Details of Medium-Term Plan Coraline by Neil Gaiman Class: 7P Ability: Mixed Ability Pupils with SEN: 8x removed from

m the SEN register, 1x School Action, 2x School Action Plus, 2x Statemented. Normal class teacher: Mrs Danielle Leggett Number in group: 26 Days for homework: Once a week

Previous work done by this class this year: Exploring the differences between fiction and non-fiction writing. Expected learning objectives for this plan related to NLS and NC programmes of study: To enhance, develop and assess: RAF2 understand and describe, select or retrieve information, events or ideas from the texts and use quotation and reference to the text. RAF3 deduce, infer or interpret information, events or ideas from texts. RAF5 explain and comment on writers' use of language, including grammatical and literary features at word and sentence level. To raise pupil reading levels one above their current reading level, so either: Level 5 - Pupils show understanding of a range of texts, selecting essential points and using inference and deduction where appropriate. In their responses, they identify key features, themes and characters and select sentences, phrases and relevant information to support their views. They understand that texts fit into historical and literary traditions. They retrieve and collate information from a range of sources. Level 6 - In reading and discussing a range of texts, pupils identify different layers of meaning and comment on their significance and effect. They give personal responses to literary texts, referring to aspects of language, structure and themes in justifying their views, and making connections between texts from different times and cultures and their own experiences. They summarise a range of information from different sources. Level 7 - Pupils show understanding of the ways in which meaning and information are conveyed in a range of texts. They articulate personal and critical responses to poems, plays and novels, showing awareness of their thematic, structural and linguistic features. They understand why some texts are particularly valued and influential. They select, synthesise and compare information from a variety of sources. Expected learning outcomes for medium-term plan: (the tangible evidence that learning has taken place) Reading Assessment to take place in the final week aims to collate all of the skills and information pupils have learnt over the six weeks in order to provide them with an appropriate reading level. Focus will be on either genre or characterisation.

Week 1 Lesson 1 Introduction

Learning Objectives To understand how front covers and blurbs reflect the main themes and genres of the novel.

Lesson Plan Starter: Give them the illustrations from the novel - put these images in order and write a caption for each one. Class discussion - what are the themes of the novel, according to these images. Activity 1: Hand out the different blurbs - underline key words which they think explain what the story is going to be about. Using the blurbs and the illustrations, pupils to draw a front cover for the novel. Class feedback get the students to wander around and look at each other's work. Peer assessment go to the work which you think is most interesting/intriguing/truthful provide two stars and a wish. Show them the official covers. Plenary: Write a spider-diagram of all the genres that they know what genre do you think Coraline conforms to? Write a paragraph, following PEE, to explain why they have selected this genre. Starter: Class discussion and revision of the genres selected by pupils. Explain that the two genres which are specific to this novel are horror and fantasy. List any other films/books which are of the same genre. Activity 1: Give tables different fact sheets on the different genres. They must produce a revision sheet using only 6 words and as many images as they so wish. Market-place feedback one expert stays on the desk while the others move around to find out as much information as possible. Plenary: Quick fire quiz on the different genres. Reveal a feature and the class must hold up a card saying either horror, fantasy or both. Explain that we will come back to this notion of genre at a later date. Starter: Play hang-man as a class the word being Narrative Hook. Students discuss in pairs what this might mean trying to think of examples from films/books they may have seen. Feedback their ideas and give them the correct definition. Activity 1: Read the first paragraph of Coraline. Identify with the class the narrative hook in the first line. Class discussion on how this opening 'hooks' you as a reader. Why does the author use narrative hooks? Is it effective? Activity2: Read the remainder of the chapter. Focus the pupils on how the scene has been set. Provide a table of the different ways in which Gaiman sets the scene. Ask them to find relevant quotes and explain what the quote shows. Plenary: Flash a series of images onto the IWB which relate to the setting. Ask pupils to write down a way in which it is presented and a question you would like to ask the object/animal/person.

Resources Powerpoint 13 illustrations (x8) Blurbs (x14) Gluesticks (x26)

Homework -

Lesson 2 Genre

To understand the conventions of both the horror and fantasy genre.

