1Monday2

1Tuesday1

12A

12D

announce homework

review of the three 'source texts' we have examined in the theme of 'heroes': The Finnesburgh Fragment, from Henry V and from Ivanhoe

whole-group work:

building responses from close examination of the texts themselves (and not from a layering-on of other ideas)

independent work:

completing a table, with a quotation from each text and a brief commentary, on each of the three key headings: language features, context (which includes genre), attitudes and values

plenary: review of tables

homework: write three paragraphs which present a comparison between two of the texts

2Monday1

2Tuesday3

12A

12D

introductory work: connotation and word choice

sixteen ways of being drunk

pair/ independent work: complete questions in pairs

consider your own 'statement'

2Friday2

12A

12D

collect 'statements'

introductory work: paragraphing

1Monday2

12A

12D

introductory work:

return 'statements'

collect 'shops'

matters arising

whole-group work: reading

heroes (i) the Anglo-Saxons

maybe even watching the DVD of 'The Two Towers'

1Friday1

12A

12D

introductory work:

collect 'statements' and 'shops' and present please to Mrs Rush in the library

whole-group work: reading

heroes (i) the Anglo-Saxons

In your A2 final exam you will receive a short anthology (a week before the exam only!) with half a dozen texts on a linking theme. My theme here is 'heroes'. You will need to read these texts and prepare a response to their (i) features of language, (ii) context and how this affects our interpretation, (iii) attitudes and values (both explicit and implicit).

independent work: write a critique of The Finnesburgh Fragment paying attention to (i) features of language, (ii) context and how this affects our interpretation, (iii) attitudes and values.

Think about rhythm and alliteration, and about lexical fields (eg of 'Saxon words (including names)', of 'weapon words' and so on).

Think about the Danish raids on Anglo-Saxon England and about how this fragment of a poem has an historical and documentary value as well as a literary one.

Think about how men are valued in the piece and about which of their actions are most highly regarded. Whose side are we on?

1Thursday2

1Wednesday2

12A

12D

introductory work:

return written work

whole-group work:

review of the Anglo-Saxon hero sheet

independent work:

writing a critique of the Anglo-Saxon poetry

plenary:

read out examples for comment and revision

next time:

Bobby V

2Tuesday3

12D

2Thursday3

12A

"plenary: what strategies did you use to read and analyse this text?"

whole-group work: collect work

shared reading of the extract from Ivanhoe

independent work: analysis of features of language; context; attitudes and values

plenary: what strategies did you use to read and analyse this text?

2Thursday5

12D

Monday 9th May

Tuesday 17th May

12A

12D

independent work: timed essay:

How do poets convey the memories of being at school?

Write about:

• language use
• structure and form
• attitudes and values

Remember: describe, appreciate, interpret (twice!)

1Thursday2

1Tuesday1

12A

12D

2Monday1

1Wednesday2

12A

12D

Final lessons

12A

12D

1Monday2

1Wednesday2

12A

12D

homework: essay

Choose two extracts from the second section of the anthology which describe education in the past. Look at the way they use language and structure and comment on how in these ways the writers communcate a view of education in former years.

1Thursday2

1Friday1

12A

12D

12A

12D

12A

12D

12A

12D

introductory work:

return work

look at the 'model answer' question: which texts did you choose?

jot down points you'd make answering the 'model answer' question using the texts this candidate has chosen

2Monday1

2Tuesday3

12A

12D

2Thursday3

2Thursday5

12A

12D

2Friday2

1Tuesday1

12A

12D

introductory work:

review last lesson

week ending March 18th

12A

12D

2Monday1

1Friday1

12A

12D

introductory work: bye bye to coursework, hullo again to the Anthology

how to get the best out of the Easter holidays

whole-group work:

Text 19 from Down with Skool
Text 27 from A Dear and Noble Boy
Text 29 The Girl who didn’t like maths

What are the characteristics of immature written English? How and why do the authors of text 19 imitate it?

independent work: annotations;

ten minutes' writing

homework: reading for next time

Text 4 A Snowy Day in School
Text 18 The Day-School Master
Text 28 from Hard Times

2Thursday3

2Thursday5

12A

12D

independent work:

read

Text 4 A Snowy Day in School
Text 18 The Day-School Master
Text 28 from Hard Times

notes on : how is the reader invited to sympathise with the teachers in these extracts?

