English department
handbook: schemes of work for year 7
other resources
THROUGHOUT YEAR SEVEN
Word
and Sentence level objectives taught through starter activities and reinforced,
where appropriate, during main activities
7.2. The
Reading Passport and Information Retrieval Progress Unit
Weeks 1 - 8
7.1.' Skellig'
shared reading with workbook
Web-site
materials, including print-friendly pdf document
Weeks 9 - 18
7.3. writing skills
Print-friendly
pdf document
Weeks 19 - 22
7.4. development unit focusing on speaking and listening
skills
four weeks
Print-friendly
pdf document
Weeks 23 - 26
7.5.
‘Global Voices’:
an introduction to poetry from other cultures and traditions
three weeks
Print-friendly
pdf document
Week 30
Year
7 tests
Weeks 31 - 34
7.7. What's in the News?
an introduction to the media and to the language of news reporting
four weeks
Print-friendly
pdf document
Week 34
Year
7 tests
Weeks 35
- 39
7.8. Ballads and
narrative poems:
to include a drama performance
seven weeks
Print-friendly
pdf document
ENGLISH
DEPARTMENT
KS3 SCHEME OF WORK YEAR 7
7.1 Modern novel
for children - shared reading:
Skellig
Unit outline
ALL PUPILS MUST
discuss the structure, themes and methods of the novel, the issue of home education;
read the novel, Skellig, as a group;
write examples of descriptive, discursive, informative and poetic writing.
MOST PUPILS SHOULD
contribute purposefully to discussions about home education, about the structure
of the novel and the gradual revelation of Skellig’s identity, and about
the nature of surrealist art, using talk to clarify ideas;
listen to a talk or to a video about Blake, making notes and asking questions
to clarify understanding;
read the selection of poems by Blake, the poems from which Almond makes quotations
in the novel;
use the internet and reference books to research into birds and dinosaurs in
order to produce a short piece about the history of the feather;
write an example of description, developing a Bible story about an angel into
a more atmospheric short piece of writing;
plan, draft, revise and complete a piece of discursive writing on the debate
for and against home schooling;
respond to a series of (Surrealist) paintings by writing poetry which employs
dream-like imagery.
SOME PUPILS COULD
make presentations of the research work undertaken;
read more of Blake’s early, lyrical poems;
make fair copies of all the writing undertaken during this unit as a portfolio
of work.
read other work (novels or short stories) by David Almond
National Literacy Strategy Framework Objectives
7.1 Modern novel
for children - shared reading
1. Reading the novel en bloc
W3 Use writing to explore and develop ideas, eg journals, brain-storming techniques
and mental-mapping activities
2. Early chapters: descriptive writing
R6 Adopt active reading approaches to engage with, and make sense of, texts,
eg, visualising, predicting, empathising and relating to own experience
R12 Comment, using appropriate terminology, on how writers convey setting,
character and mood through word-choice and sentence structure
R14 Recognise how writers’ language choices can enhance meaning eg repetition,
emotive vocabulary, varied sentence structure or line length, sound effects
W3 Use writing to explore and develop ideas, eg journals, brain-storming techniques
and mental-mapping activities
W14 Describe an object, person or setting in a way that includes relevant details
and is accurate and evocative
3. Blake
R11 Recognise how print, sounds and still or moving images combine to create
meaning
SL6 Listen for and recall the main points of a talk, reading or television programme,
reflecting on what has been heard, to ask searching questions, make comments,
or challenge the views expressed
4. Discursive writing about home education
S8 Recognise the cues to start a new paragraph and use the first sentence effectively
to orientate the reader, eg when there is a shift of topic, viewpoint or time
S9 Identify the main point in a paragraph and how the supporting information
relates to it, eg as illustration
S10 Recognise how sentences are organised in a paragraph in which the content
is not chronological, eg by comparison
S12 Organise ideas into a coherent series of paragraphs, introducing, developing
and concluding appropriately
S13f [Revise the stylistic conventions of] discursive writing, which signposts
the organisation of contrasting points and clarifies the viewpoint
