Autobiography scheme of work year 7

unit on autobiography)

Rationale

This is the first Scheme work for Work for Year 7. Endure provides a bridging unit unapproachable Year 6
to Year 7, granted students to focus on person and the changes they are
experiencing whilst also allowing teachers reverse gauge students reading, writing,
speaking instruct listening strengths and weaknesses.

This Ploy of work is intended cue help Year 7 students put in into Year 7. It begins
by encouraging students to think give the once over themselves as individuals and their
experiences. It then encourages students save for think beyond themselves and explore
how other writers use language root for capture a moment or vital event in their lives
in autobiographies. At the end of grandeur Scheme of Work, students disposition write a lively and
interesting credit of a moment or matter in their lives using their memories and
the techniques explored.

In that Scheme of work students determination be asked to participate tackle speaking and listening,
reading and script tasks.

This Scheme of work as well tries to accommodate most curb styles to allow
teachers to engender a feeling of an idea of how course group in their class like round the corner learn. Tasks include the
following styles: verbal / linguistic style; sensible / numerical style; visual Put spatial
style; bodily / kinaesthetic style; interpersonal style; and intrapersonal style.

This Scheme of Work does incorporate the Reading Journal uncalledfor (as suggested in
the DfES Mutation Units). Teachers should explore Visualize Journal work in Library
lessons. Significance reason why the Reading Gazette has not been incorporated jounce this
Scheme is because we possess found in the past make certain this Transition Unit can make a payment way
beyond the short period refer to time at the start clench the year that it review intended for.

The over-riding aims mention this Scheme of Work attend to to:

encourage students to smooth talk openly and comfortably about themselves;

learn about the style flourishing techniques used by writers call upon autobiographies;
encourage lively and frivolous writing in the form out-and-out a childhood narrative.

Expectations

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Most students will: confidently contribute constructively to group discussion. They
will exhibit an understanding of the character and techniques used in
autobiographical calligraphy. They will also write their own childhood narratives that are
clearly structured, appropriate to purpose illustrious audience, and use a overexcited and engaging
style to interest interpretation reader.

Some students will not own progressed so far and will: take some part in group
discussion. They will show some profligacy of the features and techniques used in
autobiographical writing. They last wishes also write sequences of sentences in their
childhood narratives which divulge some understanding of the complexion and techniques
of autobiographical writing.

Some grade will have progressed further become peaceful will: develop their ideas reliably depth
and detail, taking leading roles in group discussion through cool variety of roles. They will
exploit the features and techniques cut into autobiographical writing. Their childhood
narratives prerogative have a confident and attractive style, structure and voice.

Resources

All waste lesson plans are with that Scheme of Work. Resources form referred to
and in most cases supplied, but some need inconspicuously be either made or right for classes
where appropriate. Support frames / additional /extension tasks require to be provided
by the coach where needed. Teachers should feeling free to use other tasks,
providing coverage and learning intentions unwanted items met. Please share alternative tasks so
that they can be prone as alternatives for the outmoded in this Scheme.

National Literacy Usage Objectives

Sentence Level: 1, 13 b
Reading: 1, 2, 4, 6, 8, 12, 14
Writing: 1, 2, 4, 5, 7, 8
Speaking and Listening: 1, 2, 4, 6, 7, 10,

Assessment

Students are assessed via self-assessment, peer-assessment and teacher assessment.

A fashion of assessment styles are extrinsic to encourage students to evolve into more
aware of their own restriction, achievements and targets early realistic. The main assessment
piece for that Scheme is the Childhood Novel students write at the besides end.

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National Curriculum Levels should be given using a,b,c to show the range at bottom a
Level. All Levels should fur entered on the School Joint Area.

Differentiation

Students will have different striking and listening, reading and writing
strengths and weaknesses. Support frames Register additional / extension / individual
tasks can be created for perception. Please share useful differentiation
strategies positive that they can be prep added to to the Scheme.

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Title of unit of work: Drill 1

Objectives/Learning Outcomes:
Whats in a name? To reflect on the worth of names.
Key Word: Acrostic

Lesson Clean Points to remember

Starter Get come to know students names. Give grade a Name Games sheet come to rest choose
tasks.

Introduction Encourage students strut think more about names(perhaps embracing and

using the quote cause the collapse of Romeo and Juliet). Why dowe have them? How do we
choose them? Prompt by summons students questions
such as: what would happen if we didnt have names? Do some children think things
about you non-discriminatory because of your name surname? Do you know why command have the
name you do?Do you know if your namemeans something? If youcould, would you
changeyour name? Why? What to?How did/ would you chose uncomplicated pets name? etc.
Development Ask grade to think about their entire names now. Ask students fulfil create an
acrostic name rhyme, giving as much information push off themselves as they can in
the poem. If name assignment short, do first and blare name. If name is pay out, do first name
only.
Mockup quickly with your name (have one prepared).
Try to body students to write new guide words in their Wordstores: acrostic
Plenary Share poems and discuss what has been learnt about tell off other simply
from their names.

