Year 7 English – Terms 1 – 4, 2024

In Levels 7 and 8, students communicate with peers, teachers, individuals, groups and community members in a range of face-to-face and online/virtual environments. They
experience learning in both familiar and unfamiliar contexts that relate to the school curriculum, local community, regional and global contexts.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret, evaluate and perform a range of spoken, written and multimodal texts in which the primary purpose is
aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, magazines and digital texts, early adolescent novels, non-fiction,
poetry and dramatic performances. Students develop their understanding of how texts, including media texts, are influenced by context, purpose and audience.

Literary texts that support and extend students in Levels 7 and 8 as independent readers are drawn from a range of realistic, fantasy, speculative fiction and historical genres and involve some
challenging and unpredictable plot sequences and a range of non-stereotypical characters. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and
fictional settings and represent a variety of perspectives. Informative texts present technical and content information from various sources about specialised topics. Text structures are more
complex including chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include successive complex sentences with embedded clauses,
unfamiliar technical vocabulary, figurative and rhetorical language, and information supported by various types of graphics presented in visual form.

Students create a range of imaginative, informative and persuasive types of texts, for example narratives, procedures, performances, reports and discussions, and are beginning to create

analyses and transformations of texts.

Level 7 Achievement Standard

Reading and Viewing

By the end of Level 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of
how the choice of language features, images and vocabulary affects meaning. They explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning.
They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints.

Writing
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to
express or challenge a point of view. They create texts showing how language features, text structures, and images from other texts can be combined for effect. They create structured and
coherent texts for a range of purposes and audiences. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, use accurate
spelling and punctuation.

Speaking and Listening

Students listen for and explain different perspectives in texts. They understand how the selection of a variety of language features can influence an audience. They understand how to draw on
personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined
for effect. They create texts structured and coherent texts for a range purposes and audiences. They make presentations and contribute actively to class and group discussions, using language
features to engage the audience.

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 Themes Syntax Writing Learning
T1 Text Vocab Assessment
Concepts Intentions

W1 X

W2 X

Spy genre Vocab Yearly Overview

To build students
General spy Asset, Agent, code, background
Background understanding of spy
vocabulary intelligence, mission,
fiction writing and
W3 knowledge (related to operation, cipher, Dibels
Introduction to vocabulary
book) decode, decipher,
vocabulary work Elements of character
Stormbreaker Ch 1
descriptions
introduction to TWR

W4 Stormbreaker Ch 1 Writing Elastiks

W5 Stormbreaker

W6 Stormbreaker Interim report

W7 Stormbreaker

W8 Stormbreaker

W9 Stormbreaker

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 T2 Text Framework of Ideas Spelling.Vocab Writing Learning Intentions Assessment Adjustments

Holes Vocab Persuasive – focus

Persuasive Writing
Holes Text Family, Justice, Loyalty on racism
Term
Holes Film Essay questions
Podcast

Background
Emmett Till movie – first
W1 Knowledge -
half hour
Holes

Introduce our Introduce the

writing focus as timeline and essay
Introduce framework of
1.1 persuasive questions for the
ideas and what it means
end of term writing
assessment

Persuasive Writing
1.2 sample
doub
Prompts

Morphology intro –
Introduce
scope & how it will
background
1.3 be structured this
knowledge
term? Get a routine
research topics
going?

Background
knowledge –
1.4
geography
doub
American south /
Fables

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 Watch Emmett Till 30
1.5
minutes

1.6 Dive into reading

Ch. 5 racism against zero Holes Vocab

Ch. 6 Sam & Kate’s love

Holes
W2 Ch. 7 Sam & Kate’s love
Ch. 1-7 (40p)
^relate back to Till and
interracial love

*do more reading

this week the
2.1 usual to settle
them into the
start of the book

2.2
doub

Persuasive Writing
2.3 absent
sample prompt

2.4 “
absent
doub

Holes Ch. 15 Stanley reflects

W3 on racism at the camp
Chapters 8-16
(35p)

3.1 Absent

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 3.2
Absent
doub

Persuasive writing
3.3 Absent?
techniques ?

3.4 ^^
doub

3.5

3.6

Ch 17: racism, Sam is

Holes killed and Kate becomes
W4 an outlaw
Chapters 17-24
(33p) Ch. 24: Zero recounts
racism he faced

Read – focus Ch.

2.1
17

Investigate racism
2.2
topics as related to
doub
persuasive writing

Read – focus Ch.

2.3
24

Investigate racism
2.4
topics as related to
doub
persuasive writing

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 W5 Interim report

1.1

1.2
doub

1.3 Camp

1.4
Camp
doub

1.5 Camp

1.6 Camp

W6 Holes 25-35 (52p)

2.1

2.2
doub

2.3

2.4
doub

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 Ch. 40: the legacy of Start writing Start writing
W7 Holes 36-43 (37p) racism haunts the persuasive persuasive
characters assessment assessment

1.1

1.2
doub

1.3

1.4
doub

1.5

1.6

Finish persuasive Reports Due

assessment
W8 Holes 44-50 (35p) Main writing
persuasive
assessment

2.1

2.2
doub

2.3

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 2.4
doub

W9 Holes

1.1

1.2
doub

1.3

1.4
doub

1.5

1.6

W10

2.1

2.2
doub

2.3

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 2.4
doub

Podcast?
W11

1.1

1.2
doub

1.3

1.4
doub

1.5

1.6

Term 2 Topic(s) Key Ideas Reading Writing Skill(s) Learning Intentions Assessment

Week 1

Week 2

Week 3

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 Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

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 Term 3 Topic(s) Key Ideas Reading Writing Skill(s) Learning Intentions Assessment
Sentences

Text Study: ‘The Background to text Vocabulary Building *To revise simple, *To gain an understanding of Text Questions
War That Saved compound and the background of our text.
Text Questions Write about WW2 Write about
Week 1 my Life’ complex sentences.
WW2
Text Study
*To learn what the
difference is between
these structures.

Text Study Sentences

Text Study: ‘The Text Questions Vocabulary Building *To learn what the *To build on our Information
War That Saved difference is between understanding of our text Report: Living
Study of Living with Conjunction simple, compound and
my Life’ *To show our knowledge of with a Disability
Week 2 a Disability Understanding complex sentences.
Article about
our text through answers to
Clubfoot Questions for Cheryl *To learn the different questions.
conjunctions for the
sentences (e.g.,
FANBOYS)
Sentences *To build on our
understanding of our text
Text Study: ‘The Text Study Text Questions Vocabulary Building *To learn what the Text Questions
Week 3 War That Saved difference is between *To show our knowledge of
my Life’ simple, compound and our text through answers to
complex sentences questions.

Vocabulary Building Sentences *To build on our

understanding of our text
Text Study: ‘The Text Study Text Questions To use a variety of *To be able to use Text Questions
Week 4 War That Saved sentences in our simple, compound and *To show our knowledge of
my Life’ writing. complex sentences and our text through answers to
manipulate these. questions. Character Study
Character Study

Week 5 Vocabulary Building Sentences *To build on our Text Questions

understanding of our text
Text Study: ‘The Text Study Text Questions Sentence Variety *To be able to use
War That Saved simple, compound and *To show our knowledge of

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 my Life’ Character Study complex sentences and our text through answers to
manipulate these. questions.