W1 Plan, draft, edit, revise, proof-read and present a text with readers and
purpose in mind
W2 Collect, select and assemble ideas in a suitable planning format, eg flow
chart, list, star-chart
W3 Use writing to explore and develop ideas, eg journals, brain-storming techniques
and mental-mapping activities
W16 Find and use different ways to validate an argument, eg statistical evidence,
exemplification and testimony
W21 Read accurately and use correctly vocabulary which relates to key concepts
in each subject, distinguishing between everyday uses of words and their subject
specific use, eg energy, resistance
SL5 Promote, justify or defend a point of view, using supporting evidence, example
and illustration which are linked back to the main argument
5. Research project: the history of the feather
S8 Recognise the cues to start a new paragraph and use the first sentence effectively
to orientate the reader, eg when there is a shift of topic, viewpoint or time
S9 Identify the main point in a paragraph and how the supporting information
relates to it, eg as illustration
S12 Organise ideas into a coherent series of paragraphs, introducing, developing
and concluding appropriately
W1 Plan, draft, edit, revise, proof-read and present a text with readers and
purpose in mind
W2 Collect, select and assemble ideas in a suitable planning format, eg flow
chart, list, star-chart
R1 Know how to locate resources for a given task and find relevant information
in them, eg, skimming, use of index, glossary, key words, hot links
R2 Use appropriate reading strategies to extract particular information, eg
highlighting, scanning
R3 Compare and contrast the ways information is presented in different forms,
eg web page, diagrams, prose
R4 Make brief, clearly organised notes of key points for later use
R5 Appraise the value and relevance of information found and acknowledge sources
6. Dreams: truth and reality versus dreams
W8 Experiment with the visual and sound effects of language, including the use
of imagery, alliteration, rhythm and rhyme
W9 Make links between reading of fiction, plays and poetry and the choices they
make as writers
R11 Recognise how print, sounds and still or moving images combine to create
meaning
R14 Recognise how writers’ language choices can enhance meaning eg repetition,
emotive vocabulary, varied sentence structure or line length, sound effects
7. Final discussion on the gradual revelation of Skellig’s identity
R7 Identify the main points, processes or ideas in a text and how they are sequenced
and developed by the writer
R8 Infer and deduce meanings using evidence in the text, identifying
where and how meanings are implied
R15 Trace the ways in which a writer structures a text to prepare a reader for
the ending, and comment on the effectiveness of the ending
Sequence of activities
1. Reading the novel en bloc.
resources: prompt sheet which suggests a variety
2. Early chapters: descriptive writing.
Read and analyse (as a model) the episode in Skellig with the finding of the
angel and perhaps a comparison with comparable extracts from The Vintner’s
Luck and The Body Artist. Write a descriptive and atmospheric version of a plain
Bible story which includes angels (eg the annunciation, the empty tomb).
resources: extracts from text books (Skills in English, Collins English Framework);
material from summer school; Bible stories about angels in a plain translation.
3. Blake poetry: listening, reading and discussion.
Watch video on Blake (Poetry Backpack); make notes on it, followed by discussion.
Read selection of poems and discuss.
resources: video recording; prompt sheet to scaffold pupils’ notes; copies
of Blake poems; prompt sheet to help teacher lead discussion.
4 . Discursive writing and debate about home schooling.
Pupils discuss issue, create concept-maps, plan essay using topic sentences,
draft and redraft.
resources: writing frame
5. Research into the history of the feather.
Pupils research and plan a short piece for a junior school readership on the
history of the feather
resources: internet webpages of collected material, supplemented as appropriate
by books from school library
6 . Dream poetry: imaginative writing
Pupils, having discussed the role of dreams in the novel, and having looked
at and discussed a selection of surrealist paintings, write poetry which creates
dream-like effects.
resources: prompt sheet for teachers; exemplar poetry; collection of reproductions
of Surrealist paintings (including some Blake).
