Year group: 11

Unit description: Unit 1 Section B – Preparation for the writing section of the exam Unit 3b Creative Writing Controlled Assessments - candidates must produce two pieces of work totalling 1200 words in a period of up to 4 hours CA.

Title

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Unit 1 Section B – exam writing + Creative Writing Language Unit 3b

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Tier GCSE E-A*

ENGLISH LANGUAGE Unit 1 Section B (3 ½ weeks) Writing Preparation for the for Language exam ENGLISH LANGUAGE Unit 3b task 1 (skills cross over with unit 1 section B) (1 ½ weeks preparation+ 2 lessons CA) Creative writing CA Title - ‘Use a still image taken from a film as the basis of a piece of writing.’

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ENGLISH LANGUAGE Unit 3b task 2 (skills cross over with Unit 1 section B) (1 ½ weeks preparation + 2 lessons CA) Creative writing CA Title - ‘Write the script of a piece intended to be read on local radio in which you voice your strong opinions on a subject of your own choice.’

Length 7 ½ Weeks Learning objectives: A04 

Communicate clearly and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways that engage the reader.

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Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features to support cohesion and overall coherence.

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Pupils have studied different styles of writing and writing for purpose at KS3

Learning outcomes

GCSE E-A* depending on pupils FFT.

Week 1: Importance of getting English Language GCSE, writing to inform and explain, importance of planning and what you are assessed on. Week 2: What you are likely to face in the writing exam, examples of C-A exam writing, writing to persuade. Week 3: Writing to argue, importance of punctuation, importance of sentence structures, writing to describe. Week 4: Introduction to CA task 1, planning, drafting, improving Week 5: Planning sheet, Controlled Assessment Task 1. Week 6: Introduction to CA task 2, conventions of ranting, planning a rant, models of rants, planning sheet. Week 7: Controlled Assessment Task 2.

Use a range of sentence structures for clarity, purpose and effect, with accurate punctuation and spelling.

Prior knowledge 

Grade

National Framework for Secondary English - Strands Writing: 

7.1 Generating ideas, planning and drafting

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7.2 Using and adapting the conventions and forms of texts on paper and on screen

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8.1 Developing viewpoint, voice and ideas

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8.2 Varying sentences and punctuation for clarity and effect

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8.3 Improving vocabulary for precision and impact

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8,6 Developing and using editing and proofreading skills on paper and on screen

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9.1 Using the conventions of standard English

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9.2 Using grammar accurately and appropriately

What comes next – connections to other topics and units 

Writing skills developed for these two CAs will be used for Unit 1 Section B (Writing exam) and likewise the skills practised for the exam will be applied in these two CAs.

Title of Unit/Year Group

Year 11- Exam preparation Unit 1 Section B and Creative Writing CA Unit 3b task 1 and 2

BLP (Resilience, creative thinking, reflecting, working collaboratively) Social, Moral, Spiritual and Cultural Development Joy and wonder, framework of values, other people’s feelings and beliefs, place and community Applied Learning Opportunities (Role play, case study, discussion, assimilation, group work, problem solving) ICT/Technology

Literacy key words

Reflecting, Creative Thinking Lesson on moral dilemmas. Discussing and considering of topics that cause disgust (i.e. child beauty pageants)

Discussion, group work, role play (morals lesson), problem solving.

PowerPoints, youtube clips, TV clips to stimulate creative thinking Sarcasm, Genre, Conventions, Pun, HEARBIG REF, SAMOSAP, TIPSSVP

Cross-curricular links International dimension Misconceptions

Difference between sarcasm and rudeness. Around exactly how important TIPSSVP is at GCSE level. Difference between English Lit and Lang.

Phase 1 (week 1) Overview of this phase

To understand the importance of getting English Language GCSE. To know the conventions of writing to inform and explain ready for the exam – unit 1 section b. To understand the importance of planning and what you are assessed on in unit 3b.