Powerpoint Coraline (x26) Fact sheets on genres (x8) A3 pieces of paper (x8) 'Horror', 'fantasy' and 'both' cards (x26) Powerpoint Coraline (x26) Gluesticks (x26)

Lesson 3 Narrative Hooks/ Genre CHAPTER 1

To define what a 'narrative hook' is and analyse it effectiveness.

DUE: Lesson 4 Students to write down their predictions, using ideas and quotes from the opening chapter PEE structure.

Week 2

Learning Objectives Lesson 4 To understand the Characterisation concept of CHAPTER 2 characterisation and the effect that this has on the reader.

Lesson Plan Starter: Quick-fire recap on what has happened in the opening chapter true/false Dustbin Game. Activity 1: Ask the pupils to think of their favourite character why do you like them? Why do you think the author/director has presented them in this way? What does it show about their characters? Activity 2: Read chapter 2 whilst listening ask them to write down all the different characters they hear. Assign a character to each table provide them with a visual image 1) find physical attributes to label the image 2) analyse the language used by the characters/the way they speak to other characters 3) what techniques has the writer used to present this character? Plenary: Groups to come up and annotate the IWB about their character explaining their quotes etc. Starter: Class play word association game using images projected onto IWB e.g. rose, red. Define the difference between the terms of denotation, connotation and foreboding Activity 1: Read chapter 3 think of one image which symbolises something important in the novel theme, idea, genre. Give each table a different image get them to brainstorm the connotations of the objects, using detailed references to the text - feedback from the class with a brainstorm on the board. Plenary: In your own words, define connotation and denotation. Give each table a series of images select an image and then in secret write a sentence detailing its connotations/denotations pass the images around. Starter: Match-up activity of features which are associated with suspense and tension writing. Class feedback of the definitions and features. Introduce the concept of tension as both how characters feel with each other and what this shows but also how the writer aims to present tension. Activity 1: Produce a tension graph - Coraline's feelings about the different situations that she experiences in the chapter. Class feedback from pupils possibly come up to the IWB and plot their graphs. Activity 2: Close analysis of a passage from the chapter, using the features from the starter as a foundation. Plenary: Write a PEE paragraph which explores 3 different ways that the author creates tension in that specific passage.

Resources

Homework

Powerpoint Coraline (x26) Characterisat ion hand outs (x26) Visual images of the different characters (x26) Gluesticks (x26)

Lesson 5 Foreboding/ Connotation/ Denotation CHAPTER 3

To understand the differences between connotation and denotation.

Powerpoint Coraline (x26) Images from the novel (x8) Series of 4 generic images (x8) Gluesticks (x26)

DUE: Lesson 7 Select 3 different images from Coraline explored in the lesson. Write up whether they think each object/animal holds negative or positive connotations, using PEE paragraphs. -

Lesson 6 Tension CHAPTER 3

To understand the features of suspense and tension used in writing and comment upon the effectiveness.

Powerpoint Coraline (x26) Match-up activity (x14) Tension graphs (x26) Passage from Chapter 3 (x26) Gluesticks (x26)

Week 3 Lesson 7 Fantasy CHAPTER 4

Learning Objectives Lesson Plan To revise the fantasy genre and explore how it is presented in detail. Starter: Quick-fire recap on what has previously happened in the novel. Activity 1: Read chapter 4 while reading, ask them to listen out for one element of the story which fascinates them. Relate this all back to the idea and genre of fantasy. Revise conventions of the fantasy genre. Draw an image which contains all of the different fantasy elements in the chapter annotate thoroughly following PEE structure. Plenary: Class feedback on the different fantastical elements found possibly get them to draw a class image of the fantasy genre in chapter 4. Get them to choose 3 fantasy elements and write 3 PEE paragraphs. Starter: Ask the question: what do you think bravery is? Possibly get them to draw a picture of what bravery is to them with a sentence for explanation. Visually depict different interpretations of bravery and explore with the class stereotypes, definitions and connotations. Activity 1: Read chapter 5 to the class while doing this, ask them to think about which characters can be considered brave or not in the chapter. Class discussion. Explain that the point of this activity is to highlight that bravery could be a theme within the novel. Can anyone think of any of themes which may be relevant? Activity 2: Give groups 12 themes which could relate to Coraline - put the themes into a Diamond 12. Class discussion regarding the different positions of the themes. Give each table a different theme and ask them to search through chapters 1-5 to find any evidence of where these themes are present. Plenary: Groups prepare presentations of their thoughts and feedback to the whole class. Starter: Match-up activity attempting to link characters to what they have said or how they have been described. Class feedback session - utilising the Dustbin Game to explore the different quotations. Activity 1: In the tables, provide each person with a statement or pinion about the other world. Ask them to have a mini debate on their table about the pros and cons. Read chapter 6 ask the students to focus on whether or not their idea of this other world has changed for better or worse? Complete a table which details the differences between 'this' and 'that' side of the door, using quotations and explanations as to what this shows. Plenary: Ask groups who looked at 'this' side of the door swap with those who looked at 'that' side of the door. Group feedback.

