English Planning
WEEK 1 – Jan 14th
Period
one
TERM 1
Learning Objectives
GRADE 7
Activities
Resources
No school
http://www.resourceroom.net/comprehension/literature/holes/holescomp.asp
two
Holes website with the booklet we are using plus loads of activities to use for the students. Give the students the link as
well. Good for extension activities.
three
Getting to know the pupils.
Brainstorm a quick list of connectives of the board. Get students to come up
and each write one connective.
Students must say what they did during holidays in three sentences. They
must use one of the connectives.
four
General assessment of writing
ability
Give the students a writing task to complete on folio.
Assessment rubric
Choose one of three sentences to use in the writing
1. Let me tell you about my mother...
2. For sale. A casket. Mistakes happen.
3. That song changed the way she looked at me forever.
Sentence structure – 5
Grammar – 5
Word choice – 5
Organisation of ideas - 5
Students should hand in writing at the end of the lesson.
double
LO – to identify and
understand descriptive
writing
8PSV1
8PSV2
8SL6
Work through Unit 1 in the Checkpoint workbook.
Have students create a glossary of words relating to instructions (this will
be ongoing) either in the back of their book or on folio to keep in a file.
Words to recap: precise, evocative, paraphrase, sequencing, past
participle.
Work through Activities 1-3
Have the students come up to the board for the word cloud. Briefly
discuss the most powerful images that could be quite effective in a
description of fire.
Some students may need help refreshing what the idioms mean. Use the
following website
Checkpoint textbook
Homework – students can complete Activity 3b,c
for the following week.
English Planning
http://idioms.thefreedictionary.com/out+of+the+frying+pan+into+the+fire
WEEK 2 – Jan 19th
Period
one
TERM 1
Learning Objectives
GRADE 7
Activities
LO – to recognise implied meaning
Read through Chapters 1-2 of Holes.
8Rf1
Look at expressions of opinion, what do the students think is going
to happen based on the information in Chap 1-2?
Resources
Holes
Identify any new words, have students define them based on the
context that surrounds the word. Try to help students verbalise their
definitions clearly.
two
LO – to identify meaning
contained in an image
8Rf1
8PSV4
three
LO – to understand
characters based on
relevant information
Read through Chap 3-4
Holes
Focus on imagery. What do the students see in their mind? Why is
imagery important in a story? What would happen without it? Why
don’t we all see the same image in our mind?
Read through Chap 5-6
Holes
Workbooks
In workbooks, write the names of the characters down. Leave space around
the character to make a word cloud.
8Rf2
Individually or in partners, brainstorm as many words as possible that you
can associate with each character.
four
LO – writing similes
Revisit the word clouds from yesterday. Have children highlight all
of the adjectives used for each character.
8PSV4
Model the three levels of similes.
Stanley is as lonely as a forgotten baby sparrow.
Stanley is lonely, like the forgotten baby sparrow crying out for its
Holes
Workbooks
English Planning
mother’s touch.
Stanley is lonelier than the forgotten baby sparrow crying with
abandoned despair in its desolate nest.
Students to create 1-2 similes for each character.
five
LO – Critical thinking
creative writing
The object of critical thinking creative writing is to get the children to think
more critically. There will be a different activity each week. Not all will be
assessed as this alleviates pressure on the child for the piece of writing to
be ‘perfect’.
Workbooks
1. How would life be different if there were no electricity? List three
different ways and clarify if each way would cause mankind to
change for the better or the worse.
double
LO – to write a news report
8SL10
8Rn4
Read through the key points of a news report. Show the students
examples of 1-2 news reports from these websites:
Checkpoint text – Pgs 4-5
Text 1B is for next week.
http://www.studentnewsdaily.com/
http://www.newseum.org/ (a more interactive news website that includes
podcasts and video)
http://www.pbs.org/newshour/extra/
What do they notice about the features of a news report? Link their ideas
to the key points.
Have the students bullet point the order of events first.
Give the students 35 minutes to write their report.
WEEK 3 – Jan 26th
Period
TERM 1
Learning Objectives
GRADE 7
Activities
Resources
English Planning
one
LO – writing a cohesive character
description with evidence
8Wf5
Model how to create a lengthier character description using
evidence from the story. All students from CH last year have done
this. Focus on ways to incorporate the evidence, either through
direct quoting or paraphrasing.
