YEAR 8

AIMS:

ENGLISH DEPARTMENT MEDIUM TERM PLAN The Cult of Celebrity Non-Fiction Unit

To explore a variety of media texts and techniques, looking at format, language and style. Once students have studied and analysed a range of media texts, they will produce their own magazine article, newspaper report, webpage template, TV interview, advertising campaign and group presentation. The reading and writing activities in this scheme prepares students for some of the reading and writing demands of the ear ! tests.

Dur tion" # weeks $%# lessons& Re!ource!:

' range of worksheets focusing on word, sentence and text level work (ewspaper front pages and articles )riting frames *xample of a magazine article '+ copy of ,-lean Teen. article to annotate /-T room *xamples of webpages $printed& )ebpage blank template -olour O0T of 121s 3ange of recent film posters Video clips of chatshows Video camera *xamples of students. work 4ugar paper, pens, etc. O0T 5lipchart

Mo!t !tu"ent! #ill:

take part in the group and individual activities related to a range of non6fiction and media texts.

They will become familiar with the correct language, style and format of these conventions and adopt techniques identified in their own writing and speaking and listening activities. They will complete various writing tasks and take part in a role6play activity and group presentation.

So$e !tu"ent! #ill not h %e &ro're!!e" !o f r n" #ill:

take part in most of the group and

individual activities related to a range of non6fiction and media texts. They will encounter the correct language, style and format of these conventions and experiment with the techniques identified in their own writing and speaking and listening activities. They will complete various writing tasks with increasing independence and take some part in a role6play activity and group presentation.

So$e !tu"ent! #ill h %e &ro're!!e" further n" #ill: take some part in the group and individual

activities related to a range of non6fiction and media texts. They will encounter the correct language, style and format of these conventions and with the aid of planning and writing frames begin to experiment with using these techniques in their own work. They will contribute to a range of speaking and listening activities.

(EY TEAC)IN* AND +EARNIN* ,-.ECTI/ES

0u&il! !houl" be t u'ht to:

'ppreciate the precise meaning of specialist vocabulary for each school sub7ect, and use specialist terms aptly in their own writing8 $)d!& *xtend the range of prepositions and connectives used to indicate purpose, e.g. in order to, so that, or express reservations, e.g. although, unless, if8 $)d%9& -ollect and comment on examples of language change e.g. new words associated with electronic communication and /-T. $)d%:&

1,RD +E/E+

*xplore and compare different methods of grouping sentences into paragraphs of continuous text that are clearly focused and well developed, e.g. by chronology, comparison or through adding exemplification 8 $4#& ;now and use effectively the vocabulary, sentence grammar and stylistic conventions of the writing forms featured in specific sub7ects during the current year, e.g. scientific investigation, historical analysis8 $4<& 'dapt the stylistic conventions of the main non6fiction text types to fit different audiences and purposes, e.g. advertisements, documentaries, editorials8 $4!&

SENTENCE +E/E+

3eview their developing skills as active, critical readers who search for meaning using a range of reading strategies8 $3:& 3ecognise bias and ob7ectivity, distinguishing facts from hypotheses, theories or opinions8 $3#& /dentify the ways implied and explicit meanings are conveyed in different texts, e.g. irony, satire8 $3=& /nvestigate how meanings are changed when information is presented in different forms or transposed into different media8 $3<& 3ecognise how texts are shaped by the technology they use, e.g. the use of sound and image in a computer animation 8 $3!& 3ecognise how texts refer to and reflect the culture in which they were produced, e.g. in their evocation of place and values8 $3%#&

TE2T +E/E+: READIN*

*xperiment with different approaches to planning, drafting, proof reading and presenting writing, taking account of the time available8 $)r%& >se writing for thinking and learning by recording ideas as they develop to aid reflection and problem solving8 $)r+& ?evelop a fluent, legible handwriting style which can be maintained under time pressure8 $)r:& ?evelop the use of commentary and description in narrative, e.g. by addressing the reader directly8 $)r@& *xplain complex ideas and information clearly, e.g. defining principles, explaining a scientific process8 $)r%%& ?escribe an event, process or situation, using language with an appropriate degree of formality, e.g. a school prospectus8 $)r%A& Bresent a case persuasively making selective use of evidence, using appropriate rhetorical devices and anticipating responses and ob7ections8 $)r%+& /ntegrate evidence into writing to support analysis or conclusions, e.g. data, quotation8 $)r%=&

