KING’S Medium Term Plan – English
Y8 Learning Cycle 1 Programme
Module 5
Overarching
Challenging
question
Subject
Challenging
Question
Lines of Enquiry
English
Why have people made challenges to those in power?
“How does poetry reflect changes in social attitudes through the ages”?
Lines of Inquiry
Week 1: Why oral tradition an important part of our heritage?
Week 2: To what extent was Shakespeare’s poetry influenced by French and Italian poetry of the middle ages?
Week 3: How did the metaphysical poets question the nature of reality in a philosophical way? Could this group of poets also be
described as the intellectual poets?
Week 4: Can the poetry of the Romantic period be accurately described as poetry of the imagination?
Week 5: To what extent does the poetry of the modern age reflect the disenchantment of a fractured nation in the aftermath of
WW1?
Week 6: Insight into contemporary poets. Revision week.
Week 7: Gap
Progress
Objectives
By the end of this learning cycle, Year 8 students in English will be able to:
English Literature assessment objectives.
AO1: Read, understand and respond to texts. Students should be able to:
• maintain a critical style and develop an informed personal response
• use textual references, including quotations, to support and illustrate interpretations.
AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.
AO3: Show understanding of the relationships between texts and the contexts in which they were written.
AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
Language Assessment objectives.
AO1:
• identify and interpret explicit and implicit information and ideas
• select and synthesise evidence from different texts
AO2: Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using
relevant subject terminology to support their views
AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts
AO4: Evaluate texts critically and support this with appropriate textual references
AO5: Communicate clearly, effectively and imaginatively, selecting and adapting tone, style and register for different forms, purposes
and audiences. Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts
AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and
punctuation. (This requirement must constitute 20% of the marks for each specification as a whole.)
AO7: Demonstrate presentation skills in a formal setting
AO8: Listen and respond appropriately to spoken language, including to questions and feedback on presentations
AO9: Use spoken Standard English effectively in speeches and presentations.
Week 1:
Why oral tradition an important part of our heritage?
Lesson Hypothesis: Writers are often influenced by earlier literary works.
Learning Intentions:
Lit AO2 – Analyse the language, form and structure used by writers to create meanings and effects.
Lit AO3 – Understand the relationships between text and the contexts in which they were written.
Success Criteria:
Recap knowledge of the history of the English language.
Draw comparisons between Anglo-Saxon riddles and Tolkien’s riddles in Chapter 5 of The Hobbit.
Infer meaning through analysis of the riddles.
Create own riddle deploying the techniques used in Tolkien’s.
Summary of Learning Activities:
Read and try to solve some of Tolkien’s riddles from The Hobbit
Identify poetic devices used in the riddles.
Create own riddles.
Lesson 2
Lesson Hypothesis: the oral tradition is an important part of our heritage.
Learning Intentions:
Lit AO2 – Analyse the language, form and structure used by writers to create meanings and effects.
Lit AO3 – Understand the relationships between text and the contexts in which they were written.
LANG AO1: Read, understand and respond to texts.
Success Criteria:
Recap knowledge of the history of the English language.
Discuss rhymes and riddles from the oral tradition and explain why these were important in the early and middle ages.
Compare Old English and modern translations of Beowulf.
Apply knowledge of the narrative arc to plot events from Beowulf.
Learning Activities:
Listen to a reading of Beowulf comparing the reading to the modern English subtitles
Compare old English and modern translations of Beowulf, identifying potential pitfalls with the translator’s choices
Plot the story of Beowulf on the narrative arc
Group performance of the story
Lesson 3
Lesson Hypothesis: Chaucer wanted his work to be accessible
Learning Intentions:
Lit AO2 – Analyse the language, form and structure used by writers to create meanings and effects.
Lit AO3 – Understand the relationships between text and the contexts in which they were written.
Success Criteria
Recap knowledge of poetic terms.
Develop knowledge of Chaucer and his work.
Use the pen portraits of Chaucer’s characters to create character profiles.
Summary of Learning Activity
Poetic terms matching activity
Shared reading and comprehension activity
Choose and draw one of the characters (The Prioress of The Miller) based on Chaucer’s description
Week 2:
Lesson 1
To what extent was Shakespeare’s poetry influenced by French and Italian poetry of the middle ages?
Lesson Hypothesis: Sonnets follow a clear structure.
Learning Intentions:
LT AO3 - Show understanding of the relationships between texts and the contexts in which they were written
LAN AO2: Explain, comment on and analyse how writers use language and structure to achieve effects
and influence readers, using relevant subject terminology to support their views
Success Criteria:
Recap and develop their knowledge of Elizabethan England.
Identify the component parts of a sonnet.
Apply knowledge of iambic pentameter.
Analyse a poem
Summary of Learning Activities:
Shared reading and discussion of contextual information
Students will try to replace the missing vowels in “Shall I Compare thee to a Summer’s Day”
Students will complete a speaking and listening task to demonstrate iambic pentameter
Students will analyse Sonnet 116
Home learning:
Create a revision sheet for “Shall I Compare thee to a Summer’s Day.”
Lesson 2/3
Lesson Hypothesis: Not all poems written in the Elizabethan period were Sonnets written by Shakespeare
Learning Intentions:
LANG AO1:
• identify and interpret explicit and implicit information and ideas
• select and synthesise evidence from different texts
LANG AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts
LIT AO1: Read, understand and respond to texts. Students should be able to:
• maintain a critical style and develop an informed personal response
• use textual references, including quotations, to support and illustrate interpretations.
