1 Key Stage 3 ENGLISH Medium Term Plan: THE BOY IN THE STRIPED PYJAMAS KEY ASSESSMENT OBJECTIVES: AO1: SPEAKING, LISTENING & AO2: STUDYING SPOKEN LANGUAGE 1 Communicating & Adapting Language DURATION: Week 1: Book cover predictions Chapter 1 1 Reading & Understanding 2 Interacting & Responding 2 Developing, Interpreting & Supporting Ideas 3 Creating & Sustaining Roles 4 Understanding Language Varieties in Different Contexts 5 Evaluating Language Choices 3 Evaluating Language, Structure & Presentation 1 Communicating Clearly & Using Forms 2 Using Vocabulary & Language 3 Organising Information & Ideas 4 Making Comparisons 4 Using Sentence Structures 5 Texts & Their Contexts (Social, Cultural & Historical) Outcome/ mode of assessment: AO1: Diamond 9 Discussion AO4: Description of house; DVD Blurb AO3: QWERTY Analysis Notes: 5 Writing Accurately Chapter 2- Writing Assessment Week 2: Chapter 2 (continued)- Writing Assessment Chapter 3 Chapter 4 Week 3: Context Chapter 5 Week 4: Chapter 5 (continued) Chapter 6 Chapter 7&8 Week 5: Chapter 9 Chapter 10 Chapter 11- Reading Assessment Week 6: Chapter 11 (continued)- Reading Assessment Chapter Chapter 15- Speaking & Listening Assessment Week 7: Chapter Chapter Week 8: DVD Cover/ Blurb- Writing Assessment
2 Key Stage 3 English Unit: The Boy In The Striped Pyjamas Lesson 1: Book Cover Predictions achieve s and engage and influence the reader. achieving s. 1. Write to communicate clearly, ively and To make predictions about a text, based on the presentational features on the cover I can describe the cover I make predictions, explaining them by referring to the cover I use the more subtle features of the cover to explore possible themes and ideas Judging books by their covers. Supported analysis of the covers of Private Peaceful and The Curious Incident of the Dog in the Night Time - focusing on interpretation and deduction. [Could be done as individual or paired task on print out of slides 2 and 3 or shared activity on the board, with pupils contributing through the use of mini whiteboards.] Introduce the novel s title and the objectives for this lesson. Give pupils the three covers for The Boy in the Striped Pyjamas. Start different groups off at different points/ allocate different covers and then feedback, with pupils making notes based on others ideas. Show the blurb and the film poster, before showing the film trailer. These all help us to make predictions about the novel. (Ideas could be listed on the board or pupils could record prediction on mini whiteboards or in books to support the plenary activity.) Model structuring a QEY response, predicting what the novel will be about. Pupils complete independent QEY paragraphs. If time, get them to highlight the different elements of their responses or underline the useful phrases they ve used from the PowerPoint. PowerPoint; [Print out of slides 2 & 3 if necessary]; Covers; (mini whiteboards)
3 Key Stage 3 English Unit: The Boy In The Striped Pyjamas Lesson 2: Chapter 1 achieve s and engage and influence the reader. achieving s. 1. Write to communicate clearly, ively and To read and understand the story, selecting evidence to support our ideas I can pick out some evidence from the text I can explain what the evidence suggests I focus on what particular words suggest when I explain my ideas Introduce the character of Bruno and that his life is going to change. Read Chapter 1, followed by collecting evidence relating to unusual activity/ behaviour. Explore key quotations, considering connotations, language choices etc. linking them to the unusual activity in the house. Model QEY response on how Chapter 1 shows that Bruno s life is going to change. Pupils complete QEY, using PowerPoint frame to support. PowerPoint; Chapter 1; Writing frames (use as prompts or print if necessary)
4 Key Stage 3 English Unit: The Boy In The Striped Pyjamas Lesson 3-4: Chapter 2 achieve s and engage and influence the reader. achieving s. 1. Write to communicate clearly, ively and To be able to use evidence to explain how the writer creates an ive setting To use Boyne s techniques to create our own powerful setting descriptions I can match the quotations to the setting they describe I describe a setting, including some details I describe the setting, thinking carefully about my word choice Introduce difference between Bruno s old and new house. Sort words describing old house and new house, based on reading of Chapter 2. Give pupils pictures of the two houses and get them to surround images with quotations. Share quotations (visualiser) and create list of techniques used to describe. Give pupils images of a new house and imagine that this was a house they moved to. They are to surround images with description. Pupils write their own Chapter 2, using writing features grids. PowerPoint; The Boy In The Striped Pyjamas ; Old House New House Quotations; House Images; Writing Features Grid and Chance Cards
5 Key Stage 3 English Unit: The Boy In The Striped Pyjamas Lesson 5: Chapter 3 To be able to read and understand how the character of Gretel is presented, using supporting evidence. achieve s and engage and influence the reader. achieving s. Role on the wall for Gretel, informed by reading of Chapter 3. (Could read together, followed by task, or get pupils to read in groups/ independently whilst doing task.) Give each group a strip of lining paper and draw around one person to create an outline for Gretel. Give each group a focus (Group 1: least challenging; Group 3: most challenging) and get them to record key quotations from the text. (If more than 3 groups, duplicate focuses.) Model interpreting a quotation using QEY, presenting bank of phrases for interpretation (It suggests, implies, shows, represents ) and get pupils to add to quotations in a different colour, showing their interpretation. Each group should present (some of) their Gretel outline, using the QEY structure verbally. Peer asses presentations using traffic lights (in log books) for each element of QEY. PowerPoint; The Boy In The Striped Pyjamas ; Lining paper; marker pens (two colours: quotations and interpretations). 1. Write to communicate clearly, ively and I can give my opinion about the character of Gretel and use quotations to support my ideas I can explain what the quotations about Gretel will make the reader think and focus on key words I interpret quotations, exploring how Gretel is represented. I can explore interpretations which aren t really obvious.
