1.Can you come up with a key word for the lesson? How many points does it score? 2.Can you think of a word to do with the lesson objective?

1. Can you come up with a key word for the lesson? How many points does it score?

2. Can you think of a word to do with the lesson objective?

Making the implicit explicit

WHAT: A look at speaking, reading skills and some spelling strategies.WHY: To start to establish consistency across Wellsway in terms of making literacy explicit in our lessons.WHY: Because we want our students to leave this school able to interact and communicate as effectively as possible.WHY: Because with good literacy skills, our students will perform better in your lessons.

“The word-richword-rich get richer while the word-poor word-poor get poorer” in their reading

skillsThe Matthew Effect

Daniel Rigney

What is the Matthew Effect?The "Matthew Effects" is a term coined by Keith Stanovich, a psychologist who has done extensive research on reading and language deficit. The "Matthew Effects" refers to the idea that in reading (as in other areas of life), the rich get richer and the poor get poorer.

When children fail at early reading and writing, they begin to dislike reading. They read less than their classmates who are stronger readers. And when children who find reading challenging do not receive adequate remediation, they read less – and learn less from reading.

Matthew 13:12

"For whoever has, to him more shall be given, and he will have an abundance; but whoever does not have, even what he has shall be taken away from him. “

Weeks 1-6 Weeks 7 ‘Go Create’Writing

Weeks 8/9‘Go Beyond’Wider Reading

Week 10

Week 11‘Go Talk’ Oracy week

Week 12

Core Text + linked mini-activities (reading, writing and S&L)Grammar StartersLibrary Lessons

Produce writing inspired by the unit (including assessment)

PoetryNon-fiction

Reading Assessment: Plan, complete and evaluate

Speaking and Listening (assessment)

Grammar Test and HW Festival

Research the life of William Blake and create a ten question quiz (you must know the answers) - try to include a mix of question-types, e.g. true or false, multiple choice, etc.

Write a poem or song inspired by themes, events, the setting or characters from Skellig and present it in the style of William Blake’s plates (you’ll need to research these).

Find a poem from William Blake’s ‘Songs of Innocence and Experience’ and learn it by heart.

Write a 250 word book review of Skellig (the best ones will be published and displayed in the library).

Imagine Michael’s sister is now grown up. Write the opening chapter of a novel written from her perspective. Does she know about Skellig?

Create a poster about using different tenses when writing (past, present and future). Be sure give examples of each tense.

Read another book written by David Almond and create a comparison chart to show which novel you preferred and why. Consider the style of writing, narrative point of view, structure, characters, plot, ending, etc.

Spend 30 minutes per week on the grammar websites listed in the Year 7 English section of Wellsway website, focusing on activities relating to use of verbs, adverbs and adjectives. Your parents/carers will need to write and sign a note to say you’ve done this.

Create a newspaper front page featuring a 250-300 word article about the discovery of the man in the garage.Make sure your layout is suitable and be sure to include: Who, What, When, Where and How.

Design/make your own mythical creature. How you do this is up to you!

Create a collage of the mains themes and ideas in Skellig. Try to use a range of photos, sketches, printed imaged, words and parts of text.

Design/make the set for a stage production of Skellig.

What is Literacy?

• Reading • Writing• Spelling, punctuation & grammar • Oracy

Students will• Articulate creative and informed responses to

literary texts using appropriate terminology and concepts, and coherent, accurate written expression.

• apply linguistic methods and terminology, identifying patterns and complexities

• explore effects of social/cultural contexts on language use, representations and meanings explore creation of discourses about topic and participants

The new GCSE specifications assume knowledge they may not have!

Extending and applying the grammatical knowledge set out in English appendix 2 to the key stage 1 and 2 programmes of study to analyse more challenging texts.

Studying the effectiveness and impact of the grammatical features of the texts they read

• modal verb• relative pronoun • relative clause • cohesion• ambiguity • subject• object • active• passive • synonym, • antonym • ellipsis,• semi-colon