Turves Green Boys’ Technology College – English Department
Medium Term Plan – Year 8 (The Outsiders – S.E. Hinton)
Week 1
Objectives:
Assessment Focus:
Coverage:
Focus:
Outcome:
Reading R3, R11 Writing W3, W8 , Speaking and Listening S&L 10, 11, 15
Reading AF2 & AF3; Writing AF1; S&L AF2 & AF5
Chapter 1
performance skills; developing note-making skills; creating a character
group performance; written description of a gang
Week 2
Objectives:
Assessment Focus:
Coverage:
Focus:
Outcome:
W8, R4, R7, R13, Wr7, Wr10, S&L 10
Reading AF2 & AF3; Writing AF1 & AF7
Chapters 2,3 & 4 (opening)
selecting appropriate materials, understanding and explaining character
response to character using PQE; piece of imaginative writing; peer assessment
Week 3
Objectives:
Assessment Focus:
Coverage:
Focus:
Outcome:
S8, R13, W1, W2, W8
Reading AF3; Writing AF2, AF3 & AF4
Chapters 4-7
comprehension skills; drafting and editing
newspaper report
Week 4
Objectives:
Assessment Focus:
Coverage:
Focus:
Outcome:
S8, R4, R13, W8, S&L 13, S&L 14, S&L 15
Writing AF2 & AF4; S&L AF2 & AF5
Chapters 8-10
performance skills; awareness of text-type - review
drama activity – feelings; text annotation of writing to review examples
Week 5
Assessment Focus:
Coverage:
Focus:
Outcome:
Writing AF2, AF4, AF7
N/A
developing critical reading skills; writing a review – understanding text conventions
Critical review (Main Assessment Task)
KS3 Assessment Focuses
Reading
AF5: vary sentences for clarity, purpose and effect
AF2: understand, describe, select or retrieve information, events or
ideas from texts and use quotation and reference to text
AF6: write with technical accuracy of syntax and punctuation in
phrases, clauses and sentences
AF3: deduce, infer or interpret information, events or ideas from
texts
AF7: select appropriate and effective vocabulary
AF4: identify and comment on the structure and organisation of
texts, including grammatical and presentational features at text level
AF8: use correct spelling
Speaking and Listening
AF1: Talk in purposeful and imaginative ways to explore ideas and
AF5: explain and comment on writers' uses of language, including
grammatical and literary features at word and sentence level
feelings, using non-verbal features for clarity and effect.
AF6: identify and comment on writers' purposes and viewpoints and
the overall effect of the text on the reader
meanings and viewpoints, and how these are presented.
AF7: relate texts to their social, cultural and historical contexts and
literary traditions
purpose, listeners and what is spoken about, selecting and using the
Writing:
AF4: Make a range of contributions when working in groups,
AF1: write imaginative, interesting and thoughtful texts
AF2: Listen and respond to others, identifying main ideas, implicit
AF3: Adapt and vary structures and vocabulary according to
features of spoken standard English effectively.
shaping meanings through suggestions, comments and questions and
drawing ideas together.
AF2: produce texts which are appropriate to task, reader and
purpose
AF3: organise and present whole texts effectively, sequencing and
structuring information, ideas and events
AF4: construct paragraphs and use cohesion within and between
paragraphs
AF5: Create and sustain different roles, adapting techniques in a
range of dramatic activities to explore texts, ideas and issues.
AF6: Identify varieties and uses of spoken language, comment on
their meaning and impact and draw on these in talking to others.
Turves Green Boys’ Technology College – English Department
Short Term Plan – Year 8 (The Outsiders – S.E. Hinton)
Year:
Objectives
Word
School priorities
Term:
Week:
Teacher:
Writing?
Sentence
Reading R3 – Notemaking formats, R11 – Compare treatments of the same theme
Writing W3 – Writing to reflect, W8 – Experiment with conventions
Speaking and Listening S&L 10 – Hypothesis and speculation, A&L 11 – Building on others, S&L 15 – Work in role
Word / sentence activity
(Timing)
Lesson 1
1 hour 10 mins
Lesson 2
1 hour 10 mins
Introduction
(Timing)
(15 mins)
Discuss different note taking
Formats/model.
Brainstorm the word ‘Outsider’ Who
do you consider to be outsiders? Why
are people outsiders?
Copy into exercise books using the
most popular notetaking format to the
individual (R3)
(25mins)
Read Chapter One of ‘The Outsiders’
as a class. Pages 7-19 (You may wish
to assess individuals as they read)
Focus particularly on gang members
(10mins)
Discuss knowledge of gangs. Have
they been in one? Do they know of
gangs in the area? Link to media
coverage of shooting in Aston (S&L11)
(5mins)
Spelling?
