Term 1 Term 2 Term 3
1st half Entrance Test Reading & Writing Autobiography Reading extracts from
Writing extract from own to date Language map of year 7 – display Speaking
Role play, first day at school Assessment - WRITING
imagine you are 10 years older, write the first chapter of your autobiography?
Argue, Persuade, Controversial topics Reading & Writing
Identify conventions of non-fiction texts – editorial pieces, arguments and persuasive texts
Writing letters of complaint? Speaking
Debating controversial topics
Problem solving / confrontation / teacher in role
Assessment – WRITING
Timed writing task on controversial subject, applying conventions
Poetry
Animal poetry, through ages Reading & Writing
Reading a range of historical and cultural poetry relating to animals
Examination of language change and cultural attitudes
Write own animal poems Speaking
Movement, tableaux, soundscape Assessment – YEAR 7 EXAM Just Like Us – QCA Optional Test 2nd half Class Novel related to war (Boy in the
Striped Pyjamas) + war poetry
Reading & Writing
Read novel, look at theme, symbolism, context, character, setting.
Write in the style of / follow generic conventions / write missing scene / work from other characters’ perspectives.
Speaking
Hot seating, character exploration, role play
Assessment - READING
Questions relating to chapter 15 of novel
Theatre Visit
Media – TV advertising (link to persuade) Reading & Writing
Comparison of 3 multi-modal ads – tv / radio / print / web. Look at conventions
Prep own advertising campaign in three different formats
Speaking
Formal presentation of ad campaign a la The Apprentice
Assessment – READING Analyse print ad
Play – A Midsummer Night’s Dream Reading & Writing
Reading play, developing understanding of character, language history and change Writing and preparing programme notes for production
Different classes preparing different scenes to produce Year 7 production of AMND Writing review of the production Speaking
Working with scripts, stage directions, blocking, direction
AUTUMN TERM: 2nd HALF
CLASS NOVEL
FOCUS: READING SKILLS, READING FOR PLEASURE AND MEANING, CLOSE TEXTUAL ANALYSIS, SYMBOLIC LANGUAGE
APP ASSESSMENT: Reading test, based on close-reading of one chapter.
Framework objectives:
Speaking and listening – 2 Speaking and presenting
2.1 Developing and adapting speaking skills and strategies in formal and informal contexts tailor the structure and vocabulary of talk to clarify ideas and guide the listener use some verbal and non-verbal techniques to make talk interesting for listeners Speaking and listening – 3 Group discussion and interaction
3.1 Developing and adapting discussion skills and strategies in formal and informal contexts
make clear and relevant contributions to group discussion, promoting, opposing, exploring and questioning as appropriate help discussions succeed by acknowledging and responding to the contributions of others
3.2 Taking roles in group discussion
take different roles in group discussion as required by the task or context Speaking and listening – 4 Drama, role-play and performance
4.1 Using different dramatic approaches to explore ideas, texts and issues
explore ideas, texts and issues through a variety of dramatic approaches and conventions 4.2 Developing, adapting and responding to dramatic techniques, conventions and styles
work on their own and with others to develop dramatic processes, narratives, performances or roles Reading – 5 Reading for meaning: understanding and responding to print, electronic and multi-modal texts 5.1 Developing and adapting active reading skills and strategies
extract the main points and relevant information from a text or source using a range of strategies such as skimming and scanning use inference and deduction to recognise implicit meanings at sentence and text level
make relevant notes when gathering ideas from texts
6.1 Relating texts to the social, historical and cultural contexts in which they were written
understand the different ways texts can reflect the social, cultural and historical contexts in which they were written 6.2 Analysing how writers' use of linguistic and literary features shapes and influences meaning
identify and describe the effect of writers' use of specific literary, rhetorical and grammatical features Writing – 9 Conventions: drawing on conventions and structures
9.1 Using the conventions of standard English
understand and use degrees of formality in a range of texts according to context, purpose and audience 9.2 Using grammar accurately and appropriately
understand and use appropriately in their own writing the conventions of sentence grammar Language – 10 Exploring and analysing language
10.2 Commenting on language use
describe and find examples of how language is used in different contexts
Independent enquirers Independent enquirers Focus:
Young people process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes.
Young people:
identify questions to answer and problems to resolve
plan and carry out research, appreciating the consequences of decisions
explore issues, events or problems from different perspectives
analyse and evaluate information, judging its relevance and value
consider the influence of circumstances, beliefs and feelings on decisions and events
support conclusions, using reasoned arguments and evidence.
Creative thinkers Focus:
Young people think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value.
Young people:
generate ideas and explore possibilities ask questions to extend their thinking connect their own and others’ ideas and
experiences in inventive ways
question their own and others’ assumptions try out alternatives or new solutions and follow
ideas through
adapt ideas as circumstances change.
Reflective learners Focus:
Young people evaluate their strengths and limitations,
setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning.
