Hertswood School Lesson Plan

Hertswood School Lesson Plan

Subject:
English / Year:
9 / Class:
Day: / Date: / Time:
Reference to Scheme of Work:
Reality Bites – Revising Text Types / Lesson Number: 1

Framework Objectives

Reading 1 Review and extend their own strategies for locating, appraising and extracting relevant information
Speaking and Listening 7 Identifying underlying themes, implications and issues raised by a talk, reading or programme

Department Lesson Structure

Starter:
Introduce the scheme of work
Prediction – 20 words based on title ‘A Sound of Thunder’
Feedback to another pair. /

Teacher Adaptation / Differentiation

Introduction:

Read opening of story to class
What do we learn about Eckels and the world in which the story is set?
How could the title fit in ?
What genre is this story? Clues?

Development:

As teacher reads up to entry to time machine, pupils text mark or jot down any clues to life in the future.
Plenary:
Draw a flow diagram to show what might happen if Eckels stood on a mouse (p.20)
Resources:
Copies of ‘A Sound of Thunder’ by Ray Bradbury
Passage to text mark from disk- optional / Homework:
Bring in leaflets/travel brochures to next lesson
Assessment Opportunity:

Evaluation:

Subject:
English / Year:
9 / Class:
Day: / Date: / Time:
Reference to Scheme of Work:
Reality Bites – Revising Text Types / Lesson Number: 2

Framework Objectives

Writing 7 Explore how non-fiction texts can convey information or ideas in amusing or entertaining ways

Department Lesson Structure

Starter: Cloze
Give pupils paragraph (on OHP or handout) describing T.Rex with blanked -out adjectives (could be given in a list). /

Teacher Adaptation / Differentiation

Introduction:

Continue reading story until point animal dies.
Could show footage of T Rex from ‘Jurassic Park’

Development:

Introduce task of designing a leaflet/brochure for the time travel safari
Look at examples of leaflets/ travel writing on OHP and list the conventions (hyperbole, second person, heavily descriptive, tailored to audience etc)
Plenary:
Write a slogan for your own leaflet/brochure using alliteration
Resources:
Copies of ‘A Sound of Thunder’ by Ray Bradbury
Cloze made from disk version of story
Examples of leaflets/travel brochures
Extract from ‘Jurassic Park’ - optional / Homework:
Design layout of leaflet and brainstorm persuasive vocabulary (e.g. from cloze passage)
Assessment Opportunity:

Evaluation:

Subject:
English / Year:
9 / Class:
Day: / Date: / Time:
Reference to Scheme of Work:
Reality Bites – Revising Text Types / Lesson Number: 3

Framework Objectives

Writing 13 Present a case persuasively enough to gain the attention and influence the responses of a specified group of readers

Department Lesson Structure

Starter:
Just a minute (talk for 1 min without pausing etc) on:
What has happened so far?
How will the story end? /

Teacher Adaptation / Differentiation

Introduction:

Complete reading of story (Teacher should read unless a very able group)
How has the world changed? Reread carefully in pairs. How has the author made the ‘new’ present seem sinister/intimidating?

Development: Continue working on leaflet to advertise the safari. Low ability pupils should be given a scaffold e.g. sentence starters and persuasive vocabulary. Teacher models first paragraph. Pupils encouraged to vary start of sentences ( ..ing, ed, ..preposition, ..connective etc)

Plenary:
Vote – is Eckels entirely to blame for this?
Finish this sentence: I think the moral of this story is………’
Resources:
Copies of ‘A Sound of Thunder’ by Ray Bradbury
Scaffold for less able
Leaflets/travel brochures / Homework:
Complete leaflet/brochure
Assessment Opportunity:

Evaluation:

Subject:
English / Year:
9 / Class:
Day: / Date: / Time:
Reference to Scheme of Work:
Reality Bites – Revising Text Types / Lesson Number: 4

Framework Objectives

Sentence 7 Analyse and exploit the stylistic conventions of the main text types

Department Lesson Structure

Starter:
Matching exercise – pair the text type with the example (Hodder and Stoughton Sentence Level Starters)
Stress at Yr 9 these text types tend to be blended /

Teacher Adaptation / Differentiation

Introduction:

Explain class will move from persuasive/informative writing (travel leaflet) to analytical. We will be reading more dramatic Sci Fi – extracts from a script.

