Unique Novel study

Scheme of work for my year 7 topset Novel Study 
Unique by Alison Allen-Grey

Lesson 1	Unique- prediction task
Learning Objective	1.Understand, describe and select information from texts 2.Think up (infer and deduce) new ideas from texts 3. Interpret information and ideas from texts
Learning outcome	You will be able to: 1. select and compare information from different texts 2. understand how meaning is created through the combination of words and images in multi-modal texts 3. make a prediction
Key words
Starter (10 mins)	Identify lesson objective and learning outcomes. Identify assessment focus. Introduction to the novel — What could the title of the book signify? Create a spider diagram Unique. Look at the cover of Unique – images and title —Read the back cover —Read the reviews —In pairs discuss the genre of the book, giving reasons for your answer.
Introduction (10 mins)	With a minimum of 5 points, stating how publishers encourage people to read their books. You can do this task in pairs. Now read the Prologue to the novel. This should be done individually.
Development (30mins)	—I will then read the first paragraph aloud. Prediction task —You have read the first paragraph of ‘Unique’, and a paragraph which is taken from the end of the novel. — Your task is to predict what you think happens in between these two points in the novel: how does the narrator get from the situation in the first paragraph to the situation described at the end of the novel? —Put the title ‘Predictions for Unique’ in your English book and note down your ideas.
Plenary (10mins)	Finnish predictions for homework.
Resources	Powerpoint. Handout- 1st & last paragraph. Unique book and review.
National curriculum:	Key stage 3- year 9 1.1b; 1.4a 2.2a, b, e, f, g, h, j, m n 3.2 b & c

Reading Log

1. Predictions: how do we get from the first paragraph to the last paragraph?

On the day it all began, I’d spent a hot hour in the reception area outside my father’s office.  I reckoned he was keeping me waiting on purpose, leaving me to cook slowly in the midday sun that was burning through the glass.  We were on the top floor of the tower, the penthouse suite, which was for his use only, and I’d been instructed to come here straight from school with my end of term report.  It was the big one, the one that would indicate, he said, how well I should do in my exams next year.

I am high up in the mountains, sitting on their shoulders, breathing the rock-cold smell of sheep and earth and granite.  Way down below me, where the dark slopes plunge towards each other, a pale mass is floating in the valley.  A whipped-cream of mist.  The sun is bleeding over the ridge opposite, but is hasn’t got down into the valley yet.  Somewhere down in that valley there are dead bodies.  Dead because of me.

      A crow squawks, sudden and close.  It is time to begin the journey home.

Lesson 2		Unique chapter 1 & 2.
Learning Objective		We are learning to: —Interpret the opening plot lines —Understand relationship of Dominic and his father —Understand what are the facts and the feelings of Dominic.
Learning outcome		You will be able to: —Note down key words or phrases in the text to understand the relationship between Dom and his father. —Have read Chapter 1 & 2 —Completed a role on the wall looking at Dominic’s emotions and facts about his story.  RAF3: Inference and deduction information, events or ideas from texts
Key words		Analyse,  experience,  retrieve information,  quotations,  explore,  relationship, Locate, evidence.
Starter (5 mins)		Identify lesson objective and learning outcomes. Identify assessment focus. Background chapter one. n  Dominic begins to recount the unhappy events of the last few months. He looks back first to the start of the summer when he received his annual school report. His father is disappointed with his performance and tells him so in no uncertain terms. Dominic returns home to an empty house to find a note from his mum and so leaves to visit his grandfather.
Introduction (20 mins)		Read chapter 1:Teacher start then promote students reading aloud. —. After we have read chapter 1, note down all the words or phrases you can find that are to do with hunting, fighting, danger or violence. —. What does the author’s use of these words and phrases suggest about the relationship between Dom and his father?
Development (20 mins reading) (10 mins role on the wall)		Background chapter two At Pops’ house, Dominic finds an old photograph album. In it, he sees pictures which he assumes are of his life, but he does not remember any of it. One is of an older boy who looks exactly like himself, and he is confused. He asks his grandfather who it is but Pops replies ‘Dominic.’ Role on the wall Dominic.
Plenary (5mins)		Answer LO question —Tell me something about the opening plot —What is the relationship like between Dominic and his father? —What are the facts and the feelings of Dominic so far? Homework Finish Role on the wall
Resources		Books, powerpoint. English books
National curriculum:		2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f
Assessment Focus:		RAF2: understand, describe, select or retrieve information, events or ideas from texts using quotations and references to texts. RAF3: Inference and deduction information, events or ideas from texts.
Lesson 3		Unique chapter 3 & 4.
