Year Plan

Fig01-TheCaptainOfAnOceanLiner-500

Year 8 – “Action and Adventure for the Young and Inexperienced

Choosing this program, will allow you to explore identity through texts from various times, cultures and worlds. We will look at poetry through the eyes of those who tried to conquer the high sea through the poetic words of those who went on long treacherous voyages to explore the New World. The range of poetry from around the world will allow us to explore emotions such as fear, trepidation, awe and wonder and this will be compared to how the sea is presented in Shakespeare’s The Tempest. The chosen novel will be The Chrysalids, a science fiction focusing on  a telepathic teenager who struggles to understand his place in the world.  The last unit of study will explore how children, teens and young adults are presented both positively and negatively in the media; moving image, print media and film/TV.

 

AUTUMN TERM

Poetry of the Sea

1. Speaking – Original piece of nautical inspired poetry and confident delivery

2. Reading – 500-600 words extended response. How does two poems that you have studied explore the various moods and aspect of life at sea?

Creative Writing – 6 Billion People Capturing a Life Story

1. Writing – Students will a compose their own original life story. 500-600 lines in length, students will choose an interesting person in their lives and interview them about interesting aspects of their lives. Students will be assessed on their successful creation of mood, use of images and imagery or even a successful use of metaphor.

2. Reading – Students will select a life story and present their findings on this individual. Areas include: the significant themes or events developed in the text, literary, grammatical and/or language features that have been used to engage the readership and intensify their experience of the text.

SPRING TERM

Novel Study – The Chrysalids

SUMMER TERM

Shakespeare’s Twelfth Night

 

POSSIBLE ASSESSMENT BADGES

 

Extended Response Modern Adaptation Structural choices
Advertisement Annotation Identify viewpoints
Comparison of modern vs traditional Shakespearean text Original  performance of their own original poem Compare texts

GRAMMAR FOCUS

Term One

WORD CLASSES

Adjectives: comparative & superlative, plural, noun phrases, adverbial phrases, the apostrophe

Term Two

SENTENCE TYPES

Compound- complex sentences. Fronted prepositions. Selective positioning of subordinating clauses

Term Three

EXTENDED WRITING

Developing structure: building arguments through counterpoint, exemplification and quote weaving

Support in lessons that ensure High Performance 

  • Open style questions and tasks
  • Drafting and redrafting
  • Experimentation with sentence openings,
  • Transformation of one style of text into a different style
  • Use artistic images as a springboard to extend the thinking skills
  • Get the student to make links between questions so that they become the the building blocks of learning – Hexagonal thinking
  • Probing questions – What if? Would you rather? What alternatives? What does this connect with?… Would you rather …?
  • Pondering style question
  • Activities where we start with the ending and write the chapter leading up to this.
  • Analyse a picture looking for –  
  •  numbers
    • feelings
    • sights
    • words
    • Actions
    • nature
    • Sounds
    • people
  • Analyzing a picture and considering the following –
    • In this picture I can see…
    • I don’t understand…
    • From this picture I can work out that…
    • I wonder if…
    • With this picture I would ike to work out…
    • This picture could be about..
    • I think this picture is about…

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