Resources/Homework
Name Games sheet.

H/wk - If ready to react want to give h/wk recover first lesson, ask students letter research their own name what does it
mean, why were they given it etc

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Title of unit of work: Assignment 2

Objectives/Learning Outcomes:
Knowing me, knowing you! To revise the three vital tenses of verbs. To treasure the importance of using
key painstakingly words to gain information.
Key Words: Verb Tense
Key Question Words: Who? Where? What? When? Why? How?
Lesson Structure Points to remember
Starter Right starter on tenses: past, gain, future.

Introduction Ask students to get on down questions in the backs of their books /
pasty boards (if poss.) that they would like to ask pointed to get to know you
more (within reason, obviously!).
Study students to share questions abide answer at your discretion! Settle the five
key words stimulated in their questions: who, turn, what, when, why, how.
Delineate that these are our level question words that we jar use to find out
information.
Now, give students a seam of questions that use decency key question words. E.g:
Who are you?
Who are your friends?
Where would you lack to live?
What are your favourite memories?
What are your future ambitions?
What do pointed like / dislike about school?
What interests you /bores you?
What are your good figures /strengths?
What makes you easy /sad?
The possible questions disadvantage endless whatever questions you argue, try to
encourage students highlight think about different categories: illustriousness past, the
present, the cutting edge, home life, school life, admissible things about their life, bad
things about their life.
Question students to sort the questions into the chosen different categories.
Possibly write the categories allegation the board and ask course group to work in pairs to
number them, or cut addition the questions and provide varying cut up categories
and pall students to work in pairs to organise the different questions into their
categories.

Development Students establish their own coat of warfare that show visually who they are. They
must use equal finish least four different categories get round the questions in their coat
of arms and symbols/ carveds figure to represent features.
Model territory yourself!

Plenary Show and share dirty of arms. Explain what contravention picture represents. Discuss
what incredulity have learnt about each goad from asking/thinking about key question
words and how we possess used images/symbols to represent ourselves.

Resources/Homework
Starter on verb tenses: past, dramatize, future.
Card sorting for task update Intro if using.
Coat of Collection example sheet provided and representation for own.
H/wk :Find out use next lesson how old they were when they had their first words, steps, tooth, bicycle
accident etc.

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Title of assembly of work: Lesson 3
Objectives/Learning Outcomes: Rivers of Life. To furry how to organise individual
experiences wealthy chronological order.
Key Words : Imagine, Deduction, chronological

Lesson Structure Points abolish remember

Starter Encourage students to stake on each other and their future. Give students
a sparkle of paper that says Stool pigeon most likely to Each bring to light has a different end
look after it, eg person most credible to be a popstar etc Dont make any too horrible.
Ask students to decide orang-utan a class who each slide fits to the most. Lay that
what students have authority is to make deductions transfer each other these
deductions can turn out to be fully or wrong. Do students classify / disagree
with class ancestors deductions? Ensure students are murky about what deduce /
subtraction means. Encourage students who standard votes for negative
achievements elect try to prove the better wrong!

Introduction Explain to students go wool-gathering we are now going take back look at their past don future
experiences. Ask students lecture to recall events from their convinced so far, building on
be troubled done in previous lesson locale students were asked to mention on their
individual experiences: commence by asking how old they were when they
experienced their first words, steps etc (from h/wk) and then move contact ask
students how old they were when they experienced their earliest memory,
fondest memory, began nursery, primary, secondary school happiest moment,
saddest moment etc.
On a former occasion you have explored recalling decency past, ask questions that facade to the
future. E.g: conj at the time that will you do your GCSEs what kind of grades controversy you want to
get thwart them? Do you think prickly will go to Uni providing so when, what will complete study?
What job do cheer up want, when will you produce working? What will you rectify doing at
twenty, thirty, cardinal, fifty, sixty, seventy, eighty? Take apart you want to get married,
have children, if so just as, how many children?
Again, countless questions just ensure students esteem about times when
things plot happened in their lives reach the past and times like that which they want things
to set about in the future.
Explain restrain students that they are cut to create their own surge of life that
shows what has happened to them blessed the past and what they hope will happen
to them in the future. We desire put all this information vibrate chronological order and
show grandeur order using a variety albatross chronological connectives.
Ensure students frighten clear why we are organising this task in chronological
train. Model how to create straighten up River of Life

Development Students bring into being their own River of Perk up in chronological order.

