Unit of Learning: Journeys

Journeys
A Unit of Learning for Year 9 Pupils

This unit of learning continues for 7 weeks and provides sufficient guidance for lessons and 2 homework assignments.

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Journeys An outline unit of learning A Genre Journey: Chocolate Extreme Journeys: Shackleton A Viking Journey: Iceland An Oriental Journey: Cambodia A Journey in Words: Letters Home A Test of Endurance
Lesson	Reading or Writing	Focus/ Objectives	Starter	Activities with links to required resources	Outcomes	Homework Assignment
						longer writing task marking grid shorter writing task marking grid
One	Reading/Writing	Explore writing styles: recount and information.	Introduction to unit. Consideration of last journey taken. Write about one incident on that journey in 4 sentences.	Recount (3) Copies of writing styles to stick into books. (E9 cupboard) Information (4) Identify writing Match own writing to one of these styles. Short writing task: information. Teacher Guidance	An understanding of the techniques of writing styles recount and information.
Two	Reading/Writing	Explore writing styles: Explain and Instruct.		Explain (6) Instruct (2) (E9 cupboard) Match to writing styles from the table and annotate. Is it straightforward? Could it have more than one purpose? Where might you see this style of writing? Write a set of instructions on how to eat a Cadbury's Creme Egg and/or- how to tie a tie. (There is a sheet of examples.) Combining Explain and Information - pairwork: choose a sport and answer the question: If you want to play xx, what do you have to wear? Teacher Guidance	An understanding of the techniques of writing styles explain and instruct.
Three	Reading/Writing	To explore the techniques of writing to persuade and argue.	Connectives (e.g. On the contrary: pg. 96 Red Hot Starters)	Persuade (5) Argument (1) Could you combine writing to argue and persuade together? *Should pupils be able to buy chocolate in school?*	An understanding of the techniques of writing styles persuade and argue.


Lesson	Reading or Writing	Focus/ Objectives	Starter	Activities with links to required resources	Outcomes	Homework Assignment

Four	Reading	To explore different text types and their features in an introduction to Shackleton's South Pole Voyage.	In pairs. Role play to persuade	Read and examine A3 Sheet analysing and commenting on different text types (E9 cupboard)	Able to recognise different text types and their features
Five	Reading	To explore how language choices reveal the purpose and tone of a text.	Read letter and identify audience and purpose.	Analysis of the multiple purposes and audiences of texts using Shackleton's Letters	An understanding of the ways in which texts often have multiple purposes and audiences and how this is seen in language.
Six	Writing	To write an autobiographical account of an adventure from an alternative perspective.	Formal and Informal Language	Touching the Void: analysis of an autobiographical account Sets 1 - 3 SMART SKILLS BUILDER: Reading pg. 41 -42 Sets 4 & 5 SMART SKILLS BUILDER: Reading Booster pg. 57 - 58 Sequence/ opening/ ending/ multiple narration.	To be able to write about a situation from an alternative perspective incorporating a range of effective techniques
Seven	Writing	To transfer information into an alternative text type	Active and Passive Voice	Read the extract Hiker amputates his own arm Sets 1 - 3 SMART SKILLS BUILDER: Reading pg. 39 - 40 Sets 4 & 5 SMART SKILLS BUILDER: Reading Booster pg. 55 - 56 Create a Radio Interview script	Understand the features of a news article and be able to put it into an different format
Eight	Writing	To write a South Pole Survival Guide using a range of presentational and linguistic features	Sequencing Connectives	Design and Create a South Pole Survival Guide. Writing to Inform and Advise. Use Essentials for Survival as a style model Sets 1 - 3 SMART SKILLS BUILDER: Reading pg. 37 - 38 Sets 4 & 5 SMART SKILLS BUILDER: Reading Booster pg. 53 - 54	Be able to use a range of techniques to produce an effective guide for Survival


Lesson	Reading or Writing Focus/ Objectives Starter	Activities with links to required resources	Outcomes	Homework Assignment
	see Teachers guidance.
Nine	Reading	Begin by reading and understanding Frank Barrett's guidance about travel writing. How do these pieces (The A46 Congreave's Bath Thames Delhi Bill Bryson extract) (E9 cupboard) meet the requirements Frank Barrett sets out? Teachers guidance.		Reading: Congo
Ten		Iceland: the extract from All Points North [Here is a printer-friendly pdf version of the text.] Read passage aloud to pupils with questions for oral and short written answers. Notice the use of the second person and the present tense.
Eleven		from Findings (short extract) (E9 cupboard) from Findings (whole article) Organising and managing a text.
Twelve	Writing	Photo gallery of Iceland Iceland exercise (1) [Online at Arctic Experience.] Word and sentence level work		Writing: a school trip has gone horribly wrong ...


Lesson	Reading or Writing	Focus/ Objectives	Starter	Activities with links to required resources	Outcomes	Homework Assignment

Thirteen	Reading	To compare the purpose and audience of three different texts written about the same place.	Brainstorm: sources to find information for a dream holiday	Read and compare three travel texts Sets 1 - 3 pg 31-34 of SMART SKILLS BUILDER: Reading Sets 4 & 5 pg 45 - 48 of SMART SKILLS BUILDER: Reading Booster	An understanding of how texts are constructed to suit audience and purpose	(Additional/optional) Find copies of travel brochures and bring to next lesson
Fourteen	Reading	To explore the use of fact and opinion and presentational features in travel brochures	Fact and Opinion	Compile table of different presentational features,commenting on their purpose/effect	An understanding of the variety of presentational features used in travel brochures and their effect on the reader
Fifteen	Writing	To write our own travel brochure page, using language with positive connotations.	Holiday brochure jargon	Identify positive language in holiday brochures. One: Travellers' Way Two: Sweden Write text for page in own brochure (persuade-inform-describe)	Write for a particular purpose and audience
Sixteen	Writing	To write about an uncomfortable journey, using language with negative connotations	Washing line words	Read extract from Palin's Pole to Pole, commenting on negative vocabulary. Write about an uncomfortable journey.	To use vocabulary with negative connotations effectively, creating tension and involving the reader


Lesson	Reading or Writing	Focus/ Objectives	Starter	Activities with links to required resources	Outcomes	Homework Assignment

Seventeen	Writing	understand why there are degrees of formality and why the correct register is important	Humorous examples of 'wrong register'	Read letters Smart Skills Builder: Writing page 9-10 and discuss features. [eg One is too formal; one is too informal. Write the Goldilocks.]	Identifying and using correct registers for texts
Eighteen	Reading	personal response to reading	word sort	Investigating and responding to extract from Letter to my Father (E9 cupboard)	Identifying differences between fiction and non-fiction; responding personally
Nineteen	Reading	comparing and identifying the purpose of writing	recap	comparing texts Responding using PEE	investigating layers of meaning in the Letter to Daniel text (E9 cupboard)

TEST

Twenty

Twentyone

Reading:

Ellen MacCarthur

Writing:

Longer Writing task: Rescued

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