English+4.14

__**English Scope Term 4**__
 * ** Speaking and listening ** ||  ** Writing and Representing **  ||  ** Reading and Viewing **  ||
 * * compare and justify  the ways in which __spoken language differs from written language__ according to purpose, audience and context
 * // participate in and contribute to __discussions__, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions // || * understand and appreciate the way __texts are shaped__ through exploring a range of __language forms and features and ideas__
 * // identify and explore  underlying __themes__ and central __storylines__ in imaginative texts //
 * understand and use  the key elements of __planning, composing, reviewing and publishing__ in order to meet the increasing demands of topic, audience and language
 * // plan, draft and publish  imaginative, informative and persuasive texts, choosing and // experimenting //with __text structures, language features,__ images and digital resources appropriate to purpose and audience //
 * understand, interpret and experiment <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> with the use of __imagery__ in imaginative texts, poetry and songs, eg similes, metaphors, personification and sound devices such as alliteration
 * // investigate <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> how __complex sentences__ can be used in a variety of ways to elaborate, extend and explain ideas //
 * compose <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">imaginative and informative texts that show evidence of __developed ideas__
 * //<span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> create literary texts that experiment with structures, ideas and stylistic features of selected authors //
 * experiment <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">with __text structures and language features__ and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice
 * // compose <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> __increasingly complex__ print, visual, multimodal and digital texts, experimenting with language, design, layout and graphics //
 * reread and edit <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> students' __own and others'__ work using agreed criteria and explaining editing choices
 * // use <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> a r__ange of software__, including word processing programs, learning new functions as required to create texts // || * appreciate <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">how demanding texts, eg extended novels and informative __texts, contain increasing levels of complexity and abstraction__ to enhance enjoyment
 * // analyse <span style="font-family: Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;"> how __text structures and language features__ work together to meet the purpose of a text //
 * identify <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">the impact of first-person and third-person __narration__ on the reader/viewer
 * // understand, interpret and experiment <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> with __sound devices and imagery__, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes //
 * interpret <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">picture books, comic strips and sequences of digital __images which do not contain written text__
 * // summarise <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">a text and evaluate <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> the __intended message or theme__ //
 * analyse and evaluate <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> the way that __inference is used__ in a text to build understanding in imaginative, informative and persuasive texts
 * // discuss <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">aspects of literature that influence __personal choice__ in reading // ||
 * **<span style="color: #9bbb59; font-family: Helvetica,sans-serif; font-size: 16pt;">Spelling ** ||  **<span style="color: #9bbb59; font-family: Helvetica,sans-serif; font-size: 16pt;">Responding and Composing **  ||  **<span style="color: #9bbb59; font-family: Helvetica,sans-serif; font-size: 16pt;">Grammar, Punctuation and Vocabulary **  ||
 * * Understand <span style="font-family: Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">how a__ccurate spelling supports the reader__ to read fluently and interpret written text with clarity || * identify and discuss <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">how own texts have been structured to achieve their purpose and discuss ways of using conventions of language to shape readers' and viewers' understanding of texts
 * // identify and explain <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> characteristic __text structures and language features__ used in imaginative, informative and persuasive texts to meet the purpose of the text //
 * identify <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> the ways in which __language us__e in imaginative texts, including use of figurative language, character development, events and setting, __creates interest__ for the reader or viewer
 * // analyse <span style="font-family: Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">__strategies authors use__ to influence readers //
 * compose <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">more __complex texts__ using a variety of forms appropriate to purpose and audience || * understand <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">that __choices in grammar__, punctuation and vocabulary contribute to the effectiveness of texts
 * // understand <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">how __noun groups/phrases and adjective groups/phrases__ can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea //
 * understand <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">how ideas can be expanded and sharpened through careful choice of __verbs, elaborated tenses and a range of adverb groups/phrases__
 * // experiment <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">with __different types of sentences__, eg short sentences to build tension and complex sentences to add detail // ||
 * ** Thinking Imaginatively, Creatively, Interpretively And Critically ** ||  **<span style="color: #9bbb59; font-family: Helvetica,sans-serif; font-size: 16pt;">Reflecting on Learning **  ||  **<span style="color: #9bbb59; font-family: Helvetica,sans-serif; font-size: 16pt;">Expressing themselves **  ||
 * * recognise and explain <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> __creative language features__ in imaginative, informative and persuasive texts that contribute to engagement and meaning
 * // think imaginatively <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> when __engaging with texts__, using prediction, for example, to imagine what happens to characters after the text //
 * identify, describe, and discuss <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> __similarities and differences between texts__, including those by the same author or illustrator, and evaluate characteristics that define an author's individual style
 * // identify <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> the __relationship between words, sounds, imagery and language patterns__ in narratives and poetry such as ballads, limericks and free verse //
 * adapt <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">aspects of print or media texts to create <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> __new texts__ by thinking creatively and imaginatively <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">about character, setting, narrative voice, dialogue and events
 * // analyse and evaluate <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> __similarities and differences__ in texts on similar topics, themes or plots //
 * experiment <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> with others' imaginative texts by changing aspects <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> such as place, characters, rhythm, mood, sound effects and dialogue
 * // interpret <span style="font-family: Helvetica,sans-serif; font-size: 10pt;"> a __range of texts__, eg through role-play or drama, for pleasure and enjoyment, and express <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">an analytical conclusion about those texts // || * reflect <span style="font-family: Helvetica,sans-serif; font-size: 10pt;">on own __learning achievements against specific criteria__ || * make connections <span style="font-family: Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;"> between __students' own experiences and those of characters__ and events represented in texts drawn from different historical, social and cultural contexts