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 Text Study Vocabulary Building Sentences and Tense *To build on our
understanding of our text
Text Study: ‘The Text Questions Character Study *To be able to use Text Questions
War That Saved simple, compound and *To show our knowledge of
Speaking Task complex sentences and our text through answers to
my Life’
Week 6 manipulate these. questions. Speaking Task
*To understand the
difference between
past, present and
future tenses.
Sentences and Tense *To build on our
understanding of our text
Text Study: ‘The Text Study Text Questions Vocabulary Building *To understand the Text Questions
War That Saved difference between *To show our knowledge of
past, present and
Week 7 my Life’ our text through answers to
future tenses and write questions.
simple, compound and
complex sentences
using these.
Sentences and Tense *To build on our Text Questions
understanding of our text
Text Study: ‘The Text Study Text Questions Vocabulary Building *To understand the
War That Saved difference between *To show our knowledge of
past, present and Reflection on Ada
Week 8 my Life’ our text through answers to
future tenses and write questions. – has she
simple, compound and changed/is she
complex sentences likeable?
using these.
Silent Letters *To build on our Text Questions
understanding of our text
Text Study: ‘The Text Study Text Questions Vocabulary Building *To better understand
Week 9 War That Saved what words have silent *To show our knowledge of
letters in them. our text through answers to Book Review/
my Life’
questions. Reflection

Week 10 Text Study: ‘The Silent Letters *To consolidate our The sequel: what
War That Saved *To recognise words understanding of our text. might be in this?
Text Study Text Questions Vocabulary Building
my Life’ that have silent letters

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 in them.

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 Learning
Term 4 Topic(s) Key Ideas Reading Writing Skill(s) Assessment
Intentions
Week 1 -To understand the variety Writing a range of
of poetry that exists. own poetry of
Poetry Exposure to a Poetry – Acrostic, Poetry – Acrostic, Prefixes various styles and
variety of poetry Haiku Haiku - To build on our
forms
understanding of each of
the various elements.

Week 2 Poetry Variety of poetry Poetry – Haiku, Poetry – Haiku, Prefixes - To build on our Writing a range of
Limerick Limerick understanding of each of own poetry of
the various elements. various styles and
forms

Week 3 Poetry Variety of poetry Poetry – Sonnets Poetry – Sonnets Prefixes - To build on our Writing a range of
understanding of each of own poetry of
the various elements. various styles and
forms

Week 4 Poetry Variety of poetry Poetry – Free Verse, Poetry – Free Verse, Prefixes - To build on our Writing a range of
Song Lyrics Song Lyrics understanding of each of own poetry of
the various elements. various styles and
forms

Week 5 Poetry Variety of poetry Poetry – Calligram, Poetry – Calligram, Prefixes and - To consolidate our Finalise collection of
etc. etc. Suffixes understanding of each of own poetry
the various elements.

Week 6 Film Text/Fairytales Background to History of fairytales Film Text/Fairytales Suffixes -To better understand the
film or fairytales purpose and background
of fairytales

Week 7 Film Text/Fairytales Exposure to Reading of various Film Text/Fairytales Suffixes -To understand different
various fairytales fairytales fairytales and their
meanings.

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 Week 8 Film Text/Fairytales Exposure to Reading of various Film Text/Fairytales Suffixes -To understand different
various fairytales fairytales fairytales and their
meanings.

Week 9 Film Text/Fairytales Connection of Film Text/Fairytales Suffixes -To connect fairytales
fairytales to film with our film text and
text make comparisons

Week 10 Film Text/Fairytales Connection of Film Text/Fairytales Suffixes -To connect fairytales Comparison
fairytales to film with our film text and between fairytales
text make comparisons and film text

Week 11 Activities Week + Statewide Transition Day

Week 12 Activities Week

Year 7 English: Standards Coverage

Reading and Viewing Standard Term 1 Term 2 Term 3 Term 4
Language Language for Understand how language is used to evaluate texts and how evaluations about a text can be
substantiated by reference to the text and other sources (VCELA368) X X X
Interaction

Text Structure Understand and explain how the text structures and language features of texts become more
and complex in informative and persuasive texts and identify underlying structures such as taxonomies, X X
Organisation cause and effect, and extended metaphors (VCELA369)

Analyse how point of view is generated in visual texts by means of choices, including gaze, angle
X X X X
Expressing and and social distance (VCELA370)
developing Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns,
Ideas classification, description and generalisation in building specialised knowledge through language X
(VCELA371)

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 Literature Compare the ways that language and images are used to create character, and to influence
X X X X
Responding to emotions and opinions in different types of texts (VCELT372)
Literature Discuss aspects of texts, including their aesthetic and social value, using relevant and appropriate
X X X X
metalanguage (VCELT373)

Examining Recognise and analyse the ways that characterisation, events and settings are combined in X X X X
Literature narratives, and discuss the purposes and appeal of different approaches (VCELT374)
Understand, interpret and discuss how language is compressed to produce a dramatic effect in film
or drama, and to create layers of meaning in poetry, for example haiku, tankas, couplets, free verse X X
and verse novels (VCELT375)

Literacy Texts in Analyse and explain the effect of technological innovations on texts, particularly media texts
(VCELY376) X X
context

Interpreting, Analyse and explain the ways text structures and language features shape meaning and vary X X X X
analysing, according to audience and purpose (VCELY379)
evaluating Use prior knowledge and text processing strategies to interpret a range of types of texts
X X X X
(VCELY377)

Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing
X X X X
ideas and issues from a variety of textual sources (VCELY378)

Writing Standard Term 1 Term 2 Term 3 Term 4

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 Language Text Structure and Understand that the coherence of more complex texts relies on devices that signal text structure
organisation and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, X X X
indexes or site maps or breadcrumb trails for online texts (VCELA380)

Understand the use of punctuation to support meaning in complex sentences with prepositional
X
phrases and embedded clauses (VCELA381)

Expressing and Recognise and understand that subordinate clauses embedded within noun groups/phrases are a
X
developing ideas common feature of written sentence structures and increase the density of information (VCELA382)

Understand how modality is achieved through discriminating choices in modal verbs, adverbs,
X
adjectives and nouns (VCELA383)

Phonics and word Understand how to use spelling rules and word origins to learn new words and how to spell
them (VCELA384) X X X X
knowledge

Literature Creating Literature Experiment with text structures and language features and their effects in creating literary
X X X X
texts (VCELT385)

Create literary texts that adapt stylistic features encountered in other texts (VCELT386) X X X
Literacy Creating Texts Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject
matter and particular language, visual, and audio features to convey information and ideas to a X X X X
specific audience (VCELY387)

Edit for meaning by removing repetition, refining ideas, reordering sentences and adding or
X X X X
substituting words for impact (VCELY388)

Consolidate a personal handwriting style that is legible, fluent and automatic and supports writing
X X X X
for extended periods (VCELY389)

Use a range of software, including word processing programs, to create, edit and publish written and
X X X X
multimodal texts (VCELY390)

Speaking and Listening Standard Term 1 Term 2 Term 3 Term 4

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 Language Language Understand the way language evolves to reflect a changing world, particularly in response to the
Variation and use of new technology for presenting texts and communicating (VCELA391) X X X X
Change

Language for Understand how accents, styles of speech and idioms express and create personal and
X
Interaction social identities (VCELA392)

Literature Literature and Identify and explore ideas and viewpoints about events, issues and characters represented in texts
drawn from different historical, social and cultural contexts (VCELT393) X X
Context

Responding to Reflect on ideas and opinions about characters, settings and events in literary texts, identifying
areas of agreement and difference with others and justifying a point of view (VCELT394) X X X
Literature

Literacy Interacting Identify and discuss main ideas, concepts and points of view in spoken texts to evaluate qualities,
with others using interaction skills when sharing interpretations or presenting ideas and X X X X
information (VCELY395)

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and
multimodal elements to promote a point of view or enable a new way of seeing, using body X
language, voice qualities and other elements to add interest and meaning (VCELY396)

Term 1 Detailed Scope and Sequence

Timing Learning Intention Learning Activities Homework

Welcome! 😊

Lesson 1 To build an - Get organised for the lesson – what do we need? What should we have with us? Why are you
understanding of our named what you
(Monday 30/1, - Holiday task – put a word/phrase/sentence for each letter of the word into books.
identity. are?
P3) - Put three things about yourself on a sticky note – others in the class have to guess who it is…

- Identity Profile: write things about ourselves on a page (without a name)

- Homework task; find out why you are named what you are (by parents)

- How was your first day? Write it down in books (paragraph). T to check while students working on

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 Lesson 2 To build an later tasks Name sheet –
understanding of the due tomorrow.
(Tuesday 31/1, - Have a look at the coloured sheets (from yesterday). All students to guess who they think each one
identity of others.
P3) is. (Numbered 1-8) Write it on their sticky note.