Learning Objective		We are learning to: •       To develop active reading skills to select information from texts into Dominic’s deepest feelings and questions about his brother. RAF 2- find and quote information effectively RAF3- Read between the lines WAF1- Interest the reader WAF2- Suit audience and purpose
Learning outcome		You will be able to: ·      Read chapter 3 & 4  ·      Select information from the text to answer questions accurately  ·      Write clearly and accurately and include detailed sentences in diary form
Key words		Active reading,  information,  effectively,  Recap, feelings, questions, accurately, detailed sentences
Starter (5mins) (10 mins)		Identify lesson objective and learning outcomes. Identify assessment focus. Recap story line so far Read chapter 3 in pairs. Read approximately a page each.
Introduction (10 mins)		Guess who? Match the character descriptions listens to gardening programmes strict can be caring and patient clever likes to paint widower handsome likes to be in control tries to be obedient looks young for their age Has dyed black hair with some grey highlights Handsome balding, silver hair drinks too much wine has dyed auburn can be caring and patient forgetful was once an opera singer How did you do? •       clever; looks young for their age; has dyed black hair with some grey highlights; handsome; likes to be in control; strict = Michael Gordon (Dom’s dad) •       drinks too much wine; was once an opera singer; has dyed auburn hair = Carla Gordon (Dom’s mum) •       listens to gardening programmes; balding, silver hair; forgetful; false teeth; widower = Pops •       likes to paint; can be caring and patient; tries to be obedient = Dominic Gordon
Development (30 mins total) (15 mins reading) (15 mins diary)		Next we will read chapter 4 together. Write a diary entry as Dominic about his situation.  Think about: ·      The effect that his life will have if this is true if he does have a brother ·      Who can he trust and could this really be happening to him? ·      His deepest feelings and questions he wants to ask his brother and family
Plenary (5mins)		Stick in any sheets. Answer LO question: ·      Using your active reading skills, what was useful about paired reading? ·      To select information from texts, who is described as someone who likes to be in control? ·      What is an example of Dominic’s deepest feelings about his brother? ·      What is an example of Dominic’s questions about his brother? If diaries are finished start chapter 5.
Resources		Books, powerpoint. English books
National curriculum:		2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f Active reading skills- Connecting Visualizing Questioning Inferring Determining Importance in Text Synthesizing
Assessment Focus:		RAF2: understand, describe, select or retrieve information, events or ideas from texts using quotations and references to texts. RAF3: Inference and deduction information, events or ideas from texts. WAF1: write imaginative, interesting and thoughtful text WAF2: produce texts which are appropriate to task, reader and purpose.
Lesson 4		Unique chapter 5
Learning Objective		We are learning to: Analyse Dominic’s situation in Chapter 5 and outline different approaches he could take to problem solve. RAF3- Read between the lines   AF3 Talking within role-play and drama Create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues
Learning outcome		You will be able to: Prompt questions from the text to analyse Dominic’s situation. Create a character in role and ask and answer questions.
Key words
Starter (10mins total) (5 mins) (5mins)		Identify lesson objective and learning outcomes. Identify assessment focus. Finnish diary entry from last lesson. Recap story line so far
Introduction (20 mins total)		Read chapter 5 in pairs. Read approximately a page each. Ask prompt questions as more of Dominic’s stronger qualities come through: •      What quality do we see in Dominic when he decides to research his brother’s name? •      What evidence is there to suggest that Dominic is an intelligent boy – unlike his father says? •      What qualities does he show when he looks after his mum? •      What do we learn about his personality when he begins to make plans?
Development (25 mins total)		Dominic, Mum, Dad, Pops •       Characters: Dominic, Mum, Dad, Pops •       In groups of four, in role create your character and interview each other. •       Write a list of questions for the other members of your family. •       Q& A session. Dominic to Dad, Mum, Pops Pops to Dominic, Mum, Dad Dad to Dominic, Mum and Pops Mum to Dominic, Dad and Pops
Plenary (5mins)		Answer LO question: What is Dominic’s situation in Chapter 5? What different approaches he could take to problem solve? Why was the role play a useful tool to understand the characters? Feedback sheets S&L
Resources		Books, powerpoint. English books, Handout
National curriculum:		2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f
Notes:		Start reading along rows in class- ensure all have read over SOW.
Lesson 5		Unique chapter 5
Learning Objective		We are learning to: Analyse Dominic’s situation in Chapter 5 and outline different approaches he could take to problem solve. RAF3- Read between the lines WAF1- Interest the reader WAF2- Suit audience and purpose
Learning outcome		You will be able to: All students will write a letter to Dominic of at least three more paragraphs outlining different approaches he could take - and their problems. Most students will use connectives, modal verbs and imperatives. Some will be sympathetic to his situation, use informal, friendly style and offer several options.