7 . Gradual revelation of Skellig’s identity
Pupils discuss the shape of the novel and the way the reader is moved from the
beginning to the end; the gradual revelation of Skellig’s identity.
resources: prompt sheet for teachers to help lead discussion
ENGLISH DEPARTMENT
KS 3 SCHEME OF WORK
YEAR 7
7.2. writing skills
Unit outline
ALL PUPILS MUST:
read and discuss (at word level, sentence level and whole text level) a
variety of texts in a number of key genres including a short story (writing
which imagines, explores and entertains), some recipes (writing which informs,
explains and describes), a diet leaflet or similar (writing which persuades,
argues and advises) and a restaurant review (writing which analyses, reviews
and comments) in order to learn about the distinctive features of this
writing
plan, draft and write original work in each of these genres including
a piece of such writing completed under examination conditions
write a ‘rain journal’ which provides opportunities for personal
and expressive writing and for which they will need to have read examples
of other journals and notebooks
MOST PUPILS SHOULD:
talk about their reading in pairs, in small groups and in whole class
sessions write in a way which conveys meaning clearly and in a way which
shows some features of the appropriate style for the topic
learn how to shape their writing to match the required genre
SOME PUPILS COULD:
read aloud their work and offer a commentary on how they tried to achieve
relevant effects
provide examples from their own reading and research to supplement the
work in the class
copy work out neatly by hand or using ICT for displays
YEAR 7
7.1. Introductory unit focusing on writing skills
Range of Skills
Writing
Pupils should be taught to draw on their reading and knowledge of
linguistic and literary forms when composing their writing.
When writing to imagine, explore and entertain, pupils
should be taught to draw on their experience of good fiction; to use imaginative
vocabulary and varied linguistic and literary techniques; to exploit choice
of language and structure to achieve particular effects and appeal to the reader;
to use a range of techniques and different ways of organising and structuring
material to convey ideas, themes and characters. Pupils should be taught the
structure of whole texts, including cohesion, openings and conclusions.
When writing to inform, explain and describe, pupils
should be taught to form sentences and paragraphs that express connections between
information and ideas precisely; to use formal and impersonal language and concise
expression; to consider what the reader needs to know and include relevant details;
to present material clearly, using appropriate layout, illustrations and organisation.
Pupils should be taught the structure of phrases and clauses and how they can
be combined to make complex sentences.
When writing to persuade, argue and advise, pupils
should be taught to develop logical arguments and cite evidence; to use persuasive
techniques and rhetorical devices; to anticipate reader reaction, counter opposing
views and use language to gain attention and sustain interest.
When writing to analyse, review and
comment, pupils should be taught to reflect on the nature and significance
of the subject matter; to form their own view, taking into account a range of
evidence and opinions; to organise their ideas and information, distinguishing
between analysis and comment; to take account of how well the reader knows the
topic. Pupils should be taught paragraph structure and how to form different
types of paragraph.
Pupils should be taught to plan, draft, redraft and proofread their work
on paper and screen. Pupils should be taught to write with fluency and, when
required, with speed. In presenting final polished work, pupils should be taught
to ensure that work is neat and clear; to write legibly (if their work is handwritten),
and to make full use of different presentational devices where appropriate.
Pupils should also be taught to use writing for thinking and
learning.
ENGLISH DEPARTMENT
YEAR SEVEN: IMPROVING YOUR WRITING SKILLS
This unit focuses on writing. You will be asked to complete a number
of key writing tasks.
You will read a short story. You will talk about how the story is told: how
a sense of place and time is created; how characters are introduced; how things
get complicated and how they end up. Then, in a small group, you will write
a story of your own. You yourself will be in charge of just one part of this
final story.
You will read some recipes. You will have to imagine using the recipes to prepare
some food. You will be asked to write clear and accurate reports on this imaginary
cooking!
You will look at leaflets which give advice about health and people’s lifestyles.
You will also read some factual material about diets. Then you will have to
write your own persuasive leaflet about a healthy diet.
The fourth piece of writing will be about restaurants. You will read newspaper
articles which review food in expensive restaurants. Then you will write about
a meal you have eaten - perhaps at home, perhaps in school - in the style of
a newspaper review.