- Get to know you task (sheet) about someone else; present this to the class.

Pair/Share (from homework): What does your name mean? Tell the person next to you. Tell the class.

Lesson 3 To better understand Word Classes: Open (Nouns, Verbs. Adjectives. Adverbs) Adjectives Sheet
adjectives and how to
(Wednesday Adjectives: What are they? How do we use them?
use them.
1/2, P5)
How many adjectives can we list on our sheet? (pairs/groups) – prize for the most 😊

Reading part of passage of a description of a teacher (Focus on English: page 63) – listen for 2 adjectives

Complete sheet – put into folders.

Homework: Adjectives sheet

From yesterday: Go through answers on sheet. Discuss answers (page 65 and 66)

Lesson 4 To build on our Starter: What is an adjective – give some words. Which words are adjectives? Go through answers. Stick Adjectives Sheet
understanding of slide into books. (due Monday)
adjectives; to use
USI Spelling Test
(Thursday 2/2, these in our writing.
P3) Write a description of an animal using lots of adjectives (use picture as stimulus)

Adjectives: how can we do this with a person/character…then place…

*Collect homework sheets (Adjectives)*

Lesson 5 To enhance our Spelling/Vocabulary Words: Syllables and Affixes Sort 30 (Unaccented final syllable)
vocabulary knowledge
- Put into groups: -le, -el, -al, -il - what words can we come up with for all of these?

(Monday 6/2, -le words -el words -al words -il words
P3)
cattle model final until

saddle level total April

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 couple angel metal fossil

fragile novel special evil

angle cancel signal pencil

travel journal

vowel local

Work with spelling list and see if we can understand the difference between them.

Adjectives of comparison – complete and stick sheet into books.

Lesson 6 Starter: Word jumble for spelling words.

To show our Discuss the bare bones of a story – what do we need for it to work? What are the elements included?
knowledge of our
(Tuesday 7/2, Put notes up on the board and go through the elements – put notes into books
words; to begin
P3)
planning a narrative. Clip (3 mins): https://www.youtube.com/watch?v=OgNVUZvB9Ow Did we get it right?

Look at the story prompt – ‘Message in a Bottle’. What can we come up with for this? Begin planning and
putting it together. What could it be?

Starter: Crossword (ppt slide)

Lessons 7 and 8 To show our Discuss story outline – do we have all the elements we need?
knowledge of
How do we write dialogue? Notes on board. Practise with the sheet – stick into books. Dialogue
narrative writing,
Homework Sheet
(Wednesday through writing a Being typing narrative. What can we come up with?
8/2, P4 and P5) narrative. (due Monday)

Start of Period 5:

Narrative Writing Criteria – go through how we will be assessed. What do each of these mean?

Continue writing narrative. How much can we get done?

Lesson 9 To build on our ability Starter: Sentences for vocabulary words (fill in the gap) Dialogue
to write an effective Homework Sheet

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 short story. Go back to stories and proofread – ourselves or someone else. (due tomorrow)

(Thursday 9/2, Add as many adjectives as possible. Narrative

P5)
Print off if finished.

*Collect homework sheet* *Marcus out for HoL* *Maggie out P6 for Equestrian*

Lessons 10 and To build on our Starter: What did you do on the weekend? What did you do at Henley? Was it fantastic?
11 understanding of
Word search in spelling words for this week
narrative writing.
(Monday 13/2,
Discuss where our story is up to. If finished draft, they can XUNO it or print it out. T to proofread and Ss
P3 and P6)
to fix and resubmit good copy.

Find something to read (last 10 mins)

To show our Spelling Test: 24 words plus some sentences.

vocabulary
Lesson 12 Go through new words for this week.
knowledge; to learn
(Tuesday 14/2, about Valentine’s Day. Valentine’s Day (2.44): https://www.youtube.com/watch?v=S-8UcUT7VxE
P1)
Activity associated with this.

Proofreading short story – discuss answers and what needs to be changed.

*Collect HW from remaining students*

Lesson 13 To complete our Starter: Word Jumble for our spelling words
narratives.
Nouns and plural – discussion on this

(Wednesday Finish off narratives (if not done): give back drafts, complete good copies and submit work (either vis
15/2, P5) XUNO or print out).

Lesson 14 Starter: Word task – can your partner spell the words out loud?

(Thursday 16/2, Nouns task – list as many nouns as we possibly can (with a partner?)
P3)
Go through dialogue – how do we write this in stories?

Finish off narratives so that they can be assessed.

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 If time: Last 10 mins reading anything we like.

Starter: Crossword

Lesson 15 To show our reading To begin: Write about swimming sports – what did we think of it? Did we have a good time? Did we enjoy
comprehension it? What was good? What could have been improved? (paragraph).
(Monday 20/2,
knowledge.
P3) Finish off stories – print out if done

‘The Boy Who Wouldn’t Get Out of the Pool’. Complete “Before questions” before we start (to make
predictions). Read and complete the remaining questions in books… Discuss answers.

Lesson 16 To show our Print off stories (if not done).

knowledge of verbs
Check books for work from yesterday
and thinking around
(Tuesday 21/2, persuasive texts. Finish off our questions for our story (from yesterday). Discuss answers.
P3)
Verbs – what are they? How many can we list?

Lessons 17 and *Collect homework sheet*

18
To show our Spelling Test Homework sheet
vocabulary and – tenses
Give new words for this week.
grammatical
(Wednesday (due Wed)
knowledge. Persuasive texts – what do we need to include in these? What are persuasive devices? How do we use
22/2, P4 and P5)
these? What does this look like?

Period 5: complete a Language Conventions test to show what we do and don’t know…

Spelling task – phonetic spelling of words, can we work them out?

Lesson 19 To build on our Give spelling test back from yesterday Homework sheet
understanding of (due Wed)
Go through some answers to Language Conventions test – discuss the answers and answer any
elements of English.
questions. Build understanding. Cover Qns: 47 (contractions), 54 (different/differently), 56 (adjectives)
(Thursday 23/2,
P5) Persuasive writing brainstorming – what does this look like? What do we need to do with persuasive
writing? Put notes into One Note so that the students have them.

To build on our *Amelia, Maizy and Marcus out*

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 Lessons 20 and understanding of Starter: Pick 8 of our words and write them into sentences that clearly show what they mean. Homework sheet
21 modal verbs. (due Wed)
Persuasive devices – write what we know about each of these on sheets given

Persuasive device: Modal verbs – what are these? How do we use them? List their modality; complete
(Monday 27/2, To come up with sheet. Modal verbs
P3 and P6) arguments for sheet (if not
Period 6: Argument Planning *Amelia, Maizy, Marcus and Maggie out*
different topics. done)
Modal verbs sheet – go through answers as we go to ensure understanding.

Give students different topics and get them to come up with split charts for the topics:

‘School is a waste of time’

Lesson 22 Starter: Worksheet of silent letter words

To write a persuasive What is the structure of a persuasive piece? What do we need to include? Why? Homework sheet
piece to show what (due Wed)
(Tuesday 28/2, Can we include some persuasive devices?
we can do.
P1)
Type/write a persuasive piece on ‘Fast Food Should be Banned’. 3 minutes of planning. Discuss the
positives and negatives of this together before students write.

