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 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

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  

Connectives

Here is a set of words that can be used to create cards and power points, to teach sentence structure. These words are all connectives useful in joining and extending sentences together, making normal sentences into more complex sentences.

finally

firstly

furthermore

in the end

In the meantime

initially

at first

because

before

but

consequently

due to

after a while

after that

also

although

as

as a result

then

until

when

whenever

later on

meanwhile

next

since

so

suddenly

English Dept Assessment Schedule

Assessment Schedule

Often I am asked what to do about assessments. I usually suggest that the person in charge of English works out a schedule then ensure that all teachers and learners are aware of their appropriate assessment schedule.  It is a good idea to work out when parent meetings and feedback are needed and then work back from there, giving you and your team time to fulfil your duty. Assessment that is timely and well written is supportive and helps the child reach their potential.

Students new to the school need to take progress test to find out where they are.  If you are assessing EAL students, initially use their first language where you can to gauge their current knowledge. As a teacher every week the pupils work should be marked inline with the schools marking policy. To ensure that marking feedback is effective in developing future learning and knowledge make sure that feedback is better than a tick and a bland comment saying good. Really let the learner know something that they are good at and something that they need to work on next time.  All done in a  positive learning environment will mean that the learners just work towards the next goal as opposed to feeling they are rubbish and cannot succeed. It’s up to you as the teacher to create that environment in your classroom.

This is just a suggestion which you can use and change to suit your circumstances.

Year 7
End   Oct Assessment Reading :   Language structure and variation Writing   : Spelling 
Nov All   about Me booklet
March Assessment   Key Objectives
June Assessment   NC Test
Year 8
Nov AssessmentReading :   understanding Text Writing   : Standard English and language structure
March Assessment   Key Objectives
June l   Assessment NC Test
Year 9
Nov Assessment   Key Objectives
March Mock   SATs all papers
May   3 – 6th SATS   exam
June Assessment   test
Year 10
Nov Lit   – compare poems of other Cultures.Lang   – Argue to write/persuade
March Lit   – Of Mice and Men and poems of other culturesLang   – to inform, explain advise, and argue/persuade
June Exam   preparation : Lit and Lang papers
Year 11
Nov Preparation   : Lit and Lang papers
March  Mock  Lit and Lang papers

Of Mice and Men – Who is being described here? 1

This is a great exercise that can be used after each chapter or as a revision exercise or to prompt essay answers. It ensures that you know what level the learners have reached bit also gives them scaffoldings that helps them sort out what is relevant in each section.

Identify the character, and find the page where the description is and add it. (This helps the student to get back there without too much difficulty when revising).  And finally add any notes. (I added this so that they can write the things they want to remember to help them when in the revision process)

‘(He) was small and quick, dark of face, with restless eyes and sharp, strong features. Every part of him was defined: small strong hands, slender arms, a thin and bony nose.’

Character:

Page No.:

Notes:

‘A huge man, shapeless of face, with large pale eyes, with wide sloping shoulders. and he walked heavily, dragging his feet a little, the way a bear drags his paws. His arms … hung loosely …’

Character:

Page No.:

Notes:

‘A tall, stoop-shouldered old man … he pointed with his right arm, and out of the sleeve came a round, stick-like wrist, but no hand.’

Character:

Page No.:

Notes:

‘A little stocky man … his thumbs were stuck in his belt, on each side of a square steel buckle. On his head was a soiled brown Stetson hat, and he wore high-heeled boots with spurs to prove he was not a labouring man.’

Character:

Page No.:

Notes:

‘A thin young man with a brown face, with brown eyes and a head of tightly curled hair …. His glance was at once calculating and pugnacious.’

Character:

Page No.:

Notes:

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?’

Of Mice and Men – Who is being described here? 2

‘She had full, rouged lips and wide spaced eyes, heavily made up. Her fingernails were red. Her hair hung in little rolled clusters, like sausages. Her voice had a brittle, nasal quality.’

Character:

Page No.:

Notes:

‘A tall man … he combed his long black damp hair straight back. … he moved with a majesty only achieved by royalty and master craftsmen. … His hatchet face was ageless. He might have been thirty-five or fifty.’