Key words
Starter (25mins total) (10 mins) (5mins)		Identify lesson objective and learning outcomes. Identify assessment focus. Finnish diary entry from last lesson. Recap story line so far
Introduction (20 mins total)		Read chapter 5 in pairs. Read approximately a page each. Ask prompt questions as more of Dominic’s stronger qualities come through: •      What quality do we see in Dominic when he decides to research his brother’s name? •      What evidence is there to suggest that Dominic is an intelligent boy – unlike his father says? •      What qualities does he show when he looks after his mum? •      What do we learn about his personality when he begins to make plans?
Development (30 mins total)		•Write a letter to Dominic, offering advice on what he should do now.  •In your first paragraph, show that you understand his problem.  •Write at least three more paragraphs outlining different approaches he could take - and their problems. •Write a final paragraph which either explains which option you think is best or leaves it up to him to decide. Modal verbs-  You can always contact me You may call at any time Will Shall Must You could….. Your mum might… Would Should Ought to Imperitives-  Remember to…. Don’t…. Be careful to…. Make sure you… Connectives Firstly… Secondly… Finally… To sum up… In addition… However… You could also… On the other hand… Success criteria: •Be sympathetic to his situation. •Informal, friendly style. •Address Dom directly – ‘you’. •Present tense, because the situation is happening now. •Use modal verbs i.e. you could, you might like to, you might consider, you may want to, you may like to – these mean you are suggesting what Dom should do rather than telling him. •You should offer Dom several options. Firstly, secondly.. Explain to Dom what the benefits of following your advice are
Plenary (5mins)		Stick in any sheets. Answer LO question:
Resources		Books, powerpoint. English books, Handout
National curriculum:		2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f
Assessment Focus:		RAF3: Inference and deduction information, events or ideas from texts. WAF1: write imaginative, interesting and thoughtful text WAF2: produce texts which are appropriate to task, reader and purpose.
Notes:		Start reading along rows in class- ensure all have read over SOW.
Lesson 6		Unique chapter 6 & 7
Learning Objective		We are learning to: Understand Dominic’s journey through chapter 6 & 7, selecting information of events from the texts, quoting and using our own speaking and listening tools to understand Dominic’s character. •RAF3- Read between the lines select information, events or ideas from texts and use quotation •S&lAF3 Talking within role-play and drama             Create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues
Learning outcome		You will be able to: Assess our speaking and listening skills, expand our reading through chapter 6&7 and create a timeline of events so far.
Starter (15mins total) (5 mins) (10mins)		Identify lesson objective and learning outcomes. Identify assessment focus. Continue with speaking and listening task Dominic, Mum, Dad, Pops •       Characters: Dominic, Mum, Dad, Pops •       In groups of four, in role create your character and interview each other. •       Write a list of questions for the other members of your family. •       Q& A session. Dominic to Dad, Mum, Pops Pops to Dominic, Mum, Dad Dad to Dominic, Mum and Pops Mum to Dominic, Dad and Pops Answer speaking and listening feedback sheets.
Introduction (20 mins total)		Read chapter 6 in pairs. Read approximately a page each. Early the following morning, Dominic leaves for Cambridge. He first shops for provisions for Pops, and tries to find the mysterious photograph, but it has disappeared, so he heads for the train station without it. ·   Dominic’s confidence grows: ‘Nobody else was going to help me, so I’d have to help myself.’ (p.31) Pops: more aware than he seems, has hidden photo-album (p.30)
Development (20 mins total)		Time line- In your books create a timeline with information about events in each chapter. Once it is written go back and add quotations of key quotes from each scene. Review previous chapters to ensure accurate information.  Read chapter 7- Write about Zita and Dominic’s relationship- how do they know each other, how does she help him? How can she give him more information for his search then if he looked alone?
Plenary (5mins)		Answer LO question: Ask what the effect of this is on our relationship with Dominic. Do we feel differently about him, and if so, how? Homework reading chapter 8 & 9. Feedback sheets S&L
Resources		Books, powerpoint. English books, Handout s&l sheet.
National curriculum:		2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f
Notes:		Start reading along rows in class- ensure all have read over SOW.
Lesson 7			Unique chapter 12 & 13
Learning Objective			We are learning to: Understand how to create images in the mind of the reader and explore how the author uses vivid and sensory images. AF5 You can explain a writers’ choice of language & sentences  AF7 You can discuss and explore the social, cultural and historical aspects of a text Chapters 8–11 (recap) and 12–13 – Imagery
Learning outcome			You will be able to: 1 Understand the ways in which writers create images for the reader
Starter (10mins total)			Identify lesson objective and learning outcomes. Identify assessment focus. Read your persuasive speeches to each other in pairs and share a few. TASK: Speech to Dr Nickalls to get as much information about your brother as you can. Dear Dr Nickalls, You don’t know who I am but you may have known my brother… Prepare a persuasive speech to Dr Nickalls to get as much information about your brother as you can. Success criteria: •Present tense, because the situation is happening now. •Use modal verbs i.e. you could, you might like to, you might consider, you may want to, you may like to – these mean you are suggesting how he can help you do rather than telling him. •You should offer Dr Nickalls several options. Firstly, secondly.. Explain to him what the benefits of helping you are.