*Collect homework sheets – those not finished…it needs to be done by tomorrow*

Lesson 23 To show our Spelling test – show our knowledge

vocabulary
Give NAPLAN list of words for persuasive writing (blue list). Are there any words that we don’t know on
knowledge.
this list? Are any too hard/too challenging? Pick one word that is a bit tough – put these up on the board
(Wednesday
and work out definitions of them.
1/3, P5)
Continue writing our persuasive piece: ‘Fast Food Should be Banned.’

Lesson 24 To finish our Starter: LC questions 39, 41, 57 (only one person got these correct)
persuasive piece to
(Thursday 2/3, Continue writing our persuasive piece: ‘Fast Food Should be Banned.’ What can we do?
show our knowledge
P3)
Try to include some difficult and/or challenging words. Try to include some inclusive language

Have a great time on camp!

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 Lesson 25 Ball game about camp

To finish off our Welcome back from camp! How was it? What was great? What was not so good?
persuasive piece.
(Thursday 9/3, To finish off our persuasive piece and either print or XUNO through.
P5)
Trial of NAPLAN – make sure we know what needs to happen: https://www.nap.edu.au/ Go to ‘Public
Demonstration Site’ and have a play.

Lesson 26 To develop our Starter: Go through 3 x tricky LC questions – what would we answer for each of these? RC Homework
understanding of sheet
(Wednesday Finish off persuasive pieces (if not already done)?! OR
summarising text.
15/3, P5)
Reading information about ‘Ground-breaker or rule-breaker?’ (tie in with International Women’s Day)
How could we summarise this piece? What are the most important parts of it? How do we know?

**Borrow text to begin reading (‘Two Wolves’)

Starter: How did you feel about your test today? How do you feel you went yesterday with the writing
task? Write a paragraph.
Lesson 27 To build on our
language convention Go through Language Conventions test – how did we go? Are we happy with our result? What could we
(Thursday 16/3,
understanding. do differently next time? Go through the spelling for the words: those that had the wrong word there
P3)
and those that didn’t – how could we work out which one is wrong?! Have a guess! Discuss answers
and allow students time to ask any questions that they want to do.

Finish off persuasive pieces (if not already done)?!

How did we go with NAPLAN today?

Lesson 28 Spelling and Vocabulary words (sort 43):

1st syllable 2nd syllable qu = k

(Monday 20/3, Question Equal Antique

P3)
Quality Frequent Racquet

Squirrel Tranquil Mosquito

Squirm Request Conquer

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 Quaint Sequel Technique

Quiver Banquet

Quizzes Inquire

Queasy Liquid

Squeaky Require

sequence

Pick 5 of these words to put into sentences that clearly show their meaning.

If not finished: complete persuasive piece for assessment.

If done: complete proofreading activity.

Immunisations @ 11:30am

Lesson 29 To better understand Starter: Fill in the gaps using their spelling words. Stick into their books.
what Harmony Day is
Harmony Day
and what it is about.
(Tuesday 21/3, Have a look at the artefacts in the library and discuss. What do we notice about them? Pick something
P3) from what is there and write what you found out about or why you like it.

Read Shaun Tan’s ‘Broken Toy’ and write about the experience from two different perspectives – write a
part of the story from the “man’s” perspective; write about it from the woman’s experience. Brainstorm
ideas on the board before starting?

Period 4:

Lessons 30 and Starter: Crossword with spelling words

31
To build on our Read ‘The Foxes of Yallamatta Swamp’ by Rosemary Nolan.
understanding of texts
What do we think of this text? Which part do we like?
– written and film.
(Wednesday
Tell them about what we are doing tomorrow (swap with Science class) – extra Science lesson next
22/3, P4 and P5)
Wednesday, Period 6 (as well as Period 3).

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 Period 5: *Maggie, Maizy out*Amelia out*

What are some techniques that are used in films? (music, close ups, etc.) – basic idea

NAPO (16 mins): https://www.youtube.com/watch?v=-p1P4fdhaF8&t=4s

What is the meaning behind this story? What is the big idea?

Period 4: Students will be listening to the author: Rosemary Ruth Nolan with her text ‘The Foxes of
Yallamatta Swamp’.
Lesson 32 To finalise tasks from
this week; to begin Starter: Word Jumble – prize for those who finish first.
researching our film
What did we think of the author? Did we enjoy it? Was she interesting? Write a quick summary
(Thursday 23/3, technique.
paragraph.
P5)
8 core elements of film – what are they? Do some research on one each. Find out about it, write it in
their book and report to the class (next lesson)

Lesson 33 Starter: Quick check on spelling words – which one fits where? Will do our spelling test tomorrow.

To gain a better Discuss the 8 core elements of film and what these look like. Put notes up on the board for each one. Reading text for
understanding of the next term
(Tuesday 28/3, All students to write notes in their books when we discuss the different film techniques.
techniques involved in
P1)
films Genre: A movie genre is a thematic or stylistic categorization of a movie

Mise-en-scene: the arrangement of the scenery, props, etc. on the stage of a theatrical production or
on the set of a film.

Start watching ‘Ron’s Gone Wrong’: https://online.clickview.com.au/libraries/videos/50210814/ron-s-

gone-wrong

Lesson 34 To learn about our *Teacher absent: PD*

digital footprint; to
(Wednesday Discuss our digital profile. What do we do online? How can we be safe? What are the biggest threats?
study a film text.
29/3, P5) Why do we need to be careful?

Digital footprint (2 mins) and ‘Dumb Stuff’ (2 mins): https://www.esafety.gov.au/educators/classroom-

resources/be-deadly-online/your-digital-footprint

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 https://www.tiktok.com/@notkahnjunior/video/7161678794590358827

Lesson 35 To show our Starter: Test on Spelling words – 24 words

vocabulary
What did we discuss with Ben yesterday?
knowledge; to study a
(Thursday 30/3, film text. Continue watching ‘Ron’s Gone Wrong’ from 7:50
P4)
What do we notice about our techniques? What events are occurring? Any problems/concerns with this?

What does this tell us about being online?

Lesson 36 *Give spelling tests back*

To build on our film Starter: How many spelling words have we had this term? (96)
text knowledge.
(Monday 3/4, Where are we up to with our text?
P3)
Continue watching ‘Ron’s Gone Wrong’ from 16:43

Lesson 37 To show our Starter: spelling words from this term. Students to put these into alphabetical order on sheet. Who can
vocabulary knowledge do it first? Prize for everyone who can finish it.
for the term; to
What did we see yesterday?
(Wednesday continue to watch our
5/4, P4 and P5) film text. Continue watching Ron’s Gone Wrong from: 58 mins

If finished: Film Review on film

Lesson 38 To have fun with some **Only have class until 2pm**
Easter activities…
(Thursday 6/4, Easter activities
P5)
- Nouns, verbs, adjectives and adverbs – in egg cartons

- Fun tasks

Go through criteria for narrative writing – what are we being assessed on? What do these mean? Answer
any questions that we have.

Give list of spelling words for narrative writing – did we use any of the challenging words?

‘Cats are better than dogs’

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 ‘Girls are better than boys’

‘Family is the most important thing in the world’

Term 2 Detailed Scope and Sequence

Timing Learning Intention Learning Activities Homework

Welcome back! 😊

Lessons 1 and 2 To come back and Holiday task: The best thing about the holidays was…because…; If I could have changed one thing about
discuss our holidays; the holidays I would have…because
to build on our
Spelling words
(Monday 24/4, vocabulary
knowledge. Go through these words – any that we don’t understand/don’t know the meaning of?
P1 and P2)

Quiz on our text – how much have we read?

Students to complete and then discuss the answers.

Go through Chapter 1 and discuss elements that occur.