6 Key Stage 3 English Unit: The Boy In The Striped Pyjamas Lesson 6: Chapter 4 To be able to read and understand how Gretel s concerns are presented, using supporting evidence achieve s and engage and influence the reader. achieving s. self and other readers in different contexts and at different Read Chapter 4. Freeze frame activity: pupils in role as Gretel, Bruno, soldiers and group of children based on situation on page 37. Outline the objective and how this lesson moves on from interpreting quotations to focusing on key words- starting to explore language. Share analysing quotations, focusing on the s and connotations of key words. Allocate quotations to pupils to analyse (either print Ppt as a handout and pupils complete independently or allocate quotations to pairs to present to others). Using PowerPoint writing frame, pupils write QEY paragraph in response to question: How does John Boyne present Gretel s concerns in Chapter 4 of The Boy In The Striped Pyjamas? PowerPoint, The Boy In The Striped Pyjamas, quotations (either handouts or single quotations for pairs) 1. Write to communicate clearly, ively and I can give my opinion about Gretel s concerns and use quotations to support my ideas. I can explain what the quotations about Gretel s concerns will make the reader think and focus on key words. I interpret quotations, exploring how Gretel s concerns are represented. I can explore interpretations which aren t really obvious.
7 Key Stage 3 English Unit: The Boy In The Striped Pyjamas Lesson 7-8: Context achieve s and engage and influence the reader. achieving s. 1. Write to communicate clearly, ively and To read and understand the text in light of its context I know some information about the context in which the novel is set I can make some links between quotations from the text and the context I make less obvious links between quotations from the text and the context Introduce the objective relating to context and explore its meaning. Think-pair-share using prompts to draw out existing knowledge about the context. Show images and YouTube clips about Auschwitz before looking at the map of the camp and answering questions. What can Bruno and Gretel really see? Review key quotations from Chapter 4 in light of contextual knowledge. Link quotations to context. PowerPoint, Prompts, Quotations.
8 Key Stage 3 English Unit: The Boy In The Striped Pyjamas Lesson 9-10: Chapter 5 achieve s and engage and influence the reader. achieving s. 1. Write to communicate clearly, ively and To explain how John Boyne uses language to show the relationship between Bruno and his father Find someone who: given grid of language features, pupils should move around and find someone who can define each of the language features on the grid. They should record the definition and the name of the pupil who shared the knowledge with them. Feedback and clarify any misunderstandings. I know what language techniques mean and can find some examples I can explain simply what the language techniques have and give my opinion on Bruno s relationship with his father I explore in detail how the language techniques influence the reader and help them understand Bruno s relationship with his father Share text marking for first part of the Chapter 5 extract before pupils continue individually. Conscience alley: line pupils up, with pairs facing each other. One side should represent Bruno, the other Bruno s father. Move down the line, thought tracking each character. Show the QWERTY structure, extending their work on QEY, and model process. Pupils write own QWERTY paragraphs about Bruno s relationship with his father. PowerPoint, Find Someone Who Grid, Extract from Chapter 5.
