K3 English Medium Term Plan Y8 Half-term 2 Topic: Poetry Anthology of Poems About Growing Up

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1 K3 English Medium Term Plan Y8 Half-term 2 Topic: Poetry Anthology of Poems About Growing Up Overview of unit In this unit, students will study poetic forms and techniques in order to develop an appreciation of the poetic craft and how poetry is used to explore ideas about the human condition and the wider world. They will analyse the effectiveness of a range of poetic forms, devices and structures and the use of imagery and figurative language to create meaning. The unit is designed to develop the skills required to analyse poetry at grades 1-5 with the introduction of some aspects of grade 6 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 essay analysing how language, form and structure are used to construct meaning in one of the poems studied from the selection.

2 Assessment task: How does Carol Ann Duffy present the experience of growing up in her poem In Mrs Tilcher s Class? Work will be assessed using the GCSE 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: o 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 high-quality works from: o English literature, both pre-1914 and contemporary, including prose, poetry and drama 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 Writing Pupils should be taught to: write accurately, fluently, effectively and at length for pleasure and information through: writing for a wide range of purposes and audiences, including: o well-structured formal expository and narrative essays summarising and organising material, and supporting ideas and arguments with any necessary factual detail applying 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 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 o using Standard English confidently in their own writing and speech

3 o discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology. Preparation for GCSE Eduqas GCSE English Literature Component 1 Section b Poetry 1789-Present day Learners will be expected to consider the context of poetry, its content and key ideas, and the poets use of language, structure and form [ ] a range of poetry is selected to introduce learners to the rich heritage of poetry across centuries as well as illustrating how poets explore similar themes in different ways. 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 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 Students will develop their understanding of human feelings and emotions through the study of poetry about growing up which includes the exploration of the difficulties and rites of passage experienced in adolescence. They will explore the values & beliefs of others by discussing issues relating to developing independence and making choices. Moral Students will recognise right & wrong and make application of these judgements through the exploration of how decision making relates to the development towards maturity. Social

4 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. English lessons regularly involve whole class, small group and paired discussion and role play to develop idea and understanding. Teachers use targeted questioning to facilitate discussion and extend thinking. These activities promote cooperation, team work and empathy skills. Cultural Students will develop understanding of and respect for diversity through the study of a range of poems from a variety of cultures and comparison of the ideas and values depicted.

5 English Skills taught (Doddle) Topic: Organisation Doddle Element Test? Grade ref. Paragraphing O5 I can write in paragraphs Y 1 O6 I can join paragraphs together with a common linking word or phrase Y 1 O7 I can write in paragraphs with a clear focus on the topic and some development of Y 2 ideas O8 I can write coherent paragraphs using a range of appropriate discourse markers 3 O9 I can write in paragraphs with a clear topic sentence and fully developed ideas 4 O10 I can write short or varied paragraph lengths to achieve a range of different effects 5 O11 I can write fluent paragraphs with fully integrated discourse markers 5 Understanding texts Doddle ref. Element Test? Grade Understanding Meanings U4 I can understand some of the meanings in a text Y 1 U5 I can show a developed understanding of the main meanings in a text Y 2 U6 I can show a sophisticated understanding of a range of ideas and themes in a text Y 3 U7 I can show a perceptive understanding of the underlying themes and concepts in a text 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 4

6 U11 I can use short quotations to support insightful comments about the text Y 4 Thoughts & Feelings U30 I can make comments about the thoughts and feelings expressed in a text 1 U31 I can make some valid inferences about the thoughts and feelings expressed in a text 2 U32 I can make consistent inferences about the thoughts and feelings expressed in a text 3 U33 I can make perceptive interpretations about the thoughts and feelings expressed in a text 5 Language analysis 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 5 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 L15 I can identify and explain the effect of figurative language and relate to the overall 5 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

7 L18 I can identify and explain the effect of images in a text by relating them to the overall meaning 5 Comparison and Links Doddle Element Test? Grade ref. Linking CL17 I can link the meanings presented in different texts 2 CL18 I can compare the main meanings expressed in different texts Y 2 SPaG Focus areas Doddle Element Test? Grade ref? Sophisticated punctuation P17 I can use ellipsis to omit details or create suspense in creative writing Y 2 P18 I can use brackets for short, related information Y 3 P19 I can use two dashes to add detail or comment on the rest of the sentence Y 4 P20 I can use hyphens to form compound adjectives and to add detail or clarify after the sentence Y 4 P21 I can use hyphens/dashes to add detail or clarify after the sentence Y 5 Sentence Construction G5 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

8 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 5 G12 I can write compound complex sentences with a range of different constructions Y 5

9 Key Spellings Alliteration Couplet Metaphor Personification Rhyme Rhythm Sibilance Simile Stanza Structure Resources In house anthology of poems about growing up ranging from 1623 to the present day, along with relevant contextual material, Including: Kid, Simon Armitage Catrin, Gilliam Clarke In Mrs Tilscher s Class, Carol Ann Duffy The Seduction, Eileen McCauley The Seven Ages of Man, from as You Like It, William Shakespeare Department lessons on shared department drive with resources to support personalisation.