Iron Man of poetry by Ted Hughes identifying the language features and ILS Costume design DVD relating these to narratives. Pupils will have the opportunity to Numeracy write character descriptions as well as an extended chapter of The Iron one of the books. Communication Debate Woman Camera to Read the and look at the front cover predict what the – Differentiated outcomes record role story might be about. What might the characters be like? play All Make a life sized Iron Man from boxes and tin foil. What sort Listen and respond to a text. of things might it be able to do if it was real? Where would it Read a simple poem by Ted Hughes. go? Would it have any special powers? Would it make friends Use simple words and phrases to describe with children? Would it eat? Would it have any enemies? a character. Pupils take part in role play that describes the Iron Man falling off the and his reassembly. Most Write a character description. Identify the rich language in the Recount an incident from the text. text use of similes, alliteration, repetition etc. What are the – Read an extract as part of guided reading effects of these? sessions. an extended character description. Pupils to take part in a debate turn the classroom into a – courtroom with a judge, jury, prosecutor and defense. Was it Some right to put the Iron Man in the pit? Retell part of a story making inference to Make up shopping lists for picnics, plan a picnic. character choices. Read an extract, identifying text features Plan a metal menu for Iron Man combining everyday foods chosen by the author. with metal objects. Write an extended chapter of the Iron Write a diary entry/recount for the picnic scene. Man. Introduce the Iron Woman. Read the blurb. Compare this text to the Iron Man how do you think it will be different/ the – same. Assessment: entry Weeks Key Learning Resources Key Learning Marking and Create an advert persuasive language. Assessment Theme Term 4 The The In this unit pupils will study the short animation To be aware of persuasion/ peer pressure SEMSC ‘The Hoverbike Hoverbike by Hoverbike’ by Jason Mayo. Using this as a basis they will Keeping safe Jason Mayo explore the conventions of non-fiction Road writing safety including
Iron Man DVD The Iron Woman Camera to record role play of poetry by Ted Hughes identifying the language features and relating these to narratives. Pupils will have the opportunity to write character descriptions as well as an extended chapter of one of the books. Read the and look at the front cover – predict what the story might be about. What might the characters be like? Make a life sized Iron Man from boxes and tin foil. What sort of things might it be able to do if it was real? Where would it go? Would it have any special powers? Would it make friends with children? Would it eat? Would it have any enemies? Pupils take part in role play that describes the Iron Man falling off the and his reassembly. Write a character description. Identify the rich language in the text – use of similes, alliteration, repetition etc. What are the effects of these? Pupils to take part in a debate – turn the classroom into a courtroom with a judge, jury, prosecutor and defense. Was it right to put the Iron Man in the pit? Make up shopping lists for picnics, plan a picnic. Plan a metal menu for Iron Man combining everyday foods with metal objects. Write a diary entry/recount for the picnic scene. Introduce the Iron Woman. Read the blurb. Compare this text to the Iron Man – how do you think it will be different/ the same. Assessment: entry ILS Costume design Numeracy Communication Debate Differentiated outcomes All Listen and respond to a text. Read a simple poem by Ted Hughes. Use simple words and phrases to describe a character. Most Recount an incident from the text. Read an extract as part of guided reading sessions. an extended character description. Some Retell part of a story making inference to character choices. Read an extract, identifying text features chosen by the author. Write an extended chapter of the Iron Man. Weeks Key Learning Theme Resources Key Learning Marking and Assessment Create an advert persuasive language. Term 4 The Hoverbike The Hoverbike by Jason Mayo In this unit pupils will study the short animation ‘The Hoverbike’ by Jason Mayo. Using this as a basis they will explore the conventions of non-fiction writing including SEMSC Keeping safe To be aware of persuasion/ peer pressure Road safety
Scheme-of-Learning-New-KS3-YEAR-81.docx