Benjamin Zephaniah Poetry Scheme

English Department
KS3 Schemes of Work
Face – Benjamin Zephaniah
AFs covered in unit:

This scheme of work is
RAF3: Deduce, infer or saved in:
interpret information,
events or ideas from Staff resources /
texts. English shared / New
KS3 SoW / Year 8 /
RAF6: Identify and Face – Benjamin
comment on writers’ Zephaniah.
purposes and viewpoints
and the overall effect of Please add any new
a text on the reader. resources, lesson plans
or aids to this folder.
WAF5: Vary sentences
for clarity, purpose and
effect.
WAF7: Select
appropriate and
effective vocabulary.
National Literacy Strategy Framework Objectives
R Hughes October 2011

7.1 Modern novel for children - shared reading
1. Reading the novel en bloc
W3 Use writing to explore and develop ideas, e.g. journals, brain-storming
techniques and mental-mapping activities
2. Early chapters: descriptive writing
R6 Adopt active reading approaches to engage with, and make sense of, texts, e.g.,
visualising, predicting, empathising and relating to own experience
R12 Comment, using appropriate terminology, on how writers convey setting,
character and mood through word-choice and sentence structure
R14 Recognise how writers’ language choices can enhance meaning e.g. repetition,
emotive vocabulary, varied sentence structure or line length, sound effects
W14 Describe an object, person or setting in a way that includes relevant details
and is accurate and evocative
3. Rap music
R11 Recognise how print, sounds and still or moving images combine to create
meaning
SL6 Listen for and recall the main points of a talk, reading or television
programme, reflecting on what has been heard, to ask searching questions, make
comments, or challenge the views expressed
4. Discursive writing about how we view those with disabilities
S8 Recognise the cues to start a new paragraph and use the first sentence
effectively to orientate the reader, e.g. when there is a shift of topic, viewpoint or
time
S9 Identify the main point in a paragraph and how the supporting information
relates to it, e.g. as illustration
S10 Recognise how sentences are organised in a paragraph in which the content is
not chronological, e.g. by comparison
S12 Organise ideas into a coherent series of paragraphs, introducing, developing
and concluding appropriately
S13f [Revise the stylistic conventions of] discursive writing, which signposts the
organisation of contrasting points and clarifies the viewpoint
W1 Plan, draft, edit, revise, proof-read and present a text with readers and
purpose in mind
W2 Collect, select and assemble ideas in a suitable planning format, e.g. flow chart,
list, star-chart

W16 Find and use different ways to validate an argument, e.g. statistical evidence,
exemplification and testimony
W21 Read accurately and use correctly vocabulary which relates to key concepts in
each subject, distinguishing between everyday uses of words and their subject
specific use, e.g. energy, resistance
SL5 Promote, justify or defend a point of view, using supporting evidence, example
and illustration which are linked back to the main argument
5. Research project: the history of Green Lane
S8 Recognise the cues to start a new paragraph and use the first sentence
effectively to orientate the reader, e.g. when there is a shift of topic, viewpoint or
time
S9 Identify the main point in a paragraph and how the supporting information
relates to it, e.g. as illustration
S12 Organise ideas into a coherent series of paragraphs, introducing, developing
and concluding appropriately
W1 Plan, draft, edit, revise, proof-read and present a text with readers and
purpose in mind
W2 Collect, select and assemble ideas in a suitable planning format, e.g. flow chart,
list, star-chart
R1 Know how to locate resources for a given task and find relevant information in
them, e.g., skimming, use of index, glossary, key words, hot links
R2 Use appropriate reading strategies to extract particular information, e.g.
highlighting, scanning
R3 Compare and contrast the ways information is presented in different forms,
e.g. web page, diagrams, prose
R4 Make brief, clearly organised notes of key points for later use
R5 Appraise the value and relevance of information found and acknowledge sources
6. Friendship and growing up
W8 Experiment with the visual and sound effects of language, including the use of
imagery, alliteration, rhythm and rhyme
W9 Make links between reading of fiction, plays and poetry and the choices they
make as writers
R11 Recognise how print, sounds and still or moving images combine to create
meaning
R14 Recognise how writers’ language choices can enhance meaning e.g. repetition,
emotive vocabulary, varied sentence structure or line length, sound effects
7. Final discussion on the gradual revelation of Martin’s identity

