Year 9 Scheme of Work

Boy
Time Span: 6 weeks
Aims and Objectives:
NC:
En1:
1f Use spoken standard English fluently in different contexts.
2f Ask questions and give relevant and helpful comments.
3a Make different types of contributions to groups, adapting their speech to
their listeners and the activity.
3b Take different views into account and modify their own views in the light of
what others say.
4a Use a variety of dramatic techniques to explore ideas, issues, texts and
meanings.
5 Pupils should be taught to use the vocabulary, structures and grammar of
spoken standard English fluently and accurately in informal and formal
situations.
6aThe importance of standard English as the language of public
communication nationally and often internationally.
6bCurrent influences on spoken and written language.
6dThe differences between speech and writing.
6e The vocabulary and grammar of standard English and dialectal variation.
10a Exploring, hypothesising, debating, analysing.
11 Discussing and reviewing their own and others' performances.
En2:
1 To develop understanding and appreciation of texts, pupils should be
taught:
a to extract meaning beyond the literal, explaining how the choice of
language and style affects implied and explicit meanings
b to analyse and discuss alternative interpretations, ambiguity and
allusion
c how ideas, values and emotions are explored and portrayed
d to identify the perspectives offered on individuals, community and
society
f to read and appreciate the scope and richness of complete novels.
g how language is used in imaginative, original and diverse ways
h to reflect on the writer's presentation of ideas and issues, the motivation
and behaviour of characters, the development of plot and the overall
impact of a text
j how techniques, structure, forms and styles vary
EN3:
Writing to analyse, review, comment
1

1 reflect on the nature and significance of the subject matter

m form their own view, taking into account a range of evidence and
opinions
n organise their ideas and information, distinguishing between analysis
and comment
o take account of how well the reader knows the topic.
2 To improve and sustain their writing, pupils should be taught to:
a plan, draft, redraft and proofread their work on paper and on screen
b judge the extent to which any or all of these processes are needed
in specific pieces of writing
c analyse critically their own and others' writing.
NLS:
WL
7.
recognise layers of meaning in the writer's choice of words, e.g.
connotation, implied meaning, different types or multiple meanings;
8.
recognise how lines of thought are developed and signposted through
the use of connectives, e.g. nonetheless, consequently, furthermore.
SL
9.
write sustained standard English with the formality suited to reader and
purpose;
10.
explore differing attitudes to language, and identify characteristics of
standard English that make it the dominant mode of public communication;
11.
investigate ways English has changed over time and identify current
trends of language change, e.g. word meanings.
W
Analyse, review, comment
16. present a balanced analysis of a situation, text, issue or set of ideas,
taking into account a range of evidence and opinions;
17. cite specific and relevant textual evidence to justify critical judgements
about texts.
R
Reading for meaning
5.
evaluate their own critical writing about texts;
6.
comment on the authorial perspectives offered in texts on individuals,
community and society in texts from different cultures;
7.
compare the presentation of ideas, values or emotions in related or
contrasting texts;
8.
analyse how media texts influence and are influenced by readers, e.g.
interactive programmes, selection of news items;
Understanding the author's craft
9.

compare themes and styles of two writers from different times;

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10.
comment on interpretations of the same text or idea in different media,
using terms appropriate for critical analysis;
11.
analyse how an authors standpoint can affect meaning in non-literary
as well as literary texts;
12.
analyse and discuss the use made of rhetorical devices in a text;
Study of literary texts
13.
review and develop their own reading skills, experiences and
preferences, noting strengths and areas for development;
S+L
Listening
4.
reflect on and evaluate their own skills, strategies and successes as
listeners in a variety of contexts;
5.
compare different points of view that have been expressed, identifying
and evaluating differences and similarities;
Group discussion and interaction
8.
review the contributions they have made to recent discussions,
recognising their strengths and identifying areas for development;
9.
discuss and evaluate conflicting evidence to arrive at a considered
viewpoint;

Resources:
Copies of Boy
Various PowerPoint resources (on system)

Outcomes:
KAT
EN2 Roald Dahl states that boring details How does he present the story
of his childhood in a personal and entertaining way.
AT
EN1 Persuasive speech: Should Corporal Punishment be allowed in
schools?
EN1 Group presentation: A holiday programme report on Boys Magic
Island in Norway.
EN3 An entertaining story about getting revenge.

