Placement 2 Lesson Plansms Van Gerven

Placement 2 Lesson PlansMs van Gerven

YEAR 9 ENGLISH

Week 2 – newspaper article due September 20

Introduction to Newspaper writing – Monday L3
Phase / Time / Activity
Starter / 5-10 / Roll call/introduction to the unit and me
Introduction / 15 / Main Elements of a News Article handout. I will demonstrate these features on a newspaper in front of the class
Development / 15 / Using the Making Headlines sheetstudents will have to come up with appropriate headlines to match the leading paragraphs
Plenary / 5 / Packing up
Techniques, style and structure – Tuesday L4-L5
Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 40 / Starter activity will be “Fact or Opinion?” game on Kahoot (10 minutes)

PowerPoint on purpose, style and techniques
Development / 35 / Worksheet on identifying key elements of the news story. This will be done with 2 articles.
Plenary / 5 / Packing up
Identifying media bias – Thursday L4-L5
Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 25
15 / Going through the key elements of a news story task again as a class. Do one together. Then the second alone.
Introducing media releases
Development / 35 / Using the sheets we have looked at, I will get students to create their own stories using the media release. It will have to have a lead paragraph and 3 supporting paragraphs and a tail. 2 quotes will have to be included.
I will then get students to read out their stories to the class.
Plenary / 5 / If any time left, kahoot

Main Elements of a News Article

There are certain elements that are common to almost all articles that you will read in the newspaper or find on the Internet. The following list explains the five major components, or parts, of a news article.

• Headline (Heading)
The headline is the title of the news article. The headline should be short, does not include a lot of detail, and should catch the readers’ attentions. It is normally not a complete sentence, and tries to summarize the main idea or subject of the article. It is often printed in larger letters than the rest of the article, and the major words are capitalized.

• Byline
This line tells who is writing the article. It may also include the address of the author and the publication or news source for which he or she writes.

• Location
This is usually placed at the beginning of the article in bold print. If the city or location is well-known, the name can be written alone, but if the city is less famous, more information is included. For example, the byline of an article written in Sydney, New South Wales would read ‘Sydney’, while an article from Griffith, New South Wales would have to include the name of the state.

• Lead Paragraph(s)
The lead paragraph is found at the beginning of the article. The lead briefly answers the questions “who”, “what”, “when”, “why”, “where”, and “how”. The ‘skeleton’ of the story can be found here.

• Supporting Paragraph(s)
These are the paragraphs which follow the lead. They develop the ideas introduced by the lead, and give more information in the form of explanations, details, or quotes. In many newspapers, these paragraphs are found on subsequent pages

Headline News

Read the following statements and create an appropriate headline based off of these lead paragraphs.

______

Officials in the town of Letter were panicked last week to discover that a large portion of their funds for the coming year are missing. “We received the monthly statement from the bank, and the money just isn’t there,” stated city councilor Ellen Lathem. The money was raised by local residents, and was destined to be used to build a new swimming pool. “It goes without saying, without the capital we can’t build the pool,” mourned fellow councilor David Rosenthal. An investigation has been launched to track down the missing money.

______

Dozens of parents led their toddlers away from Lafayette mall on Sunday, disappointed by the absence of Santa Claus. The mall had hired Peter Volcek to play the part of the jolly holiday figure, but at the last minute was informed that building codes did not permit the construction of the temporary ‘Santa Land’ stage. Several children expressed concern about Santa’s health, and were reassured by mall officials that, “Santa is fine, he’s just taking a break.” The absence of Santa is a serious setback for the mall, which opened only last week.

______

Mr. Jordan Bates, an English teacher at Kennedy High School, is the star of the newest exhibit at the local art museum. The exhibit is entitled “Teachers on the Weekends,” and features photographs of teachers fishing, having picnics, and doing grocery shopping. Ms. Sandra Graham, the artist who prepared the show, was unavailable for comment.

______

George Smallton, the editor of the Jonesbury Times, was shocked to see his paper Tuesday morning. Since he had last seen it Monday night, something very strange had happened: the paper had switched languages. Headlines that had read “New School in Town” now read “NeueSchule in der Stadt.” Mr. Smallton has apologized to the community for the confusion, and has promised to work hard to discover the cause of the mix-up.

______

The residents of the small town of Clare, Adelaide, are tired of waiting for the state to fund road repairs. Irritated at being forgotten in the capital, the inhabitants have started a letter writing campaign. Sent to the premier and the state legislators, the letters describe the terrible condition of the Clare roads, and request money to fix them. “If they won’t pay attention to us, we’ll just have to make them!” explained local resident Margaret Hickman.
Article Elements

Using an article from the newspaper, fill in the details under the headings below

Headline: / Author or News Source:
Subject Matter: / Target Audience:
5W-1H Questions in Lead:
Who/What: / When:
Where: / Why:
How:
Supporting Paragraph(s) Summary: / Eyewitness Accounts/Quotes:
Other Supporting Evidence: / Embedded Biases/Opinions:
Misprints/Convention Errors:

Week 3

Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 15 / Handout assignment/excursion booklet. Talk about what makes something newsworthy
Development / 15 / Introduce assignment and go through rubric and excursion expectations
Plenary / 5 / Homework: choose what question you would like to do your assignment on before we go on the excursion
Phase / Time / Activity
Starter / 5 / EXCURSION
Introduction / 35
Development / 40
Plenary / 5

Week 4

Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 15 / Discuss what we found on excursion
Development / 15 / Hand out planning sheets
Plenary / 5 / Homework: complete planning sheet
Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 35 / Working on assignment
Development / 40 / Working on assignment
Plenary / 5 / Packing up
Phase / Time / Activity
Starter / 5 / PAT TEST
Introduction / 35
Development / 40
Plenary / 5

Week 5

Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 10 / Hand out peer assessment sheets and explain the purpose of peer reviewing and drafting.
Development / 20 / Peer assessment
Plenary / 5 / Homework: 30 minutes on assignment
Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 15 / Go through article style, layout and image referencing
Development / 60 / Final class time to work on assignment
Plenary / 5 / Finish assignment for homework
Phase / Time / Activity
Starter / 5 / Roll
Introduction / 20 / Student/teacher assessment forms
Development / 45
15 / Introduction to writer’s statement. I will hand out the assignment sheet. The writer’s statement will be written in class in 5 sections timed at 7 minutes each. The under pressure writing activity will ensure they all have a draft done by the end of the lesson. After the timer goes off for each section, I will call on 3 volunteers to read out what they have written. Volunteers will receive a lolly snake.
Kahoot on the entire unit’s work. Top 3 students will receive a prize.
Plenary / 5 / Thank the class

YEAR 10

WEEK 2 – assessment – essay

Phase / Time / Activity
Starter / 10 / Roll call – introduction to who I am, what we are learning, class expectations
Introduction / 25 / Introduction to Shakespeare. Shakespeare’s language quiz
Development / 50 / 30 minutes - Group research task: biographical and contextual information on Shakespeare’s life, his work and his world.
Areas for research may include:

Shakespeare’s life
Shakespeare’s work and categories of comedy, tragedy, history
Queen Elizabeth 1 and the Elizabethan Age (living standards)
Witchcraft and superstition
Elizabethan theatre and entertainment – The Globe

20 minutes Students need to develop a PowerPoint to accompany a 3-5 minute presentation to the class. At least 4 sources must be referenced
Plenary / 5 / Packing up
Phase / Time / Activity
Starter / 5 / Roll
Introduction / 20 / Understanding Adaptation PowerPoint
Development / 55 / I will hand out key scenes from a Midsummer Night Dream’s, Macbeth and Hamlet. I will get them to firstly translate the excerpt from Shakespearean language to modern English. Then I will get them to adapt the scene as a group and later get them to perform the scene in front of the class. They will have to read out the excerpt before they begin.
Plenary / 5 / Packing up
Phase / Time / Activity
Starter / 5 / Roll
Introduction / 10 / Quiz on Shakespeare’stechniques
Development / 20 / Reading the prologue as a class and analyzing it
Plenary / 5 / Packing up

Shakespeare’s language

Match the words to the definition:

asidedramatic ironyprologuesoliloquy

blank versemonologue epiloguetragic hero

A character has the potential for greatness but has a fatal flaw that brings about their own downfall and that of other characters ………………………..

A speech on stage in which a character expresses his or her thoughts aloud to the audience. It is not heard by the other characters ………………

Words spoken to the ‘side’ when conversing. This is usually directed to the audience and is not heard by the other characters …………………………...