Inference?
Development
(Timing)
(5mins)
In pairs consider the question:
Should we treat people as secondclass citizens because they are the
wrong colour, sex, homeless or
unemployed? (S&L10)
(10mins)
Feedback to whole class paired
ideas.
(20mins)
In groups of four, prepare a
conflict in which members from
different ‘sides’ meet up with each
other. Show a situation where there
is conflict. (S&L 15)
(10mins) Performance of conflict.
(20mins)
Construct the identity of a
stereotypical gang member.
Students to use the outline of the
gang member to add characteristics
of: speech, education, attire,
environment and what they say or do.
(W3)
(5mins)
Feedback to class of characteristics.
Plot on board
Plenary
(Timing)
(10 mins)
Explore the issues of the
outsider in each group.
How could the conflict
have been
prevented/stopped?
Homework
(10mins)
Students to assess from
their gang-member
characteristics the
stereotypes they have.
Discuss and question
whether these stereotypes
are realistic.
Find out three books or
films, which have gangs in
them. In each instance
state what the gangs are
arguing over.
(10mins)
(10mins)
Complete description of
Lesson 3
1 hour 10 mins
Recap salient information from chapter
one and stereotypes of gang members
(10mins)
Read pages 5-7 or Robert Swindell’s,
Daz 4 Zoe. What are the differences
between the two sides?
What possible problems could there
be?
(R11)
Create a grid of the similarities and
difference between the Greasers and
chippies and Socs and Subbies.
(5mins)
Feedback to class.
(5mins)
Watch Baz Luhrmann’s Romeo and
Juliet (fight scene between
Montagues and Capulets)
(5mins)
Again, highlight the similarities and
differences between student’s views
and stereotypical views of gang
members. (R11)
(20mins)
Using all of the information from the
different texts, create a ‘stereotypical’
gang member
Using the first person. Pretend you
are a member of a gang describing
the opposing side. (W8)
Hear examples of
descriptions of gang
members picking out key
stereotypical views.
gang member.
Turves Green Boys’ Technology College – English Department
Short Term Plan – Year 8 (The Outsiders – S.E. Hinton)
Year:
Objectives
Word W8 – Use linguistic terms
School priorities
Term:
Week:
Teacher:
Writing?
Sentence
Reading R4 – Versatile reading, R7 – Implied and explicit meaning, R13 – Interpret a text,
Writing W7 – Establish the tone, W10 – Effective information
Speaking and Listening S&L 10 – Hypothesis and speculation
Word / sentence activity
(Timing)
Lesson 4
1 hour 10 mins
Lesson 5
1 hour 10 mins
Introduction
(Timing)
(30mins)
Read Chapter Two (Pages 19 – 31)
What happens to those who get caught
up in gang fights?
The lads pick up two girls at the cinema
who are out of their league (They’re in
opposing gangs) Is this a sensible
move? Would you do the same?
(20mins)
Read page 32 “You greasers have a
different set of values. You’re more
emotional. We’re sophisticated – cool
to the point of not feeling anything”.
Breakdown the key words in the
passage. (R7)
Discuss what this means.
Are we so wrapped up in out own lives
we fail to see what is in front of us
(Nature)? Do teenagers miss out
because they have narrow lives, only
experiencing what is seen to be cool?
Development
(Timing)
(10mins)
Johnny was beaten up badly.
Does he seem to have recovered?
Pick out information from the text to
give your argument. (R4)
(20mins)
Predict what will happen next.
They are with two girls they should
not be associating with; will they get
into trouble? The codes of our
society tell us somehow who we
should and shouldn’t associate with,
why do we allow this? (S&L10)
(15mins)
Read Chapter 3 (Pages 32 – 42)
Question and answer students to
ensure understanding of the text.
(10mins)
Explanation and modelling of the
quotation burger (Point, Quote,
Explore) (W10)
(15mins)
Answer the following questions using
the quotation burger:
What do we know of the main
characters now? What impression do
we gain of the Socs and the girls’
reactions to them?
Spelling?
Inference?
Plenary
(Timing)
(10mins)
Hear opinions and allow
others to give their
opinions to what others’
have suggested.
Homework
(10mins)
Take a student’s answer
to model to the rest of the
class. Ensure students
can differentiate between
P, Q and E
Find a powerful ‘hard
hitting’ point in a fiction
book at home to bring to
next lesson. You will
need to explain why and
how it is powerful. Use
the P,Q and E ‘quotation
burger’ to give your
response.