R7 Identify the main points, processes or ideas in a text and how they are
sequenced and developed by the writer
R8 Infer and deduce meanings using evidence in the text, identifying where
and how meanings are implied
R15 Trace the ways in which a writer structures a text to prepare a reader for the
ending, and comment on the effectiveness of the ending.
New National Curriculum Objectives (PLTs)
Objective Criteria within objective Evidence in SOW
Independent  Identify questions to answer Thinking Skills

enquirers and problems to resolve
 Plan and carry out research, Essay Preparation
appreciating the
Essay
consequences of decisions
 Analyse and evaluate
information, judging its
relevance and value Thinking Skills
 Consider the influence of
circumstances, beliefs and
feelings on decisions and
events
Creative  Connect their own and others’ Thinking Skills
Thinkers ideas and experiences in
inventive ways
Reflective  assess themselves and APP task and self/peer
Learners others, identifying assessment opportunities
opportunities and
achievements
 set goals with success
criteria for their
development and work
 review progress, acting on the
outcomes
 invite feedback and deal
positively with praise,
setbacks and criticism
 evaluate experiences and
learning to inform future
progress

 communicate their learning in
relevant ways for different
audiences
Team Workers  collaborate with others to Thinking Skills
work towards common goals
S&L activities
Self-managers  work towards goals, showing Throughout

initiative, commitment and
perseverance Independent homeworks
 organise time and resources,
Independent homeworks
prioritising actions
 deal with competing
Redrafting
pressures, including personal
and work-related demands
 respond positively to change,
seeking advice and support
when needed
Effective  try to influence others, Peer assessment
Participators negotiating and balancing
diverse views to reach S&L activities
workable solutions
SEAL Criteria Evidence in Planning

Self-awareness Self assessment, moral
Knowing and valuing myself and understanding how I think and contexts of texts
feel. When we can identify and describe our beliefs, values, and studied, identification
feelings, and feel good about ourselves, our strengths and our of themes, S&L group
limitations, we can learn more effectively and engage in positive discussion, determining
interactions with others. of success criteria
Managing feelings S&L group discussion,
Managing how we express emotions, coping with and changing self and peer
difficult and uncomfortable feelings, and increasing and enhancing assessment, evaluation
positive and pleasant feelings. When we have strategies for thinking skills, Kagan
expressing our feelings in a positive way and for helping us to group activities
cope with difficult feelings and feel more positive and
comfortable, we can concentrate better, behave more
appropriately, make better relationships, and work more
cooperatively and productively with those around us.
Motivation Determining success

Working towards goals, and being more persistent, resilient and criteria, checklists,
optimistic. When we can set ourselves goals, work out effective writing frames, self
strategies for reaching those goals, and respond effectively to assessment, using level
setbacks and difficulties, we can approach learning situations in a criteria.
positive way and maximise our ability to achieve our potential.
Empathy Characterisation tasks,
Understanding others’ thoughts and feelings and valuing and S&L group discussion,
supporting others. When we can understand, respect, and value hot-seating, role plays,
other people’s beliefs, values, and feelings, we can be more social, historical and
effective in making relationships, working with, and learning from, moral context of texts,
people from diverse backgrounds. cultural studies
Social skills Determining success
Building and maintaining relationships and solving problems, criteria, self and peer
including interpersonal ones. When we have strategies for assessment, S&L group
forming and maintaining relationships, and for solving problems discussion, planning
and conflicts with other people, we have the skills that can help tasks effectively and
us achieve all of these learning outcomes, for example by reducing for success, reflection
negative feelings and distraction while in learning situations, and upon learning, using
using our interactions with others as an important way of target levels, Kagan
improving our learning experience. activities
Citizenship Objectives
2a: think about topical political, spiritual, moral, social and cultural issues, problems and
events by analysing information;
2b: justify orally and in writing a personal opinion about issues, problems or events;
2c: contribute to group and exploratory class discussions;
3a: use their imagination to consider other people’s experiences.
ICT Objectives
3b: to use a range of ICT tools efficiently to draft, bring together and refine information
and create good-quality presentations in a form that is sensitive to the needs of particular
audiences and suits the information content.