How will the pupils learn? e.g. tasks/activities, starters, plenaries …      

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All lessons are prepared on the PP – Autumn 1. Take pupils through the importance of English Language. Ensure they understand that this is separate from Literature. Go over necessary paperwork of the overview of the course and get pupils to stick this in their books. Show pupils what they will be studying this half term and what assessments they will have. Go over what the English Language exam will look like and discuss with them how they can better prepare for this. Get pupils to think about what words they use by showing a stimulus image and getting them to write the best word they can think of to describe it on a post –it and stick these up on the board. Go through the words and discuss why some are better than others. Make sure pupils know the conventions of writing to inform and explain. Show pupils a selection of past exam questions so that they understand the context of why they must know the conventions of these writing types. Go over the writing exam criteria. Show pupils a model of writing in the exam from AQA. Get pupils to annotate the model after reading for the criteria they have just revised. Discuss with pupils the importance of planning before writing. Look at a number of different methods for planning. Discuss and evaluate some examples of plans for exam tasks. In groups on A3 paper prepare a plan for the exam question: ‘Write an article for a magazine informing parents about the pressures on teenagers today.’ Peer assess these plans. Give pupils a list of exam questions so they can start revising at home. Go over the assessment criteria with pupils and get them to annotate it for TIPSSVP so that they understand the vital importance of TIPSSVP. Introduce pupils to the Power of 3 (3 fancy words, 3 pieces of punctuation, 3 sentence structures and 3

How will the learning emerge? e.g. key questions, assessment points … Why is English Language so important? How will it help you in the future? What is the difference between Lang and Lit? Do you understand what assessments you have this half term and how important they are? What will Unit 1 section B be like? Why is vocabulary important? How does it change the meaning of something? What emotions are conveyed through a certain piece of vocabulary What are the conventions of writing to inform and explain and why are conventions are important? When will you need to use these conventions? Do you understand the wording of the assessment criteria? Why should you plan your work? What will happen if you don’t plan? Which method of planning would you prefer? Why? Peer marking of plans:  Have they got a selection of ideas?  Have they ordered these ideas?  Are the ideas ordered logically?  Are their ideas interesting?  Have they got a little

How will this be adjusted? e.g. support/extension …  

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Differentiated groups and pairs. Higher or foundation criteria used depending on the group. Worksheets given out to start revision early.

Resources

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Autumn 1 PP Pupils Overview of English Language Great Expectations sheet White label for front of book. Post-it notes Slide 22 – GCSE mark scheme Model response to June 2013 Foundation paper. Slide 38 Model exam question for revision Slide 40 TIPSSVP mark sheet. Slide 44 Model paragraph Slide 46 Peer marking sheet

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techniques in each paragraph). Look at an opening paragraph of text and get pupils to annotate it for the Power of 3. Pupils are to use the plan they produced in groups last lesson and now write the opening paragraph for the exam question: ‘Write an article for a magazine informing parents about the pressures on teenagers today.’ They will then use peer marking sheets to assess the work.

detail around each idea? Do you understand how you could start revising of this section of the exam now? What is the Power of 3? Why do you think this is being introduced? How effectively has your partner applied the criteria of TIPSSVP and the rule of 3?

Phase 2 – Week 2 Overview of this phase To understand what you are likely to face in the writing exam

To understand the conventions of writing to persuade.

How will the pupils learn? e.g. tasks/activities, starters, plenaries …    

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Remind pupils of the conventions of writing to inform and explain. Look at some model extracts C grade and A grade responses to an explain exam question. Discuss why one is better than another. Get pupils to plan a response to the same exam question: Write a letter to a friend explaining why a recent holiday was so memorable. Peer mark for TIPSSVP. Pupils review the targets they got in their peer marking. Pupils have a go at a real exam question. Explain that in the real thing they would only get 25 minutes but give them 35 minutes this time. Teachers will mark this exam attempt. Share with pupils some different level models of this question after they have been marked. Test pupils in their knowledge of HEAR BIG REF. Read the letter ‘Rat O Burger’ and annotate for Hear Big Ref. In pairs come up with examples of HEAR BIG REF for the question: ‘Write a persuasive letter to the Head Teacher suggesting how the school should be improved.’ Show examples of what you mean by this. Each pair joins with another pair and compares what they came up with. Discuss what a moral dilemma is. Put pupils in groups and read them the runaway truck dilemma. Let them discuss the dilemma while you go around and add little bits of information like: What if the one person was a Nun? Each group must decide if they want to flip the switch or not. Once they have decided give them the model persuasive writing ‘Flip’ or ‘not to flip’ draw their attention to the 2*W that has already been given to this piece of writing. They must go through and improve it according to the wishes. Groups peer mark using the assessment criteria peer marking sheet.