Introduction (20 mins total)			Read chapter 12 and 13 (if first task doesn’t take too long) Read Chapters 12 and 13, with able readers taking different parts for the dialogue. Interrupt reading to comment briefly on these aspects of the action: 1.    •           the introduction of Giles 2.    •           the further revelations about Nick 3.    •           the mystery ‘lilac lady’ 4.    •           the postcards. (You might like to look briefly at page 5 of the Reading Guide – Intriguing documents)
Development (25 mins total)			Creating Images in the Mind of the Reader Move on to how Allen-Gray has used vivid images throughout this key section of the text. Introduce and teach the activity on OHT 3b which outlines the various devices writers can use to depict images for the reader: •      Ask students to list the five senses. •      Suggest that writers want to create these senses in the mind of the reader. •      Explain that sensory images are the words a writer uses to create images of the five senses in the mind of the reader. They help to describe what things look, sound, smell, taste and feel like. •      Give the technical term for each type of image. Adverbs ·      It is a word that tells us more about verbs. Many adverbs tell us how something is done. (Quickly, Happily etc) Similes ·      simile is a figure of speech that directly compares two different things, usually by employing the words "like", "as" Adjectives ·      Adjectives are descriptive words. An adjective is a word which qualifies a noun, that is, shows or points out some distinguishing mark or feature of the noun. Examples: A black dog - An angry man - A round theatre Metaphors ·      uses an image, story or tangible thing to represent a less tangible thing or some intangible quality or idea; e.g., "Her eyes were glistening jewels” Auditory imagery (sound) Visual imagery (sight) Gustatory imagery (taste) Tactile imagery (touch/texture Olfactory imagery (smell) Auditory imagery (sound)
Plenary (5mins)			Answer LO question: How can creating images in the mind of the reader help us as an audience? What is an example of the author using vivid images? What is an example of the author using sensory images? What are some persuasive lines in your speeches?
Resources			Books, powerpoint. English books, Handout
National curriculum:			2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f
Assessment Focus:			AF5 You can explain a writers’ choice of language & sentences  AF7 You can discuss and explore the social, cultural and historical aspects of a text
Notes:			Start reading along rows in class- ensure all have read over SOW. Chapter 10 should be read before lesson.
Lesson 8			Unique chapter 14
Learning Objective			We are learning to: Understand the ways in which writers create images for the reader AF5 You can explain a writers’ choice of language & sentences
Learning outcome			You will be able to: Focusing on writers craft produce a piece of writing from Giles’ perspective concentrating on verbs, adverts and adjectives (the things writers use to create images).
Starter (10mins total)  2min intro 8 mins starter-			Identify lesson objective and learning outcomes. Identify assessment focus. Different photographs Ask students to consider this short extract from Chapter 12, page 63. ‘A photo is a moment in time you can never have back. And you can’t ask questions of dead people, you can only guess what’s locked inside the picture.’ Explain that as homework students should find an old photograph at home of a relative they do/did not know. From this photo they will need to imagine the story, emotions and thoughts that are captured in that ‘moment in time’. To help them, Discuss: •      the time the picture was taken •      the landscape and setting •      the personality and feelings of the person in the photo •      what the person is doing in the photo and why. Verbal task: words which bring the photograph to life for their readers. Remind them to use the various devices, i.e. word classes (adverbs and adjectives) and figurative language (similes and metaphors), discussed in this lesson for creating images in their own writing.
Introduction (20 mins total)			Introduction: Paired reading introduction chapter 14
Development (30 mins total) Part 1 (10 mins) Part 2: (20 mins)			Part 1: Example how to improve a paragraph using verbs and adverbs. Charlie ran to the shops but walked the last few meters. He walked into the shop and got some food. He put it in his bag and went home. Charlie raced to the shops but strolled the last few meters. He ambled into the shop and stole some food. He stuffed it in his bag and sprinted home. Your turn write this sentence out with improved verbs and underline them. Andy got out of bed and walked into the kitchen. He got a cup out of the cupboard and made a cup of tea. He touched his head because it hurt. Must- change verb level 5L Could add adverb 5m Should add adjectives 5U Part 2: Write the beginning of chapter 14 up to the end of page 68 from Giles’ perspective concentrating on writers craft (adding verbs, adverbs and adjectives.) e.g. Deciding we’d had enough of being cooped up Nick and I strolled across the courtyard, Nick dragging his feet with his head down.  Without thinking I automatically clutched Nick’s shoulder to comfort him. You could: higher level add adverbs Bold adverb, underline verb italic adjective Simple sentence ‘Giles put a hand on my shoulder and took it away’  ‘Giles clapped a hand change adjectives and verbs- adding Thesaurus- create imagery adverbs- how it happened Extension- add colours/underline adverbs, verbs and adjectives.
