K3 English Medium Term Plan Y9 Half-term 2 Topic: War Poetry

Transcription

1 K3 English Medium Term Plan Y9 Half-term 2 Topic: War Poetry Overview of unit, skills taught and assessment of progress In this unit, students will study a selection poetry (from 184 to 194) that examines the experience of war to develop their understanding and appreciation of the poetic craft and how poets use a range of poetic devices to construct meaning and explore issues and ideas. Students will also study the influence of a range of relevant social and historical contexts in helping to illuminate their understanding of the impact war has on people and countries. Students will be taught to follow the conventions of literary criticism and essay writing, using an academic register and vocabulary, and to articulate their ideas using accurate spelling, punctuation, grammar and a wide and appropriate vocabulary. The unit is designed to develop the skills required to analyse poetic form and structure and write about it critically using the conventions of formal essay writing at grades 1-6, with the introduction of some aspects of grade 7 skills. The unit includes a range of differentiated activities designed to support teachers in the delivery of the teaching of the skills required for the unit. Each task is cross referenced with the appropriate Doddle codes for the skills covered. Teachers are to select the tasks most appropriate for their teaching groups and the individual needs of the students in these groups. It is expected that the most able groups will access all of the tasks with teacher personalisation of the unit for lower ability groupings. The unit is designed to include a diagnostic class based assessment followed by teacher feedback before the formal end of unit assessment is carried out in order to support effective target setting and support students in making progress. Assessment The unit will be assessed through the students production of an analytic essay on a poem from the selection studied.

2 Assessment task: Write an essay in response to the following question: How does Wilfred Owen portray the harsh realities of war in Disabled? You must support your ideas with quotations from the text. Make sure that you comment on the presentation of war at the beginning, middle and end of the poem and whether it changes in any way. Work will be assessed using the English flight path grading 1-9 KS 3 & 4 National curriculum Reading Pupils should be taught to: develop an appreciation and love of reading, and read increasingly challenging material independently through reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors. The range will include highquality works from seminal world literature. understand increasingly challenging texts through: o learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries o making inferences and referring to evidence in the text o knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension o checking their understanding to make sure that what they have read makes sense. read critically through: o knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning o recognising a range of poetic conventions and understanding how these have been used o studying a range of authors. Writing:

3 Pupils should be taught to: write accurately, fluently, effectively and at length for pleasure and information through: o writing for a wide range of purposes and audiences, including well-structured formal expository and narrative essays. summarise and organise material, and supporting ideas and arguments with any necessary factual detail apply their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form Grammar and vocabulary Pupils should be taught to consolidate and build on their knowledge of grammar and vocabulary through: o studying the effectiveness and impact of the grammatical features of the texts they read o drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects Preparation for GCSE Eduqas GCSE English Literature Component 1, Section B Poetry 1789-Present day: This assessment will test knowledge and understanding of poetry from 1789 to the present day. Learners will be expected to consider the context of poems, their content and key ideas, and the poets use of language, structure and form. GCSE Assessment objectives: AO1, AO2 and AO3. AO1 Read, understand and respond to texts. Students should be able to: maintain a critical style and develop an informed personal response use textual references, including quotations, to support and illustrate interpretations. AO2 Analyse the language, form and structure used by a writer to create meanings and

4 effects, using relevant subject terminology where appropriate. AO3 Show understanding of the relationships between texts and the contexts in which they were written. SMSC Spiritual The study of literary works, inc. W.W.1 poetry, develops critical appreciation of the craft of the writer and ways in which literature has the power to inspire and instruct. We explore the values & beliefs of others by examining perspectives on life, death, patriotism and religion. We develop understanding of human feelings & emotions by analysing the effects of war on both soldiers and civilians. Moral The study of war poetry includes investigating moral values & ethical issues through discussion of the morality of war, conflict and government policy. We recognise and apply concepts of right and wrong through the examination of ideas relating to the concept of a just war. Understanding of the consequences of actions is developed through examination and analysis of the impact of war on the soldiers who are involved in combat. Social English lessons involve a high level of discussion both at whole class and small group level. This facilitates the development of a range of personal skills to work with a diverse range of peers and adults. We also consider the influence of context on interaction in both informal and formal situations. English lessons also regularly involve role play, whole class, small group and paired discussion to develop idea and understanding. Teachers use targeted questioning to facilitate discussion and extend thinking. These activities promote co-operation, team work and empathy skills. Cultural Through the study of wart poetry learners further and develop their understanding of the impact of war, particularly the First and Second World War, on cultures and world history. The importance and significance of Remembrance to British culture and cultures across the world is explored along with a commitment to maintaining World Peace.