Lesson 1:
Lesson Starter: Root words. Pupils think of words that contain the roots
auto, bio, mono, graph. Explain that recognising roots can be helpful
when trying to work out the meaning of unfamiliar vocabulary.
LO: What is an autobiography?
Content: Using the roots from the starter, define autobiography.
Pupils write down and discuss the three most significant events in their lives
and why these may or may not be appropriate for an autobiography.
Read and discuss the Preface and first chapter.
Pupils write a preface for their own autobiography.
Plenary: Pupils read out examples of work and discuss which one would
most encourage them to read on.
Homework:
Pupils should design a front cover for their own autobiography. They could
also write the blurb and might add quotes from critics.
Lesson 2:
Lesson Starter: see calendar
LO: What are the features of autobiography?
Content:
Briefly recap on what autobiography is. What would we expect to find in an
autobiography? Draw up list to include:
Past tense
Descriptive passages
Expression of emotions
Dialogue
First person narrative
Fact e.g. dates, times
Opinion writers feelings
Read to p.32, focusing attention on the features of autobiography and
descriptive techniques in particular. Discuss the vivid description of the
sweets.
Pupils then write their own description of a food they either love or hate, using
the features of autobiography. For visual learners also draw the food item
Plenary: In differentiated pairs, pupils swap work and highlight any examples
of the features of autobiography. Feedback ideas to the class.
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Differentiation: Pupils seated in differentiated pairs.

Extension for MAGT pupils: Written work could be extended to become a
full anecdote.
Lesson 3:
Lesson Starter: Dictionary work/spelling
Look up anecdote and write down definition. Then credits competition how
many words can you make from the letters of ANECDOTAL.
LO: What is an anecdote?
Content: Discuss what would make a good anecdote (comic events,
description, empathy etc)
Divide class into small groups (differentiated) to read up to p44. (Auditory)
Groups then discuss the ways in which Roald Dahl brings his anecdote to life
(characterisation, dialogue, emotional appeal etc). Draw up a list in exercise
books.
Plenary: Groups feed their ideas back to the class and add extra ideas onto
their list.
Differentiation: Groups differentiated by ability. Question sheets could be
provided to assist with analysis of techniques.
Homework: Write your own anecdote, either real or imagined.
Lesson 4:
Lesson Starter: Vocabulary building using a thesaurus. Pupils look up
alternative to said, replied and asked
LO: How should I write lively dialogue?
Content: Recap the rules for paragraphing and punctuating speech. Do some
examples as a class.
Consider what lively dialogue can add to a story. Recap the plot so far.
Read up to p 50 as a class, paying attention to the ways in which characters
speak (Mrs Pratchetts dialect for example)
Pupils then write their own lively conversation between Roald Dahls mum and
the headmaster, discussing the use of the cane. This can be acted out it pairs
(Kinaesthetic)

Plenary: Watch a selection of performances. Other pupils feed back

suggestions and comments (Assessment for Learning)
Differentiation: Pairs should be differentiated.
Some pupils may need more guidance on the punctuation of speech (helpsheet).
Homework:
Write your own conversation between a parent and a child, taking care to
punctuate speech correctly and to use imaginative vocabulary.
Opportunity for VAK:
Performing conversations (auditory).
Acting out conversations (Kinaesthetic)
Lesson 5:
Lesson Starter (literacy see calendar):
LO: How can I locate information rapidly and accurately?
Content: Revise the terms scanning and skimming. Give quotations from
the section read last lesson and get pupils to hunt for them. Give points to
those who are quickest.
Set pupils an analytical question of your choice about the story so far. They
should work in pairs to locate quotations that could be used in an answer.
Pairs then plan an oral response to the question, using the information they
have located.
Plenary:
Groups report back to the class. Praise good use of quotations.
Differentiation:
Groups should be differentiated according to ability. Stronger pupils could be
placed together to work on a more challenging question. Weaker pupils could
work with LSA or teacher.
Lesson 6:
Lesson Starter: Brainstorm the criteria for speaking and listening
.
LO: To prepare a TV travel report
Content: Recap novel so far
As a class, read to p 63. Discuss the Magic Island, eliciting climate, activities,
atmosphere etc (Questioning skills knowledge and imagination)