(Make sure you know exactly who the teacher is in Text 28!)

Monday 28th February 2

1Tuesday1

1Thursday2

1Wednesday2

12A

12D

introductory work:
return essays

recap assessment criteria for coursework and commentary

plenary / homework:

coursework

2Monday1

1Friday1

12A

12D

whole-group work:

Text 11 Head of English
Text 12 Re Your Poem and Recent Visit
Text 23 Our Day Out
How have these writers imitated the forms of spoken English and with what effect, and to what purpose?

2Thursday3

2Tuesday3

12A

12D

2Friday2

2Thursday5

12A

12D

1Monday2

1Tuesday1

12A

12D

introductory work: collect draft coursework

review of section one texts, Them and [Uz] and Schoolroom on a Wet Afternoon

tape of Them and [Uz]?

whole-group work: shared reading of Gray's Ode on a Distant Prospect of Eton College

How do these writers move from the particular to the general to make philosophical points about childhood?

Diagram on board?

independent work: ten minutes' writing on the title:

How do these writers move from the particular to the general to make philosophical points about childhood?

plenary:

homework: coursework

extra homework, timed essay, for D

1Thursday2

1Wednesday2

12A

12D

2Monday1

1Friday1

12A

12D

objectives:

coursework

plenary: ongoing individual assessment

homework: read texts 13, 26, 31

2Thursday3

2Tuesday3

12A

12D

2Friday2

2Thursday5

12A

12D

1Monday2

1Tuesday1

12A

12D

whole-group work: focus on the commentary;
go through the next requirements

1Thursday2

1Wednesday2

12A

12D

plenary: comparison of ideas

Read Mysterious and Sharon: Incest for next lesson.

Timed essay on these passages will be set on Friday/ Thursday in week two.

2Monday1

1Friday1

12A

12D

introductory work: reading an extract from a radio play:

read this advice

not very different from this advice

or this

READ THIS

2Thursday3

2Tuesday3

12A

12D

plenary: collection of ideas

Timed essays in next lesson.

2Friday2

2Thursday5

12A

12D

Monday 10th January

Tuesday 11th January

12A

12D

Wednesday 12th January

Thursday 14th January

12A

12D

independent work: test on section A of the anthology

Friday 15th January

Monday 18th January

12A

12D

introductory work:

collecting coursework from holiday tasks

whole-group work: preparing the next step for January 21st:

Research into your chosen story and shape it into a 'well made play'.

2Thursday3

2Tuesday3

12A

12D

whole-group work: shared reading of extract from the Water Babies

essay titles

topic sentences

independent work:

composing topic sentences

plenary: hear some topic sentences

/homework: coursework for Friday

2Friday2

2Thursday5

12A

12D

independent work:

essay titles (1)

(a): for each text note in clear sentences four good points focusing where possible on the 'way the narrative is constructed' [half an hour max]

(b): choose two of these sixteen sentences and expand each into clear paragraphs with examples, quotations and so on

pair work: completing the 'comparison template' reviewing and comparing the poems

the purpose being to spring new ideas: there's no need to 'compare' in the exam

pair work: discuss Felicity and Mr Frost in pairs, having first read it aloud one to another;

use the puzzles, patterns, likes, dislikes matrix to focus and structure this discussion

plenary: review issues arising and conclusions drawn

homework: read Them and [Uz]

whole group work:

use a discussion of Them and [Uz] to illustrate precisely what we mean by describe, appreciate, interpret

Model a 500 word essay about the poem on the board for the internet and subsequent reference.

whole group work:

use a discussion of Them and [Uz] to illustrate precisely what we mean by describe, appreciate, interpret

Model a 500 word essay about the poem on the board for the internet and subsequent reference.

Today: appreciate and interpret

homework:

choose any ONE poem from those we have studies and repeat this exercise for yourself with that text.

Hand in: Monday 22nd November

independent work/ homework:

choose any ONE poem from those we have studies and repeat this exercise for yourself with that text.

