year 10 autumn 1 (2018) - wordpress.com · year 10 autumn 1 (2018) prior learning: this is the...

Laura May Rowlands Woodlands Community College 2018

Year 10 Autumn 1 (2018)

Prior Learning: This is the first unit in Year 10. By this point students have already been introduced to some of the English Literature texts in Year 9. They have had some opportunity to write accurately and for a range of purposes, effectively utilising a range of language and structural devices for effect. They should be able to analyse language confidently, exploring layers of meaning and commenting on the effect created on the reader. They should have been exposed to a range of pre and post 1914 texts.

Overview of unit: In this unit, students will become familiar with the key skills required for Paper 2 English Language. They will refine skills that they began to cover in Year 9 and will address any misconceptions raised. Students will be taught to effectively write to argue, persuade, inform, and advise. They will use this to prepare the S+L task (one presentation and questions from an audience; compulsory but unweighted towards final grade). Students will be able to analyse a range of non-fiction texts from the 19th, 20th, and 21st centuries commenting on how language and structure is used for effect, and they should be able to select and retrieve information accurately. All materials specified in the week-view below are available as an appendix to this document. The first week back after half term is dedicated to completing the S+L assessment before moving to the 19thC text in Half term 2. In line with department expectations, all lessons should be prefaced with short knowledge/recall tasks. Examples could be completing quotations from Literature texts studied, simple grammar corrections/rules, vocabulary. It is vital that this does not take more than 5 minutes of each lesson due to the pace required to complete all lessons.

Students will be prepared for assessment on:

Paper 2 English Language (Writers’ viewpoints and perspectives) – the December Mock series will use the June 2017 AQA English Language Paper 2. DO NOT use this material with students in lessons.

Grades 1-9

S+L assessment (unweighted)

Learning objectives: AO1: identify and interpret explicit and implicit information and ideas/ select and synthesise evidence from different texts AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts AO4: Evaluate texts critically and support this with appropriate textual references AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation. (This requirement must constitute 20% of the marks for each specification as a whole.) AO7: Demonstrate presentation skills in a formal setting


AO8: Listen and respond appropriately to spoken language, including to questions and feedback on presentations AO9: Use spoken Standard English effectively in speeches and presentations.

Key tasks: (Key tasks will use question stems from previous papers and materials that AQA have produced so they emulate examination questions as far as possible.) All assessment tasks and longer pieces of writing are to be completed in the writing and assessment book. This is to enable students to track their progress more easily, as well as for ease of moderation and tracking.

Reading task 1: How has the writer used language in the text to inspire people? (sample Q3, AO2 Language analysis, 12 marks) Reading task 2: Compare how the writers convey their different attitudes to…. (sample Q4, AO2 Language analysis and AO3 comparison, 16 marks) Writing task 1: “Role models shouldn’t be people who are rich and famous, they should be people who help others and improve the world!” Write a newspaper article arguing for/against this statement. Writing task 2: Write an inspirational speech. Speaking and Listening assessment: one presentation and questions Trial exam: December Mock

Suggested Texts in addition to specific texts collated in the resources appendix

Non-Fiction: Speeches by (including but not limited to) •Nelson Mandela •Barack Obama •Nick Vujicic “Life without Limits” and “No limbs, no problem.” Newspaper articles about: Neil Armstrong Tim Peake Muhammad Ali Rosa Parks Mother Teresa Stephen Hawking Autobiographical texts: “I am Malala” by Malala Yousafzai

AQA Paper 2 question stems

These should be used often during

class tasks to familiarise students

True/False – 4 things.

Summarise the similarities/differences

in two sources.

How is language used?

Compare the views.

Write to argue/persuade.

Homework and out-of-class revision

Students must be set one HW a week from the bank of tasks

provided by SC. HWs will be recorded on the KS4 HW sheet which

is to be kept in students’ English folder for ease of tracking.

Students will be provided with the ‘Woodlands Text Book’ – this is

a guide to every aspect of the GCSEs in English Literature and

Language. Students will be expected to have this with them for

every English lesson.


“Long Walk to Freedom” by Nelson Mandela “The Diary of Anne Frank” Texts about appropriate Sportsmen/women / olympic athletes

Week Lesson Key question(s) Materials Focus of lesson Key Skills Homework

LAO1

LAO2

LAO3

LAO4

AO1

AO4

AO2

AO3

AO5

AO6

WC 3 Sept 10.1 What are the demands of the Language Paper 2?

Example Language Paper 2

WTM –style walk-through of the paper. Students should have a copy of this to keep in their folder for reference Hand out of textbook Ensure all are aware of target grades

10.2 What is inspiration?

Evaluate and analyse the term “Inspirational/inspiration.” What qualities and connotations does this have for students? Are our ideas about “inspirational” all the same? Why? Why not? Try to define this term and get students to come up with their own definition. (Perhaps show students pictures of “Inspirational” places/ people at this point to further support them writing their definitions and stimulate discussion.)