Week One, Lesson One
Lesson Objective: - To understand what is meant by ‘setting’ and to know why the setting of Face is important to
understanding and appreciating the novel.
Starter Introduction Development Plenary Homework

Explain to students PowerPoint with facts
Introduce and define that the choice of about London’s East Invite students to use Students are to write a
the concept of setting setting is key when end - students are to their whiteboards to short story. The
to students. Use writing a novel or a look at some of the write down one thing setting is up to them,
whiteboards for playscript (for film or facts about London’s they have learned but it must be
students to identify T.V.) Share worksheet EE and match it to the about why London’s important to the story
settings from popular 011 with students and ‘effect’ number on East End is an itself. Some
TV shows, books or look at the model worksheet, using interesting setting for suggestions could be:
films (e.g. Waterloo response. Students are whiteboards to feed a novel. Question the ocean or a lake, a
Road – school.) to work in pairs to back to whole class. individual students on holiday destination,
identify other settings Students write about why they believe this school or airport.
and write about why why London’s EE is an to be the case and
these settings are interesting setting what sort of storylines
important to the film, (writing frame a novel could have.
television series or provided for low ability
book. students.)
Reflect: what has been Reflect: Reflect: Reflect: Students will have
learned so far? No hands up: students Students use Students are reminded continued to meet the
Students should know will feedback to the whiteboards to think of the objective and lesson objective by:
what a setting is, and class. Other about what the east asked to define a Considering why
have successfully students/teacher will end of London is like. setting. They have setting is important in
identified some make suggestions and explained why London’s writing generally,
common settings in comments for EE is an appropriate including their own.
popular culture. development. setting for Face.

Week One, Lesson Two
Lesson Objective: - To understand the term ‘characterisation’ and to begin to apply it to the novel Face.

Share worksheet 013 Hear feedback from Use worksheet 014 to
with students. The students about the find quotations and to Random name selector
main characters all characterisation of the write down what they is used on the
speak after an event four main characters. tell the reader about PowerPoint to choose
which they are aware Read chapter One of the character. students to read out
of but the reader is Face with students: Students should be their paragraphs. Ask
not. Students work in invite them to think encouraged to find a students why they
pairs to try and work about how the range of different chose particular
out what sort of characters’ voices quotations for Mark, quotations. Refer back
characters they are, after the ‘event’ Matthew, Natalie and to the starter activity:
and the type of events differed to their Martin: these can be ask them if they think
they may be referring voices ‘before’ (for assigned to small that these characters
to. (N.B. – there is a higher abilities.) groups if appropriate. will stay similar
strong SEAL element Students should know Select a character and throughout the novel
to this starter which about the personalities respond to the or if they will change
sensitive students may of the four key question Describe the and develop.
be distressed by.) characters in chapter character of ___ in
1. chapter 1.
learned so far? Use whiteboards to Feedback using random Students now know how continued to meet the
Teacher circulation: write down an selector on PowerPoint. to identify character lesson objective by:
what have students adjective describing Students are to read and have started to
learned about the main Mark, Martin, Matthew the quotation selected think about how
characters and why can and Natalie following and what it tells us characters develop in a
they say this? chapter 1. about the character. novel.

Week One, Lesson Three
Lesson Objective: - To know how character and setting can be key to the events in a chapter of a novel.
(WAF7 – To select appropriate and effective vocabulary.)

Students demonstrate
Read chapter 2 with Students work understanding of the Ask students to write Students are to think
students. Recap their independently on events of chapter 2 by on their whiteboards about a setting that is
knowledge of the questions relating to writing a paragraph one reason why the pertinent to them, such
events in the chapter the setting and describing it (high setting of the funfair as the playground at
by questioning using character in this ability) or using the is important in this school, a local park or
whiteboards: where chapter, e.g. thinking writing frame provided chapter of the novel. other similar
have Martin and his about Martin’s prank on (low ability.) Ask individuals to environments, and
friends gone; what is the policeman and his Students are to write expand their answers describe the setting in
the time of day; what friends’ different a piece of descriptive and offer explanations detail.
is the area like and reactions to this. writing (focus on as to why this matters
what is the ‘trouble’ WAF7. Students in the wider context of
mentioned. should be taking into the novel
account the setting in
their descriptive
pieces.)
learned so far? Questioning following Teacher circulation for Use of whiteboards continued to meet the
Use of whiteboards: this activity using no support, feedback and and further lesson objective by:
students’ knowledge of hands up/name suggestions. questioning. Thinking about how the
the events so far is generator. setting can affect
tested. events and character.

