectives in their writing.
Task: They were an eye witness and have to write down to a police officer what they saw, they need to include descriptions of people and as much detail as possible.
Students create a file on a criminal they invent.
Again establish main features of such a document with the class first: note form (dropping of pronoun; lack of
adjectives/adverbs unless describing appearance); layout; clarity; content (type of details).
More able work:
Example crime report. Students are to look at the conventions of this report and apply this to the new crime they have seen.
Plenary
3.
Lesson objectives:
Must understand how writers use language to understand the term themes and how writers can share them
Should apply this
understanding to a set poem Could analyse/evaluate the effectiveness of the words used.
Starter
Students are to read the poem ‘About his person’ by Simon Armitage.
More able could work on Robert Browning poem
What is the poem about, what themes are in the poem? Development
Analysis of the poem, look at:
Language usage
Devices that have been used Structure (Rhyme)
Students are to write what the poem is about and now the writer gets his point across. They MUST refer to examples from the text.
EXTENTION:
Plenary
Share what they have done. 5.
Lesson objectives:
Must understand why
paragraphs are important and why they are used.
Should apply this
understanding to a piece of writing the they have done. Could analyse/evaluate the effectiveness of the
paragraphs that other writers employ. Why they are they varied and do they keep the reader interested?
Starter
8[1].1 paragraphs.docx
Leading to paragraph presentation.
Z:\English\Scene of the crime resources\8[1].1 paragraphs.docx
Development.
Students are to read the text that is appropriate of their ability.
Lamb to the slaughter The Vendetta
The Tell Tale Heart (Links are above)
Activity for Lamb to the slaughter
Main:
Students are to read the respective texts.
characters in the story, what are they like and why have they come to this conclusion.
Where is the story set and how does this link with the theme of the story?
What is the story actually about?
Students are to work through Work for Lamb to the slaughter powerpoint. (if doing lamb to the slaughter) What is each paragraph about?
Plenary
Share their thoughts on the text they have read. 6.
Lesson objectives:
Must understand the term PQEA
Should apply PQEA to the text that they have been reading Could analyse/evaluate the use of language.
Starter
antonym prefixes. Share with the students and students are to make notes.
Main:
Further analysis of the text that they have been reading. Focus on how the writer creates atmosphere, understanding the motives of the characters in the text.
Practice PQEA technique.
to life? RAF2
What is the story about, you can talk about characters, setting and anything else that you may find interesting. You MUST refer to the story to support your answer
Plenary: Share some of the points that the students have made.
EXTENTION: (narrative structure presentation)
Must understand how to write formally
Should apply this
understanding to a piece of writing based on the prose that they have been doing.
Could analyse/evaluate the effectiveness of their writing.
Starter
Past and present tense activity
Refer to this presentation so that students have a clear focus on structure and organization of ideas.
WAF2
You are a police officer and have been asked to go to the scene of the crime, you need to report all of the evidence you gather for the courts. (The scene is based on the short they have been reading)
EXTENTION (For TELL TALE HEART)
Learning Objectives
Must understand how to write formally
Should apply this
understanding to a piece of writing based on the prose that they have been doing.
Could analyse/evaluate the effectiveness of their writing.
Introduction
Paragraphing starter (discuss and consolidate)
Development
How to write a newspaper article presentation.
Refer to the newspaper layout also WAF1
Write a newspaper article on the murder in The Vendetta. (The Vedetta can be adapted to a more suitable text to suit the students needs e.g. Lamb to the slaughter...)
Remember the Who, What, Where, Why, When and How
Plenary
Share ideas when the students have completed their work.
Learning Objectives S&L:
Must understand how to construct an argument Should apply this
Introduction
SLAF1
Revenge, is it a good or a bad thing to have, talk to others about what you think.
understanding to the discussion based activity in this lesson. Could analyse/evaluate other views.
Development
Students are to present a case as to whether revenge is a good or a bad thing. They must refer to the text that they have been reading and include different perspectives. They can plan what they are going to say in their books but when being assessed for their speaking and listening they must not just read out their notes.