Resources

Homework

Powerpoint Coraline (x26) Fantasy genre revision sheet (x26) Colouring pencils Gluesticks (x26)

Lesson 8 Themes CHAPTER 5

To understand the meaning of a theme and locate examples within the text.

Powerpoint Coraline (x26) 12 theme cards (x14)

Lesson 9 To compare and Good Vs. Evil contrast the real and Characterisation other world. CHAPTER 6

Powerpoint Coraline (x26) Match up activity (x14) Envelope of statements (x6) Table about other world (x26) Gluesticks

DUE:Lesson10 Choose either the good or evil side of the door. Produce 3 PEE paragraphs exploring how it is depicted.

Week 4 Lesson 10 Sensory Description CHAPTER 7

Learning Objectives Lesson Plan To analyse the effect Starter: of the sensory Quick-fire recap of what has previously happened in the novel. description upon both Activity 1: the novel, characters Play Coraline DVD of this chapter. While they are watching it, imagine they were and reader. Coraline and write down all the sensory description which she experiences. Class feedback on what the pupils think about the use of sensory description, what effect that has on the reader etc. Activity 2: Read chapter 7 to the class asking them to focus on sensory description. Using their worksheet from the DVD, ask them to read through the chapter again and select quotations which link to the senses experienced. Produce it as a spider-diagram, following PEE structure in the responses. Plenary: Why does the author use sensor detail? What does it help you do as a reader? To compare the difference shown in the presentation of the theatre between chapter 4 and 8. Starter: Provide pupils with quotations used in chapter 4 to describe the theatre. Produce a drawing of this fantastical theatre, annotating where needed. Class discussion on the expectations of a theatre, re-emphasis on the fantasy elements, is it appealing to Coraline? Activity 1: Read chapter 8 with the class while reading ask them to listen out for descriptions of the theatre ask them to write down one word to describe the theatre. Class discussion how does this place differ? How does Coraline feel? What genre does the theatre now conform to? Activity 2: Pupils to draw an image of the horrible theatre annotate with PEE ideas. Plenary: Select 3 quotations which you think represent the now evil theatre. Annotate each of the phrases, drawing focus on specific words, connotations, denotations, genres etc. Starter: Project onto the IWB a series of moods. Look up the definition in the dictionary and write one descriptive sentence which would evoke this feeling. Class feedback of ideas to understand how atmosphere and mood can be created. Close analysis of sentences. Activity 1: Read chapter 9 with the class while reading ask them to write down words which describe the mood/atmosphere of the chapter. Worksheet asking them to match terminology to the appropriate definition. Activity 2: Close annotation of an extract from the chapter, identifying literary techniques learnt and explaining how they are used to create mood. Plenary: Assign each table a literary feature. Present back to the class their findings with that specific feature in mind, annotating the IWB.

Resources

Homework

Powerpoint Coraline (x26) Coraline DVD Sensory Worksheet (x26) Gluesticks (x26)

Lesson 11 Comparison of the theatre in chapters 4 and 8 CHAPTER 8

Powerpoint Coraline (x26) Quotation sheets (x26) Plain A5 paper (x26)

Lesson 12 Mood/ Atmosphere CHAPTER 9

To understand the definition of atmosphere and discuss the change of mood present in the novel.