Plenary (10mins)			Answer LO question: How has the writers created images for the reader? Ask easier question to your lower Medium to mid Harder question to higher Summarise pictures starter Choose 2/3 to read Pose lo questions to low, mid, high
Resources			Books, powerpoint. English books, pictures
National curriculum:			2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f
Assessment Focus:			AF5 You can explain a writers’ choice of language & sentences
Notes:			Start reading along rows in class- ensure all have read over SOW.
Lesson 9	Unique chapter 15-18
Learning Objective	We are learning to: Establish how writers engage and sustain the interest of their readers through a variety of devices – particularly deduction AF3: Inference and deduction AF6: Reader response Read between the lines
Learning outcome	You will be able to:  Understand how deduction and inference work to gain the readers engagement using Chapters 15–18, the blurb and front cover.
Starter (10mins total)	Identify lesson objective and learning outcomes. Identify assessment focus. Q & A What does Inference and deduction mean? Dictionary race Explain that writers use various ways to intrigue and interest their readers so that they keep reading and are actively involved in the text. Prepare sets of five pairs of cards for the sentences below by enlarging and photocopying them. 1  Writers drop initial hints and puzzles      through the blurb, cover and title. 2  Writers make implications about meaning by the vocabulary they choose. 3  Writers use characters’ reactions to      other characters and events. 4  Writers reveal or withhold crucial information      about characters and the plot. 5  Writers make references to                      important objects, ideas and places. Put students into pairs or small groups then hand out a set of cards each, and ask them to match the numbered writer’s technique to the relevant literary features of a novel given in italic. Take feedback from the class to consolidate students’ understanding of how the features and techniques are linked.
Introduction (20 mins total)	Suggest that Dominic is ever closer to finding out the truth about who or what he is and that the writer has deliberately left clues for him and the reader in order to let them deduce the truth. Check students’ understanding of the term ‘deduction’. Split into groups 4 per class and ensure they have read their given chapter Group 1- chapter 15, group 2- 16, group 3- 17 and group 4- 18. Once read- pairs need to answer on A3 paper the who, what, where why? And give a background synopsis of the story in their chapter. Feedback and make notes.
Development (25 mins total)	Working in pairs or small groups invite students to complete 4b as a result of their reading. (Worksheet 4a for higher ability students has fewer prompts; Worksheet 4b for lower ability has more prompts.) Each pair or group should prepare answers  their allocated area only, with quotations as evidence. Allocate areas of study according to ability. Groups/pairs then feed back to the whole class, editing and adding to their own responses as answers are suggested by other students. Ensure the answers shown on the next page are covered in the feedback:
Plenary (5mins)	Answer LO question: Plenary: Review of writer’s techniques; comment on effect; reflection on impact of revelation on reader How does the writer engage and sustain the interest of their readers? What devices have we looked at today? What do we know about Dominic?
Resources	Books, powerpoint. English books, dictionary, handout sheet 1, handout matching up.
National curriculum:	2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f
Assessment Focus:	AF3: Inference and deduction AF6: Reader response Read between the lines
Notes:	Chapter 15- 18 read in lesson. Lesson 10 Unique chapter 15-18 Learning Objective We are learning to: Establish how writers engage and sustain the interest of their readers through a variety of devices – particularly deduction •RAF3: Inference and deduction of information, events or ideas from texts (read between the lines) •SLAF2  Talking to others – Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions. Learning outcome You will be able to:  Understand how deduction and inference work to gain the readers engagement using Chapters 15–18, the blurb and front cover. Starter (10mins total) Identify lesson objective and learning outcomes. Identify assessment focus. Recap infer and deduce. Sort out groupings. Ensure they have re-read chapter notes. Introduction (20 mins total) Groups feedback their A3 paper the who, what, where why? And give a background synopsis of the story in their chapter. Feedback and make notes. Development (25 mins total) Working in pairs or small groups invite students to complete 4b as a result of their reading. (Worksheet 4a for higher ability students has fewer prompts; Worksheet 4b for lower ability has more prompts.) Each pair or group should prepare answers their allocated area only, with quotations as evidence. Allocate areas of study according to ability. Groups/pairs then feed back to the whole class, editing and adding to their own responses as answers are suggested by other students. Ensure the answers shown on the next page are covered in the feedback: Plenary (5mins) Answer LO question: Plenary: Review of writer’s techniques; comment on effect; reflection on impact of revelation on reader •How do the references to science through these chapters make us question Dominic’s relationship with other characters? •How did working in groups today aid your understanding of the chapters? •How have your speaking and listening skills and note taking improved? Resources Books, powerpoint. English books, handout sheet 1, National curriculum: 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f