Year 9 students will consider voice, intent and perspective in order to gain a better understanding of how texts work to convey different ideas and viewpoints. Students will establish their own viewpoint and understand those of others.
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.
Using a variety of punctuation to enhance a piece of writing. For example using: . , ; : - ? ! " ()
Using a combination of sentence types. Simple, compound and complex.
Using linking words to connect ideas.
Saying the same word or idea more than once to create impact.
Words that sound like the noise they are describing
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.
With echoes of Romeo and Juliet, Noughts and Crosses is an electrifying, bittersweet love story set in a society divided by racial bigotry and a world rocked by terrorism. Sephy (a Cross) is the daughter of the Deputy Prime Minister. Callum is the son of a Nought agitator. United by a shared sense of injustice as children, and separated by intolerance as they grow up, their desire to be together begins to eclipse all family loyalty, sparking a political crisis of unimaginable proportions.
This thrilling stage adaptation of Malorie Blackman's hugely successful novel was premiered by the Royal Shakespeare Company in 2007. Throughout this module, students will not only further develop their understanding of the key features of great - and diverse -theatre, but also engage with a range of thought-provoking questions and scenarios. Moreover, they will focus on studying the play as a whole, considering the development of characters and themes, and how our societal context may affect the message for their readers.
The act of using someone unfairly for your own advantage. J.B. Priestley's main concern in this play is the exploitation of working class employees by their upper class employers who paid extremely low wages to maximize profit.
The act or practice of segregating; a setting apart or separation of people or things from others or from the main body or group; the institutional separation of an ethnic, racial, religious, or other minority group from the dominant majority.
Treatment or consideration of, or making a distinction in favour of or against, a person or thing based on the group, class, or category to which that person or thing belongs rather than on individual merit
The writer of a book.
Addressing an audience
be a warning or indication of a future event
The tools a writer uses to create particular effects
When something is not fair or feels unequal
A preconceived opinion that is not based on fact or experience
Context illuminates the meaning and relevance of the text, and may be something cultural, historical or political.
Students will learn about morals, crime and justice. They will explore the repercussions of crime, debate views on moral issues and critically evaluate other views.
Students will work together to pull apart key events in the text. They will develop confidence in the impact of culture on literature and society.
Students will read texts with a range of topics and viewpoints, considering their validity. They will compare texts from various sources on different media showcasing their ability to identify the main points of an argument and to analyse writers' rhetorical techniques.
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.
Asking a question without requiring the reader to respond.
Percentages, data and other numerical facts which can be used to prove an argument.
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.
Using linking words to connect ideas.
Saying the same word or idea more than once to create impact.
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.
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 aand appreciation skills.
Students will read and study ‘Animal Farm' by George Orwell. The text will be approached through exploring themes, characters, context and the wider genre of dystopian literature. Analysis, inference and deduction skills will be developed, especially through annotation. Students will explore the writer's craft and analyse how language is used for effect, as well as exploring how themes and characters are developed across the novella. Students will also have opportunities to complete both creative and transactional writing and to develop oracy skills.
the study of characters in a text, including the distinctions between minor major and central characters and why each is more or less significant.
the way the story line develops in a text. This could be linear (where events flow in chronological order from the start to the end without using flashbacks or flash-forwards) or cyclical (where the end of the story resembles the beginning).
The time (when in the past/present/future) and place (where in the real/imagined world) that the events in a narrative are set to unfold.
A novella is a text of written, fictional, narrative prose normally longer than a short story but shorter than a novel, somewhere between 7,500 and 40,000 words long.
A story, play, poem, picture, or other work in which the characters and events represent particular qualities or ideas that relate to morals, religion, or politics.
The central idea which runs through a text. These are the key issues which a writer seeks to explore in a text.
Students will consider the moral messages and ethical debates that arise from the novella. They will be encouraged to consider their responses based on their own opinions and beliefs. Students will be asked to engage in debate and discussion. Issues will include morality, equality, corruption and injustice.
Students will work in pairs and small groups to compare ideas and beliefs about the story. Teachers will lead these groups in collaborative essay writing, which will in turn lead students to develop essay writing skills.
Students will study a range of introductory GCSE poems taken from the 'Time and Place' poetry cluster from the Edexcel Anthology.
Students will develop key annotation skills that will support their study of further anthology poetry at GCSE.
Students will then learn how to make links between poems and compare the ways that poets have presented key ideas and emotions through analytical paragraphs. Key contextual information will also be explicitly taught, evidence of which is expected in written responses.
To complement this, students will further develop their comparison skills by looking at a variety of non-fiction texts in order to be able to identify key similarities and differences, both in terms of ideas and perspectives, and in terms of how these ideas and perspectives are presented.
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.
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.
Saying the same word or idea more than once to create impact.
Using a variety of punctuation to enhance a piece of writing. For example using: . , ; : - ? ! " ()
Using a combination of sentence types. Simple, compound and complex.
Using linking words to connect ideas.
Words that sound like the noise they are describing
A line of verse with five metrical feet, each consisting of one short (or unstressed) syllable followed by one long (or stressed) syllable.
Non rhyming verse in iambic pentameter.
Students will consider a range of poetic forms, devices and styles from across the world. They will continue to learn how to approach an unseen poem, focusing on language, form and structure, which will feed into their GCSE study. 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 review and consolidate their knowledge of language, form and structure analysis within a range of text types and genres. They will revisit how to write critically about their reading, providing textual evidence and analysis.
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.
Asking a question without requiring the reader to respond.
Percentages, data and other numerical facts which can be used to prove an argument.
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.
Using linking words to connect ideas.
Saying the same word or idea more than once to create impact.
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.
Students will develop skills of resilience and independence through recognising 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.