To show our Starter: word task (crossword)

knowledge of
Lessons 3 and 4 -Punctuation Review – what do we know about the different punctuation marks? Ss to show their
vocabulary and
knowledge.
punctuation; to build
on our knowledge of -Discuss the first quote in the text again – what do we think about this? Write a response on this in our
(Wednesday our text. books. We will review this after we have studied our text.
26/4, P3 and P4)
-Chapters 1 and 2 questions on our text – students to begin work on these. Write examples together as
we go.

**Students out on Thursday – excursion**

Lesson 5 To show our Spelling test Definitions for

vocabulary words (if not done)
New words for this week (from text) – on slide. Find meanings and/or put them into sentences. Go

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 knowledge; to build through these together to build understanding. Homework sheet
on our knowledge of on punctuation –
(Monday 1/5, Give homework sheet for this week. due Monday.
our text.
P1)

Lesson 6 To show our Starter: Fill in the gaps task – correct answers
vocabulary
(Tuesday 2/5, Chapter 3 questions. Discuss the events of this chapter and write a summary of the chapter.
knowledge; to build
P3)
on our textual Punctuation to end sentences: full stops, exclamation marks, questions marks. When do we use different
knowledge. forms of punctuation? What do each of these represent?

Lesson 7 Starter: Crossword on our vocabulary words

(Wednesday To practise our Correct sheet from yesterday (punctuation)

3/5, P3) vocabulary; to build
Read page 25 – what is going on? How do we know this? Why doesn’t the author tell us this at the start?
on our textual
knowledge. Chapters 4 and 5 questions

Start thinking/planning or the ultimate hiding spot – where would this be? Why would we hide this?

Lesson 8 **Thomas out at Athletics** Homework sheet

due Monday
(Thursday 4/5, To practise our Starter: Blooket
P2) vocabulary; to begin
Chapters 4 and 5 questions – finish off these (if not done).
our assessment task.
Assessment: Where is the ultimate hiding spot? Where could you possibly live for a few weeks in
isolation? Students to come up with ½ - ¾ page on their ultimate hiding spot.

Lessons 9 and To build on our **Collect homework sheet**

10 vocabulary
Spelling and Vocabulary test on words from the past week.
knowledge; to
(Monday 8/5,
enhance our textual Give new spelling words – students to write these in and then put them into sentences/give definitions.
P1 and P2)
understanding.
‘Two Wolves’ – read chapter 6 together

Questions on this chapter

Continue working on their ‘Ultimate Hiding Spot’ writing task.

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 Lesson 11 Starter: spelling/vocabulary activity - crossword

To show our skill Quick task: Punctuation of sentences (slide) Go through answers on OneNote together as a class and
knowledge; to build discuss what the different options could be.
(Tuesday 9/5,
on our textual
P1) Text: Discuss chapter 7. Answer questions in books.
knowledge.
If time: Ball game to finish

Lesson 12 To practise our Give homework back to students

spelling words; to
Starter: Wordsearch for spelling/vocab words
build on our
(Wednesday knowledge of our text. Discuss the events of Chapters 8 and 9
10/5, P5)
Chapter questions for Chapters 8 and 9 – get started on these.

To practise our *Marcus absent for cross-country*

spelling words; to
Lessons 13 and Starter: Blooket for words
finish a writing task
14
for assessment; to Finish chapters 8 and 9 questions. Discuss answers to these. Ultimate Hiding
build on our Spot
knowledge of complex Continue work on our Ultimate Hiding Spot – see if this can be finished off today.
(Thursday 11/5, punctuation. Discuss what the students are writing and see if they can enhance their ideas where needed.
P5 and P6)

If time: Blooket to finish the lesson?

Lesson 15 Spelling test on words from last week.

To show and enhance New spelling words for this week – students to put these into their books and write definitions and/or Ultimate Hiding
our vocabulary sentences for each of the words. Spot
(Monday 15/5,
knowledge.
P1) Chapter 10 – read through details and discuss events of the chapter.

Complete questions on this chapter.

If time: Ultimate Hiding Spot

Lesson 16 To show our Starter: Word jumble – prize for who completes it first. (Those who don’t have words in their book need

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 vocabulary to write them in! Grr….)
knowledge; to build
(Tuesday 16/5, Chapter 11 – read the start of this chapter, then write a response together:
on our understanding
P3)
of our text. ‘What sort of relationship do Ben and Olive have? Use your text for examples to describe it.’
Exit Ticket: Describe Ben and Olive’s relationship

Lesson 17 Starter: Crossword of spelling words

(Wednesday Semi-colon and colon information – read through and discuss this information.
17/5, P3)
Complete the task associated with this. Discuss answers.

Chapter 12? Read and discuss?

If time: Ultimate Hiding Spot

Lesson 18 To build on our Starter: Pivot Survey

vocabulary
(Thursday 18/5, Starter: Blooket with spelling words
knowledge.
P2)
Colon sentences (slide) – do the students know where the punctuation goes?

Lessons 19 and To show and enhance Starter: Spelling test on words

20 our vocabulary
Give new words for the week – students to put these into their books and write definitions and/or
knowledge; to
(Monday 22/5, sentences for each of the words.
enhance our textual
P1 and P2)
understanding. Semi-colons and colons worksheet – students to complete this

Chapters 12 and 13 of text – go through and complete questions.

The Ultimate Hiding Spot – if not done

**Maggie to complete Pivot Survey if at school** **Teneisha out with Ben**

Lesson 21 To build on our **Maizy absent – Tuesday, Wednesday, Thursday**

vocabulary knowledge
Give spelling tests back from yesterday
and discuss our
(Tuesday 23/5, excursion. Spelling word task – synonym game (words that mean the same thing) – work these out…
P1)

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 Correct reading comprehension questions from yesterday (from A3 semi-colon/colon task sheet)

Discuss excursion to Water Treatment Plant tomorrow – meet at office at the start of recess. Students
can have recess when they return (on the play equipment in the Primary?)

Book fair

Lesson 22 Starter: Word jumble

To creatively come up Go through the details of Chapter 14 of our text. **Bring class
with where we would texts
(Wednesday Where would you go if you could go anywhere in the world? Discuss task. Put up Google Earth to discuss
like to travel to. tomorrow**
24/5, P5) ultimate places.

Use slide to discuss details of task. Students to begin writing/typing this piece.

The Ultimate Hiding Spot – if not done, students need to finish this first and submit – names on board.

Lessons 23 and **Maggie to do Pivot Survey**

24
To build on our Starter: Blooket with vocabulary
(Thursday 25/5, understanding of our
Continue writing ‘Where would you go?’ task. See what we can come up with. Push to expand on our
P5 and P6) text and our
ideas a little more.
vocabulary words.
Quiz on Chapters 15-20 of text. Students can read a little bit beforehand if they need to, then they need
to complete their quiz. Students to have a go themselves first, then they can use their texts if needed.

To show our *Marcus absent (cross-country)*

vocabulary
Lesson 25 Spelling test on words
knowledge; to
enhance our textual Semi-colon sheet as practise in between words
understanding.
(Monday 29/5, Give new words for Week 6
P1)
Go through Chapter 21 (if time) and discuss.

To show our Starter: Crossword with spelling words – go through definitions

vocabulary
Lesson 26 Go through answers together to quiz as a class – discuss details for each one.
knowledge; to
enhance our textual

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 (Tuesday 30/5, understanding. Build on our knowledge of the events of our text.
P3)
**Students absent on Wednesday – Football and Netball for school**

Lesson 27 **Class in Theory Room because of exams**(Maizy out from 10:20am for VHAP)

(Thursday 1/6, To enhance our Starter: Word jumble

P2) textual understanding.
Go through Chapters 21 and 22 and discuss details.

Give questions for the students to complete in their workbooks.