5 English Skills taught (Doddle) Understanding texts Area Doddle Element Test? Grade ref. Using the Text U9 I can make reference to the text 1 U10 I can use textual references to support the comments I make about texts 1 U11 I can use short quotations to support insightful comments about the text Y 4 U12 I can paraphrase what a passage is saying in my own words to support comments on the text U13 I can use frequent direct and indirect references to support a range of comments Summarising Texts U14 I can recognise the key words in a question by underlining or highlighting them Y Tr6 Opinions U27 I can identify the opinions and bias expressed in a text Y 2 U28 I can identify and explain the effect of the opinions and bias expressed in a text Y 3 U29 I can identify and explain the effect of opinions/bias by relating it to the overall meaning Thoughts & Feelings U30 I can make comments about the thoughts and feelings expressed in a text 1 U31 U32 U33 I can make some valid inferences about the thoughts and feelings expressed in a text I can make consistent inferences about the thoughts and feelings expressed in a text I can make perceptive interpretations about the thoughts and feelings expressed in a text

6 Language analysis Area Doddle Element Test? Grade ref. Interesting Language L9 I can select interesting uses of language in a text Y 2 L10 I can select interesting uses of language in a text that relates to the focus of the reading Y 3 L11 I can identify specific words and phrases that convey meaning and are related to the Y focus L12 I can identify and analyse the pattern in specific words and phrases Y 6 Figurative Language L13 I can identify the figurative language used in a text Y 2 L14 I can identify and explain the effect of the figurative language used in a text Y 3 L1 I can identify and explain the effect of figurative language and relate to the overall meaning Imagery L16 I can identify the images used in a text Y 3 L17 I can identify and explain the effect of the images used in a text Y 4 L18 I can identify and explain the effect of images in a text by relating them to the overall meaning Structural Features L2 I can identify structural features used in a text e.g. juxtaposition, contrast, sequencing Y 3 L26 I can identify and explain the effect of structural features used in a text Y 4 L27 I can identify/explain the effect of structural features used in a text & relate to overall meaning Poetic Features L28 I can identify the use of poetic features in a text e.g. alliteration, personification Y 3 L29 I can identify and explain the use of poetic features used in a text Y 4 L30 I can identify/explain the effect of poetic features in a text & relate them to overall meaning

7 Writer's Intention L31 I can explain/justify the PURPOSE behind the author's structural choices Y 3 L32 L33 L34 I can demonstrate the EFFECT that the author's structural choices have on the text/reader I can comment insightfully on the author's use of techniques (personification, assonance etc) I can clearly explain the EFFECT author's techniques have created & link to overall meaning Y 4 Y 6

8 Comparison and Links Area Doddle Element Test? Grade ref. Thoughts & Feelings CL1 I can link the thoughts and feelings expressed in different texts 1 CL2 I can compare the specific thoughts and feelings expressed in different texts 3 CL3 I can evaluate the thoughts and feelings expressed in different texts through comparison Context CL8 I can comment on the social and historical contexts of a text Y 2 CL9 I can comment on the biographical and literary contexts of a text Y 2 CL10 CL11 CL12 I can link details of the text to the biographical, literary, social and historical context I can comment on how specific details of a text are influences by biographical, social and historical context I can evaluate the extent to which specific aspects of a text reflect biographical, social & historical context Y 3 Different Interpretations CL13 I can recognise that different readers have different interpretations of texts Y 1 CL14 CL1 CL16 I can construct specific alternative interpretative of aspects of texts, or whole texts I can evaluate the validity of alternative interpretations of aspects of texts, or whole texts I can use alternative interpretations of aspects of texts or whole texts to develop my ideas Linking CL17 I can link the meanings presented in different texts

9 CL18 I can compare the main meanings expressed in different texts Y 2 CL19 I can evaluate the meanings presented in different texts through comparison Y 6 CL20 I can critically evaluate texts I have read by relating them to other texts from my wider reading 7

10 SPaG Focus areas Area Doddle Element Test? Grade ref. Sophisticated punctuation P17 I can use ellipsis to omit details or create suspense in creative writing Y 3 P18 I can use brackets for short, related information Y 4 P19 I can use two dashes to add detail or comment on the rest of the sentence Y P20 I can use hyphens to form compound adjectives and to add detail or clarify after the sentence Y P21 I can use hyphens/dashes to add detail or clarify after the sentence Y 6 Sentence Construction G I can write simple sentences with a subject and verb Y Tr6 G6 I can write compound sentences consisting of two simple sentences Y 1 G7 I can write complex sentences with a subordinate clause at the end of the sentence Y 1 G8 G9 I can write complex sentences with the subordinate clause at the beginning of the sentence I can write complex sentences with the subordinate clause in the middle of the sentence Y 2 Y 3 G10 I can write sentences with an adverb at the beginning Y 4 G11 I can write sentences with the adverbial element in different sentence slot positions Y G12 I can write compound complex sentences with a range of different constructions Y

11 Key Spellings Civilian Conscription Empathy Military Pacifist Patriotism Propaganda Recruitment Remembrance Trauma Resources In house anthology of poems about War ranging from 184 to the present day, along with relevant contextual material, Including: Falling Leaves, Margaret Postgate Cole The Target, Ivor Gurney Reported Missing, Anna Gordon Keown Disabled, Wilfred Owen The Send Off, Wilfred Owen

12 Suicide in the Trenches, Siegfried Sassoon The Charge of the Light Brigade, Alfred, Lord Tennyson Poppies, Jane Weir Department lessons on shared department drive with resources to support personalisation. Assessment task Work will be assessed using the English flight path grading 1-9