Introduction
No Pens Day Wednesday lesson plans have been created by practising mainstream teachers and speech and language therapists. These have then been quality assured by a specialist speech and language therapist to ensure they are fit for purpose.
Lesson plans
The lesson plans provide an example for schools to adapt and build on, though they can be used as they are if this fits in with your planning.
Teachers can use plans from different year groups and adapt them as necessary to be appropriate for the students you work with. Some of the lesson plans in this pack are from previous years. All plans that are new for 2015 are marked like this *New for 2015*.
Lesson plans aim to follow good practice principles; e.g. they
· Identify explicit learning objectives.
· Support use of questioning, using Blooms taxonomy, to support learning.
· Include plenary sessions that encourage pupils to reflect on their learning.
Some lessons include reflection on how the “no pens” theme of the day has affected learning. This could be a discussion you could have in any lesson in order to gather pupils’ views on how an emphasis on talk in the classroom has impacted on their learning and enjoyment of lessons.
Each lesson plan also has key vocabulary identified, which is listed in the vocabulary section of the lesson plan. Vocabulary is key for all pupils, particularly those whose language is not at an age appropriate level or pupils learning English as an additional language. Teaching vocabulary explicitly as part of a lesson, using tried and tested strategies can make a significant difference to these pupils in particular. Teachers can have a look at strategies for supporting vocabulary in class in the information for staff section of our website.
A speaking and listening objective has also been identified for each lesson. Some have been taken from guidelines previously made available, whilst others have been taken from our Universally Speaking guides (available to download and order for free from www.thecommunicationtrust.org.uk/universallyspeaking), which track language development throughout the secondary years. Many lesson plans predate the curriculum changes that were introduced in September 2014, so not all spoken language objectives link specifically to the spoken language requirements of the 2014 curriculum. However, the principles of including spoken language in your planning and considering spoken language objectives as part of every lesson remains the same. Therefore, we have continued to include the older plans, and if you wish, you can adapt the spoken language objectives to best suit the needs of your lesson and pupils.
How do no pens activities support pupils with special educational needs and disabilities (SEND)?
The aim of No Pens Day Wednesday is to include all children in spoken language activities to support their learning. This includes children who require SEN support, many of whom will have speech, language and communication needs (SLCN).
The SEND Code of Practice, which came into effect in September 2014, emphasises the importance of all teachers playing an important role in identifying and supporting those who have SEND. By taking part in No Pens Day Wednesday you will be able to access and put in place lots of great ways to build in quality support for all children’s communication across the school/setting. This is an important part of removing barriers to learning and engaging in inclusive practice. You’ll also be able to access information and guidance that can help you better understand how to identify and support children who are struggling.
By placing a focus on spoken language in your setting, you may find that you’re more able to spot those children who are struggling with their speech, language and communication development. For those children and young people who have already been identified as requiring SEN support, placing a focus in spoken language means that you are encouraging them to develop their skills in this important area of their development, which is the foundation for so much of their learning.
Lesson plans could also be adapted to link with any objectives that have been set by specialist colleagues, such as a speech and language therapist.
You can find out more about identifying and supporting children with SEND, and in particular those with SLCN in our pack of strategies for every classroom, which can be found in the information for staff section of our website.
Year 10 lesson plans – PHSE *New for 2015*
Class: / Teacher: / Date: / Lesson: PHSE – moral dilemmasThis session could be used as an introduction to a more detailed study of moral dilemma in history – e.g Holocaust
Lesson objectives:
To understand what a moral dilemma is, through examples;
To recognise the difficulty in weighing up options in a dilemma;
To justify and support opinions constructively. / Speaking and listening objectives:
Listen and respond appropriately to others’ points of view;
Respond to criticism and respond constructively;
Support opinions and arguments with evidence.
Activity: Moral Maze© - exploring difficult moral decisions / Differentiation / Resource
Starter:
Think, pair, share – what sort of things have you made a decision about in last 24 hours? / Give examples to get students started – what to wear, what to eat in canteen, who to sit with in mentor, etc.
Vocabulary:
Decide, decision, right, wrong, moral, immoral, amoral, dilemma, consequence
Main:
Make your mind up time! – teacher shows ‘Which way will you choose?’ slideshow, let the students know that even though the questions may be difficult, they should try to give an instant response by standing (agree), sitting (disagree)
Discuss – how easy was it to make a quick decision?; did anyone want longer to think / decide, or think after that they might have made the wrong choice? Did you think about the consequences when you made a snap decision?
Moral decisions are hard to make. Moral decisions are based on our beliefs, perceptions of right and wrong, personal values, logical reasoning. Some situations will test our personal beliefs and values more than other.
Group Activity:
Moral Maze© café carousel
Set out scenarios around classroom tables. Allocate students to 5 groups, 1 per scenario. Each group discusses the scenario and the options.
· Individually – what do you decide?
· Do your group members agree?; if not, why not?;
· What are the consequences of each option?;
· Can you persuade your group of your point of view?
Take a vote around the group and leave the group marker on the option chosen for the scenario.
Move on to next scenario.
Groups move around the tables till all scenarios are visited and voted on. Point out to students that, as the task progresses, they may find their decisions and discussions influenced by the decisions they see that other groups have already made.
Ask – was your decision influenced by what other groups had voted for? Was your decision influenced by your personal or family faith? / Group students for support with reading. / ‘Which way will you choose?’ powerpoint
Moral dilemma scenarios (with option sheets) printed off from Moral dilemma powerpoint
Group tags or markers – name card, token, etc . 5 per group (1 x marker per scenario).