Starter: Spelling test on words

Lessons 28 and To show and enhance Give Week 7 words – students to write into their books and put definitions/sentences for each one. Homonym and
29 our vocabulary homophone
Read Chapter 23 together as a class. Write a summary of what happens.
knowledge; to build sheet (#4) – due
on our understanding Thursday
(Monday 5/6, of our text and
homophones. Discuss homonyms and homophones – what are these? What do they look like? What is the difference
P1 and P2)
between them? List the two words on the board – write a definition for each one.

Make a list for each one – what can we come up with?

Homework task: Homonym/homophones

Lesson 30 Starter: Vocabulary word meanings Homonym and

homophone
To build on our Give some homophones – draw/drawer and piece/peace: write sample sentences for these onto the
sheet (#4) – due
homophone board
(Tuesday 6/6, Thursday
knowledge.
P1) Homophone task – writing these into sentences on sheet, then hand it in.

Task sheets on homophones – students to begin these anywhere that they like.

If time: Reading text – reading Chapters 24-30 or homework sheet

Starter: Blooket on spelling words Homonym and

homophone
Lessons 31 and To build on our Homophone starter – can we translate this?
sheet (#4) – due
32 vocabulary,
Give homophone sentences/sheets back to students. Thursday
homophones and

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 textual knowledge. Quiz/Test on ‘Two Wolves’ – Chapters 24-34 – what do they know about the text?

(Wednesday If finished early: sheets from yesterday or homework sheet

7/6, P3 and P4)
If time: Go through chapters of text that are important – Chapters 34, 35

Lesson 33 To show our **Collect homework sheet from students**

vocabulary
Starter: Wordsearch for vocab words
knowledge; to build
(Thursday 8/6, on our textual Give quizzes back to students and discuss answers – what else could they have included in their answers
P2) understanding. to make them more effective?

If time: Go through chapters of text that are important – Chapters 34, 35

Lesson 34 To show and extend **Collect homework sheet from students who have not handed it in**
our vocabulary
(Tuesday 13/6, Spelling test on words from last week.
knowledge.
P3)
Give new words – students to put them into their books and/or write them into sentences/definitions.

Lesson 35 To build on our Starter: Crossword of spelling words

understanding of our
(Wednesday Go through chapter of text that is important – Chapters 34 and 35 – read and discuss.
text.
14/6, P3)
Give chapter questions for students to complete tomorrow (while teacher absent) – stick these into book
to complete tomorrow.

Lesson 36 To build on our **Teacher absent due to PD**

understanding of our
(Thursday 15/6, Starter: Word jumble for words – on slide
text.
P2)
Students to complete questions on their text (stuck in yesterday).

Reading article and answering questions about it.

Lessons 37 and Starter: Spelling test on words (Week 8)

38
To show our Finish off our understanding of our text – go through the big parts of our last three chapters (36, 37 and
(Monday 19/6, knowledge of 38). Students to write summaries in their books of these chapters.
P1 and P2) vocabulary.
When finished: What did we think of our text? Did Ben do the right thing? Why/why not?

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 Book Review?

Lessons 39 and **Netball: Amelia, Maggie**

40
To consolidate our Spelling Words for this term – put the words into alphabetical order. Prize for whoever can complete it
(Wednesday understanding of our the quickest.
21/6, P3 and P4) text.
‘Two Wolves’ – is Ben a hero in our text? Why/why not? Write a response and submit it.

Book review – complete on sheets on our text. Did we enjoy it? Why/why not?

Lesson 41 To consolidate our Finish writing task from yesterday.

understanding of our
(Thursday 22/6, Fun with English to finish off for the term: A-Z Quiz, etc.
text.
P2)

Term 3 Detailed Scope and Sequence

Timing Learning Intention Learning Activities Homework

Welcome back!

Sticky note activity: need to put four adjectives on it (describing words). Collect and give to a different Reading of text –
student. They need to try and use these adjectives to describe their holidays. Write a paragraph in their Chapters 1 and 2
Lesson 1 To begin to build an
books. by Wednesday
understanding of the
background of our How did we go with reading our text over the holidays? What did we get up to? What did we think of the
text. text? Why?

(Monday 10/7, War – what is it? How would we define it? Write anything and everything you can think of about this.
P3) Does it have to be shooting? Can it be something else within us? How could a war possibly SAVE a life?
Doesn’t war take lives?

*Teneisha and Amelia out for Macq Lit Period 3*

Give spelling words for this week: Reading of text –

Chapters 1 and 2
Lessons 2 and 3 To build on our 1. concerned (3) 2. venture (4) 3. threatened (6) 4. ashamed (7) 5. straightened (8)
by Wednesday
vocabulary
knowledge; to build
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 on our background 6. exhaustion (10) 7. insolence (15) 8. subsided (19) 9. startled (21) 10. miserable (24)
understanding of our
(Tuesday 11/7, - Students to put these into sentences and/or definitions
text.
P3 and P4)
Quick research: What do we know about WW2? Do some research and find out:

- When?

- Where?

- Why?

War – what is it? How would we define it? Write anything and everything you can think of about this.
Does it have to be shooting? Can it be something else within us? How could a war possibly SAVE a life?
Doesn’t war take lives?

Continue to build on our knowledge of WW2 – take notes as we watch clip:

WWII for kids: https://www.youtube.com/watch?v=KS40lAdqAVY (9 mins) – continue on from 2:39

*Teneisha and Amelia out for Macq Lit Period 2*

Lessons 4 and 5 To build on our Starter: Word jumble on spelling words

understanding of our
What are three things we know about World War 2? Write these onto sheet (and put up onto the wall?).
text; to show our
(Wednesday knowledge of the Chapters 1 and 2 from our text – fill in the gaps for the questions. Collect to correct.
12/7, P1 and P2) different sentence
types. Discuss Chapters 1 and 2 – what occurs? What impression do we get of our characters?

Begin our character profiles (pages in books).

Discuss what a clubfoot is. Clip (5 mins): https://www.youtube.com/watch?v=PKB36IJufPo

Read article and answer questions that are associated with the article.

Lesson 6 Starter: Crossword with spelling words for this week. Read chapters 3
and 4 by Tuesday
To write the necessary Stick Chapters 1 and 2 sheets into book and/or put into folder where we can find them.
information to build
(Thursday 13/7, Sentences: What is the difference between simple, compound and complex sentences? Go through the
understanding of

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 P1) sentence structures. information on the PowerPoint.

Worksheet to show our knowledge of the different ones – can be finished for homework if not done in
class?!

Lesson 7 *Marcus out at B’ball* *Maggie away all week* *Thomas away in Adelaide?* Read chapters 3
and 4 by Tuesday
To build on our Options for today:
knowledge of the
(Monday 17/7, - Reading Text (or second one, if finished?)
events of our text.
P1)
- Spelling Bee with spelling words for this week

- Ball game

Lesson 8 To show our Spelling Test Definitions for

vocabulary spelling words
(Tuesday 18/7, Give new spelling words for this week – sentences and/or definitions for these.
knowledge.
P5) Reading text
Chapters 3 and 4 test on text – students to complete.

(Wednesday No class – Mental Health First Aid Course

19/7, P3)

Lesson 9 Give spelling tests back.

(Thursday 20/7, Check understanding of new spelling words for this week – go through these words and students can add
P1) to their definitions if they are not sure.

Discuss the events of chapters 3 and 4 – give sheets back for students to stick into books.

Main and dependent clauses (based on information done).

Lesson 10 To show and build on Spelling test on words from last week.
our vocabulary
(Monday 24/7, Give new spelling words – students to put them into sentences and/or definitions.
knowledge.
P3)
If finished: quiz on Chapters 5 and 6 in text.