Holes
Workbooks
Students complete in class tomorrow
Stanley is lonely because/due to the fact/considering (give a clue
from the story in your own words)
This is proven when the narrator comments that “....”
two
Continue on from yesterday.
three
LO – to understand setting
Students should have 4-5 clear and cohesive
character descriptions. These can be finished for
homework.
Work through section 1 in the Holes notes. Discuss what makes an effective
setting.
A4 paper
Holes
8Wf6
Students draw the setting from Holes. This could be done on A4 paper so as
to put up in the classroom.
four
LO – I can infer meaning
8Wf7
five
LO – Critical thinking creative
writing
Work through Chap 1 section 2 in the Holes notes. Clarify the
meaning of inference and add to the students’ glossary. Use the
book to answer the two questions. Encourage children to attempt
extending their answer by expressing their opinion about their own
inference.
Holes
Chapter 1 Holes notes
The object of critical thinking creative writing is to get the children to
think more critically. There will be a different activity each week. Not
all will be assessed as this alleviates pressure on the child for the
piece of writing to be ‘perfect’.
Workbooks
Write a story about a zoo without using the names of any
animals.
double
LO – to identify poetic
features
Add the following to the students’ vocabulary glossary: assonance,
antithesis, metre, alliteration, figurative
8Wf1
8Rf2
8Rf1
Work through #5 a-e
The students can complete ‘e’ for homework if there is not enough time in
class.
When analysing the poem, first have students look for the rhyme scheme
as this will help them with the missing words.
Checkpoint pgs 5-6
Poem answers
“All that is gold does not glitter,
Not all those who wander are lost;
The old that is strong does not wither,
Deep roots are not reached by the frost.
From the ashes a fire shall be woken,
A light from the shadows shall spring;
Renewed shall be blade that was broken,
English Planning
The crownless again shall be king.”
NB – photocopy the Text 1C for next week’s
work
WEEK 4 – Feb 2nd
Period
one
TERM 1
Learning Objectives
Activities
LO – understanding themes and
the idea of perseverance
8Rf1
8Rf6
GRADE 7
Resources
Ask the students to draw on previous knowledge of themes. What
words come to mind? Have them write their words on the board.
Are there any repeated words? Clarify that the theme is a big idea
that can be found in the story. Stories can often have more than
one theme.
two different versions of the tortoise and the
hare to show perseverance
http://www.pagebypagebooks.com/Aesop/Aes
ops_Fables/The_Hare_and_the_Tortoise_p1.
html)
Work through the Holes booklet about perseverance. For
homework, students answer the question about Stanley’s father
having perseverance. They should quote and write abt an 80 word
paragraph.
two
LO – Quote analysis
8Rf3
three
LO – Quote analysis
8Rf3
Work through Holes booklet Chap 4-5.
Students to copy the rules for quote analysis. It is important to copy
the example quote as well and use this to help clarify the 4 rules.
http://www.dltkteach.com/fables/tortoise/modern.htm
Holes booklet (for teacher)
workbook
Holes
Continue on from yesterday where students must individually work on the
assignment about interpreting a quote. Once complete, discuss answers with
the students.
HAP – choose a second quote and complete the analysis.
four
LO – understanding flashback
8Rf6
Work through Holes Booklet Chap 5-7. How does the reader know a
flashback has occurred? Why is it sometimes difficult to create a
flashback? Can the students recall any books they have read with
flashbacks? Was the author successful in achieving the effect?
Homework
Students go home and find Latvia on a map. They
must also find 1-2 interesting facts about Latvia.
English Planning
five
LO – Critical thinking creative
writing
The object of critical thinking creative writing is to get the children to
think more critically. There will be a different activity each week. Not
all will be assessed as this alleviates pressure on the child for the
piece of writing to be ‘perfect’.
Workbooks
Pretend that you get to make one rule in the world that
everyone in the world must follow. What rule do you make?
Why?
double
LO – explaining
effectiveness in writing
Read through text 1C. Discuss the strongest parts of description.