Success Criteria:
Demonstrate knowledge of the social, cultural and historical context
Recap poetic terms
Analyse a poem using SPLLATT Framework
Compare poems by the same writer
Week 3
Lesson 1
Summary of Learning Activities
Poetic terms matching activity
Group Analysis of Ben Jonson’s poem “On My First Sonne”
Create a keynote analysis of Ben Jonson’s poem “On My First Daughter”
Complete SPLLATT analysis of Sir Walter Raleigh’s poem “The Passionate Man’s Pilgrimage”
Compare two of the poems we have discussed
Lesson Hypothesis: Traditional western or Christian views of death were a central concern of John Donne’s poetry.
Learning Intentions:
LANG AO8: Listen and respond appropriately to spoken language, including to questions and feedback on presentations
LANG AO9: Use spoken Standard English effectively in speeches and presentations.
LIT AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.
LIT AO3: Show understanding of the relationships between texts and the contexts in which they were written.
Success Criteria:
Know the social and historical context of the period
Identify the features of metaphysical poetry
Analyse “Death Be Not Proud”.
Contribute to a group response to the poem
REACH: Independently annotate another Donne poem (“The Sunne Rising”)
Lesson 2
Lesson Hypothesis: The shape of the poem can reflect its themes and/or narrative action.
Learning Intentions:
LIT AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.
Success Criteria:
Recall prior knowledge of shape poems
Explain the effect of various shape poems
Analyse Easter Wings by George Herbert
Create own shape poem
Summary of Learning Activities
Discuss shape poetry (available at http://mseffie.com/assignments/poem-a-day/10.html)
Complete analysis sheet on “Easter Wings” by George Herbert
Create own shape poem inspired by Herbert’s poem
Lesson 3
Lesson Hypothesis: The role of women has changed since Anne Bradstreet’s day.
Learning Intentions:
LANG AO3: Show understanding of the relationships between texts and the contexts in which they were written.
LANG AO4: Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation.
LANG AO6: Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling
and punctuation.
Success Criteria:
Define the term epitaph
Compare the role of women in 17th Century and in contemporary society.
Create an epitaph for an inspirational figure or role model.
Week 4
Lesson 1
Can the poetry of the Romantic period be accurately described as poetry of the imagination?
Lesson Hypothesis: “Without contraries is no progression”.
Learning Intentions:
LIT AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.
LIT AO3: Show understanding of the relationships between texts and the contexts in which they were written.
Success Criteria:
Identify fundamental themes of the Romantic period.
Contribute to shared reading and discussion of Blake’s poems.
Consider reasons why the poems may be categorised as those of “Innocence” or “Experience”.
Summary of Activities
Students will complete a research task.
Students will share their first impressions of a selection of illustrated poems by William Blake.
In groups, students will discuss and agree categories for the poems.
Students will respond to the lesson hypothesis.
Lesson 2/3
Lesson Hypothesis: The Romantics took inspiration from nature.
Learning Intentions:
LIT AO1: Read, understand and respond to texts.
LANG AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts
LANG AO9: Use spoken Standard English effectively in speeches and presentations.
Success Criteria:
Create a semantic field of autumn using a visual stimulus
Read and respond to Clare’s and Keats’ autumnal poems
Compare the poems and evaluate their effectiveness
Summary of learning activities:
Week 5
Lesson 1
Students will create a semantic field of autumn using a visual stimulus
Students will read and discuss John Clare’s and John Keats’ autumnal poems
Students will evaluate the poems giving reasons for their preference for one above the other
Students will put forward their argument in a timed speaking and listening task
To what extent does the poetry of the modern age reflect the disenchantment of a fractured nation in the aftermath of WW1?
Lesson Hypothesis: Poetry of WW1 presents polarised views of war.
Learning Intentions:
LIT AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.
LIT AO3: Show understanding of the relationships between texts and the contexts in which they were written.
LANG AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts
Success Criteria:
Know the social, cultural and historical context of WW1 poetry
Apply knowledge of poetic devices to analyse Rupert Brookes’ “The Soldier” and Siegfried Sassoon’s “The Dug Out”
Compare the narrative viewpoints presented in the poems
Summary of Learning Activities:
Research task: causes and facts about WW1
Analyse the poems
Compare the poems explaining the different narrative viewpoints
PETER analysis
Lesson 2/3
Lesson Hypothesis: The poetry of the modern age reflects the disenchantment of a fractured nation in the aftermath of WW1.
Learning Intentions:
LIT AO2: Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology
where appropriate.
LIT AO3: Show understanding of the relationships between texts and the contexts in which they were written.
LANG AO3: Compare writers’ ideas and perspectives, as well as how these are conveyed, across two or more texts
Success Criteria:
Identify the key features of Victorian/Romantic poetry and their opposites
Identify and comment on the central concerns of T.S. Eliot’s “The Love Song of J. Alfred Prufrock”
Analyse the poem, explaining the effect of the poetic techniques used.
Summary of Learning Activities:
Vocabulary task
Genre activity
Analysis questions
PETER analysis
Gap
Reinforcement
Gap Analysis Reinforcement
This end of module time will be allocated to re-teaching any gaps discovered in each individuals knowledge as a result of the
assessment process
Extended Learning