Medium Term Plan Autumn half term.

Year: 8 Unit Title: Descriptive writing Duration: 5 weeks Overview of Unit: The primary focus of this scheme is improving the pupils descriptive writing; specifically the skills in AFs 1, 4, 5 and 7. They will also have the opportunity to work on their speaking and listening skills (SPAF 2, 3 and 4). Assessing Learning Prior to this Unit: - What experiences of descriptive writing have the pupils had previous to this unit? - What prior knowledge of different types of sentence structures have the pupils got? - What prior knowledge of punctuation do the pupils have? - What are students current levels of attainment in writing AF1, AF4, AF5 and AF7? - What are the students current levels of attainment in Speaking and listening AF2, AF3 and AF4? Key Concepts: Competence a) Being clear, coherent and accurate in spoken and written communication c) demonstrate a secure understanding of the conventions of written language, including grammar, spelling and punctuation. Creativity b) using inventive approaches to making meaning, taking risks, playing with language and using it to create effects Key Questions for this unit: Can I utilise a range of sentence structures to engage my reader? Can I use a range of punctuation to engage my reader? Can I explore language through a variety of descriptive devices? Can I acknowledge and critically review the written contributions of others and my own? Cross-curricular skills: Personal, learning and thinking skills: Independent enquirers explore issues, events or problems from different perspectives Team Workers provide constructive support and feedback to others Creative thinkers generate ideas and explore possibilities, try out alternatives and new solutions. -try out alternatives or new solutions and follow ideas through Reflective learners assess themselves and others - set goals with success criteria for their development and work -

- invite feedback and deal positively with praise, setbacks and criticism -evaluate experiences and learning to inform future progress Self-managers organise themselves and show personal responsibility, perseverance, initiative and creativity. Functional Skills: Writing (Level1) Write documents to communicate information, ideas and opinions using formats and styles suitable for their purpose and audience: - write clearly and coherently including an appropriate level of detail - use language, format and structure suitable for purpose and audience - ensure written work includes accurate grammar, punctuation and spelling.

English Learning Focuses (Key processes): 2.1 Speaking and listening c) vary vocabulary, structures and grammar to convey meaning, including speaking standard English fluently e) listen and respond constructively to others, taking different views into account and modifying their views in the light of what others say j) use different dramatic approaches to explore ideas, texts and issues K) use different dramatic approaches to convey action, character, atmosphere and tension. 2:3 Writing b) d) i) j) k) l) s) t) u) v) write imaginatively, creatively and thoughtfully, engaging the reader adapt styles and language appropriately use complex sentences to extend, link and develop ideas vary sentence structure for interest consider what the reader needs to know use formal and impersonal language write legibly, with fluency and speed use the conventions of standard English effectively use grammar accurately signal sentence structure by the effective use of the full range of punctuation w) spell correctly

Lesson 1

Objective(s): Use different ways of beginning/ structuring sentences (AF5) Success criteria: All Pupils will be able to start sentences in a variety of ways. Most pupils will be able to think consciously about the order and structure of their sentences. Some pupils will be able to vary the pace of their work through their choice of sentence structures. Objective(s):

Starter: As pupils come in, a painting by Van Gogh (Self portrait with a damaged ear) is displayed on the Interactive Whiteboard. The pupils have a piece of paper describing what is in the picture. What do they notice about the writing? Teacher leads them towards an understanding that a) they are all simple sentences and b) they all begin in the same manner (with the subject). - Teacher then talks through an alternative description where a variety of sentences are used and where the subject does not always begin the sentence. Intro/Development: The teacher then talks through different ways of beginning sentences, using the materials from Postcards. - Pupils to complete the activities in the PowerPoint. - Feedback - Show pupils a different photograph (Violence picture) and ask them to write down three sentences that describe what is happening, encouraging them to use a variety. Plenary: Their partners identify and underline which different techniques are being used. Feedback.

Lesson 2

Starter: Pupils given pieces of paper with the names of punctuation marks on them and then examples of To use different them being used. They have to match up the types of punctuation mark with the correct example. punctuation and Feedback. sentence types (AF5 and AF6) Development: Pupils shown picture of men windsurfing (on the PowerPoint slides in the Success passengers section of the Study Plus packs), then criteria: they are shown a piece of writing about it they are to answer the following questions: All pupils will be - Why has the comma been used in the first able to attempt sentence? to use different - The second sentence has two commas Why?

types of punctuation in their writing.