Pupils should be divided into groups of 3-4. They prepare a TV travel report
on Norway, focusing on the island described by Roald Dahl. They should
include practical information for the traveller and refer to as many details from
the novel as possible. Try to put a positive spin on some of the islands more
negative aspects! This will be performed for the class (kinaesthetic)
Plenary: Share ideas so far.
Differentiation: Groups should be differentiated by ability.
Extension for MAGT pupils: More able pupils should be given leading roles
within the group e.g. director.
Opportunity for VAK: A real TV travel feature could be shown on video as a
model for work (visual)
Visual aids could be produced to help presentation (visual).
Drama content (kinaesthetic)
Opportunity for ICT:
PowerPoint or Interactive Whiteboard could form part of the presentations.
Homework: Pupils should rehearse and prepare their performance. They
could produce handouts for the audience and might bring in props and visual
aids.
Lesson 7:
Lesson Starter: See calendar
LO: To present and evaluate your TV travel reports.
Content: Recap expectations for performances. Show criteria for reaching
level 5 & 6.
Time given for rehearsal/ setting up equipment etc.
Groups then perform their presentations. The audience should be making
notes on the strengths of each group and these should be fed back to each
group immediately. (Assessment for learning)
Plenary: Pull together ideas for evaluation of performances. Each pupil is to
write 3 sentences describing positive things that they have
seen today and one target for the future.
Differentiation: Groups differentiated by ability.
Opportunities for VAK:
Drama content (kinaesthetic)
Listening and note-taking (auditory)
Watching performances and use of visual aids (Visual)
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Opportunity for ICT:

Use of PowerPoint / Whiteboard
Homework: Pupils write a full evaluation of their performance, to include
group work, planning, props, performance and targets for group. They could
also evaluate the performance of another group.
Lesson 8:
Lesson Starter Language change translate text messages into Standard
English
LO: How was life different when Roald Dahl was growing up?
Content: Recap plot, using question and answer.
Read p 64-73 as a class (auditory), focusing on how things were different
and how Roald Dahl uses language to show the contrasts.
Pupils draw up a table with two columns, one for 2004 and one for 1925. List
the differences between the two times. This could be supplemented by
pictures/symbols (visual) (thinking skills)
Plenary: Class discussion of advantages and disadvantages of living in each
time. (thinking skills) How does Dahl emphasise these through his writing?
Opportunity for VAK:
Symbols/pictures to illustrate lists (visual)
Lesson 9
Lesson Starter Dictionary work: look up and define perspective. Consider
how a football match might be written about from different perspectives e.g. a
fan of the winning team, a fan of the losing team, a referee etc.
LO: To look at a character from different perspectives.
Content: Read the next chapter (Matron section)
Identify the POV that the story is told from. Consider Roald Dahls
bias in his telling of the tale and the use of the first person.
Hotseat Tweedie, headmaster and the Latin master to ascertain their views of
the matron (Kinaesthetic)
Pupils then write their own descriptions of the matron from the perspectives
of:
The Headmaster
The Latin master
8

Tweedie
(thinking skills empathy)

.
Plenary: Pupils pick one of their descriptions to read out. The rest of the class
have to guess whose perspective it is supposed to be from. (auditory)
Extension for MAGT pupils: Develop the task by writing a piece about the
boys from the perspective of the matron.
More able pupils can be chosen for hotseating activity.
Opportunity for VAK:
Hotseating (kinaesthetic)
Guessing the description (Auditory)
Lesson 10
Lesson Starter: Literacy see calendar
LO: To read and discuss a text as part of a group (guided reading)
Content: Divide class into groups of 4.
Explain the expectations for guided reading they will work as a
group and must follow instructions carefully. Teacher will work with
one group at a time.
Give worksheets to each pupil (sheets provided). Groups read the sections
specified and discuss their findings. (auditory)
Plenary: Groups quiz each other using the questions created on the
worksheet.
Differentiation: Groups should be differentiated.
Opportunity for VAK:
Discussion and listening tasks (auditory)
Lesson 12:
Lesson Starter: Revision of verbs and adverbs. Identify the verbs and
adverbs in the adverbs PowerPoint extract. Label on board.
(visual and kinaesthetic)
LO: How should I use language to create an amusing story?
Content: Pupils rejoin their guided reading groups and, if necessary,
complete reading up to p98.