Hand in: Monday 22nd November

objectives:

developing creative writing skills

introductory work:

collect some ideas/ thoughts about education

whole-group work/ independent work

writing exercise: first 'reliving' a school memory in first person, present tense;

then revising this into third person, past tense

A means of creating 'richer characters'.

objectives:

developing creative writing skills

introductory work:

review yesterday's lesson

whole-group work/ independent work:

(i) polish writing (3rd person piece) into neat, self-contained piece

(ii) discuss and complete an evaluation of this work, remembering the way in which it was hoped ideas about education might permeate the piece

homework:

issue about overdue work from previous lessons

introductory work:

return of homework with comments

quick review of poems examined so far

homework:

450 word essay on Evan Boland poem

describe appreciate interpret

introductory work:

quick review of poems examined so far

discussion on the nature of irony and of the use of the words tone and register

homework:

450 word essay on Evan Boland poem

for Thursday 2nd (A)

for Friday 3rd
(D)

describe appreciate interpret

introductory work:

quick review of poems examined so far

glossary of terminology

homework:

450 word essay on Evan Boland poem

for Thursday 2nd (A)

for Friday 3rd
(D)

describe appreciate interpret

introductory work:

brief outline of coursework requirements

collect homework

whole-group work: listening to an episode of The Hitch-hiker's Guide to the Universe

How is this uniquely a radio programme?

homework:

How is The Hitch-hiker's Guide to the Universe uniquely a radio programme?

introductory work:

brief outline of coursework requirements

whole-group work: listening to an episode of The Fast Show

How is this uniquely a radio programme?

homework:

How is The Fast Show uniquely a radio programme?

introductory / whole group work:

review homework on Boland poem and on anthology poems

plenary / homework: coursework

re-read poems in Anthology

objectives: an introduction to anthology skills and concerns:

The Tollund Man

objectives: an introduction to anthology skills and concerns:

The Tollund Man

whole-group work: discuss of sections two and three;

Northern Ireland

homework:

short written task on the poem

objectives: an introduction to anthology skills and concerns:

The Tollund Man in Klondike Kate

whole-group work: discussion about 'attitudes & values'/

shared reading of the extract from P V Glob's book The Bog People

independent work:

deciding on one paragraph each which exemplifies factual writing and narrative writing from the extract

pair work: complete analysis of extracts

whole-group work: discussion of the features of factual and of narrative writing

whole-group work:

solving problems in writing a story; planning; situation/ development/ complication/ resolution/ closure

plenary / homework: collect homeworks

garden story: undertake reading and preparation work; it will form the next block of independent work/ homework

introductory work: returning the Tollund Man homework

the garden writing competition

whole-group work:

writing the 'situation' section

plenary : comment and criticism of writing

garden story: undertake reading and preparation work; it will form the next block of independent work/ homework

introductory work:

the garden writing competition

everyone should now have:

a picture;
a thematic contrast;
a story design;
an opening (the 'situation')

whole-group work:

getting in late: getting out early;

developing character; preferring the particular to the general;

using a 'lingering image' at the end.

compare Esther Freud

plenary : comment and criticism of writing

garden story: complete story for lesson after next

the garden writing competition

using a 'lingering image' at the end.

compare Esther Freud

independent work: writing

task to be handed in next lesson, when we shall spend the lesson time working on the Anthology

introductory work:

themes, attitudes and values

whole-group work:

shared reading of Noises from the School

plenary: read and critique extracts

Garden writing piece due in next time

introductory work: return Garden piece

re-read Noises from the School

whole-group work:

shared reading of Comprehensive and The Play Way

complete work sheet on The Play Way

independent work:

ten minutes' writing on what these three writers have to say about school

homework:
[past paper question on The Play Way and yes you may have to read some of the poems on your own to finish this!]

How do poets present the experience of being a teacher? Write about Seamus Heaney's The Play Way and one other poem from Section 1 of the Anthology?

deadline:
Monday 18th October
(group A)
Tuesday 19th October
(group D)

introductory work:

please issue anthologies from box on floor by board - please record list of students who have received their copies- we have no spares!

independent work:

classwork / homework:
[past paper question on The Play Way and yes you may have to read some of the poems on your own to finish this!]

How do poets present the experience of being a teacher? Write about Seamus Heaney's The Play Way and one other poem from Section 1 of the Anthology?

deadline:
Monday 1st November
(group A)
Tuesday 2nd November
(group D)

objectives:

preparation for the anthology unit exam

1Monday2

1Tuesday1

12A

12D

1Thursday2

1Wednesday2

12A

12D

2Monday1

1Friday1

12A

12D

2Thursday3

2Tuesday3

12A

12D

2Friday2

2Thursday5

12A

12D