Most pupils will be able to accurately employ different types of punctuation in their writing Plenary: Pupils to physically display the sentence complete with punctuation - which they are most Some pupils will proud of to the rest of the group. be able to use different types of punctuation to have a specific effect on the reader Lesson 3 Objective: To understand how writers use different punctuation, sentence structures and paragraph structures for effect. (AF5, AF6, AF4) Success Criteria: All pupils will be able to successfully include some accurate punctuation in their rewrite of the passage and include paragraphs -

Why is the second sentence so long? What effect is the writer trying to create here? Why does he then use a short sentence when he states The wind was crazy? - Feedback - Pupils to use cards (Making sentences link) in groups to make as many different types of sentences as possible, with different types of punctuation.

Starter: In pairs, the pupils are to try reading the document Writing to describe A rock concert without punctuation to each other. Ask pupils why they found it difficult because it contains no punctuation and no paragraphs to convey meaning and help the reader. Class to work through the first few sentences on the IWB and discuss the various ways in which punctuation can be included to ensure it makes sense. The document Writing to describe A rock concert without grammatical errors might help. Pupils to work alone or in pairs to re-write the article, making sure they insert punctuation, sentences and paragraphs. Swap with another member of the group/another pair to compare what they did. Would they change what theyd originally put down after seeing the work of others? Why?

Feedback/plenary: Run through the passage seeing

Most pupils will be able to do the above, but also include variety of sentence lengths for effect. Some pupils will be able to appreciate the subtleties of paragraph structures, sentence structures and punctuation for effect. Lesson 4 Objective(s): To understand the common errors of written expression and how to avoid them, so that their writing is more fluent. (AF6) Success criteria: All pupils will be able to attempt to re-write the piece of work and change at least one sentence into a more accurate format.

the different choices that people made and why? Anybody disagree? Why? Effects of their choices? Most effective? Why? Stress that there isnt one way of punctuating/paragraphing in this passage, but some choices will be more effective than others in conveying certain meanings.

Starter: Pupils to work in pairs and read alternating paragraphs of the document entitled Fast food restaurant making the sentences flow aloud to each other. Then discuss why they found it difficult to read They are not complete sentences because they do not have a main verb. As a whole class, look at the first two sentences and how they could be changed, so that they make sense e.g. Make it into the present tense: To the left of the counter, a young couple anxiously feed their toddler chicken nuggets, dipped in tomato sauce or transfer it into the past tense using auxiliary verbs: To the left of the counter, a young couple were anxiously feeding their toddler chicken nuggets dipped in tomato sauce Individually, the class re-write the passage so that it makes sense they can amend parts if they like.

Most pupils will be able to successfully rearrange the sentences, so that they make sense. Some pupils will be able to experiment with the sentences for effect. Objective(s):

Feedback/Plenary: After theyve finished this, the pupils could swap their books and see if theyve been successful in making it more fluent. Whose was the best? Why? Have they used the past or present tense? Which is more effective and why?

Lesson 5

To improve the quality of their descriptive writing by appealing to the senses. (AF7) Success criteria: All pupils will be able to write down some words linked to the senses Most pupils will be able to use a variety of adjectives and nouns to describe the senses. Some pupils will be able to vary sentence structure to add to the impact of

Teacher to work through one way of improving it on the IWB. (The document entitled Fast Food restaurant Making the sentences flow corrected version could be used. 10 mins - STARTER: Pupils shown two very different video segments of people at the beach: 1) Children burying each other in the sand (http://www.youtube.com/watch?v=WzXUPIGvAd8) 2) Lots of very different looking people dancing (http://www.youtube.com/watch?v=0RKovmULHhI) Then, show pupils a section of a piece of descriptive writing about a beach (Dull description of a beach). What is wrong with it? It groups people together, rather than being specific. Tell pupils that they are going to produce a relatively short piece of descriptive writing describing a beach where they explore the variety of people there and where they utilise the senses. Pupils to draw a senses chart like the one below and fill it in E.g. See surfers Hear Crashing waves Feel (touch) Heat from the sun Smell Salty air

Next, the pupils are to underline or highlight all the nouns in the senses chart. Then select 5-10 nouns and write them underneath the table, leaving a space before the noun. E.g. 1. ________ surfer

the vocabulary

2. ________ sea 3. ________ sunbather Now they should put in a suitable adjective which describes the noun, Weaker pupils could perhaps use a thesaurus to help them. For example, elegant surfer, rampaging sea, bikini-clad sunbather. Pupils are now to write a description of a beach using the senses. Plenary: Pupils to select the sentence they are happiest with and underline it with regards to the adjectives/verbs selected. They are then to swap their books with a partner and do the same with theirs. They could also underline a sentence that could be improved/made more lively/interesting. Open out to whole-class debate. How would they improve the sentences>?