Week Two, Lesson Four
Lesson Objective: - To understand what a theme is and to successfully identify some of the different themes in chapter 3 of
Face (‘Street Life’.)
RAF6: Identify and comment on writers’ purposes and viewpoints and the overall effect of a text on the reader.
Students have coloured Read chapter 3 Students are to
card in red, orange and (‘Street Life’) of Face. continue looking at Invite some students Complete writing their
green. Write the word This is a long chapter: themes in this chapter to read some of their essay questions that
‘theme’ on the students are to by responding to the plan, including some will have started
whiteboard and ask complete a card sort question: How does quotations and what in the lesson.
students to hold up (worksheet 016) by Benjamin Zephaniah the author wants us to
their red cards if they putting the events in present themes of think. Ask students to
do not know the the correct order (can prejudice and use their whiteboards
meaning of this and be c & p into books or independence in to remind them again
green if they do. laminated as cards.) chapter 3 of the of what a theme is.
Students who have Students are given two novel? This may well be
some ideas but are possible themes from challenging for some
unsure use the orange this chapter: prejudice students: they are to
card (this may well be and independence. plan (using worksheet
the majority.) Use They are to work in 017) and begin to draft
questioning to define pairs to find quotations a response.
what a theme is. that support these
themes.
learned so far? Use name generator to Teacher circulation Students know what a continued to meet the
Students have worked question students on during this time. theme is and have lesson objective by:
collectively as a group which quotations they successfully looked at Considering the themes
to define what a theme selected and why. how themes are in a chapter and how
is. presented in a chapter. they are presented.

Week Two, Lesson Five
Lesson Objective: - To know how the events of chapters 4 and 5 work to create a feeling of tension in the reader.
(RAF3: Deduce, infer or interpret information, events or ideas from texts.)
Read chapter 4 Introduce the term Read chapter 5
(‘Dancemania’) with juxtaposition to class, (‘Crash’) with class. Read out some events
class. offering a definition. Students are to work from the chapter (e.g.
Students are to plot on Invite students to in pairs to write down ‘Matthew refuses to
graph (resource 018) explain where the what they consider to get into the car with
the mood in this juxtaposition in this be the five key events the others’) and ask
chapter, beginning at chapter exists: i.e. in creating tension in this class to write on their
neutral upon entering that Martin and chapter. Feedback. whiteboards if they
the club, to good, friends are really Students are to create thought it was very,
following Martin’s enjoying themselves their own graphs some, or not very
dance moves, to tense, when Matthew’s plotting tension in tense. Ask individuals
following Matthew’s experience reminds chapter 5. to explain and justify.
disagreement with the them of the crime and
drug dealer. problems in the area.
learned so far? Class now understand Students are able to Students know how continued to meet the
Students are what juxtaposition is identify independently events and information lesson objective by:
questioned to establish and write where the how tension is created effects the reader and
their understanding as juxtaposition in this and decide how it is how tension is created
to where moods are chapter is on built in this chapter. in the two chapters
excellent compared to whiteboards. Questioning techniques read.
where the most tension (no hands up) and
exists. teacher circulation to
check understanding.

Week Two, Lesson Six
Lesson Objective: - To understand the terms ‘cliffhanger’ and ‘juxtaposition’ and use this to appreciate the author’s craft.
Remind students of Students are to work Read ‘The Awakening’
previous lessons work: independently to with students. Ask students to write Write the events of
ask them to define brainstorm adjectives Students are to work down an example of chapter 5 in the form
juxtaposition on their describing how Mark is in small groups. In juxtaposition on their of a story in first
whiteboards. Explain probably feeling chapter 5 (Crash!) whiteboards and ask person narrative from
they will continue to immediately after the write down everything individuals to extend Mark’s point of view.
study the author’s crash. (resource 018) to do with noise (police their response: repeat
craft by looking at the Work in pairs to turn sirens, screams, loud for cliffhanger.
cliffhanger. Students the adjectives they laughter.) and compare
are questioned as to have written down into this to the relative
how the chapter full sentences: e.g. silence of chapter 6.
‘Crash!’ ended. Mark is feeling upset Use the table on
because he doesn’t resource 018 for
know what has structure.
happened to his friend.
learned so far? Teacher circulation. Teacher circulation: Students should continued to meet the
Students have fed Whole class peer and group appreciate how the lesson objective by:
back as a whole class questioning using name assessment. Students author creates and Considering how many
to define the terms generator: students should be able to builds up to these times Mark almost
juxtaposition and are asked about the identify how the noise events by contrasting walked away unscathed
cliffhanger. adjectives they chose, and hubbub of chapter the two chapters in from the accident and
and why they selected 5 is in sharp contrast detail and comparing how he felt when the
them. to the quiet the use of noise and accident occurred.
reflectiveness of sound.
chapter 6.