How will the learning emerge? e.g. key questions, assessment points … What were the conventions of writing to inform and explain? What does one extract of writing do that makes it better than another? What do you need to improve on? How well do you know and understand HEAR BIG REF? What do we use this for? Can you come up with an example for each letter in HEAR BIG REF? What is a moral dilemma? Have you ever found yourself in one? How did you respond? What decision would you make in this moral dilemma? Doe sit make a difference if you knew who the people were? How have you improved the piece of writing you were given? Peer Marking: • • • • •

How will this be adjusted? e.g. support/extension …    

Pupils will do either higher or foundation for the exam question. Teachers will mark with the higher or foundation criteria. The models will either be high or foundation. Differentiated groups and pairs

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 uses a range of punctuation with success uses a variety of sentence forms to good effect accurate spelling of more ambitious words usually uses standard English appropriately clear evidence of a form being used throughout to meet purpose of text

Autumn 1 PP Slide 53 Peer marking sheet. Slide 58 or 59 teacher marking sheet. Jan 2011 Higher and foundation good model from AQA. Rat O Burger worksheet. Slide 71 and 72 back to back – the dilemma models. Slide 74 Peer Marking sheet.

Phase 3 – Week 3 Overview of this phase

To understand and be able to apply the conventions of writing to argue. To understand the importance of punctuation, and sentence structures.

To understand and be able to apply the conventions of writing to describe.

How will the pupils learn? e.g. tasks/activities, starters, plenaries …                       

Make sure pupils know the conventions of writing to argue. Read the article ‘It’s ok to say no’ Identify the argue techniques and annotate them on the sheet. Model the ‘Fip Flop’ process to pupils first ageing cats are better than dogs then flip to dogs are better than cats. In pairs pupils Flip Flop for a number of topics that come up on the board. Give pupils the following question: Texting is resulting in poor standards of English, therefore mobile phones should be banned completely in schools/lessons. Pupils must come up with their own arguments for and against. In groups share the arguments you came up with and pick out the best ones. Model an effective plan for an argument. In your groups on A3 paper produce a plan for an argue essay on this question. Look at some of the plans under the visualizer. Play the punctuation game – pupils pick a piece of punctuation and act out how that punctuation would act. Show pupils grade descriptors in relation to punctuation. Rank three extracts using the grade descriptors. Use the story of the spaceship Cassini to show what would happen if we did not punctuate. Pupils discuss if punctuation is important and what it is used for. Look at three letters from Gill – discuss how the meaning completely changes depending on the punctuation. Revisit the discussion about the importance of punctuation. Read the extract from a ghost story in your pairs. Discuss where to put the punctuation to create a scary, spooky atmosphere full of tension and suspense. Encourage pupils to play around, try different things and discuss before making decisions. This is more important than finishing the task! Peer mark another groups’ punctuation. Revise pupils understanding of the four different sentence types – compound, complex, simple and

How will the learning emerge? e.g. key questions, assessment points … What are the conventions of writing to argue and how should they be used? Can you identify argue techniques being used in a model text? Are they effective? Why? Why not? What are the arguments for and against having mobile phones in school? Is punctuation important? What effects does punctuation have? Can I get away with using very little? How does punctuation change the meaning of writing. How many types of main sentence structures are there? Do you understand what the different sentence structures look like? How can you use sentence structure to create atmosphere in writing? Can you identify different sentence structures? Can you use sentence structures in your own writing to create effect? Do you know and understand SAMOSAP? Can you identify SAMOSAP being used by a writer? What effect do these techniques have?

How will this be adjusted? e.g. support/extension … 

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Teachers will vary the depth they go into when teaching punctuation and sentence structure depending on the ability of the group. Teachers will emphasis use of more difficult SAMOSAP techniques for high ability and easier ones for weaker ability. Different ability groups and pairs.

Resources

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Autumn 1 PP Article ‘It’s ok to say no’ A3 paper Slide 98 Punctuation ranking task. Slide 111 Ghost story extract. Slide 119 Frankenstein extract. Slide 125 Description extract.