TE2T +E/E+: 1RITIN*

3eflect on the development of their abilities as speakers in a range of different contexts and identify areas for improvement8 $4CD%& 1ake a formal presentation in standard *nglish, using appropriate rhetorical devices8 $4CD+& Brovide an explanation or commentary which links words with actions or images, e.g. a sports commentary or talking to a sequence of images8 $4CD:& 'sk questions to clarify understanding and refine ideas8 $4CD@& Disten for a specific purpose, paying sustained attention and selecting for comment or question that which is relevant to the agreed focus8 $4CD=& 3ecognise the range of ways in which messages are conveyed, e.g. tone, emphasis, status of speaker8 $4CD<& >se talk to question, hypothesise, speculate, evaluate, solve problems and develop thinking about complex issues and ideas8 $4CD%9& 3ecognise and build on other people.s contributions8 $4CD%%& ?ifferent roles in discussion, helping to develop ideas, seek consensus and report the main strands of thought8 $4CD%A&

TE2T +E/E+: S0EA(IN* AND +ISTENIN*

0,SSI-+E TEAC)IN* SE3UENCE

1ee4 5: Ne#!& &er! ,b6ecti%e!:
'ppreciate the precise meaning of specialist vocabulary for each school sub7ect, and use specialist terms aptly in their own writing8 $)d!& *xplore and compare different methods of grouping sentences into paragraphs of continuous text that are clearly focused and well developed, e.g. by chronology, comparison or through adding exemplification 8 $4#& ;now and use effectively the vocabulary, sentence grammar and stylistic conventions of the writing forms featured in specific sub7ects during the current year, e.g. scientific investigation, historical analysis8 $4<& *xperiment with different approaches to planning, drafting, proof reading and presenting writing, taking account of the time available8 $)r%& *xplain complex ideas and information clearly, e.g. defining principles, explaining a scientific process8 $)r%%& ?escribe an event, process or situation, using language with an appropriate degree of formality, e.g. a school prospectus8 $)r%A& 3ecognise and build on other people.s contributions8 $4CD%%&

C,/ERA*E 7Re!ource!8

Bupil -hallenge sheet (ewspaper front pages Dabelling 4heet 0eadlines 4heet -omparison of a broadsheet and tabloid grid (ewspaper articles Topic 4entences 4tarter )riting frames

F,CUS:

Bupil -hallenge" 4tarter" ,/.m a -elebrityE. F /n pairs, students come up with a list of %9 celebrities. -ome up with links between them e.g. female, 'merican, actors, etc. 5eedback and discuss" )hy are we so interested in celebritiesG )here do we find our informationG /ntroduce Bupil -hallenge. They are trainee 7ournalists on a # week course. /n groups they will be learning about an d experimenting with different 7ournalistic styles e.g. newspapers, magazines, TV interviews, advertising campaigns, websites and a final presentation at the end. Hive out Bupil -hallenge sheet to stick in their books and to be used as a checklist. Hive each group a different example of a newspaper front page. >sing the labels provided they must stick them onto their newspaper in the appropriate place. These may be used to form a wall display. 5eedback examples and ensure understanding of the terms. Tabloid and Iraodsheet (ewspapers" 4tarter" >sing the 0eadline sheets, students have to come up with different examples for the same news story using emotive language, repetition, exaggeration, alliteration, etc. *ach group is given a tabloid and a broadsheet for the same story but each group is given a different story. ou may need to recap the terms tabloid and broadsheet. $0ow has this distinction recently become blurredG& -omplete the -omparison Hrid in their groups. 5eedback their findings from each group and compile a class list of their overall findings about the similarities and differences between these two styles of newspaper focusing on the language. )riting a (ewspaper 'rticle" 4tarter" Baragraphing F give out topic sentences for an article and students have to put in the order they think most appropriate. 4tudents write their own newspaper article for the story used as part of the headlines work or one of their own choice. Options" $a& )rite the whole of either the broadsheet or the tabloid article or $b& the headline and opening paragraph of each. Teachers may wish to provide writing frames and sentence starters, etc.

