'Frankenstein' (the play version). The play will be read, allowing us to explore the concept of nature versus nurture, as well as other themes in the text. Students will develop creative writing skills, focusing on building atmosphere. Additional study of extracts from Shelley's original version will be used as a point of contrast, and challenge students to understand the complex language and ideas in the original. Students will explore a selection of short stories within the Gothic genre to enrich their understanding.
Gothic fiction, which is largely known by the sub-genre of Gothic horror, is a genre of literature and film that combines fiction and horror, death, and sometimes, romance.
An apparition of a dead person which is believed to appear or become manifest to the living, typically as a shadowy or blurry image. Ghosts featured key elements and key themes in 19th century gothic stories.
This period falls between 1837 and 1901 and is when Queen Victoria was on the throne. The literature was very different to the preceding era which had focused on nature, whereas the Victorian era was more realist or focused on the unknown.
A novel, play, or film dealing with a puzzling crime, especially a murder. Also something that is difficult or impossible to understand or explain.
Something which one is not certain about or is not able to understand. In Gothic novels there is often something classed as 'The Unknown', which is something which is spooky or not as it should be.
An unpleasant emotion caused by the threat of danger, pain, or harm. Also to be afraid of something.
Students will learn about the context of Frankenstein . They will be encouraged to use empathy in order to put themselves into a character's shoes. They will also work on discussion and debate, developing their confidence in spoken word.
Students will be confident in sharing their own ideas. They will develop higher level listening skills.
This unit is an engaging blend of poetry and reading through speaking and listening, helping students to hone their public speaking and performance skills. Students will engage with a range of diverse poems, on topics from identity to the environment, encouraging engagement and enjoyment in literary texts. Through a range of activities, including journaling, they gain confidence in speaking poetry aloud and through exploratory discussion and free writing of poetry. These elements combine to increase students’ confidence in understanding structure, language and sound in poetry. Alongside this, students engage with a range of stimulating non-fiction texts to hone their comparative skills, picking out not only key similarities and differences in content and style, but also carefully considering writers’ purposes.
A type of poem, usually praising something.
The theme/technique/ word which your quote proves. P from PEE.
The quote. PEE.
How does your point and evidence answer the question. PEE
Comparing one thing with another thing which it is not using like or as.
A word or phrase applied to something that it is not. Saying something is something else.
When more than one word in sequence starts with the same letter.
Excessive exaggeration.
Using imagery that describes: Sight Smell Hearing Touch Taste
A describing word.
A conversation between two characters, using speech marks.
A doing word.
Applying human characteristics to non human objects.
Asking a question without requiring the reader to respond.
More than one idea connected by commas or semi colons.
Close repetition of vowel sounds.
A full stop in the middle of a line, to create impact at the pause.
Stanza of 2 lines or pair of lines, often rhyming.
Continuation of a sentence across more than one line, noticeable by the lack of punctuation at the end of a line.
A short note or verse from another text, placed at the beginning of the poem.
A line of the poem which forms part of a stanza.
The rhythm of a line.
A repeated line within the poem.
Words that sound alike, especially words that end in the same sound.
The beat of the poem.
Group of lines in a poem.
Using a variety of punctuation to enhance a piece of writing. For example using: . , ; : - ? ! " ()
Saying the same word or idea more than once to create impact.
Words that sound like the noise they are describing
A type of poem, usually arranged in quatrains and is narrative in style.
Students will consider a range of poetic forms, devices and styles from across the world. They will learn how to approach an unseen poem, focusing on language, form and structure. Students will be asked to use empathy skills in order to appreciate the context of the poems they read.
Students will explore ideas and feelings, building on one anothers' ideas and listening to each other. Students will be asked to recognise positive contributions in order to foster a great atmosphere for debate.
Students will work with their teachers on annotating a range non-fiction extracts from writers who have been faced with some form of difficulty or adversity. They will read texts that tackle a range of issues, from the tragic to the comedic.
The theme/technique/ word which your quote proves. P from PEE.
The quote. PEE.
How does your point and evidence answer the question. PEE
Comparing one thing with another thing which it is not using like or as.
A word or phrase applied to something that it is not. Saying something is something else.
When more than one word in sequence starts with the same letter.
A doing word.
Words that sound like the noise they are describing.
More than one idea connected by commas or semi colons.
Using a variety of punctuation to enhance a piece of writing. For example: . , ; : - ? ! " ()
Use a combination of sentence types. Simple, compound and complex.
Saying a word or idea more than once to create impact.
Asking a question without requiring the reader to respond.
Using linking words to connect ideas.
Students will explore their ideas as they engage with different extracts. They will be able to develop their ideas through their own transactional writing.
Students will explore their ideas together, developing listening and appreciation skills.