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minor. Pupils should annotate the sentence types used in the extract from Frankenstein. Check pupils’ understanding. Pupils are to now write the opening paragraph of a story about a storm. Starting with this sentence: The clouds had blanketed the sky hours ago and what little light shone out from the streets was meagre at best. Share paragraphs under the visualizer. Test pupils on there knowledge and understanding of SAMOSA P Give them a model of descriptive writing and get pupils to annotate it for SAMOSAP and TIPSSVP. Show the annotated model and discuss. Get pupils to look at the image of the graveyard. Show pupils a senses chart plan and get them to describe the scene in the graveyard using this plan to help them. Pupils peer assess using 2*W. Look at some examples under the visualizer.

Phase 4 – Week 4 Overview of this phase Introduction to CA task 1.

How will the pupils learn? e.g. tasks/activities, starters, plenaries …  

To be able to plan , draft and improve ahead of their CA.

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Introduce the first CA ‘Use a still image taken from a film as the basis of a piece of writing.’ Show pupils that they have now completed the writing prep for the exam and are now going to prepare for their first writing CA. Show pupils what they will be assessed on in this CA. Discuss the importance of picking an effective still image to base their writing on. Explain that pupils are going to do a practice CA based on a moving scene. Watch each of the clips and read the model extracts that go with each one. Each model extract has a couple of tasks for pupils to complete Pupils must re-writ the last extract ‘Wimbledon’ improving it for every discussed since the start of this writing unit. Look at a few re-writes under the visualiser. Pupils must brainstorm with their partner sections from films that they think could be effective. Get them to think about the type of writing they like to do. Share ideas for practice CA…make sure they understand that they could take a still from this scene and use the same film for their real CA Remind Pupils what the CA planning sheet looks like. Discuss what needs to go on a planning sheet. Re-watch the Saving Private Ryan extract and rewrite the model extract. Show pupils the model plan for this extract. Pupils produce their own plans. Look at some plans under the visualiser. Give pupils one lesson to write their practice CA. Using the peer marking sheets peer mark three peers practice CAs. Look at some under the visualizer. Pupils pick their weakest paragraph and re-write taking into account the peer marking. Look at someone’s before and after under the visualizer…did they make it better?

How will the learning emerge? e.g. key questions, assessment points …  Do you understand what you must do in your CA?  What will you be assessed on in this CA?  How much is this CA worth?  Why is one of these still images more effective than the other?  What qualities should you look for in the still image you pick?  What films would be effective to use and why?  What type of writing do you like to do?  What should you include on your planning sheet and why?  Is this an effective plan and can you explain why?  How could your peers improve their drafts? Have they included TIPSSVP? Have they covered the power of 3?  What is the weakest part of your practice CA and why?  Have you managed to improve your weakest paragraph? How?

How will this be adjusted? e.g. support/extension …  All pupils must do the same CA but teachers will differentiate by choice of film.  Groups/pairs

Resources    

Autumn 1 PP Slide 138 – Three film extracts. 1X GCSE planning sheet. Slide 156 Peer marking sheet.

Phase 5 – Week 5 Overview of this phase To complete a GCSE planning sheet, and sit Unit 3b Controlled Assessment Task 1. To understand what a rant is and what the next CA involves.

How will the pupils learn? e.g. tasks/activities, starters, plenaries …   

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Give pupils each a GCSE planning sheet and guide them through filling in the details at the top. Remind pupils of the model planning sheet we looked at. Pupils have today’s lesson to fill out their planning sheet, or draft it in their book and complete their actual sheet at home tonight. 2 LESSONS CONTROLLED ASSESSMENT Pupils have up to 1 ½ hours and must write between 500-800 words – they may only have their planning sheet out. Introduce the concept of a rant by ranting at the class. Introduce pupils to their next CA task: ‘Write the script of a piece intended to be read on local radio in which you voice your strong opinions on a subject of your own choice.’ Pupils should brainstorm possible topics. Share a list of ideas to help them think. Set HMWK for pupils to discuss their ideas with their parents and select a topic. Watch the video clip of Toddlers and Tiaras. Pupils are to discuss in pairs how it made them feel and bullet point a list of points that you could use in a rant on beauty pageants. Read the pupil rant written for the school magazine ‘Shines’ and give it 2*W. Choose 2-3 features that you think are particularly effective and annotate on the sheet: The writer’s intention (why did she choose that particular technique/language at this point? What effect does it create for the reader? How does it help her to achieve the purpose of the writing (to persuade and get across her point of view)? Be ready to feedback to the class.