They should then work together to come up with ideas for their own amusing
anecdote. Groups then feedback their ideas to the class.
Pupils then move back and individually prepare an amusing anecdote.
Emphasise the importance of choosing active and imaginative verbs and
adverbs as well as other descriptive techniques.
Plenary: Pupils read out their work. Others comment on any good choices of
language (assessment for learning)
Extension for MAGT pupils: More able pupils should be responsible for
suggesting alternatives to verbs and adverbs in starter and plenary.
Homework: Redraft and improve pieces.
Lesson 13:
Lesson Starter: recap what similes and metaphors are. Give some examples
and ask them to say whether they are similes or metaphors. Then
using simile PowerPoint, ask pupils to come up with similes and
metaphors to describe the scene. (visual)
LO: How do writers use similes and metaphors?
Content:
Read opening pages of the chapter Captain Hardcastle. Identify and discus
similes and metaphors and their effect.
Pupils than draw a detailed picture of Captain Hardcastle based on the text.
The picture should be annotated with quotations from the text and their own
similes and metaphors. (visual)
Plenary: Pupils are put into pairs to compare their ideas. Pick the best simile
and metaphor and feedback to the class.
Extension for MAGT pupils: As an extension task, pupils could write their
own detailed description of someone they know, using similes and metaphor.
Further descriptive techniques could be revisited by more able pupils.
Opportunity for VAK: Labelled drawing (visual)
Homework: Pupils should design their own picture and description of an
imaginary horrible teacher. Use the techniques discussed in class. Pupils
could also do the same for an ideal teacher.
Lesson 14
Lesson Starter: Improving vocabulary using a thesaurus. Look up over-used
verbs e.g. said, go, like and find alternatives.
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LO: To use imaginative vocabulary

Content: Recap story so far.
As a class, continue to read up to p111. Focus attention on Road Dahls
choice of vocabulary.
Pupils then begin their own imaginative story about a time when they were
treated unfairly. They must use a thesaurus and dictionary and use
imaginative vocabulary to make their story entertaining.
Plenary: Volunteers should read out their stories. Other pupils should note
down the best examples of vocabulary that they hear.
Extension for MAGT pupils: More able pupils could act as advisors during
plenary, giving ideas for improvements.
Homework: Complete stories
Lesson 15:
Lesson Starter: Revise the features of persuasive writing. Draw up a spider
diagram of ideas.
LO: How should I speak persuasively?
Content: Recap Boys experiences of corporal punishment so far. Explain
that pupils will be writing a speech to persuade the governors of St Peters that
use of the cane should be banned at their school.
Pupils draw a table of pros and cons of the issue. (Thinking skills) Feed
back ideas and formulate a plan as a class.
If the class need further support, model a paragraph through shared writing.
Explain how to incorporate a topic sentence and support ideas with evidence.
Pupils then begin to draft their own speeches.
Plenary: Give pupils cards with various statements printed on them. Each
pupil must make their statement more persuasive. They then explain to a
partner what they have changed/added i.e. what persuasive techniques they
have used.
Differentiation: A plan could be provided for weaker pupils.
Extension for MAGT pupils:
Task will be differentiated by outcome, with more able pupils aiming for more
extended pieces of work.

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Opportunity for thinking skills: Evaluating pros and cons of an issue

Homework: Complete and rehearse speech.
Lesson 16:
Lesson Starter: Recap the criteria for successful speaking.
LO: To present your speech to the class
Content:
Pupils begin by swapping and peer-marking each others speeches, making
suggestions/setting positive targets for improvement. (Assessment for
learning)
They should then improve their speech, based on the advice given and
rehearse their performances.
Pupils then present their speech to the class, aiming to look confident, make
eye-contact etc. Other members of the class make a note of any particularly
good phrases/ideas and give each other feedback. (peer assessment) (This
may take more than one lesson to complete!)
Plenary: Each pupil writes themselves a target based on their and others
performances. Share ideas.
Opportunities for VAK:
Oral work (auditory)
Homework:
Evaluate your performance, based on the agreed criteria (self assessment)
Lesson 17:
Lesson Starter: Literacy see calendar
LO: How do writers use hyperbole?
Content: Define term hyperbole
Look at examples on hyperbole PowerPoint (visual) and discuss the
possible effects on the reader e.g. are they shocking, comic etc? Complete
the exercise.
Read p112-114 as a class and discuss Roald Dahls use of hyperbole. Pupils
should complete the worksheet, identifying use of hyperbole and writing their
own short piece of work to demonstrate their understanding.
Plenary: In pairs, write three examples of hyperbole to describe Boy.
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Lesson 18:
Lesson Starter: Literacy (see calendar).
LO: Can I plan an entertaining story?
Content: Each pupil writes down 3 entertaining incidents from the novel so
far. Discuss why these are so amusing. What techniques have been used?
Read the chapter Goats Tobacco, focusing on humorous language and
other techniques.
Pupils then plan their own story about a character who gets revenge on
someone. They should try to use the style/techniques of Roald Dahl. For extra
support, you can use the worksheet on the system.
Plenary: Pupils swap their work with a partner. They should summarise the
story so far and feed back to the class.
Lesson 19:
Lesson Starter: Revise paragraphing when to start a new paragraph.
LO: How can I ensure that people keep reading my story?
Content: Show pupils the opening of a novel. Question pupils about the
techniques that have been used to keep people reading e.g withholding
information, shocking or violent incident, repetition etc. (Questioning)
Then divide pupils into groups and give each group a copy of another story
opening. Each group should study one story and make notes on the
techniques they can identify. (Thinking skills analysis) Each group then
reports back to the class on the content/techniques in their story.
Pupils should then revise their own revenge stories and make any
improvements to the openings they started last time. Then continue to write.
Differentiation: Provide a checklist of techniques for weaker pupils.
Groups should be differentiated by ability.
Opportunity for thinking skills: Analysing and discussing a text and
applying knowledge.
Homework: Complete revenge stories, incorporating new techniques.
Lesson 20:
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Lesson Starter: Literacy (see calendar)

