ENGLISH DEPARTMENT
KS3 SCHEME OF WORK
YEAR 8
8.5 Shared Reading (prose fiction) 8 weeks
Unit outline
ALL PUPILS MUST:
read and discuss (at word, sentence and whole text level) a complete novel;
trace the development of themes, values or ideas in the text and record ideas as they read;
contribute to discussion of aspects of the text;
write a review of the text which uses quotations to support points.
MOST PUPILS SHOULD:
read a substantial novel, revising and refining interpretations of subject matter, style and technique;
analyse the overall structure of a text to identify how key ideas are developed, e.g. through the organisation of the content and the patterns of language used;
re-read work to anticipate the effect on the reader & revise style and structure;
listen for a specific purpose, paying sustained attention and selecting relevant material for comment or question;
use talk to question, hypothesise, speculate, evaluate and develop thinking about complex issues and ideas.
SOME PUPILS COULD
read other works by the same author and compare them with the key text;
investigate the different ways familiar themes are explored & presented by different writers.
YEAR 8
8.5 Shared Reading (Prose Fiction)
Range of Skills
Speaking and Listening
Speaking
Pupils should be given opportunities to make extended contributions to talk in different contexts and groups.
Listening
The range of listening should include discussions in which pupils respond straight away.
Group Discussion
Pupils should explore, hypothesise, debate, analyse and be given opportunities to take different roles in groups.
Drama activities
Pupils should use improvisation and work in role.
Reading
Pupils should read recent and contemporary fiction written for young people and adults.
Writing
Pupils should write to analyse, review and comment, focusing ono considered and evaluative views of ideas, texts and issues. The form of writing should be drawn from reviews, commentaries, articles, essays and reports.
ENGLISH DEPARTMENT
YEAR EIGHT: WRITING STORIES
This unit focuses on reading and writing. You will be asked to read a novel written for young people.
You will be asked to contribute to discussions on the way the novel is structured, how characters have been developed, important themes and ideas and the author’s use of language.
You must keep a record of your discussion work and early responses to the text to use in your final written piece on the novel.
You will also take part in some drama work on the text which will involve working in role and improvisation.
Finally, you will write a short essay where you analyse, review and comment on the novel.
You may wish to read other novels by the same author or works by different authors on similar themes.
Suggested Starter Activities for 8.5 (Shared Reading)
National Literacy Strategy
Word level
Vocabulary level
7 a) word families and roots
7 b) working out the meaning of unknown words
7 c) understand & explain exactly what words mean in particular contexts
8 . understand & use key linguistic terms
11. appreciate the impact of figurative language in texts
13. understand the ironic use of words
14. collect and comment on examples of language change
Sentence level
1. complex sentences
2. explore the impact of a variety of sentence structures
3. make good use of the full range of punctuation, including colons and semi-colons
4. explore the effects of change of tense, e.g. past to present for vividness
5. recognise & exploit the use of conditionals & modal verbs
6. different methods of grouping sentences into paragraphs (e.g. by chronology, by comparison or through adding exemplification)
13. differences in sentence structure, vocabulary & tone between a modern English text and a text from another historical period
14. similiarities & differences between English & other languages
National Literacy Strategy Objectives
(See Starters suggestions for Word & Sentence level objectives)
Reading level
4. review their developing skills as active, critical readers who search for meaning using a range of reading strategies
5. trace the development of themes, values or ideas in texts
10. analyse the overall structure of a text to identify how key ideas are developed, e.g. through the organisation of the content and the patterns of language used
13. read a substantial text, revising and refining interpretations of subject matter, style and technique
Writing level
2. re-read work to anticipate the effect on the reader and revise style & structure, as well as accuracy, with this in mind
3. use writing for thinking & learning by recording ideas as they develop to aid reflection & problem solving
4. develop a fluent, legible handwriting style which can be maintained under pressure