Character:

Page No.:

Notes:

‘A powerful, big-stomached man’

Character:

Page No.:

Notes:

‘The angry little man …’

Character:

Page No.:

Notes:

‘…calm godlike eyes’

Character:

Page No.:

Notes:

‘… thick-bodied’

Character:

Page No.:

Notes:

‘A young labouring man … His sloping shoulders were bent forward, and he walked heavily on his heels, as though he carried an invisible grain bag.’

Character:

Page No.:

Notes:

‘A lean Negro head, lined with pain, the eyes patient’

Character:

Page No.:

Notes:

‘His body was bent over to the left by his crooked spine, and his eyes lay deep in his head, and because of their depth seemed to glitter with intensity… ‘

Character:

Page No.:

Notes:

‘She was very pretty and simple, and her face was sweet and young’

Character:

Page No.:

Notes:

‘… a little fat old woman. She wore thick bull’s eye glasses and she wore a huge gingham apron with pockets, and she was starched and clean.’

Character:

Page No.:

Notes:

ESTYN – Good practice bilingualism

Team teaching and the pivotal role of the Welsh co-ordinator to implement the clear shared vision has ensured a school in Aberystwyth has developed bilingual practice according to ESTYN.

In 2012, as a result of prioritising bilingualism in the Foundation Phase…the school can now offer pupils a realistic choice of bilingual secondary education as they enter key stage 3 and parents realise the benefits of their children being bilingual in our community.

link to the original report : http://www.estyn.gov.uk/english/docViewer/257739.3/welsh-second-language-comes-first/?navmap=33,53,158,

Ysgol Plascrug is situated in the town of Aberystwyth which lies on the coast of Ceredigion. Approximately three-quarters of the pupils are white British while a quarter of pupils are from a wide range of ethnic backgrounds, originating from 38 different countries. Less than 1% of the pupils come from homes where Welsh is the main language. Thirty-five per cent of pupils live in disadvantaged areas and approximately 12% are entitled to Free School meals.

English is the main medium of teaching. Nearly all pupils learn Welsh as a second language. For many minority ethnic pupils, Welsh is a third or even fourth language for them to acquire. The school’s provision and comprehensive professional development programme for all staff in the development of Welsh is judged as sector leading. As a result, pupils’ standards in Welsh second language are deemed excellent.

The school has a firm, clear vision to prepare pupils to become inclusive members of the bilingual society of Wales and nurture pride in the language, heritage and culture of our country. The introduction of the Foundation Phase curriculum also highlighted the need to improve pupils’ bilingual skills at a very early age.

Description of nature of strategy or activity:

This vision is shared with all staff and over recent years has become a high priority in the school improvement plan. In order to fulfill the vision of creating fully bilingual pupils in a natural Welsh ethos, the school is committed to offering excellent provision to its pupils and exceptional opportunities for staff to improve their professional skills in Welsh language provision.

As part of the school’s strategy for raising standards in Welsh, the school improvement plan gives particular emphasis to the continuing professional development of staff.

The Athrawes Fro service provides effective support for Welsh language development on a weekly basis. It complements a team-teaching approach and offers helpful guidance on planning and resources. This allows the school to implement a ‘target group’ teaching approach at key stage 2.

The Welsh coordinator has a pivotal role in planning and integrating the teaching of Welsh.

The governing body recognises the benefits of releasing this member of staff to model good teaching approaches, monitor planning, provision and standards, and provide suitable resources and appropriate guidance and support to colleagues. The enthusiasm and passion of the coordinator is evident as Welsh is increasingly becoming the everyday informal language of the school.

In recent years, the school has focused upon developing bilingualism in the Foundation Phase. Welsh is now used as a medium of teaching for 40% of the timetable. As this progresses throughout the school, there is a direct impact on standards in Welsh and at key stage 2, pupils are able to access more subjects through the medium of Welsh. For example, physical education, art, design and technology and music can now be taught through the medium of Welsh.
In 2012, as a result of prioritising bilingualism in the Foundation Phase, 85% of pupils achieved Outcome 5+ in Welsh second language.
The school can now offer pupils a realistic choice of bilingual secondary education as they enter key stage 3 and parents realise the benefits of their children being bilingual in our community.

Language translation is the fourth thing done on the internet.

Only 20% of respondents said that they would pay for human translation in China.  They say that this is because current machine translations do not currently reach their expectation.  Can we confer from this that once it is better that even these will be less inclined to rely on a human?  In an ideal world a mix of both would surely be advantageous but only time will tell.

http://www.bernama.com/bernama/v6/newsgeneral.php?id=713364