Development:

Read extract 1 in groups of 4
Highlight all the verbs and comment on the effect
Or:
Cut up the extract for pairs to sequence. How did you work out the order?
Plenary:
60 second brainstorm of as many ‘power’ verbs as you can.
Resources:
Copies of ‘Star Wars’ Script extracts.
Cut up extract 1 into strips – optional.
Hodder and Stoughton text types activity / Homework:
Assessment Opportunity:

Evaluation:

Subject:
English / Year:
9 / Class:
Day: / Date: / Time:
Reference to Scheme of Work:
Reality Bites – Revising Text Types / Lesson Number: 5

Framework Objectives

Reading 10 Comment on interpretations of the same text or idea in different media, using terms appropriate for critical analysis

Department Lesson Structure

Starter:
Brief recap /

Teacher Adaptation / Differentiation

Introduction:

Read extracts 2- 5 as class – using appropriate voices!

Development:

Show video of same scene and compare with the script – are there any inconsistancies? Why could this be?
Pupils can be given a note-making frame or copy to annotate
Plenary:
What themes do these extracts and ‘A Sound of Thunder’ have in common? 5 bullets in pairs.
-shock revelation, agression, a loner, futuristic, world changed forever, fear, power and control etc)
Resources:
Copies of ‘Star Wars’ Script Extract
‘Star Wars’ video
Note-making frame - optional / Homework:
Assessment Opportunity:

Evaluation:

Subject:
English / Year:
9 / Class:
Day: / Date: / Time:
Reference to Scheme of Work:
Reality Bites – Revising Text Types / Lesson Number: 6

Framework Objectives

Sentence 9 Write sustained standard English with the formality suited to reader and purpose
Writing 17 Cite specific and relevant textual evidence to justify critical judgements about texts

Department Lesson Structure

Starter:
List 5 occasions when formal/informal written style is appropriate.
Explain sustained Standard English required for SATs and GCSE /

Teacher Adaptation / Differentiation

Introduction:

Introduce task – analytical writing. Compare story and script (or analyse one passage) in terms of how tension is built up by the author. Together list ways an author creates tension and model planning – 5 paragraphs

Development:

Pupils draft 5 paragraphs using PEE (Point, Evidence, Explanation) on:
Structure, Vocabulary, Speech, Pace, Characters
Low ability will require a scaffold/sentence starters
Plenary:
Mark the letters PEE on your own or your neighbour’s paragraphs.
Did you/they manage to keep the language formal?
Resources:
Scaffold for low ability pupils / Homework:
Complete analytical writing on how author creates tension
Assessment Opportunity:

Evaluation:

Subject:
English / Year:
9 / Class:
Day: / Date: / Time:
Reference to Scheme of Work:
Reality Bites – Revising Text Types / Lesson Number: 7

Framework Objectives

Reading 8 Analyse how media texts influence and are influenced by readers

Department Lesson Structure

Starter:
Introduce next text type – evaluation
Brainstorm word family – value, evaluate, evaluate, valuable, valuation
Define and relate to other subjects in curriculum /

Teacher Adaptation / Differentiation

Introduction:Show some TV adverts/film trailers

Agree a set of criteria for evaluating the effectiveness of an advert in making the consumer want to purchase. (entertaining, engaging, original, well-made, clear message, targets audience etc)

Development;

Show one advert/trailer several times
Pairs make notes on a given frame on features:
Music; voiceover; casting; setting; colour; graphics: intended audience etc.
Plenary:
Feedback – between pairs or as a jigsaw
Resources:
Taped TV advertisements/film trailers
TV and Video
Note-making frame / Homework:
Tape own advert/trailer – watch it several times carefully and make notes on it. Could be done in pairs.
Assessment Opportunity:

Evaluation:

Subject:
English / Year:
9 / Class:
Day: / Date: / Time:
Reference to Scheme of Work:
Reality Bites – Revising Text Types / Lesson Number: 8

Framework Objectives

Writing 4 Choose, use and evaluate a range of presentational devices, on paper and on screen

Department Lesson Structure

Starter:
How many words can you make out of the word ‘Advertisement' in 3 minutes? /

Teacher Adaptation / Differentiation

Introduction:

Introduce writing task – based on last HW.

