Maths – HELP !!!!

 

Y + 3 = 9

Am calling out to bloggers for good sites for secondary Key-stage 3 sites preferably UK based. I am teaching maths – a little departure from my normal subject – and am looking for interesting ways to teach algebra… particularly to the lower levels. Any resources or pieces of advice, good starters to get them focussed will be helpful. Thank you.

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Year 8 lesson Plan example for lesson 2 – Creative writing – The Granny project

A  SCHOOL                  SCHOOL LOGO

 

Group Year 8 Class T                                                 Date ____21 May ________

 

 

Unit Of Work.  20 Century Drama
Teaching Aim. 

 

To continue to understand the play The Granny ProjectObjectives for board:

To write for a specified audience

 

Learning Outcomes.  (Differentiate learning outcomes  into All pupils will, Most pupils will and Some pupils will). 

All pupils will complete a task

Most pupils will present imaginative work for display

Some pupils will develop ideas

Lesson Content. 

 

 

Main Activity(ies)

 

 

 

 

 

Brain bloom words appropriate for an elderly audience    10 mins 

 

 

Re-read part of the Granny Project

Choose an audience and re-write the play for the specified audience eg, for the elderly, choice of words, longer, flowery old fashioned, bosh to wash in, Frock dress                             35 mins

 

 

 Differentiation

 

 Use of dictionaries, thesaurus, working in pairs

 

  

Extension Work.

 

  

Edit their work, extending sentences using connectives

 

 Plenary

 

 

 

 Share ideas with class                                                      15 mins
  The text Paper Exercise books
LSA (How do LSA’s contribute to the learning process). Not present
Assessment (What strategies are you using to assess learning). Competition 
Key words  Presentation Content Audience
Basic Skills.Literacy, numeracy ICT. R 6 W11
 Date Due Sam Learning (or other ICT resource/platform that creates homework) Homework – Writing 

Friday 28th of May

Year 8 – Creative writing – The granny project Example lesson plan

This lesson plan is for lower ability students.

A SCHOOL                        SCHOOL LOGO

 

Group Year 9 Set 3                                                             Date __20 May __________

 

 

Unit Of Work.  Creative Writing
Teaching Aim. 

 

To develop writing in preparation for GCSEObjective for board:

Understand and use brain blooming and mind mapping

To write a brief for a publisher

Learning Outcomes.  (Differentiate learning outcomes  into All pupils will, Most pupils will and Some pupils will). 

All pupils will attempt the tasks

Most pupils will develop a style of writing that is appropriate

Some pupils will  write accurately and with imagination

Lesson Content. 

Main Activity(ies)

 

 

 

 

 

Brain blooming/ storming – generate a list of ideas that could be an inspiration for a story – eg famous people, acts of heroism etc                                                                                                  10 Mins

Introduce mind mapping and its conceptual use.                5 mins

Use mind mapping to generate story ideas and plots        30 Mins

Discuss genres

Mind map descriptive words

Place

Feelings

Characters

Interaction

Create a brief for a publisher                                                10 mins

The brief should include: The target audience, brief outline of story, interesting points eg local history, factual content etc

 

Differentiation  Introduce scaffolding, differentiation by negotiation and outcome 
 Extension Work.

 

 Connectives for complex sentences

 

 Plenary

 

 Discuss and share ideas                                                         5 Mins
  Interactive whiteboard, examples of mind maps, colouring pencils
LSA (How do LSA’s contribute to the learning process). No present
Assessment (What strategies are you using to assess learning). GCSE criteria 
Key words  Mind mapping, audience, brief, publisher
Basic Skills.Literacy, numeracy ICT. W 7 Sn2, 5 Wr 5
  

Date Due

H/W  Research two different characters from two novels.  Write a description of them and their background. 1 A4 sheet minimumMonday the 24th of May

Year 9 Set 3 Lesson Plan example (2) – Creative writing

This lesson plan is for a lower ability group i.e. set 3 with 4 being the bottom.

A SCHOOL                        SCHOOL LOGO

 

Group Year 9 Set 3                                                             Date __20 May __________

 

 

Unit Of Work.  Creative Writing
Teaching Aim. 

 

To develop writing in preparation for GCSEObjective for board:

Understand and use brain blooming and mind mapping

To write a brief for a publisher

Learning Outcomes.  (Differentiate learning outcomes  into All pupils will, Most pupils will and Some pupils will). 

All pupils will attempt the tasks

Most pupils will develop a style of writing that is appropriate

Some pupils will  write accurately and with imagination

Lesson Content. 

Main Activity(ies)

 

 

 

 

 

Brain blooming/ storming – generate a list of ideas that could be an inspiration for a story – eg famous people, acts of heroism etc                                                                                                  10 Mins

Introduce mind mapping and its conceptual use.                5 mins

Use mind mapping to generate story ideas and plots        30 Mins

Discuss genres

Mind map descriptive words

Place

Feelings

Characters

Interaction

Create a brief for a publisher                                                10 mins

The brief should include: The target audience, brief outline of story, interesting points eg local history, factual content etc

 

Differentiation  Introduce scaffolding, differentiation by negotiation and outcome 
 Extension Work.