Plenary:
Round Robin – one thing to say about moral decisions and dilemmas.
Assessment for learning:
Are students able to –
· Engage with the decision making;
· Exemplify the pros and cons of any decision;
· Listen carefully to others views and respond appropriately and constructively?
History *New for 2015*
Class: / Teacher: / Date: / Lesson: History – The fewLesson objectives:
To know the main events of Battle of Britain
Understand the importance in the context of WW2;
Know strengths and weaknesses of both sides;
Develop an understanding of why RAF prevailed. / Speaking and listening objectives:
Retell events
Use language to share information
Activity: Battle of Britain – jigsaw task / Differentiation / Resource
Starter:
Think, pair, share – show poster and ask students to think / pair / share what they know about what it depicts.
Take feedback – use a randomiser to pick students to feedback (e.g www.classtools.net/random-name-picker/ ) / Provide prompts for key students – which war?; nations / services involved?; who ‘won’ / Battle of Britain poster
Vocabulary: Battle of Britain, Fall of France, Operation Sea Lion Student 1s, Hitler, Churchill, Luffwaffe, RAF, blitzkreig, radar, Spitfire, Hurricane, Messerschmitt, turning point / Picture vocabulary handout
Main: Jigsaw task
Introduce topic to students – as a class they will learn information about Battle of Britain under specific headings (attacking forces, defending forces, tactics, leaders and decisions, timeline) then will re-group to share and collate their learning before answering questions as a class.
Group Activity:
In 6 groups; number each student in the group (1 – 3 or 1 – 4 depending on group size) – give each group an information sheet covering 6 topics – British leadership, German leadership, Luftwaffe, RAF, Dowding system, timeline
Each group reads and discusses the information they have been given. What information is new / novel? How does it help to add to their knowledge of this time in history? What more would they need / want to know to better understand this moment in history?
Remind students that they need to be able to re-tell this information later.
Re-make groups – group all Student 1s, Student 2s, Student 3s, etc. Within these groups set a new task –
Share with the group the information you learned in your first group. How has this added to your understanding? Why did Operation Sealion fail? How did Britain succeed in maintaining air superiority?
Encourage students to point to the evidence to support their view. / Reading pen or mixed ability group for reading support. Alternatively information could be recorded or provide on laptop to use text to speech facility
Cue questions to prompt thinking / information handouts under headings British leadership, German leadership, Luftwaffe, RAF, Dowding system, timeline
Plenary:
Class quiz: Use Powerpoint quiz – students discuss their answer in a group before responding / Battle of Britain quiz powerpoint
Assessment for learning:
Can students
• describe Hitler’s plans for invasion of Britain;
• identify key events in the battle;
• identify the strengths and weaknesses of RAF and Luftwaffe;
• identify and explain some reasons why RAF was successful in Battle of Britain.
1. British leadership
The British Prime Minister, Winston Churchill, recognised that Britain was at risk of invasion by Germany following fall of France in May 1940.
In a famous House of Commons speech on June 4th 1940 Churchill had to report on the fall of France and prepare British people for a probable invasion.
‘…We will go on to the end. We shall fight in France, we will fight on the seas and oceans, we will fight with growing confidence and strength in the air, we shall defend our island, whatever the cost may be. We shall fight on the beaches, we shall fight on the landing grounds, we shall fight in the streets and fields, we shall fight in the hills; we shall never surrender.’
Winston Churchill 4th June 1940
In another speech on June 18th he used the phrase ‘Battle of Britain’
‘The Battle of France is over. I expect the Battle of Britain is about to begin…Let us therefore brace ourselves to our duties, and so bear ourselves that if the British Empire and Commonwealth last for a thousand years, men will say, ‘This was their finest hour’.’
Winston Churchill June 18th 1940
Air Chief Marshall Lord Dowding, was Commander in Chief of Fighter Command and led the campaign against the Luftwaffe. He had to decide how best to use the planes and pilots under his command against a much larger German air force, the Luftwaffe.
Dowding knew from World War 1 experience that it was difficult to find enemy aircraft in the air to attack them.
He put a lot of effort into developing a system of detection, communication and control, later called the Dowding system.
The Dowding system was a detailed system of communication, control and command. Coastal radar stations reported enemy aircraft approaching to Headquarters, where it was plotted on a map and passed onto the RAF sector closest to the approaching aircraft to ‘scramble’ and intercept.
Observer Corps posts reported in as the enemy aircraft crossed the coast, to keep information up-to-date. Aircraft gunners could be alerted.
He clashed with other senior officers in the RAF who wanted to ‘take the fight to the enemy’ and engage with enemy planes before they crossed the British coastline. Dowding preferred to fight German planes over British land, where crashed British pilots had a better chance of survival.
Although Churchill and Dowding had disagreed during the Battle of France, Churchill largely left Dowding alone to run the Battle of Britain campaign as he wished.
2. German leadership
Adolf Hitler was undefeated throughout Europe following the fall of France. He believed that Britain would agree to terms, allowing Hitler to rule a unified Nazi Europe.
Adolf Hitler, Directive No. 16 (16th July, 1940)
As England, despite her hopeless military situation, still shows no sign of willingness to come to terms, I have decided to prepare, and if necessary to carry out, a landing operation against her.