In Literature students will be introduced to young adult fiction exploring 'the big idea' through looking at characterisation, setting and theme. For language students will develop their skills in reading and creative writing based around Science Fiction and dystopia. Students will be using comprehension, inference and deduction skills for reading and analysis. They will be taught to write in clear PEE (Point/ Evidence/ Explanation) paragraphs, selecting suitable quotations from the text as supporting evidence to demonstrate their understanding of the texts they have read.
Imaginative Writing: Students will develop their creative writing skills based around Science Fiction and Dystopian writing.
Reading: understanding the features of Science Fiction and Dystopia
Writing: imaginative writing using language, form and structure to writer their own dystopian description or story.
Deduce or conclude (something) from evidence and reasoning rather than from explicit statements
Construct or arrange according to a plan; give a pattern or organization to.
The action of explaining the meaning of something through the evidence presented.
A temporary state of mind or feeling.
Visually descriptive or figurative language, especially in a literary work.
A very bad or unfair society in which there is a lot of suffering, especially an imaginary society in the future, after something terrible has happened
The location and situation of a story. When and where is it taking place, and what is happening at that time?
Every story has a problem / desire that needs to be solved. What is driving the story?
The person who is telling the story. Whose "eyes" are we seeing through? A character? A narrator? Is it the same person all the way through?
A repeated idea throughout a story.
Literature: Students will be reading 'Frankenstein', adapted by Philip Pullman (A Modern Oxford Drama) They will analyse the plot, characterisation, setting, themes and context of the play. Pupils will be taught to write in clear analytical paragraphs, selecting suitable quotations from the play as supporting evidence to demonstrate their understanding.
Language: Selling the Experience
Students will explore a range of texts, such as leaflets, adverts, websites, and speeches, to discover how amusement parks promote themselves. Students will analyse how writers sell an experience to their readers, and create their own writing in this style.
Literature: analytic written response to the whole play.
The surname of the scientist in Mary Shelley's novel.
The surname of the author of 'Frankenstein'.
A style of literature characterised by a gloomy setting, grotesque, mysterious, or violent events, and an atmosphere of degeneration and decay.
As a result of inborn or inherent qualities; innately.
Rearing, upbringing, training, education, or the like.
Of or relating to science or the sciences.
Doesn't follow a chronological narrative; uses flashbacks
Some force or thing beyond scientific understanding or the laws of nature.
Using the weather or setting to create a mood
Spiritual, social and cultural skills developed. Develop the individual: Students will consider a range of literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read.
Spiritual, social and cultural skills developed. Develop the community: Students will consider a range of literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read.
Term 5 and 6
Literature:
Ballad Reading
Students will read a selection of contemporary and traditional narrative poetry, learning to secure the story of the poems and identify a range of features and their effects. Students will analyse how the poets use poetic techniques to create effects. They will apply the poetic features to their own ballads.
Introduction to Shakespeare:
They will be introduced to different genres of Shakespeare plays through studying plots and extracts. Pupils will analyse how Shakespeare coveys compelling stories through dramatic techniques and why his plays were successful both in Elizabethan times as well as today. .
Language – Biographical writing and Ballads and End of Year exams.
Students will explore a range of biographical writing. They will analyse how characters, settings, themes, and ideas and combined to engage the reader and convey the writer’s intention. Pupils will use reading skills including comprehension and inference to understand biographical text.
Asking a question without requiring the listener to respond.
Continuation of a sentence across more than one line, noticeable by the lack of punctuation at the end of a line.
The rhythm of a line.
A speech in a play that the character speaks to himself or herself or to the audience, rather than to the other characters
Instructions in a play script, telling the actors and actresses what to do. These are often written in italics
A line of poetry written in iambic pentameter has five pairs of "beats" - an unstressed syllable (short) followed by an stressed syllable (long).
A popular narrative ("story") song passed down orally ("speaking / singing"). In the English tradition, it usually follows a form of rhymed (abcb) quatrains (four line stanzas), with the first & third, and second & fourth lines rhyming.
A stanza is a grouped set of lines within a poem, usually set off from others by a blank line or indentation, on a related topic.
A rhyme scheme is the pattern of sounds that repeats at the end of a line or stanza.
Spiritual, social and cultural skills developed. Develop the individual: Students will consider a range of non-fiction literary forms. They will learn how to approach an unseen text, focusing on language, form and structure, which will in turn feed into their GCSE study. Students will be asked to use empathy skills in order to appreciate the context of the texts they read. Students will explore their ideas together, developing listening and appreciation skills.