ENG-4-Looking Beyond The UK

English Summary
KS3 Cycle Curriculum Pack

Project four – Looking Beyond the UK
Page 4.1
Teachers
only
Looking Beyond the UK

summary
For this project, students will be looking at some fantasy texts
to identify techniques to make writing interesting and convincing.
They will then apply these techniques to their own writing.
• Students will analyse extracts of writing from In The Deep Of The Night
English. KS3 Cycle Curriculum Pack. Version 1. January 2009
by Lisa Webber, and Gulliver’s Travels by Jonathan Swift. These texts

represent writing from before and after 1914, as required by the
National Curriculum
• The work on these texts will allow students to develop skills of
language analysis
• They will practise writing creatively, using a series of images to
stimulate ideas
• They will produce a descriptive piece of writing about a ride through
a fantasy landscape on a bicycle
English Teaching delivery map
Page 4.2
Teachers
only

teaching delivery map
Areas within the Key Stage 3 (KS3) Qualifications and Curriculum Authority (QCA)
scheme of work – KS3 strategy
Subject Unit summary
Reading • Appreciate and analyse author’s craft

• Identify techniques and annotate a text
Writing • Use interesting vocabulary
• Develop sustained writing
• Adopt a viewpoint
• Use imaginative language to entertain
English Teaching notes and
KS3 Cycle Curriculum Pack lesson plans
Page 4.3
Teachers
only

lesson plans
Lesson 1
Analysis of texts
Lesson 1 requires students to analyse two fantasy texts from different
eras, identifying the techniques that they are going to be using in their own
writing. They will be given their brief of producing a piece of descriptive
writing, and asked to make preliminary plans and vocabulary choices.
Lesson 2
Creative writing workshop
Lesson 2 is a creative workshop using images to stimulate ideas. Students
are asked to consider and identify the word classes of the descriptive
words they use. The lesson builds up from simile word choice to longer
sentences and paragraphs, keeping the focus on using words to describe.
The lesson finishes with a game in which the students need to guess
what their classmates are describing.
Lesson 3
The variety of word types
This lesson provides an opportunity for the students to revise some
different types of word, and gather together a word bank to use in their
descriptive piece. It is effective to do this as a whole class as all the
students can pick up words from one another. The students can then
write their descriptive piece!
Subsequent lessons
Students will probably need two or three lessons to work on their writing.
It would be excellent to encourage them to proofread their own work for
spellings, and redraft where appropriate.
Publication of work
Students could read their descriptions out in class, enter a competition
run by the school to win a book token or a cycle helmet, publish the
best in a school paper, create a display of their writing, or make a book
with illustrations.
Page 4.4
Teachers
only

lesson 1 – structure
Analysis of texts
Slide 1 – This lesson requires students to analyse texts to identify language
choices and their effect.

Slide 2 – Explain the meaning of ‘verb’ and ensure all students are clear on
the five senses.
Slides 3, 4, 5, 6, 7, 8, 9 – This extract is from In The Deep Of The Night by

Lisa Webber. A ship is caught in a terrible storm, and its passengers fear
for their lives.
The students have a copy of the text, and should annotate the text
according to the focus. The process is clearly explained in the slides.
Slides 10, 11, 12, 13, 14, 15 – This extract is from Gulliver’s Travels by
Jonathan Swift. Gulliver has survived a shipwreck. He awakes in a strange
land to find himself tied down by a race of people only a few inches tall.
By this stage, the students should be confident with annotation.
Slide 16 – This is the brief.
Slide 17 – Collect ideas from the class for fantasy journeys – this will
support those students who might otherwise struggle to think of an idea.
Slides 18, 19, 20, 21 – Images of unusual environments – for inspiration.
Slide 22 – This word bank should be kept until Lesson 3, when it will
come in useful.
Slide 23 – Allow the students to share their ideas and discuss their
fantasy journeys.
Resources:
Worksheet Analysis of texts
PowerPoint Slide presentation
English
Looking
Beyond
the UK...
Handouts and worksheets for photocopying

