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  • The KING’S Medium Term Plan – ENGLISH Y9 LC2 Programme 2015-2016

    Module A Christmas Carol

    This module will help to prepare students to sit the AQA English Literature exam. The module will focus on preparing

    students for paper one although the analytical and creative skills students will develop can be applied to multiple exam

    papers. Pupils will have already read the text before the start of the module, therefore the scheme will focus on key events

    from each chapter, with an overall focus on characterisation of Scrooge.

    Overarching

    subject

    Challenge

    question

    How does Dickens explore the theme of redemption in A Christmas Carol?

    Exam board

    links:

    This unit will prepare students for the AQA English Literature exam (paper one).

    The mid-term assessment will be taken from English Literature paper one

    The end of learning cycle assessment will be taken from English Literature paper one

    Lines of

    Enquiry

    Week 1: What is the audience’s first impression of the protagonist Scrooge? Week 2: Does a person’s past shape their future? Week 3: What principles did Dickens believe Christmas should be grounded on? Mid-term: Extract analysis (Ignorance and Want) Week 4: What is the turning point in Scrooge’s path to redemption? Week 5: How does the message of the novel reflect Dickens’ view on society? Week 6: How do you write a formal letter of complaint? End of learning cycle assessment: English Language paper two, section B

    Week 1 Line of Enquiry: What is the audience’s first impression of the protagonist Scrooge?

  • 3 1hr lessons

    Overview

    This week students will begin by focussing on the first chapter of the play. They will focus on the characterisation of the

    main character Scrooge and how Dickens uses language to present him in a negative way. In lesson 2, students will take

    part in a context carousel which will give them the background information needed to hit the A03 criteria. They will then

    use this knowledge to write an analytical paragraph about how Scrooge treats the poor.

    Lesson Hypotheses Hypothesis 1: Dickens wants the audience to take an instant dislike to Scrooge. Hypothesis 2: Life in Dickensian England was difficult for the poor. Hypothesis 3: Scrooge embodies selfishness and indifference to the poor. Learning Intentions: AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response and use textual references, including quotations to support and illustrate. 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. Weekly success criteria: Complete multiple choice quiz to test knowledge of the play. Generate adjectives to describe Scrooge and find evidence to support ideas Write PETER paragraph on initial impression of Scrooge Take part in context carousel Discuss Scrooge’s attitude to the poor and self-assess against success criteria.

  • Learning outcomes: Lesson 1 GP6: Precise quotations chosen and embedded throughout. Detailed language analysis, zooming in and out to judge relevance and impact. GP5: Well-chosen quotes from different parts of the text. Developed analysis of language and its effect, giving multiple interpretations. GP4: Well-chosen quotes from different parts of the text. Clear analysis of language and its effect, giving some multiple interpretations. GP3: Identifies some relevant points with a range of quotations. Some comment on language and its effect. Lesson 2 GP6: A thoughtful understanding of Dickens and his view. Pupils will integrate apt references to context within their analysis GP5: Relevant use of context, mentioning points about Dickens and his life or views that link to quotes used. GP4: Some comments about the time or author that link to points made about the text GP3: An awareness of the author, their views or context, not always linked to points Lesson 3 GP6: A thoughtful understanding of Dickens and his view. Pupils will integrate apt references to context within their analysis. Zoom in on language and zoom out to judge relevance and impact of inference GP5: Relevant use of context, mentioning points about Dickens and his life or views that link to quotes used. Explore multiple and developed interpretations of language GP4: Some comments about the time or author that link to points made about the text. Clear comments about language and some links to Dickens’ views. GP3: An awareness of the author, their views or context, not always linked to points. Simple comments on language used. Homework: Marley’s Ghost section of the homework booklet.

  • Week 2

    3 1hr lessons

    (including up to

    one hour of

    REACH1) plus

    1hr homework

    Line of enquiry: Does a person’s past shape their future? Overview:

    This week students will focus on Scrooge’s past and how this has impacted upon his life and behaviour. Students will re-

    read the chapter and track the audience’s reaction to Scrooge’s past. They will then analyse a key scene, with each extract

    being chosen specifically for a class to ensure students are challenged. Finally, the students will explore the scene at

    Fezziwig’s ball and complete retrieval and analysis questions to test their understanding.

    Lesson Hypotheses: Hypothesis 1: The audience begin to feel sympathy for Scrooge for the first time in Stave Two. Hypothesis 2: Man is the product of his own experience Hypothesis 3: Fezziwig’s ball makes Scrooge remorseful about the way he has treated his employee Cratchit Learning Intentions: AO1: Read, understand and respond to texts. Students should: maintain a critical style and develop an informed personal response and use textual references, including quotations to support and illustrate. 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. Weekly Success Criteria:

    Discuss key quotes about memories Track and chart the audience’s level of sympathy for Scrooge throughout the Stave. Analyse an extract from a scene in the Stave Complete questions on Fezziwig’s ball and peer assess Debate whether Scrooge is beginning to change

    1Review and Evaluate Attainment then Challenge and Hone: students are given feedback on an extended piece of writing from their teacher. Students then redraft their work

    based on the targets they have been given.

  • Learning Outcomes: Lesson 1 GP6: An insightful understanding of Dickens’ purpose and intentions and how the audience react to this. Pupils will integrate apt references to justify and evaluate their key scenes. GP5: A thoughtful understanding of Dickens’ purpose and intentions and how the audience react to this. Pupils will use a range of well-chosen references to justify their key scenes. GP4: Confidently identifies key scenes from the Stave with justification. Some awareness of the author’s intention in portraying Scrooge and an understanding of audience reaction. GP3: Identifies key scenes from the Stave .A basic awareness of the author’s intention in portraying Scrooge and simple comments on audience reaction. Lesson 2 GP6: Precise quotations chosen and embedded throughout. Detailed language analysis, zooming in and out to judge relevance and impact. Consistently linked to question and consistent use of terminology. GP5: Well-chosen and apt quotes from different parts of the text. Developed analysis of language and its effect, giving multiple interpretations. Linked to question most of the time. GP4: Range of quotes used from across the extract. Clear language analysis with some word level focus. Some terminology used, mostly accurate. GP3: Identify and analyse the language used with accurate quotes and devices explained in some detail. Some focus on how the extract influences the reader but not developed. Lesson 3 GP6: Range of well-selected evidence to prove points. Detailed inferences provided, with alternative interpretations and insightful interpretation of author intention/purpose with convincing justification. GP5: Can find well-selected evidence to prove points. Detailed inferences provided and thoughtful interpretation of author intention with clear justification. GP4: Confidently retrieve evidence from the text with guidance and answer closed questions. Shows ability to infer meaning behind key quotes. Clear comments on author intention, with some justification.

  • GP3: Can retrieve simple evidence from the text with guidance and answer closed questions. Begins to infer some meaning behind key quotes. Can make simple comments on author intention Homework: The Ghost of Christmas Past section of booklet.

    Week 3

    3 1hr lessons

    (including up to

    one hour of

    REACH) plus

    1hr midterm

    assessment.

    Line of enquiry: What principles did Dickens believe Christmas should be grounded on?

    Overview:

    This week students will move to look at Stave Three of ACC. They will begin to look at techniques Dickens uses to present

    the ghost, suc