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

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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  

As a teacher do you fill a bucket or aim to light a fire?

WB Yeats, “education is not the filling of a bucket, but the lighting of a fire

How many teachers and Education Ministers  do you know that just want to fill up buckets? Where is the creativity and the personalisation that makes the spark or turns the light bulb on to education?

I believe I have blogged before about how a teacher making me look at some paper burning made me fascinated and turned me onto poetry and words. Not the type of thing that can be done in todays classrooms but her ingenuity allowed us as a class to smell, taste, look, listen and then choose words we knew to describe what we saw. That did more for me in primary days than sitting the eleven plus and how many others would say exactly the same thing?

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

Of Mice and Men – Answer the Question advice

Sometimes  as teachers we need to  show our learners what an answer may look like.  Here is a good example written by the exam board reminding us first what we know about Curley’s wife and then advice on what to use to answer the question posed.

Curley’s Wife
Points and quotes

At first, Curley’s wife is described to the reader through the comments of the men on the ranch. Candy tells Lennie and George when he first meets them that she ‘ got the eye’ for the men on the ranch, even though she has only been married to Curley for two weeks. Candy thinks that she is ‘a tart’.

We first meet Curley’s wife when she comes into the bunkhouse, when Lennie and George are in there. She is apparently looking for Curley but she already knows that new men have arrived. Steinbeck gives a detailed description of her as she stands in the doorway of the bunkhouse and talks to Lennie and George. She is ‘heavily made up’, with ‘full rouged lips’ and red fingernails. Her body language is provocative as she positions herself in the doorway so that ‘her body was thrown forward’. She smiles ‘archly’ and ‘twitched her body’. The general impression the reader gains is of a young girl who is pretty and wants the attention of men.

George’s reaction to Curley’s wife, however, makes the reader realise that she is a potential threat to the two men. George sees her as ‘poison’ and ‘jailbait’. He is angry with Lennie’s admiration of her ‘she’s purty’ and fiercely tells him that he must stay away from her. ‘Don’t you even take a look at that bitch.’ Later, when we find out what happened at Weed, where Lennie frightens a woman by stroking her dress and they are forced to flee the town from a lynch mob, we understand why George is so alarmed that she will be the cause of more trouble for them.

As the story progresses we gain more knowledge of Curley’s wife. When she comes to Crooks’ door when all the men are in town on Saturday night we realise that she is lonely. She knows that Curley has gone to a brothel and we get some insight into what the reality of her life is on the ranch. When Crooks suggests that she should go away because ‘we don’t want no trouble’ she says ‘Think I don’t like to talk to somebody ever’ once in a while’ and we realise that she is lonely with noone to talk to but Curley who spends all his time talking about ‘what he’s gonna do to guys he don’t like’. We also find out that she has her own private dream that she could have been an actress or a showgirl.

However, any sympathy that we might have felt for Curley’s wife is reduced because of the cruelty she shows when talking to the men and by the way she treats Crooks. She is contemptuous of Candy, Crooks and Lennie, referring to them as ‘a nigger an’ a dum-dum and a lousy ol’ sheep’ and she laughs at their dream of having a ranch of their own, dismissing it as ‘Balony’. Far worse though is the way she removes all Crooks’ pride and dignity when he dares stand up to her, asking her to leave his room. She reminds him scornfully that she could have him ‘lynched’ if she chose. She doesn’t actually say so, but Candy and we know that it would be by claiming that he had tried to rape her.

When Lennie is in the barn and Curley’s wife enters the reader is again aware of how lonely she is. Even though she realises that Lennie is not listening to her she is desperate to talk and we hear how isolated she feels. When Lennie tells her that he’s not allowed to talk to her she cries ‘ What’s the matter with me?’ Then adds ‘Seems like they ain’t none of them cares how I gotta live’. We then find out more details of her life, that a man who ‘was in pitchers’ said that he was ‘gonna put her in the Movies’ and would write to her as ‘soon as he got back to Hoollywood’. The letter never came, and Curley’s wife believed her mother stole it but we realise that there was never likely to be any letter. The man was probably just taking advantage of her vanity, allowing her to think that she could be a famous film star.

We also find out that Curley’s wife only married Curley to get away from home. She met him at the Riverside Dance Palais, probably attracted to him because he was the son of a ranch owner. Now, however, the reality is that she doesn’t even like him. ‘He ain’t a nice fella’, she confides in Lennie. When they are talking together she shows some kindness to Lennie when she realises that he understands little of what she is saying. After she is dead we are shown by Steinbeck a different side of Curley’s wife. In death the ‘meanness and the plannings and the discontent and the ache for attention’ have gone from her face. We see she is just a young and pretty girl.