Week Three, Lesson Seven
Lesson Objective: - To know how the author creates sympathy for Martin in chapter 7 of Face (The Reality)
Read chapter 7 (The Students complete Ask students to
Reality) with students. worksheet 020, consider how Martin is Use name generator to Complete writing the
Discuss the sort of considering two key feeling, following the question students essay at home.
feelings the events in quotations from the discovery of his about which parts of
this chapter prompt in chapter and how they injuries and looking in this chapter they have
students. Continue evoke sympathy in the the mirror. Students chosen to draw
questioning them, reader. Question are to draft a response particular attention to
responses such as I students to develop to the question: How and why.
felt really sorry for responses. Higher does Benjamin
Martin when he broke ability students may Zephaniah create
down in tears because also find quotations sympathy for Martin in
it shows how much the independently to chapter 7 (The
crash affected him are analyse at this point. Reality) of ‘Face’?
the type of Writing frames for low
appropriate responses ability students are
wanted here. provided (resource
021.)
learned so far? Teacher circulation, Students work Students are aware continued to meet the
Students have questioning students independently to how sympathy is lesson objective by:
considered the impact and making understand how created for Martin Writing extensively
of the chapter on the suggestions. Students sympathy for Martin is through language about how sympathy is
reader as a whole should know how key created through the choice and structure created for Martin in
through questioning quotations will affect author’s craft. of this chapter. this chapter.
techniques. the reader in this

chapter.
Week Three, Lesson Eight
Lesson Objective: - To know how characters can continue to develop over the course of the novel.
RAF3: Deduce, infer or interpret information, events or ideas from texts.
Draw students’ Read chapter 8 with Continue to read
attention to the title students. chapter 9 (The Invite students to
of chapter 8 – ‘The Reflect on page 76, Unprepared) with discuss their responses
Other Pain.’ Students from “What had students. to the questions in
work in pairs to stunned Martin into Students are to small groups. Give
brainstorm what the silence” to “he couldn’t complete questions model answers from
other pain that find words to express independently. some members of the
Zephaniah is referring how he felt.” class: students make
to is. Students are to write suggestions and select
a letter from Martin to a target from one of
his parents attempting the ones on resource
to express how he 023.
feels. Use resource
021 to plan and
structure response.
learned so far? Teacher Feedback as a whole Peer assessment, giving continued to meet the
Whiteboards to feed circulation/pair work class to assess one another a level and lesson objective by:
back to class: students (peer assessment.) Ask understanding and a target based on
have thought about the students to use their knowledge. resource 023.
significance of this copies of Face to use
chapter’s title in the quotations to build
context of the novel. their responses to this
task.

Week Three, Lesson Nine
Lesson Objective: - To understand how Benjamin Zephaniah creates sympathy and understanding for Martin’s situation.
Read chapter 10 (To Do Read chapter 11 Use whiteboards to ask Ask for examples using Students are to create
or Not to do) with (Patient B503) with students what a the name generator of a leaflet designed by
class. Discuss Dr class. rhetorical question is: rhetorical questions, the hospital advising
Owens’ view that it is Explain to students give examples and rule of three and those who have been
“unhealthy” to go that they will be repeat for rule of pronouns in the affected by burns and
through repeated producing a speech for three and pronouns. speeches students facial disfigurements.
cosmetic surgery with or against the NHS Examples may be have written.
students. providing cosmetic written up on class
surgery (i.e. non life- whiteboard for
threatening) students to refer to.
conditions. Students to begin
Whole class discussion writing their speech
to precede this. using the success
Students fill in criteria for support.
planning sheet.
learned so far? Questioning (using Students have the Students feedback, continued to meet the
Students have thought nominate a friend) for success criteria to self demonstrating they lesson objective by:
about what an structure. Students assess. have met the lesson Thinking about how the
unhealthy attitude is, should know some of objective by reading language they choose
and why. the points they wish to out examples of their affects the reader.
raise in their speech. own work.