,UTC,MES:

(ewspaper article.

0,SSI-+E TEAC)IN* SE3UENCE

1ee4 9::M ' ;ine! ,b6ecti%e!:

*xtend the range of prepositions and connectives used to indicate purpose, e.g. in order to, so that, or express reservations, e.g. although, unless, if8 $)d%9& 'dapt the stylistic conventions of the main non6fiction text types to fit different audiences and purposes, e.g. advertisements, documentaries, editorials8 $4!& 3eview their developing skills as active, critical readers who search for meaning using a range of reading strategies8 $3:& 3ecognise how texts refer to and reflect the culture in which they were produced, e.g. in their evocation of place and values8 $3%#& ?evelop the use of commentary and description in narrative, e.g. by addressing the reader directly8 $)r@& ?escribe an event, process or situation, using language with an appropriate degree of formality, e.g. a school prospectus8 $)r%A& 'sk questions to clarify understanding and refine ideas8 $4CD@& >se talk to question, hypothesise, speculate, evaluate, solve problems and develop thinking about complex issues and ideas8 $4CD%9& 3ecognise and build on other people.s contributions8 $4CD%%&

C,/ERA*E 7Re!ource!8

Dayout 4tarter *xample of a magazine article ;ey features of a magazine sheet Justin Timberlake cloze exercise 1ix and 1atch '+ copy of ,-lean Teen. article to annotate Broposal 5orm -onnectives 4tarter F , es butE.

F,CUS:

/nvestigating 1agazine 'rticles" 4tarter" Dayout F give each group a copy of the six different layouts and they have to decide where they would find them and what type of text it would be. 5eedback. $%.TV listings, A. /nterview, +. 'dvert, :. 3eview, @. Detters, #. Hossip&. Hive each group an example of a magazine article $or they could bring in their own&. -omplete ;ey 5eatures of a 1agazine article focusing on the language and style. Blenary" Justin Timberlake cloze passage. The Danguage of a 1agazine 'rticle" 4tarter" 1ix and 1atch. *xtend this by getting them to come up with captions for some of the pictures. Hive out a copy of the article ,-lean Teen. and in their groups they annotate it focusing on" colloquial language, informal speech, reported speech, interviews, background information, emotive language, and any thing else they notice. 3eport back to whole class and define the style and language appropriate to a magazine. 0ow does it differ to a newspaperG -omplete Broposal 5orm for their magazine and decide on their celebrity article. BlanCresearch in order to write own article. )riting a 1agazine 'rticle" 4tarter" -onnectives F , es butE. /ndividuals write their own article for a film, sports or pop celebrity of their choice. The teacher may wish to give planningCwriting frames, vocabulary lists, etc. Blenary" Disten to opening paragraphs from volunteers. -omment on how effective they are at grabbing attention. -omplete for homework.

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Own magazine article for a pop star, film star or sports personality.

0,SSI-+E TEAC)IN* SE3UENCE

1ee4 <::1eb& 'e! ,b6ecti%e!:

'ppreciate the precise meaning of specialist vocabulary for each school sub7ect, and use specialist terms aptly in their own writing8 $)d!& -ollect and comment on examples of language change e.g. new words associated with electronic communication and /-T. $)d%:& ;now and use effectively the vocabulary, sentence grammar and stylistic conventions of the writing forms featured in specific sub7ects during the current year, e.g. scientific investigation, historical analysis8 $4<& 'dapt the stylistic conventions of the main non6fiction text types to fit different audiences and purposes, e.g. advertisements, documentaries, editorials8 $4!& >se writing for thinking and learning by recording ideas as they develop to aid reflection and problem solving8 $)r+& ?escribe an event, process or situation, using language with an appropriate degree of formality, e.g. a school prospectus8 $)r%A& >se talk to question, hypothesise, speculate, evaluate, solve problems and develop thinking about complex issues and ideas8 $4CD%9& 3ecognise and build on other people.s contributions8 $4CD%%&