Lesson 6

Objective(s): To improve the quality of their descriptive writing by varying the way they begin sentences. (AF5) Success criteria: All pupils will be able to use different types of sentences Most pupils will be able to think about the relative merits of using the different

Introduce lesson objective/success criteria. 5 mins -Remind pupils of the Dull description of a beach from last lesson. State that another problem with it is that every sentence begins with the subject. 10 mins Pupils to work in pairs, looking at a description of a department store during the January sales and identify the different ways in which the writer has began their sentences. 5 mins Feedback challenge pupils responses Ask them why they think these different structures are being used i.e. starting with an adverb tells them how something is being done, but the reader might want to read on to find out exactly what is being done. 20 mins Pupils asked to look over their work from last lesson and see if they can improve on it by rewriting it with a focus on varying their sentence structures.

sentence types Some pupils will be able to skilfully select a variety of different sentence structures for effect. Lesson 7 Objective(s): To appreciate the impact that adjectives, verbs, adverbs, similes and metaphors have in creating imagery for the reader.(AF7) Success criteria: All pupils will be able to provide accurate examples to go into the gaps. Most will be able to make choices and think consciously about their impact Some will be able to think about the cumulative effect of their word vocabulary choices.

10 mins Plenary Pupils to look at each others work and pick out two or three examples where their partner has started the sentence in a different manner. Were there any sentences where they could have structured it better to make it sound more effective? Whole class feedback comparing techniques Has anybody found a good example of somebody starting a sentence with an adverb/adjective etc? Starter: 10 mins - Teacher to write five dull adjectives (i.e. big, small etc) and five dull verbs (i.e. said, walked etc) on the board and ask the pupils in pairs to write down two more interesting alternatives. Weaker students could possibly use a thesaurus. Feedback as a class on what alternatives they came up with. How are they stronger? Pupils to vote on which they think is the best alternative and why. -

15-20 mins - Pupils given sheet entitled Cloze exercise and given the task of copying out the writing, inserting appropriate adjectives, verbs, adverbs and similes where they are instructed to. Go through one or two on the IWB first, discussing the connotations of the words they are using. Draw the pupils attention to the use of similes and metaphors and ask them to consider why the writer has chosen to use a metaphor in the final paragraph to describe the mother and her daughter instead of a simile. Hopefully, they will ascertain that it makes the description more powerful and make their behaviour seem even wilder. They could do this in pairs so that they could discuss the relative merits of different words.

10 mins One of the partners to swap with another pair and compare their answers Any similarities? If

so, why did they choose those particular words? If not, what different effects were they hoping to achieve? 10 mins Whole class feedback perhaps show them the original (Cloze exercise filled in) but point out that there isnt a right answer here. It is all about making vocabulary choices for effect.

Lesson 8

Objective(s): To use a more varied vocabulary for effect (AF7) Success criteria: All pupils will be able to provide a variety of words Most pupils will be aware that their vocabulary choices will have an emotional impact on the reader.

Starter: Use resource 1.1 (from Carry no passengers section of the Study Plus packs). In pairs, pupils categorise the words into two lists in a way they feel is appropriate. Next, ask whether they can find words which would be suitable titles for the two lists. Take brief feedback, asking two or three pairs to say how they have categorised the words and to share their suggested titles. Finally, reveal that the words are suitable for describing responsible and irresponsible drinkers. Introduction: Share the objectives for the next few lessons: Choose more words that will have an impact on my reader Use adjectives and adverbial words and phrases to add detail, interest and variety to my writing Explain that these will form the focus of all their work during these lessons.

These lessons are intended to help pupils to use Some pupils will words that have more impact on their reader when be able to deftly writing. By the end of the unit pupils will have more select words to control over what they write and the impact of their have a specific writing on the reader. emotional effect on the reader. Model: The teacher models the use of resource 1.2 to generate interesting vocabulary that could be used in relation to a soldier. Explain that this resource demonstrates how a writer can influence our emotional response by the careful selection of individual words.