 

 Connectives for complex sentences

 

 Plenary

 

 Discuss and share ideas                                                         5 Mins
 Resources Interactive whiteboard, examples of mind maps, colouring pencils
LSA (How do LSA’s contribute to the learning process). No present
Assessment (What strategies are you using to assess learning). GCSE criteria 
Key words  Mind mapping, audience, brief, publisher
Basic Skills.Literacy, numeracy ICT. W 7 Sn2, 5 Wr 5
  

Date Due

H/W  Research two different characters from two novels.  Write a description of them and their background. 1 A4 sheet minimumMonday the 24th of May

Example lesson Plan 3 Year 9 Set 2 (2) – Creative writing

 

A SCHOOL                        SCHOOL LOGO

 

Group Year 9 Set 2                                                                 Date __19 May __________

 

 

Unit Of Work.  Creative Writing
Teaching Aim. 

 

To develop writing in preparation for GCSEObjective for board:

Understand and use brain blooming and mind mapping

To write a brief for a publisher

Learning Outcomes.  (Differentiate learning outcomes  into All pupils will, Most pupils will and Some pupils will). 

All pupils will attempt the tasks

Most pupils will develop a style of writing that is appropriate

Some pupils will  write accurately and with imagination

Lesson Content. 

Main Activity(ies)

 

 

 

 

 

Brain blooming – generate a list of ideas that could be an inspiration for a story – eg famous people, acts of heroism etc                                                                                                  10 Mins

Introduce mind mapping and its conceptual use.                5 mins

Use mind mapping to generate story ideas and plots        30 Mins

Discuss genres

Mind map descriptive words

Place

Feelings

Characters

Interaction

Create a brief for a publisher                                                10 mins

The brief should include: The target audience, brief outline of story, interesting points eg local history, factual content etc

 

Differentiation  Introduce scaffolding, differentiation by negotiation and outcome 
 Extension Work.

 

 Connectives for complex sentences

 

 Plenary

 

 Discuss and share ideas                                                         5 Mins
 Resources Interactive whiteboard, examples of mind maps, colouring pencils
LSA (How do LSA’s contribute to the learning process). No present
Assessment (What strategies are you using to assess learning). GCSE criteria 
Key words  Mind mapping, audience, brief, publisher
Basic Skills.Literacy, numeracy ICT. W 7 Sn2, 5 Wr 5
  

Date Due

H/W  Research two different characters from two novels.  Write a description of them and their background. 1 A4 sheet minimumTuesday the 25th of May

Lesson Plan Example 2 – Year 9 Set 2 Creative writing

A SCHOOL                        SCHOOL LOGO

 

Group Year9/ Set3                                                                  Date __17 May __________

 

 

Unit Of Work.  Creative Writing
Teaching Aim.   To develop writing in preparation for GCSE Objective for board:  To respond to the marking in your books, to understand GCSE requirements for higher tier, To begin preparation for Original writing coursework and be aware of the need to write to a certain audience.
Learning Outcomes.  (Differentiate learning outcomes  into All pupils will, Most pupils will and Some pupils will).All pupils will attempt the tasks

Most pupils will develop a style of writing that is appropriate

Some pupils will write accurately and with imagination

Lesson Content.  

 

Main Activity(ies)

 

 

 

 

 

 

 

 

 

 

 

Differentiation

 

 

 

Read the comments re. My Marking and respond.         Give out books and folders.  Write date, title, C/W and objective.

Students put names on.                                                      10 mins

 Write a review about reading week. 2 paragraphs min   15 mins

 

Read GCSE Guidance sheets.                                             10 mins

Begin GCSE coursework – Original writing

Think about books previously read in primary school Name them, author and genre.  Why was it good ?   At least 3              10 mins

Begin preparation for Original writing Talk about what they learnt from having an author in school

Who is his audience? What kind of audience does he write for?

Who will you write for?                                                         10 mins

 

 

Some of the class will need ideas to start their writing

 

 

 

Extension Work.  Brain bloom ideas for audience
Plenary  

 

Review GCSE requirements.  Give examples of audiences. 5 mins
  Paper, folders, books, Tony Buzan example of Mind Maps
LSA (How do LSA’s contribute to the learning process). None present
Assessment (What strategies are you using to assess learning). GCSE criteria 
Key words  Audience
Basic Skills.Literacy, numeracy ICT. W 7 Sn2, 5 Wr 5
 Date Due None set  

Structures – Missing Word worksheet

Structures – Worksheet

A structure provides ………………….. A structure must be able to support its own weight and whatever ……………load is put on it.

Structures can be divided into two groups; frame structure sand shell structures.

  • FRAME STRUCTURES are made up of separate strips which are fixed together to make a framework. An example of a frame structure is called a ……………………
  • SHELL STRUCTURES have a single, continuous ……………….. which supports the weight of the thing inside. An example of a shell structure is a drinks……….

FORCES

When you sit on a chair, the force or ……………………….. you put on it is called …………………. force. Inside the chair are forces called ………………. internal forces which stop the chair collapsing. If the external forces are greater than the internal force, the chair will ……………… When you are sitting still, the force you apply is also still. This is called a …………….force. When you rock backwards and forwards you apply ……………….. or moving force to the chair.