Pupils should imagine they work for a major company and have been given the task of writing an evaluation of a advert/trailer before it is seen on TV/screen.

Development:

Give a structure and sentence starters on the board: Summary of content; Intended audience; Features of design; Areas of strength /weakness.
Teacher models thinking process
Plenary:
3 things learnt today
Resources:
Taped TV advertisement/film trailer
TV and Video / Homework:
Work on first 2 sections of evaluation – watch extract again
Assessment Opportunity:

Evaluation:

Subject:
English / Year:
9 / Class:
Day: / Date: / Time:
Reference to Scheme of Work:
Reality Bites – Revising Text Types / Lesson Number: 9

Framework Objectives

Writing 10 Explain the precise connections between ideas with clarity and an appropriate degree of formality

Department Lesson Structure

Starter:
Brainstorm 5 things to remember to check when redrafting work – spelling, paragraphing, openings to sentences, detail, punctuation, repetition, sense etc. /

Teacher Adaptation / Differentiation

Introduction:

Look at an example of a formal evaluation/report on OHP
Identify key features and list on board

Development:

Continue working on first draft of evaluation – part 3 and 4
Give list of useful evaluative vocabulary
Plenary:
Two good examples of pupils’ work can be read aloud to class – show ads/trailers if time
Resources:
Taped TV advertisement/film trailer
TV and Video / Homework:
Complete evaluation
Assessment Opportunity:

Evaluation:

Subject:
English / Year:
9 / Class:
Day: / Date: / Time:
Reference to Scheme of Work:
Reality Bites – Revising Text Types / Lesson Number: 10

Framework Objectives

Speaking and Listening 5 Compare different points of view that have been expressed, identifying and evaluating differences and similarities

Department Lesson Structure

Starter: On whiteboards
Brainstorm of titles of reality TV shows
Differentiate between documentaries, chat shows and game shows /

Teacher Adaptation / Differentiation

Introduction: Groups discuss one of following:

5 reasons why people choose to go on these programmes
5 reasons why these shows are so popular
5 arguments against these shows
Feedback

Development:

Introduce task – writing an (impartial) advice booklet or website for participants in a reality TV show. Text type: Instructions, Information
In pairs, design a reality TV show and brainstorm ideas.
Plenary:
Write a definition for reality television for inclusion in a dictionary.
Resources:
Whiteboards / Homework:
Finalise details of design of game show
Assessment Opportunity:

Evaluation:

Subject:
English / Year:
9 / Class:
Day: / Date: / Time:
Reference to Scheme of Work:
Reality Bites – Revising Text Types / Lesson Number: 11

Framework Objectives

Writing 15 Offer general advice or guidelines for action adopting an impersonal style to suggest impartiality and authority

Department Lesson Structure

Starter:
Feedback HW - ideas for own reality TV show /

Teacher Adaptation / Differentiation

Introduction:

Shared reading of an advice text on OHP – e.g. a website. Identify typical language used, sentence structure and features of layout.
Pupils could be given a copy of the example to annotate.