Independent: Working in pairs, pupils now complete the second table in resource 1.2 on allocated characters from the media, such as: politician, celebrity, suspect etc. Introduce the word wall: an interactive display of particularly effective words or phrases, recommended by the group. Next, ask each pair of pupils to feed back one or two particularly effective words that they would like to contribute to the display. Effects of their choices?

Lesson 9

Objective(s):

Starter: Show pupils an image of a crowd or group where you can see the facial expressions e.g. resource To choose 3.1. Alternatively, teachers might like to locate some words of the images by the painter Edvard Munch, showing effectively and expression strongly in individuals and crowds. Ask appropriately in pupils to imagine the feelings of the people and order to aid describe them to a partner understanding and convey Introduction: Elicit, possibly with an element of meaning. competition, powerful words that are appropriate to (AF7) the different senses / emotions / thoughts of the people in the picture; encourage pupils to think twice Success about the words that come to mind, explaining that criteria: effective writers think very carefully about each word as they write and reflect on choices, thinking All pupils will twice (or even more times!) about their final be able to decisions. Model annotation of the image. provide a variety of Independent: In pairs/small groups, pupils to have words tsunami image (this can be found through an Internet search e.g. resource 3.2) or similar dramatic image, Most pupils will and be given a role related to the picture. For be aware that example: photojournalist; person in picture; television their viewer. Pupils to label the image with senses, vocabulary emotions, thoughts. Encourage labels for tiny details choices will or fleeting thoughts. have an emotional Plenary: Display image on whiteboard/OHP. Pupils impact on the prepare and then present their descriptions reader. dramatically, explaining their roles and language choices to the class. Once again, add all imaginative Some pupils words and phrases to the interactive display. Give will be able to pupils a few minutes to review briefly all of the words deftly select displayed and to reflect on their impact on them as words to have a readers. Ask them to choose three words or phrases specific that they find particularly effective and to explain emotional why to the rest of the group. Teacher could model effect on the the process first, if necessary. reader.

Lesson 10

Objective(s):

To carefully select each word so that it has the desired effect. Introduction: Teacher to model writing in role as a (AF7) person directly involved in the picture of the tsunami, using effective adjectives and adverbial phrases. Success (There is an example in the English folder in the staff criteria: shared area if youd like to use it). Emphasise the maximum word count of 100 and concentrate in All pupils will particular on the effect on the reader. Explain that in be able to this activity, Every word must earn its keep; there select some will be no passengers. vocabulary designed to Independent: Individually, pupils write an account have an effect from their characters perspective of the moment on the reader. captured by the picture. They must have a sharp focus on their word and phrase choices and think Most pupils will carefully about the effects they hope to achieve. be able to select It goes without saying that they should think about vocabulary that their use of punctuation as well, linking in to earlier starts to have lessons. a concerted emotional Also, it is important for a future lesson that the effect on the pupils write this on a piece of A4 paper. reader. All pupils will be able to select vocabulary that has a cumulative emotional impact on the reader. Plenary: Pupils share their writing with a partner. Partner must listen and explain the effect the piece and in particular individual word choices have on them as a reader. Feed back to whole class. Pupils to pick one adjective or adverbial phrase from their writing that they are genuinely proud of, read it in context and share with the rest of the class as teacher records them on the working display. Rest of class to comment on the effect of the words and suggest alternatives.

Starter: Re-cap the picture of tsunami and display on whiteboard/OHP. Pupils write one descriptive word or phrase they have remembered from last lesson on a sticky note and place it on the picture, explaining the impact and effect that the word had on them.

Lesson 11

Objective(s): To talk in a purposeful way to explore ideas and feelings (SPAF1) To be able to review their vocabulary choices, so that they can make them more powerful (AF7) Success criteria: All pupils will be able to make some comments about the effects of vocabulary choice Most pupils will be able to make comments about some of the specific effects of the vocabulary chosen. Some pupils will be able to make more pertinent comments about the specific effects of the vocabulary choices and suggest possible alternatives

Starter: In pairs, pupils to sort word cards (resource 5.1) by highlighting the powerful/ energetic words in red and highlighting the calm/ subtle words in blue. Pairs to feed back to whole class, justifying their categorisation of the words by the effect they have on them as readers. Encourage pupils to note any words they would like to use in their own writing. Introduction: Explain task pupils to colour code text in resource 5.2, in order to see if it employs mostly red or blue words, i.e. powerful or subtle words. Note that the predominance of one colour will create a mood for the whole piece and that one odd colour out will create an effect. Next, ask pupils to colour code their own writing from the previous lesson. Then lead a discussion on what colour pupils writing is and why; encourage pupils to explain the intended effect on the reader.