Powerpoint Coraline (x26) Dictionaries (x26) Definitions worksheets (x26) Extract from chapter (x26) Gluesticks (x26)

DUE:Lesson13 Pick an emotion or feeling and describe your bedroom in terms of this mood, using techniques learnt in the lesson.

Week 5 Lesson 13 Persuasive Techniques CHAPTER 10

Learning Objectives To understand, analyse and utilise the conventions associated with persuasive writing.

Lesson Plan

Resources Powerpoint Coraline (x26) Persuasive scenarios (x14) Match up activity (x26) Colouring pencils Gluesticks (x26)

Homework DUE:Lesson 16 Complete the advertisement enticing people to come to the 'Other World'

Lesson 14 Reading Comprehension CHAPTER 11

Lesson 15 Fear/Terror/ Creatures CHAPTER 12

Starter: Quick-fire recap on what has already taken place in the novel. Give each pair a scenario in which they have to persuade each other to do something. Class presentation of some scenarios. How did they try to persuade? Activity 1: Match-up activity of all the different persuasive techniques and their definitions. Read chapter 10 to the class ask them to write down any persuasive techniques which were used by Mr Bobo to persuade Coraline to stay. Class discussion to follow is his persuasive speech effective? Why? Activity 2: Divide the class in two. Give them time to prepare arguments and then have them debate reasons for and against Coraline staying in the 'other' world. Appoint scribe to write either side of argument on IWB. Plenary: Begin creating an advert by the 'other mother' persuading children to come to the 'other world'. Using quotations from the text. To understand what Starter: has taking place in Wordsearch of all the themes, characters and ideas throughout the novel. the chapter and Activity 1: select relevant Read chapter 11 to the class. quotations to Reading comprehension activity create 'explorer' fact files. Have an image and provide evidence. on the back of the image are an array of questions about the chapter. Pupils must find the relevant part in the chapter and answer the questions using PEE. Plenary: Instigate a class feedback session, in which a leader from each group stands up and reads out their groups findings, with a thumbs up or thumbs down peer assessment from the class. To produce a list of Starter: features which are What are you most scared of? How would you feel if you were confronted with traditionally this fear? What is Coraline's biggest fear? Why? associated with fear Activity 1: or terror. Read chapter 12 to the class up to top of page 169 while reading ask pupils to think of all the different elements in the chapter which create a sense of foreboding, fear, Gothic etc. Class discussion collection of ideas. Activity 2: Before revealing what this creature is, ask the class to draw what they think this monster is. Underneath they must write a sentence explaining why they have drawn this monster, referencing the text and using quotations. Class presentation of monsters get the pupils to stand up and wander around looking at each others. Stand at the one which they think is the best why? How does it relate to the novel? Plenary: Read the final paragraph of the chapter. Class discussion is this an appropriate monster?

Powerpoint Coraline (x26) Wordsearch (x26) Explored fact files (x5) Gluesticks Powerpoint Coraline (x26)

Week 6 Lesson 16 Ending CHAPTER 13

Learning Objectives To analyse the development of Coraline from the beginning to the conclusion of the novel.

Lesson Plan Starter: Predict what the ending is going to be. Brainstorm of ideas using the text read as a basis for their ideas think about structure of a novel, clues etc. Activity 1: Read chapter 13 while reading ask the students to think of any questions which they may want to ask Neil Gaiman about his novel. Ask the question: Has Coraline changed between the beginning and the end of the story? Split class in half one side looking at the beginning of the story, the other side at the descriptions of her at the end. Annotate two pictures of Coraline on the IWB as class feedback. Plenary: What is the moral of the story? What has Coraline learned in this story? Refer to the idea of fables and give examples of some famous fables. Choosing Question and Planning for the Assessment

Resources Powerpoint Coraline (x26) Images of Coraline (x8) Gluesticks (x26)

Homework -

Lesson 17 Planning

DUE: Lesson 18 Finalise a plan for your reading assessment. DUE: After Half Term Write a book review of Coraline.

Lesson 18 Assessment

Reading Assessment