Lesson 1
English Lesson 1
KS3 Cycle Curriculum Pack Worksheet 1
Project four – Looking Beyond the UK Page 1 of 2
Page 4.7
Name Date
Class
Analysis of texts
As you read the following extract, underline and annotate any evidence that the
writer is using interesting verbs or the five senses.
The vessel had been sitting in the water calmly, rocking like a babe in arms. Now, it lurched
and creaked painfully, sending shocks of spray up from the prow of the ship. Great bullying
smacks of water flung themselves over the side of the boat, drenching the men, who clung
to the sides like limpets on a rock. The taste of salt coated their throats. They cried out
to each other, but the wind stole their words away. The sea rose and shuddered like a wild
horse trying to shake off its rider. Past exhaustion, the men slumped and whimpered even
as the gripped on for dear life, whilst the wind howled and the rain battered down all
around them.
Sometime before dawn, the ocean was soothed. The men slowly came to, and as the rose-
yellow sky warmed and unfurled above them, they peered at each other, astonished, unable
to believe they had survived such a violent night.
Let’s try the same thing with this extract.
I lay down on the grass, which was very short and soft, where I slept sounder than ever
I remembered to have done in my life, and, as I reckoned, about nine hours; for when
I awaked, it was just day-light. I attempted to rise, but was not able to stir: for, as I happened
to lie on my back, I found my arms and legs were strongly fastened on each side to the
ground; and my hair, which was long and thick, tied down in the same manner. I likewise felt
several slender ligatures across my body, from my arm-pits to my thighs. I could only look
upwards; the sun began to grow hot, and the light offended my eyes. I heard a confused
noise about me; but in the posture I lay, could see nothing except the sky. In a little time
I felt something alive moving on my left leg, which advancing gently forward over my breast,
came almost up to my chin; when, bending my eyes downwards – as much as I could,
I perceived it to be a human creature not six inches high, with a bow and arrow in his hands,
and a quiver at his back. In the mean time, I felt at least forty more of the same kind
(as I conjectured) following the first. I was in the utmost astonishment, and roared so loud,
that they all ran back in a fright; and some of them, as I was afterwards told, were hurt with
the falls they got by leaping from my sides upon the ground.
Extract from Gulliver’s Travels, written by Jonathan Swift in 1726.
English Lesson 1
Page 4.8
Name Date
Class
Analysis of texts
Collect ideas for the sorts of verb you might use to describe your
journey – don’t forget, keep them active and interesting.
Plunge
Rush
Swoop

English Lesson 1
KS3 Cycle Curriculum Pack PowerPoint 1
Page 4.9
Analysing descriptive techniques
English Looking Beyond the UK Lesson 1

Objective –
We are learning to analyse the way a writer

makes a description interesting.
Curriculum Focus on Cycling 2008 Transport for London

Two of the most effective techniques you

can use when describing a scene are:
Active, interesting verbs – ‘doing’ words

that pack a punch.
The five senses – sight, smell, touch,

taste, sound.

As you read the following extract,

underline and annotate any evidence
that the writer is using interesting
verbs or the five senses.

English Lesson 1
Page 4.10

In this extract, a boat is caught in a terrible storm:

The vessel had been sitting in the water calmly, rocking like a
babe in arms. Now, it lurched and creaked painfully, sending
shocks of spray up from the prow of the ship. Great bullying
smacks of water flung themselves over the side of the boat,
drenching the men, who clung to the sides like limpets on a
rock. The taste of salt coated their throats. They cried out to
each other, but the wind stole their words away. The sea rose
and shuddered like a wild horse trying to shake off its rider.
Past exhaustion, the men slumped and whimpered even as

they gripped on for dear life, whilst the wind howled and the
rain battered down all around them.
Sometime before dawn, the ocean was soothed. The men
slowly came to, and as the rose-yellow sky warmed and
unfurled above them, they peered at each other, astonished,
unable to believe they had survived such a violent night.


Did you find any active verbs?


English Lesson 1
Page 4.11

Did you find any evidence of the five senses?


Let’s try the same thing with this extract. This comes from a book
called Gulliver’s Travels, written by Jonathan Swift in 1726.
I lay down on the grass, which was very short and soft, where I slept
sounder than ever I remembered to have done in my life, and, as I reckoned,
about nine hours; for when I awaked, it was just day-light. I attempted to rise,
but was not able to stir: for, as I happened to lie on my back, I found my
arms and legs were strongly fastened on each side to the ground; and my
hair, which was long and thick, tied down in the same manner. I likewise felt
several slender ligatures across my body, from my arm-pits to my thighs.
I could only look upwards; the sun began to grow hot, and the light offended
my eyes. I heard a confused noise about me; but in the posture I lay, could
see nothing except the sky. In a little time I felt something alive moving on
my left leg, which advancing gently forward over my breast, came almost
up to my chin; when, bending my eyes downwards as much as I could,
I perceived it to be a human creature not six inches high, with a bow and
arrow in his hands, and a quiver at his back. In the mean time, I felt at least
forty more of the same kind (as I conjectured) following the first. I was in the
utmost astonishment, and roared so loud, that they all ran back in a fright;
and some of them, as I was afterwards told, were hurt with the falls they
got by leaping from my sides upon the ground.


English Lesson 1
Page 4.12

Did you find any active verbs?



Did you find any use of the five senses?