Independent: Now, explain that the next task is to change the colour of their writing to change the emotion and intended effect on the reader. Briefly remind them of the starter activity.

Plenary: What have you learnt about the impact of word choices? Whole-group discussion. Individually pupils record words which have had a particular impact and attempt to use them in a piece of writing or orally in a lesson, during the following week.

Lesson 12

Objective(s): To reflect on their vocabulary choices as writers. (AF7) To listen and respond to the talk of others (SPAF2) Success criteria: All pupils will be able to make some comments about their work and comment on where they feel they are in relation to AF7. Most pupils will be able to suggest how they could make progress in the future in AF7 Some pupils will be able to do the above and also be able to articulate how others could improve their work also.

Starter: Remove or obscure the interactive display of words. Invite the pupils to complete a Power Word Challenge where they collect and list as many words as they can remember from this unit. Introduction: Once again, ask pupils to return to their piece of writing from lesson 8 and to stick a copy of the work in the centre of an A3 piece of paper. Explain that they are now going to annotate their work, highlighting words for effect and making notes on the effects achieved. Distribute resource 6.1 and explain that it will help pupils frame their responses and can be cut up to provide labels to use as annotation. Independent: Individually, pupils annotate in as much detail as possible, powerful words and the intended effects. Plenary: Display the unit objective for the past six lessons and explain that it is linked to AF7. Ask all pupils to reflect individually on their progress, focusing on their completed writing and the interactive display and using the following assessment questions as prompts: Do I choose words carefully so that they have an impact on my reader? Do I use adjectives to make my writing more interesting and varied? Do I use adverbial phrases to make my writing more detailed and descriptive?

After about 5 or 6 minutes, ask pupils to discuss their progress with a partner and see if the partner agrees/disagrees. Feedback to the rest of the class.

Lessons 13 and 14

Objective(s): To understand how spoken language and non-verbal communication can convey meaning (SPAF4) To create and sustain different roles and scenarios to explore texts, ideas and issues. (SPAF3) Success criteria: All/most pupils will be able to make some comments about the language employed by the people on the video and talk in role. Some pupils will be able to make more perceptive comments about the language employed by others, suggest how it could be improved and create and sustain a very convincing role.

Pupils informed that they are going to use the work theyve created in previous lessons to create a piece of drama and also that they are going to be evaluating the talk of others. Pupils shown some footage from the programme entitled tsunami Caught on Camera (Found at: http://www.channel4.com/programmes/tsunami-caught-oncamera/4od#3083615) where the survivors discuss their experiences. Select about three or four of the survivors and show the pupils about ten minutes. Ask the pupils to consider the following questions and make notes on them whilst they are watching the footage: What emotions are being conveyed by the characters? How are they being conveyed? (Language employed? Pace of the speech? Length of the speech? Pauses? Stuttering? Body Language?)

In groups of 3 or 4, the pupils compare the notes they have made. In the same groups, the pupils are to use the pieces of empathetic writing completed in previous lessons and perform these pieces as dramatic performances lasting roughly five minutes, as if they were part of a support group for each other. They will need time to practise/rehearse this in the first lesson and then perform them at the start of the second lesson. Teacher to select one or two groups to perform their piece. Whilst they are doing so, the rest of the group are to analyse how well they are performing in relation to SPAF3. At the end, ask the class to feedback what they thought about the performance. Is their a consensus? Who performed the best? Why? How could they improve? What did the performing

Lesson 15

Objective(s): To use the skills theyve honed over the course of the previous lessons to complete a piece of descriptive writing, which assesses their ability in AF1, AF5, AF6 and AF7.

group do to convey emotion? Pupils to complete a descriptive writing assessment where they describe one of the following: the scene at a sporting OR musical event. the scene in a fish and chip shop on a busy Friday evening. the scene as children leave an infant or nursery school at the end of the day.

Lesson 16

Objective(s): To review their progress and speak and listen to others. (SPAF2)

Prior to the teacher marking the assessments, the pupils are given them back and asked to give themselves a level for the 4 AFs they are being assessed on and their reason for this. They could then swap their work with two or three others to see if they agree with their comments. Pupils then to have a discussion with each other about what theyve put down. Did they agree? If not, why not? Feedback as a whole class.