Development:

Decide subheadings for own advice text, e.g.
-What to pack
-The rules
-What to expect
-How to cope when you leave
Plenary:
What kind of language is appropriate? Formal?
Informal?
Resources:
Example of advice texts
Copies for pupils to annotate - optional / Homework:
Writing own advice booklet/website
Assessment Opportunity:

Evaluation:

Subject:
English / Year:
9 / Class:
Day: / Date: / Time:
Reference to Scheme of Work:
Reality Bites – Revising Text Types / Lesson Number: 12

Framework Objectives

Word 8 Recognise how lines of thought are developed and signposted throught the use of connectives

Department Lesson Structure

Starter: ‘Reality television is a con, because it is not real at all; it is edited to make a television programme’ Put statement on board, giving pupils 5 minutes to decide what this means and whether they agree or disagree. /

Teacher Adaptation / Differentiation

Introduction:

Optional – Could show extract from ‘The Truman Show’ or ‘Ed TV’ (dangers of reality TV taken to an extreme.)

Development:

Pupils work on their advice booklet/website for participants.
Give list of connectives to link sentences and paragraphs
Plenary:
Pupils feedback how work has been improved by use of connectives
Resources:
List of connectives
Video of ‘The Truman Show’ or ‘Ed TV’- optional / Homework:
Complete advice writing task
Assessment Opportunity:

Evaluation:

Subject:
English / Year:
9 / Class:
Day: / Date: / Time:
Reference to Scheme of Work:
Reality Bites – Revising Text Types / Lesson Number: 13

Framework Objectives

Writing 4 Choose, use and evaluate a range of presentational devices, on paper and on screen

Department Lesson Structure

Starter:
Define the word celebrity.
Why are we interested in celebrities?
Introduce the concept of celebrity as an industry /

Teacher Adaptation / Differentiation

Introduction:

Introduce final text type – discursive writing
Writing a discursive essay means seeing both sides of the story. Title of task will be: ‘Celebrities don’t deserve any privacy’ Discuss

Development:

Groups cut up images and words/phrases from magazines and newspapers to make a collage on sugar paper to explore the concept of celebrity
Plenary:
Why do you think we are more interested in celebrities than politicians?
Do celebrities have the right to privacy?
Resources:
Copies of Tabloid and broadsheet front pages, OK, Hello etc
Scissors, glue, sugar paper / Homework:
Collect some examples of celebrity journalism and bring to next lesson
Assessment Opportunity:

Evaluation:

Subject:
English / Year:
9 / Class:
Day: / Date: / Time:
Reference to Scheme of Work:
Reality Bites – Revising Text Types / Lesson Number: 14

Framework Objectives

Writing 14 Make a counter-argument to a view that has been expressed, addressing weakness in the argument and offering alternatives

Department Lesson Structure

Starter:
Half class work - 5 bullet points in favour of celebrities deserving privacy, the other half - 5 bullet points against. /

Teacher Adaptation / Differentiation

Introduction:

Create for /against table on OHP and give pupils an A3 copy.
Model how to fill in, matching argument with counter argument.

Development:

Pupils fill in the table
Plenary:
On whiteboards – experiment with writing an interesting opening sentence that does not repeat the title
Resources:
Whiteboards
For/against table on OHT and A3 for pupils / Homework:
Complete the table and add evidence to back up each of your points
Assessment Opportunity:

Evaluation:

Subject:
English / Year:
9 / Class:
Day: / Date: / Time:
Reference to Scheme of Work:
Reality Bites – Revising Text Types / Lesson Number: 15

Framework Objectives

Word 8 Recognise how lines of thought are developed and signposted throught the use of connectives

Department Lesson Structure

Starter:
Celebrities can be destroyed by the press
Turn the word LOVE into HATE in 4 moves
(love, dove, dole, date, hate etc) /

Teacher Adaptation / Differentiation

Introduction:

Show example of discursive writing on OHP.
Model how to write topic sentence sentences and expand each point made in the table from last lesson. Revise P point, E evidence E explanation.

Development:

Pupils begin writing essays
Provide writing frame for lower ability
Give list of useful connectives for comparison/discussion
Plenary:
Bingo- light hearted end of unit activity!
Pupils draw 8 boxes (2 rows of four) and write in
names of celebrities from a particular field. Cross of names if called by teacher.
Resources:
Writing frame for lower ability pupils
List of connectives for comparison/discussion / Homework:
Complete discursive essay
Assessment Opportunity:

Evaluation: