The Lancaster School
Year 7 Medium Term Plan: Summer 2: 19th Century Short Stories
Orange Pathway
Green Pathway
Yellow Pathway
Pink Pathway
Pupils working towards NC Level 3c4b will develop the following skills
(focus on securing threshold 4c and
above)
Pupils working towards NC Level 4a5b will develop the following skills
(focus on securing threshold 5c and
above)
Pupils working towards NC Level 5a+
will develop the following skills
(focus on securing threshold 6c and
above)
Pupils working towards NC level 7c+
will develop the following skills
(focus on securing threshold 7c and
above)
Summer 1: 19th Century Short Stories
Texts below are suggestions for ability of groups, please pick 3-4 short stories to study over the course of the unit which are suitable to
your group.
WI will talk to individual teachers about appropriate text to give as assessment.
Assessment:

Week 5

Will be a combined Reading and Writing assessment (to be delivered over 1 or 1.5 lessons).

For Reading: will be a short extract of a Short Story (Will differ for each group, DY to source and prepare) for Reading:
Commenting on language and historical context e.g. the Gothic.

For Writing: A short piece of creative writing responding to the theme of the Reading assessment.

To be assessed through Reading and Writing AFs (use booklets) and given 2 separate levels.
Y7 – 19th Century Short Stories, 2014-15 – Summer 2
Orange Pathway
Green Pathway
Yellow Pathway
Pink Pathway
Pupils working towards NC Level 3c4b (focus on securing threshold 4c
and above)
Pupils working towards NC Level 4a5b (focus on securing threshold 5c
and above)
Pupils working towards NC Level 5a+
(focus on securing threshold 6c and
above)
Pupils working towards NC level 7c+
will develop the following skills
(focus on securing threshold 7c and
above)
Suggested Texts:
Suggested Texts:
Suggested Texts:
Suggested Texts:




Vendetta
The Tell-Tale Heart
The Monkey’s Paw
The Black Cat




Y7 – 19th Century Short Stories, 2014-15 – Summer 2
The Tell-Tale Heart
The Monkey’s Paw
The Black Cat
The Necklace




Vendetta
The Tell-Tale Heart
The Necklace
A Sherlock Holmes story
e.g. The Blue Carbuncle


A Sherlock Holmes story e.g.
Hound of the
Baskervilles/The Blue
Carbuncle
The Yellow Wallpaper
Week 1-4
Week 1-4
Week 1-4
Week 1-4
Please use the following objectives
and suggested activities with the
short stories of your choice,
ensuring you are covering both
Reading and Writing objectives
Please use the following objectives
and suggested activities with the
short stories of your choice,
ensuring you are covering both
Reading and Writing objectives
Please use the following objectives
and suggested activities with the
short stories of your choice,
ensuring you are covering both
Reading and Writing objectives
Please use the following objectives
and suggested activities with the
short stories of your choice,
ensuring you are covering both
Reading and Writing objectives
LO: To be able to make a personal
response to a text, giving a number
of reasons
LO: To make a personal response to
a text and provide some textual
reference as evidence
LO: To respond to a text by making
precise points and providing
relevant evidence
LO: Develop interpretations of
texts, supporting points with
detailed textual evidence
Select an appropriate short
story/stories
LO: To identify and describe the
effect of writers’ use of specific
language features
LO: To explore the impact of specific LO: Analyse in depth and detail
language features on the reader
writers’ use of literary, rhetorical
and grammatical features and their
Select an appropriate short
effects on different readers
story/stories
Activities to support comprehension
and analysis of key language and/or
language features.




Express opinions on
characters, giving reasons.
Comprehension questions
based on quotations from
the text.
Write paragraphs on
character/plot with
justifications for opinions
Introduce P.E. (point &
evidence)
Select an appropriate short
story/stories
Activities to support comprehension
and analysis of key language and/or
language features.



Express opinions on
characters justified by
quotations
Comprehension questions
based on quotations from the
text.
Choose from a selection of
quotations to support points
about character
Y7 – 19th Century Short Stories, 2014-15 – Summer 2
Activities to support comprehension
and analysis of key language and/or
language features.




Make inferences about
character supported by
evidence
Comprehension questions
based on extracts from the
text.
Selecting relevant quotations
from an extract to support
points about character
Re-introduce PEZE –
character based questions
Select an appropriate short
story/stories
Activities to support comprehension
and analysis of key language and/or
language features.



Make inferences about
characters supported by
evidence
Comprehension questions
based on extracts from the
text.
Selecting relevant quotations
from an extract to support
points about character
LO: To identify and begin to
describe the effect of writers’ use of
specific language features

Re-Introduce PEE – character
based questions
LO: To identify and describe the
Use a short story to
effect of writers’ use of specific
introduce/revise language
language features
features.
 Identify language features
used in a range of quotations
 Use a short story to
from story.
introduce/revise language
features.
 Suggest what particular
language features used in the
 Practise using PEZE, focusing
story suggest about
on how to ‘zoom in’ on
characters
language in a quotation
 Analyse characters using
LO: Use topic specific words,
PEZE, focusing on how to
describing words/phrases to add
describe the effect on the
detail and interest in their own
reader
writing
 Inferences about character
based on quotations
 Use short story to identify
the effects of specific word
LO: To use vocabulary precisely and
choices e.g.
imaginatively to clarify and extend
adjectives/adverbs
meaning and create specific effects
 Use different word classes to
create narrative fiction
 Use short story to identify
 Task could be to rewrite part
the effects of vocabulary
of one of the short stories
choices e.g.
from the perspective of
tension/atmosphere
another character, altering
 Analyse the effect of varied
the ending etc.
sentence length


LO: To explore the impact of specific
language features on the reader





LO: To create appropriate effects by
drawing on the range and variety of
their own vocabulary and by using
strategies and resources.



Y7 – 19th Century Short Stories, 2014-15 – Summer 2
Use the short story to
introduce/revise language
features.
Analyse characters using
PEZE
PEZE paragraphs/
Inferences about character
based on passages.
Look at structure of story and
explore narrative order,
opening/closing, how the
writer uses structure to
increase tension etc.
Use short story to identify
the effects of vocabulary
choices e.g. pathetic fallacy,
tension/atmosphere
Analyse the effect of varied
sentence length and
paragraphing
Use techniques analysed in
the short story to create
Re-introduce PEZE –
character and language
based questions
LO: Analyse in depth and detail
writers’ use of literary, rhetorical
and grammatical features and their
effects on different readers





Use the novel to
introduce/revise language
features.
Analyse characters using
PEZE
PEZE paragraphs/
Inferences about character
based on passages.
Look at structure of story and
explore narrative order,
opening/closing, how the
writer uses structure to
increase tension etc.
LO: Shape and affect the reader’s
response by selecting ambitiously
from a wide and varied vocabulary
for a range of tasks, purposes and
readers

Use short story to identify
the effects of vocabulary
choices e.g. pathetic fallacy,
tension/atmosphere
LO: To be able to link texts to their
historical, social and cultural
backgrounds



Explore key themes of
historical, social and cultural
context in relation to 1 of the
texts studied e.g. The Gothic
elements in ‘The Monkey’s
Paw’.
Explore how to link the
historical context to key
quotations and to draw
conclusions based on historical
knowledge.
Practise simple PEEL paragraphs
(Point, Evidence, Explain, Link to
History)


Use techniques analysed in
the story to create narrative
fiction
Task could be to rewrite part
of one of the short stories
from the perspective of
another character, altering
the ending etc.

narrative fiction (e.g.
describing setting, creating
tension)
Task could be to rewrite part
of one of the short stories
from the perspective of
another character, altering
the ending etc.



LO: To be able to link texts to their
historical, social and cultural
backgrounds



Explore key themes of historical,
social and cultural context in
relation to 1 of the texts studied
e.g. The Gothic elements in ‘The
Monkey’s Paw’.
Explore how to link the
historical context to key
quotations and to draw
conclusions based on historical
knowledge.
Practise PEEL paragraphs (Point,
Evidence, Explain, Link to
History)
LO: To be able to link texts to their
historical, social and cultural
backgrounds



Explore key themes of historical,
social and cultural context in
relation to 1 of the texts studied
e.g. The Gothic elements in ‘The
Tell-Tale Heart’.
Explore how to link the
historical context to key
quotations and to draw
conclusions based on historical
knowledge.
Practise PEEL paragraphs (Point,
Evidence, Explain, Link to
History)
LO: To be able to link texts to their
historical, social and cultural
backgrounds




Y7 – 19th Century Short Stories, 2014-15 – Summer 2
Analyse the effect of varied
sentence length and
paragraphing
Use techniques analysed in
the short story to create
narrative fiction (e.g.
describing setting, creating
tension)
Task could be to rewrite part
of one of the short stories
from the perspective of
another character, altering
the ending etc.
Explore key themes of historical,
social and cultural context in
relation to 1 of the texts studied
e.g. The role of women in ‘The
Yellow Wallpaper’.
Explore how to link the
historical context to key
quotations and to draw
conclusions based on historical
knowledge.
Practise PEEL paragraphs (Point,
Evidence, Explain, Link to
History)
Introduce comparison of
different texts and historical
contexts.
Week 5
Week 5
Week 5
Week 5
Assessment Week:
Assessment Week:
Assessment Week:
Assessment Week:


Revision for assessment
Focus on specific revision
skills (e.g. note taking,
practicing key skills)


Revision for assessment
Focus on specific revision
skills (e.g. note taking,
practicing key skills)


