Year group: 8 Spring 1 Title Reading For Meaning Tier (e.g. Level 5-7 or Higher) Length 6 weeks Unit description Use inference and deduction to explore layers of meaning within a text. Respond to a text by making precise points and providing relevant evidence in support of these points. Explore the range, variety and overall effect on readers of literary, rhetorical and grammatical features used by writers of literary texts. How do writers use language to shape and influence meaning and create tension? Exploring the social, historical and cultural contexts of texts Learning objectives Level or Grade Learning outcomes Reading assessment focus 3 and,5 (APP): 3: Infer and deduce meaning that is only hinted at in a text. 5: Explain and comment on writer s use of language 7: Relate text to social, cultural and historical traditions. Prior knowledge Analysing of Gothic Horror texts last half-term. 3-7 To be able to write an analytical essay: Phase 1 Introduce Romeo and Juliet/watch film. Key Words Phase 2 - Analysis of language in preparation for reading assessment. COMPREHENSION FORMATIVE. Phase 3 Writing assessment. Phase 4 Analysis of Act 3 Scene 1. Summative assessment. Phase 5 Speaking and listening assessment. Historical context, themes, ideas, character. What comes next connections to other topics and units Future Reading units in year 9 and for English Language and Literature and the English course. CAs and exam texts
Assessment Tasks En1 Speaking and Listening Assessment To create a role play of the fight scene using slow motion to show expression and emotions. (AF3) En2 Reading Assessment Formative: FORMATIVE READING ASSESSMENT: COMPREHENSION. Questions about a Daily Mail article. Summative: What can you infer about Mercutio s personality from this extract? Analysis of Act 3 Scene 1. (AF 3/5) En3 Writing task Imagine you are Romeo and you ve been banished to Mantua: a deserted wasteland. Write a letter to Juliet explaining what life is now like for you. (AF7/8)
Title of Unit/Year Group BLP (Resilience, creative thinking, reflecting, working collaboratively) Social, Moral, Spiritual and Cultural Development Applied Learning Opportunities (Role play, case study, discussion, assimilation, group work, modelling, problem solving) ICT Reading for Meaning Reflective learners, Creative thinkers connect their own and others ideas and experiences in inventive ways, independent enquirers P2L Moral dilemma who was to blame for their deaths? Teen relationships, love, marriage debate. Role play, discussion, group work, modelling. PowerPoints, YouTube videos, independent internet research. Literacy key words Cross-curricular links International Dimension Misconceptions Structure, linguistic techniques, simile, metaphor, onomatopoeia, senses, personification, alliteration, analyse, quote, select, retrieve, understand, language change, historical context, themes, ideas, character History (context). English as a global language. Shakespeare is impossible to understand. Shakespeare texts are not for the modern audience.
Phase 1 (Year 8, Spring 1) Overview of this phase Introduce Romeo and Juliet. e.g. tasks/activities, starters, plenaries Introduction to Romeo and Juliet. 1:Introduction to historical context/shakespeare. Difference between studying a play and a novel/poem. SWOOSH task students sit in a circle and various people play different characters as the teacher narrates. How will the learning emerge? e.g. key questions, assessment points Who was Shakespeare? What do we know about him already? Why do we study Shakespeare (links to NC: cultural heritage) What is the difference between studying a play and a story or poem? e.g. support/extension Differentiation of resources. Simplified prologue. Copies of Prologue. Powerpoint Analysis of the prologue of the play- introduction to Shakespearean language. Prediction exercise: what do we think it will be about? What effect does having the prologue at the beginning have? Link to effect on audience, writer s intention/viewpoint and writer s use of structure (see worksheet). Plot synopsis and introduction to key characters in the play. Focus on language choices. Introduce themes of love, fate, death (make sure they know what a theme is). Watch the film. Use the sheet to pause it the times stated and ask the students questions/complete tasks. What is Romeo and Juliet about? What themes run through the play? What is a prologue? Why is it important? Can I understand Shakespearean language? Can I translate it to modern English? Copies of the play.
