Saturday, December 4, 2010

Year 9 and 10 Plan

Hi Everyone,

The Year 9/ 10 program is all written and ready for whoever takes over my English next year. I really like this program especially where students have to decide what 2 characters would win in a fight or they would be friends with. I would like to pit Hermoine from Harry Potter and Bella from the Twilight series against each other!
Here is is:

Week
Term One:  31/1 – 15/04/11
Term Two: 2/5 – 15/07/11
Term Three: 1/8- 7/10 2011
Term Four: 25/10–13/12/2011

One

31/1-4/2
WHO AM I? WHO ARE YOU?
asTTle testing; STAR tests; spelling etc.
Goal setting:  what do I want for this year in English?
Teacher analysis of data: informing programme to follow...
2/5-6/5
WHERE’S MY READING MAP?
Revisiting my reading log – creating a response to text:  what do I need to do this?  How do I go about it?
Task: produce a response
1/8-5/8
WHAT AM I SAYING?
Focus on oral language- look at clips from Teen Choice Awards – acceptance speeches (check out UTube clips)
Visual/oral approach.
25/10-28/10
SEEING THE BIG PICTURE...
Using range of texts as starters, students could produce own clip for UTube etc.
What is visual text?  What features do they have?

Two

7/2-11/2
 WHO AM I? WHO ARE YOU?
Bio poem; orientation to text (using text features) – use range of different text types e.g. poetry, short text, extended text, etc  Focus on oral language( e.g. presentation of bio poem)
Map the learners
9/5-13/5
WHO WOULD YOU BE FRIENDS WITH? WHO WOULD WIN IN A FIGHT?
Focus on descriptive language – highlighting text from range of novels they are familiar with.

8/8-12/8
WHO IS SAYING WHAT?
Use interesting speeches, e.g. Obama, Martin Luther King (I have a Dream); also TV programmes such as Lie to Me, etc.  Identify features of persuasive text – link to language of advertising.
31/10- 4/11
THE DIRECTOR’S CHAIR..
What will I need for my clip?  Select story/poem; write a script; organize props and costume and sound; equipment etc.

Three

14/2-18/2
WHAT DO GOOD READERS DO?
Reading to learn: What are they saying in text? (Purpose and audience) 
Analysis of different text types: passages across curriculum – link to text features.
16-5-20/5
(AREA SCHOOLS TOURNAMENT)
15/8-19/8
HOW DO I SAY IT? HOW DO I WRITE IT?
Could use Pingu the Penguin – create a script- link to body language and again visual/verbal features; sound effects; camera shots etc.
7/11- 11/11
DRESS REHEARSAL..
Pulling it together – practising the script.

Four

21/2-25/2
IN A FEW WORDS.....
Using selection of short texts and use “What good readers do” checklist and reflect on individual reading behaviours.  Encourage personal reading choice(start Wide Reading log/blog)

23/5-27/5
HOW LONG DOES IT TAKE?
Extended text study:  features, character study, plot analysis – idea of theme important.
Range of activities to building skills for novel study.

22/8-26/8
HOW DO I SAY IT? HOW DO I WRITE IT?
Cont’d
14/11-18/11
AM I IN HOLLYWOOD?
Recording – final editing; participating in the Academy Awards!

Five

28/2-4/3
IN MY OWN WORDS..
Introduction to writing process.... why write?  Examine reasons for writing – link to different text types.  Purpose of writing process.
Create class poster for wall/ or individual one in books.

30/5-3/6
HOW LONG DOES IT TAKE?
Continued.........
29/8-2/9
MAKING IT FORMAL
Link to wk 1 – body language and delivery.  Mini recordings – 2 min video on “How Not To”  - good and bad techniques.  Look at DVD exemplars.
Task: plan in groups

21/11-25/11
AsTTle/STAR testing week

Six

7/3-11/3
PUTTING IT TOGETHER...
Creative writing task – take it through writing process; comment on x number of peer writings. 
How do we know what level we are writing at?  Link to exemplars and LLPs as well as student work.
6/6-10/6
HOW LONG DOES IT TAKE?
Continued.........
5/9-9/9
MAKING IT FORMAL
Link to wk 1 – body language and delivery.  Mini recordings – 2 min video on “How Not To..”  - good and bad techniques.  Look at DVD exemplars.
Task: Record own work

28/11-2/12
JUNIOR EXAMS
Revision and exams

Seven

14/3-18/3
STILL WRITING....




13/6-17/6
HOW LONG DOES IT TAKE?
Continued.........
12/9-16/9
HOW GOOD WAS IT? HOW DO I KNOW?
Reflection on task.  Group discussion.
What have I learnt? What am I aiming for? How will I get there?

5/12-9/12
Range of activities happening

Eight

21/3-25/3
 CHANGE IT UP....
Turn creative writing into a cartoon strip.  Need teaching on visual / verbal features – use examples from newspaper/ comic book, graphic novels...
20/6-24/6
HOW LONG DOES IT TAKE?
Continued.........
19/9-23/9
GOING ABOUT IT...
Planning my speech:  researching; ensuring students know assessment schedule and linking planning to delivery.
12/12-13/12
End of school year

Nine

28/3-1/4
 CHANGE IT UP – cont’d
Practical work....

27/6-1/7
LOOKING BACK...
Revision
26/9-30/9
GOING ABOUT IT...
Adding in peer assessment with writing and delivery practice



Ten

4/4-8/4
PRESENTING....
... explain creative writing and how it changed in the comic strip.
4/7-8/7
MID YEAR EXAM
3/10-7/10
GOING ABOUT IT...
Presenting and assessing of speeches


Eleven
11/4-15/4
REVIEW....What have we learnt? Could time for ARBs passage? Or reflective time – setting goals round reading and writing and evaluation of goals from beg of term.
11/7-15/7
NOSEY PARKER STRIKES....
A research based assignment: finding out more about a character/ event/ idea....
How can I present my findings?
(maybe a plan is all that is needed here)







Written by Tamara Yuill Proctor and Mal Thompson

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