Learning

You will explore and understand what is meant by identity and the differences between individual and group identity. You will demonstrate an understanding of the theme of identity and make connections between previous beliefs, values and experiences with new ideas and information.

• know: what we mean by identity

• understand: the concepts of class, identity and race

• be able to: discuss the concepts of gangs and cliques compared with individual identity

In this session, you explore and understand what is meant by perspective and point of view - both in life and in literature.

• know: key definitions (point of view, narrator, first, second, third person)

• understand: the advantages and disadvantages of the first person narrator

• be able to: identify the POV of a literary text and explain why the author’s choice

You will explore and understand what is meant by prejudice and how they arise from stereotypes. You will think about the attitudes that prejudices reveal, why people develop such views, and what are the effects on our individual selves and communities?

• know and understand: concepts of prejudice, stereotypes

• be able to: read text to find required information; make text-to-world connections

You will review STEAL as an acronym to help you look at characterisation, then use some acronyms and graphic organisers to help you plan an essay that compares and contrasts the Greasers and the Socs.

• know: review the STEAL model of characterisation; other terms relating to characterisation

• understand: that by contrasting two seemingly unlike things we can highlight aspects of them

• be able to: compare and contrast characters in a literary text, supporting with evidence

You will make inferences using observation, evidence, and reasoning. You will distinguish the difference between making a prediction and making an inference, and explain why this skill is an important strategy for the improvement of reading comprehension.

• know: inferencing ‘and semicolon thinking’ reading / thinking strategies

• understand: that good readers use contextual clues and prior knowledge to form conclusions

• be able to: use inferencing and ‘semi-colon thinking’ reading / thinking strategies

You will analyse Chapter 5 and connect it with the theme of the poem, ‘Nothing Gold Can Stay’. You will practise the reading strategies we have been working on and build on your poetry analysis skills.

• know: how to make connections between texts

• understand: what theme is

• be able to: put into practice inferencing and ‘semi-colon thinking’ reading / thinking strategies and develop poetry analysis

You will explore how people adjust their behaviour to fit into social groups and learn to create more nuance in our discussions by considering multiple sides (perspectives) of an idea.

• know: that identities change depending on who we are with

• understand: that stereotypes are simplistic and do not adequately represent real people

• be able to: use strategies learned in previous lessons to develop our discussions to include multiple perspectives

To build on the compare/contrast skills from your Greaser vs. Soc stereotype comparison and contrast essay from Clash of the Cliques. We will explore a specific character and see how they conform to or contradict the stereotype.

• know: what contradict and conform mean

• understand: that stereotypes do not adequately represent the full character of people and narrows our perspectives

• be able to: use the EmPOWER strategy to start planning an essay response to a question

To understand the purpose, structure and style of an analytical essay. To use learning to write a draft analytical essay.

• know: the structure and style of literary analysis essays

• understand: the purpose of an essay - to organise thoughts and justify statements

• be able to: write an analytical essay (structure and style)

To effectively proofread and edit and create a final draft.

• know: the structure and style of literary analysis essays

• understand: the purpose of an essay - to organise thoughts and justify statements

• be able to: write an analytical essay (structure and style)

To synthesise and reflect on our learning.

• know: strategies for making written language more effective

• understand: that concise writing is more powerful

• be able to: reflect on learning using ‘I used to think… Now I think…’ strategy