FLEXIBLE SPACE DUE TO 1ST WEEK OF TERM

WC 10 Sept 10.3 How does the writer use language to…? (sample Q3, 12 marks)

Clip: No arms, no legs, no worries and transcript

Recap on language devices – use common classroom display. Recap on idea of analysing language: key teaching points (from AQA Examiner’s report): The key to success in Question 3 is to focus on comments on the effects of language. The best responses explored in detail the effect of specific words and phrases. Watch clip. Read transcript focusing on Nick’s use of language

x HW 1

https://www.youtube.com/watch?v=8jhcxOhIMAQ




to create an effect on his audience/ reader. Discuss/develop ideas about effect created by language choices. Opportunity for true/false AO1-styke Qs here to check understanding.

10.4 How does the writer use language to…? (sample Q3, 12 marks)

Recap how to analyse/ Steps to success (most able students may be limited by this). Teacher explicitly model 12 mark answer for the question: How does the writer use language to describe his attitude to life?’ using ‘No arms, no legs…’ transcript. Shared class write / practise, focussing on zooming in on words/phrases and the effects they create.

X

10.5 Reading task 1 Prince Harry speech

How is language used in Prince Harry’s speech to the Invictus games? 30 mins Marked in-class against Q3 mark scheme

X

10.6 How do I approach the Unseen Poetry question (Literature)?

Invictus poem Recap poetic devices. Introduce PILLTVR. (Purpose, Imagery, Language, Layout, Tone, Voice, impact on Reader). Explain we are looking at a poem which helped inspire Prince Harry to set up the Invictus games. Show poem. Model analysis of PILLTVR. Allow students time for discussion/analysis.

x x

WC 17 Sept 10.7 Feedback – within 6 lessons of assessment

10.8 What is a summary?

Aron Ralston/19thc factory accident extracts

Introduce the idea of a summary. You could show two photos of a similar place and ask students to list the differences as a way in. Read the 2x extracts. Suggested tasks for each: AR article:

Make a list of the words or phrases which are intended to make the reader feel uncomfortable by what Ralston had to go through.

Make a list of 10 words which could describe how Ralston was feeling.

‘I felt the bone bend and I realised I could use the

x HW 2


boulder to break it. It was like fireworks going off. I was going to get out of there.’ How does Ralston feel in this extract?

19C article:

Why do you think we are told that the accident will probably be fatal at the beginning of the paragraph?

Which words or phrases are used to try and make the reader feel queasy?

How would a reader in 1860 react?

How would a modern reader react to what happened?

10.9 How do I write an effective summary?

Recap Q2 – key teaching points (from AQA Examiner’s report: The ability to infer and to make connections is key to success in Question 2. Students should be prepared to respond to the precise focus of the task). You may wish to spend time unpicking how to look for the key words of a question Introduce SQUID (higher abilities may find this limiting) : STATEMENT QUOTATION INFERENCE Development. Use notes from previous lesson to create SQUID paragraphs (aim for 2x per source). Teacher model 8 mark answer. Timed response – mark in class against Q2 mark scheme

x

10.10 What is the difference between summary and comparison?

Sources on disability

Discuss the meaning of the words ‘viewpoint’ and ‘perspective’. (elicit that these can be explicit or implicit, and how cultural norms can influence these). As a class, define ‘comparison’. What words/phrases are needed? Recap on text types and the key features of these (use textbook here) Read the texts on disability. For each source discuss/label

Whether it is first-person (using ‘I’) or third-person (using ‘he’ or ‘she’)

Whether it is an article, a diary, or another kind of text

Whether it has a positive or negative perspective

X

WC 24 Sept 10.11 How do I compare perspectives and

Re-read the texts, paying specific attention to the attitudes towards disability. You may need to provide words to help students ascertain ‘tone’.

HW3 Lessons for Q4 are a SUGGESTED

ROUTE and may not be suitable

for your class. It is important that

students address BOTH bullet

points in Q4.


feelings? Model how to compare perspectives and feelings – allow students time to practise this (be aware it is only addressing HALF of the question)

10.11 How do I compare methods?

Recap on language analysis from Q3. Ensure students are aware of the following from AQA examiner’s report:

Too many students failed to comment on methods and consequently lost marks

Students should be encouraged to engage with a wider variety of methods

Ensure students have access to a full model response for this question and have annotated this with the mark scheme.