|| Writing Objectives St3 ||  || __**Narrative**__ __**Sequence**__ - Narrative structure via story mountain, Vonnegut. - Sentence Diagramming - Show Don't Tell. - Character Profiles - Dialogue punctuation __**RESOURCES**__ Beginnings and endings Story starter vids character profile show don't tell SDT lessons __**(Just) Macbeth**__ __**QT Elements**__
 * 1) 60cc0b ||
 * [[file:term 4 narrative - common grade assessment for BUMP IT UP wall.pdf]]
 * Write first draft (from prompt if necessary). Collect and analyse for focused instruction.
 * Progressive edit focusing on teaching points
 * <span style="font-family: Verdana,helvetica,Arial,sans-serif; font-size: 12px;">explore the features of stories and concepts developed by current writers whose work is acknowledged for its significance **(Higher-order thinking)**
 * <span style="font-family: Verdana,helvetica,Arial,sans-serif; font-size: 12px;">experience specialist expertise (the author) and develop an understanding of the role of the author and of the concepts and ideas that inform and motivate writing **(Deep knowledge)**
 * <span style="font-family: Verdana,helvetica,Arial,sans-serif; font-size: 12px;">learn that knowledge is socially constructed with multiple layers and personal interpretations **(Problematic knowledge)**
 * <span style="font-family: Verdana,helvetica,Arial,sans-serif; font-size: 12px;">build upon prior knowledge, such as knowledge of Shakespeare’s //Macbeth// and of Griffiths’s books **(Background knowledge)**
 * <span style="font-family: Verdana,helvetica,Arial,sans-serif; font-size: 12px;">recognise and explore connections between their own lives and both the subject matter and creative processes employed by the authors. This might include seeking out other books by Griffiths and/or Shakespeare, or books about Shakespeare’s plays, and sharing their own writing with audiences beyond the school arena **(Connectedness)**
 * <span style="font-family: Verdana,helvetica,Arial,sans-serif; font-size: 12px;">use narratives, such as the author interviews, as a way of developing creative processes **(Narrative)**
 * <span style="font-family: Verdana,helvetica,Arial,sans-serif; font-size: 12px;">experience sustained engagement by making choices and taking conceptual risks in the interactive story and then observing the consequences and their effects on the storyline **(Engagement and high expectations).**

__**RESOURCES**__ CLI Masterclass https://m1.behance.net/rendition/modules/28835708/disp/abde4e2b23e6928122bd7029cf24851c.jpg
 * Fiction Units with a twist [[file:Fictionwithatwistunit.doc]]**
 * Macbeth Characters**
 * Discussion Qs**
 * Cliff notes vid**
 * Images -**

__Summary__ > This play has about five acts and around seven scenes in each act. In the beginning Macbeth was a Thane of Glamis. He met three witches that told him "you will become king." He didn't believe this, but the witches also told him he would become the Thane of Cawdor, which did happen. Then Macbeth began to believe them (a little). Next he thought "Being King wouldn't be too bad," so he and his wife, Lady Macbeth, planned to kill King Duncan. They did and put the blame on the King's guards. That plan went successfully. > The King had two sons, Malcolm and Donalbain. They fled after they heard of their father's death. Once Macbeth became King, he thought he had no worries. But Macbeth knew that Banquo knew of his plan to kill Duncan, so Macbeth hired three murders to kill Banquo and his son Fleance. They killed Banquo, but Fleance got away. After Macbeth heard of the success of the murder he became insane. > Macbeth went to the witches to see what he had to fear. The witches showed him some apparitions, which told him what to fear. There were three of them. The first one said to look out for the Thane of Fife, which was Macduff. The second apparition said that none born of a woman would kill him. Last the third one said to not worry until Birnam Wood (the forest) comes to your castle. Macbeth thought he had it made from what the apparitions said. > Just to be safe, Macbeth tried to find ways to get Macduff to come back so he could kill him. Macbeth had Macduff's family murdered. Once Macduff heard of this, he wanted Macbeth's head. So Macduff went to his friend Malcolm, who was in England. They talked and came up with a plan to get Macbeth. Macduff said "I want to kill Macbeth." Malcolm and Macduff got an army ready and left for Macbeth. Macbeth heard of the plan Malcolm and Macduff made and was planning to hold them out. Well once Malcolm's army got to the castle they planned to cut branches off trees from Birnam forest and use it as cover. Macbeth's army started leaving him and going to Malcolm's side. > Macduff got inside and was on the look for Macbeth. Once he found him they began to fight. Macbeth said "You can't defeat me. None born of a woman can harm me." But Macduff wasn't born of a woman, he was cut out of her womb early. So Macbeth knew he was doomed. After the fight Macduff cut off his head, and the castle was back in the right hands. Malcolm became the new king.