We are going to be writing a description

of an incredible journey on a bicycle,
using the techniques we have looked at –
active verbs and the five senses.

English Lesson 1
Page 4.13

Where could you go on your incredible

journey on a bicycle?
Incredible journey
Down to the bottom Space

of the sea



English Lesson 1
Page 4.14




On your worksheet, start to collect ideas

for the sorts of verb you might use to describe
your journey – don’t forget, keep them active
and interesting.
Plunge
Rush
Swoop

English Lesson 1
Page 4.15

Plenary –
Share some ideas for your incredible journey.

Where are you going?
What does it feel like?

Page 4.17
Teachers
only

Creative writing workshop

Slide 1 – This is a creative writing workshop – encourage the students to
feel free to experiment with words. They are not going to be assessed
on the work produced today.
Slide 2 – By now they should have some ideas, based on the last lesson.
Hopefully, they will also suggest things such as landscape, clothing,
buildings, weather, light.
Slides 3, 4, 5 – This activity is simply asking for individual words that could
be used in a description – gather suggestions from the class. The students
will learn words from one another and search their own memories for
little-used vocabulary.
Slides 6, 7 – This task asks the students to extend their writing

into sentences. This allows them to use some ambitious vocabulary
in the context of a sentence. Encourage them to keep thinking of
interesting words.
Slides 8, 9 – This task requires a personal response and the use of

empathy – they need to imagine the experience of flight before writing
about it. Some students find this more difficult than merely describing
an image.
Slide 10 – This is a game. The students write a description of one of the

locations, and the rest of the class try to guess which it is. This task can
be extended by asking the students to think of their own locations.
Resources:
English
Looking
Beyond
the UK...

Lesson 2
English Lesson 2
Page 4.21
Descriptive language techniques

Objective –
To use descriptive language to make

our writing alive and interesting.

What sort of descriptive detail would help

a reader imagine a scene?
Descriptive detail
Five senses Active verbs

Write down as many interesting words as

you can think of to describe the next slide.

English Lesson 2
Page 4.22



Your descriptive words.

When you are writing descriptions of things, it is

often effective to use the third person – in other
words, do not write yourself into the description.
Do not use the word ‘I’.
Task – Write two sentences to describe the

next scene.

English Lesson 2
Page 4.23


Appeal to the five senses.
What would it feel like to be flying through

the air like a bird?
Start your description with the words

‘In the air…’


English Lesson 2
Page 4.24

Choose one of the things below to write a

description of. Do not name it – we want to
guess what you have described!
Underwater
Cave
Jungle

Motorway

Page 4.25
Teachers
only


Slide 1 – This lesson requires students to consider the usefulness of
a variety of word types in a description.
Slide 2 – Be prepared for some confusion:

Noun – naming word.
Verb – action word.
Adverb – describes how a verb is done.
Adjective – describes a noun.
Examples on the following slides should clear up confusion.
Slides 3, 4, 5, 6, 7 – A chance for the students to think of a range

of vocabulary.
Slide 8 – The launch of their task. It should be at least one side of A4.
It should be about the sensations of travelling in the location, not a
plot-driven adventure story. They should not write about before or after
the journey.
Subsequent lessons
The students will probably need more time. Encourage them to finish
the work to a high standard of punctuation and spelling.
Extension/publication
A lovely activity would be to give the pieces of writing to an art class
and see how they interpret the descriptions with colour. Alternatively,
the students could swap with one another and draw pictures about
one another’s descriptions. A wall display could be put up with the
written work accompanied by a picture. This visual interpretation will
allow the students to see clearly how their descriptions have affected
their audience.
Resources:
Worksheet Words
English
Looking
Beyond
the UK...

Lesson 3
English Lesson 3
Page 4.29
Name Date
Class
Words
Verbs
Soar rush plunge struggle plod plummet creep tiptoe wriggle race drop crash click roar stink
burn drench flash gasp scream dream float drown sink climb scramble fall bounce grip panic
hurry flip jump reach…
Adjectives
Boiling scorching deep high magnificent shiny bright thick dusty cold red dangerous wild flat
alive dead busy silent empty crowded warm sunny wet dry blurred chaotic calm incredible
dull lonely…
Adverbs
Quickly seriously joyfully calmly quietly brightly merrily loudly mournfully secretly silently
angrily gloriously bravely nervously slowly smoothly mysteriously…
Nouns
Hill cave valley river water mud dust sky space rock sand pebble droplet grass trees flower
pit chasm tide weed air wind cloud rain light dark pool glass brick wall ice fire…
English Lesson 3
Page 4.30

Objective –
To use a variety of word types to describe.



What is a verb?
What is an adverb?
What is an adjective?
What is a noun?