Notes: Chapter 15- 18 read in lesson. Lesson 11 Unique chapter 15-18 Learning Objective We are learning to: Explore themes of science and DNA deducing information and events from the text to learn about Dominic’s character. •RAF3: Inference and deduction of information, events or ideas from texts (read between the lines) •SLAF2  Talking to others – Listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions. Learning outcome You will be able to: Must: understand how deduction and inference work to gain the readers engagement using Chapters 15–18, the blurb and front cover. Should: find links between chapters and be able to listen and respond in groups to gain more information. Could: have thought about the wider context of the story, used quotations and discussed how Dominic’s character links to science and DNA. Starter (5mins total) Identify lesson objective and learning outcomes. Identify assessment focus. Reminder of groups group 1- chapter 15 group 2- chapter 16 group 3- chapter 17 group 4- chapter 18 Introduction (20 mins total) Working in pairs or small groups invite students to complete 4b as a result of their reading. (Worksheet 4a for higher ability students has fewer prompts; Worksheet 4b for lower ability has more prompts.) Each pair or group should prepare answers their allocated area only, with quotations as evidence. Allocate areas of study according to ability. Groups/pairs then feed back to the whole class, editing and adding to their own responses as answers are suggested by other students. Ensure the answers shown on the next page are covered in the feedback: Development (25 mins total) Jigsaw activity- fill in missing information. •       Choose two members of each group that feel they are the most confident about talking about their box. •       Those two members of each group need to stay at your table. The other members need to leave and visit another table to discuss their answers. •       You are the expert in your chapter box so make sure you give the visitors information and they in return give you some of theirs. •       Your group members then return to discuss the answers they have got from the other groups. Plenary (5mins) Answer LO question: •       How did deduction work analysing and feeding back about Chapters 15–18, the blurb and front cover? •       What were the links between chapters think about DNA and science? •       What could the wider context of the story be discuss in partners. Homework •       Fact finder •       Find 3 interesting facts about cloning and the study of DNA. •       For Friday 25th November Resources Books, powerpoint. English books, handout sheet 1, National curriculum: 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f Notes: Chapter 15- 18 read in lesson. Lesson 12 Unique chapter 19, 20, 21 Tension building Learning Objective We are learning to: Understand how the writer builds tension and the effect on the reader Read chapter 19, 20, 21 RAF5 explain and comment on writers' uses of language, including grammatical and literary features at word and sentence level RAF6 identify and comment on writers' purposes and viewpoints and the overall effect of the text on the reader Focus: Chapters 20–22 – Writer’s craft Learning outcome You will be able to: Identify areas of tension through the chapters and understand how the writer creates and builds atmosphere ensuring the audience feel involved in the story. Starter (10 mins total) Identify lesson objective and learning outcomes. Identify assessment focus. Feedback homework: •       Fact finder •       Find 3 interesting facts about cloning and the study of DNA. Explain that writers use tension to excite heightened emotions in the reader. Put the following three quotations from the novel on the board. Ask students to say what effect they have on the reader: 1     Quotation – ‘I turned the last page and felt myself go hot all over.’ (Chapter 2)        Effect – anticipation, waiting for what happens next 2     Quotation – ‘I gasped out loud…’ (Chapter 5)        Effect – shock, realization of something 3     Quotation – ‘There was a sudden rap at the door…’ (Chapter 12)        Effect – surprise, fear Introduction (20 mins total) Read Chapters 19–21. Invite brief feedback from students on the strengths of the dramatized reading. Comment on plot development and check students’ understanding of the full revelation about Dominic and Nick including the following points: •      Imogen’s revelation •      the implications of the Wishart case •      Dominic’s reactions to the news •      Becky’s reaction to Dominic being so like Nick. Development (25 mins total) Development (20–25 minutes) Suggest that is it not merely the action and revelations which build the tension, but that aspects of writer’s craft play a big part too. For example: •      choice of language – e.g. emotive language, powerful verbs, adverbs •      sentence structure – e.g. short, dramatic sentences •      use of imagery – e.g. appropriate comparisons, associated metaphors •      creation of atmosphere – e.g. mysterious, use of anticipation •      use of dialogue – e.g. tone of conflict, questions, direct statements, exclamations are deliberately constructed for effect. Display Extract A from Chapter 21 on OHT 6a. Model annotation for each technique following the examples provided, commenting on the writer’s use of each device – note both the technique and the effect, e.g. heightened emotions/thoughts stimulated in the reader by Allen-Gray through emotive language. In pairs work on Worksheet 6b. Ask students to begin a similar analysis of the build in tension in Extract B from Chapter 21 as you have just modelled in Extract A. Plenary (5mins) Answer LO question: •       How has the writer built tension through these chapters? •       Give an example of language that builds tension •       What is the effect on the reader when tension is built? Resources Books, powerpoint. English books, handout sheet 1. National curriculum: 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f Notes: Chapter 19, 20, 21 read in lesson Lesson 13 Cloning chapter 21 Learning Objective We are learning to: Explore arguments for and against cloning and question the development of our future if human cloning were to happen  Read chapter 21 •RAF3 deduce, infer or interpret information, events or ideas from texts •RAF7 relate texts to their social, cultural and historical contexts •WAF3 organise and present whole texts effectively, sequencing and structuring information, ideas and events Learning outcome You will be able to: •Discussed cloning in chapter 19-21 •Explored animal cloning examples •Debated pro’s and con’s to cloning in the future. Starter (10 mins total) Identify lesson objective and learning outcomes. Identify assessment focus. Feedback homework: •       Fact finder •       Find 3 interesting facts about cloning and the study of DNA. Introduction (20 mins total) Read chapter 21 •What is cloning? A clone is a copy of a living organism. Identical twins are naturally occurring clones, and plants are often clones of their parent. Imagine you had a clone, what would you use it for? Development (25 mins total) •http://www.bbc.co.uk/learningzone/clips/cloning/4139.html? •Write a report arguing for and against cloning and creating a life for a specific purpose. •The structure of a written argument must present both sides – this clip displays both sides of the argument about the use of DNA in cloning.  Plenary (5mins) Answer LO question: •What is an argument for cloning? •What is an argument against cloning? •What would the development of the future be if human cloning were to happen? •How do you think Dominic feels about cloning at this stage of the book?  Resources Books, powerpoint. English books, video clip National curriculum: 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f Notes: Chapter 19, 20, 21 read in lesson Lesson 14 Cloning chapter 22, 23 Learning Objective We are learning to: Interpret information into fact and opinion about human cloning and use evidence to relate texts to the social context of cloning. Read chapter 21 •RAF3 deduce, infer or interpret information, events or ideas from texts •RAF7 relate texts to their social, cultural and historical contexts Learning outcome You will be able to: Know the difference between fact and opinion State your own opinion whether you believe human cloning should be illegal Support you opinion with fact and evidence. Starter (10 mins total) Identify lesson objective and learning outcomes. Identify assessment focus. Think back to last lessons factual documentary how does it differ to this clip? http://www.youtube.com/watch?v=VvqwAFjGnr8 Opinion- film adaptations How do you think fact and opinion plays its part in the subject of cloning? fact (the article on Dolly the Sheep) and fiction (Unique). Introduction (20 mins total) Read Chapter 22 and 23. Ask students to make a brief note of any facts they meet about the cloning process, as you read. Development (25 mins total) Share fact and opinion sheets. Prompt students to begin to consider their own stance on the human cloning debate during this activity and be ready to say which side of the debate they would support for the statement: ‘Human cloning should be made legal’. Start worksheet ‘Human cloning should be made legal.’ You will need to think of your own views Find three facts about cloning to support your chosen line of argument: ·      List them in the first column below. ·      Then note down your argument about these facts in the second column. ·      Jot down the reasons for these beliefs in the third column. Find two counter opinions about cloning which go against your chosen line of argument: ·      List them in the first column below. ·      Then note down your argument against these opinions in the second column. ·      Jot down the reasons for these beliefs in the third column. Plenary (5mins) Ask each student to declare whether or not they think the cloning of humans should be made legal or not. As students make their declaration, they should move to one side of the room or the other, representing ‘for’ or ‘against’ views. Try to maintain roughly equal numbers on both sides; some manipulation may be possible if some students have not yet decided and can be persuaded to take a particular stance to help balance the argument. Resources Books, powerpoint. English books, video clip National curriculum: 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f Notes: Chapter 22 & 23 Lesson 15 Chapter 24, 25, 26 quotes analysis Learning Objective We are learning to: Use drama and reading techniques to establish the developments in Dominic’s character and his relationship with his father •RAF3 deduce, infer or interpret information, events or ideas from texts S&LAF3  Talking within role-play and drama – Create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues. Learning outcome You will be able to: Reread and reinterpret Empathize Identify patterns Starter (10 mins total) Identify lesson objective and learning outcomes. Identify assessment focus. •Read chapter 24 and 25 and 26 •How is tension build through the chapters? •How is excitement of these dramatic scenes built? •What are the strengths Dominic shows throughout? Introduction (20 mins total) Hot seating of Michael Gordon Prepare the class to hot-seat Michael Gordon as outlined below: (This should take about 5–10 minutes.) •      Partners A & B Person A must take the role of Michael Gordon. Ask them to group together  in small groups and spend a few minutes anticipating