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