Does Steinbeck Condemn Or Condone Curley’s Wife?

Answer the question!

It is no good just writing about Curley’s wife as I have done above, if you are being asked a specific question. To answer this question correctly in the exam you must discuss at which point in the story you think Steinbeck is asking us to judge Curley’s wife as being a ‘bad ‘ person, or whether you think that at the end he is trying to make us feel some sympathy for her.

Remember that writers put characters across to us through describing:

  • what they look like –      physical appearance
  • what they say – dialogue      with others
  • what they do – their      actions
  • what other characters say      about them

If we look through the men’s eyes we see that they view her as just a ‘tart’ and are wary of her. The physical description Steinbeck uses reinforces this idea – heavily made up. And her actions are also provocative (leaning against the doorway. We also see she is cruel in what she says to Crooks.

However, there are occasions when we see a better side of Curley’s wife. We see her loneliness; she is kind to Lennie; she has a dream that she is not likely to achieve, like the other men on the ranch, and finally, Steinbeck’s description of her dead body seems designed to make us see her as a victim of life.

You answer should show that you have thought about the question and have set out a line of argument, showing both sides (condemn or condone) but finally reaching your own personal conclusion. If you do not answer the question, especially if you do not refer to it at the end of your answer, your grade will suffer!

Now try these

Hope and dreams help people to survive even if they can never become real. How true is this of the characters in Of Mice and Men? (Higher Tier NEAB)

What do you think about the end? Remember to include your feelings, what you think about the friendship and whether John Steinbeck prepared you for this end.

How does John Steinbeck draw together the two characters of George and Lenny.  What words does he uses to describe each one to make them different, how does he show their unique friendship.  Use quotes to demonstrate your understanding.

Loneliness is an integral part of this story.  Compare the characters that are lonely. What are their differences and similarities, Why does John Steinbeck do this?

Of Mice and Men shows us that people can be cruel.  Find three characters and write about them. Are they either cruel or kind or  a mixture of both? Why do they behave in this way? How do you respond to them? How did John Steinbeck make you feel this way?

Slim is the only character in this story not handicapped. Do you agree?

Comment on George’s idea that ranch hands are ‘the loneliest guys in the world.’ How does this prepare us to meet other characters in the novel?

Why is it important to the plot that Lennie wants to tend the rabbits and likes to pet soft things?

How does John Steinbeck relate this theme to America in the 1930’s?

How does John Steinbeck present women in this novel? How do women fit in the novel ?

How does Steinbeck represent ranch workers?

Of Mice and Men – Who is talking?

Encourage the learners to know the text by using these sentences and phrases to explain who is talking and to also e.xplain the context

‘I ain’t sure it’s good water, … looks kinda scummy.’

‘I remember about the rabbits, George.’

‘God a’mighty, if I was alone I could live so easy.’

‘Guys like us, that work on ranches, are the loneliest guys in the world.’

‘Hide in the brush until I come for you. Can you remember that?’

‘I wrote Murray and Ready I wanted two men this morning.’

‘…what stake you got in this guy? You takin’ his pay away from him?’

‘I seen ’em poison before, but 1 never seen no piece of jail-bait worse than her.’

‘Hell of a nice fella, but he ain’t bright.’

‘You seen a girl around here?’

‘He’ll want to sleep right out in the barn with ’em,’

‘What’d he do in Weed?’

‘We can’t sleep with him stinkin’ around in here.’

‘George, why is it both end’s the same?’

‘I could cook and tend the chickens and hoe the garden some.’

‘Leggo of him Lennie, let go.’

‘This punk sure had it coming to him.’

‘Gonna get a little place an’ live on the fatta the lan’.’

‘A guy can talk to you an’ be Sure you won’t go blabbin’.’

‘I tell ya a guy gets too lonely, an’ he gets sick’

‘You bindle bums think you’re so damn good.’

‘I could get you strung up on a tree so easy it ain’t even funny.’

‘Why do you got to get killed? You ain’t so little as mice.’

‘I coulda made somethin’ of myself.’

‘I done a bad thing. I done another bad thing.’

‘I’ll shoot ‘im in the guts.’

‘He been doin’ nice things for you alla time’

‘Never you mind … A guy got to sometimes.’

‘Now what the hell do you suppose is eatin’ them two guys?’