8PSV4
6a requests explaining why a word is effective. Model this first. Stronger
children may then complete independently, while LAP may need another
example.
Checkpoint text – pgs 6-7
Give the students ideas on how to extend their answers for b,c.
Remind children that their examples for question c should be in quotation
marks.
WEEK 5 – Feb 9th
Period
one
Learning Objectives
TERM 1
Activities
LO – to understand the
characteristics of a yellow-spotted
lizard based on what I’ve read
Read through chapter 8 in Holes. Add new vocabulary to the
glossary.
8Rf1
Review the term characteristics. Using the Holes booklet, students
draw and label a yellow-spotted lizard in its natural habitat. Use
Google images to search for an actual image of a yellow-spotted
GRADE 7
Resources
Holes Booklet
Workbooks
Internet (Google Images)
Homework question: What do you think is the
significance of the yellow-spotted lizard in
English Planning
lizard.
two
LO – understanding different
types of conflict
8Rf4
8PSV5
three
LO – reviewing how to
complete a quote analysis
Holes? Is it a symbol for something else?
Does it represent something specific?
Using the Holes booklet, go to the section in Chap 9/10 on conflict.
Students make notes about the different types of conflict. Also
mention that conflict causes tension. Add these two words to the
student’s glossary.
Students need to draw an example of the 4 types
of conflict and answer the following question for
homework.
Read Chapters 9-10 in Holes asking students to focus on the
conflict.
Stanley has a close brush with a conflict involving
a "Lump" in this chapter. Which of the four kinds
of conflict would it be? How do you know?
Write the quote on the board that students will be analysing.
"If anybody gets a day off, it should be me. That's only fair, right?"
Holes booklet
Workbooks
Read through Chap 11. Review how to complete a quote analysis. Students
complete the analysis for the above quote.
four
Comprehension Test
Students will be given a general comprehension test for
assessment.
ASSESSMENT
five
LO – Critical thinking creative
writing
The object of critical thinking creative writing is to get the children to
think more critically. There will be a different activity each week. Not
all will be assessed as this alleviates pressure on the child for the
piece of writing to be ‘perfect’.
Workbooks
What kind of soup would you eat for dessert? Write a recipe
for dessert soup. Don’t forget to use command verbs to start
each instruction.
double
LO – to understand
adverbs
Recap adverbs with a small quiz. Here are two online quizzes:
http://www.proprofs.com/quiz-school/story.php?title=adverbs-quiz
8GPw4
8PSV4
http://www.rudolphacademy.com/quizzes-online/language-arts-quizzes/parts-ofspeech-quizzes/identifying-adverbs-quiz/
Checkpoint text
Online quiz (optional)
Hand out copies of Text 1c. Model the first couple of sentences with the class.
Follow the steps of question 7 a,b
Students complete the rest of the text. HAP should be able to give stronger
adverbs for question 7c.
NB – make copies of text 1D next week
English Planning
Lastly, discuss the students’ ideas for 7c.
WEEK 6 – Feb 16th
Period
one
TERM 1
Learning Objectives
Activities
LO – summarising a chapter
Read through Chapter 12 and show the students the learning log
(found at the beginning of the Holes booklet)
GRADE 7
Resources
Learning Log from Holes booklet
Workbooks
8Rf2
Recap how to summarise – main points, no unnecessary fluff
Remind the students that summarising is done in paragraph form,
not bullet points.
LAP may need assistance from the teacher for summarising.
two
LO – to identify and understand
the use of symbols
8Rf3
Discuss the use of symbols in everyday life. Why do we often
remember symbols instead of words? What are some popular
symbols used in today’s advertising? What possible reasons could
an author have to use a symbol?
Homework: What could the following
colours/symbols represent? Red, Black, White,
Yellow, Green, Blue
Discuss the symbol of the cloud as per Chapter 13 in the Holes
Booklet.
three
LO – to see how word
choice can alter how
something is viewed
Read through Chap 14 and work through the Holes booklet on the
Vocabulary and Inference questions. When discussing the words intensity
and evaporate, try to get the students up and acting out the answers. They
could draw the two snowstorms on white boards.
