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

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?’

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:

OFQUAL UPDATE – ESOL regulations and New language accessibility guidance

New language accessibility guidance

We want to make sure that the exams and assessments we regulate give all pupils the fairest opportunity to show what they know, understand and can do. Some pupils may not understand some of the words or phrases used in an exam or assessment. This could be because English is not their first language or they have a learning disability. However, they may be able to carry out a task and show their skills if a question is asked in another way.

We did some research on exams and assessments with subject experts and we produced reports and some guidance, which can be downloaded below.

Language Accessibility Research Reports:
Research Background: Monitoring Access to National Curriculum Assessments (2012)
Research Background: Guidance on the Principles of Language Accessibility in National Curriculum Assessments (2012)

These reports explain what we found when we looked at the design and wording of exams and assessments.

Language Accessibility Guidance:
Guidance on Monitoring Access to National Curriculum Assessments (2012)
Guidance on the Principles of Language Accessibility in National Curriculum Assessments (2012)

This guidance is aimed at test designers, teachers, teaching agencies, and others involved in educating pupils with special and additional support needs.

 

Consultation on ESOL regulations

Our consultation on English for Speakers of Other Languages (ESOL) qualifications and the regulations that govern them continues until 3rd December.

It is our responsibility to ensure that qualifications are secure, fit for purpose and suitably meet the needs of a range of learners. We are looking at ESOL qualifications because their role has changed significantly in recent years to include factors such as immigration and the right to reside in the UK.

Return of the ‘O’ level ?

Just as we are getting to the end of term … lets put everything in turmoil.

kipmcgrathashford

Education Secretary Michael Gove Gove plans to scrap dumbed-down GCSEs and National Curriculum in the biggest revolution in education for 30 years.

Leaked documents seen by the Daily Mail suggest that the most radical shake up in school examinations are being planned.

The report in the Mail states that “Education Secretary Michael Gove has drawn up a blueprint which would tear up the current exam system as well as abolishing the National Curriculum.

Under revolutionary plans Gove intends to

  • GCSEs will ‘disappear’ from schools within the next few years
  • The National Curriculum in secondary schools will be abolished
  • The requirement that pupils obtain five good GCSEs graded A* to C will be scrapped
  • Less intelligent pupils will sit simpler exams, similar to the old CSEs
  • O-level pupils will sit the same gold standard paper nationwide from a single exam board

It is planned to have a 12 week consultancy…

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GCSE Success – UK

GCSE results for EAL students are doing well in inner London but not as well in the East of England, the North East and North West. In London English as an addional langauge learners are outperforming native English speakers by 4% points last year.

http://www.tes.co.uk/article.aspx?storycode=6241719

To support these pupils EMASUK have a set of GCSE Success books.

Every child that sits their GCSE has the same battle, understanding the questions. This is even more difficult if their first language is not English, research has shown that it takes twice as long to answer questions due to the translation and deciphering of terminology. This book supports non English speaking examinees with a simple to understand booklet showing and explaining the term then giving actual exam questions to develop understanding and clarify the response.

In English, French, German, Gujerati, Somali, Polish, Chinese Cantonese, Chinese Mandarin, Hungarian, Russian, Turkish and Slovakian.

http://shop.emasuk.com/category/2617/exam_success_books