Revision for assessment
Focus on specific revision
skills (e.g. note taking,
practicing key skills)


Revision for assessment
Focus on specific revision
skills (e.g. note taking,
practicing key skills)
Assessment: short combined
reading/writing (see above)
Assessment: short combined
reading/writing (see above)
Assessment: short combined
reading/writing (see above)
Assessment: short combined
reading/writing (see above)
Week 6 Creative Writing Week
Week 6 Creative Writing Week
Week 6 Creative Writing Week
Week 6 Creative Writing Week
LO:
Develop character and voice in own
fiction writing
LO:
Draw on techniques and devices
used by writers in order to develop
distinctive character and voice in
their own fiction
LO:
Be able to write in depth as a range
of different character in first person
narrative
To use a range of figurative
language techniques in own writing
Use topic specific words, describing
words/phrases to add detail and
interest in their own writing
Creative Writing Week:
Teacher use appropriate
stimulus to inspire students to
write their own short stories
based in the 19th century/ideas
from one of stories read e.g.
Develop in their own writing some
of the key linguistic and literary
techniques used by writers and
deploy them for deliberate effect on
the reader
Use vocabulary precisely and
imaginatively to clarify and extend
meaning and create specific effects
Creative Writing Week:
Teacher use appropriate stimulus
to inspire students to write their
own short stories based in the
Y7 – 19th Century Short Stories, 2014-15 – Summer 2
Draw on a repertoire of linguistic
and literary techniques and select
those most appropriate for creating
specific effects in their own writing
Create appropriate effects by
drawing on the range and variety of
their own vocabulary and by using
strategies and resources to extend
their available choices
Creative Writing Week:
LO:
Establish and sustain distinctive
character, point of view and voice in
their fiction writing by drawing on a
wide range of techniques and
devices used by writers
Make appropriate selections from a
range of linguistic and literary
techniques, to shape and affect the
reader’s response
Shape and affect the reader’s response
by selecting ambitiously from a wide
and varied vocabulary for a range of
tasks, purposes and readers
Creative Writing Week:

Opening/closing lines

Visual stimulus

Music

Key objects/events to be
included in story
Students to plan, draft and then
edit their own short stories.
19th century/ideas from one of
stories read e.g.

Opening/closing lines

Visual stimulus
Teacher use appropriate stimulus
to inspire students to write their
own short stories based in the
19th century/ideas from one of
stories read e.g.

Music

Opening/closing lines

Opening/closing lines

Key objects/events to be
included in story

Visual stimulus

Visual stimulus

Music

Music

Key objects/events to be
included in story

Key objects/events to be
included in story
To focus on:
Students to plan, draft and then
edit their own short stories.
Creative/Imaginative vocab and
language features
To focus on:
Structure
Technical accuracy
Creative/Imaginative vocab and
language features
Structure
These could then be rewritten/typed to
include in a class anthology?
Technical accuracy
These could then be rewritten/typed to
include in a class anthology?
Students to plan, draft and then
edit their own short stories.
Students to plan, draft and then
edit their own short stories.
To focus on:
To focus on:
Creative/Imaginative vocab and
language features
Creative/Imaginative vocab and
language features
Structure
Structure
Technical accuracy
Technical accuracy
These could then be rewritten/typed to
include in a class anthology?
Y7 – 19th Century Short Stories, 2014-15 – Summer 2
Teacher use appropriate stimulus
to inspire students to write their
own short stories based in the
19th century/ideas from one of
stories read e.g.
These could then be rewritten/typed to
include in a class anthology?
Some suggestions for texts/location
Booklets of key texts will be provided
Story/Book:
Frankenstein
Dracula
The Tell-Tale Heart
The Tell-Tale Heart (full version)
The Withered Arm and other Wessex Tales
(Withered Arm- potentially good for middle/high ability)
Ninetieth Century Short Stories
Selection of different stories on different themes such as:
 Women amongst men
 Outsiders
 Mystery and Detection
Includes The Yellow Wallpaper (good for high ability?)
Sherlock Holmes Stories:
Selection of 10 Short Stories (includes The Speckled Band
which could be a good one for middle ability?)
Stories from Other Times: Selection of short stories (good for
middle ability?):
Highlights An Alpine Divorce
 The Thieves who couldn’t help speaking
 The Blue Carbuncle
 The Monkey’s Paw
 The Signalman
Y7 – 19th Century Short Stories, 2014-15 – Summer 2
Location
SMART English- Gothic Horror (all short extracts so
potentially good for lower ability)
http://xroads.virginia.edu/~hyper/poe/telltale.html
The Withered Arm and other Wessex Tales- Thomas
Hardy
http://www.lang.nagoya-u.ac.jp/~matsuoka/ghoststories-hardy.html
Booklet
http://csivc.csi.cuny.edu/history/files/lavender/wallpap
er.html
Booklet of story/playscript versions
Booklet