ENGLISH DEPARTMENT
MEDIUM TERM PLAN
YEAR 7
Spooks, Spirits and a Touch of Magic
Aims:
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This scheme of work is designed to enthuse students with a range of reading and writing activities
based around ghost, horror and mystery writing.
It presents opportunities for students to read and discuss texts, focusing on language choices and
overall impact, and then have a go at replicating the style in their own writing.
It also builds on their enjoyment of texts and provides an opportunity for students to engage in
focused speaking and listening work for a specific audience.
Duration: 7 weeks
Resources:
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'Spooks, Spirits and a Touch of Magic' booklets
Video extracts from Harry Potter
Video extracts from Casper the Friendly Ghost
A4 whiteboards
Large sheets of card for presentations
Key Outcomes:
 A 'ghost walk' tour of Beaumont School
 A presentation showing 'research findings' on ghosts, mysteries and magic
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Although these two pieces of work are the main outcomes, they will form part of a wider range of
tasks in students' own Spooks, Spirits and Magic 'anthology.'
Most students will: read key passages from the 'Spooks, Spirits and a Touch of Magic' booklet, both as
shared text and within groups. They will respond analytically and creatively showing understanding of
themes and narrative structures within these texts. They will produce two key assessment pieces showing
presentational skills as well as an understanding of their ability to write for a particular purpose and
audience.
Some student will not have progressed so far and will: read and enjoy some of the key extracts from
the booklet and engage with most of these as well as with the related drama activities. They will write
using ideas from the stories and extracts they have read and prepare their own ghostly writing with
support frameworks. They will also present to a small audience with group and teacher support.
Some students will have progressed further and will: respond to the stories, extracts and poems as
pieces of well-crafted writing and then attempt to replicate these in their own work, particularly in the
range of work in their own Spooks, Spirits and Magic 'anthology.' They will show confidence and awareness
of audience in their final presentations.
KEY TEACHING AND LEARNING OBJECTIVES
Pupils should be taught to:
TEXT LEVEL – READING
Reading for meaning
 Infer and deduce meanings using evidence in the text, identifying where and how meanings are
implied; (R8)
Understanding the author's craft:
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Comment, using appropriate terminology on how writers convey setting, character and mood through
word choice and sentence structure; (R12)
Recognise how writers' language choices can enhance meaning e.g. repetition, emotive vocabulary,
varied sentence structure or line length, sound effects; (R14)
Trace the ways in which a writer structures a text to prepare a reader for the ending, and comment
on the effectiveness of the ending; (R15)
TEXT LEVEL – WRITING
Plan, draft and present
 Plan, draft, edit, revise, proof-read and present a text with readers and purpose in mind; (Wr1)
Write to imagine, explore, entertain
 Use a range of narrative devices to involve the reader e.g. withholding information (Wr7)
Write to inform, explain, describe
 Organise texts in ways appropriate to their content e.g. by chronology, priority, comparison and
signpost this clearly to the reader (Wr10)
 Describe an object, person or setting in a way that includes relevant details and is accurate and
evocative (Wr14)
SENTENCE LEVEL
Sentence construction and punctuation
 Keep tense usage consistent, and manage changes of tense so that meaning is clear; (S4)
 Vary the structure of sentences within paragraphs to lend pace, variety and emphasis; (S11)
WORD LEVEL
Vocabulary
 Expand the range of link words and phrases used to signpost texts, including links of time (then, later,
meanwhile) and cause (so, because, since); (Wd20)
TEXT LEVEL – SPEAKING AND LISTENING
Speaking
 Recount a story, anecdote or experience and consider how this differs from written narrative (S/L2)
 Tailor the structure, vocabulary and delivery of a talk or presentation so that listeners can follow it
(S/L3)
Drama:
 Reflect on and evaluate their own presentations and those of others (S/L 19)
POSSIBLE TEACHING SEQUENCE
Week 1: INTRODUCTION TO GHOSTLY TALES
Objectives:
Understanding the author's craft:
Comment, using appropriate terminology on how writers convey setting, character and mood through
word choice and sentence structure; (R12)
 Trace the ways in which a writer structures a text to prepare a reader for the ending, and comment
on the effectiveness of the ending; (R15)
Sentence construction and punctuation
 Vary the structure of sentences within paragraphs to lend pace, variety and emphasis; (S11)
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COVERAGE (Resources)
From Spooks and Spirits booklet:
A-Z of Ghosts and Hauntings
Abigail and Jack
Copies of Abigail and Jack for students to write on
Night Flyer of Talyllyn
Mini whiteboards
FOCUS
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Introduce the scheme of work by brainstorm on what students think about ghosts and haunted
houses?
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Read A- Z of Ghosts and Hauntings. Do they believe in these as facts? Allow time for anecdotes.
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Introduce Night Flyer. Shared reading of account. How is atmosphere created? What clues are
there to ending? What might have really happened? Note how author sets up account. How could
ghostly bit of this be developed into a much more engaging account?
