Speaking and listening

 This is a very important, part of English and one that can be very enjoyable.  You will have the opportunity to join in whole class discussion, small group work, individual presentations, involvement with Drama and poetry to name but a few.

Reading

• In the autumn term you will read two texts to include ‘Out of Bounds’ by Beverley Naidoo and extracts from ‘Boy’ by Roald Dahl (we think that you will be very familiar with him!)
• During the spring term you will read a range of poetry to include both living and dead poets.  We think that it is very important for you to enjoy reading material in the English literary heritage and encourage you to do so.
• When the summer term arrives our focus will be on Media and non-literary texts and you will read a wide variety of material.

Writing

·        It is important that you continue to write in a variety of styles – initially, this will involve personal writing, letter writing and note-taking.  This takes place in the autumn term and is quickly followed by poetry writing.  You will have the opportunity to read poetry, write poetry and create your own anthology.

·        In the summer you will be writing your own play as well as writing responses to literature and media texts.

 Homework will be given on a weekly basis and this may be reading, writing or research.

 Two assessments take place during the year – one in October and one in May.

 We encourage all pupils to participate in theatre visits and enter local and national competitions 

The following work is in addition to work set by your teacher.

You will have _______ weeks to complete these tasks and you will have a weekly meeting with your tutor to discuss your progress and be guided.

AUTUMN

Plan, draft, present – research and study skills:  These are possible choices but your final task should be agreed between you and your tutor.

a)         A particular writes (eg. Shakespeare)

b)         A particular genre (the history of it.  Writer’s in the genre)

c)         A particular interest/hobby outside school.

HOW

a)         For Shakespeare – A timeline of his life, his plays, types of play, the period in which he wrote, his influence on other writer.

b)         For example – You could choose fairy-tales.  You could look at how these stories are written (lexis, age group they are aimed at, hidden messages, use of animals to represent types of personalities).

c)         You might choose a sport, eg. football.  You could look at the history of the game, the rules, how the game has risen in popularity.

WRITING TO INFORM, EXPLAIN, AND DESCRIBE.

Using any of the tasks above (or one agreed with teacher) design a 15 minute presentation using multimedia (eg powerpoint) for your classmates.  To accompany your presentation you should develop a 15 minute speech.  You should assume that your audience knows nothing, or very little, about you topic and be prepared to answer questions form the audience.  Your presentation will be videoed and you will have an opportunity to reflect critically (what went well, what didn’t) on it.

Suggested Outline

• Compile the information/select relevant detail and discuss structure with teacher.
• Design presentation and develop structure of speech (with teacher).
• Reassess presentation/redraft as necessary (including written explanation as to changes and reasons)
• Deliver presentation to class.

POETRY

Compile an A-Z of poetic terms, eg:

1.         A = Alliteration

For each term you should provide an example from a poem and discuss how the example works, eg. what does it add to the poem.

2.         Choose at least two poems (if you can’t see your teacher) and develop points of comparison/difference between them.

You could, for example choose poems based on the same themes, eg, war, love, death, being different, or you could compare them depending on how they’re written, eg, you could compare sonnets, or ballads.

Remember your teacher will be available to help and guide you.

SPRING

MYTHS AND LEGENDS (need text)

1.         Begin by defining what a myth is, and what a legend is.

2.         Then give examples of myths and legends, and who wrote them.

Different cultures have used myths, and have legends.  A good starting point for exploring myths is to look at/research Greek myths.  You could start by looking at the myth of Prometheus.

THEN

1.

a)         Using the library, internet compile a list of Greek myths. 

b)         Now explore other cultures, for example the Chinese use myths also 

c)         What is the purpose of myths?  What do they usually do, why were they written (be sure to give examples from stories you’ve read.

2.  Now repeat the above.  But this time instead of myths use legends (look also at urban legends)

3.  Finally: based on your research and teacher guidance write your own myth or legend.  You should discuss your ideas before you write.

MEDIA AND NON-LIT.

1.         Choose a selection of advertisements promoting different brands (or products).  These should be taken from different magazines for different target audiences. 

Then:

2.         Analyse each advertisement and discuss how it appeals to its audience, look at text, imagery, use of language and rhetorical devices.

3.         Design your own advertising campaign for the following product:

A pen that never runs out of ink….

You should design

a)         Television advert

b)         Advertisement in a magazine

c)         A promotional leaflet.

Your audience is Year 11 pupils and your campaign should reflect that!

THE CLASS NOVEL

You will be expected to keep a reading diary for this unit.

In it you will comment on setting, character, atmosphere, tension, narrative technique, point of view, writer’s choice of language and if you’ve enjoyed what you’ve been reading.

You should use your class reader but you should also use another novel.  You can choose one form the same author, same genre, same theme but treated differently.  You will be given an exercise book in order to develop your critical powers. 

SUMMER

WRITING TO PERSUADE, ARGUE AND ADVISE

This will involve independent research before you begin.

You can choose an issue you feel particularly strongly about.  It could be animal experiments, school uniform, how old people are treated in our society, or, of course, one of your own.

Then having chosen your topic:

1.            Present, in note form the arguments (for and against) you should rank these in order of importance.

2.         Write a report on your chosen topic.

3.         Write a letter to your local newspaper or MP outlining your support or objections to your chosen topic.

WRITING TO IMAGINE, EXPLORE AND ENTERTAIN

GENRE WORK:

These activities will draw on your work in the Myths and Legends unit and the class novel, and your wider, independent, reading.

Your final piece of work for this will be a short story, in a genre of your choice, of 500 – 1000 words.

1.            Research the following fiction genres.

a)         Crime

b)            Romance or Love

c)         Horror

d)         Ghost

e)            Adventure

f)            Science-Fiction

Look particularly at, characters, setting, plot, how writer’s use structure (exposition, development, complication, crisis, resolution) to move their story along.

2.            THEN: With teacher guidance/discussion choose a genre and plan a narrative.

3.         Draft then return to subject teacher

4.            Redraft.

 
A PLAYSCRIPT

1.         You will be given the opening scene of Hamlet and asked to compare it with Sherlock Holmes and The Limehouse Horror.

2.         You will then focus on how each writer creates character, mood and an engaging opening.

3.         You will then write a comparison of these two extracts.  Your teacher will give you a writing frame for this activity.

4.         Rewrite the opening 3 pages of the original Hamlet for a modern edition of Shakespeare’s play.  Remember you will need to modernise the character’s speech and include stage directions.  Feel free to update the setting.

WRITING TO ANALYSE, REVIEW, AND COMMENT

1.         For this unit you will be expected to review three texts you have read privately or studied this year in class.  These three texts should be from different genres.  For example, you could review a novel, a poem, and a play (or other texts by agreement with your tutor)

2.         For each text you have chosen, with guidance from your teacher you must decide on the ‘ingredients’ that make it a good text.  For example you could say that the ‘ingredients’ (or criteria) for a novel are interesting, believable characters, creation of suspense, atmosphere, or even a gripping plot.

3.         Your reviews should be designed for your own age group and be laid out appropriately for reviews.  Again your subject teacher will advise you.