Lesson Plan: English

Lesson Title:The Boy in the DressTeacher: Group:Date:

Key Stage: KS2

Programme of Study Links: Reading- Literature: 4e) evaluate ideas and themes that broaden perspectives and extend thinking. Speaking and Listening: 6b) Pupils should be taught about how language varies: between standard and dialect forms & between spoken and written forms. And in Group discussions 10c) explaining, reporting and evaluating. Writing: 9d) to review and comment on what has been read, seen or heard, focusing on both the topic and the writer’s viewof it.

Cross-Curricular Elements: PSD, ICT, RE (dress codes of faiths)
The plan below can be undertaken as one lesson after all of the class have read the book- a sort of super plenary; or teachers may wish to use each slide in the presentation as a topic/discussion starter after that particular chapter, over a period of weeks.

The main activity of this lesson is to write content for a reference/evaluation page on the Schools OUT website for this book. Using the Boy in a Dress Wikipedia entry as a model. We will upload any submissions onto our site (see link below in Main Activity.)

Timing / Teaching and Learning
Focus the Learning - Learning Objectives: Tell students what they will learn, how it relates to their experience, the standard at which they are working and write key vocabulary on the board. / (you might decide to set Speaking & Listening objectives instead)
By the end of the book:
(Reading:Level 2)All students will express opinions about major events or ideas in stories, poems and nonfiction.
(Reading:Level 3) Most students should respond to the bookand show understanding of the main points and express preferences.
(Reading:Level 4) Some students couldrespond to the book and show understanding of significant ideas, themes, events and characters, beginning to use inference and deduction.
(Reading: Level 5)Some students could show understanding of gender stereotypes by referencing a range of texts, selecting essential points and using inference and deduction where appropriate.
Extend / Reinforce the Learning:
Homework:
Write the homework on the board and ensure students have written it in their planners. / SUGGESTIONS:
Collecting images from newspapers and magazines that reinforce laddish behaviour/attitudes and those that try to break stereotypes. Ask children to bring in any pictures of themselves and others in fancy dress.
Begin the Learning - Starter: Present new information using Visual, Auditory and Kinaesthetic methods. / 10
mins / Discuss the title, author and cover images: What does the book remind us of and what are our expectations of the story?
Ask children to recap on story to prepare them for chapter discussion themes.
Continue the Learning - Activities: This is the main part of the lesson. Provide a variety of challenging, differentiated VAK tasks / activities, meeting the needs of all students and all abilities.
Activity / Apply / Review
New activity / Apply / Review / 40
mins / Discuss each chapter- the PowerPoint supplied has an image and discussion starter for most, but not all chapters. You can of course adapt and amend as you wish.
Introduce pupils to Wikipedia and its use as an online reference site. Discuss the entry for Boy in a Dress (which is quite sparse). Tell the children that as a class they will be designing their own entry for an evaluation/reference page on the Schools OUT Classroom website (linked to the Schools OUT Lesson ‘Boy In a Dress’ page). Students need to use their knowledge of the themes in each chapter. You might divide the class into groups responsible for different aspects of the reference page e.g. analysis of each chapter’s theme, plot, characters etc.
Supporting / Developing the Learning – Differentiation:
Where appropriate, identify students and the methods of support and extension to be used. Include support staff meeting notes. / Students / Target groups likely to need support:
Learners could findtheir favourite parts of the book to put up on the site (e.g. ‘Highlights’ or ‘Favourite Quotes’ ). They could also write captions for some of the book’s pictures, which also could be uploaded to the site (L2 :Pupils express opinions about major events or ideas in stories, poems and nonfiction.) / Students likely to need extension work:
More able students might be able to find links to other books/internet resources that they could use as hyperlinks on the class reference page e.g. finding internet sites that reference gender stereotypes or sites that go against gender stereotypes. etc.(L5: Some students could show understanding of gender stereotypes by referencing a range of texts, selecting essential points and using inference and deduction where appropriate.
Celebrating the Learning - Plenary: Students demonstrate in some way what they have learned. Recognition of progress. Refer back to Learning Objectives. / 15
mins / Look at all the work produced and as a class decide which parts you are going to use for your page submission. You can email us at the Schools OUT Classroom, () and we will upload your final reference page for the book onto our site.
OR
Design a new cover for this book. Include the author, title and write a new blurb of your own (cover notes).
Management of Resources
Identify which resources are to be used and how. Include the use of new technology and the use of other supporting adults. / Each student will need a copy of the book or access to it.
IWB for the PowerPoint
CD of book also available
Access to internet


Equal Opportunities & Social / Moral / Cultural considerations
Identify any relevant aspects of the lesson which develop pupil understanding, skills and knowledge in these areas. / These lessons will bring up equality issues including: the role of males/females in society, interaction of different cultures etc.
Health and Safety Considerations
Identify the major Health and Safety considerations and what needs to bedone to ensure maximum safety. / Normal KS2 classroom risk assessments will apply.
Supervision if pupils are using the internet.