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Introduce idea of morning TV programme? Look at the kind of people who go on these and the type
of questions and answers. (include phone ins)
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Students to prepare a GMTV interview with eyewitness of Night Flyer that goes into much more
detail about incident. Students to plan questions and answers and then present their TV interview.
Teacher to act as 'phone in caller with questions to eyewitness.
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Read ending of Abigail and Jack from ' He told her not to be so stupid.' What might have happened?
Predict story so far.
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Read rest of story and look at writing. Shared work on annotating strengths and weaknesses in one
para.
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Students to annotate their own copy (not from booklet) of Abigail and Jack and write targets for
improvement for author.
OUTCOMES
 Annotated copy of Abigail and Jack to show improvement targets
 Eye- witness accounts of Night Flyer incident
Week 2: SPOOKY TALES THAT NEED SOME WORK
Objectives:
Understanding the author's craft:
 Recognise how writers' language choices can enhance meaning e.g. repetition, emotive vocabulary,
varied sentence structure or line length, sound effects; (R14)
 Trace the ways in which a writer structures a text to prepare a reader for the ending, and comment
on the effectiveness of the ending; (R15)
Write to imagine, explore, entertain
 Use a range of narrative devices to involve the reader e.g. withholding information (Wr7)
COVERAGE (Resources)
From Spooks and Spirits Booklet:
Rosalie
Knock at the Manor Gate
Creating an eerie atmosphere
Mini whiteboards
FOCUS
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Read 'Eerie atmosphere' extract. What is happening? What words/phrases really conjure up the
setting? Class annotation
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Option- write the scene describing the spirit looking down on two boys. How would this be different?
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Read Rosalie. Look at language in story and discuss the 'hand.' What might the hand be? Continue
the story (opportunity for some shared writing to begin with) focusing on the hand and describing why
it is there, what it is trying to do.
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Share continuations - how have people created tension and atmosphere. Swap and give targets.
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Discussion then and class list of what makes a good ghost story. List to be complied and displayed.
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Read Knock at The Manor Gate. Students need time to discuss the events in this and work out what is
happening.
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Then does it fit into ghost story criteria? Discuss using evidence from story
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Write letter to Kafka explaining how this story could be amended to make it into a great ghostly tale.
OUTCOMES
 Continuation of Rosalie from hand's point of view
 Letter to Kafka advising on how to change Manor Gate into 'real' ghost story
Week 3: THE BEAUMONT GHOST WALK
Objectives:
Understanding the author's craft:
 Recognise how writers' language choices can enhance meaning e.g. repetition, emotive vocabulary,
varied sentence structure or line length, sound effects; (R14)
Write to inform, explain, describe
 Describe an object, person or setting in a way that includes relevant details and is accurate and
evocative (Wr14)
Sentence construction and punctuation
 Keep tense usage consistent, and manage changes of tense so that meaning is clear; (S4)
Vocabulary
 Expand the range of link words and phrases used to signpost texts, including links of time (then, later,
meanwhile) and cause (so, because, since); (Wd20)
COVERAGE (Resources)
From Spooks and Spirits booklet:
Way through the Woods
As Quiet as Snow
Extra materials -London Walks information
FOCUS
 Introduce idea of ghostly tales taking on a variety of formats. List these - e.g. Halloween events,
ghost walks, and ghost hunting.
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Read London Walks leaflet. Why would people want to go on this walk? What would you expect?
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Examine how a 'ghost walk' tour might be set out on paper. What would the tour guide say and do?
What experiences would the customers have? Have might the mood be established.
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Read As Quiet as Snow (and optional Way through the Woods.) What experiences are captured in
these poems?
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Introduce Ghost Walk of Beaumont School in year 2090. School is now closed and it is famous for
the ghost of teachers and students who roam the corridors.
 Students to discuss ideas and collate class suggestions for ghost walk. They must think about:
Directions
Descriptions
Background information
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Planning, drafting and writing of ghost walk creating atmosphere, mood, tension and telling of the
ghosts who haunt the school and the glimpses of the past people have claimed to witness.
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Ghost Walk to be used as peer assessment and key assessment outcome.
OUTCOMES
 Ghost Walk of Beaumont School set in year 2090
Week 4: SOMETHING MORE SINISTER - CONFIDE YOUR CONCERNS
Objectives:
Reading for meaning
 Infer and deduce meanings using evidence in the text, identifying where and how meanings are
implied; (R8)
Write to inform, explain, describe
 Organise texts in ways appropriate to their content e.g. by chronology, priority, comparison and
signpost this clearly to the reader (Wr10)
Vocabulary
 Expand the range of link words and phrases used to signpost texts, including links of time (then, later,
meanwhile) and cause (so, because, since); (Wd20)
COVERAGE (Resources)
From Spooks and Spirits Booklet:
Mist in the Mirror
FOCUS
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Read Mist in the Mirror. What is the strange being? Students to discuss the narrative hooks in the
story and suggest explanations.