Questions for filming tomorrow

Lessons 11 and Starter: Word jumble

12

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 To better understand Filming with Varlin for Year 7 Information Night (Varlin): Maizy, Amelia, Maggie
and be able to write a
(Tuesday 25/7, Quiz on Chapters 5 and 6 in text.
range of sentences.
P3 and P4)
Discuss details for these two chapters.

Why were children sent away from home during the war?

Children sent away during WW2: https://www.youtube.com/watch?v=JwQBBX9dpnk (6 mins)

How would you feel if you were sent away from your parents/family? Why?

Starter: Crossword of spelling words

Lessons 13 and To build on our Go through answers to Chapters 5 and 6 from text. Give back questions to students. Homework Task
14 understanding of our to ask parents
Complete test on chapters 7 and 8. Discuss answers to these and students to stick sheets into their
text; to show our
books.
knowledge of the
(Wednesday difference between If time: Reading of text.
26/7, P1 and P2) sentence types.
Sentences: Simple, compound, complex sentences sheet

Re-cap what the different sentence types are – discuss and go through these.

Homework Task to ask parents and come up with a response – by Monday.

Lesson 15 To consolidate our Starter: Pick two numbers from her spelling words – put these into a sentence. Homework Task
sentence knowledge. (parents)
(Thursday 27/7, Finish off sentences sheet – simple/compound/complex. Go through answers together as a group.
P1)

Lesson 16 To show and build on Spelling Test on words from last week Homework Task
our vocabulary (parents)
(Monday 31/7, New spelling words for this week.
knowledge.
P1) Reading text
sonorous An imposingly deep and full voice

evacuated Had to leave because of safety concerns

droned Went on and on with a monotonous voice

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 stricken Seriously affected by an undesirable condition or unpleasant feeling.

surprised Shocked, something unexpected

neglecting Not looking after or caring for appropriately

rummage Rifle or scramble through to find something

fascinated Focussed on something that excites

particularly Special emphasis on a particular point

interrupted Butted in or obstruct to interrupt flow

insisted Made certain of, pushed, demanded

miniature Tiny, small, little

allowance The amount of something that is permitted e.g. pocket money

whimpering Whining, noises of pain or unhappiness

examined Inspect thoroughly or intensely

If time: If we had the opportunity to talk to someone with a disability, what would we like to ask them?
What questions could we come up with?

Lesson 17 Collect homework task from students (green sheet)

To build on our Go through spelling words from last lesson – what do they mean?
knowledge of our text.
(Tuesday 1/8, Chapters 9, 10, 11 questions – complete these and discuss answers.
P5)
If time: If we had the opportunity to talk to someone with a disability, what would we like to ask them?
What questions could we come up with?

Starter: Blooket with spelling words

Lesson 18 To enhance our Collect homework task from students (green sheet) – all except Maggie and Teneisha
understanding of our
Quick read of Chapter 12 (even if already read). Discuss details of the chapter and how Ada and Jamie
text – go between the
feel about where they are now.
(Wednesday lines.

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 2/8, P3) Start writing task – Chapter 12 and feelings that Ada or Jamie have for their situation. Brainstorm on the
slide together as a class.

Lesson 19 To show our Starter: Crossword with spelling words Writing task (if
understanding of our not done)
Chapter 12 writing task (~1/2 page) – written or typed
text – between the
(Thursday 3/8, lines. If finished: Questions 12-13 on text
P1) Reading Text
If time: If we had the opportunity to talk to someone with a disability, what would we like to ask them?
What questions could we come up with?

Lesson 20 To show our Questions 12-15 on text Chapter 12

understanding of our Writing Task (if
Go through answers and discuss details of these chapters.
text – between the not done)
(Monday 7/8, lines. Finish Chapter 12 writing task (if not done) – need to complete for homework.
P3)
If time: Begin thinking about questions we would like to ask/information we would like to find out about
when interviewing someone with a disability.

Lessons 21 and To build on our Spelling Test

22 understanding of
No new words this week (short week).
sentences.
(Tuesday 8/8,
Finish off Chapter 12 writing task (Marcus, Thomas, Bailey)
P3 and P4)
Sentences – go back and revise these and complete sheet to build understanding of these.

Lesson 23 To show our *Teacher Absent*

understanding of a
(Thursday 10/8, section of our text; to Chapters 16, 17, 18 questions from text
P1) show our understanding
Sentence worksheet
of different sentences.

Starter: New spelling words for this week

Lesson 24 To build on our irritated Annoyed, frustrated

vocabulary; to
overwhelmed Overcome with emotion
consolidate work
(Monday 14/8, completed. brimming Completely full, cannot fit any more in

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 P1) underestimate Think something is not as important as what it really is

peril Immediate danger

solicitor A lawyer who can offer legal advice

shuddered Shake, tremble, convulse

evacuated Had to leave a place as it wasn’t safe

squirmed Moving around, cannot sit still

meaningless No point to it

hesitated Reluctant to do something

practising Verb; repeatedly doing something to get better

practicing Noun; the name of business

walloping To hit someone or beat them up

wretched Feeling awful, horrible

untangled Free from being constricted

Students to put these into sentences and/or give definitions for their words.

Go through work from Thursday and correct what was completed (if time).

Discuss chapter questions for our text and build understanding.

Lesson 25 To build on our Starter: Crossword

knowledge of the text;
Chapters 19 and 20 text questions
to write a list of
(Tuesday 15/8, questions for Collect and mark; go through answers together
P5) tomorrow.
If we had the opportunity to talk to someone with a disability, what would we like to ask them? What
questions could we come up with? Brainstorm a list of questions that we would like to ask.

Go through the structure for a report and what we will need to do.

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 Interview with Cheryl about her disability

Lessons 26 and Students have a list of questions in their books about what they would like to ask Cheryl about what it is
27 like to live with a disability. They need to find out what it would be like and what Cheryl finds difficult,
To build on our
etc. This is to connect with their study text ‘The War that Saved my Life’ where the main character has a
knowledge of what it
clubfoot.
is like to live with a
(Wednesday **Students need to be respectful at all times – listening and asking respectful questions. If not, move
disability.
16/8, P3 and P4) them**

While Cheryl is talking, students should be taking notes in their books and writing answers to the
questions that we wrote together. They will need this information for their assessment task (included in
this plan), so please encourage them to write as much as possible.

This should take most of a lesson. When finished, students can begin to type up their report for their
assessment task. Refer to task sheet (all students have a copy) for what they need to do and structure.

If finished within the double lesson, they can XUNO it to Mrs Altmann. If not, they can have more time to
complete it this week.

Lesson 28 To show our written Starter: Blooket Report on Living

knowledge of what it with a Disability
(Thursday 17/8, Students to finish writing their report on Cheryl and what they found out.
is like living with a (if not done)
P1)
disability. If finished, they need to proofread them and then submit them.

If needed: chapters questions?

Starter: Blooket on spelling words – test tomorrow

Lesson 29 To build on our Writing report on Cheryl’s visit – check in and/or finish this off. Give 7-8 minutes to continue working on Report on Living
understanding of our this. Students are to continue for homework. with a Disability
text. (if not done)
Chapters 21, 22, 23 questions on text – discuss answers
(Monday 21/8,
P3) If time: discuss sentences and what the difference is between simple/compound/complex

Spelling Test

Lessons 30 and Give new words for Week 7 – students to write sentences and/or definitions.
31

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 To show and build on
our vocabulary; to
(Tuesday 22/8,
build on our
P3 and P4)
understanding of
what it would be like
living with a disability.
ruptured Broken, burst
impatiently Cannot wait for something
immediately Needs to happen right now Report on Living
with a Disability
assortment Various elements, a range of
(if not done)
invasion Attempt to take over

slithered To move smoothly over a surface

complexion The natural colour of your skin

absorbing Intensely interesting, engrossing

ridiculed Picked on, not taken seriously

skittered Move lightly or quickly

persistence Never giving up, keep trying

unwarranted Not justified or authorized

reprimand A formal expression of disapproval

unpredictable Changeable, not able to say what will happen

negligent Failing to take proper care of something

Check in with students and how they are going with their report on Cheryl.