Lesson 6
1 hour 10 mins
(15mins)
Hear accounts of powerful fiction.
Choose one to model as an example.
Write on board and explore the tone
and language: why is it powerful?
(W7)
(10mins)
Read the start of Chapter Four
(Pages 42 – 49) “And we ran into the
darkness”. Examine how this is
powerful. (A murder has been
committed and they have had to
escape quickly).
(10mins)
Read through the framework for
exciting writing. Pick out the salient
features.
(25mins)
Students are to plan a piece of
imaginative writing based on, “And
we ran into the darkness”.
(10mins)
Hear examples of
imaginative writing
exploring where the
Exciting writing devices
have been used. (W8)
Turves Green Boys’ Technology College – English Department
Short Term Plan – Year 8 (The Outsiders – S.E. Hinton)
Year:
Objectives
Word
School priorities
Term:
Week:
Teacher:
Writing?
Sentence S8 – Subject-specific conventions
Reading R13 – Interpret a text
Writing W1 – Effective planning, W2 – Anticipate reader reaction, W8 – Experiment with conventions
Speaking and Listening
Word / sentence activity
(Timing)
Spelling?
Inference?
Introduction
(Timing)
(25mins)
Read pages 49 – 64 (Chapters 4 & 5)
(R13)
Development
(Timing)
(10mins)
Recap conventions for imaginative
writing, “And we ran into the
darkness.”
(25mins)
Continuation of imaginative writing.
Plenary
(Timing)
(10 mins)
Hear examples of writing.
1 hour 10 mins
(20mins)
Read Chapter 6 (Pages 64 – 74)
Question and answer to ensure
understanding.
(10mins)
Recap Exciting writing framework –
students should have tried to add
these features into their writing.
(10mins)
Define the drafting process. (W2)
(20mins)
Students should swap books and
comment on their partner’s work
using the drafting process. Check
spellings, punctuation, sentence
construction and use of linguistic
devices. (w1) (W8).
(10mins)
Students to look at their
writing and tell the class
which devices they have
used and why.
Lesson 9
(15mins)
Read Chapter 7 (Pages 74 – 86)
(5mins)
Read page 79 again. This tells us
how the papers have reported the
fight, murder and the church burning.
Students are to create a newspaper
report of these events.
(20mins)
Texts types – recount. Model and
(10 mins)
Hear examples of articles.
Lesson 7
1 hour 10 mins
Lesson 8
1 hour 10 mins
Homework
Complete piece of writing.
recap how to create a newspaper
article. (S8)
(20mins)
Start to create article.
Turves Green Boys’ Technology College – English Department
Short Term Plan – Year 8 (The Outsiders – S.E. Hinton)
Year:
Objectives
Word
School priorities
Term:
Week:
Teacher:
Writing?
Sentence S8 – Subject-specific conventions
Reading R4 – Versatile reading, R13 – Interpret a text
Writing W8 – Experiment with conventions
Speaking and Listening S&L 13 – Evaluate own dramatic skills, S&L 14 – Dramatic techniques, S&L 15 – work in role
Word / sentence activity
(Timing)
Lesson 10
1 hour 10 mins
Lesson 11
1 hour 10 mins
Introduction
(Timing)
(15mins)
Read Chapter 8 (Pages 87 – 94)
Questions and understanding to ensure
understanding
Spelling?
Inference?
Plenary
(Timing)
(15 mins)
Hear newspaper articles.
Students should pick out
key conventions used in
the articles.
What do Johnny’s final words to
Ponyboy mean? “Stay gold, Ponyboy.”
Development
(Timing)
(10mins)
Recap recount text type.
(S8)
(30mins)
Continue working on newspaper
article. (W8)
(10mins)
Drama starters – Students should
walk around and at different moments
should get into different groups to
improvise different scenarios: group
of kids, fans at a football match and in
a bus queue. (S&L 14).
(10mins)
Students should sit in a circle, their
chairs facing out. They will need to
express Ponyboy’s deep anger and
desolation at the loss of his friend in a
way they feel confident with. The
teacher should be in the middle of the
circle and tap the back of the student.
This will be the sigh for them to
improvise their reaction.
(10mins)
In pairs students should create a
short scene where Pony boy talks to
one of the other gang members about
the way he feels. (S&L 15)
(30mins)
(10mins)
(10mins)
(20mins)
Read Chapter 9 (Pages 95 – 108)
This is a very intense chapter. Briefly
discuss the issues and feelings
portrayed.