Young people:
assess themselves and others, identifying opportunities and achievements
set goals with success criteria for their development and work
review progress, acting on the outcomes invite feedback and deal positively with praise,
setbacks and criticism
evaluate experiences and learning to inform future progress
communicate their learning in relevant ways for different audiences.
Team Workers Focus:
Young people work confidently with others, adapting to
different contexts and taking responsibility for their own
part. They listen to and take account of different views.
They form collaborative relationships, resolving issues to
reach agreed outcomes. Young people:
collaborate with others to work towards common goals
reach agreements, managing discussions to achieve results
adapt behaviour to suit different roles and situations, including leadership roles show fairness and consideration to others take responsibility, showing confidence in
themselves and their contribution
provide constructive support and feedback to others.
Self-managers Focus:
Young people organise themselves, showing personal
responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities.
Young people:
seek out challenges or new responsibilities and show flexibility when priorities change
work towards goals, showing initiative, commitment and perseverance
organise time and resources, prioritising actions anticipate, take and manage risks
deal with competing pressures, including personal and work-related demands
respond positively to change, seeking advice and support when needed
manage their emotions, and build and maintain relationships.
Effective Participators Focus:
Young people actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves. Young people:
discuss issues of concern, seeking resolution where needed
present a persuasive case for action
propose practical ways forward, breaking these down into manageable steps
identify improvements that would benefit others as well as themselves
try to influence others, negotiating and balancing diverse views to reach workable solutions
Lesson Lesson objective
Lesson outline Resources H/W Other comments
1 To have an
understanding of types and forms of prejudice
Pre-reading activities. Starter – outline true meaning of ‘prejudice’ (meaning before knowledge) and what we learn from this.
Groups brainstorm different types of prejudice (disability, sexual, racial, religious etc).
Play Labi Siffre Something Inside So Strong and explain background to song (Reading Guide pg. 9).
Outline scenario – you are a well-educated doctor but because of the colour of your hair and eyes, the authorities have decided to make you work as a servant instead. How would you react? What would you say / do?
Feedback.
Labi Siffre song – on shared drive in Real Player format so can be played through laptop
Lyrics of song for pupils to read / follow
Holocaust research: What was the
holocaust? What does the word mean? Who were the victims of prejudice (be as detailed as possible)? Why?
Concentrate pupils on the need to give specific examples of prejudice – where people have suffered unnecessarily.
2 To be familiar with the main characters of the novel.
Starter: use photocopy of front cover of book and brainstorm / discuss possible themes / content. What is the importance of the ‘striped pyjamas’ and the stripy cover?
Read Chapter 1
List the characters and organise them into a family tree and/or hierarchy.
What questions does the first chapter raise? List these in the back of books to return to as reading progresses.
Photocopies of front cover of book.
3 To be familiar with the setting of the novel
Starter: nouns –Give some examples of proper and common nouns for pupils to sort. Highlight the use of capital letters for proper nouns. (link this later to Bruno’s use of Capital Letters for emphasis and the childlike effect this creates)
Read Chapter 2 – record details about Bruno’s new home as you read.
Update character list from last lesson.
Explain why Bruno doesn’t like his new home. Where do you think he has moved to?
Boyne has been criticised for making Bruno too innocent for a nine year old. It might be helpful to point out as you read how frequently his parents avoid giving him direct and accurate information – how hard they work to keep him in the dark in fact.
4 To understand
the narrative voice of the story
Starter: share out the following characters
amongst the class: Gretel, Bruno, Mother, Father, Maria and ask them very quickly to write in the
first person how they feel about the move to the
new house. Share responses and explore the idea that we really only know what Bruno and Gretel are thinking – explain idea of narrative
perspective.
Read Chapter 4 – while reading, begin to list areas of misunderstanding shown by Bruno and Gretel.
Through the eyes of Bruno: - what does Bruno know about childhood? What does he
misunderstand? What is the effect of his childish viewpoint? What is the writer trying to say to us?
Small picture of Bruno for pupils to add thought bubbles to.
5 To develop understanding of Bruno’s narrative
Starter: quiz on chapter 5 to check that homework was done.
Intro: Groupwork – record all of Bruno’s
misunderstandings so far (Out-With, the Fury, Heil Hitler, the people in pyjamas, the camp). Read the brief history of Auschwitz. Use this to try and correct Bruno’s mistakes.
Where is Bruno? What is his father’s job?
Main: Private reading – read chapter 6, make notes about the character of Maria.
Plenary: discuss Bruno’s manners and what this tells us about him as a person.
Photocopy of page 4 of the Reading Guide
6 To understand
the context of the novel
Starter: read chapter 7 to the top of page 69. Establish pupils understanding of the two world wars – what was trench warfare?
Intro: Distribute Suicide in the Trenches by Siegfried Sassoon. Explain that it is from a different war – the first – Working in pairs, read the poem and answer the questions. Share answers in groups. Each group to decide and report back on whether they feel WW1 was justified.
Main: Read the rest of Chapter 7.
Plenary: How is this war different?
Suicide in the Trenches worksheet.
Complete Venn diagram
comparing Pavel and Lieutenant Kotler. This may need some setting up and explaining.
Homework should focus children on the similarities between P and LK – they are both German, both men, they both help Bruno; both are treated politely by Bruno; and on the differences – Pavel is old and has an honourable
7 To explore the theme of prejudice in more detail.
Starter: Review Venn diagram h/w in groups. Each group to i/d the most interesting similarity and difference on their table. Record on board.
Intro: Discuss briefly that Kotler is young and inexperienced (mistake over Gretel’s age!) and that Pavel is old and wise. So why are they
behaving in opposite ways? Link back to prejudice from first lesson.
Main: Groupwork. Give each group a different question to work on and to report back.
Plenary: Feedback. What kind of prejudice is happening here? Link to previous lesson – is going to war to stop this prejudice justified?
Understanding prejudice resource.
Read chapters 8 & 9 – use photocopies.
Groupwork activities are differentiated slightly – the lower the group number, the easier the questions. So your brightest group should be given activity FIVE.
8 To explore the symbolism of the novel.
Starter: distribute picture of the fence, writing down as many words as possible to describe the atmosphere / mood it creates.
Intro: Display the pictures of the dove, the heart and the poppy and briefly discuss what they symbolise and how authors use symbols to create meaning and messages.
Discuss map of Auschwitz, where Bruno’s window must be, where his front door is and which fence he chooses to walk along.
Main: read chapter 10
Plenary: How is the fence being used as a symbol by Boyne so far?
Fence / Auschwitz worksheet.
Pictures of dove, poppy, heart
Read chapter 11 from photocopy.
Answer the question – why does Bruno’s father agree to this horrible job?
9 To explore the characterisation in more detail.
Starter: Answer questions raised by homework.
Intro: Read chapter 12.
Main: in groups/pairs produce a Venn diagram showing the similarities and differences between Bruno and Shmuel and their stories.
Plenary: discuss diagrams and Boyne’s reasons for making the boys’ stories so similar. Answer question: what do we learn about the nature of prejudice from this characterisation?
10 To understand the themes of violence and evil.
Starter: Organise the events that have occurred to Shmuel into order. Discuss how and why this can have been allowed to happen.
Intro: Read chapter 13.
Main: List all the people who are afraid in this chapter (Bruno, Gretel, Pavel, Kotler, Father (??)). Distribute them between groups. Each group to explain WHY their character is afraid. May need to link back to previous chapters.
Plenary: Answer question: what methods have the Nazi’s used to gain this degree of control in
Germany?
Shmuel’s life events card sort.
11 Catchup lesson Ensure reading has taken place up to and including Chapter 14.
12 To explore the theme of trust.
Starter:
Intro: read chapter 15, to the bottom of page 171. DO NOT read beyond and DO NOT let the children turn the page.
Main: Take one volunteer to be Bruno. Ask class to think of reasons why Bruno should say yes and why he should say no. Explain that they are his conscience – they can be good and bad. Ask them to come and line up on either side and make their statements. Once all the ideas are exhausted, ask Bruno to make his decision – what will he say to Kotler?
Plenary: read remainder of chapter. Did Bruno do the right thing or the wrong thing?
Descriptions of the two boys.
Distribute descriptions of Bruno and Shmuel from this chapter. Draw a picture of one moment from this chapter.
13 Read chapters 16 and 17
14 To explore
Shmuel’s character by locating specific evidence from the text.
Starter: What bad things have happened to Shmuel since we last focused on him?
Intro: Distribute page 11 of Reading Guide. Working in pairs, complete task and locate evidence.
Main: Each pair to think of a fourth question to ask Shmuel, which requires evidence. Pass the
question to another pair. Complete and feedback.
Plenary: What do we learn about prejudice from Bruno and Shmuel’s friendship?
Photocopy of page 11 of Reading Guide.
Prediction – what is going to
15 To find out what became of Bruno!
Main: Complete the reading of the book.
How does the ending make us feel?
In groups, discuss what author means by his closing sentence? What examples of this kind of thing happening today, still exist? What can we do about it?
16 To know how to
analyse and annotate a text closely.
Starter: Re-visit the symbol of the fence – what was Bruno’s view of the fence? (focus on curiosity, sense of unfairness, exclusion)
Intro: Using extract from page 208 and photocopy of page 13 of Reading Guide, model how to
annotate the writer’ skill in creating a sense of fear and violence.
Main: Model use of PEE, using the example in the reading guide.
Plenary: set up homework preparation task for assessed reading task tomorrow.
Photocopy of reading guide, page 13
Re-read chapter 15 in preparation for an assessed reading test next lesson.
17 Assessed reading test. Teacher marked.
DRAMA LESSONS
1 DRAMA Prejudice: exploring types and forms
of prejudice through role play
2 DRAMA. Note: this
can’t be done until students have read up to chapter 12, so may have to be changed.
Interviewing Shmuel: we see very little through Shmuel’s eyes and don’t really know his thoughts – what does he really think of Bruno?
3 DRAMA Sculpting the scene – picking one of