Finally you will do a short test of writing to show that your writing skills
have improved by doing this work. Your teacher will give your term’s work
a mark, and make suggestions about how to continue your improvement next time.
7.2. Writing
to imagine explore and entertain
Learning Objectives
to appreciate the structure of a
piece of narrative writing:
an arresting opening;
a developing plot;
a complication;
a crisis;
a satisfying resolution;
to be able to write imaginatively with accuracy, control and some originality.
Suggested Activities
reading The Coronation Mob;
analysing the story into the ‘S’ pattern;
collaboratively planning a story with these features;
working in small groups on the separate features (one group per feature);
working in (new) small groups on the complete story: revising and harmonising;
producing a matrix of units as a display which can be read in many ways;
groups prepare readings from the matrix and talk about their choices
Resources
copies of Nothing to be Afraid Of
Learning Outcomes
notes in exercise book;
one feature of the story written out as a final draft in exercise books
the ability to write using a narrative style even in examination conditions.
7.2. Writing to inform, explain and describe
Learning Objectives
to appreciate the way in which recipes explain and describe
the effect of using a mixture of simple and complex sentences in writing a report
Suggested Activities
reading examples of recipes and discussing what they have in common and the
stylistic differences they demonstrate
pupils can compare two (out of three) examples, perhaps working in pairs,
using differentiated worksheets;
having read the recipes, pupils write a report of their (imagined) preparation
on the dish
(showing conversion of the imperative mood (present tense) to the past tense,
for example;
pupils write one report in which all sentences are simple and another in which
all sentences are complex;
In pairs they discuss differences in the two accounts and use elements from
them to write a final ‘best’ account.
Resources
photocopied examples of recipes
Learning Outcomes
pupils should be able to recognise and change the tense of verbs and to recognise
the imperative mood of the verb
pupils should be able to see the difference between simple and complex sentences
pupils should be able - even under exam conditions - to write a clear report
varying sentence structure to maintain the reader’s interest
7.2. Writing to persuade, argue and advise
Learning Objectives
to recognise the way in which language and presentation can be used to persuade,
at word level, for example, the use of emotive language, of the imperative and
of contrasts; at sentence level, for example, the use of exaggerated statements,
of opinion presented as facts, of a sense of climax, and at whole text level,
for example, layout and the balance of words and images, the movement from problem
to solution (what we must do in response to the article);
to understand the difference between fact and opinion;
to read an article for information and to be able to summarise this information
for their own purposes.
Suggested Activities
reading examples of persuasive lifestyle leaflets and discussing their techniques
and effects;
use appropriate articles as a source of information for a lifestyle
(diet) leaflet of their own;
to prepare a final copy of a persuasive leaflet.
Resources
photocopied examples of persuasive ‘lifestyle’ leaflets
(E1)
photocopied articles about a healthy diet (E1)
Learning Outcomes
pupils should be able to recognise persuasive techniques in writing
and to talk about them;
pupils should be able to see the difference between fact and opinion
pupils should be able - even under exam conditions - to write a clear piece
of persuasive writing which uses language (and possibly presentational devices)
to help it persuade.
7.2. Writing to analyse, review and comment
Learning Objectives
to appreciate the style in which newspaper journalists write reviews
to appreciate and be able to use humour in writing
the importance of drafting and redrafting
Suggested Activities
reading examples of restaurant reviews, distinguishing fact from
opinion and analysis from comment;
drawing up a style checklist for food journalists;
pupils draft, discuss and redraft a review of a meal they have eaten;
they make a fair copy (possibly using ICT).
Resources
photocopied examples of restaurant reviews (E1)
Learning Outcomes
pupils should be able to discuss features of style at both sentence level and
word level
pupils should be able to see the difference between fact and opinion and between
analysis and comment
pupils should be able - even under exam conditions - to write a clear review
which combines analysis and comment in an appropriate style
7.2. Writing to think and learn
The Rain Diary
Learning Objectives
to learn how writing can be used to record and develop thoughts, ideas and feelings
Suggested Activities
On wet days, pupils will not use the first ten minutes of their lessons for
language study nor for anything else, but will, instead, write an entry for
their ‘rain journal’ on a page of their exercise books.