Holes Booklet
White boards
8Rf4
Answer the question on inference in workbooks.
four
LO – comprehension skills
Independent work. Students to read through Chap 15-16 and
answer comprehension questions.
Questions:
What is something the Warden says or does in this
chapter that shows she has perseverance?
Stanley now knows why Zigzag did not want to talk
about the thing he found at breakfast. Why was
English Planning
that?
What "is certain" to the boys at the end of
chapter15?
What is something they don't know?
What does Stanley learn about Zero in chapter 16?
five
LO – Critical thinking creative
writing
The object of critical thinking creative writing is to get the children to
think more critically. There will be a different activity each week. Not
all will be assessed as this alleviates pressure on the child for the
piece of writing to be ‘perfect’.
Workbooks
You can have any three things that you want. In return you
must give away three things that are about the same size as
the things you get. What do you get and what do you give
away?
double
LO – understanding the
present perfect tense
Read through Text 1D. Students quickly complete question 8 as a minicomprehension quiz
8PSV1
8PSV3
Discuss what is being said in the passage and clarify any unknown words.
Work through question 9
Before beginning question 10, read through the key point on pg 10.
Discuss past participles of irregular verbs (this would be a good ongoing
classroom display)
Show the two youtube clips:
https://www.youtube.com/watch?v=Dkln8PfE1xE (short clip about present
perfect)
https://www.youtube.com/watch?v=Nt7O2w1Fpxc (examples of present
perfect from tv shows)
Work through question 10
Checkpoint text pgs 8-10
Internet
English Planning
WEEK 7 – Feb 23rd
Period
one
two
three
TERM 1
Learning Objectives
Activities
Resources
LO – working in partners to come
up with ideas
In partners, read through Chap 17-20.
8SL6
Students need to list the various types of conflict existing in these
chapters. They should present 1-2 quotes that support their idea of
the conflict.
LO – discussing and
commenting on a particular topic
Place partners into groups of 4. Groups spend 20 minutes
discussing their ideas and adding info if necessary.
8SL8
Spend the last 10-15 mins discussing what the students have come
up with regarding the conflict. Is there tension presented? How do
they know?
LO – to understand and
comment on the double
narrative in Holes
GRADE 7
Workbooks
Holes
Holes has a double narrative. This means that within the book, there are two
narratives - or stories - that run side by side; the story of Stanley and his time
at camp, as well as the story of Stanley’s great great-grandfather, “Kissing
Kate‟ and Sam, the onion man. There are many connections - or links between both of these narratives, things that connect Stanley’s current story
with his great great-grandfather.
TASK:
Read to the end of chapter 40 and look at the words below. How do they
appear in both narratives to link them together in Holes?
Peaches
God‟s thumb
Yellow-spotted lizards
Onions
A boat
four
Day Off
five
LO – Critical thinking creative writing
The object of critical thinking creative writing is to
get the children to think more critically. There will
be a different activity each week. Not all will be
assessed as this alleviates pressure on the child
for the piece of writing to be ‘perfect’.
Workbooks
English Planning
What are some ways you could celebrate
"Backwards Day?"
double
LO – I understand what a
myth is
8Rf5
8Rf9
What does the class know about myths, legends and folktales? What are
the differences?
Look at the following website
http://myths.e2bn.org/teachers/info311-what-are-myths-legends-andfolktales.html
Children to bullet point the main ideas of myth, legend and folktale
Children can go home and Youtube both myths
for clarification
Checkpoint pgs 10-12
NB – Make copies of both myths for next week’s
class
Read through the two myths in Checkpoint
Focus the discussion on how these two myths are specific to each culture.
What is different/similar about both myths? Why do cultures create
myths? Use question b on Pg 12 to guide discussion.
If there is time, ask the children if they know any myths that are specific to
their culture.
WEEK 8 – Mar 2nd
Period
one
Learning Objectives
LO – inferring information and
identifying setting
TERM 1
Activities
Read through Chap 21-23. Students to answer the following
questions for homework.
When Stanley goes back to his hole, it has been dug. What
inference does he make about who has dug it for him, and what is
the evidence to support his inference?
When Stanley starts to help Zero, he infers that Zero is actually very
smart. What are two reasons he infers this?