Forces are not all the same. Forces can press, pull, twist or bend. If we take a material or material and try and squash it, we can say that it is in ………………….

If we take a material and try to pull it apart from either end we are putting it into ……………….

When you twist the top of a bottle or jar to open it you are using ……………………. This is  a turning or twisting ……………. When you use  a spanner to tighten or undo a nut, you are using torsion.

When one force is balanced by another they are said  to be in …………………….. A structure in which the forces are balanced stays in one position, neither falling down or moving.

TRIANGULATION

Structures are made up of individual parts called ………………… These are under tension or compression. ………………….. forces can occur where members are joined. A member under tension is called a ……………, a member under compression is called a ………………. Ties may be made of string or rope, but struts must be …………………

Triangles are very useful when building …………………. They can make it very strong and ……………… A basic four sided frame can lean if a ……….. is put on from one side. It needs to be………..

One way of making this structure more rigid would be to put in one or two more parts or ………… going from corner to corner. This way of making structures more …………………… is called …………………… It is often used when building bridges or cranes.

Use the words listed below to fill in the blanks – some words appear twice.

CAN, COLLAPSE, COMPRESSION, CRANE, DYNAMIC, EQUILIBRIUM, EXTERNAL, FORCE, INTERNAL, LOAD, LOAD, MEMBERS, MEMBERS, MOVING, PRESSURE, RIGID, RIGID, SHEAR, SKIN, STABILISED, STABLE STRUCTURES, STRUT, STATIC, SUPPORT, TENSION, TIE, TORSION, TRIANGULATION.

ANSWERS in order

support, load, crane, skin, can, pressure, external, internal, collapse, static, dynamic, compression, tension, torsion, force, equilibrium, moving, members, shear, tie, strut, rigid, structures, stable, load, stabilised, members, rigid, triangulation.

Leaders 4 – Managing Resources

Of all the things recently discussed this is the one thing on a daily basis that can become a nightmare particularly as a new manager you are usually left with the previous owners resources which may not suit you and a budget which initially will be non-existent or meagre.

Here are things to help you sort out in your own mind what and how to achieve the best for you, your team and learners.

  1. How will you establish staff and resource needs for the subject and how should requests of this be transmitted/reported/asked/sent to Senior leaders and/ or Headteacher? and by when?
  2. How will you or what is the process to let the Headteacher know about the deployment of your staff within your team and job roles?
  3. How will you ensure the effective and efficient management of resources including technology?
  4. How will you explore and assess the role of new use of resources in your department?
  5. How will you ensure you effectively use the rooms/accommodation that you are in?
  6. How will you ensure at all times that there is a safe working and learning environment?

I hope that some of these things have been useful and if you have any good practice to share please do so on the comments page.

Of Mice and Men – Essay Questions

These may just help the thinking process. I used this with all of my students to support them when planning essays.

1. Describe in some detail the incident where Lennie crushes Curley’s hand. What does this incident reveal about the characters of Curley and Lennie?

Comment

This topic could be conveniently split into thirds (Describe / Curley / Lennie). However, it may be better to comment on the characters as you describe the incident; this would save you from repeating detail of the incident later.

Answer Plan

  • Beginning of incident
    • Curley is humiliated and angry –       why?
    • Lennie is seen smiling – why?
    • Curley is a coward and a bully
    • Lennie is slow and a dreamer
  • Curley’s attack
    • Curley uses boxing skill to cruelly attack Lennie
    • Lennie does nothing to fight back
    • Stresses Curley’s frustration, cruelty
    • Curley resents big men because he is small
    • Lennie is basically gentle, does not want to fight
  • Lennie crushes Curley’s hand
    • Lennie obeys George’s instructions to ‘get him’
    • Crushes the bones of Curley’s hand, ending fight
    • Frightened, has to be told to stop
    • Lennie is simple, can’t think for himself
    • He is immensely strong, causes serious injury
    • Lacks control (important for later)
  • Conclusion
    • Curley vents his anger on ‘helpless’ Lennie
    • Lennie is a gentle giant who only does what he’s told.

2. The killing of Candy’s old dog foreshadowed Lennie’s death. Describe the two killings, pointing out any similarities and differences between them.

Comment

Which is better – to describe the two killings and then comment on them, or to mention the similarities and differences as you describe?

Answer Plan

  • Killing of dog
    • Carlson nags Candy about dog
      • offers to shoot him
    • Describes how he will do it
    • Carlson takes dog out, tension in bunkhouse
    • Finally there is a shot, Candy withdraws into silence
  • Killing of Lennie
    • George steals Carlson’s Luger, same gun
    • Finds Lennie by pool, different place
    • They talk, George tries to make Lennie happy
    • Others are approaching, George must hurry
    • George shoots Lennie, unlike stranger shooting dog
    • Method of killing exactly the same as with dog
  • Conclusion
    • gun and method are the same
    • reason for both killings
      • to prevent suffering
    • George kills Lennie for love, Carlson doesn’t love dog