Week Four, Lesson Ten
Lesson Objective: - To understand what is meant by third person limited narrative and how this narrative is used in chapter
13 of Face.
Ask students to think
Read ‘What the Read chapter 13 (A about how third person Listen to some
Officer Said’ with Giant Step) with limited narration is examples read aloud.
students. Paired students. used in A Giant Step. Invite students to
activity on resource Introduce the term Use whiteboards to explain why they
026. ‘third person limited’ to discuss how Mr. Lincoln decided on particular
students. This means is feeling when he parts of the chapter to
that the book is visits Martin, asking emphaise and remind
written in third person, questions such as Do them why these would
but only from Martin’s you think Mr. Lincoln differ from Martin’s
point of view: we do particularly likes viewpoint.
not generally see Martin as a student
events as other and How do we know he
characters do. feels awkward?
Students are to write
this chapter from Mr.
Lincoln’s perspective.
learned so far? Students know what Students use third Students feedback, continued to meet the
Students know the third person limited is person limited demonstrating they lesson objective by:
events in this chapter and demonstrate this narration to write this have met the lesson
and how these events knowledge through use chapter from Mr. objective by reading
affect the reader of coloured cards to Lincoln’s viewpoint: out examples of their

through use of gauge understanding. teacher circulation to own work.
quotation. assess knowledge.
Week Four, Lesson Eleven
Lesson Objective: - To develop skills of empathising with a character.

Ask students to think
Before commencing Read chapter 13 (A about how third person Listen to some
reading, ask class to Giant Step) with limited narration is examples read aloud.
write down on students. used in A Giant Step. Invite students to
whiteboards one thing Introduce the term Use whiteboards to explain why they
Martin might find ‘third person limited’ to discuss how Mr. Lincoln decided on particular
difficult after students. This means is feeling when he parts of the chapter to
that the book is visits Martin, asking emphaise and remind
written in third person, questions such as Do them why these would
but only from Martin’s you think Mr. Lincoln differ from Martin’s
point of view: we do particularly likes viewpoint.
not generally see Martin as a student
events as other and How do we know he
characters do. feels awkward?
Students are to write
this chapter from Mr.
Lincoln’s perspective.
learned so far? Students know what Students use third Students feedback, continued to meet the
Students know the third person limited is person limited demonstrating they lesson objective by:
events in this chapter and demonstrate this narration to write this have met the lesson
and how these events knowledge through use chapter from Mr. objective by reading
affect the reader of coloured cards to Lincoln’s viewpoint: out examples of their

through use of gauge understanding. teacher circulation to own work.
quotation. assess knowledge.

Benjamin Zephaniah Poetry Scheme

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Benjamin Zephaniah Poetry Scheme

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English Department

KS3 Schemes of Work

Face – Benjamin Zephaniah

AFs covered in unit:

National Literacy Strategy Framework Objectives

R Hughes October 2011

R Hughes October 2011

R Hughes October 2011

New National Curriculum Objectives (PLTs)

Objective Criteria within objective Evidence in SOW

Independent  Identify questions to answer Thinking Skills

R Hughes October 2011

Self-managers  work towards goals, showing Throughout

SEAL Criteria Evidence in Planning

R Hughes October 2011

2c: contribute to group and exploratory class discussions;

3a: use their imagination to consider other people’s experiences.

R Hughes October 2011

Starter Introduction Development Plenary Homework

R Hughes October 2011

Starter Introduction Development Plenary Homework

R Hughes October 2011

Starter Introduction Development Plenary Homework

R Hughes October 2011

R Hughes October 2011

R Hughes October 2011

R Hughes October 2011

R Hughes October 2011

R Hughes October 2011

R Hughes October 2011

R Hughes October 2011

Lesson Objective: - To develop skills of empathising with a character.

R Hughes October 2011

R Hughes October 2011

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