Text of Scheme of work: Fashion
Scheme of work: Fashion This is a suggested scheme of work for ELC Step Up to English (5970), Component 2 Fashion. The scheme of work can be used for students working at Silver step and Gold step. Aims and learning outcomes All students will: read a selection of literary and literary non-fiction texts use the text to learn how to: infer, comment on language and structure and compare ideas and perspectives learn how to plan, write, edit and proof read a story. Component 2 Fashion Learning objective Learning activity Differentiation and extension Resources Reading How to infer. How to understand how language is used. How to understand how structure is used. How to compare. In a group/individually students read an extract from your chosen Fashion text. Then ask students to create two columns headed True and False. Give students statements based on the extract and ask them to decide if they are true or false. Put students into small groups. As a group they read their part of the text aloud to each other. They must highlight and discuss key ideas within the piece. Then ask students to write their own questions for a specified character in that extract based on those key ideas. Hot seat the Cross-curricular links Art Design Technology ICT ASDAN History Media Studies Suggested extracts Gold Source A The Englishwoman s Domestic Magazine, 1860 British Library Learning Timeline - Victorian women's fashion 1860 Suggested extracts Gold Source B Geek Girl Model Misfit - Holly Smale The Boy in the Dress - Davis Walliams Suggested extracts Silver Source A Shop 'Til you Drop - David Orme Learning objective Learning activity Differentiation and extension Resources character using students/teacher who will need to refer to the text in their answers. Watch a short video clip from Call My Bluff. Split the class into teams. Give them each a different short/chunked extract from your chosen text. Ask the group to read the extract. They may require adult support to do this. Then ask them to re-read it, but this time highlight any words they do not know or that they think are difficult. Then tell students that they are going to create a Call My Bluff type game. They must find and write a correct definition for one of their highlighted words, then two incorrect definitions. The teams play the game. The team with the highest score wins. Re-read the extract using the correct definitions in context. Play Boggle. Put the class into 2 teams. Put 12 letters on the board. Then give them 5 minutes to come up with as many words as they can. Give them a point score eg 3 letters = 1 point. Feedback all the words. Once the words have been fed back, hand out mini whiteboards. Tell students that you are going to point to different Suggested field trips Fashion show Museum with clothes from different eras Cinema to watch a fashion film Fashion magazine Theatre - My Fair Lady/ Pygmalion/ The Importance of Being Earnest/ The Picture of Dorian Gray Extension activities Students could turn their short stories into a screen play. The Handbag Wars - Jillian Powell Download Behind the Scenes: Fashion Suggested extracts Silver Source B Fashion - Helen Orme Candy Girl - Karen McCombie Other resources Text extracts Video clips Music Extract cards Fashion era pictures Character creator web programme/app Mini whiteboards Dictionary/thesaurus Learning objective Learning activity Differentiation and extension Resources words and they must decide and write on their boards if the word is a: N Noun, A Adjective, V Verb, AV - Adverb. Then give students an extract (Silver step may be supported with visual stimuli) and ask them to highlight different features of the language used. Differentiate based on the AO2 thread. Gold students should also begin to explain the impact of those features. Read a short extract from your chosen text. Then give some students pictures based on the extract and some words/phrases. Ask students to get up and find a partner (someone who matches their picture/word/phrase). In those pairs can they come up with an explanation as to why their word matches the picture and why they think it has been used/is effective? For example: "I'm not going to let my sister act like a big, fat rain cloud and spoil all my fun." (p7 Candy Girl) with a picture of a rain cloud. Gold students may wish to identify subject terminology to support their ideas. Ask students to find or choose word or phrases from the rest of the extract and explain why the writer has used them Learning objective Learning activity Differentiation and extension Resources Explain to students that they are going to be creating a thought tunnel. Read two extracts to your students, one from the start of your chosen text and one from later on in the text when a change has occurred. Split the group into two groups. Ask one group to work on the first extract and one group to work on the later extract. Ask them to use the text to support them in answering these questions: Where is the character? What words/phrases support that? What is the character doing? What words/phrases support that? How is the character feeling? What words/phrases support that? Who is the character with? What words/phrases support that? Then ask students to choose one phrase that they are going to say in first person based on their research. They may wish to write it down. Ask students to form two lines (a tunnel) Tell students to find, in the opposite line, their similarity or difference (eg I was at home vs I was in the office). The character (teacher) Learning objective Learning activity Differentiation and extension Resources walks down the tunnel. As the teacher passes the students, they say their phrase. First the beginning extract followed by the later extract. Explain to students how they have just explored the structure of the extract and the changes that took place within it. Give students two fashion extracts that you have been studying. Can they pick out what is similar and different about them? Silver students may need to match pre-written statements. A Venn diagram may help with this process. Writing How to plan a story. What good looks like: appropriate form, language and structure. How to edit. How to proof read. Creating characters Display four pictures of different fashion eras on the board. For example: A. 1960 B. Victorian C. 1920 D. 1980 Then play four music samples from each era. Students decide which music belongs with which picture by noting down A B C D on mini whiteboards. Explain how music often influences fashion. Ask students to find their own favourite song that they can base a character upon. Once students have their song, ask them to use it as a spring board to create Learning objective Learning activity Differentiation and extension Resources their character: What music do they like? What do they like to wear? What is their hair like? What shoes do they wear? etc. Once students have built a profile, ask them to create the protagonist for their Fashion story. They may wish to use an app/web programme to help them do this. An example of one of these programmes is: Anime Character Maker (girl) Creating setting Explain to students that setting is another element that they will need in their creative writing. Put students into pairs and ask them to note down settings for a fashion story. Then ask students to move from their pairs into groups of four. The students then share their ideas again. You may like to repeat this process again and move students into groups of eight to share ideas or feedback all the ideas onto the board. Ask students to choose a setting for their own story and write some descriptive words about it. Ask them to focus on sounds, smells and Learning objective Learning activity Differentiation and extension Resources objects. Can they write an opening phrase/sentence/paragraph to their story that would set the scene? Building tension Watch a dialogue clip from a Fashion based movie. For example: Zoolander, Funny Face, The Devil Wears Prada The Devil Wears Prada Andy s Interview - YouTube video Explain that dialogue can help to create tension and can be really important in fiction writing. If appropriate, explain speech marks. Put students into pairs. Give them each a picture of a character from the text you have been studying. Ask students to make up a minimum six line conversation that the characters are having. Ask students to share their dialogue with another pair. The other pair suggest improvements, before sharing their piece. Ask students to work on their own individual stories to think about who their character might have a conversation with? Why? What their character Learning objective Learning activity Differentiation and extension Resources might say? etc. Punctuation Hand out mini whiteboards and ask students to jot down all the different punctuation marks they know. Hold up the boards and discuss what each mark is used for. Play a punctuation game based on the ability of your group for example: Studyladder - Punctuation:full stops, question marks and exclamation marks. This may be done in groups, individually or as a whole class using the mini whiteboards. Ask students to write a phrase/ sentence/paragraph of the opening of their story, without punctuation. Swap with a partner and each add in the correct punctuation. Read it to each other, demonstrating how punctuation changes what is being said. Remind students they will need to plan: beginning - introduce setting and characters problem - where things start to go Learning objective Learning activity Differentiation and extension Resources wrong. pivotal point - how they deal with the problem. consequence - what happens as a result of dealing with the problem. a resolution - how things are put right. Using their plan, ask students to draft either a comic strip or short story. Ask students to swap their drafts or self-correct punctuation, grammar and spelling. Ask students to write/type their final draft.
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