What inference does Stanley think might be true at the end of
GRADE 7
Resources
Workbooks
Questions
Holes
Copy of questions
English Planning
Chapter 22?
Identify the setting of the "flashback" in chapter 23.
a. Time (the present, many years ago, the future?)
b. Place
c. What are two ways this place was different at this time than it is
for Stanley now?
two
LO – understanding the conflict
of man vs society
Move on to Chap 26 and discuss the conflict that Kate Barlow is
facing.
Inference question: Why is Green Lake dry now? Is there any
symbolism here?
three
LO – quote analysis
In Chap 30, complete the quote analysis of:
“Here, take it, Zero. It's all you'll ever be good for.”
Students need to read up to Chap 30 for
homework.
Holes Booklet
Students read up to Chap 35 for homework.
Do not forget to discuss the symbolism of Zero’s name.
four
LO – reading for understanding
Students to use prior knowledge to answer the following questions
about Chap 31-34:
Students to finish book for Monday.
1. Why is Stanley probably more parched than he was before Zero
left?
2. What is grotesque about Mr. Pedanski?
3. To use figurative language, The Warden wants to make it seem
like Zero has just "evaporated" or disappeared into the air. What
does she want Mr. Pedanski to do?
4. At the end of Chapter 34, Stanley sees a boat. What is its name?
5. What else had that name, many years ago?
6. Who might have owned this boat?
five
LO – Critical thinking creative
writing
The object of critical thinking creative writing is to get the children to
think more critically. There will be a different activity each week. Not
all will be assessed as this alleviates pressure on the child for the
piece of writing to be ‘perfect’.
Workbooks
English Planning
If you could choose one thing that costs money and make it
free for everyone forever, what thing would you choose?
Why?
double
LO – understanding complex
sentences
Add to glossary: Penultimate, subordinate, finite verb, dependent,
monotonous
8GPw3
8Wf4
Clarify the difference between a compound and a complex sentence.
Checkpoint text Pg 12
Read the key point on Pg 12
Work through questions c,d,e on Pg 12. Explain how the subordinate
clause cannot stand alone, yet still contains a finite verb (a verb that has
an expressed or implied subject).
Students should have time to begin writing question e. Teacher to assist
LAP with the beginning complex sentences.
WEEK 9 – Mar 9th
Period
one
Learning Objectives
LO – to use drama for recreating a
part of the book
8SL7
8SL9
two
TERM 1
Activities
Place students in groups of 3. Tell them to choose 3 parts of the
book – one from the beginning, one from the middle and one from
the end.
Working in their group, they need to create a 30 sec to 1 min
presentation where they recreate the scene. The trick is they are
not allowed to use their voices at all. They may use props, but their
facial expressions, hand gestures and actions will need to tell the
story. Other groups then guess what part they are re-enacting.
Continue with presentations from yesterday.
GRADE 7
Resources
Holes
English Planning
three
LO- getting into the mind of
the character
8SL9
Hotseating the characters from Holes.
Clarify the difference between an open and closed question. Ask the
students which 5 characters they would like to ask some questions.
Students write 1-2 strong questions for each character.
Note: Hotseating is when a student becomes
a character and must answer another
student’s question as that character.
Explain the rules of hotseating as it will be done in tomorrow’s lesson.
four
LO- getting into the mind of the
character
8SL9
five
LO – Critical thinking creative
writing
In Hotseating, it is important to encourage the following:
Interviewer: Must address the student as the character, should use
a formal tone.
Interviewee: Should attempt to change their voice in order to
represent the character. Their answer should include relevant info
from the book.
The object of critical thinking creative writing is to get the children to
think more critically. There will be a different activity each week. Not
all will be assessed as this alleviates pressure on the child for the
piece of writing to be ‘perfect’.
Workbooks
If people could not see colours, how would traffic lights work?
Design a traffic system that does not rely on colours.
double
LO – using senses to help
descriptive writing
Create a brainstorm with ‘fireworks’ in the middle and a section for each of
the five senses. Briefly have students share their brainstorm.
8Rf2
8Wf3
In partners or small groups, students complete b. Students should come
up with 5-10 answers and can share their ideas at the end.
For question c, LAP may choose one or the other. HAP to complete both
activities.