English Lesson 3
Page 4.31

Verbs – action words

Try to avoid using obvious or boring verbs –
here are some powerful descriptive verbs.
Think of three more and write them on
your worksheet.
Soar rush plunge struggle plod plummet creep

tiptoe wriggle race drop crash click roar stink
burn drench flash gasp scream dream float

drown sink climb scramble fall bounce grip
panic hurry flip jump reach …

Adjectives – describing words

The whole point of adjectives is to describe –
you’ll definitely need plenty of these! Try to
choose the very best adjective to describe
exactly what you mean. Here are some
wonderful adjectives – think of three more
and write them on your worksheet.
Boiling scorching deep high magnificent shiny

bright thick dusty cold red dangerous wild flat
alive dead busy silent empty crowded warm
sunny wet dry blurred chaotic calm incredible
dull lonely …

Adverbs – words that describe how a

verb is done.
Adverbs give a bit more information about
how an action takes place. They can really
add to a description, helping you become as
precise as possible. Here are some effective
adverbs – think of three more and write them
on your worksheet.
Quickly seriously joyfully calmly quietly

brightly merrily loudly mournfully secretly
silently angrily gloriously bravely nervously
slowly smoothly mysteriously …
English Lesson 3
Page 4.32

Nouns – naming words

Nouns are really important in a description. You
need to use the right names for things, and be
accurate and precise. Nouns are just as
beautiful and descriptive as the other word
types, and help your writing feel realistic. Here
are some useful nouns – think of three more
and write them on your worksheet.

Hill cave valley river water mud dust sky space
rock sand pebble droplet grass tree flower pit
chasm tide weed air wind cloud rain light pool
glass brick wall ice fire …

You now need to write a description of a

journey in an unusual place on a bicycle.
Imagine that your bicycle can take you

anywhere. Use your notes and word
banks and let your imagination take
you to far-off places!

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English Summary

KS3 Cycle Curriculum Pack

Looking Beyond the UK

by Lisa Webber, and Gulliver’s Travels by Jonathan Swift. These texts

Looking Beyond the UK

English. KS3 Cycle Curriculum Pack. Version 1. January 2009

Looking Beyond the UK

writing, and asked to make preliminary plans and vocabulary choices.

Looking Beyond the UK

English. KS3 Cycle Curriculum Pack. Version 1. January 2009

Slides 3, 4, 5, 6, 7, 8, 9 – This extract is from In The Deep Of The Night by

Slide 16 – This is the brief.

Slides 18, 19, 20, 21 – Images of unusual environments – for inspiration.

Handouts and worksheets for photocopying

Let’s try the same thing with this extract.

English. KS3 Cycle Curriculum Pack. Version 1. January 2009

Analysing descriptive techniques

English Looking Beyond the UK Lesson 1

We are learning to analyse the way a writer

Curriculum Focus on Cycling 2008 Transport for London

English Looking Beyond the UK Lesson 1

Two of the most effective techniques you

Active, interesting verbs – ‘doing’ words

The five senses – sight, smell, touch,

Curriculum Focus on Cycling 2008 Transport for London

English Looking Beyond the UK Lesson 1

As you read the following extract,

Curriculum Focus on Cycling 2008 Transport for London

Analysing descriptive techniques

English Looking Beyond the UK Lesson 1

In this extract, a boat is caught in a terrible storm:

English. KS3 Cycle Curriculum Pack. Version 1. January 2009

Curriculum Focus on Cycling 2008 Transport for London

English Looking Beyond the UK Lesson 1

Curriculum Focus on Cycling 2008 Transport for London

English Looking Beyond the UK Lesson 1

Did you find any active verbs?

Curriculum Focus on Cycling 2008 Transport for London

Analysing descriptive techniques

English Looking Beyond the UK Lesson 1

Did you find any evidence of the five senses?

Curriculum Focus on Cycling 2008 Transport for London

English Looking Beyond the UK Lesson 1

Curriculum Focus on Cycling 2008 Transport for London

English Looking Beyond the UK Lesson 1

Curriculum Focus on Cycling 2008 Transport for London

Analysing descriptive techniques

English Looking Beyond the UK Lesson 1

Did you find any active verbs?

English. KS3 Cycle Curriculum Pack. Version 1. January 2009

Curriculum Focus on Cycling 2008 Transport for London

English Looking Beyond the UK Lesson 1

Did you find any use of the five senses?

Curriculum Focus on Cycling 2008 Transport for London

English Looking Beyond the UK Lesson 1

We are going to be writing a description

Curriculum Focus on Cycling 2008 Transport for London

Analysing descriptive techniques

English Looking Beyond the UK Lesson 1

Where could you go on your incredible

Down to the bottom Space

Curriculum Focus on Cycling 2008 Transport for London