Unit of Learning: Journeys

Journeys
A Unit of Learning for Year 9 Pupils

This unit of learning continues for 11 weeks and provides sufficient guidance for lessons and homework assignments.
There is a precise balance between 'reading' and 'writing'.

Clicking images will always bring you back here.

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 one per week
						longer writing task marking grid shorter writing task marking grid
One	Reading	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. 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.	Reading: Ellis Island.
Two	Reading	Explore writing styles: Explain and Instruct.	Ellis Island follow-up 1:	Explain (6) Instruct (2) 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. Teacher Guidance	An understanding of the techniques of writing styles explain and instruct.
Three	Reading	Explore writing styles: Persuade and Argument	Ellis Island follow-up 2.	Match writing styles to table of techniques. Persuade (5) Argument (1) Could you combine writing to argue and persuade together? *What's wrong with a marmite flavoured chocolate bar?* Take suggestions. Demonstration of both writing styles, using suggestions, if needed. Teacher Guidance	An understanding of writing styles persuade and argue.
Four	Writing	Practise writing styles: persuade and argument.	Word Signposts. Understanding features of talk - discuss how and why signals are used in conversations.	Present the issue - should we be made to buy fair trade clothing products? Group work: arguments for vs against. Individuals: write a short persuasive/ argument piece, choosing one side. This could be posters. Teacher Guidance	Demonstration of the techniques of writing to argue and persuade.	Writing: school exchange letter
Five	Writing	Practise writing styles: Explain and Information	Red Hot Starter p. 69	Pairwork: choose a sport and answer the question: If you want to play xx, what do you have to wear? Teacher Guidance	Demonstration of techniques of writing to explain and inform.
Six	Writing	Practise writing styles: instruct and recount.	'Just a Minute' activity suggested on p.69 of Red Hot Starters.	Instruct - how to tie a tie. Card sort activity - pairwork: put into correct order. Recount - When Bad Clothes Happen to Good People. (Pupils write a short piece entitled 'My worst outfit') Teacher Guidance	Demonstration of techniques of writing to instruct and recount.


Lesson	Reading or Writing	Focus/ Objectives	Starter	Activities with links to required resources	Outcomes	Homework Assignment one per week
						longer writing task marking grid shorter writing task marking grid
Seven	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	Able to recognise different text types and their features	Reading: Richard Branson's balloon
Eight	Reading	To explore how language choices reveal the purpose and tone of a text.	In pairs, advising and explaining	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.
Nine	Reading	To compare to two texts of similar adventures and comment on the presentation of character and attitudes and values	In teams, writing to describe showing different attitudes and values.	Comparing Texts - Shackleton and Biggles and recognising how attitudes and values are presented	Able to recognise the attitudes and values in different texts and compare how they are presented.
Ten	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 Sequence/ opening/ ending/ multiple narration.	To be able to write about a situation from an alternative perspective incorporating a range of effective techniques	Writing: for and against 'extreme' sports
Eleven	Writing	To transfer information into an alternative text type	Active and Passive Voice	Read the extract 'Hiker amputates his own arm' Create a Radio Interview script	Understand the features of a news article and be able to put it into an different format
Twelve	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.	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 one per week
	see Teachers guidance.			longer writing task marking grid shorter writing task marking grid
Thirteen	Reading	Begin by reading and understanding Frank Barrett's guidance about travel writing. How do these pieces (one and two) meet the requirements Frank Barrett sets out? And what about this? Teachers guidance.		Reading: Congo
Fourteen		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.
Fifteen		from Findings (short extract) from Findings (whole article) Organising and managing a text.
Sixteen	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 ...
Seventeen		Iceland exercise (2) Whole text work
Eighteen		Iceland exercise (3) Being a journalist!


Lesson	Reading or Writing	Focus/ Objectives	Starter	Activities with links to required resources	Outcomes	Homework Assignment one per week
						longer writing task marking grid shorter writing task marking grid
Nineteen	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 on pages 31-34 of SMART SKILLS BUILDER: Reading	An understanding of how texts are constructed to suit audience and purpose	(Additional/optional) Find copies of travel brochures and bring to next lesson
Twenty	Reading	To explore the presentational features used in travel brochures	Investigation into presentational features of travel brochures	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	Reading: Secret Garden
Twenty-one	Reading	To consider the use of fact and opinion in three different travel texts.	Fact and Opinion	Identify examples of fact and opinion in three travel texts. Consider 'top tips' for writing a holiday brochure	Ability to identify fact and opinion in a range of texts and comment on their effect
Twenty-two	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 Three: Ireland Write text for page in own brochure using 'top tips' (persuade-inform-describe)	Write for a particular purpose and audience	Writing: about unusual places
Twenty-three	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
Twenty-four	Writing	To write a poem which has a strong sense of place.	Describing an image of the south pole	Write a poem about a place using positive or negative vocabulary.	To create a sense of place and use interesting and unusual vocabulary.


Lesson	Reading or Writing	Focus/ Objectives	Starter	Activities with links to required resources	Outcomes	Homework Assignment one per week
						longer writing task marking grid shorter writing task marking grid
Twenty-five	Writing	understanding 'writing to advise'	'choose three items for trip'	Read extracts (from Cambodia in the Smart Skills Reading book) and then write a letter of advice	produce an informal informative letter	Writing: The fireworks letter
Twenty-six	Writing	understand why there are degrees of formality and why the correct register is important	humorous examples of 'wrong register'	Read letters (Smart Skills) and discuss features. [eg One is too formal; one is too informal. Write the Goldilocks.]	identifying and using correct registers for texts
Twenty-seven	Writing	to write in the correct style for a formal letter	5-10 things that make a 'holiday from hell'	write a formal letter of complaint which contains a descriptive account (and its reply?)
Twenty-eight	Reading	personal response to reading	word sort	Investigating and responding to extract from Letter to my Father	Identifying differences between fiction and non-fiction; responding personally	Reading: from News from Nowhere
Twenty-nine	Reading	comparing and identifying the purpose of writing	recap	comparing texts	investigating layers of meaning in the Letter to Daniel text
Thirty	Reading	writing using evidence	chart	completing chart: one paragraph PEE	ordering ideas to be able to use evidence

TEST

Reading:

Ellen MacCarthur

Writing:

Letter about arts festival (Word document)

Assessment grid

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