How will the learning emerge? e.g. key questions, assessment points …  Are you well prepared and ready for your CA?  Do you know what you want to put on your planning sheet?  Do you understand that this is a real GCSE assessment and therefore talking is not permitted?  What is a rant?  What sorts of topics get people worked up?  What gets you worked up?  How did the video clip make you feel?  What is good about the Shine article?  How could it be improved?  The writer’s intention (why did she choose that particular technique/language at this point? What effect does it create for the reader? How does it help her to achieve the purpose of the writing (to persuade and get across her point of view)?

How will this be adjusted? e.g. support/extension …

Resources

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Stronger pupils will be guided to selecting more complex topics for their rants.

Autumn 1 PP GCSE planning sheets. Lined paper for the CA. Child Beauty Pageant rant from ‘Shine’ magazine.

Phase 6 - Week 6 Overview of this phase

How will the pupils learn? e.g. tasks/activities, starters, plenaries …

An introduction to CA task 2 and the conventions of rant writing.

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Understand how to plan an effective rant and what an effective rant looks like,

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To produce your CA planning sheet.

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Watch the video clip of a boy ranting about music. Think of any topic that winds you up and rant at your partner for 30 seconds without them interrupting you. After 30 seconds swap. Pupils should share the topic ideas they came up with for HMWK. Go over what pupils are assessed on in this CA (TIPSSVP) Show pupils a plan for a rant on the buses. Read the rant that goes with this plan. In pairs mark this rant using the peer marking sheet. In groups look at three different pupil rants. Rank them from 1-3 1 being the best and 3 the worse. Get pupils to discuss and then feedback on what makes them effective? Make sure pupils know the conventions of rant writing - Conversational tone, Humour, Sarcasm Over the top, exaggerated language and HEAR BIG REF techniques. Draw pupils attention to the fact they must write for a radio audience and discuss ways to ensure their rants suit this purpose. Pupils are to brainstorm and then draft the opening two paragraphs of their rant. Peer mark using the rant peer marking sheets. Advise pupils to go home and finish their draft tonight. Remind pupils about the plan we looked at on the buses. What is missing from it? Show pupils an improved version of the plan and get them to re-read the buses rant and pick out as many techniques as they can. Pupils must now plan out their rant. Give pupils the GCSE planning sheets and again guide them through filing out the top section.

How will the learning emerge? e.g. key questions, assessment points …  What do people aim to do though rants?  What winds you up?  What topic have you decided to rant about and why?  What do you think you need to include for an effective rant plan?  Why is this rant on the buses so effective?  Which out the these three rants is best and why?  Having now read a number of rants, what do you think are the key conventions for a successful rant?  How can you show you are writing a radio script?  Why will it help you do have written a full draft?  Is this an effective plan? What is missing from it?  Do you feel like you know what you need to ahead of your CA?

How will this be adjusted? e.g. support/extension …  Model rants should be selected at a suitable level for your group.  The ‘buses’ is an A* level all groups should look at this but then the 3 models should be around the groups target grade area.  Teachers will guide stronger pupils to more challenging topics and more basic topics for weaker pupils.

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Autumn 1 PP Rant ‘buses.’ 3 model rants suitable for your group Rant peer marking sheet. GCSE planning sheet.

Phase 7 – Week 7 Overview of this phase

To sit Unit 3b Controlled Assessment Task 2.

How will the pupils learn? e.g. tasks/activities, starters, plenaries … 

2 LESSONS CONTROLLED ASSESSMENT Pupils have up to 1 ½ hours and must write between 500-800 words – they may only have their planning sheet out.

How will the learning emerge? e.g. key questions, assessment points …  CA

How will this be adjusted? e.g. support/extension …  CA

Resources  

Autumn 1 PP Pupils should have their planning sheets with them.