In order to prepare for this, on the first wet day of the term, the class will
spend a lesson reading and discussing a selection of journal entries before
writing their first ‘rain journal’ entry during the last ten minutes
of the lesson (even if by then it has stopped raining!)
Resources
for the initial lesson, photocopied examples of journals to read and discuss
(E1)
for subsequent lessons, rain
Learning Outcomes
pupils should be able to see how writing can help them clarify thoughts
pupils should begin to recognise the potential of language for developing ideas
and for expressing feelings
on wet days pupils should have some fun with their writing
ENGLISH DEPARTMENT
KS 3 SCHEME OF WORK
YEAR 7
7.3. development unit focusing on speaking and listening skills
four weeks
Unit outline
ALL PUPILS MUST:
participate confidently in discussion with familiar groups
MOST PUPILS SHOULD:
talk and listen confidently, adapting their speech successfully in different
groupings; in speaking to the whole class they use some features of formal spoken
English and are aware of some differences between speech and writing
SOME PUPILS COULD:
ask questions and make points which move the discussion forward; they describe
and explain differences in formality
YEAR 7
7.3. Development unit focusing on speaking and listening skills
Range of Skills
Speaking and Listening
Pupils will use talk to describe, narrate and explain and to explore, debate
and analyse; they will make extended contributions to talk in different contexts
and groups; they will give presentations to different audiences. Pupils will
listen to live talk, presentations, discussions and tape-recordings. They will
be asked to take different roles in groups; to improvise and work ‘in role’;
to discuss and review their own and others’ performances.
Pupils will learn about language in understanding some of the differences between
speech and writing and in analysing the variations in written standard English
and how they differ from spoken language.
Reading
Pupils, in the course of this unit, will read examples of literary non-fiction,
autobiography, media texts and newspaper articles.
Writing
Pupils will write to inform, describe and explain, focusing on conveying information
and ideas clearly.
ENGLISH DEPARTMENT
YEAR SEVEN:
DEVELOPING YOUR SPEAKING AND LISTENING SKILLS
This unit focuses on speaking and listening. You will be asked to complete a
number of key tasks.
You will keep a speaking and listening diary which will help you understand
what it is to be ‘good’ at speaking and listening and to improve your
own work. You will work on devising a poster which explains what exactly effective
talk is.
You will interview someone - a friend or a relative - about their experience
of school. You will also read some examples of writers remembering their schooldays.
This will enable you and the class to discuss the differences between speech
and writing. You will then write a short article on schooling.
There will be some short drama activities: you will be asked to improvise an
incident and present a freeze frame.
Finally you will be asked to look back over your speaking and listening work
and draw up a target sheet for you to bear in mind during your work in English
after Christmas.
7.3. Development unit focusing on
speaking and listening skills
Learning Objectives
to evaluate talk and to be
able to adapt to a range of situations;
to ask questions and offer comments which are relevant and helpful;
to take different views into account and modify views in the light of what others
say;
to write in a way which considers what the reader needs to know and which includes
relevant details;
to present written material clearly, using appropriate layout and organisation.
Suggested Activities
1. What does it mean to be good at
speaking & listening?
make notes with the class about some features of good speaking and listening:
eg ask questions for clarification, persuasion, checking you
have been understood
Pupils keep speaking and listening diaries analysing talk inside and outside
school: audience, purpose, context. Provide a grid or guidelines. Discuss in
class, with small groups then sorting activities listed in diaries into different
groups according to audience, purpose, etc. Bring out ideas of varying language
choice in these situations.
Groups draw up posters summarising findings : discussion, interviews, drama.