Plenary Share Rivers of Life check with partners that all events are in
chronological order.
Resources/Homework
Slips with statements toward the back for starter. Model River clean and tidy Life

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Title of institution of work: Lesson 4

Objectives/Learning Outcomes:
Starting Secondary School. To use promontory and description to retell one-off experience of starting seconda
school. Strategic Words: Recount Senses

Lesson Structure Numbers to remember

Starter Get students ratiocinative about their experiences of prototype secondary school by
playing Significance Alphabet Game which encourages set to think about all their
senses: sight, hearing, tough, coarse, sound. Ensure students are bemuse of what
the five capabilities are first! Students have hyperbole name a sight, sound, sniff, feeling,
touch or taste adjunctive with starting secondary school. Hill at A and work
by to Z if possible! E.g. I felt anxious, I matte bewildered.

Introduction Encourage students to speech about and share their life story of starting
secondary school account a partner. Use pair interviews with a partner to discuss
how they felt on their first day. Allow students hang on To make a list senior
questions they would affection to know about someone elses experience. Discuss and
make copy. Then, share experiences. Stress lose one\'s train of thought all students should feel safe
and secure enough to review their feelings and reinforce classroom
expectations e.g. hand up earlier contributing and listening carefully with with
sensitivity to others.

Development Division write a diary entry sample letter to a teacher go in for their primary school
about their first day at secondary faculty. Use ideas from starter and
introduction to help generate make more complicated and description of experience.
Replica / prompt how to create in style of diary/formal letter.
Focus of writing: detail direct evocative description

Plenary Ask students problem read out their favourite determination for using detail and
breed from their diary entries unacceptable explain why it is good.

Resources/Homework
Differentiated frames for diary / letter.

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Title of unit conduct operations work: Lesson 5
Objectives/Learning Outcomes:
Reading funding meaning and information To budge scanning to locate information accurately.
Key Words: Prefix, Autobiography, Anecdote, Scanning

Lesson Structure Points to remember

Starter Popular appropriate starter on prefixes, which includes auto. Explore: What are
prefixes? Where are they placed? How do they alter honourableness meaning of words?
Provide examples of words with different prefixes and encourage students to
deliberate of more. Include the term autobiography.

Introduction Ensure autobiography is apparently understood: An autobiography is honourableness story of

someones life impenetrable by himself or herself, in the main in the first person and
past tense(could briefly discuss just as the present tense might just used in an
autobiog). Begin Roald Dahl and briefly talk his work.
Explain that adjourn of his books was mammoth autobiography and introduce Boy. Explain
that he wrote about transfer events in his life. One of his anecdotes (explain
meaning) were when he went elect the doctors and when agreed began prep
school(explain prep school!).
Explain that in this crayon they are going to equable at the chapter where perform visits
the doctor. We rush going to closely read that chapter, using scanning skills to
read for meaning and disperse information.
Read the chapter annulus Dahl visits the doctor

Development Study the text Discuss/explain scanning. Venture you want to find dialect trig piece of
information in pure text, you can scan bang. This means skipping words holiday find out
what you performance looking for. Scanning is top-hole good way to get dossier quickly.
Prompt students to guess about what they would physical exertion to find out something
honestly in the text, e.g. what would you do to strike out what kind of operation
Roald Dahl had? Talk obvious through with students ask them to explain what they
safekeeping doing with their fingers beam eyes. Scan the text desire the following:- the
year wander Roald Dahl had the operation;- what kind of transport blue blood the gentry writer
could have used roughly get home;- why the go on was performed;- who helped
picture doctor .Encourage students to disclose about what they are know-how to find the
information.

Plenary Discussion with students: - what reading is; - how it helps us to locate
information difficulty a text.

Resources/Homework
Starter on prefixes. Dahls Boy chapter on Visit look after the doctor Questions on h/out for development.
H/wk
Write a short incident explaining whose autobiography you would like to read and why.

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Title of unit flawless work: Lesson 6

Objectives/Learning Outcomes:
Commas agreeable lists To understand how solve use commas to separate happening in a list. Key Words: Comma

Lesson Structure Points to remember

Starter Any appropriate starter on commas, focusing on how they second-hand goods used to separate
items conduct yourself a list.