Phase 2 (Year 8, Spring 1) Overview of this phase e.g. tasks/activities, starters, plenaries How will the learning emerge? e.g. key questions, assessment points e.g. support/extension Analysis of language in preparation for reading assessment. Formative assessment. Students complete starter looking at the meaning of true love. Students read a newspaper article about a couple that found love at first sight. They then work in groups to identify the 5 W s and H. They then go on to discuss what the key points are and how this article links to Romeo and Juliet. Students read an extract from the balcony scene. They then work in groups Students highlight SAMOSAP used in the scene. They then pick three keys quotes and annotate them. This then leads on to them writing a PEEWE using one quote and explaining how Romeo s language shows his love. Peer mark using formative assessment sheet. FORMATIVE READING ASSESSMENT: COMPREHENSION. Questions about a Daily Mail article. Do I understand the meaning of true love? Do I believe in love at first sight? How has language changed from Shakespearean times to now? How do we recognize Shakespearean language? Thee? Thou? What do they mean? How does Romeo treat Juliet? Analyse language where he kisses her. Do we believe in this sudden love at first sightlinks back to his earlier unrequited love for Rosaline? Copy of the balcony scene. Copy of modern version. Model PEEWE. Formative assessment sheet. What is love? What is the difference between love and infatuation? Do I understand how Romeo feels about Juliet? Can I analyse his language to work out how he feels?
Phase 3 (Year 8, Spring 1) Overview of this phase Inroduction to writing assessment. e.g. tasks/activities, starters, plenaries. Starter activity get students to describe your daily routine to an alien. Check that they included everything. Was it detailed enough. Students read a letter from Romeo to Juliet. They must identify the FLAP. They then identify 5W s and H. How will the learning emerge? e.g. key questions, assessment points Can I identify the conventions of a letter? What needs to be included in the layout of a letter? Do I understand the emotions that Romeo might be feeling now that he is in Verona? e.g. support/extension Reactivation of prior knowledge for higher ability students. Lower ability can be much more scaffolded. Letter from Romeo to Juliet Powerpoint In groups discuss what needs to be included in a letter. Look at a layout of a letter, explain where things go. Students are then given task to write a letter from Romeo and Juliet explaining what life is like in Verona. They then PLAN their letter. Students spend next few lessons drafting and redrafting. Improvements can be made by referring to peer or teaching marking. Use the proformas provided. Can I plan a letter? Do I understand the importance of drafting and redrafting? Can I peer marking effectively? Can I respond to peer marking and teacher marking? Do I know what I need to do to improve? Differentiated resources. Worksheets- comic strips/ modern day version Marking sheets WRITING ASSESSMENT Imagine you are Romeo and you ve been banished to Mantua: a deserted wasteland. Write a letter to Juliet explaining what life is now like for you.
Phase 4 (Year 8, Spring 1) Overview of this phase Analysis of Act 3 Scene 1 Summative assessment. e.g. tasks/activities, starters, plenaries Explain that students will spend this week leading up to their reading assessment. Explain it will be based on Mercutio. Class discuss how we can tell what somebody is thinking from their body language. Read fight scene Act 3 Scene 1. In pairs they highlight words that show his personality. Analyze the words. Draw out meaning, what do these words suggest. Why have they been used? Look at level 6 example of an analysis of Mercutio. Write an analysis in pairs. Peer mark. How will the learning emerge? e.g. key questions, assessment points What can body language tell us about a person? How can I analyse language for meaning? Do I understand the effects certain words create? Do I understand the writer s intention? Can I off individual interpretation? e.g. support/extension Differentiated resources to support higher/middle and lower ability students. Group drama- pairing higher and lower ability students. Film clips can be used from DCSF website (higher ability) or from the film adaptations (middle to lower). Edited extracts from Act 3 Scene Clips from Romeo and Juliet. Writing frame for essay for lower ability. Discuss improvements as a class. Writing frame should be used for bottom set. Summative assessment. What can you infer about Mercutio s personality from this extract? Higher ability to apply analysis of language. Students analyse an extract and write two-three detailed PEEWE paragraphs. Middle structure of PEE moving on to analysis of language if possible. Lower sentence structures starter
Phase 5 (Year 8, Spring 1) Overview of this phase Speaking and Listening assessment e.g. tasks/activities, starters, plenaries Can I show understanding of the fight scene? Can I create a role play using slow motion to expression emotions? Watch the fight scene. Students discuss reasons why the families might hate each other. Come up with creative ideas. How will the learning emerge? e.g. key questions, assessment points Do I understand howto use facial expressions for effect? Can I use body language effectively? What makes a role play worth watching? How is the fight scene interesting? How can we convert it to a role play? e.g. support/extension Lower ability given a script. Extra help from teacher. Fight scene clip on powerpoint. Quote sheet. Peer assessment sheet. Explain that they will be creating a role play of the fight scene but really concentrating on facial expressions and body language. (eg. Not just punching and kicking). Brainstorm what an effective role play requires.
Students get in to groups of four. They must plan their role play in detail. Give them quotes from the play to embed into their role play as an extra challenge. (on powerpoint). Watch role plays on Youtube (on powerpoint) give them two stars and a wish. Understand what is expected. ASSESSMENT: GROUPS PERFORM ROLE PLAY. OTHER GROUPS ASSESS USING SHEET ON POWERPOINT.