The introductory words of the play before the first scene ……………………

Unrhymed verse written in ‘metre’ (rhythm) called iambic pentameter (ten syllables or five beats per line) …………………………………………………

This occurs when there is a difference between what is known by the audience and what is known by the characters ………………………………

The concluding speech which follows the last scene of the play ……………

A long speech or poem spoken by one character but addressing another character …………………………………………………………………………

WEEK 3

Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 35 / Film techniquesPowerPoint
Development / 30
10 / Image Analysis activity to understand the concept of miseen scene
Introduction to assignment. Hand out booklet
Plenary / 5 / Packing up
Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 35 / Watching the film
Development / 40 / Watching the film
Plenary / 5 / Packing up
Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 15 / Watching the film
Development / 15 / Watching the film
Plenary / 5 / Packing up

WEEK 4

Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 35 / PowerPoint on the themes, motifs, costuming in Romeo+Juliet
Development / 30
10 / Image analysis booklet to be handed out and to be completed individually.
Discuss miseen scene analysis as a class.
Plenary / 5 / Packing up
Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 15
20 / Go through the “writing an essay” hand out
Independently get students to fill out their essay planning sheets
Development / 15
25 / Under pressure writing of the introduction
Students to continue on with the rest of their essays for the rest of the lesson. Drafts due end of day Friday
Plenary / 5 / Packing up
Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 15 / Working on essay
Development / 15 / Working on essay
Plenary / 5 / Drafts due 5pm tonight

WEEK 5

Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 10
25 / Hand out peer assessment sheets with rubric and go through expectations with the class.
Swap students work and complete peer assessment. Get students to discuss their changes and grading to one another.
Development / 40 / Working on assignment with peer assessments considered
Plenary / 5 / Work on assignments for homework
Phase / Time / Activity
Starter / 5 / PAT TEST
Introduction / 35
Development / 40
Plenary / 5
Phase / Time / Activity
Starter / 5 / Submit essays onto DayMap
Introduction / 15 / Handout and complete student/teacher evaluations
Development / 15 / Kahoot
Plenary / 5 / Thank the class

YEAR 11

WEEK 2

Film techniques
Phase / Time / Activity
Starter / 10 / Introduction to the unit. Handout the consent form
Introduction / 35 / PowerPoint on film techniques
Development / 10
20 / Introduction to the film and exploring ideas about redemption
Redemption group activity
Plenary / 5 / Packing up
Beginning Shawshank Redemption
Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 10 / Introducing the assignment sheet/giving out booklet/collecting consent forms
Development / 20 / Watching film
Plenary / 5 / Packing up
Phase / Time / Activity
Starter / 5 / Watching film
Introduction / 35
Development / 40
Plenary / 5

WEEK 3

Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 35 / Finishing the film
Development / 20
20 / Students will be broken into 3 groups each focusing on one of the key themes: imprisonment and loss of identity, the power of hope and justice and corruption.
They will have to fill out the handout given to them related to their theme.
Prepare a PowerPoint on your assigned theme as a group, answering the handout questions. This will be performed in the following lesson.
Plenary / 5 / Packing up
Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 20 / All groups to show and discuss their PowerPoints
Development / 10 / All students should be taking notes will the other students talk about theme. We will discuss what we have learnt from one another
Plenary / 5 / Packing up
Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 35 / Hand out image analysis sheets and go through image analysis as a class
Development / 40 / Key scene analysis with film technique notetaking sheet
Plenary / 5 / Packing up

WEEK 4

Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 10
25 / Review essay writing using the TEEL method.
Handout essay planning sheet. Get students to complete this before the second half of the lesson. Go around the class to help.
Development / 20
20 / Under pressure writing of introduction
Under pressure writing of paragraph 1
Plenary / 5 / Packing up
Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 15 / Working on assignment
Development / 15 / Working on assignment
Plenary / 5 / Drafts due Friday 5pm
Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 15
25 / Hand out peer assessment sheets with rubric and explain plan and expectations
Swapping work and completing assessment
Development / 35 / Continue working on assignment. Work one on one with students.
Plenary / 5 / Drafts due 5pm today

WEEK 5

Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 35 / Returning drafts and discussion on common issues and opportunities for improvement
Development / 40 / Final opportunity to work on the written assessment
Plenary / 5 / Finishing essay for homework
Phase / Time / Activity
Starter / 5 / Roll call
Introduction / 15 / Working on audiovisual component of assignment
Development / 15 / Working on audiovisual component of assignment
Plenary / 5 / Audiovisual component due the following Monday
Phase / Time / Activity
Starter / 10 / Roll call and assignment submission on DayMap
Introduction / 45 / Introduction to intertextuality PowerPoint and activities
Development / 15
10 / Student/teacher evaluations
Discussion
Plenary / 5 / Thank the class