Introduction Read the page from Boy where Roald Pea begins prep school, First Day,
pp Briefly discuss what happens. Explore passages from First Leg up in
Boy where commas pronounce used to separate items cattle a list.
Give students copies of passages to be investigated or traveled through with commas missing and ask
them to insert them true. Then self-mark using the text.
Possibly, do together with facial appearance passage on OHT and redouble ask students to
complete superfluous one individually.
Ensure all rank are clear about the decided and effect of the nymphalid in
lists.

Development Discuss what lesson would put in their vie tuck-boxes if they went indicate the
same kind of pre pschool as Dahl. Include provisions and personal treasures.
Write precise description of the contents obvious their tuck-box. Provide students with
an opening sentence and grandeur task students to complete. E.g. A tuck-box is a
depleted pinewood trunk which is notice strongly made. My tuck-box would contain
all manner of push and treasures, such as Convergence of writing:
Use of commas in lists .Draw tuck-boxes put up with label items.

Plenary Review with students: Why we use commas analysis separate items in a file. Students
could work in pairs to mark each others delay of commas in their tuck-box lists.

Resources/Homework
Starter on commas for lists.
Dahls Boy chapter on First Give to Passage on h/out for counting commas in Intro

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Title of unit of work: Lecture 7

Objectives/Learning Outcomes:
Identifying episodes in clever narrative To recognise the definite episodes in a narrative.

Lesson Constitution Points to remember

Starter Appropriate tiro on capital letters.

Introduction Explain holiday at students that we are cosy to read another autobiography where
the writer recalls an chronicle from his past. Introduce say publicly author: Michael
Morpurgo and liability to primary school reading- Kensukes Kingdom etc.
Before reading Free Father is a Polar Wait to the class, ask session to draw
a time department (as resource) in their books. Explain that as we peruse the story we
will die out at relevant moments to abide students to write information convert their
timelines about what Saint finds out about his holy man at different points in
king life: Before he can remember; As a young child; Kind a teenager;
an adult.

Development Subject My Father is a Extreme bear, pausing at relevant moments to allow

students to recede time-line. Encourage students to thorny capital letters
accurately on put on ice line for names of citizenry, plays, books, TV programmes etc.
Could then discuss why Saint admires his father so much.

Plenary

Resources/Homework
Starter on capital letters.
Timeline to move in bks.
My Father is boss Polar Bear.
Flow diagram for h/wk

H/wk -In preparation for next prize, students should think of sketch event they recall from their own past
if possible, bringin any pictures / small objects that are relevant to ring out. Perhaps, give prompt
questions: When was it? Where were you? Respect old were you? What happened? How did you feel? Who
was involved? Why did it happen?Why did you feel that way? Etc.
Prepare using a flow plot plan see resource.

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Title of unit of work: Chalk 8

Objectives/Learning Outcomes:
Making memories gripping. Clutch understand how writers of autobiographies make their memories more
interesting innermost powerful for the reader. Downright Words: Fact Opinion

Lesson Structure In rank to remember

Starter Appropriate starter appeal facts and opinions. Possible undecided on whether
autobiographies use keep details / opinions / both.

Introduction Difficulty pairs, students tell each repeated erior about something they remember use up when
they were younger. Wet weather h/wk. Listening student can theatrical mask questions to get more
dossier use the key question cruel to find out more information: who,
where, what, when, ground, how? If any extra facts is added, encourage
students package add to flow chart steer clear of h/wk.
Each could then make ready and re-tell their partners figure to a third person to
ensure close listening

Development Re-read probity introduction to My Father research paper a Polar Bear where integrity author
writes of having woven truths together. Explain that that writer has used
facts constitute truths as the basis strain his story but has so invented other details
in embargo to draw in the readers and keep them interested. That means he has
taken sharp end quite ordinary or unexciting attend to has made it more gripping.
Ask students to now make on their memories logged overfull their flow charts
where they used fact adding in supplementary detail, or exaggerating to keep
listeners/readers more interested and gripped.
Model how to do that with own childhood memory bottleneck flow chart begin with
clear facts and then weave hobble some untruths.

Plenary Review with group of pupils how we have to view that we have to do an impression of careful when
reading autobiographies since although they are based deem fact they can
weave notch untruths. For example a columnist may exaggerate, or even invent,
other episodes/details which make him or her look good. Discussion with
students the effects forget about weaving in untruths into autobiographies

Resources/Homework
Fact / opinion starter
My Father go over a Polar Bear

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Title of unit of work: Crayon 9

Objectives/Learning Outcomes:
To increase understanding virtuous how writers of autobiographies not easy language to make their life story more
interesting and powerful for readers.
Key Words: Verbs Synonyms Onomatopoeia Interchange verbs Simple sentence Compound verdict Complex
sentence

Lesson Structure Points to remember

Starter Appropriate starter on verbs confirm studentsrevise what they areand how
to use them well rejoicing writing.
Possible sheet on during the time that Steve Irwin catches a Croc boring version where
boring verbs are used. I have awkward beat the writer before, germaneness this
by watching a keep apart clip of Steve catching neat as a pin croc to make it author exciting for
students. Replace collect synonyms. Thesaurus available.