the questions they may be asked by the remaining class members. They should consider: –  What their answers might be? –  What evidence there is in the novel for these answers? –  Would they come up with different answers? –  If so, why? (Is there more than one way to interpret the character or text?) Development (25 mins total) •      Divide the remainder of the class into groups and ask each them to formulate one or two questions to ask Dominic’s dad about: –  his personality –  his behaviour towards Dominic –  his attitude towards Dominic –  the motivation for his actions. Then, each ‘Michael Gordon’ in turn takes a seat in their pair. •Remember to stay in role… S&L AF3  Talking within role-play and drama – Create and sustain different roles and scenarios Interviewers- serious and get as much information as you can Michael Gordon- how would your character behave and act Plenary (5mins) Plenary: Recap on main points of character  •Write down your response to the hot seating. •Think about your character- how well did you feel stayed in role? •Did you create tension or build your character up based on questions and answers? •What do you feel you now know about Dominic’s father and his relationship? Resources Books, powerpoint. English books, video clip National curriculum: 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f Notes: Lesson 16 Notes for assessment Learning Objective We are learning to: Prepare notes for assessment focusing on Dominic’s character and his development through the novel RAF3 deduce, infer or interpret information, events or ideas from texts RAF7 relate texts to their social context RAF2 key events from the text and quotations Learning outcome You will be able to: Using key events from Unique, quotations and relationships with other characters make notes on Dominic’s character using PEE. Starter (10 mins total) Identify lesson objective and learning outcomes. Identify assessment focus. Introduce assessment task: Write a detailed analysis of Dominic’s character using PEE paragraphs.   Extract 1 chapter 1 Dominic begins to recount the unhappy events of the last few months. He looks back first to the start of the summer when he received his annual school report. His father is disappointed with his performance and tells him so in no uncertain terms. Dominic returns home to an empty house to find a note from his mum and so leaves to visit his grandfather. Extract 2 chapter 21 A heated argument ensues, during which Dominic tries to find out why Professor Holt had him cloned. She reveals that Simeon knows about the cloning and looks terrified as Giles and Dominic leave her to think on the current death penalty case against a geneticist, Wishart, who she has worked with. Introduction (20 mins total) RAF2 Key events/quotations from the text- Dominic angry at the discovery: ‘I was made for a purpose–to replace Nick–and I had to live my life knowing that I was a duff copy of the original.’ (p.106) ‘I was sick of people fighting about me’ (p.105) Dominic’s relationships with other characters RAF7 relate texts to their social context Does cloning explain why Dominic is never good enough for Michael Gordon What does Dominic know about cloning by chapter 21? Novel set in the future Dominic’s development in the two extracts Differences in personality, maturity, independence. Development (25 mins total) How to write a PEE Point-  This is where you make a point CLEARLY and BRIEFLY. For example… Dominic feels like he is never good enough to meet his father’s expectations. Evidence Quote from the poem to PROVE what you are saying is TRUE. For example: After an argument about his report, Dominic says, “I’ll try and do better, I promise.” Explanation Explain HOW what you are saying ANSWERS the question. For example: He often pleads with his father and their relationship is strained as nothing ever seems good enough. Dominic’s promise suggests he wants to gain his fathers approval. So altogether it will look like this…   Dominic feels like he is never good enough to meet his father’s expectations. After an argument about his report, Dominic says, ‘I’ll try and do better, I promise.’ He often pleads with his father and their relationship is strained as nothing ever seems good enough. Dominic’s promise suggests he wants to gain his fathers approval. Reminder •You may want to colour code your notes to match the quotations with characters. •The more information of the events you have on your notes the more knowledge you can give about Dominic’s character. •Ensure you understand PEE in preparation for next lesson- get lots of quotations now! Plenary (5mins) Plenary: Recap on main points of character •Share notes with your partner and fill in gaps in your knowledge. •By teaching your partner about your plan it will help you revise ready for the assessment. Resources Books, powerpoint. English books, notes sheet and examples of extracts National curriculum: 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f Notes: Lesson 17 Assessment lesson Learning Objective We are learning to: Write a detailed analysis of Dominic’s character using PEE paragraphs. Learning outcome You will be able to: RAF3 deduce, infer or interpret information, events or ideas from texts RAF7 relate texts to their social context RAF2 key events from the text and quotations Starter (15 mins total) Identify lesson objective and learning outcomes. Identify assessment focus. Reminder of PEE structure Introduction (20 mins total) Silent assessment Development (20 mins total) Silent assessment Plenary (5mins) Collect work in, silent conditions. If students finish- reassure them they have the full lesson so continue tor read over their work. Resources Powerpoint, paper and notes page National curriculum: 2.2 a, b, h, o, 3.2 c 4.2 a, b, d, e, f