Watch clip: The Man in the Iron Lung: https://www.youtube.com/watch?v=xowUq7JgFeQ (5 mins)

Think about what they would find difficult/easy about being in an Iron Lung (paragraph). Link to this part
of their report so that they build their understanding of it.

Aim to finish off our report on Cheryl and what it is like for her (and us) having a disability.

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 If time: Sentences – go through sheet from Thursday’s lesson and discuss.

Quiz on which sentence is which?

Lesson Listen to speaker on ‘Life Choices’ for the lesson – in Centre for Periods 1 and 2

(Wed 23/8, P1) Students to complete survey when finished

Book Week Activities

Lesson: Book Review – ‘The War that Saved my Life’ – need to write this first
Wednesday
To have fun with book Read story together – on the mat or on the floor at the back of the room: ‘A Perfect Pig’
23/8
week activities.
Make a pig out of play dough (students can keep them, after taking a photo).
P4
Bookmark – students come up with their own creation (Read, Grow, Inspire). Laminate these when done
so that the students can keep them and have them (or give to someone else).

Colouring of flowers (to put up on the wall)

Write and fold and/or dice to make funny headlines for texts

Lesson 34 To build on our Starter: Word Jumble or Crossword with vocabulary words
understanding of our
Discuss answers and discuss meanings for our words
text.
(Thursday 24/8, Chapters 24 and 25 quiz on our text
P1)
Discuss these chapters to build understanding

Spelling Test

New words (Week #8 words)

Lesson 35 To show and build on Revealing Giving lots of information that wouldn’t normally
our vocabulary
dollops Blobs, shapeless mass
knowledge.
(Monday 28/8, Ignorance Lack of knowledge or information
P1)

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 Clenched Pressed together tightly

Neglecting Not looking after

Scowling Frown in an angry or bad-tempered way

Declined Politely refused to do something

Relented Becoming less severe or intense

Ashamed Embarrassed or regretting something

Patronizing Condescending; seeming kind, but not actually

Wretched Feeling awful or upset

roiled To annoy or irritate someone

Suggested Hinted at, gave an idea or possibility

Straddling To sit or stand with legs wide apart, or one on each side

Glimmering A faint light; a small hope

If time: Chapters 26 and 27 quiz on text

If time: Finish writing task on Living with a Disability

Starter: Word Jumble

Lesson 36 To build on our Go through meanings for words

understanding of our
Give test back from yesterday. Collect pigs from last week – take home or put into the bin. Writing Task
text.
(Tuesday 29/8, Chapters 26 and 27 quiz on text
P5)
Finish writing task on Living with a Disability (if not done, must be done for homework)

PIVOT Survey

Lesson 37 To build on our Starter: Crossword Lilly and Amelia to do PIVOT Surveys
understanding of our
(Wednesday Give back chapter questions from yesterday (chpts 26 and 27). Discuss answers. Christmas task
text.
30/8, P3)

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 Discuss Christmas – students to complete the writing task on Christmas and what they do. (green sheet)

Christmas in our text: pp197-199, 204, 206-208

Give time to print off writing task

Lesson 38 To show our Starter: Blooket Pigs back

understanding of our
(Thursday 31/8, Chapters 28 and 29 from text – quick discussion in pairs of what happens and then discuss as a class.
text.
P1)
Finish off any work that is outstanding – Living with a disability AT, Liveability AT or Climate Graph AT

Lesson 39 To show their *Teacher absent*

vocabulary knowledge
Starter: Wordsearch with spelling words – write definitions for each one. Spelling Test
and understanding of
tomorrow
(Monday 4/9, the text. Chapters 30, 31, 32, 33 and 34 sheet for text. Complete and hand in when finished.
P3)
If time: Sentences Sheet – tick the boxes (both sides)

Start of lesson: students to finish off any work not completed from English and Humanities: Living with a
Disability AT, Liveability AT, Climate Graph
Lessons 40 and To show and build on
41 our vocabulary Starter: Check in with spelling words (and wordsearch from yesterday)
knowledge.
Spelling test on words from last week (Week #8 words)

(Tuesday 5/9, Give new words for this week – 20 words (just for fun!) Put them into sentences and/or write definitions.
P3 and P4)
temporary Not permanent

intervention The action of intervening to make change

complicated Hard, confusing or challenging

relenting Becoming less severe or intense

disinterestedly Not interested, don’t care about it

determined Sticking to a decision

mollified Tone down, reduce the anxiety of someone

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 ornaments Decorative items to make something look more attractive

suspicious Not trusting someone or something

plausible Reasonable or possible

insisted Demanded forcefully to have something

shrieking A high pitched squealing noise

grateful Thankful, appreciative, showing gratitude

imposter Someone pretending to be someone else

lowliest The lowest in status

thrashing A heavy defeat by the opposition

permission Being allowed to do something

requisitioned Official order laying claim to something

sparse Scattered, thinly dispersed

ridiculous Stupid, silly, over the top

Lessons 42 and Starter: Blooket with spelling words for this week
43
Go through sections in our text:

Chapters 35 and 36
(Wednesday
6/9, P1 and P2)
The Blitz (8 mins): https://www.youtube.com/watch?v=nEPZjXmNeB0

Dunkirk:

Sheet on sentences (tick the box) to check understanding

Lesson 44 Starter: Crossword on vocabulary words for this week.

(Thursday 7/9, Chapters 37, 38, 39 and 40 – students to take a chapter in each group and summarise it and tell the class Learn vocabulary
P1)

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 what happens. words

Complete quiz on these chapters to finish the lesson.

Lesson 45 To show our Spelling Test on words for last week (x20)
vocabulary
(Monday 11/9, Give chapter questions back to students – go through answers.
knowledge.
P1)
Give work back to students – Living with a Disability AT, Green sheets, etc.

Discuss ending of text – last few chapters. Begin working through these – questions?

Lesson 46 To show our Give spelling/vocabulary tests back to students from yesterday.
knowledge of
(Tuesday 12/9, Summary of text – Chapters 41 to 46. Students to write up quick summaries for each of these chapters in
sentences.
P5) their book. Start this today, finish for homework.

Lesson 47 Discuss chapters 41 onwards – give questions about these chapters after discussion?

(Wednesday To finalise our How did Ada change over the course of the text? Write an extended paragraph – collect books from
13/9, P3) knowledge of the text. students at the end of this to mark.

Go through simple, compound and complex sentences. Give sheets back (from last week) to students
and discuss answers.

Sentences task – students to complete the quiz sheet and hand in when finished.

Lesson 48 To consolidate our Give back work: chapter questions (go through these quickly) and also sentence task.
work from the term.
(Thursday 14/9, Give back books to students as well, so that they have them.
P1)
Fun with all our words – put them into alphabetical order for the term… See what the students can do..

Quick quiz on sentences – what can we remember?

Transition 1. Get-to-know-you activities

Lesson
- Quick fill in the chart – ask around room

- Sit or Stand activity

(New Year 7s

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 for 2024) 2. Split Grade 5 off from Grade 6 – 5s to go with DM

3. Interview with someone you don’t know (cannot be from same school).

- Fill in details for who you are interviewing

- Share these with the class.

4. Ball Game – animals

5. Watch little clip of movie: Piper (4.45): https://www.youtube.com/watch?v=qAIRXIckfMA

Storyboard for another animal – what else could find it challenging to find its food? What could we come up with that is similar to what we have seen?
Can we use our imagination?

- Ball Game – A-Z (appropriate words)

Scaredy Cat (4 mins): https://www.youtube.com/watch?v=WULOpreo36o