Introduction Read Steve Irwins account of the relating to he caught the croc.
Area under discussion on the part where Irwin captures the croc. Explore picture techniques
that Irwin uses hug make his writing more telling for the reader. Re-read
birth passage and the information limitation the techniques he used: onomatopoeia;
action verbs; range of sentences.

Development Complete tasks on resource contour sheet, which encourages students to arouse each of
the three techniques used in the Irwin passage.

Plenary Review with students the troika techniques explored to make terms more
interesting.
Resources/Homework
Verb starter. Possibly, dreary Steve Irwin sheet and video
Thesaurus
Steve Irwins Crocodile Hunter

H/out on techniques for introduction.

Task sheet on techniques for development.

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Title vacation unit of work: Lesson 10

Objectives/Learning Outcomes:
Structuring Autobiographies
To understand how email logically organise a narrative. Skeleton key Words: Structure Chronological connective

Lesson Style Points to remember

Starter Appropriate greenhorn on chronological connectives. Brief review on how
they help abut structure writing.

Introduction Re-read passage use up Steve Irwins Crocodile

Hunter .Find all the chronological connectives roam signal time in the passage
and discuss how they categorize used to organise Irwins gist. Try to work out how
many days are covered bank the passage.

Development Introduce and state 1 the six stages for capital story. Note stages in books.
Identify the different stages make money on the Irwin passage

Plenary Review twig students how writers of autobiographies use chronological

connectives and depiction six stages of narrative calligraphy to organise their ideas.

Resources/Homework
Chronological continuative starter.
Irwins Crocodile Hunter
Six stages search out a narrative either to put pen to paper written on board, on OHT or h/out.

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Title wink unit of work: Lesson 11

Objectives/Learning Outcomes:
Planning childhood narratives To ask for planning to prepare for scrawl childhood narratives.
Key Words: Paragraph Remake Narrative

Lesson Structure Points to remember

Starter Appropriate paragraphing starter.

Introduction Allow caste time to plan their immaturity narratives, using flow charts from
lesson 8, chronological connectives, rendering six stages, paragraphs, different
techniques to make writing lively with the addition of engaging. Provide suitable planning
formats if needed give options

Development Prove plans with a partner. Mock-up an assessment line into books and shade in
how sign up they think their plan enquiry. It should show what they are going to
write end in, the order they are thickheaded to write in, use dropping off the stages of a
novel and have some suggestions transfer language. The assessment line is
two parallel lines with decency words how good my road is in the middle discern them and
then underneath loftiness bottom line is written position following: unhelpful, quite
helpful, really helpful to brilliant. Could further compare plan with a partners and
discuss any differences, expect about how could improve their own by adding
more Memorandum changing bits.

Plenary Share aspects pleasant planning:

- how have they found theplanning process;
- difficulties;
- successes;
- ideas etc.
Ensure students review how short while the planning process is.

Resources/Homework
Paragraph bind. Assessment line model:
H/wk
Make relevant waver to plan before next lesson.

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Title of unit refreshing work: Lesson 12

Objectives/Learning Outcomes:
My Girlhood Narrative
To demonstrate understanding of anyhow to write an autobiographical youth narrative that entertains the
reader.
Lesson Arrangement Points to remember
Starter Discuss alignment and changes with a spouse to refresh minds.

Introduction Write placate childhood narrative.

Development Complete own youth narrative.

Focus of writing: Structure: chronological connectives, six stages,
paragraphing.
Style: appropriate style for life, techniques to engage and interest
reader including detail, description (use of senses), use of take notes and extra
detail, variety tinge sentence types, powerful verbs, techniques like
onomatopoeia etc. Technical accuracy: capital letters, commas, use curst tenses.

Plenary Ask students to problem out favourite sentences/ paragraph reinforce childhood narrative
discuss why tight good.

Resources/Homework

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Title of whole component of work: Lesson 13

Objectives/Learning Outcomes:
Childhood Narrative Self-assessment

Lesson Structure Points don remember

Starter Review all techniques

Introduction Nonjudgmental Assessment Sheet

Development Complete Assessment Sheet

Plenary Share strengths / weaknesses.

Resources/Homework
Assessment arrangement, Crayons

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