9 Key Stage 3 English Unit: The Boy In The Striped Pyjamas Lesson 11: Chapter 6 To explain how the film makers have used camera shots to present characters and their relationships Using prompts, pupils analyse the still images from the film adaptation of the novel. (Could be printed and placed around the room for pupils to move around and respond to or given as hand out printouts) Read Chapter 6. Give pupils an extract (There are 14 extracts- depending on class size, pupils could work in pairs or each extract could be duplicated to offer alternative interpretation) from the novel and get them to produce a still frame, imagining they are directing the film. They should label the shot to show their choices. achieve s and engage and influence the reader. achieving s. Run through the still images in order under the visualiser to produce an adaptation of the Chapter 6 narrative. Discuss iveness of shot choices. PowerPoint, The Boy In The Striped Pyjamas, Images with prompts, Chapter 6 Extracts, Visualiser 1. Write to communicate clearly, ively and I can identify camera shots and use different shots in my own storyboard I can explain the of camera shots simply and choose shots for my own storyboard I can analyse the of camera shots, lighting and gesture and deliberately compose ive shots in my own storyboard.
10 Key Stage 3 English Unit: The Boy In The Striped Pyjamas Lesson 12: Chapter 7 & 8 achieve s and engage and influence the reader. achieving s. 1. Write to communicate clearly, ively and To interpret how the writer presents characters, evaluating how Boyne uses language to influence the reader Given descriptions of characters on PowerPoint, pupils identify which character is being described. (Either label areas of the room according to the character and have pupils move to those areas or use mini-whiteboards.) (List language techniques used in quotations- word choice, simile, repetition, alliteration, sensory detail etc.) I can identify a character from the description and give my opinion on them. I can select evidence from the text and explain my response. I can identify some techniques. I can use QWERTY to explore how Boyne has used language techniques to present the characters. John Boyne uses language carefully to describe the characters. Use techniques listed during the starter to describe Bruno s mother. Read Chapters 7&8. Close reading on the character descriptions, identifying language features. For one character, write a QWERTY paragraph as to how Boyne uses language to present the character. (See model and prompts.) PowerPoint, The Boy In The Striped Pyjamas, Mini Whiteboards or labels, Close reading activities.
11 Key Stage 3 English Unit: The Boy In The Striped Pyjamas Lesson 13: Chapter 9 achieve s and engage and influence the reader. achieving s. 1. Write to communicate clearly, ively and To link the text to its context, explaining why a text has been written and why it is important for ourselves and other readers Read Chapter 9. Discuss what Bruno is learning about: History. I read and understand the writer s point of view I can talk about why the novel is important and what we learn about the context from reading it I can argue why the novel is important, acknowledging different points of view and challenging others Place interviews with John Boyne around the room and give pupils questions from PowerPoint to prompt note-taking. Pairs discuss ideas from interviews by debating and completing the diamond 9. Feedback key/ interesting points. PowerPoint, The Boy In The Striped Pyjamas, Interviews with John Boyne, Diamond 9
12 Key Stage 3 English Unit: The Boy In The Striped Pyjamas Lesson 14: Chapter 10 achieve s and engage and influence the reader. achieving s. 1. Write to communicate clearly, ively and To read and understand the novel, selecting quotations and developing interpretations of the writer s ideas. Explore symbols in the novel according to the pictures on the PowerPoint. Consider the symbol of the fence. What do Bruno and Pavel have in common and what separates them? Complete Venn diagram whilst reading Chapter 10. Pupils write 5 comparative sentences about Bruno and Shmuel, using connectives bank. Consider the significance of the chapter s subheading and why John Boyne has created characters with so much in common. PowerPoint, The Boy In The Striped Pyjamas, Venn diagram I can pick out relevant information from the text, identifying similarities and differences. I select evidence, identifying subtle similarities and differences between characters. I can use textual evidence to explore subtle similarities and differences, considering why the writer has used these in the novel.
13 Key Stage 3 English Unit: The Boy In The Striped Pyjamas Lesson 15-16: Chapter 11 achieve s and engage and influence the reader. achieving s. 1. Write to communicate clearly, ively and To interpret how the writer presents events and characters in the novel, evaluating how Boyne uses language to influence the reader Read Chapter 11, highlighting evidence which shows they are nervous about The Fury s visit, that he is important and that he is presented negatively. Show QWERTYs of different levels and evaluate different qualities- WWW/EBI Using QWERTY outline, analyse how JB presents The Fury (Assess as reading outcome) Pupils self-evaluate and Identify each element of QWERTY, annotating them in the margin. PowerPoint, The Boy In The Striped Pyjamas, QWERTYs (Print as handout from Ppt) I can find relevant evidence from the text to support my points I can recognise the elements of QWERTY and use at least QEY in my own responses I can use and evaluate QWERTY to explore how Boyne has used language techniques to present the events and characters
14 Key Stage 3 English Unit: The Boy In The Striped Pyjamas Lesson 17: Chapter achieve s and engage and influence the reader. achieving s. 1. Write to communicate clearly, ively and To read and interpret the writer s ideas in relation to the context and how readers respond Place information mobiles about key contextual facts. Pupils should move around silently and read the information. Then show prompts on PowerPoint and pupils should move to the piece of information, as directed by the prompts. Read chapters For key quotations from the text, pupils identify references to the context. Feedback ideas and link to starter information. I understand and respond to the contextual information I can link evidence from the text to contextual information I can interpret the text in light of contextual information and consider how John Boyne reflects history in his narrative PowerPoint, The Boy In The Striped Pyjamas, Contextual information; Quotations from the text.