Poems can be given as homework.
Checkpoint pg 13
HOMEWORK – students must find examples of
leaflets/brochures and bring them in for next
week
English Planning
WEEK 10 – Mar 16th
Period
one
two
TERM 1
Learning Objectives
GRADE 7
Activities
Resources
Watching the movie Holes. 117 minutes long, will take 4 sessions of 35 minutes each.
Ensure that students take bullet point notes about the similarities and differences between the movie and the book. Clarify that next week they will be writing
a review, as well as a comparison of the movie and book.
three
four
If there is any extra time after the movie, put students in small groups to discuss their lists. This will help in case a student missed something and wants to
add more to their list.
five
LO – Critical thinking creative writing
The object of critical thinking creative writing is to get the children to
think more critically. There will be a different activity each week. Not all
will be assessed as this alleviates pressure on the child for the piece of
writing to be ‘perfect’.
Workbooks
Pretend that parents have to take a test before they can
have children. Write six questions that would be on the
parenting test.
double
LO – creating a leaflet
8Rn3
8Rn2
8Wn1
Look through the examples of the leaflets. In groups, students make 2
columns in their books – effective and ineffective.
Groups bullet point what makes a leaflet effective or ineffective. Discuss
together and encourage students to add to their list. Look through the key
point on Pg 14 to see if anything is missing from the list.
Checkpoint text Pgs 13-14
Homework: Leaflets
Students must read through Key point pg 15 for
homework as they will have a writing
assessment next week.
Groups will now work through #13 questions a-c
Clarify that leaflets may be completed by partners, individuals or trios
Leaflets are due for homework.
WEEK 11 – Mar 23rd
TERM 1
GRADE 7
English Planning
Period
one
Learning Objectives
Activities
Assessment – descriptive writing
Resources
Students need to write for 35 minutes about the topic of fire. If they
need a starter, use one of the following:
none
I have smelled smoke before, but this was different. It reminded me
of...
The slightest flicker of orange caught my eye. At first, I thought it
was my brother playing one of his usual practical jokes, when
suddenly....
Remind students to leave themselves 5 minutes to check their
sentence structure.
two
LO – I can compare a book to a
movie
8Wn2
8Wn1
three
LO – I can compare a book
to a movie
8Wn2
8Wn1
Students first need to brainstorm the four paragraphs they will use
for their review. This may be done in groups. Students will use their
notes from watching the movie.
Setting
Same
Different
Characters
Same
Different
Plot Events
Same
Different
Resolution
Same
Different
Homework
Students must go read 1-2 online book reviews
and 1-2 online movie reviews. Encourage them to
try and choose reviews of books they’ve read and
movies they’ve seen. Be prepared to discuss in
class.
Discuss the features of a review. Does it contain mainly fact or opinion?
What were the main features? Language used? Did they give too much
info? Not enough? Did they give the ending away?
List compare/contrast connectives and encourage the students to use them.
Students to begin writing their review –
continues tomorrow in class.
English Planning

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
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






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four
LO – writing for the purpose of
explaining
but
instead of
alternatively
in contrast
whereas
on the other hand
unlike
otherwise
likewise
similarly
equally
as with
in the same way
like
Students continue writing their review. Encourage them to give a
brief opinion at the end if they did not do so throughout the review
itself.
Workbooks
8Wn2
five
LO – to explain ideas
Have a class discussion about the importance of sport and games.
Ideas to guide discussion:
Sort them into categories
Why are sedentary games like chess considered sports?
What are the main benefits of each?
double
LO – to research a sport or
game
Begin unit 2 in Checkpoint. Add to glossary: informative, instructional,
modal verb, passive verb, sequencing, chronological
Explain that the students need to research the history of one sport and
one game over the holidays. They need to summarise the info and bring
it for Term 2
Complete Questions 1 a,b,c as a fun discussion.
By the end, students should have a clear idea of the difference between a
game and a sport.
Holiday research
modal verb - an auxiliary verb that expresses
necessity or possibility. English modal verbs
include must, shall, will, should, would, can,
could, may, and might.
passive sentence – The doughnut was eaten by
Dave. (the subject is not doing the action)
English Planning