C,/ERA*E 7Re!ource!8
/-T room 0igh Tech 4tarter *xamples of webpages $printed& /nternet /nvestigation sheet )ebpage blank template

F,CUS:

/nvestigating )ebpages" 4tarter" 0igh Tech F understanding the language of /-T. /n groups discuss how webpages and printed text articles differ. $links, web namesCaddresses, colour, typography, graphics, headings,sound and video clips, etc.& 5eedback. Dook at examples of webpages which have been printed out. 0ow accurate were theyG )hat else could they have mentionedG Blenary" ou have been asked to write a glossary of the terms for someone who has never used the internet. *ither" $a& 's a group complete a full glossary. Or $b& 's an individual pick several terms and come up with clear and precise definitions. /nvestigating )ebpages" ou will need to book an /-T room for this lesson. /n pairs, students must look at three webpages, one for a pop star, one for a film star and one for a sports star. -omplete a grid that focuses on language, reliability, etc. Blenary" 5eedback general findings. )hat have they learned about how they are similar or differentG )rite up an explanation of their findings for homework. -reating a )ebpage" 4tarter" 6 4tudents come up with new and 7okey website names for celebrities e.g. Ilue, Justin Timberlake, Iritney 4pears, Jonny )ilkinson, etc.& 'll students on the 7ournalism course have been asked to come up with a proposal for a new websiteCpage for a celebrity. -omplete a blank template. The best will be picked. Blenary" Dook at examples so far. -omplete for homework.

,UTC,ME7S8:

Hlossary of terms
Template for a new web page for a celebrity

0,SSI-+E TEAC)IN* SE3UENCE

1ee4 =::A"%erti!in' ,b6ecti%e!:

'ppreciate the precise meaning of specialist vocabulary for each school sub7ect, and use specialist terms aptly in their own writing8 $)d!& 'dapt the stylistic conventions of the main non6fiction text types to fit different audiences and purposes, e.g. advertisements, documentaries, editorials8 $4!& /dentify the ways implied and explicit meanings are conveyed in different texts, e.g. irony, satire8 $3=& /nvestigate how meanings are changed when information is presented in different forms or transposed into different media8 $3<& ?evelop the use of commentary and description in narrative, e.g. by addressing the reader directly8 $)r@& >se talk to question, hypothesise, speculate, evaluate, solve problems and develop thinking about complex issues and ideas8 $4CD%9& 3ecognise and build on other people.s contributions8 $4CD%%&

C,/ERA*E 7Re!ource!8
Teach it sheet on signifiers -olour O0T of 121s 3ange of recent film posters

F,CUS:
'dvertising" 4tarter" 4tudents given sheet of sounds and images used in film and advertising and they have to come up with what they mean or represent to them. )hyG *ach group is given an example of a recent poster advertising a film which has been stuck to a piece of '+ paper. O0T a list is provided to focus their analysis e.g. use of colour, word choice, image, layoutCspacing, facial expression, body pose, proportions of different images. 'nnotate around their poster. 5eedback from each group, holding up their examples. The rest of the class is invited to further the discussion. Blenary" Their favourite film poster and why.

-reating their own 'dvert" 4tarter" >sing colour O0T look at the example of the 121 campaign. Iased on the image what is implied about the personality of each one. ?iscuss. 3ecap the different techniques use to advertise and ways of reading an image. Broduce a poster campaign for" 5ilm star F new film Bop star F new album 4ports person F publication of a new book. (.I. Their intended audience should be the same as their magazine article. -omplete for homework if necessary. 4tudents should also provide a written explanation of their poster, using the correct terminology.