Resources
extracts from autobiography (including
Cider with Rosie), newspaper reports, short transcripts of speech (E1)
Learning Outcomes
speaking and listening diary
in exercise book;
pupils work in small groups, taking role as chair, scribe, etc, as required
the ability to ask questions, make
comments, select material, develop discussion to a conclusion
7.3. Development unit focusing on speaking and listening skills
Learning Objectives
to undertake an interview
to understand some of the differences between speaking and writing
to write an account showing an understanding of what a reader needs to know
and of how to include relevant details
Suggested Activities
2. Discuss with class the differences
between present and previous schools;
read a few extracts from autobiographical writing which describe the experience
of schooling;
prepare pupils to interview an older member of the family (or neighbour) about
school, including first day, teachers, etc: open ended questions, follow-up
questions, politeness, how to show attentive listening; agree on how notes
are going to be taken. (Practise with teacher in role?)
Groups discuss and analyse findings.
Look at transcripts of speech and discuss differences between speech and writing.
Pupils write a short, formal article to explain an describe how others’
schooling differs from their own.
Resources
photocopied transcripts of speech
(E1)
Learning Outcomes
pupils can speak and listen and take
notes purposefully in an unfamiliar situation
pupils understand how changes need to be made to spoken language if it is to
become acceptable as a piece of formal writing
pupils can write appropriately and interestingly conveying information clearly
and concisely
7.3. Development unit focusing on
speaking and listening skills
Learning Objectives
to use dramatic conventions to explore
ideas and issues;
to evaluate critically the intentions and performance of drama;
Suggested Activities
3. Introduce a typical classroom
event, eg arrival of new pupil; ask pupils on groups to improvise a short scene
(5 mins) on this topic which explores attitudes and behaviour;
two groups present their scenes; focus discussion on the effectiveness in creating
sympathy for characters, conveying a key moment, reaching a conclusion.
ask pupils to improve their scenes and to prepare a freeze frame of a key
moment;
each group presents a freeze frame - discuss use of gesture, space and grouping
to convey relationships and attitudes.
Resources
Learning Outcomes
pupils should be able to use some
dramatic techniques
pupils should be able to recognise, describe and evaluate some strengths of
each others’ performances and the ways they could be improved
7.3. Development unit focusing on speaking and listening skills
Learning Objectives
to make different types of contributions
to groups;
to sift, summarise and use salient points;
to evaluate the effectiveness of their talk
Suggested Activities
4. Pupils use the posters created
earlier to discuss the quality of their work in this unit;
in class discussion review the range of speaking and listening activities in
the unit
pupils write (in lieu of a ‘test’ unit) a self evaluation identifying
targets for improvement in each area of oral work, specifying strengths and
some weaknesses and setting specific targets.
Pupils may need help with the nature of appropriate targets.
Resources
Learning Outcomes
Pupils are able to conduct a self evaluation identifying targets for improvement
in each area of oral work, specifying strengths and some weaknesses and setting
specific targets.
ENGLISH
DEPARTMENT
KS3 SCHEME OF WORK
YEAR 7
7.4. ‘Global Voices’:
An introduction to poetry from other cultures and traditions
3 Weeks
Unit Outline
ALL PUPILS MUST:
read and discuss (at word level, sentence level and whole text level) a variety
of poetry from other cultures and traditions, focusing on a sense of place and
recognising some themes and concerns in writing from a range of cultures
write a fact file about their local community in which they consider their own
culture
write a poem about their own culture
MOST PUPILS SHOULD:
recognise that writing from all cultures has distinctive themes and concerns,
some of which are shared with other cultures
identify some non-standard forms and explain why they are used.
write clearly and with expression, successfully establishing a sense of place
in their own poem
SOME PUPILS COULD:
explain how themes, concerns and language may vary in literature from different
cultures, articulating a response in speech and writing
read aloud their work and offer a commentary on how they tried to achieve certain
effects
copy work neatly by hand or using ICT for displays
ENGLISH DEPARTMENT
YEAR SEVEN:
AN INTRODUCTION TO POETRY FROM OTHER CULTURES
This unit focuses on poetry from all around the word, looking at different cultures
and traditions.
