Year 9 Writing Skills Programme
| Fortnight/ lesson | Objective | Starter | Body of lesson | Plenary |
| 1/ one | Recognise layers of meaning in the writer's choice of words, eg connotation, implied meaning, different types or multiple meanings. Explore different ways of opening, structuring and ending narratives and experiment with narrative perspective, eg multiple narration. |
The semi-colon. | Opening chapter of children's novel: characteristics of language and content. Word, sentence, whole text. The 'striptease' effect. Other ways of using this material to being a novel: points of view, tone, voice, etc. | Summarise learning on board; group contributions. |
| 1/ two | Explore different ways of opening, structuring and ending narratives and experiment with narrative perspective, eg multiple narration. Compare and use different ways of opening, developing, linking and completing paragraphs. Write sustained standard English with the formality suited to reader and purpose. |
Feedback from homework. |
Opening chapter of children's novel: writing an original.
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Reading aloud some examples. |
| 1/ three | Complete work. Compare pupils' version with original. | |||
| 1/ homework | Advice for a local theatre company. | |||
| 2/ one | Direct to indirect speech. | |||
| 2/ two | Direct to indirect speech. | Telling a story from the point of view of an 'animal witness'. | ||
| 2/ three | Direct to indirect speech. | Revising work and completing fair copy. | ||
| 2/ homework | An entertaining report. | |||
| 3/ one | Direct speech to playscript. | Help! Rewriting a scene as a 'novel'. |
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| 3/ two | Playscript to direct speech. | Writing as novel. | ||
| 3/ three | Rules of punctuation of direct speech. | Completing writing task. Comparing with 1965 'novelisation'. Recap from fortnight 1 to prepare homework.
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| 3/ homework | Complete the 'novelisation' exercise as a fair copy. | |||
| 4/ one | Travel writing: a Chiswick walk. | |||
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| 4/ three | ||||
| 4/ homework | An amusing description of your route to school. | |||
| 5/ one | ||||
| 5/ two | Re-read poem Write protest letter (with models?) |
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| 5/ three | Re-read poem |
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| 5/ homework | Formal letter about 'Much Ado' | |||
| 6/ one | Andrew Motion's Freshwater Diary/ haiku/ |
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| 6/ two | police report/ four - six topic sentences | |||
| 6/ three | Discussion on examinations and coursework. (Speaking and listening.) | |||
| 6/ homework | Examinations versus coursework | |||