(20mins)
Watch performances and
give constructive criticism
of how Ponyboy behaved.
Was it realistic?
(S&L 13)
Homework
Complete article and
create a front cover to fit
the time period.
Lesson 12
1 hour 10 mins
Read Chapter 10 (Pages 108 – 128)
Discuss the novel as a whole. Did
students enjoy it? Has the writer kept
it real? Could the ending be better?
(20mins)
Read a variety of book reviews.
Discuss skimming/scanning.
Students should highlight what they
feel are the main devices used in
each review. (R4)
Highlight the main
conventions used in a
review.
Brainstorm all the features
used in a review.
Turves Green Boys’ Technology College – English Department
Short Term Plan – Year 8 (The Outsiders – S.E. Hinton)
Year:
Objectives
Word
School priorities
Term:
Week:
Teacher:
Writing?
Sentence S8 – Subject-specific conventions, S9 – Adapting text types
Reading
Writing W18 – Critical review
Speaking and Listening
Word / sentence activity
(Timing)
1 hour 10 mins
Introduction
(Timing)
(10mins)
Recap the conventions used to create a
critical review. (S8) (S9)
ASSESSMENT (En2&3)
Lesson 14 & 15
Watch The Outsiders on video.
Lesson 13
Spelling?
Inference?
Development
(Timing)
(50mins)
Students to create a critical review of
S.E. Hinton’s “The Outsiders”.
Students should use the writing frame
provided to help them layout their
review. Focus especially on when
the text was written and the impact on
the reader.
(W18)
Plenary
(Timing)
(10 mins)
Hear examples of review
so far. How have some
students incorporated the
conventions? Which are
most successful and why?
(10mins)
How is the video similar? How does
it differ from the text?
(40mins)
The last paragraph of the critical
review: Should we watch a film
alongside the text? Why? Why not?
Which is more enjoyable?
(10mins)
Feedback of Scheme on
The Outsiders. Which
parts were enjoyable/least
enjoyable?
1 hour 10 mins
Lesson 16
1 hour 10 mins
(10mins)
Feedback from the video. Personal
opinions.
Homework
Book Reviews
‘The whole Harry Potter hubbub… the wordof-mouth testimonials from parents
marvelling that their non-reading children
(even boys!) are tearing through the Potter
books and begging for more, … the
confessions of a growing number of adults
not so young that they find these books
irresistible…
The Guardian
‘The cult of Potter has been created through
word-of-mouth, not marketing hype…Harry’s a
pretty ordinary sort of boy…In fact, in the TV
dominated, celebrity-spotted, smart-clever,
self-referential world that dominates the
children’s market these days, he is alarmingly
old-fashioned. He is not postmodernist,
sophisticated, slick, hip or street-smart
‘I am a real Harry Potter fan… Page after page
the story was so exciting, funny and surprising
that I wanted to read it as fast as possible.’
Lucy Findlay, aged 9
‘The books are good because they have funny
bits and frightening bits.’ – Rory Summerley,
aged 9
‘Everyone I know loves (Harry Potter)…
Basically the book is very interesting, full of
Good and evil magic, children training to be
wizards and lots of scary monsters
Rowling (is) performing magic… she knows
how to feed the desire not just to hear or read
a story but to live it as well … (Rowling) can be
both genuinely scary and consistently
funny, adept at both broad slapstick and
allusive wordplay … So many people both
young and naïve and older and jaded have
surrendered to the illusions set forth in Harry
Potter’s fictional world. They want to believe
the unbelievable, and Rowling makes it easy
and great good fun for them to do so. How
pleasant to be persuaded.
He is cheerful, decent, kind and brave, loyal,
good at games and rather moral …The
richness and scale of Rowling’s intervention is
exhilarating. These may be complex novels…
but the real proof of their quality lies in their
power to draw the reader into Harry’s world and
make it seem entirely believable… Alex
McGregor, 10, who has read The
Philosopher’s Stone five times and The
Chamber of Secrets, four, says thoughtfully,
“When I am lying in bed at night, I usually
wonder if there is a real Hogwarts, and whether
I can go there one day.”
…J.K. Rowling’s books are more imaginative
than any others I’ve read.’ Charles Rosser,
aged 8.
I have read all of J.K. Rowling’s books and
enjoyed everyone, so I was looking forward
reading Harry Potter and the Goblet of Fire. It
was meant to last the holidays, but I got so
engrossed, it only lasted two weeks! Lindsay
Thomson aged 10.