Students will be reading a range of fictional detective short stories and extracts from across the ages. They will be learning the features and conventions of detective writing, such as using eccentric characters, mysterious events, and red herrings and t
The theme/technique/ word which your quote proves. P from PEE.
The quote. PEE.
How does your point and evidence answer the question. PEE
Comparing one thing with another thing which it is not using like or as.
A word or phrase applied to something that it is not. Saying something is something else.
When more than one word in sequence starts with the same letter.
Excessive exaggeration.
Using imagery that describes: Sight Smell Hearing Touch Taste
A describing word.
A conversation between two characters, using speech marks.
A doing word.
Applying human characteristics to non human objects.
Words that sound like the noise they are describing.
More than one idea connected by commas or semi colons.
Using a variety of punctuation to enhance a piece of writing. For example using: . , ; : - ? ! " ()
Using a combination of sentence types. Simple, compound and complex.
Saying the same word or idea more than once to create impact.
Asking a question without requiring the reader to respond.
Using linking words to connect ideas.
Students will explore their ideas as they engage with different extracts. They will be able to develop their imagination and creativity through their own creative writing.
Students will explore their ideas together, developing listening and appreciation skills.
To build on their English Literature Skills from Year 7, pupils will read sections of William Shakespeare’s Romeo and Juliet'. They will practise reading and comprehension of a Shakespeare text, analysing the writer’s craft.
The key focus here will be on understanding plot, character and themes from the play. However, pupils will also explore the contextual factors underlying the play, such as patriarchy in Elizabethan England; Shakespeare's Globe theatre and its theatrical conventions; visting the theatre in Elizabethan times and the beliefs, traditions and values of the period, which would have shaped the ways in which Shakespeare's audiences received this play.
Pupils will be taught to write in clear PEE (Point/ Evidence/ Explanation) paragraphs, selecting suitable quotations from the play as supporting evidence to demonstrate their understanding of textual content.
This is the main theme of Shakespeare's 'Romeo and Juliet'. In this tragic tale, two fated lovers risk everything, even life itself, to be with each other. They go against family, friends and fate to be together.
Romeo and Juliet's ill-fated lives are described as 'death-marked', as they are a pair of 'star-crossed' lovers. Shakespeare sets the two families against each other, and the lovers can do nothing about this as it is destined to go tragically wrong.
Key themes of 'Romeo and Juliet'. There are several examples of friendship in the play in contrast to the hostilities between individuals and families. Ultimately, enmity prevails over friendship, bringing the play to its tragic end.
This means the dominance of men in society. The Elizabethan society (which first saw Romeo & Juliet) was patriarchal as it was male-dominated and men decided even who their daughters married.
Both Romeo and Juliet's parents decide on what they are able to do, and forbid the lovers from seeing each other. This control is arguably one of the causes of their deaths.
The characters, primarily Romeo and Juliet who are forced to hide their relationship in order to continue seeing each other, are forced to keep secrets due to the family feud.
Students will have an opportunity to engage with this era from history and explore ideas about beliefs and traditions different from their own.
Students will gain confidence performing and reciting Shakespeare's verse. Students will work together to develop ideas and interpretations.
Pupils will develop skills across both writing and reading in preparation for their end of year examinations. There will be practice papers provided for both sections and teachers will set 'walking-talking' mocks which enable students to practise their skills under timed conditions with support from the class teacher. A range of reading skills lessons (focused on non-fiction texts) will develop students' skills in identifying, explaining and analysing language and structural techniques. Not only will students be taught a range of structural devices and language techniques to use in their own transactional writing, but also, they will be explicitly taught spelling, punctuation and grammar rules to boost their accuracy and written expression.
The theme/technique/ word which your quote proves. P from PEE.
The quote. PEE.
How does your point and evidence answer the question. PEE
Comparing one thing with another thing which it is not using like or as.
A word or phrase applied to something that it is not. Saying something is something else.
When more than one word in sequence starts with the same letter.
A doing word.
More than one idea connected by commas or semi colons.
Using a variety of punctuation to enhance a piece of writing. For example: . , ; : - ? ! " ()
Use a combination of sentence types. Simple, compound and complex.
Saying the same word or idea more than once to create impact.
Asking a question without requiring the reader to respond.
Using linking words to connect ideas.
Words that sound like the noise they are describing
A viewpoint, statement or belief.
Something that is proved true. Information used as evidence.
An argument that is opposing to the main argument you are making.
Percentages, data and any other numerical facts which can be used to prove an argument.
Students will learn how to revise effectively in order to become more independent. They will learn to be aware of their own strengths and weaknesses and how to address them.
Students will engage with a number of texts that will help to develop their ability to identify, explain and analyse.