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Recap on ghost walk. Students to imagine they have been on ghost walk but they were left behind at
a point in the tour and tried to find their way back to the main group. As they walk through the
school they open doors and are frightened by what they see.
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What might this be?
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Work on describing the room, ghost, vision, noises
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Students to plan ideas for a letter to the tour guide to express their concerns about the disturbing
things they have seen as they made their way through the school.
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Teacher to model formal letter writing style for students and then students to plan and write the
letter expressing concerns and suggestions for tour operator action.
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Optional - letter in response -how might the tour operator respond?
OUTCOMES
 Letter to ghost walk tour operator - expressing concern re Beaumont Ghost walk
Week 5: MAGICAL CHARACTERS FOR THE BIG SCREEN
Objectives:
Plan, draft and present
 Plan, draft, edit, revise, proof-read and present a text with readers and purpose in mind; (Wr1)
Write to inform, explain, describe
 Organise texts in ways appropriate to their content e.g. by chronology, priority, comparison and
signpost this clearly to the reader (Wr10)
 Describe an object, person or setting in a way that includes relevant details and is accurate and
evocative (Wr14)
COVERAGE (Resources)
From Spooks and Spirits booklet:
Extract from Harry Potter
Wizzo the Warlock,
Haunted London
Extra resources - Harry Potter video
Casper the Friendly Ghost video
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Students move from ghosts to magical characters. Read Haunted London extract. How does magic
link to ghosts and haunting?
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Now read extract from Harry Potter and look at presentation of Peeves the ghost. Students to
discuss what other ghosts haunt Hogwarts and what magical powers they have.
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Look at video presentation of these ghosts and also Casper if available.
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Set up task - new children's film based on A Christmas Carol has been planned for release in new year.
However, because of the success of Harry Potter, the film-makers want some help in adding a few
magical as well as ghostly characters to the storyline.
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(Explain the story of A Christmas Carol briefly if needed)
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Students to discuss, and draft descriptions of these new magical characters and then write a letter
to the director explaining how this kind of character might add oomph to the film.
OUTCOMES
 Character brief on new 'magical' characters to liven up dull children's film
Week 6: HAUNTED OR HORRIFIC? SCARE YOUR AUDIENCE!
Optional Week
Objectives:
Plan, draft and present
 Plan, draft, edit, revise, proof-read and present a text with readers and purpose in mind; (Wr1)
Write to imagine, explore, entertain
 Use a range of narrative devices to involve the reader e.g. withholding information (Wr7)
Write to inform, explain, describe
 Organise texts in ways appropriate to their content e.g. by chronology, priority, comparison and
signpost this clearly to the reader (Wr10)
Vocabulary
 Expand the range of link words and phrases used to signpost texts, including links of time (then, later,
meanwhile) and cause (so, because, since); (Wd20)
COVERAGE (Resources)
From Spooks and Spirits Booklet:
Vampires
Walking Dead
The Face at the Window
How to Kill a Vampire
FOCUS
 Reading of variety of extracts from booklet on vampires and horrific beasts.
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How do these stories move beyond the ghostly into the horrific?
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Introduce task - and story of how Frankenstein came about as a story. (Mary Shelley and friends
trying to scare each other)
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Students experiment with ideas of stories that might scare a friend who has come to stay.
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Oral storytelling session - (Teacher might tell the story of the old couple who live on the cliffs.)
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Teacher to intro ideas of info leaflet and layout. (use Vampire)
 Students to choose either a story to scare your friends
Or
 An informative leaflet explaining to a budding author on how to scare the reader.
OUTCOMES
Either:
 Info leaflet on aspects to include to really scare your reader in stories
Or
 A ghost story to send shivers down the spine
Week 7: PURPOSEFUL PRESENTATIONS
Objectives:
Speaking
 Recount a story, anecdote or experience and consider how this differs from written narrative (S/L2)
 Tailor the structure, vocabulary and delivery of a talk or presentation so that listeners can follow it
(S/L3)
Drama:
 Reflect on and evaluate their own presentations and those of others (S/L 19)
COVERAGE (Resources)
Library
Large Card for Presentations
FOCUS
 Research on ghosts, haunted tales, and fiction to frighten you.
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Students in pairs/threes to work on short presentation that aims to convince an audience that ghosts
really do exist, quoting evidence, different anecdotes and range of experiences.
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Teacher to work with class to look at structure and sequence of ideas as well as presentational skills.
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Group presentations of findings of ghostly tales and peculiar happenings
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Groups to comment on strengths and areas for development
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Students to write own evaluation of what they did, how they went about it, successes and key
personal areas for development.
OUTCOMES
 Group presentations on subject of 'ghostly tales'
 Evaluation of presentations identifying contributions, successes and areas for development.