You will read a variety of different poems by authors such as Grace Nichols,
Seamus Heaney, Bedri Rahmi Eyuboglu, Dom Moraes, Po Chu-I and Fred D’Aguiar.
You will talk and write about the people and places presented in the poems;
the thoughts and feelings of the poet; and the language, moods and themes of
the poems.
You will talk about the meaning of the word ‘culture’. You will then
talk about the cultures described in the poems. You will compare the different
cultures in all the poems you have read.
You will then write a fact file about your local community listing the tourist
attractions, sites of natural or historical interest and different local communities
and dialects in the area in which you live. You will then discuss your own culture
and consider how it is made up.
Your final piece of writing will be a poem about your own culture. You can use
your fact file about your local community to help you as well as the other poetry
you have already studied. When you have completed the first draft of your poem,
you will read it to a partner, a small group, or even to the rest of the class
if you are feeling brave! You will then make improvements to your poem based
on the response of the audience.
7.4 Global Voices: Part one - other cultures one to two weeks
Learning Objectives
to describe, appreciate and interpret a variety of poems at word level, for
example, by studying the vocabulary and grammar of standard English and dialectical
variation; at sentence level, for example, recognising the imagery used to describe
a person or place; and at whole text level, for example, recognising how techniques,
structure, forms and styles vary.
to learn the distinctiveness of literature from different traditions.
to learn how familiar themes are explored in different cultural contexts.
Suggested Activities
reading and discussing a variety of poetry from other cultures in pairs, small
groups and whole-class sessions, focusing on: the poets’ thoughts and feelings,
the images of people and places presented, how language and form are used to
express thoughts and emotions about the place, whether the poems are successful
in conveying mood and theme.
making notes about each poem using the headings: Tone, Form, Language.
writing a paragraph on each of the two most interesting and enjoyable poems
drawing on notes and discussion.
Resources
photocopies of ‘Gone Away’ by Dom Moraes, ‘Island Man’ by
Grace Nichols, ‘The Saga of Istanbul’ by Bedri Rahmi Eyuboglu, ‘Digging’
by Seamus Heaney (Also see ‘The Graballe Man’ and ‘The Forge’).
‘Lazy Man’s Song’ by Po Chu-I and ‘Mama Dot’ by Fred
D’Aguiar’ are in the 1996 NEAB Anthology which also includes poetry
and background information (p.88) of several other poets that could also be
used.
Learning Outcomes
pupils should be able to:
discuss the ways in which poets suggest a sense of a particular culture or place,
e.g. through use of non-standard forms
identify specific techniques used by poets and make simple links to effects
achieved
understand the poems’ content and themes and identify similarities/differences
in their own experiences
articulate a personal response to poems that shows some understanding of cultural
differences
7.4 Global Voices – Part two: our culture one to two weeks
Learning Objectives
to recognise cultural richness in our own community
writing to imagine, explore, entertain: to write a poem about our community
experimenting with the visual and sound effects of language including the use
of imagery, alliteration, rhyme and rhythm
to test the quality of written work by using it with an audience and refining
it in the light of feedback
Suggested Activities
discussing the word ‘culture’ and deciding the elements
that make up our own culture
creating a fact file about the local community by brainstorming features particular
to the local area e.g. tourist attractions, sites of natural or historical interest,
variety of local communities and dialects.
working in small groups on the chosen categories
writing a poem about our own culture using the fact file as a starting point
for ideas and aiming to create a sense of place
reading ‘The Saga of Istanbul’ and using it to create a poem of their
own, with each stanza beginning with a variation of the original’s
reading the first draft of the poem to a partner, small group or the class and
re-drafting it following feedback
Resources
Tourist Information leaflets of the local area
Learning Outcomes
pupils should be able to:
understand the meaning of the word ‘culture’ and recognise what makes
up their own
write clearly and imaginatively about their own culture successfully creating
a sense of place
read aloud their own poem clearly and with expression
Bold National Literacy Strategy Objectives for Year Seven
Some whole text level starters