15 Key Stage 3 English Unit: The Boy In The Striped Pyjamas Lesson 18: Chapter 15 achieve s and engage and influence the reader. achieving s. 1. Write to communicate clearly, ively and To read and interpret the text, working in role to show understanding of the perspectives in the novel In threes, pupils take it in turns to give adjectives to describe a character. Repeat for Bruno, Shmuel and Kotler, taking feedback of best adjectives after each one. Introduce Chapter 15 and that Bruno does something that we don t approve of, but that we understand. Establish expectations for tableaux and thought tracking. Read Chapter 15, stopping at the quotations (possible extracts underlined on the teacher s notes) to create tableaux and thought track. I can work in role and voice ideas which fit the character and situation My work in role shows a clear understanding of how the character would feel in that situation My work in role is sensitive and thoughtful. I can explain my decisions and why I chose to work in that particular way Pupils work in threes and create listening triads: one reads the question from the board, the second answers it and the third develops their response. Continue passing the response around the group until points exhausted and repeat for other questions. PowerPoint, The Boy In The Striped Pyjamas, Chapter 15- Teacher s Notes
16 Key Stage 3 English Unit: The Boy In The Striped Pyjamas Lesson 19: Chapter achieve s and engage and influence the reader. achieving s. 1. Write to communicate clearly, ively and To read and understand the text, using the information to make deductions and interpret ideas I read the text and follow the plot I can answer some of the questions and can refer to the text to support my ideas I can use the text to deduce and interpret meaning Read the opening to Chapter 16 and reflect on how Bruno has changed. Get pupils to draw a timeline to represent the year and add adjectives to describe Bruno s character. As Bruno has grown up, his understanding of the events is developing- although he doesn t know the full horror of the camps. Pupils work in pairs to read Chapters 16, 17 and 18 As they read, they should reflect on the puzzle questions to fill in further gaps in the narrative. Pairs join to create fours and discuss the questions and answers. PowerPoint, The Boy In The Striped Pyjamas, Puzzle Questions
17 Key Stage 3 English Unit: The Boy In The Striped Pyjamas Lesson 20: Chapter achieve s and engage and influence the reader. achieving s. 1. Write to communicate clearly, ively and To read and reflect on the text, considering the writer s ideas and how the ending is a suitable conclusion for the novel Give pupils possible endings for the novel and ask them to rank them from most to least appropriate. Discuss why they are (in)appropriate and link this to Boyne s message and the context of the novel. Create criteria for the ending e.g. realistic for the context, respects Bruno and Shmuel s friendship. I respond to possible endings, judging whether they are appropriate/ inappropriate I reflect carefully on the text, considering why possible endings are appropriate/ inappropriate I analyse the iveness of possible endings and consider how they fit the writer s message and the readers expectations in light of the context Read chapters 19 and 20. Did the ending meet our criteria? Personal reflections, using prompts. PowerPoint, The Boy In The Striped Pyjamas, Possible Endings
18 Key Stage 3 English Unit: The Boy In The Striped Pyjamas Lesson 21-23: DVD Cover/ Blurb achieve s and engage and influence the reader. achieving s. 1. Write to communicate clearly, ively and To explain and evaluate how the DVD cover is presented to engage and influence the reader. Using the prompts, analyse the DVD cover for The Boy In The Striped Pyjamas I can identify elements of the DVD cover I begin to link together the choices on the DVD cover and the ideas and message of the novel I evaluate the presentational choices and consider how they convey the messages of the novel and influence the reader. Watch the DVD adaptation of the novel. Review blurbs from DVD covers. Using the guide, pupils write the blurb for the DVD cover. PowerPoint, DVD of The Boy In The Striped Pyjamas, DVD cover
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Unit Three Time 74 Animals that move slowly, animals that move quickly Unit 3: Time Image courtesy of: Microsoft clipart Focus: Animals that move slowly and quickly linked with time Whole class activity
ACTIVITY 1.14 Materials: Vocabulary Notebooks SUGGESTED LEARNING STRATEGIES: Drafting, Marking the Text, Notetaking, Think-Pair-Share, Word Map Purpose: To explore the concept of heroism in real life and
session 5 Evaluation Time One to two hours. Students may need an extra lesson and homework to prepare PowerPoint presentations if doing the two hour evaluation. About this session Students will evaluate
Highlighting and annotating Many students find that marking their course materials with highlighter pens or annotating the text by writing in the margins helps them to concentrate and enhances their understanding.