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Boster and written analysis

N,TES:

0,SSI-+E TEAC)IN* SE3UENCE

1ee4 >::T/ Inter%ie#! ,b6ecti%e!:

>se writing for thinking and learning by recording ideas as they develop to aid reflection and problem solving8 $)r+& 'sk questions to clarify understanding and refine ideas8 $4CD@& Disten for a specific purpose, paying sustained attention and selecting for comment or question that which is relevant to the agreed focus8 $4CD=& 3ecognise the range of ways in which messages are conveyed, e.g. tone, emphasis, status of speaker8 $4CD<& >se talk to question, hypothesise, speculate, evaluate, solve problems and develop thinking about complex issues and ideas8 $4CD%9& 3ecognise and build on other people.s contributions8 $4CD%%& ?ifferent roles in discussion, helping to develop ideas, seek consensus and report the main strands of thought8 $4CD%A&

C,/ERA*E 7Re!ource!8
Video clips of chatshows 'nalysis sheet Task sheet Video camera

F,CUS:
0ow are -elebrities /nterviewedG 4tarter" -ome up with @ open and @ closed questions for a celebrity currently in the news. ?iscuss what they were hoping to find out from these questions. )atch clips from TV programmes e.g. Jonathan 3oss, children.s TV, T:, etc. )hile watching complete analysis chart. ?iscuss the different interviews. Blenary" ?o interviewers know what they want as an outcome from the start or are they spontaneousG Breparing an -hatshow /nterview" 4tarter" ,)hat.s 1y (ameG. /n their groups one of them is given a post it with the name of a celebrity on their forehead. Through the use of questions to their group they must guess who they are. *ach group to prepare their own chatshow interview. 5ollow the instructions on the task sheet. One will be the interviewer, one the interviewee, one is a researcher, one does the set design and one is the storyboarder. Iy the end of the lesson all of them should know what they are doing and what else needs to be completed by next lesson. 3ole Blay" -hatshow /nterview 4traight into the performance from each group. They will be filmed. *valuation of how effectively they feel they have met the ob7ective F oral andCor written.

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3ole play performance *valuation

N,TES:

0,SSI-+E TEAC)IN* SE3UENCE

1ee4 ?::0re!ent tion! ,b6ecti%e!:

'ppreciate the precise meaning of specialist vocabulary for each school sub7ect, and use specialist terms aptly in their own writing8 $)d!& *xperiment with different approaches to planning, drafting, proof reading and presenting writing, taking account of the time available8 $)r%& ?evelop the use of commentary and description in narrative, e.g. by addressing the reader directly8 $)r@& Bresent a case persuasively making selective use of evidence, using appropriate rhetorical devices and anticipating responses and ob7ections8 $)r%+& 1ake a formal presentation in standard *nglish, using appropriate rhetorical devices8 $4CD+& Brovide an explanation or commentary which links words with actions or images, e.g. a sports commentary or talking to a sequence of images8 $4CD:& 'sk questions to clarify understanding and refine ideas8 $4CD@& Disten for a specific purpose, paying sustained attention and selecting for comment or question that which is relevant to the agreed focus8 $4CD=& ?ifferent roles in discussion, helping to develop ideas, seek consensus and report the main strands of thought8 $4CD%A&

C,/ERA*E 7Re!ource!8
*xamples of their work 4ugar paper, pens, etc. O0T 5lipchart

F,CUS:
Bresentation )eek" 4tarter" Irainstorm the features of an effective presentationG $assemblies, etc.& 0ighlight use of resources as well as use of voice, etc. 5ull explanation of their task" *ach group will become an expert panel on one of the aspects of the media that have covered in this unit F newspapers, magazines, webpages, advertising, TV interviews. /n their groups they will have A lessons to prepare a ten minute presentation to the rest of the class which should include knowledge about" key features, examples, specific language, good examples from class.s work. *ach group will compete and a winner will be chosen by the class teacher andCor class vote. *ncourage students to think about how they will present their ideas. They may use O0Ts, flipcharts, sugar paper, video clip, etc.

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Hroup presentations

N,TES: