skellig

Topics: Surround sound, Writing, Lecture 21 Pages: 25 (6200 words) Published: October 18, 2014
Title of Scheme of Work: Skellig
Year Group: 7
Duration: 28 lessons

Reference
Learning Objectives
Possible Teaching Activities
Learning Outcomes
Points to Note
Lesson 1
Hooking the Reader
(cover + chapter 1)
WALT – Understand what authors do in order to ‘Hook’ the reader in. WILF – Examples of how the reader is hooked by the writer
Starter – show a series of book covers for the book ‘Skellig’ – How are they different? Why? Which do they like best? Why? Which do they think I would like best? Why? Teaching Discuss information on the cover- What is it telling us? More importantly, what isn’t it telling us? Read first chapter of book – stopping at points to ask questions and focus the class on what is being done to ‘hook’ the reader. Learning – Class to complete grid highlighting different quotations and Explaining the effect that they have in ‘hooking’ the reader. Plenary- Summarise all the information we learn about the narrators family Homework – Create 5 questions that you would like to ask the narrator. Must – Identify at least 5 quotes that ‘hook’ the reader.

Should – identify five quotes and explain how they ‘hook’ the reader’

Could – rank the quotes in order of effectiveness and explain which they think hooks you the most and why. English –
R5.1 5.2 6.2

Key Skills Targets -
I 1,2,3,4,5,7
C 2,4,5
T 4
S 2,3,45,6,7
E 2,3

Resources
1.1 Skellig book covers
1.2 Hooking the reader grid

Lesson 2
Analysing the writers use of language
(chapters 2 and 3)
WALT –
* Visualise what is being described in the chapter.
* Identify language which shows stressed emotions.
WILF –
* A pencil drawing of the garage that is being described along with three quotations that show how old and dilapidated it is. *Examples of language that show stressed emotions with an explanation about why. Starter – Discuss previous homework. Are there any common themes about the questions that the class would ask the narrator? Explain the term ‘personification’ class to write down a definition. (Could do a call my bluff type of activity to guess what it means.) Teaching – Read Chapter 2 and 3 – pupils to raise hand when an example of personification is used in chapter – what is the effect? Learning –

* Class to identify 3 quotations that show how old and dilapidated the garage is. * Draw and label the garage
* Work in groups to identify language that shows Michael and his mother are experiencing difficulties at home. *Challenge - to be the first group to identify the quotes that support the event as detailed in resource 2.1

Plenary – Groups to write one of their examples on a sheet – bold enough for whole class to see (marker pen?) Rank the quotations in order of which show most/least amount of emotional stress

Must – Identify 3 quotes to show how old and dilapidated the garage is.

Should –
*Draw and label the garage with the quotes.
*Take part in group discussion to identify language which shows stressful emotions.

Could – Take a leading role in discussion and have well though out explanations as to why the language used is so effective. English –
R5.1 5.2 6.2 6.3

Key Skills Targets –
S 2,3,4,5,6,7
I 2,3,4,6,7
C 1,2
T 1,2,3,4
E 1,2,3

Resources –
2.1 Chapter 3 “What do you want?” finding quotations to support the events described.

Lesson 3
Understanding character thoughts and feelings
(Chapter 4 and 5)
WALT – Get into the role of a character to understand their thoughts and feelings WILF – Participation in the role play exercise leading to some understanding of how Michael is feeling Starter – have classroom already laid out so that there are tables laid out in the centre of the room representing a bus. The rest of the seats should be in a semi circle around it. Request 8 volunteers – 7 to be passengers on the bus and 1 driver. You yourself are also a passenger. They have to imagine that they are on a journey, you as a passenger might stare out of the...
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