10.12 Reading Task 2 Sources on Nursing

Refer to Source A and Source B. Compare how the writers convey their attitudes to nursing. In your answer, you should: •compare their attitudes •compare the methods they use to convey their attitudes •support your ideas with quotations from both texts 20 minutes – mark in class

X

10.13 What text types might I be asked to produce in Section B?

Textbook Examples of text types (focus on ‘inspirational people)

Recap on different text types which students could be asked to create. This could take the form of a carousel activity. Ensure students are aware of the key features of: Letter Blog Leaflet Speech Article: broadsheet and magazine

x

10.14 How do I plan effectively for Section B?

Textbook Ensure all students are aware of the planning format for Section B: 1.TAP the text – what is the text type you need to create? Who is the audience? What is the purpose? 2.Mind-map / bullet point your ideas. You need 3-5; if there are bullet points under the question start with those! 3.Order your ideas – what is going to be the logical way to

x


write your ideas down? 4.Think about language and structural devices (PAFOREST) 5.Consider your opening and closing sentences – DO NOT start with ‘I am writing to…’ Focus this lesson on TAP – specifically audience/purpose and formality

WC 1 Oct

Attitude DC this week

10.15 What is the basis of persuasive writing?

Common language devices display

Introduce Ethos, Logos, Pathos (some students may have been exposed to this already). Recap KS4 persuasive devices and their effects – how does this apply to writing?

x x X HW 4

10.16 What is POV (point of view) writing?

Coffee bars extract Student example

Explain that POVs are about perspective; the angle that is taken. Broadly, it’s positive or negative, but can be neutral. Display the 3 extracts about coffee shops – what is the common topic? How does each use vocabulary and evidence to make their points and ascertain which is positive/negative/neutral. Students should identify and explain thoughts about the adjectives, verbs, imagery, and sentence types. Give out example of article opening – identify viewpoint and technique. Students need to EITHER continue in the same vein or write on the same topic from a differing POV. To peer-assess this, students should write a PETER paragraph answering the question ‘how has the writer created a specific tone in this article?’

X X X X

10.17 How do I convey a convincing and

Tim Dowling article

Introduce concept of ‘vignette’ and how it is different to an anecdote.


original voice? Read Tim Dowling ‘hounded out’ article (one swear word – starred out) and answer questions: 1. What does Dowling think about the dogs? 2. what does the article suggest about his relationship with his wife? How could you describe his tone? Make connections with the title of the article. Model a recount paragraph in which you include a conversation with a friend or family member about an everyday irritation. Include a snippet of conversation and an aside / comment for the reader; ensure that students are aware that the conversation must be a snippet. Opportunity to revise how speech is written. Students write own

10.18 How do I select vocabulary to make an impact?

JK Rowling article

Remind students of adjectives, adverbs, and noun phrasing. Develop this by explaining that noun choices can also be a subtle way of displaying a viewpoint; give students a list of nouns and ask them to plot them from positive to negative. (eg weirdo, loner, visionary, trail-blazer, outcast, reject, boss) Give out JK Rowling article and identify powerful vocabulary choices. How have positive and negative words been used? Complete Q3-style analysis paragraph on how vocabulary has been used to convey Rowling’s journey to success. Choose 3 words to learn and use in WA1 in coming lessons.

X X X

WC 8 Oct 10.19 What is allusion and how can it improve non-fiction writing?

Explain what allusion is to students, ensuring they understand the 3 main types: Biblical, cultural, and intertextual (refer them to Maggot Moon in Y8 when they did some work on this). Give out examples and information – carousel activity. ‘homework is a vital part of a GCSE student’s life’ – model a paragraph agreeing or disagreeing with this statement, using an allusion. Students write own.

X X X X X HW 5

10.20 How do I Explain to students that whilst in writing it is important to X X


manipulate structure to create effects in writing? Structure – punctuation / bullet /asyndetic listing

structure ideas logically and carefully, that this can lead to boring writing. Display first 3 paragraphs of article on Gareth Southgate, modelling annotation of structural devices (first person, single word sentences, RQs). Introduce ways of presenting information: ‘bullet-point bonanza’: students may use this when writing non fiction texts to add shape to their writing. This should take the form of a single paragraph in which students write a sentence introducing an idea, follow it with a colon, and use 2x bullet points to add detail. Syndetic/asyndetic listing Model these explicitly. Read the rest of the Gareth Southgate article. Students to choose 1-2 paragraphs to rewrite including syndetic/asyndetic listing or bullet-point bonanza.