LO: To follow developments in Boy
Content: Recap the story so far question pupils about events so far. What
do you expect to happen next? (Questioning and thinking skills
predictions and knowledge).
Continue to read Boy as a class.
Plenary: Each pupil writes three questions and answers about the events in
the book today. Divide class in half and get one side to test the other.
Lesson: 21:
Lesson Starter: Vocabulary building adjectives. Show the PowerPoint
pictures of two faces (Visual). Pupils write as many adjectives as they can to
describe each face. Ask pupils to come up and label the picture with their best
adjectives. (kinaesthetic)
LO: How can I describe a character effectively?
.
Content: Discuss all the teachers that Boy has described so far. Find
adjectives to describe them.
Divide the class into groups of 3-4. In their groups they should read up to p
139, taking turns. Groups should then work together to plan a description of
an ideal teacher. A worksheet is attached to the SOW. (auditory)
Once the description is planned, pupils should draw and lavel a picture of the
teacher they have designed.
Plenary: Write down three things you learned from the story today.
Differentiation: Groups should be differentiated so stronger pupils can
provide support for weaker pupils.
Opportunity for VAK: Visual images on PowerPoint (Visual)
Group discussion (auditory)
Labelling board (kinaesthetic)
Homework: Write your own description to accompany the picture.
Lesson 22:
Lesson Starter: Literacy see calendar
LO: What happens to Roald Dahl next?
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Content: Explain that this will be the last lesson spent reading the text. Pupils
should predict what happens to Roald Dahl next.
Continue to read to the end of the novel as a class.
Then divide pupils into groups. Each group should discuss their expectations
for a follow-up to Boy: what kind of events would you expect to see next?
Groups could come up with an imagined timeline/outline for the next novel.
Plenary: Groups report back to the class. Discuss ideas and where they
originated.
Differentiation: Groups differentiated by ability
Lesson 23:
Lesson Starter: Revise the use of speech marks and incorporating
quotations.
LO: How should I approach analysing a text?
Content: Introduce essay question:
Roald Dahl states that an autobiography is full of all sorts of boring
details. How does he avoid this, and make the story of his childhood
both personal and entertaining?
Pupils should brainstorm the title and list all of the possible points they could
make in their essays. Then come up with a plan for the essay as a class.
Pupils write down the plan and work in pairs to search for quotes to support
each of the points they have listed. Report back on ideas.
Pupils then write the opening paragraph of their essays.
Plenary: Volunteers read out the openings to their essays. Pick out positive
points and give targets (assessment for learning)
Differentiation: A plan could be given to weaker pupils, or they could be
paired with stronger pupils for support.
Homework: Pupils will need to have completed the first draft of their essays
by next lesson
Lesson 24:
Lesson Starter: Revise PQC
15

LO: How can I improve my work?

Content: Pupils should be paired with another pupil who will check and
amend their essay drafts. A target should be set for each essay.
(Assessment for learning)
Pupils spend the remainder of the lesson redrafting and improving their work,
based on their discussions with their partner.
Plenary: Quiz on Boy.
Differentiation: Pairs should be differentiated by ability
Homework: Type up a neat copy of the essay for best work folder (could be
done in IT room (opportunity for IT skills))

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