Teacher Year Group/Class/Set No. in class
Date and time Length No. present
Subject/Lesson focus
Personal Objective:
Objective: The students will be able to analyze and compare the characteristics of the multiple Jack the Ripper Letters
Introduction: The teacher will go over the homework (the Dear Boss letter work sheet). To go over the questions the teacher will call on students for their answers.
Activity 1 – The Dear Boss letter will be put up on the smart board. A student will be called on to read through it. The other letters will also be put on the smart board. Students will then try and find similarities and differences in the letters using the smart board to circle passages in blue for similar and red for different. The class will then discuss which they think were really written by Jack the Ripper.
Activity 2 – The students will get an explanation of their next task: a profile of Jack the Ripper. How to create the profile will go over. Was he educated? Was he rich or poor? What was his psychological state? Etc.
Activity 3 – Students will work on the profile task until a couple minutes before the bell rings
Closure: As a wrap up the teacher will summarize the point of the letters and will perhaps ask students to answer some questions that could help with homework. “Was he educated? Why?” for example.
Enrichment: Call on these students at the end to give them a challenge.
Differentiation: When students are working on their profile go around to ESL students and check progress and comprehension.
Assessment: The profile, in order to be effective, will need to draw on analyses of the letters, thus the profile will be graded.
Homework: No homework this lesson
Teacher Year Group/Class/Set No. in class
Date and time Length No. present
Subject/Lesson focus
Personal Objective:
Objective: Students will be able to interpret evidence and construct a profile of a murder.
Introduction: The teacher will hand back books and will give feedback from the grading. Reminder about keeping books tidy (papers glued in etc.) 10-12 minutes
Activity 1 – The Jack the Ripper PowerPoint presentation will be gone over by the teacher. This will give students a good narrative introduction into the 5 different killings. 15-20 minutes
Activity 2 – Students will be given the Liz Stride killing details list. The task of creating a detailed profile about the woman and her murder will be explained. The sheet should be gone through aloud to the class. While going through the teacher should point out some important information. The type which will be needed for the profile. 8-10 minutes
Closure: For the wrap-up the teacher will ask the students to think about the murder. How was this one different? A=witnesses – important for next lesson.
Enrichment:
Differentiation: The Liz Stride sheet will be read aloud to the class. If any words are not known ESL students will be asked raise their hands. Also, some words will be gone over as even none ESL students may be unfamiliar.
Assessment: The profile of the Liz Stride murder will be graded
Homework: profile
Teacher Year Group/Class/Set No. in class
Date and time Length No. present
Subject/Lesson focus
Personal Objective:
Objective: Students will begin to work on the big question.
Introduction: The start up task for this lesson will be for students to brainstorm a list of things that police use nowadays to catch criminals and which were not available for use by the Metropolitan police in 1888. This will be done in pairs. Activity 1 – The list will then be shared in class with one student entering information onto the smart board. 15 minutes
Activity 2 – The teacher will put up the big question, ‘were police to blame for not being able to catch Jack the Ripper?’ An explanation will then be give on how to answer a question like this. Not a yes and no, you could write a book covering the answer, etc. Students will have to incorporate all they have learned in the unit to answer the question. Attention will also be paid to form, i.e. give a claim in the introduction, support the claim with ample evidence in the body, and summarize the paper and argument in the conclusion. 15-20 minutes
Activity 2 – For the last 10 minutes students will start to answer the big question. The teacher will go around and check progress and will also clear up any questions about the task.
Closure: The teacher will give a general impression of the answers so far, and will remind students that they should use as much evidence as possible to back up their claim.
Enrichment:
Differentiation: Have a student who is usually loudest and answers most questions be the one entering in information on the computer. This will force them to be the listener, a role perhaps unfamiliar to them.
Assessment: The unit objective will be assessed with the grading of the answer to the big question.
Homework: The answer to the big question will be graded.