10.21 Fishbowl debate on WA 1

Love Island/Thai cave rescue/World Cup articles Postits/Mini WBs Fishbowl debate cards ‘interruption’ cards

Pose the question: “Role models shouldn’t be people who are rich and famous, they should be people who help others and improve the world!” Give out the three articles (one on Love Island, one on Richard Harris (Thai cave rescue), one on English world cup players) and give students time to gather evidence for BOTH sides of the debate (do not tell them which side they will be on). You may need to model how to gather evidence. During the debate they will only have a post-it with brief notes/evidence on. Divide students into groups of 8 (4 observe, 4 debate) and explain what a fishbowl debate is (proposition v opposition) and specifically how to ‘interrupt’ / argue politely, using prompt cards. Give out ‘observation’ prompts. Students should complete the debate.


10.22 Writing assessment 1

A05/6 mark scheme

Introduce the task and recap rhetorical / structural devices they have been taught this half term. Specifically mention the planning structure. If necessary, display this for first 10 mins of assessment, to embed. 45 mins to complete assessment in writing / assessment books

X X

WC 15 Oct 10.23 How do I prepare for the S+L qualification?

Pose statement for discussion: ‘The best speeches are like the best theatre. There is laughter and there is pathos. You make the audience roar and also you can touch them, you can see a tear in the corner of the eye.’

Introduce S+L qualification – AO7,8,9 (but also AO5+6). You may wish to share the following: You are going to be delivering a speech to the rest of the group.

You will be given a choice of topics

Your aim is to be an entertaining, fluent and confident speaker.

You will have to individually speak for 3-5 minutes

You are allowed to use PROPS, AUDIENCE INTERACTION, DRAMA, IMAGES

You can ONLY use PowerPoint for images

You can make your speech funny but you must still try to speak in a formal manner

You must try to MEMORISE your speech- but you can use cue cards as prompts

This is an official part of your English GCSE final grade! You will also be practising the writing skills you need for Component Two Section B

Give out mark schemes and lead discussion on differences between pass/merit/distinction.

Students will need to write an inspiring speech on a topic of their choice (to be vetted by teacher. Options could be:

Speech about female representation in literature/film (the Bechdel test)

Speech about films being too violent

A speech about an historical figure (Martin Luther


King, Shakespeare, Bill Gates etc)

A speech about the challenges of moving from another country, a new area or anything else which would be substantial.

A speech about ‘what is free will?’

Arguing for a cause – removing animal testing/ free university education for all/boxing should be banned as it is too violent

Students will need to gather their own evidence for this

10.24 Planning an effective opening

4 opening paragraphs of speeches

Recap definition of lexis/syntax and ethos/logos/pathos. Give out 4x examples of opening speeches. Examples could be: Obama 2008; Malala Youfsazi UN address; Theresa May 2017; Emma Watson gender equality speech 2014.. (the book ‘Speeches that changed the world’ is available from LR for many more examples). Annotate and discuss. Remind students that ‘I am writing to… / I am giving this speech to…’ is BANNED! Introduce ‘Churchillian triplet/If, if, if, then’ sentence types (see LR if you need support with these).

X X

10.25 How do I add paralinguistic features to my speech?

AO7/8/9 Spoken Language mark scheme Life skills ad: https://www.youtube.com/watch?v=zcWsQdR0FKs

Explain what paralinguistic features are – non-verbal gestures. These can be (but aren’t limited to): body language, gestures, facial expressions, tone and pitch of voice. Ensure students think about A07, 8, and 9 – delivery is important. Show ‘life skills’ advert on youtube and discuss. Watch the exemplar speeches from AQA and discuss which grade students believe they are (and then show examiner comments). Candidate 1 (Connor): https://www.youtube.com/watch?v=v5vMV3Ke6kQ

https://www.youtube.com/watch?v=zcWsQdR0FKs




https://www.youtube.com/watch?v=v5vMV3Ke6kQ


Candidate 2 (Charlotte): https://www.youtube.com/watch?v=jfI4zpebxZU Ensure students are clear that they must plan for paralinguistic features, and that they must write their speech over the half term break. This will also be assessed as WA2.

10.26 Feedback from WA1

Feedback from WA1 – ensure targets from this assessment are noted for actioning in the speech for WA2.

WC 21.10 Half term break HW = write speech - this is WA2

WC 28.10 10.27 Preparing for the Q&A section of the S+L assessment

Completed versions of the WA2 speech

Ensure students are prepared for questions about their chosen topic. You may wish to provide question stems for them to prepare

HW 6

10.28

10.29

10.30

The S+L sessions should be completed in this week. Students do not necessarily need to perform in front of the whole class; this could be completed in small groups. Teachers should keep a record of P/M/D

gradings for each student. A selection of students will need to be filmed completing their speeches for board moderation – this will be organised by LR/ZP. Students who refuse to complete the assessment can

organise to speak to LR – continued refusal will result in a U grade being entered.

https://www.youtube.com/watch?v=jfI4zpebxZU

year 10 autumn 1 (2018) - wordpress.com · year 10 autumn 1 (2018) prior learning: this is the...

Documents